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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.

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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.

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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.

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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.

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Participant Introductions

• Name• Title• Place of employment• What do you hope to

take away from this seminar?

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Ground Rules

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Chefs Move to School

Its purpose:The First Lady Michelle Obama is calling onchefs to get involved by adopting a school andworking with teachers, parents, school nutritionists, and administrators to helpeducate children about food.

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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

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Introduction to Connect: Chefs to Schools

ObjectivesParticipants 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.

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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:

• 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.

• milk 30%• grains 23%• vegetables 20%

• meat 17%• fruit 14%

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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.

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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. 

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Lesson 1: Financial Management

ObjectivesParticipants 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.

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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

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USDA Meal Reimbursement Rates (June 2012-June 2013)

PROGRAM FREE REDUCED PRICE PAID

NSLPSevere need*

$2.86$2.88

$2.46$2.48

$0.27$0.29

SBPSevere 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

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State Level Reimbursement

• Some states also give per meal reimbursements.

• Does your state?

• If yes, how much?

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Financial Reality

School nutritionprograms

must be selfsupporting.

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Typical Costs to Produce a Lunch

Food 37%

Labor / Benefits 48%

Supplies 5%

Other, including Indirect Costs 10%

TOTAL                                   100%

Is this similar to where you work?

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Expenses

• Food• Labor & Benefits• Supplies• Equipment• Maintenance / Repairs• Utilities (Electricity, Fuel, Water, etc.)

• Custodial & Maintenance Services• Transportation• Professional Development• Marketing & Recruitment• Indirect Costs

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Revenue Sources

• Meal Reimbursement• Ala Carte Sales• Outside Contracts• Catering • Concessions

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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

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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

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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 $34.50Food cost/serving = $0.02

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Lesson 2: Food Safety Basics in Schools

ObjectivesParticipants 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.

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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.

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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

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Identify sources of contaminants that are:• Biological• Chemical• Physical

Major Contaminants Activity

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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?

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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

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Chefs Role in Food Safety

• Role model through proper food safety and sanitation practices

• Follow SOPs

• Take issues to kitchen manager

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Lesson 3: New Meal Pattern

ObjectivesParticipants will be able to:• Identify required meal

components.• Identify the use of USDA Foods

in the school nutrition program.

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New Meal PatternNutrition 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

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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

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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

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School Week

• Ideally, five consecutive days

• Minimum of three consecutive days

• Maximum of seven consecutive days

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Food Components

Five required food components:• Meat and Meat Alternate (M/MA)• Fruit (F)• Vegetables (V)• Grains (G)• Milk

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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/GradeGrades K-5 Grades 6-8 Grades 9-128-10 oz wkly1 oz daily

9-10 oz wkly1 oz daily

10-12 oz wkly2 oz daily

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Some M/MA Portions

• Nuts and Seeds 2 Tbsp = 1 oz• Yogurt ½ cup = 4 oz• Tofu ¼ cup = 2.2 oz• Legumes (e.g. peas, beans) * 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.

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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/GradeGrades K-5 Grades 6-8 Grades 9-122 ½ C weekly ½ C daily

2 ½ C weekly ½ C daily

5 C weekly1 C daily

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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.

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Vegetable Lunch  Meal  Component by  Age/GradeGrades K-5 Grades 6-8 Grades 9-123 ¾ cups wkly¾ cup daily

3 ¾ cups wkly¾ cup daily

5 cups wkly1 cup daily

Vegetable Subgroups — Weekly Requirements by Age/GradeDark Green, Orange, Legumes, Beans, Peas, StarchyOther Additional vegetables to reach total

½ cup¾ cup½ cup½ cup½ cup

1 cup

½ cup¾ cup½ cup½ cup½ cup

1 cup

½ cup1 ¼ cups½ cup½ cup¾ cup

1 ½ cup

Vegetable Meal Component, Cont’d

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ACTIVITY 

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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.

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Grains Lunch Meal Component by Age/GradeGrades K-5 Grades 6-8 Grades 9-128-9 oz weeklyMin: 1 oz daily

8-10 oz weeklyMin: 1 oz daily

10-12 oz weeklyMin: 2 oz daily

Grains Meal Component, Cont’d

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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).

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Milk Lunch Meal Component by Age/GradeGrades K-5 Grades 6-8 Grades 9-125 cups weekly 1 cup (8 oz) daily

5 cups weekly 1 cup (8 oz) daily

5 cups weekly1 cup (8 oz) daily

Milk Component, Cont’d

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Certified Child Nutrition Label

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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

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Food Buying Guide Calculator

Food Buying Guide Calculator resource at NFSMI at http://fbg.nfsmi.org/

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Sodium Guidelines

• Gradually, over a period of time• USDA will evaluate before going to next level

2012-2013 School Year Lunch Mealby Age/Grade

Grades K-5 Grades 6-8 Grades 9-12≤ 640 mg sodium ≤ 710 mg sodium ≤ 740 mg sodium

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Saturated Fat and Trans Fat

Weekly % of Fat in School Lunch Meal by Age/Grade

Grades K-5 Grades 6-8 Grades 9-12Saturated Fat < 10 % of Kcal < 10 % of Kcal < 10 % of KcalTrans Fat 0 gr/serving 0 gr/serving 0 gr/servingMeat 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

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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.

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ACTIVITY 

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Lesson 4: Standardized Recipes and Production Records

ObjectivesParticipants 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

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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

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ACTIVITY 

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Standardized Recipe Components

1. Recipe title2. Recipe category3. Ingredients4. Weight/Volume for each ingredient5. Directions/Preparation instructions6. Cooking temperature and time7. Serving size8. Recipe yield9. Equipment and utensils to be used

Standardized recipes are available at http://www.nfsmi.org/USDA_recipes/school_recipes/all_number.pdf

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Convert home recipe Black Bean Sweet Potato

Chili to standardized recipe for 100 servings using recipe template

and HACCP references.

Activity

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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.

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Lesson 5: HealthierUS School Challenge

ObjectivesParticipants will be able to:• Understand how chefs can be involved in HUSSC

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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

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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

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Lesson 6: Getting Involved with Schools

ObjectivesParticipants 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.

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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.

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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.

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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.

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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.

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ACTIVITY 

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For more information and resources visit:

The National Food Service Management Institutewww.nfsmi.org

Chefs Move to Schoolswww.chefsmovetoschools.org

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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