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2 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.

3 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.

4 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.

5 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.

6 Participant Introductions Name Title Place of employment What do you hope to take away from this seminar?

7 Ground Rules

8 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.

9 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

10 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.

11 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 % of children consume soda each day; shifting from milk to soda and fruit drinks. milk30% grains23% vegetables 20% meat17% fruit14%

12 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.

13 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.

14 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.

15 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 *Supplemental Nutrition Assistance Program, formerly Food Stamps

16 USDA Meal Reimbursement Rates (June 2012-June 2013) PROGRAMFREE 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 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

17 State Level Reimbursement Some states also give per meal reimbursements. Does your state? If yes, how much?

18 Financial Reality School nutrition programs must be self supporting.

19 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?

20 Expenses Food Labor & Benefits Supplies Equipment Maintenance / Repairs Utilities (Electricity, Fuel, Water, etc.) Custodial & Maintenance Services Transportation Professional Development Marketing & Recruitment Indirect Costs

21 Revenue Sources Meal Reimbursement Ala Carte Sales Outside Contracts Catering Concessions

22 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

23 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

24 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 $ 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

25 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.

26 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.

27 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

28 Identify sources of contaminants that are: Biological Chemical Physical Major Contaminants Activity

29 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?

30 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:

31 Chefs Role in Food Safety Role model through proper food safety and sanitation practices Follow SOPs Take issues to kitchen manager

32 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.

33 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

34 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

35 Calorie Requirements: Age/Grade Groups & Calorie Ranges Based on weekly averages over a school week Calorie Range per Grade Grades K-5Grades 6-8Grades

36 School Week Ideally, five consecutive days Minimum of three consecutive days Maximum of seven consecutive days

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

38 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-5Grades 6-8Grades oz wkly 1 oz daily 9-10 oz wkly 1 oz daily oz wkly 2 oz daily

39 Some M/MA Portions Nuts and Seeds2 Tbsp = 1 oz Yogurt½ cup = 4 oz Tofu¼ 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.

40 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-5Grades 6-8Grades ½ C weekly ½ C daily 2 ½ C weekly ½ C daily 5 C weekly 1 C daily

41 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.

42 Vegetable Lunch Meal Component by Age/Grade Grades K-5Grades 6-8Grades 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 Additional vegetables to reach total ½ cup ¾ cup ½ cup 1 cup ½ cup ¾ cup ½ cup 1 cup ½ cup 1 ¼ cups ½ cup ¾ cup 1 ½ cup Vegetable Meal Component, Cont’d

43 ACTIVITY

44 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 ounces daily 2 oz. grain products = 1 small slice of bread, ½ bagel, ½ bun, ½ cup of cooked oats, rice, and pasta.

45 Grains Lunch Meal Component by Age/Grade Grades K-5Grades 6-8Grades oz weekly Min: 1 oz daily 8-10 oz weekly Min: 1 oz daily oz weekly Min: 2 oz daily Grains Meal Component, Cont’d

46 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).

47 Milk Lunch Meal Component by Age/Grade Grades K-5Grades 6-8Grades cups weekly 1 cup (8 oz) daily 5 cups weekly 1 cup (8 oz) daily 5 cups weekly 1 cup (8 oz) daily Milk Component, Cont’d

48 Certified Child Nutrition Label

49 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

50 Food Buying Guide Calculator Food Buying Guide Calculator resource at NFSMI at

51 Sodium Guidelines Gradually, over a period of time USDA will evaluate before going to next level School Year Lunch Meal by Age/Grade Grades K-5Grades 6-8Grades 9-12 ≤ 640 mg sodium≤ 710 mg sodium≤ 740 mg sodium

52 Saturated Fat and Trans Fat Weekly % of Fat in School Lunch Meal by Age/Grade Grades K-5Grades 6-8Grades 9-12 Saturated Fat< 10 % of Kcal Trans Fat0 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

53 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.

54 ACTIVITY

55 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

56 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

57 ACTIVITY

58 Standardized Recipe Components 1.Recipe title 2.Recipe category 3.Ingredients 4.Weight/Volume for each ingredient 5.Directions/Preparation instructions 6.Cooking temperature and time 7.Serving size 8.Recipe yield 9.Equipment and utensils to be used Standardized recipes are available at

59 Convert home recipe Black Bean Sweet Potato Chili to standardized recipe for 100 servings using recipe template and HACCP references. Activity

60 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.

61 Lesson 5: HealthierUS School Challenge Objectives Participants will be able to: Understand how chefs can be involved in HUSSC

62 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

63 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

64 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.

65 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.

66 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.

67 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.

68 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.

69 ACTIVITY

70 For more information and resources visit: The National Food Service Management Institute Chefs Move to Schools

71 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