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Program Evaluation Report
for
Nutrition Services
at Fitchburg Public Schools
Meeting Professional Standards
through a Program of
Nutritional Integrity and
Training
Version A Release B
Last Updated: July 6, 2015
Owner: Jim Reynolds
Telephone: (978)549-9550
Email: reynoldsj333@gmail.com
Fitchburg Public School
376 South Street
Fitchburg, MA 01420

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1 EXECUTIVE SUMMARY...............................................................................................................................................6
2 STATEMENT OF THE PROBLEM.............................................................................................................................9
2.1 LOGIC MODEL – FINAL RULE SECTION 306 / TRAINING.........................................................................................10
2.2 OTHER SUMMARY CHARTS – FINAL RULE SUMMARY: HIRING & TRAINING STANDARDS...............................10
3 EVALUATION PLAN – PROFESSIONAL TRAINING & NUTRITION INTEGRITY............................11
3.1 TEAM MEMBERS............................................................................................................................................................11
3.2 DEFINE EXPECTATIONS................................................................................................................................................11
3.3 ESTABLISH PURPOSE OF ASSESSMENT .......................................................................................................................11
3.4 SELECT METHOD OF ASSESSMENT TEAM MEMBERS...............................................................................................11
3.5 COLLECT COMPREHENSIVE AND REPRESENTATIVE SAMPLE OF DATA.................................................................11
3.6 DEVELOP ASSESSMENT TOOL......................................................................................................................................12
4 NEEDS ASSESSMENT – NUTRITION INTEGRITY ..........................................................................................13
4.1 TEAM MEMBERS............................................................................................................................................................13
4.2 BASELINE........................................................................................................................................................................13
4.3 NEEDS ASSESSMENT .....................................................................................................................................................13
4.4 PROCEDURESTO REACH OBJECTIVES........................................................................................................................14
5 ALIGNING NUTRITION S ERVICES PROGRAM WITH SCHOOL OBJECTIVES ...............................15
5.1 SCHOOL VISION - HTTP://WWW.FITCHBURG.K12.MA.US/ABOUT-US/OUR-MISSION.............................................15
5.2 SCHOOL MISSION - HTTP://WWW.FITCHBURG.K12.MA.US/ABOUT-US/OUR-MISSION ..........................................15
5.3 SCHOOL GOALS - HTTP://WWW.FITCHBURG.K12.MA.US/ABOUT-US/DISTRICT-IMPROVEMENT-PLAN...............15
5.3.1 School Goal: #1....................................................................................................................................................15
5.3.2 School Goal: #2....................................................................................................................................................16
5.3.3 School Goal: #3....................................................................................................................................................16
5.3.4 School Goal: #4....................................................................................................................................................16
5.3.5 School Goal: #5....................................................................................................................................................16
6 IMPLEMENTATION OVERVIEW – NUTRITION INTEGRITY ASSESSMENT / TRAINING..........17
6.1 TEAM MEMBERS............................................................................................................................................................17
6.2 DESCRIPTION..................................................................................................................................................................17
6.3 SCOPE..............................................................................................................................................................................18
6.4 DESIGN ............................................................................................................................................................................18
6.5 ASSUMPTIONS................................................................................................................................................................19
6.6 DEPENDENCIES...............................................................................................................................................................19
6.7 ISSUES..............................................................................................................................................................................19
6.8 THIRD PARTY TOOLS....................................................................................................................................................19
6.9 TRAINING AND PROFESSIONAL LEARNING................................................................................................................19
7 IMPLEMENTATION CONTENTS – NUTRITION INTEGRITY / TRAINING.........................................20
7.1 OBJECTIVES....................................................................................................................................................................20
7.2 ACTION STEPS................................................................................................................................................................20
7.2.1 Requirements ........................................................................................................................................................20
7.2.2 Research-based Strategies ..................................................................................................................................20
7.2.3 Resources for intervention..................................................................................................................................20
7.3 TIMETABLE.....................................................................................................................................................................20
7.4 SECURITY AND CONFIDENTIALITY ISSUES.................................................................................................................20
7.5 PERFORMANCE...............................................................................................................................................................20
7.5.1 Indicators of Quality............................................................................................................................................21
7.6 DOCUMENTATION CONSIDERATIONS.........................................................................................................................21
7.6.1 Document Format Considerations.....................................................................................................................21
7.6.2 Database Changes ................................................................................................................................................21
8 DESIGN THE PROGRAM EVALUATION INSTRUMENT .............................................................................22

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8.1 EVALUATION GUIDELINES...........................................................................................................................................22
8.2 EVALUATION DOCUMENTS..........................................................................................................................................22
8.3 EVALUATION RESULTS.................................................................................................................................................23
9 PROGRAM COST ANALYSIS – NUTRITION SERVICES ..............................................................................24
9.1 AUTHORIZATION............................................................................................................................................................24
9.2 STAFFING HISTORY – NUTRITION SERVICES.............................................................................................................24
9.3 BUDGET HISTORY..........................................................................................................................................................25
9.4 RECENT DEVELOPMENTS:............................................................................................................................................25
9.5 CURRENT CHALLENGES................................................................................................................................................25
9.6 SIGNIFICANT PROPOSED CHANGES FOR THE UPCOMING FISCAL YEAR AND BUDGET IMPACT:........................26
9.7 ON THE HORIZON:.........................................................................................................................................................26
10 SCHOOL COMMITTEE/COMMUNITY PRESENTATION AND HANDOUT MATERIALS..............27
DOCUMENT CONTROL.........................................................................................................................................................30
DOCUMENT APPROVAL ......................................................................................................................................................34

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LIST OF TABLES
No table of figures entries found.

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1 Executive Summary
Elemental to the human condition is food and good nutrition is a basic need of all students to
create favorable conditions for their preparedness to learn.
As of July 1, 2015, any LEAreceivingfederalfundsfromtheUSDA’schildnutritionprograms
is subject to comply with Section 306 of the Healthy, Hunger-Free Kids Act (HHFKA) of 2010.
Section 306 requires professional standards in the areas of hiring and training for all members of
the Nutrition Department in a Local Education Agency (LEA). Rules for the state and local level
are included in the ruling. This paper addresses the local level as the relevant focus for the LEA.
These professional standards will promote the Nutrition Services profession and create a level of
professional expectation across the USA.
Fitchburg Public Schools embraces this opportunity to elevate the status of this ancillary
service in support of the 5,000 students in the district. Current staffing is stable at all levels;
Director, Managers, Staff, and Part Time workers. These favorable labor conditions defer the
implementation of the new hiring standards until necessary due to a change in staffing needs.
Hiring standards is not the area of focus, but an outline is included.
The focus of this analysis is on how the LEA will meet the new training standards that go
into effect on July 1, 2015. Previously, no Federal training hours were mandated nor was there
a reportingrequirement. HHFKA’sfinal rulemakes clear the traininghoursexpectationsfor each
groupof NutritionServicesemployees;Director,Managers,Staff,and PartTime workers. Training
is in four learningareas;Operations,Nutrition,Administration,andCommunications& Marketing.
Depending upon the learning area deficiency and the role a Nutrition Program worker plays,
the number of training hours and type of training course will vary. A fully integrated professional
developmentinitiativeisa quality programof nutritionalintegrity. Itisthe NutritionDirector’srole

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to identify the learning areas, select staff training courses, and report on training hours taken
eachyear. This responsibilitywillrequireanapproachof continuousimprovementanddiscipline
to accomplish successfully.
The size of the nutrition program is large with $3 million dollars of sales each year, nearly
all reimbursable to a Federal program, and therefore accountable to the USDA. Success is
crucial. Ancillary services support student learning and any waste in this area is a dollar taken
away frominstructional funding at the detriment of the students. The grant providers carethat
the funds are effectively used.
Success of the program also matters to the instructors. Teachers want to teach, and a
hungry child is often distracted and unable to focus on learning. In an age where more
accountability is on teacher performance, it is an unfair measurement of instructional
effectivenessif the student is unable to focus on learning. Academic results in the classroom
have a ripple effect on the schooland its district. This not only risks the perceptionthat a district
cannot have good standard testing results, but also is real in that parents can move students
out of district and then real dollars are lost. Teachers, Principals, Administration, and parents all
care if the student is ready to learn. However, success of the program matters most to the
student. As a person with basic needs, the student requires nourishment. The school lunch
program expanded into a breakfast program to meet the this basic need of the student
population.
Professional training standards are appropriate and most effective if embraced as an
opportunity to improve in the key learning areas. The training standards are not worthwhile if
there is a “check the box” attitude. A quality programof nutritional integrity is a healthy way to
view theNutritionProgramasan ongoingannual gap analysisfor the individual,thekeylearning

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area, and the program as a whole. In government, the climate of accountability is all around.
Professional hiring and training standards will ensure the Nutrition Programa passing mark as a
partner to the learning mission of the LEA.
Findings from baseline assessment of key learning areas:
Operations 66% Nutrition 73%
Menu Planning 59%
Procurement 64%
Food Production 77%
Food Defense 68%
Environmental Practice 46%
Nutrition 72%
Nutrition Education 72%
Physical Activity 100%
Administration 69%
Program Management 53%
Financial Management 81%
Human Resources 66%
Program Accountability 100%
Marketing and Communications 59%
Marketing 68%
Communications 48%

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2 Statement of the Problem
A quality program of nutrition integrity needs development in the Nutrition Department
at the Fitchburg Public School system. The district must determine how to comply with USDA
training regulations, because of the HHFKA final ruling on Section 306. “Training needs” are
assessed based on an individual’s role within the program and area of need. This is the
responsibility of the Nutrition Services program Director.
The goals are:
 Identifytrainingfor individualsand
areas of need
 Report training hours reported
annually
 Annual progress in areas of
concern
 Work onpath to a model program
A self-assessment tool will greatly assist in identifying areas of concern, and point to
training opportunities. The Nutrition Director will select the training courses and record the
training hours. There are different training hour requirements depending upon the role of the
department’s personnel. All Nutrition Staff are affected by this including; Director, Managers,
Staff, and Part Time employees. It is the responsibility of the Director to adhere to these
requirements.
For this to succeed several facetsrequirefocus. It is important that the Director cultivate
a culture of continuous improvement. Employees cannot feel threatened by recording their
concerns in an assessment tool; trust matters. Reporting is a requirement, because the district
cannot risk losing USDA funding due to lack of reporting on training. Most importantly, the team
needs to keep the students in mind when determining the best course of action. This
perspective will make the program of nutritional integrity a success.

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2.1 Logic Model – Final Rule Section 306 / Training
2.2 Other Summary Charts – Final Rule Summary: Hiring & Training Standards
At least 8 hours of food
safety training within 5
years prior to the starting
date, or completed within 30
days of the starting date.

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3 Evaluation Plan – ProfessionalTraining & Nutrition Integrity
3.1 Team Members
Table 1 – Evaluation Plan Team Members
Role Name
Program Lead Jill Lucius Nutrition leader in the district
Documentation Lead Jim Reynolds Providing analysis
Business Manager Bob Jokelar District financial leader
Framingham State University John C. Stalker Institute of Food & Nutrition Providing baseline assessment
Kitchen Managers & Staff Various Provide site feedback and training
3.2 Define Expectations
Professional standards require learning objectives for school nutrition leaders and employees.
The expectation is to create a framework for programreview, evaluation and improvement of
the district program. Using standards of practice the district will rate itself against national
standards for a quality program of nutrition integrity.
Achieving nutrition integrity means, taking a comprehensive approach to program planning,
management, and operations. It also means integrating nutrition into the total educational
program of the school. This includes addressing the environments for serving meals, nutrition
education in the classroom and cafeteria, parent and teacher involvement, training school
nutritionpersonnel,and schoolpoliciesthat enhancethe effectivenessof the nutritionprogram.
Assessment data will influence the development of the district’s nutrition goals. Appropriate
training courses will improve the program’s performance scores. Records are made of training
courses and hours logged. This will meet the July 1, 2015 requirements of the HHFKA of 2010 as
determined by the Final Rule of Section 306 (hiring and training standards).
3.3 Establish Purpose of Assessment
The purpose of the assessment is to help the school nutrition programachieve nutrition integrity.
Student learning improves with better student nutrition. Public spending is more effectivewith
specific training for nutrition leaders.
3.4 Select Method of Assessment Team Members
The district’sNutritionDirector,Managers,andStaff willbepart of the teamusing the assessment
tools and participating in nutrition training. Raising the professional standards of all team
members makes the Nutrition Program better.
3.5 Collect Comprehensive and Representative Sample of Data
National standardsof practice define qualityprogramsand provideaframeworkfor continuous
program review, evaluation, and improvement.
Scores Interpretation
00 – 75% Needs Improvement Early Development
76 – 89% Meets Expectations Progressing Well
90-100% Exceeds Expectations Path to Model Program

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3.6 DevelopAssessment Tool
Standards of practice are in the four key areas of Operations, Marketing, Nutrition, and
Administration. Each key area has several indicators to identify specific activities to help
programs achieve a standard of practice.
Operations Nutrition
Food Production
 Employee will be able to effectiv ely utilize food
preparation principles, production records, kitchen
equipment, andfood creditingto prepare foods
from standardizedrecipes, includingthose for
special diets.
Serving Food
 Employee will be able to correctly and efficiently
serv e food portions to meet all USDAschool meal
pattern requirements andencourage healthy food
selections includingthose for special diets.
Cashier and Point of Service
 Employee will be able to effectiv ely operate and
utilize a Point of Serv ice (POS) system, ensuring
correct applicationofreimbursable meal
components, Offer Versus Serv e, and confidential
student eligibility identification in a financially
responsible manner.
Purchasing
 Employee will be able to effectiv ely and efficiently
implement purchasingprocedures and practices in
order to appropriately and best utilizesuppliers and
USDAFoods to meet menu requirements and
comply with all Federal, State, andlocal regulations.
Receiving and Storage
 Employee will be able to ensure proper inv entory
management includingcorrect deliv ery and storage
of inv entory, andthat which has been placedon
hold or recalled.
Food safety and Hazard Analysis and Critical
Control Point (HACCP) Training
 Employee will be able to effectiv ely utilize all food
safety program guidelines and health department
regulations to ensure optimal food safety.
Menu Planning
 Employee will be able to effectiv ely plan and
prepare standardized recipes, cycle menus, and
meals, includingthe use of USDAFoods, to meet all
Federal school-nutrition requirements, includingthe
proper meal components.
Nutrition Education
 Employee will be able to utilize resources to prepare
and integrate age/gradeappropriate nutrition
education curriculum withschool nutrition program.
General Nutrition
 Employee will be able to understand the Dietary
Guidelines for Americans, USDA food guidance
concepts and general nutrition principles.
Administration
Free and Reduced Price Meal Benefits
 Employee will be able to effectiv ely certify, process,
and v erify free and reduced meal eligibility benefits
in accordance with Federal and State regulations
related to nutrition programs.
Program Management
 Employee will be able to effectiv ely manage staff
and resources; emergency programs; and utilize
Standard OperatingProcedures (SOP).
Financial Management
 Employee will be able to manage procedures and
records for compliance with Resource Management
with efficiency and accuracy in accordancewith all
Federal, State, and local regulations, as well as the
Administrativ e Review.
Human Resources and Staff Training
 Employee will be able to implement human
resources management practices through
maintenance and familiarity with current personnel
policies and procedures andsupport employees
through trainingand retention strategies.
Facilities and Equipment Training
 Employee will be able to ev aluate nutrition
equipment andfacilities to ensure maximum
efficiency and availability ofhealthy food choices.
Marketing and Communications
Communications and Marketing
 Employees will be able to dev elop plans that
include inv olvement withschool and community
members, empower school nutrition leaders and
address excellent customer serv ice.
Each indicator has several questions to identify a deeper level of understanding. Not all
questions are appropriate for all staff; however, the results will point to areas in need of
improvement and provide training opportunities.

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4 Needs Assessment – Nutrition Integrity
4.1 Team Members
Table 2 – Needs Assessment Team Members
Role Name
Program Lead Jill Lucius
Documentation Lead Jim Reynolds
Analysis Lead Jim Reynolds
District Business Manager Bob Jokelar
4.2 Baseline
Baseline scores obtained by Nutrition Program Director Jill Lucius at the Stalker Institute. Jill’s
answers and scores reflect her “district” perspective. Questions allow only a “yes” or “no”
response.
Operations 66% Nutrition 73%
Menu Planning 59%
Procurement 64%
Food Production 77%
Food Defense 68%
Environmental Practice 46%
Nutrition 72%
Nutrition Education 72%
Physical Activity 100%
Administration 69%
Program Management 53%
Financial Management 81%
Human Resources 66%
Program Accountability 100%
Marketing and Communications 59%
Marketing 68%
Communications 48%
4.3 Needs Assessment
Key takeaways fromthe baseline assessment are in two areas:
Key Area 1 – Operations
Menu Planning - Student preferences considered when planning menus.
There was a lack of substantial student input in developing the menu, due to no formal process
in place. This resulted in a stagnant participation rate, especially at the secondary level.
However,somestudent’s likesand dislikes wastakenintoconsiderationwhenmakingthemenu,
but there is difficulty introducing new items. Student input would help the district to understand
what food items to focus on. Nutrition will guide, but students will inform. If students do not eat
the food then it does not matter how nutritious it is.
Key Area 2 – Administration
ProgramManagement - The school nutrition program has written short and long-term goals
that reflect the strategic plan and focus on long-term improvement.

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Without any written goals or formalized action plans, there cannot be any new items, or
change in focus.
4.4 Procedures to ReachObjectives
Proceduresto reach objectives takes an immediate response and a planned response.
Immediate reaction to baseline results require responseto initial findings in areas of high
concern. The following responseswill improve baseline concerns. Additional procedures are
required to address.
Key Area 1 – Operations
Menu Planning
Student preferences considered when planning menus.
Action Plan
Elementary Schools Secondary Schools
• Taste Test Tuesdays
• Develop an easy way to provide
students with samples
• Tasting Panels
• Taste Test Tuesdays
• Develop an easy way to provide
students with samples
• Focus Groups with Dietician
• Student Ambassador at High School
Key Area 2 – Administration
ProgramManagement
The school nutrition program has written short and long-term goals that reflect the strategic
plan and focus on long-term improvement.
Action Plan
• Establish a formal process to track goals and action plans
• List top three goals
• Develop a short termaction plan for the next school year
• Implement plan
• Track results
Planned reaction will involve kitchen managers and other nutrition staff. Assessments at the
kitchen-site level will identify training needs. Current baseline scores of the Nutrition Programin
all key areas are below the 76% threshold to meet expectations for national standards of a
quality program of nutrition integrity.

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5 Aligning Nutrition Services Programwith School Objectives
This section documents how the Nutrition Service program aligns with the school’s goals.
As a general premise, people must eat before can they do anything else. In the school setting,
a Nutrition Service program is an aid to instructional programming because hungry children
make poor learners. Federal, State, and local lunch and breakfast programs, freeand reduced
meals, and other elements attempt to give children better learning skills through health and
nutrition. This need is the same whether the district is urban or rural, large or small.
No area of school business management disconnects from the educational goals of schools.
Nutrition Services provide the opportunity to enhance the equality of the educational
opportunity for all students.
The reverse is also true—failure to apply great care and skill to auxiliary services such as the
foodservice function is certain to have negativeconsequences for all school district operations.
The roleof schoolbusinessadministratorsis to providewisemanagementin all aspectsof school
district operations, in order to best enhance the total school mission.
5.1 School Vision - http://www.fitchburg.k12.ma.us/about-us/our-mission
Each Fitchburg Public School provides learning experiences that engage all students in
achieving high academic standards, while developing intellectual rigor, creative interest, and
the social characteristics that prepare them for the challenges of living successfully and
productively as citizens of this new century.
Response: - Nutrition Services readythe student for learning by providing the nutrition necessary
to focus on the learning experience.
5.2 School Mission - http://www.fitchburg.k12.ma.us/about-us/our-mission
Fitchburg Public Schools’ mission is to provide coordinated curricular and extracurricular
experiences that inspire students to develop the academic, intellectual, creative,
technological, and social skills necessary to work and to participate in our democratic society.
… All members of the school community will focus on achieving academic excellence through
curricula that promote inquiry and stimulate curiosity and the foundation for lifelong learning.
Response: - Nutrition Servicesare an active member of the school community ready to prepare
students for learning every day.
5.3 School Goals - http://www.fitchburg.k12.ma.us/about-us/district-improvement-plan
5.3.1 School Goal: #1
Curriculum and Instruction: To maintain a district-wide focus on increased standards-based
academic student performance through a culture of high expectations, accountability, and
integration of technology into instruction and instructional decision making at every level.
Response: - The Nutrition Services program is accountable to professional standards through
training requirements to build skills, school nutrition professionals who stay current with complex
nutrition programs, the enhancement of the image of school nutrition employees, and safety of
student health through food handling training.

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5.3.2 School Goal: #2
Learning Environment and School Culture: To create a district-wide culture in which respectful
(of diversity) and supportive school communities are evident, in teachers’ professional practice
and in the students’ personal behaviors, schools’ pro-social initiatives, and the entire
community’s restorative practices.
Response: - Nutrition Servicesis respectful of student input and works with student input on menu
changes, for example.
5.3.3 School Goal: #3
Resources for Learning: To create and sustain a well-prepared, collaborative and engaged
instructional staff and administrative leadership team, including doing so through job-
embedded professional development.
Response: - Professionstandards implementation in the Nutrition area will include required training
hours on an annual basis for all members of this service.
5.3.4 School Goal: #4
Parent Involvement and Community Resources: To increase the opportunities for collaboration,
engagement and responsiveness for parents as partners in their child’s education through
improved communication and outreach.
Response: - A learning objectiveis Marketing and Communications in the national standards for a
quality program of nutrition integrity. This includes indicators for parent outreach.
5.3.5 School Goal: #5
Facilities:To maintain cleanand safefacilitiesthatsupportthe learningand teachingendeavor.
Response: - Nutrition Services works in a clean and healthy environment and supports healthy
eating.

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6 Implementation Overview – Nutrition Integrity Assessment/ Training
Nutrition Integrity assessment is added to the Nutrition Services department for measuring
continuous improvement in key areas of learning. Appropriatetraining courses added based
on assessment (above) for each Nutrition Servicemember. All training activity tracked and
reported.
Continuous improvement methodology steps to follow:
 Getting Started - Study the assessment tool. Discuss information with administrators,
school nutrition personnel, and other key individuals within school or school district.
 Review Program - Evaluate program in all areas.
 Set Priorities - Discuss the importance of this review with your administrators and co-
workers. Together, select the Key Areas or Key Topics that need priority attention.
 Start Planning - Develop a plan that identifies goals, sets timelines, and assigns
responsibilities for taking steps toward achieving standards of practice in the Key Areas.
Select representative teachers, administrators, parents, students, and school nutrition
personnel to assist with the process. They will become your school nutrition team(s).
 MonitorProgress- Meetwithyour schoolnutritionteam(s)frequentlyto evaluateprogress
and keep the total school community, including parents, informed.
 Evaluate Achievements - Evaluate improvementsand monitor effectiveness. Develop a
plan for routinely monitoring and evaluating your overall school nutrition program.
 Continue the Process - Program review, evaluation, and improvement are part of a
continuous process. As goals achieved in one area, move ahead to another.
https://schoolnutrition.org/uploadedFiles/4_Certification,_Education_and_Professional_d
evelopment/3_Keys_to_Excellence/2014%20Keys%20to%20Excellence%20Standards%2
0April%202014.pdf
Nutrition integrity achieved through an ongoing commitment to program excellence by the
total educational community.
6.1 Team Members
Table 3 – Implementation Team Members
Role Name
Program Lead Jill Lucius
Documentation Lead Jim Reynolds
District Business Manager Bob Jokelar
School Nutrition Team TBD
Kitchen Managers Various by Site
6.2 Description
Training is required to meet the professional standards metrics. An Excel tool will be completed
for each learning area. Kitchen managers will answer the YES/NO questions and SKIPthose that
are not relevant to their area of work. The spreadsheet will calculate a score for the learning
areas and hyperlink to training options for areas in need of improvement. By taking the training
the annual training requirements will be met.

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6.3 Scope
The scope of the implementation is for the Nutrition Services members of the Local Education
Agency (LEA) and not any state positions. Focus of the implementation is on identifying training
requirements to meet the Final Rule of Section 306 of the HHFKA of 2010. The scope does not
address hiring standards or state-level positions.
6.4 Design
The design follows a continuous cycle
programof Plan, Do, Check, Act.
PLAN: By the end of the school year, the
Nutrition Service Director completes the
district assessment of key areas.
DO: By August 1 of each year, the Nutrition
Director lays out goals and training for
completion by all staff. Formal publication
expected for accountability.
CHECK: Goals and training shared and
reviewed with school leaders and
department personnel.
ACT: Training taken, recorded, and
reported by June 30 of each year.
ProgramIntegrity assessment redistributed
and fed back for new improvement cycle.
Position Training Focus Areas
New and Current
Directors
12 hours
• Administrative practices (including training in application, certification,
verification, meal counting, and meal claiming procedures)
• Any specific topics required by FNS, as needed, to address Program
integrity or other critical issues.
This required continuing education/trainingis in addition to the food safety
training required in the first year of employment.
New and Current
Managers
10 hours
• Administrative practices (including training in application, certification,
verification, meal counting, and meal claiming procedures)
• The identification of reimbursable meals at the point of service.
• Nutrition, health and safety standards, and
• Any specific topics required by FNS, as needed, to address Program
integrity or other critical issues.

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Position Training Focus Areas
New/Current Staff
working an average
of 20 hours/week
6 hours
• Free and reduced price eligibility,
• Application, certification, and verification procedures,
• The identification of reimbursable meals at the point of service.
• Nutrition, health and safety standards, and
• Any specific topics required by FNS, as needed, to address Program
integrity or other critical issues.
New/Current Staff
working less than 20
hours per week
4 hours
Each year, at least 4 hours of annual continuing education/training
(regardless of number of part-time hours).
https://www.federalregister.gov/articles/2015/03/02/2015-04234/professional-standards-for-state-and-local-school-nutrition-
programs-personnel-as-required-by-the#t-8
6.5 Assumptions
 Computer literacy of staff
 Adoption of MS Access tracking tool
 Adoption of MS Excel assessment tool
 Culture shift to accountability and professional standards amongst team
 Possessing a proactive outlook about programintegrity
6.6 Dependencies
 Training fits in with work schedules
 Computer literacy
6.7 Issues
 Funding - paying for training
6.8 Third Party Tools
 MS Access tracker - //http://www.fns.usda.gov/school-meals/professional-standards
6.9 Training and Professional Learning
 As above……………..

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7 Implementation Contents – Nutrition Integrity / Training
7.1 Objectives
The objective of the assessment is to identify training opportunities for all Nutrition Services
personnel in four key areas: Nutrition, Operations, Administration, and
Communications/Marketing.
7.2 Action Steps
1. Director introduces professional standards topic to Nutrition Service team.
2. Director introduces professional standards assessment tool to Nutrition Service team.
3. Team members receive instructions on how to answer questions.
4. Answers are either “YES”, “NO”, or “SKIP” for all questions.
5. Responses generate automatic calculations in key areas.
6. Complete self-assessments sent back to Director’s office.
7. Director consolidates site results into district profile.
8. Director reviews results for trends and areas of commendation or improvement.
9. Training areas are determined based on analysis of results.
10. Training courses selected and scheduled as prescribed by Director.
11. Staff takes training courses and records results in training database tracker.
12. Director sets annual goals.
13. Director sets constant improvement philosophy within Nutrition Services.
7.2.1 Requirements
Adhere to HHFKA 2010 Final Ruling on Section 306 for appropriate training hours.
7.2.2 Research-based Strategies
n/a
7.2.3 Resources for intervention
n/a
7.3 Timetable
Director initiated discussion on professional standards in Q4.
Staff complete assessment tool by end of June of each year.
Director analyzes results along with Business Manager during Q1.
Goals are set by the end of August for each year.
Training schedule announced to staff by the end of August for each year.
School Committee review in Budget season as determined by Business Manager.
7.4 Security and Confidentiality Issues
n/a
7.5 Performance
All action steps completed in a timely manner. Continuous improvement made in areas
identified by assessment tool. Director will address any performance bottlenecks. Assessment

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testing will be at least an annual event. Results reported to District Business Manager and other
interested parties. Training course hours to meet at least minimum requirements.
7.5.1 Indicators of Quality
Nutrition integrity scored for quality in key areas. Annual reviews, assessment, training, and
tracking occurs. Scores improve over time.
Scores Interpretation
00 – 75% Needs Improvement Early Development
76 – 89% Meets Expectations Progressing Well
90-100% Exceeds Expectations Path to Model Program
7.6 Documentation Considerations
Assessment tool updated by appropriate staff at least annually.
Training courses and hours logged in tracking database.
Training course identification:
http://professionalstandards.nal.usda.gov/
Professional Standards Training Tracking Tool found here:
http://www.fns.usda.gov/school-meals/professional-standards
Training tracker tool information:
http://blogs.usda.gov/2015/05/18/new-training-tracker-tool-now-available-to-school-nutrition-
professionals/
7.6.1 Document Format Considerations
n/a
7.6.2 Database Changes
Assessment tool uses MS Excel.
Training Tracker tool uses MS Access.
Training options require the internet.

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8 Designthe ProgramEvaluation Instrument
Evaluation of Nutrition Servicesdepartment includes:
 Inputs (number of students, number of meals, staffing, sites)
 Outputs (Meals per Labor Hour, expense multiple in revolvingaccount)
 Outcomes (participation rates per school)
 Cost-output measures (cost per meal)
 Nutrition Integrity scoring
 Training hours logged
Overall approach will be to collect information fromthe Nutrition ServicesDirector and
assemble information to compare to historical trends, industry standards, as well as Federal,
State and local requirements.
Evaluations and report out to School Committee through the ProgramDirector and/or District
Business Manager to occur on an annual basis.
8.1 Evaluation Guidelines
Operating statements are essential and are property of the managing company, Sodexo.
Many operating and financial information is contained on these documents. A five-year trend
required for all information. Reviewsoccur annually.
Using qualitative characteristics of Relevance, Understandability, Comparability, Timeliness,
Consistency, and Reliability.
The Nutrition Director is the key contact for collecting the information above and putting it into
context versus district goals as well as industry standards.
Jim Reynolds, Licensure Candidate, is the central evaluator, collector of information, and
evaluator. The professional standards spirit points to the Nutrition Director as this player going
forward. All discussion and conclusions reviewed with the district prior to completion.
8.2 Evaluation Documents
Table 4 – Plan for Evaluating the Effectiveness of the Nutrition Program
Evaluation Plan
Components
Description of Measure (s)
(Data Collection Procedure or
Instrument)
Person(s)
Responsible for
Data Collection
Date(s) for
Data
Collection
Date(s) for
Analysis of Data
A. Plan for
Evaluating the
Extent of the
Implementation
of the Plan
 Main sources of revenue
 Percentage of revenue
attributed to each source
 Expenditure categories
 Cost to produce a meal
 Percentage of revenue
spent for labor, for food,
etc.
Jill Lucius
Jim Reynolds
April 01,
2015
May 26, 2015
B. Plan for
Evaluating the
 Labor productivity – Meals
per labor hour (MPLH)
Jill Lucius
Jim Reynolds
April 01,
2015
May 26, 2015

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Evaluation Plan
Components
Description of Measure (s)
(Data Collection Procedure or
Instrument)
Person(s)
Responsible for
Data Collection
Date(s) for
Data
Collection
Date(s) for
Analysis of Data
Target Area
Goals
 Net Gain / (Loss) of nutrition
program
 Participation rates of
students
 Revolving fund balances
versustarget
C. Plan for
Documenting
Improvement in
Instructional
and
Organizational
Effectiveness
 Nutritional Integrityself-
evaluation scores for key
areas
 Training Course selection
 Training hours logged
Jill Lucius
Jim Reynolds
April 01,
2015
May 26, 2015
Source: National Study of School Evaluation
8.3 Evaluation Results
 85% of revenue fromBreakfast and Lunch
 Community Eligible District (SY15) allows 100% free lunch to all students
 Community Eligibility reliance a risk for stable government funding in future
 Reimbursement funding shift over time – Cash now minimized
 Product and Labor are the largest expense categories of spending
 Labor expenses include 3rd Party management and district personnel
 Full outsourcing to 3rd Party is an option to investigate
 Cost to produce a meal has risen over the last six years from $1.72 to $2.41
 1 million meals are made each year in 7 kitchens for 5,000 students
 Product costs as a percentage of the total are on the rise as commodity prices rise
 Labor cost management is visible as cost of labor as a percentage of total is falling
 Lunch schedules to be reviewed for programefficiency
 Meals per Labor Hour (MPLH) is above 21 for SY15, an excellent result
 MPLH calculations should routinely be done by site
 7 kitchens serve 6,000 meals per day; one kitchen serves 2 satellite locations
 Programconsistently reports Net Income
 OPEB and Health Insurance liabilities are not included in reported Net Income; a risk.
 Participation rates in the 70-75% range
 Revolving fund balance exceeds recommended amounts
 Nutrition Integrity scores: Operations (66%), Nutrition (73%), Administration (69%), and
Marketing (59%)
 Programplans to commit to continuous improvement through the Nutrition Integrity
assessments
 Change embraced by ProgramDirector

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9 ProgramCostAnalysis – Nutrition Services
This section documents the cost analysis for providing the program. Follow elements provided in the courses Financial
Accounting and/orManaging Financial Resources
9.1 Authorization
Table 5 – Program Authorization
Director / Adminsitrator Jill Lucius, Sodexo
Bob Jokelar, Fitchburg Public Schools
Program Staff David Semenza, Assistant Director of Nutrition Services
Hillary Standiford, District Dietician
Colleen Bergeron, Nutrition Services Clerical
MGL Authorization: Ch. 548 of the Acts of 1948
Year Established: 1948
Program Description: Under the acts of 1948, chapter 548, the School Committee may operate or
provide for the operation of schoolfood service programs in schools undertheir
jurisdiction. The School Committee through this act may receive disbursements
from federal sources to support the School Lunch Program in addition to charge
for meals. Funds are kept in a separate account and expended by the School
Committee without appropriation. The Bureau of Nutrition Education sets
regulations for accounting, audit and nutrition for the School Lunch Program.
Fee Structure: No fees charged for the food service.
The Community Eligibility Provision (CEP) provides an alternative approach for
offering schoolmeals to local educational agencies (LEAs) and schools in low-
income areas, instead of collecting individual applications for free and
reduced price meals. The CEP allows schools that predominantly serve low-
income children to offer free, nutritious school meals to all students through the
National School Lunch and School Breakfast Programs.
Fund Restrictions Use of funds is limited to compensation for employees, contracted services and
payment for equipment and materials to run program.
9.2 Staffing History – Nutrition Services
Table 6 – Program Staffing History
Staffing FY09 FY10 FY11 FY12 FY13 FY14 FY15
Director 1 1 1 1 1 1 1
Asst.Director 1 1 1 1 1 1 1
Dietician 1 1 1 1 1 1 1
Sodexho 3 3 3 3 3 3 3
Kitchen
Manager
7 7 7 7 7 7 7
Warehouse 1 1 1 1 1 1 1
Clerk 1 1 1 1 1 1 1
HourlyStaff 45 45 45 45 45 45 45
PublicSchool 54 54 54 54 54 54 54
Total 57 57 57 57 57 57 57

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9.3 Budget History
Table 7 – Program Budget History
9.4 Recent Developments:
o Community Eligibility Program
9.5 Current Challenges
o Reconciling monthly revolving account with City Hall
o Fitchburg Public Schools is required to implement USDA regulations under the
National School Lunch program and most recently the Healthy Hunger Free Kids
Act 2010. A la Carte is controlled by MassachusettsNutrition Standards for
Competitive Foods and Beverages in Public Schools (105 CMR: Department of
Public Health, CMR 225.000: Nutrition Standards for Competitive Foods and
FY09 FY10 FY11 FY12 FY13 FY14 FY15
Sales 2,610,302 2,625,880 2,668,092 2,943,273 2,965,172 2,908,310 3,131,062
Product 8,074 9,746 9,046 10,012 11,068 11,693 6,008
Labor 1,023,139 988,905 1,002,263 1,043,968 1,001,940 1,005,579 914,620
Controllables - - - - - - -
Non-Controllables - - - - - - -
Total Op Expenses 1,031,213 998,651 1,011,309 1,053,980 1,013,008 1,017,273 920,627
Excess/(Deficit) 1,579,089 1,627,229 1,656,783 1,889,293 1,952,164 1,891,038 2,210,435
Participation-Contractor 1,786 - - - - - -
Net Excess/(Deficit) 1,577,303 1,627,229 1,656,783 1,889,293 1,952,164 1,891,038 2,210,435
Sales - - - - - - -
Product 973,851 869,933 973,333 1,129,398 1,156,434 1,161,104 1,353,628
Labor 139,235 142,320 144,536 136,059 184,711 200,098 195,867
Controllables 176,035 171,887 196,143 196,860 236,549 244,306 225,039
Non-Controllables 104,050 211,304 212,654 229,671 227,201 220,413 255,620
Total Op Expenses 1,393,172 1,395,444 1,526,667 1,691,988 1,804,896 1,825,920 2,030,154
Excess/(Deficit) (1,393,172) (1,395,444) (1,526,667) (1,691,988) (1,804,896) (1,825,920) (2,030,154)
Adjustment (1,786) - - - - - (97,167)
Net Excess/(Deficit) (1,391,386) (1,395,444) (1,526,667) (1,691,988) (1,804,896) (1,825,920) (1,932,987)
Sales 2,610,302 2,625,880 2,668,092 2,943,273 2,965,172 2,908,310 3,131,062
Product 981,925 879,679 982,379 1,139,410 1,167,502 1,172,797 1,359,635
Labor 1,162,374 1,131,225 1,146,799 1,180,027 1,186,651 1,205,677 1,110,487
Controllables 176,035 171,887 196,143 196,860 236,549 244,306 225,039
Non-Controllables 104,050 211,304 212,654 229,671 227,201 220,413 255,620
Total Op Expenses 2,424,385 2,394,095 2,537,976 2,745,968 2,817,904 2,843,193 2,950,781
Excess/(Deficit) 185,917 231,785 130,116 197,305 147,268 65,118 180,281
Participation-Contractor (1,786) - - - - - (97,167)
Net Excess/(Deficit) 187,703 231,785 130,116 197,305 147,268 65,118 277,448
Client
Contractor
Total

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Beverages in Public Schools). It established nutrition requirements for all A la
Carte items sold in schools and is found at Massachusetts Competitive Foods and
Beverages "At a Glance" Chart.
9.6 Significant Proposed Changes for the Upcoming Fiscal Year and Budget Impact:
o Community eligible program
o Renewed focus on Fitchburg Public School programs
o Metric based decisions
o Community involvement
9.7 On the Horizon:
o Staff / site evaluation
o Staff training programs
o Audit compliance
o Rolling out new healthy choice menu meals
o Collaboration for after-school fundraising
o Update catering program
o Taste testing at each level to introducenew lunch options and raise awareness

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10 SchoolCommittee/Community Presentationand Handout Materials

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DOCUMENT CONTROL
Change History
Content changes to this document from the previous to the current level are indicated by revision bars (|) unless a complete rewrite is indicated.
Table 8 – Inventory of Document Research
Date Item(s) Description and Explanation Source
February
24, 2015
Community
Eligibility
Provision (CEP)
Informational
Overview-
Massachusetts
Department of
Elementary and
Secondary
Education.pdf
The Healthy HungerFree Kids Act of 2010 (HHFKA), amended section 11(a) (1) of the Richard B. Russell
National School Lunch Act (42.U.S.C.1759a (a) (1)) requires the United States Department of Agricultu re
(USDA) to provide an alternative to household eligibility applications for free and reduced price meal
eligibility in high poverty local educational agencies (LEAs). This meal counting and claiming alternative is
referred to as the Community Eligibility Provision (CEP) and is available to all LEAs that have eligible sites.
CEP is an option that can helpschools achieve their educational goals by ensuring that children in low-income
communities have access to healthy meals at school sothey are ready to learn. Schools agree to offer breakfast
and lunch at no charge to all students. Designed to ease the burden ofadministering a high volume of applications
for free and reduced price meals, CEP is a powerful tool to both increase universal access to child nutrition
programs and reduce paperwork at the district, school, and household levels.
http://www.d
oe.mass.edu/
news/news.as
px?id=16789
February
24, 2015
Community
Eligibility
Provision - Child
Nutrition
Program -
Massachusetts
Department of
Elementary and
Secondary
Education.pdf
Any schoolbuilding that has a percentage of "identified students" of 40 percent or more, according to the
data reported as of April 1, 2014, will be eligible to participate. The percentage is calculated by taking all
"Identified students" including students directly certified through SNAP, TANF; children experiencing
homelessness and on the local liaison's list; Head Start children; migrant youth; runaways; and non-
applicants approved by local officials. Foster children who are certified through means otherthan a household
application and students who are certified for free meals based on a letter provided by SNAP to the household
are also included. Districts can participate in a variety of ways: by individual school building direct certification
rate, groups of schools'direct certification rate, or by an entire district's direct certification rate.
http://www.d
oe.mass.edu/
cnp/nprogra
ms/cep/
05/04/2015 Community
Eligibility
Provision _ Food
and Nutrition
Service.pdf
The Community Eligibility Provision (CEP) provides an alternative approach for offering schoolmeals to local
educational agencies (LEAs) and schools in low income areas, instead of collecting individual applications
for free and reduced price meals. The CEP allows schools that predominantly serve low-income children to
offer free, nutritious schoolmeals to all students through the National School Lunch and School Breakfast
Programs. The CEP uses information from other programs, including the Supplemental Nutrition Assistance
Program (SNAP) and the Temporary Assistance Program for Needy Families (TANF) instead of traditional
paper applications.
http://www.f
ns.usda.gov/s
chool-
meals/comm
unity-
eligibility-
provision

31. d83d3b9a-7125-4679-a2d9-02461823697b-150706202814-lva1-app6892 Page 31 of 34
Date Item(s) Description and Explanation Source
Professional
Standards -
Learning
Objectives.pdf
The Professional Standards Learning Objectives are a resource for school nutrition employees and trainers.
It lists training topics in the four Key Areas of Nutrition, Operations, Administration and
Communications/Marketing. Each Key Area has several Key Topics and specific training subjects with
objectives that will assist those who are planning or taking training. These same categories are used in the on -
line database of trainings as well as in the optional downloadable Tracking Tool.
http://profess
ionalstandard
s.nal.usda.go
v/content/pro
fessional-
standards-
information
April 15,
2015
Training Tracker
Tool TT-Users-
Guide.pdf
The Training Tracker Tool is a stand-alone tool, and does not require internet access for use or updates.
Information entered into the Training Tracker Tool can be viewed/deleted by anyone who has access to the
Training Tracker Tool. Please check the HHFKA Rule website regularly for updates to the Training Tracker,
and rules. The Training Tracker Tool can be hosted on a shared drive on an internal network. This method of
use will allow for multiple users to access and update the Training Tracker Tool. Records Deleted From the
Training Tracker Tool are deleted permanently.
http://profess
ionalstandard
s.nal.usda.go
v/content/pro
fessional-
standards-
information
May 2015 Hiring
Requirements -
ProfessionalStand
ards-
SummariesMar15
.pdf
School Nutrition Program Directors – those hired on or after July 1, 2015 – are subject to the new education
requirements. Existing directors will be grandfathered in their current positions as well as in the Student
Enrollment category where they are working. (School Nutrition Directors are individuals responsible for the
operation of schoolnutrition for all schools underthe education agency (LEA).
Directors - For School Year 2015-2016 ONLY: at least 8 hours,beginning schoolyear 2016-2017: at least 12
hours of annual continuing education/training.
Managers - For School Year 2015-2016 ONLY: at least 6 hours,beginning schoolyear 2016-2017: at least 10
hours of annual continuing education/training.
Staff - For School Year 2015-2016 ONLY: at least 4 hours,beginning schoolyear 2016-2017: at least 6 hours
of annual continuing education/training.
https://school
nutrition.org/
uploadedFile
s/4_Certificat
ion,_Educati
on_and_Prof
essional_dev
elopment/8_
Professional_
Standards/Pr
ofessionalSta
ndards-
SummariesM
ar15.pdf
USDAProfession
alStandardsFAQs
Mar15.pdf
Why did USDA develop Professional Standards for school nutrition personnel?
o Training requirements will help build skills
o To help school nutrition professionals stay current with complex schoolnutrition programs
o To enhance the image of schoolnutrition employees
o Food handling training for schoolnutrition staff is crucial for the health of our students
What is the USDA Professional Standards Final Rule?
The final rule establishes minimum professional standards forschool nutrition personnelwho manage and
operate the National School Lunch and School Breakfast Programs.
The final rule covers the following areas:
o Hiring standards for state and local school nutrition program directors
https://school
nutrition.org/
uploadedFile
s/4_Certificat
ion,_Educati
on_and_Prof
essional_dev
elopment/8_
Professional_

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Date Item(s) Description and Explanation Source
o Required annual continuing education/ training for all personnelin schoolnutrition programs
• When does the Professional Standards Final Rule go in to effect?
The Final Rule was released on March 2, 2015 and goes into effect on July 1, 2015.
Standards/Pr
ofessionalSta
ndardsFAQs
Mar15.pdf
Final Rule -
Professional
Stancards.ppt
webinarSA31715.
ppt
Final Rule - Published March 2, 2015, Citation: 80 FR 11077, Available at www. regulations.gov
Implementation begins July 1, 2015, School Year 2015/2016
Establishes minimum requirements: Hiring standards for NEW State/local directors, Annualtraining
standards for ALL employees
http://profess
ionalstandard
s.nal.usda.go
v/content/pro
fessional-
standards-
information
April 13,
2015
CQI-Jill Lucius
(1).ppt
Keys to Excellence findings and summative results for Fitchburg Public Schools
Area 1- Operations 66%
Area 2- Nutrition 73%
Area 3- Administration 69 %
Area 4- Marketing and Communication 59%
Email from
Jill Lucius on
May 11,
2015
February
18, 2014
Management
Letter - 2013
Fitchburg - signed
final.pdf
Current Year Issues - #4 – School Lunch Program – Revolving Fund Balances greater than recommended 3-
month average of expenses; Equipment (asset)disposalrecords in need of better controls; Cash-out procedure
needs to document management review.
Email from
Ken Wilson
on January
26, 2015
April 2014 2014 Keys to
Excellence
Standards April
2014.pdf
Keys to Excellence: Standards of Practice for Nutrition Integrity is an initiative of the School Nutrition
Association (SNA) designed to assist schools achieve nutrition integrity goals at the administrative,
management, and operational levels. This tool, through its standards ofpractice and indicators, defines national
standards for quality programs and provides a framework for continuous programreview, evaluation, and
improvement.
Achieving nutrition integrity means taking a comprehensive approach to program planning, management, and
operations.It also means integrating nutrition into the total educational program of the school.This includes
addressing the environments in which meals are served,nutrition education in the classroomand cafeteria,
parent and teacher involvement, training schoolnutrition personnel,and schoolpolicies that enhance the
effectiveness of the program.
The purpose of Keys to Excellence: Standards of Practice for Nutrition Integrity is to help your schoolnutrition
program achieve nutrition integrity. The standards ofpractice are identified for each of the four (4) Key Areas:
1. Operations 2. Nutrition, Nutrition Education, and Physical Activity 3. Administration 4. Marketing and
Communications Several indicators are listed for each standard of practice. The indicators identify specific
activities to help programs achieve a standard of practice. This tool may be used voluntarily by schools to
review, evaluate, and improve the quality of their schoolnutrition program.
https://school
nutrition.org/
uploadedFile
s/4_Certificat
ion,_Educati
on_and_Prof
essional_dev
elopment/3_
Keys_to_Exc
ellence/2014
%20Keys%2
0to%20Excel
lence%20Sta
ndards%20A
pril%202014.
pdf

33. d83d3b9a-7125-4679-a2d9-02461823697b-150706202814-lva1-app6892 Page 33 of 34
Date Item(s) Description and Explanation Source
1995 PSBM_Chapter_2
2_Foodservice_0
1.pdf
Brian Allen’s
class
The importance offoodservice in the scheme ofschoolbusinessmanagement is no less vital,in that much data show
that hungrychildren make extremely poorlearners.The importance ofnutrition programs hasalwaysbeenobvious,
but the imperative to do more was best stated in the observation that " .. .even yet,children come to schoolhungry,
and stay thatway,even whenfederaland state programs exist to feed them."(D. C. Thompson, R. C. Wood, and D.
Honeyman, Fiscal Leadership for Schools: Concepts and Practices. (New York: Longman, 1994) 512. ) The broad area often
known as support service orauxiliary service is thus vitalto howschoolscarry out the totalmission ofeducation.
Principles of
School
Business
Management,
Chapter22
Foodservice
May 2015 Nutrition Services
- Keys to
Excellence - by
Kitchen.xls
ProfessionalStandardsAssessment Toolby Key Topic,Kitchen,and with Training Links. Jim Reynolds
April
14,2015
Revolving -
budrptschfoodfy1
1 to 15 *.pdf
SchoolRevolving Fund Balances as reported bythe City Auditorforthe City of Fitchburg,MA. Dick Sarasin,
City Auditor
April 2015 Ops Statement –
2009 to 2015
*.pdf
Year-end financial statementsforthe Fitchburg Public SchoolsNutrition Program. Jill Lucius
June 11,
1948
Acts of 1948 -
Chapter 548.pdf
Section 2. Pursuant to any power of school committees to operateor provide for theoperation of school lunch programs in
schools under their jurisdiction, a school committee of any town may establish, maintain, operate and expand a school lunch
program for thepupils in any school building under the jurisdiction of said committee, may make all contracts necessary to
provide material, personnel and equipment needed to carry out the provisions of this act; and if necessary, may appropriate
funds to meet the matching requirements and any other provisions of said National School Lunch Act.
http://archives
.lib.state.ma.u
s/actsResolves
/1948/1948act
s0548.pdf
July 29,
2013
Fitchburg Health
and Wellness
AND Safety
Policy 5713.pdf
NUTRITION EDUCATION - TheFPS is committed to providing a comprehensive learning environment for students’
developing and practicing lifelong wellness behaviors. This will involve the entire school environment, not only the health
education program or classroom, and shall be aligned with healthy schools goals that positively influence a student’s
knowledge, understanding, beliefs and habits pertaining to good nutrition and the need for regular physicalexercise.
available.
-nursing/health professionals, and the school will also be
encouraged.
consistent message on healthy eating.
http://www.fit
chburg.k12.m
a.us/administr
ation/school-
committee/pol
icies

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DOCUMENT APPROVAL
Approvers List
The individuals listed in this section constitute the approvers list for the Implementation Plan document. Formal approval
must be received from all approvers prior to the initiation of the next steps in the process.
TITLE NAME
Director of Nutrition Services Jill Lucius
Reviewers List
The individuals listed in this section constitute the reviewers list for the Master Implementation Plan document. Formal
approval is not required from the reviewers; however, it is desirable to have all reviewers review and comment on the
document. Reviewers may choose to concentrate on reviewing only those sections that are in their area of responsibility,
rather than the entire document. Reviewers may be Team Members, staff assigned to the program, community members or
whomever the Program Director would like to have input on the implementation plan of the program.
TITLE NAME
Program Director Jill Lucius
Business Manager Bob Jokelar
WSU MASBO Student Jim Reynolds
END OF DOCUMENT