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Monday, July 8th

Day 1: Farm to School Institute Summer Retreat

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Welcome & Introductions

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Overview of the Yearlong Action Planning Cycle

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The 3 Cs Approach to Farm to School

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Angela

FTS is most successful and enduring when it is integrated into the the cafeteria, classroom and community. Some key features of the 3 C’s framework are:

FTS is a comprehensive strategy that connects student learning and experiences in these three areas with the goal of helping students establish a lifelong positive relationship with food while supporting a more just food system.
Collaboration among administration, food service, students, families, and teachers is present.
Not an “add-on” (separate programs that run outside the regular policies), but integrated throughout school culture.
Cafeteria is a major hub of activity and community partnerships provides a real-life context for learning in the classroom across all disciplines.

This approach is central to the Institute. There will be opportunities to go deeper into each of the Cs during the summer retreat and the year-long program - the goal is to come back with your teammates and colleagues to integrate all 3 Cs for holistic, responsive, and relevant farm to school programs.

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Grateful you’re here.

Core Planning Crew Members

Team Members

Presenters & Panelists

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Jaime Arredondo

Annette Slonim

Core Planning Crew Members!

Ecotrust

Angela Hedstrom & Alisha Howard

Washington State Department of Agriculture

Oregon Farm to School Network

Melina Barker & Wren Huff

WSDA

Annette Slonim

WA ESD 101

Kendra Dean

Tigard Tualatin SD

Kim Leung

Washington Farm

to School Network

Rey Cooley

Washington Office of Superintendent of Public Instruction

Nichole Garden

Row By Row

Erica Curry

FoodCorps

Aaron Poplack

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FoodCorps

FoodCorps partners with schools and communities to nourish kids’ health, education, and sense of belonging.
Our Goal: By 2030, every child has access to food education and nourishing food in schools.
Through three key strategies—direct programming, movement building, and policy and advocacy—we affect change in the following areas:

Food Education: We partner directly with schools to teach kids about growing, cooking, and eating nourishing food, and advocate for broad investment in food education.

Nourishing School Meals: We work with school nutrition professionals to get a variety of fresh, local, and culturally relevant foods on the school lunch tray.

Advancing Equity Through Food: We use food to celebrate kids’ unique cultures and identities, and strive to correct historical inequities in the school food system.

Institute Role:

Core Planning Crew

Coach Support

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Washington Office of Superintendent

of Public Instruction (OSPI)

Supports school districts in providing quality Child Nutrition Programs that promote lifelong healthful living while providing nutritious meals each day that prepare children for learning.
Assist school districts in establishing or expanding Farm to School programing by providing technical assistance, resources, and guidance.
Supports academic success, lifelong learning, and the ability of students to apply their knowledge of ecological, economic, and socio-cultural systems to meet the needs of current and future generations.

Institute Role:

Core Planning Crew Member

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Row By Row

Consultant, Farm to School, Food and Garden Education
Located in Washington
Worked for VT FEED, Shelburne Farms, National Farm to School Network, Farm Based Education Network, FoodCorps
Also a coach for Bainbridge Island School District team!

Institute Role:

Core Planning Crew

BISD Coach

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Washington Farm to School Network

Institute Role:

Core Planning Crew

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ESD 101

Nutrition Cooperative supporting school districts in School Meal Programs
Helps support 22 districts in Northeast WA with farm to school implementation, including procurement, event planning, menu planning, and training
Leading expansion of ESD Regional F2S Coordinators into three new regions in Washington

Institute Role:

Core Planning Crew Member and Coach for Prescott SD

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Tigard Tualatin School District Nutrition Services

Represent school nutrition professionals in OR
District serving 11 elementary, 3 middle, and 2 high schools, including 1 alternative high school, and 2 vended programs
Over 11,000 students enrolled

Institute Role:

Core Planning Crew - Represent School Nutrition

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Washington State Department of Agriculture

Farm to School program promotes farm to school connections through:

Trainings, workshops, and 1-1 technical assistance for schools and farms
Factsheets, tools, policy, research and surveys
Farmer/buyer networking events
Special Projects
Taste Washington Day
Farm to School Purchasing Grants

Institute Role:

Core Planning Crew

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Oregon Farm to School Network

The Oregon Farm to School Network connects and supports members of Oregon’s Farm to School community to create a just, equitable food and education system that provides access to healthy, local school meals and food, farm and garden education.

We provide resources, technical assistance, training, networking and policy advocacy, to build a stronger farm to school movement in Oregon

Building Connection
Technical Assistance & Training
Policy Advocacy
Measuring & Communicating Impact

Institute Role:

Core Planning Crew

Coach Support

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Ecotrust

Non-profit organization based in Portland, Oregon

Working at the intersection of economic opportunity, environmental well being, and social equity for over 30 years

Working in partnership on projects in Oregon, Washington, Alaska, and Northern California

Providing technical assistance, training, networking/convening, and leadership development for local food producers, school food buyers, educators, and other food systems leaders.

Institute Role:

Core Planning Crew Member

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TEAMS!

Athena-Weston (OR)

Bainbridge Island (WA)

Chimacum (WA)

Mapleton (OR)

Prosser (WA)

Luckiamute Valley Charter (OR)

Prescott (WA)

Marcola (OR)

Voyager Elementary (WA)

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TEAMS!

Athena-Weston (OR)

Bainbridge Island (WA)

Chimacum (WA)

Mapleton (OR)

Prosser (WA)

Luckiamute Valley Charter (OR)

Prescott (WA)

Marcola (OR)

Voyager Elementary (WA)

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A Call to Action for Indigenous Communities

https://ecotrust.org/call-to-action-for-indigenous-communities/

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Housekeeping & Care Taking

Our Space

Indoor Rooms
Outside Space
Restrooms

Take Care of Yourself

Nourishment/ Water
Breaks
Plus/Deltas
Photographs

Understanding our Roles

Coaches vs Team members
Presenters, Core Planning Crew

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What’s in Your Folder?

Team Rubrics
Action Plans
Team/coach role handout
Workshop Descriptions
Menu
Participant Agenda (has emergency contact info)
Silverton activities sheet
Kitchen Table Protocol
OGR map
A Call to Action for Indigenous Communities

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Today’s Agenda

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Monday, July 8
10:00am: Opening Remarks 11:15am: Team Time Team agreements, rubric review 12:15pm: Lunch 1:00pm: Values Panel 2:00-3:00pm Team Time Team Values Statement Creation 3:00pm: Snack 3:30pm: Workshops 5:00pm: Closing 6:00pm: Dinner on your own

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Group Agreements*

In every chair, a leader and a learner
Take space/Make space
Practice examining & disrupting racially biased systems, perspectives, and processes
Put relationships first
Keep focused on our common goals
Be present and stay engaged

*These agreements are selected from National Farm to School Network

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Artwork by Favianna Rodriquez @studio@favianna.com

Aaron (5 min)

As a learning community, setting community agreements helps us create a more equitable and inclusive space within and across teams during this retreat. We also will use these agreements for collaborative spaces, like Peer Learning Communities, for the remainder of the institute.

As you saw in our last slide, you’ll also set community agreements with your team later today.You might see some overlap there agreements we create as a large group, but your team agreements will also include expectations for how you make decisions as a team. They also might start with some agreements that your team may already use as part of their culture.

This time around, I’m seeding us with some selected agreements borrowed from the National Farm to School Network. We’ll read these together, add to them as desired, and then make sure we all can agree to them.

Have one person read each agreement - and after you read it, say briefly what that agreement means to you in your own words or one way we can live into the agreement.

Add additional agreements, ask for the group to share what they need to create a meaningful and brave learning space for the group.

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Thank you to our local producers, chef, kitchen, and banquet staff!

Deck Family Farm: chicken, eggs
Fisherman Direct: rockfish
Our Table Cooperative: blueberries, cilantro
Rainshine Family Farm: onions, cabbage, carrots, scallions, strawberries, snap peas, radishes
Maranatha Farms: lettuce, cucumbers, berries
Dogwild Farm: flowers
Soter Vineyards: Pinot Noir

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Thank you to our Funders!

United States Department of Agriculture

Washington State Department of Agriculture (WSDA)

Washington SNAP-Ed

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Teams want to build cohesion, a shared vision and have a plan for implementation by end of the institute
Teams are concerned about capacity of the team, school staff, and school barriers (time, cost, access) stifling implementation
Teams are curious/concerned about connecting with local producers and having enough local food that meets state requirements and fills the need
Teams desire community engagement strategies and examples of successful F2S programs
Teams want more F2S education content and menu recipes with emphasis on school gardens

Pre-Institute/Retreat Feedback from Teams

Ecotrust OR/WA Adapter Farm to School K-12 Pre- Survey Reflections

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Microlabs

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Microlab

3 questions (6 min each, 1/person with 1 min to think)
Form triads and assign members a number 1-3
Be sure to listen when not speaking - active listening

What in your work makes you feel ALIVE? What excites you?

2. What are your innate strengths and learned skills?

3. How can you apply these to your goals for this work?

(rey) The purpose of the Microlab is to address a specific sequence of questions in a structured format with small groups, using active listening skills. It is useful for team-building and democratizing participation. Each participant gets equal time and are asked to withhold judgment. It is meant to be affirming and build community while addressing specific issues.

Each person has equal time to talk. Be sure to honor everyone’s time, this includes allowing silence when time not completely filled.

I will read each question twice. You will get one minute of think time and one minute each to speak. The order of speaking will change with each question. I will let you know when it is time to switch by…

First, form groups of three and number off, 1-3.

Listeners should not interrupt, interpret, paraphrase, analyze, give advice or break in with a personal story while speaker is speaking.

QUESTIONS? Are we ready?

Debrief

Simon Sinek: “the combination of your WHY and HOWs is as exclusively yours as your fingerprint.” Knowing your why is an important first step in figuring out how to achieve your goals

• Did you find others that share your why? • How did that feel? What worked well, and what was difficult? Why? • How might your conversations have been different had we not used this protocol? • What are the advantages/disadvantages of using this activity? When would you use this protocol? • What would you want to keep in mind as someone facilitating this activity?

It is important to remember that our WHY’s fuel our motivation, sharpen our focus, ignite our passion and connect us to others that share our values.

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Transitioning to AM Team Time

What you will do in teams:

Introductions
Group Agreements

Protocol from coach’s guide

Review rubric

Reminder: indoor/outdoor spaces available for team time
Reminder: Coach vs Team member Roles

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Lunch!

Tacos, garden salad, Spanish rice

Chicken, rockfish, or black bean tacos served with radishes, cilantro, cabbage, onions, limes, cheese, and salsa
Toppings are on the side so you may add what you like

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Values in Action Panel

Monday, July 8, 2024

1:00pm - Orchid A/B

Moderator: Alisha Howard, Community Outreach Coordinator, Ecotrust

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Values in Action Panel

Amoreena Guerrero (she/they)

Youth Grow Program Director, Growing Gardens

VP, Organizational and Food Systems Equity, Ecotrust

Valerie Segrest (she/her)

CEO - Native Nutritionist, Tahoma Peak Solutions

Kim Leung, RDN (she/her)

Jamese Kwele (she/her)

Nutrition Services Manager, Tigard Tualatin School District

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Amoreena Guerrero (she/they)

Amoreena was born in the Willamette Valley, on the unceded lands of the Kalapuya. (Many of their contemporary descendants are members of the Confederated Tribes of the Grand Ronde). She is of European descent, and was raised by counter-culture parents who made roots in Benton and Lane County there in the late 70's. As an adult, she has spent the last 20+ years supporting children through the use of outdoor spaces and food through roles such as: classroom teacher, cafeteria worker, field science educator, garden educator and program leader. Amoreena finds professional joy through collaborating with others to increase the quantity and quality of school garden and food-based education and looks forward to doing this work with you!

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Kim Leung (she/her)

Kim is a registered dietitian with a passion for health and wellness. She has been in the food service industry for over 15 years, school food since 2015, and currently serves as the President for Oregon School Nutrition Association.

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Jamese Kwele (she/her)

As Ecotrust’s VP, Organizational and Food Systems Equity, she works in partnership with teams across the organization to support our transformation into an anti-racist organization, while also providing strategic leadership across a variety of community-based, programmatic efforts. Jamese also serves on the boards of the Black Oregon Land Trust, the Black Food Sovereignty Coalition, and the National Farm to School Network. In 2020, she partnered with three other Black women to co-found the Black Food Fund, an organization that builds resources to fuel transformative, Black-led change primarily within the PNW regional food system. As a Just Economy Institute Fellow, she is part of a growing movement of financial activists working to shift capital and power in service of a more just economy. She believes in the power of Black people reclaiming our connection to land and feels deep gratitude for the love, wisdom, and fortitude of the many relatives and ancestors who make our work both joyful and possible.

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Valerie Segrest (she/her)

Valerie Segrest, an enrolled member of the Muckleshoot Indian Tribe, is a Native Nutrition Educator and Co-Founder of Tahoma Peak Solutions, specializing in strategic communications and food systems strategies for tribal communities. She holds a B.S. in Human Nutrition and Health Sciences from Bastyr University and an M.A. in Environment and Community. Valerie has dedicated her career to the food sovereignty movement, focusing on education and overcoming barriers to accessing traditional foods for Native American communities. She has co-authored publications like “Feeding Seven Generations: A Salish Cookbook” and “Indigenous Home Cooking: Menus Inspired by the Ancestors.”

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Question #1

What personal values of yours have connected you to Farm to School work?

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Question #2

How do your values show up in your Farm to School work?

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Question #3

What are some challenges of bringing your values into this work?

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Question #4

Your “why” is a statement of purpose that describes why you do the work you do. It is your calling. It is your conviction. It is your mission statement. What is your why?

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Audience Q&A

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Transitioning to PM Team Time

Team values statement

Use inspiration from the Panel!
Include school listening session information
Coaches will guide you through the process

Begin Action Planning if you finish early

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“At our high school, we work to create authentic interactions with our local food system as a means to help students explore the importance of environmental and economic sustainability, personal well-being and nutrition, and connection to community (both people and resources). We seek to build more bridges between the school cafeteria—and its commitment to locally sourced, “from-scratch” meals — and classrooms to accomplish these goals” —Example Values Statement

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“Through relevant, hands-on, student-driven educational

experiences, the Williamstown Schools Farm to School program seeks to build relationships, foster empathy, honor diversity, improve community engagement and intensify connection to place, while simultaneously providing job and life-skills training which contributes to a sustainable local food economy.” - Example Values Statement

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Break + Workshops!

Orchid will be divided into A + B
Snack will be available in Trillium + Lotus
Now is a good time to check into your guest room
Workshops start at 3:30- make sure you sign in!

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Workshops

Tend Gather Grow: PNW Indigenous Foods for Child Nutrition Programs – Trilium

Connecting Food Systems to the Curriculum for Elementary Educators – Lotus

Connecting Food Systems to the Curriculum and Designing High Impact Programs in Secondary Schools – Orchid A

Trauma-Informed Nutrition – Orchid B

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Closing &

Preview for Tomorrow

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Plus/Delta

➕/Δ

Purpose - collect feedback for improvement��On post-it notes:

Write one thing that went well today
One thing that could be improved

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