Theme Meal Project:

Gluten-Free Chicken and Broccoli Alfredo

At Taconic Hills CSD

Sage Dietetic Internship

February 24, 2016

Ashley Prendergast

Table of Contents
Introduction of Facility................................................................2

Theme Meal Development...........................................................3

Nutrition Guidelines....................................................................4
Menu.........................................................................................5
Nutrient Analysis........................................................................6
Waste Reduction.........................................................................7
Marketing...................................................................................8
Cost Analysis and Equipment List................................................9
Planning Schedule....................................................................11
Feedback..................................................................................12
Reflection.................................................................................13

Introduction of Facility
Taconic Hills Central School is a one-campus district, providing an education to
students in Headstart, pre-kindergarten, and kindergarten through grade twelve. The

foodservice department serves students at all grade levels and staff who choose to
purchase meals. There are two kitchens and two cafeterias, elementary (serving headstart
through grade six) and secondary (serving grade seven through grade twelve). Over 200
breakfast meals are served daily on each side of the school. The cooks often make hot
meals with servings of 600 to serve the students and staff. Also available daily are the
salad bar, sandwich bar, and yogurt and fruit parfaits.

Theme Meal Development

Four months ago, one of the seventh grade students was diagnosed with Celiac
Disease. With the bustle of the new school year, the kitchen managers and staff had little
time to find and procure acceptable options for the student. In addition, the staff that
would be serving this child also had to be educated on the proper serving techniques to
keep him safe from cross-contamination. After discussions between the kitchen manager,
parents, the student, and the suppliers, only three menu options were ordered to get
started with. Gluten-free chicken nuggets, pasta, and pizza were procured for the
student. The head cook in the high school and one kitchen support staff member were
educated on the proper handling procedures. This ensured that if one person was out, the
other could complete the task. The two women were instructed to choose the gluten free
option that would most resemble the regular meal that was being served that day.
Once word got out that the kitchen was serving a gluten-free meal to this student,
numerous members of the faculty and staff inquired about the possibility of purchasing
gluten-free meals as well. Due to staffing, time constraints, and food cost, the foodservice
director deemed it unfeasible to offer gluten-free menu options to faculty and staff.
Although this was explained to numerous people, staff members with celiac disease

continued to complain and state that it is unfair that they arent offered gluten-free
options.
1a. Although the foodservice director would like to offer gluten-free meals daily
to students and staff, it is not feasible at this time. They have to focus on the student who
is only receiving three different menu options. Adding different items, such as gluten free
chicken stir-fry over rice, chicken and quinoa, sandwiches/burgers on gluten-free bread,
or fajitas on corn tortillas will increase the number of students meal options. Eating three
different meals for lunch every day has been wearing on the child. Some days, the
prepared meal goes untouched and ends up refrozen or in the garbage. To reduce this
waste, availability of more options as well as asking the student to chose menu items on a
weekly basis may increase acceptability and satisfaction.
With the student and the persistent staff members in mind, we decided to serve a
gluten-free meal that could be made in bulk and set on the serving line.

Nutrition Guidelines
(2) According to the USDAs 2013 Lunch Handouts, each meal must contain at
least 1 oz meat/meat alternative, cup vegetable or cup fruit. The school must offer all
five vegetable subgroups per week. The subgroups are: dark green, starchy, red/orange,
legumes, and other.
For meals to be considered reimbursable, the student must have a fruit or
vegetable on their tray. If this is not followed, the cashiers are not technically allowed to
ring up the meal as reimbursable. The school will not receive compensation for the free
or reduced meals purchased.

According to the foodservice director, these are the only guidelines that need to be
followed. With the USDAs 2013 Lunch Handout at my side, I created a sample 1-week
menu of gluten-free options.

Menu
Monday
Pasta with
Meatballs
and
Marinara
Sauce
Chickpea
Salad

Gluten-Free Menu
Tuesday
Wednesday
Burger with
Chicken and
Cheese
Broccoli
Alfredo
Seasoned
French Fries

(3)
Thursday
Chicken StirFry over
Brown Rice

Friday
Gluten-Free
Pizza
Carrot Sticks

Sugar Snap
Peas

Applesauce

Oranges

Diced Pears
Diced
Peaches

Fresh Apple
Bananas, apples, and raisins available every day of the week, subject
to availability/stock
Fat-free, 2%, and chocolate milk served daily
Salad Bar and Baked Potatoes offered daily

In addition to offering the necessary components in a healthy manner, I also had

to remember the customer. A seventh grade student is usually not the most adventurous
with new foods. Before implementing new menu items, I first asked the student for ideas,
his likes, and bounced ideas off of him. I was able to determine things he liked, disliked,
and would be willing to try. I tried to remember this while sticking to my guidelines set
by the USDA and the guidelines for serving someone with celiac disease. Each meal
contained a vegetable or fruit option. Each vegetable subgroup was included in the

weeks menu. Aesthetically, the colors of the foods vary. Vivid colored foods (snap peas,
broccoli, marinara sauce) were paired with dull colored foods (rice, Alfredo with pasta,
chickpeas), respectively.
I decided to execute the Gluten-Free Chicken and Broccoli Alfredo for the theme
meal, as this was the meal the student was most excited about. This meal was also easily
made in bulk. We decided to offer it on the hot-lunch side of the high school cafeteria for
faculty, staff, and students.

Nutrient Analysis
(4)

KCal

PRO

CHO

Sugar

Saturated
Fat
1.47

Sodium

Fiber

17

Total
Fat
8.64

Chicken
Stir-Fry
Chicken
Broccoli
Alfredo

199

19.31

11.12

197

2.9

290

27

26.75

2.5

8.75

2.5

405

The above chart represents the nutrient content of only the main meal. In order for
the meal to count as reimbursable the student must have on his/her tray: the main meal,
a fruit and/or vegetable, and milk. These items are counted in the lunch price, not priced a
la carte. Although these food items are suggested for every student, the ones receiving
free or reduced lunch must get all components.
According to the 2010 National Guidelines for Americans, children between the
ages of 14-18 need 1800-2400 kilocalories per day, dependent on gender and activity
level. The diet of this age group should contain 45-65% carbohydrate, 10-30% protein,
and 25-35% fat. For a 2000 kcal diet, the stir-fry provided 200 kcal, or 10% of total
recommended kcal and the Alfredo provided 300 kcal, or 15% of total daily kcal. With

the required fruit and milk add-on, the kcal content would be increased to 472 and 572,
respectfully. This would increase the percentages to 23.6% of total kilocalorie needs for
the stir-fry and 28.6% for the Alfredo. The Alfredo provides 5.4% protein, 5.4%
carbohydrates, and 3.9% fat. With the addition of milk and fruit, the meal provides 12%
of the recommended 45-65% carbohydrates. The Alfredo meal provides 7% of the
recommended 10-30% protein, and 6% of the recommended 25-35% fat.
The stir-fry recipe came from the USDA website. With the addition of the milk
and applesauce into the figures, this meal provides 8.7% of the recommended 45-65%
carbohydrates daily, 5.4% of the recommended 10-30% protein daily, and 6% of the
recommended 25-35% fat.
Sodium recommendations are to consume below 2300 mg per day. Both of these
meals provide relatively low amounts. One of my concerns was the saturated fat content
in the Alfredo sauce. When doing the math, however, I realized that it only provides 2.5
g, or 0.5% of total kilocalories. This is well under the restriction of 7% per day. With the
addition of 2% milk to the calculation, a child would be consuming 3% of his/her
kilocalories from saturated fats.
If I was to do this again, I would like to try to increase the fiber content, as 1-2.5 g
of fiber for a meal is inadequate. Adding a whole-wheat side would increase the fiber and
carbohydrate content to better comply with the 2010 Dietary Guidelines.

Waste Reduction

(5) The student was known to not show up for his prepared meal on occasion, as
he often grew tired of the monotonous three-item cycle. To reduce waste, I first asked the
student if he would be willing to try a meal that is not on his usual rotation. I discussed
multiple food items that would be safe for him as a person with Celiac Disease. One of
the items he was excited about trying was quinoa. By giving the student more menu
options and having him chose his own meals, even if on a weekly basis, decreased food
waste. Every morning, the foodservice director checks the roster to determine whether or
not the child is present in school. Based on her findings, she tells the head cook in the
high school whether or not to prepare the gluten free meal. Some days, the roster is
wrong or the student arrives to school after the call has been made. When the student
comes to collect his lunch, there is nothing there. The head cook needs to prepare his
meal quickly and abandon what she was doing originally, slowing service. A more open
communication channel with the student, teachers, and family, can prevent this from
happening.
Another way to reduce our impact on the environment was to provide the teachers
with our lunch trays. In the past, teachers and students were allowed to take lunch trays
out of the cafeterias. Many of the trays were not returned, left in classrooms or in the
hallways. Because of this, the kitchen staff enacted a policy in which any person leaving
the cafeteria would have to use a disposable tray. With the environment in mind, the
foodservice director ordered paper trays from a recycled source. Shortly after, her
superiors complained of the expense, forcing her to chose the cheapest option without
regard for the environmental implications: Styrofoam. The day of the theme meal, we

chose to give anyone leaving the cafeteria the option of taking a real tray with the
promise that they will return it by the end of the last lunch period (1:00 pm).

Marketing
(6) Because the target audience of this meal was students/teachers who typically
brought lunch from home, I wanted to be sure they knew ahead of time that a gluten-free
option would be offered. I created a poster to hang in the lunch line during the days prior
to the theme meal day. An email was also sent out to the Faculty/Staff Listserv by the
superintendent to notify everyone. As every morning, the principle includes the lunch
options in his announcements. He mentioned that in addition to the regularly scheduled
Chicken Stir-Fry, there would be a Gluten-Free Broccoli Alfredo on the hot side of the
high school lunch line.

Cost Analysis and Equipment List

(7)
Equipment List
Combination Oven
In Stock
Steamer + Kettle
In Stock
Strainer with Handle
In Stock
Hotel Pans
In Stock
Cutting Boards (white and
In Stock
green)
Knives (chef and fillet)
In Stock
Baking Sheets
In Stock
# 6 Scoop
In Stock

Recipe Cost: Gluten-Free Chicken and Broccoli Alfredo

Product

Amount

Cost

Unit Cost

Total Cost

6 bags

Purchase
Size
6 16oz bags

Sam Mills Pasta

Penne Gluten Free
Stouffers Alfredo
Sauce
Broccoli
Chicken
Total
Cost Per Serving

14.61

2.44

14.61

64 oz

4 x 64 oz

30.00

7.50

7.50

1 lb
48 cutlets

2 lb
100 ct

48.65
91.75

24.33/lb
0.92

24.33
44.04
90.48
1.89

(8) Originally, we were going to offer a gluten-free meal as the only meal to be
available that day. I planned to use diced chicken from government commodities that we
already had in stock. Unfortunately and surprisingly to me, the chicken contained fillers
with gluten. To serve chicken safe for people with celiac disease, we had to order Tyson
chicken breasts. This caused an unexpected cost, leading us to produce two meals that
day: gluten-free and a standard meal of my choosing.
Gluten-free ingredients are more expensive than the wheat-laden alternative. Due
to the added expense, the foodservice department spent more on this meal than on the
standard meal that was also offered that day. The cost of the gluten-free meal to produce

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was $1.89. Most of the meals that the foodservice department serves have a food cost
between $0.92 and $1.50. The price of lunch is $2.50. The foodservice made money off
of the meal but the profit margins were lower than if they were to just serve the standard
meal that day.

Planning Schedule
(9)
Tuesday

Time

Employee

Action

11-1pm
Between
lunch

Shannon
(Food
Service

Place 48 chicken breasts on

baking sheets. Place prepared
sheets in the rack cart, cover with

11

lines

Helper)

plastic cover, and wheel into

freezer.

9:30am

Doreen
(Cook)

9:40

Doreen

10:00

Brenda
(Food
Service
Helper)
Doreen

Turn on combination oven to 350.

Take a bag of Alfredo Sauce from
the walk-in cooler and put it in a
4-inch hotel pan.
Place hotel pan with Alfredo sauce
into combination oven.
Wash and cut broccoli florets into
bite-size pieces.

Wednesd
ay

10:30

10:30

10:40

Nancy
(Food
Service
Helper)
Brenda

10:42

Brenda

10:45

Rita (Food
Service
Helper)
Shannon

10:45
10:50

Ashley
(Intern)

11:00

Doreen &
Ashley

11:05

Lori (Food
Service

Remove rack cart from freezer.

Bring cart to combination oven
and place baking sheets in oven
with the Alfredo sauce
Turn on steamer and fill kettle with
water
Add broccoli to boiling water to
blanch
Use strainer with handle to scoop
broccoli from water. Place in
steamer on low heat to keep
warm
Let water return to a boil and add
pasta and salt to boiling water
Remove chicken breasts from
oven, begin cutting them into
slices.
Check pasta, drain kettle, and
scoop cooked pasta from kettle
into two 4-inch pans.
Remove Alfredo sauce from oven,
pour Alfredo sauce over both pans
of pasta evenly. Add cooked
broccoli and chicken slices. Mix
both pans, cover, place in steamer
to keep warm
Remove one pan of Alfredo and
place on line for service.

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Helper)

Feedback
(1b, 10) I learned from the cooks that the best way to get
feedback from the students and teachers was to ask them
immediately. I stood on the line as well as in the lunchroom to see how
the students were accepting the meal. Many of the students really
enjoyed it. Some students complained of it being too dry, that they like
their pasta dripping with Alfredo sauce.
Although I felt like I had messed up the pasta because it was
falling apart, one of the teachers assured me that always happens with
corn-based pasta. The only way it stays together is if it is served
immediately after being removed from the boiling water. Some of the
students and staff also suggested using rice or quinoa based pasta for
a better integrity and flavor. Another teacher emailed her comments to
me, suggesting more broccoli in the dish.
All in all, the feedback was positive with some comments to
improve for next time. My preceptor was very satisfied with the
outcome of the meal, as well as my ability to plan, implement, and
lead. If I was to serve this again, I would like to test different kinds of
gluten-free pasta for taste and integrity for holding at a warm
temperature. I would also add more broccoli, as many of the scoops
did not contain more than two pieces. Because of this, the students
still had to have another vegetable or a fruit on their tray.

13

Reflection
(13) In terms of the facilitys receptiveness, it was touch and go. Some of the
members of the staff were excited for the addition of the menu item. Apparently they get
asked often if certain menu items are gluten-free and since they arent sure, they have to
decline. Because we served this item in addition to the stir-fry, it meant more work for the
staff. Even though I was there to help/manage, some thought it was an inconvenience. I
also felt some backlash from the servers, who were instructed to change gloves when
serving the gluten-free entre to comply with allergy standards. One of the servers voiced
her concern, as she stated. Im just nervous. I dont like serving people with allergies.
Even though I know what Im doing Im always scared somethings going to happen. I
went over the instructions with her again (glove change, clean utensils, etc.) and ensured
her if she followed these procedures, the customer will be safe.
One problem we faced was the pasta. The corn-based pasta began to fall apart
after the first line. Although I explained that corn-based pasta does not have the integrity
as wheat pasta and is more fragile, the servers were in a hurry to keep up with the
students coming through the line. The pasta began to shred and fall apart by the second
lunch period. New menu items dont sell well in the school due to the students
unwillingness to try different things. With the aesthetics of the dish literally falling apart,
the amount we sold started to decline with each lunch period. Thankfully, we had made
two pans, so we were able to add the fresh batch to the shredded one for a better look
during the middle lunch period.
It was a great learning experience to be working as kitchen manager for the day. I
enjoyed being involved in something so fully, from start to finish. First, I went through

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inventory to determine what we need to produce my theme meal. I then had to look at our
two suppliers for pricing on products and delivery. Before this experience, I felt like I
was just helping out, stepping in when needed, people didnt really trust me in my
judgment; they looked at me as just another student there to get credit (I went to school
here so thats what I have always been to them).
During the prep and day of making the theme meal, the servers began to come to
me with questions or clarification. I could sense that they were started to trust the plan
and that it was going to work seamlessly. The compliments from students and teachers
regarding the introduction of a gluten-free meal were uplifting to all of us.
At first, I found this disappointing, that my theme meal didnt produce a good
enough profit. However, I spoke to the cook at the end of the day as she was completing
her paperwork of how many servings she had sold of the standard meal. Compared to
other days, there was not a marked decrease in the amount sold. This means people who
typically dont purchase the lunch were able to that day.
Although it was more costly to the district to serve the gluten-free meal, we made
school lunch available to more people. Faculty, staff, and students who eat gluten-free
because of celiac disease, wheat allergies, gluten intolerances, or simply by choice were
able to purchase the meal that day. Its important that the customers dont feel left out
or different because of a condition or personal health choice. We received many
compliments that day for the inclusion of gluten-free meals and asking for more items
like these. Im proud to have had a hand in this project and to have worked with the staff
to produce a meal that can be accepted by people who usually cant.

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