Student manual, foundation course, school lunch 1 [1970]

Jack P. Nix, State Superintendent of Schools Georgio Department nf Schools Office of School Administrative Services
Student Manual
Foundation Course
School Lunch 1

School Food Services Unit Division of Administrative Services Office of School Administrative Services Georgia Department of Education
Atlanta, Georgia 30334 1970
Student Manual
Foundation Course
School Lunch 1

FOREWORD
This is the first in a series of basic courses designed for use in training school food service personnel. These guides have
be,en prepared to fill a long felt need for guidance in teaching
uniform, state-wide courses in school lunch operation. No instructor should teach the course unless trained to do so. Suggested training includes the following.
Graduate of recognized institution in home economics or institutional management.
Experience in teaching, preferably in public school.
Once adults are motivated to learn, maintaining a climate conducive to learning is essential to the learning process. A permissive atmosphere and encouragement from the instructors contribute to the desire to learn. Greetings at the beginning of the program, introductions and an opportunity for talk now and then will help establish a climate conducive to learning.
A variety of techniques and devices, well used, will add to the effectiveness of the courses. Some visuals are included in the guide. Others should be developed as needed. See itA Reference Guide For Evaluation of School Lunch Training," page 19-25, available from the School Lunch Division, Georgia Department of Education, Atlanta, Georgia 30303.
This orientation course is designed to give an overall view of the program to managers or assistant managers. The courses which follow wi.ll outline more detailed study in the various phases of the work.
II

CON TEN T S

FOUNDATION OF SCHOOL LUNCH PROGRAM--STUDENT MANUAL

Ten 3-hour Lessons

LESSON

I--Hows and Whys of School Lunch Program---------------------- 1 Unit I--Hows and Whys of National School Lunch Program Unit II--Administration of Program in Georgia

LESSON

II--Type A Lunch----------------------------------------------- 16 Unit I--Type A Pattern Unit II--Planning Meals by Type A Pattern Unit III--Use of Tools
Unit IV--Group Work and Analyzing Meals Planned

LESSON

III--Organization and Management-------------------------------- 27 Unit I--Organization Unit II--Management Unit III--Training Managers and Other Personnel

LESSON

IV--Food Buying and Cost Control------------------------------- 39 Unit I--Food Purchasing Unit II--Use of Food Buying Guide Unit III--Food Purchasing and Cost Control

LESSON

V--Storage and Inventories------------------------------------ 57 Unit I--Storage as it Relates to School Food Service Unit II--Inventories

LESSON

VI--Records and Reporting-------------------------------------- 62 Unit I--Why Keep Records? Unit II--Kinds of Records Needed Unit III--Reporting Unit IV--Using Records for Program Improvement

LESSON VII--Purchase, Care and Use of Equipment------------------------ 74 Unit I--Facilities Unit II--Equipment

LESSON VIII--Food Preparation and Service------------------------------- 84 Unit I--Food Preparation Unit II--Food Service

LESSON

IX--Sanitation and Safety--------------------------------------104 Unit I--Sanitation and Safety Unit II--Food Poisoning Unit III--YOU

III

LESSON

X--Educational Aspects----------------------------------------114
Unit I--The Lunch Room--A Laboratory for Developing Good Food Habits
Unit II--A Laboratory for Learning Unit III--New Trends

LESSON XI--Breakfast Program------------------------------------------120

IV

Acknowledgements Grateful acknowledgement is expressed to the United States Department of Agriculture for the use of training courses developed by staff members. We are also indebted to many states, particularly to Florida, Alabama, Louisiana, Utah and North Carolina, for generously sharing their training material.
v

LESSON I
HOWS AND WHYS OF SCHOOL LUNCH PROGRAM
UNIT I -- HOWS AND WHYS OF NATIONAL SCHOOL LUNCH PROGRAM Origin and Development of the National School Lunch Program
Although it can be assumed that individual, isolated efforts to supply children with a lunch at school have been made since the beginning of organized school systems, it is only in the past 100 years or so that the outlines can be seen of a conscious attempt to meet at least part of a child's daily food requirements at school.
France was among the first of the countries to provide school lunches on a national scale. Some programs operated as early as 1849, and legislation was passed in 1882 to provide for the use of local funds to support school lunch programs in all schools.
In England, Parliament enacted legislation in 1904 authorizing local cc.'..1cational authorities to irl3t,,,-l'_ foeJ preparation and serving facilities as part of the standard school equip~enc.
The experience of England and Fr',,-Qc:? is typical of the rest of Europe. Lunch service has peen supported 'bv ~;.d.:ioDal legislation in virtually every country.
In the United States t~lC fL:5C :~n,t:::.::e on record of an organized school feeding operation was the Children l~, ALd SocLf,ty of New York. In 1853 it opened the first of its voeatiunc.l S":t:U::'l-;" -=01," the poor and served meals to all who attended.
The Star Center Association of Philadelphia was the first to organize municipal school feeding in elementary schools. This type of operation we? started in Philadelphia in 1894.
1

Two books which appeared in the first decade of the 20th century contributed greatly to stimulating interest in the school feeding program. These were "Poverty" by Robert Hunter, and "Underfed School Children, the Problem and the' Remedy," by John Spargo, in 1906. These authors estimated that there were several million undernourished children in the United States. They pointed out how Europe had attacked the problem of malnutrition by school feeding, and advocated a similar program in the United States.
By 1910, many cities were operating pennylunch programs in elementary schools.
In 1913, the International Congress on School Hygiene devoted an entire session to a symposium of school feeding.
In 1916, the USDA in Farmer's Bulletin No. 712 discussed the importance of an adequate lunch and suggested a number of simple dishes that could be served under a school lunch program. The bulletin recommended that each school lunch include a food from each of the following groups--protein-rich foods, including milk; vegetables and fruits; cereals or starchy foods; and simple sweets.
In 1932 and 1933, the Reconstruction Finance Corporation made loans to several towns in Southwestern Missouri to pay for labor to prepare and serve school lunches. This was expanded in the winter and spring of 1933 and 1934 under the Civil Works Administration.
By 1937, fifteen states had passed laws specifically authorizing local school boards to operate lunchrooms.
With the creation of the Works Progress Administration in 1935, school lunch work was assigned to the Division of Professional and Service Projects as a permanent phase of their operation, and funds were provided fo~, the employment of school lunch workers in schools throughout the United States and
2

Puerto Rico. Many Georgia schools operated school lunch with WPA labor. With this assistance schools served a protein-rich main dish; a supple-
mentary dish (vegetable, salad or fruit); bread and butter; a simple dessert; and milk. This pattern provided the foods children need but did not include amounts.
Through National Youth Administration, workers were assigned for work and training in lunchrooms.
Section 32 of the Act of August 24, 1935, (Public Law 320, 74th Congress) provided a permanent annual appropriation to the Department of Agriculture for the general purpose of expanding domestic markets for agricultural commodities.
In 1943, the WPA was discontinued and administration of the school lunch program was made the responsibility of the USDA.
In Georgia, in 1943, the State Department of Education organized a school lunch section for administration of the program within the state.
In the 1944 fiscal year, Congress authorized the expenditure of a specific amount of Section 32 funds for the operation of the school lunch program and provided that such activities could be carried out without regard to the existence of a surplus situation.
On June 4, 1946, the National School Lunch Law, introduced and sponsored by Senator Richard B. Russell of Georgia, was passed by Congress as a measure of national security to safeguard the health and well-being of the nation's children, and to encourage the domestic consumption of nutritious agricultural commodities and other foods.
The National School Lunch Act The National School Lunch Act establishes the school lunch program as a
grant-in-aid program of federal assistance to the states. It provides that 3

appropriated funds be apportioned among states by the Secretary of Agriculture on the basis of a formula contained in the Act. It authorizes the Secretary to use a portion of the school lunch funds to purchase and distribute foods for use in the program. It directs that state educational agencies administer the program on the basis of an agreement approved by the Department of Agriculture, and provides for USDA administration of nonprofit private schools in states where the state agency is prohibited by state law from administering the program in such schools.
The Act required that lunches meet nutritional standards established by the Secretary of Agriculture. Free or reduced priced lunches are to be served to children determined by local school authorities to be in need of free lunches. No physical segregation of, or other discrimination against any child can be made because of his inability to pay the full price of the lunch. Programs are to be operated on a nonprofit basis. Practical and economical use is to be made of foods designated by the department as being in plentiful supply. Practical and economical use is to be made of USDA--donated commodities.
It provides for certain miscellaneous provisions, such as requiring that records and reports be maintained by schools to determine whether the provisions of the National School Lunch Act are being met. Records and reports are to be made available for review and audit by administering agency. No requirement with respect to teaching personnel, curriculum, instructions, methods of instruction and materials of instruction is to be imposed on any school as a condition for participation in the program. There will be no discrimination against minority groups in the disbursement of School Lunch Funds.
It also provides that all provisions of the Civil Rights Act of 1964 shall be adhered to by having no discrimination by a state agency in the
4

selection of schools to participate in the program or in the assignment to schools of rates of reimbursement. There shall be no exclusion of any child from participation in the program. There shall be no discrimination by school officials in the selection of children to receive free or reduced price lunches. There should be no segregation of participating children in different lunch periods or different seating, and discrimination by serving different food or different size portions. There should be no failure to offer free and reduced price lunches on an equitable basis in schools of a school district in which children are assigned to schools on the basis of race, color or national origin.
UNIT II -- ADMINISTRATION OF THE PROGRAM IN GEORGIA The success of the National School Lunch Program is dependent to a large
degree on the cooperation of the administering agencies. The United States Department of Agriculture, the Georgia Department of Education, the county and local systems are the cooperating agencies. Each level has a role to play.
The U. S. Department of Agriculture Administration of the National School Lunch Program is delegated to
Consumer Marketing Services. In the yearly appropriation of funds for the National School Lunch Pro-
gram not less than 75% must be apportioned among the states for each assistance to school lunch programs.
Up to 3~% may be used by the Secretary of Agriculture for administrative purposes.
The difference between 75% and 3~% above, may be used by the Secretary under authority of Section 6 of the Act for the direct purchase of agricultural commodities to be distributed among the states and schools participating in
5

the National School Lunch Program. Cash apportionment made on basis of two factors--the percent of participa-
tion of school children in state, ages 5 to 17; and the need for assistance in the state based on the relation of the per capita income in the United States, to the per capita income of the states.
In any state where the state agency cannot administer the program in nonprofit private schools, the Department will withhold a share of the apportioned funds, to reimburse participating nonprofit private schools administered directly by the Department. The percentage of funds so withheld is determined by the relative enrollment in public and nonprofit private schools within the state.
In addition to Section 6 foods, the Act provides for the donation of surplus Agricultural commodities acquired under authority of Section 32. It also describes availability of Section 416 commodities. (Price support program-commodities available on a continuing basis.)
Technical Services are available from Consumer and Marketing Services of School Lunch Division, Washington, D. C.; Bureau of Human Nutrition--Test
Kitchen, BeltsVille, Maryland, through the CMS of USDA; five C & MS Area
Offices, including staff of home economists; tools and aids--operationa1 guides published by the U. S. Department in the form of pamphlets, recipes, instructional material concerning the preparation, storage and service of food, etc.
Food Trades makes available monthly to the schools a list of those food items that are expected to be in plentiful supply.
The Act charges the Department ACMS with the responsibility of reviewing operations at the state and school level to ascertain that purposes and goals of the NSLP are being met.
6

State Agency or CMS of USDA Area Office Within the states responsibility for administration in the schools lies
with the State Educational Agency, except that area CMS of USDA will administer the progrmn in nonprofit private schools in any state where the state agency is not permitted by law to disburse funds to nonprofit private schools. In Georgia the Department of Education administers the program in both public and private schools.
States must enter into a written agreement with participating schools. Where CMS of USDA administers the nonprofit nd.vct~ schools, the latter enter into agreements with the Department.
Funds are provided for disbursement to eligible schools only for the purpose of reimbursing them for the cost of obtaining agricultural commodities and other foods for consumption by children in the lunch program.
Funds are provided on a matching basis. Each Federal dollar must be matched by three dollars from sources within the state. (A lesser degree of matching is required of those with a per capita income below the national average.)
The state agency or eMS of USDA establishes rates of reimbursement for participating schools. The Georgia scale for reimbursement has been worked out by the State School Lunch Advisory Committee, composed of state school lunch staff members and representatives from the administrative staff of Georgia Department of Education; county school superintendents; school principals; school lunch supervisors and school lunch managers.
The following Score Card is used:
7

SCORE CARD

Agreement No.

System;...-.

_

. School _--------------------------

SCORE CARD SCHOOL LUNCH REIMBURSEMENT

1. Average daily participation 1- 300,
301- 500
501- *
2. Percent free meals--children 7- 15% 0- 6%

25 points 20 points, 10 points
15 points
o points

3. Participation (ADP-ADA) 96- 100 86- 95 71- 85 50- 70

25 points, 20 points 10 points
5 points

4. Price per meal--child 1- 20c
21- 30c 31- 35c

25 points, 15 points,
5 points

5. Miscellaneous

A. For sale of Type A and Special Milk

only, add 5 points~--~-----------------------

B. For new schools add 5 points

_

C. For high schools above 60% ADP and

serving only Type A lunches add 5

points

_

Total points

__

Rate

c

Special Assistance

% Free

Rate

c

Assigned Rate

c

Date!~

_

8

FORMUIA- - REGULAR PROGRAJvl

050-

45 75

- points
points

-

-

-

-43cc

80-100 points

6c

SPECIAL ASSISTANCE PROGRAM Criteria Check List

1. Percentage lunches

served to economically

needy pupils. ________% (above 10%)

2. Percentage of ADA

participation.

3. Sale price of lunches

25c or less for ele-

mentary and 30c or

less for high schools?

4.

Yes Adults

will

paNyo-sc-a-l=e ---

price of lunch to child,

plus the amount of re-

imbursement rate?

5. Total school lunch reimbursement

does not exceed

cost of foods purchased.

6. Cash status does not

exceed one month's

operating cost.

7. Competitive food or

beverage service?

Yes COMMENTS:

No- - - -

Approved for Special Assistance

Program

Not Approved

Item No

FORMULA-SPECIAL ASSISTANCE PROGRAM

Base

Rate

10-15

16-20

21-30

3c

3c

4c

7c

4c

3c

4c

6c

6c

3c

3c

4c

Check
_ over 30
8c 7c 5c

9

USDA--donated commodities, Section 6, are offered to schools on the basis of the number of Type A lunches served. Section 32 and Section 416 commodities are offered on the basis of eligible participants and ability to effectively use, and in the case of perishables, preserve and store them.
State agencies or Consumer Marketing Service provides schools with monthly information on foods available in plentiful supply, based on information provided by OMS or USDA. In Georgia the food distribution program is a part of the Department of Education.
State agency or OMS of USDA, where applicable, determines eligibility of schools to participate.
Each state agency, or OMS of USDA, where applicable, provides instructional and advisory services to school lunch problems to help assure adequacy of program operations.
As one of these activities, administrative reviews are made each fiscal year of about one-third of the attendance units in which food is prepared. A school visit usually encompasses whether lunches are Type A, whether free or reduced priced lunches are being served, and whether proper records are being maintained to support claims and indicate nonprofit status of program.
Administrative reviews are maintained on file in the office of the administering agency showing follow-up action taken to effect needed improvements.
Interpretation and dissemination of technical material is also provided.
Program Sponsors Schools wishing to participate in the School Lunch Program must make
written application for participation. They are approved for participation on the basis of need and attendance. (Lunch programs operated under a fee, concession or contract basis are not eligible.)
10

Schools approved for participation enter into an agreement with the agency responsible for administration. These agreements provide that the school shall operate a nonprofit lunch program and use program income only for program purposes. Such income, however, may not be used to purchase land, to acquire or construct buildings. Program income from sources other than federal or children's payments may be used to finance out-of-state travel of school lunch personnel or the purchase of automotive equipment; limit its operating balance to a level consistent with program needs; serve lunches which meet minimum requirements for a Type A lunch during a period designated as the lunch period by the school. Minimum requirements are one-half pint of fluid whole milk as a beverage; two ounces (edible portion as served) of lean meat, poultry, or fish, or two ounces of cheese, or one egg, or one-half cup of cooked dry beans or peas, or four tablespoons of peanut butter, or an equivalent quantity of any combination of the above-listed foods; a threefourth cup serving consisting of two or more vegetables or fruits, or both; one slice of whole-grain or enriched bread; or a serving of cornbread, biscuit, rolls, muffins, etc., made of whole-grain or enriched meal or flour; two teaspoons of butter or fortified margarine.
Price the Type A lunch as a unit; supply lunches without cost or at reduced price to all children who are determined by local school authorities to be unable to pay the full price thereof; make no discrimination against any child because of his inability to pay the full price of the lunch; claim reimbursement only for the type or types of lunches specified in the agreement; submit claims for reimbursement in accordance with procedures established by the Department; maintain, in the storage, preparation and service of food, proper sanitation and health standards in conformance with all applicable state and local laws and regulations; purchase, in as large.quantities as
11

may be efficiently used in the program, foods designated as plentiful by the department; accept and use, in as large quantities as may be efficiently utilized in the lunch program, foods offered as a donation by the department; maintain necessary facilities for storing, preparing, and serving food; maintain full and accurate records of its lunch program in accordance with instructions issued by the administering agency. USDA requires records be kept for three years. The State of Georgia requires records be kept indefinitely. Upon request, make program records and accounts available to AMS for audit or administrative review at a reasonable time and place.
Other local school responsibilities that are essential in the successful operation of a school lunch program are employment and personnel policies; local purchase and procurement of foods by school; charge to the child; established policy on free lunches; business management, including financing the program, plant facilities and capital outlay, and cost analysis; knowledge of local, state and federal laws, i.e., Social Security, Retirement benefits, Sanitation Codes, Accident Insurance, etc.; planning a new lunch room; equipping a lunch room; and relationship of school lunch to classroom teaching.
Local School Administrator's Responsibilities Local school administrators should have a clear understanding of program
objectives and policies, school lunch administrative policies and procedures, and characteristics of a well administered school lunch program.
They should fully understand the functions the authorized representative performs in operating a school lunch program. They should help in establishing such policies as charge to the child, free lunches, and business management.
12

Local administrators should have a knowledge of all major facets of school lunch operations, including lunch type requirements; acceptance, care, and use of U8DA--donated commodities; usa of PF Program service to schools; and all other contractual obligations ot agreement. Plant facilities and capital outlay should be their concern.
An administrative pattern should be set up so that school lunch and special milk programs may function to their full potential.
Administrators should determine each person's responsibilities relative to the program--collecting payment~; encouraging participation, lunch rooom supervision; etc.
They should encourage and make it possible for the school lunch staff to develop sound and efficient operational practices, analyze essential records for information purposes (for Diocese, Community, etc.), plan and direct special projects to increase participation and develop broader food habits, and tell the school lunch story to the community.
Administrators are responsible for making periodic evaluations and appraisals of the school lunch program to determine progress and development, efficiency of operations, financial status of program, and adherence to local, state and federal laws pertaining to the program.
Operational or management responsibilities (8L supervisor or cook-manager) are menu planning to meet Type A lunch requirements; purchasing, receiving and properly storing foods for school lunch program; food preparation and service; preparation and maintenance of public relations for faculty, students, community; evaluation of operational activities of the program; corrective action on deficiencies; and establishment and/or maintenance of high standards for operation of the school lunch program.
13

The growth of the program is shown in the chart below.

Year

Lunches Served Daily

Breakfasts Served Total

1943-44 1950-60 1963-64 1964-65 1966-67 1967-68 1968-69

100,000 400,000 576,900 614,000 719,000 734,000 780,000

316,000 Total 1,208,000 Total

Up-to-date Legislation During the 1964 session of the General Assembly of Georgia, as a part of
the Minimum Foundation Program of Education Act, Act No. 523 (S.B. 180) made some provision needed for the School Lunch Program. Section 29 of this act reads as follows.
Section 29. Amount of Funds Needed for School Lunch Program. -- The State Board of Education shall annually determine the amount of funds needed for the purpose of administering the school lunch program. The State Board may, by regulation, provide for certifying and classifying school lunch supervisors and managers, establish training programs for such personnel, and may provide for payment of State supplements to the salaries paid such persons by local units of administration and State incentive pay for satisfactory completion of such training programs. The Georgia General Assembly, during its 1969 session, approved an appropriation to permit a one cent reimbursement for each school lunch served during the 1969-70 school year. The next year the General Assembly appropriated sufficient funds to permit a two cent reimbursement for each school lunch served during the 1969-70 school year.
14

Preparation for Lesson II Bring to class PA--264--P1anning Type A School Lunches (Revised 1965);
PA--271--Recipe Cards (Revised 1965); PA--270--Buying Guide (Revised 1964); menus served in your school on two days prior to 1e~son; menu blanks you use when planning meals.
15

LESSON II TYPE A LUNCH
UNIT I -- TYPE A PATTERN
The objectives 0t the lesson are to develop an understanding and
appreciation for the Type A lunch requirements and their relationship to good nutrition, and to learn how to plan attractive nutritious lunches that will meet Type A requirements.
The Type A Lunch Pattern was developed to meet the objectives and the requirements of the National School Lunch Act, outlined in Lesson I--Unit I and is translated by personnel of the Food Distribution Division, Institute of Home Economics and other leading nutritionists, dietitians, doctors, etc., into terms of easy-to-use and readily acceptable foods.
The purpose of Type A Lunch Pattern is to serve as a guide to planning well-balanced nutritious lunches that will supply the kind and amount of food children need at noon. (1/3 of the day's dietary needs)
Scientific research has made great strides since 1946 and the Type A pattern has kept pace. The nutritional needs of a child 9-12 years of age, as worked out by Food and Nutrition Board, National Research Council, were used in developing the pattern.
The attached table shows recommended daily dietary needs. Each of the food groups designated in the pattern and each component part makes its own special contribution. The requirements of protein rich foods are 2 ounces per day served as a main dish or as a main dish and one other item. The required needs in addition to the small amounts found in other foods in the lunch are to build, maintain and repair all body tissue; to
16

FOOD AND NUTRITION BOARD, NATIONAL ACADEMY OF SCIENCES - NATIONAL RESEARCH COUNCIL

RECOMMENDED DJ.lLY DIETARY ALLOWANCES,l Revised 1968

Designed for the maintenance of good nutrition of practically all healthy people in the U.S.A.

Infants

I

:

!

I

Age2
Years

:
i Weight

Height

From Up to !Kg (Ibs) cm (in.) Kcal

I
Protein : gm

Fat Soluble Vitamins
Vitamin A Vitamin I Vitamin E Ascorbic I

I Water Soluble Vitamins

Mineral,

T

T

--r--r::-I I H,acin---r:R-ibo--'I---'--.V-'t-am-,-n ,V-j-tam-in+--rP-h-as-. !i

Activity 0 ! Activity
ioU. ioU. I.U.

Acid i Folacin 3I mg. I flav,n Th,am,ne

mg I m~' iequiv.4 1 mg

mg

86 mg

812 Calcium ,phorus !Iodine Iron i nesiam

ILg

gm gm /lg mg I mg

i

o - 1/6 4 9 1 55 22: kg X 120 kg X2.2 5 1500 400

35 ,0.05 i

0.4 0.2 0.2 1.0 0.4 0.2 25

40

1----_ _- - - - -1 - - - L - - - - - - I-------~--..,------_t_--+---------+----'-----------r------------~---,---

116- 112:7 ~. ~ ~ 'kgxlill jkgXL_05~_I__ ~ _400_~~, ~_35__c_0_J_5_~ 0_.5 0_A__~._0_.3.__1_._5~._0_._5 _~_~_~~_1O ~_

1/2-

20172 28.k g XlOO!kg XI.8 5 1~

Children 1_~_2~~ 32 1100

25

2000

400 ,

400

10

35 I 0.1 40 0.1 I

0.6 0.5 0.6 0.6

0.4 2.0 0.5 I 2.0

0.6 0.5 45 15 70 0.7 0.7 55 15 ._~

2-

14 31 i 91 36 1250

25

2000 I 400 i 10

40 0.2

8! 0.7: 0.6 0.6 2.5 0.8 0.8 60 15 150 I

3 - -~~--3-51~~0--;~--14~--30-~-25O-0--f--40-"0--t---IO'~---\--4-0-1-0.--2--~,-9----'0;--.8-+--0.'7' -,-0.-7-~---t--0-.8---0.8 ~.' ~.~._1~ - -;OH

4.. 6 ';--;~1~~~~~-;i--3~" 2500 400 10 -I-~O I 0.2 11 0.9 0.8 0.9
t------~-----j --~-----------+-----~ ~---!_---_.~_.
: . . 823 51! 121 48' 2000 L_3~ ~_~_~~ ~0__-i_~~_~_13 ~_1.1 1.0 1.0'

0.8 0.8' 80 10 200
------
0.9 ,0.9 100 10 250

8 - 10.28 62 j 131 52 I 2200 . 40

3500 j 400' 15

40 I 0.3

15 1.2! 1.1 , 1.2

1.0 1.0 , 110 10 250

Males

Females

Lactation

I. The allowance levels are Intended to cover individual variations among most normal persons as they live In theUnitedStates under usual environmental stresses.
The recommended ~llowances can be attained With a variety of common foods, pro
viding other nutrients for which human requirements have been less well defined. See text for more detailed discussion of allowances and of l1ufllents 10t tabulated.
2. Entries on lines for age range 2235 years represent the reference man and woman at age 22. All other entlles represent allowances for the midpoint of the specified age range.
National Dairy Council / Dec. 68
17

3. The folacin allowances refer to dietary sources as detennined by Lactobacillus i!gj assay. Pure forms of folaCin may be effective in doses less th.mJ74~;~ RDA.
4. Niacin equivalents include dieiary sources of the vitamin :tself plus 1 mg equivalent for each 60 mg of dietary tryptophan.
5. Assumes protein equl'lalent to human n;:lk. For proteins not 100 percent utilized factors should be increased ~roporflonately.

Include These Foods in the Lunch Each Day

-

I

I

OR

SERVE IN THE MAiN DISH OR

IN MAIN DISH AND ONE OTHER MENU ITEM

1...@_.

~

1/2 cup.. _

/~

4 tablespoons $~

PROTEIN-RICH

PROTEIN-RICH

FOODS

FOODS

USDA

. i.1"'" :~ ~".,.I!\J
"" ,;p

Serve Each Child a Real "Type A"

u.s. Department of Agriculture Consumer and Marketing Service Issued July 1969

Reviewed and approved for reprinting March 1969

help regulate acid-base balance of the body; to help in the formation of body hormones and enzymes; to help build resistance to disease.
Lack of protein may cause sloc,ing of gro~vth, lowered ::esistance to disease, tissue degeneration.
Aside from water, protein makes up the largest proportion of the body and is an indispensible component of every cell of the body.
Vegetables and/or fruit requirements are 3/4 cup (stated in volume rather than weight). Two or more vegetables or fruits, or a combination of vegetables and fruits should be served to meet this requirement. 1/4 cup of each of two vegetables, plus 1/4 cup of fruit, or 1/4 cup of one vegetable, plus 1/2 cup of another vegetable or fruit, or combinations of raw or cooked fruits and vegetables (fresh, canned, dried or frozen) may be used to meet this requirement.
Nutritionally vegetables and fruits furnish minerals needed to build body structure, serve to help regulate body processes, and furnish vitamins needed to help body carryon its work. Vita~mins especially needed include Vitamin A to be served twice a week. Its function is to aid in normal growth and development, help eyesight, help with skin, hair dryness, and colds. It is found in yellow fruits and vegetables and dark green vegetables and in meats and liver.
Vitamin C, to be served every day, aids in building connective tissue, walls, arteries, veins, teeth enamel and gums; aids wounds in healing and helps in resistance to infection. It is found in citrus fruits, tomatoes and tomato juice, cabbage, green peppers, and other fruits and vegetables.
The requirement for bread is one or more slices. A variety of breads should be served--hot breads, whole wheat, cornbread, raisin, rye, etc. It
19

must be made from enriched or whole grain meal or flour, ane. <:hc serving of hot bread should be the equivalent of one slice of loaf bread. Nutritionally bread provides significant quantities of some of the B vitamins, iron, and some calcium and protein.
The butter requirement is 1 teaspoon butter or fortified margarine, to be used as a spread for bread and/or as seasoning or in preparation of other foods in the lunch. Butter or margarine contains food fats and has a role in the school lunch. Food fats are carriers of vitamins, energy and heats. Fat forms a part of the walls of cells of the body, increases the absorption of calcium and enters actively into the structure and life processes of the body.
Milk requirement is 1/2 pint fluid whole milk. It must meet the minimum butter fat and sanitation requirements of state and local laws. It is desirable to use additional milk in cooking. Nutritionally milk is needed to provide calcium for bones, teeth, nerves and body growth. There is no other practical way to get enough calcium and riboflavin in a child's diet.
The serving of foods that meet the minimum daily requirements are based on the needs of children 9-12 years of age. Larger portions or additional foods must be served to satisfy the appetite and nutritional needs of older children.
Advantages of Type A Pattern for School Lunch
Easy to follow. Helps guarantee the provisions of 1/3 of a child's dietary needs. Gives minimum requirements and food that may be counted toward
meeting needs.
20

Gives contribution of the five food categories specified in terms of body needs.
Gives relationship of fi?e food categories to basic four food chart or basic 7 food chart.
UNIT II -- PIANNING MEALS BY TYPE A PATTERN The objectives of this unit are to have a better understanding of the
tools, guides and aids needed to pre-plan school lunch menus; to study the tools made available by the U. S. Department of Agriculture and the Georgia Department of Education; and to learn to use these tools in order to plan better meals.
Meal planning is not as difficult as sometimes thought, if the right tools are used in the right way. One tool to make the job easier is a suitable place to plan menus. An office, if one is available, or a quiet space in the kitchen or dining area would be a good place to plan. Whatever space is used should be equipped with a desk or table and chair; good lighting; file cases or shelves for recipes and reference materials; and a bulletin board, if possible.
A suitable time to plan menus is necessary. Decide on which day you will plan menus and then set aside a special time of that day for planning. In setting the time for preplanning menus, remember "a bit of hunger" helps to do a better job.
Allow enough scheduled time to plan menus for at least two weeks (a longer period of time is preferable) to study USDA and purchased food invento~ies, to look into and study current food prices and reports on currently plentiful foods, to review previously served menus to avoid too frequent repetition of same menu items, to determine per serving costs if
21

they are known, to select standardized recipes to be used, to prepare purchase orders, to determine whether total food expenditures are within allowable budget, and to review and evaluate planned menus.
Reference materials include PA--264--Planning Type A Meals. Take time to check the contents of this bulletin to see just how much it can help if used. Begin at the beginning and study the contents. Pay particular attention to the double spread page in the center of the bulletin. This double spread page consists of divided columns to compare with the component parts of Type A Pattern. Under each component part there are helps in planning good meals and suggested foods that fit into the pattern at the proper place.
PA-27l--Recipe Card File is another reference material. The recipes in this file have been tested and given in amounts that meet the requirements of Type A lunch. Standardized recipes will not only reduce or eliminate poor quality food products but will help in controlling costs, prevent waste of ingredients, provide a known quantity of finished product so portions can be controlled, and save the tempers and disposition of the cooks.
Special features of this file are- Recipes are catalogued by letter and number, and divided into sections
under appropriate headings for use in planning school lunch menus. Recipes are in terms of 100 portions of a stated size. Space is
provided to show quantities of each ingredient needed to make the recipe for any size program. A statement is included to show the contribution, if any, to Type A lunch requirements. The value of the Card File is increased by the number of variations included.
22

Suggested menus for protein-rich recipes are included in the salad, sandwich, and soup sections as well as in the main dish section.
The gen~ral information section contains such valuable cards as "How to Adjust Recipes," "Fractional Equivalents," "Weighing and Measuring Ingredients," etc.
For easy, convenient use, the Index of "Heading" cards lfuow the name of the recipe and the card number.
All recipes were "program" tested before including them in the file. til Good recipes, standardized and tested, are a program "must" if uni-
formly good quality food is served all the time. Menu Record File--A review of previously served menus will help to avoid too much repetition of the same menus and menu items. Too, if notes are written on the menu worksheet, they will show the acceptance or nonacceptance of the menus as served. Food Inventories--Knowledge of stocks on hand will prevent over-use of similar foods, allow for using foods on a first-in--first-out basis, prevent over-ordering and over-stocking some foods, reduce damage and spoilage of foods, and make last minute purchases or substitutions in the menu unnecessary. For information on foods expected to be in plentiful supply use the "School Lunch Plentifuls" list sent out each month with the USDA Newsletter. Caution: Look out for the foods reported on short supply. Have authentic information that a food is really in short supply. Do not plan to include it in school menus. It is too expensive. An authoritative source of information on crop production prospects is the Crop and Livestock Reporting Service in each state.
23

UNIT III -- USE OF TOOLS PA-270--Food Buying Guide for Type A School Lunches
Daily use and careful application of the information in this buying guide by school lunch personnel and purchasing agents will insure economical menu planning and food purchasing and adequate amounts of various foods to prepare Type A Lunches.
Some of the useful information to be found in PA-270 includes measurements and equivalents useful in determining food quantities, how to calculate the quantity of food needed, and a food buying guide for ~read, butter and milk, protein-rich foods, vegetables and fruits, and other foods.
Menu Planning Forms The usefulness of menu planning forms is evidenced by their widespread
acceptance and use. Almost every State School Lunch Division has developed a menu planning form that is recommended for use in preplanning menus for school lunches.
Some desirable characteristics of a good menu planning form are space enough for handwriting, space provided to show amounts of foods to use, space for at least one week's menus with the days named, space to show the number of lunches planned, names of the food groups in the Type A Pattern, and Vitamin C and other foods coded.
Other aids available to those who plan school lunches are tested recipes from home economics departments of state colleges and universities, commercial firms and trade associations, any recipe from other than the School Lunch Office of CMS or the Georgia Department of Education should be carefully reviewed to determine what contribution it makes to the Type A requirements, whether it is a good "School Lunch" recipe--if it is appropriate
24

for this type of food services, and whether it requires skills and/or equipment not available in your program.
UNIT IV -- GROUP WORK AND ANALYZING MEALS PlANNED The objectives of this unit are to help students learn the steps in
planning good school lunches and how to evaluate lunch menus. A good menu is more than a list of foods. It reflects the five component parts of Type A Pattern. It shows the amount of foods and the recipes to be used. It reflects the principles of good menu planning.
Using the Type A Pattern as a guide, follow these steps in planning menus for one week.
Select a protein rich food for each day of the week. Plan a different protein-rich food or combination of protein-rich foods for each day of the week.
Select vegetables and fruits that will combine well with the protein dish. Plan Vitamin C every day. Plan Vitamin A twice a week. Use variety. Do not use same fruit or vegetable more than one time a week. To get the required 3/4 cup, some combination may be 1/2 cup vegetable and 1/4 cup fruit, 1/4 cup of 2 kinds of vegetable and 1/4 cup fruit, 1/2 cup fruit and 1/4 cup vegetables, or 3/4 cup mixed vegetables.
Decide on appropriate bread. Check breads listed on page 5 of PA-63l, check variety of bread in Recipe File, and use variety in breads during \'leek.
Include milk and butter spread on bread, and as a seasoning in food preparation.
Include additional foods for energy, eye and taste appeal, and review use of "additional" foods as stated on card A-I, PA-271.
25

Think of equipment available--oven space.-or refrigeration needed, pans and pots available and space on top of stove.
Think of the number of workers and their time for jobs. Can it be done on time?
Think of serving space and equipment. Think of the amounts of food needed and cost. Consider commodities. Are these being used too extensively so that cost cannot be controlled throughout the year? Think of Frozen Foods. Can food be thawed properly in the refrigerator to be used at time designated? Aft~r lunches have been planned it is important to check them to see if they are planned nutritious lunches that children will enjoy with foods combined according to texture, color and flavor. Assignment for Lesson III Bring to class menus for one week which are typical of the school lunch in student's school. Bring to class, in written form, a plan for preparation, cooking anq serving a meal used in student's school.
26

The Type A Loneh ...

The nutritional goal for school lunches is to furnish at least one-third of the Recommended Daily Dietary Allowances of the National Research Council for children of various age groups. The Type A lunch requirements provide the framework for nutritionally adequate school lunches. The kinds and amounts of foods listed in the Type A pattern are based on the Recommended Daily Dietary Allowances for 9-12 year old boys and girls.
As specified in the National School Lunch Regulations, a Type A lunch shall contain as a minimum:

FLUID WHOLE MILK One-half pint of fluid whole milk as a beverage.

PROTEIN.RICH FOODS
Two ounces (edible portion as served) of lean meat, poultry or fish; or \ two ounces of cheese; or one egg; or one-half cup of cooked dry beans or dry peas; or four tablespoons of peanut butter; or an equivalent of any combination of the above-listed foods. To be counted in meeting this requirement, these foods must be served in a main dish or in a main dish and one other menu item.

VEGETABLES AND FRUITS

2

Three-fourths cup serving consisting of two or more vegetables or fruits

or both. A serving (1;4 cup or more) of full-strength vegetable or fruit juice

may be counted to meet not more than 1;4 cup of this requirement.

BREAD
One slice of whole-grain or enriched bread; or a serving of other bread such as cornbread, biscuits, rolls, muffins, made of whole-grain or enriched meal or flour.

BUTTER OR FORTI.'IED MARGARINE
One teaspoon. of butter or fortified margarine. **********
Lesser quantities of the protein-rich foods, the vegetables and fruits, and butter or margarine may be served to children in the elementary grades, provided that such adjustments are based on the lesser food needs of younger children.
********** To help assure that all Type A lunches meet the nutritional goal, it is recommended that lunches include:
a VITAMIN C food each day. a VITAMIN A food twice a week.
several foods for IRON each day and larger portions of some of these when possible.

26a

CHECK LIST FOR ONE DAY'S LUNCH

Check the following questions.

YES

NO

COMMENTS

1. Does the lunch meet Type A Requirements?

2. Have the energy needs of children been considered?

3. Is a Vitamin C food included in the lunch?

4. Is the lunch planned with good contrast in color?

5. Is there a variety in the shape of foods?

6. Does the meal contain something crisp and something soft?

7. Does the lunch have foods of both pronounced and mild flavors?

8. Are most of the foods and food combinations ones the children have learned to eat?

9. Has the cost of the lunch been considered?

10. Has the inventory on hand been considered in planning the lunch?

11. Has more than one USDA commodity been included in this lunch?

12. Has consideration been given to the use of equipment?

13. Has the use of more than one canned food been avoided?

14. Has the excessive use of starchy foods been avoided?

15. Has the lunch been planned in keeping with the season of the year?
16. Is the lunch plann~d in order that some preparation can be done the day before? From: "Plotting the Course" Louisiana SGhool Lunches

26b

School Date

MENU ANALYSIS GEORGIA DEPARTMENT OF EDUCATION

Protein-Rich Food (At least 2-oz.cooked or canned lean meat, poultry, fish; or 2 oz. cheese, or 1/2 cup cooked dry peas, beans; or 4 T. peanut butter; 01'1 egg)

Vegetable or Fruit or Both (at least 3/4 cup) (two or ITlore)
Vitamin A VitaITlin C Other

Bread Enriched or Whole-grain (1 or more portions)

Butter or Fortified Margarine (with bread or in foods) (1 teaspoon )

Additional Foods to Meet EnergI Needs of Children (Serve seconds as needed)

N
0'
(:)

.

LESSON III ORGANIZATION AND MANAGEMENT

UNIT I -- ORGANIZATION The objectives of this unit are to achieve ~etter organization of School
Food Service Department, and to use more effectively the resources of people~ time, and equipment to improve the quality of school food services.

The Place of School Administration in Organization of Luncb Room As stated in Lesson I the school administrator is the person in the
local school who is responsible to county, state and federal authorities for the entire operation of the school lunch room.
The school administrator is responsible for employing a manager for the school lunch room, checking all records required, making required reports, maintaining correct financial records of school lunch activities, correlating school lunch activities with the total school program, and working out a school schedule, keeping in mind the time for lunch.

Personnel Needed for Operation of School Lunch Room

The following guide is suggested for determining the number of employees

needed to prepare and serve meals.

Up to 60 meals served

Manager I

Additional Personnel
o

60-150 meals served

I

I

150-272 meals served

1

2

Add one worker for each additional 100 meals up to 475. Above this number power equipment gradually takes over.

27

The manager's qualifications should include a? educational background sufficient to plan menus by Type A pattern; buy foods, equipment and supplies; check purchases; keep required records; and interpret school lunch to faculty and students.
It is recommended that the manager have no less than a high school education and that additional training as offered by "Training in Depth Courses" be taken as they are offered by the Georgia Department of Education. (See page 27)
The definition of a good manager is one who gets the people under her supervision to do WHAT she wants done, WHEN it should be done, the WAY she wants it done, because THEY WANT to do it.
Responsibilities of the manager are to provide leadership and to promote pride of workmanship in each worker; to give on the job training, to find better ways to do jobs; to develop schedules that use time effectively; to be courteous, fair, and interested in her workers; to represent the lunch room program in faculty meetings; to serve as public relations representative for the school lunch program in the community, for parents, for school faculty, and for students.
Desirable management practices used by the manager are- Plan menus in advance. Purchase foods to arrive early. Check supplies prior to preparation time. Issue supplies systematically. Hold staff conferences at regular intervals. Develop work schedules. Make sure that each employee understands
job responsibility. Review schedules and work methods regularly. Revise as needed. Utilize equipment and work space which is not
28

being used for preparation of the next meal. Maintain up-to-date recipe files. Go over recipes with employees
as needed. In certain instances this may involve a step-by-step review. Plan food preparation schedules. Take into account ovens, refrigeration and pans. Prepare and serve in same size for several purposes. Assist staff to plan ahead. Issue supplies systematically. One planned trip to the store-room will save steps and time. Study kitchen layout. Arrange work counters conveniently. Work should flow from the storage area through the work center to the serving counter without "back-tracking." Use portable equipment to maximum advantage; keep all equipment in good repair. Provide duplicate sets of small equipment in baking area and preparation area. Store serving tools near serving counter. Locate equipment that is used by more than one person either centrally or near the point of greatest use. Schedule clean-up as an integral part of preparation. Every job has three parts: (1) Pre-preparation (2) Preparation (3) Clean-up. Special scheduling should be developed for major cleaning--other cleaning jobs throughout the week. Make full use of USDA commodities. Avoid purchasing extras--those foods which do not contribute to nutritional requirements. Buy in quantity lots when possible and at wholesale prices. Make a cost analysis of recipes and~nus--keep on file for future use.
29

Learn t~ analyze work problems and present constructive criticism in a manner that will gain the loyalty and cooperation of helpers; delegate authority properly, but at the same time give credit and praise when justified.
Endeavor to give personnel a feeling of security and approval. Hold private conferences for discussion of individual pers9nnel
problems. ,
Train employ~es for more than one job. All school lunch personnel should be selected on basis of character, personality traits, health, appearance, and education o At last a tenth grade education is recommended 0 This makes it possible for worker to read and understand directions. There should also be evidence of mental alertness and emotional stability. All school lunch personnel should assume responsibility for the operation of the lunch room. As a member of a group of workers he begins to share in the entire operation. He should be cooperative, understanding, dependable, regular on the job, work to improve himself and his work, and able to take directions cheerfully.
UNIT II -- MANAGEMENT The objectives of this unit are to achieve better management as to time
and money, and to learn and to put into effect good management practices.
Financial Management Arrived at through study and the experience of operating in a number
of schools, the following budget is fo~ use and distribution of funds coming into the lunch room from charge to children, reimbursement from the govem-
30

ment and other sources.
60 - 65/0 - for food 30 - 35% - for labor Up to 10% - for utilities and other things

Labor Time per Meal Served

In general, schools serving a large number of meals require less time per

meal than schools serving a small number.

Number of Meals Served 50 - 99 100 - 199
200 - 349 350 - 499 500 and above

Range Min. Per Meal 7 - 12 6- 9 4- 8
4- 7 4- 7

Average Min. Per Meal 9 7 6 6 5

Schools should compare labor time with the figures in the Table.

If figures are higher than the figures in the table--

Review purchasing and Menu planning procedure.

Determine the amount and type of equipment available.

Re-evaluate the number and type of employees.

Determine the need for employee training.

Study the time and work schedules of employees.

If extremely low--

Re-evaluate the quality and kind of food served.

Re-evaluate the menu offered.

Re-evaluate the time in cleaning.

Re-evaluate the quality of service offered.

Management Practices -- Work Plan If the lunch room is to operate efficiently and serve a good meal a
work plan must be made so that school schedules are met, food is prepared 31

at the right time, and meals are ready and served on time--not ahead of time to get cold. Food shou~d move to serving counter at a steady rate, thus saving time and energy. Everyday, weekly, and monthly duties should be scheduled.
Careful plannin& and the s~hedulingof jobs will help develop an attitude of responsibility that is conductive to greater work efficiency.
How to make a work plan--In order to make a good work plan for the use of all lunch room persqnnel and to bring about good results, the manager should have menu's planned for two weeks or longer, have a knowledge of the ability of her workers,.and plan to rotate all jobs.
When thought has been given to all of the things under How to make a work plan, then list all jobs to be done to have meal prepared and served and to have cleaning done daily, weekly, and monthly in proper sequence.
Divide jobs into various work units. Assign each person responsibility for completing specific jobs. Avoid cross-organization, and detail all operations where possible. Plan a time schedule and job assignment which the worker can be expected to complete on time. State specifically in each work schedule the amount of food to be prepared, recipe to be used, size of servings and other necessary instructions.
Study the following daily work plan that has been used by a manager and one worker in serving 150 students. (Pages 34-35)
Work Simplification Work simplification is a better way to do the job (the simplest way--the
quickest way--the safest way.) In simplifying work thought should be to providing more time and energy
for preparing more wholesome and nutritious products in the kitchen. 32

Other things to be considered are the right person for the job, working together, looking ahead, comfortable atmosphere, light, heat, etc., right working height, and actual motions required. (Do you ever waste time?)
Ways to simplify operations are to provide and. use labor-saving equipment such as vegetable peelers, slicers, food choppers, pressure cookers, mixers. Beside equipment, workers should have an adequate number of tools such as sharp knives, various size whips, cutting boards and measuring tools which can be had easily and quickly and can be readily filled, emptied and cleaned. After supplying adequate equipment and tools, the most effective locations should be determined. Locate each piece of equipment at the center of most frequent use. Movable tools should be stored at the center of first use. Place condiments, flour, baking powder, etc., nearer to weighing scales or cooking centers where used. Use wheel tables, hand trucks, trays.
Use scales as frequently as possible. Many items can be weighed instead of counted or measured. (Example: one pocnd of chopped onions would be more accurate than ten medium size onions or a pint of chopped onions by measure).
Personnel should learn to make the best use of their physical efforts. Eliminate steps. Less skilled workers may peel potatoes, etc. Utensils and materials should be close to the worker in order to reduce the distances to be reached. Arrange utensils for the best sequence or order of work. (Example: Pans for breading meat or croquettes.) Perhaps the usual sequence of work should be re-arranged. (Example: Peeling hard-shelled squash for mashing-steam first.) Use two hands at the same time. (Example: Roll two croquettes on the work surface at one time. Pick up and position two slices of bread at a time. Two plates of salad, stew, etc., can be placed on the counter at one time, and still better--use trays.) Consider movement of materials by
33

chutes, gravity feeds. (Example: Arrange the receiving pan at the end of the work table and below the height of the cutting bqarq so chopped foods can be pushed off the board iI).to the pan in large quantities,')
Simplify movement of materi-als or "tr<;lnsportation" frQrn one location to another. Reduce the distance food must be moved and the distance supplies, equipment and tools need to be transported. Relocate movable equipment such as mixers, choppers, etc. Place utensils such as coun~er pans more advantageously. Place condiments, flour, baking powder~ etc., nearer to weighing scales or cooking center where used. Use wheel tables, hand trucks, trays.
To help in measuring and contiqg various sized plates and other dishes can always be arranged in stacks of '20. Then the number served can be determined easily at any time during the serving period. Dippers or scoops of various sizes will produce a known number of standard portions.
To reduce delays in work check machinery or equipment. Oil regularly. Keep knives sharpened. Put things away clean and in order. Follow your work schedule. Don't let prepared food stand and deteriorate.
Assignment for Le~son IV Make a work plan for your school and bring to Lesson IV--daily work for
one meal, weekly work schedules, monthly work schedules. Bring to class the percentage of budget in your school; food, labor, other. Bring to class "Food Buying Guide -- PA-270."
34

SAMPLE DAILY WORK SCHEDULE

This is a sample of the daily work schedule based on the menu listed. This Typ~ A lunch was prepared by a manager and her assistant and was served to 150 students.

Menu

for

------;o::---~---------
(Date)

Ground Beef and Spaghetti (1 cup)

Fresh Green Beans (1/4 cup)

Hot Biscuits (2)

Butter (1 teaspoon)

Orange slices (1/2 orange) ~ Raisin Cookies

(2)

Milk (1/2 pint)

ADVANCE PREPARATION TO BE DONE THE DAY BEFORE (1:00 - 3:00 p.m.)

w

V1

Manager

Put beef in refrigerator to thaw (ea1ier)

Help cut green beans

Help wash dishes

Assistant Wash green beans (22 1bs.) Wash dishes Clean kitchen and dining area Help cut green beans

PREPARATION TO BE DONE ON DAY MENU IS SERVED (8:00 a.m. - 1:00 p.m.)

Time 8:00 9:15
10:00 10:45 11: 00 11: 15 11: 30 12:30

Manager Prepare main dish (D-3l) Cook green beans
Make Biscuits Rest Period Bake biscuits Set up serving counter Serve food Lunch

Time 8:00 9:45
11:00 11: 15 11:30 12:30

Assistant Bake cookies (C-25) Wash and slice 75 oranges (refrigerate) -- rest
period Cut butter-- 3 1/4 lb. Help set up serving counter Assist with serving Lunch
United States Department of Agriculture Atlanta, Georgia

WORK SCHEDULE

Daily

Monday

1- Clean all equipment that is used--

cleaned by user.

2. Wash steam table.

3. Wash tops of stoves and any spills.

4. Wash milk box.

5. Leave dishwasher clean and filled

with water.

6. Straighten and wipe out refrigerator.

7. Sweep storeroom and do any necessary

straightening,

8, Wash garbage cans or have them

washed.

9. Clean restrooms.

10. Mop kitchen and entrance porch.

Tuesday

Wednesday

Thursday

r. __k....... }'

1 .. k.-

W 0\

1- Take everything out of refrigerator,

wash with soda water. Straighten.

Wash top of refrigerator.

2. Clean storeroom--just before delivery

date.

3. Clean drawers and dish cabinets--tops as

well as insides.

4. Wipe down venta hood inside with mop.

5. Clean fan in dishwashing room.

Monthly 1. Clean around legs of equipment and plumbing. '2. Wash back doors--inside and out. 3. Wash light fixtures. 4. Wash, or have washed, inside of windows. 5. Clean venta hood, inside and out. 6. Defrost and clean freezer as needed.

_- 2n.d .. .......

3

k

Friday
-- ..

UNIT III TRAINING MANAGERS AND OTHER PERSONNEL The objectives of this unit are to achieve better managed lunch rooms;
to keep informed and use new methods as they develop in buying, equipment, space, etc.; to keep informed on scientific research in foods, equipment, etc., as it effects todays world; and to imprqve the quality and quantity of School Food Service.
Training In Depth "Training in Depth" is the name given Georgia's comprehensive training
program for School Food Service personnel. The program is a cooperative venture of the Vocational Education Division, Trade and Industrial Education Service, School Food Service Section of Georgia Department of Education, and local school systems.
Training has received emphasis in Georgia since 1943. In July 1962, the "Training in Depth" program was started. School lunch managers and administrators have supported this concerted effort to improve an important part of Georgia education.
Courses offered are-SL l--Foundations of School Lunch Operation SL 2--Nenu Planning for School Lunch SL 3--Nutrition for School Lunch SL 4--Food Preparation in Quantity Food Service
Menu Planning for School Lunch (SL 2) is designed to teach the hows and whys of the Type A School Lunch Pattern. Experience is provided for analyzing menus quantitatively and qualitatively. Planning Type A Menus (USDA PA-264) and the Food Buying Guide (USDA PA-270) are used as references in this course.
37

Nutrition for School Lunch (SL 3) is basic nutrition outlining the concepts of nutrition which should be imparted through school food service. This course approaches the study of nutrients from the standpoint of body needs for energy, growth and regulation. Emphasis is directed toward personal nutrition of the manager and pupils. Personal involvement in nutrition is a motivating factor in creating interest in nutrition of the child.
Food Preparation in Quantity Food Service (SL 4) is designed to teach the basic principles of protein, bread and vegetable cookery. Emphasis is given to the use of donated foods in improving meal service. Experimentation is encouraged to increase variety in menus.
38

LESSON IV FOOD BUYING AND COST CONTROL
UNIT I -- FOOD PURCHASING Good school lunches start with wise buying of food. The objectives are
to help the manager to have a better understanding of the factors involved in spending the school lunch dollar wisely; to have good practical buying practices and procedures; and to have an understanding of the guide to use in determining good buys.
Factors Involved in Spending the School Lunch Dollar In planning for food purchasing and cost control the first step is to
plan a budget. In planning the budget consideration must be given to income and out go. Generally speaking, the funds fo~ operating a lunch room comes from charge to pupils and teachers for lunch, re-imbursement from USDA, and miscellaneous sources.
The accepted guide for spending the school lunch dollar is Food--60-65%, Labor--30-35%, Other (Utilities, equipment, etc.) up to 10%.
The person in charge of purchasing for the lunch room should know what to buy; how much to buy; where to buy.
Start with the planned menus--a much better plan for What to buy can be made if the menus are planned for two weeks or longer before they are to be served. Keep a running inventory of foods and supplies on hand as USDA donated foods, purchased foods, supplies, detergents, napkins, towels, etc. Have an inventory form listing foods, etc. on hand, posted in store room. As workers remove items each day, have them check off amount used.
In deciding how much to buy, start with the running inventory (suggested in above paragraph). Know the average number of people to be served daily.
39

Know the amount allowed per serving (Type A pattern) for the average number served daily. Know the quantities that can be used to advantage and properly stored. Have system for making market or food purchase orders and buying.
Several factors determine when to buy, such as locality of your school for deliveries, what foods can be delivered daily, weekly, bi-weekly, etc.; storage space. The amount of storage space in the lunch room will help determine when food purchases must be made. The running inventory will help determine when to buy. Up-to-date information~ such as what foods are on the market and which foods are in plentiful supply, will help in knowing when to buy.
In knowing where to buy, check local markets for available foods needed to meet Type A school lunch. Check prices and quality in local markets and other sources of supply. Check weight, count and inspect all foods on delivery to see that orders are correct. Buy from the market that gives the lunch room the best quantity and quality in container in packages bought. Remember that poor quality food is expensive because of lower yield of acceptable food.
Factors That Will Help in Determining What to Buy: How Much to Buy: When to Buy and Where to Buy
Plan to prepare as many foods as possible in the school lunch kitchen using USDA donated foods. They are purchased from foods in plentiful supply and with the Type A school lunch pattern in mind as to food value and quantity to meet requirements. Money saved in this way can be used to buy additional meats, vegetables and fruits.
Compare food prices and cost for serving in relation to quality, uses and acceptability, food value, labor involved in preparation, needs and size of containers.
40

Kitchen prepared foods are usually cheaper than foods purchased in readyto-eat or partially prepared form. It has been found that it is possible to make the school lunch dollar go farther by baking breads, making cake and pudding mixes, making fruit cocktail, cooking dry beans instead of heating canned pork and beans.
Compare the cost of frozen foods with the cost of canned foods. Check the kind or condition of food purchased with food cost. Wastes in food purchases qre caused by poor quality of food purchased, poor quality of food delivered and accepted, short weights and measures, improper handling and storage, faulty and incomplete preparation, failure to use standardized recipes, improper use of left overs, lack of portion control and lack of records. Required state and local records must be kept open for inspection by the USDA for a period of three years and by Georgia law indefinitely. Additional records are recommended on personnel in the areas of employment and payroll, and food, including purchasing, store room, and daily and monthly food costs.
Tools That Will Help in Meeting or Carrying Out All Factors Recommendations in Regard to Food Purchasing and Cost Control
The USDA, in cooperation with the Georgia Department of Education, has published and distributed the following to each school operation a lunch room under the National School Lunch Program--
PA-264--Planning Type A School Lunches PA-271 and PA-631--Recipe Card File PA-270--Food Buying Guide Food costing guide for Type A School Lunches House and Garden Bulletin No. 72--"Nutritive Value of Foods" 20c or
41

"Agricultural Hand Book No. 8--Composition of Foods." These tools should be in the files of every lunch room and should be used daily by the lunch room manager. The use of these tools will save guess work, preparation of food in too large amounts, having left overs that cannot be used. These publications may be purchased from the Superintendent of Documents, U. S. Government Printing Office, Washington, D. c., zip code--20402, at the prices quoted above. PA No. 264--Planning Type A School Lunches--The purpose of this publication is to help local school lunch workers plan menus within Type A Pattern. In this publication may be found suggested foods for Type A lunches, points to remember in planning menus, sample Type A menus, and how to evaluate menus. PA No. 271 and PA 63l--Card Fi.le of Recipes That Meet Type A School Lunch Requirements--The recipes in this file have been developed to assist school lunch managers in preparing and serving appetizing and nutritious lunches. Each recipe in this easy-to-use card file is designed to help school lunch managers prepare foods in amounts needed to meet the requirements of Type A lunches. The recipe cards for protein-rich dishes contain suggested menus. Basic quantity cookery methods are also included. PA No. 270--Food Buying Guide for Type A School Lunches--Foods in this guide are classified according to Type A lunch requirements of the National School Lunch Program. Foods are listed as bread, butter, milk; protein-rich foods; vegetables, fruits; other foods. Additional information found in this guide includes abbreviations and common food measures, measures for portion control, common can and jar signs, ounce equivalents in decimal parts of one pound.
42

The Food Buying Guide contains approximately 400 entries that are representative of the food items that schools normally use and that can be obtained in most markets.
The Food Costing tables included in this manual help persons managing school lunch programs to determine the cost per serving of protein-rich foods and vegetables and fruits as listed in the Food Buying Guide.
School lunch supervisors and managers should use this manual as a reference guide when purchasing foods for a Type A lunch--to help them make better use of the money available for food. The material is designed to provide a general guide to qualify food products, as well as some specific factors on which to base a decision as to quality of food needed, the description of the product to be purchased, an opinion as to whether or not the food delivered is of the quality ordered and paid for.
"Nutritive Value of Foods"--House and Garden Bulletin 72--This manual contains, in the greater part, tables of nutritive values of the edible parts of foods.
UNIT II -- USE OF FOOD BUYING GUIDE The revised Food Buying Guide should be used by school lunch managers in
determining the amounts of food to buy and prepare for Type A school lunches. The Guide contains these features--Ioose-Ieaf and spiral bound, hard-back
cover in color, divided pages and tabs showing bread, butter and milk, proteinrich foods, vegetables/fruits and other foods. The foods in this section are used in many ways in Type A lunches, but they are not counted toward meeting the requirements. An index of foods is included in the Guide. Foods are listed in alphabetical order. A few items should be chosen and used in a practical exercise to learn index use.
43

Turn to page on which item is listed and determine the number of purchase units, based on the serving size or portion given in column 4, that would be needed to serve 100. Record this information in column 5. The column numbers below correspond to column numbers in Food Buying Guide.

PRACTICAL EXERCISE Food as purchased (1) Apples (canned, slices) Beef Stew (canned) Frankfurters (10 to pound)

Page Number
35
24
22

Purchase Serving size Purchase units

Unit (2) or portion (4)

for 100 (5)

No. 10 can 1/2 cup

4

Pound

3/4 cup

37 3/4

Pound

1.6 oz. protein

10

PRACTICAL EXERCISE Using the method illustrated above--Use Index (pages 73-75) of the Food Buying Guide. Turn to pages designated in index and fill in needed information for purchase units for 100 servings--column 5.

Food

Page

as Eurchased

Number

Carrot strips (raw)

Chicken

Ground Beef (fresh)

meat

Strawberries (frozen)

Purchase
Unit ill
Pound
Pound
Pound

Serving size or portion (4) 1/4 cup 1 drumstick 2 oz. cooked

3 lb. pkg. 1/2 cup

Purchase units for 100 (5)

How to Calculate the Quantity of Protein-Rich Food Needed

The practical exercise below was developed to help school lunch managers learn how to calculate quantity of protein-rich food needed when the size serving and the estimated participation are given. Directions for making calculations are found on page 8 of the Food Buying Guide.

PRACTICAL EXERCISE

Food as

Purchases

Purchased (1) Unit (2)

Dry Beans Frankfurters Ground Beef (fresh) Fish sticks (breaded)

Pound Pound Pound
Pound

Serving size or portion (4)
1/2 cup 1. 6 oz. meat 2 oz. (cooked)
1 oz. (cooked fish)

Purchase unit Number to for 100 (5) be served

9 1/4

75

17 1/2

130

10

210

12 1/2

370

Quantity of food needed
6.94 22.75 21.00
4.25

44

PRACTICAL EXERCISE

Food as

Purchases

Purchased (1) Unit (2)

Fried Chicken Pound

Ready to cook Pound turkey: (including meat from neck, giblets or skin) Canned Salmon 64 oz. can

Serving size or portion (4)
1 thigh (1.6 oz.) 2 oz. (cooked turkey)
2 oz. fish

Purchase unit for 100 (5)

Number to be served
525 145
687

Quantity of food needed

How to Calculate the Quantity of Vegetables and Fruits Needed in Type A Lunch

The practical exercise below has been developed to help school lunch managers learn how to calculate quantity of fruits and/or vegetables needed when the size of serving and the estimated participation are given.

PRACTICAL EXERCISE

Food as

Purchases

Purchased (1) Unit (2)

Applesauce

No. 10 can

Canned Cherries No. 10 can

Fresh oranges Pound

(size 250)

Fresh potatoes Pound

Serving size or portion (4) 1/2 cup 1/L~ cup 1 small

Purchase unit Number to

for 100 (5) be served

4 1/4

212

2 1/4

220

33 1/2

375

Quantity of food needed
9.01 4.95 192.63

1/2 cup

29

212

61.48

PRACTICAL EXERCISE

Raw Shredded Pound

1/4 cup

176

Cabbage

Cooked Cabbage Pound

1/4 cup

176

Raw Shredded Pound

1/4 cup

195

Carrots

Green Beans

No. 2 1/2

can

1/4 cup

30

How to Calculate Quantity of Food Needed for a Type A Lunch
This practical exercise has been developed to help you as school lunch managers see the importance of planning size of servings in advance to assure that Type A requirements are met--Quantity of food needed can then be based on size of servings planned.

45

A Type A menu is given below. Decide first the size or portion for each item. Use your buying guide (column 5) to find units needed for 100 servings. Then calculate quantity needed for 250 lunches.

PRACTICAL EXERCISE

Type A

Purchase

Serving size

Units needed

Menu

Units {2) or E.ortion (4)

for 100 (5)

Baked Ham

Pound

(with bone)

Cole Slaw

Pound

Buttered Carrots Pound

(fresh)

Fruit Cup

bananas

Pound

Sliced peaches No. 10 can

grapefruit

No. 3 can

Milk

1/2 pint

Hot Rolls

Baked at school--File card B-9

Butter

Pound

Rolled Wheat

Cookies

Baked at school--File card C-18

Quantity needed for 250

NOTE: In the fruit cup use equal parts of bananas, peaches and grapefruit.

How to Calculate Quantity of Food Needed for a Recipe Using File Card D-3l

Ground Beef and Spaghetti (The file card gives amount needed to serve 100. Let's work out the amount needed for 250.)

PRACTICE EXERCISE

Weights

Measures

100 E,ortions

100 E,ortions

4 pounds

2 gal.

1 ounce

2 tbsp.

14 lbs. 8 ozs.

3 pounds

2 quarts

2 pounds

2 quarts

4 lbs. 12 ozs.

2 quarts

1 1/2 quarts

6 ounces

3/4 cup

1 ounce

2 tbsp.

Ingredients
Spaghetti Boiling Water Salt Ground Beef Chopped Onion Grated Cheese Tomato Paste Tomato Puree Salt Sugar

For 250 E,ortions

(one cup provides 2 ounces protein-rich food and about 1/4 cup vegetables)

46

Food Cost Control--Practical Exercises

Now that you have learned to use the Food Buying Guide and File Card D-3l in

determining the amount of food to buy--Practical Exercise

, the next

step is to find the cost of the amount of food used.

This will help to keep check on control of that portion of .school lunch dollars allowed for food. Beginning with File Card D-3l, Ground Beef and Spaghetti, work out the cost of the recipe for 100, then for 250.

PRACTICAL EXERCISE (File Card D-3l--Ground Beef and Spaghetti)

Ingredients
Spaghetti Salt Ground Beef Chopped Onions Tomato Paste Tomato Puree Grated Cheese Salt Sugar

Amount needed

Amount needed

For 100

For 250

4 lbs.

1 oz.

14 lbs. 8 ozs.

3 lbs.

4 lbs. 12 ozs.

1 1/2 qts.

2 lbs.

6 ozs.

1 oz.

Unit "A" Price per Purchase Unit
Total Cost:

Price for 100/250

NOTE: The amount for 250 may be taken from former practical exercise.

How much of your school lunch food money has been used for this recipe?

How much do you have left for other - food? - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - Can you afford to serve this protein-rich dish?
Learning to Use Food Costing Guide for Type A School Lunches In practical exercise, using protein-rich dish (Ground Beef and Spaghetti)
the method of working out the cost of food has been learned. The USDA has made available a manual that will help managers determine
the cost per portion of the foods used in Type A lunches. Let's take a practical exercise in the use of this manual to find the
cost per serving of a Type A school lunch.

47

Price Per Unit
($) .05 .06 .07 .08 .10

Table 1 - - COST FOR ONE SERVING OF PROTEIN - RICH FOOD.
ITEMS pr ICED FROM 5 CENTS TO 78 CENTS PER ITEM
._,--
Number of Servings Per Unit (lb can. doz ) - - Food Buying GUide. P A - 270

2 2-1/412-1/2\2-3/41 3 3-1/41 3- 1/ 2 . 3-3/4 4 4-1/4

(:Ii)
.0250 .0300 .0350 .0400 .0500

($) .0222 .0267 .0311 .0356 .0444

($) .0200 .0240 .0280 .0320 .0400

($) .0182 .0218 .0255 .0291 .0364

($) .0167 .0200 .0233 .0267 .0333

COST PER SERVING ($) ($) ($) ($) .0154 .0143 .0133 .0125 .0185 .0171 .0160 .0150 .0215 .0200 .0187 .0175 .0246 .0229 .0213 .0200 .0308 .0286 .0267 .0250

($) .0118 .0141 .0165 .0188 .0235

4-1/2
(:I)) .0111 .0133 .0156 .0178 .0222

4-3/4
- (:ll)
.0105 .0126 .0147 .0168 .0211

.12 .0600 .0533 .0480 .0436 .0400 .0369 .0343 .0320 .0300 .0282 .0267 .0253 .14 .0700 .0622 .0560 .0509 .0467 .0431 .0400 .0373 .0350 .0329 .0311 .0295 .16 .0800 .0711 .0640 .0582 .0533 .0492 .0457 .0427 .0400 .0376 .0356 .0337 .18 .0900 .0800 .0720 .0655 .0600 .0554 .0514 .0480 .0450 .0424 .0400 .0379
.20 .1000 .0889 .0800 .0727 .0667 .0615 .0571 .0533 .0500 .0471 .0444 .0421

.22 .1100 .0978 .0880 .0800 .0733 .0677 .0629 .0587 .0550 .0518 .0489 .0463
.24 .1200 .1067 .0960 .0873 .0800 .0738 .0686 .0640 .0600 .0565 .0533 .0505 .26 .1300 .1156 .1040 .0945 .0867 .0800 .0743 .0693 .0650 .0612 .0578 .0547 .28 .1400 .1244 .1120 .1018 .0933 .0862 .0800 .0747 .0700 .0659 .0622 .0589 .30 .1500 .1333 .1200 .1091 .1000 .0923 .0857 .0800 .0750 .0706 .0667 .0632

.32 .1600 .1422 .1280 .1164 .1067 .0985 .0914 .0853 .0800 .0753 .0711 .0674 ,34 .1700 .1511 .1360 .1236 .1133 .1046 .0971 .0907 .0850 .0800 .0756 .0716 .36 .1800 .1600 .1440 .1309 .1200 .1108 .1029 .0960 .0900 .0847 .0800 .0758 .38 .1900 .1689 .1520 .1382 .1267 .1169 .1086 .1013 .0950 .0894 .0844 .0800 .40 .2000 .1778 .1600 .1455 .1333 .1231 .1143 .1067 .1000 .0941 .0889 .0842

.42 .2100 .1867 .1680 .1527 .1400 .1292 .1200 .1120 .1050 .0988 .0933 .0884 .44 .2200 .1956 .1760 .1600 .1467 .1354 .1257 .1173 .1100 .1035 .0978 .0926
.46 .2300 .2044 .1840 .1673 .1533 .1415 .1314 .1227 .1150 .1082 .1022 .0968 .48 .2400 .2133 .1920 .1745 .1600 .1477 .1371 .1280 .1200 .1129 .1067 .1011 .50 .2500 .2222 .2000 .1818 .1667 .1538 .1429 .1333 .1250 .1176 .1111 .1053

.52 .2600 .2311 .2080 .1891 .1733 .1600 .1486 .1387 .1300 .1224 .1156 .1095 .54 .2700 .2400 .2160 .1964 .1800 .1662 .1543 .1440 .1350 .1271 .1200 .1137 .56 .2800 .2489 .2240 .2036 .1867 .1723 .1600 .1493 .1400 .1318 .1244 .1179 .58 .2900 .2578 .2320 .2109 .1933 .1785 .1657 .1547 .1450 .1365 .1289 .1221 .60 .3000 .2667 .2400 .2182 .2000 .1846 .1714 .1600 .1500 .1412 .1333 .1263

.62 .3100 .2756 .2480 .2255 .2067 .1908 .1771 .1653 .1550 .1459 .1378 .1305

.64 .3200 .2844 .2560 .2327 .2133 .1969 .1829 .1707 .1600 .1506 .1422 .1347

.66 .3300 .2933 .2640 .2400 .2200 .2031 .1886 .1760 .1650 .1553 .1467 .1389

.68 .70

.3400 .3022 .2720 .2473 .2267 .2092 .1943 .1813 .1700 .1600 .3500 .3111 .2800 .2545 .2333 .2154 .2000 .1867 .1750 .1647

.1511 - .1432
.1556 .1474

.72 .3600 .3200 .2880 .2618 .2400 .2215 .2057 .1920 .1800 .1694 .1600 .1516 .74 .3700 .3289 .2960 .2691 .2467 .2277 .2114 .1973 .1850 .1741 .1644 .1558 .76 .3800 .3378 .3040 .2764 .2533 .2338 .~171 .2027 .1900 .1788 .1689 .1600 .78 .3900 .3467 .3120 .2836 .2600 .2400 .2229 .2080 .1950 .1835 .1733 .1642

48

Price Per Unit
($)
.05 .06 , .07 .08 .10
.12 .14 .16 .18 .20
.22 .24 .26 .28 .30 .
.32 .34 .36 .38 .40
.42 .44 .46 .48 .50
.52 .54 .56 .58 .60
.62 .64 .66 .68 .70
.72 .74 .76 .78

Table 1 - - COST FOR ONE SERVING OF PROTEIN - RICH FOOD, ITEMS PRICED FROM 5 CENTS TO 78 CENTS PER ITEM ( Contld )
- Number of Servings Per Unit ( b., can, doz.,) -- F 00d Buy'mg GUl'de. P A 270

5

5-1/4 5-1/3 5-1/2 5-3/4 6

6-1/4

7

8

10

11

12

($)
.0100 .0120 .0140 .0160 .0200

($) .0095 .0114 .0133 .0152 .0190

($) .0094 .0112 .0131 .0150 .0188

($)
.0091 .0109 .0127 .0145 .0182

($) .0087 .0104 .0122 .0139 .0174

COST PER SERVING

($)

($)

($)

.0083 .0080 .0071

.0100 .0096 .0086

.0117 .0112 .0100

.0133 .0128, .0114

.0167 .0160 .0143

($)
.0062 .0075 .0088 .0100 .0125

($)
.0050 .0060 .0070 .0080 \0100

($) .0045 .0055 .0064 .0073 .0091

($)
.0042 .0050 .0058 .0067 .0083

.0240 .0280 .0320 .0360 .0400

.0229 .0267 .0305 .0343 .0381

.0225 .0262 .0300 .0338 .0375

.0218 .0255 .0291 .0327 .0364

.0209 .0243 .0278 .0313 .0348

.0200 .0233 .026'7 .0300 .0333

.0192 .0224 .0256 .0288 .0320

.0171 .0200 .0229 .0257 .0286

.0150 .0175 .0200 .0225 .0250

.0120 .0140 .0160 .0180 .0200

.0109 .0127 .0145 .0164 .0182

.0100 .0117 .0133 .0150 .0167

.0440 .0480 .0520 .0560 .0600

.0419 .0457 .0495 .0533 .0571

.0412 .0450 .0488 .0525 .0562

.0400 .0436 .0473 .0509 .0545

.0383 .0417 .0452 .0487 .0522

.0367 .0400 .0433 .0467 .0500

.0352 .0384 .0416 .0448 .0480

.0314 .0343 .0371 .0400 .0429

.0275 .0300 .0325 .0350 .0375

.0220 .0240 .0260 .0280 .0300

.0200 .0218 .0236 .0255 .0273

.0183 .0200 .0217 .0233 .0250

.0640 .0680 .0720 .0760 .0800

.0610 .0648 .0686 .0724 ,0762

.0600 .0638 .0675 .0712 .0750

.0582 .0618 .0655 .0691 .0727

.0557 .0591 .0626 .0661 .0696

.0533 .0567 .0600 .0633 .0667

.U512 .0544 .0576 .0608 .0640

.0457 .0486 .0514 .0543 .0571

.0400 .0425 .0450 .0475 .0500

.0320 .0340 .0360 .0380 .0400

.0291 .0309 .0327 .0345 .0364

.0267 .0283 .0300 .0317 .0333

.0840 .0880 .0920 .0960 .1000

.0800 ,0838 .0876 .0914 .0952

.0788 .0826 .0863 ,0901 ,0938

.0764 .0800 .0836 .0873 .0909

.0730 .0765 .0800 .0835 .0870

.0700 .0733 .0767 .0800 .0833

.0672 .0704 .0736 .0768 .0800

.0600 .0629 .0657 .0686 .0714

.0525 .0550 .0575 .0600 .0625

.0420 .0440 .0460 .0480 .0500

.0302 .0400 .0418 .0436 .0455

.0350 .0367 .0383 .0400 .0417

.1040 .1080 .1120 .1160 .1200

.0990 .1029 .1067 .1105 .1143

.0976 .1013 .1051 .1088 .1126

.0945 .0982 .1018 .1055 .1091

.0904 .0939 .0974 .1009 .1043

.0867 .0900 .0933 .0967 .1000

.0832 .0864 .0896 .0928 .0960

.0743 .0771 .0800 .0829 .0857

.0650 .0675 .0700 .0725 .0750

.0520 .0540 .0560 .0580 .0600

.0473 .0491 .0509 .0527 .0545

.0433 .0450 .0467 .0483 .0500

.1240 .1280 .1320 .1360 .1400

.1181 .1219 .1257 .1295 .1333

.1163 .1201 .1238 .1276 .1313

.1127 .1164 .1200 .1236 .1273

.1078 .1113 .1148 .1183 .1217

.1033
.1067
tIOO
133
.1167

.0992 .1024 .1056 .1088 .1120

.0886 .0914 .0943 .0971 .1000

.0775 .0800 .0825 .0850 .0875

.0620 .0640 .0660 .0680 .0700

.0564 .0582 .0600 .OEn8 .0636

.0517 .0533 .0550 .0567 .0583

.1440 .1480 .1520 .1560

.1371 .1410 .1448 .1486

.1351 .1388 .1426 .1463

.1309 .1345 .1382 .1418

.1252 .1287 .1322 .1357

.1200 .1233 .1267 .1300

.1152 .1184 .1216 .1248

.1029 .1057 .1086 .1114

.0900 .0925 .0950 .0975

.0720 .0740 .0760 .0780

.0655 .0673 .0691 .0709

.0600 .0617 .0633 .0650

49

Price Per Unit
($)
.10 .02 .03 ,04 .05
.06 .07 ,08 .09 .10
.11 .12 .13 .14 .15
.16 .17 .18 .19 .20
.22 .24 .26 .28 .30
.32 .34 .36 .38 .40
.42 .44 .46 .48 .50

Table 2 - - COST PER SERVING OF VEGETABLES AND FRUITS (Fresh, Frozen, Dried,,) ITEMS PRICED FROM 1 CENT TO 50 CENTS PER ITEM
.. Num'Jer of Servings Per Unit (Ibs., qt., can) Food Buying Guide, PA - 270
1- 3/4 2 2-1/4 2 -1/2 2 - 3/4. 3 3-1/4 3-1/2 3- 3/4 4 4-1/4 4-1/2 4- 3/4

-
5

COST PER SERVING

($) ($) ($) ($) ($)

($)

"$) ($)

($) ($) ($)

($) ($) ($)

.0057 .0114 .0171 .0229 .0286

.0050 .0100 .0150 .0200 .0250

.0044 .0089 .0133 .0178 .0222

.0040 .0080 .0120 .0160 .0200

.0036 .0073 .0109 .0145 .0182

.0033 .0067 .0100 .0133 .0167

.0031 .0062 .0092 .0123 .0154

.0029 .0057 .0086 .0114 .0143

.0027 .0025 .0053 .0050 .0080 .0075 .0107 .0100 .0133 .0125

.0024 .0047 .0071 .0094 .0118

.0022 .0044 .0067 .0089 .0111

.0021 .0042 .0063 .0084 .0105

.0020 .0040 .0060 .0080 .0100

.0343 .0400 .0457 .0514 .0571

.0300 .0350 .0400 .0450 .0500

.0267 .0311 .0356 .0400 .0444

.0240 .0280 .0320 .0360 .0400

.0218 .0255 .0291 .0327 .0364

.0200 .0233 .0267 .0300 .0333

.0185 .0215 .0246 .0277 .0308

.0171 .0200 .0229 .0257 .0286

.0160 .0150 .0187 .0175 .0213 .0200 .0240 .0225 .0267 .0250

.0141
.0165 .0188
~0212
.0235

.0133 .0156 .0178 .0200 .0222

.0126 .0147 .0168 .0189 .0211

.0120 .0140 .0160 .0180 .0200

.0629 .0686 .0743 .0800 .0857

.0550 .0600 .0650 .0700 .0750

.0489 .0533 .0578 .0622 .0667

.0440 .0480 .0520 .0560 .0600

.0400 .0436 .0473 .0509 .0545

.0367 .0400 .0433 .0467 .0500

.0338 .0369 .0400 .0431 .0462

.0314 .0343 .0371 .0400 .0429

.0293 .0275 .0320 .0300 .0347 .0325 .0373 .0350 .0400 .0375

.0259 .0282 .0306 .0329 .0353

.0244 .0267 .0289 .0311 .0333

.0232 .0253 .0274 .0295 .0316

.0220 .0240 .0260 .0280 .0300

.0914 .0971 .1029 .1086 .1143

.0800 .0850 .0900 .0950 .1000

.0711 .0756 .0800 .0844 .0889

.0640 .0680 .0720 .0760 .0800

.0582 .0618 .0655 .0691 .0727

.0533 .0567 .0600 .0633 .0667

;0492 .0523 .0554 .0585 .0615

.0457 .0486 .0514 .0543 .0571

.0427 .0400 .0453 .0425 .0480 .0450 .0507 .0475 .0533 .0500

.0376 .0400 .0424 .0447 .0471

.0356 .0378 .0400 .0422 .0444

.0337 .0358 .0379 .0400 .0421

.0320 .0340 .0360 .0380 .0400

.1257 .1371 .1486 .1600 .1714

.1100 .1200 .1300 .1400 .1500

.0978 .1067 .1156 .1244 .1333

.0880 .0960 .1040 .1120 .1200

.0800 .0873 .0945 .1018 .1091

.0733 .0800 .0867 .0933 .1000

.0677 .0738 .0800 .0862 .0923

.0629 .0686 .0743 .0800 .0857

.0587 .0550 .0640 .0600 .0693 .0650 .0747 .0700 .0800 .0750

.0518 .0565 .0612 .0659 .0706

.0489 .0533 .0578 .0622 .0667

.0463 .0505 .0547 .0589 .0632

.0440 .0480 .0520 .0560 .0600

.1829 .1943 .2057 .2171 .2286

.1600 .1700 .1800 .1900 .2000

.1422 .1511 .1600 .1689 .1778

.1280 .1360 .1440 .1520 .1600

.1164 .1236 .1309 .1382 .1455

.1067 .1133 .1200 .1267 .1333

.0985 .1046 .1108 .1169 .1231

.0914 .0971 .1029 .1086 .1143

.0853 .0800 .0907 .0850 .0960 .0900 .1013 .0950 .1067 .1000

.0753 .0800 .0847 .0894 .0941

.0711 .0756 .0800 .0844 .0889

.0674 .0716 .0758 .0800 .0842

.0640 .0680 .0720 .0760 .0800

.2400 .2514 .2629 .2743 .2857

.2100 .2200 .2300 .2400 .2500

.1867 .1956 .2044 .2133 .2222

.1680 .1760 .1840 .1920 .2000

.1527 .1600 .1673 .1745 .1818

.1400 .1467 .1533 .1600 .1667

.1292 .1354 .1415 .1477 .1538

.1200 .1257 .1314 .1371 .1429

.1120 .1050 .1173 .1100 .1227 .1150 .1280 .1200 .1333 .1250

.0988 .1035 .1082 .1129 .1176

.0933 .0978 .1022 .1067 .1111

.0884 .0926 .0968 .1011 .1053

.0840 .0880 .0920 .0960 .1000

50

Price Per Unit
($)
.01 .02 .03 .04 .05
.06 .07 .08 .09 .10
.11 .12 .13 .14 .15
.16 .17 .18 .19 .20
.22 .24 .26 .28 .30
.32 .34 .36 .38 .40
.42 .44 .46 .48 .50

Table 2 - - COST PER SERVING OF VEGETABLES AND FRUITS (Fresh, Frozen, Dried), ITEMS PRICED FROM 1 CENT TO 50 CENTS PER ITEM (Cont'd)

ct - Number of Servinl!:S f'er Unit lb., qt

F00d B uy:ingGuide, PA 270

l2-'/2I'3-,iJ-_ 5-1/4 5-1/2 5- 3/4 6 6-1/4 7- 3/4

8 9-1/4 11

11- 1/2

($)
.0019 .0038 .0057 .0076 .0095

COST PER SERVING

($)

($)

($)

($)

($)

($)

($) ($)

.0018 .0036 .0055 .0073 .0091

.0017 .0035 .0052 .0070 .0087

.0017 .0033 .0050 .0067 .0083

.0016 .0032 .0048 .0064 .0080

.0013 .0026 .0039 .0052 .0065

.0012 .0025 .0038 .0050 .0062

.0011 .0022 .0032 .0043 .0054

.0009 .0018 .0027 .0036 .0045

($)

($)

.0009 .0017 .0026 .0035 .0043

.. 0008 .0016 .0024 .0032 .0040

($)

($) ~)

.0007 .0015 .0022 .0030 .0037

.0007 !0006 .0013 .0011 .0020 .0017 .0027 .0022 .0033 .0028

.0114 .0133 .0152 .0171 .0190

..D109 .0127 .0145 .0164 .0182

.0104 .0122 .0139 .0157 .0174

.0100 .0117 .0133 .0150 .0167

.0096 .0112 .0128 .0144 .0160

,0077 .0090 .0103 .0116 .0129

.0075 .0088 .0100 .0112 .0125

.0065 .0076 .0086 .0097 .0108

.0055 .0064 .0073 .0082 .0091

.0052 .0061 .0070 .0078 .0087

.0048 .0056 .0064 .0072 .0080

.0044 .0052 .0059 .0067 .0074

.0040 .0033 .0047 .0039
.0053 .0044 .0060 .0050 .0067 .0056

.0210 .0229 .0248 .0267 .0286

.0200 .0218 .0236 .0255 .0273

.0191 .0209 .0226 .0243 .0261

.0183 .0200 .0217 .0233 .0250

.0176 .0192 .0208 .0224 .0240

.0142 .0155 .0168 .0181 .0194

,0138 .0150 .0162 .0175 .0188

.0119 .0130 .0141 .0151 .0162

.0100 .0109 .0118 .0127 .0136

.0096 .0104: .0113 .0122 .0130

.0088 .0096 .0104 .0112 .0120

.0081 .0089 .0096 .0104 .0111

.0073 .0061 .0080 .0067 .0087 .0072 .0093 .0078 .0100 .0083

.0305 .0324 .0343 .0362 .0381

.0291 .0309 .0327 .0345 .0364

.0278 .0296 .0313 .0330 .0348

.0267 .0283 .0300 .0317 .0333

.0256 .0272 .0288 .0304 .0320

.0206 .0219 .0232 .0245 .0258

.0200 .0212 .0225 .0238 .0250

.0173 .0184 .0195 .0205 ,0216

.0145 .0155 ,0164
.0173 .0182

.0139 ,0148 .0157 .0165 .0174

,0128 .0136 .0144 .0152 .0160

.0119 .0126 .0133 .0141 .0148

.0107 .0089 .0113 .0094 .0120 .0100 .0127 .0106 .0133 .0111

.0419 .0457 .0495 .0533 .0571

.0400 .0436 .0473 .0509 .0545

.0383 .0417 .0452 .0487 .0522

.0367 ,0400 .0433 .0457 .0500

.0352 .0384 .0416 ,0448 .0480

.0284 .0310 .0335 .0361 .0387

.0275 .0300 .0325 .0350 .0375

.0238 ,0259 .0281 ,0303 .0324

.0200 .0218 .0236 .0255 .0273

.0191 .0209 .0226 .0243 .0261

.0176 .0192 .0208 .0224 .0240

,0163 .0178 .0193 ,0207 .0222

,0147 .0122 .0160 .0133 .0173 .0144 .0187 .0156 .0200 .0167

.0610 .0648 .0686 .0724 .0762

.0582 .0618 .0655 .0691 .0727

.0557 .0591 .0626 .0661 .0696

.0533 .0567 .0600 .0633 .0667

.0512 .0544 .0576 .0608 .0640

.0413 .0439 .0465 .0490 .0516

.0400 .0425 .0450 .0475 .0500

.0346 .0368 .0389 .0411 .0432

.0291 .0309 .0327 .0345 .0364

.0278 .0296 ,0313 .0330 .0348

.0256 .0272 .0288 ,0304 ,0320

.0237 .0252 .0267 .0281 .0302

.0213 .0227 .0240 .0253 .0267

.0178 .0189 .0200 .0211 .0222

.0800 .0838 .0876 .0914 .0952

.0764 .0800 ,0836 .0873 .0909

.0730 .0765 .0800 .0835 .0870

.0700 ,0733
.0767 .0800 .0833

.0672 .0704 .0736 .0768 .0800

.0542 .0568 .0594 .0619 .0645

.0525 .0550 .0575 .0600 .0625

.0454 .0476 .0497 .0519 .0541

.0382 .0400 .0418 .0436 .0455

.0365 .0383 .0400 .0417 .0435

.0336 .0352 .0368 .0384 .0400

.0317 .0332 .0347 .0362 .0377

.0280 .0293 .0307 .0320 .0333

.0233 .0244 .0256 .0267 .0278

51

Price Per Case (6-No. 10 Cans)
($)
2.'50 2.75 3.00 3.25 3.50
3.75 4.00 4.25 4.50 4.75
5.00 5.25 5.50 5.75 6.00
6.25 6.50 6.76 7.00 7.25
7.60 7.75 8.00 8.25 8.50
8.75 9.00

Table 3 - - COST FOR ONE SERVING OF CANNED VEGETABLES AND FRUITS

(No. 10 C"n), CANS PRICED FROM $.42 TO $1.50 PER CAN

Price Per Can

'* No. 1/2 Cup Servings Per 10 Can - - Food Buying GUide, PA - 270

I 14 1/2117 1/2 118 1/2 '19

I I . I 20

21

22

24

COST PER SERVING

-
-
'-

($)

($)

($)

($)

($)

($)

($)

($)

($)

.42

.0287 .0238 ,0225 .0219 .0208

.0198 .0189

.0174

.46

.0316 .0262 .0248 .0241 .0229

.0218 .0208

,0191

.50

.0345 .0286 .0270 .0263 .0250

.0238 .0227

.0208

.54

.0374 .0310 .0293 .0285 .0271

.0258 .0246

.0226

.58

.0402 .0333 .0315 .0307 .0292

.0278 .0265

.0243

.63

.0431 .0357 .0338 .0329 .0312

.0298 .0284

.0260

.67

.0460 .0381 .0360 .0351 .0333

.0317 .0303

.0278

.71

.0489 .0405 .0383 .0373 .0354

.0337 .0322

.0295

.75

.0517 .0429 .0405 .0395 .0375

.0357 .0341

.0312

.79

.0546 .0452 .0428 .0417 .0396

.0377 .0360

.0330

.83

.0575 .0476 .0450 .0439 .0417

.0397 .0379

.0347

.88

.0603 .0500 .0473 .0461 .0437

.0417 .0398

.0365

.92

.0632 .0524 .0495 .0482 .0458

.0437 .0417

.0382

.96

.0661 .0548 .0518 .0504 .0479

.0456 .0436

.0400

1.00

.0690 .0571 .0541 .0526 .0500

.0476 .0466

.0417

1.04 1.08 1.13 1.17 1.21

.0718 .0747 .0776 .0805 .0833

.0696 .0619 .0643 .0667 .0690

.0663 .0686 .0608 .0631 .0653

.0648 .0570 .0592 .0614 .0636

.0621 .0642 .0662 .0583 .0604

.0496 .0516 .0636 .0556 .0575

.0473 .0492 .0511 .0530 .0649

.0434 .0461 .0469 .0486 .0503

1.25

.0862 .0714 .0676 .0658 .0626

.0596 .0668

.0521

1.29

.0891 .0738 .0698 .0680 .0646

.0615 .0587

.0538

1.33

.0920 .0762 .0721 .0702 .0667

,0635 ,0606

,0556

1,38

,0948 .0785 .0743 ,0724 .0687

,0655 .0625

.0573

1.42

.0977 .0810 .0766 .0746 ,0708

.0675 ,0644

,0590

1.46

,1006 ,0833 ,0788 ,0768 ,0729

,0694 .0663

.0608

1.50

,1034 .0857 ,0811 .0789 .0750

.0714 .0682

,0625

52

UNIT III -- FOOD PURCHASING AND COST CONTROL

If we are going to stay within the amount set up for food in our school

lunch budget, we must give study to the cost of every item of food on the

plates.

In previous lessons the use of the school lunch dollar has been discussed

and it was found the suggested amount that may be spent for food is 30% of the

income from the sale of lunches, reimbursement from the USDA and other sources.

Take an example.

Income from each pupil

(a) Charge to pupil

.25

(b) Reimbursement from USDA

.04

(c) All other income per pupil ~

eutgo

(a) 30% for labor

.087

(b) 10% for utilities, etc 029

(c) 60% for food

.174

Total income per pupil

.29

Total

.2'90

Take another example.

Suppose the school is feeding 250 pupils and 10 adults; of this number,

25 are free.

Income per day: 200 x .25 25 x .00 (free) 250 x .04 (Re imbursement from USDA) 10 x .30 (Adults)

50.00 0.00
10.00 3.00

Total Income Income per person

63.00 .24

Outgo: (a) 30% Labor (b) 10% Other (c) 60% Food

18.90 6.30
37.80

Total outgo Outgo for food Cost of 250 1/2 pints of milk at 6 3/4
cents Left for all other food Amount per pupil for all other food
20.93 + 260 = $ .08

63.00 37.80 16.87
20.93

53

How can you give 250 children all of the food required for Type A meal (except the milk) for $.08 per person?
Comparison of Commercially Prepared Foods and Foods Prepared at School WHITE BREAD Purchased 5-5 lb. loaves (22 slices each .27 cents per loaf 100 portions $1.35. Prepared in lunchroom using Recipe Card B-1l 100 portions--25 cents 1/4 lb. dry yeast----------------------------------------------.187 1-1/2 qt. milk (reconstituted nonfat dry)----------------------.OO 7 lb. 4 oz. flour D/D------------------------------------------.OO 1-1/8 cups sugar*----------------------------------------------.O648 12 oz. shortening D/D------------------------------------------.OO 2-1/2 oz. sa1t*------------------------------------------------.0025 BAKED BEANS Purchased 1 No. 10 can containing 20 portions (1/2 cup each) each portion will cost-------------------cents cost for 100 portions--------------------cents Prepared in lunch room using Recipe Card D-9-100 portions $1.38 9 lb. dry beans D/D--------------------------------------------.OO 1 lb. 8 oz. salt pork*-----------------------------------------.68 2 cups brown sugar*--------------------------------------------.1079 2-1/3 tbsp. mustard, dry*--------------------------------------.02 2 cups onion*--------------------------------------------------.11 2 cups molasses*-----------------------------------------------.46 1/4 cup salt*--------------------------------------------------.01
(A PENNY SAVED IS A PENNY MADE)
*Based on prices--Atlanta, Georgia
54

MONTHLY FINANC IAL WORK SHEET

I. PURCHASED FOOD

Beginning of month P. F. inventory

Plus value of all food purchased during month .

Total P. F. available . .



Less end of month P. F. inventory

Le s s value of special milk . . . .

Total P. F. used . . .

Value of P. F. used divided by number of meals served


...

$---$---$---$---$---$----

gives P. F. cost per plate

$----

II. U. S. D. A. DONATED FOODS

Beginning of month donated foods inventory. . Plus value of donated food received during month
Total donated foods available Les s ending inventory of donated food . . .
Total donated foods used. . . . Value of donated food used divided by number of meals


...

$----
$---$---$---$----

served gives donated foods cost per plate . .

$---

. . . . . . . . III. LABOR COST
. Total gross labor cost .

$----

. . . . . . . . . . Divide labor cost by number of meals served gives labor cost per plate . . .

. $----

IV. OTHER COST

All expenditures such as utilities, soaps, naper goods, etc. $

_

Divide other cost by number of meals served to obtain

other cost per meal. . . . . $

_

V. TOTAL PLATE COST P. F. cost per plate Labor cost per plate. . Other cost per plate Actual cost per plate.

$----

.

.

.

..

..

..

..

..

.

.

.

.

$---$---$----

VI. INCOME Student payments . . . . . Adult payments. . .
Reimbursement earned this month Title I funds . OEO funds . Other income . . . . Total income .

$---$---$---$---$---$---$----

Divide total income by number of meals served to obta.in income per plate.

55

Name of School.
Date~

COST OF MENU

_ Menu: _

FOODS USED

AMOUNT NEEDED

PRICE PER UNIT
$ $ $ $ $ $ $ $ $ $ $ $ $

TOTAL COST
'$
$ $ $ $ $ $ $ $ $ $ $ $

Miscellaneous: Salt, pepper, etc. (Allow lc per meal

__ $ - - - - -

2% Income. _ - - - - - - - - - - - - - - - - - - - $ - - - - -

Labor

TOTAL COST

$---$-----

INC<ME Children's paid lunches

Number

Amount $------

Children's free lunches

$------

Adults' lunches

$------

Visitors' lunches

$------

Workers' lunches

$------

Reimbursement (Children free and paid) ,- - - - - - - - $ - - - - - -

COST PER SERVING:

TOTAL SERVED

TOTAL INC<ME
$------

Total cost divided by total number served

$------

56

LESSON V STORAGE AND INVENTORIES
UNIT I -- STORAGE AS IT RELATES TO SCHOOL FOOD SERVICE Objectives are ~o have, through proper storage, better tasting meals and
meals that are better nutritionally, and to learn to keep foods at their peak of quality through proper storage and care.
Storage Proper food storage is a vital part of School Food Service. Thought
should be given to receiving area, dry food storage, and refrigerated food storage.
The receiving area should be located near the back entrance to the lunch room. It should be a place where foods are protected from dust, dirt and dampness during the course of unloading. The receiving area should be large enough to provide temporary storage until deliveries can be checked for quality, weight and count.
The dryistorage area should provide for orderly storage of foods not requiring refrigeration. It should provide protection from the elements, fire, insects, rodents, spoilage organisms and other causes and safeguard them from theft.
The dry storage area should be convenient to receiving area and kitchen. It should have one-half square foot of floor space needed per meal (based on a two week supply of food). It should have ventilation sufficient to remove all odors and gases, sufficient space under lowest shelf in undershelf storage, shelves approximately 24 inches in width. It should have a thermometer on the wall to make sure that proper temperatures are maintained. 60 to 700 F
57

is satisfactory for canned foods, cereals, sugar, etc. All supplies and food must be stored on shelves or pallets, removing them from contact with floor.
Storeroom equipment should include a two wheel truck for moving foods from receiving area to storage; scales for weighing and checking purchases; can dolly for each food storage container unless the containers are equipped with' casters; metal containers with tight fitting covers; grocer's scoops for each storage container in use, and power or hand operated fire extinguisher.
Two types of refrigerated storage spaces are needed--normal refrigeration, maintained at a temperature of 32 0 to 500 F; and freezer or frozen food storage, maintained at OOF or below. Refrigerated food storage space should be convenient to the receiving area and adjacent to the food preparation center in the kitchen.
To store food stack bagged foods on dollies or skids using one bf two methbds--chimney style stacking or lock-style stacking. Stack foods of a kind together. Place oldest food out front. Store foods away from walls and off the floor, and store foods ~hat absorb odors away from those that give off odors.
Sanitation and cleanliness are a must in food handling and storage. Check all food frequently for evidence of spoilage, such as bulging or leaking cans. Constant vigilance must be maintained for any kind of infestation. Use services of a reputable licensed exterminating company. Comply with all federal, state and local laws.
Thoroughly inspect all foods before they are put in storage. Examine refrigerated products upon arrival. Be sure that temperat~es are adequate and that products are in good condition. Examine canned foods. Look for
58

damaged, disfigured or bulging cans. These may indicate spoilage. Check dried foods such as flour, meal and rice for infestation.
Arrange food in store room according to food groups, with each group arranged in alphabetical order. (For example: canned fruits, apples, apricots, etc.). Mark the date received and price paid on the outside with a magic markere
For end of year storage it is important to see that all foods left over at the close of the school year be properly stored in dry or refrigerated storage areas to protect them against bacteria, spoilage, and contamination by rodents and insects.
For dry storage remove everything from storeroom including floor racks and dollies. Wash the walls, shelves, floor racks and dollies, and the floor using a good cleaning detergent. Replace floor racks, dollies and all nonperishable foods such as all canned foods, packaged nonfat dry milk, etc. Place full cases of non-perishable foods on floor racks, dollies or lower shelves. Cans and packages from broken cases should be stored on the shelves. Spray with recommended insecticide. NOTE: Meal, dried beans, flour, rice, and dried whole eggs should never be left in the dry storage area during the summer months. See refrigerated storage.
For refrigerated storage, remove everything from the refrigerated area, including the floor racks in the walk-in refrigerators. Wash the walls, shelves, floor racks and floor of walk-in refrigerators using a good cleaning detergent. Replace shelves, floor racks and all semi-perishable foods such as dried whole eggs, meal, dried beans, flour, rice, cheese, and all canned meats. Store full cases, balers and sacks on floor racks. Cans and packages from broken cases or balers should be placed on shelves.
59

In frozen food storage remove everythirtg from the frozen food area. Follow directions as for cleaning refrigerated storage area. Replace shelves, floor racks and all highly perishable foods such as butter and frozen foods. NOTE: all foods placed in the frozen food area should be properly packaged in a moisture-vapor-proof package before they are placed in the freezer. Garbage can size, plastic bags can be purchased from Institutional Wholesale Companies.
UNIT II -- INVENTORIES The objectives of this unit are to learn to keep losses to a minimum, to
aid in keeping a daily food-cost record, to keep informed as to foods needed, to have available a record of total food purchases and issues for a given period, and to report to State School Lunch Office.
Type of inventories are perpetual inventory, daily withdrawal, and physical inventory.
It is essential that a perpetual inventory record be kept of all foods in stock. Suggestions for keeping perpetual inventory are to post entries and withdrawals daily, set aside a specific time for the person responsible for the inventory to post, arrange items in alphabetical order and same or parallel to store room organization and arrange like foods together. The perpetual inventory cards show at a glance the date of transaction, record of action, quantity of food received, quantity of food withdrawn, and balance of food in storage.
In larger schools it may be desirable to use a daily withdrawal form to record each food item as it is taken from storage. The use of this daily withdrawal form will help with the perpetual inventory as the information can be transferred to perpetual form.
60

SUGGEST E:D DAILY W THDRAWAL FORM

Brand

Amount of food:

Date Record of Food

or

Cases, cans,

Action

Item

Donated

pounds, etc.

Sept. 4 To kitchen Frozen

Turkeys

2 (18 No. each)

Tomatoes

9 (No. 10 cans)

3 cases

Peaches

(18 No. 10 cans)

2 sacks

Sept. 10 To kitchen Flour

(50 No. each)

Cost Per Unit

Total

The physical inventory in~ludes all food on hand in ~he kitchen as well

as that in storage. The physical inventory helps in making monthly financial

statements, in making an inventory report, in keeping a perpetual inventory,

helps with purchasing and with menu planning.

SAMPLE PERPETUAL INVENTORY CARD

Food Item--
Date
Sept. 1 Sept. 4 Sept. .8 Sept. 9 Sept. 16 Sept. 19

Tomatoes, canned--
Record of Action On hand To kitchen Purchased Invoice No. 9466 To kitchen USDA--donated To kitchen

Brand U. S. Standard

Unit size

Quantity of food

Cases. cans pounds

Received Code Withdrawn

Cans

Cans

9
18 6
108 9

No. 10 cans 6 per case
Balance Cans 12 3
21 15 123 114

Code:

1. Red Flag (low) 2. Blue Flag (excess) 3. Yellow Flag (enough for two weeks)
Items in excess or low in quantity may be flagged with signals of

different colors to designate that if excessive there is a need for planning

to be used. If low, there is a need to purchase. 61

LESSON VI RECORDS AND REPORTING
The objectives of this lesson are to bring a realization that school feeding is a big business; to realize that suitable records are essential to good business; that complete information on income and expense will assure financial control in the lunch room; to prOVide meals at the lowest cost possible consistent with Type A meal pattern, keeping in mind quality and quantity of food served; to appreciate the value of records to the program; to have an understanding of how to use records to improve management operations.
UNIT I -- WHY KEEP RECORDS? The lunch room is one department of the entire program of a school that
essentially operates on its own financial basis. The school lunch has as one of its objectives the serving of good food at a minimum cost to the students.
Records serve of particular importance in the plans for operation and objectives of the lunch room. They are of value as they are used--
To determine the daily income and daily expense of operation. To determine the number of students participating in the program. To serve to check and control all activities connected with operation
of the lunch room. To protect the administrative officer of the school, who is bonded to
handle funds. To let the manager and administrative office know at all times the
financial condition of the lunch room. As a method for accounting for funds received from all sources. To make reports to local, state and federal government.
62

To help eliminate waste of raw foods, labor and in every other aspect of the lunch room.
To develop efficiency in operation. To do a better job in planning ahead.
UNIT II -- KINDS OF RECORDS NEEDED In Lesson I under the Hows and Whys of the School Lunch Program, informa-
tion was given in regard to responsibilities of the local school and Georgia Department of Education through contract with the U. S. Department of Agriculture for the operation of the School Lunch Program.
The records kept by each school must meet the requirements of the contract and show whether or not regulations are being met in respect to the non-profit status of program, observing limitation on use of income, limiting balance to program needs, offering lunches free or at reduced prices, maintaining an actual daily count of lunches. They are also needed in purchasing sufficient food to support reimbursement payments, and in foods to meet Type A lunch requirements. Income and expenditures for all phases of operation must be shown.
Breakdowns are desired in records required for cash income. Federal reimbursement--Include any reimbursement actually received
during the month from prior claims for the school lunch and special milk programs. Children's payments--Include all income actually received from the sale of food to children, including a la carte sales. Adults' payments--Include all income actually received from the sale of food to adults. This should be five (5) cents more than price per child since no reimbursement is received for adults.
63

Loans to program--Include any funds loaned or advanced to the program during the month.
Other cash income--Include other cash income received such as cash donations from individuals, organizations, or sponsoring agencies.
Record all transactions when funds are actually received. Each school must maintain a record of all expenditures, supported by invoices, receipts or other evidence of expenditure. A breakdown is desired. Food--Enter purchases of all food, according to the designation on the
form, in Journal, including milk for the special milk program. Labor--Enter cash expenditures for all labor cOSts for the school
lunch and special milk program, such as for managers$ cooks, helpers, when payment is made. This includes taxes and social security (matching fund included at time of payment). Loan repayments--Enter the amount of any payment made during the month on loans or advances to the program. Maintain supporting records. Other--Enter actual payments made on utilities, equipment, etc. As payments are made, record in a journal. Maintain a file for all unpaid bills, including payments due on withholding, retirement, social security, insurance and loans. The daily number of lunches served to students is a required record for lunch service. The recommended method is to obtain it in the cafeteria at time student receives the plate. The following methods are accepted by auditors*--by ticket'or token count, by plate or tray count, by cash register tape, by combination of any of above.
*Teachers report is not accepted.
64

The daily number of lunches served free or at a reduced rate may be obtained by a report from teachers or principal. The daily menu served is kept by the manager and submitted monthly on form supplied by the Georgia Department of Education. The daily amount of milk served on special milk program and to adults is also a required record.
Itemized records which show an estimated value of non-cash donations to the program are required and should show date, item, donor, and estimated value.
A breakdown is desired on food, labor, and other. Food should be estimated at approximate retail value. Caution should be used against including the value of USDA--donated foods.
Labor should include the value of labor donated by parents, teachers, maintenance personnel, etc. and be estimated at prevailing labor rates in the community. The "other" category should include the value of donated supplies, material, equipment, utilities, etc. It should not include expenditures for land, construction or alteration of buildings; fental value of buildings used in connection with the program.
Records should be made at time of donation. Records to be kept in School Lunch file should include a folder marked "Instructions and Directions for Keeping School Lunch Records." This file should contain a copy of agreement, a copy of labor survey, a copy of verification, a guide for "Keeping School Lunch Records", and memos from State School Lunch Office on record keeping. Complete monthly records and supporting information should also be kept. There should be a file for each of the monthly programs in operation, including monthly claim (GA-7) returned with reimbursement check, bank statement
65

and cancelled checks, invoices of all paid bills reported on GA-7, school copies of all other records supporting GA-7; GA-I; GA-2; GA-4A; GA-6; GA-8; GA-9; GA-12.
There should be an unpaid file on bills and all other outstanding accounts. Daily Cash and Purchase Journal--I-GA3 and GA-3A, should also be kept.
There is a retention period for records. The federal government states
"~
that records must be kept for a period of three years after the end of the fiscal year to which they apply. The Georgia Law requires that records be kept permanently.
All school principals are required to be bonded. The bond is to be paid by the County School Superintendent's Office.
All records must be kept on file at the school. Records are subject to audit by the USDA and state, county, or school system.
Bank statements should be reconciled promptly upon receipt of the statement. (Form GA-6)
All money received must be deposited in the bank. All duplicate deposit slips, bank statements and cancelled checks must be kept on file at the school.
Income accruing to the School Lunch Program of any school should be used only for lunch program purposes, provided that such tncome shall not be used to purchase land, to acquire or construct buidlings, or to make alterations of existing buildings. It provides further that funds from sources other than Federal School Lunch and Special Milk Programs, children's and adults payments for lunches and milk should not be used to finance out-of-state travel of school lunch personnel, or the purchase of automotive equipment.
66

Prior approval from State School Lunch Office must be obtained before purchases of any major equipment for use in lunch rooms; for example--adding aachine, files, etc.
UNIT III -- REPORTING The School Food Service Division of the Georgia Department of Education
has worked out a new system of records that must be kept by the individual school and used for making reports at the end of each schpol month and at the end of each school year. This is the first major change since 1946. The new system has resulted from observation, study, analysis and requests of superintendents and principals.
The revised record keeping system for school lunch embraces two major changes--
Forms are designed for use with electronic data processing equipment. Conversion to data processing also makes possible the effective use of additional data which will be analyzed, summarized, and reported back to superintendents.
Expenditures will be reported on a cash basis. A reconciliation will be made monthly of cash, accounts receivable, and accounts payable to determine net worth of the food service program.
The change from reporting expenditures on an accrual (when obligated) basis to a cash (as paid) basis makes the old GA-I reporting of food purchases invalid. However, it is necessary to know the value of food used in Type A lunches; consequently, the Inventory Forms (GA-SL4 and 4A) replace the itemization of foods on the GA-l.
Basic record keeping requirements are identical in all schools. The method of reporting and record keeping varies in school systems which have
67

centralized certain accounting and financial activities and controls. The Revised System Design is based on a decentralized system as most
Georgia schools operate decentralized programs; however, the trend is toward centralizing certain activities at the system level. Only where there is a certificated school food service director, adequate supervision and clerical staff is this practice encouraged.
')
The decentralized school food service program is a school food service program administered by the System Board of Education but operated by the local school in accordance with general system board policy and general supervision from the system office.
The partially centralized school food service program is a school system that has centralized one or more school food service functions at the system level, such as accounting, personnel, purchasing, menu planning or training. In centralized accounting, the detailed record keeping is performed at the system level.
Terms used include- Cash accounting--Recording income and expenses on basis of actual
cash receipts and cash payments. Accrual system--Recording income and expenses on basis of date income
was earned and purchases were made, whether paid on that date or not. Combination cash and accrual--Combined A and B like GA 7, Section 3,
cash, Section 4, Accrual. Accounts receivable--Amount owed to lunch room but not yet paid. Accounts payable--Amount owed by lunch room but not yet paid. Networth--Financial condition of lunch room on given date--includir.
cash amount paid.
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Half pints reimbursable--Number half pints of milk purchased. Half pints served with lunches. Half pints served to adults.
Cash Journal--Daily records of actual cash transaction--both receipts and expenditures.
Purchases Journal--Daily record of purchases according to invoices or statements furnished by vendors.
Assets--Include cash in bank, accounts receivable of all types. Liabilities--AII unpaid bills and outstanding loans, etc. payable. Responsibilities of individual schools for record keeping in a decentralized system are to prepare all records and reports as identified in schedule of school lunch records and reports; submit required reports to system office monthly for auditing, consolidation, and transmittal to Georgia Department of Education; maintain a complete file of all reports and records available for audit. Responsibilities of individual schools in a system where accounting is centralized are to prepare forms GA SL SM--3, for centralized systems; prepare forms GA SL SM--8, GA SL SM--2, GA SL SM--9, GA SL SM--4, and 4A; GA SL--12; submit to system office invoices, deposit slips, reports, and other information required locally and/or by state according to daily, weekly or monthly schedule established by system. Systems desiring to substitute a local form for state form should request approval of the change in advance. Otherwise, all schools will be expected to maintain state records and reports. Responsibility of system office for school lunch records and reports in a decentralized system falls into four groups. The system office must coordinate records and reports for system, including distributing a supply of forms, notifying schools of procedures, interpreting requirements to principals
69

and managers, and distributing approved applications, verifications, approved claims, and making payments to schools.
The office must also maintain complete file of School Lunch and Special Milk records and reports. This includes--
System-State Agreement and Extensions. Schedule A. Approved annual applications for each participating School Lunch and/or
Special Milk Program. Managers Register and file on Training in Depth. Approved Claim for Reimbursement for each school. (GA--SAL 7 or
GA SL 8M 7) Approved continuation sheet. All other reports submitted by the schools. Memo's from State Office. Health Inspection Reports. The office must audit, coordinate, and transmit monthly school reports (GA--7's, GA--2's, GA--I) to the State Office by the fourth of each month and annual reports according to schedule. It must review for completeness, signatures; audit calculations and entries; reconcile with bank records; correct and return reports promptly to State Office when corrections are necessary. It must notify State Office of changes or incidents which affect school lunch: Change in name of school, consolidation, fires, school closings, new schools; changes in lunch prices, enrollment, attendance. The degree of centralization will determine the duties of the central office. Where accounting, including payment of bills, is centralized, the central office will be responsible for maintaining cash and purchases journal
70

on each school; preparing GA SL--l, GA SL--6, GA SL--7, GA SL--9, and GA SL SM--7a; maintaining complete file on each school including invoices, bank records, and deposit slips; paying bills, auditing accounts, etc.
In addition to these specific responsibilities, the central office would also assume the same responsibilities and perform the same functions as in a decentralized system.

Schedule Of Records And Reports--School Lunch And Special Milk Programs

Form Number GA--SL 1

School

Report Name

Prepares

Report of Purchases

Equipment and Supplies

3

And Sends to Superintendent
2

And Superintendent
sends to State Office
1

GA--SL 2

Menu Report

3

2

1

GA--SL 3

Daily Cash Journal

1

3A

Daily Purchase Journal

1

GA--SL 4

Inventory--Purchased Foods 2

1

Inventory--USDA Foods

2

1

GA--SL 6

Monthly Reconciliation

2

1

GA--SL--SM 7 Claim for Reimbursement 4

3

"snap-outs"

*

GA--SAL 7

Special Assistance

4

3

Claim for Reimbursement

"snap-outs"

GA--SL--SM 7a System Claim and

4

Requisition for

(Prepared in Super-

Reimbursement

intendent's office.)

GA--SL 8

Daily Record Number of

2

1

Lunches Served

3
3 3 "snap-outs"

GA--SL 9

Payroll Record

2

1

GA--SL 12

Report of Food Used For 2

1

Other Food Service

GA--SL 14

Verification

2

1

1

(September only)

GA--SL 15

Managers' Register

3

2

(September only)

(Prepared in Super-

intendent's office.)

GA--SL 16

Personnel Survey

3

3

2

(October only)
* See special instructions for systems that have centralized activities at the

system level.
* Schools approved for special assistance use this form in lieu of GA--SL--SM 7.

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UNIT IV -- USING RECORDS FOR PROGRAM IMPROVEMENT A great deal of emphasis is placed upon the importance of keeping good
records. In Unit I of this lesson several reasons why good records are needed are given.
Records can be used for good public relations in that information can be given to parents in regard to how the money spent by the pupils has been budgeted, how the lunch meets 1/3 of the daily food needs, and a comparison of quality and quantity of food received in lunch with similar foods and servings if bought at public eating places.
Information can be given in concrete form to administrative boards of a school system in that it gives board members information for any legal action they may take in regard to the program, it gives board members information for answering any pleasant or unpleasant remarks made about the program, and gives the board members information that can be used in approaching state or federal agencies in regard to the program.
Information can be given to members of State Legislature, including individual members in regard to their individual counties, to legislative committees that are responsible for education and all school activities, to legislative committees responsible for appropriations of funds.
Information is readily available to members of congress to be used for seeking appropriation for continuation and improving the program throughout the United States.
An office record card has been prepared by the Georgia Department of Education, School Lunch Division, for use of local schools. On this card the school will summarize the monthly reports. At the end of the school year the information under each column is totaled. This gives a complete picture of
72

operation for the year. The compiled information for the year is helpful in making application for participation in the program for the coming school year.
Records give a daily, monthly and yearly evaluation of the School Lunch Program in a school. The daily record will show how well students are being reached. The monthly record will show how funds are distributed and used for food, labor and other expenses. Is the amount spent for food sufficient for serving type A lunch? Is the amount spent for labor in line on proper proportion to other expenditures? Is the amount spent for utilities, etc. in line on proper proportion to other expenditures?

LESSON VII PURCHASE, CARE AND USE OF EQUI IMENT
The objectives of this lesson are to help participants develop an understanding and ~ppreciation for a good school lunch floor plan, develop some knowledge of selection of equipment, develop a desire to effectively use and care for building and equipment, and develop skills in using all equipment.
UNIT I -- FACILITIES If the school food service department is to give maximum service much
thought should be given to adequate floor space, equipment, and to the use and care of. facilities. Proper planning and equipping is a matter of concern to architects, engineers, equipment specialists, sanitarians, school lunch staff and administrative school staff.
Points to consider are- Space requirements--ample space for high percentages of participation
and multiple use of dining area. Classification of School--age groups of ~hildren attending--elementary,
junior high, high, etc. Correlation of the School Plant--plan of entire building determines
best location of lunch room. Administrative policy--serving period--amount of time allowed for
serving each group. Utilities and Service--what public utilities are available and the
best service available. Selection of facilities--remember facilities are for school food
service.
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Durability of materials--maximum returns for money, functional and durable, and repair and replacement expenses.
Sanitation--easy to keep clean, sanitary storage facilities. Environment--good ventilation, noise control, cheerful colors, pride
of community, pride of employees. Areas of the School Food Service Department should include an outside and inside receiving area; a dry and refrigerated storage area; kitchen areas that include preliminary preparation and preparation areas; serving area; dining area; dishwashing area; office; rest rooms. The receiving area is needed to facilitate handling of food and to protect it during the course of unloading; to provide temporary storage until deliveries can be checked--for location, space, and other considerations, consult state and local authorities having jurisdiction of building, sanitary regulations. Storage areas should provide for security and orderly storage of all foods to protect against spoilage or contamination. Every school should have, and use, USDA bulletin P. A. 292, "A Guide for Planning and Equipping School Lunch rooms." Equipment should be arranged in logical order by work areas. Preliminary preparation area, including vegetable sinks and peeler, should be near the point of delivery, refrigerator and cooking area. The preparation area should include range and cookus table convenient to vegetable sink, refrigerator and the section of serving counter where hot foods are served; baking area near cooking area, serving counters, pot sink and refrigerator; mixer conveniently located for both baking and cooking purposes; refrigeration close to receiving area, vegetable and salad prepara-
75

tion; cooks table, bakers table and serving counter; and cooking eq~ipment perpendicular to cook's table.
The serving area should be arranged to provide quick and orderly method of serving lunches; to protect foods from oral infections and other unsanitary conditions; to consume nutritive value of food; and should contain one square foot of floor space per meal served daily.
The dining area should have proper furniture for students to eat lunches; be near serving and dishwashing areas; have ten to twelve square feet floor space per person seated at one time; and be constructed in accordance with building regulations as to doors, windows, etc.
The purpose of the dishwashing area is to sanitize dinnerware and collect and dispose of garbage and trash from dining area. It should be adjacent to dining area. A separate room simplifies ventilation and noise control. Construction should be according to regulations.
The office area should have suitable space for planning menus and preparing market orders; making work schedules; keeping school lunch records; and for conducting conferences with employees. It should be located near kitchen, near delivery entrance. A separate room is desirable. Information files should contain an equipment file with source material in separate file folders, including catalogs-brochures from manufacturers.
A record of large equipment should include the make of each piece, model number, serial number, manufacturers directions for use, care and maintenance, including care as to cleaning and oiling schedule, list of replaceable parts, and where service may be maintained or secured.
Other files to be kept are work schedule files, menu files, recipe files, food buying guide, record keeping files, daily records, monthly records,
76

bank statements, and invoices. In preparing and serving a school lunch, there are several processes involved. The following flow chart illustrates the relationship of the different areas

t

._ - RECEIVING - - - - - - ,

STORAGE

REFRIGERATOR

STORAGE
----:~ PREPARATION ...... c:&----~

SERVING ....~. _.J

The kitchen should be planned to provide for the natural flow of raw

and prepared materials and work, through the above processes with the minimum

crossing of paths and confusion.

Check List for Better Dishwashing
THE DISH PANTRY--A good starting point for the Manager's study of the
dishwashing operation. Check each point.
(A) Dishwashing Machine ( ) Clean inside and outside ( ) Wash spray openings and pipes clear ( ) Rinse openings clean ( ) Hose for daily cleaning of tables and machine ( ) Machine in good working order
(B) Soiled Dish Table ( ) Equipped with drain that prevents liquids and food from getting into machine ( ) Scrapping arrangements (see report No. 1 on study sponsored by National Restaurant Association) ( ) Does not mark dishes
(C) Unloading Facilities ( ) Container for depositing silverware ( ) Spot for placing and draining soiled glasses ( ) Place for piling trays ( ) Convenient arrangements for racking or stacking plates
(D) Clean Dish Table ( ) Large enough to allow one minute for dishes to drain and air dry ( ) Shelves on which to place containers for clean glasses
77

( ) Shelves for convenient stacking of plates and other tableware-saving floor space
( ) Arrangements for eliminating need for lifting of heavy loads ( ) Slide for returning empty racks to loading zone ( ) Rack Storage--ample supply of racks in good condition
(E) Clean Dish Storage ( ) Enclosed to prevent contamination by air-borne bacteria ( ) Plate warmer shelves--wood or stainless to eliminate possibility of marking dishes
(F) Dish Storage ( ) Good lighting--for good inspection ( ) Acoustic treatment of room and tables ( ) Good ventilation--for quick drying of dishes and pleasant working conditions that contribute to efficient work by workers ( ) Hot water supply--ample amount available--delivered to machine at temperature of 170 degrees or better--for required bacteria reduction and quick air drying of dishes ( ) Booster heater--for raising temperature of hot water taken from building supply to 170 degrees or over for good rinsing of dishes in the dishwashing machine
(G) Organizing the Help ( ) Foreman of dishwashing department--recognized as the person in charge by other department heads and kitchen personnel ( ) Appreciates that he is responsible for-a. Production of clean dishes, including regular inspection and periodic removal of stains. b. Control of breakage, including regular reports. c. Maintaining your standards of cleanliness by daily cleaning of the dishwasher, dish tables and floor. d. Training of personnel for this department. ( ) Regular inspection of all tableware--including checking and rejection of any that is not fit for further use--dipping dr scrubbing those pieces that show accumulation of stains ( ) Employment of good help--personnel measuring up to standards required for other departments ( ) Recognition of importance of clean dishes and the fact that dishwashing can be pleasant work
(H) Operation of Dishwashing Equipment ( ) Operating instructions supplied by manufacturer mounted on wall or available for reference ( ) Daily cleaning of machine--including cleaning of wash pipes and rinse sprayers ( ) Scrapping of dishes--leftover food and liquids kept out of machine ( ) Racking dishes for good washing--plates on end--cups and bowls upside down in open type racks--light loading of silverware ( ) Strainer pans (and pump intake strainer if used) kept in place
78

( ) Good detergent with dispenser properly used--or other prov~s~on for maintaining strength of washing solution without wasting compound as recommended by supplier
( ) Washing and rinsing--as specified in manufacturer's instructions ( ) Rinse system--daily inspection and removal of pipe scale as
required--use of line strainer ( ) Dishes washed while fresh--or soaked if they have been allowed
to stand for some time ( ) Chinaware allowed to drain and air dry--silverware and glassware
toweled while piping hot ( ) Rigid inspection--rewashing of any pieces that are not 100
percent clean ( ) Dishes handled to preserve cleanliness--clean hands touching
only handles of cups and silverware--rims ot plates and bottom sides of glasses ( ) Careful handling, transporting and storage of clean tableware ( ) Time and motion study--operators working on a basis resulting in high production with minimum effort--opportunities for reducing wasted effort
(I) Maintenance of Equipment ( ) Responsibility delegated to a competent mechanic; either an employee or an outside service ( ) Regular lubrication of motor and all parts as specified in manufacturer's instructions ( ) Operation of parts ahecked as suggested by manufacturer ( ) Periodic cleaning--removal of alkali deposits ( ) Adjustment of gas burners for good combustion--checking pilot lights and thermostats ( ) Pump packing--tight enough to stop excessive leaking but not tight enough to overload motor ( ) Valves--tightening packing around valve stems--replacing discs and/or reseating where valves leak (and waste water) tightening valve handles ( ) Electric Parts--protected against damage by water-motor commutator cleaned--switch in good working order
"TEMPERATURE AND FOOD SANITATION"
Bacteria on dishes are killed when exposed to water at high temperatures
for proper time. Keeping track of temperatures is a major sanitation assign-
mente Here on a thermometer is illustrated the temperatures which must be
maintained if food is to be safely stored and safely served. Clip this chart
and post it in the kitchen of your establishment as a constant reminder to
your employees that proper temperatures must be maintained.
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2120 BOILING Good Dish Sanitization
1700 Lowest temperature for dish sanitization 140 0 Good Mechanical dishwashing 1200 Good hand dishwashing 98.6 0 Body Temperature
Rapid Bacterial Growth o 60 Moderate Bacterial Growth 500 Bacterial growth slowed down in this range 320 FREEZING 00 Frozen Foods Kept at This Temperature or Below Rest rooms should provide facilities for lunchroom employees separated from other school facilities, make possible more rigid enforcement of health regulations, be near employees entrance to kitchen area, and have 3~ square feet floor area per employee.
UNIT II -- EQUIPMENT The suggestions given in Unit I, under Facilities, should be reviewed
and studied before the selection of large equipment, needed in the lunch room, is made. In addition, quality should be considered. Cheap equipment becomes expensive through rapid deterioration. Use good specifications -Trade names may be used as a standard of quality.
Repairs and maintenance service available on mechanical equipment may determine its acceptability.
Established standards should be incorporated in specifications. Equipment meeting these standards is identified by a seal of approval.
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National Sanitation Foundation Ann Arbor, Michigan Food Service Equipment -- Standard No. 2 Spray Type Dishwashing Machines -- Standard No. 3 Gas & Electric Cooking Equipment -- Standard No. 4
Commercial Refrigeration & Freezers -- Standard No. 7
American Gas Association -- Gas Equipment American Society of Mechanical Engineers -- Steam Equipment Sources of information are the Georgia Department of Education Bulletin "A Guide for Planning and Construction of School Facilities in Georgia"; State Director School Lunch Division; Assistant State Director School Lunch Division; and USDA Bulletin -- PA 292, "A Guide for Planning and Equipping School Lunchrooms." Catalogs and brochures from commercial firms, trade journals and advertisements, showroom visits, exhibits at conventions, salesmen, and persons with desired equipment in use as to satisfactory performance are also sources of information. The best of food service equipment can be rendered insufficient through the lack of proper operation and inattention to the details of care and upkeep. Equipment can easily lose its usefulness if unskilled employees abuse it, or maintenance and repair is not done by a skilled person. Some of the ways that unskilled employees may abuse equipment are poor knowledge of operation, over loading, improper filling, poor cleaning methods or procedures. The care of large equipment is the responsibility of the manager of the lunchroom and every employee. Some suggestions for proper care of all equipment are high standards set and maintained; maintenance work scheduled so that all employees will know duties daily, weekly, monthly, etc.;
81

all employees required to study directions that come with each piece of equipment, for maintaining for the best use and service; cleanliness at all times; rigid inspection at all times to maintain high standard of performances.
Here are some suggestions for care of various materials used in manufacture of equipment.
Aluminum--Wash with hot soft water and mild white soap. Dry thoroughly with clean, dry towel, and polish. Do not use soda, ly~, ammonia or powder containing strong alkalies. Store uncover~d in dry places. Do not stack. Use hot water in a heated pan. Do not turn cold water into a hot aluminum pan. It will cause warp. Read other directions on care from the manufacturer.
Stainless Steel--Never permit the utensil to boil dry. Do not subject to extreme changes in temperature. Do not use intense heat under the utensil. If utensil has copper parts, clean copper with salt and vinegar, or lemon peel. Do not use scouring powders.
Tin--Never use sharp instruments to scrape food from container. Never expose to abrupt change in temperature. Intense heat will warp pans. Remove food that is stuck to a tin pan by soaking for a few minutes in hot water. If stored for summer, coat with a film of unsaturated fat or oil.
Check equipment for performance by company representative, by manufacture representative; and possible check up by S.L.A. Oven and thermostat should be checked for browning, leveling, time of performance, quality of product.
Much of the information given under Unit I applies to small equipment as well as large equipment. The best help for selecting and use of small equipment may be obtained from the sources mentioned in Unit II.
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Helpers For Quick Service Advantages of using scoops, ladles, etc.--Easier to serve food quickly--
one dip and you have it. All servings are same size (portion). Gives each plate its fair share in meeting Type A requirements.

SCOOP SIZE AMOUNT OF SERVING

USE

No. 8

1/2 cup

Shaping: Potatoburgers--

Salmon potato cakes

Serving: Mashed potatoes--

Pudding desserts

No. 12

1/3 cup

Serving: Slaw, salads--chicken,

turkey, tuna or bean or

potato salads.

No. 16

1/4 cup

Shaping: Meat or fish cakes,

meat balls.

Serving: Cheeseburgers

No. 20

3-1/5 Tblsp.

Filling: Muffin tins wlcake

batter or muffin

mixture.

No. 24

2-2/3 Tblsp.

Same as a No. 20 scoop--just smaller.

For all drop cookies of even size.

For filling in deviled eggs.

LADLES

1/4 cup ladle equal 2 ounces

Used for serving soups, stews,

1/2 cup ladle equal 4 ounces

creamed dishes, sauces, gravies,

3/4 cup ladle equal 6 ounces

desserts and many main dishes.

1 cup ladle equal 8 ounces

The cost of these tools is within reach of the average School Lunch Operation.

Include them in your list of needed equipment. Put them where you will use

them first. Use them for quick service.

SMALL EQUIPMENT Many kitchens do not have enough small equipment like knives, measuring cups, scales, baking pans, serving pieces, ladles, etc. The use of small equipment will be discussed in Lesson VIII--Unit I.

83

LESSON VIII FOOD PREPARATION AND SERVICE
The objectives of this lesson are to develop an appreciation and understanding of the contribution of quality food preparation to the health and well being of children, to learn how to determine quantity of food to prepare for stated number, to develop an understanding of basic principles and techniques involved in quantity food preparation, to develop an appreciation of evaluating finished product in terms of a standard product, and to develop an understanding and appreciation of the value of organized planning in food preparation.
UNIT I -- FOOD PREPARATION
Good food is rarely produced with careless cooking methods. Some factors that contribute to success in cooking are tested recipes, measured ingredients and measured heat.
A good recipe gives this information--a listing of ingredients in order of use, the method of cooking and time required, type of heat, length of cooking period, amount produced from the recipe, and special directions, if needed.
Compare the contents of a recipe from card file with suggestions above. The recipe on each card will give the suggested information. Each recipe has been tested. Using recipes in this card file will insure good quality of food, right measurements, right mixing, baking--cooking directions, save time and money.
Recipes from other sources may be used but care should be taken to see that each one gives the information suggested above. Recipes from other sources should be checked to see that requirements for Type A lunch are met, and requirements for buying are in line with Buying Guide.
84

J'.' ';tlSUre accuracy and ease in measuring, the following aids are recommended for every school lunch kitchen. A good rule to remember is, "All measurements are level unless stated otherwise in recipe."
Measuring Spoons--Two or more sets of spoons that measure 1/4 teaspoon; 1/2 teaspoon; 1 teaspoon, 1 tablespoon. Measuring Cups--Two or more sets or nests of measuring cups--l/4 cup, 1/3 cup, 1/2 cup and 1 cup. Two or more standard 8 ounce measuring cups with lips for pouring. Two quart measuring cups--one for dry measure and one for liquid measure. One or more 1/2 gallon measuring cups. One gallon measuring cup.
Scales--Every lunch room kitchen should have scales that will weigh from one to one hundred pounds. It is suggested that heavy duty scales become a part of the equipment in receiving area so that check can be made on items as they are delivered.
Thermometers--Every lunch room kitchen should have a thermometer for checking the oven for correct baking conditions. It is well to have a thermometer for checking the temperature of refrigerators and freezers. A meat thermometer will make doubly sure that meat is well cooked.
General Rules for Measuring--Use Standard measuring equipment. Level top of dry ingredients with back of knife or spatula. Measure solid fats by packing firmly into the measure until full. Level off with spatula. Measure liquids with a measuring cup that has one cup mark below the rim. Measure syrups, liquid fats, milk and all other liquid ingredients by pouring directly into the measure up to the desired marking.
The careful arrangement of equipment, utensils and supplies makes efficient work possible. The major activities involved in the preparation of meals are storage of food, preparation of food for cooking, cooking, clearing
85

away of food) washing and storage of dishes and equipment. To save time and steps in the preparation of food, it is wise to store supplies, tools and utensils near the work area where they are most often used or where the work is begun. Utensils and supplies placed within easy reach of the person working help greatly to prevent strain and irritation brought on by stooping, bending and stretching.
Some Principles of Cookery In this first course (SL-l) we need to think of some principles of cookery
that will serve as a pre-requisite for Food Preparation SL-4.
Some Principles of Protein Cookery In previous lessons the necessity for proteins in the diet and what
protein does for the body has been discussed. It is essential that a few of the principles of cooking protein-rich foods be given. Proteins should be cooked at a low temperature to obtain greatest tenderness, to obtain greatest flavor, to prevent loss of fat and juices, to make more palatable, to give ease in digestion.
Some Principles of Vegetable Cookery No matter what method is used in cooking vegetables, care should be taken
to conserve the food values and to produce an appetizing dish. Certain principles are especially important in boiling vegetables. Put the vegetables on in boiling water, using the smallest amount possible. The kind of vegetable being cooked determines the amount of water. After adding the vegetables and salt, bring the water back to a boil as quickly as possible and cook only until tender. To retain food values, especially Vitamin C, cover with a tightly fitted lid. To preserve the color of green vegetables, cook them
86

uncovered for the first few minutes. To conserve the sugars, minerals and vitamins dissolved in the water by cooking, save the liquids and serve in soups, sauces, etc. Vegetables baked at 3S0oF to 37SoF retain maximum food values. Frozen vegetables may be cooked either while frozen or after thawing. Do not open canned vegetables until time to use them; the flavor and vitamin C are easily lost.
Well cooked vegetables have these qualities--tender, firm texture, an unchanged color, retained nutritive values, retained natural flavors, retained shape.
Some Principles of Bread Cookery Quick Breads
Quick breads should be mixed and baked just prior to the meal. Dry ingredients may be combined ahead and stored, tightly covered, and liquids added just before baking. Ingredients for quick breads should be mixed quickly and only enough to blend. Overstirring toughens the product and results in a coarse texture. Eggs may be beaten into the mixture one at a time or all at once. When the recipe calls for adding ingredients alternately, stir after each addition. Flour should be added first and last.
Well prepared and cooked biscuits double in size, have straight sides and level top, are a delicate golden brown, are flaky and creamy white inSide, have good flavor.
Some Principles of Fruit Cookery Cooking brings out flavor and may make the fruit easier to digest. When
a fruit sauce is desired, the fruit is cooked in water and the sugar added the last few minutes of cooking. Cooked fruits add interest to the menu.
87

To insure a soft texture and the best flavor, cook fresh fruit at a low
temperature with little sugar. To retain the shape of the fruit, use a
higher temperature and cook in a syrup. Baking fruits with sugar and other
seasonings give a change when the same fruit is Lssd often. It is best to
cook dried fruit at a low temperature to keep the pieces whole. Soak dried
fruits for a short time and then cook them in the same water.
Timely Tips for Good Preparation
1. Celery seed or grated Parmesan cheese folded into mayonnaise and spooned over hot drained green beans add a new, but 1 vh so easy" way to serve a hot vegetable with such entrees as pot roast or lamb shanks.
2. Use new seasonings in food preparation. There are 36 different spices. How many do you use?
3. Cheese may be used in food preparation rather than in cubes or slices. May be included in cake icings, meat loaf, etc.
4. Include eggs with most tuna recipes and use eggs in dressing.
5. Have one "dressed-up" food each day. Eye appeal sells food before taste. It builds your prestige and you hear pupils and teachers saying, "Our lunches are always attractive and good."
6. For a fast glaze on ham or turkey, use fruit juice with sugar added.
7. The frosting is baked right on the cake when you spoon whole cranberry sauce over the batter before you put it into the oven. Sprinkle with powdered sugar before serving. May be used with whipped topping.
8. Chill canned green beans and chunky pieces of salmon, halibut, tuna or other fish are a good salad combination. Add a little pickle relish and sour cream or mayonnaise.
9. Brush canned cling peach halves with tart French dressing; dust lightly with dried dill, curry or rosemary. Heat and serve with baked fish.
10. Almond flavoring added to the syrup of whole apricots lends a touch of "canned at home" distinction to this sunny fruit.
11. Drain pear halves; sprinkle one side with dry red cherry gelatin. Refrigerate the juices for use in salad dressings, gelatin mixtures, cornbread, cake icings, and other uses.
88

12. With the addition of peanut butte:, siple desserts such as baked custards, baked rice custaYGs and butterscotch puddings take on a party-like air. For easy blending of a custard mixture, add the milk gradually to the peanut butter, beating continually until smooth. Then combine with eggs, sugar and other ingredients.
13. Soft bread crumbs are easily made if bread is frozen before grating.
14. For a conversation piece, as well as a tasty dessert, blend melted cranberry jelly with canned appleasuce. Allow one quart of cranberry jelly for every gallon of applesauce.
15. Orange butter made by adding concentrated orange Ju~ce and powdered sugar to soft butter make a festive accompaniment for hot breads.
16. A dash of onion or garlic salt accentuates the flavor of most vegetables.
Department of Foods & Nutrition
University of Alabama
Factors which Affect the Color of Cooked Vegetables Experiment
Use: Green (chlorophyll) spinach, green beans, broccoli, turnip greens Red or orange (carotinoids) carrot, tomato, rutabaga Red (anthocyanin) red cabbage (beets are not as good) White (flavones) cauliflower, white cabbage, white onion
Cook 75 grams of each vegetable in softened or distilled water to cover until just tender:
1. In a covered pan.
2. In an uncovered or loosely covered pan.
3. In an uncovered or loosely covered pan. Add 1 tsp. vinegar to the water. (If hard water use 2 tsp.)
4. In an uncovered or loosely covered pan. Add 1/2 tsp. soda to the water.
5. In an uncovered pan using milk as the liquid. Heat the milk to scalding before adding the vegetable. Stir as necessary to prevent boiling over.
6. In a pressure sauce pan as directed.
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Original Color, Retained, Dull, Deeper, Grey, B~ownish,

DESCRIBE COLOR AS: Color Lost, Color Changed

Method of

Caroti.noids

Cooking,

Chlorophyll

Yellow or Orange Anthosyanin Flavones

1. Covered

2. Uncovered or

loosely covered

3. 1 tsp. Vinegar

loosely covered

4. 172 tsp. Soda

loosely covered

5. Milka uncovered 6. Pressure sauce

1?an

Effect of Soda on

Texture

Effect of Vinegar

on Texture

Vegetable Cookery Notes

Colors in Vegetables Chlorophyll--green Anthrocyanins--red and blue (beets) Carotenoids

a. carotene--orange (carrots) b. ~anthrophyll--yellow (corn) c. lycopene--red (tomatoes)
Flavones--white (Cauliflower)

Cooking Softens cellulose Extracts some of the soluble nutrients Makes starch more palatable Causes some vegetables to loose water, such as greens Affects vitamins. Vitamin C is destroyed to a certain extent Destroys micro-organisms Modifies flavor and changes appearance Makes food more digestible
Preserving Color and Flavor Green, Red, White, and Yellow Pigment Cooking in an acid medium*-Dulls color of chlorophyll Brightens--red of anthrocyanins Doesn't affect yellow or carotonoids Preserves white in flavones Sulphur loss stable in acids, hence more undesirable flavor develops if acid is present. *Some of the acids in vegetables are volatile and escape in the steam if the pot is not covered.

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Cooking in a non-acid medium--preserves color of chlorophyll, dulls red of anthrosyanins, doesn't affect carotonoids, causes flavones to tun. yellow, sulphur more stable, hence more desirable flavor.
Cooking Methods a) For strong flavored and chlorophyll containing vegetables, cook short time with lid off for loss of volatile acids.* Then cover. b) Red vegetables Beets--cook before peeling to prevent loss of anthrocyanins. Cook in covered container. c) Carotonoid vegetables--Cook in covered utensils. 0vercooking gives undesirable flavors and poor color. Rapid boiling breaks vegetables. Loss of food value is affected by nature of the vegetable, treatment be-
fore cooking, including sizes of pieces, length, method, and temperature of cooking, quantity of water, started in hot or cold water, reaction of water and time of adding salt.
Fruit Preparation and Cookery All fruits must be thoroughly washed to remove dirt, microorganisms,
and spray residues. Soft fruits and berries should be washed by allowing the cold water to run over them after they have been placed in a sieve. Wash just before serving as washing hastens their spoilage when they are allowed to set for a time after washing. Drain on a paper towel. Firm fruit such as apples, pears, and plums should be washed thoroughly and wiped dry before serving.
* Large amount of water results in greater nutrient loss and the improvement of flavor in storing vegetables.
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In cutting and paring fruit, soft fruit and very ripe fruit require a serrated knife and a sawing motion to prevent mashing when cutting or paring. Some fruits darken when the cut surfaces are exposed to the air. This is due to oxidizing enzymes which act on the tannin and other substances in the fruit. Fruit darkening may be prevented after cutting and paring by preparing the fruit immediately b~fore serving; protecting it from the air by masking it with mayonnaise, or sealing with tight fitting covering paper; sprinkling it with acid fruit juice such as lemon or pineapple; treating it with ascorbic acid or with commercial preparations containing ascorbic acid; sugar will prevent oxidation of some fruits for a very short length of time. Citrus fruit should be pared with a serrated edge and the cutting away of the peel should be deep enough to remove the membrane when the fruit is to be sectioned. Dipping citrus fruit in boiling water for a few seconds will aid in the peeling of this fruit. Silver, glass, and stainless steel knives are best for preparing fruit to prevent the knife from darkening the fruit.
Cooking of fruit aids in preservation of color. Acids added to red fruit will preserve the red color. Acids added to white fruit will help to preserve the white color and help to prevent it from taking on a pink or grey color. Rapid cooking causes some fruit to cook to pieces. Preservation of shape when cooking fresh fruit is important. Sugar syrup aids in toughening the fruit and results in the retention of its shape. The time for adding the sugar to the fruit is based upon the desired end product. With soft fruit, it is necessary to add the sugar at the beginning. With firm fruits, it may be necessary to tenderize them by cooking in plain water until tender and then adding the sugar for the last few minutes of cooking. When the sugar is added at the last, the flavor is more natural and delicate and the fruit more tender.
92

Dried fruits should be cooked in the water in which they are soaked to preserve as much food value as possible. Some of the minerals in fruit are water soluble.
Flavor is more natural and delicate and the fruit more tender when the sugar is added at the last. (Sugar browns and burns easily. This fact should be considered in the distance fruit is placed from the flame when broiling. Uneven browning of broiled grapefruit may be due to an unlevel top and one part ~s closer to the flame than other parts. This may be true also of other fruits which are being prepared by broiling.)
Methods of cooking are simmered, baked, broiled, steamed, fried. Uses for fruit are breakfast fruit, appetizer, garnish, accompaniment to main dish, salad fruit, ingredients for bread, dessert compote and in beverages. Forms in which fruits may be purchased are canned, dried, fresh, and quick frozen.
Starch Cookery Starch swells and gelatinizes during the cooking process. It is necessary
to use precautions to prevent the granules from lumping while they are swelling and gelatinizing. There are four methods of preventing this--
Mechanical action of the liquid. Cereal may be added to vigorously boiling water slowly enough that the water does not stop boiling.
Suspension of granules in cold liquid. Ordinary starch does not dissolve in cold water. After the starch has been evenly suspended in cold liquid, it may have hot liquid added to it slowly or it may be added slowly to the hot liquid. Vigorous stirring must be used
93

to control the mixtures blending. If the mechanical action (stirring) is not sufficient at this point, lumping will occur. Example: The making of chicken gravy. Separation of granules by coating them with melted fat. It is necessary to swell the granules some before adding the liquid. (Cook until frothy.) Mechanical agitation (stirring) is necessary until the starch gelatinizes or thickens. Example: One method for making white sauce. Mix the starch and sugar together thoroughly, then add the cold or heated liquid. Here also the mechanical agitation of the mixture is a must until the starch gelatinizes or the mixture thickens. In starch cookery where the granules are finely ground, mechanical agitation plays an important part in the preventing of lumping. This is why constant stirring is so important until the mixture thickens and the starch gelatinizes. The control of heat is also important. Too high a temperature will result in the uneven gelatinization of the starch. That part which is on the bottom and sides of the container will cook more quickly than the mixture in the center. Because of this, constant stirring and low heat are essential. A double boiler is recommended. There is little evidence of thickening until the mixture reaches a temperature over l500 F. From this temperature to 1940 , gelatinization or thickening occurs rapidly. Flavor is improved with a certain amount of further cooking at a higher temperature. When acids are added to a hot starch mixture, some of the starch changes to a dextrin. Dextrins will not thicken. Therefore acids decrease the thickening power of starch. The longer a starch mixture is cooked after an acid has been added the thinner it will be.
94

There are many substances that are used for thickening. The most common are flour and cornstarch. Cornstarch has twice the thickening power of flour.

White Sauce White suaces are used in the preparation of many dishes. Memorize the
following table of proportions of the liquid, flour, and fat, so that you may comprehend the thickness of the sauce to be used in various dishes.

Type Very Thin
Thin
Medium

Liauid 1 cup
1 cup
1 cup

Thick Very Thick

1 cup 1 cup

Flour 1/2 Tbsp. 1 Tbsp. 2 Tbsp.
3 Tbsp. 4 Tbsp.

Fat 1 Tbsp. 1 Tbsp. 2 Tbsp.
2 Tbsp. 2 Tbsp.

Use Cream Soup made with starchy foods Cream Soup made
from non-starchy foods Creamed or Scalloped Dishes, Gravies Souffles Croquettes

SCORE CARD

Rolls

Standard product----------------------------------Outside appearance---------------------------Shape: Well shaped according to type of
roll-------------------------------Crust: Uniform browning, crust tender,
smooth, free from spots and bulges-Volume: Light in weight in proportion to
size------------------------------Inside appearance-----------------------------
Texture: Tender elastic crumb, free from dryness or doughiness-------------
Grain: Fine cells, extending upward, evenly distributed, cell walls thin--------
Color: Characteristics of ingredients used, free from dark streaks--------------
Flavor---------------------------------------A blend of well baked ingredients, free from undesirable flavor, from bacterial action (sourness) or of yeast or other
ingredients--------------------------------

Points 100 30 10 10 10 40 20 10 10 30
30

95

Points Awarded

BISCUITS

Standard product----------------------------------Outside appearance---------------------------Shape: Round, uniform, free from bulges on sides or top-----------------------Crust: Uniform browning, free from yellow or brown spots, fairly smooth, tender-----------------------------Volume: Almost twice the volume of the
unbaked---------------------------Inside appearance-----------------------------
Texture: Medium f~ne, tender crumb--------Grain: Flaky, peeling off in thin strips
with fine, even cells--------------Color: Creamy white, free from brown or
yellow spots-----------------------Flavor----------------------------------------
Blended flavor of well baked ingredients, free from undesirable flavor from fat, baking powder, soda or salt----------------

Points 100 30
10
10
10 40 20
10
10 30
30

MUFFINS

Standard product----------------------------------Outside appearance---------------------------Shape: Regular in shape, rounded top------Crust: Tender, thin with rough surface, uniform browning-------------------Volume: Moderately light in weight in proportion to size----------------Inside appearance----------------------------Grain: Round, even cells------------------Color: Characteristic of the kind of muffin
Flavor---------------------------------------Blended flavor of well baked ingredients, free from undesirable flavor from fat,
baking powder or salt----------------------

Points 100 30 10
10
10 40 10 10 30
30

Points Awarded
Points Awarded

96

SCORE CARD FOR YEAST BREAD Points
Standard product--------------------------------------------------- 100 External characteristics-------------------------------------- 30 Shape--well proportioned, evenly rounded top--------------- 10 Crust--uniform browning except slightly darker on top, about 1/8 of an inch deep, crisp, tender, smooth, free from cracks and bulges------------------------- 10 Volume--light in weight in proportion to size-------------- 10 Internal characteristics-------------------------------------- 40 Texture--tender elastic crumb, free from drYness or
doughiness---------------------------------------- 20 Grain--fine cells elongated upward, evenly distributed,
cell walls thin------------------------------------- 10 Color--characteristic of ingredients used, free from dark
streaks--------------------------------------------- 10 Flavor-------------------------------------------------------- 30
A blend of well-baked ingredients, free from undesirable flavor from bacterial action (sourness) or of yeast or other ingredients------------------------------------------ 30

THE BETTY CROCKER PASTRY SCORE CHART

Score your pastry PERFECT if it has all the characteristics given at the

beginning of each section below. If not perfect, rate your pastry Good, Fair,

or Poor depending on how near perfect it is.

APPEARANCE SCORE Golden brown color; blisterr surface; uniform, attractive edges; fits pan well

PERFECT-----4 points () GOOD--------3 points () FAIR--------2 points ( )

POOR CHARACTERISTICS: Burned Pale, dull color Smooth, not blistery
surface Uneven edge

POOR--------l point ( )

Shrunken Large air bubbles

HERE'S WHY: Overbaking Underbaking, overhandling Overhandling, too much
flour when rolling Crust not rolled in even
circle, not careful enough in shaping crust in pan Stretched crust when easing into pan Not pricked well enough

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TENDERNESS SCORE Cuts easily with knife or fork but holds shape whenoserved PERFECT----4 points () Tough, rubbery GOOD-------3 points () Too tender, falls apart FAIR-------2 points () HERE'S WHY: POOR-------l point () Too much water and ovenhandling POOR CHARACTERISTICS: Undermixing) not enough liquid, too much shortening

TEXTURE SCORE Flakes layered throughout crust; crisp eating

PERFECT-----4 points () POOR CHARACTERISTICS:

HERE'S WHY:

GOOD--------3 points () Compact, doughy

Underbaked, too much liquid

FAIR--------2 points () Dry, mealy

Shortening cut-in too

finely, not enough liquid

FLAVOR SCORE Pleasant, bland flavor to enhance the filling

PERFECT-----4 points () POOR CHARACTERISTICS: HERE'S WHY:

GOOD--------3 points () Burned

Overbaked

FAIR--------2 points (.) Rancid

Poor quality shortening,

POOR--------l point () Raw

overbaked

Underbaked

ADD UP YOUR PASTERY "E.Q."

Appearance-------------

__

------------ Tenderness-------------

Texture--------------Flavor----------------
TOTAL

----_--_--_--_-_--_--_--_--_--_--_--PERFECT

PASTRY--16

Did you get the perfect 167 Is your score less than 167 Then let our

"Here's Why" column be your guide to perfect pastry next time.

WORK SIMPLIFICATION AND SHORT CUTS IN MEAL
PREPARATION
(Clara Mae Irby)
1. Use a whip beater to smooth gravies and sauces.
2. To keep rice from boiling over, pour on a small amount of olive oil or melted lard.
3. Cook flour and butter together and place in a jar. It will come in handy for making cream sauce. It keeps in the refrigerator.
4. Time can be saved when cutting tips off green beans (stringless) by placing an even handful on the chopping board and cutting the ends off all in one pull of the knife.
98

5. Hold onions under cold water when cleaning and cutting them. You can avoid discomfort and tear-stained look.
6. Undesirable steaming of baked potatoes can be avoided by splitting them open and filling the opening with butter immediately upon removing them from the oven.
7. Parsley will remain fresh and green if it is put in a covered glass jar and kept in the refrigerator.
8. Cutting the stems off of spinach saves half the cooking time, which in turn means that the color of spinach is preserved. If removing the stems decreases the bulk too much, try cooking the stems until almost tender, then adding the leaves.
9. When cleaning spinach cut the leaves before washing, and wash in warm water, using two pans. Work from right to left and use both hands.
10. Preparing lettuce for salad cups, remove core by turning head once. Then let water run through the lettuce to loosen and separate the leaves. Use warm water.
11. Place carrots on board and make one long cut for carrots sticks.
12. Use an ice cream scoop to place muffin mixture in tins. Saves time and gives uniform size.
13. Carrots may be rubbed with steel wool (fine). Saves scraping and removes the outer skin.
14. For salads (mixed green) cut lettuce in wedges. This saves time and food value and gives greater quantity.
15. An egg slicer may be used to cut cooked carrots, butter, potatoes and other soft foods.
16. Cluster washed celery and cut crosswise to make celery rings. Never cut one piece at a time.
17. To remove the skin from tomatoes, rotate over a gas flame or dip them into boiling water until the skin will slip. Cool immediately by placing them in cold water. Remove the skins and place tomatoes in the refrigerator.
18. Sticky foods may be rolled in powdered sugar before chopping. Makes cutting much easier.
19. Sandwiches made before serving time may be kept palatable by placing a damp towel on the bottom of a flat pan, covering with wax paper, then stacking the sandwiches. Cover them with waxed paper, topped with a damp towel.
99

20. When preparing sandwiches, place bread on a tray or waxed paper, put a No. 30 scoop of filling on each slice of bread, spread filling with one inch spatula. Place two pieces of bread on top of the spread and proceed as before.
21. Place sandwiches in the freezing unit for 30-40 minutes. They will cut much easier. Also, the edges are more easily removed and sandwiches can be cut in shapes without tearing. Do not freeze.
22. A pair of scissors in the kitchen come in handy for cutting such foods as meats for salads all types of vegetables for salads and marshmallows. Dip scissors for marshmallows in water and the marshmallows won't stick to the scissors.
23. Biscuit or roll dough may be rolled out in triangular or square shape, then cut in smaller squares, diamond shape, etc. instead of using a biscuit cutter Saves time of reworking and rolling dough.
24. Bake cakes in individual paper cups for variety. This will save pan washing, make desserts attractive, make an easier count of servings, from a given recipe, and saves expense because the small portions will bake in a shorter time.
25. Drain canned berries and fruits. Thicken and cook the juice before mixing the fruit with it and then fill the shells. This keeps the fruit in whole pieces and crisp looking.
26. Purchase nut meats, shelled and canned. Buy berries, dates, etc., pitted.
27. Do not add salt to large quantities of milk or cream sauce until last, since it will curdle.
28. Mix your croquette mixture the day before using. It will hold together better and will roll much easier.
29. When preparing whole sections of orange and grapefruit, cut through the skins lengthwise with a sharpe knife. Do this twice to divide the skin into quarters. Then pull off the skin. place the peeled fruit in a refrigerator or at a low temperature for two hours. This will make white membrane pull off readily and then the fruit can be sectioned.
UNIT II -- FOOD SERVICE
Points for Principal to Remember in Scheduling Lunch
Fifteen minutes should be the minimum time allowed at table for eating.
More time is needed for younger children. One hundred pupils is a maximum
number to be in line at one time. Ten to fourteen pupils should be served
100

per minute. Plan for lunch~s to be served cafeteria style to all children~ This includes first grade. A ten minute break between shifts allows sufficient time for replenishing serving counter, silver, etc. This prevents a bottle neck.

Advantages of Cafeteria Service Provides a learning experience for children Hot foods are served hot~
cold foods, cold. and food is not exposed before children eat it. Time and labor saving for workers.

Preparation for Serving Cafeteria Style All foods should be ready at least fivL minutes before serving time. Food
should be arranged so that workers work from right to left. Plates~ or trays, spould be placed before main dish in neat order so that the first server picks up plate, serves main dish and passes to the next server. H~ve necessary ser\?ing equipment in front of each item to be s,rved. Have extra plates and silverware ready, if needed. Workers should bp n~at, clean, calm and attentive. 'tlorkers should know the dishes they are to serve and the exact amouL~td to be served. Set up a plate before serving in order to know what food combinations Are serveii and 'wher.e to place each on plate in order for it to be attractive.

Arrangement of Counter and Serving Cafeteria StYle

,.-.
lA
~ickets

Trays Silver

Plates

R
Main Dish

---
C Vegetables, Salad
or dessFrt

ID
Butter Breadt Milk

Be sur.e serving counter is clean and attractive each day. Two or thre~ ~.,ork.ers can serve faster than five or six. Ten to fourteen pu:')ils should be

101

se'rved per minute. Speed is required. Never d~p food twice for one serving of food. Use the correct scoop, spoon, ladle or fork to serve foods. One worker should be free to finish last minute food preparation (to avoid over cooking) and to replenish the food on the counter. One person responsible for tickets or money. One worker serves main dish. One worker serves vegetables and salad or dessert. One worker serves butter and bread, and watches children get one bottle of milk. Workers serve from right to left. In picking up plates, or trays, the weight of the plate should be on fingers and the thmnb on the edge--never on the surface of the plate. Do not handle inside of cups, glasses or plates. No food is ever served with the exposed hands. Use spoons, forks, tongs for lettuce, bread, salads. Plastic gloves may be used. The plates ~hould never be served before the children enter the serving area. Milk should remain in milk box and not be set on top of box at beginning of lunch period. Do not taste or smell food while serving. If tasted during preparation or pre-serving, use two spoons. Do not eat while serving. Keep hands off face, hair, and other parts of the body. Tobacco in no form should be used in cafeteria and kitchen area by school lunch personnel. A smile from you will make good food taste better.
Eating Lunch and Clean Up Children should not wait for the whole group to be served before starting
to eat. They should begin eating as soon as a blessing is said. The pupils return to serving line for second servings or someone from the kitchen may pass food for seconds. As soon as the children at each table have finished eating, they return the soiled dishes to the soiled dish window. The host or hostess at each table should see that all crumbs on the table floor are picked up, and chairs are in place. Some place should be worked out whereby
102

that only the number from one table go by dish window at a time. A child may be assigned to the soiled dish area to help keep the area clean a,d orderly and to keep traffic moving, thus avoiding confusion.
I..:."

LESSON IX SANITATION AND SAFETY
UNIT I -- SANITATION AND SAFETY The objectives of this lesson are to help School Food Service Personnel
develop an understanding for and appreciation of the importance of having a sanitary and safe food service operation, learn the basis rules of sanitation and safety which are applicable to School Food Service Programs, and realize that personal sanitation and safety is important.
Sanitation is a way of life. It is the quality of living that is expressed in the clean home, the clean farm, the clean business apd industry, the clean neighborhood, the clean community. Being a way of life it must come from within the people; it is nourished by knowledge and grows as an obligation and an ideal in human relations.
Good food is SAFE FOOD. It is the responsibility of all workers in School Food Service to be sure that the food they prepare and serve to children is SAFE FOOD. -- The National Sanitation Foundation
To be safe, food must be clean and wholesome and free from spoilage. To be kept safe, food must be properly refrigerated and stored under satisfactory conditions. To be served safe, food must be prepared with equipment that is in clean condition, by healthy workers who have sanitary work habits, and who are free from communicable diseases.
Every school food service worker should be thoroughly familiar with the federal, state, and local sanitary codes issued by the respective health departments regulating food service establishments.
Every school lunch program should have a copy of all applicable codes availble for reference purposes. The standards established by these codes
104

must be observed to insure protection of lunchroom patrons.
Purchase Safe Foods Buy pasteurized fresh m~lk and milk products and store in refrigerator
until served. Serve in original container or approved dispenser. Use individually wrapped straws. Buy only inspected meats. The federal inspected meat bears a federal inspection stamp. Buy seafood from sources approved by U. S. Public Health Service. Avoid purchase of foods that have been exposed, e.g., unwrapped or pastry not kept in covered containers. Avoid use of home canned foods unless assured that safe methods were employed in their processing. Never use bulged cans or canned foods having an off-odor or mold. Buy frozen foods that have been kept frozen. Frozen foods should not be thawed and refrozen.
Store and Handle Foods Properly Store supplies appropriately as soon as delivered. Store staple items
in cans or jars with tight fitting covers. Store semi-perishables, e.g., potatoes, onions, citrus fruits, and apples in a cool room for short periods. Refrigerate meats, poultry, fish, eggs, dairy products, cooked foods such as cream pie fillings and opened canned foods at about 400 F. These foods should be kept in covered containers. Remove brown paper from meats. Cover lightly. Store foods off the floor at all times. Cool foods quickly. Store foods in refrigerator in small shallow containers to assure rapid and compl~te cooling. Large containers may hold heat in the center for as long as 24 hours and thus produce poisoning. Store frozen foods at OOF or below. Follow USDA guides for storage and use of donated foods, such as turkeys. All frozen meats should be thawed in refrigerator or under cold running water.
105

Employ Healthy Workers Require workers to have immunization shots and periodic examinations, if
possible. Prohibit a worker from working if she is suspected of being a carrier of a communicable disease. Notify nearest health authority. Instruct worker to report promptly colds or other illness, sores, wounds or lesions. These workers should not be allowed to work.
Instruct Workers In Sanitary Work Habits Teach them to be well groomed, clean and neat. Clean, washable outer
garments, apron or coats should be worn when preparing or serving food. Hair nets, head bands or caps should be worn to confine hair. Clean uniforms should be put on when reporting to work to keep sanitary. Uniforms should not be put on at home and worn to work.
Teach them to use towels and service cloths properly. They should always be clean and used only for purposes intended. They should not be carried on employees' arm or shoulder. Air drying should be used when possible. Use as few towels as possible. To handle dishes and utensils in a sanitary manner, glasses and cups should be handled by bases, and silver by the handles. A demonstration should be given workers on these techniques. Two tasting spoons, not fingers, should be used for tasting. Use of any form of tobacco while preparing and serving food should be avoided. Food should be served with tongs, spoons, forks, scoops or spatulas--not with hands unless plastic gloves are used. Food can be protected by glass or other means from contamination. (Approved hand opening for self-service are permitted).
Plan careful housekeeping--Make a definite cleaning schedule and establish high standards of cleanliness and sanitation. Review schedule making.
106

Work surfaces and equipment, (tables, meat blocks, stoves, sinks, peelers, mixers, cooking and eating utensils, etc.) should be thoroughly cleaned after each use. Refrigerators should be defrosted and thoroughly cleaned at regular and frequent intervals. Storerooms should be kept clean and o~derly in arrangement. Use vacuum cleaner when possible to do a more thorough job and shorten labor time. Leftovers and other food should not be exposed at any time. They should be kept covered always between periods of use. Keep hot foods hot and cold foods refrigerated. Garbage and other wastes should be removed daily. The containers used for garbage should be sealed and aired. They should be kept covered always between periods of use. Screens, insecticides and other effective measures must be e~ployed for protection from flies, rodents, roaches, and vermin. Use insecticides with extreme care since they are poisonous to humans.
Plan Safe Dishwashing A dishwashing machine and adequate dishwashing space should be prOVided.
When possible the unit should work from right to left for efficiency. In machine washing, remove all food particles from dishes using a rubber scraper. Avoid toweling. Pre rinse dishes at 80oF. Wash at l30-l40oF, and rinse at l70-l80oF. Store dishes in clean, dry, closed cupboards. Invert cups and glasses.
In hand washing, use a three compartment sink. Use a sanitizing agent such as chlorine. Do not towel. Allow air dry.
Plan Safe Pot and Pan Washing Use a three compartment sink. Soak in warm water and scrape out loosened
food. Wash in clean, soapy, hot water. Use a pot washing brush and change 107

water frequently. Detergent instead of soap may be used. Rinse in clean, HOT chlorine solution and drain dry. Check your own Sanitation Standards.
Safety PREVENTION IS WORTH A POUND OF CURE. Especially in the school lunch
kitchen. Accidents are costly--both to the program and the worker. There is a great need for having the following items-placed where they
can be easily reached from the kitchen--fire extinguisher, fire blanket, firstaid kit.
To avoid cuts store knives and other cutting tools in racks with blades protected. Use sharp cutting tools of correct size and with proper blade for work to be done. Dull cutting tools cause accidents. Use board for all cutting, dicing, and mincing. Cut downward, never toward hand. Collect all sharp tools on tray and wash separately. Never leave them in dishwater. Use mechanical peelers for paring fruits and vegetables when possible. Discard broken dishes, defective utensils.
To avoid burns use pot holders to handle hot utensils. Do not use towels or aprons. Do not reach into ovens. Use a puller or proper tool to bring the pans to front of oven before removing. A stove eye lifter may be used for pulling pans or adjusting them in deep ovens. Carefully follow instructions for use of steamers, steam table, etc. Avoid filling kettles too full. Avoid spattering, splashing, or allowing food to boil over. Stir with longhandled spoons. Avoid fat fires. Do not fill fat containers too full. If fat should catch on fire, place a cover over it at once. Do not lift from stove. Salt may be placed on grease fire on the stove. Should a workers' clothes catch on fire, use the fire blanket immediately, Allow steam table, oven, and stove to cool before cleaning.
108

To avoid miscellaneous accidents keep floors clean and dry to avoid slipping. Salt may be used on wet or slippery areas to prevent accidents. Have straight traffic lines, and "in and out" doors to avoid collisions. Keep all traffic lines, exits, and entrances clear. Handle electric equipment with dry hands. Check pilot lights and all burners before lighting gas. Load and carry trays carefully. Do not tilt or overcrowd them. Keep all closet doors closed. Prohibit use of inflammable liquids.
UNIT II -- FOOD POISONING Generally speaking food poisoning may come from two sources--contamina-
tion of the food by micro-organisms or germs of various types or from chemical poisons present in foods either naturally or added accidentally during some phase of production.
Germs in Food Illness after food is eaten may be due to presence of germs that infect
the food or release by certain bacteria of poison in food. Ways germs get into food are by coughing and sneezing of workers, un-
clean hands, sores and boils, rats and mice, and flies. Conditions favoring growth of bacteria and germs are moisture, non acid
foods, and temperatures 50o to 1000 F. Favorite foods of bacteria are milk and eggs, meats, poultry and sea
foods, cream filled desserts and gravies, soups, sauces. Some preventive measures include rodent and insect control, personnel
free from infection, good personal habits of personnel, thorough cooling of perishable foods, proper refrigeration, and proper storage.
109

Staphylococcus is the germ responsible for the largest number o cases of food poisoning. Staphylococcus thrives in moist, high protein foods. Outbreaks are traced to salads such as chicken, turkey, ham, potato. Other foods as cream-filled pies, custards, may attribute to food poisoning caused by staphylococcus. Staphylococcus rnultiplies in about four or five hours at temperatures from 45 to 115 degrees F. Nausea, vomiting, abdominal pain and diarrhea ~ppear in two to eight hours after eating food which codiains staphylococcus. The best safeguards are (1) proper refrigeration, 40 to 45 0F. (2) cleanliness in food service.
Botulinum is an organism that inhabits the intestinal tract of animals and contaminates the soil. Food that comes in contact with th~ contaminated soil or other contaminated surfaces may pick up this germ. Botulism is caused by eating canned foods that have not been processed long enough. Some symptoms of botulism are upset stomach, difficulty with speech and swallowing. The best safeguards are (1) check all cans of food. Discard all bulging cans and cans with any evidence of possible spoilage. Cook non-acid canned foods before serving.
Salmonella causes about 10 percent of all food poisoning. It is the commonest cause of food poisoning that is due to bacterial infection. Types of food where the growth of salmonella may be found are dairy products, eggs, cheese, beans. Salmonella grow at a temperature of 45 to 100 degrees F. Salmonella causes nausea, vomiting, fever beginning_~~B-hours after infected food has been eaten. Salmonella infections may come from unsanitary food; rats, mice, flies, etc. Keep food clean. Keep personally clean. Keep utensils clean. Keep premises clean.
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UNIT III -- YOU YOU means any.and every member of the School Food Service Staff. Every
phase of operating School Food Service has been discussed in the lessons of this course SL-I. The most important factor in the operatio~ of the School Food Service Department is Y 0 Ul
What would School Food Service do without YOU? What do YOU contribute to School Food Service? What do YOU contribute to the entire school program? What impression do YOU make on your fellow workers, students and faculty members? Five CiS that may be used to check YOU:
Courtesy Compliance with health laws Common Sense Carefulness Cleanliness
Courtesy Those who best control themselves can best serve as a member of the
school food service staff and as a member of the school staff. Control tongue-speak kindly to all. Control temper--think twice before you display bad temper. Control thoughts--do not let a foolish thought spoil a good and wise purpose. Control tongue--words can wound or heal. Control actions--give help to those who need it. Keep in order those things with which you work.
Compliance with Law of Physical Health The welfare of our homes, schools, communities and nation depends on
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those who try to be physically fit for their daily work. Physical examinations--regularly. Xray and skin test--regularly. Blood test--regularly. Stay at home when sick with cold or other communicable diseases. Cover mouth and nose when coughing or sneezing.
Common Sense Use of common sense is an essential when working with and for people, as
in the Food Service. Do you think of the right way to use tasting spoon? Always use two spoons and clean before and after tasting. To use serving tools--do you keep you and the tools clean? To refrain from eating while working? To refrain from chewing gum while on duty? To refrain from using tobacco in any form while on the job?
Carefulness The careful worker is a good worker. Are you careful to keep clothes
in locker or place provided for them, wear washable clothes, uniforms, underclothes, wear uniforms which are kept well repaired, wear hair nets, keep hands off face, use no tobacco in any fonn, watch spilling, keep floors clean to keep from slipping?
Cleanliness YOU have certainly heard the old saying, "Cleanliness is next to Godli-
ness." Personal cleanliness increases one's self-respect and one's chances of success in life.
Personal Hygiene Wear CLEAN washable uniforms or dresses which are kept well repaired.
Wear well fitting low heeled shoes in good repair and properly cleaned. Full 112

l~ngth hosiery is desirable. Wear white "wanning-up" jackets which are washable--not sweaters, if kitchen is cold. These are available from athletic stores. Wear hair nets to prevent hair from falling into food. Keep hands
. off hair and face. Take ~ bath daily. Use a deodorant. Shampoo hair
regularly. Wash hands with soap and wann water before beginning work, before hands touch any food, after using a handkerchief, and after covering a cough or sneeze. Also wash after touching hair, face, telephone, door knob, handling garbage, trash, etc., after handling money, after using toilet, after handling soiled utensils before working with food or clean dishes. Have clean hands and well tri~ned, clean fingernails. DO NOT USE NAIL POLISH. Tend immediately to any cuts or burns to avoid infection. Use combs, make-up, nail files, etc., only in rest room. NEVER in kitchen. Avoid carrying dish towels on person. Use "tastingH spoons, not mixing spoons or fingers. Wash and scald "tasting" spoon after each use. Handle serving dishes so that fingers do not touch rims of eating surfaces. Handle flatware by handles only. Never eat while working, especially while serving. Don't crew gum on duty. Don't use tobacco in any fonn in lunch room.
WATCH YOUR HANm BE CLEAN--BATHE DAILY--WASH YOUR HANDS OFTEN!
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LESSON X EDUCATIONAL ASPECTS
The objectives of this lesson are to operate a program of such high standards that it will provide positive learning experiences for children, to become aware of the educational aspects of the program, to realize that every member of lunch room personnel has a responsibility to help children to know that school lunch is a part of the learning of the day, to feel that every member of lunch room personnel is a teacher of children. It is very important that educators, lay public and children alike, realize that what the student eats does make a difference.
UNIT I -- THE LUNCH ROOM--A LABORATORY FOR DEVELOPING GOOD FOOD HABITS A primary aim of nutrition education is the development of good food
habits early in life. Good food habits mean that a person has the knowledge and willingness to select the kinds and amounts of foods he needs for good health. Two factors that influence the selection of foods for a nutritionally sound diet are knowledge of what foods make up a good diet, and enjoyment of a variety of foods.
The lunch at school has an important part to play in contributing to the nutrition of children and in helping them to form good food habits.
The School Food Service Department can do this by seeing that the noon meal meets the Type A pattern and that it is a positive force for good nutrition and good food habits, asking the school administration to stress the fact that the lunch is a vital part of the total educational program, asking the teachers to use the lunch to reinforce the nutrition teaching in the class room, encouraging every employee in the lunch room to do her best in preparing
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food in the correct way to conserve nutritional value. If every one interested in the School Food Service Department will work
to get the most from its offerings, many things can be learned.
Life time good food selection habits--The Type A lunch is a model for
food choices now and throughout life. Special values--Good manners--right use of implements, etc., right
way to sit at table, converse, quietly, in modulated tone of voice, converse with strangers and visitors. How to entertain--Act as host or hostess in dining room, welcome visitors, courteous to faculty members, inspire good behavior. See that habits of good citizenship and table courtesies are practiced. Esthetic value--Food served can be wholesome, food must look good and taste good, tables properly spaced, tables simply decorated, and attractive posters on wall. Civic responsibilities--For blessing at table, for duties assigned for keeping lunch room clean and attractive, to take pride in doing their part, and learn to stay in place in line. Occupational values--Learn to look after minor jobs of cleaning up and serving, plan to learn a job that can or may lead to employment after school. Intellectual value--Learn what constitutes a good meal--vitamins, minerals, proteins, calories, etc. Eating properly makes learning easier--you cannot teach a hungry child. The importance of good food habits. Physical value--Good food makes for excellent physical well being. Good food helps to meet body needs for study and for learning.
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UNIT II -- A LABORATORY FOR LEARNING The period for lunch at school is a part of the day's schedule just as
there is a period for English, Mathematics, Science, etc. A plan for the effective way of handling this period should be made so that results will be meaningful to the student body instead of wasted opportunities. The entire school staff should realize that if the lunch period is well handled there is need for much planning and much guidance.
There is something that every principal, teacher and school food service worker can do to teach the values of this period and to include the students in the planning for the realization of the values.
How can the principal help to make school food service a laboratory for learning? Each morning, over the inter-com, encourage 100 percent participation. Invite Board Members for lunch. Have ready for them interesting facts about operation, etc. Talk to civic clubs about the program (aims and plans) . Invite mayor and councilmen for lunch sometimes during the school year. (School Lunch Week) Set up an advisory committee composed of representatives from the PTA, school faculty, school clubs and lunch room personnel. Invite PTA officers for lunch. Let them visit kitchen, etc., to become familiar with needs and services.
How can teachers help make school food service a laboratory for learning? The teachers are the key people in a school to teach the values of the school lunch. Some suggested ways to teach these values are: eat in lunch room, encourage students to talk about the good things about lunches served instead of criticizing the meals, encourage daily participation of all students.
Correlate school lunch with subjects taught.
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Health The health factor of the school lunch is a primary one. Teach unit on
Nutrition early in the school year. Study Type A lunch requirements. Find out how each requirement is used to give student 1/3 of day's dietary needs. Study composition of foods and what they do for the body. Check menu served in lunch room. See if Type A pattern is met. Plan menus for a week using Type A pattern. Ask lunch room manager to serve one or more menus planned by classes. Use health class as a good opportunity for teaching calories, vitamins, and what constitutes a balanced diet. Talk about foods served in lunch room that are new to students. Encourage students to eat new kinds of foods and food prepared in ways that are different from those to which they are accustomed.
Mathematics School lunch is big business. Help students to realize the monetary
value of the school lunch. Discuss income in lunch room, and how income is spent. Discuss value of donated foods. Select a menu served in lunch room. Get cooperation of manager as to prices, etc. Compare value of lunch served with the price paid by student. Compare prices and value with commercial eating places. Show that it is economical to eat lunch at school.
English Have essay contest using subjects as: the value of eating lunch at school,
how shall we handle the lunch period, and good behavior during lunch period.
Social Studies and Graces History of foods found in menu fer school lunch. Good manners in the
lunch room. Students take turns in being host or hostess at a lunch table. 117

Students, by grades, take turns in placing attractive posters on wal~s of lunch room.
Correlate school lunch with school activities. Clubs or Organizations
F. H. A. Members promote lunch in Teen-Nutrition. F. H. A.; F. F. A.; 4-H Club, include school lunch in their school and home projects. Other clubs include school lunch in their activities. Have representatives from each club serve on School Lunch Advisory Committee. Representatives of clubs look after minor jobs of serving and cleaning up. See that tables are left clean as students leave the lunch room.
Suggestions for Bulletin Boards or Displays Large chart showing component parts of Type A lunch. Post menu for the
day. Run ribbons from menu to Type A chart showing how menu meets requirements. List ways vitamin C helps maintain good health. List foods where vitamin C is found. List week's menu. Star the vitamin C food used daily. Place on serving counter, arranged in colorful way, fresh foods containing vitamin A and C. Have students make charts and place on walls. Some suggestions for chart message are: Why I Eat Vegetables, Greens are Good for You, Things I Miss if I do not Eat Turnip Greens and Other Greens, and Vitamin C in my Diet.
UNIT III -- NEW TRENDS
The Economic Opportunity Act of 1964 has major implications for the school lunch program--particularly in terms of making the school food service program more effective in meeting the needs of children from low-income families. There are four titles of the Economic Opportunity Act of direct interest to
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those involved in school food service. Title II: "Urban and Rcral Connnunity Action Programs", is the most important feature of the act from the stand point of the amount of money and effort involved. The thinking behind the Connnunity Action Program is that the problems of poverty c.. .. <.o d network of social ills. In small connnunities and in those with more limited resources, local leaders can begin a Connnunity Action Program in stages. For example, a connnunity might start a preschool program coupled with a health service clinic for preschool youngsters. This is the type program where school food service could make a great contribution.
Title II of the Economic Opportunity Act authorizes three programs for young people, also offers possibilities for strengthening the administration and operation of school lunch programs--Job Corp, Work Training Programs, and Work Study Programs.
Under or through these programs there are possibilities for school lunch managers to recruit and train workers or to obtain help in performing clerical duties.
The requirements are that the jobs will increase the employability of those recruited or will enable them to resume or maintain school attendance and will not displace employed persons and that appropriate and reasonable compensation and working conditions will be provided.
Regulations and guide lines for application, organization and operation of these programs or projects change from time to time. No attempt will be made in this bulletin to go into detail about the offerings of the Act.
As the classes in SL--I are held, resource people will be invited to give the latest available information and to inform class participants as to the possibilities of programs through Economic Opportunity Act or other Acts of Congress.
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LESSON XI BREAKFAST PROGRAM
The objective of the school breakfast program is a relatively new food service program for elementary and high schools. The first program began during the 1967-68 school year. Reactions from numerous schools, systems and states were very favorable and the program was expanded the following year.
Facts About Georgia's Breakfast Program All public, nonprofit elementary and secondary schools are eligible to
participate. Schools in economically deprived areas will be given first consideration as will schools to which many students must travel long distances every day. All children attending a school with a breakfast program may participate.
The Georgia Department of Education administers the school breakfast program. Funds are made available annually by congressional appropriation. The United States Department of Agriculture provides both cash and food assistance. Schools participating in the breakfast program may be reimbursed for the cost of purchased food, not to exceed 15 cents per meal. The remaining costs are paid from local sources, including children's payments.
The breakfast program is not a free program. All children who are able to pay are expected to do so. However, needy children will be provided breakfast free or at a substantially reduced price.
Personnel should arrive 45 minutes before scheduled breakfast period. The meal patterns have been tested and approved by the USDA and are specifically designed to improve the nutrition of school age children. A Hbasic" breakfast shall include: one-half pint of fluid or whole milk as a beverage, on cereal, or used in part for each purpose; one-half
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cup of fruit or full-strength fruit or vegetable juice; one ounce of proteinrich foods such as eggs, meat, poultry, fish, cheese, peanut butter, or a combination of these foods; one slice of whole grain or enriched bread or an equivalent serving of cornbread, biscuits, rolls, muffins, etc., made of whole grain cereal or enriched or fortified cereal; or an equivalent quantity of any combination of these foods. Protein-rich foods are to be served frequently as prescribed by USDA.
To improve nutrition butter, jelly, potatoes, honey, syrup, bacon and other popular breakfast foods may also be served with each meal.
All a breakfast program requires is hungry children and good planning. Very little, if any, additional equipment will be needed to serve breakfast.
Elementary and high school principals interested in starting a breakfast program should coordinate their plans with their superintendent and then contact the School Food Service Office, Georgia Department of Education, Atlanta, Georgia 30334. A menu planning guide and other information will be provided each applicant.
In most schools, a teacher supervises pupils during the breakfa&t period. However, a volunteer from the PTA or Mothers' Club, or a teacher's aide could act as dining room hostess.
The price for pupils should not exceed 15 cents; a recommended price of 10 cents would meet labor and incidental cost if not more than 50 percent of the breakfasts is served free or reduced price. The price for adults should be no less than 30 cents.
The breakfast claim is a part of the consolidated GA SFS--7 "Claim for Reimbursement."
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It is necessary to maintain daily records of breakfasts served (paid and free) to pupils and adults, income and expenditures. breakfast program worksheets.
On the breakfast program worksheet record daily amount of purchased food used and its value. amount of donated food used and its value. menu served.
All of this information is recorded on the form CFP-73 "DAILY WORKSHEET."
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