This year, the Brattleboro Union High School cafeteria has added local foods to its vending machine! Alongside more traditional vending machine snacks, Brattleboro Area Food Service Director Ali West is now stocking Brattleboro’s own True North Granola, Montpelier-based Garuka Bars, Rutland-based Sugar Bob’s Finest Kind, and Providence Rhode Island-based Shri Bark Snacks, all sourced from the Food Connects Food Hub.
Central Elementary School (CES) recently closed out a phenomenal year of Farm to School (FTS) programming, wrapping up 12 months of work dedicated to advancing food education at the Bellows Falls area school.
Selected as a participant school for the 2021-2022 Shelburne Farms Northeast Farm to School Institute, CES won a $5000 grant to jumpstart their FTS programming. While the school already had a garden and dedicated food service staff, the funding and coaching provided by the Institute helped to formalize the FTS program and integrate it more fully into the school culture and environment.
A thriving Farm to School program usually involves three key components: the classroom, the cafeteria, and the community. Often, it takes years for a school to be active in these areas, but Central’s team has grown its program from the beginning and has a comprehensive program that reaches into each of these areas.
In the classroom, Farm to School came alive in the 2nd-grade classrooms. Teachers Kate Kane and Judy Verespy worked closely with librarian Jody Hauser to devise monthly programming that included everything from art projects and read-alouds to food preparation and tastings.
In October, students harvested carrots from the garden, painted carrots with watercolors, and made informational posters about carrots before teaching other classrooms what they’d learned. Food Service Director/Garden Coordinator Erica Frank baked delicious carrot muffins for the entire school. In January, students painted with beet juice and made beet hummus in the classroom. Erica, again tying in the cafeteria, made nutritious and delicious beet brownies for the school food program.
The third “C” of successful FTS programs is community, and Central Elementary was able to connect with its community in impressive and innovative ways. In March, when the Harvest of the Month was maple syrup, the students visited a neighborhood home that ran a sugaring operation! They also tasted some “sugar on snow” made by a local (teacher’s!) family. In the spring, local farmers John and Teresa Janiszyn of Pete’s Farm Stand in Walpole, NH, visited the classroom. The farmers taught students about soil and composting, and students planted cucumber seeds. Weeks later, they transplanted these same cucumbers into the fields at Pete’s! What an amazing circular connection between students and the farmers in their communities. It has been a mutually beneficial relationship between the community and Central Elementary this school year, with each gaining and giving benefits to the other. The Rotary Club of Bellows Falls came to help with a Garden Volunteer Day and donated garden supplies. Students received gift cards to buy something at Pete’s, funded by the FTS budget.
Central’s story is one of success, but it’s only the beginning of their journey, and it has been possible through many dedicated staff members and community support. The Institute helped the team shape an action plan for their program. Principal Kerry Kenedy has supported FTS from the beginning and plans to integrate the program more deeply into the school culture over the years. One step in this process is that next year, the third grade will join the second grade in receiving monthly programming. Physical Education teacher Peter Lawry was integral in planning, building, and maintaining the garden. And Erica Frank has worked to connect the summer school program to the FTS activities throughout the summer.
If you’re curious about all the amazing things Central has been up to, please check out the inspiring book Librarian Jody Hauser made with the students.
In December, Farm to School (FTS) coach Sheila Humphreys teamed up with two other passionate presenters for a workshop hosted by Massachusetts Farm to School to discuss the topic of trauma and nutrition from home to cafeteria.
The workshop covered how food and trauma are intertwined. Food can establish a strong sense of community, but can also be a point of stress and anxiety. The aim of the workshop was to "increase participant awareness of implicit biases about food, clearly articulate the connection between trauma and food, and provide tools for coordinating Farm to School and nutrition programs in their school through a Trauma-Sensitive lens. You can learn more about the workshop and watch it online.
This workshop wasn’t Sheila’s first rodeo—she has led or participated in other workshops on this topic that have been entirely school and cafeteria-focused. What was exciting and different about this discussion was that co-presenter Tracy Roth joined Sheila. Tracy is a certified nutrition coach based in Amherst, MA, who explored this rich topic through the lens of how families and individuals can address these issues at home. Tracy “is on a mission to end the diet industry because those quick-fix restrictive diets just make us feel bad about ourselves and mess with our relationship with food.” She shared her personal experience growing up with food insecurity and her work as an adult to heal her relationship with food and her body. She also provided practical suggestions to help shift our relationship to food, like mindful eating techniques, increasing food literacy, and honoring joy, culture, and connection through food.
Diona Williams also joined the team. Diona is an early childhood education professor at the Tribal Community College on the Tohono O'odham Nation in Sells, AZ. Diona shared her personal experience as the adoptive mother of a child who previously experienced food insecurity. She discussed food hoarding and other challenging behaviors sometimes seen in children who have experienced food insecurity and how to approach these behaviors with compassion and understanding. Diona is passionate about early childhood mental health and shared inspiration from her many years of experience as an educator using the school garden as an outdoor classroom for special education preschoolers.
Sheila knows the power and importance of weaving her own experience with food insecurity into her work. This opportunity to engage in a panel discussion with these two outstanding professionals who were willing to share their personal experiences as well as their professional expertise was a dream come true! They met several times before the presentation to prepare. They all felt a powerful synergy working together by the end of their presentation. They agree that they are a “dream team” and want to find more speaking opportunities together to move these essential conversations forward. If not for the virtual world we’re all living in now due to COVID-19, these three amazing women may never have had the opportunity to meet and collaborate, so that’s something to be grateful for!
What’s one of the best ways to ensure Farm to School becomes an integral part of school culture? Welcome students as partners and leaders in the movement. It’s always a goal when introducing Farm to School and is a big focus of our upcoming Farm to School Conference. The keynote address and one of the workshops are all about engaging students.
Because of all this, I quickly accepted the offer from the Leland & Gray Environmental Action Force (LEAF) to join them for lunch the Friday before winter break. I was excited to hear what they’ve been working on and to share some ideas for tackling food waste in their school.
Before meeting with advisors, Mary and Chris, and the students, I swung by the cafeteria to grab lunch and chat with Food Service Director Chris Parker. I was recently a judge for the local Junior Iron Chef competition and we caught up on the regional teams that will be headed to the statewide competition next month. The recently renovated cafeteria was bustling with students getting made-to-order sandwiches, making their own salads, and the main entree for the day.
With my plate loaded up with a BBQ Chicken Sandwich, corn salad, and more veggies from the salad bar, I headed back up to Mary’s classroom for the LEAF meeting. By the time I got there, they were already deep in discussion but were happy to backtrack for me.
So, what’s LEAF been up to at Leland & Gray? They’ve been deeply involved in climate change activism in their community and statewide. Students traveled to Brattleboro and Burlington for panel discussions and protests. Regularly, you’ll find students outside with signs during lunch, raising awareness of climate change issues locally and keeping it on people’s minds. The group also manages the school’s compost system and has been supporting sustainable school practices such as buying reusable utensils for the cafeteria.
The group was also receptive to the idea of digger deeper into food waste reduction. A lot of the strategies proposed in Food Connects’ recent grant focused on working with Food Service Directors, but engaging with student groups is arguably the best way to shift school culture. LEAF is going to start with a food waste audit to measure how much food waste is leaving the cafeteria and then evaluate what the best next step is.
We also talked about the upcoming Farm to School Conference and the group was excited to join. Mary, Chris, and a group of LEAF members decided to sign up. Having an engaged student presence at the conference and in the workshops will benefit everyone in the room! Students are often a stakeholder group that is absent in Farm to School conversations but can add depth to school partnerships when they’re involved.
We had covered a lot of ground in a small amount of time. Abruptly, the bell rang and ended our conversation. I looked down at my plate, I had taken one bite of my sandwich! Luckily, I didn’t have a class to get to and Mary let me finish lunch in her classroom. The impossibility of a 25-minute school lunch becomes clear when you have experienced it for yourself.
Leave class, get to the cafeteria, chat with a friend, wait in line, get your food, find a table, socialize and eat your lunch (without cramming!) all in 25-minutes—good luck!
But, that’s a topic for another time.
There’s a lot going on at the state and national level when it comes to Farm to School policies. So much so that it can be overwhelming and confusing when you’re trying to sort out what’s happening, when it’s happening, and what the impact could be. The Food Connects team wants to invite you along as we follow the latest news and encourage our lawmakers to take action.
We plan to stay up-to-date on important legislation affecting Farm to School programming. We’ll also do the work of figuring out its impact, who’s supporting it, its stage in the legislative process, and why we think it’s important. We’d love to hear from you! Share with us the effect one of these bills would have on you and your community or let us know about something important we may have missed.
Your local legislator would love to hear from you too. We’ll be sure to include contact info with each of our updates. It’s important to remind our representatives that the work they’re doing is important and that their constituents care about these issues.
First up, we’re taking a look at the Universal School Meals Bill that has recently been introduced into the Vermont legislature.
Requires all public schools in Vermont to serve breakfast and lunch to all students at no cost to the student or their family.
Reallocates school meals as an education expense to be included with the rest of the school budget. Schools would be required to fund the portion of school meals not reimbursed through federal funds or other revenue sources.
Maximizes federal reimbursement for meals at all schools through existing programs.
Defines the time spent by students eating school meals during class as instructional time.
Provides a five-year transition period and funding to help schools make the move to universal meals.
Provides an additional full-time position in the Child Nutrition Programs at the Vermont Agency of Education.
We see the positive impact Universal Meals makes in our region. The Brattleboro Town School and the Windham Central Supervisory Union both offer free meals to their students. Both districts have seen dramatic increases in meal participation after implementation. This means more students have a reliable source of healthy, nutritious food and the Food Service Programs have more money through federal and state reimbursements to further improve the quality of their food. This is a virtuous cycle that we’d be excited to see expanded to all districts throughout the state.
In the Vermont House of Representatives, there are 27 co-sponsors of the bill, including Representatives Mollie Burke and Emilie Kornheiser from Brattleboro. The Vermont Senate version of the bill has four co-sponsors. Currently, the bill doesn’t have any co-sponsors from southern Vermont. Reach out to your state senator and encourage them to join this bill!
Both the House and Senate versions of the bill are currently in committee (sub-groups of the House and Senate that focus on specific areas of governance, like education, health care, and transportation). The Senate Committee on Education and the House Committee on Education are both currently discussing the bill. Most recently, the House Committee on Education met to discuss the bill on February 5th.
Our friends over at Hunger Free VT are leading the charge. They’ve created a website specifically for the Universal Meals bill. They’ve also made a factsheet with more detailed info on what the bill proposes.
Back when this blog was started, the intent was to highlight all the amazing work that’s taking place in cafeterias throughout southeastern Vermont. Today, students are exposed to a far more diverse range of dishes and cuisines than what was common 10 or 20 years ago. During a recent meeting with Ali West (Fresh Picks, Brattleboro Town Schools Food Service Director), I was again reminded how far school lunch has come.
In an effort to be more inclusive of the increasingly diverse student body at Academy School, Ali started the “Where In The World Are We Eating” project, highlighting cuisines from other cultures. A few weeks back, that meant I was treated to a delicious Tibetan lunch while Ali and I talked over local purchasing. The meal turned out to be so good that it was hard to concentrate on the meeting!
What exactly was on the menu? Dhang Tsel (cabbage salad), Jha Sha Curry (Tibetan chicken curry with rice), and Shogo Ngopa (spicy potatoes with spinach and flatbread). If there’s ever been a challenge to the traditional school lunch, this is it. Ali let me bring some Shogo Ngopa back to the office and my coworkers had the same reaction as I did—“is this really what they served at school?!” It was exotic, it was spicy, and it was delicious.
When asked about the students’ reaction, Ali said that “the entire school loved it, I only had one student who wouldn’t try it. Otherwise, it was a huge hit.” This reinforces one of the main philosophies we hold at Food Connects—if you serve quality food, students will trust you, try new things, and eat healthily. Next month the school is headed to China and Sheila and I already have our flight booked!
Food Connects has worked with schools for over 10 years to support Farm to School programs that bring together the cafeteria, classroom, and community. Oftentimes, when working with Food Service Directors, we focus on the procurement and preparation of local food in school cafeterias. Until now, less attention was given to food waste and food recovery, despite it being an essential part of Vermont’s food system. Thanks to the support of a two-year $55,550 grant from the Claneil Foundation, we now have the capacity to greatly build upon our current efforts to address food waste and better support our partners.
As a community, our awareness of the urgency and magnitude of climate change has grown. Farm to School programming is already linked to sustainability education in the classroom and carbon reduction in the cafeteria through local food procurement. We want to strengthen our commitment to these efforts and our work in cafeterias is the prime location for this increased focus. Reducing food waste and increasing food access are two sides of the same problem—this project supports the work we’ve done around trauma-informed approaches to Farm to School. All of which led us to the Claneil Foundation, whose Critical Issue Fund is currently focused on food waste.
Share Cooler at Academy School.
We’re excited to work with Food Service Directors to tap into the captive audience each cafeteria presents. Some schools we work with have already taken big steps to reduce food waste, notably Seed2Tray—Windham Central Supervisory Union’s nutrition program—and the Windham Southeast School District. At Seed2Tray, Chris Parker and his staff repackage leftover food to give students the option of taking an additional meal home with them. In the WSESD, share coolers are a common sight in cafeterias and Putney Central School replaced milk cartons with reusable cups and a milk dispenser.
Despite the promising progress, we anticipate obstacles along the way. The biggest of which is that change is often slow to happen and difficult to enact. This is especially true in middle and high schools. With fewer daily routines and more student autonomy, it becomes crucial to reach students with positive messaging and clear steps they can take to be a part of the solution. We anticipate student environmental groups in secondary schools to be our partners in implementing some of these changes. Research indicates that the longest-lasting interventions are those focused on teachers and staff in the school (as opposed to students). As the main implementers of new systems and the setters of culture in schools, co-opting school staff will be essential. We’ll need to ensure that our best practices are streamlined and easy for busy staff to incorporate into their daily routines.
With these potential challenges in mind, over the next year, we will work closely with schools to refine their current practices and pilot new ones. By the end of this stage of the project, we will engage with at least ten schools in southeast Vermont and the Monadnock Region of New Hampshire. The list of potential interventions includes share coolers, repackaging meals, composting systems, school-based food shelves, improving cafeteria environments, and continuing to improve meal quality. We’re also excited to discover new interventions along the way!
In the second phase of the project, we’ll refine this list and highlight the three best practices which have the largest impact relative to their ease of implementation. We will collaborate with state agencies to make sure the practices are aligned with relevant regulations and interview staff from pilot schools to better understand their perspectives. Finally, we’ll take all this information and create a toolkit and workshop to be shared with stakeholders throughout New England.
What I’m most excited about regarding this new project is how it connects strongly with the work we already do in schools and approaches that work through a new lens. I’m sure that in addition to new food waste reduction strategies, new interventions and practices will be uncovered that support other aspects of Farm to School programming. Collaboration is an integral part of this project. I’m looking forward to deepening the relationships we already have with our partners and beginning work with new stakeholders as well.
By Conor Floyd, Food Connects Farm to School Program Manager
Taste tests are an integral part of Farm to School programming and an easy way for newer schools to jump into FTS while making some “3 C’s” connections (classroom, cafeteria, and community). Guilford Central School has been at it for a while and their FTS Coordinator, Sarah Rosow, works with each grade to make dishes for the rest of the school to sample. Back in October—before there was 2 feet of snow on the ground—I joined Sarah and a group of fourth-graders to harvest some kale for their monthly taste test.
Sarah and two fourth graders cleaning a bed in preparation for winter.
I met the group in front of the school in their vegetable garden. As it was nearing the end of the season, many of the beds were cleared out. But there was still plenty of kale and this was one of the last harvests of the season. Students collected bunches of curly and dinosaur kale that all went into the salad spinner. Back in the classroom, some students washed the kale while others prepped the other ingredients that would go into the pesto recipe. Guilford is lucky to have a Farm to School classroom (a repurposed science classroom) that gives students more space to work and store their projects, making the preparation of the taste tests a bit easier. But, all that is really needed is a clear working surface and some kitchen utensils for students.
The Farm to School classroom at Guilford Central School.
The finished product before mixing with pasta for the taste tests.
During the taste test preparations, students were not only learning about growing vegetables but also building culinary skills as they read the recipe and washed and chopped the ingredients. The last step was to combine everything in a food processor and taste the end product themselves before bringing samples to each of the school’s classrooms.
Ideally—once all the students get a chance to taste the pesto—the next step is to coordinate with the school kitchen to get the new item on the menu. That way, students will already be familiar with the dish and there will be excitement stemming from the student involvement.
Interested in starting taste tests in your school? Check out these resources to get started:
Food Connects HOM page- links to both VT and NH HOM materials
HOM Calendars (contact Conor for a copy)
By Conor Floyd
A student and I weigh our options at the new salad bar Harley built over the summer.
Visit any of the cafeterias in the Windham Northeast Supervisory Union and you’ll notice a lot of changes. Last year, Harley Sterling took over as the district’s Food Service Director and transitioned the district to independently operated cafeterias. It’s Harley’s goal to get more local food on the menu, better support his staff, and increase meal quality district-wide.
Earlier this month, we visited Central Elementary in Bellows Falls. Sheila, Food Connects’ Farm to School Program Coordinator, made the trip with me to share a meal and introduce me to Harley. While he was tied-up at another school, we snuck into the line in between 3rd and 2nd grade. We got our trays and headed for the entrees—chicken patties and roasted potatoes. At the salad bar, there was a wide selection of leafy greens, fresh veggies, and protein-packed sides.
With loaded trays, Sheila and I grabbed our seats in the middle of a table and immediately started talking food with our new 3rd grade friends. Owen and a few of his friends shared with us their favorite foods—there were many chicken patty fans. Owen was a strong proponent of Taco Day. Just as we were getting into the finer details of the salad bar, Harley arrived.
Luckily, Sheila remembered to snap a photo of my lunch before I dug in. It looks like I’ll need to work on my presentation during my next lunch photo shoot.
Harley spends most of his time in the Central Elementary cafeteria. As we ate, he explained the balance he’s trying to strike between filling the menu with new, healthier foods and making sure kids still eat lunch. My lunch tray stood as the perfect example: chicken patty may not be the healthiest protein option there is, but it’s a familiar item that most kids like. From there, students can start trying new items at their own pace. My salad was topped with fresh, crisp red peppers and tofu. The Asian rice salad was new to me and delicious as well. Harley and his team have been working hard to build the trust with their students so that participation stays high as they introduce new items in the cafeteria.
Harley and Erica, the School Nutrition Site Manager, holding up a banner Sheila and I dropped off.
And, it looks like it’s working! As we spoke, a girl next to us was eating her way through a small pile of peppers. Harley explained that many foods we may not think of as new or exotic are foreign to some students. “Tacos,” Harley said, “are one of those foods that have required a reintroduction for some students.” At the mention of his favorite lunch, Owen’s eyes lit up and he reminds me that tacos are his favorite.
Before we can dive back into our conversation, it’s time for a quick birthday celebration and then lunch is over—I forgot how short school lunch is!
In late August, Food Connects hosted a Trauma and Nutrition training for 31 Windham Southeast School District (WSESD) wellness leaders, including school nurses, counselors, behavior specialists, and food service directors. This training, funded by a grant from the Thompson Trust, educated wellness leaders on the connection between trauma and nutrition with the expectation that participants bring the information back to their school communities.
Professional development for schools focused on trauma and resilience is increasing. Schools that are more trauma-sensitive increase the chances of all students to succeed. On the heels of WSESD’s trauma-informed training for educators earlier this summer, Food Connects hosted their training specifically for school wellness leaders. Food and trauma are uniquely intertwined—food traditions can establish a strong sense of community but food can also be a point of stress and anxiety, especially in a loud and overwhelming cafeteria environment, and for students experiencing food insecurity at home. A central question participants were asked to consider when making choices about how students interact with food was “how do we raise awareness about food and trauma and how do we understand how our actions impact others so that we aren’t unintentionally creating stress for our students?”
Joelle van Lent, a licensed psychologist, and Sheila Humphreys, Food Connects Farm to School Coordinator, led the training. The group of school professionals listened with eager ears to their words—learning the foundations of trauma and how to create trauma-sensitive environments. The group took time to consider their implicit biases around food by recording their initial reactions to images food like salads, Cheetos, and chocolate cake. This activity dug into how being trauma sensitive includes being neutral and curious as opposed to judgemental. “I think this was the most impactful part of the day,” said Ali West, Food Service Director for the Brattleboro Town Schools. “It was insightful to see that while I thought YUCK at the boxed macaroni and cheese others felt nostalgic towards it. It reminded me of what one third grader said to me when he asked for ketchup for his toast and I went YUCK, and his response was ‘Don't yuck my yum.’ This has become a mantra of mine whenever I work in one of my cafeterias.”
Another focal point was to exemplify that we, as adults, make assumptions about how students view school food based on our personal experience. The group read aloud quotations from Vermont students about their cafeteria experiences—“No snacks at home equals no snacks at school. I just pretended I didn’t want one.” “It is noticeable that I receive free lunch.” “Too many people crammed in one place. I will probably just not eat.” It is clear that cafeteria spaces are not always safe spaces for all students. “Kids might not know if food will be present at home. This creates a traumatic association with food that can carry over to the cafeteria,” says Joelle. “The question becomes, how can we make getting food easy, calm, and predictable for all students?”
As part of the training, school wellness leaders were asked to create action plans for the school year focused on improving school meals and farm and food education through a trauma sensitive lens. Goals created by wellness teams included:
Train all school staff on the material presented
Change school culture regarding the use of food as a reward
Increase staff awareness about implicit bias regarding foods students eat at home
Teach social skills during lunch
Decrease the chaos at lunchtime
Have staff sit with students at lunchtime in the cafeteria
Food Connects will provide ongoing coaching and support to wellness teams throughout the school year to make progress on these goals, which will help to create a healthy school food culture for all students in WSESD schools. By strengthening the school community and making school meals feel calm, predictable, and a place for positive connections with peers and staff, schools can play an important role in preventing the development of eating disorders and lifelong struggles with food for our students. Co-facilitator Sheila Humphreys says, “I am looking forward to coaching wellness leaders as they work together to create strong school communities to support our most vulnerable students, because research shows that children can withstand a considerable amount of adversity when they are connected to a strong community and have predictable calm routines.”
This training was immensely impactful. In the training pre-assessment 65% of the participants reported that they had an understanding of the connection between trauma and nutrition but no participants felt that their knowledge was strong enough to teach the material to others. “I really took so much away from the training,” said West, “at first I was completely overwhelmed and thought ‘what on earth am I doing here. This is all behavior stuff not food and then it all clicked and I realized yup, glad I'm here.’” In the post assessment, there was a 70% increase in the number of participants who felt like they could train others on the material. The ability to bring this information back to schools to share with their colleagues empowers wellness leaders to critically look at their programs and enact change.
“My experience with the Trauma and Nutrition Training was very useful,” said Jody Mattulke, Family Engagement & Education Coordinator at Academy School. “Trauma and the infinite connections and associations with food fostered greater awareness of how students may struggle. Students may struggle with memories stimulated by olfactory senses, have strong emotions evoked by inconsistencies in quality and availability of food and lack the skills to navigate these emotions as well as have difficulty with social settings and the systems around food in the schools. The module on resiliency was invaluable—relationships are the great protective factors to support students as they improve their confidence & competency to feel they belong in the community.”
In the words of participant Matt Bristol, Physical Education Teacher and Athletic Director for the Putney Central School, "My big takeaway was learning suggested practices and policies to put in place school wide to ensure food security and a positive culture around food.” Schools are uniquely positioned to improve and change students’ experiences with food. Taking these skills back to the schools is essential for creating trauma-sensitive spaces. Students need a place where curiosity and acceptance are the standard, leaving judgement at the door.
In other words, “Don’t yuck my yum.”
