Harvest of the Month

2014-15 Findings and Strategy Recommendations

By: Kussy MacKenzie & Briana Rodriquez

Table of Contents:
Introduction:................................................................................................................................................ 3
Summary of Praise, Barriers, and Utilized Components..................................................................................3
Praise:.......................................................................................................................................................... 3
Barriers to Implementation:.........................................................................................................................3
Components being utilized:.........................................................................................................................4
District Adherence to HOTM Calendar.........................................................................................................4
Summary..................................................................................................................................................... 4
Recommendations based on Praise, Barriers, and Utilized Components.....................................................4
2015 2016 Proposed Strategy......................................................................................................................5
Incentives................................................................................................................................................. 5
Trainings................................................................................................................................................... 5
Check-ins & Feedback.............................................................................................................................. 5
Intern and Parent-Led Activities:...............................................................................................................5
Year 1 Schools.......................................................................................................................................... 6
Year 2 Schools.......................................................................................................................................... 6
Year 3+ Schools........................................................................................................................................6
Appendix A: Program Praise.........................................................................................................................7
Appendix B: Barriers to Implementation....................................................................................................11
Appendix C: Component Utilization/ By Teacher........................................................................................13
Appendix D: Fidelity Questionnaire Response by School...........................................................................15
Appendix E: District Adherence to HOTM Calendar....................................................................................16
Appendix D: Produce Production Pointers Example...................................................................................18

Introduction:
Harvest of the Month (HOTM) was initially created by several local school districts in California as part of a
broader nutrition education effort targeted to low-income students. Recognizing the value of this approach,
the California Department of Public Health adopted Harvest of the Month in 2005, launching a statewide
effort that is standardized, cost-effective, replicable, and available to all. Harvest of the Month connects
growers to their communities through schools and aims to increase consumption of locally grown food items
while expanding familiarity with California grown fruits and vegetables, local farmers, and the state's rich
agricultural bounty.
UCSD School Wellness Programs brought HOTM to San Diego County elementary schools in 2013 by
providing training, guidance, and support to qualifying elementary schools in predominantly low-income
communities. The aim of the UCSD School Wellness HOTM Program is to increase access to fruits and
vegetables through school meal programs, classrooms, and school gardens. A UCSD School Wellness
Programs intern who took on HOTM as her Masters Thesis project, formally evaluated the HOTM 2013-14
pilot school year. The conclusions from her thesis in combination with teacher and district feedback from
2014-15 school year have informed this report and the strategy recommendations that follow.

Summary of Praise, Barriers, and Utilized Components

Praise:
In comparing the thesis pilot data and the overall 2014-15 school year responses from teachers, HOTM was
well received. The two activities that were well received and most used were the taste tests and videos. It
was noted that the taste tests went over so well that even if the children thought they would not like the
produce that was presented they would try it anyways just to mark it in their workbook. Teachers noted that
it was fun to see that students found they actually liked what they tried. The majority of the teachers agree
that the video was a winner for the K-6 age group. The workbook was an asset when the produce matched
the calendar month.
Due to the success of the taste tests, videos and workbooks, students began to ask if there were other ways
to get the HOTM produce at home.
Most teachers agree the program has opened new doors for the students and they seem to be more apt to
trying new things and making healthier choices. The program also allows for other subjects to be integrated
into the lessons. For example, in science students had the opportunity to learn about the pigmentation of
carrots. Overall, teachers would love to see the program continue.
o

HOTM Components: Taste test, Workbook, Educator Newsletter, Family Newsletter, HOTM
website, Videos, Get Fit Activities, and Tasting Trios

Barriers to Implementation:
At the onset of this program most of the food service staff, principals, and teachers thought that this
program was going to be a burden in that it would mostly increase their workloads. They were pleased to find
that it did not. In fact they found that it allowed them all to work together when they really had not before.
With that being said there were some barriers. The most common barrier seemed to be a lack of time. There
just did not seem to be enough time to incorporate all of the components of the program. Some of the
activities in the workbook, activities from the HOTM website, the Get Fit activities and even some of the in
class taste testing had to be put aside more than once due to limited time.
As previously mentioned the workbook can be an excellent way for the students to learn. However, if the
produce did not align with the HOTM produce calendar then the workbooks were ineffective. Some teachers
(mostly in kindergarten) noted that they workbooks seemed too advanced for their students.
The educator newsletter was found to be such a good tool but there were a few complaints in terms of when
the teachers received it. They would prefer to have it sent to them electronically maybe a week or more in
advance. Also that there is too much text. Perhaps incorporating some pictures or smaller tables to make it

easier to scan would increase the effectiveness. They also did not know if the community newsletter was
actually being passed on to parents.

Components being utilized:

As mentioned above, the taste tests and videos were the two components most used in the classrooms.
When the workbook was able to be used it was an asset to the students learning experience. The educator
newsletter was used often but it is agreed that it needs a new look. Two things that were underutilized were
the Get Fit Activities and the HOTM website.

District Adherence to HOTM Calendar

With responses being noted for a three-month period (April, May, and June) only one district (La Mesa, Spring
Valley) gave a response for all three months. Two districts gave no response (Oceanside and Chula Vista).
The remaining ten districts responded in either one or two of the months.
Eleven out of twenty (55%) of the participating months were able to align the fruit or vegetable to the HOTM
calendar. May was the month with the most compliance to HOTM calendar. Unfortunately, in the responses
there was not enough information as to why they were unable to follow along with the calendar the rest of
the time. It can only be assumed that the item was not available from their normal distributor or they did not
know where to procure the fruit or vegetable. A distributor or farm was provided for some but not all
participating months.

Summary
In aggregating the teacher responses and the thesis pilot data, there are a few recurring themes that have
been successful and some that may need altering for the upcoming year.
Originally most of the staff thought that this program was going to be a burden to their workload. However it
has been well received and the students seem to enjoy it even more. Time is the biggest downfall in the
success of this program. This could partly be due to other areas of education needing more focus or because
the teachers need a little more training on how best to implement the activities in a short period of time.
From the thesis it was mentioned that around 15 teachers participated in a focus group for the study, about
one from each grade. This might be a good way to ensure a greater number of overall responses if this were
to be implemented throughout the school year with information being sent in once a month from a
designated person per grade/school.
As far as training, most teachers agreed they would like a more hands on demonstration lasting at least an
hour. They feel that this visual demonstration would greatly help with the delivery in their own classrooms.
Procurement of the correct HOTM produce is a large issue both from the thesis and district responses. This
issue should be addressed through the Farm to School Task Force or direct meeting with food systems
procurement experts.

Recommendations based on Praise, Barriers, and Utilized Components

1.
2.
3.
4.
5.
6.

Provide information or assistance to ensure the correct produce is being used for each month of the
school year.
Increase response rate
Procurement compliance to HOTM calendar should be prioritized and well planned
Provide separate but still useful information in the event that the correct produce could not be
procured.
Re-do the newsletters to be easier to read at-a-glance for teachers, parents, and students.
Provide training that is more hands on and shows the teachers how to work in a shorter time period

2015 2016 Proposed Strategy

Incentives

Remaining Printed I Tried It stickers should be distributed as samples to encourage future use of
online version that teachers can download and print themselves if its particularly motivating to their
students
As an alternative to Specialty Produce CSA boxes for teacher feedback incentive (for schools outside
San Diego), we connect with a local farm or grocery store to donate gift certificates. The business is
supporting a local school and the teachers will likely buy more produce when they redeem
certificates.
Barbara Hughes suggested contacting Janice Garcia at Daily Harvest Market to see if they might be
interested in supporting teacher incentive program for Vista Unified. UCSD Retail Team will also be
reaching out to market managers from both Vista farmers markets, the School Team will accompany
Retail Team for joint meeting in fall 2015; likely October.

Trainings

Teacher Trainings will closely align to the Teacher Training Guidelines provided on main HOTM
website
o
The 1-hour in-person training presentation will be made into a Prezi for an updated look and
more engaging feel. Videos will be added to the presentation and the monthly components
will be presented through hands on activities including preparation of a taste test during
training.
o
Teachers will receive a training folder with pertinent resources for quick reference
(4) Fifteen-minute training modules will be created as refresher courses to the 1-hour in-person
training which credit can be awarded. These will especially be important to temporary staff like
substitute teachers, and for schools that have been doing HOTM for 2 or more years
For cafeteria staff training and support, a Produce Production Pointer will be created for each
HOTM item utilizing the SDUSD template. The purpose of these forms are to give district-wide
guidance on how to order, prepare, and display the HOTM item in the cafeteria as well as prepare for
in class taste tests (if teachers do not use cooking bins). The PPPs should be produced as a
laminated booklet
Create training page on School Teams webpage where all trainings can be accessed by school staff
and tracked by School Team
We need to particularly address what to do with time constraint using real teacher examples
(hopefully videos footage of teacher speaking)
We need to offer guidance on what to do if the schools HOTM taste test does not match the
workbook and calendar (ex. offer videos or materials about other regular salad bar items and
encourage class to try item during lunch)

Check-ins & Feedback

Primary monthly communication with districts, schools, and teachers will be via email
Utilize staff meetings for teacher feedback instead of monthly visits, utilizing focus group method for
qualitative data collection
More creative documentation of events and check-ins to be compiled into video/slideshow for kickoff
meetings or year-end thank you e-card

Intern and Parent-Led Activities:

Fear Factor Taste Tests is where students are given a small portions of different foods to try; the foods are
also made available on the salad bar that day (ex. Roasted garbanzo beans, dried cherries, spinach, and
baked plantains). Other events like Rethink Your Drink, IMPACT stations during recess where importance
of hydration can be highlighted, mini farmers market, garden expo (where appropriate). Back to School
Nights are another venue for HOTM promotion, food demos of tasting trios, and parent recruitment. Since
Get Fit Activities are being under-utilized at the classroom level, they could be incorporated into a schoolwide assembly physical activity.

Year 1 Schools
Month 1 (October): 1-hour teacher training & Kickoff Meeting and separate food service meeting with district
representative if possible
Months 2 3 (Nov Dec) Fall on-site check-in with food service staff and email teachers in advance to let
them know of on-site visit and give opportunity to speak 1:1 that morning. Check-in with Principle in
December to get his/her feedback if possible
Months 4 9 (Jan Jun) Spring on-site check-in with food service staff and teachers who request class visits;
March or May. Ideally this date should be a staff meeting where we can share feedback from the previous
months and utilize focus group method; discussion questions will be sent in advance

Year 2 Schools
Month 1 (October): 1- hour teacher training for new staff and refresher for old staff. Feedback from previous
year to be presented in a creative format that highlights in class taste tests, comments from students, and
other events. New staff to get materials and bins, all staff to get workbooks and pertinent program updates.
Month 2 9 (Nov-June) Monthly email check-ins and reminders.

Year 3+ Schools
Month 1 (Sept) Kick-off presentation for the new school year should happen during a staff meeting.
Feedback from previous year to be presented in a creative format that highlights in class taste tests,
comments from students, and other events. All staff get workbooks and pertinent program updates.
Teachers at schools that have been doing HOTM for 3 or more years should be utilizing the training modules
as refreshers. New teachers at these schools will be invited to join a 1-hour in-person training thats
happening at Year 1or 2 school where they can get their cooking bins and training materials.
Month 2 9 (Nov-June) Monthly email check-ins and reminders.

Notes:

Appendix A: Program Praise

Ivette Amarillas, Balboa Elementary, SDUSD, 1st Grade

Workbook:
Get Fit:

Describing the fruits and vegetables using their senses is always a good activity for
the students the list of descriptive words was helpful.
Students enjoyed simple activities that we could do as we transitioned.

Resources:

Video- always a hit with the students.

Video:

Students really enjoy learning about the farms and the farmers.

Lili Sadeghian, Balboa, SUSD, 1st Grade

Video:
We watched the video. The students really enjoyed it! Thank you for giving my
students the opportunity to experience this.

Trina Nouvong, Balboa, SUSD, 1st Grade

Workbook:
Students enjoyed the material given and worked on the workbook
The kids enjoyed writing about the avocados
Get Fit:

We tried the activity at the end of the day.

Resources:

We browsed through the various websites to see what they were about.

Video:

Students loved watching the video and helped them understand where the fruit
came from and who is harvesting the fruit
It was a great video that the students enjoyed. They liked learning about where the
food comes from.

Feedback:

I really enjoy trying the different fruits and vegetables with my students. We all try
it together as a group and its funny to see how some students have different
reactions to the food.

Stacey Sasaki, Balboa, SUSD, TK

Taste Test:
The tasting was wonderful -- even children who said they don't like the fruit tried it,
and about 95% asked for me! I served it until we were out.
Tasting Trio:

Tasting Trio Recipes are wonderful, but I have no aides and doing this with tiny
hands and only me has been hard.

Video:

The children love the video -- it is so important to see the food growing on the trees.
We will be watching it tomorrow since there will be avocados tomorrow and I want
them to try them again. They LOVE the videos!

Ramiro Ramirez, Balboa, SUSD,? Grade

Feedback:
Great! Used resources to show where the fruit comes from.

Laurie Bergener, Balboa, SUSD, 3rd Grade

Video:
As always, we loved seeing where the avocados were grown..

Heather Heffernan, Audubon K8, SDUSD, Kindergarten

Video:

Video was great, my class loved it

Great video, my students enjoy watching the videos each month

Emma Leon-Reyes, Audubon K8, SDUSD, K/1

Video:
Students always like learning about where their vegetables come from and how
they grow. They enjoy trying new veggies or fruits. It is a fun time.

Melinda Makos, Foothill Oak, Vista Unified, TK

Taste Test:

We completed the taste test and they asked for more!

Workbook:

We completed together as a whole group.

Educator Newsletter: We discussed how they prepare and eat it at home. We talked about
different ways they could eat broccoli.

Malinda Salazar, Lincoln, EUSD, 3rd Grade

Taste Test:
Most students have tried most of the citrus fruits listed in the activity where you
circled the ones that you have tried.
Workbook:

Students were surprised how much sugar was in beverages they drank.

Feedback:

Most students were surprised that they actually liked beets.

Marcy Bollens, San Miguel, Lemon Grove, 4th Grade

Feedback:

It was so much easier to serve the veggies this month. It was nice to have the
beets precut.

Madeleine Wilkinson, Foothill Oak, Vista Unified, 4th Grade

Workbook:

Like the table to review what we have eaten over the course of the year.
We have enjoyed working through the workbook.

Feedback:

I have used the fitness ideas in the past, just not in Jan/Feb. Students are excited
by it and enjoy tasting and filling out the taste test table in the workbook.

Debbie Lowe, Olive Elementary, Vista Unified, 1st Grade

Taste test:

We tasted oranges and talked about the senses, what it looked like/tasted like etc.
We tasted the carrots, and talked about how you can eat them raw or cooked.
Students shared their experiences eating carrots in soups, salads, and with ranch
dressing both here at school and at home.
We did taste. We enjoyed them.

Nikki Crews, San Miguel, Lemon Grove, Kindergarten

Workbook:

The workbook is good reinforcement of what are healthy foods.

Myrna Gonzales, Olive Elementary, Vista Unified, 4 th Grade

Workbook:

It was interesting to see the kids create three menus that were healthy breakfast.
We are still in the process of completing the activity, but so far they are enjoying
the nutrition facts scavenger hunt. Anything that is like a game is FUN for the
kiddos.

Video:

We watched the video: where do carrots come from? And made a needs to know list
on what we can do for living a healthy life at home, at school, and in their
community. As a follow up we looked and answered some of the questions on
"Healthier, Please!

HOTM Website: We looked at how citrus trees grow on www.harvestofthemonth.com

Feedback:

So far my students are enjoying learning about the harvest of the months. They are
beginning to make a connection on how what they eat can or may affect the way
they feel and look.
My students really enjoyed seeing how carrots grow and working to see how food
grows to place in our upcoming garden at school.
Harvest of the month has been any excellent way to introduce my students to eat
healthier and to be more aware on reading labels. It has been a great experience
inside and outside of the classroom.

Adela Motu, San Miguel, Lemon Grove, Kindergarten

Taste test:

We were able to do the taste test. It helped that the product was pre-cut. It saved
a lot of time.

Workbook:

Some kids took their book home in the first few weeks due to their excitement.

Tiffany Haro, Lincoln, EUSD, Kindergarten

Workbook:

It was simple and fast to complete for Kindergarten.

Once again, the activity is quick and easy. The students know what to do since it is
consistent throughout the workbook.

Get Fit:

The Get Fit Activities are fun for the students and easy to access. They enjoy
getting a mental break that involves exercise. In fact, they giggle and have the
biggest smiles on their faces.

Feedback:

My students have really enjoyed this program and tend to look for the Harvest of
the Month fruit/vegetable when they go to the school cafeteria. It opens up their
mind to try different things they may or may not have tried before.

Laura Guyse, Foothill Oak, Vista Unified, 2nd Grade

Taste test:

Students loved the sweet, delicious strawberries.

Workbook:

Students worked cooperatively, interactively with one another.

Educator Newsletter: We always refer to the nutritional values section and I encourage the kids
to tell their parents to try the recipes.
Tasting Trio Recipe: Did not do, too busy. However, for our end of the school party, the families
brought strawberries and other fruits. This was surprising to see.

Feedback:

I sent out the recipe card and some of the kids said their moms made it. I noticed
more family involvement and follow through at home.
However, I still think these are very valuable lessons to expose our students to
making better choices. Thank you for all that you do to bring this program to our
kids and families.
It was a great year and students' food choices have gradually improved since the
onset of this program at our school. I am confident that it will continue to improve
with the support of Harvest of the Month program. Thank you

Sandy Gilbert, Olive Elementary, Vista Unified, 4th Grade

Feedback:
We appreciate the program, and even do an in-class "Wellness Wednesday." They
had to be encouraged to taste the organic unpeeled carrots. Once they tasted it
most agreed it was good!

Lluvia De Luna, Lincoln, EUSD, 3rd Grade

Workbook:

Alli Richtman, Olive, Vista Unified, 4th Grade

Feedback:

It was a good activity to let the students know about the pigmentation of the carrot.

You guys offer us so much, and I'm just not utilizing it at all. It is my goal to do all of
the activities you provide for us next month! Thank you so much for everything!

Katy Stamer, Foothill Oak, Vista Unified, Kindergarten

Workbook:

I like when they can practice writing with sentences.

Get Fit:

Jennie Macias, Lincoln, EUSD, 4th Grade

Workbook:

My students really enjoy it. It's nice knowing that students can learn about what
they eat.

David Mackintosh, Lincoln, EUSD, 4th Grade

Feedback:

We had a great time!

John Medina, Lincoln, EUSD, 2nd Grade

Feedback:

My students loved eating it and Dawn made it very easy by having it all cut up for
them to eat =)

Brooke Klein, Foothill Oak, Vista Unified, Kindergarten

Educator Newsletter: Strawberry stretches and we talked about where the strawberries came
from!
Get Fit:

Kids loved it!

This has been a great experience for the kids, and they have tried and liked a
number of foods they would normally have never touched. It also promoted some
great discussion of healthy lifestyles and how "we are what we eat."

Shelley Honig, San Miguel, Lemon Grove, 4th Grade

Workbook:

They liked comparing and discussing what healthy and unhealthy foods they ate,
and where. It was a good class discussion.

Feedback:

The class really enjoyed it, and all the activities.

Armando Robles, Lincoln, EUSD, 2nd Grade

Feedback:

Overall, the students enjoyed the tasting and learning about nutrition. This was a
"real hands (and mouth)" delightful activities.

Appendix B: Barriers to Implementation

Stacey Sasaki, Balboa, SUSD, TK

Workbook:
Workbook activities are too hard for our 4/5 year olds.
Taste test:

We are unable to do the taste test on Wed's -- there just isn't enough time (I have
4/5 year olds and no one to help me). Then I was unexpectedly ill the next day, so I
come back the next week to find rotten avocados -- I was heartbroken. But since I
eat with them on Wed's, we were able to talk about them and taste test them
together at lunch! Best I could do!

Educational Newsletter: No time!

Get Fit:

Had no time to look it up!

Tasting Trio:

Tasting Trio Recipes are wonderful, but I have no aides and doing this with tiny
hands and only me has been hard.

Feedback:

I would like to try to utilize other things, but my computer is not reliable and have
been out of class too much lately (tons of trainings). Something had to give. But
thank you for all those resources; I will be using them in March!
I love this program and am sad that it's been so hard for us this year to get things
taken care of -- what we eat is an integral part of our health program in my
transitional kinder classroom, but doing any of the extras (like cooking, which I
LOVE) hasn't happened. I have absolutely no parent helpers this year. None.
Thank you for what you do!

Heather Heffernan, Audubon K8, SDUSD, Kindergarten

Taste Test:
We were able to try the citrus fruit, but not given enough, I had to cut the pieces in
fourths, it was barely enough to try
Feedback:

Great program, but the activity worksheet is too hard for kinder students. Maybe in
the future you could make a separate Kindergarten worksheet

Emma Leon-Reyes, Audubon K8, SDUSD, K/1

Feedback:
I sent home the pledges and most worksheets from the program. I have a K/1 class
and 1st grade students go to other classrooms for math early in the morning. For
this reason we are always rushing with the Harvest of the Month activities and
sometimes we do not get to them later in the day.

Melinda Makos, Foothill Oak, Vista Unified, TK

Workbook:
It did not match the tasting but we discussed and completed anyway.

Debbie Lowe, Olive Elementary, Vista Unified, 1st Grade

Workbook:
We do not have workbooks.

Nikki Crews, San Miguel, Lemon Grove, Kindergarten

Taste test:
We were able taste the kale.

Tiffany Hinostro, Foothill Oak, Vista Unified, 3rd Grade

Workbook:
Too hard or overwhelming to implement

Myrna Gonzales, Olive Elementary, Vista Unified, 4 th Grade

Educator Newsletter: Newsletter was just sent home, but we did not do any activities with it.

Taste Test:

Sorry but we were not able to do this tasting due to the fact that we were planning
for our field trip and completely forgot to pick up the berries.

Adela Motu, San Miguel, Lemon Grove, Kindergarten

Workbook:
Some went home. I got a few back, but now there are still those other few who
don't have books. Kinders did not have any extras in the office to replace or give
new books to new students who enrolled late in the school year.
Some did some didn't. A lot of it is also based on time. We do the taste test right
after breakfast and then we had to go to dance class.

Katy Stamer, Foothill Oak, Vista Unified, Kindergarten

Workbook:
Could not complete. Beets was the February veggie in the workbook

Laura Guyse, Foothill Oak, Vista Unified, 2nd Grade

Get Fit:
We do SPARK physical education activities in addition to the P.E. teacher's
activities.
Workbook:

We did as much as we could with the limited time that we had. I always incorporate
writing into these lessons.

Tasting Trio Recipe: The end of the school year is just too busy.
Feedback:

We are always so busy with everything else that it is challenging to fit in this
lessons thoroughly.

Sandy Gilbert, Olive Elementary, Vista Unified, 4th Grade

Feedback:
I would like to see more fruit/veggies that the kids are unfamiliar with--star fruit,
durians (darians?), guavas, yellow watermelon, yellow tomatoes, purple bell
peppers, and okra--things that would be unusual for them to taste. I know cost is
an issue, so I don't know if it would be possible to taste these things.
We had testing...so many things were left undone.

Robert Crowell, Foothill Oak, Vista Unified, 5th Grade

Feedback:
We are testing, things are beyond busy.
April, with testing, is a brutal time to try to incorporate additional activities

Brooke Klein, Foothill Oak, Vista Unified, Kindergarten

Workbook:
We talked about our 5 senses instead! :)

John Medina, Lincoln, EUSD, 2nd Grade

Workbook:
There was not one specifically for corn; we did find some basic information on your
site but it was not part of the workbook.

David Mackintosh, Lincoln, EUSD, 4th Grade

Workbook:
We found it beneficial, but would have liked to know more about the health
benefits, and maybe even some info. On how and where they are grown.
Educator Newsletter: I sure wish that I had the time!
Tasting Trio Recipe: I didn't see one for this month.

Shelley Honig, San Miguel, Lemon Grove, 4th Grade

Get Fit:
Sorry we ran out of time.

Armando Robles, Lincoln, EUSD, 2nd Grade

Workbook:
There were no references to this particular item in the Student Journals.
Educator Newsletter: N/A: Due to no references/resources regarding this item, this time.
HOTM Website Resources: I should have thought to do that. Sorry!

Appendix C: Component Utilization/ By Teacher

Ivette Amarillas, Balboa Elementary, SDUSD, 1st Grade

o
Taste test, Workbook, Get Fit, Video
Lili Sadeghian, Balboa, SUSD, 1st Grade
o
Taste test, Video
Trina Nouvong, Balboa, SUSD, 1st Grade
o
Taste test, Workbook, Get Fit, Websites, Video
Stacey Sasaki, Balboa, SUSD, TK
o
Taste test, Video
Ramiro Ramirez, Balboa, SUSD, ? Grade
o
Taste test
Laurie Bergener, Balboa, SUSD, 3rd Grade
o
Taste test, Video
Heather Heffernan, Audubon K8, SDUSD, Kindergarten
o
Taste test, video, workbook
Emma Leon-Reyes, Audubon K8, SDUSD, K/1
o
Taste test, video, worksheets
Melinda Makos, Foothill Oak, Vista Unified, TK
o
Taste test, Workbook, Educator Newsletter
Malinda Salazar, Lincoln, EUSD, 3rd Grade
o
Taste test, Brain Break activities, workbook
Marcy Bollens, San Miguel, Lemon Grove, 4th Grade
o
Taste test, workbook, Video
Madeleine Wilkinson, Foothill Oak, Vista Unified, 4th Grade
o
Taste test, workbook
Debbie Lowe, Olive Elementary, Vista Unified, 1st Grade
o
Taste test, Educator, Newsletter
Susan Bruner, San Miguel, Lemon Grove, 6th Grade
o
Taste test
Nikki Crews, San Miguel, Lemon Grove, Kindergarten
o
Taste test, Educator Newsletter
Tiffany Hinostro, Foothill Oak, Vista Unified, 3rd Grade
o
Taste test
Myrna Gonzales, Olive Elementary, Vista Unified, 4 th Grade
o
Taste test, workbook, Educator Newsletter, HOTM website, Books, Videos
Adela Motu, San Miguel, Lemon Grove, Kindergarten
o
Taste test, Workbook, Educator Newsletter, HOTM Website
Katy Stamer, Foothill Oak, Vista Unified, Kindergarten
o
Taste test, Workbook, Educator Newsletter, Get Fit
Tiffany Haro, Lincoln, EUSD, Kindergarten
o
Taste test, Workbook, Get Fit
Laura Guyse, Foothill Oak, Vista Unified, 2nd Grade
o
Taste test, Workbook, Educator Newsletter, HOTM Website
Sandy Gilbert, Olive Elementary, Vista Unified, 4th Grade
o
Taste test, Educator Newsletter
Jennie Macias, Lincoln, EUSD, 4th Grade
o
Taste test, Workbook
Robert Crowell, Foothill Oak, Vista Unified, 5th Grade
o
Taste Test, Workbook
Lluvia De Luna, Lincoln, EUSD, 3rd Grade
o
Taste test, Workbook, Video
Alli Richtman, Olive, Vista Unified, 4th Grade
o
Taste test
Brooke Klein, Foothill Oak, Vista Unified, Kindergarten
o
Taste test, Workbook, Educator Newsletter, Get Fit
Geoffrey Almirol, Foothill Oak, Vista Unified 1 st Grade
o
Taste test, Workbook
John Medina, Lincoln, EUSD, 2nd Grade
o
Taste test, Workbook, HOTM website

David Mackintosh, Lincoln, EUSD, 4th Grade

o
Taste test, Workbook
Shelley Honig, San Miguel, Lemon Grove, 4th Grade
o
Taste test, Workbook
Diane Jones, Foothill Oak, Vista Unified, 3rd Grade
o
Taste test, Workbook, Educator Newsletter
Armando Robles, Lincoln, EUSD, 2nd Grade
o
Taste Test

Appendix D: Fidelity Questionnaire Response by School

How Many Teachers?

What Schools?

What Grades?

Balboa

K (1)
1st (3)

Consistent Responses?

Audubon K8

Foothill Oak

Lincoln

San Miguel

Olive

3rd (1)
? (1)
K (2, 1 is K/1st)
K (3)
1st (1)
2nd (1)
3rd (2)
4th (1)
5th (1)
K (1)
2nd (2)
3rd (2)
4th (2)
K (2)
4th (2)
6th (1)
1st (1)
4th (3)

Heather Heffernan, K
Laura Guyse, 2nd
Madeleine Wilkinson, 4th
Katy Stamer, 4th

Jennie Macias, 4th

Debbie Lowe, 1st

Myrna Gonzales, 4th

Appendix E: District Adherence to HOTM Calendar

District

HOTM Calendar Item

Actual Item Served

Produce Source

Lakeside

AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches

April- N/A
May- Strawberries
June-Watermelon

SDUSD

AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches
AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches
AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches
AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches
AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches
AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches
AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches
AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches
AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches

April-N/A
May-Avocados
June-Watermelon

Bonsall FarmsStrawberries
American
ProduceWatermelon
Stehly FarmsWatermelon

Lemon Grove

Cajon Valley

Escondido

Julian Unified

Chula Vista

Valley Center
Pauma

La Mesa,
Spring Valley

San Ysidro

Oceanside

Vista Unified

AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches
AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches

Farm or
Distributor
Farm and
Distributor

Farm

April- N/A
May-Mixed Berries
June- Strawberries
April-N/A
May-Berries and Carrots
June-N/A

Berries and
Carrots from
Diamond Jack

Distributor?

April-N/A
May- Avocado/Strawberries
June-Corn

StrawberriesUSDA

Distributor

April- Kale
May- Peas
June-N/A

Peas from School

garden

School Farm

Avocados and
Strawberries from
Diamond Jack
Blueberries-USDA
Avocados- Stehly
Farms and
Harvest Time
StrawberriesBonsall Farms
and Oxnard

Distributor

StrawberriesBonsall Farms

Farm

April- N/A
May- N/A
June- N/A
April- N/A
May- N/A
June- Corn
April- Cucumber
May-Avocados/Blueberries
June-Strawberries
April- N/A
May-Avocados/Strawberries
June- N/A

Farms
Maybe
Distributor

April- N/A
May- N/A
June- N/A
April- N/A
May-Strawberries
June- N/A

Santee School
District

AprilCarrots/Cucumber
May- Berries
June- Corn/Peaches

April- N/A
May-Avocados/Strawberries
June- N/A

Appendix D: Produce Production Pointers Example

Avocados- Stehly
Farms and
Harvest Time
StrawberriesSalinas and
Sanata Maria Co.

Farm and
Distributor