WEBVTT 00:00:00.000 --> 00:00:04.000 My name is Brooke Jackson. I graduated in 2014 from Western Oregon. 00:00:04.000 --> 00:00:11.000 And I currently work for Oregon State Extension Service in Corvallis in the Benton and Linn County. 00:00:11.000 --> 00:00:16.000 And we're under the family and community health department with Extension. 00:00:16.000 --> 00:00:19.000 So when I was in your guys' shoes just a few years ago 00:00:19.000 --> 00:00:22.000 when presenters would come in they would talk all about their jobs 00:00:22.000 --> 00:00:25.000 and they never said anything about their personal life. 00:00:25.000 --> 00:00:29.000 So instead I'm going to start with that and tell you who I am 00:00:29.000 --> 00:00:31.000 and kind of my journey to where I am today even though I'm not very old. 00:00:31.000 --> 00:00:38.000 And just how it all connects and how you guys can see what your future could look like. 00:00:38.000 --> 00:00:41.000 I'll just start by saying Philomath High School, I went to Philomath. 00:00:41.000 --> 00:00:46.000 Pretty much no one knows where that is. It's west of Corvallis it's a really small town. 00:00:46.000 --> 00:00:51.000 And growing up I always knew that I wanted to do something with helping people. 00:00:51.000 --> 00:00:54.000 I either wanted to be a nurse or a teacher. 00:00:54.000 --> 00:00:56.000 But then as I got older I realized that I don't like blood. 00:00:56.000 --> 00:00:59.000 So then the nursing thing was not an option anymore. 00:00:59.000 --> 00:00:61.000 And so I thought I wanted to be a teacher. 00:01:01.000 --> 00:01:07.000 But then when I was 16, I got really sick health-wise and we weren't sure what was wrong with me. 00:01:07.000 --> 00:01:10.000 And I found out that I had Celiac disease. 00:01:10.000 --> 00:01:14.000 And so that instantly changed my life. 00:01:14.000 --> 00:01:17.000 And I thought I'm not going to go gluten-free that sounds horrible. 00:01:17.000 --> 00:01:19.000 So I didn't do anything about it. 00:01:19.000 --> 00:01:21.000 Anyway when I was 18 I went to a different doctor 00:01:21.000 --> 00:01:24.000 and they said you still have Celiac disease. 00:01:24.000 --> 00:01:27.000 This is still really bad and you need to change your lifestyle. 00:01:27.000 --> 00:01:33.000 And that's when this lightbulb went off in my head when I was 18 that I really need to get it together 00:01:33.000 --> 00:01:36.000 and put health as an important thing for me. 00:01:36.000 --> 00:01:42.000 And so I went through those ropes of doctors and doctors and didn't know what was wrong. 00:01:42.000 --> 00:01:45.000 And I wish that someone could have earlier or sooner 00:01:45.000 --> 00:01:47.000 told me what was going on and been an advocate. 00:01:47.000 --> 00:01:51.000 So I decided I want to hopefully be that for someone else. 00:01:51.000 --> 00:01:57.000 So that's kind of what stemmed me. That's my story of what brought me to health and my passion for health. 00:01:57.000 --> 00:01:60.000 I came to Western and I said I want my major to be health. 00:02:00.000 --> 00:02:04.000 And they said ok, and you have to take anatomy. 00:02:04.000 --> 00:02:07.000 And I instantly was like wow I have to see a cadaver? 00:02:07.000 --> 00:02:11.000 I don't know if you guys have taken anatomy yet but cadavers are hard and it's weird 00:02:11.000 --> 00:02:15.000 and it's different and I said I don't want to do that I can't stomach it. 00:02:15.000 --> 00:02:18.000 So they said well then your major can't be health. 00:02:18.000 --> 00:02:22.000 So I made business be my major and health be my minor. 00:02:22.000 --> 00:02:24.000 And I did that for three years. 00:02:24.000 --> 00:02:28.000 And I finally realized my junior year that business was still not for me. 00:02:28.000 --> 00:02:33.000 And I loved all my health classes and really was not digging business anymore. 00:02:33.000 --> 00:02:38.000 So I switched them. So I graduated with what you guys see up there. With a BS in community health education. 00:02:38.000 --> 00:02:43.000 So before I switched my major to be community health I had a job on campus at The Cottage. 00:02:43.000 --> 00:02:48.000 I'm sure you guys know where that is. And I did fundraising for athletic scholarships. 00:02:48.000 --> 00:02:50.000 So if any of you guys are student athletes here at Western 00:02:50.000 --> 00:02:54.000 if you come here and maybe you're of a lower income and you need a scholarship 00:02:54.000 --> 00:02:59.000 my job was to help fundraise money for people like you who needed extra support 00:02:59.000 --> 00:02:64.000 for travel or food or any of those kinds of expenses. 00:03:04.000 --> 00:03:08.000 But when I switched my major I realized I need to get some experience in public health. 00:03:08.000 --> 00:03:11.000 So I quit my job and I started volunteering. 00:03:11.000 --> 00:03:15.000 And the reason that I say all of this is because when you come out of college 00:03:15.000 --> 00:03:18.000 it is so important to have experience in something. 00:03:18.000 --> 00:03:23.000 And if it's just volunteering or an internship people value that. 00:03:23.000 --> 00:03:29.000 So I started volunteering at the Boys and Girls Club and Family Building Blocks and all these other places. 00:03:29.000 --> 00:03:32.000 And I did that for two reasons. One, to build a resume. 00:03:32.000 --> 00:03:35.000 Because so far I only had business stuff on my resume. 00:03:35.000 --> 00:03:40.000 But two, I did that because I needed to figure out what section of health I wanted to work in. 00:03:40.000 --> 00:03:43.000 And I quickly realized what I liked and what I didn't like 00:03:43.000 --> 00:03:47.000 and I got to learn all of that from volunteering in places where you didn't have a big commitment. 00:03:47.000 --> 00:03:53.000 So I started volunteering for a senior center and I instantly realized I do not want to work with old people. 00:03:53.000 --> 00:03:55.000 So it's like you can say see you later 00:03:55.000 --> 00:03:58.000 and then you can move on to another place and you can see if you like that. 00:03:58.000 --> 00:03:61.000 And in the places I liked more I stayed longer to get that experience. 00:04:01.000 --> 00:04:06.000 So then I'm coming to the end of my college career and I need to do an internship. 00:04:06.000 --> 00:04:08.000 And Janet Roberts was like what do you want to do? 00:04:08.000 --> 00:04:12.000 And I said I now have learned two things about myself. I want to do something with kids 00:04:12.000 --> 00:04:15.000 and I want to do something with nutrition. 00:04:15.000 --> 00:04:21.000 And so she hooked me up with OSU Extension Service which is where I currently work, with their nutrition program. 00:04:21.000 --> 00:04:24.000 And I got to do my internship in Corvallis. 00:04:24.000 --> 00:04:28.000 And I loved it. It was super fun. I got to work with kids and teach 00:04:28.000 --> 00:04:33.000 and do fitness activities and help create policies to make the community healthier. 00:04:33.000 --> 00:04:36.000 And I thought this is awesome. This is like a dream job. 00:04:36.000 --> 00:04:39.000 How do I get a job? And they said we're not hiring. 00:04:39.000 --> 00:04:45.000 So the reason I say all this too is you come out of college thinking I'm gonna get this amazing job 00:04:45.000 --> 00:04:48.000 in the degree that I want after all this time I've spent in college. 00:04:48.000 --> 00:04:53.000 And the reality is that doesn't always happen. And not to be negative, but it just doesn't always happen. 00:04:53.000 --> 00:04:56.000 So when I couldn't get a job in public health 00:04:56.000 --> 00:04:58.000 I became a waitress and I did that for four months 00:04:58.000 --> 00:04:61.000 until I moved to Eugene which is my next bullet. 00:05:01.000 --> 00:05:06.000 And I got a temporary job there for the Community Health Centers of Linn County 00:05:06.000 --> 00:05:08.000 signing people up for the Oregon Health Plan. 00:05:08.000 --> 00:05:12.000 And about nine months later in Corvallis 00:05:12.000 --> 00:05:15.000 this place where I did my internship was hiring. 00:05:15.000 --> 00:05:19.000 And that whole time I kept my foot in the door. I continued to be a volunteer. 00:05:19.000 --> 00:05:23.000 And they hired me. So that was two and half years ago and I'm still working here. 00:05:23.000 --> 00:05:26.000 So it all comes full circle from my internship to my current job. 00:05:26.000 --> 00:05:31.000 But the biggest key is I never gave up on staying connected. 00:05:31.000 --> 00:05:35.000 And I joke with my current supervisor that I wasn't gonna let her forget me 00:05:35.000 --> 00:05:37.000 because this was the job that I wanted. 00:05:37.000 --> 00:05:40.000 So it's important to stay connected and to build that experience. 00:05:40.000 --> 00:05:43.000 So this is kind of me in a nutshell. 00:05:43.000 --> 00:05:47.000 And that's me and my best friend when we were I don't know how old. 00:05:47.000 --> 00:05:49.000 To show that food is a part of everyones world. 00:05:49.000 --> 00:05:54.000 And of course it's a big part of mine because of the health stuff I've been through 00:05:54.000 --> 00:05:56.000 and now I am currently teaching nutrition. 00:05:56.000 --> 00:05:60.000 And we're still best friends today. I'm going to be in her wedding next month. 00:06:00.000 --> 00:06:03.000 So moving on to OSU Extension. 00:06:03.000 --> 00:06:06.000 Some people don't know what OSU Extension is. 00:06:06.000 --> 00:06:10.000 So I like to explain it like if OSU is a body 00:06:10.000 --> 00:06:13.000 OSU campus is like your trunk like the main part. 00:06:13.000 --> 00:06:15.000 and then OSU Extension is like all the other things 00:06:15.000 --> 00:06:18.000 and they're reaching out into the community to make change. 00:06:18.000 --> 00:06:20.000 So I work for the Extension Department. 00:06:20.000 --> 00:06:24.000 And they have five different departments. 00:06:24.000 --> 00:06:28.000 There's 4-H, agriculture, family and community health, forestry, and marine sciences. 00:06:28.000 --> 00:06:31.000 And so we're in the family and community health department. 00:06:31.000 --> 00:06:36.000 And our goal is to be providing research-based knowledge and education 00:06:36.000 --> 00:06:39.000 to communities to hopefully make them healthier. 00:06:39.000 --> 00:06:44.000 Ok so just like I was saying about the arms and the legs 00:06:44.000 --> 00:06:46.000 Extension is in every county in Oregon. 00:06:46.000 --> 00:06:49.000 The main reason is we're federally funded for SNAP-ED. 00:06:49.000 --> 00:06:55.000 And so our federally funded money says that we have to reach every single county in Oregon. 00:06:55.000 --> 00:06:58.000 Unfortunately we can't reach every single person in Oregon. 00:06:58.000 --> 00:06:60.000 But we can reach every county in Oregon. 00:07:00.000 --> 00:07:02.000 And so we have some really rural counties. 00:07:02.000 --> 00:07:06.000 And that means if you're in this county that may be your educator up there 00:07:06.000 --> 00:07:09.000 and they never get reached and that's unfortunate. 00:07:09.000 --> 00:07:12.000 I wish there was like 100 of me in every single town. 00:07:12.000 --> 00:07:17.000 But there's only one of me as an educator in every town in Oregon. Sometimes two. 00:07:17.000 --> 00:07:21.000 So we can only go so far and we can only make so much change. 00:07:21.000 --> 00:07:23.000 But at least we're in every county in Oregon. 00:07:23.000 --> 00:07:26.000 So what is SNAP? I've said that a couple times. 00:07:26.000 --> 00:07:30.000 SNAP is the Supplemental Nutrition Assistance Program. 00:07:30.000 --> 00:07:33.000 It used to be called Food Stamps. I'm sure you guys have all heard of it. 00:07:33.000 --> 00:07:36.000 Maybe some of you have even accessed food stamps. 00:07:36.000 --> 00:07:40.000 They changed that name I don't know how many years ago to be called SNAP. 00:07:40.000 --> 00:07:42.000 And our program is called SNAP-ED 00:07:42.000 --> 00:07:47.000 because we provide the education to low-income families that are eligible for or receiving SNAP. 00:07:47.000 --> 00:07:52.000 So that's our main program through Extension is the top one. 00:07:52.000 --> 00:07:57.000 But then we have another program called Expanded Food and Nutrition Education Program, also called EFNEP. 00:07:57.000 --> 00:07:60.000 And that's where we reach out more to adults. 00:08:00.000 --> 00:08:04.000 So SNAP-ED is more youth based. I go into schools and teach nutrition to kids. 00:08:04.000 --> 00:08:06.000 And then if you're an EFNEP educator 00:08:06.000 --> 00:08:09.000 you're working more with families like doing cooking classes 00:08:09.000 --> 00:08:12.000 and doing community development stuff with parents. 00:08:12.000 --> 00:08:15.000 So we have to follow federal guidance 00:08:15.000 --> 00:08:19.000 which means lots of things. Lots of rules, lots of regulations. 00:08:19.000 --> 00:08:22.000 Certain curriculums. Like we can't just teach any curriculum in the world. 00:08:22.000 --> 00:08:24.000 We can't make up our own curriculum. 00:08:24.000 --> 00:08:27.000 We have certain curriculums that are allotted to our program. 00:08:27.000 --> 00:08:29.000 And they go through many approval stages. 00:08:29.000 --> 00:08:35.000 Sometimes it seems like that curriculum was made 10 years ago and it finally became approved through our program. 00:08:35.000 --> 00:08:39.000 But the cool thing is we're just like a licensed teacher. 00:08:39.000 --> 00:08:41.000 Where we don't have to create our own stuff. 00:08:41.000 --> 00:08:46.000 So we see this curriculum and then we can make a couple handouts and then we teach that curriculum. 00:08:46.000 --> 00:08:50.000 So we don't have to develop curriculums they're kind of given to us. 00:08:50.000 --> 00:08:53.000 We know that they're approved. And they're approved to be making behavior change. 00:08:53.000 --> 00:08:59.000 And our whole goal in SNAP-ED is to be providing nutrition education 00:08:59.000 --> 00:08:62.000 to hopefully lower the obesity rates in America. 00:09:02.000 --> 00:09:06.000 For our SNAP-ED program to come into a school and provide this nutrition education 00:09:06.000 --> 00:09:09.000 to help with policies, to help make behavior change, 00:09:09.000 --> 00:09:11.000 the schools have to meet requirements. 00:09:11.000 --> 00:09:15.000 And those requirements are that 50 percent or more of those students at that school 00:09:15.000 --> 00:09:19.000 have to be using the free or reduced meal program. 00:09:19.000 --> 00:09:24.000 So if your family is on free and reduced lunch you're most likely of low-income 00:09:24.000 --> 00:09:26.000 and you are eligible for SNAP and we're reaching SNAP audiences. 00:09:26.000 --> 00:09:29.000 So that's kind of our indicator in school districts 00:09:29.000 --> 00:09:32.000 to know that those families are low-income. 00:09:32.000 --> 00:09:38.000 A lot of the schools that we're in are at 60, 70, 80, 90 percent free and reduced lunch. 00:09:38.000 --> 00:09:41.000 Which means almost 90 percent of that school is low-income. 00:09:41.000 --> 00:09:43.000 So the reason we reach out to low-income audiences 00:09:43.000 --> 00:09:49.000 is as you can imagine low-income families have a harder time eating healthy and having access to healthy foods 00:09:49.000 --> 00:09:50.000 than higher-income families. 00:09:50.000 --> 00:09:54.000 That's why we are supposed to reach out to low-income audiences. 00:09:54.000 --> 00:09:58.000 And then the youth and adult programs is just talking about those two up there. 00:09:58.000 --> 00:09:61.000 The evidence-based curriculums I just touched on. 00:10:01.000 --> 00:10:04.000 And then evaluation is a really big part of our program. 00:10:04.000 --> 00:10:09.000 So although we may use a curriculum that's already been research-tested and proven to make behavior change 00:10:09.000 --> 00:10:11.000 maybe that was in Texas. 00:10:11.000 --> 00:10:13.000 Now we have to prove that it's still going to work in Oregon. 00:10:13.000 --> 00:10:17.000 And so if I go in and teach a class, before I even talk to the kids 00:10:17.000 --> 00:10:19.000 we'll give them this one-page survey 00:10:19.000 --> 00:10:24.000 and they have to answer questions like how often do you eat fruit, how often do you eat vegetables? 00:10:24.000 --> 00:10:27.000 Can you identify that this is a fruit or a vegetable? 00:10:27.000 --> 00:10:29.000 Is a radish a fruit or a vegetable? 00:10:29.000 --> 00:10:33.000 And then we ask how many times a day are you active or using screen-time and that kind of stuff. 00:10:33.000 --> 00:10:36.000 So anyway we do that at the very beginning. 00:10:36.000 --> 00:10:41.000 And then it may be just a two week class, it may be a two year class, a two month class 00:10:41.000 --> 00:10:45.000 whatever it is, we come back at the end and ask some of those exact same questions 00:10:45.000 --> 00:10:49.000 to see what kind of behavior change we've made in our communities. 00:10:49.000 --> 00:10:55.000 And it's possible that maybe in Corvallis I made change and in Salem it didn't work. 00:10:55.000 --> 00:10:58.000 So it's always good to be evaluating every single time. 00:10:58.000 --> 00:10:62.000 So you can know that every county and every audience is different. 00:11:02.000 --> 00:11:04.000 OK. Any questions about that? 00:11:04.000 --> 00:11:07.000 So the curriculum you were talking about 00:11:07.000 --> 00:11:12.000 is that just one curriculum or is states and stuff? 00:11:12.000 --> 00:11:13.000 So the curriculum you were talking about 00:11:13.000 --> 00:11:14.000 Oh 00:11:14.000 --> 00:11:18.000 So I guess I could touch a little bit on how we're funded. 00:11:18.000 --> 00:11:24.000 So the USDA as a whole has a Farm Bill which is up soon for review. 00:11:24.000 --> 00:11:28.000 Don't know what's happening with that. But they allot money to every state 00:11:28.000 --> 00:11:30.000 to have a SNAP-ED and an EFNEP program. 00:11:30.000 --> 00:11:36.000 And in that they can approve certain curriculums that could be used nationwide under their SNAP-ED programs. 00:11:36.000 --> 00:11:41.000 So when I said Texas, there's a curriculum called CATCH. 00:11:41.000 --> 00:11:44.000 I don't remember what it stands for. 00:11:44.000 --> 00:11:46.000 Community Approach to Child Health, I think. 00:11:46.000 --> 00:11:48.000 So anyway it got approved in Texas. 00:11:48.000 --> 00:11:51.000 And the USDA approved that they can use it there. 00:11:51.000 --> 00:11:53.000 And they also allow us to use it in Oregon. 00:11:53.000 --> 00:11:57.000 But we just want to make sure that it's going to work in Oregon like it worked in Texas. 00:11:57.000 --> 00:11:60.000 And we have lots of curriculums to choose from. 00:12:00.000 --> 00:12:04.000 And we have state teams that tell us what's approved or not. 00:12:04.000 --> 00:12:07.000 As an educator we don't decide what kind of curriculums we teach. 00:12:07.000 --> 00:12:11.000 I mean we have choices but we don't look at the whole pool of curriculum. 00:12:11.000 --> 00:12:14.000 Does that answer your question? OK. 00:12:14.000 --> 00:12:20.000 OK so some challenges of the community nutrition education. 00:12:20.000 --> 00:12:22.000 The home environment can be really chaotic. 00:12:22.000 --> 00:12:26.000 So you can talk to kids all day about eating healthy and how it's important for them. 00:12:26.000 --> 00:12:29.000 But when they go home if they're home environment doesn't support that 00:12:29.000 --> 00:12:31.000 then behavior change isn't going to happen. 00:12:31.000 --> 00:12:34.000 So we work with lots of other community partners 00:12:34.000 --> 00:12:39.000 maybe like DHS or Headstart where they're hopefully addressing home environment things. 00:12:39.000 --> 00:12:44.000 Altogether that's public health. Altogether we can make change. But on our own we can't. 00:12:44.000 --> 00:12:46.000 So that's definitely a challenge. 00:12:46.000 --> 00:12:48.000 There's lots of food insecurity and that's what we're working in 00:12:48.000 --> 00:12:51.000 is with families who don't always know where their next meal is coming from. 00:12:51.000 --> 00:12:56.000 Or maybe they do but they don't know how to pay for it or they have to borrow money. 00:12:56.000 --> 00:12:60.000 There's a lot of mental health issues with the low-income audiences that we work with. 00:13:00.000 --> 00:13:04.000 Another big thing with low-income families is nutrition is not a priority. 00:13:04.000 --> 00:13:07.000 And by that I mean they want it to be a priority. 00:13:07.000 --> 00:13:11.000 We've done a lot of research that shows that low-income moms do want to feed their kids good 00:13:11.000 --> 00:13:13.000 and they want to value nutrition. 00:13:13.000 --> 00:13:18.000 But they can't make it a priority because a bigger priority is paying the rent 00:13:18.000 --> 00:13:23.000 and putting clothes on their kids and just getting any food on the table versus it being healthy foods. 00:13:23.000 --> 00:13:29.000 So we're just there to try to encourage moms to keep trying to put nutrition not ahead of other things 00:13:29.000 --> 00:13:33.000 but as a priority with everything else that's going on which can be really hard 00:13:33.000 --> 00:13:38.000 because for families of low-income their basic need is just getting food on the table. 00:13:38.000 --> 00:13:41.000 It's not always that it's healthy food on the table. 00:13:41.000 --> 00:13:43.000 So that's where we come in to hopefully help. 00:13:43.000 --> 00:13:49.000 Also obviously our audience being low-income they're usually low-educated and low-literacy. 00:13:49.000 --> 00:13:51.000 And so a lot of the stuff that we produce for families 00:13:51.000 --> 00:13:55.000 like handouts or flyers or things that come from our curriculums 00:13:55.000 --> 00:13:58.000 they're already made to be of low-literacy. 00:13:58.000 --> 00:13:61.000 And so we normally don't go above a sixth grade reading level. 00:14:01.000 --> 00:14:03.000 And you think wow that's really low. 00:14:03.000 --> 00:14:08.000 Well some of our parents of these kids don't read above a sixth grade reading level. 00:14:08.000 --> 00:14:12.000 So we really tone down the information that we send home. 00:14:12.000 --> 00:14:14.000 And it seems really basic to maybe us. 00:14:14.000 --> 00:14:17.000 But it's very informational to them. 00:14:17.000 --> 00:14:20.000 And we have to remember that there's lots of nutrition words 00:14:20.000 --> 00:14:23.000 and just words in the community that our audience may not understand. 00:14:23.000 --> 00:14:26.000 So we're always checking the literacy level. 00:14:26.000 --> 00:14:29.000 And we have some reviewers on our team that can help us. 00:14:29.000 --> 00:14:31.000 Maybe our document, we think it's final, 00:14:31.000 --> 00:14:35.000 and then they can point out that a semicolon was used incorrectly or you shouldn't have capitalized. 00:14:35.000 --> 00:14:38.000 Anyway I'm still learning all those little rules and stuff. 00:14:38.000 --> 00:14:42.000 And that's why we have professionals that help double-check all of our work before we send it out. 00:14:42.000 --> 00:14:46.000 So that our audience is going to know what the heck we're saying 00:14:46.000 --> 00:14:49.000 so it's not a waste of our time that we made something that they don't know how to read. 00:14:49.000 --> 00:14:52.000 Language. So everything our program does is bilingual. 00:14:52.000 --> 00:14:54.000 I personally am not bilingual. 00:14:54.000 --> 00:14:58.000 I've tried to be like five different times and I'm just not good at Spanish. 00:14:58.000 --> 00:14:63.000 So I've decided to just move on and expand in other areas 00:15:03.000 --> 00:15:06.000 to be better as a professional, but I tried to be bilingual. 00:15:06.000 --> 00:15:11.000 So in our program we have a lot of bilingual educators and we have a lot of people like me who are not bilingual. 00:15:11.000 --> 00:15:14.000 I have a coworker and I call her kind of my counterpart. 00:15:14.000 --> 00:15:17.000 We go in together into classes. 00:15:17.000 --> 00:15:20.000 A lot of these dual immersion classes they have an English teacher and a Spanish teacher 00:15:20.000 --> 00:15:23.000 and the kids switch between the classrooms but the teachers stay. 00:15:23.000 --> 00:15:25.000 So the kids are like in a cohort. 00:15:25.000 --> 00:15:29.000 My coworker and I will go into an English and a Spanish class and we'll teach a lesson 00:15:29.000 --> 00:15:32.000 at the exact same time the same thing and then we'll come out. 00:15:32.000 --> 00:15:36.000 And so it's kind of good sometimes. 00:15:36.000 --> 00:15:39.000 I couldn't teach two classes at once anyways. 00:15:39.000 --> 00:15:42.000 So a lot of teachers want us to come in side by side at the same time and then leave. 00:15:42.000 --> 00:15:45.000 And then go into another grade level the same way. 00:15:45.000 --> 00:15:49.000 So it's important that we're offering our nutrition education in Spanish 00:15:49.000 --> 00:15:52.000 but everything we send home is in Spanish also for families. 00:15:52.000 --> 00:15:57.000 And then we also translate into Arabic and Chinese some other languages that our families need. 00:15:57.000 --> 00:15:61.000 Inconsistent environmental messaging. I'll touch on this later. 00:16:01.000 --> 00:16:04.000 Shifting behavior change is hard. 00:16:04.000 --> 00:16:10.000 So if it's not obvious it's hard for anyone to agree to change and be healthier no matter what your income level is. 00:16:10.000 --> 00:16:16.000 And here we're working with incomes that this is not on their list at all. 00:16:16.000 --> 00:16:18.000 So shifting behavior change is really hard for us. 00:16:18.000 --> 00:16:23.000 And we're pushing cultural norms. 20 years ago if you said the word healthy it's like eek. 00:16:23.000 --> 00:16:26.000 But now if you say healthy people are more accepting of it. 00:16:26.000 --> 00:16:28.000 A lot of people are more excited about being healthy. 00:16:28.000 --> 00:16:32.000 And so we're just trying to continue to say that being healthy can be normal. 00:16:32.000 --> 00:16:34.000 And being healthy is the way to go. 00:16:34.000 --> 00:16:38.000 Versus a long time ago when you said healthy it was like you were hippie or something. 00:16:38.000 --> 00:16:42.000 So anyway it's hopefully getting better with that. 00:16:42.000 --> 00:16:46.000 So we do a lot of PSC. Policy, systems and environmental change. 00:16:46.000 --> 00:16:50.000 This just kind of shows that our program is up in that top right. 00:16:50.000 --> 00:16:53.000 So we're telling people to eat healthy and be physically active. 00:16:53.000 --> 00:16:56.000 But our program also helps connect all of these dots 00:16:56.000 --> 00:16:59.000 and get all the way to the largest impact. 00:16:59.000 --> 00:16:65.000 And that largest impact is things like policy changes and environmental factors. 00:17:05.000 --> 00:17:10.000 If we can help change policies like that Food Stamps is easier to access 00:17:10.000 --> 00:17:12.000 or more families can become eligible. 00:17:12.000 --> 00:17:15.000 Or if we can change policies like no vending machines. 00:17:15.000 --> 00:17:19.000 Or if we can help change policies like only healthy food is served on the lunch line. 00:17:19.000 --> 00:17:21.000 And not healthy food and unhealthy food 00:17:21.000 --> 00:17:26.000 because studies say that if you have an option between healthy and unhealthy you choose an unhealthy option. 00:17:26.000 --> 00:17:34.000 So our program is starting there and we're helping build all the way to those socioeconomic factors. 00:17:34.000 --> 00:17:38.000 OK so our program talks a lot about equality and equity. 00:17:38.000 --> 00:17:40.000 Have you guys seen this picture before? 00:17:40.000 --> 00:17:42.000 So does everyone know what it is? 00:17:42.000 --> 00:17:46.000 The idea is that we gave everyone a box so that seems fair. 00:17:46.000 --> 00:17:48.000 But this child can't see anything. 00:17:48.000 --> 00:17:51.000 So it's even more fair and equitable to give him two boxes 00:17:51.000 --> 00:17:53.000 when he didn't need one anyways. 00:17:53.000 --> 00:17:60.000 So our program in the health world and in the nutrition world is trying to pay attention to those kind of things too. 00:18:00.000 --> 00:18:03.000 So the next few slides is me telling about a project 00:18:03.000 --> 00:18:07.000 that my supervisor actually did before I joined this team. 00:18:07.000 --> 00:18:11.000 But I think it's a great example of how our program does evaluation 00:18:11.000 --> 00:18:13.000 and then meets the needs of the community. 00:18:13.000 --> 00:18:16.000 So we live in Linn and Benton County. 00:18:16.000 --> 00:18:21.000 And Tina my supervisor wanted to do some studies with Latino families. 00:18:21.000 --> 00:18:25.000 And figure out as I was saying how they can put nutrition as a priority. 00:18:25.000 --> 00:18:28.000 What are their other barriers to accomplish 00:18:28.000 --> 00:18:30.000 before they can put nutrition as a priority? 00:18:30.000 --> 00:18:35.000 So we know that Latinos in Linn and Benton county and statewide 00:18:35.000 --> 00:18:40.000 are impacted by obesity and related diseases in a different way 00:18:40.000 --> 00:18:43.000 than other nationalities and other ethnicities. 00:18:43.000 --> 00:18:47.000 There's a lot more Latino families in Oregon than there ever was. 00:18:47.000 --> 00:18:52.000 And they are more likely to have higher rates of poverty and higher rates of food insecurity. 00:18:52.000 --> 00:18:55.000 So we knew that going into this study. 00:18:55.000 --> 00:18:60.000 We also know that Latino U.S. children of undocumented parents end up on a different path 00:19:00.000 --> 00:19:04.000 than Latino U.S. children of documented parents. 00:19:04.000 --> 00:19:07.000 And these are just some of the things that they're more likely have. 00:19:07.000 --> 00:19:09.000 Lower preschool enrollment. 00:19:09.000 --> 00:19:11.000 Reduced socioeconomic progress. 00:19:11.000 --> 00:19:14.000 Limited English proficiency, and poverty. 00:19:14.000 --> 00:19:16.000 And so thinking about ways to address that. 00:19:16.000 --> 00:19:21.000 So going into this study we looked at the Linn, Benton, Albany, Corvallis community. 00:19:21.000 --> 00:19:26.000 And who were our parters in this and how can we make sure that this study is going to make behavior change? 00:19:26.000 --> 00:19:29.000 So down here at the individual level. 00:19:29.000 --> 00:19:31.000 This is the logo for one of the schools. 00:19:31.000 --> 00:19:33.000 This is the Corvallis school district. 00:19:33.000 --> 00:19:37.000 And just talking about this is where a lot of stuff happens for families is in schools and public schools 00:19:37.000 --> 00:19:40.000 because like 90 percent of children go to public schools. 00:19:40.000 --> 00:19:42.000 So it's a great way to reach them. 00:19:42.000 --> 00:19:45.000 But then you've got to look outside of that, their family and their environment. 00:19:45.000 --> 00:19:48.000 You have to look at what other organizations are involved. 00:19:48.000 --> 00:19:52.000 What stuff is going on in their community like the food pantries, the library. 00:19:52.000 --> 00:19:54.000 And then we get all the way up to policy which is what I was talking about. 00:19:54.000 --> 00:19:57.000 Like the Farm to School Bill, the Farm Bill. 00:19:57.000 --> 00:19:62.000 Legislatures, all those kind of things. And all those policies affect your individual level. 00:20:02.000 --> 00:20:04.000 And also the other way around. 00:20:04.000 --> 00:20:07.000 So they decided to develop some trainings 00:20:07.000 --> 00:20:10.000 and they wanted to figure out what are the things that they want to study in this 00:20:10.000 --> 00:20:14.000 and they had a partner called Familias Activas. 00:20:14.000 --> 00:20:16.000 And they kind of led this. 00:20:16.000 --> 00:20:21.000 And they wanted to find out what are the strengths and challenges for Latino families. 00:20:21.000 --> 00:20:23.000 So they did what's called HEAL MAPPS. 00:20:23.000 --> 00:20:25.000 And HEAL MAPPS stands for something. 00:20:25.000 --> 00:20:31.000 But basically what they did is they trained these parents these low-income parents to go out into the community 00:20:31.000 --> 00:20:35.000 and they took pictures of things that made them feel healthy 00:20:35.000 --> 00:20:38.000 and pictures of things that made them feel unhealthy in their environment. 00:20:38.000 --> 00:20:43.000 And so they made 18 maps and they photographed over 222 features. 00:20:43.000 --> 00:20:46.000 And this is a picture of Albany. 00:20:46.000 --> 00:20:51.000 And all the places that these parents went by foot or by motor vehicle. 00:20:51.000 --> 00:20:56.000 And again they're taking pictures of things that make them feel healthy and unhealthy. 00:20:56.000 --> 00:20:60.000 And then they made a chart of what helps them eat healthy and be physically active 00:21:00.000 --> 00:21:02.000 and what hinders. 00:21:02.000 --> 00:21:07.000 And so then of course our program was helping improve these hinder categories. 00:21:07.000 --> 00:21:09.000 Like there's too many unhealthy food options. 00:21:09.000 --> 00:21:13.000 Like I said when there's all those options you're more likely to choose those options. 00:21:13.000 --> 00:21:16.000 Or there wasn't information in Spanish. 00:21:16.000 --> 00:21:20.000 All of these things were things that our program was able to help improve on. 00:21:20.000 --> 00:21:25.000 And then out of all of those there was three priority areas identified. 00:21:25.000 --> 00:21:29.000 And these were again identified by the parents. 00:21:29.000 --> 00:21:32.000 A great way to get your community involved and hear their voice 00:21:32.000 --> 00:21:36.000 because we may have never walked in their shoes and so we don't know what they're experiencing. 00:21:36.000 --> 00:21:39.000 So this si a great way for them to speak up. 00:21:39.000 --> 00:21:44.000 So they wanted three categories. They wanted to improve the school food the nutrition of that. 00:21:44.000 --> 00:21:47.000 They wanted opportunities for families to have more physical activity. 00:21:47.000 --> 00:21:50.000 And they wanted smoke-free public spaces. 00:21:50.000 --> 00:21:52.000 So our program helped with the first one. 00:21:52.000 --> 00:21:56.000 And so over here on the right was a flyer that Tina made. 00:21:56.000 --> 00:21:61.000 And it's basically saying let's have a forum and let's ask questions and say our concerns about school meals. 00:22:01.000 --> 00:22:03.000 And the food service came. 00:22:03.000 --> 00:22:07.000 And the end of this story is they got to help improve school meals. 00:22:07.000 --> 00:22:12.000 And so that's really exciting that our program was able to find something that was bad 00:22:12.000 --> 00:22:14.000 and find an improvement. 00:22:14.000 --> 00:22:19.000 OK so results. A district-wide understanding of the needs of the Latino families. 00:22:19.000 --> 00:22:23.000 On the school food note they got to make those changes district-wide. 00:22:23.000 --> 00:22:28.000 And in Albany they use a program called Sodexo. Have you guys talked about Sodexo? 00:22:28.000 --> 00:22:31.000 They're like an independent contractor for school districts. 00:22:31.000 --> 00:22:37.000 A school district can either decide if they want to provide their food in-house and they have a food service in-house 00:22:37.000 --> 00:22:40.000 or if they outsource it to Sodexo. 00:22:40.000 --> 00:22:44.000 So in Albany it was Sodexo which sometimes can be harder to make change 00:22:44.000 --> 00:22:46.000 because they're not as connected to the school district. 00:22:46.000 --> 00:22:49.000 They just provide a service which is the food. 00:22:49.000 --> 00:22:53.000 So then I'm going to talk about a whole other assessment tool that we've used. 00:22:53.000 --> 00:22:55.000 But this one's a lot quicker. 00:22:55.000 --> 00:22:59.000 This one is a lot more recent. Created by Deborah John on campus. 00:22:59.000 --> 00:22:63.000 And it's like 100 pages. It's this like checklist. 00:23:03.000 --> 00:23:06.000 And what we did is we went into these low-income schools that we're in 00:23:06.000 --> 00:23:08.000 and we did what's called a SPAN-ET. 00:23:08.000 --> 00:23:13.000 And we evaluated the whole school from two different lenses. Physical activity and nutrition. 00:23:13.000 --> 00:23:18.000 And then inside of that we looked at the physical environment, situational environment and the policy environment. 00:23:18.000 --> 00:23:21.000 Maybe something was happening physically 00:23:21.000 --> 00:23:23.000 but it wasn't written in a policy. 00:23:23.000 --> 00:23:26.000 So it was like you could be evaluating the same thing but in different categories. 00:23:26.000 --> 00:23:30.000 And that helped us give each school like a grade for health and wellness 00:23:30.000 --> 00:23:33.000 like how well are you guys doing in health and wellness. 00:23:33.000 --> 00:23:36.000 And then all the areas that needed improvement, that's where we came in. 00:23:36.000 --> 00:23:38.000 So kind of the same thing. 00:23:38.000 --> 00:23:44.000 Best practice in school districts is to have recess before lunch instead of lunch and then recess. 00:23:44.000 --> 00:23:49.000 We identified that as a concern in our schools and the schools changed that. 00:23:49.000 --> 00:23:50.000 So now they have recess before lunch. 00:23:50.000 --> 00:23:54.000 We identified that teachers were not offering brain breaks in the classroom. 00:23:54.000 --> 00:23:57.000 Like three to five minute fitness movement of any kind. 00:23:57.000 --> 00:23:60.000 And now they're incorporating that into their classrooms. 00:24:00.000 --> 00:24:04.000 In the cafeteria they had not great messaging. 00:24:04.000 --> 00:24:06.000 Or it would be like the hamburger that you're eating for lunch. 00:24:06.000 --> 00:24:09.000 And so we put up a lot of healthy fruit and vegetable signs. 00:24:09.000 --> 00:24:14.000 Lots of our schools had started a wellness committee but didn't have it in a policy. 00:24:14.000 --> 00:24:16.000 And so that was just another thing we helped with. 00:24:16.000 --> 00:24:20.000 They didn't have water promotion. A lot of our schools were using food as reward. 00:24:20.000 --> 00:24:23.000 And we know that whether that food is healthy or unhealthy 00:24:23.000 --> 00:24:25.000 food should not be used as a reward. 00:24:25.000 --> 00:24:28.000 And then a lot of our schools were providing really unhealthy snacks. 00:24:28.000 --> 00:24:33.000 So in these low-income schools you don't bring your own snack to eat during the day. 00:24:33.000 --> 00:24:37.000 A parent will kind of sponsor the day and provide snacks for all kids. 00:24:37.000 --> 00:24:39.000 And the next day it could be a different parent. 00:24:39.000 --> 00:24:43.000 And so if you're a low-income parent you don't have to provide snacks if you don't want to. 00:24:43.000 --> 00:24:49.000 And then parents of higher-incomes that could do a few days, they're providing snacks for more people. 00:24:49.000 --> 00:24:53.000 But even the higher-income parents were bringing unhealthy foods. 00:24:53.000 --> 00:24:56.000 So we helped get healthier snacks going at those schools 00:24:56.000 --> 00:24:59.000 and I'm going to talk about that in a little bit. 00:24:59.000 --> 00:24:63.000 OK so I just talked about everything kind of research based. 00:25:03.000 --> 00:25:08.000 We have to do all that kind of research to know what to do next and where to go in the future. 00:25:08.000 --> 00:25:13.000 So I'm kind of doing it backwards. Now I'm going to talk about what we do to help improve those things. 00:25:13.000 --> 00:25:14.000 Question. 00:25:14.000 --> 00:25:18.000 Yeah I was wondering if everything that you just talked about 00:25:18.000 --> 00:25:20.000 if that's just implemented in this area 00:25:20.000 --> 00:25:24.000 or if it's going to be implemented all over the state? 00:25:24.000 --> 00:25:27.000 Which kind of things that we implemented? The last slide? 00:25:27.000 --> 00:25:29.000 Yeah all of the improvements. 00:25:29.000 --> 00:25:32.000 I have little siblings in elementary school. 00:25:32.000 --> 00:25:35.000 And so I was just wondering if this will be seen statewide. 00:25:35.000 --> 00:25:40.000 Because they're in Washington County. So I was wondering if this is gonna be something that's seen statewide. 00:25:40.000 --> 00:25:42.000 I wish I could say yes. 00:25:42.000 --> 00:25:46.000 But the way that our program works is like I said we're only in low-income schools. 00:25:46.000 --> 00:25:51.000 So for example in Corvallis there's 16 schools and we teach in two of them. 00:25:51.000 --> 00:25:53.000 Because only two meet the requirements. 00:25:53.000 --> 00:25:56.000 In Albany there's 17 schools. We teach in two of them. 00:25:56.000 --> 00:25:61.000 So there's a possibility that your siblings go to school 00:26:01.000 --> 00:26:03.000 at a school that doesn't have our program there. 00:26:03.000 --> 00:26:08.000 And then they wouldn't get these kinds of evaluations or assessments or anything. 00:26:08.000 --> 00:26:10.000 And chances are they're already making good strides 00:26:10.000 --> 00:26:12.000 because maybe they're not a low-income school. 00:26:12.000 --> 00:26:17.000 So for now these kind of things just happen in the schools that we are in. 00:26:17.000 --> 00:26:21.000 And our hope is that the more change that we make in these low-income schools 00:26:21.000 --> 00:26:24.000 that higher-income schools that aren't aware of that will make these changes. 00:26:24.000 --> 00:26:27.000 And that's happening a lot in Corvallis I've realized. 00:26:27.000 --> 00:26:31.000 The more that I'm getting myself out there and going to other wellness meetings at high-income schools 00:26:31.000 --> 00:26:34.000 they're like oh we'd love this resource. 00:26:34.000 --> 00:26:36.000 So it's like we can provide that resource to them 00:26:36.000 --> 00:26:40.000 but I can't provide me necessarily to go in and teach at their school 00:26:40.000 --> 00:26:42.000 because they're not an eligible school. 00:26:42.000 --> 00:26:45.000 So I think as time goes on we'll keep spreading our program 00:26:45.000 --> 00:26:49.000 to schools that aren't eligible for our program in full. 00:26:49.000 --> 00:26:51.000 Does that make sense? Yeah OK. 00:26:51.000 --> 00:26:55.000 I wish I could say yes but it's just the way that we're federally funded 00:26:55.000 --> 00:26:58.000 to only reach a certain audience. 00:26:58.000 --> 00:26:61.000 OK so have any of you heard of Food Hero? 00:27:01.000 --> 00:27:02.000 No? OK. 00:27:02.000 --> 00:27:08.000 Because of all that research a lot of moms have said throughout this that they want recipes. 00:27:08.000 --> 00:27:09.000 They want healthy recipes. 00:27:09.000 --> 00:27:16.000 They want them to be made fast and they want them to be for their low income, small budget with their SNAP dollars. 00:27:16.000 --> 00:27:19.000 So we created this program called Food Hero 10 years ago. 00:27:19.000 --> 00:27:22.000 By a woman named Lauren Tobey. She still works there. 00:27:22.000 --> 00:27:25.000 She's my supervisor on campus when I work with her. 00:27:25.000 --> 00:27:28.000 And so it's a social marketing campaign. 00:27:28.000 --> 00:27:31.000 So it's social media. And it's not marketing. 00:27:31.000 --> 00:27:33.000 It's social media marketing? 00:27:33.000 --> 00:27:36.000 I don't know how else to explain it. But it's like a campaign. 00:27:36.000 --> 00:27:39.000 Just like how there was non-smoking campaigns 00:27:39.000 --> 00:27:42.000 this is our healthy eating campaign so in the positive way. 00:27:42.000 --> 00:27:45.000 So we do have a website. We do have social media. 00:27:45.000 --> 00:27:48.000 We make things that are called a monthly or a newsletter. 00:27:48.000 --> 00:27:52.000 And once a month we'll have a new food that we promote. 00:27:52.000 --> 00:27:56.000 And it's front and back and it has tips like how you can shop and save on beets 00:27:56.000 --> 00:27:59.000 or how do you store your beets or here's different types of beets. 00:27:59.000 --> 00:27:62.000 And then on the backside we have some beet recipes. 00:28:02.000 --> 00:28:05.000 And then we have ways to get your kids involved in the kitchen. 00:28:05.000 --> 00:28:12.000 So our whole campaign is driven by our studies that we've done with moms. 00:28:12.000 --> 00:28:17.000 Like what kind of information do you want to be able to provide healthier food for your family? 00:28:17.000 --> 00:28:21.000 So I'll just talk a little bit about Food Hero now 00:28:21.000 --> 00:28:25.000 because closer to the end I'm actually going to navigate on the website and show you a little bit more. 00:28:25.000 --> 00:28:28.000 So we have what are called quantified recipes. 00:28:28.000 --> 00:28:30.000 And we learned quickly that no one really knows what that means. 00:28:30.000 --> 00:28:33.000 So we've changed that name to be called cooking for a crowd. 00:28:33.000 --> 00:28:37.000 Basically we take our individual recipes like what you would make at home 00:28:37.000 --> 00:28:41.000 and we've put them into two different groups. Small groups and large groups. 00:28:41.000 --> 00:28:44.000 And then in each one of those there's two different groups. 00:28:44.000 --> 00:28:46.000 So small could be like 12 and 24 00:28:46.000 --> 00:28:52.000 and a large crowd could be like 48 and 96 or something. 00:28:52.000 --> 00:28:57.000 The reason that we did this with some of our recipes is now schools can use them in the cafeteria. 00:28:57.000 --> 00:28:62.000 So it's really exciting because food service nationwide they have regulations that they have to follow 00:29:02.000 --> 00:29:06.000 like low sodium, certain amount of calories, all those kind of things. 00:29:06.000 --> 00:29:11.000 So we made sure that our recipes can fall into that and actually still be healthier. 00:29:11.000 --> 00:29:13.000 And then we have them already quantified 00:29:13.000 --> 00:29:18.000 so that the food service manager isn't saying I'm taking this one individual recipe 00:29:18.000 --> 00:29:20.000 and then I have to do all the math. 00:29:20.000 --> 00:29:25.000 We did the math on 67 of our recipes. And we have 300 recipes on our website. 00:29:25.000 --> 00:29:28.000 So eventually we'll quantify all of them. 00:29:28.000 --> 00:29:32.000 But each year we have to get a grant to do a little bit more and then a little bit more 00:29:32.000 --> 00:29:37.000 because we have a chef and dietician, like both of those. 00:29:37.000 --> 00:29:39.000 And he quantified our recipes for us. 00:29:39.000 --> 00:29:41.000 So that's pretty exciting. 00:29:41.000 --> 00:29:44.000 You can use it at like potlucks. You can use it outside of food service. 00:29:44.000 --> 00:29:47.000 Lots of our moms say that they'll use the small group. 00:29:47.000 --> 00:29:50.000 Like maybe they went to church and they have a group of 24 friends. 00:29:50.000 --> 00:29:53.000 And they're all giving them a taste of whatever. 00:29:53.000 --> 00:29:57.000 Then they've used our recipes like this also. So it's not just for food service. 00:29:57.000 --> 00:29:60.000 So like I said we have over 300 recipes. 00:30:00.000 --> 00:30:05.000 They're all low cost, they're common ingredients and they're quickly made. 00:30:05.000 --> 00:30:07.000 We have what's called a kid approved section 00:30:07.000 --> 00:30:12.000 because after we started the website we had moms who said this is great 00:30:12.000 --> 00:30:15.000 but how do I know that my kid's going to like this recipe? 00:30:15.000 --> 00:30:18.000 So then we started our kid approved program. 00:30:18.000 --> 00:30:23.000 And what that means is kids can try a recipe like maybe they tried the almond rice pudding. 00:30:23.000 --> 00:30:25.000 And then they get to vote and there's three categories. 00:30:25.000 --> 00:30:28.000 Like. Sort of. And I don't like it yet. 00:30:28.000 --> 00:30:31.000 And they can vote with a bean or a coin or something. 00:30:31.000 --> 00:30:36.000 And then we tally that up and if over 70 percent of those kids said that they liked the taste 00:30:36.000 --> 00:30:38.000 then that becomes a kid approved recipe. 00:30:38.000 --> 00:30:42.000 And I can't remember how many kid approved recipes we have already. Like 100. 00:30:42.000 --> 00:30:45.000 And we just started this a year ago. 00:30:45.000 --> 00:30:50.000 But it's a great way for moms to know. At first they saw a recipe and now they're like oh it's kid approved. 00:30:50.000 --> 00:30:53.000 Like kids have actually tested it and said that they like it. 00:30:53.000 --> 00:30:57.000 Even though our whole audience is for kids but it's just another added thing for parents. 00:30:57.000 --> 00:30:60.000 So we have our recipes listed in A to Z. 00:31:00.000 --> 00:31:02.000 And then we can sort by ingredients. 00:31:02.000 --> 00:31:08.000 So if you're like I think I have broccoli left over. What kind of recipe could I make with that? 00:31:08.000 --> 00:31:12.000 You could click on vegetables, click on broccoli, and then you can see all of our recipes that have broccoli in them. 00:31:12.000 --> 00:31:18.000 And then we're on social media. So Facebook, Twitter, Pinterest, YouTube and Instagram. 00:31:18.000 --> 00:31:21.000 So then switching back to me as a educator. 00:31:21.000 --> 00:31:24.000 What do we do in the schools? We provide nutrition education. 00:31:24.000 --> 00:31:29.000 We provide support to the community and the school with policy stuff. 00:31:29.000 --> 00:31:33.000 We do Food Hero recipes and then we provide the monthly newsletters. 00:31:33.000 --> 00:31:38.000 We do what are called BEPAT fitness kits, which we're going to do together later. 00:31:38.000 --> 00:31:40.000 I sit on some wellness committtees 00:31:40.000 --> 00:31:42.000 and then we do things like bulletin boards which is right here. 00:31:42.000 --> 00:31:46.000 So this is before I went into a class a few weeks ago 00:31:46.000 --> 00:31:49.000 and we made what's called plant part salad. 00:31:49.000 --> 00:31:53.000 So there are six main parts to a plant like stem, flower, leaves. 00:31:53.000 --> 00:31:55.000 So we found vegetables that are like that. 00:31:55.000 --> 00:31:57.000 Like broccoli and cauliflower, celery, tomatoes. 00:31:57.000 --> 00:31:59.000 And then we made it all together in a class. 00:31:59.000 --> 00:31:63.000 And so we did three classes in a row. I go in with everything ready. 00:32:03.000 --> 00:32:07.000 And then the kids wash their hands and we make a recipe together and it's super fun. 00:32:07.000 --> 00:32:11.000 So that was just my way of showing how I get it all ready before. 00:32:11.000 --> 00:32:13.000 So if you're wondering alright, so what do you do all day? 00:32:13.000 --> 00:32:18.000 Every day is different. I've never done the same day twice and I love that. 00:32:18.000 --> 00:32:21.000 Which is surprising because I'm really organized 00:32:21.000 --> 00:32:25.000 and I thought I wanted a job that was like eight to five and I came home and those kind of things. 00:32:25.000 --> 00:32:28.000 But I've realized that I don't want that. 00:32:28.000 --> 00:32:32.000 And I love that I never do the same day twice. So I start at a different school every day 00:32:32.000 --> 00:32:36.000 or a different job or a different meeting or a job site. 00:32:36.000 --> 00:32:41.000 Some days I drive a few places in the day. Some days I stay in the same place all day. 00:32:41.000 --> 00:32:43.000 Every single day is different. 00:32:43.000 --> 00:32:45.000 So some of the things I do in day 00:32:45.000 --> 00:32:48.000 is curriculum prep, so like we talked about those curriculums. 00:32:48.000 --> 00:32:52.000 Even though they're already made for us, I still need to read it 00:32:52.000 --> 00:32:56.000 and learn what to say and then prepare how to address it to the kids. 00:32:56.000 --> 00:32:60.000 I may be actually teaching those things so there's three different kinds of things that we teach. 00:33:00.000 --> 00:33:04.000 I'll do the nutrition curriculum which involves the Food Hero recipes. 00:33:04.000 --> 00:33:09.000 Sometimes I teach fitness games which we'll do together. 00:33:09.000 --> 00:33:12.000 And then sometimes I teach what are called healthy celebrations. 00:33:12.000 --> 00:33:19.000 So in a lot of these schools they're celebrating kids' birthdays and holidays with really unhealthy food. 00:33:19.000 --> 00:33:24.000 And so we came in and started to provide like a Food Hero recipe with them. 00:33:24.000 --> 00:33:30.000 But showing them how fun it can be and easy it can be to make a recipe in the class together instead of bringing in cupcakes. 00:33:30.000 --> 00:33:35.000 And then we kind of step back and then we can provide the teacher with a kit of materials needed. 00:33:35.000 --> 00:33:40.000 So if they want to have a smoothie party but the teacher doesn't have a blender, and a spatula, and cups and all that 00:33:40.000 --> 00:33:44.000 we provide all of that to them in a kit and then they get to facilitate that in their classroom. 00:33:44.000 --> 00:33:49.000 And so that's where that policy, system, and environmental change is coming in. 00:33:49.000 --> 00:33:52.000 We came in one time to show you how to do it and get you excited about it 00:33:52.000 --> 00:33:58.000 and then we step away and you get to make it your own with the resources that we provided you. 00:33:58.000 --> 00:33:62.000 Because teachers don't have a budget to buy blenders and all that kind of stuff. 00:34:02.000 --> 00:34:05.000 So we can help check out a kit to them. 00:34:05.000 --> 00:34:10.000 So then I do meetings. I have team meetings with our other educators. 00:34:10.000 --> 00:34:15.000 Community meetings to address food insecurity. I'm on wellness committees. 00:34:15.000 --> 00:34:18.000 I may make some bulletin boards in the schools for healthy messaging. 00:34:18.000 --> 00:34:20.000 I might go to some family events. 00:34:20.000 --> 00:34:26.000 I do have to work four weekends a year and nine nights a year, so it's like nothing. 00:34:26.000 --> 00:34:32.000 But that's when families are there. So to meet the parents you have to meet them after work time. 00:34:32.000 --> 00:34:36.000 And then I also have a few hours a week for SNAP outreach. 00:34:36.000 --> 00:34:40.000 So in this other part of my job I'm just teaching during the day 00:34:40.000 --> 00:34:43.000 but SNAP outreach allows me to actually sit down and talk with parents 00:34:43.000 --> 00:34:48.000 about do you have Food Stamps, do you know what Food Stamps are, are you interested in applying? 00:34:48.000 --> 00:34:53.000 If you're not eligible how can I help you find more resources because your family's food-insecure? 00:34:53.000 --> 00:34:57.000 So that's a great partnership because I see those parents at the schools that we teach in. 00:34:57.000 --> 00:34:61.000 And then another part of my job is working with the social marketing. 00:35:01.000 --> 00:35:03.000 So I get to do a lot with Food Hero. 00:35:03.000 --> 00:35:08.000 For website development and creating some resources for Food Hero. 00:35:08.000 --> 00:35:10.000 OK so I brought some pictures. 00:35:10.000 --> 00:35:16.000 So this is my coworker. So this is kind of a way to show what we could do in one classroom. 00:35:16.000 --> 00:35:21.000 So normally we'll teach on a certain topic like this was a cowboy salad. 00:35:21.000 --> 00:35:23.000 Like a bean dip kind of salad. 00:35:23.000 --> 00:35:25.000 So maybe our lesson was on protein. 00:35:25.000 --> 00:35:29.000 And so we talked to kids about protein. What kind of protein there is, etc. 00:35:29.000 --> 00:35:31.000 And then we have kids wash their hands 00:35:31.000 --> 00:35:33.000 and we sanitize the tables and we provide them cutting boards. 00:35:33.000 --> 00:35:35.000 And then they just get chopping. 00:35:35.000 --> 00:35:38.000 I mean they just cut everything up and we give them what they need. 00:35:38.000 --> 00:35:42.000 And they get to learn how to measure. We get to do math with the kids which the teachers love 00:35:42.000 --> 00:35:47.000 when we incorporate some math terms into the cooking. 00:35:47.000 --> 00:35:54.000 And then we mix it all up and then the top right is every kid gets two to three ounces of a taste of what recipe we made together. 00:35:54.000 --> 00:35:58.000 And then I always send home coloring sheets and the recipe 00:35:58.000 --> 00:35:61.000 and maybe some facts about protein, etc. 00:36:01.000 --> 00:36:04.000 So that could be like one day one lesson. 00:36:04.000 --> 00:36:08.000 Some other things we do is some school-wide tastes 00:36:08.000 --> 00:36:09.000 so this is me doing a school-wide taste. 00:36:09.000 --> 00:36:12.000 And then these are our three counts. We call them a bean count 00:36:12.000 --> 00:36:17.000 for the kid approved so that they can say they liked it, sort of, or didn't like it. 00:36:17.000 --> 00:36:19.000 And they pull a bean out of there to vote. 00:36:19.000 --> 00:36:23.000 And then if 70 percent of them liked it we can tag on the website kid approved. 00:36:23.000 --> 00:36:26.000 So then I was talking about snacks. 00:36:26.000 --> 00:36:32.000 The Oregon Department of Education recently adopted a policy that said snacks in schools need to be healthier. 00:36:32.000 --> 00:36:36.000 And lots of schools have chosen not to follow that. That's ok. 00:36:36.000 --> 00:36:39.000 But the schools that I'm in actually said that they want to follow that. 00:36:39.000 --> 00:36:42.000 But there was no resources given from the state level. 00:36:42.000 --> 00:36:47.000 So we did get permission to create our own resources to get stuff going 00:36:47.000 --> 00:36:49.000 until the state does provide some resources. 00:36:49.000 --> 00:36:56.000 So we sent home a letter to the families basically saying that starting this year last September 00:36:56.000 --> 00:36:60.000 that snacks needed to be healthier to follow this new policy. 00:37:00.000 --> 00:37:02.000 And we decided that we're going to abide by it. 00:37:02.000 --> 00:37:06.000 We wanted to give parents some pictures of examples of things they could bring in. 00:37:06.000 --> 00:37:11.000 This will be changed. It will get better. But this was our first thing to get out to families. 00:37:11.000 --> 00:37:15.000 So fruits, vegetables, whole grain crackers, nuts, cheese sticks. 00:37:16.000 --> 00:37:21.000 We noticed a couple months in some parents were like wait I still have some questions. 00:37:21.000 --> 00:37:23.000 So then I made this frequently asked questions thing 00:37:23.000 --> 00:37:28.000 because some parents were like can I make food at home? Where can I store the cold items? 00:37:28.000 --> 00:37:31.000 What can I bring in for my child's birthday? 00:37:31.000 --> 00:37:33.000 So we're just addressing some of those things. 00:37:33.000 --> 00:37:40.000 This is kind of like one example that a school wanted to take on this new policy 00:37:40.000 --> 00:37:42.000 but they had no resources to do it. 00:37:42.000 --> 00:37:44.000 So we helped make these things and make it happen 00:37:44.000 --> 00:37:48.000 and make it easier for parents to understand this change that was happening. 00:37:48.000 --> 00:37:52.000 OK. So the most rewarding part about my job. 00:37:52.000 --> 00:37:55.000 That I am consistently connected to the community. 00:37:55.000 --> 00:37:58.000 I grew up in a really small town, Philomath. 00:37:58.000 --> 00:37:61.000 And now I'm working in Corvallis which is quite bigger than where I grew up. 00:38:01.000 --> 00:38:07.000 But I love that everywhere I go and everyone I see knows me and knows what I do 00:38:07.000 --> 00:38:09.000 and I'm just very integrated in the community. 00:38:09.000 --> 00:38:10.000 And that's really rewarding to me 00:38:10.000 --> 00:38:16.000 because every day you make change in some way even if it's really really small. 00:38:16.000 --> 00:38:20.000 I like that kids' minds are like sponges. 00:38:20.000 --> 00:38:24.000 So if you tell them that broccoli's good for them they're going to get really excited about it 00:38:24.000 --> 00:38:26.000 and that makes me excited that they got excited about it. 00:38:26.000 --> 00:38:28.000 because kids want to learn everything. 00:38:28.000 --> 00:38:32.000 And kids are a lot more open to learning about being healthy than their parents. 00:38:32.000 --> 00:38:35.000 And that's one reason why we teach in schools 00:38:35.000 --> 00:38:39.000 is to get kids so excited about health that they go home and talk to their parents about it 00:38:39.000 --> 00:38:44.000 versus a parents hearing from me to eat healthy is not very exciting for parents. 00:38:44.000 --> 00:38:48.000 I like seeing kids outside of school like maybe I'm at WinCo 00:38:48.000 --> 00:38:50.000 and they got apples in their grocery cart. 00:38:50.000 --> 00:38:54.000 And they're like ah Ms. Brooke look I'm eating apples they're high in whatever. 00:38:54.000 --> 00:38:60.000 It's exciting to see that they remembered what I taught them in class, that it's actually happening at home, 00:39:00.000 --> 00:39:01.000 and that they're excited about it. 00:39:01.000 --> 00:39:04.000 They're excited to tell me about what I taught them. 00:39:04.000 --> 00:39:07.000 So that's really cool. 00:39:07.000 --> 00:39:12.000 And then what's rewarding to me is just that I have found a job that I get to something that I'm passionate about. 00:39:12.000 --> 00:39:17.000 OK. Challenges. I was asked to say some good and some bad. 00:39:17.000 --> 00:39:21.000 Challenging is wishing that change would happen faster. 00:39:21.000 --> 00:39:24.000 I think I'm like most people in the world and you want change to happen tomorrow. 00:39:24.000 --> 00:39:27.000 Like I would love to end all poverty tomorrow. 00:39:27.000 --> 00:39:29.000 I'd love to end all food insecurity tomorrow. 00:39:29.000 --> 00:39:32.000 But that won't happen. It may never be cured. 00:39:32.000 --> 00:39:34.000 So it's challenging to accept that. 00:39:34.000 --> 00:39:40.000 And so you just have to be excited that you make one step at a time, one day at a time. 00:39:42.000 --> 00:39:46.000 It's good to work with lots of partners, but that can be really challenging 00:39:46.000 --> 00:39:49.000 because everyone has a different viewpoint on what kind of change they wat to see. 00:39:49.000 --> 00:39:52.000 So you may have a meeting on addressing food insecurity 00:39:52.000 --> 00:39:56.000 And I could think that this way would really and they could thing that this way would really help 00:39:56.000 --> 00:39:59.000 and then you have 25 different opinions. 00:39:59.000 --> 00:39:61.000 And sometimes it gets really challenging 00:40:01.000 --> 00:40:06.000 to make that one change because everyone's idea to make change is different. 00:40:06.000 --> 00:40:10.000 So the best way to address it is just to be neutral about everything 00:40:10.000 --> 00:40:16.000 and be calm and collected and just find the best thing that's going to work for the community. 00:40:16.000 --> 00:40:20.000 So I wrote the third bullet because this is happening in one of the schools that we're in in Albany 00:40:20.000 --> 00:40:24.000 where the main stakeholder gets to make final decisions. 00:40:24.000 --> 00:40:30.000 In the schools that we're in we have to have approval from the principals of what we're going to come in and do in the schools. 00:40:30.000 --> 00:40:36.000 And by that I mean you just want them to know I'm going to teach classes, I'm going to come to the PTA, 00:40:36.000 --> 00:40:40.000 I'm going to be on some committee meetings, and I may help write some new policies. 00:40:40.000 --> 00:40:43.000 We just got a new principle in Albany 00:40:43.000 --> 00:40:46.000 that himself doesn't have a passion for health. 00:40:46.000 --> 00:40:52.000 And our program was really robust with that school and then they got a principle change 00:40:52.000 --> 00:40:57.000 and now that principle's kind of like I don't know if I want my teachers to take time to learn about nutrition. 00:40:57.000 --> 00:40:59.000 So we've scaled back at that school. 00:40:59.000 --> 00:40:65.000 And that's challenging because we've had lots of teachers at that school say why don't you come to my class anymore? 00:41:05.000 --> 00:41:08.000 I really wish you were here, I want you to come to this committee. 00:41:08.000 --> 00:41:14.000 But that one stakeholder, that principle, has the final say in a whole school. 00:41:14.000 --> 00:41:20.000 And there's 400 kids in that school and they're now not receiving the same education from us that they did the year prior. 00:41:20.000 --> 00:41:24.000 When we had a principle that was excited about health. 00:41:24.000 --> 00:41:26.000 So I find that challenging and hard to accept 00:41:26.000 --> 00:41:29.000 when it kind of comes down to one person 00:41:29.000 --> 00:41:34.000 and that one person is not excited in their own personal life about health and doesn't value it in others. 00:41:34.000 --> 00:41:40.000 So when that kind of stuff happens in our community then you just scale down and you are accepting 00:41:40.000 --> 00:41:45.000 and we have started to work in another school because our FTE reduced there so we have more FTE in another place. 00:41:45.000 --> 00:41:49.000 And like I said there's tons of places that need our resource 00:41:49.000 --> 00:41:53.000 and need us to be in those schools so there's more places to go. 00:41:53.000 --> 00:41:57.000 It's just hard to accept that sometimes one person gets that final say. 00:41:57.000 --> 00:41:61.000 And then funding is always challenging. 00:42:01.000 --> 00:42:06.000 In public health this may always be the kind of sector that's under-resourced. 00:42:06.000 --> 00:42:08.000 And we all value health 00:42:08.000 --> 00:42:14.000 and unfortunately there's just not enough funds out there to do all the programs that we would love to do. 00:42:14.000 --> 00:42:17.000 So I took a picture of this 00:42:17.000 --> 00:42:19.000 and some of it's great and some of it's not. 00:42:19.000 --> 00:42:24.000 This is a program that a school district started. 00:42:24.000 --> 00:42:28.000 Where on Fridays they send home to 10 super-eligible families 00:42:28.000 --> 00:42:33.000 I mean super-eligible like they're homeless and don't have cars 00:42:33.000 --> 00:42:36.000 and very very at risk for certain things. 00:42:36.000 --> 00:42:39.000 The get this backpack program thing on Fridays. 00:42:39.000 --> 00:42:42.000 Where they get some food to last them through the weekend. 00:42:42.000 --> 00:42:49.000 So here we have Top Ramen, and Cheerios, and Cheez-Its, Campbell Soup, Mac N' Cheese. 00:42:49.000 --> 00:42:54.000 So from a nutrition standpoint that makes me sad and that's hard to see. 00:42:54.000 --> 00:42:56.000 But they have some good things. 00:42:56.000 --> 00:42:60.000 They have applesauce, some milk, 100 percent orange juice, 00:43:00.000 --> 00:43:04.000 a whole grain granola bar, so there's some good. 00:43:04.000 --> 00:43:06.000 So the reason I show this is funding-wise, 00:43:06.000 --> 00:43:10.000 that program would love to offer everything healthier. 00:43:10.000 --> 00:43:14.000 But they don't have the funding to buy healthier food because it costs more money. 00:43:14.000 --> 00:43:20.000 So at this point we should just be excited that kids who need food are getting any kind of food. 00:43:20.000 --> 00:43:24.000 And then our hope is in future years we can find another funding source 00:43:24.000 --> 00:43:28.000 to provide fresh fruit or to provide a recipe to send home. 00:43:28.000 --> 00:43:32.000 So these are great programs. There's tons of them out there for families. 00:43:32.000 --> 00:43:36.000 Unfortunately they don't always meet our nutrition standards 00:43:36.000 --> 00:43:41.000 But it's still a step in the right direction. 00:43:41.000 --> 00:43:43.000 OK. So partners. 00:43:43.000 --> 00:43:48.000 Healthy Youth Program at Linus Pauling Institute. If you don't know who they are, they're a great program. 00:43:48.000 --> 00:43:51.000 The Corvallis Environmental Center. The Corvallis School District. 00:43:51.000 --> 00:43:54.000 Benton County Health Department. City of Corvallis. Oregon Food Bank. 00:43:54.000 --> 00:43:57.000 WIC. DHS. And many more. 00:43:57.000 --> 00:43:61.000 So like I said if we want to talk to families about food insecurity 00:44:01.000 --> 00:44:05.000 a lot of times families aren't ready to talk about that until their other needs are met. 00:44:05.000 --> 00:44:08.000 So maybe it's things at home, maybe it's things with their children. 00:44:08.000 --> 00:44:10.000 That's where these other community partners come into play. 00:44:10.000 --> 00:44:17.000 And we can really come at it in a public health perspective instead of a one on one nutrition perspective. 00:44:18.000 --> 00:44:25.000 OK. So I'm just going to navigate to a couple things on the website to just give you guys an idea of what our website is. 00:44:25.000 --> 00:44:27.000 And there's two folds on our website. 00:44:27.000 --> 00:44:31.000 One is of course for the parents to come and find healthy recipes to make for their family. 00:44:31.000 --> 00:44:34.000 But then the other one in that section called community toolkit 00:44:34.000 --> 00:44:39.000 that's for educators like me to get more resources to give to our audience. 00:44:39.000 --> 00:44:42.000 First I'll just start by showing you the recipe list. 00:44:42.000 --> 00:44:48.000 And we just made it so you can view them all in photos. Everyone loves photos. 00:44:48.000 --> 00:44:51.000 So this shows all of our recipes. 00:44:51.000 --> 00:44:54.000 And we can click on a recipe 00:44:54.000 --> 00:44:59.000 and we can see that it's kid approved, we can see the directions of how to make it, some notes, 00:44:59.000 --> 00:44:61.000 and maybe people have even written some comments 00:45:01.000 --> 00:45:04.000 like I love this it was awesome. 00:45:04.000 --> 00:45:06.000 Didn't really like it and here's why. 00:45:06.000 --> 00:45:10.000 So it's great to see that. 00:45:10.000 --> 00:45:12.000 We set up this ingredient section 00:45:12.000 --> 00:45:16.000 where you could click on one food, say apples 00:45:16.000 --> 00:45:20.000 and there's like literally everything there is to know about apples in here. 00:45:20.000 --> 00:45:25.000 There's recipes, apple coloring sheets, apple hand stamp, apple illustration. 00:45:25.000 --> 00:45:30.000 Kids who drew pictures of apples, our monthly newsletter on apples. 00:45:30.000 --> 00:45:34.000 We have posters on apples, quantity recipes on apples, and videos about apples. 00:45:34.000 --> 00:45:39.000 So we have lots of different foods that have this whole thing going on. 00:45:39.000 --> 00:45:42.000 Of course we don't have foods that are uncommon to low income families. 00:45:42.000 --> 00:45:45.000 Like we don't have grapefuit on here, eggplant. 00:45:45.000 --> 00:45:52.000 I'll go back to the ingredient tab. These are foods that are really common to our low income families. 00:45:53.000 --> 00:45:55.000 And then up here in the community toolkit 00:45:55.000 --> 00:45:58.000 this is what as an educator we could access. 00:45:58.000 --> 00:45:61.000 Our moms could look at this but it's irrelevant to them. 00:46:01.000 --> 00:46:04.000 So these are things that I may need before I go to an event. 00:46:04.000 --> 00:46:07.000 Like maybe I want some event signs 00:46:07.000 --> 00:46:12.000 because I'm going to have a Food Hero tasting at a family night or something. 00:46:12.000 --> 00:46:16.000 So I could be writing today you're going to taste this. 00:46:16.000 --> 00:46:20.000 Or we have some sandwich boards that have fun pictures on them. 00:46:20.000 --> 00:46:24.000 So these are all resources for us as an educator. 00:46:24.000 --> 00:46:28.000 We're doing this really cool thing spring break this year. It's called Spring Break Bingo. 00:46:28.000 --> 00:46:30.000 We did it last year as a pilot. 00:46:30.000 --> 00:46:39.000 So there's 25 boxes. They all have either a physical activity or a healthy eating message or less screen-time. 00:46:39.000 --> 00:46:42.000 And families together can fill out this Bingo card. 00:46:42.000 --> 00:46:44.000 Like check off which ones they did. 00:46:44.000 --> 00:46:48.000 Did you jump rope 20 times? Did you go for a walk for 10 minutes? 00:46:48.000 --> 00:46:50.000 Did you eat a healthy recipe together? 00:46:50.000 --> 00:46:56.000 And then if they bring that back in we as an educator can provide them what we call a reenforcement. 00:46:56.000 --> 00:46:63.000 So a reenforcement for us could be like giving them measuring spoons, a cutting board, a colander, those kinds of things. 00:47:03.000 --> 00:47:07.000 So this is a community wide approach to being active over spring break. 00:47:07.000 --> 00:47:10.000 Because we all know most families either go on vacation 00:47:10.000 --> 00:47:14.000 or those of low income don't go anywhere and they have a lot of screen-time. 00:47:14.000 --> 00:47:18.000 So this is just an exciting way for kids to do something fun. 00:47:18.000 --> 00:47:20.000 Do you guys want to play a game? 00:47:20.000 --> 00:47:25.000 Yes? OK. Today's game is called fruit and veggie volleyball. 00:47:25.000 --> 00:47:28.000 This is a game that I play with the kids. 00:47:28.000 --> 00:47:36.000 So the way it works is we could have our couple back tables make two groups up here. 00:47:36.000 --> 00:47:40.000 And we'll have groups of six. Six people in a group. Each group will get one ball. 00:47:40.000 --> 00:47:46.000 Once you get the ball you're going to toss it to the next person. It doesn't have to be in order. 00:47:46.000 --> 00:47:50.000 And once you get the ball you have to say a fruit or a vegetable. 00:47:50.000 --> 00:47:56.000 It doesn't have to be your favorite. It just has to be a fruit or a vegetable. And then you pass it on to someone else. 00:47:56.000 --> 00:47:60.000 You can say the same one twice because you're probably going to run out of fruits and vegetables that you know to say. 00:48:00.000 --> 00:48:04.000 And then I might stop it in the middle and we'll just switch it to any kind of food. 00:48:04.000 --> 00:48:05.000 Any questions? 00:48:05.000 --> 00:48:11.000 OK. So go ahead and break into groups of six and we will bring a ball around. 00:48:24.000 --> 00:48:26.000 Strawberries. 00:48:32.000 --> 00:48:34.000 It's hard under pressure. 00:48:34.000 --> 00:48:37.000 It's also hard when you can't remember at all. 00:48:37.000 --> 00:48:40.000 Well you can say the same one twice if you want. 00:48:40.000 --> 00:48:42.000 Pears. 00:48:43.000 --> 00:48:46.000 If you can hear me, clap twice. 00:48:46.000 --> 00:48:52.000 OK we're going to switch to just saying any kind of food but I request that you make it be a healthy food. 00:48:52.000 --> 00:48:55.000 Cauliflower pizza. 00:49:04.000 --> 00:49:07.000 Tater tots. That can be healthy. 00:49:07.000 --> 00:49:10.000 OK if you can hear me clap once. If you can hear me clap twice. 00:49:10.000 --> 00:49:13.000 You guys are so much faster than when I do that with kids. 00:49:13.000 --> 00:49:15.000 So I just have three more slides. 00:49:15.000 --> 00:49:20.000 So three more quick things. If you guys want to take a seat, and someone bring the ball up here. 00:49:20.000 --> 00:49:21.000 And then we'll wrap up. 00:49:21.000 --> 00:49:29.000 So we just played a game from this BEPAT kit. BEPAT stands for Balanced Energy Physical Activity Toolkit. 00:49:29.000 --> 00:49:32.000 We take these kits into the classrooms 00:49:32.000 --> 00:49:37.000 and they have some of the things you see. Beachballs, other things. 00:49:37.000 --> 00:49:39.000 And then we can play games with the kids. 00:49:39.000 --> 00:49:46.000 And some of our teachers are even resourced with these kits so they're able to play these games with kids without us there. 00:49:46.000 --> 00:49:49.000 So internships because I know you're thinking this sounds awesome. 00:49:49.000 --> 00:49:53.000 So yes we have internships. We have interns all the time. 00:49:53.000 --> 00:49:60.000 From OSU and from here whether they're a dietetic intern or a community health education public health intern. 00:50:00.000 --> 00:50:03.000 So if you're interested now, in the future, 00:50:03.000 --> 00:50:06.000 you can contact my supervisor Tina Dodge Vera. 00:50:06.000 --> 00:50:09.000 If you forget that Janet Roberts has her name. 00:50:09.000 --> 00:50:17.000 And my tip to get an internship with us is care about health, and you don't need any experience. 00:50:17.000 --> 00:50:20.000 Some internships require you to have all this experience. 00:50:20.000 --> 00:50:25.000 We just want you to care about health and you can come follow us all day and have an internship with us. 00:50:25.000 --> 00:50:30.000 My recommendations to you for moving forward and finding that dream job of yours 00:50:30.000 --> 00:50:36.000 is listen to your professors, all of them. They're super knowledgable. They know what they're talking about. 00:50:36.000 --> 00:50:38.000 Be comfortable with change. 00:50:38.000 --> 00:50:44.000 The reason I say that is I took anatomy at Western and I hated that. 00:50:44.000 --> 00:50:48.000 So I had to learn to be comfortable, to change, and just get through it. 00:50:48.000 --> 00:50:51.000 That was out of my comfort zone for sure. 00:50:51.000 --> 00:50:54.000 And so there may be jobs that you take that are out of your comfort zone. 00:50:54.000 --> 00:50:57.000 Or internships or volunteering experiences. 00:50:57.000 --> 00:50:60.000 But sometimes you gotta do that to get to what you want. 00:51:00.000 --> 00:51:03.000 So continue to build your skills by volunteering. 00:51:03.000 --> 00:51:06.000 Know your limitations and create a good support team. 00:51:06.000 --> 00:51:08.000 And create a specialty. 00:51:08.000 --> 00:51:11.000 So I feel like when I came out of college I really wanted to focus in on nutrition. 00:51:11.000 --> 00:51:16.000 And that's what I did is volunteer a lot in nutrition. I got a job in nutrition. 00:51:16.000 --> 00:51:20.000 So whatever your specialty is that you're interested in, keep moving forward with that. 00:51:20.000 --> 00:51:26.000 It's good to be broad but if you're so broad you may never learn what you want to do when you grow up. 00:51:26.000 --> 00:51:29.000 So that's it. That's all I have. 00:51:29.000 --> 00:51:35.000 applause