1
Training Objectives
Participants will be able to:
• Understand the overall purpose of the Chefs Move to
Schools initiative.
• Have an understanding of the state of students’ health
in the United States.
• Understand the school environment and the school
nutrition program.
• Identify financial management practices in the school
nutrition program.
2
Training Objectives, Cont’d
Participants will be able to:
• Understand school meal reimbursement.
• Understand the method in which school meal prices are
established.
• Explain the importance of food safety and sanitation in
school kitchens.
• Identify ways to prevent foodborne illnesses through
food safety and sanitation in school kitchens.
3
Training Objectives, Cont’d
Participants will be able to:
• Be able to access standard operating procedures.
• Identify the use of USDA foods in the school nutrition
program.
• Explain the difference between a recipe and a
standardized recipe.
• Describe the advantages of using standardized recipes in
the school nutrition setting.
4
Training Objectives, Cont’d
Participants will be able to:
• Understand the importance of a production record.
• Understand how chefs can be involved in HUSSC.
• Determine if they have interest in helping their local
school nutrition program.
• Find out how to volunteer in their local school and
explore ways to get involved with teaching students
about food.
5
Participant Introductions
•
•
•
•
Name
Title
Place of employment
What do you hope to
take away from this
seminar?
6
Ground Rules
7
Chefs Move to School
Its purpose:
The First Lady Michelle Obama is calling on
chefs to get involved by adopting a school and
working with teachers, parents, school
nutritionists, and administrators to help
educate children about food.
8
Training Agenda
• Introduction to State of Children’s Health, Today’s School
Environment and Chefs Move to Schools Program
• Connect: Chefs to Schools
–
–
–
–
–
–
Lesson 1 – School Nutrition Financial Management
Lesson 2 – Food Safety Basics in Schools
Lesson 3 – New Meal Pattern
Lesson 4 – Standardized Recipes and Production Records
Lesson 5 – HealthierUS School Challenge
Lesson 6 – Getting Involved with Schools
9
Introduction to
Connect: Chefs to Schools
Objectives
Participants will be able to:
• Understand the overall purpose of the Chefs Move to Schools
initiative.
• Have a basic understanding of the state of students’ health in
the United States.
• Understand the school environment and the school nutrition
program.
10
State of Children’s Health in the U.S.
• Overweight among youth ages 6-17 years in the U.S. has more than
doubled in the past 30 years; this has resulted in an increase in children
with Type 2 diabetes.
• The percentages of children meeting recommended number of food group
servings is below standards:
• milk
30%
• grains
23%
• vegetables 20%
• meat 17%
• fruit 14%
• Intake of total fat and saturated fat is well above recommendations.
• Added sugars contribute about 20% of total food energy.
• 56 - 85% of children consume soda each day; shifting from milk to soda
and fruit drinks.
11
The School Environment
Schools have less control over children’s diets during school
hours:
• Schools have more food options that compete with lunch.
– vending machines, school stores, snack bars, and cafeteria
a la carte foods
• Competitive foods are often seen in middle and high schools.
• Today’s students have pre-established preferences for fast
foods, sweetened beverages, and salty snacks.
12
The School Environment, Cont’d
• School nutrition programs are completely self-supporting.
• With financial pressures, school nutrition may be at the
bottom of the priority list for a school.
• Competitive foods, especially carbonated beverages,
represent a source of additional income.
• School nutrition facilities often have inadequate seating
capacity and lunch periods that begin at 10:00 a.m. and end
as late as 1:30 p.m.
• School trends have reduced the length of meal periods.
13
Lesson 1: Financial Management
Objectives
Participants will be able to:
• Identify financial management
practices in the school nutrition
program.
• Understand school meal
reimbursement.
• Describe method in which meal
prices are established.
14
Qualifying for Meal Benefits
• Free: up to 130% of poverty
• Reduced: 131% to 185% of poverty ($0.30 for breakfast
and $0.40 for lunch)
• Based on total household size
• Free: Total household income for family of 4 = $29,965
• Reduced: Total household income for family of 4 =
$42,643
• Approved for SNAP*
+ for
2012-2013
*Supplemental Nutrition Assistance Program, formerly Food Stamps
15
USDA Meal Reimbursement Rates
(June 2012-June 2013)
PROGRAM
FREE
REDUCED
PRICE
PAID
NSLP
Severe need*
$2.86
$2.88
$2.46
$2.48
$0.27
$0.29
SBP
Severe need*
$1.55
$1.85
$1.25
$1.55
$0.27
$0.27
• Federal Government gives individual districts reimbursement per meal
•
served per day.
Only one meal is reimbursed. No adult meal is reimbursed.
* Severe need – more than 60% of students qualify for free or reduced meals
16
State Level Reimbursement
• Some states also give per meal reimbursements.
• Does your state?
• If yes, how much?
17
Financial Reality
School nutrition
programs
must be self
supporting.
18
Typical Costs to Produce a Lunch
Food
37%
Labor / Benefits
48%
Supplies
Other, including Indirect Costs
TOTAL
5%
10%
100%
Is this similar to where you work?
19
Expenses
•
•
•
•
•
•
Food
Labor & Benefits
Supplies
Equipment
Maintenance / Repairs
Utilities (Electricity, Fuel,
Water, etc.)
• Custodial & Maintenance
Services
• Transportation
• Professional Development
• Marketing & Recruitment
• Indirect Costs
20
Revenue Sources
•
•
•
•
•
Meal Reimbursement
Ala Carte Sales
Outside Contracts
Catering
Concessions
21
USDA Foods
• Important part of the school
nutrition financial picture
• Healthy, nutritious, and easy to use
• Only for school lunch
• What is the value of USDA Foods?
Value is based on number of meals
served last year - approximately
$0.23 per meal
22
USDA Foods, Cont’d
How does your state handle USDA Foods?
•
•
•
•
•
Once a month brown box
Raw product only, no processing
Direct Diversion
Department of Defense Produce
Combination of each
23
Example: BBQ Pulled Pork
Typically 6 cases (2,000 servings) of Pork Roasts
from a vendor is approximately $800. Add 1 case
of BBQ Sauce for $15 = total of $815.00.
Food cost/serving = $0.41
VS.
6 cases of USDA Pork Roasts cost $19.50
Add 1 case BBQ sauce $15 = total of $34.50
Food cost/serving = $0.02
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Lesson 2: Food Safety
Basics in Schools
Objectives
Participants will be able to:
• Explain the importance of food safety and sanitation in school
•
•
kitchens.
Identify ways to prevent foodborne illnesses through food
safety and sanitation in school kitchens.
Be able to access standard operating procedures.
25
Importance of Food Safety in Schools
• Vulnerable children eating in our schools.
• All schools must have a food safety program based on
Hazard Analysis Critical Control Points (HACCP)
principles.
• Schools must have two Health Department reviews per
year, which are posted in a public area and online.
• It prevents foodborne illnesses.
26
What is a Foodborne Illness?
• A disease transmitted to people by food or water.
– There are many types; each has symptoms specific to that illness.
• Foodborne illness outbreak: an incident when two or more people
•
•
experience the same symptoms after eating a common food.
An outbreak must be reported to the local health department.
There are three main categories of hazards or contaminates:
• Biological
• Chemical
• Physical
27
Major Contaminants Activity
Identify sources of contaminants that are:
• Biological
• Chemical
• Physical
28
Cross Contamination
Review ways to prevent the 3 forms of cross
contamination in handouts:
– Food to Food
– Hand to Food
– Equipment to Food
• What ideas do you have after reviewing
these handouts to prevent cross
contamination in school kitchens?
29
SOP: Standard Operating Procedure
• School’s food service plan is HACCP-based and utilizes SOPs.
• A Standard Operating Procedure (SOP) is a set of directions
that schools follow to ensure food safety when completing
certain tasks such as cooking chicken, cooling a food, or
sanitizing a work surface. They include:
– Corrective actions
– Monitoring procedures
– Verification procedures
– Record keeping procedures
• SOPs are available on the NFSMI website at:
http://sop.nfsmi.org/sop_list.php
30
Chefs Role in Food Safety
• Role model through proper food safety and
sanitation practices
• Follow SOPs
• Take issues to
kitchen manager
31
Lesson 3: New Meal Pattern
Objectives
Participants will be able to:
• Identify required meal
components.
• Identify the use of USDA Foods
in the school nutrition program.
32
New Meal Pattern
Nutrition Standards
Based on the 2010 Dietary Guidelines, the nutrition
standards for schools include:
• Offering fruits and vegetables every day of the week
• Increasing whole grain-rich foods
• Offering only fat-free or low fat milk varieties
• Meeting caloric needs based on the age of children
• Reducing saturated fat and sodium
• Eliminating trans fat
33
Food Based Menu Planning
Food Based Meal Planning (FBMP):
• Simplifies school menu planning
• Serves as a teaching tool to help children choose a
balanced meal
• Assures that students nationwide have access to key
food groups recommended by the 2010 Dietary
Guidelines for Americans
• Easily communicates meal improvements to parents
and the community-at-large
34
Calorie Requirements:
Age/Grade Groups & Calorie Ranges
Based on weekly averages over a school week
Calorie Range per Grade
Grades K-5
Grades 6-8
Grades 9-12
550-650
600-700
750-850
35
School Week
• Ideally, five consecutive
days
• Minimum of three
consecutive days
• Maximum of seven
consecutive days
36
Food Components
Five required food components:
• Meat and Meat Alternate (M/MA)
• Fruit (F)
• Vegetables (V)
• Grains (G)
• Milk
37
Meat and Meat Alternate (M/MA)
Meal Component
• Offer at least a minimum amount of meat/meat
alternate daily
• Provide weekly required amounts for each
age/grade group
• Include lean or extra lean meat, seafood, poultry,
legumes, yogurt, and tofu
Meat and Meat Alternates
Lunch Meal Component by Age/Grade
Grades K-5 Grades 6-8
Grades 9-12
8-10 oz wkly 9-10 oz wkly 10-12 oz wkly
1 oz daily
1 oz daily
2 oz daily
38
Some M/MA Portions
•
•
•
•
Nuts and Seeds
Yogurt
Tofu
Legumes (e.g. peas, beans) *
2 Tbsp = 1 oz
½ cup = 4 oz
¼ cup = 2.2 oz
¼ cup = 2.2 oz
* serving of beans and peas must not be offered as a
meat alternate and as a vegetable in the same meal.
39
Fruit Meal Component
• Fresh, canned, frozen, or dried, and may be
whole, cut-up, or pureed.
• All juice must be 100% full-strength.
• ¼ cup of dried fruit = ½ cup of fruit.
• Cannot include snack-type fruit products or
canned fruit nectar.
Fruit Lunch Meal
Component by Age/Grade
Grades K-5 Grades 6-8
Grades 9-12
2 ½ C weekly
½ C daily
2 ½ C weekly
½ C daily
5 C weekly
1 C daily
40
Vegetable Meal Component
• Divided into subgroups that must be met
weekly.
• Vitamin C sources must be served daily and
come from vegetables, fruits, or fruit juice.
• Must be at least 1/8 cup to qualify as part of the
component.
• Legumes (beans and peas) can be credited.
41
Vegetable Meal Component, Cont’d
Vegetable Lunch Meal Component by Age/Grade
Grades K-5
Grades 6-8
Grades 9-12
3 ¾ cups wkly
¾ cup daily
3 ¾ cups wkly
¾ cup daily
5 cups wkly
1 cup daily
Vegetable Subgroups — Weekly Requirements by Age/Grade
Dark Green,
Orange,
Legumes, Beans, Peas,
Starchy
Other
½ cup
¾ cup
½ cup
½ cup
½ cup
½ cup
¾ cup
½ cup
½ cup
½ cup
½ cup
1 ¼ cups
½ cup
½ cup
¾ cup
Additional vegetables to
reach total
1 cup
1 cup
1 ½ cup
42
ACTIVITY
43
Grains Meal Component
• A whole grain-rich food containing at least
50% whole grains
• Remaining grain content of the product must
be enriched
• Serving size range 1.8 -2.6 ounces daily
• 2 oz. grain products = 1 small slice of bread,
½ bagel, ½ bun, ½ cup of cooked oats, rice,
and pasta.
44
Grains Meal Component, Cont’d
Grains Lunch Meal Component by Age/Grade
Grades K-5
Grades 6-8
Grades 9-12
8-9 oz weekly 8-10 oz weekly
10-12 oz weekly
Min: 1 oz daily Min: 1 oz daily
Min: 2 oz daily
45
Milk Component
• A variety of fluid milk— 8 oz
• Must be low fat (1% milk fat or less if
unflavored) or fat-free (unflavored or flavored).
• Lactose-free milk is an acceptable alternative.
It must be low fat (1% milk fat or less
unflavored) or fat-free (unflavored or flavored).
46
Milk Component, Cont’d
Milk Lunch Meal Component by Age/Grade
Grades K-5
Grades 6-8
Grades 9-12
5 cups weekly
5 cups weekly
5 cups weekly
1 cup (8 oz) daily 1 cup (8 oz) daily 1 cup (8 oz) daily
47
Certified Child Nutrition Label
48
Food Buying Guide for Child Nutrition Programs
The FBG is divided into 7 sections and an index
 Introduction
 Meat/Meat Alternate
 Vegetables
 Fruits
 Grains
 Milk
 Other Foods
Food Buying Guide resource at NFSMI at
http://www.nfsmi.org/ResourceOverview.aspx?ID=441
49
Food Buying Guide Calculator
Food Buying Guide
Calculator resource
at NFSMI at
http://fbg.nfsmi.org/
50
Sodium Guidelines
• Gradually, over a period of time
• USDA will evaluate before going to next level
2012-2013 School Year Lunch Meal
by Age/Grade
Grades K-5
Grades 6-8
Grades 9-12
≤ 640 mg sodium
≤ 710 mg sodium ≤ 740 mg sodium
51
Saturated Fat and Trans Fat
Weekly % of Fat in School Lunch Meal
by Age/Grade
Grades K-5 Grades 6-8 Grades 9-12
Saturated Fat
Trans Fat
< 10 % of Kcal
0 gr/serving
< 10 % of Kcal
0 gr/serving
< 10 % of Kcal
0 gr/serving
Meat that contain a minimal amount of naturally-occurring trans fats are allowed in
the school meal programs. Nutrition label or manufacturer specifications must indicate
zero grams of trans fat per serving.
Note – naturally occurring trans fat in meat and dairy products is excluded
52
Offer vs. Serve — Lunch
Offer vs. Serve allows students to decline a
certain number of food components in the meal.
• Only senior high schools are required to have Offer
versus Serve for lunch
• Students must be offered all five required
components
• Students can decline two of the five components
with the exception of fruit or vegetable
• Must take one serving of the fruit or vegetable
component. Can be a ½ cup serving size.
53
ACTIVITY
54
Lesson 4: Standardized Recipes and
Production Records
Objectives
Participants will be able to:
• Explain the difference between a home recipe and a
standardized recipe
• Describe the advantages of using standardized
recipes in the school nutrition setting
• Understand the importance of a production record
55
Importance of Standardized Recipes
• Consistent food quality
• Predictable yield
• Tested in specific kitchen
with its equipment
• Consistently acceptable
product with customer
satisfaction
• Consistent nutrient content
• Food cost control
• Consistent quality that
should not change
depending on the cook
• Inventory control
• Labor cost control
• Increased employee
confidence
• Reduced record keeping
• Efficient purchasing
• Successful completion of
State/Federal reviews
56
ACTIVITY
57
Standardized Recipe Components
1.
2.
3.
4.
5.
6.
7.
8.
9.
Recipe title
Recipe category
Ingredients
Weight/Volume for each ingredient
Directions/Preparation instructions
Cooking temperature and time
Serving size
Recipe yield
Equipment and utensils to be used
Standardized recipes are available at
http://www.nfsmi.org/USDA_recipes/school_recipes/all_number.pdf
58
Activity
Convert home recipe
Black Bean Sweet Potato
Chili to standardized
recipe for 100 servings
using recipe template
and HACCP references.
59
Production Records Required
• Complete by the end of the day the meal is
served.
• Supports the claim for reimbursable meals and
identifies information needed for the nutrient
analysis.
• Required and must be kept for 3 years plus the
current year.
60
Lesson 5: HealthierUS School Challenge
Objectives
Participants will be able to:
• Understand how chefs can be involved in HUSSC
61
What is the HealthierUS
School Challenge?
• USDA voluntary school nutrition and wellness
initiative to improve student health &
well-being
• Commitment to providing students with
healthy school environment
• National recognition and prestige
62
How Can Chefs Be Involved?
• Volunteering with the school nutrition
program
• Doing chef events and demos in the
cafeteria and/or with the PTA/PTO
• Talk to students about what it’s like to be a
professional chef
• Being a part of school fundraising events
63
Lesson 6: Getting Involved with Schools
Objectives
Participants will be able to:
• Determine if they have interest in helping their
local school nutrition program.
• Find out how to volunteer in their local school
and explore other ways to get involved with
teaching students about food.
64
Why Volunteer?
• Interested in healthy nutrition for our children.
• Have time that you want to give to support your
local school.
• Enjoy helping kids.
• Have a talent that you are willing to share.
• Have patience and sense of humor.
65
How Do I Get Involved?
• Set up an appointment for a meeting or phone call with
your local school director and let him/her know of your
interest.
• At the meeting, discuss your role and how your expertise
can benefit the school nutrition program.
• Ask about the school or district’s procedures for
volunteering such as a volunteer application, background
screening, and other screenings prior to starting.
• Complete the school or district’s procedures.
• Contact the school nutrition director and let him/her know
everything has been completed.
66
Now That I Have Said Yes!
What can I bring to the school nutrition program in addition to my expertise?
• Be reliable and committed to being there when you say you will.
• Establish a Twitter and/or Facebook page to record your positive experiences
at school.
• Consider different ways to share your activities, news and photos.
– Follow school policy on use of photos of students and other groups of
individuals
• Contact the local newspaper, radio station, or TV channel regarding activities
you are doing with the school.
• Eat lunch with the children in the cafeteria, using the time to talk to the kids
about foods they like.
67
Now That I Have Said Yes!, Cont’d
What can I bring to the school nutrition program in addition to my
expertise?
• Provide news for the school newsletter, newspaper, or website.
• Attend PTA/PTO meetings or school board meetings.
• Provide the recipes you create for a school cookbook that could be a
fundraiser for the school.
• Develop a sampling program.
• Develop a student feedback forum.
• Plant a school garden. A simple place to start is an herb garden.
• Provide cooking demonstrations at school.
68
ACTIVITY
69
For more information and resources visit:
The National Food Service Management Institute
www.nfsmi.org
Chefs Move to Schools
www.chefsmovetoschools.org
70
National Food Service Management Institute
The University of Mississippi
• Mission: To provide information and services that promote
the continuous improvement of child nutrition programs
• Vision: To be the leader in providing education, research, and
resources to promote excellence in child nutrition programs
71