Master of Science in Nutrition and Dietetics Student at King's College
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food service management Supervised Experiential Learning
Nutrition Legislation Letters
Reflection
I sent several legislative letters and emails to encourage Congressman Bean, Senator Scott and (then) Senator Rubio to cosponsor several nutrition legislation bills during my Food Service Management rotation. I obtained the outline and verbiage for these letters from the Food Research & Action Center.(1) The topics of legislative letters and emails include: - Universal School Meals Programs Act (S.1568) - School Hunger Elimination Act (S.4525) - Nutrition Red Tape Reduction Act (S.4523) I was fortunate enough to meet with Senator Rubio’s staff regarding SUNBUCKS when I was at my Community Nutrition Rotation, so wanted to continue to follow current legislation. I will never stop advocating and fighting for food-insecure and hungry families and children. References Food Research & Action Center. Action Center. 2025. Accessed May 8, 2025. https://frac.org/action
Parent Nutrition Education - Breakfast
Reflection
I created a nutrition education handout and social media post that was intended for parents but would also educate and benefit school staff and administrators. Too often, school nutrition service departments are criticized by parents who see a social media post by an “influencer” and automatically think that school lunch is “unhealthy.” This is not the case as many parents (and teachers alike) do not understand that schools who receive federal funding must abide by much stricter sodium, sugar, and saturated fat restrictions, which is something that not even the restaurants these parents dine out at has to worry about. Additionally, schools that participate in the National School Lunch Program (NSLP) and School Breakfast Program (SBP) must serve students components at each meal to ensure a balanced dietary pattern. I created this handout to show parents exactly what food groups (components) are served at breakfast as we received many questions about how “healthy” our meals are. I was honored to create a parent nutrition education handout that “de-mystifies school breakfast and explains just how healthy school breakfast is!
Proprietary Projects Completed
I completed several projects during my Food Service Management rotation that I cannot share publicly as it contains sensitive and proprietary information. Though I can't post the documents online, I can speak about some of the projects I completed without disclosing sensitive data! Below is a list of some of my favorite projects I worked on during my rotation.
Community Eligibility Provision (CEP)
I was honored to be able to run CEP calculations to see if our school district would quality for CEP. I am passionate about universal meals for all, so was really hoping that our school district would qualify! I created a CEP Report for the Food Servicer Director and formally presented it to him along with the two excel spreadsheets I created and the two “CEP Cheat Sheets.” I calculated all numbers by hand for both the 1.5 multiplier and the proposed 2.5 multiplier (which is currently tied up in legislation). For the school district to be eligible to offer universal free breakfast and lunches for our students, we would have to reach 85%. Unfortunately, after running and re-running the calculations, we do not. In my assessment, if the goal is to "end the stigma" of free and reduced lunch, then maybe the focus of the USDA and other government officials should be to offer free universal meals for all grade levels. A great campaign that could be initiated is “Kids eat healthiest with school meals” and push this message across the country – in commercials, magazines, mainstream media, social media, etc. This is true, after all. I truly wish we could offer universal free school breakfast and lunch to all students. After all, food and meals are a basic human right. I don’t know why our government wastes so much money on frivolous projects instead of truly focusing on what matters – feeding the youth and future of this country. Overall, I was truly disappointment that increasing the multiplier to 2.5 (if legislation passed) would not have a positive impact on our school district and we would still be unable to offer universal free and reduced lunch.
Master Menu "Cheat Sheet" in Excel Format
We’ve had a lot of new students move into our school district. This increases the possibility that the number of students with food allergies and sensitivities will increase. I wanted to create an easily accessible tool that would accurately identify menu items that contained the nine major food allergens (milk, eggs, fish, shellfish, tree nuts, peanuts, wheat, sesame and soybeans). I saw a need for this as some parents had concerns with food dyes, as well as children that moved into the district that followed a vegan dietary pattern. I came up with the idea to create an easy-to-use “Master Menu” spreadsheet and told the FSD that I could take it a step further and identify every single menu item that contained not only the nine major allergen items, but also items that were gluten-free (for a gluten-free menu), items that were vegetarian (for a vegetarian menu), items that were vegan (for a vegan menu), as well as items that contained sunflower and food colorings. I looked up the ingredients of every single item that is served on the menu at each and every school in our school district. It took several days, but it needed to be done to help identify food items that were inappropriate for students with allergies and sensitivities. The “Master Menu Cheat Sheet” I created can be used district-wide to help both Food & Nutrition Services leadership (FSD, regional managers, etc), but also the Food Service Managers at each school easily identify menu items that may be inappropriate for students with food allergies and sensitivities.
food service management Supervised Experiential Learning prerequisites
ServSafe Food Protection Manager Certificate
I learned so much during the ServSafe Food Protection Manager Course! Before taking the course, I naturally exercise extreme caution when it comes to food safety as I became extremely ill in 2010 due to salmonella poisoning from an undercooked piece of chicken. However, taking this course really helped me realize that I'm not being "too extreme" in my food safety measures at home and when observing employees at restaurants. Since taking the course, I have noticed so many things that I was not previously aware of - but makes sense! I would say the violation I observe most often is females with extremely long nails failing to wear gloves. I recognize that it is a failure on the management side to properly train their employees. Completing the ServSafe food protection manager certificate has really taken my knowledge of food safety to the next level! This knowledge will be extremely helpful while I am completing my Food Service Management rotation!
Tools and Strategies for Emergency Preparedness in Schools
I currently reside in the state of Florida, which is hurricane prone. Because of this, I felt it was important to understand all that an Emergency Action Plan (EAP) entails. It is important to be proactive, not reactive! When I hear about EAPs, I think about standard operating procedures on what to do if a hurricane or other disaster occurs. Because of this, I wanted to take this course to see how it pertains to child nutrition. I learned that common EAPs include responses to food allergies, product recalls, power outages, and how to handle food losses.(1) The EAP is tailored for each individual area and will vary. I learned that it is important to have back-up plans for service models, locations, staff arrangements, alternative vendors, product substitutions, and delivery services.(1) For an EAP, communication is key. It is important to talk to school staff and explain why the EAP is needed, what their respective role would be if an emergency took place and the EAP was put into effect.(1) Equally as important, consistency must occur when it comes to who will take the lead when carrying out the plan at each food site.(1) To ensure a realistic and well-run EAP, team feedback should be solicited to determine if the plan will work in real-world situations; and if it will work, how well it will work.(1) Additionally, each EAP must be reviewed periodically to ensure all phone numbers and SOPs are up to date and relevant.(1) Training must occur to identify how well the plan will work and real-world scenarios that could be practiced include food recalls, food allergies, or even what will occur if all schools are shut down and school cafeterias close, such as what occurred during the pandemic.(1) Collaboration is key and it is important to know what areas are more prone to flooding (ie which schools may flood first, etc), ensure there are open lines of communication with FNS, request and receive program waivers from FNS if needed, and support SNS position for using school food inventories for shelter or emergency feeding.(1) I learned that in the state of Florida, FNS usually monitors storms and will reach out and let us know who the point of contact is, and will stay in constant communication. It was very helpful to learn that it is recommended to assign a dedicated person to stay in communication with FNS, to maintain consistent and open communication during a disaster and/or emergency.(1) My main takeaway here was that open, consistent communication with FNS is essential to ensure FNS is receiving the updated information they need, and we are receiving the information we need. Equally as important, I learned that USDA Foods Rapid Response State Agency is used a lot for shelter feeding and congregate feeding in communities in the aftermath of disasters such as hurricanes.(1) I learned that when hurricanes hit Florida, state inventories deplete very quickly, so knowing the state USDA has designated to be the state that will provide the state with additional resources in an instant is important to know. It was incredibly interesting to learn that in the State of Florida, emergency feeding organizations may not understand what happens with school nutrition programs during emergencies, and they have the perception that they can go into school nutrition programs and start using the food, when in fact, this may not be the case as some schools may be up and running much faster than others, in which the food must be saved for the children coming back to school.(1) This underscores the importance of proper communication between SFAs. Prior to taking this course, I was not familiar with the Stafford Act but learned that the Stafford Act drives USDA flexibility in waiver requests during emergency situations. I also learned it is essential that communication between school nutrition professionals and county managers occur.(1) Knowing who the county emergency manager is key to ensure the school has access to available resources that come from FEMA and the state.(1) I learned that the SNS-specific emergency preparedness plan must be reviewed annually as there are many resources available to food service operations that are often times not thought of at a district level.(1) I also learned that expedited restoration of services can be requested for emergency feeding, so it is important to have direct contact to my utility provider.(1) It was important to learn that debriefing after an emergency is important when it comes to school nutrition to identify successes, challenges, and to discuss lessons learns and what can be improved in the future.(1) Overall, it is important that interruptions to school nutrition programs must be minimized to ensure children are being adequately fed.(1) In an emergency, things are constantly changing hour by hour, so it’s important to not only cross-communicate between agencies, but to designate a person to ensure constant communication flow. References 1. Institute of Child Nutrition. STAR Back to School: Tools and Strategies for Emergency Preparedness in Schools. September 2021. Accessed August 25, 2024. https://theicn.docebosaas.com/learn/courses/190/star-back-to-school-tools-and-strategies-for-emergency-preparedness-in-schools-sept-2021/lessons
Menu Trends for School Nutrition Programs
I truly enjoyed the "Menu Trends for School Nutrition Programs" course. Prior to taking this course, I had never thought that menu and food trends may possibly turn into school meals. However, I now know that this makes sense as the students are the customer, so getting them excited about school meals in the form of “trends” is a great idea! Overall, it was interesting to learn that popular food items from restaurants, which create trends, end up on school menus! This is not something I had thought about or considered prior to taking this course. It was also interesting to learn that Gen Z and Gen Alpha are the current customer base for school meal plans.(1) It was shocking to learn that ~85% of Gen Z students use social media, which has a heavy influence on food trends.(1) Prior to taking this course, I had not thought about how high school is made up of Gen Z students and middle school and elementary schools are made up of Gen Alpha, all of which influence meal choices and interests.(1) It was interesting to learn that Gen Alpha is highly influenced by their parents interests, which trend towards simple and sustainable food and meal ingredients.(1) Prior to taking this course, I had not heard about the four stages of the Menu Adoption Cycle.(1) The four stages consist of inception, adoption, proliferation, and ubiquity.(1) I learned that inception is where a food trend originates.(1) Often times food trends originates when customers and/or food critics are excited by a menu item, food pairing, or ingredient that is used in fine dining and/or independent ethnic restaurants.(1) When the food trend spreads to the adoption stage, fast-casual restaurants, specialty grocers, and others start to feature the food trend menu item.(1) In the proliferation stage, casual chain restaurants, colleges and universities, and club stores may feature the food trend item.(1) In the final step, ubiquity, the food trend is seen everywhere, including K-12 food service and hospital cafeterias.(1) A great example of this entire process is Mexican food, as this cuisine truly falls under ubiquity as it can be found in several places (such as school menus).(1) Interestingly, high school students regularly eat global inspired foods.(1) Prior to taking this course I didn’t consider how schools “compete” with coffee shops, Chick-fil-A, Panera, and other local food places, because I did not think of the students as customers. However, I now know that the students are customers and school lunch programs do compete with local food establishments, especially when it comes to students who can leave campus during school hours. I also learned that these locations are great places to look for food and meal trends.(1) It was also interesting to learn that school nutrition social media sites and groups are helpful to network with fellow food service management colleagues to see what meal trends have taken off in their respective school districts.(1) Lastly, it was interesting to learn that meal prep delivery services can also help to look for at sustainable trends that may prove successful on a school menu.(1) Another thing I had not considered was to observe what parents and students are purchasing at local markets and stores as it is important to observe your customer (students) and understand what their need are and what types of food items they are interested in consuming.(1) I learned it is important to understand what makes students excited and hungry, and that school chefs should strive to recreate this for them.(1) Additionally, I learned that it may prove beneficial to find trend menu items that work with USDA meats or other foods.(1) Marketing of school meals is important, and not something I necessarily thought of prior to taking this course. However, I now know that it is essential to market new and trendy meals to get the customer (students) excited. I was pleased to see that there is an emphasis on global cuisine, but that it is important to ensure the customer base (students) will consume these meals.(1) It was interesting to learn that if we are thinking about implementing new global cuisine meals, it is important to conduct market research, connect with the community, learn the culture, learn from the culture how to properly make the food, and taste test.(1) Once all these steps have taken place, the global cuisine may become a school menu item.(1) I also learned to look for team members that are from other cultures who would be willing to introduce popular and cultural favorites to the school menu.(1) However, I was reminded that it is very important to ensure the recipe is creditable and meets USDA guidelines.(1) An example of this would be to ensure that the grains used are whole grains.(1) Once the recipe is deemed creditable and meets USDA guideliens, I learned it may be helpful to test the new recipe in a focus group setting.(1) I also learned that in order to ensure new meal items are successful, it is important to conduct adequate staff training to ensure the presentation of the new food is appealing to the customer base.(1) Lastly, it is important to market the new menu items to generate excitement, such as serving food as hand-helds or food bowls (which I learned students love)!(1) Overall, I never considered that trendy menu items at restaurants turn into popular school meals. In hindsight this makes sense, but I now know that innovation is important when it comes to creating new school meals, and that if there is something myself or my kids really like at a restaurant, it may become a great school food menu item. In closing, I will remember that food trends alter the way students eat.(1) Because of this, establishing new sustainable food trends with lasting appeal will create menu items that are not only great for school nutrition meals, but it also elevates the school lunch program and excites the customers (students) about the menu.(1) Cultural foods and plant based foods are great examples of sustainable food trends.(1) in addition to hand-helds and food bowls.(1) References 1. Institute of Child Nutrition. CICN: Menu Trends for School Nutrition Programs. May 2023. Accessed August 19, 2024. https://theicn.docebosaas.com/learn/courses/310/cicn-menu-trends-for-school-nutrition-programs-may-2023/lessons/4339/cicn-menu-trends-for-school-nutrition-programs
Managing Food Allergies and Special Dietary Needs
Food allergies and special dietary needs are especially important when it comes to overall health and safety of students. I learned that a meal modification is request given by a licensed physician, parent, or caregiver to provide an alternative food to something that is listed on the CACFP menu.(1) Importantly, if the request comes from a licensed medical provider, CACFP operators much comply with the suggested meal modifications.(1) It is essential to read each meal modification separately and on a case-by-case basis, as no two individuals are the same and two children may have vastly different dietary needs.(1) Examples of when a child may need a meal modification is if a child has food allergies and/or medical conditions (ex: celiac disease, diabetes, swallowing disorder).(1) It was important to review the top 9 food allergens, which are milk, wheat, egg, soybeans, tree nuts, peanuts, fish, shellfish, and sesame.(1) I learned that when considering a meal modification, it is important to consider the differences between a preference and a disability.(1) I learned that a preference is a written dietary request from a parent and/or guardian and that though programs are encouraged to accommodate the parent/guardian request, they are not required to accommodate such requests.(1) However, actual disabilities, such as fish allergies or type 1 diabetes, requires a written dietary request from a parent or guardian.(1) Additionally, it was helpful to learn that meal modifications can be given to children without a disability or medical statement if a parent has a preference, and this preference can be accomplished as part of the CACFP meal pattern.(1) An example of this would be a vegetarian parent requesting that their child be given vegetarian meals as this can be met through the CACFP meal pattern. However, if it does not meet the CACFP meal pattern, a medical statement would be required.(1) What stood out to me the most was that when thinking about asking for a medical statement is that some parents/caregivers may not be able to go to the doctor solely to get a medical statement. However, if there is a disability that is not in compliance with the CACFP meal pattern, then a medical statement will be needed.(1) I also learned that it is okay if an alternative meal plan does not follow the CACFP meal pattern as long as a medical statement is provided.(1) Importantly, children who are given meal modifications should still sit with their peers during meal time so they do not feel excluded or marginalized.(1) However, one exception occurs when a child has severe food allergies. If this is the case, a child with severe food allergies may sit at a separate table, yet still be in the same room as their peers, as it is important to ensure cross-contamination does not occur that may be life threatening for the child with food allergies.(1) In my assessment, putting a child at a table by themselves is probably not the best approach as the child may feel marginalized. However, a site operator may consider making the site an “allergy-free” zone so that the child can eat next to their peers.(1) An example of this is enacting a peanut-free or nut-free zone.(1) However, this is handled on a case-by-case basis depending on how severe the allergy is. It was interesting to learn that specific challenges that may occur include unclear medical statements, multiple food allergies, and unfamiliar meal accommodation requests.(1) Prior to taking this course, I didn’t really think about a child with 3-4 different food allergies, but this emphasizes the importance of having well trained staff. In fact, the emphasis of well trained staff cannot be underscored enough as common mistakes by staff include label-reading errors, cross-contact and the unintentional ingestion of a food a child is allergic to.(1) For inclusivity, the kitchen staff should try to make the food of a modified meal look as similar to the food their peers are consuming to avoid a child from getting frustrated or sad by being served different foods.(1) Ensure labels are always checked for potential allergens, and develop a cycle menu of approved meal modified foods.(1) If a menu will be changed, staff must review the menu with a parent/guardian.(1) Lastly, when in doubt about serving modified meals for a specific medical condition or disability, always check with a licensed medical professional to ensure safety and compliance.(1) Overall, this was a very important webinar and I was glad to learn about the process for enacting food modifications in childcare settings. References 1. Institute of Child Nutrition. CACFP 101 Webinar: Managing Food Allergies and Special Dietary Needs. May 2023. Accessed August 25, 2024. https://theicn.docebosaas.com/learn/courses/311/cacfp-101-webinar-managing-food-allergies-and-special-dietary-needs-may-2023/lessons