Libro Foodservice
Libro Foodservice
Libro Foodservice
M anagement Institute
The Universit y of Mississippi
Equipment Purchasing
and Facility Design for
School Nutrition Programs
This publication has been produced by the National Food Service Management Institute
Applied Research Division, located at The University of Southern Mississippi with headquarters
at The University of Mississippi. Funding for the Institute has been provided with federal funds
from the U.S. Department of Agriculture, Food and Nutrition Service, to The University of
Mississippi. The contents of this publication do not necessarily reflect the views or policies of The
University of Mississippi or the U.S. Department of Agriculture, nor does mention of trade names,
commercial products, or organizations imply endorsement by the U.S. Government.
The information provided in this publication is the result of independent research produced by
NFSMI and is not necessarily in accordance with U.S. Department of Agriculture Food and
Nutrition Service (FNS) policy. FNS is the federal agency responsible for all federal domestic
child nutrition programs including the National School Lunch Program, the Child and Adult Care
Food Program, and the Summer Food Service Program. Individuals are encouraged to contact
their local child nutrition program sponsor and/or their Child Nutrition State Agency should there
appear to be a conflict with the information contained herein, and any state or federal policy
that governs the associated Child Nutrition Program. For more information on the federal Child
Nutrition Programs please visit
www.fns.usda.gov/cnd.
National Food Service M anagement Institute
PURPOSE
The purpose of NFSMI is to improve the operation of Child Nutrition Programs through research,
education and training, and information dissemination. The Administrative Offices and Divisions
of Information Services and Education and Training are located in Oxford. The Division of
Applied Research is located at The University of Southern Mississippi in Hattiesburg.
MISSION
The mission of the NFSMI is to provide information and services that promote the continuous
improvement of Child Nutrition Programs.
VISION
The vision of the NFSMI is to be the leader in providing education, research, and resources to
promote excellence in Child Nutrition Programs.
CONTACT INFORMATION
Headquarters
Administrative Division
The University of Mississippi
Phone: 800-321-3054
Fax: 800-321-3061
www.nfsmi.org
Acknowledgments
WRITTEN AND DEVELOPED BY
Barbara Almanza, PhD, RD
Professor, Hospitality Management and Tourism
Purdue University
PROJECT COORDINATORS
Mary Frances Nettles, PhD, RD
Research Scientist
Deborah H. Carr, PhD, RD
Director, Applied Research Division
The University of Southern Mississippi
GRAPHIC DESIGN BY
Travis Brewington
EXECUTIVE DIRECTOR
Charlotte B. Oakley, PhD, RD, FADA
Table of Contents
Introduction..............................................................................................................6
Nine
Ten
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Introduction
Introduction
Purchasing foodservice equipment and/or planning new and renovated school nutrition facilities
can be one of the most challenging projects school nutrition directors undertake in their career.
Success with these projects can be achieved by school nutrition directors providing the leadership
to making informed decisions. Communication with other professionals involved in the process
is vital to convey a profile of the school nutrition program and the goals of the project. In doing
so, the information will aid in achieving a functioning design that is financially and operationally
efficient in supporting program goals, both present and future.
The National Food Service Management Institute (NFSMI), Applied Research Division (ARD),
facilitated a meeting of school nutrition directors, state agency staff, and facility design industry
representatives to explore the gaps in two reference manuals, A Guide for Purchasing Foodservice
Equipment and The New Design Handbook for School Food Service, manuals which provide
information, background, and processes for designing, renovating, and equipping school nutrition
facilities. Results of the gap analysis process supported the need for revision, expansion, and
consolidation of the two NFSMI manuals and the need to design a new Web-based resource.
The concept, Trusted Advisor, was also developed by the meeting participants. They expressed
concerns that school nutrition directors are often stereotyped by others within the school
community and the facility design/equipment industry. The participants articulated that the
responsibilities of school nutrition directors have increased due to the growing demands of newer
and more student-friendly dining areas and menus. In addition to the escalating complexity of
administrating a school nutrition program, school nutrition directors are expected to operate a
successful business within the school setting. Participants came to consensus in support of the
phrase Trusted Advisor to capture the vision of the school nutrition director as a professional
administrator, savvy business person, and nutrition expert. Participants determined that success
would be achieved when school nutrition directors are actively involved and have access to
credible resources for the design and renovation of school nutrition facilities, which would in
turn facilitate better designed and equipped facilities. In addition, these school nutrition directors
would become industry resources and Trusted Advisors in school districts.
School nutrition directors are faced with unique challenges and opportunities when making
equipment and facility design decisions for their school nutrition programs, many of which focus
on the specific goals of the programs and the experiences of the directors. School nutrition
directors operating as Trusted Advisors face these challenges and opportunities with a commitment
to excellence. The key to becoming a Trusted Advisor is to be adept at strategic planning and
critical thinking. Underlying these skills is the importance of using the correct information to
make the right decision. Objective information collected in a systematic process and analyzed
appropriately can assist school nutrition directors in making data-driven decisions which address
equipment purchasing and facility design issues. By operating as Trusted Advisors, they seek to
know the needs of the facilities by understanding the customers expectations, production needs,
and overall environmental issues facing school nutrition programs in the 21st century.
National Food Service M anagement Institute
Introduction
Throughout this resource, information is provided that will assist Trusted Advisors in making
decisions regarding the purchase of foodservice equipment for new construction, renovation, or
replacement of outdated or non-functioning equipment. In addition, the following issues were
identified as themes throughout this resource:
The menu drives everything in the school nutrition operation, especially in equipment
and facility design decisions. Students food preferences are constantly changing and are
certainly more sophisticated than ever before.
Nutrition and wellness considerations influence all menu choices. The menu is not just
based on popular food choices for students.
Food safety and nutrition are equally important to the health of students.
Safety of the environment for both school nutrition staff and students influences
equipment choices, as well as layout and design of the kitchen and cafeteria/dining areas.
Security issues have grown in importance and are vital when making decisions for
equipment and facility design.
Emergency preparedness means planning for how to handle the worst possible
situations, even though there is hope for never needing those emergency procedures.
Budget/finance issues may limit the vision for the ideal school nutrition operation. Even
so, the goal of a Trusted Advisor would be to optimize options while still being fiscally
responsible.
Regulations, policies, and requirements exist at federal, state, and local levels. School
nutrition directors must be aware of these and rigidly adhere to them when making
equipment purchases and facility design decisions.
Critical path planning and scheduling require foresight and the ability to see the big
picture, no matter the focus of the project.
School nutrition directors should plan with the future in mind. Creative thinking and
decision making skills are vital to lengthening the life expectancy of the facility. School
nutrition directors will make decisions about whether the school nutrition programs
needs are best served with a single piece of equipment, a kitchen renovation, or perhaps
a completely new facility. The needs of the school nutrition program also change. As
with other issues faced in a school nutrition program, the only certainty is change itself.
The term Trusted Advisor is used throughout the resource. This term has become
synonymous with describing a school nutrition director who is visionary, professional,
savvy, and prepared to administer all aspects of the school nutrition program as a
nutrition-centered business operating within the school setting.
Equipment Purchasing and Facility Design for School Nutrition Programs was designed for use by
school nutrition professionals at the district and state level. Several features were incorporated
into the resource to maximize the value and facilitate the use of this resource:
Chapter highlights are presented at the beginning of each chapter to outline key points
covered in the chapter.
Chapter summaries are presented at the conclusion of the chapters to underscore the
major concepts.
Sample forms are included, such as the School Nutrition Program Profile, fabricated
equipment boilerplate specifications, and bid documents.
Equipment Purchasing and Facility Design for School Nutrition Programs is divided into two major
sections. Section one, Introduction to Equipment and Design for School Nutrition Programs,
National Food Service M anagement Institute
Introduction
includes chapters one through eight. Chapter one provides an overview of the equipment and
design industry, while chapter two outlines trends in foodservice equipment for school nutrition
programs. Chapter three introduces the planning team as a key resource in making decisions
on equipment and facility design issues, and chapter four describes the project planning process.
Chapters five and six discuss layout and space guidelines and principles of foodservice equipment
selection. The final two chapters in Section one summarize getting ready to bid, the bid process,
receiving and installing equipment, and training school nutrition staff. Section two, Making
Specific Equipment Choices, is an eight chapter unit that focuses on the following specific types
of foodservice equipment purchased by school nutrition programs: food preparation equipment;
ovens and ranges; tilt skillets, broilers, and fryers; steam equipment; refrigerated and lowtemperature storage equipment; serving equipment; cleaning equipment; and utensils, trays, and
tableware.
The intent of Equipment Purchasing and Facility Design for School Nutrition Programs is to serve as a
useful resource that will give school nutrition directors a competitive advantage as they approach
their equipment purchases and facility design projects as Trusted Advisors. The information was
also designed as a content resource for the National Food Service Management Institute to
develop training programs for school nutrition professionals.
Section One
Introduction to
Equipment and Facility
Design for School
Nutrition Programs
CHAPTER ONE
the
Equipment
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Design Industry
Chapter Highlights
Introduction
Equipment purchasing is complex and requires the expertise of the school nutrition
director acting as the Trusted Advisor
School nutrition directors as the Trusted Advisor are the most knowledgeable about the
student customers, their school, community, and national trends in school nutrition
programs
As Trusted Advisors, they are also most familiar with the menu which is used as the
basis for all equipment decisions
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impossible to determine, particularly if the school does not monitor energy use for each area of the
school. In particular, future cost of equipment repairs is likely to be the most difficult to estimate.
On the other hand, if repair costs are not considered, some equipment may actually cost more
money in the long-run than equipment with greater durability and a better warranty.
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food supplies which they purchase from other distributors in the industry
Offer highly competitive pricing
Independent Manufacturers Representatives
Independent organizations that represent more than one line of non-competing products.
These companies:
Cover large geographic areas
Base employees salaries on commissions set by manufacturer
Rarely take title to the goods that they are selling
Services may include:
Determining customer expectations
Educating others about several manufacturers product lines and services
Providing sales quotes
Assistance with:
Installation
On-site demonstrations
Staff training
Service problems
Company Direct Sales Force
Employees of a manufacturer that sell one manufacturers product line
Services may address:
Determining customer expectations
Educating others about several manufacturers product lines and services
Providing sales quotes
Assistance with installation
Providing on-site demonstrations
Conducting staff training
Assisting with service problems
Design/Contract Houses
Layout and design consultants/companies which also sell equipment
Services may include:
Providing layout and design expertise to end-user
Recommending equipment and supplies to meet the goals of the end-user
Providing assistance in determining which products might be most useful
Bid Houses
Companies that sell equipment that they obtain from manufacturers
Prices may be lower, but bid houses generally do not:
Maintain an engineering staff for creating kitchen designs
Offer assistance in determining which products might be most useful
Stock the equipment
Maintain a sales force for calling on customers
Provide delivery and installation
Have a customer service/warranty department
Have a showroom
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E-dealers
Diverse group of companies selling equipment through the internet
Represent the ultimate in discount prices
Few services are provided so prices can be kept very low
Although e-dealers have been growing in popularity, they still represent a very small
portion of commercial kitchen equipment sales, particularly for schools
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dealers have cut the number or quality of services provided or asked factories for more back-end
incentives to sell their equipment (McDonough and Fusari, 2005). School nutrition directors
should be aware that these marketplace changes may affect the way some full-service dealers
conduct business and consider this also in deciding where to purchase equipment. Services that
used to be offered by certain companies may no longer be offered and roles or responsibilities of
each party in an equipment purchase should be clearly understood in advance.
A survey conducted in a variety of foodservices (Schechter, 2004) found mixed results in regard to
customer opinions about where to do their equipment purchasing. Of those surveyed:
31% reported having purchased kitchen equipment on the internet (the figure was even
higher among hotel respondents at 60%)
The lowest ratings for service were given to internet dealers
The highest ratings for service were given to full-service dealers
Contrary to what was expected, almost half (49%) of those surveyed credited dealers
with the best prices as compared to only 40% who thought they had found the best
prices on the internet
A later study by Schechter (2005) found somewhat different results. In this study:
About half of all purchases (51%) were done through equipment/supplies dealers
Next most common were broadline distributors (17%)
Closely followed by purchasing directly from manufacturers (15%)
Relatively few purchases were done through
Club stores (6%)
Distributor web sites (5%)
Cash n carry operations (4%)
E-Bay (1%)
Non-distributor web sites (1%)
Highest equipment sales were in the areas of
Refrigeration
Ice machines
Small wares
Cooking equipment
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Summary
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Chapter Two
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Chapter Highlights
Introduction
Manufacturers want to produce quality equipment with value-added features while
maintaining profitability
Manufacturers seek to provide equipment that meets customer expectations,
incorporates flexibility, saves labor, provides nutritious and safe food, and is
environmentally friendly
School nutrition directors, as Trusted Advisors, need to evaluate all trends carefully
to make certain that food and equipment choices will result in safe, healthy, and
nutritious foods for students
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Instructing employees to look for signs of wear, tear, and tampering before operating
equipment
Establishing procedures to monitor the operation of foodservice equipment are
particularly important when:
Products are uniformly mixed using mixers or blenders
Products are made in large quantities
Liquid bulk storage containers are used where a contaminant might be easily added
and mixed
Keeping emergency supplies of disposables for foodservice in case utensils, trays, etc. are
contaminated, or in case items cannot be decontaminated
Installing carbon monoxide detectors in kitchens to detect build-up due to improper
ventilations and the danger to both students and foodservice personnel
Setting up emergency planning procedures such as shutting down heating, ventilation,
and air conditioning systems and securing windows and doors to create a barrier to
prevent harmful agents from entering the building
Violent crime in schools is also a concern. According to Susan Gryder (2004), young people
have the highest chance of any American of being a victim of violence and 36% of high
school students do not feel safe in schools. Today there is a focus on preparedness and effective
communication during any emergency, including those that might include snipers, shootings, and
other types of violent crimes. Crisis management may include having a plan in place in case of
lock-down of a school building. Such a crisis may require schools to plan food to accommodate a
different number of students, particularly for centralized or satellite operations. Security planning
may include additional locking, camera, or communication systems, such as phone tree networks,
or a NOAA radio which was originally used to transmit weather-related information, but can also
be used to communicate other alerts and emergency information.
Emergency planning for natural disasters is also receiving renewed attention, both from the
standpoint of planning for evacuation and for sheltering in-place (Gryder, 2003). The idea of
sheltering in-place as a response to an emergency situation is a relatively new one for schools and
may mean that schools must contend with the possibility that a major incident might necessitate
keeping students at school for longer periods of time, such as days rather than hours. The use of
schools for emergency shelters for both students and residents of the community has also become
a priority planning issue with disasters such as Hurricane Katrina.
Alternate Food Production Systems
Labor shortages are not new, but continue to be a concern across the whole foodservice industry,
including schools. To answer this problem, some large school districts have switched to centralized
production facilities which prepare some or all of the food in bulk for several smaller or satellite
schools. A similar production system is also being used today, called a cluster kitchen where a
larger school kitchen prepares specific entrees or meals for three to four smaller schools which
then reheat or hold the food hot.
Other industry experts indicate a focus on blast chill or cook-chill methods of production. In
this system, the school prepares the food in bulk in advance, rapidly chills the food with special
blast-chill or cook-chill equipment, and then holds it until it is used on the menu a few days later.
Because of the specialized equipment, Hazard Analysis Critical Control Point (HACCP) can
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easily be incorporated into this production system. HACCP compatibility and labor savings are
given as some of the advantages of this production system.
Another labor saving trend is the use of cook and hold cabinets which automatically switch from
cooking to holding of food at the completion of the cooking process. Cook and hold cabinets use
a combination of temperature and humidity to maintain food safety and quality for a short period
of time. Cook and hold cabinets are different from the traditional warming cabinets in which
foods are placed after cooking to hold foods before service. Traditional warming cabinets control
temperature, but not humidity, and can easily dry foods held in them. School nutrition directors,
as Trusted Advisors, understand the appropriate use of both cook and hold cabinets and warming
cabinets. Foods prepared too early and held too long in these cabinets can negatively influence
food quality and student acceptability of the food items.
Finally, the most commonly reported labor saving trend is the use of pre-prepared foods where
reheating is all that is needed to serve food. The use of pre-prepared food also requires fewer pieces
of food preparation equipment, such as mixers and slicers. In addition, fewer pieces of cooking
equipment are generally needed. Commonly used cooking equipment for pre-prepared food
includes combi-ovens, tilt skillets, or steamers.
Smaller and More Mobile Equipment
Newer equipment trends include a focus on smaller equipment and more mobile units, particularly
for self-service areas such as salad bars. Smaller and more mobile equipment offers the maximum
flexibility to accommodate daily, as well as long-term menu needs. In addition, smaller, more
mobile equipment also allows the service of food in schools in non-traditional locations.
The use of smaller equipment at locations which are more convenient for employees has also
become more popular. Sales of under the counter model dishwashers and refrigerator drawers have
been increasing, for example. In addition, under the counter ice machines are now available to
minimize the need to constantly refill or transport ice to dispensers.
Equipment with New or Blended Technologies
Cooking equipment with multiple or blended cooking options has become more common.
Blended cooking equipment offers efficient and faster cooking. Examples include:
Combi-ovens which offer the opportunity to cook with or without steam
Central cooking units or mono-blocks may include gas burners, induction cooking
plates, electric solid tops, wok ports, etc.
Combined convection and microwave systems
Combined lightwave and microwave ovens
Combination technology is now being found in other areas besides cooking equipment. Blixers or
combination blenders and mixers are a more versatile and powerful option in food preparation.
Conversely, more specialized equipment is also popular. Although, not as commonly purchased
in schools, bagel mixers, pizza ovens, and specialty coffee equipment have become popular in
commercial restaurants. At least one private high school has been reported to implement an
upscale coffee service for its students. Examples of new technology being incorporated into
equipment include:
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Combination oven-steamer
This equipment has been available but is now a standard piece of equipment for schools.
Now considered todays work horses, they provide speed, higher yields, good food
quality, less handling, the ability to cook more than one food at a time with no flavor
transfer, and ease of cleaning.
Induction cooking
Induction cooking provides instant heat with no open flames or hot spots. As a result, it
heats the food, not the kitchen and it is easy to clean. Induction uses a magnetic field to
heat the pan or pot while the unit itself stays cool. The first cooktops were stand alone
single units, but they are now being offered as multiple units and can be incorporated
into built-in cooktop settings.
Boiler-less and variable-temperature steaming
Steamers provide fast cooking and help to preserve color, texture, and nutrients. There
are a few new steamers that create saturated steam without a boiler. This cuts water,
energy, and maintenance costs dramatically. In addition, some do not require overhead
ventilation.
Cooking with light
These also may incorporate microwave cooking ability. These units have the speed
of a microwave, yet cook and brown naturally. Originally, this type of oven was used
to prepare special meals or meals at odd hours; it is now starting to be used for more
cooking purposes in a variety of settings.
Combination convection-microwave oven
These ovens speed up cooking time dramatically. They have the speed of a microwave
and the browning of a convection oven.
Labor Saving Options
Automation of equipment has already been used as one solution to the labor shortage in
quick service restaurants. While schools may not be able to take advantage of this solution as
completely as other segments of the foodservice industry, purchasing labor saving options to
equipment may be one way to combat the labor shortage. Examples of options that schools
might consider include self-cleaning or descaling systems on certain types of equipment, such as
steamers, or water washing hoods that can be pre-set to wash when they are not being used. A
trend toward manufacturing equipment with built-in maintenance operations is being observed
across the board for many types of equipment. As it becomes a value-added feature, it may also
reduce warranty cost.
More simplified controls or programmable controls are other methods of combating labor
shortages and can minimize the need for employee training. In addition, some manufacturers are
responding to the needs of a diverse workforce and are offering universal or multilingual labels on
equipment.
Better Ventilation
Newer technology in ventilation systems allows for more comfortable work environments. Newer
technologies include ventless hoods and cooking equipment that have been developed to allow
the use of equipment outside of a ventilation hood, an example would be some specialty steamers.
Local regulations should be followed in regards to the use of these, however some schools have
profited from the expanded cooking area. Less equipment underneath the hood might also be
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considered energy saving as it decreases the load on the heating, ventilation, and air conditioning
(HVAC) systems. Because of increasing energy costs, the goal to minimize ventilation needs is
also a trend for the future.
In addition, ultraviolet hoods are now available for cleaning grease that accumulates in and above
range filters and ducts. These systems may ultimately result in the phasing out of water-wash
hoods.
Increased Emphasis on Food Safety
Implementation of HACCP-Based Standard Operating Procedures as required in the 2004 Child
Nutrition WIC Reauthorization Act is an important focus for schools. HACCP moves the focus
of food safety from inspection to prevention. HACCP standards will influence all the areas of the
school foodservice operation shown below.
Improved chilling of foods with small wares and refrigeration equipment
Better temperature tracking with faster and more convenient types of thermometers (for
example, thermocouple and infrared thermometers) and better documentation systems
Decreased cross-contamination with equipment and supplies that are color coded
Greater availability of equipment that meets HACCP standards
More effective hot and cold-holding of foods
Greater emphasis on equipment that is easy to clean and sanitize, and more effective,
easier to use cleaning supplies
Equipment systems that are integrated into computerized smart systems for better
tracking and efficiency
As a result, HACCP compatible equipment continues to be a growth trend (Schechter,
2005). Increased regulation of the sanitary aspects of equipment, such as self-service areas and
refrigeration equipment is also occurring.
Incorporation of Electro-processors and Computers into Equipment
The use of electro-processor based controls from electro-mechanical controls has become
the standard. Electro-processor based controls may be seen as digital read outs, touch pads,
and computer programming options. As these controls have become more reliable and multifunctional, they also have become smaller. This enhancement results in a smaller piece of
equipment with the same or greater production capacity. Programmable equipment can also
result in significant energy savings if it is used to adjust equipment settings during periods when
the equipment is not needed. It has been used extensively for heating, ventilation, and air
conditioning systems, but is also possible in other areas.
Computer technology also includes computer monitored freezer alarms that will dial the central
office or designated managers home phone if the temperature falls to a certain level. Food loss can
be avoided and food safety maintained with the proper use of these alarm systems. Computers can
even be used to track defrost cycles and how long the freezer doors are open.
Smart kitchens are one of the latest trends that make a great deal of sense in light of todays
energy concerns. In a smart kitchen, equipment is hooked up to modems to remotely monitor
temperature changes, malfunctions, data related to food safety, and data related to food quality.
Smart systems are thought to be the wave of the future for efficiency, quality, and control, but
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to food disposals. Dish machines are also becoming more water and energy efficient. For example,
insulated machines help to reduce heat in the room which makes the working environment in the
dish room more comfortable and increases worker productivity, but also reduces the load on air
conditioners.
Green schools are another trend identified by foodservice consultants that might impact the
foodservice operation. In some areas, monetary or other incentives are offered to schools that
use environmentally friendly products, equipment, or design features. Examples might include
reflective window glass, products made from recyclable material, or energy saving equipment. The
green school trend may also increase the selection of permanent ware and dishmachines over the
use of disposables. Air cooled ice machines may also be selected over water cooled ice machines.
Manufacturers of equipment are also considering new ways to introduce water or energy savings
into the engineering of the product. For example, some dish machines save water by recirculating
wash water, whereas others are looking at reduction of water usage by adjusting the spraying
mechanisms. School nutrition directors should carefully compare the different types of water and
energy saving devices being incorporated into equipment as manufacturers start to compete for
the best in environmentally friendly equipment.
Changing Student Customers
Changing lifestyles have affected the way we serve food. Todays fast paced world has created
the need for convenient and quick service of food as society moves about in the hectic flurry of
job, home, and family activities. As a result, students lifestyles are also different. Students are
clearly more savvy and sophisticated in their tastes and desires for foodservice. Students have
higher expectations resulting from their dining-out experiences. Their expectations demand a
wider variety of foods, better quality, increased foodservice choices, and an enhanced dining
atmosphere. Menu demands include healthier foods, more ethnic menu items, and retail appeal.
Competition with commercial restaurants has prompted changes in display and service of school
foods. School foodservice operations are expected to introduce even more innovative serving
systems based on the expectations of todays sophisticated customers. One design expert referred
to this trend as weve been through the scramble system and now were moving on to other
systems that focus on the student as a customer. Finally, experts suggest that speed of service is
again a determining factor in the success of the service, expressed as a statement of kids dont
want to wait in line, so that multiple points of service are a growing trend.
The long term trend in school foodservice programs will be a blend of self service and multiple
points of employee service with greater showcasing of food. This will include more open kitchen/
preparation areas allowing for some part of the food preparation to be seen and appreciated by the
student customer. Rounding out this trend is the foodservice operations use of school kitchens to
prepare meals for non-student populations. If a school program provides meals to groups outside
of the school population or is considering it in the next five years, this may be an additional
set of customer expectations to address in the purchase of foodservice equipment. A guiding
principle should be making equipment purchasing decisions with flexibility to meet future needs
of the customers. This will allow operations to handle incoming fads and long-term trends while
maintaining operational viability. Service system trends include:
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Summary
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Chapter Three
Chapter Highlights
Introduction
School nutrition directors, as the Trusted Advisors, should carefully research all
equipment purchases, even for equipment replacements
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Proper planning requires the diverse skills of a variety of experts, whether constructing a multimillion dollar new facility or renovating a small kitchen. The following suggestions help when
getting ready to start setting up the planning team.
Begin by including the people responsible for planning and building the facility and
the people who are responsible for its day-to-day operation. It is crucial that the local
school nutrition program director as well as school nutrition managers and assistants be
included in preliminary planning session. In cases where a new school does not have
a staff assigned when preliminary planning takes place, it is extremely important that
either staff be assigned or that the local school nutrition director be involved in all
aspects of decision making because of the huge diversity of school nutrition programs.
Always look 10-20 years into the future when planning a facility. Kitchens are one of the
most difficult and costliest spaces to renovate.
Remember, questions are a good and usual part of the process when planning a building
project.
Complete the School Nutrition Program Profile which is provided at the end of this
chapter. The more information provided to the architect and/or foodservice consultant
and engineers, the better they can serve the client in making sound design decisions.
With sound information from the school nutrition director that describes program needs,
the architect and consultants are prepared to perform their jobs more effectively.
Set realistic goals. At the very least, plan for the efficient use of construction funds to
provide an efficient kitchen with a minimal amount of floor space to prepare and serve
food. More space does not mean that the operation is more efficient!
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New
Construction
Renovation
Architect
District Superintendent/Designee
School Administrator
Foodservice Consultant
Customers
Parents
Interior Designer
Replacement
or Addition
Other(s)
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the contracts have been awarded, they supervise construction, issue certificates of insurance,
and notarize affidavits and waivers of lien. They contribute valuable expertise on financial
arrangements, legal aspects, dcor, and the operations of the school nutrition program.
The architect may use the services of professional engineers or other experts but he/she is still
in control of all parts of the building process. It is important to remember that architects cant
control market factors which affect bid prices. In addition, architects only recommend, clients
make the final decisions. In summary, the services of the architect include that they:
Participate as a team member in the planning phase for school nutrition program design
Examine the laws, codes, rules, and regulations of governing agencies
Prepare schematic design studies based on the educational and school nutrition program
specifications (building program) developed by the team
Coordinate work and information with foodservice consultants, engineers, interior
designers and others working as consultants on the project
Prepare detailed working drawings and specifications from which contractors will submit
bids to the owner and from which the facility will be built
Submit preliminary and final plans and specifications to the necessary authorities as
required by law
Provide on-site inspection during and after completion of the school nutrition program
equipment installation and check contractor payment requests for the owner
Verify that all warranties and guarantees on school nutrition program equipment have
been submitted
Board Members/Other Administrators
Other district administrators and school board members play a key role in planning decisions.
Other administrators could include the superintendent, the principal, the chief financial officer,
and the district maintenance director. Ultimate responsibility for the project resides with the
school board as the Local Education Agency (LEA). All design and planning decisions must be
approved by the school board. Often the superintendent/school board will rely on others to do the
actual work involved, but they must still approve and bear the responsibilities for the project. The
local superintendent/school board generally will:
Develop statements of basic goals and objectives for the project
Develop the basic operational concepts for the school nutrition program which will
affect the building design, using information gathered by the school nutrition program
director
Develop policies regarding standards of operation for the school nutrition program with
the involvement of students, patrons, teachers, administrators, school boards members,
etc., and the advice of the foodservice consultant
Select an architect
Work as a team with the school nutrition program director and school nutrition program
personnel
Approve the preliminary building plans and space allocation, school nutrition program
equipment specifications, final building plans and specifications
Provide equipment to enable facilities to function properly
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Foodservice Consultant
The foodservice consultant works closely with the architect and school nutrition director to
develop a functional and efficient design of all areas in the school nutrition program. He/she
is knowledgeable in all the up-to-date equipment and new developments in school nutrition
programs. He/she has no affiliation with any manufacturers or suppliers that would cause a
conflict-of-interest in the designing and specifying of equipment. Services of the foodservice
consultant include:
Examining the laws, codes, and regulations of governing agencies that apply to the
preparation and serving of food
Preparing schematic design studies, construction documents, and cost estimates required
to convey the scope of the school nutrition program equipment to the team members
and bidders
Preparing an equipment layout and schedule and other details required, such as an
engineering data manual with technical data for all equipment
Assisting the architect and owner in reviewing acceptable school nutrition program
equipment contractors and bids and reviewing all submittals of the equipment contractor
to verify that they comply with the contract documents
Providing on-site inspection during and after completion of the school nutrition program
equipment installation
Preparing a list of any deviations from the contract documents and making
recommendations for final approval of the installation
Observing and approving the satisfactory demonstration of the equipment
Verifying that all warranties and guarantees have been submitted
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In addition, the structural engineer may assist with planning for special mechanical, plumbing,
and architectural conditions which require the support of concentrated loads which are not
evident from the weight of the building or code requirements. These must communicated to the
structural engineer by the team members. The structural engineer relies upon the accuracy and
completeness of information furnished by the architect and other consultants for the building
dimensions, occupancy classification, geotechnical report and recommendations, and equipment
loads. Services of the structural engineer include:
Evaluating the structural systems so that they fit the buildings functional requirements
Evaluating the structure of existing buildings to assess the need for additional structural
work to accommodate renovations and additions
Assisting the architect in the selection of the overall structural system for the building
based on loading and other information
Investigating the foundation design requirements
Providing the structural design
Developing the structural contract documents, including drawings, and specifications
Interior Designer
Not every project has an interior designer or foodservice consultant and very often the architect
provides these vital services. Concern over such things as atmosphere, furniture, colors, and
textures can affect student customer satisfaction and participation in the meal programs.
Successful designs in school nutrition programs are as important as they are in restaurants. An
interior designer may be responsible for:
Developing floor plans and seating plans in dining areas
Developing color schemes and selecting finishes
Suggesting signage and merchandising related design needs
Providing furniture layouts and furnishing material/finish specifications
Working with architect and electrical engineer to design the lighting
Acoustical Consultant
An acoustical engineer or consultant has specialized knowledge in the way sound can travel,
is amplified, and is controlled. As a team member, the acoustical consultant works closely with
the architect and other consultants in determining how room sizes and proportions, along with
finishes affect noise. Acoustical consultants may be responsible for:
Determining the acoustical quality of spaces
Providing recommendations on how to achieve the desired acoustical qualities
Recommending finishes and placement to minimize noise levels
Designing audiovisual systems and installation criteria for multipurpose rooms such as
cafetoriums which serve as both cafeterias and auditoriums
Building Contractor
The job of the building contractor is to take the plan and specifications of the architect and
convert it into a physical structure for the school nutrition program with working equipment.
Their areas of expertise are desirable building materials, construction features, and timing of the
different phases of construction and coordination.
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School nutrition directors are obviously experts in their school nutrition operations. In addition,
to function effectively as a Trusted Advisor, school nutrition directors also must be knowledgeable
in relevant areas, such as:
Equipment operation
Applicable codes and regulations
Equipment safety standards
Sources of information on equipment
School nutrition directors, as Trusted Advisors, also need to broaden decisions by including a long
term view of their schools needs. For example, they will need to look at the expected growth of
the school and the implications of making specific equipment choices.
Equipment Operation
School nutrition directors in their role as Trusted Advisors on the planning team should take the
time to understand the actual operation of any new pieces of equipment being recommended.
Understanding the operation of a new type of equipment is far easier when one is able to see
a piece of equipment being used. School nutrition directors have the opportunity to do this in
several ways. These include:
Attendance at regional or national trade food or equipment shows. Manufacturers may
have pieces of equipment hooked up so that they can be more easily demonstrated.
Visits to dealer showrooms
Participation in professional electronic mailing lists, such as MealTalk, that may offer
advice from school nutrition programs already using that equipment
Visits to other schools. Advantages of visiting other school nutrition directors
foodservice facilities include:
Unbiased views of equipment function
Practical advice on needed maintenance
Real-life examples of what repairs might be needed
Advice on equipment add-ons that would be useful
Applicable Codes and Regulations
Every project involving school nutrition programs must meet the requirements of the following
codes and regulations. Depending on the location of the project, local codes may apply also.
Check city, county, and state regulations for the exact codes that apply to the project. Examples of
some regulations that may apply are:
State and local building and fire codes
State and local health department regulations
Construction requirements for county and city public schools published by the State
Department of Education
Americans with Disabilities Act (ADA) guidelines
Occupational Safety and Health Administration regulations (OSHA)
Most cities and counties have a building commissioner or building department that has specific
requirements for alterations, additions, and new construction. Usually, approval of the final plans
and specifications by the state/city school architect, state/city building commission, and state/
city health department is required prior to the architect advertising for bids. In many places the
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certification of gas equipment, and finally, the UL Classification Program now evaluates
equipment for other hazards, such as sanitation.
Canadian Standards Association International (CSA)
CSA International is a provider of Canadian equipment standards for performance,
design, and safety, and also conducts testing of electrical, mechanical, plumbing, and gas
equipment. As Canada is the largest trading partner of the United States (U.S.), school
nutrition directors should be aware that equipment that is manufactured in Canada or
sold in Canada may carry this designation.
Electric Testing Laboratories (ETL) Semko
ETL Semko is a competitor to UL and provides certification of gas and electric
equipment. ETL also works with NSF International to ensure that manufacturers of ETL
certified equipment may meet international certification requirements.
International Standards Organization (ISO)
The ISO 9000 certification is a series of standards sponsored by the International
Standards Organization (ISO). ISO investigates the processes of manufacturing and
service firms related to these quality system standards and evaluates them for this
internationally recognized certification. Many end users, operators, and consumers look
for companies which have acquired this ISO 9000 series certification. They recognize
that it means the standards are met from the time of concept to the time of purchase by
the customer.
Sources of Information on Equipment
Professional Associations
School nutrition directors can find out about new equipment in a variety of ways. One
of these is to visit trade association Web sites which host a variety of links to their
association members. Some of these association Web sites are conveniently organized
to allow searching for manufacturers by equipment type. Some associations also have a
variety of links available to other sources of information. A description of each industry
association follows.
North American Food Equipment Manufacturers (NAFEM), www.nafem.org
NAFEM is an international foodservice equipment manufacturer trade association
which seeks to provide leadership to improve the global foodservice experience.
NAFEM hosts a trade show every two years for over 650 exhibitors of foodservice
equipment and supplies. This trade show provides school nutrition directors the
chance to view one of the largest exhibitions of commercial kitchen equipment.
They also offer educational opportunities, publications, market research, and
technical information.
American Gas Association (AGA), www.aga.org
The American Gas Association is an energy trade association founded in 1918 that
represents 200 local utility companies supplying natural gas to more than 69 million
U.S. residential, commercial, and industrial customers. Services include representing
the interests of its members and their customers, and providing information and
services promoting efficient demand and supply growth and operational excellence in
the safe, secure, reliable and efficient delivery of natural gas.
Foodservice Equipment Distributors Association (FEDA), www.feda.com
FEDA is another nationally recognized trade association for foodservice equipment
and supplies dealers with approximately 300 members. Its goals include setting
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Summary
The most important resource however, is the planning team, who are experts
in the wide variety of knowledge areas needed for kitchen planning and
construction. The key player on this team is the school nutrition director. The
school nutrition director is the knowledge expert in school nutrition program
operation and a Trusted Advisor to the other members of the planning team.
Along with this responsibility is the added function of making sure that there
is proper communication. As the Trusted Advisor and key player in kitchen
design and renovation, it is the school nutrition directors job to make sure
that communication flows smoothly back to school nutrition director and from
the school nutrition director to the other members of the team. Those familiar
with building projects may have heard the expression, It is best to measure
twice and cut once rather than measure once and cut twice which says
that something clearly understood and determined in advance does not result
in mistakes which are costly and wasteful. This is also true for working with a
planning team on a kitchen project. If everyone clearly understands exactly
their role and communicates to other members of the team exactly what, where
and how things should be done, the project will proceed far more smoothly.
It is the role of the school nutrition director to make sure that communication
happens.
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Sample School Nutrition Program Profile Chapter Three The Planning Team
School District
District Representatives
Name
Name
Phone
Phone
Phone
Cell Phone
Cell Phone
Cell Phone
Sa
m
pl
e
Name
Fax
Fax
Fax
Address
Address
Address
Project Architect
Foodservice Consultant
Other(s)
Other(s)
Contact
Contact
Contact
Contact
Phone
Phone
Phone
Phone
Cell Phone
Cell Phone
Cell Phone
Cell Phone
Fax
Fax
Fax
Fax
Address
Address
Address
Address
Construction Timelines:
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Sample School Nutrition Program Profile Chapter Three The Planning Team
Student Ages
Student
Capacity
Projected
Enrollment
Location of School
Rural
Urban
Suburban
Lunch
Snack Programs
Meal on Wheels
Other
Sa
m
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Customers
Breakfast
Lunch
Other
Students
Teachers/Staff
Others
Service Time
Service Time
Yes
No
Continuous Service
Yes
No
Open Campus
Yes
No
Student Canteen
Yes
No
Other
Yes
No
Other
Yes
No
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Sample School Nutrition Program Profile Chapter Three The Planning Team
Bakery Items
On-site Production for Outside Serving and Satellite Locations
Sa
m
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e
Breakfast
Lunch
Other
Bulk Hot
Pre-plated
Hot
V. TYPE OF PRODUCTION
Blast Chill
Blast Freeze
Combination System
Rethermalization System
Conventional Equipment
Specialized Equipment
Other
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Sample School Nutrition Program Profile Chapter Three The Planning Team
VI. MENUS
Meat/Meat Alternate Choices
Vegetable Choices
No Vegetable Choices
Fruit Choices
No Fruit Choices
Bread/Grain Choices
No Bread/Grain Choices
Milk Choices
No Milk Choices
Sa
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Scatter or Scramble
Mobile Units/Carts
Marche Concepts
Window-style Service
Food Court
Vending Machines
Other (Specify)
Other (Specify)
Other (Specify)
Other (Specify)
Inside Facility
Outside Facility
Both
Seating Capacity
Common Area
Dining Room
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Sample School Nutrition Program Profile Chapter Three The Planning Team
Refrigerated
Frozen
Dry Storage
Chicken Products
Fish Products
Ground Beef
Sa
m
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e
Ground Pork
Ground Turkey
Hamburgers
Turkeys
Pizza
Sandwich Meats
Other
Other
Other
Other
Other
Other
Other
Items
Refrigerated
Frozen
Dry Storage
Green Vegetables
Onions
Potatoes
Root Vegetables
Other
Other
Other
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Sample School Nutrition Program Profile Chapter Three The Planning Team
Refrigerated
Frozen
Dry Storage
Oranges
Apples
Bananas
Juices
Other
Other
Sa
m
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e
Other
Mixes
Frozen
Ready-to-serve
Muffins, Biscuits
Pastry, Cookies
Buns
Other
Other
Other
Other
Other
Liquid Type Items Indicate products used weekly and method of preparation
List
Raw to Ready
Bases
Canned
Frozen
Chilled Bags
Chili
Sauces
Soups
Stews
Other
Other
Other
Other
Other
Other
Other
Other
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X. STORAGE INFORMATION
Length of storage periods is directly related to the purchasing procedures of food and supply products. The agreed upon
delivery schedules from the food and supply product vendors may determine the length of storage periods. The length of
storage may also be a result of available space coordinated with the product vendors.
Meal Components by Storage Area
Days
Days
Vegetables, Refrigerated
Days
Days
Vegetables, Frozen
Days
Fruits, Refrigerated
Days
Days
Fruits, Frozen
Days
Breads/Grains, Refrigerated
Days
Days
Breads/Grains, Frozen
Days
Milk, Refrigerated
Days
Days
Milk, Frozen
Days
Sa
m
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e
Check all disposables to be put in dry storage are (Including catering needs):
Straws
Pan Liners
Napkins
Hot Cups
Cold Cups
Sandwich Wrap/Bags
Bowls
Eating Utensils
Plates
Trays
Other
Cleaning Supplies
Catering Supplies
Miscellaneous Items
Equipment Storage
Staples 60 F
Days
Days
Emergency Disposables
Days
Cleaning Supplies
Days
Catering Supplies
Days
Days
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Single, Double
Walk-in
Reach-through
Single, Double
Walk-through
Other
Freezer:
Walk-in
Sa
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Reach-in
Ice Cream Cabinet
Ice Machine
Soft-serve Machine
Other
Yes
No
Yes
No
Location of Server:
Methods of Payment:
Cash
Yes
Menu Boards
Tickets
Computer Cards
Other
No
Signage
Other
Serving Counters
Condiment Counters
Dining Room
Other
Portion Packs
Other
Tableware:
Compartment Tray, Size
Dishes, Disposable
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Yes
No
If Yes:
Full Self-scrapping
Chemical Sanitizing
Chemical Sanitizing
Hand
Hydro
Foodservice Area
Partial Self-scrapping
Steam
Sa
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e
Elsewhere
How many?
Garbage Disposal
Compactor
Pulper
Cans/Dumpster
Yes
No
Recycling Options:
Unisex Facility
Number of Lockers
Educational Facilities:
Will a clothes washer and dryer be needed?
Yes
No
Yes
No, Location:
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Sample School Nutrition Program Profile Chapter Three The Planning Team
Propane
Water
Natural
Sewer
Electricity
Steam
Power specifications:
Electricity voltage/phase
110-120/1
208/3
208/1
220-240/3
220-240/1
440-480/3
Steam:
psi
flow
Sa
m
pl
e
Using ones menu as the guide, select and check equipment to prepare menu items. Many menu items may be prepared by
using several different types of cooking equipment. Select equipment based on the best quality cooking results, utility energy
efficiency, and human energy efficiency. When completed, analyze the total number of checks per type of equipment item.
The results should justify and direct the equipment selection, therefore influencing equipment and design decisions.
Other
Other
Char-broiler
Griddle
Conveyor Oven
Combination Oven-Steamer
Convection Oven
Range-top
Pressure Steamer
Pressure-less Steamers
Steam-jacketed Kettle
Menu Items
This chart is not meant to be inclusive. Use the blank columns as necessary. Examples are provided.
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Sa
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e
Menu Items
Other
Char-broiler
Griddle
Conveyor Oven
Combination Oven-Steamer
Convection Oven
Range-top
Pressure Steamer
Pressure-less Steamers
Steam-jacketed Kettle
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No
Sa
m
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Students with special needs that require unique preparation or serving equipment
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Sample School Nutrition Program Profile Chapter Three The Planning Team
Food Preparation
Sa
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Times of use?
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RENOVATIONS CHECKLIST
Complete the Program Profile Data Sheets.
Obtain a set of architectural drawings (including structural, mechanical, and electrical).
Verify information shown on existing drawings such as dimensions, utility locations, etc.
Call a structural engineer if adding equipment to the roof or a framed floor or if cutting openings in walls,
floors or the roof.
Determine if shut-down of the facility is required and how this will affect the meal service at the school.
Sa
m
pl
e
Make a list of equipment that will remain, will be removed and will be ordered.
Who will buy the equipment?
Do existing systems meet present building codes and health department regulations?
What up-grading must be done to comply with new laws?
Is the selected equipment flexible in usage in the future?
Contact the electrical utility company to assist in evaluating the existing electrical service and verify what type of
service exists.
Is natural gas service adequate in pressure and flow to meet new requirements?
Review plumbing riser or plan sheets indicating connected fixture units or flow.
Decide on a path of future growth, if possible. Can utilities be located away from this?
Can mechanical systems and equipment installations be located away from the path of future growth?
Will new equipment add a significant heat load to the kitchen?
Can the existing electrical panel box be left in place (to save money)?
Evaluate existing lighting. Is it energy efficient?
Verify that the capacity of water heaters is adequate to serve new equipment.
Are the sanitary sewers deep enough to extend? Review inverts of plumbing piping below floor.
Is the grease interceptor (grease trap) adequately sized? Is the interceptor located to serve the kitchen properly and to
meet code?
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ADDITIONS CHECKLIST
Complete the Program Profile Data Sheets.
Assemble the project team.
Determine if shut-down of the facility is required and how this will affect the meal service at the school.
Make a list of equipment that will remain, will be removed, and will be ordered.
Who will buy the equipment?
Sa
m
pl
e
Do existing systems meet present building codes and health department regulations? What up-grading must be done to
comply with new laws?
Contact the electrical utility company to assist in evaluating the existing electrical service and verify what type of
service exists.
Is natural gas service adequate in pressure and flow to meet new requirements?
Review plumbing riser or plan sheets indicating connected fixture units or flow.
Decide on a path of future growth, if possible. Can utilities be located away from this?
Can mechanical systems and equipment installations be located away from the path of future growth?
Will new equipment add a significant heat load to the kitchen?
Can the existing electrical panel box be left in place (to save money)?
Evaluate existing lighting. Is it energy efficient?
Verify that the capacity of water heaters is adequate to serve new equipment.
Are the sanitary sewers deep enough to extend? Review inverts of plumbing piping below floor.
Is the grease interceptor (grease trap) adequately sized? Is the interceptor located to serve the kitchen properly and to
meet code?
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Sample School Nutrition Program Profile Chapter Three The Planning Team
Sa
m
pl
e
Has staff been assigned to the new facility (if possible) and have they been included in the decision making?
Have all reviewing agencies been identified for the project, as well as their submission requirements?
Is the equipment selected for purchase flexible in usage for the future?
Is natural gas service adequate in pressure and flow to meet requirements?
Can utilities be located away from the path of future growth?
Can mechanical systems and equipment installations be located away from the path of future growth?
Has 25% spare capacity been provided in the electrical panel box?
Is the grease interceptor (grease trap) adequately sized? Is the interceptor (trap) located to serve the kitchen properly
and to meet code guidelines?
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Chapter Four
the
Project
Chapter Highlights
Introduction
Project planning is a key phase directed by the school nutrition director as the Trusted
Advisor
Choose a Concept
Key questions include:
What is unique about us?
What trends are changing school nutrition programs?
Budget Considerations
The school nutrition director is obligated to make prudent use of federal, state, and/or
local funds
Renovations
Steps include:
Locating the existing drawings
Evaluating the existing structure (including weight loads, utilities, and plumbing)
Leaving room for future electrical service needs
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the
Project
Stephen Covey, author of Seven Habits of Highly Successful People (1989) recommends starting
with the end in mind. Beginning with the end in mind is based on the principle that all things
are created twice. Theres a mental or first creation, and a physical or second creation to all
things.
The School Nutrition Program Profile form which is provided at the end of chapter three will help
in gathering and organizing the information to help confirm the desired end result of the school
nutrition program. Whether planning for new construction, full or partial renovation, or adding
and replacing equipment, this form should be completed. The results will be the development of
an operational model of the school nutrition program facility.
Choose a Concept
It is important for all members of the planning team to understand what the vision of the project.
To determine that concept, it is important to define for the team, the answers to the following
questions:
What is unique about us?
What trends are changing school nutrition programs (for example, health issues, food
security, and regulations)?
Does technological development in our industry threaten us or offer us new
opportunities?
Who are our customers? Is their number growing or shrinking, and why?
What do our customers really want? How do we know this?
Who are our competitors? What are our competitors doing to meet customer wants?
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Project
Will the same foodservice system still accomplish our goals one year (two years, five
years) from now?
How has our business changed in the last five years?
What are we doing to attract and retain school nutrition staff?
What is our commitment to students, teachers, parents, administrators, staff, the board
of education, suppliers, the local community, and society at large?
The success of the project will depend in large part on the school nutrition director, as the
Trusted Advisor, identifying needs clearly to the project team. It is often difficult to state what is
wanted when the choices are many. Another approach is to start with a list of what is not wanted.
Alternatively, visits and discussions with other schools may assist in determining what is liked
and/or disliked about the foodservice facilities. A list outlining ones likes and dislikes should be
made and provided to the architect at the time the School Nutrition Program Profile is provided.
This information should be referred to when evaluating the project and will help maintain a clear
focus for the project team.
What equipment/designs
will help us meet those needs?
Healthy food
Speedy service
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Project
This is the first and most important part of getting started. The project will fall into one of the
following categories:
All new construction.
Major additions or renovation to an existing facility. This would require total shutdown of the facility in order to accomplish the work.
Minor additions or renovation to an existing facility. This work can be performed with
little or no interruption of the existing operation.
New equipment only. No building construction required. Beware of this category! As
a rule there is not a member of the design team involved and the wrong equipment
selection can lead to very costly results; it is important to avoid purchases of unneeded
equipment.
Budget Considerations
The school nutrition director as the Trusted Advisor is obligated to make prudent use of federal,
state, and/or local funds. Public sector purchasing has the added dimension of accountability to
taxpayers for how funds are used. In other words, ones purchasing decisions will be evaluated by
how well federal, state, and/or local funds are used. Remember that selecting the least expensive
equipment with the fewest options may not meet ones customer expectations, provide flexibility,
or meet ones future needs.
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district growth trends. Other useful information may be obtained from the local Chamber of
Commerce or Center for Economic Development. The following questions should be asked to
help determine the school nutrition programs long-range needs:
How has the general population in my school district changed in the last five years? Are
these changes a trend that will continue?
Are the changes in the population specific to various age groups (for example, more
young families may have moved to the area due to increased job opportunities)?
Will the changes in the general population impact the school district?
Are these changes in numbers of students specific to grade levels (for example, more
elementary students, but fewer high school students)?
Renovations
Locate existing drawings
Architectural drawings are of great value in giving information about the existing
facility to be renovated. It is very important to find these drawings. They are generally
found in the school district office, district maintenance office, or local building office.
If none of these locations has a set of drawings for ones school, the architect of the
original building may be able to provide a copy. Architects keep a set of drawings for all
projects they have been involved in. Unfortunately, not all architectural drawings will be
accurate. A new piece of equipment should never be ordered or a wall torn down without
verifying the drawing information. It is not uncommon for the final foodservice facility
environment to differ from the drawings, as changes during construction may occur.
Therefore, before any work is done or equipment purchased, existing measurements
and engineering work should be verified with district maintenance staff. And given all
this, original drawings should never be lent out. If a contractor needs a set to give an
estimate, the individual responsible for maintaining the original drawings should take
the necessary steps to provide a duplicated version of the drawings. There should be no
exception to this issue, otherwise, original drawings could be lost and never seen again.
Plan for flexibility
Because foodservice areas are highly engineered and designed spaces, they are very costly
to renovate. What is done during new construction can make it easier or harder when
renovation is needed. Important suggestions include:
Look for flexible equipment In minor renovations that involve only equipment
replacement, remember to purchase equipment that is flexible in use. Do not get locked
into an equipment layout in the foodservice facility or specific serving pieces that can
not provide flexibility, should the menu changes. Flexibility in equipment usage and
layout will save money in the long run, even if it costs a little more initially.
Design the electrical service for future growth All electrical panels that supply
foodservice equipment should be sized with at least 25% spare capacity, and perhaps
even more if extensive future growth is anticipated. Whatever the case, this should
be evaluated by the electrical engineer during the design phase. It is much more
expensive to add electrical service than to design the additional capacity during new
construction.
Locate utilities out of the path of growth Attention should be paid to the location
of electrical panels. They should not be located on walls that would most likely be
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Electrical
The electrical system in a typical foodservice operation is complicated and extensive.
In renovations or additions, verify the available existing electrical service before any
equipment is ordered. It is best to verify the service even before major decisions are made
so that equipment is properly specified. The three main questions to ask regarding the
existing electrical service are:
Is adequate power available for the new equipment?
Is the power that is available for the new equipment the right type of power?
Is there space in the existing electrical panel box to make connections for the new
equipment wiring?
Remember that building codes may have changed since the facility was built. Most utility
companies will evaluate existing conditions and assist the school in determining how much
capacity is available on the existing electrical system before the school buys equipment.
This is especially helpful for small schools and/or small budget renovations. Take advantage
of this service. As a rule, replacing one piece of equipment will not normally require any
engineering. However, a new piece of equipment may have features which did not exist
at the time of the original purchase. These features may require some engineering and
additional equipment purchases that were not part of the project budget. Therefore, it is so
important to conduct a facility evaluation at the very beginning of the project.
Other electrical issues
Keep in mind that it can be very costly to relocate electrical panels and associated
equipment. If at all possible, renovated space should plan to leave panels in their
existing location.
If the existing building has been in use for some time, it may be time to think about
changing out existing lighting in the foodservice area. New fixtures on the market
offer more energy efficient and easily maintained choices than were available years
ago. Lighting should also be somewhat vandal resistant in student areas of the
foodservice facility.
All electrical equipment and devices should be of good commercial quality.
Mechanical and plumbing
Mechanical and plumbing are very difficult to change or add on to. Renovations or
additions usually involve a growth in service or square footage. The tendency is to patch
and add mechanical service such as ventilation in a haphazard manner which often
leads to inadequate ventilation in the kitchen. As a Trusted Advisor, it is important to
understand issues related to the mechanical and plumbing systems, such as:
It is difficult to expand mechanical systems especially ventilation hoods. Ventilation
hoods are usually sized and typed for a specific application. Air handlers can be
supplemented by additional air handlers. Water heaters can be added in parallel.
Plumbing lines are very often set in a concrete slab floor. This makes it difficult to
add additional service without tearing out concrete and a major expense. For these
reasons, try to work with existing plumbing lines whenever possible.
Obtaining the architectural and mechanical drawings for the building will help
determine sizes of existing lines and locations, but remember that lines are not
always installed where the drawings say they should be.
Utility services in many cases will need to be run separately outdoors and then be
joined together (water, gas, and sewer).
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Check existing air handling systems and equipment to see if they meet present
building codes.
Ask if the existing systems are able to provide adequate cooling and heating. Also
evaluate the condition of the equipment. A rooftop unit has an expected life span
between 10 and 14 years.
Verify that the natural gas service is adequate (pressure and flow) to meet new
requirements. Local utility companies may be helpful here.
The importance of the renovation checklist
Renovation of foodservice spaces can be one of the most costly and complicated of
building and planning tasks in schools. Kitchen equipment is expensive! A good rule
of thumb is that unless the renovations involve only the purchase of replacement
equipment that is furnished with a cord and a plug, a member of the design team should
be consulted. Completion of the Renovations Checklist form provided at the end of the
chapter will help to ensure that proper consideration is made of layout and design issues
prior to beginning renovation work. The following actual examples of what can happen
when professionals are not called highlight why it is important to work with ones design
team, even on small projects.
A hood vent exhaust fan was purchased of which part had to be mounted on the
roof. The structure was such that it could not handle the additional weight without
being modified. This created problems because no funds were available to make
structural modifications to the school building.
A piece of equipment was purchased which required gas service; gas was not
available at the school and could not be easily obtained.
Equipment was purchased which added a lot of heat to the kitchen area. As a result,
the existing HVAC equipment could not adequately cool the space.
Additions
Importance of a project team
According to laws in many states, the services of an architect registered to practice in the
state shall be required for the design of all new structures, additions and/or alterations
to existing structures, and adjacent work. The selection of the right contractor for new
construction, additions or renovations is also very important. Keep in mind that vendors
must be bonded, licensed, and insured. The services to be provided by an architect
usually include what are commonly termed basic services, consisting of the schematic
and design development, construction documents, bidding and award, and construction
administration of the project. If the project is engineering in nature, an architect is
usually not required if the service of a professional engineer is obtained. It should be
noted that although the architect is the lead and directs the project team, 40-60% of the
decisions he/she makes are directed by the advice from the engineering consultants. The
sooner the total team is assembled and involved, the sooner many potential problems can
be resolved. When the project team is not set up early and used effectively, the following
actual examples point out what can go wrong.
Water heaters and the electrical control panels for the entire school were installed
in the foodservice facility storage rooms. The water heater and the air conditioner
worked against one another and the panels took up one whole wall of potential
storage space. Access to the control panels was also a problem when the storage room
was locked.
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These drawings show the general arrangement of spaces and their relationship to one
another. These sketches commonly take the form of bubble diagrams.
3. Design Development These drawings are drawn to scale and show the complete
building and all spaces and functions required by the program. The design shown in the
drawings is flexible, in that it allows for the architect and client to make changes and
revisions. These drawings include plans, sections, elevations, and sketch details. They
also begin to show work of the consultants such as mechanical, structural, and electrical
considerations.
onstruction Documents Final drawings are produced by the architect as a detailed
4. C
set of instructions for the contractor. Written specifications are also produced which
give detailed information about the quality of workmanship and materials expected. All
the information relevant to the building is shown on these drawings which are issued to
contractors and owners in the form of blue line drawings. They are to scale and include
a complete site plan, architectural, mechanical, plumbing, structural and electrical
documents.
5. Bidding The architect sends out the construction documents to contractors who bid a
price for the work.
6. Construction Administration The architect observes construction through periodic
site visits and answers questions from the contractor and sub-contractors related to
the construction documents. Payment requests to the owner from the contractors are
reviewed by the architect.
How to Read Plan Drawings
The floor plan is a birds eye view of a particular floor level of a building after an imaginary cut is
made horizontally through the walls. The upper floors and/or roof are then removed so you can
see down into the building. The floor plan shows the exact size and outline of a particular floor.
It includes every wall, door, window, permanent fixture, electrical outlet, and other proposed
interior construction.
How to Read Section and Elevation Drawings
A building section is a view of a building after making an imaginary vertical cut through the
building. One side of the building is then pulled away so you can see inside the rest of the
building. The purpose of a section is to show the interior space of a building, its floor-to-ceiling
heights, foundation depth, framing material, wall finishes, and mechanical equipment. An
elevation is a straight-on view of a building wall. This is like taking a photograph of the wall
of a building. The elevations are usually oriented north, south, east, or west. The purpose of an
elevation is to show the treatment of exterior or interior walls and roof.
Importance of As-Built Drawings
When the project is complete, the contractor should provide as-built drawings for all new and
renovated construction. These drawings must be kept in a safe place by the school nutrition
director. Additional sets of drawings should be kept with school maintenance personnel and in
the principals office. The minor field modifications and relocation of any plumbing, electrical, and
mechanical work during construction can play a major role in additions and renovations done at a
later date.
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Summary
After the program profile is created, the planning team is organized, and the
budget and applicable codes/regulations are determined. Flexibility in design
is an important consideration because school nutrition program needs may
change. Flexibility allows the operation the freedom to expand, reduce, or
reorganize, based on need. Useful information for future planning related to
demographic trends may be obtained from the local Chamber of Commerce,
the Center for Economic Development or the school district superintendents
office.
Based on program profile information, projects may fall into one of several
categories: new construction, renovation, or purchase of new equipment. Steps
in renovation projects include: locating the existing drawings, evaluating the
existing structure (including weight loads, utilities, and plumbing), leaving room
for future electrical service needs, locating utilities or mechanical equipment out
of the path of growth, and sizing the kitchen and mechanical equipment to be
flexible. No matter the nature of the project, if kitchen shutdown is required,
preliminary plans should include ways to serve meals during the process.
School nutrition directors will work closely with architects and architectural
drawings during process. Because modifications may be made in the
architectural drawings during construction, it is important to keep as-built
drawings in a safe place for future use. Remember, original drawings should
never be loaned out, but copies are helpful for those involved in the project.
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CHAPTER FIVE
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Chapter Highlights
Introduction
School nutrition directors, as Trusted Advisors, are valuable assets on the design team
because they understand the design priorities of the food preparation and cafeteria/
dining areas
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Space Allocation
Space should not be so large that it adds unreasonable amounts to building, operating,
and maintenance costs
Refrigerated Storage
Should be:
Accessible to receiving
Adjacent to the food preparation area
Preparation
Work stations should include space for portable carts and racks
Aisle widths should allow free movement of employees and carts or racks
Dish/Tray Washing
Should be located adjacent to the dining area near the dining room exit
Traffic flow is critical in this area
Areas for flatware sorting and space for dirty dish parking prior to washing should be
available
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Office
Should give a good view of receiving, storage, and food preparation/cooking
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Employee Safety
Schools and school nutrition programs should be designed with numerous safety issues in mind
for both employees and for students. For remodeling, special safety issues may apply, such as lead
and asbestos management. Other examples of safety issues that may be considered in building,
remodeling, or reconstruction may include:
Campus security and violence prevention
Fire safety
Emergency preparedness
Indoor air quality (related to molds or allergens)
Chemical safety
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Prevention of injuries
Traffic and pedestrian safety
Security
Security must be considered when designing school nutrition program areas. Theft, terrorism,
shootings, and other violent acts such as fights do happen and there is much that can be done to
maximize security and minimize theft. Suggestions are:
The school nutrition director/manager should be able to see storage and loading areas
from their office
Back doors should be kept locked and a buzzer/intercom provided on the receiving door
The number of doors into all storage areas should be limited
Locks in different areas should not be part of a master system
The location of electrical breaker boxes should not be in dry storage areas
Locks should be provided on all windows
Separate rooms should be provided for plumbing, mechanical, and electrical equipment
Esthetics
Design priorities are different for the back of the house (production area) areas versus front of
the house (serving line, dining room or cafeteria) areas. For example, in the back of the house
efficiency is key. It influences labor cost and employee fatigue. Less important is the esthetics the
pleasantness and comfort of the working environment.
On the other hand, when considering design issues for the front of the house, esthetics become
important in meeting customer expectations, while efficiency is important, it is not the only major
design issue. In addition, serving areas, dining rooms, and cafeterias need to be durable to withstand
student use. Color choices are more critical, as well as design themes, or trendy styles of service.
Noise Control
Kitchens and dining rooms should be located in convenient locations for the school, but there are
two concerns with noise. First, noise is produced in the kitchen and travels into the dining area.
Second, noise is produced in the kitchen and dining area that affects adjacent classrooms and
other related academic facilities. Three ways to control noise include:
Controlling noise at its source. This can be accomplished by selecting different
equipment so that less noise is produced, such as a quieter fan, or by lining the
equipment with rubber mats underneath or with foam
Isolating the source of noise
locate compressors outside the kitchen
Using building materials or layouts that help to absorb or break up the noise which has
been created
More specifically, to minimize noise, school nutrition directors might consider the following
suggestions:
Use sound-absorbent materials such as acoustical ceiling tiles, sound-absorbent pin-up
boards in dining areas, and even cloth covered blinds over large areas of plate glass
Materials must be easily cleanable and meet sanitation codes for that area
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Insulate walls/ceilings to reduce the level of noise traveling from the kitchen and/or
dining area to other areas
Separate dining areas from the serving and dish return area
Use chairs with noise resisting feet (glides) to lessen noise of moving furniture
Use disposable trays/utensils
Use a low level of music as background to mask other noise and make the cafeteria more
enjoyable for students
ADA Issues
Accessibility is a current design issue that school nutrition directors, as Trusted Advisors, must
understand. Among U.S. school children age 6-14 years old, approximately one in eight children have
some type of disability, or approximately 5 million students. Schools are responsible for compliance
with three pieces of legislation in regards to disability guidelines. There are the Americans with
Disabilities Act (ADA) of 1990, Section 504 of the Rehabilitation Act and the Individuals with
Disabilities Education Act. The purposes of these pieces of legislation for newly constructed or altered
portions of existing buildings are to provide clear and comprehensive guidelines for:
Eliminating discrimination against individuals with disabilities
Providing enforceable standards addressing elimination of this discrimination
Complying with accessibility guidelines
ADA guidelines are extensive and encompass the kitchen and dining room or cafeteria (as well as
the rest of the school). For schools, special design considerations may include:
Building signage
Ramps
Parking spaces
Alarms with visible signals
Accessible public telephones
Heights of bathroom and water fountain equipment
Widths of doorways
Speed and timing of automatic door openings
Doorknobs
Playground equipment
Paths to playground equipment
Three categories of ADA design exist and are defined below:
Accessible Design meets minimum requirements of state, local, and model building
codes; most accessible features are permanently fixed in place and noticeable
Adaptable Design is readily adjusted or capable of being easily and immediately
adjusted to individual needs or preferences
Universal Design items that are usable by most children regardless of their level of
ability or disability; many accessible and adaptable features are universally usable
Guidelines are age specific to accommodate childrens different size requirements as compared to
adults. For example, adult standards are used for children age 12 years and older. For younger aged
children, smaller dimensions are based on their age range. Specific examples are given below for
children age 12 years and older, but local building code regulations should be checked:
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Doors
Doorways shall have a minimum clear opening of 32 (815 mm) with the door open
90 degrees, measured between the face of the door and the opposite stop
Aisles
Minimum width for single wheelchair passage shall be 32 (815 mm) at a point and
36 (915 mm) continuously
Space required for a wheelchair to make a 180-degree turn is a clear space of 60
(1525 mm) diameter or a T-shaped space
Minimum clear width of an accessible route shall be 36 (915 mm) except at doors
Slopes
Changes in level up to (6 mm) may be vertical and without edge treatment
Changes in level between and (6 mm and 13 mm) shall be beveled with a
slope no greater than 1:2
Changes in level greater than (13 mm) require a ramp
Flooring
If carpet or carpet tile is used, it shall be securely attached; have a firm cushion, pad,
or backing, or no cushion or pad; and have a level loop, textured loop, level cut pile,
or level cut/uncut pile texture. The maximum pile thickness shall be (13 mm)
Seating
Seating for people in wheelchairs should provide knee spaces at least 27 (685 mm)
high, 30 (760 mm) wide, and 19 (485 mm) deep
Tops of accessible tables and counters shall be from 28-34 (710 mm to 865 mm)
above the floor
Bathrooms
The height of water closets shall be 17-19 (430 mm to 485 mm), measured to the top
of the toilet seat
Toilet paper dispensers shall be installed within reach and between 14-19 (355 mm
to 485 mm) above floor
Grab bars shall be mounted 18-27 (455 mm to 685 mm) above floor
The centerline of water closets shall be 12-18 maximum (305 mm to 455 mm) from
the side wall
Minimum depth for stalls shall be 59 (1500 mm)
Hand washing facilities
Lever handles with extended handles or spouts are most easily used
Sink rims and counter heights should be no higher than 34 (865 mm) above the
floor with a clearance of at least 29 (735 mm) from the floor to the bottom of the
sink or counter
Hot water/drain pipes under sinks shall be insulated or configured to protect against
contact
Handles shall have a shape that is easy to grasp with one hand and does not require
tight grasping, pinching, or twisting of the wrist to operate, such as levers, U-shaped
handles or push-type mechanisms
Hardware shall be mounted no higher than 48 (1220 mm) above floor
Door thresholds
Thresholds at doorways shall not exceed (19 mm) in height for exterior sliding
doors or (13 mm) for other types of doors
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For facilities that are used primarily by children under 12 years, minimum and maximum reach
guidelines are lower and are given in the chart below. Numerous additional guidelines are also
given such as soap dispensers, hand dryers, cafeteria tables, faucets, and water fountains.
Forward or Side
Reach*
Children 3-4
Years
Children 5-8
Years
Children 9-12
Years
Minimum (low)
20 (510 mm)
18 (455 mm)
16 ( 405 mm)
Maximum (high)
36 (915 mm)
40 (1015 mm)
44 (1120 mm)
Individual situations may require particular consideration. For example, in back of the house
areas, although aisle space is generally 36, a more desirable aisle space may be 42. In some cases,
48 of aisle space may be necessary, particularly in storage areas in the kitchen area for employees.
On the other hand, too much aisle space is almost as bad as too little. The goal is to strike the
right balance between workability, accessibility, and efficiency.
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Controlling operating costs is really only possible if actual operating costs are known. The way
to begin this process of understanding operating costs is through an energy audit. Some utility
companies may be willing to assist with this process by performing an energy audit at the request
of the school nutrition director. There are two kinds of energy audits:
Walk-through audit
Analysis audit
Walk-through audits may be free of charge. The utility company will send a representative to
inspect the property, look at equipment, ask questions about the program, and recommend
improvements. Some of their recommendations may cost money (for example, adding insulation,
changing or buying a new piece of equipment, etc.), but the school nutrition director can decide
which suggestions to implement.
On the other hand, there is usually a charge for an analysis audit. An analysis audit is much more
involved and provides detailed information about the lighting, heating, and cooling systems, as
well as the equipment. Recommendations are also more detailed and may include:
Structural changes to the building
Replacing or retrofitting of equipment
Appropriate electric use rates for the school.
Another way to collect information about operating costs is to conduct a self-audit. Some schools
may involve the entire school system in this audit. Involving more employees and multiple
departments, such as the maintenance staff, increases the number of innovative suggestions for
saving energy. Some energy saving tips for school nutrition programs include:
Cooking in the largest volume possible
Cooking at lower temperatures
Running dish machines only with full loads
Limiting the length of time that equipment is preheated
Keeping equipment clean
Providing routine preventative maintenance on equipment
Reducing use of energy during peak demand times
Insulating water heaters
Using more energy efficient pieces of equipment or cooking technologies
Purchasing walk-in freezers and refrigerators as a single unit, allowing cold air from the
freezer to be released into the refrigerator compartment when the freezer door is open
Turning off lights when the room is not in use
Using energy efficient lighting
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Cost of operation
Time scheduling
Spatial requirements
Multiple equipment use
Ergonomics
Safety of the school nutrition staff
The three parts of a layout are:
Work center The basic unit in a layout where a group of closely related tasks are
performed by one or more school nutrition assistants (for example, the dish room, the
salad preparation area,)
Guidelines for space allocation are set up for work centers based on particular tasks
Reach should not be beyond what is comfortable
Standard guides are that a staff member of medium size (about 56 or 1.68 m) is
allocated 15 sq. ft. (1.39 m2) measuring 2.5 ft. deep (76 cm) by 6 ft. long (182 cm)
Work centers should be as compact and self-sufficient as possible, but flexibility is
desirable because work centers sometimes have to serve more than one function (for
example, a salad preparation area may later be used for sandwich preparation)
Mobile equipment may provide needed flexibility for multiple work centers
Consider interrelationships of work centers and dual use of equipment (particularly
mobile equipment, such as mixers or meat slicers that might be placed on carts) to
keep equipment costs low
Work sections Work centers are organized into work sections for one type of activity
Work sections should provide for an efficient flow of work
Effective flow of work follows a logical sequence of operations so that food travels
in a forward direction from receiving to storage, preparation, holding, service, and
dishwashing with a minimum of crisscrossing and backtracking
Total layout composed of work centers and sections
The two common types of work flow design are:
Straight-line flow plan, also called an assembly-line flow, is used when food moves
continuously in one direction
This flow plan is most suitable when standardized menu items are prepared in large
quantities, such as in central kitchens
Although this system is termed a straight-line flow, the actual shape of the layout
may be a circle, parallel, U-shaped, L-shaped, or a straight line
Functional flow plan, also called a process plan, is characterized by the organization of
food production areas into departments
This system is more suitable for production of smaller quantities of a wider variety
of foods
No matter which work flow system is used, both plans are designed around six basic rules to
maximize efficiency.
1. Food should move in a direct path with minimal crisscrossing or backtracking
2. Minimal expenditure of nutrition assistant time and energy should be required
3. Materials should be stored for minimal lengths of time during preparation and service
4. Nutrition assistants and food should travel minimal distances
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Disadvantages to traditional systems within a school district with multiple schools are the
duplications of:
Services
Space
Equipment
Satellite System
In a satellite system, food is prepared at one location (central kitchen or another school) and
then transported (cold, frozen, or hot) to another location (satellite) for serving. This can be
accomplished by one of two methods:
Bulk food method The food from the central kitchen is transported in bulk food
containers to be portioned and plated at the satellite school
Pre-plated method The food from the central kitchen is portioned and pre-plated
before transporting to the satellite school
Many variables must be considered in a satellite system. Food quality and sanitation are key
concerns. To make a satellite system work, good central management is of the utmost importance.
Therefore, there are strengths and challenges to this system. Strengths of the satellite system include:
Only one kitchen is required for many delivery sites
Greater employee productivity will usually result because employees at the central
kitchen will usually prepare food assembly line style
Standardized quality control
Good portion control if food is pre-plated
Challenges of the satellite system include:
Higher transportation costs
Need for special transport delivery equipment since food must be held at a safe
temperature during delivery
More complicated menu planning to accommodate multiple schools needs or preferences
Loss of food quality and nutritional value if holding and delivery times are long
Greater food waste
Need for larger and more expensive central kitchen
More nutrition assistants required at the central kitchen
Problems at satellite schools when any problems occur at the central kitchen, such as
unexpected gas or power disruptions or breakdown of delivery vehicles
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Combination systems in which students will line up for some foods to be served by
nutrition assistants, and simply pick up other items
Self-serve systems where students select and serve themselves
Examples include:
Specialty bars
Counters may be heated or refrigerated or a combination of both depending on the
food offered
Bars featuring salad, taco salad, sandwiches, baked potatoes with toppings, fruits and
cheese, cereals with fruit toppings, desserts with toppings
When designing specialty bars, the arrangement and equipment needs to be as
flexible as possible to allow for changes in the menu
Salad bars
Refrigerated self-serve counters that offer such items as meats or meat substitutes,
vegetables, fruits, and breads
Food courts provide various specialty stations such as burger and fry bar, salad bar, main
dish bar, and pizza bar
Kiosks/mobile carts provide meal service to students in the dining area or approved areas
of the school campus
Vending areas in which students select and serve themselves from machines that provide
reimbursable food options
Things to think about
The students perception of the dining room affects the way they feel and behave and
thus affects if and what they eat
Differentiated areas are suggested for large dining areas serving over 500 students,
providing a more friendly arrangement and avoiding an institutional look
The line to return dirty dishes should not cross any other traffic paths, such as serving
lines, or entrance or exit points to the cafeteria
Placing garbage cans in the dining area is not recommended
Providing display areas for menus, seasonal decorations, educational materials, or student
art projects can enhance the appearance of the dining room
Acoustics in a large space is important consideration
Floor, wall, and ceiling choices come in a variety of options; examples include:
Floors quarry tile, terrazzo, commercial grade sheet vinyl, possibly carpet
(although this is clearly a higher maintenance choice, it may help to deaden sound)
Walls glazed brick/block, ceramic tile, sealed concrete or block, washable painted
gypsum board
Ceiling vinyl clad acoustical tile that meets the local health code
Natural lighting is very important in this space
Windows should not be placed less than 6-1 above the floor to avoid breakage
Doors entering the school nutrition area should open in a direction to avoid accidents
Consider durability, maintenance, and security when planning the cafeteria
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Speed of each of the service methods will vary. Actual speed of service may be different in
every school, but are generalized in the table shown below. Although the data are not recent,
comparisons of speed among these service methods would not be expected to be different today.
For example, speed lines and scramble methods would still be expected to be the fastest. Some
methods, such as the kiosks, and the food court, are not shown in the table, but would also be
expected to have some of the fastest serving rates.
3 per minute
Speed Line**
Scramble
20 per minute
Self Serve
10 per minute
* Source: Adapted from School Nutrition Facility Planning Guide, California Department of Education, Sacramento,
CA 1992
** Service is available on both sides in a speed line. Two cashiers will be needed to maintain a speed of 28 students per
minutes
Space Allocation
Space allocation involves strategic planning. Enough space is required for functional efficiency
and future needs, without having excess space which adds to building, operating, and
maintenance costs. Adequacy of space is dependent on many factors. Typical issues to consider:
Number of students served
Maximum number of students in one serving period
Menu items
System for food purchasing, storage (refrigeration, freezer, dry), and preparation
Service system and period
Space needs for cleaning equipment and supplies
Employee space (office, lockers, restroom)
Building codes for space allocation
Square footage estimates should be used with caution. Actual requirements will differ with each
school nutrition program. The chart shown below gives a starting point of estimates for each
functional area.
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201-400
401-600
601-800
801-1200
1201-1500
40-50
50-60
60-75
75-85
85-100
100-125
50
50-75
75-100
100-125
125-150
150-160
100
200
200
200
225
250
Janitor/Chemical
50
50-60
60-75
75-85
85-100
100-125
Offices
50
50-80
80-100
100-120
120-150
150-160
Dry
200
200-300
300-400
400-500
500-600
600-700
Refrigeration.
130
130-200
200-300
300-400
400-600
600-750
Prep/Cooking
500
500-600
600-700
700-800
800-1000
1000-1250
Pot/Pan Washing
75
75-85
85-100
100-110
110-125
125-150
Holding/Serving
250
250-400
400-800
Dining
Dish/Tray Washing
100
Receiving
Can Wash/Dry
Toilets/Locker
100-150
150-200
250-350
350-400
* Adapted from The New Design Handbook for School Food Service, NFSMI, The University of Mississippi, 1997.
2 persons
24 x 30/36
4 persons
30 x 30
4 persons
24/30 x 48
6 persons
30 x 72
8 persons
30 x 96
10 persons
30 x 120
* Source: Katsigris, C., Thomas, C. (1999). Design and Equipment for Restaurants and Foodservice. John Wiley and
Sons, Inc.: New York.
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200 Meals
201-400
401-600
601-800
801-1200
1201-1500
Dry
Storage
200
200-300
300-400
400-500
500-600
600-700
* Adapted from The New Design Handbook for School Food Service, NFSMI, The University of Mississippi, 1997.
200 Meals
201-400
401-600
601-800
801-1200
1201-1500
Refrigeration/
Freezers
130
130-200
200-300
300-400
400-600
600-750
* Adapted from The New Design Handbook for School Food Service, NFSMI, The University of Mississippi, 1997.
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Preparation
Food preparation is the heart of the kitchen and planning for this area should revolve around
the menu. Productivity is influenced by the flow of work, the equipment, and its placement. In
addition, kitchens should be designed to enhance their visual appeal and facilitate their cleaning
and maintenance. They should be located so they are convenient to food storage, holding, and
serving areas.
In addition, the school nutrition director, as the Trusted Advisor, understands that the overall
design and placement of equipment should be flexible enough to allow for a changing menu.
Considerations in planning the food preparation area include:
Preparation space can be determined accurately only by making a functional layout
Preparation area size and shape is determined by equipment selection
Preparation area should be sized appropriately to prevent wasted space or tool little space
Rectangular kitchens are usually best with a ratio of length to sides of about 3 to 2
Exceeding a 2 to 1 ratio of length to sides usually requires considerably more walking and
square footage
Space for the parking of portable carts and racks is needed at each work station
Placement of structural columns should be carefully considered to avoid wasted space
Things to Think About
Adequate aisle space is needed for movement of portable carts: 36 minimum 42 is
desirable when one person is working. Provide 48(minimum) 54(desirable) when two
people will work back-to-back
Aisle widths should allow free movement of related carts or racks
Each staff member needs a working space
All corners of work surfaces should be coved for ease of cleaning (minimum up to a
5/8-3/4 radius is desirable)
Sufficient landing space is needed for food being removed from the cooking equipment
No traffic flow should go through the cooking area to prevent danger of burns and spills
Acoustical effect of finishes and materials should be considered when making selections
Colors of walls and floors may affect staff morale
Materials that will rust or corrode should be avoided
Stainless steel is a durable material for use in preparation areas
Floor, wall, and ceiling choices include:
Floors quarry tile, commercial grade sheet vinyl
Walls glazed brick/block, ceramic tile, washable painted block
Ceilings vinyl clad acoustical tile or other material that meets the local health code
Natural lighting is an important component of a well-designed, user friendly preparation
area
Windows should be located and sized for the sill to clear any proposed equipment
Interior window sills may be sloped to prevent the accumulation of items on sills
Equipment placement should take into account what appliances are facing each other
across the aisle
Example: when two ovens are placed across from each other, the aisle space must
then accommodate the oven doors opening into the space from both sides of the aisle
Double aisle width should be 36-52 (with 48 standard)
Main aisles of traffic areas should be 48-72 in width
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200 Meals
201-400
401-600
601-800
801-1200
1201-1500
Prep/
cooking
500
500-600
600-700
700-800
800-1000
1000-1250
* Adapted from The New Design Handbook for School Food Service, NFSMI, The University of Mississippi, 1997.
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200 Meals
201-400
401-600
Hold/
Serving
250
250-400
400-800
601-800
801-1200
800-1200 1200-1400
1201-1500
1400-1800
* Adapted from The New Design Handbook for School Food Service, NFSMI, The University of Mississippi, 1997.
Pot and pan washing should be out of the preparation and cooking areas, but convenient to
both. A good location is usually near or in the dishwashing area since this is a wet operation.
In addition, it should be close to the serving, preparation, and cooking areas for convenience
in returning soiled pans. This area, however, can also be noisy so consideration should be given
to locating this area where it does not interfere with areas where noise would be a problem.
Additional considerations include:
This area should have space for parking of portable pot/pan racks
Soiled and clean areas should be kept separate to avoid cross-contamination
Generous aisles are needed to allow for portable equipment to be moved through the area
Wall, ceiling, and floor colors should be cheerful and light to improve the work space
Things to Think About
This is a wet area so all materials should be selected with that in mind
Materials that will rust or corrode should be avoided
Stainless steel is usually less expensive over an extended period of time
Avoid materials that will not withstand constant abuse from grease, soaps, harsh
chemicals, and extreme heat
Examples of materials for floors, walls, and ceilings include:
Floors quarry tile; rubber floor mats may also be helpful in wet floor areas
Walls glazed brick/block, ceramic tile, washable painted block
Ceilings vinyl clad acoustical tile or other material that meets the local health code
200 Meals
201-400
401-600
601-800
801-1200
1201-1500
Pot/Pan
Washing
75
75-85
85-100
100-110
110-125
125-150
* Adapted from The New Design Handbook for School Food Service, NFSMI, The University of Mississippi, 1997.
Dish/Tray Washing
Proper dish and tray washing is critical in a sanitary school nutrition program. Although some
schools may use disposables, the need for dishwashing still exists in all operations as pots, pans,
serving utensils, etc. will still need to be cleaned. In operations where an emergency has happened
and the dish machine is not functioning and proper cleaning cannot be done any other way, health
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departments will actually recommend that the operation either use disposables or close temporarily
until the dish machine is repaired. Proper dishwashing is very critical to food safety. Dishwashing
areas include the three following sections: dish and tray washing, a return area for dishes/trays, and a
trash disposal area. The dish/tray washing area should allow for a continuous return of dishes/trays,
efficient disposal of waste, and ease in washing and returning clean items to use.
Things to Think About
Area should be adjacent to the dining area and be located near the dining exit, allowing
students to freely drop their dish/tray at a return window
Traffic flow is important
Return window should be located near the dining room exit without creating cross traffic
with the dining room entrance and students entering and leaving the serving area
Dish/tray washing should be out of the preparation and cooking areas and convenient to
return dishes and trays to the kitchen and serving areas
Type and size of dish machine should determine the size and shape of the dish/tray
washing room
Area should be provided for the parking of portable dish/tray/flatware equipment
Area should be designated for flatware sorting
Dish/tray washing area exit should be located in the clean area so that clean items do
not have to pass through the soiled area of the room
Dish return window should be located near the dining room exit and at the beginning of
the soiled dish table
Dish return window should be a minimum of 36 wide to allow two students to use it at
the same time
Sill height of dish return window should be 1 higher than the dish table to retain
spillage from the dish table
Surfaces should withstand abuse from food, grease, soaps, harsh chemicals and extreme heat
Surfaces should be selected to minimize noise
Splash protection should be provided on the dining room wall surface of the tray return
window
Examples of materials for floors, walls, and ceilings include:
Floors quarry tile
Walls glazed brick/block, ceramic tile, sealed concrete or block
Ceilings vinyl clad acoustical tile or other material that meets the local health code
200 Meals
201-400
401-600
601-800
801-1200
1201-1500
Dish/Tray
Washing
100
100-150
150-200
200-250
250-350
350-400
* Adapted from The New Design Handbook for School Food Service, NFSMI, The University of Mississippi, 1997.
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The receiving area should be large enough and in a location that allows deliveries to run as
smoothly as possible. These features are even more important during disruptive times such as
mealtime. Receiving is the service entrance to the kitchen. It begins at the back door where food
and non-food products are delivered from trucks and includes the interior space for checking
orders, as well as the can washing area, dumpster area, and loading dock, if one exist.
Things to Think About
Schools are being built without loading docks
Minimizes trucks backing up
Minimizes food carried up the steps when dock level is not suitable for the truck
Minimizes removal of food from side door
Minimizes delay when dock is in use
School building loading dock issues to consider:
Loading dock size should be a minimum of 8 deep
Length should be determined by the number of trucks expected at any one time
multiplied by the width of these trucks (usually 10-15 per truck)
Rule of thumb is to provide space for two trucks for schools serving 300 or less meals
per day
Delivery trucks should have easy access to loading dock and garbage trucks to the
dumpster area, but trucks should not block traffic or back up in areas with children
while making deliveries or picking up trash
Loading dock should be covered to provide adequate weather protection
Roof should be higher than the top of the tallest truck
Loading dock floor level should be same level as the kitchen to facilitate the delivery
of equipment, food, and supplies
Loading dock should be 3-3 above grade to allow for easy unloading of deliveries,
unless not possible then one at grade level will be sufficient
Concrete steps should be used for a raised dock
Steps should be placed away from trucks to avoid truck damage
Loading dock should have bumper pads to provide building protection
The back door to the kitchen should be at least 42 wide to allow passage of equipment
and supplies
Double doors with no center post are useful in moving large cartons and equipment
An 8 high door will allow equipment to move through without the need to remove
compressors and other attachments
Interior space should be provided for checking in supplies
The back door to the kitchen should have a bell for use when the door is locked
A window in the back door is useful unless security and break-ins are a concern
Peep-holes are recommended in the back door when a window is not an option
Kick plates should be provided on both sides of the back door
Hand trucks and portable carts will be used and stored in this area
Corner protection for walls will reduce damage
All surfaces in the interior receiving and waste disposal areas should be cleanable and
extremely durable
These areas take a lot of abuse from trucks and hand carts
Surfaces for this area include sealed concrete or sealed block, and glazed brick/block/tile
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All surfaces in the exterior areas of receiving, such as the loading dock, dumpster area, and
the drive, should be finished surfaces that are graded to drain and minimize standing water
Preferred surfaces for exterior areas are concrete or asphalt, but gravel may also be used if
allowed by the local health code
The toilet and locker area is provided for employee use. Separate facilities may be provided for
men and women or one unisex area may be all that is needed. This area includes the locker area
with space for benches, a notice board, and the toilet area.
Thinks to Think About
This area should be located adjacent to the kitchen and near serving areas.
Codes specify that toilet areas shall not open directly into kitchen areas, so a small
vestibule or hallway is usually provided that can be enlarged to serve as the employee
locker area
Some health codes allow lockers to be located in dry storage rooms, but ones local
health code should be checked for specific regulations
Lockers located in storerooms may be a security issue
If lockers are located in dry storage rooms, they must be large enough to enclose all
employee belongings, including coats, boots, umbrellas, etc. to minimize the possibility of
contamination to food products
Locker rooms cannot be used for storage of food products or supplies for the school
nutrition program
As these areas need careful and frequent cleaning, the materials used for floors, walls,
and ceilings should reflect this concern; choices include:
Floors quarry tile
Walls glazed brick/block, ceramic tile, sealed block or concrete, washable painted
gypsum board
Ceilings vinyl clad acoustical tile or other material that meets the local health code
200 Meals
201-400
401-600
601-800
801-1200
1201-1500
100
200
200
200
225
250
* Adapted from The New Design Handbook for School Food Service, NFSMI, The University of Mississippi, 1997.
Office
Office areas are generally provided for the school nutrition program manager and other school
nutrition staff, depending on the size of the school. These areas may include a record storage area,
the inventory clerk space, a computer area, and the managers office.
Things to Think About
The school nutrition managers office should be a separate room
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200 Meals
201-400
401-600
601-800
801-1200
1201-1500
50
50-80
80-100
100-120
120-150
150-160
* Adapted from The New Design Handbook for School Food Service, NFSMI, The University of Mississippi, 1997.
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Space Guidelines
200 Meals
201-400
401-600
601-800
801-1200
1201-1500
Cleaning
Supplies/
Equipment
50
50-60
60-75
75-85
85-100
100-125
* Adapted from The New Design Handbook for School Food Service, NFSMI, The University of Mississippi, 1997.
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Summary
Planning for efficient layouts takes into account the time-in-motion, distances
traveled, the type of equipment required to meet menu needs, and the
relationship of the equipment location to the work involved. The three parts of
the layout are the work center, work sections, and the total layout of all work
centers and sections. The design of work flow is also important and can be
a straight-line flow, which is most useful when standardized menu items are
prepared in large quantities, or a functional flow, which is more suitable for
production of smaller quantities of a wider variety of foods.
Planning for controlling operating and maintenance costs may improve energy
efficiency by as much as 20% in school nutrition operations. It requires a focus
on energy conservation, careful selection of equipment, and motivation to
follow an energy conservation system. Self-audits may help to identify energy
efficient needs and practices.
Most school nutrition operations use a traditional food preparation system
rather than a satellite system of preparation. Dining room service systems vary
widely. As discussed, service systems could be a traditional, scatter or scramble
system, self-service, food courts, kiosks, mobile units/carts, and/or vending. All
types of systems, however, must meet state agency and USDA requirements
regarding point-of-sale systems. Space allocation in the dining room is different
for pre-kindergarten to middle schools to high schools, but is often estimated to
be an average of 8-12 square feet per student.
Each functional area in the back of the house (food production area/kitchen)
has its own design requirements. For example, dry food and paper good
storage should be located so that it has proper security and is accessible from
the receiving area without crossing the food preparation area. Refrigerated
storage should be accessible to receiving and adjacent to the food preparation
area. The size and shape of the food preparation area will be determined by
actual equipment placement, but should include work stations for portable carts
and racks. Other areas also have specific ideal locations for efficient work flow.
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CHAPTER SIX
of
Equipment Selection
Chapter Highlights
Introduction
School nutrition directors, as the Trusted Advisors, understand the primary importance
of the menu in equipment selection
Menu
The menu is the single most important consideration in equipment selection
Need
Priorities may be classified as essential, highly useful, or moderately useful
Use of convenience versus scratch foods is based on:
Product cost
Equipment cost
Raw materials cost
Utilities cost
Labor cost
Product quality
Preparation time
Service style
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Performance
Performance of the equipment is best understood if it is seen in operation at a trade
show, display room, or actual kitchen
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Regular or preventive maintenance of the equipment will extend the life expectancy of a piece of
equipment. Some properly maintained pieces of equipment have been known to last twice as long
as equipment that does not receive routine maintenance and appropriate use. In addition, the life
expectancy of equipment is also affected by the volume of food produced and the original quality
of the equipment purchased.
Therefore, years of use provided by a piece of equipment will vary with each kitchen textbooks
that give tables listing equipment lifetimes are really only estimates. What is certain, however, is
that well treated equipment will last longer. Some of the more durable types of equipment may
actually last 20-25 years or more.
School nutrition directors need to incorporate long term planning for future equipment needs.
Deciding exactly when a piece of equipment might be purchased or replaced, and estimating
what piece of equipment might best meet future needs are not easy tasks. The decision to replace
a particular piece of equipment is often made when repair costs justify the need of a new piece
of equipment. Strategically planning equipment purchases will likely lead to a better decision,
either in adding a new piece of equipment to the school nutrition operation or replacement of
an outdated piece. When repair cost begin to rise on a piece of equipment, the school nutrition
director as the Trusted Advisor should ask the following questions of the service people responsible
for repair or maintenance:
How long will this repair likely last?
Is there any problem getting needed parts for this piece of equipment in the future or is it
becoming obsolete?
How much longer do you think this machine will efficiently operate?
Planning for the future also takes into account growth in the size of the school. In terms of
growth, it is generally not wise to purchase more or larger equipment than what would meet
projected needs. The potential impact of purchasing more or larger equipment than is needed to
meet operational needs include:
Equipment dollars being spent at an inconvenient time
Technology changes that may make the equipment obsolete
Changes in menu and customer needs
Changes that occurred to future projections
Added labor costs for cleaning and maintenance
Higher utility costs associated with using equipment at partial capacity
Future needs for utility and service installations (electrical, sewer, plumbing, etc.) should always
be considered, however. Installations done at the time of original construction or extensive
remodeling are almost always cheaper and more easily done than later when walls and other
structures might need to be moved or altered. Therefore, it is wise to consider those future needs
at the time of new construction or renovation. In doing so, school nutrition director as a Trusted
Advisor will plan the space and utility/service needs for future equipment. Following this approach
would prevent over-purchasing when the need is not there.
Equipment selection can be complicated and requires the expertise of the school nutrition
director, as the Trusted Advisor. Numerous factors influence the equipment selection decision, such
as the following:
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Menu
Need
Size and capacity
Cost
Performance
Warranties and extended warranties
Satisfaction of specific needs
Safety and sanitation
Appearance and design
Menu
Equipment needs will be influenced by many factors. Most importantly, they are influenced by
the menu. In fact, the single most important consideration in equipment selection is the menu.
Because of the menu, kitchen equipment needs will vary tremendously. There are huge differences
for example, in the equipment selected for kitchens in which all preparation of food is done from
scratch as compared to kitchens that simply reheat or rethermalize frozen pre-prepared products.
Even kitchens that do one or the other of these types of preparation may have differences in
selection of kitchen equipment. A cookie cutter approach to determining ones own kitchen
equipment needs from a so-called model kitchen is never a good idea. For example, some school
nutrition program directors choose convection ovens to rethermalize their products, while others
may select combi-ovens or microwaves or any of a number of other oven types.
Need
The needs of the operation should be determined carefully and prioritized. The priority of these
needs is important and may differ for every school nutrition program. A piece of equipment may
be needed to:
Improve food quality
Produce a larger quantity of food
Reduce utility costs
Decrease production time
Produce specialty menu items
The priority may be categorized as essential, highly useful, or moderately useful. Better equipment
choices are made when these priorities are clearly defined. Renovations are more effective
when these priorities are considered. School nutrition directors can easily make themselves the
equipment experts in these decisions. They are the Trusted Advisor and know the operation better
than anyone else.
Many schools, in fact, have made decisions to use more convenience products which are carefully
chosen to achieve the quality standards that they want. The choice of convenience foods versus
foods that are made from raw materials creates very different equipment needs. When decisions
about equipment needs involve a choice between convenience or processed products and foods
that are made from raw materials, the choice is generally based on exploring certain issues. The
issues include:.
Cost of processed products as compared to the cost of the equipment, raw materials,
utility costs, and labor needed to prepare that food
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Quality of the processed product as compared to the food prepared from scratch
Time or service with a processed product as compared to food prepared from scratch
Cost
Of course, one of the prime considerations in the selection of equipment is cost. Being fiscally
responsible is important for school nutrition directors. The first decision to make in replacing
equipment, therefore, may be to determine whether a new piece of equipment is the best option.
Cost of ownership is, of course, more than the purchase price. School nutrition directors, as the
Trusted Advisors, evaluate the warranties and the costs related to possible repairs as well. Part of
this includes checking to see who is authorized to repair a piece of equipment, should repairs be
necessary. School nutrition directors have sometimes been forced to pay factory-authorized service
personnel for their travel time up to two hours or more each way to repair a piece of equipment.
If an authorized repair person is not nearby, school nutrition directors should ask whether the
manufacturer will train local technicians that fix other equipment.
Performance
Proper performance of the equipment is most easily understood when the equipment has been viewed
in operation. For example, does the slicer make a clean cut or is the food bruised or smashed? If the
equipment is mobile, do the wheels move easily or is it difficult to push? Is the oven easy to operate or
are the computerized controls so complicated that it is challenging to program the equipment? Is the
chopper easy to disassemble and clean or is it so complicated that the school nutrition assistants will
avoid having to use the equipment or thoroughly clean it when it has been used?
Cost of the equipment is often (although not always) correlated with its performance. Reliable
brands of equipment with high quality performance, for example, are likely to be more expensive.
School nutrition directors, whenever possible, should view the operation of equipment at trade
shows, display rooms, or in actual school nutrition operations to determine if the added price is
worth the added performance.
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School nutrition directors should understand what is covered with a warranty and the kinds of
warranties available. Warranties vary from manufacturer to manufacturer. Warranties should
be analyzed just like a feature of the piece of equipment and may become a deciding factor in
purchasing the equipment. It is important to remember, however, that warranties never cover
abuse or misuse of a piece of equipment. Common types of warranties include the following:
Parts warranty covers repairs and/or replacement, but may or may not cover labor or
freight charges
Labor warranty covers labor costs to make repairs or replacements, but there may be
ceilings or maximum allowable amounts of costs
Carry in warranty includes parts and labor if the equipment is delivered to the service
location
Extended service contracts or warranties covers the cost of repairs/replacements beyond
the standard warranty for an additional charge
Range of coverage of these varies tremendously, typically they are available for one
to five years beyond the standard warranty and must be requested/begun when the
equipment is purchased
Some standard conditions and limitations covered in a warranty include:
Period of time new products are warranted is from the date of original installation or
purchase date
It is important to know which date because some equipment may be stored for a
period of time before it is actually ready to put into operation after construction is
completed
The liability of the manufacturer
Normal labor charges incurred in repair or replacement with a certain mileage
limitation; 50 or 100 miles round trip is usual
Full parts or limited parts
Parts and labor
Listing of parts whose warranty period varies from the standard as stated in the original
condition
A no-obligation statement to warrant the equipment and the specifics such as
misapplication, mishandling, misuse, and modification
Warranties have expanded in recent years and are often available as extended warranties, for
example, 12 months beyond the original equipment warranty. For a high maintenance or repair
piece of equipment, extended warranties may be like buying insurance. Whether they are cost
efficient in the case of a particular school nutrition program, should be most carefully considered.
Some questions to consider in deciding on the value of an extended warranty include:
Is the equipment a high maintenance item
Are the controls and electronics of the equipment sophisticated
Would specially trained technicians be required to service the equipment
What is the price of an authorized service agency call
How many miles is the installation site from the authorized service agency
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Selection of equipment for a school nutrition program is in one sense, a personal decision. The
school nutrition director must carefully consider the needs of the operation and not rely on other
so-called model kitchen plans. Manufacturers statements should also be considered carefully
in light of ones own operation. School nutrition directors are the most knowledgeable expert in
their own operation and should gather information in order to make informed decisions when
purchasing equipment.
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Summary
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CHAPTER SEVEN
to
Bid
Chapter Highlights
Introduction
School nutrition directors, as the Trusted Advisors, are responsible for fully
understanding the purchasing process
Ethical Concerns
Unethical practices include:
Providing one suppliers cost information to another supplier prior to supplier
selection
Accepting gifts, cash, free trips, or entertainment
Showing preference to suppliers because of:
Pressure from management
A long-term business relationship
Political connections
Specifications
Contain a detailed description of the equipment
Specifications should be:
Simple, but exact
Easily identifiable with common terms
Reasonable
Capable of being met by several bidders
Clear and understandable
Types of specifications include:
Qualified product list
Performance specifications
Brand specifications
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Ethical Concerns
It pays to be a savvy consumer because not everyone in the industry maintains ethical standards.
In spite of the federal regulations efforts to foster substantial competition among a significant
number of companies, price-fixing and bid-rigging still occur. A working knowledge of the law will
help avoid these practices. The amount of money spent and the need for open competition make
it essential that the school nutrition director, as the Trusted Advisor, adheres to the highest ethical
standards. Whenever school nutrition directors feel that there is a question related to ethics, they
should understand that taxpayers expect ethical behavior from public sector employees. There are
numerous ethical concerns regarding the bidding process that should be addressed by all involved
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in the purchasing process. The following ethical concerns represent an overview of actions that
should be avoided:
Giving the intent and appearance of unethical or compromising practice in
relationships, actions, and communications
Providing one suppliers cost information to another supplier prior to supplier selection
Accepting gifts, cash, loans, credit, free trips, or entertainment from a supplier
Showing preference to suppliers because of pressure from administration, long-term
business relationship, and/or political connections
Obtaining proprietary information from one supplier and sharing it with a competing
supplier
Maintaining any personal business or professional activity that would create a conflict
between personal interests and the interests of the employer
Allowing personality to enter into purchasing decisions
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Include enough qualified sources to ensure maximum open and free competition
Avoid precluding potential bidders from qualifying during the solicitation period
Conduct all procurement transactions in a manner providing full and open competition
and avoid practices, such as:
Placing unreasonable requirements on firms to qualify to do business
Requiring unnecessary experience and excessive bonding
Using non-competitive pricing practices between firms or between affiliated
companies
Giving noncompetitive awards to consultants that are on retainer contracts
Allowing organizational conflicts of interest
Specifying only a brand name product instead of allowing an equal product to be
offered
Performing any arbitrary action in the procurement process
Respond in accordance with good administrative practice and sound business
judgment, for the settlement of all contractual and administrative issues arising out of
procurements, such as source evaluation, protests, disputes, and claims
Maintain appropriate documentation, such as:
Rationale for the method of procurement
Selection of contract type
Contractor selection/rejection
The basis for the contract price
Antitrust legislation has been enacted on the federal and state levels. The antitrust laws include
the Sherman Act of 1890; the Clayton Act of 1914; the Federal Trade Commission Act of 1914;
and the Robinson-Patman Act of 1936, an amendment to the Clayton Act. These are summarized
in the table below. When these laws are effectively and responsibly enforced, they can save school
districts millions of dollars a year in illegal overcharges. Violations of antitrust laws often result in
higher prices for inferior products and services. For complete information on the regulations, visit
http://www.nara.gov
Sherman Act
Date
1890
Essence of Legislation
This Act outlaws all contracts, combinations, and conspiracies
that unreasonably restrain interstate trade. This includes
agreements among competitors to fix prices, rig bids, and
allocate consumers. The Sherman Act also makes it a crime
to monopolize any part of interstate commerce. An unlawful
monopoly is when only one firm provides a product or service
and it has become the only supplier, not because its product
or service is superior to others but by conduct that suppresses
competition. The Act is not violated simply because one firm's
vigorous competition and lower prices take sales from its less
efficient competitors. Sherman Act violations are punished as
criminal felonies.
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Clayton Act
Federal Trade
Commission
(FTC) Act
RobinsonPatman Act
to
Bid
1914
1914
1936
* Taken from A Guide for Purchasing Foodservice Equipment, NFSMI, The University of Mississippi, 1998.
Indictments have alerted school purchasers to the importance of the antitrust laws. Price-fixing
and bid-rigging conspiracies are, by their nature, secret and therefore difficult to detect. Law
enforcement officials rely on complaints and information from consumers and competitors to
identify violations.
Price-fixing and bid-rigging schemes generally occur where there is inadequate competition. More
sellers mean more competition and usually better prices. School purchasers should be alert to the
warning signs of price-fixing and bid-rigging, as noted below. The legal staff for the school district
should be consulted if any of the following warning signals are observed:
Evidence that two sellers of similar products have agreed to price their products a certain
way, to sell only a certain amount of their product, or to sell only in certain areas or to
certain customers
Large price changes involving more than one seller of similar products of different
brands, particularly if the price changes are of equal amount and occur at the same time
A seller stating, We cant sell to you; according to our agreement, so-and-so (the sellers
competitor) is the only firm that can sell to you
Fewer competitors than normal submitting bids on a project or product
Competitors submitting identical bids
The same company consistently coming in as the low bidder and getting contracts for a
certain service or a particular area
Bidders appearing to win bids on a fixed rotation
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An unusual and unexplainable large dollar difference between the winning bid and all
other bids
The same bidder coming in substantially higher on some bids than on others, with no
logical cost reason to explain the difference
Specifications
The specification is a statement that contains a detailed description or enumerates particulars
of a piece of equipment. The importance of writing precise and detailed specifications becomes
overwhelmingly clear if one has ever thought they were purchasing one size or type or quality
of equipment and ended up with a piece of equipment that was very different than what was
expected. A specification will include all the technical details and requirements that the
purchaser has in mind for a particular piece of equipment. The specification will:
Clarify what is wanted for a particular piece of equipment
Describe to the distributor and manufacturer about what is wanted for a particular piece
of equipment
Identify for those receiving the particular piece of equipment what should be delivered
There is no magic guideline for the proper length of a specification. Specifications will vary
from a few lines for a known piece of equipment that one wants to buy by model number from
a particular manufacturer to numerous pages for more generically written specifications which
are detailed so that many manufacturers may bid on the equipment. More generically written
specifications will usually result in lower equipment prices.
It is important for school nutrition directors operating as Trusted Advisors to understand the
terms that manufacturers use in writing specifications. The difference between an option and an
accessory is one example. An option is a variance from the standard production model and will
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increase the purchase price. A desired option must be specified in the specification. An option
may not be added later. An accessory is also a variance, but may be purchased at a later date. As a
more specific example, an extra depth convection oven is an option; however cooking racks are an
accessory. In addition, the words shall, will, should, and may have different meanings:
Shall is used to express a binding requirement, in others words, this refers to a
requirement
Will is used to express a declaration of purpose on the part of the purchaser or to express
a future tense
Should or may are used to express a non-mandatory provision
A specification should be developed to identify minimum requirements, allow for a competitive
bid, and provide for an equitable award at the lowest possible cost. To assure that the specification
meets these criteria, the following may be used as a checklist. When writing a specification, keep it:
Simple, but exact
Easily identifiable with common terms used in the marketplace
Reasonable as unnecessary precision is expensive and restrictive
Capable of being met by several bidders for the sake of competition
Clear and understandable
Equipment specifications may seem to be written in another language, but a great deal of
information is available to assist with the development process. Information may be obtained from:
Manufacturers catalogs which are now typically available on-line at the manufacturers Web site
Sales literature
Equipment testing laboratories
Manufacturers representatives and dealer salespeople
Trade journals
World wide web
Manufacturers specification sheets or cut sheets are the means by which manufacturers describe
their equipment and document important engineering information. The Foodservice Consultant
Society International (FCSI) and the North American Food Equipment Manufacturing
(NAFEM) associations have developed recommended guidelines for these catalog specification
sheets which manufacturers typically use to format their specifications. In addition, manufacturers
comply with Construction Specifications International (CSI) which is a system of cataloging bid
specifications in the construction industry. Manufacturers specification sheets provide detailed
information on a front and back page. The front page gives product information that includes:
Equipment type
Model number
Capacity
Description of construction materials and finishes
Construction and design characteristics
Performance characteristics
Description of controls
List of standard features
Description of safety features
List of optional features available at extra cost
Laboratory certification and approval symbols (UL, NSF, CSA, AGA)
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Special notes regarding any geographic limitation like altitude, humidity, temperature
CSI section number
Date printed
The back page provides detailed engineering information which includes:
Model number
Drawings to scale in English and metric dimensions
Plan view, elevation/sections views
Location of utility connections on plan and elevations
Computerized Assisted Design (CAD) symbols
Dimensions interior, exterior, service, ventilation, air circulation, and clearances
Net and shipment (crated) weights
Crated dimensions door clearances for building access
Data concerning utilities gas, steam, water, electric, and ventilation
Miscellaneous information variations, accessories, options, availability of colors, and
finishes
Date printed/written
Manufacturers address, phone number, and fax number
Once equipment information has been gathered, the next step is to write specifications. This is
an important responsibility and is the hardest function in the purchasing process. It is wise to
utilize members of the project team and others to help provide and collect information for the
development of the school nutrition programs specifications. Such a group might consist of the:
Local school nutrition program personnel
Architect
Board members/other administrators
Foodservice consultant
Manufacturers representatives
Equipment dealers
Service agencies
Other professional colleagues
It is the school nutrition directors responsibility as a Trusted Advisor to analyze and develop the
information to create the school nutrition programs unique and final specifications. The federal
regulations clearly state that the school nutrition director must develop the actual specifications
used in the invitation for bid (IFB).
Types of Specifications
There are several types of specifications which will be needed at one time or another.
Specifications take many forms, each having specific respective benefits. Listed below are the
various types.
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General Description
Begin with the commonly used name and quantity required for the item. Include the type, size,
style, and model. Any additional information regarding the types of materials that the equipment
is to be made from (stainless steel, for example) should be included if other alternatives are
possible. A description of the desired quality or grade is vital in the specification and should
include what inspections and performance tests will be done on the equipment. Certification
requirements (such as UL, NSF, international, etc.) should also be listed.
Drawings or diagrams may also be necessary, particularly for custom pieces of equipment. Keep
in mind, however, that whenever standard pieces of equipment are available they should be
purchased as they will be less expensive than custom. At times though, the utility of a custom
piece of equipment may make the equipment worth the added price.
If a decision has already been made that a specific piece of equipment from a particular
manufacturer is the one that is needed, then the name of the desired manufacturer, and the
manufacturers model number for the item will need to be listed.
Some buyers will use the phrase, or prior approved alternate that meets or exceeds the
specifications in capacity, utilities and benefits. Other buyers feel so strongly that the potential for
a misunderstanding of the terms meets or exceeds is so great that they make it a policy to never
use this statement. If such a statement is used or is required by ones school district to allow for
competitive bidding, details of the requirements and exceptions should be specified. The example
below developed by the Federal Department of Justice, Bureau of Prisons may be considered and/
or modified.
The bidder must state clearly in the bid any exceptions or deviations to these
specifications and shall submit for evaluation evidence that the exception or deviation
is equal or superior to the specifications. Requests for deviations after award has been
made will be denied. Should the equipment furnished under the specification be found
not to comply with the specification at the time of final inspection, the contractor shall
be notified and given ten days in which to bring the equipment into full compliance.
Payment will therefore be withheld even though the equipment may of necessity be put
into operation until compliance is achieved.
If one is not specifying a particular equipment model, the description of the piece of equipment is
critical. Useful information can be obtained from manufacturers specification sheets (also called cut
sheets), but one should be careful of what is chosen from the manufacturers cut sheets for the school
nutrition programs equipment specification. Cut sheets will list standard features for every model
number. In this case, there is no need to list features that are standard since the model number
includes those features. One can simply write with all standard features after the model number.
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Then, the add-on accessories or extra features are selected. Cut sheets should be read carefully
as manufacturers do not always include as standard what one might think would be a standard
feature. After selecting the extras, detailed descriptions should be given for those extras, such as
colors, sizes, and finishes.
Example:
One (1) each convection oven; ABC Range Company Model Number I 23-456-A or approved
alternate that meets or exceeds the specifications in capacity, utilities and benefits. Provide with
all standard features and the following:
a. Four (4) 25 high stainless steel legs with adjustable stainless steel feet
b. Stainless steel left and right sides
c. Oven control package E
Utility Requirements
Electrical requirements are an essential part of the specification. This information appears on the
manufacturers literature. Specifications should list the voltage, cycles (60 cycle current is standard
in the U.S.), and phase, as well as the electrical load. The electrical load will be in Amperes
(Amps), Watts, Kilowatts, or Horsepower. It is important to make certain when selecting voltages
that the area of the school where the item will be used has that voltage and phase available for use.
Example:
Electrical Requirements: 120 volt 60 cycle single phase @ 6.0 Amps
Any steam requirements will also need to be listed in the specification. This information will
appear in the manufacturers literature. The literature will list the sizes of the connections and
the steam pressure required. Steam pressure is shown in pounds per square inch (psi). Special
pressure reducing valves (PRV) and water condensate valves may also be required and should
be specified. Building steam should be checked to make sure that it is potable (approved to be
sanitary) if the equipments steam will be contacting food and that there is an ample supply of
steam to meet operational requirements. It is best to consult with experts before attempting to
write specifications for direct connected steam equipment.
Plumbing Requirements
Plumbing requirements are also needed for equipment specifications and are again listed in the
manufacturers literature. The specification should include any hot water, cold water, drain(s), or
gas requirements for the item. The gas consumption of the equipment should be listed as well as
the gas connection size. The consumption will be shown on the literature as Btu/HR. Again, the
area of the school where the item will be used should be checked to make certain that it has the
water, drains, and/or gas available for use.
Example:
Plumbing Requirements: 3/4 Gas @ 60,000 Btu/HR
Mechanical Requirements
Mechanical requirements of equipment are those requiring ductwork connections for the purpose
of venting. This would include equipment items like dishwasher condensate hoods or cooking
equipment exhaust hoods. The duct connection size will appear on the specification along with
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the suggested air to be exhausted or supplied to the equipment. The exhaust or supply will be
noted as cubic feet per minute (CFM) and static pressure (SP). Static pressure is the amount of air
resistance the equipment has and will be noted in inches, i.e., 10 x 30 duct connection for 3,200
CFM @ 3/4 S.P. It is advisable to consult with experts before attempting to write specifications for
equipment with mechanical requirements. Ductwork and fans will require other contractors to be
involved. Any special instructions to the bidders should also be included, such as Deliver, uncrate
and set in place ready for the final connections by others.
Size or Capacity Requirements
Equipment size or capacity should be considered carefully. Information is often available from
manufacturers, but their data generally will not include loading or unloading time. In addition,
equipment capacity is a complex issue. For example, a mixing bowl may hold 20 quarts, but
when 12 quarts of liquid are being whipped in the bowl, more capacity is needed. In fact, a
20 quart bowl would be needed for whipping 5 quarts of cream. It is therefore best to consider
manufacturers estimates as guidance only.
Equipment size needs should be calculated using a recipe method including information about
the number of portions required, the size of the portions, the equipment capacity, and time
constraints. The following steps may be used in this computation:
1. Select the representative menus and list the equipment to be used
2. Determine the number to be served and the portion size
3. Multiply the number of portions times the portion size
4. Determine peak serving demands and the portions (weight or volume) needed at that time
5. Determine batch cooking times and the quantity per cooking cycle per piece of
equipment, compile information on quantities and time required for processing the food
item in the equipment (the equipment load capacity)
6. Divide equipment load capacity into the number of servings to get the batch size
7. Calculate the size and number of pieces of equipment needed to produce the quantity of
food required to meet the maximum demand
Freight and Delivery Specifications
Freight and delivery requirements should be given as specifically as possible, including who
will pay for the delivery and installation. If this is not done, then the company delivering the
equipment could simply dump the piece of equipment at the back door. This would be the worst
possible situation, however, it could occur. One example of a better description of the delivery
expectation may be set in position designed on the plan and anchored to the floor. In addition,
delivery requirements may include the start-up needs, such as:
Adjustment
Initial oiling, if necessary
Demonstration
Clean up at the time of delivery as there can be huge crates or wooden boxes from the
packaging
Specific date(s) and time for delivery
Early arrival storage and who will pay for the storage
Late arrival issues and potential costs incurred
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Freight charges and ownership of the equipment until the time it arrives at the school also needs
to be detailed and understood before a purchase decision is made. One foodservice operation
described a situation where they purchased an oven which was delivered to the back loading
dock of the facility where it was to be installed. Unfortunately, the oven was stolen from the back
dock before the oven could be installed. Therefore, consider the ownership issue in this example.
This highlights the importance of knowing when ownership occurs. Terms used in contracts that
detail where the ownership of the equipment might change hands and who will pay for the freight
charges are described as:
Free (or freight) on Board (F.O.B.) Origin the ownership changes at the manufacturer/
factory to the school/purchaser
F.O.B. Destination the ownership does not change until the equipment is delivered to
the school foodservice
Freight prepaid seller pays the freight
Freight collect and allowed buyer (school district) pays the freight charges, but deducts
charges from the sellers invoice for goods
To avoid unnecessary headaches, it is recommended that equipment be shipped to the dealer
location. In that way, responsibility is placed on the dealer to receive the equipment, check it,
and then deliver it to the school site at the defined date and time. If delivery is made directly to
the school, facilities must be adequate to receive the equipment from the truck and there must
be adequate personnel to unload the equipment. If there is a loading dock, it should be specified
that the delivery is made on a truck with a lift gate. Often with new construction or an extensive
renovation project, the general contractor receives the equipment.
Installation Requirements
The installation requirements that should be included in the equipment specification may be
different for each piece of equipment in the bid. It is important to make sure the details of this
part of the process are included in the bid. To avoid any misunderstanding, it is essential to make
certain that the responsibilities for the various aspects of the installation process are clearly defined.
No matter who is responsible for installing the equipment, it is a good practice to request
installation manual(s) from manufacturers before writing the specifications. The detailed
information in the manual verifies the requirements, confirms the fit, promotes fair bidding, and
enables the school nutrition director, contractor, or architect to make a preliminary review.
Installation requirements for new construction and renovation projects are fairly standard and
usually are coordinated by the general contractor. Replacing or adding new equipment, however,
may present unexpected obstacles that need to be considered, prior to purchase. Coordination of
the installation of replacement or new equipment purchases will typically be the responsibility of
the school nutrition director or designee. If the successful bidder is to assume the responsibility for
any aspect of the installation process, detailed requirements should be included in the specification.
The following list of questions is helpful in identifying the bidder requirements for installation.
Who will install the equipment
Who will pay for the installation
Are installation charges included in the price of the equipment or will there be
additional charges
Who will receive, uncrate, and set the equipment in place
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Sometimes, qualifications of the bidder may also be requested. This may be particularly important
for smaller or unknown dealers.When the school district buys directly from the manufacturer, the
following questions should first be asked. Answers will probably come from school maintenance
staff, school nutrition managers, and the equipment salesperson.
Who will track down late or missing equipment
Who will schedule the delivery and who will receive the equipment
Who is responsible if the equipment arrives damaged
Does the voltage and phase match the electrical service at the school
Is the equipment properly fused
If it is plug-in equipment, does the plug shape match the plug available
Are the gas lines in the right location and are they adequate
Will gas, water, or steam pressure regulators be required
Are water filters or line strainers required
Does the equipment meet the state and local plumbing, electrical, mechanical, fire and
health codes
Who will uncrate the equipment and set it in place
Will the equipment fit through the doors or openings at the school
Will special lifting equipment be required to get the equipment in the building
Is there proper clearance between equipment items as some controls are heat sensitive
and must have breathing clearance to operate properly
Can the equipment be serviced after it has been set in place
Who will service the equipment and how far away are they
Is any service included in price
Are spare parts available in case of a break-down
Are special tools required to accomplish the installation
Who will calibrate the thermostats or controls
Does the equipment require special lubrication before operation
Will the new equipment require a fire protection system
Who will initiate the warranty
Are there hidden packing materials that must be removed before hook-up
Who will clean and sanitize the equipment before initial usage
Who will install loose parts or accessories such as vacuum breakers, solenoid valves,
water flow controls and starters
Who will demonstrate the proper operation and maintenance of the equipment
Specification Reminders
The most common errors in equipment purchasing are likely to be those where some part of
the equipment needed is not detailed enough or is left out of the specification. The following
reminders may help to minimize such problems from occurring:
Quantities needed of each piece of equipment
Required delivery dates (specify a range of dates)
Provision for on-site adjustments by equipment supplier
Required on-site demonstrations or training
Seals of approval required on equipment (UL, NSF, AGA, etc.)
Sizes and capacities of each piece of equipment
Warranty requirements (minimum of one year)
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Purchase Methods
Small Purchase Procedure or Request for Quotation (RFQ)
The small purchase procedure is used for simple and informal purchases that do not exceed the
allowable dollar amount. Small schools also use this method but, though allowed, it does not yield
the most cost effective pricing. Small purchase prices often are quoted over the phone or by a
sales person. The purchaser must record the price quoted and maintain open and free competition
when using the small purchase method.
Invitation for Sealed Bid (IFB)
Sealed bids are the standard when the only variable is the price of a product being purchased.
Because the award goes to the lowest responsible bidder who meets the terms and conditions,
an IFB requires clear, concise specifications. Bids are accepted or rejected on a pass/fail basis. No
negotiation of price or terms is permitted. An IFB is normally used to acquire products and nontechnical services.
Most school districts have standard contract language for sealed bids. This standard language is
often called the boilerplate. The usual sections of a sealed bid document are:
Section I Transmittal page and signature page.
The Certification Statement related to debarment or suspension should be included
in this section. If this statement is not available, it may be obtained from the State
Agency.
Section II Standard terms and conditions, such as:
Correction of mistakes
Collusion
Unit price prevailing
Adherence to specifications
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Selection Criteria
Maximum
points
Bid
Points for
this response
10
10
10
20
15
20
Total Points
to
100
An RFP selection committee should be used to evaluate proposals. Each individual on the
committee should score their responses separately and the scores are then averaged. Alternatively,
another approach would be to rank RFP panel scores or discard the high and low score to negate
the effect of a panel member who gives very high or very low scores.
Negotiation begins with the two vendors who offered the most favorable budget/cost proposal.
The school district might undertake negotiation when the response for one of the selection
criteria was unacceptable, for example, the proposed response time for emergency calls was too
long. The two vendors are then allowed to offer revised budget/cost proposals, and evaluation
of the proposals is then completed. Further information is provided on RFP and the complete
purchase system in First Choice, A Purchasing Systems Manual for School Foodservice by NFSMI.
Noncompetitive Negotiation
Noncompetitive negotiation can be used only when one of the following conditions occurs:
After conducting a request for prices, competition is deemed inadequate, such as when
only one bidder responds to an IFB
An emergency exists where a competitive procurement method would take too long
The federal grantor agency (USDA) authorizes noncompetitive negotiation
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Pricing Methods
School nutrition directors will also need to determine the most appropriate pricing method for
the equipment items being purchased and indicate the selected pricing method in the IFB/RFP
documents. If the pricing method changes, it is important for a new IFB/RFP must be issued.
There are two basic pricing methods for purchasing equipment:
Line item awards the price offered on each product is considered independently. This
allows potential vendors to pick and choose items on which to offer a price
Bottom-line awards (also called all-or-nothing awards) the prices offered on products
are considered as a group. This method requires a price quote on all items, but is
attractive to vendors because it guarantees an increased size of award. Products may
also be grouped for bottom-line awards. The distributors available in the specific market
influence how products are grouped.
Once all decisions have been made for equipment specifications, critical path needs, and the
purchase system, the bid document is completed. The bid document is the statement of the terms
and conditions of the equipment needed for the purchase and is a legally binding contract. It is
important to have the school board attorney review and approve this document prior to bidding.
It is also recommended to involve the state agency representative overseeing the school nutrition
program. Bid documents will include detailed information about the bidding procedure, general
instructions for such areas as correction of mistakes, pricing, terms, payment schedule, billing,
delivery, guarantees, defaults and delays, bidder qualifications, and required documentation, as
well as special instructions for that piece of equipment. An example is provided at the end of this
chapter which also includes general boilerplate information.
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Summary
147
Sample Solicitation/Invitation
for
to
Bid
It is the purpose and intent of this invitation to secure bids on the items specified on the sheets
attached. Your written bid must be submitted in a sealed envelope to (BOARD OF EDUCATION) ,
, (ADDRESS) .
(NAME OF PERSON TO RECEIVE BIDS)
reserves the right to reject any and all bids, in whole or in part and/or
(BOARD OF EDUCATION)
to accept the bids that in its judgment will be in the best interest of the program. No bid will be
allowed to be withdrawn for any reason after (Date) .
Sample
Prices bid shall be firm (or escalating) for the period between (Date) and (Date) and shall
include all charges for packing and transporting to the individual centers at the addresses on the
attached sheet. Prices will not include Federal Excise Tax or State Sales Tax.
In the event that the successful bidder(s) are unable to perform as required, the successful
bidder(s) shall be responsible for the securing of items or services from an alternate vendor
and pay that vendor any additional costs involved in supplying the items.
In the event that the successful bidder(s) are unable to furnish the brand which was indicated in
their bid, delivery may not be made until the (Title of Person(s)) has been contacted and an
alternate approved.
All items shall be subject to inspection after arrival at the destination. If any items are
found to be defective or otherwise not in conformity with the specification, such items will
be rejected. It will be the responsibility of the vendor to defray any cost involved in the
delivery and return of rejected articles.
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The successful bidder(s) shall be paid in payments or in full, upon submission if an itemized
invoices with the prices stipulated herein for the items delivered and accepted.
Any discounts are to be noted on the bid sheets and reflected on the invoices. Invoices should be
sent to
(name)
at
(address)
If any potential bidder is in doubt as to the true meaning of this Invitation for Bid, he/she may
submit a request for an interpretation to
(telephone number)
(name)
(address)
Any interpretation will be made by addendum and a copy mailed to each person receiving
Sample
an Invitation for Bid. The Board of Education will not be responsible for any other
explanation or interpretation of such documents which anyone presumes to make on
behalf of the Board of Education.
Vendors shall not submit a bid for the contract if a conflict of interest, real or apparent,
would be involved. Conflicts of interest arise when any of the following has a financial or
other interest in the firm:
(Board of Education)
TITLE
COMPANY NAME
DATE
ADDRESS
TELEPHONE NUMBER
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Sample Request
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Sample
Prices quoted shall include charges for transporting any or all items in varying quantities to
Prices quoted will not include Federal Excise Tax or Sales Tax. Any discounts to be given must be
specifically stated on the quotation sheet.
Response to the quotations will be given orally with a written confirmation upon request.
Any proposed alternates to the specifications listed must be approved by
five days prior to the quotation.
(TITLE OF PERSON(S))
(Date)
SUBMITTED BY
COMPANY NAME
ADDRESS
TELEPHONE NUMBER
SIGNATURE
TITLE
DATE
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Sample
Contacts: If you have any questions concerning this invitation for bid,
Please phone
151
Sample Request
for
to
Bid
I, we, propose to furnish and deliver the items as listed according to your specifications and
quantities at the indicated prices.
This Bid consists of INVITATION, GENERAL AND SPECIAL INSTRUCTIONS, AND
SPECIFICATIONS. We understand that a company officers signature is required, and unless this
has been done, our bid will be considered incomplete and rejected therefore.
I, we, the undersigned, do hereby understand and accept the instructions and conditions under
which this quotation is being submitted.
Sample
Addenda: The undersigned hereby acknowledges receipt of Addenda No. and the
incorporation of same in the proposal.
COMPANY NAME
ADDRESS
CITY/STATE/ZIP
TELEPHONE NUMBER
FAX NUMBER
SIGNATURE
TITLE
CERTIFICATE OF RESPONSIBILITY NO.
DATE
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Sample Request
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II GENERAL INSTRUCTIONS
Sealed, written bids will be received by the (school district) at the time and place
specified on the Invitation for Bid. Neither dating of bid form nor placing in mail by this date will
meet requirements. Bid must be received on or before date and time stated. The
reserves the right to reject any and all bids and to waive any and all
(school district)
formalities. While it is the intention of the (school district) to purchase all items
listed, the right is reserved to omit any item necessary to bring the total cost within budget
provisions.
Sample
5. Terms: All items listed are to be charged to the (school name and complete address) .
Invoice date to be determined by the date of delivery unless otherwise agreed.
6. Payment Schedule: Three options: Board of Trustees should indicate by an X the
option chosen.
A. The school district will issue separate purchase orders for each item and will make
payment within 10 working days following the next regularly scheduled Board meeting
after delivery.
B. The school district will issue separate purchase orders by building location and will
make payment within 10 working days following the next regularly scheduled Board
meeting after installation.
C. The school district will issue one purchase order for the entire amount of this bid and
will make payment within 10 working days following the next regularly scheduled
Board meeting after all work covered by purchase order is completed.
7. Do Not Combine Items: Bid on each item separately. Prices must be stated in units specified
herein. Each item must be considered separately and not in combination with other items.
8. Delivery Prepaid: It is understood that the bidder agrees to deliver prepaid to location as
indicated in specification. All costs for delivery, drayage or freight for the packing or unpacking
of said articles are to be borne by the bidder.
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9. Complying with Specifications: All materials furnished must be subject to inspection and
approval by the school district after delivery. The right is reserved to reject and return at the
risk and expense of the dealer such portion of any shipment which may be defective or fail to
comply with specifications without invalidating the remainder of the order. If rejected, it will
be held for disposition at the expense and risk of the dealer. Dealers will be requested to replace
that defective portion of an order according to the specifications without additional cost to the
.
(school district)
Sample
10. G
uarantee: Each bidder, by presenting a bid under these specifications, binds himself to
make positive that all goods are fully up to the standards set by the specifications. Should it
be discovered within a reasonable period of time from date of contract that such goods or
services are up to standard, (school district) shall have the right to have such
goods or services replaced by others conforming to the standard requirements and the entire
expense shall be borne by the bidder.
11. C
orrectness of Bids: Bids shall be verified before submission, as quotations cannot be
withdrawn after public opening. No bid can be corrected after being opened. The
will not be responsible for errors or omissions on bids.
(school district)
12. Delivery Schedule: The successful bidder shall deliver the articles named in the specifications
by delivery date as specified on the Invitation for Bid. Upon failure of the successful bidder to
deliver all of the items ordered within the time set or allowed, the successful bidder will be
considered in default.
13. Default and Delays: In case of default of the successful bidder, the (school district)
reserves the right to terminate the purchase order or contract and to purchase similar supplies,
services, furniture, furnishing, or equipment on the open market. The bidder will be charged
with any cost occasioned by the (school district) whether said cost is same as
originally accepted or in excess of the original contract.
14. Bidder Qualifications: Before any contract can be awarded, a bidder must be deemed
qualified, in the judgment of school district officials, to perform as required, herein. A bid will
be rejected if a bidder fails to meet any one of the following qualifications or supply any of the
required documentation.
A. Product Line:
The bidder must demonstrate that it can provide all of the items on the bid list within the time
frames specified in the Invitation for Bid.
Required Documentation:
1. The bidder must submit written documentation, such as inventory records, identifying
the items that are to be delivered within (insert days for example: seven (7) working
days) of bid award that are currently in inventory. Bidder must submit a signed statement
certifying these items are not subject to prior sale.
2. For all other items, bidder must submit written documentation from the manufacturer,
on manufacturer letterhead, that items will be delivered to bidder within (insert days; for
example: twenty (20) working days) of bidders order.
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Sample
C. Reliability:
The bidder must demonstrate a record of successful prior service. For bidders with less than one
year of experience, the bidder must demonstrate the ability to perform.
Required Documentation:
1. All bidders must complete the Attachment to the bid by listing
all contracts exceeding (enter dollar amount for example: $25,000 in aggregate during the
past three (3) years) and that the bidder is in default or has not defaulted on the contract.
Bidder will not meet the standard if bidder has been determined to be in default on any
public entity contract exceeding $25,000 in aggregate within the last three (3) years by
a court of competent jurisdiction or recognized administrative appeal or hearings board,
whether or not monetary damages were awarded. Bidder will not meet the standard if the
bidder has defaulted on more than one nonpublic contract valued at more than $15,000
during the past year.
2. Bidders with more than one year of experience must supply letters of satisfactory
performance for contracts completed within the last twelve (12) months that are equal
to or greater in value than the bidders price for this invitation from 50 percent of the
customers of such contracts, but not more than five (5) public entity customers and not
more than five (5), commercial customers. These letters must be on the public entitys
or commercial customers letterhead and signed by the contracting official or designated
representative.
3. Bidders with less than one year of experience must supply letters of satisfactory
performance from all public entitys customers and letters from fifty (50) percent, but no
more than five (5), commercial customers. These letters must be on the public entitys
or commercial customers letterhead and signed by the contracting official or designated
representative.
D. Accounting Practices:
Responsible bidder shall possess the experience and ability to perform the necessary service for a
complete and workmanlike installation of foodservice equipment.
Required Documentation:
1. Identification of the personnel by name and title who is to coordinate with other
trades the proper equipment installation, including years of experience, technical and
manufacturer training courses and certification received within the last three years.
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16. Fiscal Funding: If the purchase orders for the items covered by this proposal have not
been issued by June 30 of the current fiscal year, it should be understood that purchases in the
next fiscal year are conditional on receipt of Federal and/or State funds. In the event of the
discontinuance or a decrease in Federal and/or State funds, the Board of Trustees reserves the
right to decrease the quantities and/or delete items.
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1. Start-Up: The bidder shall indicate in the Section IV Pricing Information Form (developed by
the school nutrition district staff) the name of company, agent, address, and phone number of the
party responsible for checking operation of equipment after final installation. If installation by
party other than bidder, the school district shall be responsible for notifying specified agent that
equipment is ready for start-up inspection. All start-up inspections should be completed within
10 working days of notification. Failure to provide this information will be considered reason
for rejection of bid. A written report of results of start-up check shall be provided to the school
district by agent listed in the Section IV Pricing Information Form.
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2. Demonstration: All equipment with moveable parts shall be demonstrated to school district
staff responsible for operation and care of equipment. Bidder shall indicate in the Section IV
Pricing Information Form the name of company, agent, address, and phone number of party
responsible for demonstration. If the agent is not an employee of the bidder, a letter shall be
attached indicating willingness to provide demonstration. The school district shall be responsible
for notifying agent that equipment has been installed and start-up check has been completed.
Demonstration shall be provided within 10 working days of notification. Demonstration shall be
conducted at a time agreeable to the school district at the site of actual equipment installation.
Failure to provide this information will be considered reason for rejection of bid.
3. Dealer Warranty: In addition to the manufacturers warranty the successful bidder shall
guarantee for a period of one (1) year all items and equipment furnished under this bid. The warranty
shall begin on the date the owner has accepted the start-up report or the owner has notified the
successful bidder that start-up is complete. The conditions of the warranty shall be as follows:
A. Non-Refrigerated Equipment
1. Start-up and calibration
2. A
ll parts that are integral with the equipment when purchased and all loose parts
furnished with the equipment
3. All labor and mileage
4. I f at any time during the warranty period, the equipment fails to function due to
problems not related to the equipment, the dealer will charge the owner for the
service call
5. A
ny parts or function of the equipment that fails to perform due to misuse or abuse
voids the warranty and the dealer will charge the owner; owner must perform routine
cleaning procedures
B. Refrigerated Equipment
1. All of the above, plus: five (5) year compressor warranty.
4. Factory Authorized Service Agents: The bidder shall indicate in the Section IV Pricing
Information Form the name, address, and phone number of a factory authorized service agency
for each item specified. The factory authorized service agency shall be located within 250 miles of
installation site. Providing this information is in addition to the dealer service required in No.3
above. A written statement from the manufacturer shall be attached to the bid indicating that
this agent is authorized to service its equipment. Factory authorized service agents shall abide by
the code of ethics of the Commercial Food Equipment Service Association (CFESA). Failure to
provide this information will be considered reason for rejection of bid.
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5. Codes: All equipment must be constructed and installed in accordance with the National
Sanitation Foundation International Code. All equipment must be listed and approved, where
applicable, for UL, AGA, and ASME requirements and all other requirements as specified by local
building codes, plumbing codes, fire codes, and all other state and local codes. All foodservice
equipment must bear the applicable seals.
6. Manuals: The Board of Trustees shall be provided three (3) copies of use/care manuals and
illustrated parts list for all equipment with moveable parts. These manuals shall be provided
within 10 days of installation.
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In addition, successful bidder shall disconnect and reconnect any existing equipment
which must be temporarily moved for installation of new equipment.
8. Assembly: All equipment is to be uncrated, assembled, set in place, and made ready for
final connections. All debris accumulated with the delivery of equipment shall be removed.
Foodservice equipment is to be cleaned and turned over in first class condition.
10. Pre-Approved Brand: If bidder bids an or equal brand, proof of equality must be submitted
10 days prior to bid opening. Any and all variances in construction, design, performance, and
accessories from the item specified must be submitted in writing to contact person listed in
Invitation for Bid. This information shall be submitted in addition to manufacturers cut sheet.
Failure to obtain prior approval will result in rejection of bid. Addenda shall be issued by
to all pre-qualified bidders stating specification number, item name,
(school district)
and alternate brand and model number approved. This addendum shall be issued five days prior to
bid opening.
11. Specifications: Written description in the specification will prevail in case of conflict between
written description and model number.
12. Alternate Bids: Bidders shall submit only one (1) bid per item specified.
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13. On-site Visits and Field Measurements: Three options (school district) should
indicate by an X the option chosen.
A. When an on-site visit is indicated in specifications, bidder shall complete on-site visit
prior to date of bid opening. Bidder shall attach to bid a signed statement from the
contact person listed in Invitation for Bid affirming that on-site visit was complete.
B. The successful bidder shall be responsible for taking all field dimensions which affect
the equipment and installation thereof. At the time of taking field measurements, the
successful bidder shall report to the contact person named in Invitation for Bid any
conditions which will prevent him/her from the execution of his/her work as outlined
in specifications and installation instructions.
C. The school district assures the successful bidder that equipment can be delivered
to installation site with no changes to existing entrances. The school district
assumes full responsibility for any cost associated with removal and replacement of
framing on entrances in order to deliver and set in place equipment, and the cost of
additional mileage and labor as a result of failure of the Board of Trustees to meet the
requirements of this paragraph.
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(Taken from A Guide for Purchasing Foodservice Equipment, NFSMI, The University of Mississippi, 1998.)
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2. UL Standards: For electrical components and assemblies, provide either UL labeled
products or, where no labeling service is available, recognized markings to indicate
listing in the UL recognized component index.
3. UL Standards: For exhaust system and fire control.
4. AGA Approval: For all gas fired equipment.
5. NFPA Standards: Comply with NFPA No. 96 for exhaust systems.
6. ASME Code: Comply with ASME Boiler Code requirements for steam generating
equipment, kettles, and steamers.
7. National Electrical Code: Comply with N.E.C. for electrical wiring and devices
included with foodservice equipment.
8. State and local codes and requirements.
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1.08 Nameplates
A. Nameplates shall be provided on each buy-out product identifying the product
manufacturer, model number, serial number, and other identifying information for use in
warranties and securing replacement parts.
B. The nameplates may be on the back or bottom of small and portable equipment but
on heavy, permanently installed equipment, the nameplate shall be visible without
searching. Electrical equipment shall have plates giving electrical characteristics.
C. Nameplates shall fit snugly against the surface of the equipment, shall be no larger than
necessary, shall be free of rough edges, and shall be attached in such a manner that it
will not interfere with the sanitation of the equipment.
PART 2 - PRODUCTS
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H. Field joints shall be located for practical construction and consistent with sizes
convenient for shipping and accessibility into the building. All field joints in top shall
be carefully sheared with sharp edges removed so they can be tightly butted and drawn
together to leave a hairline joint. They shall be constructed as follows:
1. Two (2) channels shall be welded to the underside of the top of the same material and
gauge as called for in top specifications. Channels are 1 x l x 1. One shall set
back from the edge; the other shall extend beyond the edge to form a flat surface for
aligning the meeting piece.
2. The underside of the top that overlaps the one (1) channel shall be provided with
stud bolts on 2 centers, and the top surface of the channel shall be perforated to
receive same.
3. The abutting vertical members of the channels shall be perforated and provided with
5/16 bolts on 4 centers. When the bolts in the channel and the studs are drawn
tightly, both vertical and horizontal tension shall be provided to hold the top secure
and level.
4. Joints shall be welded, ground smooth, and polished.
5. A die-formed end capping of the same material as the table top shall be applied to the
exterior of the turned up edge on dish tables, sink drainboards, or other fixtures with
raised rims to conceal the ends of the channels.
I. Where plumbing is required to pass through an enclosed base of a table or counter, such
piping shall be enclosed in a suitable pipe chase with easily removable access panels.
These access panels shall be slightly recessed and removable without tools.
J. Where plumbing and supply piping pass through shelves on open base tables, the pipe
chases and shelves shall be neatly punched, die-stamped to include knockouts elevated
around opening. Flange up for knockouts shall be minimum.
K. Provide all scribe and filler strips, etc. for items recessed or furred. Provide and install
escutcheons or panels to completely seal around all openings where pipe, ductwork, or
conduit penetrate walls or bottoms of equipment units.
L. Pipe legs supporting equipment, tops, and sinks shall be constructed of 1 5/8 O.D., 16
gauge seamless stainless steel tubing. Furnish each leg with a stainless steel fully enclosed
round gusset and an adjustable stainless steel bullet type foot (adjustment being internal).
Furnish crossrails between all pipe legs. Cross rails shall be 1 5/8 O.D. of same material
as pipe legs and welded to the legs.
M. Tops of work surfaces shall be of 14 gauge stainless steel with a 2 turndown on all
exposed sides. Where the top is adjacent to a wall or high adjoining equipment, it shall
have a turnup on a radius of 8 , a 1 turn back on 45 degree angle, a 1 horizontal
turn back and a turndown toward the floor. Close all ends of backsplashes. Tops shall
be constructed as follows:
1. Fabricate metal work surfaces by forming and welding to provide seamless
construction, using welding rods, matching sheet metal, grinding and polishing.
2. In forming the sheeting, remove burrs from sheared edges of metal work, ease the
corners, and smooth to eliminate cutting hazard. Bend sheets of metal at not less
than the minimum radius required to avoid grain separation in the metal. Maintain
flat, smooth surfaces without damage to finish.
3. Welds shall be strong, ductile, with excess metal ground off and finished smooth, and
polished to match adjacent surface. Welds shall be free of imperfections such as pits,
runs, splatters, cracks, etc., and shall have the same color as adjacent sheet surfaces.
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4. Field joints may be provided in the top only where necessary and these shall be
constructed as hereinbefore specified.
N. Reinforce work surfaces 30 o.c. maximum, both ways with galvanized or stainless steel
concealed structural members. Reinforce edges which are not self-reinforced by formed
edges. Reinforce metal at locations of hardware, anchorages, cutouts, and accessory
attachments, wherever metal is less than 14 gauge or requires mortised application.
Conceal reinforcements to the greatest extent possible.
O. Where fasteners are permitted, provide Phillips head, flat, or oval head machine screws.
Cap threads with acorn nuts unless fully concealed in unaccessible construction; and
provide nuts and lockwashers unless metal for tapping is at least 12 gauge. Match fastener
head finish with finish of metal fastened.
P. Where components of fabricated metal work are indicated to be galvanized, and
involved welding or machining of metal heavier than 16 gauge, complete the
fabrication and provide hot-dip galvanizing of each component after fabrication.
Comply with ASTM A123.
Q. Sink Construction:
1. Sinks shall be of 14 gauge stainless steel, all welded construction, with a formed
continuous top edge. Drainboards shall be built as an integral part of the sink and
have the same top edge and backsplash. Repolish all backsplashes and top to have
grain running in the same direction.
2. Where adjacent to a wall, the rear of the sink shall be provided with a backsplash
identical to that specified under Paragraph M above.
3. Except where otherwise noted, each sink shall be fitted with a 2 rotary type waste
with a chrome plated strainer and a connected rear overflow.
4. Where sinks are set side by side, the cross partitions shall be double wall with air
space between them. All interior corners, including the partitions, shall be coved
on a minimum of 5/8 radius. Multiple sinks shall be provided with continuous
seamless front.
5. Faucets shall be furnished for each sink compartment unless specified differently at
multiple sink compartments.
R. Drawer Standards:
1. All drawers shall have a removable drawer pan stamped in one (1) piece with all
corners coved. The drawer pans shall be a minimum of 20 x 20 x 5 deep and be
constructed of 20 gauge stainless steel.
2. All drawers shall be enclosed on both sides, rear, and bottom with 18 gauge stainless
steel, and welded to form one (1) piece vermin proof unit.
3. Provide a double pan, 16 gauge stainless steel drawer face with integral pull for each
drawer.
4. When drawers are in a tier of three (3), the bottom drawer shall occupy the balance
of the available height with the upper drawers both being 5 deep.
5. All drawers shall be self closing and operate on sanitary antifriction type steel runners
with nylon ball bearing rollers.
6. Provide all drawers with padlock hasps as shown on drawings. Padlocks shall be
furnished by owner.
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S. Cabinet Standards:
1. Fixtures with enclosed cabinet type bodies shall be constructed of 18 gauge stainless
steel. Interior walls shall be of 18 gauge stainless steel. Vertical style channels shall be
welded. Access panels shall be lift out type, giving access to chase ways and shall be
of minimum 18 gauge stainless steel.
2. All shelving inside equipment shall be of minimum 18 gauge stainless steel. In
specifying number of shelves, the bottom shall be considered as one. All bottom
shelves extend forward, turndown flush with the front facing of the cabinet. All
interior shelves shall have a 1 turnup at rear and ends with edges beveled and
made to hug the interior of the cabinet body. All welding shall be ground smooth and
polished.
3. All sliding doors shall be full height, formed pan shaped with flush facing front and
back, braced internally to prevent twisting and shall have sound proofing material
internally applied. Exterior faces of door shall be of 18 gauge stainless steel and
interior faces of door shall be of 20 gauge stainless steel. Doors to operate on nylon or
stainless steel ball bearing rollers running in concealed overhead tracks and having
concealed stainless steel guide pins in the sill at the bottom. Doors shall lift out and
have a drop at the end of the closing run to hold them closed.
4. Hinged doors shall be double pan construction. Exterior shall be of 16 gauge stainless
steel and interior of 18 gauge stainless steel. Doors shall be flush mounted without
overlap. One side of the door shall have a diameter pin at the top and bottom
with nylon bushing to fit into the cabinet body and pivot the door. Provide door with
a recessed pull on the exterior and a friction catch on the interior. Door shall have
sound deafening material applied to the interior.
T. Abutting joint between equipment items and between items of equipment and wall
where less than 3/8 shall be sealed with silicone sealant. Where greater than 3/8, joints
shall be filled with stainless steel trim strips.
U. Electrical outlets into items shall be furnished as complete assembly of box, block, plate,
and be ready for wiring. Plates shall be stainless steel. Provide a chase way for the conduit
and wiring in cabinet base fixtures.
V. Where threads of bolts and screws on the inside of fixtures come in contact with wiping
cloth, they shall be capped with a lock washer and acorn nut. Wherever bolts are
welded to the underside of trim or tops, the reverse side of the welds shall be polished.
Depressions at these points will not be acceptable.
W. Each piece of equipment shall bear a name plate which shall be fastened to the
equipment. Each piece of electrical equipment shall bear a plate showing complete
electrical characteristics which shall comply in all particulars with the current available
at the building.
X. On the tables not adjacent to wall with electric or plumbing connections necessary for
operation, provide two (2) flange type feet and bolt to the floor with non-rusting screws
and floor anchors.
2.05 Walk-in Refrigerator and Freezer Standards
A. All interior and exterior surfaces, except the floor and ceiling, shall be of .042 thick
stucco embossed aluminum unless otherwise specified. All interior ceilings shall be mill
baked white polyester finish on galvanized steel.
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B. Walls, floors, and ceiling shall be 4 thick unless specified otherwise and insulated with
urethane insulation having a K factor of 0.13 and capable of holding temperature as
low as minus 40 degrees at a 4 wall thickness.
C. Doors:
1. Doors shall have a clear door opening of 34 x 78 high. Doors shall be located in
46 or 69 wide panels. Doors shall be constructed of stainless steel on interior and
exterior with tempered glass observation window in coolers to meet or exceed OSHA
requirements.
2. Doors shall be offset type having two (2) heavy duty hinges, pull handle, a cylinder
lock, a door closer, and safety handle on the interior. All hardware shall have a satin
aluminum finish or chrome plated.
a. Provide on the sides and top, a thermal plastic gasket easily removable. At the
bottom edge of the door, furnish an adjustable rubber wiper gasket. Gasket shall
be resistant to oil, fats, water, and sunlight.
b. Doors shall be insulated with 4 of urethane as specified for the walls.
c. Construction of the door panels shall be identical to that of the walls, and
shall include a heavy U-channel type reinforced steel frame around the
entire perimeter of the door opening to prevent rocking and twisting. Furnish
installed in the frame, an antisweat heater wire, completely encircling the door
opening.
d. Doors to have 3/16 aluminum diamond tread plate on each side, to be 36 high
off of floor.
e. Aisles to have non-skid strips.
3. Adjacent to the opening side of door, approximately 5-0 above the floor, furnish a
heavy duty chrome plated, 5 diameter dial thermometer or a digital readout minimum
high. Thermometer shall be flush with the wall and have a recalibration feature.
4. Adjacent to the thermometer, mount a light switch with bulls eye. Switch shall be
prewired to lights mounted in the ceiling of the walk-in and to the J box on top
of the walk-in. Lights shall be wire protected, vapor proof, globe type with 150 watt
bulbs. Lighting within walk-ins shall be a minimum of 25 foot candles on an even and
equal basis.
5. In the ceiling of each walk-in freezer, furnish an air vent release.
6. Each section of the walls, ceiling, and floor shall have a tongue and groove, urethane
edge. Panels shall be joined together by Rotoloc joint fasteners built into the edges of
the box. Install on both sides of the tongue, a twin pressure sensitive gasket. Fasteners
shall operate by means of a hex wrench. Provide a full compliment of snap in covers
for lock holes.
H. All interior corners shall be coved.
2.06 Errors and Omissions
A. It shall be the responsibility of the foodservice equipment bidders to inform the architect
of any discrepancies found within these documents to include: written specifications,
drawings, or schedules, to allow an opportunity for the consultant to prepare an
addendum to correct such discrepancies. Bidding on a known discrepancy with the
intention of equipment substitution or price gouging through change orders will not be
tolerated.
B. Written itemized specifications shall take precedence.
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CHAPTER EIGHT
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Chapter Highlights
Introduction
Follow-through is critical for bidding, receiving, installing, and training
Solicitation of Bids
The bid process is used to acquire bids from foodservice equipment providers
The ultimate goal is to ensure open and free competition
To solicit sealed bids, a public notice of the intended purchase should be posted on
bulletin boards at the administrative offices of the school food authority and advertised
in the newspaper
Next, potential bids are provided with and invitation-for-bid (IFB) package
Placing Orders
Bid awards must follow contract type described in the IFB
In larger school districts, purchase orders may be written by a purchasing department,
in small schools the school nutrition program directors may be assigned this
responsibility
Receiving
Site preparation will vary according to the type of equipment
Essentials for receiving include:
Competent personnel
Tools for checking in equipment
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Installation
Installation is a warranty concern
Problems resulting from improper installation are not a valid warranty claim
Start-Up
Start-up service includes on-site inspection to verify correct installation, operation, and
any needed re-calibration
Warranty cards should be returned to the manufacturer
Final inspections and permits should be obtained from local regulatory agencies
Training
Use and care demonstrations should include:
How to operate equipment safely
Use and care manual information
Daily care/preventative maintenance
Tips on the use and care of the equipment
Hands-on training
Each school nutrition assistant needs to demonstrate competence in the proper use and
care of the equipment
Multiple copies of the use and care manuals should be available
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Solicitation of Bids
Solicitation of bids is the process used to acquire bids from foodservice equipment provider. The
ultimate goal of the bid process is to ensure open and free competition among a sufficient number
of companies so that the bid may be awarded to a company with the desired lowest bid price.
Federal regulations govern the bid process for school nutrition programs because they receive federal
funds to operate. Penalties do exist for noncompliance. Regulations are generally available on the
USDA or state agency websites. School nutrition directors should check local, state, and federal
procurement policies and regulations before soliciting of a bid. It is their responsibility to make sure
that all regulations and laws are followed during the bid process. In addition, each school district must
follow its state and local procurement plans if they are more restrictive than the federal requirements.
To solicit sealed bids, a public notice of the intended purchase should be posted on bulletin
boards at the administrative offices of the school food authority and advertised in the newspaper.
Additional state regulations may exist regarding advertising related to its schedule, posting
locations, and other specifics viewed as necessary. Public notice should include the following:
Name of the school district
Brief description of the equipment
Date and time of bid opening
Name of contact person
Where bid documents can be obtained
Legal authority
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Next, potential bidders should be provided with an invitation-for-bid (IFB) package. The IFB
package (as discussed in the last chapter) is a complete set of instructions that should include:
Detailed product information including specifications and quantity required
General terms and conditions for doing business with the school district
Special terms and conditions
Bonding requirements and bid sureties in fulfillment of required state and local
regulations
Pre-bid conference
Basis for contract award
Explanation of how bidders can demonstrate compliance with bid requirements
Service and warranty provisions
Delivery and installation instructions
Cost provisions
Non-collusion, anti-conflict of interest statement
Envelope to be used for submission of the sealed bid
Time and place for formal public opening and recording of bids
Certification regarding suspension, debarment and voluntary exclusion
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Each bid is opened publicly and recorded in the presence of interested parties. The following
information is read aloud for each bid:
Name of bidder
Price
Equipment offered
Payment terms
FOB point
Delivery date
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Placing Orders
Before placing an order, revisit the IFB and contract type. Examples of different contract types
include line item award and bottom line award. A line item award would involve the splitting of
the award among multiple bidders who each may have the lowest price for a particular piece of
equipment. A bottom line award allows the complete contract to go to a single bidder in what
might also be viewed as an aggregate awarding of all equipment purchases to one bidder. This
decision is made known to all bidders in the IFB.
Finally, the purchase order is placed. In school districts that oversee a sizable procurement plan,
there is likely to be a purchasing department which administers purchase orders, contracts, and
other purchasing functions. For smaller school districts, the school nutrition director is generally
responsible for these functions within the school nutrition program operations. Therefore, a
general knowledge of the legal aspects of purchasing is essential. The legal staff of the school
system is a valuable resource on legal matters related to procurement procedures. Additional
responsibilities for school nutrition directors with direct authority for purchase orders, contracts,
or other purchasing functions include:
Demonstrating compliance with federal, state, and local regulations in the purchasing of
school nutrition program equipment
Being informed about community and political issues. For example, a proposed or current
bond may provide funds directly realized by the school nutrition program
Being fiscally responsible. It is important to provide for ongoing school nutrition program
needs within the budget before tapping into additional funds for equipment purchases
Obtaining approval from the state agency to use nonprofit school nutrition program
funds to acquire equipment costing more than a state-determined level
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Completing a cost analysis of the bids received using the same set of specifications and
conditions included in the IFB
Ensuring that the school district maintains records that detail the significant aspects of
their purchases. Record keeping required for purchases with nonprofit school nutrition
program funds includes:
Documents issued to solicit price bids
Public announcement soliciting bidders
Responses from vendors
Cost analysis
Signed award documents
Receiving
Preparing the Site
Site preparation for installation of the equipment is a critical step. Ideally this process will be
completed and all regulatory inspections passed prior to the receipt of the equipment. Site
preparation will vary according to the type of equipment. For example, walk-in refrigerators and
freezers have to be constructed and cooking equipment may require hoods to be hung while other
pieces of equipment are simply set in place. Each piece of equipment has unique requirements for
clearances and utility connections.
Making simple mistakes or overlooking details can negatively impact the efficiency and usability
of the equipment. Close attention should be paid to the details of installation to achieve
maximum usability of the equipment selected.
One key consideration is the security of the equipment upon arrival. Security is an even greater
concern for equipment that is easily moved. One security plan would be to have small pieces of
equipment delivered last in new construction.
Additional questions that should have already been answered before receiving equipment include:
Is there a receiving dock, and if so, will equipment need to be carried up steps into the
school
Does the delivery truck need a gate lift
Are dollies or hand trucks required
What is the size and weight of the crate
What is the height and width measurement of doorways
Will the new equipment fit through the door/doors
What is the width of the aisle space in the kitchen
Will tables and other pieces of equipment need to be moved temporarily
Has a utility requirement been provided
Have exhaust requirements been met
Does water need to be filtered
Are all permits secured
Has the installer been notified
Are all the utilities available that are needed
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thrown away and the equipment needs to be returned to the manufacturer, a new crate may have
to be requested from the manufacturer. This will be the task of the responsible party. If the school
district is the responsible party, it is recommended that a quick and efficient receiving process
occur to prevent problems in discarding the crates/packing.
Once the equipment is carefully uncrated, the manufacturers data plate is checked to be sure this
is the piece of equipment described on the bid document. The data plate may be located almost
anywhere on the equipment, as there is no set place for the data plate. The data plate will indicate
the following information:
Manufacturer
Model number
Electrical specifications (voltage, cycle, phase)
Gas specifications (BTU, gas type)
Steam specifications
If the data plate does not exactly match the specifications, it will probably need to be returned.
The equipment dealer or manufacturers representative should be contacted immediately.
Installation
Once the site has been prepared as specified and the equipment has been received, installation
can be scheduled. Specifications should have already determined who is responsible for making
the final utility connections and when this will be done. Proper installation is essential
for equipment to operate effectively and efficiently. Over 80% of early warranty claims to
manufacturers are the direct result of poor installation and environmental problems. This is why
the manufacturer provides detailed installation procedures and requirements for site preparation.
In fact, proper installation is so important that it is generally recommended that installers visit
the site before the actual installation to determine the distance between the equipment and the
utility connections, and the wiring, piping, and conduit materials required for the job.
In addition, certain types of equipment have specific instructions regarding clearances. The
clearances are determined for operating and maintenance purposes and should be followed. For
example, most steam equipment requires air gap drain connections. Manufacturers recommend
placement and length of drain pipes to drains. If these instructions are not followed, the
equipment can be expected to not function properly.
An additional concern for installation is related to the warranty. Problems resulting from
improper installation are not considered a valid warranty claim. A bad installation can destroy a
piece of school nutrition program equipment in minutes.
Finally, it is recommended that after installation the school nutrition director or designee needs
to tag equipment to its specific location, log in the model, and serial number. The school nutrition
director should also retain shop drawings on special order items.
Start-Up
Once all aspects of installation have been completed according to the manufacturers instructions
and the proper power has been connected, the start-up can be arranged. Start-up may be the
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and Installing
responsibility of the installer. Many manufacturers also provide start-up service by the authorized
service agency. The person or party that is responsible for start-up should also have been given a
copy of the specification. The start-up includes:
On-site inspection to verify the equipment was installed according to manufacturers
instructions
On-site inspection to verify the equipment is operating properly
Re-calibration (if needed) as it may have slipped during shipping and handling (not a
warranty item)
After the start-up has been completed, all warranty cards should be returned to the manufacturer.
Final inspections should be requested and needed permits acquired at this time with local
regulatory agencies.
Training
Use and Care Demonstrations
The final phase of the receiving process is to arrange for a use and care demonstration from the
manufacturers representative. The demonstration should include:
How to operate the equipment safely
Introduction to the use and care manuals
Instructions on daily care and preventative maintenance
Helpful tips on the use and care that are not in the manual
Hands-on operation for each participant
The person doing the use and care demonstration should be a qualified trainer representing the
manufacturer. The demonstration should not be scheduled until the equipment has been certified
for proper connection and start-up is complete. At that time, it is essential that all necessary
school nutrition staff as well as all district maintenance staff attend the demonstration. The
demonstration may also be video-taped/DVD for use in follow-up training or a training video/
DVD provided at the time of training.
School Nutrition Assistant/Technician Competency
Finally, the installation job is not complete until the school nutrition assistants/technicians cook
the first meal with the new piece of equipment. To assist with this process, reviewing the use and
care videos or DVDs may be helpful. Each staff member needs to demonstrate competence in the
proper use and care of the equipment to the school nutrition director. Competency assessment
is essential to verify that the school nutrition assistant can operate the equipment properly. One
example of a competency assessment checklist is shown below. All school nutrition assistants
need to sign the use and care manuals or equivalent document to verify their attendance at the
demonstration and document their attendance for liability purposes.
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Competency
Date of Initial
Training
Date of
Competency
Verification
Date of
Annual
Competency
Verification
Comments:
Evaluator:
Date:
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Manuals
Multiple copies of the use and care manuals should be requested in the bid document. One set is
for the school nutrition director, one set is for the maintenance department, and the other copies
need to be filed for future construction projects. In addition, many manufacturers now make these
manuals available on-line. It is important however, to make certain that a paper copy is retained
for easy access to the needed information.
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Summary
The first step in installation is preparing the site. Preparing the site should not
be a problem if the answers to key installation questions have already been
answered. An additional concern at this time should also be security for the
new equipment to minimize problems with theft or vandalism.
Proper installation is essential as the majority of early warranty claims are
the result of poor installation or environmental problems. Once all aspects of
installation have been completed according to the manufacturers instructions
and the proper power has been connected, the start-up can be arranged,
warranty cards should be returned to the manufacturer and final inspections/
permits should be obtained.
Use and care demonstrations are an essential part of completing the process
of putting new equipment into operation. Competency assessment of all school
nutrition assistants/technicians that will be using the equipment is critical, as well
as documentation that they have completed this process. Finally, multiple copies
of the use and care manual should be kept where they provide easy access
to the needed information for operation, cleaning, and maintenance of the
equipment.
The equipment project is now finally completed and the vision of the school
nutrition director, as the Trusted Advisor, is reality. Although the amount of
work that this requires can only be fully appreciated by those who have
participated in the process, the value of school nutrition directors knowledge
and expertise is clear to anyone who has worked with the school nutrition
program in kitchen renovations. Their role as Trusted Advisors is the key to
successful school nutrition program construction projects.
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Section Two
Making Specific
Equipment Choices
CHAPTER NINE
Chapter Highlights
Mixers
Mixers include three general types:
Planetary or standard (most commonly used)
Spiral (used for high volume dough preparation)
Vertical-cutter mixer (for rapid chopping and cutting)
Mixers range in size from 5 quart to 140 quart models
Stainless steel bowls are preferred
Selection of the mixer should be based on its intended use (because of its impact on
future repair needs)
Fewer repairs are generally required for:
Fixed speed models (as compared to variable control)
Gear transmission models (as compared to belt driven)
Most common mixer attachments are flat beaters (paddles), wire whips, dough arms or
hooks, and pastry knives
If purchasing a used mixer, make certain that it has a bowl guard (older models may
not) or that a retrofit bowl guard kit is available
If purchasing a larger mixer, consider getting:
A bowl dolly or truck for moving heavy bowls on floor models
Adaptors for smaller bowls
Power lift and tilter
Timer
Bowl scraper
Grinder, dicer, or chopper attachments
Greater horsepower
Slicers
Consider the size of blade as they cannot be retrofit with a larger size
Smaller manually operated models with 10 knives are ideal where occasional slicing is
done, automatic models are time and labor saving, but do require monitoring
Larger models with 12 knives are best when large volume slicing is done
Select horsepower needs based on the product to be sliced
Gear driven motors are better for tougher foods
Determine needs for thickness of slice
Stainless steel parts are preferred
Food Processors
Food processors can be used to dice, slice, grate, shred, and julienne food
Commercial model should always be used, never a home-style unit
Most durable models will be made from stainless steel
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Toasters
Toasters can be either slot or conveyor style
Slot sizes are smaller for standard size breads and larger for buns, bagels, and Texas-style
toast
Evaluate the crumb trays, as these need to be cleaned frequently
Consider a shut-off option for when toast might become caught
Determine the size of toaster to purchase based on peak production needs
Consider slot toasters for low volume needs, conveyor toasters for large volume
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Mixers
This piece of equipment is defined as a vertical mixer with an overhead motor. There are three
general types of mixers. They are planetary, spiral, and vertical-cutter mixers. Planetary mixers
are the most commonly used of the three and are used for most of the mixing needs in a school
nutrition program.
Standard or planetary mixers are a valuable and versatile piece of equipment because of the
variety of attachments. There are numerous manufacturers and models of mixers on the market.
Mixers range from table top 5 quart models used for smaller mixing needs to 140 quart floor
models geared to high volume institutional use.
Application
Space Location
5 quart
Specialty Mixer
Counter
12 quart
Counter
20 quart
Counter or Floor
30 quart
Floor
40 quart
Floor
60 quart
Floor
80 quart
Floor
140 quart
Floor
Spiral mixers are different in that the bowl rotates as well as the beater attachment unlike
planetary mixers where only the beater rotates. Spiral mixers are generally used just for high
volume dough preparation. Spiral mixers are thought to result in better development of doughs
(more gentle kneading), and less heating of the product during mixing which prevents too early a
fermentation of the yeast.
Vertical-cutter mixers are unique in that they have extremely rapid blade action and are most
commonly used for chopping and cutting (similar to a blender) rather than whipping or beating
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ingredients. Their greatest advantage is speed as they cut or chop food in one-fourth to one-tenth
of the time needed in other machines. Disadvantages of the vertical-cutter mixer include that
they are noisier, more difficult to operate as timing is critical, and do not whip very well. Staff
members need to be well trained because mixing times are generally so short. If one is not careful,
it is possible to make juice out of salad greens.
Vertical-cutter mixes come in both countertop (10, 15, and 20 quart) models and floor mounted
(25, 40, 60, 80, and 130 quart) models. Safety features include an interlock device so that the
machine cannot be operated unless the bowl and lid are locked into place, and a viewing portal
so that the product can be viewed without opening the lid. Pulse control or jog buttons help to
control the cutting of products that require very little time to prepare.
Purchase Recommendations for Standard/Planetary Mixers
Mixing bowl size will vary with the type of mixer purchased
Recommend purchasing the size required for the largest recipe that will be prepared
with the mixer
Remember to include possible expansion of the ingredients during mixing (e.g., a 20
quart bowl is needed for mixing 4 quarts of cream)
Manufacturers Web sites often have guides to help with this decision
Most commonly used sizes are 20, 30, and 60 quart models
Purchase stainless steel bowls if you can afford them
Tinned bowls eventually have to be retinned and may cause color of some foods,
such as mashed potatoes, to darken
Stainless steel bowls last longer and school nutrition directors generally find that they
are worth the extra expense
The expression pay me now or pay me later is how some school nutrition directors
view the decision of purchasing stainless steel bowls rather than tinned bowls
Horsepower (HP) varies from 1/6 to 6 HP
Purchase more HP (1/2 greater than usual for that size mixer) if preparing heavy
doughs, such as breads and bagel mixes
Compare manufacturers and models to purchase for your operational needs
Consider how many speeds you will need for your recipes
Three speeds are the most commonly purchased
Models are available with 3-9 speeds
If a larger mixer is purchased and you want to fit smaller bowls, consider getting adapter rings
Consider also purchasing smaller mixer attachments
It is more common to purchase two different mixers if mixing needs are widely
divergent
Consider the intended use of the mixer in relation to future repair needs. Fewer repairs
are generally required for:
Fixed speed models (as compared to variable control which operate in the same way
that a rheostat used in some light fixtures operates with a continuous number of
settings rather than a simple on and off switch)
Gear transmission models (as compared to belt driven transmission models)
Decide carefully on which attachments are necessary for your recipes; the most common
mixer attachments are shown in the table below
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Flat Beater
(or paddles)
Wire Whip
Pastry Knife
Attachment
Consistency of
Batter
Medium
Light
Heavy
Heavy
Mixer Speed
Medium
High
Low
Low
Examples of
Products
Cakes, icings,
vegetables
Eggs whites,
frostings
Bread, bagel,
pizza doughs
Pastry
Slicers
There are also numerous manufacturers of slicers on the market. Most are designed to slice high
volume amounts of meat and cheese quickly and efficiently. Slicers vary in size, depending on the
need of the school nutrition program. Smaller manually operated models with 10 knives are ideal
for occasional slicing tasks. Larger models with 12 knives are best for large volume slicing tasks.
The slicer may be used for:
Slicing hot or cold meat in uniform thickness
Slicing cheese in uniform thickness
Slicing vegetables, using an optional accessory
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Most models are operated either manually or automatically. Automatic slicers allow for staff
to set the slicing thickness, but perform other tasks at the work station while monitoring the
slicing task.
It is important to evaluate how the blade sharpeners operate. Generally, blade sharpeners are builtin. Some are easier to use than others depending on the brand and model. Most slicers should be
designed to dismantle for easy cleaning and sanitation.
Advantages of slicers include that they:
Are labor saving (as compared to slicing by hand)
Are faster than slicing by hand
Provide maximum yield with less waste
Produce more uniform products of consistent thickness
Purchase Recommendations
Consider purchasing a rolling cart with locking brakes so that the cart does not move
while it is being used and can be moved to a variety of locations
Purchase a slicer that has a lever which allows the slicer to be more easily tilted up for
cleaning underneath, preventing the employee from having to lift a heavy dangerous
piece of equipment
Purchase a separate machine for slicing breads if bread slicing is a need, because slicers
work best for meats and cheese
Consider blade size needs carefully, purchasing the largest size needed
Slicer blades cannot be retrofitted after purchase
Popular sizes for slicer blades are 10 and 11
Consider horsepower need based on the products to be sliced
Popular horsepower would be one-third and one-fourth
Purchase more horsepower when cheese slicing is a frequent task
Gear driver motor blades are better for tougher foods (such as meats and cheeses)
which might cause belt slippage with belt-driven motors
If considering a great deal of uniform slicing, select:
Automatic carriage to eliminate the need to be moved by hand
Carriage fences to prevent product from slipping
Automatic portion control scales (attached to receiving bed)
Chute attachments which hold slicing products (such as long vegetables) in place
Determine needs for thickness of slices
Most slicers will cut from paper thickness diameter up to
Some slicers will cut thickness up to 1 inch
Evaluate slicing speed when purchasing an automatic slicer
Slicer speeds may range from 1 slice per minute up to more than 55 per minute
Evaluate the plug and cord configurations to determine if these are appropriate for the location.
Buy stainless steel parts if at all possible
Consider stainless steel as the preferred material for knife blade durability and cleaning
Decide between separate or attached blade sharpeners
Consider an infrared lamp for keeping meats hot that are sliced throughout the serving period
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Food Processors
There are numerous manufacturers of food processors. Most food processors are compact in design
to use less counter space. Food processors are used to modify texture of ingredients, decrease
product waste, and to speed up the production or preparation time of some recipe ingredients.
In addition, todays food processors can be used to dice, slice, grate, shred, and julienne food.
Continuous feed units process food quickly in uniform pieces and assist in labor saving.
Purchase Recommendations
Use a commercial model, never a home-style unit
Consider the types of cutting tools or plates needed
For example, slicing, pulping, grating, or dicing plates
Consider purchasing a processor made from stainless steel
Consider portability needs of the food processor
Evaluate the quality of the products made from the food processor
Consider textural modification needs of the special needs students
School nutrition directors are Trusted Advisors in knowing the best methods to modify the
food texture. For example, food processors can be used to help produce meals for special needs
children:
Chopped foods that are in bite-sized pieces (although this may also be accomplished with
a knife)
Ground foods that are soft and small enough to swallow with little or no chewing
Pureed foods that are smooth in texture and the consistency of mashed potatoes
Toasters
Toasters are often used in school nutrition programs that serve school breakfast. Toasters are
occasionally used in school nutrition programs that serve toasted buns, bagels, or Texas-style toast
during the lunch meal. Toasters come in two general types, which are slot and conveyor toasters.
The slot sizes may be either standard size to accommodate regular slices of bread or large size to
accommodate large bread items
Purchase Recommendations
Evaluate ease of cleaning the crumb trays in the toasters
Evaluate a shut-off option as a safety feature
Consider an adjustable heat control feature to adjust for different size bread products
Consider a feature which allows either one or two sided toasting for more flexibility
Evaluate peak production needs and purchase accordingly
Consider slot toasters for low volume needs
Consider conveyor toasters for larger volume needs
Assess the energy needs of conveyor toasters
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Summary
There are numerous manufacturers of automatic and manual slicers. Most are
designed to slice large quantities of meat and cheese, but slicers will vary in
size, speed, horsepower, thickness of slices, and added attachments. Slicers
should be purchased with the largest blade size needed as slicers cannot
be retrofit with larger blades. Most commonly purchased slicer blades are
either 10 or 12 inches. Built-in blade sharpeners are one of the more common
attachments. Again, gear driven motor blades and stainless steel parts are
considered more reliable, particularly if tough foods will be sliced.
Food processors are another common piece of equipment in some schools.
Most are compact in design to use less counter space. They may be used to
dice, slice, grate, shred, and julienne food and may be particularly useful for
textural modification needs of students in the school nutrition program.
Toasters can be either slot (for small volume needs) or conveyor type (for large
volume needs). Slot sizes may vary for standard size breads or may be larger
for buns and bagels or Texas-style toast. The ability to easily clean crumb trays
is an important consideration in purchasing a toaster. The appropriate size of
toaster to purchase is generally determined from peak production needs.
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CHAPTER TEN
Chapter Highlights
General Guidelines for All Ovens
General purchasing guidelines include checking door handles, length of preheating
time, oven interior size, cleanability, insulation, hinges, number of racks, types of
mountings possible
Basic use includes loading/unloading quickly, following manufacturers
recommendations for venting, avoiding the use of foil, using good quality pans, filling
ovens to capacity, preheating for the shortest time possible, cooking at the lowest
recommended temperature for roasts and the highest for baked products, and not
opening the door during cooking
School nutrition directors experience elevates them to the valued position of Trusted
Advisor in knowing which pieces of cooking equipment best meet their operational
needs
Conventional Ovens
Traditional style of oven, often replaced today with a convection oven
Deck Ovens
Best flexibility is obtained from separate controls for top and bottom
Recommended oven height will vary with the products being prepared
Reel Ovens
Only used in very large volume school nutrition programs
Conveyor Ovens
Used for large volume preparation of pizza or hot sandwiches
Advantages include consistent product quality, less labor, speed of production
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Microwave Ovens
Combination microwave and infrared, convection, or steam are available
Both power level and size of microwave should be considered
Only commercial ovens should be used in school nutrition programs
Advantages to microwave ovens include faster heating, no need to preheat, energy
efficiency, low cost, minimal maintenance, and compact size
Disadvantages include uneven cooking, hot/cold spots, need for skilled repair, limited
use for tenderizing and cooking meat products, lack of browning during cooking, and
problems with overcooking of foods
Turbochef Ovens
Removes the cold air layer around food to speed up the cooking process
Available as small countertop units which are stackable
Range Tops
Gas versions are more durable burners, no preheating needed, infinite heat settings,
more energy efficient than electric
Electric versions are slower to heat/cool, less prone to fires from grease spills, require
less maintenance and ventilation than gas
Open cooktops are more energy efficient, less affected by dented and bowed pan
bottoms, used more for speedy, intermittent cookery
Closed cooktops are used to hold several warm stock pots, are more flexible for the size
of stock pot used on them, take longer to preheat
Induction Cooktops
Use a different type of heating method which requires a magnetic metal pan
Not all magnetic pans heat equally well on an induction cooktop
They are also energy efficient, easier to clean off, and cooler in the kitchen
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Door hinges should be heavy duty, counterbalanced (to stay flat), should open level, and
hold up to 220 lb. (90 kg)
Consider production needs when verifying standard number of oven racks, and order
additional oven racks to meet projected needs
Consider in advance what type of installation will be done, mountings can be:
Platform (concrete base)
6 (15 cm) legs for floor
4(10 cm) legs for countertop equipment
Equipment stands
Plan the delivery as ovens are one of the heavier pieces of equipment
Ovens require fire suppression equipment, most (but not all) require ventilation
Basic Use
Appropriate use of the ovens would suggest the following practices:
Load the oven as fast as reasonably possible to minimize heat loss
Do not add uncooked pans of food to an oven where food is already cooking or uneven
cooking will result
Keep vents closed unless the product should not be exposed to moisture (follow
manufacturers instructions)
If possible, avoid the use of aluminum foil covers on pans because it may:
Limit browning
Affect heating efficiency and cooking times
Affect moisture loss in the product (unless it is supposed to be used to minimize
moisture loss)
Get caught in the fan of convection ovens and require a service person to repair
Keep tables, carts, or racks nearby for easy loading/unloading
Use good quality pans because:
Warped pans may cause uneven cooking
Very shiny pans may also cause uneven cooking
Aluminum pans will conduct heat better
Dull finish pans will also conduct heat better
Fill ovens to capacity to avoid energy waste
Cook foods immediately after preheating the oven to minimize energy use
Cook at the lowest recommended temperature for meat products and cook at the highest
recommended temperature for baked products to save energy
Do not open the door during cooking to maintain product quality and save energy
Newer types of ovens have expanded the choices for school nutrition programs. Some experts
have suggested that more changes have occurred in oven designs in the last 20 years than any
other kind of kitchen equipment. The school nutrition directors experience elevates them to the
valued position of Trusted Advisor in knowing which pieces of cooking equipment are best to meet
their operational needs.
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Convection Ovens
Convection ovens are very commonly used in school nutrition programs for a variety of products
including breads, cookies, cakes, pies, meats, seafood, pizza, potatoes, and other products. These
ovens offer a cooking chamber with a fan to circulate hot air. Convection ovens are not energy
efficient but offer faster more even cooking of products on multiple shelves in the oven, because of
the movement of air. These ovens are available as either gas or electric, but gas convection ovens
will still require electricity for operating the fan. Gas ovens need to be vented under a hood or
through a flue stack. Flue diverters and adaptors are available from the manufacturer.
Convection ovens are available in single, double stacked, and roll-in models. Each cooking
chamber of a standard convection oven has 11 rack guides and is often supplied with five racks,
although additional racks may be purchased. Roll-in models are designed for larger volume
cooking. Roll-in ovens allow a cooking rack of pans to be easily wheeled into the cavity, thereby
eliminating the need to manually load the oven, shelf by shelf.
Convection ovens are available in two depths. The standard depth model accommodates 18
x 26 sheet pans in a right to left loading position. The extra deep depth model accommodates
18 x 26 sheet pans in a right to left and/or front to back loading position. Oven capacity will
range from 10 to 22 sheet pans, depending on whether the oven is single or double deck (10-11
for single deck and 20-22 for double deck) and the model. The doors may open and close either
independently or simultaneously. Doors are offered with glass window panels or solid stainless
steel. The decision of what size convection oven to buy will depend on several factors including:
Quantity of product that needs to be prepared at any given time (shorter meal periods
will require food to be prepared faster or in advance)
Production needs for different products (if it is possible to prepare one product in advance
and place it in a warming cabinet before another product is prepared, fewer ovens will be
required)
Number of temperature settings needed for different products (because one can not bake
a cake at 325 F (163 C) at the same time that one is cooking pizza at 400 F (204 C)
Size of sheet pans to be used in the oven (if sheet pans are specifically sized for the oven,
this will provide for the most efficient use of space in the oven)
School nutrition directors functioning as a Trusted Advisor should therefore evaluate convection
oven needs carefully. Mistakes in purchasing the wrong size can be avoided if school nutrition
directors plan a production schedule for key pieces of cooking equipment, particularly for
convection ovens because they are used so heavily. The production schedule will show a time
chart of what is to be prepared in the oven in 15 minute or half hour intervals, how many pans
will be in the oven, and at what temperature. School nutrition directors are best able to determine
the size of oven (or ovens) needed after this production schedule has been developed. They are
Trusted Advisors in this very critical decision making process.
Manufacturers also offer various control packages. The control packages range from electronic
ignition, mechanical thermostats and dial-type timers to solid state controls that are digitally
displayed to computer based controls that are programmable. Coding features are also offered in
the control packages such as fan delay, force cool-down fan mode, and moisture injection.
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Conventional Ovens
Conventional ovens can be used for a wide variety of cooking needs, such as cakes, cookies,
meats, or other products. Conventional ovens may be electric or gas (although gas ovens will still
need electricity for a timer, lights, or a fan, if these are provided on the oven). Although still used
for smaller quantity preparation in some school nutrition programs, the use of convection ovens
has replaced conventional ovens in many schools.
Deck Ovens
Deck ovens are an energy efficient choice for large quantity preparation of roasts or bakery
products, such as cakes and cookies. Deck ovens are often stacked to increase cooking or baking
capacity. Deck ovens can be placed on a stand with pan racks underneath for added flexibility.
If ovens are stacked, consideration should be given to the height of the ovens. Ovens that are
stacked must be easily reached to make them easy to use and to minimize the possibility of being
burned when reaching into the oven.
Both gas and electric deck ovens are possible. Greatest flexibility is provided if the oven has
separately controlled elements in the top and bottom of the oven. Gas deck ovens are one of the
few pieces of equipment that require no electricity. Appropriate oven height will vary with the
product. Typically, ovens are sized using the following guidelines for what is being prepared:
Roasts use a 12-15 oven height (30.5-78 cm)
Bakery products use a 4-8 oven height (11.6-23.2 cm)
Reel Ovens
Reel or revolving ovens are not commonly used in school nutrition programs unless the school
is very large or in central kitchens. These ovens are used in high volume operations (bakeries
for example) and have revolving shelves that operate much like a Ferris wheel to provide even
cooking for large batches. Some of these ovens are so large that they are assembled on-site. Strong
shelving and shelf stabilizers are important because tipping of the shelves (and the pans on
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them) could be a problem resulting in huge product losses and the need to clean the oven (which
requires entering the oven) once the oven has cooled.
Conveyor Ovens
Conveyor ovens are a type of oven that uses a moving conveyor belt made of either stainless
steel or wire mesh. Although most school nutrition operations will not have a conveyor oven,
they might be considered if they serve a large volume of pizza or hot sandwiches. Advantages to
conveyor ovens include that they provide a very consistent product quality with very little staff
training (the conveyor means that the process is highly automated) and that they need less labor
to use (no supervision of the cooking process is required). In addition, conveyor ovens may be
faster depending on the type of heating used in the oven (infrared cooking or impinger cooking,
for example). Disadvantages are that they are more expensive than some of the other ovens (deck
ovens, for example), products generally have to be thinner (2 inches or 5 cm or less) to be able to
be cooked in a conveyor oven and that more maintenance is required (because of the moving belt
on the conveyor). The four types of conveyor ovens are:
Impingers
A very carefully and accurately directed blast of hot air impinges or forcefully hits
the food to speed the cooking process
Impingers are specifically designed for foods to be prepared in them
Impinger ovens, for example, are commonly used for pizzas
Natural convection (turbulence or free flow)
Forced convection (directed, controlled flow)
Infrared (available in electric only, these are very fast, but an expensive type of conveyor
oven)
Purchase Recommendations
Better conveyor ovens allow the operator to adjust the belt for different speeds
Side doors are useful for shorter cooking times for products such as sandwiches
For more product cooking options, purchase ovens that have different settings for zone
cooking
Twin belts are also available on some ovens so that the belts can be set at two different speeds
for different products. Gas conveyor ovens will still require electricity for the moving belt and all
conveyor ovens will require ventilation under a hood. Space for the conveyor is also needed as
these ovens require a longer space than conventional ovens. Floor models typically need seven
feet, although only three feet may be within the oven itself. Countertop models will need four
feet. A viewing door so that the product can be seen while it moves through the conveyor may
also be helpful.
Microwave Ovens
Microwave ovens have become widely used since they were first introduced in the U.S. in the
1960s. Combination ovens (microwave combined with either infrared, convection, or steam
cooking ability) are becoming more common now.
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Power level of the microwave is an important consideration and may not be correlated with size
of the microwave. In other words, larger microwaves are not necessarily more powerful machines.
Examples of microwave power levels and what they may be used for are shown below. If different
types of tasks are done, school nutrition directors should either purchase the highest wattage
that is required for any of the tasks or consider purchasing different types of microwaves for the
different tasks.
700 watt for small volume cooking, warming
1000 watt for heating precooked foods
1400-2700 watt for defrosting and reheating larger quantities of food
Smaller units are somewhat more flexible in that they may use standard plugs (at 120 volts),
whereas larger heavy duty microwaves may be 208 or 240 volts. Microwave oven placement is also
somewhat more flexible in that they do not need to be placed underneath a cooking hood.
Although many types of microwave ovens are available, microwave ovens produced for home use
should never be used in school nutrition programs. Microwave ovens intended for commercial use
are more powerful and durable. If home use microwave ovens are used in a school, the ovens will
likely burn out in a much shorter time. Even worse, their use might void the equipment warranty
and not be allowed by the schools fire insurance policy.
Advantages to microwave oven use include:
Heating of food is faster
Cooking does not add heat to the kitchen
Oven does not need preheating
Process is energy efficient
Oven is relatively low cost
Maintenance costs are lower as compared to other ovens
Oven is compact
Same dish can be used for both cooking and serving
Disadvantages to microwave use may include:
Cooks somewhat unevenly
Has hot/cold spots
Requires skilled repair
Does not allow for tenderization or flavor development in meat products because of the
short cooking times
Does not brown (heat susceptors and combination cooking units improve browning)
Easily overcooks food
The most common uses of microwave ovens in foodservice operations include:
Fast thawing
Warming/heating (not cooking)
Reheating small portions of food
As quantities get larger, times greatly increase and energy efficiency decreases so this has limited
the use of the microwave for other purposes. Some newer options in microwaves that has
made their use easier are touch pads, built-in sensors, and heavier duty models. For busy areas,
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microwave ovens can be stacked, but location should be considered carefully as they will require
space on all sides for venting.
Turbochef Ovens
Turbochef ovens are a newer type of cooking option (introduced between 1991 and 1994).
They are now being used in some restaurants, including chain restaurants. Turbochef ovens are
different because they suck air out of the bottom of the oven (instead of pushing air to the food)
to improve heat transfer between the food and the surrounding air. This removes the cold air layer
around the food and greatly speeds up the cooking process. Sandwiches cooked in a Turbochef
oven actually brown and are crisp instead of soggy.
Generally, Turbochef ovens are small countertop units. They are stackable and programmable.
In addition, they are extremely energy efficient because they are only turned on at the time
foods are being cooked. Although they are more expensive than other ovens, their speed of
cooking is a great advantage for preparation of sandwiches and many other foods.
Range Tops
Range tops used to be a common part of almost all school nutrition programs and may still be
important in some schools. They can be used for:
Sauting
Pan frying
Grilling
Heating stock pots or sauce pans
Today however, other pieces of cooking equipment such as steamers, convection ovens, or combiovens are more commonly used for the cooking needs in many schools. In addition, range tops are
used less often because of the growth of convenience or pre-processed foods.
There are numerous manufacturers of gas and electric range tops. Range tops require exhaust
ventilation and a fire suppression system so they must be placed underneath hoods and are
relatively energy inefficient. Advantages to electric or gas range tops include the following:
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Electric
Burners are somewhat slower to heat or cool (is disadvantage or an advantage depending
on how they are used, some staff will turn off the heat and leave the pan warming on the
burner for a short time)
For less skilled staff, burners can be set to different temperatures through the control
knobs with no guessing as to the correct temperature
Some types of electric range tops are available which allow an infinite number of settings
Gas
Burners are considered more durable than the electric burners
They require no preheating
They allow for an infinite range of heat settings
The decision to purchase a gas versus an electric model cooktop is an important decision. In all
new construction, an all-electric kitchen might be less costly if the infrastructure needed for gas
lines is expensive. On the other hand, in areas where severe storms and loss of power is common
during school months, gas equipment might still be able to be used when the power goes out if the
gas equipment controls are not electric and if electrically controlled ventilation systems are not
required for the equipment to be used safely.
The decision between gas or electric models is also influenced by energy use and expected utility
costs. Utility costs will vary across the U.S. so that purchase decisions will need to be based on
the geographic area. The electric rates in California, for example, are likely to be higher than in
many other geographic areas, and the gas rates in Texas are likely to be lower.
Cooktops can be open (with an exposed burner) or closed (solid sheet of metal). Listed below is a
comparison between the two types of cooktops.
Open Cooktops
Are more energy efficient than closed tops
Their ability to heat is less affected by bowing, bulging, or dented pan bottoms because
the pans will more evenly fit into the ring or grate as compared to the flat surface of a
closed cooktop
Are most likely to be useful for speedy, intermittent cookery
Closed Cooktops
Hold more pots than open burners
Are more flexible in that they hold multiple sizes of pans
Are used for continuous heavy cookery because they will hold several warm stock pots
Take longer to preheat (for example, ten minutes for gas cooktops and 20-30 minutes for
electric models)
Closed cooktops are generally made of cast iron or steel plates which are between to 1 inch
thick and put together (depending on the schools needs) in multiples of 12 inch widths and 24
inch depths. Most commonly, they are installed in a group of three with a separate heat control
for each of the three portions of the cooktop.
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Griddle-type range tops which include a stainless steel fence around the two sides and back
(which helps to prevent spattering or dripping of batters off the edge of the cooking surface) are
also useful for some schools. These griddle-type tops are made of thicker steel and offer grease
troughs and grease containers that can be emptied after each use. They are used for continuous
heavy cookery of griddle items and may come with Teflon or other non-stick coatings. Countertop
models are also available for griddles or other range top types.
Other types of specialty range tops are also available, but are generally not used in school nutrition
operations, including Chinese or wok ranges, stockpot ranges, and taco ranges.
Induction Cooktops
Induction cooktops use a newer type of cooking technology and are being installed in some
schools. Induction cooktops are sold by fewer manufacturers, but variations in options are still
available. Induction involves a different method of heating in which an electromagnetic field is
created between the stovetop and pan which provides a current that converts to heat with the
resistance of the metal in the pan. In this heating system, the choice of pan type is critical.
Magnetic metal pans (made of magnetic stainless steel, cast iron, or nickel) must be used in order
to create the electromagnetic field for heating. School nutrition directors should check with
manufacturers to make sure that pans will work on induction units. Some stainless steel pans, for
example, are magnetic (because of their higher iron and nickel content) and some stainless steel
pans are not magnetic (so they are not suitable for induction cooktops). Pans made with nonmagnetic metals (such as copper or aluminum) will not work on induction cooktops, unless the
non-magnetic metal is used only in the interior of the base of the pan (so that it is sandwiched
between two pieces of magnetic metal) to improve the evenness of the heating of the pan.
Research at Purdue University in the Hospitality and Tourism Management Department has
suggested that not all magnetic pans heat equally well on an induction cooktop. Best choices
are the most highly magnetic and have a flat bottom that provides the best contact with the
induction surface. Whatever the pan type, empty pans should not be heated as this could result in
damage to the cooktop.
Advantages to the use of induction cooktops includes:
Safety benefits when used around children
Faster cooking
Easy cleaning
Does not heat up the kitchen
Energy efficiency
Operate from a 12 volt, standard three prong plug-in so that they may be used with most
standard outlets in non-traditional locations where higher voltage wiring is not available
Disadvantages may include:
More expensive
Limited in capacity (unless multiple units are purchased)
Require the purchase of new pans
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Induction cooktops have a smooth, solid ceramic top and come in both one and two burner
models. They may be free-standing, making them easy to carry from one location to another or
installed into countertops. They generally operate from 12 volt, standard three prong plug-ins and
are therefore, only available as electric models. Temperature controls on these units vary with the
manufacturer. Some units have specific temperature settings for the control knob; others have an
infinite number of settings possible and operate similar to a rheostat.
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Summary
Many oven choices are available. Some experts have suggested that more
changes have occurred in oven designs in the last 20 years than in any other
kind of kitchen equipment. Although conventional ovens are not as commonly
used anymore, convection ovens are now very common and are available
in a variety of models (gas or electric), sizes, and depths. Although they are
more expensive than conventional ovens, they offer faster cooking and good
browning in a compact space. Deck ovens may be used for many cooking
and baking needs. Reel ovens and conveyor ovens are not commonly used
in schools, but may occasionally be used in some high volume operations.
Microwave ovens have become widely used since they were first introduced.
Combination microwave ovens (with infrared, convection, or steam cooking
ability) are now available. Turbochef and cook by light ovens are two of
the newest cooking technologies. They offer extremely fast cooking (including
browning) in a very compact space, but are a more expensive alternative.
School nutrition directors should think carefully about their oven choices.
Products can generally be cooked/baked in more than one type of oven
(convection versus conventional versus combi-ovens, etc.). Because of this, school
nutrition directors should look at the best oven choices for their particular needs.
Careful decision making is important because each oven type will vary by
purchase price, repair and maintenance cost, energy consumption, ventilation
requirements, cooking speed, product quality, space requirements, and flexibility
for different kinds of cooking.
In addition, even though a versatile oven may be purchased, it may not be able
to be used for all cooking needs because of overlapping production requirements
with several products needing to be prepared at the same time. Salespeople may
promote one oven for all cooking needs, but school nutrition directors should always
look at their production schedule before making final cooking equipment selections
in order to make sure that all products can be prepared that need to be prepared.
School nutrition directors familiarity with their menus and recipes, as well as the
coordination and scheduling of equipment in preparing food, elevates them to the
valued position of Trusted Advisors in selecting which pieces of cooking equipment
are best for their operations.
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CHAPTER ELEVEN
Cooking Equipment:
Tilt Skillets, Broilers, and Fryers
and
Fryers
Chapter Highlights
Introduction
School nutrition directors are the Trusted Advisor in deciding which pieces of
equipment are required to meet the production needs
Tilt Skillets
Versatile piece of equipment with four sides and rectangular grill top, a pour spout,
cover, and a trunnion
Purchase recommendations include:
Upgrading the metal in the tilt skillet to stainless steel
Considering features such as spring assisted lids, power tilts, gallon markings, hot/
cold faucets, and draw-offs for larger tilt skillets
Broilers
Available in infrared or radiant heat
Require operator skill and can be a fire hazard
Small broilers are used for finishing entrees, larger broilers are used for fast cooking of
thinner cuts of meat
Purchase recommendations include:
Buying heavy gauge steel, well insulated units with reflective interiors
Considering infrared units when speed is more important than cost
Placing broilers side by side rather than stacking
Selecting stainless steel sides on the broiler if installation is near fryers
Considering warming ovens
Evaluating grids and shelves in the broiler
Fryers
Newer fryers offer improved efficiency, improved quality of finished products, and more
automation to make them mistake proof
Purchase recommendations include:
Purchasing more than one fryer to avoid flavor transfer if different products are
commonly prepared
Comparing capacity of floor and countertop models
Assessing space and fire suppression needs of the fryer
Considering what types of products will be prepared in the fryer
Evaluating the amount of desired automation
Deciding on the type and thickness of the metal for the fryer
Deciding on inclusion of a filtering system
Checking to see if the fryer has a cool zone
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and
Fryers
Cooking Equipment:
Fryers, Broilers, and Tilt Skillets
Introduction
Cooking options in school nutrition programs may include tilt skillets, broilers, and fryers. Broilers
and fryers not very versatile pieces of cooking equipment, so some schools may not use these at all
because they do not support the menu needs. On the other hand, tilt skillets are considered very
versatile, but they may not be found in all school kitchens because they are either unfamiliar, or
the school nutrition programs use alternative pieces of equipment. School nutrition directors are
the Trusted Advisors when determining equipment needs because of their knowledge related to the
menus and production needs related to the meals served.
Tilt Skillets
The tilt skillet is also known as the tilting braising pan and tilting fry pan. Tilt skillets have
a rectangular grill top with four sides, a centered pour spout, a hinged cover, and a trunnion
which allows the grill top to be tilted to drain at a 90 degree angle. In fact, some school nutrition
programs have replaced large kettles with tilt skillets, due to their versatility. They are particularly
good when all the ingredients are ultimately cooked in the same piece of equipment. Most
common uses of a tilt skillet include:
Grilling
Browning or braising
Pan frying
Sauting
Stir frying
Steaming with the assistance of optional steamer pan insert rack
Boiling stews and sauces
Holding
Most tilt skillets are free standing units but models are available that can be wall or counter
mounted. Counter top models may range in size from 10-16 gallons, whereas most floor models
hold either 30 or 40 gallons. Tilt skillets may be gas or electric, but gas units will still require
electricity for the controls. Additional options that may be purchased include:
Receiving pan support
Pour lip strainer
Vented lid
Fill faucet or spray hose
Casters
Special stands
Purchase Recommendations
Best for large batch cooking
Good for pan grilling or pan frying
When one needs to grill several products at different settings, maybe the tilt skillet is not
the better equipment choice
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and
Fryers
Broilers
Broilers provide very intense dry heat to cook or finish the surface of meats or other entrees. Heat
may be either infrared or standard radiant heat. The infrared heat provides faster heating, but is
more expensive than standard radiant heat. Products prepared in broilers have excellent flavor. In
addition, products are often lower in fat and better in retention of vitamins with this fast cooking
process. The speed of the cooking process is also a disadvantage in that it is not very versatile in
the types of food products that can be prepared in broilers. Different types of broilers include:
Smaller broilers are used for finishing entrees, for example browning, melting, reheating
Larger broilers are used for broiling thinner cuts of meat that have a low to moderate fat content
Broilers also require some skill on the part of the operator as there are no timers, ejectors, flashing
lights, or buzzers to tell when the product is done. In addition, they can be a fire hazard, due to the
high temperatures used in the broiler itself as well as the food cooked in the broiler. In addition,
to prevent a fire hazard, broilers must be installed correctly. Fires have occurred when broilers are
bolted into wooden studs in the wall to stabilize them and prevent tipping. Unfortunately, because
of the high heat, the metal bolts caused the wooden studs in the wall to catch fire. Broilers need
to be located under a ventilation hood, as well as fire suppression equipment.
Purchase Recommendations
Buy 16 gauge stainless steel (or heavier), well insulated units with reflective interiors
If speed is more important than cost, get infrared, but consider that they:
Cost more
Cook in half the time
Preheat in about 30 seconds verses approximately ten minutes for standard radiant broilers
Use 30% less energy than standard radiant broilers
Buy multiple broilers when peak time periods require multiple products to be broiled
Place multiple broilers side by side rather than stacking them, to improve accessibility
Stainless steel sides on the broiler are recommended if broiler placement is near a fryer
Consider a built-in warmer oven with the broiler when there is a delay from preparation
to service
Adjustable grids (1 to 8 inches or 3.75 to 20 cm) and shelves that pull out provide easy
use, but should have a safety lock to prevent them from coming out all the way, and
shelves should be warp resistant
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and
Fryers
Fryers
Fryers are used less often in school nutrition programs because of the concern for healthy methods
of food preparation. Also, many of the food items that required frying techniques are now
available in formats that do not require frying. Fryers are categorized in size by the capacity of the
frying oil and the pounds of frozen food which may be cooked in one hour. Fryers are available as
stand alone units or banked as several units together.
Modern technology in fryers has improved the quality of fried products, improved their efficiency,
and made the fryers easier to use. Models can be countertop or floor standing. Newer models have
become more automated and may include devices to lower baskets, time the frying cycle, and then
raise the basket. Additional options include:
A stainless steel fry tank cover
Extra baskets and screens
Skimmer
Crumb scoop
Tank brush
Automatic basket lift
An upgrade to stainless steel fry tank, if not standard
Casters
An upgrade on choice of controls
Flex hose and quick disconnect with restraining device
Stainless steel exterior
Landing station
Warming lamp for the landing station
Filter station
Controls are the key to maintaining temperature. The best fryers have less variation in the cooking
temperature which produces a better quality product. There are three basic types of controls:
Millivolt control system has a ten second delay response to temperature and a possible
temperature swing of 20 F (11 C)
Solid state control system has modulating thermostats and may react to +/- 2 F
Computer control system reacts to +/-1 F with various programmable functions
Appropriate care of fryer oil is a must. Choose oil that will withstand frying at high temperatures
for longer periods of time. The following practices will save the life of the oil and support
improved food quality:
Change or replenish the oil periodically
Filter frequently
Frequent filtering may result in a net savings of 25-50% of the oil as well as an
improvement in product quality
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and
Fryers
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and
Fryers
If frozen foods are the primary frying items, the fryer should have a quick recovery time
Consider the volume of food needed at any given time
Consider automatic basket lifts, timers, and computer controls for maximum food quality
and to save labor time
Stainless steel that is a minimum of 18 gauge is recommended to maintain life
expectancy
Determine the appropriate filtering system (built-in, portable, manual)
Select a fryer with a cool zone
A deep well indentation that allows crumbs to settle to the bottom of the well in an
area where temperatures are lower and removes food particles from temperatures that
would char or burn it and give bad flavors to the other products that are to be fried
in the oil
Consider an extended flue to move the exhaust high away from the tank
On gas models, evaluate whether a pressure reducing valve is needed
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and
Fryers
urchasing recommendations
for tilt skillets would include
upgrading the metal used in
the tilt skillet to stainless steel to
provide production versatility and
consider including spring assisted lids, power tilts, gallon markings,
hot/cold faucets, and draw-offs for larger tilt skillets. Installation needs
should address the most effective use and include a floor sink or grate
in line with the tilt skillets pour path
Summary
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CHAPTER TWELVE
COOKING EQUIPMENT:
STEAM EQUIPMENT
Chapter Highlights
Steam Jacketed Kettles
Can be used to make soups, stockpot products, double boiler products, and braised or
boiled meats
Full-jacketed models are preferred for large quantities of boiled products where products
float at the surface, such as potatoes, boiled meats, pastas
Two-thirds jacketed models are preferred for products that are not boiled, such as soups,
stews, sauces, bisques, puddings, pie fillings
For larger models, consider getting bottom drawoffs, counterbalanced or spring-assisted
covers, and kettle mounted faucets with hot and cold water
Consider splash guards, drainage pits, stainless steel, ventilation hoods, condensate
ring, installation, capacity, power stirrer, shallow style kettle, cold water jacket, and the
need for flexibility
Steamers
Water treatment of hard water is critical for steamers
Advantages include faster cooking, uses less water and energy, results in better nutrient
retention, less product shrinkage, and reduced labor
Disadvantages include ease of overcooking, carry-over flavor, difficulty in cooking
frozen food, and lack of browning
Best practices include cooking vegetables al dente, cooking uniform size food,
defrosting before cooking, not using plastic wrap or aluminum foil during the cooking
process, using a perforated pan for most cooking, water filtration, and regular deliming
of equipment
Low-pressure Steamers
Typical pressure of five pounds per square inch (psi) in a low-pressure steamer produces
a temperature of 227 F (108 C)
Used for large volume preparation and will hold up to eight standard-sized sheet pans
per compartment
High-pressure Steamers
Cook at the highest steamer temperatures, a pressure of 15 psi produces a cooking
temperature of 250 F (121 C)
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Cooking Equipment:
Steam Equipment
Introduction
Steam cooking can be done in a diverse group of equipment. Some of the equipment, such as
steam jacketed kettles, have undergone relatively few changes for many years (steam jacketed
kettles have been manufactured for at least 100 years). Others such as combination convection
oven steamers, convection steamers, and boilerless/connectionless steamers are newer and have
become very popular in some school nutrition programs.
Proper sizing of equipment is essential. Production capacity is highly dependent on the piece of
equipment, the type of food being prepared, the temperature of food put into the compartment,
and the size and number of pans that can be used or the overall size of the steam jacketed kettle.
These should be evaluated carefully based on the schools menu and the school nutrition directors
knowledge as the Trusted Advisor in making equipment decisions. Additional detailed information
on steam equipments capacity can be obtained from manufacturers or through the website for
the North American Foodservice Equipment Manufacturers Association website at http://www.
nafem.org. One example of a resource at this website is a pdf document titled Handbook of Steam
Equipment. Manufacturers information, if used, should be evaluated carefully. Capacity estimates
will generally not take into account actual use factors, such as the time needed to load or unload
the equipment, or the time needed for pressure build-up prior to cooking.
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Steamers
Steamers use a closed cavity with moist steam heat at pressures from 0-15 lb. (0-6.8 kg) to
cook the food. Steamers can be pressureless, low-pressure, or high-pressure, or combination
steamers. Steamers are often the cooking method of choice with delicate items, such as fish
and some vegetables that need to be kept whole during the cooking process and fast cooking
of vegetables, pasta, rice, potato, or meat products, either in small batches or volume. Steamers
are often stacked and a separate timer is recommended for each compartment. Steamers should
hold standard sized steamtable pans and the slides should allow the pan to be pulled out 2/3 of
the way without tipping.
All steamers, both pressureless and pressurized, provide a very efficient and fast heat transfer
cooking method. In fact, the rate of heat transfer in cooking speed is very rapid in a steamer
as compared to a standard conventional oven. To illustrate this, if you stick your hand into a
preheated oven, you are not immediately burned although it will feel quite hot. By contrast, if
you place your hand over a pan of boiling water or a tea kettle, you will be scalded in a matter
of a few seconds.
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In addition, steam cooking uses less energy than convection ovens and allows for preparation of
food closer to the time of service. This is an advantage for delicate foods, such as vegetables that
might dry out if held for a long time in a warming cabinet.
It is critical to treat hard water for use in steamers. When steamers are being selected, school
nutrition directors should carefully consider their water quality and their possible need for
filtration systems and automatic deliming options. Warranties and service agreements may not
cover repairs for breakdowns caused by water hardness. Since water quality varies from one
geographic area to another, it is best to have a water analysis conducted prior to building a new
kitchen or purchasing a steamer. In doing so, serious problems can be deferred. For example, dirt
may clog equipment, excess chlorine can cause corrosion, and lime or scale build up can lead to
equipment breakdown. Recommendations for water quality consist of:
Total dissolved solids are no greater than 60-80 parts per million (ppm)
pH is neutral or near neutral (7.0-8.0)
Water hardness is no greater than 2.0 grains
Chlorine is no greater than 25-30 ppm
Finally, schools should check with the local health department and fire code to make sure of
venting and other requirements for steamers. Regulations may vary from one area to another.
Advantages of steam cooking include:
Faster cooking
Uses less water than boiling
Uses less energy than boiling
Results in better nutrient retention
Results in less product shrinkage
Reduced labor demands associated with pan washing
Disadvantages of steam cooking include:
It is easy to overcook foods, although newer steamers may have more accurate
thermostats, including a load compensating thermostat to automatically adjust cooking
time by the volume of food cooked
Carry-over flavor from one product to another can occur if the equipment is not properly
cleaned, although some of the newer steamers have an open free-vented drain which
allows food waste and condensate to automatically be collected and removed out the
drain to minimize carry-over flavors
Frozen blocks of products, such as frozen vegetables, do not cook well
Steam cooking does not brown foods
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steamers are generally smaller and less expensive than pressurized steamers. Because of their easy
use, more than half of the steamers sold in the U.S. are pressureless steamers.
The use of pressureless steamers has grown, particularly those with self-contained generators.
In addition, manufacturers have recently improved pressureless steamers so cooking speed and
volume capacities are greater, therefore, increasing their usefulness. Finally, some of the newest
types of steamers may have the option of either pressureless or pressure steaming.
Purchase Recommendations
Consider an automatic deliming option
Consider adding a filtration system if the water is hard
Evaluate the gaskets carefully because good gaskets need to be very heat resistant and
provide a good seal to prevent steams leaks
Select doors that can withstand much abuse
Consider placement location carefully, as all steamers require:
A floor drain
A place for pan storage
Utilities, such as the steam, gas, or electricity
A level floor
A ventilation hood
Consider steam capacity if the unit is not self-contained, because it will impact other
pieces of steam equipment that are connected into the same steam line
General guidelines to consider for steam equipment that is not self-contained:
It takes 75 boiler horse power (BHP) for one steamer compartment and 1 BHP per 20
gallons of steam jacketed kettle capacity
If the steam line can not accommodate additional steam equipment, a self-contained
steam unit can be used
Consider steam pressure levels for each piece of steam equipment
When steam pressure levels differ for multiple pieces of equipment, a valve is needed
to accommodate the different pressure levels
Consider overall production needs
Two smaller steamers may be better than one larger steamer, unless similar sized pieces of
food are being cooked together such as multiple pans of vegetables
The size and type of steam equipment varies tremendously among schools, although
general foodservice guidelines might suggest the following for the size of steamer based
on the number of meals served per hour:
Size of operation
Size of steamer
0-200 meals/hour
1 single compartment
200-400
1 double
400-600
1 triple
600-800+
1 quadruple or 2 double
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High-pressure Steamers
High-pressure steamers cook at the highest steamer temperatures. Pressure levels may go up to
15 psi depending on the manufacturer and the model purchased. A pressure of 15 psi produces
a cooking temperature of 250 F (121 C). Their capacity, however, is generally less than lowpressure models as they only may hold three standard-sized steamtable table pans. Because of
this, they are generally used for small batches cooking techniques. High-pressure steamers come
in both countertop and cabinet models, and may be either gas or electric. Steam is usually
regenerated/steam coil generated. Steamers will require hook up to drains.
Low-pressure Steamers
Low-pressure steamers have better productivity and lower operating costs than pressureless
steamers when volume cooking is being done. Power requirements for low-pressure steamers
are the same as high-pressure steamers, except that they may use self-contained boilers, direct
steam from a central source, or steam produced from another part of the building, which is then
used to make steam for the steamer through a steam coil heat exchanger. Hook up to drains
is also required. The cooking temperature in low-pressure steamers is higher than pressureless
steamers, but lower than high-pressure steamers. The typical pressure of five psi in a low-pressure
steamer, for example, will produce a temperature of 227 F (108 C) in contrast to pressureless
steamers that only produce a cooking temperature of 212 F (100 C). Low-pressure steamers are
used for large volume preparation and will hold up to eight standard-sized steamtable pans per
compartment.
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Combi-oven modes provide production flexibility. The most commonly used modes by products
include:
Dry cooking mode
Bakery products
Pizza
Steam cooking mode
Vegetables
Seafood
Rethermalization
Combination mode
Pastries
Breads
Meats
In combi-ovens, steam is produced by a self-contained steam generator. Softened water is
recommended for combi ovens. A cold water connection is required, as well as an indirect waste
pipe with an air gap for the floor drain. Gas or electric models are available, but gas models will
still require electricity. Combi-ovens should be installed with an open air gap drain underneath
the oven, as recommended by the manufacturer. Combi-ovens are more expensive than standard
ovens, but may be used to replace two pieces of cooking equipment and may also be space-saving.
Combi-ovens are thought to be 60% more energy efficient as compared to standard ovens.
Combi-ovens are available in two generic sizes which are half size and full size. Half size models
accommodate 12 x 20 x 2 pans or 13 by 18 pans. Full size models accommodate 12 x 20
x 2 pans and 18 x 26 pans. Both sizes are available in several capacity sized models. Some
manufacturers describe sizes in levels or pan racking positions, such as 10 levels. Models up to 1011 pan capacity can be mounted on tables, stands, or even double stacked. Both half and full size
models in the 20 pan capacity can be placed on carts which provide space for pan storage below
the oven. Additional options and accessories available for extra cost include:
Stainless steel support stands
Landing or loading tables
Roll-in carts
Pan slides for stands
Additional pan racks/wire shelves
Casters
Water treatment system
Special electrical requirements
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They are easily movable, although they still require electricity and use considerably less
water than other types of steamers
They may not require a water filtration system
Some may not require any type of plumbing connection, while others may have
plumbing connections to automate the drain control, draining the generator when the
main power is off or the water level control through the use of low-water and high-water
probes so there is no need to refill or monitor the water level during cooking
One consideration is that they may have slower cooking times than standard steamers
This type of steamer will require careful use, as employees may still be burned by steam
when the door is opened
This type of steamer requires time to heat up
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Summary
Steam jacketed kettles are found in many school nutrition operations and can
be used to make soups, stockpot products, double boiler products, and braised
or boiled meats. They come in full or two-thirds jacketed models. More options
are available on larger capacity kettles.
The choice of steamer type depends on the volume and speed needs of the
school nutrition program. For all types, water treatment of hard water is critical.
Overcooking is the most common mistake with steamers. Pressureless steamers
are one of the most popular types in foodservices. They use more water and
energy than pressurized steamers, but offer the advantages of less flavor
transfer and the flexibility of being able to open the door during the steaming
process. Low-pressure steamers are used for large volume preparation.
Interestingly, high-pressure steamers cook at higher temperatures, but do not
handle as great a volume because they are only able to hold three standardsized pans.
Combi-ovens have also become very common in school foodservice operations.
The combi-mode is highly flexible as it can cook in hot air mode (convection
oven), a steam mode (convection pressureless steamer), and a combination
of both modes (circulating hot air with superheated steam). Connectionless
steamers offer desirable flexibility and are becoming more popular in schools.
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CHAPTER THIRTEEN
Refrigerated and
Low-Temperature Storage Equipment
and Low-Temperature
Storage Equipment
Chapter Highlights
Refrigerators and Freezers
Mechanical parts
Evaporator
Compressor
Condenser (air or water cooled)
Water cooled condensers are more expensive, but last longer, require fewer repairs, and
operate better in hot climates or conditions
Walk-in refrigerators and freezers are appropriate for large quantity storage
Reach-in refrigerators are the main use refrigerators
Under-the-counter refrigeration provides convenience
Roll-in and pass-through refrigerators are useful for racks and rolling carts
Milk or ice cream chest-style units are often used in service areas where doors are
opened frequently
Outside walk-in units may add needed storage space when no more interior space is
available
Amount and types of refrigerated storage will vary with the menu, delivery frequency,
volume and type of preparation, use of commodity foods, and reliance on refrigerated
versus frozen food products
School nutrition directors act as Trusted Advisors in determining the amount of
refrigerator and freezer space needed. The amount will depend on:
Number of meals offered
Types of meal/snack programs offered
Type of menu
Delivery frequency
Volume of preparation done
General purchasing recommendations for all refrigerators and freezers include:
Purchase only commercial equipment
Evaluate the refrigerant and purchase new rather than used equipment
Purchasing recommendations for reach-in refrigerators include:
Determine the number of compartments needed
Evaluate the insulation, construction materials, doors, and gaskets
Check the thermometers
Determine freight rate and warranties
Purchasing recommendations for walk-in refrigerators include:
Evaluate the insulation, construction materials, doors, and gaskets
Check the thermometers
Determine freight rate and warranties
Determine whether alarms would be useful
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and Low-Temperature
Storage Equipment
Ice Machines
Four types are those that only make ice, those that make and store ice, those that
dispense ice, and those that make and dispense ice
Choice of ice machine is affected by the volume produced
Generally between one to three pounds of ice are needed per customer
Purchasing recommendations include:
Purchase countertop or under-counter models for smaller/moderate quantities, floor
models for larger quantities
Consider buying two units if need will vary throughout the day
Evaluate manufacturers sizing charts carefully
Select ice cube shape and size based on the intended use of the ice
Consider water softening and/or filtration
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freezer space, but newer schools are now being planned with a greater volume of
freezer space as compared to refrigerated space
159 cubic feet of refrigerated space may be needed for every 250 lunch meals served,
with additional space for breakfast meals and afterschool snacks
28 pounds of food will fit into a cubic foot of refrigerated storage space
These guidelines are highly dependent on the individual school. For example, some schools will use the
opposite amount of freezer versus refrigerated space. In these schools, they may allow for twice as much
freezer space as for refrigerator space. Their reasons include a greater reliance on convenience and
processed foods due to a shortage of labor and high labor/benefit costs, the food safety benefit of using
frozen food, use of frozen commodity foods, and other frozen foods such as bread products.
If space and the budget are not limited, the ideal kitchen would provide a variety of refrigerators
and freezers for both bulk storage and convenient storage near work areas. In addition, it would
include refrigerators and freezers in the service areas for both holding of pre-prepared products for
the serving line and for self-service areas. More specifically, it would likely include:
Walk-in refrigerators/coolers
Walk-in freezer
Roll-ins/Reach-ins by
Hot food production
Salad
Dessert/bakery
Reach-in/pass-through and chest refrigerators and freezers in the service area as needed,
including a milk coolers
Purchasing Recommendations for Refrigerators and Freezers
For all refrigerators and freezers, it is important to remember that only commercial pieces of
equipment may be used in the school nutrition program. Home models of equipment should never
be used in a commercial operation.
In addition, for all refrigerators and freezers, it is important to evaluate the type of refrigerant.
This is an issue when buying a used refrigerator because of changes in regulations regarding the
use of environmentally friendly refrigerants. For example, the production of chlorofluorocarbon
(CFC) containing refrigerants was banned in 1995, although their use in existing systems is still
allowed. Retrofitting can be done, although expensive and it may be a stress on other components
of the refrigeration system which may cause the system to fail. The purchase of used refrigeration
equipment is generally not recommended for several reasons. The primary reasons include:
The CFC issue/retrofitting is expensive
Lack of warranty on compressor or coil
Most warranties on new equipment are 12 months for refrigeration unit and 5 years
on compressor motors
Cost of disassembling, moving, reassembling walk-in units
Life expectancy is between 5-20 years according to most manufacturers, although many
older models are still in use
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Storage Equipment
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and Low-Temperature
Storage Equipment
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and Low-Temperature
Storage Equipment
Check thermometers
External thermometers make it easy to frequently check the temperature
Should be accurate to within 3 F (about 2 C)
Inside thermometers are appropriate and provide added verification of unit
temperatures
Consider linking the thermometers to the school alarm system for added protection
of the food when power or equipment failures happen
Determine freight rate
Compare warranties
Determine whether alarms would be useful to send alerts when the temperature rises
above an established level
Purchase Recommendations for Reach-in Freezers
Determine desired number of compartments
Multiples of 1, 2, or 3, are common (4 are also possible, but will require wide
doorways for delivery of these units)
Each compartment generally has 20-25 cu. ft.
Single compartment 20-25 cu. ft.
Double compartment 46-52 cu. ft.
Triple compartment 70-80 cu. ft.
Quadruple compartment 100 cu. ft.
Interior compartment space may vary with brand name
Bottom mounted refrigeration will reduce interior storage space and require a door
that is the height of a regular door
Top mounted refrigeration has more interior storage space
Evaluate the insulation
Good insulation allows flexibility if the cold holding temperature requirements are
lowered, for example to 35 F or 2 C
Industry standard equals 2-3 rigid or foamed in place polyurethane
Select the exterior materials carefully, as the selection can influence the overall cost by
30-35%
Satin or polished stainless steel is considered the best
Anodized aluminum is less expensive than stainless steel and may be acceptable if
the sides will be hidden
Laminated surfaces are one of the least expensive and are commonly used in home
refrigerators
Plastic or vinyl finishes over steel are a less expensive alternative and are easy to
clean
Fluorescent lighting and white ceilings also create more brightness to the interior of
the refrigerator or freezer
Determine whether shelves or slides are preferred, slides are a more flexible choice, but
will require pans
Determine preferred hinges (right or left); three hinge doors are also better for stability
Choose the opening so that it is opposite of the work area, allowing the employee be
access
Should lock at 90 angle, some allow 120 or 180 door swings and adjustable stops
to provide access in tight spaces
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and Low-Temperature
Storage Equipment
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and Low-Temperature
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In addition to their food safety advantages, this rapid cooling is also likely to result in a better
quality product. Blast units are common in cook-chill preparation. They are also usually adaptable
to Hazard Analysis Critical Control Point (HACCP) systems because they have temperature
probes, and have printing systems which allow temperature monitoring of products used in them.
Because of the added fan and HACCP components, they are also more expensive than standard
refrigeration. Units can be either reach-in or roll-in styles.
Blast chiller capacities vary. Smaller sizes will hold 18-30 pounds of food, medium chillers will hold
45-100 pounds, and larger sizes may hold up to 400 pounds of food. Food may be placed on shelves
in reach-in style or on roll-in carts in larger units. Some blast chillers even include a conveyor belt
system. Some units have casters and can be rolled from one production area to another.
Purchase Recommendations
Select heavy duty components
Choose larger compressors
Choose fans with higher speeds
Select easy to clean units
Access to evaporator components is important as they will need to be cleaned
periodically
Removable racks or shelves are also easier to clean
Choose units with automatic defrost and evaporation systems
Ice Machines
The four types of ice machines include:
Those that only make ice in production facilities
Those that make ice and store it
Those that dispense ice
Those that make and dispense ice
One of the biggest concerns related to ice machines is the volume that is produced. The need for
ice will vary considerably in each school nutrition operation based on the use in the production
and service areas. Should iced beverages be a part of the meal service, commonly used estimates
range from slightly less than one pound per customer up to three pounds. The best choice of ice
machine will depend on how much ice is needed and where it is needed.
Purchase Recommendations
If smaller/moderate quantities are required in several locations, consider countertop or
undercounter ice makers which will generally produce 25-200 pounds or 11.4-90 kg per day
Floor models are required for larger quantities and can make up to 3,300 pounds or 1500
kg per day
If the school has heavy peak requirements, but lighter off-peak requirements, buy two
smaller stacked-type units with on on-hold during off-peak time periods
Multiple units are also good if one unit goes down
If a great deal of ice is needed in the production area and a moderate need for dispensing
in the dining room or cafeteria, consider purchasing a larger ice making/storage unit for
the kitchen and manually fed dispensers in a self-service location
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and Low-Temperature
Storage Equipment
Evaluate carefully manufacturers sizing charts for volume production, their assumptions
are often that
The bin can hold the peak volume of ice produced every hour or that the ice is
removed for storage elsewhere
Ice is not wasted
Ice machines are operating at peak efficiency which means the kitchen is not hot,
but cool room temperature
A 10 F (6 C) air temperature difference will decrease production by 5%
Ice in the bin will melt faster
Warm tap water to make the ice will lengthen the time needed for ice production
Select the preferred type of condenser
Air cooled condensers work best if the unit is outside the kitchen, particularly if the
ambient temperature exceeds 80 F (27 C), they can be located up to 100 feet away,
for example on a roof
Water cooled condensers are less affected by warm temperatures
Select ice cube shape and size based on the intended use of the ice
Smaller shaped ice melts faster, but packs easier into a glass
Larger shaped ice melts more slowly, but may be awkward, based on use
Most commonly preferred ice for beverages are straight cubes or pillow cubes
Salad bars use crushed or flaked ice
Consider noise level of unit
Consider water softening and/or filtration to improve performance of the machine
Consider warranty and preventative maintenance
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and Low-Temperature
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CHAPTER FOURTEEN
Serving Equipment
Chapter Highlights
Serving Equipment
School nutrition directors as Trusted Advisors understand that flexibility is key in
selection of serving equipment
Important trends:
Mobile serving equipment
Modular serving equipment
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Milk Coolers
Capacity of units will vary from 4-16 cases of milk
Units should be evaluated for ability to maintain temperatures when the door is open
Thermometers should be accurate and easily visible from the front
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Serving Equipment
Introduction
Types of serving equipment for a school nutrition operation will be determined based from the
menu. Because menus will vary, however, flexibility is key in the selection of serving equipment.
School nutrition directors in their role as Trusted Advisors clearly understand the menu and this
need for flexibility. Service trends in schools are to incorporate multiple points of service both
inside and outside the dining room. Mobile equipment is particularly valuable today as it offers
the most flexibility and allows conversion of the serving line from a straight line to a scatter to a
food court as needed. In addition, most manufacturers now offer a variety of modular serving line
choices which offer a mix and match combination of well units (generally 12 x 20 inches or 30 x
51 cm). Multiples of three and four well units are common, but more are possible. Units can also
be attached to each other to increase the service choices.
Freshly prepared food is the ideal in terms of quality and food safety. However, if food needs to
be prepared in advance and held prior to service, proper temperature control is critical for food
safety. In addition, the Health Code requires that all potentially hazardous foods be held at proper
temperatures during the service period. This is important because holding and serving equipment
is generally not designed to raise or lower the temperature of food. Instead, holding and serving
equipment is designed to hold already hot or cold food at the appropriate temperatures. Selection
of good quality equipment and the appropriate use of that equipment are essential to keep food
safe during service.
Safety for employees and student customers is also important in serving equipment to prevent
injuries. Important safety features would include lockable casters, smooth corners and edges
on equipment, wrap around or corner bumpers, and doors which will not drop down or close
unexpectedly and catch hands, arms, or fingers. Appropriate height of serving equipment is
also important for safe use so that difficult reaching into equipment is not needed. In addition,
employee safety can be improved with steam tables or cold tables with drains that direct water
into floor drains.
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Depending on the need for electricity, cold food tables may be attached to the floor as a
freestanding unit or may be portable so that they may be used in more than one location. All cold
food tables, however, should have insulation on the sides and bottom. In addition, a drain with a
one-half inch (2.5 cm) hose diameter is also important. Finally, health code requirements require
a built-in thermometer to make certain that potentially hazardous foods are kept out of the danger
zone temperature. Options for cold tables include:
Adapter bars are useful to divide the 12 openings for use with different sizes of pans
False well bottoms are useful in non-mechanical units to allow water to drain from
melted ice and slow the melting of the remaining ice
Templates are available for either mechanical or non-mechanical units which create
holders for bowls or containers in the salad bar; they also create a more finished
appearance and keep ice at colder temperatures to minimize melting when ice is used
Air screens create a directed air flow across the top of food and back into the casework to
help in temperature maintenance of foods kept in the cold table
Casters offer greater flexibility for use; important features include durability, size, and
locking ability
Overhead display shelves provide opportunity to maximize space while displaying menu
items, a la carte items, or promotional decorations/displays
Cold food tables that are used in self-service areas have additional considerations that school
nutrition directors as Trusted Advisors understand. Height of the cold food table, sanitation
regulations related to sneeze or breath guards, tray slides, and the attractive appearance of the
cold food table are important in self-service areas.
For example, cold food tables are available with heights that are more suitable for elementary school
aged children (28 or 71 cm) in addition to the standard height units. Consideration of the age and
height of the student customers is important if food is to be served safely from self-service cold food
tables in the school nutrition program. School nutrition directors acting as Trusted Advisors use their
knowledge of food safety to determine how best to serve food.
Local health codes should be checked for sneeze or breath guard requirements for all self-service
tables. Generally, sneeze or breath guards are required above all cold (or hot) tables and should be
placed so that they protect the food at a height between 18-45 (45.7-114 cm) above the table top
surface. Adjustable portable sneeze guards may be useful in situations where flexibility is needed.
Self-serve tables will also require tray slides. These can be tubular or full shelf designs. Tray slides
should be free from sharp edges and should have rounded corners so that they will not catch
clothes or hands, and will allow for smooth movement of trays. Full shelf designs are preferred by
some school nutrition directors to minimize spills as the customers move through the lines.
Finally, appearance of the cold food tables is also a consideration in self-service areas. Cold food
tables are commonly constructed with metal, plastic, or coated wood countertop surfaces. Upscale
trends are to use more wood coated to meet sanitation code regulations and stone-like materials.
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Two types of hot food tables are available. Most units are called steam tables and hold pans over a
well containing heated water which helps to maintain a constant temperature, 180-190 F
(82-88 C). Hot food tables have a sealed well with a drain and may be ordered with a water tap
for filling the well. The second type is dry tables which are used without water in the wells and
do not contain a drain, but can be converted to a wet steam table with the use of spillage pans.
Spillage pans are typically 8 deep (20 cm) to accommodate all depths of serving pans. They act
like a double boiler in that the smaller serving pan is placed inside a larger pan (the spillage pan)
which contains water. The use of steam (either with a wet steam table or a spillage pan in the
dry table) improves the heat transfer to serving pans so that they heat more evenly with minimal
scorching of the food. The advantage to the dry tables is that they do not require a plumbing
connection; however, tables with drains (that are plumbed into floor drains) are generally
preferred because employees will not need to empty hot water from the wells. Hot food tables may
either be gas or electric.
Hot tables are also based on modules of 12 x 20 (30 x 51 cm) and come in units with two to six
connected modules. Adapters can be purchased to divide the 12 openings for use with different
sizes of pans. For example, they can be used to make the openings appropriate for , , 1/6, 1/3, or
1/9 size pans. Typical depths of serving pans can be 4 (10 cm), or 2 (6.25 cm).
Hot food tables can be purchased either preassembled or may be assembled on-site. Preassembled
tables have higher shipping costs, but greater stability.
Similar to the regulations for cold tables, local health codes should be checked for sneeze or
breath guard requirements. Generally, sneeze or breath guards are required above all hot (or cold)
tables and should be placed so that they protect the food at a height between 18-45 (45.7-114 cm)
above the table top surface.
Health code requirements also call for a built-in temperature sensing device for the water in the
well because of the need to keep potentially hazardous foods out of the temperature danger zone.
In addition, food temperatures will need to be checked with a food thermometer prior to putting
the food into the hot food table and periodically after placing the food into the table (for example,
once every hour) because steam tables are not very heat efficient.
Steam tables should never be used to cook potentially hazardous foods as this is a violation of
the health code regulations. Although they can achieve fairly high food temperatures, they are
extremely slow at bringing foods to those temperatures. Steam tables should only be used to hold
hot food at hot temperatures. To best maintain food temperatures in hot food tables, the following
guidelines include:
The amount of food in serving pans should not exceed what can be served in a fairly
short period of time
Covers should be used when food is being held to keep food hot, but uncovered when
customers are being served
The disadvantage is that covers on food do not allow the food to be seen by
customers. If this is a concern, the following practices could be done:
Using clear plastic covers
Using a half size cover to keep a portion of the food covered while the other half
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Warming Cabinets
Ideal preparation of school lunches is generally thought to be batch preparation so that food is
held a minimal amount of time, if at all. If holding of hot food is required however, warming
cabinets may be used as an interface between production and service. Warming drawers are also
possible as an under the counter model. Warming cabinets and drawers provide a safe temperature
controlled storage area for short periods of time (for example, less than one hour) for cooked and
ready-to-eat food items to meet service demands.
If food must be held for an hour or longer, a better food holding device is a humidified holding
cabinet in order to best maintain the quality of the food product. Non-humidified holding
cabinets dry and toughen food products that are held in them for extended time periods.
Holding cabinets come in a variety of mobile and stationary styles for short term holding of foods.
Reach-in, pass-through, roll-in, and roll-through models are possible. They are made with glass or
aluminum doors. Applications for heated cabinets include:
Meat
Poultry
Fish
Pizza
Vegetables
Breads, muffins, biscuits, rolls
Proofing bakery dough
Holding cabinets should have sufficient power to be able to reheat rapidly when the door is
opened in order to keep food out of the temperature danger zone. The best types of holding
cabinets provide heat both from the bottom and the top. Because the quality of food will decrease
during holding, the following practices are recommended:
Holding food for minimal lengths of time by incorporating batch preparation techniques
Covering food with pan lids or foil
Single cabinets are generally about 20 x 27 x 27 (51 cm x 69 cm x 69 cm) and hold 6-8 full size
sheet pans. Smaller countertop models are also available. Exteriors are generally aluminum (less
expensive) or 22 gauge stainless steel (more durable). Controls may be either manual or electronic.
Electronic controls may provide the option of setting different temperatures for compartments
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within a multiple cabinet. Cabinets with stainless steel interiors and removable tray slides are
generally the easiest to clean. Options and accessories include:
Corner or perimeter bumpers
Heavy duty casters (casters may also be different sizes, such as three or five inch with
brakes)
Right or left opening hinges
Timers
Fans
HACCP compatible monitoring and documentation systems which have temperature
probes and printing systems to allow temperature monitoring of products used in them
Dual doors with dual temperature controls
Half doors (instead of full doors) which minimize the heat loss when doors are opened
Glass doors on the kitchen side allow for an easier view when restocking
All warmers should come with a temperature gauge on the outside of the unit to help in
monitoring the temperature of food products.
Display Cases
Display cases are being used more and more to market prepackaged foods. Unrefrigerated units
for bakery products and refrigerated units for salads, sandwiches, juices, and dairy products have
become popular.
For baked goods, a dry cabinet is important. Wire racks provide the best air circulation.
Merchandising (appearance) is better with a mirrored interior, glass doors, and interior lighting.
Refrigerated units are also common in service areas. Thermometers are required and should be
visible from the front or outside of the unit. Generally, most units are not intended for overnight
storage of food, so it is important to check the manufacturers guidelines. Single units generally
offer about 25 cubic feet (.7 cubic meters). Refrigerated display cases made with stainless steel
exteriors are considered the best for cleaning, although the use of Acrylonitrile Butadiene
Styrene (ABS) plastic for the interiors and door liners is also less expensive and durable for low
temperature products and piping.
These units are generally not very energy efficient. Doors can be either sliding or a swing type.
The choice of right or left openings should be based on the service flow and the location of other
nearby equipment. Locks are a valuable option for areas that require greater security between
service periods.
Milk Coolers
Milk cooler refrigerated units are available with top access or open front access with a single door
or from both sides with dual doors. Stainless steel or white exteriors are commonly available. Milk
coolers are sized by the number of cases of milk that they hold and generally will hold between 4
to 16 cases of milk.
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School nutrition directors, as Trusted Advisors, are also considering how milk products will be
merchandised when deciding the types of milk coolers to purchase. Non-traditional milk coolers,
such as reach-in refrigerators with glass doors, barrel coolers, and glass door display cases are being
used to present and serve milk products to students.
Units should be carefully evaluated for their ability to maintain temperatures when the doors are
open. The better cabinets will hold cartons between 35-38 F (2-3 C) for at least two hours with
the doors open. Digital thermometers are preferred and readily visible from the front to check that
milk cartons are maintained at safe temperatures during the entire service period. In addition,
the units should be evaluated for the ease of cleaning and have bottom drains for easy cleaning.
Options and accessories include:
Stainless steel interior, as well as exterior
Legs or casters provide flexibility for use in multiple locations and serve to safely secure
the unit
Wrap-around or corner bumpers
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Summary
Most importantly, food safety is a key responsibility of all cold and hot holding,
warming, or serving equipment. Local health code regulations should be
checked for sneeze or breath guards, drain requirements, and the need for
thermometers. In addition, both hot and cold holding/serving equipment may
be limited in its ability to heat or chill food. Hot and cold holding/serving
equipment should therefore only be used to maintain food that is already at
the appropriate temperature. Best practices in the use of serving equipment
are also important to maintain the safety of food while it is being served.
Finally, employee and student customer safety should be a consideration in the
selection of all serving equipment.
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CHAPTER FIFTEEN
Cleaning Equipment
Chapter Highlights
Introduction
School nutrition directors, as Trusted Advisors, understand the importance of safely
cleaning dishes
Dishmachines
Selection variables include:
Space available
Foodservice needs
Preference for hot water or chemical sanitizing machines
Power and plumbing sources
Local building and health codes
Proposed budget
Dishmachines require:
Proper ventilation
Adequate lighting
Proper utilities
Drains of appropriate size and location
Adequate walls, floor, and ceiling
Conveyor Dishmachines
Designed for higher volume needs
Instead of doors, may have plastic curtains and may automatically shut down
Will have a thermometer in each tank
Flight-type Dishmachines
Most expensive
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Cleaning Equipment
Introduction
Without effective dish cleaning, a school nutrition program cannot safely operate, although dish
cleaning may be done differently in different schools. For example, school nutrition directors,
as Trusted Advisors, use information regarding the use of disposables verses permanent ware
in making a decision about whether to purchase a dishmachine or use a three compartment
sink. Although the use of disposables minimizes the need to wash dishes, some school nutrition
programs still use dishmachines. These directors believe that dishmachines minimize the
labor needed for cleaning and provide a more precisely controlled method for cleaning dishes.
In addition, the school nutrition director, as the Trusted Advisor, understands the long-term
implications of dishmachine choice. For example, the space and budget needed to purchase a
particular dishmachine may not be possible at a later date. This would mean that the use of
disposables may become a permanent choice that the school will need to live with for a very long
time.
For school nutrition programs that have decided to use permanent ware, dishmachines are critical
to the safety of the school nutrition operation. They are also one of the most expensive pieces of
equipment in the operation, so careful decision making is important because of the consequences
of the decision will be around for a very long time.
Dishmachines
Numerous variables need to be considered when selecting a dishmachine. They include:
Space available
Foodservice needs, particularly in regards to the use of disposable dishes or permanent
ware
Preference for a hot water or chemical sanitizing machine
Power and plumbing sources
Energy and water saving features on the machine
Local building and health codes
Proposed budget
Availability of good employees as labor costs for washing dishes can be a penny or more
per dish
Dishmachines require a number of features. They include the following:
Proper ventilation prevents excessive humidity and possibly poor/unsafe working
conditions
Adequate lighting allows staff to see broken dishes and excess water accumulation
Proper utilities since inadequate power can damage the machine or result in poor
performance
Floor drains as the location and appropriate size can prevent excess water accumulation
Moisture resistant surroundings as walls, floors, and ceiling need to resist moisture,
absorb sound, and be easy to clean
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The choice of dishmachine can affect utility costs. An insulated dishmachine may save
hundreds of dollars per year in utility costs, as compared to an uninsulated machine. An infrared
dishmachine is thought to save thousands of dollars per year as compared to a 10-20 year old
conventional dishwasher.
Dishmachines are categorized by the type of sanitizing system used, the number of tanks, and the
way dishes go through the machine. The sanitizing system can either be hot water sanitizing or
chemical sanitizing. Hot water sanitizing machines will require a booster heater, which is either
purchased as part of the dishmachine or purchased separately and added when the machine is
installed. The differences between these two types of dishmachines are shown below.
Hot Water Sanitizing Dishmachines
Generally purchased, rather than rented
Dishes dry faster because of the hotter rinse temperatures, although plastic dishes will
dry more slowly than china dishes
Thought to be better for the environment because they rely less on chemicals
Require the purchase of a booster heater to raise the temperature for sanitizing
For example, booster heaters are designed to heat the rinse water from 140 to a
sanitizing temperature of 180 F or 61 to 82 C
Booster heaters can be electric, gas, steam, or infrared
Chemical Sanitizing Dishmachines
Often rented, state agencies should be contacted for guidance on contracts
For example, state agencies may give specific guidance on not being able to pay
interest or rental agreements that require the purchase of chemicals
Dishes dry slower because of the lower temperatures used during the sanitizing cycle
Generally have lower energy costs because they do not need a booster heater
Higher chemical costs
Dishes move through dishmachines either by means of a stationary rack in the machine or on
a conveyor. Some conveyors require the use of racks while other conveyors have pegs between
which the dishes are placed. A summary of general guidelines to consider for purchasing different
type of dishmachines as well as available options are listed below.
Under the Counter Dishmachines
Designed for very small volume foodservice operations, but not as commonly used in schools
Removable racks are recommended so employees can rack the dishes in advance
Come with dual (top and bottom) wash arms or single
Automatic deliming option is useful
Single Tank, Door-style (Stationary Rack Dishmachine)
Designed for small volume needs
Newer machines contain microcomputers to help accurately time cycles
Require ventilation
Booster heater is generally built-in
Many are field convertible can be converted from hot water to a chemical machine or
vice versa
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Calculation Example
Assume that a dishmachine is needed for a 500 student elementary school that serves
approximately 250 children every 30 minutes during the lunch periods. Six items (dishes,
silverware, trays) are used for every child.
250 students x 6 items per student = 1500 dishes needed for a 30 minute lunch period
1500 dishes x 2 lunch periods per hour (every 30 minutes) = 3000 dishes needed per hour
70% Efficiency adjustment:
3000 dishes divided by .70 (this is the 70% adjustment factor that you use to divide the
number of dishes needed per hour) = 4286 dishes per hour
The calculated dish machine capacity for this school would be approximately 4286 dishes
per hour. The type of dishmachine that is likely to be needed for this school is a two-tank
conveyor machine, using the following guidelines.
Dishmachine Type
Two-Tank Conveyor
Three-Tank Conveyor
Flight type
Although, the example provided above uses a 70% efficiency adjustment, school nutrition
directors, as Trusted Advisors, are advised to train staff on ways to increase efficiency. Keep in
mind that costs associated with labor, chemicals, and water to run a dishmachine are the same for
a 70% capacity as they are for a 100% capacity. Training staff on ways to increase efficiency when
operating a dishmachine is critical.
Careful calculation of the dishmachine capacity is also important because it affects the size of the
space needed for the machine in the kitchen or dishroom. Determination of the amount of space
needed is slightly complicated because additional space is needed for the:
Soiled dish area which is generally 50% larger than the cleaned dish area
Cleaned dish area because of the space need to adequately dry the dishes
Booster heater or other mechanical needs, such as added ventilation equipment
General guidelines regarding dishmachines are provided by manufacturers. This information
is valuable and will assist in comparing types of dishmachines. Trusted Advisors use this
information to compare one manufacture with another. It is wise to consider this information as
a starting point when determining operational needs. The next step is to explore and compare
the productivity of different models of dishmachines based on the information provided by the
manufacturers and other foodservice operators. Be sure to compare the models of dishmachines
and space dimensions needed based on the meals served per hour. By initiating a comparison
process, a Trusted Advisor will make an informed purchasing decision based on the specific needs
of the school nutrition operation.
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Pot, pan, and utensil washing can be done three different ways. For smaller schools, this washing
may be done in a three compartment sink. If three-compartment sinks are used extensively,
one useful option is to use an agitated powersink, which includes a powerful agitator that
provides continuous turbulent movement to the wash water to more easily remove stubborn
food soil without the need for scrubbing by hand. Larger schools may find it more efficient to
use a dishmachine. In some schools, the same dishmachine that is used to clean dishes from
the cafeteria may also be used to clean pots, pans, and utensils if a larger dishmachine opening
and exit (a tall dishmachine) is purchased. Other very large operations may decide however, to
purchase a dishmachine designed specifically for cleaning these items. Pot and pan washers can
either be under-the-counter models or free-standing. They are similar to the dishmachines already
discussed. Should pot and pan washer be the route taken, other issues to consider include:
Allows for longer wash cycle because they do not have a specific timed wash cycle
Uses a non-foaming type of soap to better penetrate baked-on food and grease
Provides more horsepower to create water turbulence assisting in the removal of encrusted food
Schools produce tremendous amounts of garbage. The solid waste stream is composed of many
types, including paper and cardboard, food, plastics, metal, glass and other materials. Schools
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often pay large amounts of money to have this trash hauled away. To reduce trash hauling
expenses, some schools have turned to the use of trash compactors. Trash compactors may reduce
trash hauling expenses by 50% or more. The principle is simple in that the fewer the number
of trash pick-ups, the less expense associated with waste hauling. In addition, trash compactors
are often used as part of a comprehensive recycling program which may also include recycling of
corrugated cardboard and office-type paper in order to further reduce waste hauling expenses.
Several types of compactors are available, but school nutrition programs are most likely to use the
type of compactor that can be used with wet food wastes. Other advantages to the use of a trash
compactor include:
Minimize odors and leakage from the dumpster
Minimize insect or rodent problems
Corrugated board (cardboard) balers are another piece of equipment that is often used in waste
management and recycling. Cardboard balers have a double benefit in that they eliminate
cardboard from the waste stream and they bring in some income if the bales can be sold to
recycling companies. The amount of cardboard waste can be significant as it may be more than
25% of the trash produced from a school nutrition program.
In some areas, recycling equipment may be rented so that schools would not need to use
upfront money to start a recycling program. On the other hand, when the purchase of recycling
equipment is the only option and on-site improvements (such as concrete platforms or pads and
electrical outlets) are required for the recycling equipment site, the savings in garbage hauling bills
each month is thought to compensate for the cost of the recycling equipment and site within a
couple of years.
As Trusted Advisers school nutrition directors should carefully evaluate the advantages and
disadvantages of recycling equipment. Waste hauling prices will vary across the country. One rule
of thumb that has been cited for schools is that if the school (not just the foodservice) spends
more than $1,500 per month on waste hauling, they should evaluate the costs and benefits of
starting a trash compacting and recycling program. Even if they may not be able to purchase a
complete system, schools might consider sharing a baler, if there is a convenient central location
and custodians or other employees might be able to periodically drop off cardboard. Critical
features to consider include:
Size of the compactor
Sufficient parking lot space
Frequency of waste hauling pick-ups
Enclosed hoppers with safety interlocks
Key operation
Access for the garbage hauler
Matches local garbage truck configurations
Odor-control units
Trash container fullness monitors
Safety features
Ease of use
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Summary
of labor, energy, and water to run.
One of the first decisions in dishmachine selection is the choice of hot water
verses chemical sanitizing machines. School nutrition directors will also need
to consider a number of other factors including the budget and whether to
purchase or lease a machine. Also, consideration should be given to available
space, power and plumbing sources, energy and water-saving features on the
machines, local building and health codes, and the availability of employees.
The numbers of meals served is one of the biggest considerations in equipment
choice. The type and size of dishmachine required will depend on the number
of students, the number of meal periods, the need for speedy return of dishes,
the length of dishwashing cycle, the number of pots, pans, and cooking utensils,
and the number of dishes typically used by each student. Other decisions in
this area include the choice of pot and pan washers, disposers, pulpers, trash
compactors, or recycling equipment. The use of disposables verses permanent
ware is a critical decision that all schools should evaluate in regards to their
needs for dishwashing.
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Chapter Highlights
Introduction
Use of the right tool can help make a better quality product, create less worker fatigue,
and help to get the job done efficiently
Hand Tools
Consider:
Textured surface handles
Tools which keep the wrist straight
Avoiding sharp edges on gripping surfaces
Avoiding deeply contoured handles
Matching handle diameter to handling force
How the tool will be used
Triple-edge spoons with straight bottom edges scoop food more completely out of a
steam table pan
Two types of whips are French whips and piano whips
Strainers use fine mesh for straining or rinsing of foods
Colanders have larger size holes or perforations
Cutlery
Types of knife manufacture are forging, stamping, and computer-guided laser beams
The metal used to make the knife is important to the quality and care
Common knives include:
Chefs knife
Salad knife
Paring knife
Boning knife
Slicer
Cleaver
Sheet Pans
Durability is a key selection factor
Measuring Equipment
Weight measuring equipment should be selected based upon:
Weight measuring capacity
Area of weighing surface
Level of precision needed
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Flatware
Most accurate assessments of durability can be made from evaluation of actual product samples
Stainless steel is most durable and vary in quality and price
Trays
Selection of trays will consider the following factors:
Durability
Cleanability
Drying time
Functionality
Attractiveness
Cost
Portability
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Hand Tools
Hand held tools should be designed to be safe, efficient, and easy to handle. The following points
are useful in evaluating many types of hand held tools:
Avoid sharp edges on surfaces for gripping
Textured surfaces on handles help to minimize accidents
Avoid deep contours on handles
Select tools where the wrist will be held straight to avoid wrist strain
Select a handle diameter to match the force used when handling the tool
Tools that are supported by arms and held away from the body should not weigh more
than 5.1 lb. (2.3 kg)
Tools requiring precision should not weigh more than 1 lb. (.5 kg)
Tools used for long periods should be lighter
Minimum handle length for gripping most tools is 4 inches (10 cm)
Minimum handle diameter for a power grip is 1.2-2 inches (3-5 cm)
Minimum handle diameter for a precision grip is .3-.6 inch (.8-1.5 cm)
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New technology is making its way into the design of many tools, including some of the simplest
and most basic of tools. For example, there are a variety of spoons on the market. Newer types
include spoodles which can be used for stirring, scooping, and portioning and combine the stirring
capabilities of a spoon with the portion control capabilities of a ladle. In addition, the plastic handle
has a notch on top and a stopper on the bottom to prevent the spoodle from sliding down into the
pot when it is not being used. Spoodles range in size from 2-8 oz. (59-237 mL) and are available with
different colored handles to separate the possible uses of the utensil. Because spoodles typically come
with plastic handles, the heat resistance of these should be carefully checked to make certain of
their intended use, serving versus cooking or both. Another newer type of spoon is called a tripleedged spoon. The bottom edge of the spoon is shaped to match the interior of the serving pan so
that they will scoop out food more completely. Triple-edged spoons come with plastic handles and
may be either perforated or solid metal.
Whips are created for light rapid stirring and introduce air into the ingredients. All whips should
be made from durable steel and welded smooth so that they are easily cleanable. Commonly used
types of whip include:
French whips
Have stiff wires
Available in a variety of lengths from 10 to 24 inches (25-61 cm)
Used for small batches and heavier batters
Piano whips or balloon whips
Have finer wires
Available in lengths between 10 to 18 inches (25-46 cm)
Used for lighter sauces, whipping cream, or thin soups
Spatulas are also commonly used tools in a school nutrition kitchen. The most common length is
14 inches (36 cm), but they also come as short as ten inches or as long as 20 inches (50 cm). They
are available in a variety of blade shapes and may be slotted, perforated, or solid. Spatulas that act
as bowl scrapers have a flexible, plastic blade and polypropylene handle. Even though they might
look like they can be used on hot surfaces, most will melt when exposed to heat. Be sure to check
the manufacturers guidelines.
Tongs are commonly used for serving food, but may also be used to handle some foods during
preparation and cooking. They should be commercial-grade and made of stainless steel. They are
available in sizes from 10 to 16 inches (25-41 cm) and have different types of edges from flattened
to scalloped.
Strainers and colanders are useful in the kitchen for straining or rinsing foods. Strainers use a
single or double layer of mesh whereas colanders use perforations which provide much larger holes
to drain through. They are cup, bowl, or cone shaped and range from very small to very large
sizes. Specialty types include:
China cap is a metal mesh cone welded to a stainless steel ring and handle
Used to strain stocks, sauces, and soups
Ranges in size from eight inches in diameter and depth to about 12 inches (30 cm) in
diameter and depth
Sieve is similar in appearance to a cup with a mesh screen at the bottom
The handle on the side is used to hold it while sifting flour or other dry ingredient
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Food mill is a strainer with a hand crank that turns a blade inside the mill
Used to puree or grind foods
Available with interchangeable blades with a different sized holes
Colanders usually have feet on the bottom to allow them to sit in a sink for draining. They also
usually have handles so that they are easily carried. They are generally made of 10 to 18 gauge
stainless steel.
Cutlery
Good knives are essential in food preparation. The correct knives to purchase will depend on
the menu. For example, menus that require chopping of lots of ingredients will generally need
chefs knives, whereas fine slicing for preparation of individual portions will require paring knives.
Important considerations in knife selection also include quality and durability. The two most
common types of knife manufacture are forging and stamping. Newer technology might also
include the use of computer-guided laser beams to more precisely cut the blades. Differences
between forged and stamped knives include:
Forged knives are made when steel is heated and shaped or compressed with pressure and
later more finely sharpened with honing and grinding
Forged knives are generally considered stronger and are more expensive
Stamped knives are made from a sheet of flat steel and stamped with molds to cut the
various shapes and sizes of blades
Stamped blades are then sharpened individually
The quality of knives depends on the metal used in producing the blade. The shape of the blade
and the handle, and the construction of the handle are described below:
Blades can be made from
Stainless steel
Does not rust or discolor
Holds a sharp edge longer
Blade edge is harder to sharpen
Carbon steel
Easier to sharpen
Loses the sharp edge quickly
Frequently needs re-sharpening
Darkens when in contact with acid foods
Pits and rusts more easily than other types
High-carbon stainless steel
Tries to take advantage of the best qualities of both metals
Keeps the sharp edges longer
Does not rust or discolor
Length and shape of metal that goes into the handle
A tang is the portion of the blade that extends into the handle
A full tang extends to the end of the handle
Provides strength and durability
A partial tang does not run the full length of the handle
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A rat-tail tang has a thinner tang that runs the length of the handle
Found in bargain-priced knives
May not be as durable
Construction of the handle
Made from wood or plastic
Sanitation codes should be checked for allowed materials
Wood handles are sometimes preferred for the highest quality knives
Unfinished wood handles, if allowed, should be handled carefully as they may soak
up water and become stained
Rivets in the handle should also be checked to make certain that they will hold the
tang in place and are completely smooth with the surface of the blade
Other considerations
Size of the handle
Shape of the handle
Ergonomic design
Knife selection should coincide with the tasks to perform. Types of knives include:
Chefs knife or French knife
8-12 inch blade knife (20-30 cm)
Used for most chopping and slicing jobs
Salad knife
A smaller version (6-9 inches or 15-23 cm) of the chefs knife
Used mostly for salad or fruit preparation
Paring knife
A very small blade (3-4 inches or 8-10 cm) with a sharp tip
Used for paring and trimming fruits and vegetables
Boning knife
The thinner blade on this knife (5-6 inches long or 13-15 cm) is used to separate raw
meat from bone
The blade may be stiff or flexible
Slicer
A long slender knife (12-14 inches or 30-36 cm) with a flexible blade used to slice
cooked meats
Cleaver
A knife with a rectangular shape about 4 inches wide (10 cm)
Used for heavy duty chopping, including chopping through bones
The choice of cutting board is almost as important as the knife because a good cutting surface
will make the job easier and safer, and will not dull the knife. Most schools will use some type of
plastic cutting board. One of their greatest advantages is that they are easy to clean because they
can be run through a dishmachine. The use of color coded plastic cutting boards has also made
them safer because these minimize the risk of cross contamination due to the separation of tasks
by color. For example, green would be used for vegetables, red for beef, and yellow for poultry.
Some of the plastic-type cutting boards are non-slip and will not move during the chopping
process. Regulations regarding cutting boards should be checked with the local health code. Many
local health codes, for example, do not allow the use of wood cutting boards because they cannot
be run through the dishmachine and are therefore more difficult to clean and sanitize.
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Sheet Pans
Sheet pans are used extensively in school nutrition programs. Selection of good quality sheet
pans is similar in many ways to the selection of pots and pans. Durability, weight, beauty, heat
conduction, and cost are key to the selection of sheet pans. In addition, their size in relation to the
ovens that they will be used in is important for efficient use of the space in the oven. For example,
full-size pans are generally about 17 x 25 x 1 (or 45 cm x 65 cm x 2.5 cm), whereas half-size
sheet pans are generally about half the length of the full size or roughly 17 x 12 7/8 x 1 (or 45
cm x 33 cm x 2.5 cm). Quarter size and other size pans are also available. Other considerations for
sheet pans include:
Choice of light and dark-colored finishes
Dark colored pans are often preferred because they heat up faster and result in more
browning
Light colored pans are preferred for cookies and products in which extensive
browning on the bottom is not desirable
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Measuring Equipment
Recipe preparation and the portioning of food require several different types of measurement tools
including weight measuring scales and volume measuring cups, scoops, spoons, and ladles.
When selecting weight measuring equipment, consider the following issues:
Select the weight measuring capacity based on the heaviest food item to be weighed
during preparation or service
Scales used in the receiving and loading dock area are a different type of scale used for
bulk weighing during deliveries
Scales with a larger weighing surface are generally easier to use
The level of precision needed
How easy they are to use and calibrate
Digital scales are usually easiest to read
Scales which allow the employee to zero out a container that might be used to hold
food for weighing also simplify the weighing process
How easy are they to clean
How expensive are they to purchase and operate
Need for a scale that prints out a label for the food
Volume measures include a variety of cups, spoons, ladles, and scoops. Commercial measuring
cups and spoons are generally made from seamless heavy-duty aluminum. Durability of the
measuring cups and spoons is important, because utensils which are easily dented may distort
the capacity and not measure accurately. In addition, metal cups are generally considered more
desirable than glass because of the unavoidable breakage which can occur with glass. Ladles are
generally made from 18 gauge steel and their capacity is stamped on their handle. Ladles will
range in size from one ounce up to 72 ounces (30 mL to 2.13 L) and handle lengths will vary
from nine to 18 inches (23-46 cm). Plastic covered handles can help to keep them cool when they
are used for hot liquids. Two types of scoops are used in school kitchens. The first is used as a
portion measurement tool and is sometimes called a disher. Common sizes are 12, 16, or 20 with
the number representing the number of scoops one can get per quart of product when this size of
scoop is used. Scoops will be stamped with the size and are easier to distinguish when the handle
is also color coded by size. The second type of scoop is used to handle or transfer dry ingredients
or ice. These scoops are generally made from stainless steel or heavy cast aluminum and range in
size from four to 84 ounces (118 mL to 2.48 L).
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Permanent Ware
Selection of flatware and dishes should always be based on an actual examination of samples of the
flatware and dishes. Pictures in a catalog do not given an accurate picture of the thickness, weight,
or feel of the product. Durability of the product can also be much better assessed in person.
Carefully consider replacement costs of permanent ware as replacement needs may create an
ongoing expense. Availability of permanent ware to purchase in the future will also help to keep
a more pleasing and uniform appearance during the service of food. Durability of permanent
ware is one of the most important features because of its effect on replacement cost. Selection
of permanent ware that is less likely to break is also important from the standpoint of handling.
Clearly it is a safety issue for children. In addition, it is important for employees. Most breakage of
china dishes is thought to occur in the dishroom, so employees should be taught how to handle
and place china dishes in the dishmachines to minimize the breakage that might occur during
the cleaning process.
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Durability of the metal forks and spoons is key when making this purchasing decision. Although
weight may be one possible indication of its durability, a more accurate assessment occurs when
the flatware is inspected. For example, the spoon and fork should be placed on a table surface and
examined to see if they will bend when pressure is placed on the bowl of the spoon or the tines of
the fork.
The most durable flatware is generally considered to be stainless steel. It is also often preferred
because it does not rust or tarnish, and is less likely to scratch, dent, or stain. The type of stainless
steel, however, should be considered carefully as there are different quality levels, hardness, and
prices associated the type of stainless steel that is used. A commonly used type is 18/8 which is
an abbreviation for a type which contains 18% chrome, 8% nickel, and 74% steel. The chrome is
added to flatware to give luster or shine to the flatware and the nickel and steel provide strength.
Together these metals help to minimize staining of the metal when exposed to acid foods and
cleaning chemicals and provide strength to the utensil.
An additional concern of school nutrition directors as Trusted Advisors will be the safety of the
student customers when flatware is being selected. Safety considerations include the quality and
type of flatware selected. For example, knives may not be desirable for students. Finally, school
nutrition directors as the Trusted Advisors will also consider how easy it is for special needs
children to use the flatware or whether other types of flatware are required.
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plate. In addition, durability is a very important consideration, not just from the standpoint of
replacement costs; it is also a safety issue for the handling of the plates by employees and student
customers.
Glasses made from glass are not commonly used in schools. If used, they should also be viewed
as an ongoing expense. The future cost, availability, durability, and safety of the glassware are
important factors when purchasing this item. It is beneficial to keep extra supplies of glassware on
hand. If the number of glasses is in short supply, employees are more likely to grab glasses directly
out of the dishmachine when they are hot and put them immediately into service. When this
happens, the glasses are more likely to crack when they are shocked with a cold liquid when
they are still hot from the dishwasher.
Most commercial glassware is pressware. Pressware is made by pressing the glass into a mold
to create its shape and then cooling it slowly by a process called annealing to strengthen and
stabilize the glass. Strength of the glassware will also depend on the shape and thickness of the
glass, the presence of extra thick glass material at stress points, tempering, or through the addition
of chemical compounds to the liquid glass material.
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If disposables are used, their purchase is clearly an ongoing expense. Price is therefore, very
important. Because prices may fluctuate, this is a careful consideration in their selection and
method of purchasing. Advantages and disadvantages to the use of disposables are shown below.
Advantages of disposables include:
May be less expensive than permanent ware
Will reduce dishwashing needs
Provide a very sanitary option
Available in a wide variety of choices
Are lighter in weight
May provide faster meal service
May be able to recycle or compost
Disadvantages of disposables include:
They are not generally considered the environmentally friendly choice
They will need to be continuously purchased
May be harder or less safe, in some cases, for children to carry
Require more storage area
Purchasing decisions for disposable ware should also be made after examining samples of the
products. Decisions should never be made on the pictures and prices shown in a catalog. If
possible, it would be helpful to try these products with ones menu and cafeteria to see what other
changes in service or preparation would be needed. Polystyrene flatware for example will be more
rigid and may have sharp edges when broken, whereas polypropylene flatware will be almost
rubbery by contrast and less likely to break. The purchase of combination flatware such as a
spork (a cross between a spoon and a fork) would reduce the number of pieces of flatware that
need to be purchased and minimize the needed storage space.
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