Training Objectives

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. • 56 - 85% of children consume soda each day; shifting from milk to soda and fruit drinks. • meat 17% • fruit 14% • milk 30% • grains 23% • vegetables 20%

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 2012-2013 *Supplemental Nutrition Assistance Program, formerly Food Stamps

16. USDA Meal Reimbursement Rates (June 2012-June 2013) • 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 $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

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

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: http://sop.nfsmi.org/sop_list.php

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 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

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 2010Dietary 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

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

39. 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.

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.

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 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 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.

45. 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 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 • http://www.nfsmi.org/ResourceOverview.aspx?ID=441

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