WSU-Knowledge_Based_Mgt_Final_Report_Template 2 - Nutrition

Program Evaluation Report

for

Nutrition Servicesat Fitchburg Public Schools

Meeting Professional Standards through a

Program of Nutritional Integrity and Training

Version A Release B

Last Updated: May 26, 2015

Owner: Jim ReynoldsTelephone: (978)549-9550Email: [email protected]

Fitchburg Public School376 South StreetFitchburg, MA 01420

document.docx Page 1 of 35

1 EXECUTIVE SUMMARY.................................................................................................................................6

2 STATEMENT OF THE PROBLEM.................................................................................................................9

2.1 LOGIC MODEL – FINAL RULE SECTION 306 / TRAINING..............................................................................102.2 OTHER SUMMARY CHARTS – FINAL RULE SUMMARY: HIRING & TRAINING STANDARDS..........................10

3 EVALUATION PLAN – PROFESSIONAL TRAINING & NUTRITION INTEGRITY.........................11

3.1 TEAM MEMBERS............................................................................................................................................113.2 DEFINE EXPECTATIONS.................................................................................................................................113.3 ESTABLISH PURPOSE OF ASSESSMENT..........................................................................................................113.4 SELECT METHOD OF ASSESSMENT TEAM MEMBERS....................................................................................113.5 COLLECT COMPREHENSIVE AND REPRESENTATIVE SAMPLE OF DATA.........................................................113.6 DEVELOP ASSESSMENT TOOL.......................................................................................................................12

4 NEEDS ASSESSMENT – NUTRITION INTEGRITY.................................................................................13

4.1 TEAM MEMBERS............................................................................................................................................134.2 BASELINE.......................................................................................................................................................134.3 NEEDS ASSESSMENT......................................................................................................................................134.4 PROCEDURES TO REACH OBJECTIVES...........................................................................................................14

5 ALIGNING NUTRITION SERVICES PROGRAM WITH SCHOOL OBJECTIVES............................15

5.1 SCHOOL VISION - HTTP://WWW.FITCHBURG.K12.MA.US/ABOUT-US/OUR-MISSION .......................................155.2 SCHOOL MISSION - HTTP://WWW.FITCHBURG.K12.MA.US/ABOUT-US/OUR-MISSION .....................................155.3 SCHOOL GOALS - HTTP://WWW.FITCHBURG.K12.MA.US/ABOUT-US/DISTRICT-IMPROVEMENT-PLAN ............15

5.3.1 School Goal: #1.....................................................................................................................................155.3.2 School Goal: #2.....................................................................................................................................165.3.3 School Goal: #3.....................................................................................................................................165.3.4 School Goal: #4.....................................................................................................................................165.3.5 School Goal: #5.....................................................................................................................................16

6 IMPLEMENTATION OVERVIEW – NUTRITION INTEGRITY ASSESSMENT / TRAINING.........17

6.1 TEAM MEMBERS............................................................................................................................................176.2 DESCRIPTION.................................................................................................................................................176.3 SCOPE............................................................................................................................................................186.4 DESIGN..........................................................................................................................................................186.5 ASSUMPTIONS................................................................................................................................................196.6 DEPENDENCIES..............................................................................................................................................196.7 ISSUES............................................................................................................................................................196.8 THIRD PARTY TOOLS.....................................................................................................................................196.9 TRAINING AND PROFESSIONAL LEARNING....................................................................................................19

7 IMPLEMENTATION CONTENTS – NUTRITION INTEGRITY / TRAINING.....................................20

7.1 OBJECTIVES...................................................................................................................................................207.2 ACTION STEPS...............................................................................................................................................20

7.2.1 Requirements.........................................................................................................................................207.2.2 Research-based Strategies.....................................................................................................................207.2.3 Resources for intervention....................................................................................................................20

7.3 TIMETABLE....................................................................................................................................................207.4 SECURITY AND CONFIDENTIALITY ISSUES....................................................................................................207.5 PERFORMANCE..............................................................................................................................................20

7.5.1 Indicators of Quality.............................................................................................................................217.6 DOCUMENTATION CONSIDERATIONS.............................................................................................................21

7.6.1 Document Format Considerations.........................................................................................................217.6.2 Database Changes.................................................................................................................................21

8 DESIGN THE PROGRAM EVALUATION INSTRUMENT......................................................................22

8.1 EVALUATION GUIDELINES.............................................................................................................................22


8.2 EVALUATION DOCUMENTS............................................................................................................................228.3 EVALUATION RESULTS..................................................................................................................................23

9 PROGRAM COST ANALYSIS – NUTRITION SERVICES.......................................................................24

9.1 AUTHORIZATION............................................................................................................................................249.2 STAFFING HISTORY – NUTRITION SERVICES.................................................................................................249.3 BUDGET HISTORY..........................................................................................................................................259.4 RECENT DEVELOPMENTS:.............................................................................................................................259.5 CURRENT CHALLENGES.................................................................................................................................259.6 SIGNIFICANT PROPOSED CHANGES FOR THE UPCOMING FISCAL YEAR AND BUDGET IMPACT:...................269.7 ON THE HORIZON:.........................................................................................................................................26

10 SCHOOL COMMITTEE/COMMUNITY PRESENTATION AND HANDOUT MATERIALS.............27

DOCUMENT CONTROL..........................................................................................................................................30

DOCUMENT APPROVAL........................................................................................................................................34


LIST OF TABLES

No table of figures entries found.


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1 Executive Summary

Elemental to the human condition is food and good nutrition is a basic need of all

students to create favorable conditions for their preparedness to learn.

As of July 1, 2015, any LEA receiving federal funds from the USDA’s child nutrition

programs is subject to comply with Section 306 of the Healthy, Hunger-Free Kids Act

(HHFKA) of 2010. Section 306 requires professional standards in the areas of hiring and

training for all members of the Nutrition Department in a Local Education Agency (LEA).

Rules for the state and local level are included in the ruling. This paper addresses the

local level as the relevant focus for the LEA. These professional standards will promote

the Nutrition Services profession and create a level of professional expectation across the

USA.

Fitchburg Public Schools embraces this opportunity to elevate the status of this

ancillary service in support of the 5,000 students in the district. Current staffing is stable

at all levels; Director, Managers, Staff, and Part Time workers. These favorable labor

conditions defer the implementation of the new hiring standards until necessary due to a

change in staffing needs. Hiring standards is not the area of focus, but an outline is

included.

The focus of this analysis is on how the LEA will meet the new training standards

that go into effect on July 1, 2015. Previously, no Federal training hours were mandated

nor was there a reporting requirement. HHFKA’s final rule makes clear the training hours

expectations for each group of Nutrition Services employees; Director, Managers, Staff,

and Part Time workers. Training is in four learning areas; Operations, Nutrition,

Administration, and Communications & Marketing. Depending upon the learning area


deficiency and the role a Nutrition Program worker plays, the number of training hours and

type of training course will vary. A fully integrated professional development initiative is a

quality program of nutritional integrity. It is the Nutrition Director’s role to identify the

learning areas, select staff training courses, and report on training hours taken each year.

This responsibility will require an approach of continuous improvement and discipline to

accomplish successfully.

The size of the nutrition program is large with $3 million dollars of sales each year,

nearly all reimbursable to a Federal program, and therefore accountable to the USDA.

Success is crucial. Ancillary services support student learning and any waste in this area

is a dollar taken away from instructional funding at the detriment of the students. The

grant providers care that the funds are effectively used.

Success of the program also matters to the instructors. Teachers want to teach,

and a hungry child is often distracted and unable to focus on learning. In an age where

more accountability is on teacher performance, it is an unfair measurement of

instructional effectiveness if the student is unable to focus on learning. Academic results

in the classroom have a ripple effect on the school and its district. This not only risks the

perception that a district cannot have good standard testing results, but also is real in that

parents can move students out of district and then real dollars are lost. Teachers,

Principals, Administration, and parents all care if the student is ready to learn. However,

success of the program matters most to the student. As a person with basic needs, the

student requires nourishment. The school lunch program expanded into a breakfast

program to meet the this basic need of the student population.

Professional training standards are appropriate and most effective if embraced as

an opportunity to improve in the key learning areas. The training standards are not


worthwhile if there is a “check the box” attitude. A quality program of nutritional integrity

is a healthy way to view the Nutrition Program as an ongoing annual gap analysis for the

individual, the key learning area, and the program as a whole. In government, the climate

of accountability is all around. Professional hiring and training standards will ensure the

Nutrition Program a passing mark as a partner to the learning mission of the LEA.

Findings from baseline assessment of key learning areas:

Operations 66% Nutrition 73%Menu Planning 59%Procurement 64%Food Production 77%Food Defense 68%Environmental Practice 46%

Nutrition 72%Nutrition Education 72%Physical Activity 100%

Administration 69%Program Management 53%Financial Management 81%Human Resources 66%Program Accountability 100%

Marketing and Communications 59%

Marketing 68%Communications 48%


2 Statement of the Problem

A quality program of nutrition integrity needs development in the Nutrition

Department at the Fitchburg Public School system. The district must determine how to

comply with USDA training regulations, because of the HHFKA final ruling on Section 306.

“Training needs” are assessed based on an individual’s role within the program and area

of need. This is the responsibility of the Nutrition Services program Director.

The goals are:

Identify training for individuals and areas of need

Report training hours reported annually

Annual progress in areas of concern

Work on path to a model program

A self-assessment tool will greatly assist in identifying areas of concern, and point to

training opportunities. The Nutrition Director will select the training courses and record

the training hours. There are different training hour requirements depending upon the

role of the department’s personnel. All Nutrition Staff are affected by this including;

Director, Managers, Staff, and Part Time employees. It is the responsibility of the Director

to adhere to these requirements.

For this to succeed several facets require focus. It is important that the Director

cultivate a culture of continuous improvement. Employees cannot feel threatened by

recording their concerns in an assessment tool; trust matters. Reporting is a requirement,

because the district cannot risk losing USDA funding due to lack of reporting on training.

Most importantly, the team needs to keep the students in mind when determining the best

course of action. This perspective will make the program of nutritional integrity a success.


2.1 Logic Model – Final Rule Section 306 / Training

2.2 Other Summary Charts – Final Rule Summary: Hiring & Training Standards


At least 8 hours of food safety training within 5 years prior to the starting date, or completed within 30 days of

the starting date.

3 Evaluation Plan – Professional Training & Nutrition Integrity

3.1 Team Members

Table 1 – Evaluation Plan Team Members

Role NameProgram Lead Jill Lucius Nutrition leader in the districtDocumentation Lead Jim Reynolds Providing analysisBusiness Manager Bob Jokelar District financial leaderFramingham State University John C. Stalker Institute of Food & Nutrition Providing baseline assessment Kitchen Managers & Staff Various Provide site feedback and training

3.2 Define Expectations

Professional standards require learning objectives for school nutrition leaders and employees. The expectation is to create a framework for program review, evaluation and improvement of the district program. Using standards of practice the district will rate itself against national standards for a quality program of nutrition integrity.

Achieving nutrition integrity means, taking a comprehensive approach to program planning, management, and operations. It also means integrating nutrition into the total educational program of the school. This includes addressing the environments for serving meals, nutrition education in the classroom and cafeteria, parent and teacher involvement, training school nutrition personnel, and school policies that enhance the effectiveness of the nutrition program.

Assessment data will influence the development of the district’s nutrition goals. Appropriate training courses will improve the program’s performance scores. Records are made of training courses and hours logged. This will meet the July 1, 2015 requirements of the HHFKA of 2010 as determined by the Final Rule of Section 306 (hiring and training standards).

3.3 Establish Purpose of Assessment

The purpose of the assessment is to help the school nutrition program achieve nutrition integrity. Student learning improves with better student nutrition. Public spending is more effective with specific training for nutrition leaders.

3.4 Select Method of Assessment Team Members

The district’s Nutrition Director, Managers, and Staff will be part of the team using the assessment tools and participating in nutrition training. Raising the professional standards of all team members makes the Nutrition Program better.

3.5 Collect Comprehensive and Representative Sample of Data

National standards of practice define quality programs and provide a framework for continuous program review, evaluation, and improvement.Scores Interpretation00 – 75% Needs Improvement Early Development76 – 89% Meets Expectations Progressing Well90-100% Exceeds Expectations Path to Model Program


3.6 Develop Assessment Tool

Standards of practice are in the four key areas of Operations, Marketing, Nutrition, and Administration. Each key area has several indicators to identify specific activities to help programs achieve a standard of practice.

Operations NutritionFood Production

Employee will be able to effectively utilize food preparation principles, production records, kitchen equipment, and food crediting to prepare foods from standardized recipes, including those for special diets.

Serving Food Employee will be able to correctly and efficiently

serve food portions to meet all USDA school meal pattern requirements and encourage healthy food selections including those for special diets.

Cashier and Point of Service Employee will be able to effectively operate and

utilize a Point of Service (POS) system, ensuring correct application of reimbursable meal components, Offer Versus Serve, and confidential student eligibility identification in a financially responsible manner.

Purchasing Employee will be able to effectively and efficiently

implement purchasing procedures and practices in order to appropriately and best utilize suppliers and USDA Foods to meet menu requirements and comply with all Federal, State, and local regulations.

Receiving and Storage Employee will be able to ensure proper inventory

management including correct delivery and storage of inventory, and that which has been placed on hold or recalled.

Food safety and Hazard Analysis and Critical Control Point (HACCP) Training

Employee will be able to effectively utilize all food safety program guidelines and health department regulations to ensure optimal food safety.

Menu Planning Employee will be able to effectively plan and

prepare standardized recipes, cycle menus, and meals, including the use of USDA Foods, to meet all Federal school-nutrition requirements, including the proper meal components.

Nutrition Education Employee will be able to utilize resources to

prepare and integrate age/grade appropriate nutrition education curriculum with school nutrition program.

General Nutrition Employee will be able to understand the Dietary

Guidelines for Americans, USDA food guidance concepts and general nutrition principles.

AdministrationFree and Reduced Price Meal Benefits

Employee will be able to effectively certify, process, and verify free and reduced meal eligibility benefits in accordance with Federal and State regulations related to nutrition programs.

Program Management Employee will be able to effectively manage staff

and resources; emergency programs; and utilize Standard Operating Procedures (SOP).

Financial Management Employee will be able to manage procedures and

records for compliance with Resource Management with efficiency and accuracy in accordance with all Federal, State, and local regulations, as well as the Administrative Review.

Human Resources and Staff Training Employee will be able to implement human

resources management practices through maintenance and familiarity with current personnel policies and procedures and support employees through training and retention strategies.

Facilities and Equipment Training Employee will be able to evaluate nutrition

equipment and facilities to ensure maximum efficiency and availability of healthy food choices.

Marketing and CommunicationsCommunications and Marketing

Employees will be able to develop plans that include involvement with school and community members, empower school nutrition leaders and address excellent customer service.

Each indicator has several questions to identify a deeper level of understanding. Not all questions are appropriate for all staff; however, the results will point to areas in need of improvement and provide training opportunities.


4 Needs Assessment – Nutrition Integrity

4.1 Team Members

Table 2 – Needs Assessment Team Members

Role NameProgram Lead Jill LuciusDocumentation Lead Jim ReynoldsAnalysis Lead Jim ReynoldsDistrict Business Manager Bob Jokelar

4.2 Baseline

Baseline scores obtained by Nutrition Program Director Jill Lucius at the Stalker Institute. Jill’s answers and scores reflect her “district” perspective. Questions allow only a “yes” or “no” response.

Operations 66% Nutrition 73%Menu Planning 59%Procurement 64%Food Production 77%Food Defense 68%Environmental Practice 46%

Nutrition 72%Nutrition Education 72%Physical Activity 100%

Administration 69%Program Management 53%Financial Management 81%Human Resources 66%Program Accountability 100%

Marketing and Communications 59%

Marketing 68%Communications 48%

4.3 Needs Assessment

Key takeaways from the baseline assessment are in two areas:

Key Area 1 – OperationsMenu Planning - Student preferences considered when planning menus.

There was a lack of substantial student input in developing the menu, due to no formal process in place. This resulted in a stagnant participation rate, especially at the secondary level. However, some student’s likes and dislikes was taken into consideration when making the menu, but there is difficulty introducing new items. Student input would help the district to understand what food items to focus on. Nutrition will guide, but students will inform. If students do not eat the food then it does not matter how nutritious it is.

Key Area 2 – AdministrationProgram Management - The school nutrition program has written short and long-term goals that reflect the strategic plan and focus on long-term improvement.


Without any written goals or formalized action plans, there cannot be any new items, or change in focus.

4.4 Procedures to Reach Objectives

Procedures to reach objectives takes an immediate response and a planned response.

Immediate reaction to baseline results require response to initial findings in areas of high concern. The following responses will improve baseline concerns. Additional procedures are required to address.

Key Area 1 – OperationsMenu PlanningStudent preferences considered when planning menus.

Action PlanElementary Schools Secondary Schools

• Taste Test Tuesdays• Develop an easy way to provide

students with samples• Tasting Panels

• Taste Test Tuesdays• Develop an easy way to provide

students with samples• Focus Groups with Dietician• Student Ambassador at High School

Key Area 2 – AdministrationProgram ManagementThe school nutrition program has written short and long-term goals that reflect the strategic plan and focus on long-term improvement.

Action Plan

• Establish a formal process to track goals and action plans• List top three goals • Develop a short term action plan for the next school year • Implement plan• Track results

Planned reaction will involve kitchen managers and other nutrition staff. Assessments at the kitchen-site level will identify training needs. Current baseline scores of the Nutrition Program in all key areas are below the 76% threshold to meet expectations for national standards of a quality program of nutrition integrity.


5 Aligning Nutrition Services Program with School Objectives

This section documents how the Nutrition Service program aligns with the school’s goals.

As a general premise, people must eat before can they do anything else. In the school setting, a Nutrition Service program is an aid to instructional programming because hungry children make poor learners. Federal, State, and local lunch and breakfast programs, free and reduced meals, and other elements attempt to give children better learning skills through health and nutrition. This need is the same whether the district is urban or rural, large or small.

No area of school business management disconnects from the educational goals of schools. Nutrition Services provide the opportunity to enhance the equality of the educational opportunity for all students.

The reverse is also true—failure to apply great care and skill to auxiliary services such as the foodservice function is certain to have negative consequences for all school district operations. The role of school business administrators is to provide wise management in all aspects of school district operations, in order to best enhance the total school mission.

5.1 School Vision - http://www.fitchburg.k12.ma.us/about-us/our-mission

Each Fitchburg Public School provides learning experiences that engage all students in achieving high academic standards, while developing intellectual rigor, creative interest, and the social characteristics that prepare them for the challenges of living successfully and productively as citizens of this new century.

Response: - Nutrition Services ready the student for learning by providing the nutrition necessary to focus on the learning experience.

5.2 School Mission - http://www.fitchburg.k12.ma.us/about-us/our-mission

Fitchburg Public Schools’ mission is to provide coordinated curricular and extracurricular experiences that inspire students to develop the academic, intellectual, creative, technological, and social skills necessary to work and to participate in our democratic society. … All members of the school community will focus on achieving academic excellence through curricula that promote inquiry and stimulate curiosity and the foundation for lifelong learning.

Response: - Nutrition Services are an active member of the school community ready to prepare students for learning every day.

5.3 School Goals - http://www.fitchburg.k12.ma.us/about-us/district-improvement-plan

5.3.1 School Goal: #1

Curriculum and Instruction: To maintain a district-wide focus on increased standards-based academic student performance through a culture of high expectations, accountability, and integration of technology into instruction and instructional decision making at every level.

Response: - The Nutrition Services program is accountable to professional standards through training requirements to build skills, school nutrition professionals who stay current with


http://www.fitchburg.k12.ma.us/about-us/district-improvement-plan

http://www.fitchburg.k12.ma.us/about-us/our-mission

http://www.fitchburg.k12.ma.us/about-us/our-mission

complex nutrition programs, the enhancement of the image of school nutrition employees, and safety of student health through food handling training.


Learning Environment and School Culture: To create a district-wide culture in which respectful (of diversity) and supportive school communities are evident, in teachers’ professional practice and in the students’ personal behaviors, schools’ pro-social initiatives, and the entire community’s restorative practices.

Response: - Nutrition Services is respectful of student input and works with student input on menu changes, for example.


Resources for Learning: To create and sustain a well-prepared, collaborative and engaged instructional staff and administrative leadership team, including doing so through job-embedded professional development.

Response: - Profession standards implementation in the Nutrition area will include required training hours on an annual basis for all members of this service.


Parent Involvement and Community Resources: To increase the opportunities for collaboration, engagement and responsiveness for parents as partners in their child’s education through improved communication and outreach.

Response: - A learning objective is Marketing and Communications in the national standards for a quality program of nutrition integrity. This includes indicators for parent outreach.


Facilities: To maintain clean and safe facilities that support the learning and teaching endeavor.

Response: - Nutrition Services works in a clean and healthy environment and supports healthy eating.


6 Implementation Overview – Nutrition Integrity Assessment / TrainingNutrition Integrity assessment is added to the Nutrition Services department for measuring continuous improvement in key areas of learning. Appropriate training courses added based on assessment (above) for each Nutrition Service member. All training activity tracked and reported.

Continuous improvement methodology steps to follow:

Getting Started - Study the assessment tool. Discuss information with administrators, school nutrition personnel, and other key individuals within school or school district.

Review Program - Evaluate program in all areas. Set Priorities - Discuss the importance of this review with your administrators and

co-workers. Together, select the Key Areas or Key Topics that need priority attention.

Start Planning - Develop a plan that identifies goals, sets timelines, and assigns responsibilities for taking steps toward achieving standards of practice in the Key Areas. Select representative teachers, administrators, parents, students, and school nutrition personnel to assist with the process. They will become your school nutrition team(s).

Monitor Progress - Meet with your school nutrition team(s) frequently to evaluate progress and keep the total school community, including parents, informed.

Evaluate Achievements - Evaluate improvements and monitor effectiveness. Develop a plan for routinely monitoring and evaluating your overall school nutrition program.

Continue the Process - Program review, evaluation, and improvement are part of a continuous process. As goals achieved in one area, move ahead to another. https://schoolnutrition.org/uploadedFiles/4_Certification,_Education_and_Professional_development/3_Keys_to_Excellence/2014%20Keys%20to%20Excellence%20Standards%20April%202014.pdf

Nutrition integrity achieved through an ongoing commitment to program excellence by the total educational community.

6.1 Team Members

Table 3 – Implementation Team Members

Role NameProgram Lead Jill LuciusDocumentation Lead Jim ReynoldsDistrict Business Manager Bob JokelarSchool Nutrition Team TBDKitchen Managers Various by Site

6.2 Description

Training is required to meet the professional standards metrics. An Excel tool will be completed for each learning area. Kitchen managers will answer the YES/NO questions and SKIP those that are not relevant to their area of work. The spreadsheet will calculate


https://schoolnutrition.org/uploadedFiles/4_Certification,_Education_and_Professional_development/3_Keys_to_Excellence/2014%20Keys%20to%20Excellence%20Standards%20April%202014.pdf



a score for the learning areas and hyperlink to training options for areas in need of improvement. By taking the training the annual training requirements will be met.

6.3 Scope

The scope of the implementation is for the Nutrition Services members of the Local Education Agency (LEA) and not any state positions. Focus of the implementation is on identifying training requirements to meet the Final Rule of Section 306 of the HHFKA of 2010. The scope does not address hiring standards or state-level positions.

6.4 Design

The design follows a continuous cycle program of Plan, Do, Check, Act.

PLAN: By the end of the school year, the Nutrition Service Director completes the district assessment of key areas.

DO: By August 1 of each year, the Nutrition Director lays out goals and training for completion by all staff. Formal publication expected for accountability.

CHECK: Goals and training shared and reviewed with school leaders and department personnel.

ACT: Training taken, recorded, and reported by June 30 of each year. Program Integrity assessment

redistributed and fed back for new improvement cycle.

Position Training Focus AreasNew and

Current

Directors

12 hours

• Administrative practices (including training in application, certification, verification, meal counting, and meal claiming procedures)• Any specific topics required by FNS, as needed, to address Program integrity or other critical issues. This required continuing education/training is in addition to the food safety training required in the first year of employment.

New and

Current

Managers

10 hours

• Administrative practices (including training in application, certification, verification, meal counting, and meal claiming procedures)• The identification of reimbursable meals at the point of service.• Nutrition, health and safety standards, and • Any specific topics required by FNS, as needed, to address Program integrity or other critical issues.


Position Training Focus AreasNew/Current

Staff working

an average of

20 hours/week

6 hours

• Free and reduced price eligibility,• Application, certification, and verification procedures,• The identification of reimbursable meals at the point of service.• Nutrition, health and safety standards, and • Any specific topics required by FNS, as needed, to address Program integrity or other critical issues.

New/Current

Staff working

less than 20

hours per week

4 hours

Each year, at least 4 hours of annual continuing education/training (regardless of number of part-time hours).

https://www.federalregister.gov/articles/2015/03/02/2015-04234/professional-standards-for-state-and-local-school-nutrition-programs-personnel-as-required-by-the#t-8

6.5 Assumptions

Computer literacy of staff Adoption of MS Access tracking tool Adoption of MS Excel assessment tool Culture shift to accountability and professional standards amongst team Possessing a proactive outlook about program integrity

6.6 Dependencies

Training fits in with work schedules Computer literacy

6.7 Issues

Funding - paying for training

6.8 Third Party Tools

MS Access tracker - //http://www.fns.usda.gov/school-meals/professional-standards

6.9 Training and Professional Learning

As above……………..


http://www.fns.usda.gov/school-meals/professional-standards



7 Implementation Contents – Nutrition Integrity / Training

7.1 Objectives

The objective of the assessment is to identify training opportunities for all Nutrition Services personnel in four key areas: Nutrition, Operations, Administration, and Communications/Marketing.

7.2 Action Steps

1. Director introduces professional standards topic to Nutrition Service team.2. Director introduces professional standards assessment tool to Nutrition Service

team.3. Team members receive instructions on how to answer questions.4. Answers are either “YES”, “NO”, or “SKIP” for all questions.5. Responses generate automatic calculations in key areas.6. Complete self-assessments sent back to Director’s office.7. Director consolidates site results into district profile.8. Director reviews results for trends and areas of commendation or improvement.9. Training areas are determined based on analysis of results.10.Training courses selected and scheduled as prescribed by Director.11.Staff takes training courses and records results in training database tracker.12.Director sets annual goals.13.Director sets constant improvement philosophy within Nutrition Services.

7.2.1 Requirements Adhere to HHFKA 2010 Final Ruling on Section 306 for appropriate training hours.

7.2.2 Research-based Strategiesn/a

7.2.3 Resources for interventionn/a

7.3 Timetable

Director initiated discussion on professional standards in Q4.Staff complete assessment tool by end of June of each year.Director analyzes results along with Business Manager during Q1.Goals are set by the end of August for each year.Training schedule announced to staff by the end of August for each year.School Committee review in Budget season as determined by Business Manager.

7.4 Security and Confidentiality Issues

n/a

7.5 Performance

All action steps completed in a timely manner. Continuous improvement made in areas identified by assessment tool. Director will address any performance bottlenecks.


Assessment testing will be at least an annual event. Results reported to District Business Manager and other interested parties. Training course hours to meet at least minimum requirements.

7.5.1 Indicators of QualityNutrition integrity scored for quality in key areas. Annual reviews, assessment, training, and tracking occurs. Scores improve over time.Scores Interpretation00 – 75% Needs Improvement Early Development76 – 89% Meets Expectations Progressing Well90-100% Exceeds Expectations Path to Model Program

7.6 Documentation Considerations

Assessment tool updated by appropriate staff at least annually.Training courses and hours logged in tracking database.

Training course identification:http://professionalstandards.nal.usda.gov/

Professional Standards Training Tracking Tool found here:http://www.fns.usda.gov/school-meals/professional-standards

Training tracker tool information:http://blogs.usda.gov/2015/05/18/new-training-tracker-tool-now-available-to-school-nutrition-professionals/

7.6.1 Document Format Considerationsn/a

7.6.2 Database ChangesAssessment tool uses MS Excel.Training Tracker tool uses MS Access.Training options require the internet.


http://blogs.usda.gov/2015/05/18/new-training-tracker-tool-now-available-to-school-nutrition-professionals/

http://blogs.usda.gov/2015/05/18/new-training-tracker-tool-now-available-to-school-nutrition-professionals/

http://www.fns.usda.gov/school-meals/professional-standards

http://professionalstandards.nal.usda.gov/

8 Design the Program Evaluation InstrumentEvaluation of Nutrition Services department includes:

Inputs (number of students, number of meals, staffing, sites) Outputs (Meals per Labor Hour, expense multiple in revolving account) Outcomes (participation rates per school) Cost-output measures (cost per meal) Nutrition Integrity scoring Training hours logged

Overall approach will be to collect information from the Nutrition Services Director and assemble information to compare to historical trends, industry standards, as well as Federal, State and local requirements.

Evaluations and report out to School Committee through the Program Director and/or District Business Manager to occur on an annual basis.

8.1 Evaluation Guidelines

Operating statements are essential and are property of the managing company, Sodexo. Many operating and financial information is contained on these documents. A five-year trend required for all information. Reviews occur annually.

Using qualitative characteristics of Relevance, Understandability, Comparability, Timeliness, Consistency, and Reliability.

The Nutrition Director is the key contact for collecting the information above and putting it into context versus district goals as well as industry standards.

Jim Reynolds, Licensure Candidate, is the central evaluator, collector of information, and evaluator. The professional standards spirit points to the Nutrition Director as this player going forward. All discussion and conclusions reviewed with the district prior to completion.

8.2 Evaluation Documents

Table 4 – Plan for Evaluating the Effectiveness of the Nutrition Program

Evaluation Plan Components

Description of Measure (s)

(Data Collection Procedure or Instrument)

Person(s) Responsible for Data Collection

Date(s) for Data

Collection

Date(s) for Analysis of Data

A. Plan for Evaluating the Extent of the Implementation of the Plan

Main sources of revenue Percentage of revenue

attributed to each source Expenditure categories Cost to produce a meal Percentage of revenue

spent for labor, for food, etc.

Jill Lucius

Jim Reynolds

April 01, 2015

May 26, 2015

B. Plan for Evaluating the Target Area

Labor productivity – Meals per labor hour (MPLH)

Net Gain / (Loss) of

Jill Lucius

Jim

April 01, 2015

May 26, 2015


Evaluation Plan Components

Description of Measure (s)

(Data Collection Procedure or Instrument)

Person(s) Responsible for Data Collection

Date(s) for Data

Collection

Date(s) for Analysis of Data

Goals nutrition program Participation rates of

students Revolving fund balances

versus target

Reynolds

C. Plan for Documenting Improvement in Instructional and Organizational Effectiveness

Nutritional Integrity self-evaluation scores for key areas

Training Course selection Training hours logged

Jill Lucius

Jim Reynolds

April 01, 2015

May 26, 2015

Source: National Study of School Evaluation

8.3 Evaluation Results

85% of revenue from Breakfast and Lunch Community Eligible District (SY15) allows 100% free lunch to all students Community Eligibility reliance a risk for stable government funding in future Reimbursement funding shift over time – Cash now minimized Product and Labor are the largest expense categories of spending Labor expenses include 3rd Party management and district personnel Full outsourcing to 3rd Party is an option to investigate Cost to produce a meal has risen over the last six years from $1.72 to $2.41 1 million meals are made each year in 7 kitchens for 5,000 students Product costs as a percentage of the total are on the rise as commodity prices rise Labor cost management is visible as cost of labor as a percentage of total is falling Lunch schedules to be reviewed for program efficiency Meals per Labor Hour (MPLH) is above 21 for SY15, an excellent result MPLH calculations should routinely be done by site 7 kitchens serve 6,000 meals per day; one kitchen serves 2 satellite locations Program consistently reports Net Income OPEB and Health Insurance liabilities are not included in reported Net Income; a

risk. Participation rates in the 70-75% range Revolving fund balance exceeds recommended amounts Nutrition Integrity scores: Operations (66%), Nutrition (73%), Administration (69%),

and Marketing (59%) Program plans to commit to continuous improvement through the Nutrition Integrity

assessments Change embraced by Program Director


9 Program Cost Analysis – Nutrition ServicesThis section documents the cost analysis for providing the program. Follow elements provided in the courses Financial Accounting and/or Managing Financial Resources

9.1 Authorization

Table 5 – Program Authorization

Director / Adminsitrator Jill Lucius, SodexoBob Jokelar, Fitchburg Public Schools

Program Staff David Semenza, Assistant Director of Nutrition ServicesHillary Standiford, District DieticianColleen Bergeron, Nutrition Services Clerical

MGL Authorization: Ch. 548 of the Acts of 1948

Year Established: 1948Program Description: Under the acts of 1948, chapter 548, the School Committee may operate or

provide for the operation of school food service programs in schools under their jurisdiction. The School Committee through this act may receive disbursements from federal sources to support the School Lunch Program in addition to charge for meals. Funds are kept in a separate account and expended by the School Committee without appropriation. The Bureau of Nutrition Education sets regulations for accounting, audit and nutrition for the School Lunch Program.

Fee Structure: No fees charged for the food service.

The Community Eligibility Provision (CEP) provides an alternative approach for offering school meals to local educational agencies (LEAs) and schools in low-income areas, instead of collecting individual applications for free and reduced price meals. The CEP allows schools that predominantly serve low-income children to offer free, nutritious school meals to all students through the National School Lunch and School Breakfast Programs.

Fund Restrictions Use of funds is limited to compensation for employees, contracted services and payment for equipment and materials to run program.

9.2 Staffing History – Nutrition Services

Table 6 – Program Staffing History

Staffing FY09 FY10 FY11 FY12 FY13 FY14 FY15Director 1 1 1 1 1 1 1Asst. Director 1 1 1 1 1 1 1Dietician 1 1 1 1 1 1 1Sodexho 3 3 3 3 3 3 3Kitchen Manager

7 7 7 7 7 7 7

Warehouse 1 1 1 1 1 1 1Clerk 1 1 1 1 1 1 1Hourly Staff 45 45 45 45 45 45 45Public School 54 54 54 54 54 54 54


Total 57 57 57 57 57 57 57

9.3 Budget History

Table 7 – Program Budget History

FY09 FY10 FY11 FY12 FY13 FY14 FY15

Sales 2,610,302 2,625,880 2,668,092 2,943,273 2,965,172 2,908,310 3,131,062 Product 8,074 9,746 9,046 10,012 11,068 11,693 6,008 Labor 1,023,139 988,905 1,002,263 1,043,968 1,001,940 1,005,579 914,620 Controllables - - - - - - - Non-Controllables - - - - - - - Total Op Expenses 1,031,213 998,651 1,011,309 1,053,980 1,013,008 1,017,273 920,627

Excess/(Deficit) 1,579,089 1,627,229 1,656,783 1,889,293 1,952,164 1,891,038 2,210,435 Participation-Contractor 1,786 - - - - - - Net Excess/(Deficit) 1,577,303 1,627,229 1,656,783 1,889,293 1,952,164 1,891,038 2,210,435

Sales - - - - - - - Product 973,851 869,933 973,333 1,129,398 1,156,434 1,161,104 1,353,628 Labor 139,235 142,320 144,536 136,059 184,711 200,098 195,867 Controllables 176,035 171,887 196,143 196,860 236,549 244,306 225,039 Non-Controllables 104,050 211,304 212,654 229,671 227,201 220,413 255,620 Total Op Expenses 1,393,172 1,395,444 1,526,667 1,691,988 1,804,896 1,825,920 2,030,154

Excess/(Deficit) (1,393,172) (1,395,444) (1,526,667) (1,691,988) (1,804,896) (1,825,920) (2,030,154) Adjustment (1,786) - - - - - (97,167) Net Excess/(Deficit) (1,391,386) (1,395,444) (1,526,667) (1,691,988) (1,804,896) (1,825,920) (1,932,987)

Sales 2,610,302 2,625,880 2,668,092 2,943,273 2,965,172 2,908,310 3,131,062 Product 981,925 879,679 982,379 1,139,410 1,167,502 1,172,797 1,359,635 Labor 1,162,374 1,131,225 1,146,799 1,180,027 1,186,651 1,205,677 1,110,487 Controllables 176,035 171,887 196,143 196,860 236,549 244,306 225,039 Non-Controllables 104,050 211,304 212,654 229,671 227,201 220,413 255,620 Total Op Expenses 2,424,385 2,394,095 2,537,976 2,745,968 2,817,904 2,843,193 2,950,781

Excess/(Deficit) 185,917 231,785 130,116 197,305 147,268 65,118 180,281

Participation-Contractor (1,786) - - - - - (97,167) Net Excess/(Deficit) 187,703 231,785 130,116 197,305 147,268 65,118 277,448

Client

Contractor

Total

9.4 Recent Developments:

o Community Eligibility Program

9.5 Current Challenges

o Reconciling monthly revolving account with City Hallo Fitchburg Public Schools is required to implement USDA regulations under the

National School Lunch program and most recently the Healthy Hunger Free Kids Act 2010. A la Carte is controlled by Massachusetts Nutrition Standards for Competitive Foods and Beverages in Public Schools (105 CMR:


Department of Public Health, CMR 225.000: Nutrition Standards for Competitive Foods and Beverages in Public Schools). It established nutrition requirements for all A la Carte items sold in schools and is found at Massachusetts Competitive Foods and Beverages "At a Glance" Chart.

9.6 Significant Proposed Changes for the Upcoming Fiscal Year and Budget Impact:

o Community eligible programo Renewed focus on Fitchburg Public School programso Metric based decisionso Community involvement

9.7 On the Horizon:

o Staff / site evaluationo Staff training programso Audit complianceo Rolling out new healthy choice menu mealso Collaboration for after-school fundraisingo Update catering programo Taste testing at each level to introduce new lunch options and raise

awareness


10 School Committee/Community Presentation and Handout Materials




DOCUMENT CONTROL

Change History Content changes to this document from the previous to the current level are indicated by revision bars (|) unless a complete rewrite is indicated.

Table 8 – Inventory of Document Research

Date Item(s) Description and Explanation Source

February 24, 2015

Community Eligibility Provision (CEP) Informational Overview- Massachusetts Department of Elementary and Secondary Education.pdf

The Healthy HungerFree Kids Act of 2010 (HHFKA), amended section 11(a) (1) of the Richard B. Russell National School Lunch Act (42.U.S.C.1759a (a) (1)) requires the United States Department of Agriculture (USDA) to provide an alternative to household eligibility applications for free and reduced price meal eligibility in high poverty local educational agencies (LEAs). This meal counting and claiming alternative is referred to as the Community Eligibility Provision (CEP) and is available to all LEAs that have eligible sites. CEP is an option that can help schools achieve their educational goals by ensuring that children in low-income communities have access to healthy meals at school so they are ready to learn. Schools agree to offer breakfast and lunch at no charge to all students. Designed to ease the burden of administering a high volume of applications for free and reduced price meals, CEP is a powerful tool to both increase universal access to child nutrition programs and reduce paperwork at the district, school, and household levels.

http://www.doe.mass.edu/news/news.aspx?id=16789

February 24, 2015

Community Eligibility Provision - Child Nutrition Program - Massachusetts Department of Elementary and Secondary Education.pdf

Any school building that has a percentage of "identified students" of 40 percent or more, according to the data reported as of April 1, 2014, will be eligible to participate. The percentage is calculated by taking all "Identified students" including students directly certified through SNAP, TANF; children experiencing homelessness and on the local liaison's list; Head Start children; migrant youth; runaways; and non-applicants approved by local officials. Foster children who are certified through means other than a household application and students who are certified for free meals based on a letter provided by SNAP to the household are also included. Districts can participate in a variety of ways: by individual school building direct certification rate, groups of schools' direct certification rate, or by an entire district's direct certification rate.

http://www.doe.mass.edu/cnp/nprograms/cep/

05/04/2015 Community Eligibility Provision _ Food and Nutrition Service.pdf

The Community Eligibility Provision (CEP) provides an alternative approach for offering school meals to local educational agencies (LEAs) and schools in low income areas, instead of collecting individual applications for free and reduced price meals. The CEP allows schools that predominantly serve low-income children to offer free, nutritious school meals to all students through the National School Lunch and School Breakfast Programs. The CEP uses information from other programs, including the Supplemental Nutrition Assistance Program (SNAP) and the Temporary Assistance Program for Needy Families (TANF) instead of traditional paper applications.

http://www.fns.usda.gov/school-meals/community-eligibility-provision

Professional The Professional Standards Learning Objectives are a resource for school nutrition employees and trainers. http://



Standards - Learning Objectives.pdf

It lists training topics in the four Key Areas of Nutrition, Operations, Administration and Communications/Marketing. Each Key Area has several Key Topics and specific training subjects with objectives that will assist those who are planning or taking training. These same categories are used in the on-line database of trainings as well as in the optional downloadable Tracking Tool.

professionalstandards.nal.usda.gov/content/professional-standards-information

April 15, 2015

Training Tracker Tool TT-Users-Guide.pdf

The Training Tracker Tool is a stand-alone tool, and does not require internet access for use or updates. Information entered into the Training Tracker Tool can be viewed/deleted by anyone who has access to the Training Tracker Tool. Please check the HHFKA Rule website regularly for updates to the Training Tracker, and rules. The Training Tracker Tool can be hosted on a shared drive on an internal network. This method of use will allow for multiple users to access and update the Training Tracker Tool. Records Deleted From the Training Tracker Tool are deleted permanently.

http://professionalstandards.nal.usda.gov/content/professional-standards-information

May 2015 Hiring Requirements - ProfessionalStandards-SummariesMar15.pdf

School Nutrition Program Directors – those hired on or after July 1, 2015 – are subject to the new education requirements. Existing directors will be grandfathered in their current positions as well as in the Student Enrollment category where they are working. (School Nutrition Directors are individuals responsible for the operation of school nutrition for all schools under the education agency (LEA).

Directors - For School Year 2015-2016 ONLY: at least 8 hours, beginning school year 2016-2017: at least 12 hours of annual continuing education/training.

Managers - For School Year 2015-2016 ONLY: at least 6 hours, beginning school year 2016-2017: at least 10 hours of annual continuing education/training.

Staff - For School Year 2015-2016 ONLY: at least 4 hours, beginning school year 2016-2017: at least 6 hours of annual continuing education/training.

https://schoolnutrition.org/uploadedFiles/4_Certification,_Education_and_Professional_development/8_Professional_Standards/ProfessionalStandards-SummariesMar15.pdf

USDAProfessionalStandardsFAQsMar15.pdf

Why did USDA develop Professional Standards for school nutrition personnel? o Training requirements will help build skills o To help school nutrition professionals stay current with complex school nutrition programs o To enhance the image of school nutrition employees o Food handling training for school nutrition staff is crucial for the health of our students What is the USDA Professional Standards Final Rule?

https://schoolnutrition.org/uploadedFiles/4_Certificati



The final rule establishes minimum professional standards for school nutrition personnel who manage and operate the National School Lunch and School Breakfast Programs. The final rule covers the following areas: o Hiring standards for state and local school nutrition program directors o Required annual continuing education/ training for all personnel in school nutrition programs • When does the Professional Standards Final Rule go in to effect?

The Final Rule was released on March 2, 2015 and goes into effect on July 1, 2015.

on,_Education_and_Professional_development/8_Professional_Standards/ProfessionalStandardsFAQsMar15.pdf

Final Rule - Professional Stancards.ppt webinarSA31715.ppt

Final Rule - Published March 2, 2015, Citation: 80 FR 11077, Available at www. regulations.gov

Implementation begins July 1, 2015, School Year 2015/2016

Establishes minimum requirements: Hiring standards for NEW State/local directors, Annual training standards for ALL employees

http://professionalstandards.nal.usda.gov/content/professional-standards-information

April 13, 2015

CQI-Jill Lucius (1).ppt

Keys to Excellence findings and summative results for Fitchburg Public SchoolsArea 1- Operations 66%Area 2- Nutrition 73%Area 3- Administration 69 %Area 4- Marketing and Communication 59%

Email from Jill Lucius on May 11, 2015

February 18, 2014

Management Letter - 2013 Fitchburg - signed final.pdf

Current Year Issues - #4 – School Lunch Program – Revolving Fund Balances greater than recommended 3-month average of expenses; Equipment (asset) disposal records in need of better controls; Cash-out procedure needs to document management review.

Email from Ken Wilson on January 26, 2015

April 2014 2014 Keys to Excellence Standards April 2014.pdf

Keys to Excellence: Standards of Practice for Nutrition Integrity is an initiative of the School Nutrition Association (SNA) designed to assist schools achieve nutrition integrity goals at the administrative, management, and operational levels. This tool, through its standards of practice and indicators, defines national standards for quality programs and provides a framework for continuous program review, evaluation, and improvement.

Achieving nutrition integrity means taking a comprehensive approach to program planning, management, and operations. It also means integrating nutrition into the total educational program of the school. This includes addressing the environments in which meals are served, nutrition education in the classroom and cafeteria, parent and teacher involvement, training school nutrition personnel, and school policies that enhance the effectiveness of the program.

https://schoolnutrition.org/uploadedFiles/4_Certification,_Education_and_Professional_development/3_Keys_to_E



The purpose of Keys to Excellence: Standards of Practice for Nutrition Integrity is to help your school nutrition program achieve nutrition integrity. The standards of practice are identified for each of the four (4) Key Areas: 1. Operations 2. Nutrition, Nutrition Education, and Physical Activity 3. Administration 4. Marketing and Communications Several indicators are listed for each standard of practice. The indicators identify specific activities to help programs achieve a standard of practice. This tool may be used voluntarily by schools to review, evaluate, and improve the quality of their school nutrition program.

xcellence/2014%20Keys%20to%20Excellence%20Standards%20April%202014.pdf

1995 PSBM_Chapter_22_Foodservice_01.pdf

Brian Allen’s class

The importance of foodservice in the scheme of school business management is no less vital, in that much data show that hungry children make extremely poor learners. The importance of nutrition programs has always been obvious, but the imperative to do more was best stated in the observation that " . . .even yet, children come to school hungry, and stay that way, even when federal and state programs exist to feed them."( D. C. Thompson, R. C. Wood, and D. Honeyman, Fiscal Leadership for Schools: Concepts and Practices. (New York: Longman, 1994) 512. ) The broad area often known as support service or auxiliary service is thus vital to how schools carry out the total mission of education.

Principles of School Business Management, Chapter 22 Foodservice

May 2015 Nutrition Services - Keys to Excellence - by Kitchen.xls

Professional Standards Assessment Tool by Key Topic, Kitchen, and with Training Links. Jim Reynolds

April 14,2015

Revolving - budrptschfoodfy11 to 15 *.pdf

School Revolving Fund Balances as reported by the City Auditor for the City of Fitchburg, MA. Dick Sarasin, City Auditor

April 2015 Ops Statement – 2009 to 2015 *.pdf

Year-end financial statements for the Fitchburg Public Schools Nutrition Program. Jill Lucius

June 11, 1948

Acts of 1948 - Chapter 548.pdf

Section 2. Pursuant to any power of school committees to operate or provide for the operation of school lunch programs in schools under their jurisdiction, a school committee of any town may establish, maintain, operate and expand a school lunch program for the pupils in any school building under the jurisdiction of said committee, may make all contracts necessary to provide material, personnel and equipment needed to carry out the provisions of this act; and if necessary, may appropriate funds to meet the matching requirements and any other provisions of said National School Lunch Act.

http://archives.lib.state.ma.us/actsResolves/1948/1948acts0548.pdf

July 29, 2013

Fitchburg Health and Wellness AND Safety Policy 5713.pdf

NUTRITION EDUCATION - The FPS is committed to providing a comprehensive learning environment for students’ developing and practicing lifelong wellness behaviors. This will involve the entire school environment, not only the health education program or classroom, and shall be aligned with healthy schools goals that positively influence a student’s knowledge, understanding, beliefs and habits pertaining to good nutrition and the need for regular physical exercise. Professional development for staff on nutrition education that promotes healthy eating habits will be made available.

http://www.fitchburg.k12.ma.us/administration/school-committee/



Collaboration between the nutrition service provider, the school-nursing/health professionals, and the school will also be encouraged.

Outreach to families and community organizations from each school will also be encouraged, so that all students receive a consistent message on healthy eating.

policies


DOCUMENT APPROVAL

Approvers ListThe individuals listed in this section constitute the approvers list for the Implementation Plan document. Formal approval must be received from all approvers prior to the initiation of the next steps in the process.

TITLE NAMEDirector of Nutrition Services Jill Lucius

Reviewers ListThe individuals listed in this section constitute the reviewers list for the Master Implementation Plan document. Formal approval is not required from the reviewers; however, it is desirable to have all reviewers review and comment on the document. Reviewers may choose to concentrate on reviewing only those sections that are in their area of responsibility, rather than the entire document. Reviewers may be Team Members, staff assigned to the program, community members or whomever the Program Director would like to have input on the implementation plan of the program.

TITLE NAMEProgram Director Jill LuciusBusiness Manager Bob JokelarWSU MASBO Student Jim Reynolds

END OF DOCUMENT
