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USU GUIDELINES FOR FSSM & SNE LEARNING ACTIVITIES 2018-2019

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FOOD SERVICE SYSTEMS MANAGEMENT and SCHOOL NUTRITION EDUCATION LEARNING ACTIVITY GUIDELINES 2018-2019

Message for Interns: Please note that your preceptor may assign tasks or projects that will be beneficial for

you in addition to those that are listed here. Your preceptor knows what types of experiences will give you

practice using the skills that are necessary in this setting of dietetics. It is your responsibility to complete the

assignments required by the USU DI, and you are encouraged to share results with your preceptor and to seek

their feedback. Some of the projects you do may provide data that could be useful for your preceptor.

FSSM Rotation Objectives

At the end of this rotation the intern will be able to:

1. Effectively apply food service management skills in a school food service setting.

2. Analyze and critically evaluate management ideas, arguments, and points of view.

3. Function as a productive member of the school food service team.

4. Identify and use appropriate resources to solve food service/management questions and problems.

5. Apply food service and management didactic knowledge while working in a school food service setting. SNE Rotation Objectives

At the end of this rotation the intern will be able to:

1. Effectively apply nutrition education skills in a school classroom setting.

2. Analyze and critically evaluate education and teaching ideas, arguments, and points of view.

3. Function as a productive member of the school nutrition education team.

4. Identify and use appropriate resources to solve nutrition education questions and problems.

5. Apply teaching and nutrition didactic knowledge while working in a school classroom setting

Intern and Preceptor Meetings

To ensure you have adequate support and help throughout your internship you will meet periodically with your

DI Faculty via Web-Ex.

There are two types of meetings:

o Intern Meeting: meet with your DI Faculty prior to starting the FSSM rotation

o Preceptor Meeting: meet with your DI Faculty and Preceptor(s) during the first week of your

FSSM rotation

It will be best to schedule the meeting after you have had a chance to sit down and talk with your

preceptor—so not on the first day.

To check your DI Faculty’s availability and to schedule the meetings:

o Go to the USU DI Schedule Google Doc.

o Select your DI Faculty using the tabs at the bottom of the page.

o Follow the directions listed to get your rotation scheduled and for the meeting information to be

sent to everyone.

Please schedule meetings at least 24 hours in advance. Professionalism Points 1. PROFESSIONALISM POINTS

DI faculty will award points for your professionalism and conduct throughout this rotation. Points will be

entered after you have completed the entire rotation, and they will be considered in your final grade for the

rotation. Your Professionalism Points will account for the following aspects which are worth 20 points each:

https://docs.google.com/a/aggiemail.usu.edu/spreadsheet/ccc?key=0Alba95Eggc1qdDlLT0ZLR2ZRUHFXOXM4dWdVNE81aUE#gid=0


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1. Weekly reports are submitted on time throughout the rotation, and preceptor/intern meetings are

scheduled as required.

2. Good communication is maintained throughout the rotation in the form of emails, phone calls,

preceptor/intern meetings, etc.

3. Assignments are complete and submitted throughout the rotation without excessive returns for

correction, indicating the intern read through the assignment instructions and followed them as closely

as possible. If revisions are required, the intern reads through feedback and applies it to resubmissions.

4. All assignments, modules, quizzes, and comprehensive exam are submitted within the established

deadline of 1 week following the last day in the rotation.

5. Professional conduct in all other aspects is maintained throughout the rotation. Pre-Rotation Assignments 2. FSSM PRE-ROTATION WORKSHEET

Complete this worksheet PRIOR to beginning your FSSM rotation to prepare for what may be encountered

during the rotation.

You may turn in a typed or legible handwritten version. This is the only assignment that can be

handwritten. Any other assignments that are handwritten will be returned.

DI faculty will put in a score for the completed worksheet. After the score has been entered, you will

have access to the Worksheet Answer Key. You may use this to prepare for the rotation, and it can be a

useful study aid when getting ready to take the RD Exam.

DO NOT SHARE THE ANSWER KEY WITH ANY CURRENT OR FUTURE INTERNS. To do

so is a direct violation of the USU Academic Integrity Policy ad weakens its usefulness for you and for

others.

Submit the following as a PDF file via Canvas:

o the FSSM Pre-Rotation Worksheet General FSSM Assignments 3. NSLP MEAL SERVICE DATA SHEET CRDN 1.6, 2.1, 2.3, 3.9

Document the processes followed by your district that are specific to the National School Lunch Program

(NSLP) and other school meals programs, and the functions required to prepare and serve meals.

Review the NSLP Meal Service Data Sheet found on Canvas and the website.

Address these questions as you participate in your facility’s daily operations.

Complete the tasks that are outlined on the NSLP Meal Service Data Sheet.

Summarize your answers and record appropriate dates for activities on the NSLP Meal Service Data

Sheet.

Submit the following as a PDF file via Canvas

o the NSLP Meal Service Data Sheet

4. FSSM RESEARCH PROJECT CRDN 1.2, 1.4, 1.5, 1.6, 2.2, 2.10

Research is the exploration for knowledge! As dietitians we rely on research to justify our actions whether it is

in the clinical, community, or management setting. For this reason it is important that you have the opportunity

to plan, conduct, and analyze your own small research project. Before getting started you must have a clear idea

of what question you will try to answer and how you will search for that answer. This will help make sure the

project is well organized and will indeed help you find what you are looking for. Since you will also be looking

at and referring to research that was done by others, you must correctly cite those references to avoid

plagiarism.


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4.1 – RESEARCH PROJECT PROPOSAL FORM CRDN 1.2, 2.2, 2.10

Submit a proposal of your research project summarizing what you plan to do. Internship faculty will

review to make sure it will meet the assignment requirements.

o Talk with your preceptor about some ideas for research that will work in and be useful for the

district. Go through the Research Proposal Form with your preceptor so they know what you plan to

do for your project.

o The proposal needs to be submitted and approved by your DI Faculty mentor BEFORE you do the

project.

o DON’T WAIT TILL THE LAST MINUTE TO SUBMIT YOUR PROPOSAL in case there are

things that need to be reviewed or adjusted before you can begin working on the project.

Select a topic and submit your proposal in the first 4-6 weeks of your rotation.

o Submit the following as a PDF file via Canvas:

the Research Proposal Form

4.2 – RESEARCH PROJECT CRDN 1.2, 1.4, 1.5, 1.6, 2.2, 2.10

Conduct one research project during your FSSM rotation using appropriate research methods, ethical

procedures, and statistical analysis if appropriate. This is an actual research project where you will

collect and analyze your own data, not just a literature review.

o You must submit and receive approval from DI Faculty for the Research Project Proposal before

beginning the Research Project.

o This can be done in connection with one of several other assignments and/or tasks, or you may come

up with a new idea on your own.

o You must follow the FSSM Research Project Outline (available on Canvas and the website) which

outlines the specific guidelines for completing this assignment.

o Your paper needs to be at least 8-10 pages long, not including a cover sheet, reference page, or

appendices if you have any. (1” margins, 12 point font, and double spacing).

o Write your paper like a research paper, with section headings and in paragraph format. Think of how

a study article you’d read in a scientific journal is written and organized: unbiased, objective, no first

person, etc. Follow that format and tone for this paper.

o Research the topic using appropriate evidence and data as available. Use evidence-based guidelines,

systematic reviews, and/or scientific literature if appropriate for your topic. For assistance, use the

USU DI Library Guide.

o Share the results! Provide your preceptor with a copy of your research paper. Although they do not

need to evaluate or grade it, the results may be useful to their program.


Your FSSM Research Paper Tip: Start early! This will take a significant amount of time to plan, prepare, and complete.

Tip: This assignment can be combined with other assignments if you wish

(i.e., the Plate Waste Study, Taste Panel, SNE Classroom Teaching, etc.).

5. FOOD SERVICE & SYSTEMS MANAGEMENT DISCUSSION BOARDS CRDN 2.3, 2.9

Online communication has become the norm in educational and professional life. Practice using online

discussion boards to actively discuss rotation-related topics with other interns.

Post a comment, question, and/or reply to other interns’ posts on at least three (3) different discussion

boards (there will be many topics to choose from).

To receive credit, posts should meet the following requirements:

o On each discussion board you choose, post at least two (2) times to the discussion question or in a

reply to other interns’ posts.

http://libguides.usu.edu/dieteticsinternship


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You must post at least twice on at least 3 discussion boards – a minimum of 6 posts overall

o Each post should be:

About 3-15 sentences long (not too short and not too long).

Complete and grammatically correct.

Written to engage others, develop critical thinking skills, make connections to real-life situations,

generate new ideas, and/or offer suggestions that can be translated back to practice. FOOD: Planning, Preparing, Purchasing & Serving 6. FOOD DATA SHEET CRDN 1.6, 3.9, 3.10

Document and participate in the processes followed by your district to select, procure, and store food.

Review the Food Data Sheet found on Canvas and the website.

Address the questions and complete the tasks that are outlined on the Food Data Sheet.

Summarize your answers and record appropriate dates for activities on the Food Data Sheet.

Submit the following as a PDF file via Canvas

o the Food Data Sheet

7. SCHOOL MENU PLANNING WORKSHEET CRDN 1.6, 2.1, 3.10, 4.4; SFSM 1.1

Write a school lunch menu according to USDA regulations for the National School Lunch Program (NSLP).

Talk with the person responsible for planning and analyzing the menus at your facility. Participate in a

menu planning meeting, if possible. Review the USDA regulations and other state regulations related to

school lunch menus.

It will be very helpful if you have watched the “Child Nutrition: National School Lunch Program”

module and completed that worksheet/quiz.

Complete the Menu Planning Worksheet. You can view an example on Canvas.

Complete a nutrient analysis of your menu using the nutrient analysis program available at your facility

(i.e. NutriKids, TrakNow, Computrition. or another program), or if your facility doesn’t have a nutrient

analysis program you can use the USDA Database (www.nal.usda.gov/fnic/foodcomp/search/) or any

other online nutrient analysis program.

Please note: depending on how your menu is organized and what is included on it (i.e., multiple menu

item options, etc.) some additional information or clarification may be requested for a complete

submission.

Submit the following as PDF files via Canvas:

o the Menu Planning Worksheet

o your planned menu

o the nutrient analysis

8. BID PROCESS WORKSHEET CRDN 3.3, 3.9

Increase your understanding of the bid process and protocol followed by your facility.

Talk with the person in charge of bidding and answer the questions on the Bid Process Worksheet.

Review the Sample Equipment Bid on Canvas and answer the questions in the first table on the

worksheet.

Using the sample equipment bid as a template, write a bid for kale using the information provided in the

second table. Refer to the table and the sample bid to make sure you have included all the required

information in your bid.

Summarize what you learned on the Bid Process Worksheet


o the Bid Process Worksheet

o your bid for kale

http://www.nal.usda.gov/fnic/foodcomp/search/


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9. POST SERVING ANALYSIS WORKSHEET CRDN 1.6, 3.9, 3.10

Determine the popularity index of several menu items using a post-serving analysis.

Talk with your preceptor and/or one of the school managers about forecasting techniques and practices

followed in the department.

Develop a tracking or tally sheet and use it to keep track of the following information for at least one

week. You can also view an example of a tracking sheet on Canvas:

o The servings of each menu item received and/or produced

o The number of each menu item served

o The number of portions of each item left over

Calculate the popularity index, also known as the acceptability factor or percent served (# portions

served ÷ total # customers = popularity index) for all menu items.

Share the results! Provide your preceptor with a copy of your data. Although they do not need to

evaluate or grade it, the results may be useful to their program.

Summarize what your learned and record results on the Post Serving Analysis Worksheet.


o the Post Serving Analysis Worksheet

o your tracking/tally form

10. PLATE WASTE STUDY CRDN 1.6, 3.9, 3.10, 4.3, 4.6

Conduct a plate waste study for at least one item on the menu.

Develop a recording form and determine what procedures you will use to complete the study.

Conduct a plate waste study during at least one school meal on at least one menu item.

Analyze the recorded information and write a summary paper of your findings (max 2-3 pages long).

Your written analysis should include:

o The methodology or procedure

o Summary of results, categorized as appropriate (i.e. by grade, by age, by gender, etc.). Use graphs

and/or tables if desired to display the results.

o Discuss what actions/changes to the menu may be needed to meet customer service objectives.

o How does the plate waste of the item(s) you studied impact your resources (i.e. employees, money,

time, water, energy, food, disposable goods, etc.) and the environment? What changes would you

propose to use these resources more efficiently and protect the environment?

At least one suggestion/idea should relate to reducing waste

At least one suggestion/idea should relate to protecting the environment

Write your paper in a professional manner, with section headings and in paragraph format. Think of how






o your Plate Waste summary report Tip: This can be coordinated with the Taste Panel or HACCP/Recipe Standardization assignments.

11. TASTE PANEL CRDN 1.6, 3.10, 4.3

Conduct a taste panel evaluation for one new food product or recipe, with students as the panelists.

Develop an age-appropriate evaluation tool and determine the logistics for your taste panel (i.e. what

food product or recipe will you test, how many students will participate, how you will choose the

children to participate, where and when it will take place, etc.)

Conduct your taste panel with the students as planned.


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Calculate the results and write a summary paper of your findings (2-3 pages long). Your written analysis

should include:

o Methodology:

School location, date, and time of evaluation

Food items tested

Which students tested the food and how they were selected

Any special circumstances that may affect the results

Summary of results, categorized as appropriate (i.e. by grade, by age, by gender, etc.). Use

graphs and/or tables if desired to display the results

o Conclusions – In thinking about customer satisfaction would you recommend adding the item to the

menu?

o Include your evaluation tool in your submission, as an appendix to the paper or as a separate file.

Write your paper in a professional manner, with section headings and in paragraph format. Think of how






o your Taste Panel summary report

o your evaluation tool Tip: This can be coordinated with the HACCP/Recipe Standardization or Plate Waste Study assignments.

HUMAN RESOURCES: It’s All About People and Getting Things Done 12. HUMAN RESOURCES DATA SHEET CRDN 1.6, 3.9, 4.1, 4.5

Increase your understanding of human resources policies and procedures followed by your facility.

Review the Human Resources Data Sheet found on Canvas and the website.

Address the questions and complete the tasks that are outlined on the Human Resources Data Sheet.

Summarize your answers and record appropriate dates for activities on the Human Resources Data

Sheet.


o the Human Resources Data Sheet

13. MOCK INTERVIEW WORKSHEET CRDN 1.6, 2.1, 2.7, 2.10, 2.11, 4.1

Increase your understanding of and practice the protocol for posting positions and interviewing applicants in

your facility.

Discuss with your preceptor the process and steps followed to post and fill positions in the food service

department. Use the Mock Interview Worksheet as a guide for some things to look for and evaluate.

Practice conducting a mock application review and job interview for a potential position in the food

service department. You will practice as the person conducting the interview. Ask your preceptor or

another appropriate staff member to act as an applicant for the position.

o This can be for any position in the district, and does not have to be a position for which they are

currently hiring.

Follow your district’s actual process of interviewing as closely as you can (i.e., use the same questions

they would use for that position, etc.)

Summarize your experience and what you learned on the Mock Interview Worksheet.


o the Mock Interview Worksheet


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14. IN-SERVICE LESSON PLAN & TEACHING EVALUATION CRDN 2.2, 2.8, 2.10, 2.11, 3.3, 3.4, 3.5, 3.6, 3.8

Develop a lesson plan to teach adults in a food service setting on a nutrition or food service topic. This should

be a new topic/lesson plan that you create.

Do a general assessment on the potential group that might be taught (demographics, cultural diversity,

level of education and level of nutrition knowledge).

Tailor your topic, length, and level of materials to the group and the situation. Use the Lesson Plan

Template provided in Canvas. Refer to the Lesson Plan Example in canvas for assistance.

Include the following components in your lesson plan:

o Clear, measurable objectives using active verbs (avoid verbs such as: “understand”, “know”).

o Teaching methods and/or activities used to assist learners in gaining and practicing new skills taught.

You must include at least one creative teaching method or activity.

A PowerPoint or Q&A or lecture with the class will not meet this requirement. Another activity

must be added to engage the learner.

o Any training aids or resources to be used

o Diversity adjustment: The diversity adjustment for this lesson plan is hearing impaired. Comment

on at least two adjustments you would make to your lesson plan to accommodate this diversity.

Present your new lesson plan (if possible) or present an existing lesson plan.

Have your preceptor evaluate your teaching using the Teaching Evaluation.


o a copy of your lesson plan (even if you were unable to teach it)

o teaching evaluation form

15. PRODUCTIVITY/TIME STUDY WORKSHEET CRDN 1.6, 3.9, 4.1, 4.5

Conduct one productivity/time study for preparing a food product or completing a task in the food service

production facility.

Discuss with your preceptor a food product or task study that would be useful for the facility.

Select one food product or task to include in your study. Some common types of time/productivity

studies include:

o Readymade vs. Made-from-scratch – Determine which is a more cost effective choice. (i.e. frozen

rolls vs. made-from-scratch rolls)

o Comparing Two Employees – Determine which employee has a more effective method of doing the

same recipe/task. (i.e. compare a cook in one school preparing enchiladas and a cook in another

school preparing the same enchilada recipe – which makes more efficient use of time/resources?)

o New Product – Determine if it is reasonable to put the new product on the menu. Look at the cost of

the new product item after adding in the labor cost of preparing it.

Summarize your results and what you learned on the Productivity/Time Study Worksheet.




o the Productivity/Time Study Worksheet Tip: This can be coordinated with the Plate Waste Study or Taste Panel assignments.

SAFETY: People, Places, & Food 16. SAFETY DATA SHEET CRDN 1.6, 2.4, 3.9, 4.2, 4.3, 4.6

Increase your understanding of the safety measures in place at your facility.

Review the Safety Data Sheet found on Canvas or the website.

Address the questions and complete the tasks that are outlined on the Safety Data Sheet.

Summarize your answers and record appropriate dates for activities on the Safety Data Sheet.


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o the Safety Data Sheet 17. HACCP/STANDARDIZED RECIPE WORKSHEET CRD 3.7, 3.9, 3.10, 4.2

Create a recipe that has been standardized and HACCP-formatted.

Find and review any HACCP manuals used by the facility.

o Talk to the supervisors about their experience implementing HACCP.

o Observe how HACCP is being used (or not) in the schools where you are assigned.

Review the standardized recipe guidelines from your undergraduate courses and/or other food service

management references, talk with your preceptor, or refer to the suggested texts listed on the syllabus for

this course.

Select and standardize one recipe for a multiple ingredient entrée menu item for large scale

production (minimum yield of 25 servings). The original recipe can be a:

o Home-sized recipe,

o Healthier version of a menu item, or

o Recipe that has not already been standardized.

Add the information needed to convert it to HACCP format: include the CCPs and any applicable

critical limits. Your recipe should include at least one CCP and the corrective action to be followed if

the CCP is not met.

There is an optional HACCP/Standardized Recipe template available on Canvas, or you may submit the

recipe in a different format that still includes the required information.

Summarize what you learned on the HACCP/Standardized Recipe Worksheet.


o the HACCP/Standardized Recipe Worksheet

o a copy of your HACCP formatted, standardized recipe

o the original recipe 18. KITCHEN EVALUATION WORKSHEET CRDN 1.6, 3.9, 4.2

Critically evaluate one school kitchen, considering many important aspects of kitchen design.

Evaluate one school kitchen in your district using the Kitchen Evaluation Worksheet found on Canvas

and the website.

As you evaluate the kitchen, briefly summarize elements you think are going well, and those that could

be improved and how you might improve them if you were the food service manager in this district.

Complete the Kitchen Evaluation Worksheet.


o the Kitchen Evaluation Worksheet MONEY: Spending Money & Measuring Value 19. MONEY DATA SHEET CRDN 1.1, 1.6, 2.4, 4.3, 4.5

Increase your understanding of the accounting practices followed by your facility.

Review the Money Data Sheet found on Canvas and the website.

Address the questions and complete the tasks that are outlined on the Money Data Sheet.

Summarize your answers and record appropriate dates for activities on the Money Data Sheet.


o the Money Data Sheet


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20. MANAGEMENT REPORTS WORKSHEET CRDN 1.6, 2.10, 4.5

Review management reports and analyze them for trends and effectiveness of district processes.

Review all the types of management reports (i.e. budget, labor cost, food cost, capital equipment, etc.)

used in your facility. Use the Management Reports Worksheet as a guide for some things to look for

and evaluate.

Assist the nutrition director in collecting financial data and preparing management reports.

o Identify trends and make practical recommendations for improvements.

o Comment on the effectiveness of what is being done now.

o Make recommendations for improvement (e.g. costs of labor, food, staffing, overhead, and supplies).

Summarize what you learned on the Management Reports Worksheet


o the Management Reports Worksheet

21. COST-BENEFIT ANALYSIS CRDN 1.3, 1.6, 4.7

Conduct a cost-benefit analysis on a new product, program, or service that the School Nutrition Department

wants to offer.

Write a report (2-3 pages long) that includes:

o A description of and justification for the proposed new product, program, or service.

o Projected costs for all aspects of the proposal (labor, supplies, any food, overhead if applicable).

If replacing an existing product, include the itemized costs of that existing product.

o Projected savings or benefits that will result from the new product, program or service.

Compare the value to any existing products, programs, or services.

Keep in mind that benefits may be more than just financial: nutritional, time-saving, etc.

o Summarize the costs vs. benefits of the proposed product, program or service and recommend

whether or not you would suggest proceeding with purchasing or implementing the proposed

product, program or service. Include your analysis of costs or benefits that may not be financial (e.g.

they may be nutritional, related to time or labor or training requirements, student acceptance, etc.)




o your Cost-Benefit Summary Report LEADERSHIP: DOING IT! 22. LEADERSHIP & MANAGEMENT PRACTICE CRDN 1.6, 2.3, 2.7, 2.8; SFSM 1.2

Demonstrate your ability to apply the skills and knowledge you have acquired during your FSSM rotation to a

leadership and management position. This will likely take place towards the end of your FSSM experience, but

can take place at any time during your rotation.

Discuss with your preceptor early on in your rotations to determine what aspect of the operation you

can/want to supervise. There is a list on Canvas of possible roles/responsibilities that can be used for this

experience. You and your preceptor may also select another appropriate experience; it doesn’t have to be

from that list.

o If you have any questions about what role to take on, please contact your DI faculty mentor.

This should be about 2 weeks’ or 80 hours’ worth of time. It doesn’t necessarily have to be a solid block

of time, and can be completed in smaller blocks that add up to 80 hours.

o You can also take on more than on role and combine time to add up to 80 hours (i.e. 40 hours in

one leadership role, and 40 hours in another).

Review the Leadership & Management Worksheet prior to starting your leadership and management

experience to be aware of the questions you’ll need to answer and submit.


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Aim for experience similar to what a registered dietitian might do in that district, or taking on another

type of leadership or management position. (i.e. production manager, coordinator, menu analysis, school

manager, etc.).

o You can take on the role of an employee, or take the lead on a specific project to be completed (the

project cannot be the nutrition promotion event).

Find a win-win situation—balance between your own career goals with what the district/facility can let

you do as a student/volunteer.

o You should be in a situation where the employees will be open to having a temporary manager-in-

training and it is a positive learning experience for you. It would not be ideal to be placed in a school

with numerous problems, or with employees who are hostile to the idea of a temporary intern

“manager”.

o You should have a person at the nutrition department who is your preceptor for the experience,

someone who can take your calls for help or answer any questions you may have, someone who is

still accountable to the school district for the operation of the school lunch program.

If you have questions about the Leadership & Management Practice assignment, please ask your DI

faculty mentor.

Summarize your experience on the Leadership & Management Worksheet.


o the Leadership & Management Worksheet

TEACH: School Nutrition Education 23. SCHOOL WELLNESS & PUBLIC RELATIONS DATA SHEET CRDN 1.6, 2.4

Learn more about what your facility offers for school wellness, and how marketing and public relations are

handled.

Talk with your Preceptor (or others as necessary), addressing the questions found on the Data Sheet.

Summarize your answers and record appropriate dates for activities on the School Wellness & Public

Relations Data Sheet.


o the School Wellness & Public Relations Data Sheet

24. NUTRITION PROMOTION EVENT FORM CRDN 1.6, 2.3, 2.4, 2.7, 2.10, 3.3, 3.4, 3.7; SNE 2.1

Plan, organize, execute, and evaluate a nutrition themed promotional event for a school, a cafeteria, or the

district. It is your choice of how big to make this. It needs to be a NUTRITION theme, not current popular

movie and not a product promotion. Your target audience needs to be the STUDENTS.

Discuss your ideas with the nutrition director, and get input from staff and students.

o Examples of events: promote School Food Service Month, National Nutrition Month, school

breakfast, health fair, an ethnic-themed menu, a holiday with a nutrition theme.

Use and complete the SNE Nutrition Promotion Event Form as an outline for your promotion.

Review it as you plan to see what elements to be sure you cover while planning for and putting on the

event.

Plan ahead – get on the agenda for meetings that may already be taking place with staff, kids, or parents

in order to discuss your ideas. This sometimes helps you get some buy-in from those you present your

ideas to. Some may even volunteer to help.

An event like this will require collaboration with others, but as the primary organizer you should play a

significant part in coordinating the event.

Coordinate the menu items with your theme (if possible).


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Have someone take a photo of you at your event (do not include students in the photo!) to submit with

your assignment. Other adults, such as school or district personnel, may be in the photo with you.

Have your preceptor fill out the SNE Nutrition Promotion Event Evaluation.

Submit the following as PDF or .jpeg/.png files via Canvas:

o the SNE Nutrition Promotion Event Form

o the SNE Nutrition Promotion Event Evaluation

o your photo(s) (.jpeg or .png files) Tip: This can be coordinated with the Marketing/Public Relations Assignment

25. MARKETING/PUBLIC RELATIONS CRDN 3.3 Develop a marketing or public relations (PR) piece that can be used in the school district.

This assignment should take place after you have met with the Public Relations Coordinator (or

someone who handles the PR) to acquire a better understanding of how public relations are handled for

the district. Refer to the information you gathered on the SNE Data Sheet.

Review the school district’s policies on PR pieces and/or past articles or news items issued from the

district on school nutrition education.

Decide what type of marketing or PR piece you will be developing:

o Press release, school newsletter article, website article, radio spot, interview speaking points, social

media posts, student/parent handout, etc.

If possible, work with your preceptor and the district’s public relations coordinator to actually use what

you’ve developed.

o Depending on the type of marketing/PR piece you do there may be some additional editing and

approvals that need to be made before sending your PR piece out.

Include with your submission a document or memo including: target audience, purpose of the message,

and description of your submission.


o your marketing/PR piece

o the descriptive memo Tip: This can be coordinated with the Nutrition Promotional Event

26. CLASSROOM INSTRUCTION CRDN 2.2, 2.4, 2.8, 2.10, 2.11, 3.3, 3.4, 3.6, 3.8; SNE 2.2

You are required to teach in elementary (grades K-5/6) and secondary schools (grades 6/7-12). You must teach

at least THREE classes at the elementary level and THREE classes at the secondary level. Coordinate a

teaching schedule with the nutrition department staff, principals, and teachers WELL BEFORE you actually

want to start teaching in the classrooms. DON’T WAIT TILL THE LAST MINUTE to start scheduling when

and where you will be teaching. You can schedule as many classes as you like, but teaching shouldn’t exceed

about 40 hours total.

26.1 – CLASSROOM OBSERVATION & CURRICULUM DATA SHEET CRDN 2.10

o Observe at least one of the classrooms you will be teaching in. Complete the SNE Observation &

Curriculum Data Sheet - Classroom Observation Section. You do not need to observe every

classroom you will be teaching in.

o Arrange to speak with the curriculum coordinator for the school district, or the teacher for whom you

will be teaching, in person, by phone, or by email to gain tips for teaching the grade level(s) you

have chosen. Fill out the information on the SNE Observation & Curriculum Data Sheet –

Curriculum Coordinator Section.


the SNE Observation & Curriculum Data Sheet


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26.2 A & B – SNE LESSON PLANS & REVISIONS CRDN 2.2, 2.10, 2.11, 3.4; SNE 2.2 Develop at least two lesson plans: one that could be used to teach elementary and one to teach secondary

students. These should be new lesson plans.

o Do a general assessment on the potential group that might be taught (demographics, cultural

diversity, level of education and level of nutrition knowledge).

o Tailor your topic, length, and level of materials to the group and the situation. Use the Lesson Plan

Template provided in Canvas. Refer to the Lesson Plan Example in canvas for assistance. Make

sure to include the following components:

Clear, measurable objectives using active verbs (avoid verbs such as: “understand”, “know”).

Teaching methods and/or activities used to assist learners in gaining and practicing new skills

taught. You must include at least one creative teaching method or activity. A PowerPoint or

Q&A or lecture with the class will not meet this requirement. Another activity must be added to

engage the learner.

Any training aids or resources to be used.

Diversity adjustment: The diversity adjustment for the elementary lesson plan is Sri Lankan

refugee with limited English skills. The diversity adjustment for the secondary lesson plan is

wheelchair bound student. Comment on at least two adjustments you would make to each

lesson plan to accommodate this diversity.

o Evaluate your teaching and your lesson plan after your first presentation for each grade level.

Adjust your lesson plan, highlighting the changes made and write a paragraph at the end discussion

the changes made. Make adjustments to at least one (1) elementary lesson plan and at least one (1)

secondary lesson plan

o Submit the following as PDF files via Canvas:

Please note: there are separate assignments in Canvas to submit the elementary lesson plan(s)

and the secondary lesson plan(s). Be sure to submit yours in the correct place:

original lesson plan(s) (at least one each for elementary and secondary)

one revised lesson plan (at least one each for elementary and secondary)

26.3 A & B – CLASSROOM TEACHING EVALS & DOCUMENTATION CRDN 2.2, 2.4, 2.8, 2.10, 3.3,

3.4, 3.6, 3.8

Using your prepared lesson plans, teach elementary and secondary level students.

o You must teach at least THREE elementary and THREE secondary classes.

o For example, you could teach one group of students three different lessons; or you could

teach three different groups of students the same lesson.

o The teacher must remain in the classroom. You are a guest speaker, and not solely responsible for

the class.

o Ask the teacher to fill out the Teaching Evaluation for your presentation. If you are teaching

several times for one teacher, you can ask them to fill out the evaluation for just the FIRST and

LAST presentations.

o Your preceptor does NOT have to attend all your classroom teachings, but should try to come to at

least one to evaluate your performance.

o Record the dates you taught, the number of students in each classroom taught, and the total number

of students taught on the SNE Teaching Documentation.

o Submit the following as PDF files via Canvas: Please note: there are separate assignments in Canvas to submit the elementary teaching evals

and the secondary teaching evals.

the SNE Teaching Documentation the Teaching Evaluations for both your elementary and secondary teaching.


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Note: You should submit at least one evaluation from each teacher you teach for, unless you

teach more than twice for the same teacher. This means that you must submit at least 2

evaluations for elementary and at least 2 evaluations for secondary.

You must submit a minimum of 2 elementary Classroom Teaching Evaluations

You must submit a minimum of 2 secondary Classroom Teaching Evaluations 27. OTHER EVALUATIONS AND LOGS CRDN 2.12

Complete all the evaluations and logs listed on the checklist; save or scan as a PDF and submit via Canvas.

These will be filled out by you or your preceptor, as labeled. They include:

26.1 – FSSM Midpoint Evaluation – (preceptor fills out) submit by the end of week 6 of your rotation

26.2 – Preceptor & Facility Evaluation (intern fills one out for each training facility in this rotation)

26.3 – FSSM & SNE Final Evaluation – (preceptor fills out) submit after finishing your rotation

26.4 – Daily Hour Log

o Maintain a daily record of your activities and the amount of time you complete in your rotation.

You can type directly on the form, so please type it!

Tabs at the bottom of the Excel form describe the type of hour logs that are available so you can

select the one that works best for the facility you are in.

o Remember ONLY practice hours should be counted and recorded:

Supervised practice is defined as hours spent in activities in work environments under the

guidance and oversight of a qualified practitioner designated as a preceptor.

Learning activities performed by interns that are NOT typically performed as part of the

preceptor’s work responsibilities, such as writing papers, completing a study guide or other

homework should NOT be counted towards fulfilling supervised practice hours.

If you have questions or concerns, please contact your DI faculty mentor.

o Once completed, show the log to your preceptor and have them sign the separate Daily Hour Log

Verification Page to verify the information is accurate. You will also sign the verification page to

verify the time you have recorded is accurate.

o Submit the following as PDF files via Canvas:

If you are doing your rotation in more than one facility, you can wait and submit the full log

after finishing at all facilities or you can submit individual logs for each facility.

the Daily Hour Log(s)

the Daily Hour Log Verification Page

Weekly reports

o Send an email to your DI faculty mentor no later than the Monday morning following each

completed week. Please use the following outline when completing your reports:

Main tasks completed during the week.

What stood out to you most? (Examples: tasks, projects, interactions with patients, clients,

preceptors and/or staff. This can include positive and negative items.)

What do you feel went well?

Reflecting on the experiences during the week what might you do differently?

What was the best part of the week?

Questions or concerns related to the assignments or rotation.

Any additional information you might want to add.


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26.5 – Course Evaluation

o Once you have completed the FSSM/SNE rotation, please take a few minutes to complete the online

course evaluation.

28. LEARNING MODULES, APPLICATION, AND COMPREHENSIVE EXAM

FSSM Modules & Application- Complete the module activities (e.g. lectures, quizzes, case studies).

Quizzes and case studies are open book, open note, but not open neighbor.

o These modules can be completed in any order, but all must be complete by the rotation’s end.

o It is recommended that you complete these over the course of the rotation to prevent a bottleneck at

the end of the rotation.

FSSM Comprehensive Exam- This exam (found on Canvas) can be taken anytime during the last two

weeks of your rotation.

o The food service comprehensive exam is closed book, timed, and difficult. It will take you

approximately two hours to complete. It usually takes interns at least two times to pass with the

required 80%. You must wait 48 hours before you can retake the exam.

o The purpose of this test is to give you a glimpse of what the real RD exam will be like. It will cover

items that you learned both in your didactic coursework and the internship. There is no specific

study guide for this exam; however, it is organized based on the CDR RD Exam Study guide which

you can access on Canvas in the Comprehensive Exam section.

o The exam will have questions on things that did not necessarily come up during your

internship or in the FSSM rotation and modules, because it will draw from both the internship

and your DPD courses, just as the RD exam will.

o The exam will be proctored remotely through a Canvas extension program called Proctorio. You

must use the Chrome web browser. You must have a webcam to proceed. Before you begin the

exam, Proctorio will check your computer settings and provide instructions on what settings to

change or adjustments to be made before you can proceed.

o During the exam, the following will be restricted:

Your browser will be in full-screen mode during the exam preventing you from opening any

other programs. If you leave the exam, it will end automatically.

Any loss of network connectivity and the exam will end automatically, please make sure your

current connection is stable during the entire exam.

Your clipboard will be disabled during the exam. Copy and paste functions will not work and

your current clipboard will be emptied.

Once your exam is submitted, the browser cache will be cleared.

You will not be able to begin the exam until you disconnect additional screens or monitors.

You will not be allowed to open new tabs or windows during the exam.

You will not be allowed to print the exam.

o The following information will be collected during the duration of the exam:

Your webcam

Your physical location

Your clipboard

Your mouse location

Your browser size

Your browser tabs and windows

Your head movements

Your eye movements

https://www.cdrnet.org/vault/2459/web/files/2017%20RDN%20Study%20Outline.pdf


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Your mouth movements

Your entire screen

Any other applications running

Number of display screens connected

FSSM/SNE ROTATION DEADLINE

All rotation materials (assignments, evaluations, hour log, modules, quizzes, comprehensive exam) are due on

the Friday of the week after your last week in rotations. Contact your DI faculty mentor if you have

questions or concerns about making that deadline.

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