Photo courtesy of Little Ones Learning Center

By National Farm to School Network's Farm to ECE Working Group - Procurement Subgroup

COVID-19 has wreaked havoc in communities across the country. Early care and education (ECE) and food systems have been profoundly impacted and the inequities in access to quality care and nutritious food have only deepened. Many ECE providers and food producers alike are fighting to keep their businesses alive, even as the essential nature of these businesses becomes more apparent. As families face extended financial challenges and potential food insecurity, ECE sites are an important access point for nutritious food for children and families. For that reason, farm to ECE initiatives, especially local food purchasing, offer benefits that may prove even more important right now:

• ECE sites can link families to the source of local food (farmer’s market, local farms, CSA or food boxes, etc) contributing to sustainable local food systems and increasing access to local food sources.
• Purchasing local food supports local producers and invests dollars back into the local economy and the local food system.
• Incorporating local foods in meals can increase nutritional value, quality, and appeal of meals, helping ensure children get the nutrition they need to stay healthy and be ready to learn.  

ECE sites are facing unprecedented financial challenges, including reduced enrollment and limitations in parents’ ability to pay, paired with increased expenses related to meeting health and safety guidelines of reopening. The National Farm to School Network Farm to ECE Procurement Subgroup has compiled recommendations to help local food fit within any budget, including tips for leveraging innovations and partnerships that have emerged through the COVID-19 crisis. For additional resources to support local purchasing, check out the Farm to ECE Local Food Purchasing Resource Compilation.

• Utilize the USDA Child and Adult Care Food Program (CACFP) - CACFP provides reimbursement for meals and snacks served in ECE settings and is an important way to further food budgets. USDA not only allows, but encourages the use of local foods in CACFP meals and snacks. Connect with your state agency contact to get more information about CACFP in your state. For more tips on using CACFP for local purchasing, take a look at USDA’s Procuring Local Foods for Child Nutrition Programs Guide or Michigan State University Center for Regional Food Systems’ Local Food for Little Eaters Toolbox.
• Seek out Seasonal - In many parts of the country, late summer and early fall signal peak abundance of locally grown foods. When produce is abundant, it is also often less expensive. Learn about seasonal availability in your region with this Seasonal Food Guide. Many states have also developed their own guides, like this one from Louisiana State University which shows the vegetable subgroups recommended by CACFP.
• Count on Community -  During the COVID-19 crisis, communities have come together to ensure families have enough to eat, sometimes through programs that purchase food from local producers to distribute in the community. Community development organizations, local community foundations, and community food access organizations (like food banks and pantries), may be able to offer local foods as a donation or at a reduced price to ECE sites and to families they serve. Find your local food bank through Feeding America and learn more about the USDA’s Farmers to Families Food Box Program here. Donated foods are allowable in CACFP with appropriate documentation. Contact your state administering agency for more information.
• Order Online - As producers shift to online marketplaces there is increased opportunity for connection and purchasing that can accommodate the smaller quantities needed in ECE settings. Increased options in online purchasing can allow providers to find the producer or vendor with the preferred product, quantity, price, and pick-up/delivery options. Browse the USDA Agricultural Marketing Service’s Local Foods Directory to find producers, farmers markets, and food hubs in your area.
• Get Growing - On-site edible gardens not only provide valuable hands-on experiential learning, but can be an access point for locally grown produce. Fruits, vegetables, and herbs grown in the ECE garden can be used in meals and snacks, or shared with families to take home.  

Even as the costs and impacts of COVID-19 continue to mount, the importance of strong ECE and food systems, and the opportunity for these systems and stakeholders to work together, is only becoming more apparent. Starting or continuing to offer local foods to children and families is one way to contribute to healthy learning environments and healthy communities that benefit families today and build strength and resilience for whatever the future holds.

More Resources for Farm to ECE and COVID-19:

• The Significance of Farm to Early Care and Education in the Context of COVID-19
• National Farm to School Network Farm to School/ECE and COVID-19 Resource Hub

Photo by Harshal S. Hirve on Unsplash

By Karen Spangler, NFSN Policy Director

In August, National Farm to School Network submitted comments on the Scientific Report of the 2020 Dietary Guidelines for Americans Advisory Committee, which reviews new scientific evidence about diet's impact on health. The Dietary Guidelines for Americans (DGA), reviewed by an advisory committee every five years, provide the foundation for the federal government’s recommendations to the public about eating patterns that lead to better health outcomes.

The DGA are crucially important because their recommendations to promote or limit certain types of foods inform the nutrition standards for federal programs, including child nutrition programs.The Healthy Hunger-Free Kids Act of 2010 ensured that school meal program standards are aligned with the DGA. Over the last ten years, as school menus have changed to meet the DGA standards, school meals have included more fruit, more servings and varieties of vegetables, more whole grains, and less saturated fat and sodium. A recent summary of research from the Robert Wood Johnson Foundation highlights the impact of these changes on short-term and long-term health and educational performance, particularly for low-income students.

This review of the scientific evidence from the Advisory Committee offers recommendations to the United States Department of Agriculture (USDA) and Health and Human Services (HHS) for updating the existing dietary guidelines. We’re excited by these new areas of focus, and in our comments have highlighted for the Secretaries that farm to school and farm to early care and education (ECE) activities can help achieve these recommendations.

Focus on Overall Dietary Pattern
The report notes a dietary approach that promotes holistic, lifelong positive overall dietary quality leads to better long-term health. The Committee comments that, in general, healthy dietary patterns emphasize vegetables, fruits, legumes, whole grains, and seafood, all of which are currently under-consumed by Americans. Farm to school and farm to ECE activities offer proven strategies to increase immediate fruit and vegetable consumption. Research shows participation in farm to school and ECE activities increases children’s fruit and vegetable consumption by up to 1.3 servings per day. As the Committee notes, the flexibility within these patterns offers opportunities to incorporate traditional and culturally relevant foods, which connect children with their local food system and strengthen cultural and social connections in the community. Similarly, exploring local and seasonal foods through nutrition education and food service encourages kids to meet the dietary objectives recommended by the Committee within an accessible, culturally relevant frame.

Recognition of Early Childhood as a Key Developmental Period
For the first time, the Committee focused its review on nutrition in the earliest stages of life, concluding that this period of development is crucial to health later in life. The food environment in early childhood impacts long-term health directly, through key nutrients, and indirectly through shaping taste preferences and food choices. We know that farm to ECE activities can help with both of these aspects. In addition to local food procurement, educational and hands-on activities also  increase students’ willingness to choose healthier options at school meals and influence healthier food behaviors throughout their lifespan and in home environments.

Health Implications of Racial Injustice in the Food System
Commendably, the Committee notes the persistent health problems that food insecurity presents for our country. In addition to calling on USDA and HHS to support programs that provide low-income people with the resources to meet DGA, in our comments, we highlighted the historic and ongoing racial injustice in our food system that leads to these health inequities. We knew before the Covid-19 pandemic and recent Black Lives Matter protests that our food system is rife with racial inequities and that the current public health crisis has only exacerbated them. Our nation’s economy and our agricultural system are built on a foundation of racism and exploitation. These inequities in our food system contribute to economic and health inequalities: the same people that provide labor in our food system often can’t afford nourishing food for themselves and their families. As a result, Black, Latinx, and Native American communities are significantly more likely to face hunger and food insecurity than White individuals, and to suffer from diet-related diseases like diabetes. The Committee chose not to review scientific evidence on how the food environment and the overall food system impact health, which present a major shortcoming of their final report. Food system factors, including systemic racism and environmental justice, are key to dietary health.

The next step is for USDA and HHS to consider the evidence reviewed by the Committee and turn this scientific review into actionable recommendations for federal programs and for the general public. We have encouraged USDA and HHS to consider farm to school activities as a proven strategy for helping child nutrition programs meet these goals, and to foster healthier lives for our kids and communities.


Read our full comments here.

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By Tracey Starkovich, NFSN Operations & Events Manager, and Simone Washington, Lawyers for Children and NFSN Advisory Board Member

The current state of the country, in the midst of the COVID-19 public health crisis and blatant racial inequities and police brutality, highlights the critical need for real leadership. While illness, stress and racial justice movements rise, the opportunity is ripe for developing and supporting authentic leaders who are focused on the values that will move our country, and our food system, forward. These values include:

• Abolishing racism,
• Environmentally regenerative, sustainable, and just local agriculture,
• Equitable food production, distribution and service at all levels,
• Just pay and healthy working conditions for farmworkers, and
• Safe and justice-based school systems.

There is a lot of work to be done and we need to examine our leadership development methods to move us beyond the status quo.

As the farm to school movement joins others who have already been doing this work, and we organize and mobilize action, what approaches to leadership and leadership development will make the most impact? What can we learn from other movements and our nation’s history about raising up effective leaders?

One path towards leadership development throughout the farm to school movement and broader food system is to examine six leadership approaches and how they can impact change and move us towards justice, building a stronger and more equitable society for us all. Each approach has its own set of benefits and goals, but share strong similarities rooted in a set of core values - collaboration, cooperation, and shared accountability -  that will help us create a new way forward together.  

The heart of National Farm to School Network is the Collective Impact approach - we continuously aim to build a system where all of us are stronger together than any one of us can be apart. This approach is more likely to solve complex problems than if a single entity or stakeholder were to approach the same problem(s) on its own. The diversity of the stakeholders allows for multiple perspectives to be explored and for resources shared to address the issue. This approach really creates accountability and mutuality, and therefore stakeholders must depend on the strengths of one another and the commitment to achieving a goal to be successful. This is the epitome of the “there is no ‘I’ in Team’” mantra. We must band together to make the necessary impact if we want to make real sustainable change in our communities.

Farm to school work also lends itself to a Diffused Leadership (or Distributed Leadership) approach, which holds every stakeholder as a valued co-producer and change agent. Farm to school work requires partnerships and collaboration, and there are benefits to not having a single leader - it is a shift from a traditional “power over” dynamic to a “power with” paradigm.

This type of leadership empowers people to own and act on issues rather than simply be followers and allows for emerging leaders to develop their skills. Many of the state networks and alliances that have been formed around the country ascribe to this leadership style, one example would be the New Mexico Farm to School Alliance. The New Mexico Alliance shares leadership across many BIPOC individuals and organizations, working to elevate significant involvement from the communities most impacted by the local food system and its inequities.

If farm to school seeks to be a truly justice focused movement, we need to implement Nontraditional Inclusive Leadership, which uplifts the voices of those with lived experience, with a focus on the unheard voice. It is equity in practice - creating space for people who historically not been included in high-stake decision-making processes. This approach moves away from assumptive solutions towards those that are rooted in reality, while also increases cultural competency beyond just the theoretical. The centering of whose voice is heard and who is seen as a leader shifts away from the expected and toward the experienced. This leadership style can be seen in work of the Native Youth Food Sovereignty Alliance, which is led by and created for Tribal youth. In addition to their own Alliance they have also created this partnership alongside Intertribal Agriculture Council and in conjunction with a youth voice. They show us that youth participation should not be an afterthought or an accommodation to be made, but stands front and center as its own leadership power - when we allow that power to be shifted to others.

For the past year, the National Farm to School Network has been engaged in a strategic planning process for the future of the movement that follows Adaptive Leadership, recognizing that there are many levers of change at all levels - with an emphasis on non-linear. This style generates innovation and fosters learning while allowing for creative problem solving and testing out ideas. It highlights everyone’s strengths and champions diversity while viewing challenges as an opportunity for evolution and sometimes revolution. The key to this approach is buy-in from various stakeholders as it’s an ongoing process and requires various lift points to keep the work moving forward. Vermont Farm to School has implemented this leadership style through its strategic mapping project – you can learn more about that here.

The work of the Native American Agriculture Fund, led by Janie Hipp, NFSN Advisory Board Member, shows us Ecosystem Leadership, keeping the focus on a larger purpose and motivation to achieve a common goal, working across communities and breaking down silos. This approach is not transactional, it’s transformational in that it's not just focused on addressing a problem, but it’s focused on creating a positive environment to support lasting change. It recognizes the intersectional nature of complex problems and seeks to find solutions that are generative. It also disrupts ineffective and/or structural biased systems. NAAF works across Tribal communities, Tribal needs, and Tribal support organizations to assist existing and aspiring Native farmers and ranchers. Its focus is not limited, it’s intentionally broad to create an entirely different environment for success.

Glyen Holmes, founder of the New North Florida Cooperative, farmer hero and a true father of farm to school has been a shining example of Asset-Based Leadership for decades. Glyen, and this leadership style, sees the potential for change, looking carefully at what is currently working and what could work. It includes the ability to reframe challenges as opportunities for evolution and progress. If people can see a light at the end of the tunnel they will remain engaged in the process of pursuing change. When you decrease your focus on what is wrong (deficit-based thinking) and increase your focus on what is right (Asset-Based Thinking), you build enthusiasm and energy, strengthen relationships, and move people and productivity to the next level.

The current state of our country is giving us the opportunity to pause and really reassess our leadership styles and development approaches – what is working and what is possible? What ways can you shift your approach to build a more equitable and inclusive system? Who are the potential leaders in your community whose voices have been muffled? If 2020 is teaching us anything, it’s that our old ways of thinking and doing haven’t been advancing justice and health for all communities, so what will we do now to create the future we all dream of? Now is the time to shift the power to create a new equitable reality – let’s get working.

If you’re interested in digging in deeper on any of these leadership approaches we suggest the following resources:

Collective Impact:
Collective Impact (Stanford Social Innovation Review-SSIR)
The Dawn of Systems Leadership (SSIR)
The Collective Impact Forum
What is Collective Impact (Community Resource Toolbox)

Diffused/Distributed Leadership:
Diffused Leadership (Positive Mindful Leader)
Distributed Leadership in a Nutshell (Youtube video)

Nontraditional Leadership:
Nontraditional Approaches to Developing Nontraditional Leadership (Leadership Learning Community)
Investing in Community Leaders (Youtube Video)
Inclusive Leadership Matters (Youtube Video)

Adaptive Leadership:
Adaptive Leadership- Introduction (YouTube Video)
Adaptive Leadership (toolshero)
Adaptive Leadership Resource Page (Tamarack Institute)

Ecosystem Leadership:
What is Ecosystem Leadership? (Medium)
Ecosystem Leader (Learning as Leadership)

Asset-Based Leadership:
Asset-Based Leadership (LinkedIn SlideShare)
Leading from the Bottom-Up: Lessons Learnt in Asset-Based Leadership (Church Urban Fund)

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Recognizing the importance of adapting and innovating in this challenging time, we're highlighting five new models that have emerged during the COVID-19 pandemic to promote and support farm to school, farm to early care and education (ECE), and farm to food bank. Read on for  insights, lessons learned, and ideas for new partnership and collaboration that can keep farm to school moving during a time when everything feels like it's changing.

Photo courtesy of Little Ones Learning Center

Story submitted by: Stacie McQuagge, Farm to ECE Educator at Little Ones Learning Center located in Forest Park, Georgia.

Little Ones Learning Center’s Executive Director is Wande Okunoren-Meadows who is serving her first year on the National Farm to School Network Advisory Board.

Little Ones Learning Center in Forest Park, Georgia is working hard to adapt their programs and services to meet the needs of the children and families they serve. To continue to provide fresh, local foods to children the Center’s chef is onsite preparing meals using fresh ingredients sourced locally, including from the center’s own garden. When children aren’t on site, the Center features Tasty Tuesdays via Zoom with the Garden Educator. The ingredients are sent home with families the week before so that the participating children can sample the foods at home during the Zoom call. Some of the foods sampled have been berry & yogurt parfaits, blueberry bark, Texas Caviar, and blueberry juice. In addition to Tuesday taste tests, the Center hosts Funtastic Fridays where the Wellness Educator, Stacie McQuagge, hosts a weekly activity for students based on the Harvest of the Month.

Photo courtesy of Little Ones Learning Center

To extend the Center’s farm to ECE educational program for children at home, Little Ones Learning Center is partnering with the Small Bites Adventure Club for a pilot program which will involve distributing Taste Test kits to the preschool age children who are at home and cannot visit the Center.

Photo courtesy of Little Ones Learning Center

For the families at the Center, as well as families with young children in the community, Little Ones has been distributing farm fresh produce through the Hand, Heart + Soul Project's Farmers to Families Food Box. This program involves partnership with farmers, ranchers, specialty crop producers, food processors and distributors, and non-profit organizations to ensure that all Americans have access to the fresh and wholesome food they need during the COVID-19 national emergency. Through this partnership, Little Ones is providing families in the community farm fresh produce every Thursday in July, for 6 weeks. They anticipate distributing about 300 boxes per week.

To hear more about the experience of Little Ones Learning Center staff amidst the COVID-19 crisis and how we can all learn and grow from the lessons learned during the pandemic, check out NFSN’s Advisory Board Perspectives interview series with Wande Okunoren-Meadows and the Little Ones Learning Center team.

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Recognizing the importance of adapting and innovating in this challenging time, we're highlighting five new models that have emerged during the COVID-19 pandemic to promote and support farm to school, farm to early care and education (ECE), and farm to food bank. Read on for  insights, lessons learned, and ideas for new partnership and collaboration that can keep farm to school moving during a time when everything feels like it's changing.

Sheila Humphreys (left) of Food Connects and Ali West (right), WSESD Food Service Director and Fresh Picks Cafe, unload food for the first week of the weekend foodbox program. Photo courtesy of Conor Floyd

Story submitted by: Conor Floyd, Farm to School Program Manager at Food Connects in Brattleboro, Vermont.

In Brattleboro, Vermont, there is a strong network of anti-hunger organizations that provides relief to families both before the COVID-19 pandemic and especially now. Organized through the Hunger Council, the network collaborates to best meet the growing food security needs of its community.  

"Many people are needing help for the first time,” noted Christine Colascione, of Foodworks. “Navigating the charitable food system can be difficult for many—either knowing who to call or the stigma associated with accessing help.”

On a Hunger Council call, Sheila Humphreys of Food Connects wondered about the needs that families were communicating with Ali West, Brattleboro Town Food Service Director,  and whether families were being served by Foodworks or if they were falling through the cracks. Out of those questions, an idea began to take shape. Could Foodworks and the Windham Southeast Supervisory Union (WSESU) meal program work together to determine which families were not already receiving regular food deliveries from Foodworks, and launch a new, collaborative program to deliver food to these families through the school meal program delivery system?
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Members of the Food Team pose for a physically distant photo. The team consists of staff from Food Connects, the VT Foodbank, Foodworks, and Fresh Picks Cafe. Photo courtesy of Conor Floyd

Within a week, a new “Food Team” was formed with staff from WSESU Food Service, Foodworks, Food Connects, and the Vermont Foodbank, and they quickly came up with a plan. Using Foodworks’ existing account with the Foodbank, and with additional grant funding supplied by the Foodbank, Christine launched a new delivery program to families, managed and distributed by Ali West via the Academy School meal site.

"Through our existing relationships with area schools and local charitable food organizations, Food Connects was able to build upon existing systems and cover a nutritional gap in our community. This was only possible with the help of our amazing partners and we're proud of how quickly our community jumped into action." - Conor Floyd, Food ConnectsThe Food Team was able to reflect on the systems and steps that were in place that supported the rapid deployment of folks and resources to meet the needs of over 130 families. Their reflection includes the following recommendations:

• Start with existing connections
• Identify key action teams
• Leverage existing resources
• Think about sustainability

Read more about this initiative from Food Connects.

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Recognizing the importance of adapting and innovating in this challenging time, we're highlighting five new models that have emerged during the COVID-19 pandemic to promote and support farm to school, farm to early care and education (ECE), and farm to food bank. Read on for  insights, lessons learned, and ideas for new partnership and collaboration that can keep farm to school moving during a time when everything feels like it's changing.

Photo courtesy of Project GROWS

Story Submitted by: Nichole Barrows, Director of Education at Project GROWS in Staunton, Virginia

Project GROWS is an educational, nonprofit organization with a mission to improve the health of children and youth in Staunton, Waynesboro, and Augusta County, Virginia through garden-based education and access to healthy food. With a 10 acre farm producing 12,000+ pounds of food each year, Project GROWS impacts children and families throughout Virginia.

Kids eat their produce at the farm during field trips and summer camps, in school cafeterias year-round, and for special Farm to School Tastings. Individuals and families can find Project GROWS’ produce at the Staunton-Augusta Health Department Farmer’s Market, the Youth-Run Farm Stand at the Boys & Girls Club, or at partner organizations like the Blue Ridge Area Food Bank. Over 20 families each year are a part of their Community Supported Agriculture (CSA) farm share program, where members pick up seasonal, fresh Project GROWS produce. So, when the pandemic forced schools to close, field trips to be stopped, and summer camps to be canceled there was a need to continue to provide healthy, local food options for children and families.

Project GROWS Food Access Manager, Megan Marshall, assists Staunton City Schools School Nutrition Program in handing out hundreds of meals at Shelburne Middle School.
Photo courtesy of Project GROWS Facebook

Project GROWS provided on-the-ground logistical support to the Staunton City School Nutrition Program’s meal delivery service to ensure a seamless delivery system to children and families during COVID-19 school closures. Additionally, Project GROWS provided freshly harvested and packaged local produce (spring mix and Hakurei turnips!) from the farm to families through the school’s meal delivery service. To support families in eating local, Project GROWS provided a one pager of nutrition information and weekly recipes for that week’s ingredients.

A photo of the meal kits created and distributed, courtesy of Project GROWS

To continue to support students remotely, Project GROWS established a virtual Harvest of the Month vegetable tasting. Included on the recipe handouts that accompanied the school meals, was a QR code that families used to access an informational video and resources about the vegetable of that month. These resources were available online to download in both English and Spanish.

Megan Marshall, Director of Food Access, shows how to prepare Project GROWS' Turnip Stir-Fry recipe.
Photo courtesy of Project GROWS

By bringing this program into a virtual format for students to view in their homes, Project GROWS hopes to creatively continue their  Farm to School mission of connecting kids to fresh produce and educating them about the farm where it was grown!

Recognizing the importance of adapting and innovating in this challenging time, we're highlighting five new models that have emerged during the COVID-19 pandemic to promote and support farm to school, farm to early care and education (ECE), and farm to food bank. Read on for  insights, lessons learned, and ideas for new partnership and collaboration that can keep farm to school moving during a time when everything feels like it's changing.

Photo courtesy of Utah Farm Bureau via the Salt Lake Tribune

Story submitted by: Kate Wheeler, Child Nutrition/Farm to School Specialist with Utah State Board of Education in Salt Lake City, Utah. Kate is the National Farm to School Network’s Core Partner in Utah.

Due to supply chain disruptions as the pandemic churns around the country, farmers have had to destroy crops, dump milk, and smash eggs as they are unable to sell to their typical restaurant and school vendors. In an effort to avoid waste and feed the thousands of hungry children and families in Utah, the Utah Farm Bureau has created the Farmers Feeding Utah partnership to donate excess or unsold food from Utah farms to communities in need. The goal of Farmers Feeding Utah is to connect Utahns in need with safe and locally-grown food.

“Farmers and ranchers have been in just a crazy moment through all of this,” said Ron Gibson, president of the Utah Farm Bureau. “It’s been devastating to some of our industries, and one of the industries that’s been hurt the most is the sheep industry.”

Photo courtesy of Utah Farm Bureau via the Salt Lake Tribune

Volunteers help distribute donated sheep in Montezuma Creek in May 2020, as part of the Farmers Feeding Utah program.

Farmers Feeding Utah identified a particularly vulnerable population in Utah-- its sheep ranchers. The ranchers have been particularly hard hit by the pandemic in terms of hiring sheep herders and selling their lamb to restaurants. Due to the pandemic, Utah’s sheep ranchers have been unable to bring in their herders from Peru and Chile this year and most of the lamb they sell is to restaurants, which have shuttered around the country and nearly 25% in Utah alone. In about one months time, the initiative raised enough money, mostly from grassroots donors, to pursue its first project: purchasing 16,000 pounds of lamb from local farmers and 500 live sheep from Utah ranchers and donating them to families on the Navajo Nation.

Read more on this initiative in the Salt Lake Tribune and visit Farmers Feeding Utah to learn more and how to get involved.

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From Vermont to Georgia and Utah to Virginia (and thousands of places in between) farm to school efforts are rapidly adapting to promote community-grown food and the health and wellbeing of children, families, farms and communities. There is no one magic formula to help children feel more connected while social distancing, support families in home gardening and nutrition education, or address food insecurity, but that has not stopped folks from around the country from stepping up to meet the needs of their communities.

Recognizing the importance of adapting and innovating in this challenging time, we're highlighting five new models that have emerged during the COVID-19 pandemic to promote and support farm to school, farm to early care and education (ECE), and farm to food bank. Read on for  insights, lessons learned, and ideas for new partnership and collaboration that can keep farm to school moving during a time when everything feels like it's changing.

Photo courtesy of Farm Alliance Baltimore

Story submitted by Anne Rosenthal, Farm to School Programming Specialist at Great Kids Farm in Baltimore, Maryland

Great Kids Farm (GKF), a 33-acre property of abundant fields and forest just west of the city, was originally bought by Rev. George Freeman Bragg as a school and foster home for young boys from Baltimore City. The school provided kids not only with educational opportunities but also with practical experience in agriculture and other trade skills. The land was then purchased by Baltimore City Public Schools in the 1950s, and then in 2008 a campaign clean up and restore began. Currently the land is owned and operated by Baltimore City Public Schools Food and Nutrition Services and used by Great Kids Farm in partnership with Baltimore City Schools as a space to help students connect deeply to the sources of their food, and commit to leading their communities towards a healthier, greener future.

“The students were super engaged and really enjoyed seeing the different plants and animals! It was such a great opportunity to connect the learning that they're doing virtually to real life!” – Hannah Kennedy, first grade teacher at Elmer A. Henderson: after a Facetime the Farmer session.

A Facetime the Farmer Session at GFK. Photo courtesy of Laura Genello

With daily on-farm programs cancelled at GKF, the farm to school staff has sought new ways to reach students. In coordination with the Living Classroom Foundation and Friends of Great Kids Farm, GKF created more than 3,000 windowsill garden activity kits which included tomato and pepper seedlings sourced from produce grown at Great Kids Farm. These kits and seedlings were distributed directly to summer programs serving students.

Photo of one of the 3,000 windowsill garden activity kits developed by GKF staff.
Photo courtesy of Laura Genello

A regular part of the GKF experience for students is curriculum-aligned field trips to the farm, themed student summits with expert-led workshops, and paid work opportunities for highschoolers. While much of the in-person programming has been suspended due to the pandemic, GKF and the farm to school staff has been able to continue to engage students in farm-based education through "Facetime the Farmer" sessions. During these sessions GKF provides live, virtual farm tours, aiming to align with the students current curriculum. GKF and farm to school staff have also started a Youtube series, What’s GROWIN on @ the Farm? to engage students and families while providing a glimpse of the farm from their homes.

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