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GUIQEUHE FOR U413 PROPOSED LUNCH
PROGRAM IN THE BEDFORD

HIGH SCHQGL

The“: Ice I‘Im Degree 0’? M. 5.
MICHIGAN STATE UNIVERSITY

Charlotte Felsted
1964

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LIBRARY
Michigan 51319
University

 

 

 

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To AVOID FINES return on or before date due.
MAY BE RECALLED with earlier due date if requested.

 

DATE DUE

DATE DUE DATE DUE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6/01 c:/CIRC/DateDue.p65-p.15

 

GUIDELINES FOR THE PROPOSED SCHOOL LUNCH PROGRAM

IN THE BEDFORD HIGH SCHOOL

By

Charlotte Felsted

A PROBLEM

Submitted to
the Dean of the College of Home Economics
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE
Department of Institution Administration

I964

ACKNOWLEDGMENTS

Appreciation is extended to Professors Katherine Hart and Grace
Miller for their encouragement and helpful suggestions in the preparation
and presentation of this work and for their guidance during the entire

program of study.

Jns"~'os'p~'a§'a~'a-'as'a~'a§'p§'o
l\ I\ l\ l\ l\ l\ l\ l\ l\ l\ I\ I\

ACKNOWLEDGMENTS .

LIST OF EXHIBITS

INTRODUCTION . . .

THE SCHOOL LUNCH PROGRAM--HISTORICAL BACKGROUND
BEDFORD TOWNSHIP SCHOOLS--THE COMMUNITY AND SCHOOL SYSTEM .
GUIDELINES FOR PROPOSED SCHOOL LUNCH PROGRAM

Food Service Layout and Equipment

TABLE OF CONTENTS

0

Food Service Staff and Labor Personnel . . . .
Food Service Policies for Extracurricular Functions

Interpretation .

BIBLIOGRAPHY

iil

I6
I6

29
3h

39

LIST OF EXHIBITS

Exhibit , Page
I. Township of Bedford . . . . . . . . . . . . . . . . . . . IO
2. Property Evaluation Per Student Based onlthe

State Equalized Property Values, Bedford
Township, Michigan, 1957-1963 . . . . . . . . . . . . II

3. Construction Date, Type and Total Enrollment,
Number of Classrooms and Site Size of School
Buildings in Bedford Township, September I,
I963 . . . . . . . . . . . . . . . . . . . 13
h. Enrollment in Each Grade and Total Enrollment
of Students in the Bedford Public Schools,
1957-1963 . . . . . . . . . . . . . . . . . . . . . . IA

5. Recommended Space Allocations for Areas in a
School Lunch Facility . . . . . . . . . . . . . . . . 2]
6. Recommended Equipment Specifications for

Kitchen and Serving Area in a School Lunch
Facility . . . . . . . . . . . . . . . . . . . . . . . 2h

7. Flow Chart Illustrating the Interrelationship
of Areas Within the School Lunch Facility . . . . . . 28

iv

INTRODUCTION

Plans for a new high school unit in a school district usually Include
a cafeteria. If the school district has not had food service previously,
the home economics teacher is often asked to evaluate plans for this
service. Most home economics teachers have had either no training or
only a minimal amount of experience in quantity food preparation and
service.

In order for the new food service to be a functioning and integral
part when the new facility begins operating, many aspects of the food
service must be established before the unit opens. Although the adminis-
tration of the school facility makes the final decision, the policies and
procedures recommended for acceptance by the Board of Education should be
developed by a person(s) with a workable knowledge in the operational
requirements of quantity food preparation and service.

A new senior high school is to be built as a part of the Bedford
Public Schools system, Monroe County, Michigan. The opening date has
been set for September 1, I965. The first school food service in the
district will be a part of this structure.

This paper will discuss three areas of consideration for the Bedford
High School cafeteria food service: I) food service layout and equipment;
2) food service staff and labor personnel; and 3) food service policies
for extracurricular functions. The material applies only to the proposed
high school building and no recommendations are made for expansion or

direction of expansion.

THE SCHOOL LUNCH PROGRAM--HISTORICAL BACKGROUND

The basic concept of elementary and secondary school food service
goes back many years. The first programs were of a social welfare
nature. Count Rumford established soup kitchens in Munich, Germany, in
I790. In France, the school canteen received the recognition of the
Ministry of Education in I867. The French Education Law of I882 made
primary education compulsory and school funds for lunches were made
available. In England, the Provision of Meals Act In I906 transferred
school feeding from charities to educational authorities. By I909, most
European countries had made some provision for school feeding.

In the United States, the Children's Aid Society of New York City
opened the first industrial school in I853 and served a noon meal in
order to induce the needy and vagrant children of the slum areas to
attend school and receive industrial and mental training. Many early
accounts of school lunch indicate that the janitor or a concessionaire
prepared the food. Part of the furnace room was curtained off for the
dining room. The janitor prepared the food on or in the furnace and
usually served it. The concessionaire was in the business to make money
and the needs of the children were secondary.

Mrs. Ellen H. Richards is credited with making the citizenry aware
of the unhealthy and unsanitary practices then in existence in school
lunch in Boston. In I89h the Boston School Committee asked Mrs. Richards
to prepare and pack lunches for the school children. The Women's Educa-
tional and Industrial Union carried on the work whenMrs. Richards

retired in I907.

New York City recorded November 23, I908, as the date of the first
school lunch in the public schools and later initiated the first medical
examinations for school lunch employees and work on recipe standardiza-
tion.

School lunch in Philadelphia started as a philanthropic effort in a
poor district in l894 and gradually expanded to encompass nine schools.
Cronan explained that:

In I909 a home economics graduate was hired as director

of the Iunchroom to serve lunches based on sound food principles.

Light, heat, gas for cooking, and the original equipment were

provided by the board of education. Otherwise, the Iunchroom

was to be self-sustaining, all assistants and helpers to be

employed by the director, with prices for food fixed at such a

scale that the receipts should cover overhead charges. This

plan proved to be basic to school lunch development.

War has been an incentive to school lunch feeding. In conscription
in England for the Boer War of I902, two out of every five men were
physically unfit for service. George stated:

. that physical examinations for military conscription

during World War I showed the effect of poor nutrition. As a

result, colleges and universities increased training and

research in nutrition. Extension services of land grant

colleges made a valuable contribution through classes and

published research. Home economics teachers and parents'

groups began to stress the value of adequate lunches for all

children.

The results of the first draft of World War II showed that one-third of
the young men were rejected for reasons directly or indirectly involving
faulty nutrition (Zl). After each of these events, there was increased

emphasis on taking care of the developing physical body as well as the

developing mind of the school child.

 

IMarion L. Cronan, The School Lunch (Peoria, Illinois: Chas. A.
Bennett Company, Inc., I962),.p. l7.

 

2N. L. George and Ruth 0. Heckler, School Food Centers: A Guide to
Operating the School Lunch Program (New York: The Ronald Press, I960), p.
3-R.

 

In the depression of the I930's, agricultural products could not be
marketed through regular distributive channels. Many of these products
were purchased to aid the farmers and then given to schools. Fresh fruit
was often the surplus and since this could be eaten by hand, no equipment
was involved. Cronan observed that:

Federal assistance to school lunch operations began in
I933, when the Reconstruction Finance Corporation provided
loans to several communities in Missouri to pay labor costs
of preparing and serving school lunches. By the end of l93h
this type of assistance was being provided in 39 states through
the Civil Works Administration and the Federal Emergency Relief
Administration. Later, the Works Project Administration
furnished both labor and trained management personnel for
Iunchroom operations.3

The National School Lunch Program is now operated under authority
established in the National School Lunch Act of June, I946 (Public Law
396. 79th Congress, second session). This act authorized federal
assistance to school lunch programs in the form of a state grant-in-aid
program, providing for both cash and food assistance. Public schools and
nonprofit private schools (such as parochial, sectarian, and denomina-
tional schools) of high school grade or under could apply for federal
aid. To be eligible for participation, schools agreed to:

I. operate the lunch program on a nonprofit basis,

2. serve lunches that meet the nutritional standards estab-

lished by the Secretary of Agriculture, and

3. provide lunches free or at a reduced cost to children who

are determined by local school authorities to be unable to
pay the full price of the lunch. Children receiving free

or reduced-price lunches must not be so identified, nor
otherwise discriminated against in any way.

 

3Cronan, op. cit., p. 2I.

4U. S. Department of Agriculture, Agricultural Marketing Service,
National School Lunch Program, P. A. l9, June, I959.

However, a school which operated its lunch program under a fee, conces-
sion, or contract arrangement with a food service management company or
under a similar arrangement would not be eligible for participation in
the National School Lunch Program, even though the school operated its
lunch program on a nonprofit basis.
The nutritional standards set for eligibility for the program stated
that the following foods must be included each day:
I. at least one-half pint of fluid whole milk as a beverage,
2. at least a 2-ounce serving of cooked or canned lean
meat, poultry, or fish; or 2 ounces of cheese; or l/2
cup of cooked dry peas, beans, or soybeans: or A table-
spoons of peanut butter; or I egg; Or a combination of
one-half of the listed quantities of each of 2 of these
items,
3. at least a 3/h-cup serving of raw or cooked vegetables
or fruits (fresh, canned, dried or frozen) or both. It
is desirable to include a vitamin C food every day; a
vitamin A food twice a week.
A. at least I slice of bread or I serving of hot breads

made of enriched or whole-grain cereal, and
5. at least 2 teaspoons of butter or fortified margarine.

5
Federal funds for the School Lunch Program were apportioned among the
states to be used in reimbursing schools for part of the cost of the food
they purchased. The amount of money each state received depended on the
number of school-age children in the state and the per capita income of
the state. Federal funds expended in a state for the purpose of reim-
bursing schools had to be matched with funds from sources within the
state. No reimbursement was given for meals served to teachers or other
adults. Cronan explained that:

In Section 7, the ”matching funds” to be provided within

the state were spelled out. Briefly, the section stipulated that
from l9h7-50 each dollar of federal funds should be matched by a

 

Slbid.

dollar from the state; from l95l-55 each dollar was to be
matched by I% state dollars; and rom I955 on, each dollar was
to be matched by 3 state dollars. ‘

Most of the food used in the School Lunch Program is purchased
locally by the participating schools. However, the United States Depart-
ment of Agriculture buys and distributes to schools taking part In the
program, foods that are of high nutritive value suitable for children's
lunches.

Commodities were made available under the following legislation:

I. Sectlon #l6 of the Agricultural Act of l9h9. This act
authorized the Secretary of Agriculture to donate commod-
ities purchased under the price support of the Commodity
Credit Corporation for distribution, with priority given
to the school lunch program.

2. Section 32 of the Public Law 320, 74th Congress, as amended,
makes provision for financing, and says in part, 'There is
hereby appropriated for each fiscal year beginning June,
I936, an amount equal to 30 per centum of the gross receipts
from duties collected under customs laws. . . . Such sums
shall be maintained in a separate fund and shall be used
by the Secretary of Agriculture only to . . . encourage
the domestic consumption of such agricultural commodities or
products by diverting them . . . from the normal channels
of trade and commerce.‘ The school lunch program is the
principal recipient of these commodities.

3. Section 6 of the National School Lunch Act permits the
Secretary of Agriculture to use a portion of the annual
appropriation, up to 25 per cent, for the purchase of agri-
cultural commodities 'in accordance with the needs as
determined by the local school authorities.’7

Since I95h, the Department of Agriculture has operated a Special
Milk Program to increase fluid milk consumption among children attending
schools of high school grades and under. To increase milk consumption,
a system.of reimbursement or incentive payments was established. These

payments must be used to reduce the price of milk sold to children.

 

6Cronan, op. cit., p. 23.
7mm. pp. 23-2'+.

'The maximum rate of reimbursement for milk sold to children

Is generally 3 cents per half pint. However, schools that also

participate in the National School Lunch Program may receive up

to a maximum of h cents reimbursement per half pint; but they

cannot claim reimbursement fgr the first half pint of milk served

as part of the Type A lunch.

With the aid of the federal government, the school lunch program has
gradually changed emphasis from a social or welfare necessity to an inte-
gral part of the total curriculum. George stated that:

Few things that the child learns in school affect his adulthood

to a greater extent, or carry over for a longer period of time,

than does the development of good health habits. The child who

learns to select and eat foods that his body needs will be a

healthier, happier adult. In the light of this concept, the food

service program is a vital part of the over-all program of educa-
tion.
Many studies have shown that the undernourished child may become a
discipline problem and will not achieve to his full capacity for learning.

Today the school lunch program has many obligations: I) to be an
educational situation to help children learn and apply basic principles
of good nutrition; 2) to supply the child with approximately one-fourth
to one-third of his daily nutritional requirement; 3) to provide learning
opportunities for citizenship and social graces in the dining room; A) to
correlate its program with many other areas of the school curriculum:
art, business, biological and phySical sciences, home economics, mathe-
matics, economics and others; 5) to offer job-training for students that

could lead to gainful employment after graduation; and 6) to feed needy

children at reduced or no cost.

8U. S. Department of Agriculture, Agricultural Marketing Service,
The Special Milk Program, P. A. 2A8, June, l96l.

9George and Heckler, op. cit., p. 8.

BEDFORD TOWNSHIP SCHOOLS--THE COMMUNITY AND SCHOOL SYSTEM

Bedford Township Schools are located in a rapidly growing suburban
community that is part of metropolitan areas of Toledo, Ohio, and Monroe,
Michigan. The school district has been consolidated I7 years; during
this time the school enrollment has nearly quadrupled. The rapid
growth of the township population and consequent expansion of the school
system are typical of many metropolitan areas throughout the United
States.

Bedford Township is located at the southern boundary of Monroe County
adjacent to the Michigan-Ohio boundary. The township, which comprises
nearly #0 square miles, is approximately one mile north of the city of
Toledo and 8 miles south of the city of Monroe and is two and one-half
miles west of Lake Erie and Maumee Bay. This location is strategic due
to proximity to Toledo and the fact that the township is connected to that
metropolitan area, as well as to Monroe and Detroit, by several major
trafficways and railroads. This position also indicates that future
urbanization can be expected (57).

The first community settlement, Lambertville, was started by John
Lambert in I833 when he was granted I60 acres by the United States govern-
ment. The first township meeting was held in I836. The first church,
Lambertville Methodist Church, was established in I835 and has occupied
its present building since I887.

Another early settlement, Temperance, was platted in I895 by Lewis

Ansted. Mr. Ansted was a strong prohibitionist, and his wife was a

8

member of the Women's Christian Temperance Union. The deed for each lot
specified that intoxicating liquor was not to be made or sold on the
premises. The area still remains dry although attempts have been made
to break the clause in the deed. The name of the town is appropriate.
The smallest community settlement,Samaria, was platted in I884 and has
shown the least growth of the three settlements.

Today, Bedford Township retains the same basic features of township
government as drawn up in I836. The Township elects officers and holds
an annual meeting at which township business is transacted by vote of
the electorate attending the meeting.

Bedford Township has a long history of settlement, but the popula-
tion increase has occurred in recent years. The I920 census population
was 2,689; the I960 census population was l4,353, which is an increase of
approximately 540 per cent over a 40-year period. Monroe County in the
decades since the I920's has had a greater rate of growth than Michigan.
Bedford Township during the same period has had a greater rate of growth
than the county (57). Employed homeowners represent over 90 per cent of
the township population. Some persons are employed in farming, retail
business, public and school work or a few small industries; most people,
however, work in the Toledo metropolitan area. Because of this, the
township is known as a ”bedroom community,’I and many subdivisions have
been platted around the Lambertville and Temperance communities. Exhibit
I shows the residential areas in the township.

Total assessed valuations have increased 20 per cent in the past two

years. The problem for the township is that while assessed valuations

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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@ ELEMENTARY SCHOOL
JUNIOR HIGH SCHOOL
SENIOR HIGH SCHOOL
FIRE STATION

UBRARY

TOWNSHIP HALL

PARK

>e9609

EXHIBIT I

MARCH

l963

TOWNSHIP OF BEDFORD

MONROE COUNTY. MICHIGAN
.-

 

SCALE _ FEET

160o 32'00 4600 8000

PLANNING CONSULTAN

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TELEGRAPH

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———'—l——'—l———'—I"——'l— "—7
COMPREHENSIVE PLAN

_ REGIONAL THOROUGHFARE

— MAJOR THOROUGHFARE

_ — SECONDARY THOROUGHFARE

- I I I - COLLECTOR STREET

IO

TS, DETROIT, MICHIGAN

 

II

have increased in recent years, mainly due to new home construction, there
has also been a parallel growth in population. More people require
increasing services and facilities from township, county, and school
agencies. An indication of the present problem is the plight of the
Bedford School Board which, with an average assessed property value of
$6,000 per pupil, is the poorest school district in the county. A desir-
able ratio Of assessed value per pupil is $15,000 (57). The school
district has sometimes been classified as a ”hardship” district for this
reason. Exhibit 2 illustrates the property evaluation per.student based

on the state equalized property values during the years 1957-1963.

EXHIBIT 2

Property Evaluation Per Student Based on the State Equalized
Property Values, Bedford Township, Michigan, 1957-1963

 

 

 

State Total

Equalized EnrOllment Property Tax

Property of Value Operating
Year Values Students Per Pupil Rate
1957-58 $17,039,182 3010 $5,660 8.85
1958-59 18,078,795 3265 5.537 9.25
1959-60 19,809,027 3588 5,519 12.00
1960-61 25,311,277 398k 6,35l 12.00
1961-62 29,06h,559 hhlh 6,58h 12.00
1962-63 31,h68,35# #762 6,608 11.75

Source: Charles A. Scheltema, A Five-Year Projection, 1962-1961.
Unpublished report Of the Superintendent, Bedfiord Public Schools,
Temperance, Michigan (mimeographed).

12

The school system was consolidated in 1946. Prior tO this time each
one and two-room township schoolhouse served an area Of one square mile
radius, had all eight grades and was controlled by a three-man school
board. Lambertville and Temperance had high schools which provided
sufficient secondary school space until l9h6. Until this date a child
could quit school at the age of 14 or when he had graduated from the
eighth grade.

Consolidation was necessary for many reasons but two were Of primary
importance. The school law was changed and students (rural as well as
urban) were required to remain in school until 16 years Of age. At
this same time the destruction of the Temperance School by fire created
a new pressure on classroom space. Consolidation seemed to be the best
solution.

SinCe 1946 an extensive building program was undertaken by the
Bedford School Board and has continued. Exhibit 3 shows the school plant
as Of September l963, the type and size of enrollment and the site size.
Many of the one and two-room buildings have been abandoned. Even with
this amount of building, students have been on half-day sessions from a
part of a year to two years either waiting for a building to be constructed
or completed.

Exhibit A presents the enrolhuuu.figures for the last six years.
Each year there has been a decrease in first grade enrollment from the
kindergarten because there is one parochial grade school in the district.
A second parochial school is being planned, but these schools will not
affect total enrollment an appreciable amount. The majority Of the

parochial school children re-enter the Bedford system for high school.

13

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14

EXHIBIT 4

Enrollment in Each Grade and Total Enrollment of Students
in the Bedford Public Schools, 1957-1963

 

 

Grade 1957-58 1958-59 1959-60 1960-61 1961-62 l962-63

 

Kg. 339 342 385 408 481 515
1 308 335 ' 337 384 409 456
2 263 305 338 335 373 385
3 284 263 320 358 352 388
4 267 286 280 348 381 356
5 269 285 308 311 360 393
6 230 274 285 344 332 374
Sp. Ed. 30 40
Total I960 2090 2253 2488 2718 2907
7 198 222 310 301 353 332
8 191 207 223 336 321 350
Sp. Ed. 12
Total 389 429 533 637 674 694
9 I92 210 228 261 363 344
10 200 190 218 232 255 346
11 166 186 182 198 218 251
12 103 I60 I74 I69 186 220
Total 661 746 802 860 1022 1161
Total for '

all grades 3010 3265 3589 3985 4414 4762

 

Source: Charles A. Scheltema, 'A Five-Year Projection, 1962-1967.”
Unpublished report, the Superintendent, Bedford Public Schools, Temperance,
Michigan (mimeographed).

15

For many years, national averages indicated that two out of every
five entering ninth grade students would not graduate from high school.
Bedford has drop-outs, but they do not materially affect total enroll-
ment. For the graduating class of 1961, 192 freshmen entered and 169
seniors graduated. For the graduating class of 1962, 210 freshmen
entered and 186 seniors graduated. For the graduating class of 1963,
228 freshmen entered and 220 seniors graduated. In looking at total
enrollment for each class, the general trend is an increase in enroll-
ment at the primary level of instruction. Estimated enrollment in the
next five years will increase to 6935 in the school year 1967-68.

With emphasis on adequate space for all-day sessions, no school lunch
facilities have been available; all students must bring a sack lunch
from home. The first facility for a school lunch program in Bedford

Township Schools is planned for fall semester, 1965.

GUIDELINES FOR PROPOSED SCHOOL LUNCH PROGRAM

Before actual planning of any facility can be undertaken, guide-
lines must be established. These are a compilation of relevant factors
that will influence final plans and decisions. With these guidelines,

an orderly procedure can be initiated and followed.

Food Service Layout and Equipment

The design and layout of equipment for school lunch facilities
should be a cooperative effort of the school administrator, the
architect, and the food service director. The architect can do the
technical work of drawing the plan, but usually he has no operating
experience. Often an equipment consultant will help the architect plan
the layout and specifications. This may not be satisfactory because the
equipment consultant wants to sell equipment and the results may be biased
in his favor. The food service director should have operating experience
and can give suggestions to increase layout efficiency and, thereby,
decrease operating and labor costs. The school administrator is the
initiator of the planning and has the responsibility of coordinating
all plans with the architect. Each one has specific duties, responsi-
bilities and background which are needed to obtain maximum utilization
of space and equipment.

Many factors must be analyzed to determine the space and equipment
needs for a school lunch facility. In the serving and dining area,

student enrollment, participation, serving facilities and length of the

16

17

lunch period need to be considered. The proposed Bedford High School,
which will be opened in September, 1965, is designed for a maximum
enrollment of 1800 students; probable opening enrollment will be 1500
students. The number of lunch periods will be determined by the students
that can be seated in the dining room at one time; e.g., 300 seats in

the dining room will mean five lunch periods, or #00 seats will neces-
sitate four lunch periods at the time the building opens. Adjustment(s)
of lunch periods will be made as enrollment increases.

Various communities report that student participation in their
school lunch program runs from 25 to 90 per cent. The national average
approximates 33 per cent (1, 66). Several factors may influence accep-
tance of this service at Bedford High School. Since there has been no
school lunch program in the district previously, the student reaction
may be high participation at first because of novelty or low participa-
tion until the service has established its purpose and function in the
total school program. The facility must be in operation for a period
of time before a realistic forecasting percentage can be determined.

The quality and presentation of the food will be very important.

A high school student has definite food likes and dislikes which have
been set by his home training and association with his peer group. It
is easier to serve ”new” foods to elementary students and expect them
to accept these foods than it is to receive favorable acceptance of
less well-known foods by the adolescent. The food must be as high in
quality as possible and it must be presented attractively to encourage
the high school student to try it and, hopefully, to accept it.

Prices for the Type A lunch and‘a la carte items must be estab-

lished to cover all preparation and serving costs. The school lunch

18

operation should not make a substantial profit, neither should it lose
money. If the prices are too high, many students can not afford the noon
meal; if the prices are too low, the high school student may be suspi-
cious of the food.

The length of the lunch period must give the student time to be
served and time to eat his lunch. The number that can be served a Type
A meal through a straight line cafeteria ranges from 7 to 14 per minute
with an average of 10 per minute. If #00 students are seated in the
dining room and one-third of them buy the Type A meal, a single serving
line would require 13 minutes to serve these lunches. This means that
the last students are standing in line too long. The addition of a
second serving counter would cut serving time in half. If the participa-
tion is two-thirds, additional serving lines are needed. After the
last student has his tray, he should have 15 to 20 minutes to eat his
lunch. The number of serving lines and the degree of participation
could permit a lunch period from a minimum of 20 minutes to a maximum
of 35 minutes.

The type of menu influences the speed of the line. If a Type A
lunch is served and no choice is given, the line moves very fast. If a
limited choice is presented with the Type A, the line is slowed slightly.
When a la carte items are offered, time must be allowed for the student
to make his choice. If milk and other foods used to supplement a home-
packed lunch are served in a separate line, this will speed the service
in the lines for the complete lunch.

Since the students at Bedford are transported to school, they remain
in the building for lunch. No other facilities are within walking dis-
tance of the school, and very few are within driving distance when the

length of the lunch period is considered.

19

Each of these factors must be weighed and evaluated before a final
decision can be made on the size of the dining area and the number of
serving lines that will be needed.

Space allocations in the kitchen or preparation area are based on
some of the same factors: degree of participation, number of serving
periods, and length of the serving periods. Additional factors to
consider are: availability of markets and frequency of deliveries, pur-
chasing procedures, and the uses of the facility for other than school
lunch preparation.

The total length of the serving time will be determined by the
length of each lunch period and the number of lunch periods. Some pre-
pared food items can be held for a period of time and not deteriorate
appreciably in quality or nutritional value. Holding equipment (refrig-
erated, normal temperature or heated) can be provided for these foods.
Other menu items should be prepared immediately before serving; this
will involve equipment for small batch preparation and continuous
service. The degree of participation in each lunch period will deter-
mine the size and amount of equipment needed. Equipment variables will
test the ability of the food service director in production planning,
but necessary equipment in both type and size should be available.

Purchasing procedures should be established. If all schools in
the county are required to participate in the central purchasing plan
operated by the county superintendent's office, then purchasing will be
regulated. This procedure should be investigated to ascertain the
completeness of ordering by the county office. If all subsistence items
necessary to operate each unit are ordered, the plan will be satisfactory.

If only the food that can be ordered in large quantity is purchased

20

through this office and other items must be obtained at retail price, the
service may be more expensive than purchasing as an individual unit. The
frequency of delivery will determine the amount of refrigerated and dry
storage space needed.

Markets are available in Toledo, Monroe, and Detroit. However,
Bedford Township school is not located on a main thoroughfare. This means
that the supplier must detour from an established route and, consequently,
transportation costs for him will be increased. This will limit the
number and the size of deliveries that the purveyor is willing to make.
If the food service demands more frequent deliveries, additional charges
will be reflected in the raw food cost.

Commodities offered by the Direct Distribution Program are avail-
able to the school once each month. Storage space must be provided so
that these products can be utilized to the fullest extent.

Exhibit 5 presents the space allocations for the various areas of
school food service recommended by two sources: 1) N. L. George and Ruth
D. Heckler and 2) U. S. Department of Agriculture, Agricultural Marketing
Service. Dana (23), Bilger (A, 5), Kotschevar (43) and others give
similar information.

Many activities such as school dances and meetings of community
organizations will be scheduled for the dining area. If kitchenette
facilities are not provided for these groups, then the necessary equip-
ment must be in the food preparation area and the entire kitchen must be
opened to participating committees.

After the space required for each area is determined, these areas
must be related to each other to accomplish efficient operation. The

equipment must then be placed within the allotted space. The dimensions

21

EXHIBIT 5

Recommended Space Allocations for Areas in a School
Lunch Facility

 

 

Area

Secondary‘

Schools.
(Square feet)

2 2

350-500 meals
(Square feet)

500-750 meals
(Square feet)

 

Faculty dining
area

Student dining
area

Dishwashing

Employee's
dressing room

Food preparation

Garbage and refuse
Janitor's supplies
Manager's office

Refrigeration

15 per person
12 per person

200 for #00-
1200 served;
250 for more
than 1200
served '

30 for Z-A
employees;
8 for each
additional
employee

0-h00--3
600-900--2
1500 or more
-1%
minimum--SOO

60
20
80

10 cu. ft.
per 100
meals
served;
minimum-17;
60 cu. ft.
or more--
walk-in
becomes
economical

10-12 per person

150-180 far 180-210 for
single-tank two-tank
machine machine

3% per Iunchroom employee;
additional 20 sq. ft. if
cot in women's locker
room

2.0 to 2.5 per meal served
daily

68-90 90-115
30-h0
98-60
Reach-in-- Reach-in--
30-h0 cu. ft. #0-60 cu. ft.
Walk-in-- Walk-In--
1 8' X 10' 1-2 8' X 10'
or larger

22

EXHIBIT 5--Continued

 

 

Area

SecondaryI
Schools
(Square feet)

500-750 meals2
(Square feet)

350-500 meals2
(Square feet)

 

Serving counter

Receiving

Storage
Non-food

Dry

250 for each
serving area;
counter 25'
long

50-60
1/6 of

preparation
area; 16 per
100 meals
served; 25
per 100 meals

for one month's

storage

1.0 sq. ft. floor area
for each meal served

Outside
80-100 100-160
Inside
48-60 60-80
40-60 60-80

1/2 sq. ft. floor space
per meal served based
on two weeks' supply

Shelving:
2A0-38h sq.

38h-675 sq.
ft. ft.

 

I~N. L. George and Ruth 0. Heckler, School Food Centers: A Guide
to Qperating_the School Lunch Program (New York: The Ronald Press, 1960),

p. 44.

2U. S. Department of Agriculture, Agricultural Marketing Service, A

Guide for Planninq and Eguipping School Lunchrgoms, P. A. 292, June, 1956.

23

of prefabricated equipment can be obtained from equipment catalogs.
These items can be located readily. Certain pieces will be fabricated to
individual specification. These must be planned for the space allowed and
to accomplish the work for which they are designed. Since a school is
expected to serve a community for 30 to 50 years, the specifications for
all equipment must be precise and detailed in regard to construction and
materials used. Exhibit 6 presents the recommended equipment necessary
for school lunch operation as prescribed by N. L. George and Ruth D.
Heckler and the U. S. Department of Agriculture, Agricultural Marketing
Service.

To check the space relationships and equipment placement, flow
charts should be made. Exhibit 7 illustrates a basic food production
and service flow chart which can be adapted to a particular situation.
A flow chart will determine main traffic aisles and working aisles. Main
traffic aisles must be at least 3 feet 6 inches in width; and if portable
equipment is used, these aisles should be increased togh feet 6 inches.
Working aisles should be a minimum of 30 inches if only one worker is
using the aisle. If more than one worker uses the aisle, if portable
equipment is used, or if there is heated equipment, then the aisle should
be at least #0 inches. When the lines of the flow chart show excessive
cross traffic or interference between traffic and working aisles, then
adjustments must be made.

Vocational training of the high school student is often a part of
the activity of school lunch. Since this places additional people in
the preparation area, work space and equipment must be allowed for the

satisfactory functioning of this program.

2h

EXHIBIT 6

Recommended Equipment Specifications for Kltchen and
Serving Area in a School Lunch Facility

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

600-900 Meals] 350-500 Meals2 500—750 Meals2
Serving Counter
250 sq. ft, for each 2 15-20' 2-3 15-20'
servinggarea
Cashier
---------- 1 2A“ long I 2h” long
J Cold Food Section -
_3Q-50“ long I 6' per counter I 6'gper counter
Hot Food Section
A 12“ X 20” #‘ 12” X 20” E 12” X 20”
_gpenings Qpenings ggpenings
Milk Cooler
#2” long X 2A” wide X 1 cu. ft. for 50-75 1 cu. ft. for 50-75
20” deep will hold 300 half-pint containers half-pint containers
half-pints
TraygSection
---------- #1 2h” high X 18“ long 1 2h” high X 18” long

 

Tray Rail
A parallel rows of stainless steel pipe 1” in diameter, spaced to form
rail 12” wide; 32-35” high

Cutter or Chgpper

 

 

 

 

 

 

 

 

 

 

---------- [T I ' 1; I
Dish-Trucks
---------- l 2-3 I 23
Dishwasher 7
More than 500 meals, 1 2-tank rack l l 2-tank rack
siggle tank conveyor conveyor conveyor
. Dish Racks
---------- L. 8-10 -—I 10-12
Clean Dish Table
lO-lh' 6' minimum or 22” 6' minimum or 22”

 

 

,per dish rack per dish rack

 

25

EXHIBIT 6--Continued

 

 

600-900 Meals' 350-500 Meals2 500-750 Meals2

 

 

 

Soiled Dish Table

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6' exclusive of pre- As needed for As needed for
rinse sink scraping and pgerinse scrgpigggandggrerinse
Hood
Over all heat or steam ggoducing_eguipment: cooking and bakingg
Mixers
1 floor-type 30-qt. 2 table with 2 2 table with 2 extra
with grinder and extra 20-qt. bowls ZO-qt. bowls; or 1
shredder attachment; 60-qt. with dolly with
l table-type 12 to 30 and AO-qt. adapter
20-qt. on stand 20'l bowls and beaters
high '
Ovens
Roasting: l 2-deck 3 deck (2 pans per 2 deck (h pans per
36” wide deck) or 2 deck (h deck) or 2 deck (6
Baking: l 2-deck pans per deck) pans per deck) or
5' wide 3 deck (4 pans per
deck)
Peeler
1 20_pound I 1 15-20 pound l 1 15-20 pound
Ranges
2 heavy-duty or hotel Heavy-duty, solid Heavy-duty, solid
type with oven top; 5-6 sq. ft.; top; 5-6 sq. ft.;
2 sections 2 sections
Refrigerators
10 cu. ft. per 100 Reach-in: 30-40 cu. Reach-in: 40-60 cu.
meals served ft. ft.
Walk-in: l 8' X Walk-in: l-2 8' X
10' 10' or larger
Freezer: 1 cu. ft. Freezer: 1 cu. ft.
stores 30-35 lb. stores 30-35 lb.
Cooks' Sink
l compartment, 18” X l 15” X 15” X 8” 1 15“ X 15” X 8”
19'l to 12” deep to 12” deep
__g Vegetable Preparation Sink
l or 2 compartment 1 20” X 12” X IA” 1 20” X 12” X IA”
deep; 2 compartments deep; 2 compartments
or more; 2 drain- or more; 2 drain-
boards 2h” long boards 2A” long

 

 

 

26

EXHIBIT 6--Continued

 

 

600-900 Meals]

 

350-500 Meals2

500-750 Meals2

 

 

 

Pot Sink
3 compartment, 2h” X 2 or more compart- 2 or more compart-
ZA” X 19” deep with ments, 20” X 12” X ments, 20” X 12”

4' drainboards on
each end

 

19” deep with 24”
long drainboards
on each end

X 14” deep with
2h” long drain-
boards on each end

 

 

Hand Lavatory
l

Slicer

. L I

 

 

1 large; 9“ cutting
capacity

1 large; 9” cutting
capacigy

 

 

Steam Cooker

 

l 2-compartment

 

2 compartment, each
1 bushel capacity

3 compartments,
each 1 bushel
capacity

 

 

Steam Jacketed Kettle

 

 

 

 

 

 

 

l ZO-qt. l 30-gal. or 2 l ZO-gal. and l
20-gal. 30-gal.
Utility Trucks
4 2-3 J 2-3
Cooks' Table
1 6—8' 1 6-8'; 34-36” high; 1 6-8'; 34-36”

 

29-30” wide using
one side or 42-h8”
wide using both
sides

high; 24-30” wide
using one side
or 42-48” wide
using both sides

 

 

Bakers' Table

 

l 8' X 30”, with bins
and drawers, maple
top

 

1 6-8' with bins and
drawers

1 6-8' with bins
and drawers

 

 

Vegetable Pregaration Table

 

 

 

1_96-8' I 2 6-8' I 2 6-8'

Scales
1 platform, 500-1000 I 400 1b., 6 to 5 1b. 1 400 1b., 3 to 5
pounds; 1 table, gradations; 1 table, lb. gradations; 1
15 pounds 25-30 lb. table, 25-30 1b.

 

 

 

27

EXHIBIT 6--Continued

 

IN. L. George and Ruth 0. Heckler, School Food Centers: A Guide to

92erating the School Lunch Program (New York: The Ronald Press, 1960),
pp. 107-110.

 

2U. S. Department of Agriculture, Agricultural Marketing Service,

A Guide for Planning and Equipping School Lunchrooms, P. A. 292, June,
1956.

28

EXHIBIT 7

Flow Chart Illustrating the Interrelationship of Areas
Within the School Lunch Facility

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

RECEIVING
DRY FOOD PRELIMINARY REFRIGERATED
STORAGE ”—-*-—-9 PREPARATION €— FOOD STORAGE

1V
‘ FINAL FOOD
PREPARATION
SERVING AREA DINING AREA DISHWASHING AND
5 "9 MAINTENANCE AREA

 

 

 

 

 

 

 

 

 

Source: U. S. Department of Agriculture, Agricultural Marketing
Service, A Guide for Planning and Equipping School Lunchrooms, P. A.
292, June, 1956.

29

An important consideration in the allocation of space and placement
of equipment is cleanliness and sanitation. Food and food service
equipment are excellent media for growth of bacteria and other organisms.
Equipment must be placed so that it can be cleaned on all sides and must
be constructed to eliminate cracks and/or crevices that hold food
particles. All mixers, choppers, and similar pieces must be fabricated
for ease of cleaning and sterilization. Sanitation should also be a
prime consideration in preparing specifications for walls, floors,
ceilings, plumbing and ventilation.

This section has presented basic considerations for planning the
layout and equipment for the Bedford Township school lunch facility:
type of menu, patterns of work flow, purchasing procedures, projected
student participation, number and length of serving periods, extra-

curricular activities and sanitation.

Food Service Staff and Labor Personnel

Plans for food service in the Bedford Township Schools have been
prepared for the new high school building. When this program is
successfully established, the service should be extended to the junior
high and elementary buildings. The person who will be responsible for
directing the program must have suitable and specific educational back-
ground and training.

Because of the duties and responsibilities which the director must
assume, she should have college training in the following areas:
principles of nutrition; food selection and preparation; and food service
management that includes quantity food production, equipment selection,

layout, purchasing and cost control. A teaching certificate is

30

advantageous. The director should have faculty status and compensation
should be comparable when obligations are evaluated.

The food service should be correlated with the entire educational
curriculum. It must be interpreted for the faculty, students, parents
and the public in general. The last two groups may be interchangeable,
but the attitudes of the two groups may not be synonymous.

If the director has a teaching certificate, classes in quantity food
work can become a part of the vocational training program of the school.
These classes could supply trained personnel to the expanding restaurant
industry as well as be a source of labor for the school food service.
Sometimes it is possible to make arrangements with special education to
have one or two trainees in a work-training program.

Most of the labor available for work in the school lunch program
will be housewives and mothers. This may be a disadvantage because many
of them will not have job experience outside of the home and few, if
any, will have experience in quantity food preparation. The wages
should be comparable to the accepted rate in the community, but they
cannot be competitive with commercial food establishments. Because of
the length of the working day and the working year, most of the jobs
could not provide an adequate income to support a family but would be
satisfactory as supplemental income.

However, most of these disadvantages can become advantages when
applied to housewives and mothers. These women are responsible for flwe
health and well-being of their own families, and this interest can be
transferred to the student body. They must have a genuine liking for

children. If they do not like children, they probably would not be

31

applying for this type of job. Many of them will have children or grand-
children in the school system, so they have a vital interest in the total
curriculum.

The length of the working year is to the mother's-advantage
because it allows her to be home during the summer months when her
children need her sUpervision. The length of the working day corresponds
closely to the length of the school day. Again, this allows her to be
at home with her family in the morning, late afternoon and evening.

A major responsibility of the school lunch director will be the
selection of personnel. The workers must form a competent, cooperative,
cohesive and congenial group. If the food service operation is small,
each worker will have to assume broad responsibilities. As the size of
the program increases, the duties of each person become more'specific
and are restricted to one area.

To determine the number of workers necessary, an analysis of the
menu, the number of students participating, and the layout of the
equipment must be considered. These help to set up job classifications
and job descriptions and should not be so narrow that the worker cannot
be assigned where she is needed. Neither should they be so broad that
the worker does not know why she was hired or what her duties will be
when she starts working.

Another method of determining the number of employees needed is
the number of man-hours necessary to prepare a certain number of meals.
If participation is under 500, then 6-10 meals may be prepared per man-
hour. As participation increases, efficiency of labor utilization should
increase and 10-18 meals may be prepared per man-hour. If E la carte

items are included in the menu, this usually decreases the number of

32

meals per man-hour. More people are needed for serving and clean-up

than for preparation, so many of the workers will be part-time (3“). In
selecting personnel, the fact that the employees will come in contact
with large numbers of children must be remembered. The workers must

have good physical, mental and emotional health. The first can be
determined by requiring a physical examination by a competent doctor
before a prospective employee is hired and periodically after she has
been on the job. Mental and emotional health are less easily determined.
The written application for employment and a personal interview will form
the basis for these decisions.

The personal qualities desired in the worker are that she be adaptable
to the situation, have a desire to learn, be mentally alert, and accept
responsibility. She should be aware of the needs of children and have the
social amenities and graces necessary in dealing with the student. She
should be honest. One dishonest worker can mean defeat of the entire pro-
gram.

Since wages cannot be the primary attraction in securing employees,
fringe benefits assume importance. A definite policy on sick leave should
be established. This will encourage the worker to stay at home when she
is ill rather than come to work and expose the entire student body. One
meal a day is usually considered a part of the worker's compensation.
Participation in retirement plans, social security, and credit unions are
added inducements.

Uniforms and aprons become a status symbol and a means of identifica-
tion. They should be attractive, colorful, and fit properly. Whether

these will be furnished and laundered by the food service facility will

33

be determined by an over-all analysis of labor cost. Hair nets must be
worn at all times, but these are the responsibility of the worker as are
clean, comfortable shoes.

A definite policy for promotion to another area of work should be
established. Qualifications for each job were established with the job
classifications. Rating cards should be used and the workers should be
aware of the results; these can also be used for wage increments.

A written resignation should be secured in case of dismissal or
termination of employment. Reasons for dismissal can be excessive absence
or tardiness, physical inability to do the work, failure to follow instruc-
tions, discourteous conduct, or proven dishonesty. The resignation
becomes a part of the worker's permanent record.

When a person is employed, the above policies and procedures should
be explained to her verbally. They should also be written, possibly as
part of a handbook, and given to her at the same time. These can allay
any future misunderstandings. The worker must be integrated into the
total work force as quickly as possible. This will mean definite and
intensive on-the-job training by the director. If the employee will be
an assistant to another worker, part of the training may be the respon-
sibility of the senior worker.

Student employees are another important part of the labor force.

Some students may work to pay for meals which they could not afford other-
wise, while other students work to save money from allowances. A stigma
may be attached to the work if only those who are not able to pay are
employed. Usually the pay is the lunch for a specific working period and

an hourly rate of pay for additional time. Only those students who can

31+

miss a study period and still retain an acceptable academic average
should be employed.

When employing students, the child labor laws must be respected,
and in some states the student will need a working permit. Students can
perform many tasks in the preparation and serving area; but they should
never be assigned where a safety factor is involved, such as steam
equipment. Any student working in school food service must meet the
standards of health, neatness, punctuality and performance demanded of
other workers. They must be trained for the job assigned to them and
closely supervised when they are working.

Selection of proper personnel can mean success for the food service
operation. Employees should be chosen on the basis of merit and fitness
for a specific job. Those persons who can perform most efficiently and

obtain the greatest satisfaction from the job should be hired.

Food Service Policies for Extracurricular Functions

The school lunch facility is often called upon to prepare food for
special functions after school hours. This can be an opportunity for
good public relations and, also, allow the workers to earn extra money.
These special meals should not interfere with the main objective of the
school lunch: serving an adequate, nutritious noon meal for the
students.

The schools belong to the people, but indiscriminate use of the
facilities cannot be permitted. The kitchen equipment is expensive, and
most pieces of the equipment require special training for the persons who
operate them. The original investment should be protected. At no time

should this equipment be used in direct competition with commercial

establishments.

35

A definite policy must be established to determine which organiza-
tions are eligible to use the facilities. All school related student
groups should be allowed to schedule events. These dates can be estab-
lished on the school calendar and should be given priority. Other
organizations that request use of the facility must obtain the approval
of the administration. With this approval, further plans can be made
with the director of the cafeteria.

Many times these groups will want only coffee. If a kitchenette,
separate from the kitchen, is provided, no school lunch employee would
need to be involved. If the entire kitchen needs to be opened, then a
school lunch employee must be on duty. It would not be her responsibil-
ity to prepare the refreshments. She would be responsible for the
propu'.operation of the equipment, dispensing necessary supplies and
utensils and keeping a record of these, and being sure that the kitchen
is cleaned and ready to operate at the beginning of the next working
day.

If an outside group is using the equipment, even with a school
lunch employee present, a clear definition of insurance responsibility
is needed. If the employee is injured, the necessary treatment should be
covered by insurance. When a non-employee is injured, is there any
responsibility to the injured person or to a piece of equipment that
may be damaged? All areas of insurance coverage should be investigated
before the extent of the use of the equipment can be determined.

When a school lunch employee is on duty, she should be paid at an
overtime rate, usually time-and-a-half. The payment of the employee and
any custodial services needed must be assumed by the organization request-

ing the services. If the group is school related, the utilities are

36

usually paid by the administration. A schedule of all charges should be
established for non-school groups.

All school personnel are called on to give extra time at no charge.
In school food service, this can become a burden. As part of their
obligation as a public employee, the first two functions at which they
serve could be free. Beyond this number, they must be paid the estab-
lished rate.

A procedure for the scheduling of events should be fixed. Two weeks
at the beginning of the school year could be allowed for scheduling
student activities. After this period, other groups could request the
use of the facilities. Since the first obligation of the school lunch
employee is to the lunch program, the number of activities per week should
be limited, possibly to one per week. When other cafeteria facilities
become available in the school district, this policy could be modified.

After the events are scheduled, the organization should appoint a
person or committee to meet with the cafeteria director to make plans.
Sample banquet menus or lists of foods for refreshments should be avail-
able. These should be pre-costed to cover all food and labor charges.
Three types of service (cafeteria, semi-cafeteria, and table service)
could be available. Cafeteria style of service would have the lowest
labor cost, and table service would be the most expensive.

When the menu and type of service are determined, total price can
be established. The next step will be to set a date when guaranteed
reservations must be made, usually a week in advance. Since all supplies
must be charged to a separate account and not school lunch, this will
give the cafeteria director sufficient time to order them. A pro-

cedure for determining plate count must be set up. The number of

37

reservations must be paid; but if extra persons are served, these must be
included in the final charges.

The price for the dinner must be printed on the ticket. Any addi-
tional charges made by the organization for decorations, speaker's fees,
or extra money for the treasury must be listed as a separate item.

Since there is no time during the regular working day for prepara-
tion of extra food, dinners cannot be served before 6:30 P.M. and usually
not later than 6:h5 P.M. In order to control the length of the working
day, all work in the kitchen should be completed by 9:00 P.M. If a
program is scheduled, 10 to 15 minutes should be allowed for clearing
tables before the program begins. When an auditorium is available, the
program may be scheduled in that location.

When all of these details have been discussed and a decision has been
made about each one, an agreement should be signed by a representative
of the organization and the cafeteria director. Each person will have
a copy of the agreement.

The day following the special event, a bill will be presented or sent
to the organization. No money will be paid directly to an employee by an
organization. If an employee is a member of the organization and wishes
to donate her time, this is her privilege but not an obligation.

Special functions allow the school lunch to extend its educational
program. Parents should be encouragedto visit during the regular school
hours, but this is impossible for many of them. After-school activities
afford an opportunity for the adults in the community to participate in
this part of the curriculum and to see how the facilities are utilized.
This is one time when they can see their tax dollar at work and enjoy the

results of the expenditure.

38
Interpretation

The material presented in this paper can serve as the initial step
in preparing a guide for the evaluation of the proposed kitchen and
service layouts and in developing recommended policies for 1) food service

staff and labor personnel and 2) for extracurricular functions that in-

volve the Iunchroom facilities. Decisions will be made at each step of

the planning process; final policies will be established by the Bedford

Township Board of Education at the proper sequential time.

10.

ll.

12.

13.

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Interviews

Bedford Public Schools, Temperance, Michigan. Personal interview
with Charles A. Scheltema, Superintendent of Schools. August
2. 1963.

Bedford Township, Monroe County, Michigan. Personal interview
with Mrs Virginia Miller, Bedford Township Clerk, August 2,
1963.

Lansing, Michigan. Personal interview with Mrs. Virginia Hoglund,
Director of Cafeterias, Lansing School System. August 22, 1963.

  

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