Farm to Preschool 101

1. Farm to Preschool 101 Stacey Sobell Williams, MPH Farm to School Coordinator, Ecotrust Portland, Oregon Western Lead Agency, National Farm to School Network

2. Agenda Introduction to farm to preschool Farm to Head Start pilot in Oregon Increasing procurement of local foods Farm Field Trips Gardening with young children Curriculum�

3. Introduction to Farm to Preschool

4. What is Farm to Preschool? Farm to School: Connects local food producers and processors with the school cafeteria or kitchen Food- and garden-based education in the classroom, lunchroom, and community Ages 0-5 Childcare centers, preschool, Head Start, daycare centers, in-home care -Sometimes these cafeteria changes are complemented by� -Many diverse models of childcare delivery -Sometimes these cafeteria changes are complemented by� -Many diverse models of childcare delivery

5. Dramatic increases in obesity among preschoolers Low consumption of fruits and vegetables Food deserts = lack of access to fresh fruits and vegetables Fresh food = healthy food Other benefits: Local economy Environment Why Farm to Preschool? -The prevalence of childhood obesity has more than doubled in the past 30 years, with some of the most dramatic increases occurring in preschoolers. Low FV consump: only 1% of preschool-age children meet all of the dietary recommendations (Munoz et al, 1997) Reasons for this are not just parents lack of knowledge or bad example but also, Many underserved areas lack access to fresh F/V, sometimes known as �food deserts� ? National administration is on board. Fresh produce is more expensive, low quality, and not local. Fewer grocery stores of any size (convenience store to supermarket) in low income areas than wealthier areas. People must drive or take buses to get access. Usually coupled with an influx of fast food restaurants. So while there are some barriers to fresh food, the advantages of farm fresh food are clear: Fresh = healthy More nutritious, Tastes better Also good for the economy �supports all family/small/medium farms. Better for the envirionment -- good farming practices, food travels less distance -The prevalence of childhood obesity has more than doubled in the past 30 years, with some of the most dramatic increases occurring in preschoolers. Low FV consump: only 1% of preschool-age children meet all of the dietary recommendations (Munoz et al, 1997) Reasons for this are not just parents lack of knowledge or bad example but also, Many underserved areas lack access to fresh F/V, sometimes known as �food deserts� ? National administration is on board. Fresh produce is more expensive, low quality, and not local. Fewer grocery stores of any size (convenience store to supermarket) in low income areas than wealthier areas. People must drive or take buses to get access. Usually coupled with an influx of fast food restaurants. So while there are some barriers to fresh food, the advantages of farm fresh food are clear: Fresh = healthy More nutritious, Tastes better Also good for the economy �supports all family/small/medium farms. Better for the envirionment -- good farming practices, food travels less distance

6. Why Farm to Preschool? Continued� Rely on caregivers to create food/activity environments Consume as much as 80% of daily nutrients in childcare Early patterns are a determinant of later eating habits So� a chance to address some of these barriers to healthy eating faced by young children and take advantage of the influence you as childcare providers have over children�s eating environments: - More so than any other age group, infants and young children rely on caregivers to create their food environments. Caregivers influence: -the availability and accessibility of foods -the structure and socialization of meals -and the modeling of eating behaviors. -This is a critical time to establish healthy eating patterns b/c : -children in full-time child care consume as many as 80% of their daily nutrients in child care -also, the eating and physical activity patterns established during infancy and the pre-school years are determinants of eating and activity patterns later in life. � So� a chance to address some of these barriers to healthy eating faced by young children and take advantage of the influence you as childcare providers have over children�s eating environments: - More so than any other age group, infants and young children rely on caregivers to create their food environments. Caregivers influence: -the availability and accessibility of foods -the structure and socialization of meals -and the modeling of eating behaviors. -This is a critical time to establish healthy eating patterns b/c : -children in full-time child care consume as many as 80% of their daily nutrients in child care -also, the eating and physical activity patterns established during infancy and the pre-school years are determinants of eating and activity patterns later in life. �

7. K-12 Farm to School movement strong Prepare preschoolers for farm to school programs as they enter K-12 Why Farm to Preschool? Continued� -With more than 2,000 F2S programs in at least 40 states and F2S legislation passed in at least 18 states, F2S in K-12 public schools is becoming sufficiently institutionalized, with a momentum of its own -ideal time to utilize this momentum to focus attention on pre-school aged children. -work is also very timely, Obama admin has a renewed focus on the health of preschoolers -increasingly, preschoolers will encounter F2S and SG programs as they move into K-12 setting and creating F2Childcare will help to prepare them for this transition -With more than 2,000 F2S programs in at least 40 states and F2S legislation passed in at least 18 states, F2S in K-12 public schools is becoming sufficiently institutionalized, with a momentum of its own -ideal time to utilize this momentum to focus attention on pre-school aged children. -work is also very timely, Obama admin has a renewed focus on the health of preschoolers -increasingly, preschoolers will encounter F2S and SG programs as they move into K-12 setting and creating F2Childcare will help to prepare them for this transition

8. Why Head Start? Vulnerable population Parental involvement Curriculum is experiential = a good fit -families have income below the poverty line or on public assistance, Migrant Seasonal Head Start serves a mobile and largely minority population -Head Start program engages parents in their children's learning & in program administration -with garden based education, with sensory exploration, cooking -families have income below the poverty line or on public assistance, Migrant Seasonal Head Start serves a mobile and largely minority population -Head Start program engages parents in their children's learning & in program administration -with garden based education, with sensory exploration, cooking

9. Ecotrust Farm to School

10. Ecotrust�s Farm to Head Start Pilot Program Oregon Child Development Coalition 3 pilot sites Goals and activities: Connections with local farmers and food processors Incorporation of more healthy local fruits and vegetables and other foods Promote food- and garden-based education -Partnered with OCDC in Wilsonville, OR, non-profit organization established in 1971 -state grantee for the federal Migrant Seasonal Head Start program, also regular HS -one of the largest early childhood care and education networks in Oregon -More than 21 centers, we are working with 3 sites: Silverton (Marion County), Cornelius (Wash county), Odell -Partnered with OCDC in Wilsonville, OR, non-profit organization established in 1971 -state grantee for the federal Migrant Seasonal Head Start program, also regular HS -one of the largest early childhood care and education networks in Oregon -More than 21 centers, we are working with 3 sites: Silverton (Marion County), Cornelius (Wash county), Odell

11. Pilot Program Outcomes Farm and food processor field trips: Salad greens, strawberries Local, preservative and HFCS-free chili Inspired ideas: sugar-free local fruit cups Early Sprouts curriculum (www.earlysprouts.org) Sensory exploration, tasting, cooking activities Parental involvement, hands-on participatory OCDC identified as the best fit for their educational requirements. Addresses young children's inherent fear of new foods through � but there may also be parental barriers to accessing fresh food � addressed with family recipe kits (e.g., in Odell, grew lettuce in classroom, invited parents to dinner and made lettuce wraps with kids, go home with recipe). Other ideas: send parents home with bag of groceries, community gardens. OCDC identified as the best fit for their educational requirements. Addresses young children's inherent fear of new foods through � but there may also be parental barriers to accessing fresh food � addressed with family recipe kits (e.g., in Odell, grew lettuce in classroom, invited parents to dinner and made lettuce wraps with kids, go home with recipe). Other ideas: send parents home with bag of groceries, community gardens.

12. Farm to Childcare into the Future� OCDC planted gardens, started a blog Replicable model Spurred on by their successes implementing simple garden-based activities in the classroom, OCDC constructed raised beds at each pilot site to help make the connection between the food they eat and the land it comes from. And BLOG One of the outcomes was replicable model, so we continue to tell the story at conferences like this, concentrating on practical skills and connecting people with the resources they need, expect to grow rapidly Now our work is focusing on childcare via FoodHub Spurred on by their successes implementing simple garden-based activities in the classroom, OCDC constructed raised beds at each pilot site to help make the connection between the food they eat and the land it comes from. And BLOG One of the outcomes was replicable model, so we continue to tell the story at conferences like this, concentrating on practical skills and connecting people with the resources they need, expect to grow rapidly Now our work is focusing on childcare via FoodHub

13. Procuring More Local Foods

14. Increasing Local Procurement: Models Direct from farmers Work with farmers cooperatives Farmer�s markets Traditional wholesalers Note: As of October 1, 2008, the NSLA allows institutions receiving funds through the CNP to apply a geographic preference when procuring unprocessed locally grown or raised agricultural products. You can access the memo here: http://www.fns.usda.gov/cnd/governance/Policy-Memos/2008/SP_30-2008.pdf Buy direct from farmers: Benefits: 1. Request specific products in the form they need them 2. Work out details and issues without a middle man 3. Become familiar with what the farmer grows, and even request that farmers plant specific items for them. Disadvantages= lots of work, time. Work with farmer cooperative: Benefits= reduced time, more variety of products, some have minimal processing facilities Disadvant.= limited model, not found everywhere Farmer�s market: pre-order or not Benefits: get to see produce/other competition, easier for farmer, may lower price as less travel; Disadv= can be time consuming, season needs to match with schools Traditional wholesaler: Benefits= maintain existing reltsps, wide variety of products, centralized billing/delivery/payment Disadv= cuts out farmers and personal reltsps, distributor may not be diligent in searching out more localBuy direct from farmers: Benefits: 1. Request specific products in the form they need them 2. Work out details and issues without a middle man 3. Become familiar with what the farmer grows, and even request that farmers plant specific items for them. Disadvantages= lots of work, time. Work with farmer cooperative: Benefits= reduced time, more variety of products, some have minimal processing facilities Disadvant.= limited model, not found everywhere Farmer�s market: pre-order or not Benefits: get to see produce/other competition, easier for farmer, may lower price as less travel; Disadv= can be time consuming, season needs to match with schools Traditional wholesaler: Benefits= maintain existing reltsps, wide variety of products, centralized billing/delivery/payment Disadv= cuts out farmers and personal reltsps, distributor may not be diligent in searching out more local

15. Start small Review menus/regulations Decide on the best model: Meet with your distributor Identify local farms, food processors, markets (�adult field trips�) Communicate clearly and be flexible Steps to Increase Local Procurement General advice= Start small E.g., fruit. Whole fruit requires no extra processing, is easily added as a side dish or healthy dessert without having to change the main menu First step= Review menus/regulations Review center menus, find out what they serve and how, where do they make their purchases, who is their main supplier (may vary much from rural to urban, large to small). Identify the lowest hanging fruit. If you live in OR or WA, you may want to start with pears or apples since we grow so many here Shortlist of Seasonal Swap Out Options. Pick a handful of items you�re regularly buying and have a local farmer or distributor identify which are regionally available. Swap those handful of items for locally-grown goods while they�re in season. Start with a focused and manageable short list of produce. Highlight One Component of the Menu. Choose one component of your menu to feature local produce. For instance, you can create a Seasonal Salad Bar, Local Fruit Bar, or Local Lunch of the Week. Decide on a model that fits best, will guide next steps: Meet with your distributor If they use a large distributor, find out what they may already be purchasing locally and what may be available, many distributors may already have a local preferencing option Engage Your Distributor. Tell your distributor of your interest in purchasing local and regional food. Ask them to label local items and ask them to expand these options. They may be very happy to accommodate your request. In addition, you may be surprised to find that your school already purchases some local products. Identify and visit nearby distributors, farms or food processors (�adult field trips�) � go to NEXT SLIDE closest to the centers you work with. Organize field trips to visit the sites and build relationships. [May also be able to visit these in the future for field trips with the kids.] General advice= Start small E.g., fruit. Whole fruit requires no extra processing, is easily added as a side dish or healthy dessert without having to change the main menu First step= Review menus/regulations Review center menus, find out what they serve and how, where do they make their purchases, who is their main supplier (may vary much from rural to urban, large to small). Identify the lowest hanging fruit. If you live in OR or WA, you may want to start with pears or apples since we grow so many here Shortlist of Seasonal Swap Out Options. Pick a handful of items you�re regularly buying and have a local farmer or distributor identify which are regionally available. Swap those handful of items for locally-grown goods while they�re in season. Start with a focused and manageable short list of produce. Highlight One Component of the Menu. Choose one component of your menu to feature local produce. For instance, you can create a Seasonal Salad Bar, Local Fruit Bar, or Local Lunch of the Week. Decide on a model that fits best, will guide next steps: Meet with your distributor If they use a large distributor, find out what they may already be purchasing locally and what may be available, many distributors may already have a local preferencing option Engage Your Distributor. Tell your distributor of your interest in purchasing local and regional food. Ask them to label local items and ask them to expand these options. They may be very happy to accommodate your request. In addition, you may be surprised to find that your school already purchases some local products. Identify and visit nearby distributors, farms or food processors (�adult field trips�) � go to NEXT SLIDE closest to the centers you work with. Organize field trips to visit the sites and build relationships. [May also be able to visit these in the future for field trips with the kids.]

16. 2008 Field trip to Truitt Bros cannery and culinary center (local processed pears and green beans) -chili -small dice pears Commit To Communicate with Farmers. May not be used to the conventions. Communicate your expectations to the farmer who can then consider adjusting their practices if you demonstrate committment (e.g., varied sizes, overripe, cleaner). Be Flexible. This is Different. While communicating your essential expectations is recommended, it is also important to consider which conventions you can live without. (For instance, while you may be used to having all your peaches the same exact size, is that really necessary for all your recipes?) Remaining flexible with sizing and coloring can be a huge help to working with local farmers. 2008 Field trip to Truitt Bros cannery and culinary center (local processed pears and green beans) -chili -small dice pears Commit To Communicate with Farmers. May not be used to the conventions. Communicate your expectations to the farmer who can then consider adjusting their practices if you demonstrate committment (e.g., varied sizes, overripe, cleaner). Be Flexible. This is Different. While communicating your essential expectations is recommended, it is also important to consider which conventions you can live without. (For instance, while you may be used to having all your peaches the same exact size, is that really necessary for all your recipes?) Remaining flexible with sizing and coloring can be a huge help to working with local farmers.

17. How do you procure?*Where do you get most of your food?*Have you procured or tried to procure local food?*What barriers have you encountered? Gonna talk about troubleshooting procurement next, but first wanna ask� Ask the audience � who are you and how do you procure your food? What type of center? Where do you get your food? Commercial food vendor? Local farmer? Other? What kinds of barriers do you encounter? Gonna talk about troubleshooting procurement next, but first wanna ask� Ask the audience � who are you and how do you procure your food? What type of center? Where do you get your food? Commercial food vendor? Local farmer? Other? What kinds of barriers do you encounter?

18. Troubleshooting Procurement

19. Troubleshooting Procurement Problems: Too expensive Distributor inflexible or few local options Solutions: Set financial guidelines, develop annual goals, start small, buy seasonally Demand more local, renegotiate contract, leverage off-contract flexibility Too $$ Set Financial Guidelines. Consider setting a maximum dollar or cost per serving amount, or approve the cost for a short-list of items. Rough estimate for a basket of items is 20% increase. Spending more on local food is about investing in a healthier, more sustainable, equitable & better tasting food system. Remember that buying at the height of the season reduces the cost, so you�ll want to make sure menu is aligned with local seasonality. START SMALL: can literally choose one item to highlight one day/month Distributor issues Sometimes change happens slowly in large corporations, but it is certainly driven by demand! State preference for local foods, where possible. May be surprised that price is not the only point of negotiation! (Although it is obviously an important one) *The more that schools and other large institutions begin to state a local preference, the more that large food service corporations will change their practices. *If your distributor won�t work with you, consider renegotiating your distribution contract to include this availability. Leverage Off-Contract Flexibility. Use your off-contract flexibility to support local farmers and local distributors that specialize in local goods. The off-contract ratio is often times about 20% of your total produce purchase, so you can use this margin to start working with local farms and distributors. Too $$ Set Financial Guidelines. Consider setting a maximum dollar or cost per serving amount, or approve the cost for a short-list of items. Rough estimate for a basket of items is 20% increase. Spending more on local food is about investing in a healthier, more sustainable, equitable & better tasting food system. Remember that buying at the height of the season reduces the cost, so you�ll want to make sure menu is aligned with local seasonality. START SMALL: can literally choose one item to highlight one day/month Distributor issues Sometimes change happens slowly in large corporations, but it is certainly driven by demand! State preference for local foods, where possible. May be surprised that price is not the only point of negotiation! (Although it is obviously an important one) *The more that schools and other large institutions begin to state a local preference, the more that large food service corporations will change their practices. *If your distributor won�t work with you, consider renegotiating your distribution contract to include this availability. Leverage Off-Contract Flexibility. Use your off-contract flexibility to support local farmers and local distributors that specialize in local goods. The off-contract ratio is often times about 20% of your total produce purchase, so you can use this margin to start working with local farms and distributors.

20. Troubleshooting Procurement continued� Problems: Kids won�t eat new foods Little support or even opposition Solutions: Farm or farmer�s market field trips, tasting days, use produce from on-site garden Build a team! Communicate challenges and benefits. Promote what you are doing! Kids -kids will eat what they have grown, touched, visited -try farmer�s markets, visits to farms, tasting days, connect with garden on-site (ALSO great ways to start small if you have trouble with more traditional models) Support issues Build a team! Make sure you involve your School Wellness Committee, teachers, parents, community. Such committees are most effective when they consist of people with a wide background. Communicate the Challenges & Benefits to Staff. Anticipate and communicate expectations around challenges to the procurement and kitchen staff. This new model requires some extra effort, so make sure to communicate that we all understand the extra challenges, and in light of the host of benefits � consider it a worthwhile investment. Field guide has great tips on the kinds of challenges you can prep your staff for, and they types of benefits you can expect. Promote! Educate! Coupling menu changes with a nutrition and food education program greatly increases the chances of success. Post farmer profiles next to their crops on the menu or on cafeteria posters (Pictures of the farm and farmers � along with the mileage from the farm to your facility - create powerful connections), or reach out to teachers and parents with newsletters or parent activities. ODELL LETTUCE Kids -kids will eat what they have grown, touched, visited -try farmer�s markets, visits to farms, tasting days, connect with garden on-site (ALSO great ways to start small if you have trouble with more traditional models) Support issues Build a team! Make sure you involve your School Wellness Committee, teachers, parents, community. Such committees are most effective when they consist of people with a wide background. Communicate the Challenges & Benefits to Staff. Anticipate and communicate expectations around challenges to the procurement and kitchen staff. This new model requires some extra effort, so make sure to communicate that we all understand the extra challenges, and in light of the host of benefits � consider it a worthwhile investment. Field guide has great tips on the kinds of challenges you can prep your staff for, and they types of benefits you can expect. Promote! Educate! Coupling menu changes with a nutrition and food education program greatly increases the chances of success. Post farmer profiles next to their crops on the menu or on cafeteria posters (Pictures of the farm and farmers � along with the mileage from the farm to your facility - create powerful connections), or reach out to teachers and parents with newsletters or parent activities. ODELL LETTUCE

21. Online directory and marketplace for regional buyers/sellers of food Helps to streamlime procurement and promotion Launched February 2010 Focus on Oregon and Washington www.food-hub.org

22. Farm Field Trips

23. Farm Field Trips Try to go to the farm that supplies the food to the Head Start center Make sure you have access to bathrooms Dress appropriately and come prepared (water, name tags, sunscreen) Provide authentic experiences � let the children do something real Make an inclement weather plan Let the children do something real, like plant or weed or harvestLet the children do something real, like plant or weed or harvest

25. Establishing Head Start Gardens

26. Benefits of Gardens

27. Establishing Gardens

28. Challenge #2 Lack of money and resources Possible Solutions Have garden fundraisers See if parents are willing to donate time Grants (Stacey�s list) or request in-kind donations of supplies (e.g., Home Depot)

29. Other Challenges Physical obstacles Placement of preschool buildings No dirt area or space for garden Not enough shade/too much shade No hose connections outside Lack of people power for digging up space, etc. Not enough or the right equipment Animal /insect invasions! Certain types of plants may be toxic (e.g., no nightshades � tomatoes, peppers, potatoes)

30. Possible Solutions Grow plants indoors or just sprout seeds on windowsill Buy or build raised bed boxes for patio areas Let children fill small watering cans to water plants inside or out Enlist parents to water on weekends and help with physical labor starting garden

31. Opportunities Include a sand or soil box nearby for non-garden play Plant with the senses in mind, use lots of color Consider planting fruit bushes/trees Cook with what you grow or at least taste it

32. Emily says to buy one of these.Emily says to buy one of these.