OREGON SCHOOL

FOOD SHARE

PROGRAM GUIDE


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Acknowledgements

The following people and organizations made this resource possible:

•	Laurel Bates, Clackamas County Sustainability & Solid Waste and Clackamas County
Refuse & Recycling Association

•	Elaine Blatt, Oregon Department of Environmental Quality

•	Meghan Borato, City of Gresham Recycling and Solid Waste, Oregon Green Schools

•	Greg Collins, Chartwells

•	Galina Dobson, Sodexo

•	Julie Hamilton, Clackamas County Public Health Division—Food Safety

•	Dave Martin, Oregon Health Authority

•	Pete Pearson, World Wildlife Fund

•	Amy Rowland, Eastern Research Group

•	Andrea Schnitzer, Eastern Research Group

•	Sasha Swerdloff, Oregon Green Schools

•	Bernardo Tuma, Oregon Department of Education

•	Kendra Tyler, U.S. Environmental Protection Agency, Region 10

•	Theresa Blaine, U.S. Environmental Protection Agency, Region 10

Disclaimer: The information contained in this Oregon School Food Share Program Guide is intended to inform the
public and does not establish or affect legal rights or obligations. Links to non-EPA sites do not imply any official EPA
endorsement of, or responsibility for, the opinions, ideas, data, or products presented at those sites, or guarantee the
validity of the information provided.

This program guide was written in late 2020 and early 2021, amid the COVID-19 pandemic. Schools may decide how
and when to implement food share table and donation programs considering ongoing health and safety concerns. You
should coordinate with state and local health authorities and ensure that all food safety requirements are met.


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Contents

1.	How to Use the Guide	2

2.	Start a Food Share Program at Your School	6

Checklist for Starting a Food Share Program at Your School	6

A.	Identify Key School Staff and Volunteers 	8

B.	Conduct a Food Waste Audit to Gather Baseline Data	9

C.	Identify Potential Funding Opportunities 	12

D.	Determine Flow to Measure the Success of Your Program	13

E.	Understand Federal, State, and Local Authority	13

F.	Implement a Food Share Table	17

G.	Donate Food to Outside Organizations	23

3.	Start a Food Share Pilot Program in Your School District	26

Checklist to Pilot a School Food Share Program at the District Level	26

A.	Planning a Pilot for Your Schools	27

B.	Identify Pilot School(s)	27

C.	Identify and Communicate with Key Contacts	29

D.	Provide Technical and Administrative Support 	32

E.	Provide Recognition	33

Appendix A. Policy Tools for Reducing Food Waste and Packaging at Schools	A-1

Appendix B. Federal, State, and Local Authority Related to Food Share and Donation	B-1

B1. Federal Enabling Legislation and Guidance	B-1

B2. State Enabling Legislation and Authority	B-2

B3. Local Authority 	B-3

Appendix C. Communication Resources	C-1

CI. Draft Agenda for School Site Selection Call 	C-2

C2. Memorandum of Understanding Between School/School District and Recipient Organization	C-3

C3. Sample Food Donation and Share Table Policy	C-5

C4. Sample Email Text Communicating Food Share Program to School Staff	C-8

C5. Sample Email Text Communicating Food Share Program to Parents	C-8

C6. Cafeteria Student and Staff Instructions 	C-9

C7. Kitchen Manager Checklist for Starting a Food Share and Donation Program 	C-9

C8. Checklist for Call with Donation Organization 	C-10

C9. Cafeteria Posters and Signage	C-11

Oregon School Food Share Program Guide	i


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Appendix D. Example Food Waste Audit and Diversion Guides	D-1

D1. Food Waste Audit and Diversion Guides	D-1

D2. Example Food Waste Audit Worksheets	D-2

Appendix E. Recognition Opportunities	E-1

El. Oregon Green Schools—Green Lunchroom Certification	E-1

E2. Fuel Up to Play 60 	1 2

Appendix F. Key Resources to Support School Food Waste Reduction	F-1

F1. Food Share Program Toolkits	F-1

F2. Share Program Guidance from Other Jurisdictions 	F-2

F3. Food Waste Resources 	F-3

F4. Additional Resources 	F-4

Appendix G. Case Studies of School Food Share Programs in Oregon Schools	G-1

Beaverton School District Nutrition Services Food Share	G-2

Canby School District Milk Dispenser Pilot	G-5

Corbett School District Waste Reduction 	G-7

Corvallis School District Pre-Ordering Lunch and Composting	G-9

ii	Oregon School Food Share Program Guide


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List of Acronyms and Abbreviations

CACFP

Child and Adult Care Food Program

CFR

Code of Federal Regulations

CNP

Child Nutrition Program

DEQ

Oregon Department of Environmental Quality

EPA

United States Environmental Protection Agency

FDA

Food and Drug Administration

FUTP60

Fuel Up to Play 60

HACCP

Hazard Analysis and Critical Control Point

MOU

Memorandum of Understanding

NDC

National Dairy Council

NFL

National Football League

NSLP

National School Lunch Program

ODE

Oregon Department of Education

OGS

Oregon Green Schools

OHA

Oregon Health Authority

OVS

Offer Versus Serve

PHF

Potentially Hazardous Foods

RBL

Recess Before Lunch

SBP

School Breakfast Program

SFA

School Food Authorities

SFSP

School Food Service Program

SNA

School Nutrition Association

SNP

School Nutrition Programs

USDA

United States Department of Agriculture

WARM

EPA Waste Reduction Model

WWF

World Wildlife Fund

Section 1: How to Use the Guide

Oregon School Food Share Program Guide

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iv Oregon School Food Share Program Guide


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SECTION 1

How to Use
the Guiide


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1. HOW TO USE THE GUIDE

The U.S. Environmental Protection Agency (EPA)
developed this guide in partnership with Oregon
Green Schools (OGS). It is aligned with EPA's Food
Recovery Hierarchy (Figure 1-1), which prioritizes actions
to prevent and divert wasted food. The hierarchy
prioritizes food waste prevention (also called source
reduction) as the best way to minimize waste, followed
by distribution of food to people. This guide focuses on
the steps required to recover potentially wasted food in
schools to minimize waste and reduce food insecurity.

In this guide, "wasted food" refers to specific types of
unwanted edible food that students throw away that is
otherwise acceptable for consumption, such as
unopened packaged foods and uneaten whole fruit. The
term "food scraps", which appears in the appendices,
refers to inedible food (e.g., cores, peels, or pits) or
partially eaten meals (that cannot be re-served) sent to
the landfill.

Figure 1-1. The EPA Food Recovery Hierarchy shows the
best ways to prevent and divert wasted food.

This section provides an overview and responses to the
following questions:

•	What is a school food share program?

•	Why are school food share programs important?

•	Who should use this guide?

What is a school food share program?

A school food share program aims to prevent and
minimize wasted food and share wholesome, nutritious,
edible food with those who need it so that food is not
wasted at school. Schools that participate in food share
programs collect foods like whole fruit and unopened
packaged cafeteria items to share within the school and/
or in the community. Such programs may involve redis-
tribution of foods within the school, and/or collection
and donation of foods to nonprofit organizations.

Why are school food share programs
important?

For many Oregon families, free and reduced school
meals are an important source of food for students.
As Oregon food insecurity rates increase during
large-scale disaster events and situations such as the
COVID-19 pandemic, so too does the importance of
feeding hungry students through school nutrition
programs. School food share programs ensure that
schools optimize their reach and feed as many people as
possible within the school and surrounding community.

Kids learn best when their needs are met. A skipped
or partial meal may lead a student to feel frazzled and
anxious.1 Over time, students may fall behind a grade
level and might not graduate from high school due to
a lack of essential nutrition and energy during their
journey through the education system. School food
share programs aim to provide food to those who need
it within the school via share tables and reservice of
food items that otherwise would have gone to waste.

1 Jepkemboi G. (2018). The Effects of Hunger on Physical and Cognitive Development of Children. In: Szente J. (ed.). Assisting Young Children
Caught in Disasters. Educating the Young Child (Advances in Theory and Research, Implications for Practice), vol. 13. Springer, Cham. Available
at https://doi.org/10.1007/978-3-319-62887-5 10

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Oregon School Food Share Program Guide

Section 1: Howto Use the Guide


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HOW DOES A SCHOOL
FOOD SHARE PROGRAM WORK?

Redirect recoverable, edible food to the community instead of the landfill.
Your school can participate using the strategies that are right for your community!

Whole, uneaten eligible
foods served to students
during school meals



Unserved, edible foods such as
individual meal components,
sandwiches and bulk goods.

See Table 2-3 for a
description of eligible foods



Re-serve food and beverage
items from the share table and

claim these foods for
reimbursement during another
meal service.

n

Share Tables:
where students place whole
food or beverage items that
they choose not to consume.

Collect, label, and
store leftover food
or beverage items
for donation.

Invite students to
pick up items from
the share table during
meal service.

Donate food or beverage items
to a school-based food pantry
and/or snack program, or to a

nonprofit food rescue
organization such as food bank
or homeless shelter.

Figure 1-2. How does a school food share program work? This figure shows the various aspects of a school food share
program. Starting on the left with the two categories of foods, follow the arrows to the right for ideas on how to
divert otherwise wasted food from the landfill and back to feeding those in the school and the community.

Source:

USDA. (2016). The Use of Share Tables in Child Nutrition Programs.

Available at https://www.fns.usda.qov/cn/use-share-tables-child-nutrition-proqrams

USDA. (2012). Guidance on the Food Donation Program in Child Nutrition Programs.

Available at https://www.fns.usda.qov/cn/quidance-food-donation-proqram-child-nutrition-proqrams

Section 1: How to Use the Guide

Oregon School Food Share Program Guide

3


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Additionally, food share programs reduce the amount
of food sent to the landfill where it decomposes and
releases methane, a potent greenhouse gas. In Oregon,
food contributes to nearly 15 percent of consump-
tion-based greenhouse gas emissions, an estimate
of the quantity of greenhouse gases associated with
the full life cycle of goods and services consumed in
Oregon.2 By redirecting whole, edible food that would
otherwise go to the landfill, a school food share program
reduces greenhouse gas emissions and minimizes the
environmental impacts of food waste.

14.6% - Rate of food insecurity
in Oregon households

23 % of Oregon children
are food insecure

26.8 lbs. - Average food waste
per student each year in Portland
schools

Figure 1-3. Food insecurity in Oregon.3-4

Who should use this guide?

Oregon schools and school districts should use this
guide to recover wasted food and redirect it to the
school community and/or donate it to local food banks
and food rescue organizations. The guide presents
step-by-step instructions for implementing a program
at the school and school district levels and provides an
overview of supporting legislation, helping the reader
identify key internal and external stakeholders who can
support program development. Schools and school
districts should use the guide as follows:

•	At the school level, schools should follow the
step-by-step process in Section 2 of this guide for
developing and implementing a food share program.
Schools and school districts will learn how to create
a team, identify funding, and coordinate with the
local health authority to conduct a baseline audit, set
up share tables and donate wasted food to a local
nonprofit organization feeding the community.

•	At the school district level, districts should follow
the steps in Section 3 of this guide for starting a
food share pilot program. Districts will learn how
to develop a strategy for a pilot program including
how to determine pilot program duration and par-
ticipation, identify and train staff, identify funding
and provide program support and recognition for
participating schools.

Readers should review the appendices at the end of

this guide to access useful checklists, tips, resources and
communication materials. The appendices provide the
following resources:

Appendix A. Policy Tools for Reducing Food Waste and
Packaging at Schools

Appendix B. Federal. State, and Local Authority Related
to Food Share and Donation

Appendix C. Communication Resources

Appendix D. Example Food Waste Audit and Diversion
Guides

Appendix E. Recognition Opportunities

Appendix F. Key Resources to Support School Food
Waste Reduction

Appendix G. Case Studies of School Food Share
Programs in Schools

2	Oregon Department of Environmental Quality. (2012). Materials Management in Oregon: 2050 Vision and Framework for Action. Available at
https://www.oreaon.aov/dea/FilterDocs/MManaaementOR.pdf

3	Oregon Food Bank. (2021). Hunger in Oregon. Available at https://www.oregonfoodbank.ora/our-work/hunaer-in-oreaon

4	World Wildlife Fund. (2019). Food Waste Warriors: A deep dive into food waste in US schools.

Available at https://www.worldwildlife.org/stories/food-waste-warriors

4

Oregon School Food Share Program Guide

Section 1: Howto Use the Guide


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SECTION 2

Start a Food Share
Program at Your
School


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2. START A FOOD SHARE PROGRAM AT YOUR
SCHOOL

Readers who want to start a food share program at a school should follow the steps in this section, using the checklist
below as a step-by-step guide.

Checklist for Starting a Food Share Program at Your School

Identify Key School Staff and Volunteers. Engage
and build trust with all staff early in the development
of the program.

Identify key staff who will help run the food
share program such as kitchen staff, facilities
and custodial staff, teachers, school green team
members, school nutrition staff, and others.

Conduct a Food Waste Audit to Gather Baseline
Data. A food waste audit collects valuable informa-
tion about the leftover, edible foods thrown away at
the end of the meal period. Food waste audit results
show what types and quantities of foods and other
non-organic materials are being sent to the landfill.

Form and meet with the team who will conduct
the food waste audit.

Meet with the food waste audit team to discuss
the purpose of the food waste audit, define roles,
and begin planning and training for the audit.

Review Table 2-2 for a checklist of audit steps.
Use the audit results to identify the types and
quantities of food discarded during meals. Use
this information to determine if share tables and/
or donation are a good fit for the school.

Identify Potential Funding Opportunities. After
deciding if share tables and/or donation are a good
fit, determine if funding is needed to develop and
implement the program.

Review national, state, and local funding oppor-
tunities.

Determine How to Measure Program Success.

Metrics for success are based on which aspects of a
food share program a school chooses to implement.

Identify metrics to measure progress and
success.

Communicate data collection and reporting
requirements to key staff.

Understand the Federal, State, and Local Authority
Supporting Food Share Programs.

Review the legal framework to understand how
to safely implement your program.

Understand and establish protocols to meet the
food safety requirements for share tables.
Establish clear guidelines for food donation.
Implement Your Food Share Table.

Review the U.S. Department of Agriculture
(USDA) guidance on share tables.

Meet with key staff and volunteers.

Review how to set up and monitor share tables.
Learn how to store collected foods safely and in
accordance with state and local laws.

Adapt as needed! It is important to adjust and
adapt during implementation.

Donate Food.

Review USDA guidance on food donation and the
Bill Emerson Good Samaritan Food Donation Act
of 1996.

Contact potential recipients and discuss the food
available for donation.

Collect, weigh, label, and store food for donation.
Coordinate pickup or dropoff of food.

6

Oregon School Food Share Program Guide

Section 2: Start a Food Share Program at Your School


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Checklist

Identify
Staff

Conduct
Audit

Identify
Funding

Measure
Success

Know the
Rules

Share

Donate

Get Started!

Food share programs may focus solely on sharing food
that would otherwise be wasted within a school. They
may also involve collection of food from share tables,
as well as food not yet served that would otherwise be
wasted, and donation of these foods to local nonprofit
organizations. This section will help you determine
which food share strategy is right for your school, taking
into consideration the amount of recoverable food
available and the level of effort required to store and
transport food to a local organization.

This section presents the following steps for developing
a food share program at the school level:

•	Identify key school staff and volunteers

•	Conduct a food waste audit to gather baseline data

•	Identify potential funding opportunities

•	Determine how to measure the success of your
program

•	Coordinate with the local health authority

•	Implement a food share table

•	Donate food to outside organizations

What Organizations Support Participation in Food Share Programs?

•	The USDA Food and Nutrition Service allows and encourages the redistribution of previously served,
whole and/or unopened food and beverage items in the following ways:

» Share tables where students may pick up extra items or where items may be served and claimed for

redistribution during another meal service.

» Donation to a nonprofit organization.

•	The Oregon Department of Education (ODE) and the Oregon Health Authority (OHA) have not issued
guidance specific to food share tables but do support school efforts to implement programs to recover
wasted food using USDA guidance. ODE and OHA leave the final decision for implementation to the local
health departments.

•	For food donation, schools are protected from liability when donating to nonprofit organizations under
the federal Bill Emerson Good Samaritan Food Donation Act and the Oregon Rev. Stat. Section 30.890,
"Liability of Food Gleaners, Donors and Distributors."

See Appendix B for more information.

Section 2: Start a Food Share Program at Your School

Oregon School Food Share Program Guide

7


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Checklist

Identify
Staff

Conduct
Audit

Identify
Funding

Measure
Success

Know the
Rules

Share

Donate

A. Identify Key School Staff and
Volunteers

Identify key staff who will help run the food share
program and organize a meeting to talk with them
about their roles and responsibilities. Table 2-1 provides
examples of key staff essential for program implemen-

tation. Engage and build trust with all staff early in the
development of the program. This establishes an open
line of communication that will help to identify opportu-
nities and challenges that can be addressed in real time.
It is especially important to engage early with facilities,
custodial, kitchen, and other staff in the cafeteria who
will support the logistics of a food share program.

Table 2-1. Key School Staff and Volunteers

Role

Description

School food share
lead(s)

School personnel who will take point on organizing and implementing food share tables
and donation logistics. They will interact with school district personnel as needed and
should fully understand state and local food share table and donation guidelines.

Nutrition staff
representative

This representative can provide auidance about USDA reauirements. linked in Aooendix B
as they relate to school food share and donation.

Food waste audit
team

If a school has no baseline data for food waste generation, this team will need to conduct
a food waste audit. Identify three to five people who can support implementation of an
audit. They may include:

•	School nutrition staff representative

•	School administrator

•	Students

•	Teachers

•	Parent volunteer and/or green team leader

Food share table and
donation team

Identify at least three to four staff or volunteers who will implement and help educate
school personnel and students about the logistics of food share and donation.

Staff may include:

•	School administrator

•	Kitchen staff

•	Facilities and custodial staff

•	Teachers

Volunteers may include:

•	Parents

•	Green team members

Student leaders

Identify student leaders to help school staff implement the program.

8

Oregon School Food Share Program Guide

Section 2: Start a Food Share Program at Your School


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Checklist

Identify
Staff

Conduct
Audit

Identify
Funding

Measure
Success

Know the
Rules

Share

Donate

B. Conduct a Food Waste Audit
to Gather Baseline Data

Before beginning a food recovery program, effectively
gauge the amount of uneaten food at your school by
conducting a food waste audit.

What is a food waste audit? Students and staff collect
all leftover edible food (whole and partially eaten) and
weigh it at the end of all mealtimes over a set time. At
the end of a food waste audit, you can see what types
and quantities of food are being wasted and at what
times of the day, with the goal of understanding what
leftover foods can be donated. A waste audit should
answer the following questions:

•	Look at whole, uneaten edible foods to determine
how many pounds or gallons of food and beverage
items are wasted during a typical school mealtime.
You can use this sample weight information to
estimate food weight for the whole program.

•	Look at partially eaten edible foods to identify which
foods students are not eating.

When should an audit be conducted? It is ideal to
conduct an audit using samples of breakfast or lunch
waste for a period of one week to account for any
day-to-day variability in waste generation, as well as dif-
ferent behavior toward the variety of meals served. The
audits generally take place during breakfast or lunch
periods so staff can gather information from students
about why they are not eating certain foods. If you do
not have the resources for a full week audit, adjust to a
single-day or half-week audit.

How do I get started? The OGS Green Lunchrooms caf
eteria waste audit guide provides a step-by-step guide
for conducting a food waste audit, including planning
and conducting the audit and interpreting audit results.
These steps are summarized below. Links to other audit
guides can be found in Appendix D.

Step 1. Plan the audit

Below are key tasks required to plan the audit. Ensure
that you assign each task to one or several team
members.

Figure 2-1. Cafeteria food waste audit sorting bins set

up by food category. Image courtesy of Oregon Green

Schools.

•	Meet with your food waste audit team. Discuss what
a food waste audit entails and why it is important;
assign and define roles; and ask for team member
support for planning, staffing, training, and recording
data (see Table 2-1 for an example of a list of food
waste audit team members). Make it clear that the
main goal of the audit is to help find ways to encour-
age students to eat their nutritious meals and not
throw them away.

•	Coordinate with cafeteria and kitchen staff to
conduct the audit. Communicate with school staff
about the benefits of a food waste audit. Ask for
their assistance to coordinate activities on the day(s)
of the audit. As above, reiterate that the main goal of
the audit is to find ways to encourage students to eat
their nutritious meals and not throw them away.

•	Identify a date(s) for the audit. Conducting an audit
for a single week will give you the best understand-
ing of food waste generation at a school. However,

if you can choose only one day, it should be most
representative or typical of school meal period(s)
and attendance. Work with key staff (e.g., a school
nutrition worker and school administrative staff) to
choose the best day(s). For example, avoid conduct-
ing your audit on a day when a grade level is on a
field trip.

•	Identify audit sorting categories. Refer to the
OGS food audit guide (linked and described in

Section 2: Start a Food Share Program at Your School

Oregon School Food Share Program Guide

9


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Checklist

Identify
Staff

Conduct
Audit

Identify
Funding

Measure

Success

Know the
Rules

Share

Donate

Appendix D) for example categories. Consider
focusing on sorting only packaged foods and whole
fruits, since those are the types of things that might
be shared or donated in your program. However, you
could certainly capture other food categories for a
more holistic audit covering both edible and inedible
(i.e., plate waste) food waste. Make or print signs for
the audit.

Recruit students to staff audit stations. Work with
the core implementation team to recruit student
volunteers who may be affiliated with the school
green team, the student council, or a leadership
group. Plan for four volunteers to support one audit
station for every 100 students eating in the cafeteria
at any one time.

Train volunteers. Provide background information
to volunteers on their roles and responsibilities and
provide an opportunity for them to ask questions.
Include information about:

» How to complete the Green Lunchrooms Informa-
tion and Audit Sheets included in Appendix D.
» How to conduct interviews using the Student

Interview Sheet in Appendix D.

Collect supplies needed for the audit. This includes
containers to sort food by type, labels for containers,
tables, a scale, audit forms, a camera to document
the audit setup and process, pens and pencils,
gloves, paper towels, aprons, and trash bags.

Step 2. Conduct the audit

• The example audit checklist in Table 2-2 outlines

important tasks to conduct before, during, and after

an audit. Use this table as a starting point to develop

your own checklist.

Food Waste Audit Supplies

0 Two tables per audit station: one for

students to drop off their trays and one for the
containers.

0 At least two large trash cans on wheels for
emptying the containers into after they are
weighed.

0 Containers for sorting. For example, five-gal-
lon buckets, bus tubs, or other containers.

0 Small trash bags to line the sorting containers
(optional).

0 Scales. Hand-held luggage scales and
bathroom scales are commonly used.

0 Weight log sheet, interview sheets, clipboards,
and pens.

0 Printed labels taped or stuck to the containers.

0 Cloths or paper towels for spills and cleanup.

0 Gloves for handling food.

Figure 2-2. Sorting food by category. Image courtesy of
Oregon Green Schools.

Figure 2-3. Whitcomb Elementary School sorted each
food type into separate bins during their food waste
audit. Image courtesy of Whitcomb Elementary School.

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Oregon School Food Share Program Guide

Section 2: Start a Food Share Program at Your School


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....	Identify	Conduct	Identify	Measure	Know the	..	_

Checklist	staffy	Audit	Funding	Success	Rules	Share	Donate

Table 2-2. Day of the Audit Checklist

~ About 30 to 40 minutes before

~ Once a container is full, weigh

~ Weigh the remaining

the meal period begins, coordi-

and record its weight on the

containers, being sure to

nate with kitchen and custodial

audit form, which is included

subtract the weight of the

staff to set up the audit tables

in the OGS food waste

containers to calculate

and sorting bins.

audit guide. After recording

just the weight of the food

~ Set up containers to sort food by

weights, empty containers

waste. Record weights on

type and make sure all containers

into large trash can (prefera-

your data form.

are labeled. Five-gallon buckets

bly on wheels).

~ Dispose of all waste from

work well to collect milk waste.

~ Do not let containers holding

the audit.

~ Restrict student access to trash

liquids get too full—they are

~ Clean up the audit area.

cans so they can only dispose

heavy! Weigh them when

~ Thank students and staff!

of their waste at audit stations

they are half full.



staffed by volunteers—this will

~ Ask student volunteers



account for all waste.

to interview a sample of



~ Weigh an empty container and

students at random as they



record its weight on the log

throw away items from their



sheet. Subtract this weight from

trays. Specific interview



the total weight to calculate food

instructions are in the OGS



waste weight.

food waste audit guide and in



~ Bring student volunteers to the

the worksheet in Aooendix D.



stations before the meal starts

~ Take photos both during



and familiarize them with their

and after the audit! Photos



roles as specified in the OGS

are extremely useful for



Food Waste Audit Guide.

documenting the process and





results.



Section 2: Start a Food Share Program at Your School

Oregon School Food Share Program Guide

11


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Checklist

Identify
Staff

Conduct
Audit

Identify
Funding

Measure
Success

Know the
Rules

Share

Donate

Corbett School District Waste Audit Results

Corbett School District has only two schools, and they share
a single building and cafeteria. Sasha Swerdloff, a volunteer
sustainability program coordinator with the Corbett School
District, coordinated with parent volunteers and school staff
to conduct a one-day food waste audit in the cafeteria.

During lunch service, the school collected food waste and
weighed it by category. The school identified fruit and milk
as the top food items thrown away by students. Waste
audit results showed 157 pounds of food wasted each day,
resulting in approximately 23,079 pounds of food wasted
each year.

Corbett School District
One-Day Food Waste Audit Results

17.8





lbs.



¦	9.6 |

¦	lbs. |

1 lbs.

Fruit

Milk

Turkey
Melt

Salad
Bar

Pasta
Salad

Other

The audit results showed a high number of recoverable foods that would be acceptable for a food share table.
These results informed district-wide planning and future food waste reduction efforts in Corbett, including a
new food share table program!

Learn more about waste reduction efforts in the full Corbett School District case study in Appendix G.

Step 3. Interpret audit results

Use the audit results to identify the types and estimated
total quantities of foods most often discarded during a
typical meal period. The information from the audit will
help you decide whether a share table would be a good
fit for your school. For example:

•	If you learn that there is very little food that can be
placed on a share table or donated, you may decide
you do not need a share table.

•	If you learn that you have food items that students
could consume or that can be re-served, then you may
decide to implement a share table to collect foods for
the students. Refer to Table 2-3 in Section 2E to read
about eligible foods.

•	If you have large quantities of food that can be
re-served, or if your school does not wish to imple-
ment a share table, you may want to donate this food,
as discussed later in the guide.

If food waste audits are performed routinely, you can
also use this information to understand the types of food
that kids may enjoy less and provide that feedback to the
kitchen or food services program to encourage change.

C. Identify Potential Funding
Opportunities

Although food share programs can be low-cost to
develop and implement, you might need funding if
the program requires refrigeration, coolers, tables,
or staffing or procedural changes that could increase
overall budgets. Sources of local funding may be most
accessible to the school district, though there may be
regional and national funding that is also available.

Following is a list of organizations and resources to
help secure funding. You may also find success when
checking with your local city and county waste, recy-
cling, and sustainability programs.

•	Oregon Department of Environmental Quality Mate-
rials Management Grants. The grants program helps
recipients reduce waste, build capacity for re-use
and repair, and support responsible recycling.

•	USDA National School Lunch Program Equipment
Assistance Grants for School Food Authorities
(SFAs). State agencies competitively award equip-
ment assistance grants to eligible SFAs participating
in the program. These funds will allow SFAs to

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purchase equipment to serve healthier meals and
improve food safety.

Oregon Green Schools. OGS provides free sustain-
ability assistance and support to schools across the
state. Check with OGS to learn what funding oppor-

Conduct informal surveys during program implemen-
tation to determine if students and staff are aware
of the program and its value, and if they understand
how to use share tables.

Additional metrics to measure success include:



tunities they are tracking.

•	Oregon Metro Regional Government Grants and
Resources. Metro works with communities, busi-
nesses, and residents in the Portland metropolitan
area and tracks funding opportunities.

•	Oregon Food Bank Network—Food System Grants.
The network provides organization for grant oppor-
tunities in Oregon.

•	The Nonprofit Association of Oregon. Provides infor-
mation about grant opportunities in Oregon.

•	Oregon Community Foundation. Provides informa-
tion about grant opportunities in Oregon.

•	Oregon Grant Watch. A searchable database of
government and foundation grants.

•	Fuel Up to Plav 60. This national in-school health and
wellness program provides up to $4,000 per year

to qualified kindergarten through 12th grade (K-12)
schools to jump-start healthy school changes.

•	Association of Oregon Recvclers. This organization
has provided funding for environmental education
grants.

D. Determine How to Measure
the Success of Your Program

Once you have decided what aspects of the school food
share program to implement at your school (i.e., food
share table and/or donation), determine how you will
track and measure your program's success. Ideas for
methods and metrics to assess program impact include:

•	Use results of the food waste audit for your baseline
measurement. After implementing your school food
share program, you will conduct another audit to
assess the change in quantity of wasted food.

» Pounds of food collected and diverted from the
landfill due to share tables and/or donation.
Use the Example Share Table Tracking Sheet in
Appendix C to track foods collected from the
share table.

» Number of food items collected and categorized.
This information could be useful in setting future
lunch menus.

» Number of food donation deliveries per week or
month and estimated quantity of food donated.
This data provides a better understanding for
waste diversion.

» Cost savings associated with reductions in waste
hauling. If your school is sending less food to the
landfill, the volume and weight of your waste
will drop! This data could be a driver in broader
implementation.

» Information on changes: scheduling recess
before/after lunch, share table use, number
of kids in school, number of students served
lunch. This data could help tell a story of waste
prevention or help better understand changes in
consumption.

» To evaluate the reduction in greenhouse gas
emissions resulting from your program, refer to
the EPA Waste Reduction Model (WARM).

For additional resources on how to assess your program,
visit EPA's Resources for Assessing Wasted Food.

E. Understand Federal, State,
and Local Authority

This section provides an overview of the legal frame-
work for school food share and donation and lists foods
that are typically eligible or ineligible for share tables
and donation.

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Step 1. Understand the legal framework

At the federal level, the Bill Emerson Good Samaritan
Food Donation Act of 1996 encourages donation of food
and grocery products to nonprofit organizations for dis-
tribution to individuals in need. The law protects donors
from civil and criminal liability when food is donated in
good faith and provides other donor protections.

Additionally, the Richard B. Russell National School
Lunch Act provides statutory authority for schools
and other USDA nutrition programs to address food
recovery and food donation policies.

•	The statute clarifies that any unconsumed food may
be donated to eligible local food banks or charitable
organizations.

•	An amendment defines eligible local food banks
or charitable organizations to mean any food bank
or charitable organization that is tax exempt under
Section 501(c)(3) of the Internal Revenue Code of
1986.

•	Other guidance issued by the federal government
includes:

» USDA guidance for share tables and donation.
which should be reviewed by schools implement-
ing a program.

» USDA share table guidance states that Child
Nutrition Program (CNP) operators—the people
who oversee a school's meal program—should
discuss plans for a share table with their local
health department and state agency prior to
implementation to ensure compliance with food
safety requirements.

» USDA guidance allows the use of share tables and
re-service of food and beverage items in CNPs,
including milk that is unopened and kept at the
proper temperature.

Share tables must also comply with applicable state and
local heath and food safety codes, which also address
the proper storage of items to be re-served or donated.

•	ODE and OHA have not issued guidance specific
to food share tables, but do support school efforts
to implement a program to recover wasted food
using USDA guidance. ODE and OHA leave the
final decision for implementation to the local health
departments.

•	It is imperative that schools coordinate with their
local health authority to ensure that all safety
requirements are met. Local county and city health
departments take direction from the state health
department and may adapt additional policies, rules,
and regulations.

•	When discussing share table implementation with
your local health authority, emphasize that USDA
encourages state agencies to support school nutri-
tion program efforts to increase consumption of
nutritious food and minimize food waste using share
tables.

Be ready to discuss these topics
with your local health authority:

0 Has the local health authority developed
official guidelines for food share tables?

0 What food safety standards apply for a
school food share table?

0 What are the requirements for the storage
of perishable foods?

0 What additional sanitary actions must be
taken?

0 Has the local health authority developed
official guidelines for food donation?

0 If food is donated to an outside organi-
zation, what actions does the receiving
organization need to take to ensure com-
pliance with state and local regulations?

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Find contact information for your county health
authority using the OHA Local Public Health Authority
Directory. For more information about legal author-
ity related to school food share and donation, see
Appendix B.

Step 2. Ensure food safety requirements
for share tables

USDA's share table guidance states that, as with all
prepared foods and beverages, CNP operators choosing
to use share tables must continue to follow the food
safety requirements outlined below. Schools participat-
ing in school nutrition programs should already meet
these requirements.

•	7 CFR 210.13. Facilities Management. Schools must
ensure health standards are met, solicit and receive
food safety inspections, and develop and implement
food safety programs.

•	7 CFR 220.7. Requirements for Participation in the
School Breakfast Program.

•	7 CFR 226.20(1). Sanitation. Institutions and facilities
must ensure that proper sanitation and health stan-
dards are met when they store, prepare, and serve
food and that those health standards conform with
all applicable state and local laws and regulations.
Institutions and facilities must ensure that adequate
facilities are available to store food or hold meals.

•	7 CFR 225.16(a). Meal Service Requirements.
Sanitation. CNP operators must ensure that proper
sanitation and health standards are met when
storing, preparing, and serving food and that those
health standards conform with all applicable state
and local laws and regulations. Sponsors, who are
responsible for administration of the CNP program,
must ensure that adequate facilities are available
to store food or hold meals. Within two weeks

of receiving notification of approval—and before
program operation begins—a sponsor must submit

to the state agency a copy of their letter advising
the appropriate health department of their intention
to provide a food service during a specific period at
specific sites.

•	CNP operators must be aware of all applicable local
and state health and food safety codes to ensure
their use of share tables does not violate any of those
codes. Review information from ODE's SNP Food
Safety guidance. Further, schools must ensure that
their policies for saving and sharing food or beverage
items are consistent with the local educational
agency's Hazard Analysis and Critical Control Point
(HACCP) plan. The Food and Drug Administration
(FDA) Food Code, Section 3-306.14, addresses food
safety considerations when re-serving food.

•	Note that state and local health and food safety
codes may be more restrictive than the USDA Food
and Nutrition Service requirements or may place
specific limitations on which food or beverage items
may be reused. To ensure compliance with food
safety requirements, CNP operators should discuss
plans for a share table with their local health depart-
ment and state agency prior to implementation.

OHA encourages schools to work with their local health
department to ensure that all foods shared and donated
are handled safely. To facilitate sharing of milk, for
example, you must provide a cooler or refrigerator that
keeps the milk at 41 degrees Fahrenheit or below, and
you must track the time and temperature to ensure
that milk is never left out for more than four cumulative
hours.

Step 3. Establish clear guidelines for
foods that may and may not be shared
and donated

Table 2-3 summarizes food items that may typically
be shared or donated. When creating this list for your
own school, ensure it meets the requirements of your

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school's food safety plan with a focus on time and
temperature, and confirm the list with your local health
department. Food shared and donated through your
school program should contain ingredient labeling
to ensure allergen information is available to those
receiving food. Food banks and other charitable food
rescue organizations may require this information to be
handwritten if commercially packaged food items are
not labeled for individual sale.

TIP: Review the food share table and donation
policies and procedures from the Beaverton
School District program in Appendix C. These
policies and procedures have been refined over
the years and include helpful tips for schools
wishing to start their own programs.

Table 2-3. Eligible and Ineligible Foods for School Food Share Tables

In general, the following foods

The following foods may be

Unacceptable foods that

are appropriate for sharing and

shared, but additional food

should not be shared or

donation:

safety actions apply:

donated:

0 Commercially packaged

non-perishable foods, unopened
and in good condition (granola,
muffins, jerky, dried fruits,
applesauce).

0 Commercially pre-packaged
items such as bagged carrots
or apple slices, stored in a
cooling bin.

0 Whole produce with non-edible

rind (orange, banana).

0 Sealed bottles of water, cartons
of juice, or other beverages.

Food items added to the share table
should come from the school's meal
service. It is not a best practice
to allow students to share foods
brought from home, even if they are
commercially packaged. However,
schools may coordinate with local
health department guidance to
determine their own policy.

~	Unopened cartons of milk,
packaged cheese, yogurt cups
and tubes kept at <41°F* must
be time-marked or tracked to
ensure they are not out of
temperature control for more
than four cumulative hours.

~	Whole fruits with an edible peel
(e.g., apples) must be in sound
condition and rewashed before
re-service.**

*Or the temperature required by
the local education agency's HACCP
plan, whichever is lower.

**Sharing fruits with an edible peel
is not a best practice per OH A.
Schools may coordinate with their
local health department to deter-
mine their own policy.

II Any opened/resealed
containers.

II Hot food or previously
heated food from trays
and salad bars.

II Refrigerated items
brought from home by
students.

II Commercially packaged
food items brought
from home.

II Any homemade items.

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If your school is sharing items that require cooling, such
as milk, establish strict food safety guidelines to prevent
the risk of foodborne illness.

•	ODE requires that schools maintain proper tem-
perature and temperature logs (for 41 degrees
Fahrenheit or below) by storing food components in
a temperature-controlled storage bin, such as an ice
tub or cooler.

•	Check dates on packaged foods and do not intermix
returned items for re-use with food that has not yet
been prepared or served.

•	Decide how many times a food item can be re-used
(USDA recommends just once).

How to Hake Sense of Date Labels
on Food Packaging

The "sell by" and "best if used by" dates are
indicators of quality. Foods that are past the
original manufacturer's "sell by" and "best if used
by" date are still edible and suitable for donation.
Dates on most foods, such as milk, yogurt, and
packaged non-potentially hazardous foods, are
not "use by" dates, which means the products are
suitable for donation past the marked date.

Learn more about understanding date labels from
FDA.

F. Implement a Food Share
Table

Once you have identified key staff and volunteers, per-
formed a baseline food waste audit, and discussed food
safety with your local health department, follow these
steps to set up a food share table.

Step 1. Meet with key school staff and
volunteers

Meet with the food share table and donation team to
establish roles and responsibilities. These key personnel
may include the school administrator, kitchen staff,
custodial staff, teachers, and student leaders. This
team's responsibilities include:

• Coordinate with custodial, cafeteria, and kitchen
staff. Engage with the staff members who will
support the program on a daily basis. Ensure they
are aware of the program and discuss the types of
support they may be able to provide. For example,
if you plan to store items left on share tables, they
could help identify storage containers, including any
that may hold the contents at the correct tempera-
ture, in accordance with local health department
guidelines. They could also find a place within the
cafeteria to store shelf stable goods for future
donation. The team must include staff who under-
stand how to follow federal, state, and local food

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safety requirements, including storage of re-used
items. USDA also states that schools must ensure
policies for saving and sharing food or beverage
items are consistent with the local education
agency's HACCP plan.

Coordinate implementation logistics. This team
needs to understand food safety requirements as
well as orchestrate physical collection of food. This
means determining where and how food will be
collected. This team will also coordinate the donation
of this food if the school decides to participate in a
donation program.

Decide who will supervise the share table. The

share table should always be supervised to ensure
compliance with food safety requirements and
educate students on what may and may not be
placed on the table. Ask supervisors to ensure
packaged items are not opened, not punctured, and
not otherwise compromised. If cooling bins are used,
supervisors must monitor the bin to ensure that time
and temperature control requirements are met. Invite
students to participate as "share table helpers", or
assistant monitors, teaching them about the impor-
tance of food safety and recycling.

Ensure the school is aware of the program and its
importance. The school administrator's main role is
to ensure that all staff and students are aware of the
program and its purpose, and to facilitate relation-
ships that will make the program successful. They
can do this by issuing a policy or guidance statement
or otherwise communicating to the community the
value of the program.

Educate students. Students should learn about
the program from administrators as well as peers.
Communicate information via the school green team,
student council, school newsletter or paper, common
area bulletin boards, and other leading means of
communication. Videos created by students have a
big impact, especially when shared in class before
lunch. Skits or demonstrations during lunchtime are
also good for younger students.

Step 2. Set up and monitor share tables

Follow these five steps to set up a share table. Work
with your team to assign tasks and determine an appro-
priate timeline for standing up the program.

A. Identify a collection location. Choose a highly
visible location for the share table setup, either in the
cafeteria or in other areas where students eat. Many
schools use their student councils or green teams
to lead the effort and train students to help with
collection as the program becomes routine. Success-
ful food collection methods can follow a variety of
models, depending on individual school situations.
For example:

•	During mealtimes, students may place their accept-
able, uneaten food items at the ends of their tables
for pickup during cleanup.

•	At the end of each mealtime, each student may
place their food and drinks eligible for donation in
a collection bin. The bin should have an ice pack at
the bottom to keep items requiring refrigeration cold
until they can be moved to the refrigerator.

Figure 2-4. Example share table set up.

B. Determine what supplies you need. You need at
least one dedicated space where students can place
items to share. You may want to provide a tablecloth
as well as signage to help organize items on the
table, make it look appealing, and remind students
what may and may not be shared. Based on the food
waste audit, you will have an idea of the quantity of

NO THANK YOU
WHOLE FRUIT AND
APPLESAUCE

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food items you may collect. Be prepared to store any
items left on the table after a meal in a crate, box, on
a cart, or other conveyance. Remember, to facilitate
sharing of milk, you must provide a cooler or refrig-
erator that keeps the milk at 41 degrees Fahrenheit or
below, and you must track the time and temperature
to ensure that milk is never left out for more than
four cumulative hours.

Share Table Supplies

0 3-6 sturdy bins to collect food.

Note: Reserve 1-2 bins for each cleanup
line and 2-4 bins to store the food in the
refrigerator. The best bins are small enough
to be easily lifted when full, have handles,
and fit in the refrigerator space of both the
school and a potential donation recipient.
Consider sturdy plastic storage bins with lids
that stack or milk crates that your school
may already have.

0 Ice packs to be placed in the bottom of the
food collection bins. They will keep donated
food items requiring refrigeration cold until
they can be moved to the refrigerator.

0 Space in the refrigerator or cooler at school
to hold perishable food until it is picked
up for delivery to the recipient (if you are
participating in a donation program).

0 Daily tracking sheet for dates and tempera-
tures of perishable food (see the Example
Share Table Tracking Sheet in Appendix C).

0 Clearly marked labels attached to the
bins, stating the contents are for donation
(sample labels are available in Appendix C).
Clear signage ensures the separation of food
for donation from food that is meant to be
served.

0 Large kid-friendly signs and posters to

hang in and around the cafeteria (sample
signs are available in Appendix C).

C.	Communicate and educate students and staff about
the share tables.

•	Educate students and staff about the share tables,
how and when they can be accessed, and their
purpose—to feed people as well as reduce waste.
Clearly communicate share table policies, especially
if students are allowed to take items off the share
table or if the share table will only collect food for
donation to an outside organization. An example
food share table policy is provided in Appendix C.

•	Make an announcement before lunch, hang up
signs, and communicate via social media, email, and
other channels that target students and staff. See
Appendix C for templates and communication ideas.

D.	Monitor the share tables during mealtimes.

Members of your team will monitor the table to
ensure only products allowed under USDA guidelines
are shared.

•	At the beginning of a share table program, vol-
unteers should also keep a tally of the number
and types of items shared and picked up (if this is
allowed within your school's program), as well as the
items left at the end of the day. This information will
help you assess how much food has been diverted
from the landfill and how much food may be avail-
able for donation or use in other school programs.

•	At a minimum, each school should track the types
and quantities of food left over after meals to
compare against the audit baseline to determine
how much food has been diverted from the landfill
and how much food could still feed people. Use the
Example Share Table Tracking Sheet in Appendix

C to track the amount and type of food placed on
the share table, how long it sat on the table before
storage, and how and when it is stored and donated.

TIP: Offer nutrient-dense foods left on the share
table for afternoon snacks in the classroom!
Providing afternoon snacks such as string cheese
and granola could help improve concentration and
energy levels.

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Step 3. Store collected foods

Avoid throwing away leftover food! Immediately fol-
lowing a school meal, volunteers and staff should safely
store food in accordance with the school food safety
plan. Instead, find a place to store collected food items
that can be re-served or donated.

•	Provide a method for food storage that ensures
human health and safety for products that must be
kept at temperature (e.g., milk and milk products)
in accordance with state or local health department
guidelines.

•	Show supporting staff and students safe lifting pro-
cedures and provide adult assistance if needed.

•	Ensure that kitchen and custodial staff are aware of
the food storage location and understand that food
located there is intended to be saved for donation.

•	Determine how you will store collected foods based

on how much food is generated on a weekly basis.

Use the Example Food Collection Labels provided in
Appendix C to clearly mark the bins or crates used to
store foods from the share table.

Ensure that the food has been weighed and the types
of food for donation have been recorded so you
can communicate this information to the recipient
organization.

TIP: You can also use data collected from food
donation efforts to estimate total greenhouse
gas emissions avoided, equivalent number of
meals served, dollar value of food recovered,
and total pounds collected—metrics that are
useful for school- and district-level program
reporting.

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Figure 2-5. School food share in action. In this example from EPA's Washington School Food Share Program Toolkit,
food is collected in the share bin (left). The bins are clearly marked with food share signage (middle). Student
helpers package and store foods appropriately for donation pickup (right).

Figure 2-6. School food share in action. In this example from EPA's Washington School Food Share Program
Toolkit, bins are used to collect and store foods during the week before a volunteer picks up the food and
delivers it to the participating recipient (left). Before volunteers take the food for delivery, the bins are weighed
and tracked (right).

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Beaverton School District Share Table and Food Donation

The Beaverton School District is the third largest school district in Oregon, with 41,215 students enrolled in 74
schools. For more than 10 years, the district's Nutrition Services Department has been reducing hunger and
waste by facilitating share tables in school cafeterias and coordinating weekly pickups for food donation with
a local gleaner, Waste Not Food Taxi.

Beginning in 2007, with a donation pilot at three schools, the Nutrition Services Department fine-tuned pro-
cedures for donation of leftover, unserved foods. The food donation policy and procedures documents, found
in Appendix C, cover:

•	Food safety procedures

•	Food packaging and labeling requirements (as pictured below)

•	Volunteer scheduling and transportation

Cafeterias benefit from food donation by becoming more aware of the quantities of food prepared and
adjusting as needed. Additionally, nutrition services staff work with the school administrators to understand
what events might impact lunch counts.

After years of running a successful food donation program, the Nutrition Services Department decided to
adopt a share table policy, also found in Appendix C.

The idea for share tables grew as an extension of existing food donation as staff noticed that required fruits
and vegetables, such as packaged applesauce, were immediately thrown away after students left the point-
of-sale line. The most common foods added to share tables were applesauce, milk, and whole fruits. Initially,
the foods collected on share tables were added to the regular donations. Seeing the quality of items returned
to the share table, nutrition services pivoted to washing and re-serving foods back at the school. This allows
the schools to save money and ensure that all possible foods are feeding the school community.

Learn more about food share tables and donation in the full Beaverton School District case study in

Appendix G.

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G. Donate Food to Outside
Organizations

If your school is not able to distribute all food collected
on share tables within the school community, consider
donating the remaining food to a local food bank, a food
rescue organization, or another charitable organization.
Donating surplus food helps address the immediate
needs in your community. Use information learned in
your earlier conversations with the local health authority
to guide decisions for food donation to a nonprofit
organization.

Your food donation is protected by the federal and state
laws listed below and described earlier in this guide:

•	The Bill Emerson Good Samaritan Food Donation Act
of 1996 offers liability protection for organizations
donating food in good faith to a nonprofit organiza-
tion.

•	Oregon Rev. Stat. Section 30.890. Liability of Food
Gleaners. Donors and Distributors, provides civil and
criminal liability protection for food donation.

•	USDA's 2012 guidance on food donation in CNPs
points to best practice resources that schools can
use to implement food donation programs.

The following is an overview of how to organize your
food donation process. You will need to know what
foods are available for donation, what organizations will
accept the food, and how the food will be transported.

Step 1. Compile details about food
eligible for donation

Gather information about items you expect to donate
before coordinating with a food donation recipient to
ensure that your donation will be accepted. The foods
listed in Table 2-3 are generally acceptable for donation.
However, specifics may depend on local health depart-
ment regulations and the receiving organization. Food
available for donation falls into two categories:

•	Foods collected from the share table.

•	Eligible unserved foods from meal services that
would otherwise go to the landfill. Read more about
food donation efforts of unserved meal components
in the Beaverton School District case study in
Appendix G.

Check with potential recipients to learn specifically
what they may need and what they will not accept.

Other questions on this topic should be directed to your
local health department or the OHA Foodborne Illness
Prevention Program.

Step 2. Identify and contact potential
recipients

Good sources of information about potential recipients
include:

•	Feeding America. This organization provides a
national list of food banks, including those in the
state of Oregon.

•	Oregon Food Bank's Food Finder. This organization
provides a map of local food banks by location.

•	Food gleaners. Determine if your area has a local
food gleaner that can coordinate the logistics of food
donation to organizations that need it most.

•	Network. Talk to parents, teachers, and other
community members to learn if they have recom-
mendations about where food is needed. Work
with potential recipients to learn what kinds of food
they will accept. Many foods that schools donate
are in high demand by food banks, including milk,
yogurt, cheese, and fresh produce. Use the data from
your food waste audit and from your share table
tracking to communicate what foods are available for
donation.

Discuss the following with potential recipients:

0 What they will accept.

0 The volume they can accept.

0 Their storage and distribution capacity, especially for

perishable items.

0 How to move the food to their location and with
what frequency.

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Checklist

Identify
Staff

Conduct
Audit

Identify
Funding

Measure
Success

Know the
Rules

Share

Donate

0 Other logistics, including who will provide the food
collection bins, a bin/food labeling system, and a bin
cleaning and sanitation process.

It may be useful to develop a memorandum of under-
standing (MOU) with the recipient entity to ensure all
parties are clear on their roles, responsibilities, and
expectations; to document the types of food that are
acceptable for donation; and to document processes
that will be followed (see Appendix C for an example
MOU).

Step 3. Collect, store, and weigh foods
for donation

Refer to Section 2F, Step 3 (page 20) for information on
how to properly store foods for donation.

•	Remember, the school can donate foods collected
from the share table or unserved foods left over from
meals.

•	Always store food in accordance with the school food
safety plan.

•	Use the Example Food Collection Labels provided in
Appendix C to clearly mark foods for donation.

Step 4. Coordinate food pickup or
dropoff schedule

Work with the recipient organization to coordinate
transfer of food and set expectations about the pickup
or dropoff schedule. This may require coordination with
school kitchen and/or custodial staff. Parent volunteers
and school green teams are also valuable assets for
pickup and dropoff coordination. Recruiting parent vol-
unteers early will help boost communication efforts and
recognition and might help bring food waste reduction
and recovery to events and other school gatherings.

•	Record the date as well as types and weight of food
that is donated.

•	Ensure that all food and transport containers are
clearly labeled so that the recipient understands
what they are receiving, and to avoid donating items
that may still be useable by the cafeteria.

» This information is important for tracking
donations as well as for future reporting and
communication about the donation program.

» See the Beaverton School District case study in
Appendix G for an example of how schools have
coordinated donation programs.

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SECTION 3

Start a Food Share
Polot Program in Your
School District


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3. START A FOOD SHARE PILOT PROGRAM IN
YOUR SCHOOL DISTRICT

If your school district wants to minimize food waste more broadly, consider implementing a pilot initiative to assess
the potential impact of a district-wide food share program. A good pilot program allows a school district to assess
issues and overcome challenges related to logistics, communication, engagement, and value, and will inform decisions
about implementing a program more broadly.

Checklist to Pilot a School Food Share Program at the District Level

Initiate Planning.

Review Table 3-1 for major framework elements
to consider when developing a pilot at the
school district level.

Identify Schools. Depending on the size of the
school district and resource availability, a pilot
might include one or many schools that are
representative of different school types and demo-
graphics. Consider how many schools you can
support, as well as the value of including different
types of schools.

Review criteria in Table 3-2 for considerations in
selecting a school(s).

Keep the following in mind when selecting
schools: previous interest in food waste audits
and reduction efforts, representation of demo-
graphics, and high generation of food waste.

Once you have chosen pilot schools, instruct the
schools to use Section 2 above to develop and
implement their school food share programs.

Identify and Communicate with Key Contacts.

Identify key school staff for the school district
pilot. Review Table 3-3 for the key roles and
responsibilities.

Identify key federal, state, and local contacts
who can provide technical assistance and
guidance.

Provide communications materials to support
participating schools.

Provide Support.

Hold a weekly or monthly call with participants.

Facilitate peer support.

Provide ongoing communication resources.

Recognize and Celebrate the Program and People
Involved.

Plan regular recognition and celebration (e.g.,
annually, biannually, quarterly).

Determine basis for recognition (e.g., participa-
tion, quantity of food diverted from landfill).

Determine how to collect and verify data.
Choose ways to recognize schools and par-
ticipants such as public recognition, internal
communications, certificates, and end-of-year
events or parties.

Leverage state and national recognition
opportunities. See Appendix E for a list of
opportunities.

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Checklist

Plan Pilot

Identify
Schools

Communicate

Support

Recognize

A.	Planning a Pilot for Your
Schools

Table 3-1 lists important issues to consider when devel-
oping a pilot framework. The remainder of this section
presents more detailed recommendations associated
with these issues.

B.	Identify Pilot School(s)

Depending on the size of the school district and
resource availability, a pilot might include one or

multiple schools that are representative of different
school types and demographics. Consider how many
schools you can support, as well as the value of includ-
ing different types of schools.

Table 3-2 summarizes possible criteria and consider-
ations for selecting schools. Note that it is important
for a participating school to have baseline data on
food waste generation in order to assess the program's
impact. Information about how to conduct a food waste
audit is outlined in Section 2, and audit guides and
resources are provided in Appendix D.

Table 3-1. Pilot framework elements and issues to consider

Framework
Element

Issues to Consider

Assign a program
lead

A pilot run at the district level will succeed only if there is a dedicated leader to enable the
program. Identify who will lead district-level decision-making as well as interaction with
participating schools.

Assess staff
resources

Identify district staff who will manage the pilot. These staff will help identify participating
school and staff, facilitate technical training, provide logistical support and communication
resources, and (if desired) provide recognition. These staff will also collect pilot data that
feed into district measures of success and inform pilot goals.

Determine pilot size

Depending on the amount of support you can provide as well as interest expressed by can-
didate schools, the pilot could include just one or several schools. Consider the district's time
commitment and available resources to support pilot participants and engage accordingly.
You need only one school for a pilot!

Select timeline

It may take several weeks to get a program fully established and running smoothly, so it is
helpful to run a pilot for at least several months, if not a full school semester. As you work
through this guide, determine how much support the district can provide, and the extent to
which schools are able to engage, to choose the best timeline for a pilot program. It takes
time and effort to develop logistics and communications for a program, so consider running
a pilot for at least a half-year to assess program impact.

Set goals

Program goals should be SMART: specific, measurable, achievable (or ambitious but
reasonable), relevant, and time-bound. A simple goal might be to run one school through
a one-year pilot to identify benefits, challenges, and the value of expanding the pilot in the
future.

Identify measures
of success and
collect data

Identify and implement measures for success and track progress. Measurements can be
quantitative (e.g., pounds of food redirected to food banks, number of students engaged
or served) and qualitative (e.g., based on staff feedback, observed behavior changes). After
completion of the pilot, use recorded measurements to communicate the importance of the
program and to adjust the program's strategies and procedures.

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Checklist	Plan Pilot	Schools	Communicate	Support	Recognize

Table 3-2. Sample Criteria Form for Selecting School(s) for a Pilot

Existing baseline food waste
or interest in conducting a
food waste audit

[Average pounds food generated
weekly, edible/inedible] [Y/N]

Baseline data are essential to assess the
program's impact and therefore must be
gathered.

School location

[Physical address]

Use this information to help choose a set
of schools that are most representative
of the schools in your district.

School type

[Elementary, secondary, middle,
high school, etc.]

Number of students

[Count]

Percentage students in free or
reduced lunch program

[Percentage]

Type of lunch program, includ-
ing how meals are delivered

[Offer Versus Serve, pre-pack,
kitchen/no-kitchen]

Relates to understanding the types
of food that may be served as well as
how a program may affect food waste
reduction.

Physical resource availability:
kitchen hours

[Hours of operation]

Provides understanding of how school
will manage foods that need to meet
time and temperature requirements for
donation purposes.

Physical resource availability:
refrigerators/coolers

[Count, dimensions]

Physical resource availability:
containers

[Count, dimensions]

Physical resource availability:
space for containers

[Count, dimensions]

Staff champions to support
program: staff names, titles,
contact information

[Name, title/role]
[Name, title/role]
[Name, title/role]
[Name, title/role]

There must be staff at the school (in the
areas of administration, teachers, facil-
ities staff, kitchen staff) who are willing
to support and implement the program.

Green team

[Y/N]

A green team can help to facilitate
program implementation.

Student council or leadership
team

[Y/N]

A student council can help to facilitate
program implementation.

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Checklist

Plan Pilot

Identify
Schools

Communicate

Support

Recognize

Using the information collected above, choose one
or more of the following strategies for selecting pilot
schools:

•	Select schools that have already conducted or have
expressed interest in a school food waste audit.

It is essential to have a baseline measurement of
food waste generation and management to assess
program impact. This may mean only one or several
schools will be able to participate initially.

•	Select a representative sample. Consider choosing
schools that represent the diversity in types of
schools (e.g., elementary, secondary, middle, high
school) and demographics (e.g., percentage students
on free and reduced lunch program) in your district.
This will allow you to compare and assess the results
of the pilot to determine what does and does not
work well across schools.

•	Select schools where food waste generation may
be high. For example, elementary schools typically
generate the most food waste within a school system
and could be an effective place to implement a pilot.

•	Communicate with schools that meet your selection
criteria and invite them to participate in the pilot.
Provide them background information on the
purpose and value of the pilot. Have a phone call

or in-person meeting to provide information about
purpose, vision, timeline, responsibilities, expecta-
tions, and support the school district will provide and
to ensure they have the right key staff to support a
pilot.

C. Identify and Communicate
with Key Contacts

Pilot participation requires school staff and volunteers
to take on work to coordinate the setup of share tables
and donation logistics in addition to their existing
duties. Therefore, it is helpful to provide these key
personnel with training and information that will help
them efficiently implement a food share and donation
program.

Step 1. Identify key school staff

Table 3-3 outlines the types of key staff who are
essential for program implementation. It is important
to engage and build trust with all staff early in the pilot
development process. This establishes an open line
of communication that will help the district identify
opportunities and challenges. It is especially important
to engage early with custodial and cafeteria staff who
play a key role in supporting the logistics of a food share
program.

Identify the key staff in participating schools and
organize a meeting to talk with them about their import-
ant roles and responsibilities for the pilot.

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Checklist	Plan Pilot	. . ,	Communicate	Support	Recognize

Table 3-3. Key School Staff for Program Pilot

Role

Description

School food share
lead(s)

School personnel who take point in organizing and implementing food share tables and
donation logistics. They will interact with school district personnel as needed and fully
understand district and OHA guidelines.

Nutrition staff repre-
sentative

This representative can provide guidance about USDA requirements as they relate to
school food share and donation. Nutrition staff representatives are involved in all food-re-
lated operations in the kitchen and cafeteria. They should be involved from the start of the
planning process to help coordinate and streamline efforts. They may not be involved in
the day-to-day operations of a share table and donation program, but should be aware of
and have input into the program details.

Food waste audit
team

If a school has no baseline data for food waste generation, it will need to conduct a food
waste audit. Identify three to five people who can support implementation of an audit.
These people may include:

•	School administrator

•	Students

•	Teachers

•	Parent volunteer and/or green team leader

•	School nutrition staff representative

•	Facilities and custodial staff

Food share table and
donation team

Identify at least three to four staff who will implement and help educate school personnel
and students about the logistics of food share and donation. Staff may include:

•	School administrator

•	Kitchen staff

•	Facilities and custodial staff

•	Teachers

Student leaders

Integrate student leaders as possible to help school staff implement the program. In
middle and high schools, student leaders could be associated with an existing school
green team or could earn credit for helping educate, communicate, and track school food
waste reduction for a school semester or school year.

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Checklist	Plan Pilot	Schools	Communicate	Support	Recognize

Step 2. Identify key federal, state, and
local contacts

It is important to develop relationships with key federal,
state, and local partners who can support district-level
and individual school food share programs. These

potential partners may also already have communication
and technical resources available that you can leverage
to support your program and can also provide an under-
standing of the health and safety requirements for food
share and donation.

Table 3-4. Key Federal, State, and Local Contacts

Contact

Support & Resources

EPA Sustainable Manaaement of Food
Contacts

Provide support and technical assistance related to food waste pre-
vention and reduction efforts.

Oreaon Department of Education

May provide consultation for school food share tables. ODE and
individual schools have the final say regarding use of share tables
and what foods may/may not be shared in schools.

Oreaon Health Authority

May provide consultation for school food share tables. OHA has a
consultative relationship with ODE.

Oreaon Department of Environmental
Quality

Conducts studies of wasted food and may provide grants related to
food waste reduction in schools.

Local health departments

Provide guidance related to food safety and handling, which will
support both food share tables and donation programs.

Feedinq America

Provides a list of food banks in your area.

Oreaon Food Bank's Food Finder

Provides a map of food banks by location.

Local city or county solid waste and
recycling programs

May provide resources and technical assistance in establishing a food
share program at your school.

Local food rescue and food pantry
programs

These are organizations you can partner with to ensure that food
goes to feed people rather than being sent to the landfill.

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Checklist

Plan Pilot

Identify
Schools

Communicate

Support

Recognize

Step 3. Provide communications
materials to support participating
schools

Clear guidance is critical for running a successful school
food share program. Provide key staff with the following
types of information to ensure success of your pilot
program:

•	School district guidance for participating schools. If
it exists, provide an overview of the district's policy
with respect to school food share and donation
programs for your pilot and beyond. Introduce the
key program contacts and outline expectations of
program participation, including reporting outcomes.

•	OGS Food Waste Audit Toolkit. Point schools to
resources from OGS, including its food waste audit
toolkit, which includes information about food waste
measurement and reporting. Links to this and other
food waste audit guides are provided in Appendix D.

•	How to set up a share table. Beyond the details
provided in this guide, there are other resources
on share table programs, a selection of which are
provided in Appendix F.

•	Resources for internal and external communication.
These may include template emails for program
leaders to circulate to participants, as well as signage
to place in classrooms and the cafeteria introducing
the program and encouraging and educating the
students about how to participate. Example commu-
nication materials are provided in Appendix C.

•	Other key resources to support school waste reduc-
tion. Appendix F includes information about food
share program toolkits, food share program guidance
from various jurisdictions, and food waste resource
hubs.

D. Provide Technical and
Administrative Support

Schools should have access to district support as they
implement this new program. The district can provide
administrative and technical support in the following
ways:

•	Hold a weekly or monthly call. Meet with the school
contact(s) to address any initial challenges and keep
the program going. The frequency of this contact
can decrease as the pilot program becomes more
established. These calls could cover administrative,
technical, and logistical issues, and could also host
guests who might be interested to tap into your
community, such as contacts from local food banks
and other nonprofit organizations that accept school
food donation.

•	Facilitate peer support. If several schools are par-
ticipating in a pilot, introduce the contacts to each
other and encourage them to communicate about
challenges and successes. Peer support could also
come from outside the district by introducing par-
ticipants to staff in other school districts, including
districts outside Oregon, who can speak about their
experience.

•	Provide communication resources. This could include
helping schools create email communiques to
ensure all staff are aware of the program and how

it works or developing signage that educates staff
and students about the types of foods that can be
shared. Keep in touch with the participating schools
to learn what specific resources they might need help
creating, and to identify which resources are best
developed at the district level to support standard-
ization within the program and across schools.

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Checklist

Plan Pilot

Identify
Schools

Communicate

Support

Recognize

E. Provide Recognition

Recognizing success rewards participants, encourages
schools to join, and helps to validate the food share and
donation program. Take the following steps to recognize
success in your program.

Step 1. Determine when to convey
recognition

A school district could convey recognition on an annual,
biannual, or quarterly basis, but this should be aligned in
some way with the school calendar year. Whatever the
frequency, it is most important that there are enough
data to form the basis for recognition.

Step 2. Determine the basis for
recognition

Determine what you will measure. For example, you
could provide recognition for participation, for per-
centage-based reduction in food waste, or for pounds
donated. Consider if the metric you choose is or can
be normalized such that it provides a level playing field
(e.g., pounds of food per student donated).

If you are interested in learning how to evaluate the
reduction in greenhouse gas emissions from the school
food share program, refer to EPA's WARM Model. The
model helps organizations track and voluntarily report
greenhouse gas emissions reductions, energy savings,
and economic impacts from several different waste
management practices. WARM calculates and totals
these impacts from baseline and alternative waste
management practices—source reduction, recycling,
anaerobic digestion, combustion, composting, and
landfilling.

Step 3. Determine how you will collect
and verify data

Your method of data collection will depend on the
number of participating schools and the information
you would like to collect. For example, if you are
piloting three schools, consider data collection by email.
However, if you are piloting 10 schools, consider creating
a shared Microsoft Excel spreadsheet for schools to
complete. If you want to verify data, consider requesting
(for example) verification from the school program lead
or a receipt from a food bank for a donation.

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Checklist

Plan Pilot

Identify
Schools

Communicate

Support

Recognize

Step 4. Select a mechanism for
recognition

There are many ways in which a school district could
convey recognition. Examples include:

• Provide public recognition. Public recognition
ensures that the community is aware of the efforts
and accomplishments of the program. This can take
many forms, including:

» A letter from the school district superintendent to
the team implementing the program, recognizing
its efforts.

» Certificates or large posters that can be hung in a
school cafeteria recognizing the school's efforts
and accomplishments.

» A notice in internal school communications (such
as school newsletters) and in external communi-
cations (including local news press releases) that
reach parents and other community members.

Connect to state and national recognition opportu-
nities. Appendix E lists opportunities for recognition
provided by state and national organizations. Coor-
dinate recognition with these organizations or help
your school(s) sign up for these opportunities.

Hold an event. Convening participants for an event
is a great way to increase visibility, encourage the
exchange of lessons learned, and provide a stage
to highlight the significance of participant achieve-
ments. Give participants formal recognition at a
special ceremony and invite people from across the
community or support special events like a zero-
waste party at individual schools.

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SECTION 4

Appendices


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Oregon School Food Share Program Guide

Page intentionally left blank

Appendix A


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APPENDIX A. POLICY TOOLS FOR REDUCING
FOOD WASTE AND PACKAGING AT SCHOOLS

There are a variety of policies that schools can imple-
ment to reduce wasted food. Listed below are several
that might work at your school.

•	Implement food share tables. These are tables on
which students place approved items for redistribu-
tion. Students can take approved food from the share
tables. Some schools also collect food from share
tables to donate to nonprofit organizations.

•	Donate food that would otherwise be wasted. Teach
students that their unwanted food can be shared
with someone in their community. USDA encourages
schools to donate leftover food to appropriate
nonprofit organizations. This is also supported under
Oregon state law.

•	Clarify school lunch requirements. Did you know
that students are not required to take milk? The
National School Lunch Program (NSLP), School
Breakfast Program (SBP), Summer Food Service
Program (SFSP), and at-risk after school meals com-
ponent of the Child and Adult Care Food Program
(CACFP) allow students to decline some of the food
offered in a USDA reimbursable meal. The 2015 Offer
Versus Serve (OVS) provision of the NSLP and SBP
allows students to decline some of the food offered
to them. The goals of OVS are to reduce food waste
in the school meals program while ensuring students
receive nutritious meals they will eat. Under the OVS
model, students are required to take three of five
components (vegetables, fruits, grains, meats/meat
alternatives, and milk). If students have three of the
five components, they are not required to take milk.
In some schools, staff and students are not aware

of this, and educating them about this option could
reduce wasted milk. USDA's OVS manual and OVS
Tip Sheet for School Food Service Managers offer
guidance on OVS as it applies to NSLP and SBP menu
planning and meal service. USDA provides additional
information on OVS for CACFP and SFSP.

•	Change the way you serve milk. Serving milk in
cartons can lead to waste when students do not
consume the whole carton. Furthermore, milk
cartons are not recyclable in many areas which
results in more waste going to the landfill. Milk
dispensers, or "steel cows," reduce carton and milk
waste. See Appendix G to learn about Canby School
District's milk dispenser pilot.

•	Ask students to select their meal choice in the
morning. Students often have several meal options.
School nutrition services staff must guess how
popular each menu item will be, and then prepare an
amount of food based on those guesses. If students
place their order in the morning, the kitchen staff
can prepare a more accurate amount of food. This
reduces waste and improves the student's meal
experience. See Appendix G to learn how the Corval-
lis School District is reducing waste by taking lunch
orders in the morning.

•	Improve meal quality. Students like to eat meals
that are visually appealing and flavorful. A lack
of excitement about meals can lead to wasted
food. Consider how foods are tested on students
before they become part of a standard rotation and
accommodate cultural or regional food preferences.
Also think about how colors, shapes, textures, and
packaging can boost visual impact. No Kid Hunarv's
Optimizing Summer and Afterschool Meal Service
resource provides tips to optimize the quality and
presentation of meals to increase participation and
minimize food waste.

•	Schedule recess before lunch (RBL). The National
Education Association reports some schools say
changing the traditional lunchtime schedule can
decrease wasted food and improve student behavior.
Action for Healthy Kids also provides helpful ideas,
tips, toolkits, and bilingual resources around sched-
uling to facilitate RBL, including how to build support
within your school and how to conduct a trial run of
the new schedule.

Appendix A

Oregon School Food Share Program Guide

A-1


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• Schedule longer lunch periods. While there are no
national standards for length of school lunch periods,
the Centers for Disease Control and Prevention
recommends that schools provide students with
a minimum of 20 minutes of seated time to eat.
Seated time does not include time standing in line or
cleaning up after lunch. Unfortunately, many schools
provide 20 minutes for the whole lunch period, which
means some students have fewer than 20 minutes of
seated time to eat. Benefits of providing more time
for lunch include:

» Increased consumption of food and key nutrients.
» Increased consumption of fruits and vegetables,
lunch entree, and milk.

» Decreased plate waste.

Schools and school districts can also implement solu-
tions to reduce packaging and other waste, including
making substitutions. For example, use:

•	Condiment dispensers instead of packets.

•	Napkin dispensers instead of packaged silverware
and napkins.

•	Washable and compartmentalized trays instead of
disposable trays.

•	Washable silverware instead of disposable utensils.

» Washable dishware instead of disposable
dishware.

» Washable packaging for a waste-free lunch.

Spotlight on Seattle Public Schools Food Service and Student Nutrition
Policy

In July 2017, Seattle Public Schools adopted Policy No. 6705 to improve food service and student nutrition.
The School Board recognized that school meal programs help students develop healthy eating habits, close
opportunity gaps, fight child hunger, and provide necessary social interaction. As such, the policy requires
mealtimes be long enough for students to eat and socialize. All Seattle Public Schools must provide a
minimum of 10 minutes for breakfast and 20 minutes for lunch, with additional time as needed for standing in
line. Additionally, school lunch leaders and food service staff are required to place a high priority on reducing
cafeteria lines to no more than five minutes for students.

Source: Seattle Public Schools School Board. Food Service and Student Nutrition. Policy No. 6705. July 5.
2017.

A-2

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Appendix A


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APPENDIX B. FEDERAL, STATE, AND LOCAL
AUTHORITY RELATED TO FOOD SHARE AND
DONATION

This appendix provides an overview of the federal,
state, and local laws and guidelines that support food
waste reduction and food sharing and donation for
Oregon schools. The overarching purpose of these laws
and guidelines is to both facilitate food donations and
promote public health and safety.

B1. Federal Enabling Legislation
and Guidance

Federal legislation provides the foundation for schools
to pursue food share programs by providing liability
protection to donors. Additionally, USDA provides
guidance on the use of food share tables and food
donation in school nutrition programs. Oregon schools
planning to develop and implement school food share
programs should be aware of the following federal
legislation and guidance:

•	Food donation liability protection. The Bill Emerson
Good Samaritan Food Donation Act of 1996 encour-
ages the donation of food and grocery products

to nonprofit organizations and provides liability
protection to food donors if they have not acted with
negligence or intentional misconduct.

•	School food share table guidance. USDA's 2016
guidance on the share tables in CNPs describes the
opportunities presented by share tables, extends
the use of share tables to the at-risk after-school
component of the CACFP, and gives an overview of
the food safety requirements CNP operators must
follow to include share tables in their meal service.
CNP operators include school food authorities, local
educational agencies, CACFP institutions, and SFSP
sponsors.

•	School food donation guidance. USDA's 2012
guidance on food donation in CNPs describes an
amendment to the National School Lunch Act and

Are Other States Implementing
School Food Share and Donation
Programs?

Washington state and California have both
adopted state-level guidance to enable school
food share and donation. Review this guidance
to understand food safety considerations and
questions to ask your local health department.

•	The Washington State Department of Health
published School Food Donation Guidelines
to provide food safety guidance for school
programs wishing to recover and provide
food to food-insecure students or food
distributing organizations.

•	In 2018, California enacted Senate Bill 557,
which required the California Department
of Education, Nutrition Services Division, to
publish guidance on using share tables and
donating leftover foods in CNPs in schools.

Learn more about how school districts are
implementing school food share tables and
donation in Appendix F.

the authority of the Food and Nutrition Service to
create a food recovery and donation policy in schools
participating in the CNP, NSLP, SBP, CACFP, and
SFSP.

•	Food safety considerations. FDA Food Code Section
3-306.14 addresses returned food and re-service of
food specifications, specifically allowing re-service of
unopened, packaged foods.

•	CNP operator safety requirements. CNP operators
using share tables must follow the safety require-
ments related to facilities management, participation,

Appendix B

Oregon School Food Share Program Guide

B-1


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and sanitation outlined in 7 CFR 210.13, 220.7,
226.20(1), and 225.16(a). CNPs must also ensure that
practices for saving and sharing food or beverage
items are consistent with their local educational
agencies' HACCPs.

B2. State Enabling Legislation
and Authority

The state of Oregon provides liability protection to
donors through Rev. Stat. Section 30.890. Liability of
Food Gleaners. Donors and Distributors, which provides
civil and criminal liability protection for food donation
if the gleaner, donor, or distributor has not acted with
negligence, recklessness, or intentional misconduct.
Oregon Rev. Stat. Chapters 30.890 and 30.892 state
that the donor shall not be subject to civil or criminal
liability arising from the nature, age, packaging, or con-
dition of apparently wholesome food or an apparently
fit grocery product that is donated in good faith to a
nonprofit organization for ultimate distribution to food-
insecure individuals.

As of February 2021, Oregon has not adopted statewide
guidance for school food share and donation programs.
The rest of this section describes which state agencies
have authority over activities related to school food
share and donation programs.

Oregon Department of Education (ODE). ODE is

responsible for food safety in schools across the state's
197 public school districts. ODE's SNP food safety page
links to food safety information for school lunchrooms.
ODE's Child Nutrition Programs ensure compliance
with federal requirements and are responsible for food
safety in Oregon schools participating in the NSLP. ODE
also oversees contracted nutrition services and ensures
compliance with school lunch program guidance, such
as OVS.

ODE recommends that schools interested in implement-
ing food share tables and donation programs follow
USDA guidance for share tables and donation.

Oregon Health Authority (OHA). In Oregon, food safety
is managed at the state level by several agencies that
are responsible for food safety in different settings.
ODE regulates food safety in schools. OHA is primarily
responsible for safety of foods for immediate consump-
tion, as well as some food service implemented by

benevolent organizations and community meal kitchens
that are regulated as licensed restaurants. Oregon
counties implement local health and safety practices in
coordination with OHA.

OHA has not provided official guidance for school food
share tables. OHA has a consultative relationship with
ODE because ODE uses a version of OHA food safety
standards as the basis for the ODE SNP food safety
rules. Local public health authorities conduct food
safety inspections under contracts or fee for service
agreements so that schools meet NSLP annual inspec-
tion requirements. OHA may provide consultation on the
topic of school food share, but leaves the final decision
to individual schools and ODE on the use of share tables
and what foods are shared.

If strictly applied, the state's Food Sanitation Rules
would not allow for share tables for unwrapped foods
that have been served to students because there is no
way to ensure that students have not contaminated
a food product, either inadvertently or on purpose.
Despite this concern, OHA understands that schools
would like to provide an option for sharing foods such as
fruits and milk. As such, OHA has provided general best
practices for the use of food share tables in schools and
guidelines on conducting program participation safely.
These best practices are listed below and have been
incorporated into this guide:

•	Fruits with inedible peels, such as bananas and
oranges, can be shared if the peel is in sound condi-
tion.

•	Commercial packages of food that are unopened and
in good condition, such as bags of carrots and apple
slices, can be shared.

•	Containers of milk can be shared if the milk is time-
marked or tracked in a way to ensure that it is not
out of temperature control for more than four hours,
either that day or cumulatively.

•	The share table should be monitored by school food
service staff to ensure that shared foods are in sound
condition and not tampered with.

•	Fruits with an edible peel, such as apples, may be
re-served if they are in sound condition and are
rewashed before re-service, but this is not consid-
ered a best practice.

Contact the OHA Foodborne Illness Prevention Program
with questions.

B-2

Oregon School Food Share Program Guide

Appendix B


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Oregon Department of Environmental Quality (DEQ).

In March 2020, Governor Brown issued Executive Order
20-04. Directing State Agencies to Take Actions to
Reduce and Regulate Greenhouse Gas Emissions. Both
DEQ and OHA are subject to the executive order, but
ODE was excluded from the list of state agencies to
which the order applies. Though DEQ does not have
explicit authority to take actions in Oregon public
schools, the department is working on parallel initiatives
and plans to continue engagement with schools to
meet food waste reduction targets. DEQ works with
stakeholders on and has provided funding for food
waste reduction initiatives and education. Additionally,
DEQ provides a wealth of knowledge and resources on
the topic, including the Environmental Impacts of Food
Waste Management report and the Preliminary Work
Plan to Reduce Food Waste, which responds to the
Governor's Directive, noting that DEQ seeks to work in
partnership with OGS to prevent food waste through
improved cafeteria practices.

B3. Local Authority

There are several important places to look for informa-
tion about local laws and guidelines associated with
school food share and donation.

Local public health departments. Each county follows
state rules and regulations for donation and reservice of
cafeteria food and may provide their own guidance. This
entity will provide information related to food safety and
handling for both food share tables and food donation.
You must understand how to safely store and handle
foods that will be shared or donated, so seek out this
important resource. The local health department can
provide guidance on storage for perishable foods. Use
the OHA Local Public Health Authority Directory to find
more information for your county.

School districts. Each of Oregon's public school
districts may have its own policy related to school
food share, donation, and food waste reduction. If your
school district does not currently have a policy, consider
talking with the school board about passing a resolution

to formalize a program. While such policies are not
required to run a food share and donation program,
they can pave the way for more streamlined program
development. Determine the best approach for your
school district and explore policy options, if necessary.

The structure and function of school systems may vary
depending on the number of schools within the district.
In general, key stakeholders in an Oregon public school
include:

•	School board/committee. Each school district has
an elected school board that helps set the vision
and goals for the district and may adopt policies to
achieve its goals. In some districts, student represen-
tatives may sit on the school board. Additionally, the
board hires and evaluates the superintendent.

•	School district superintendent. The chief executive
in the district, hired and held accountable by the
school board/committee. The superintendent
supervises principals and other administrators and
manages the day-to-day educational, logistical, and
financial operation of the school system.

•	District nutrition services director/organization.

Oversees all aspects of food service in schools within
the school district, administering the lunch program
in compliance with federal, state, and local policies.
The nutrition services director oversees purchasing
and the kitchen staff who prepare food served in the
school cafeteria.

•	School. There are many key stakeholders at the
school level who must be engaged to start a school
food share and donation program. These include the
principal, kitchen managers and staff, the custodial
department, and other key leaders, who might
include student and staff members of a school green
team.

Appendix B

Oregon School Food Share Program Guide

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Oregon School Food Share Program Guide

Page intentionally left blank

Appendix B


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APPENDIX C. COMMUNICATION RESOURCES

This appendix includes the following resources:

CI. Draft Agenda for School Site Selection Call

C2. Memorandum of Understanding Between School/School District and Recipient Organization
C3. Sample Food Donation and Share Table Policy

C4. Sample Email Text Communicating Food Share Program to School Staff
C5. Sample Email Text Communicating Food Share Program to Parents
C6. Cafeteria Student and Staff Instructions

C7. Kitchen Manager Checklist for Starting a Food Share and Donation Program
C8. Checklist for Call with Donation Organization
C9. Cafeteria Posters and Signage

Appendix C

Oregon School Food Share Program Guide

C-1


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CI. Draft Agenda for School Site Selection Call

The purpose of this agenda is to support a school district-led call with potential school food share pilot participants.
Use this agenda as a starting point to begin communicating about the who, what, where, when, and why of the
program.

Hold the meeting in person or virtually and allow time for people to ask questions. Be sure to provide a central point
of contact to streamline communication.

Example Agenda

1.	Welcome and introductions

2.	Why are we doing this? Background, purpose, and value of pilot initiatives

3.	What is a school food share table, how does it work?

4.	Roles, responsibilities, and expectations for a successful pilot

5.	Anticipated timeline

6.	Resources the school district or other partner agencies will provide

7.	Questions

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Appendix C


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C2. Memorandum of Understanding Between School/School
District and Recipient Organization

Adapt the example language below to create a memorandum of understanding with a food donation recipient
organization.

MEMORANDUM OF UNDERSTANDING

This memorandum of understanding (MOU) is intended to clarify the roles, responsibilities, and expectations
between the [Donor] and [Recipient] related to food donation.

Background

The [Donor] School is piloting/implementing a program to donate unopened food to [Recipient]. We expect

to be able to donate approximately	pounds of edible food (primarily milk, yogurt, string cheese, muffins,

bananas, and other fruit) each month.

Purpose

This MOU will:

•	Serve as a model of an innovative and progressive full circle educational program of food production and
conservation, in keeping with the Oregon Green Schools programs.

•	Facilitate provision of healthy, wholesome food to [Recipient].

•	Save the school system money on food waste disposal costs.

The above goals will be accomplished by undertaking the following activities:

[Recipient] will:

•	Provide a representative (staff and/or volunteer) to meet with the school liaison to provide information
about the program.

•	Provide a volunteer to pick up the school food	times per week following an agreed-upon schedule.

•	Provide pre-sterilized bins to transport the food from school to the food bank.

•	Weigh and record all food received from each school upon arrival at the food bank and provide a copy of
this data monthly to [Donor].

•	Provide ongoing assistance, support, and consulting to participating schools.

[Donor] will:

•	Provide a point of contact to work with [Recipient].

•	Support and proactively encourage participation with lunchroom supervisors and students.

•	Provide cooler/refrigerator space to store food for donation until [Recipient] can pick it up per the agreed-
upon schedule.

•	Agree to post flyers/posters in the lunchroom that are provided to educate students on the program.

Appendix C

Oregon School Food Share Program Guide

C-3


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Important regulatory information

Several federal laws encourage food donation in the United States by providing liability protection to donors
or tax incentives.

•	The Bill Emerson Good Samaritan Food Donation Act was created to encourage the donation of food and
grocery products to qualified nonprofit organizations and provides liability protection to food donors.
Under this act, if the donor has not acted with negligence or intentional misconduct, the organization is
not liable for damage incurred as the result of illness.

•	The U.S. Federal Food Donation Act of 2008 specifies procurement contract language encouraging
federal agencies and contractors of federal agencies to donate excess wholesome food to eligible non-
profit organizations to feed food-insecure people in the United States.

Duration

This MOU is at-will and may be modified by mutual consent of authorized officials from the [Donor] and
[Recipient]. This MOU shall become effective upon signature by the authorized officials from both parties and
will remain in effect until modified or terminated by any one of the parties by mutual consent.

Authorized representative

[Donor]

Date:

Authorized representative

[Recipient]

Date:

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Oregon School Food Share Program Guide

Appendix C


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C3. Sample Food Donation and Share Table Policy

These sample policies were developed by Beaverton School District and streamlined over time with input from stake-
holders, staff and volunteers. The content has been adapted to fit this space and lightly edited for clarity.

BEAVERTON SCHOOL DISTRICT NUTRITION SERVICES

Food Donation Program Policy and Procedures

The Beaverton School District Nutrition Services
Department food donation program seeks to contrib-
ute to the goal of reducing hunger and waste in the
Portland Metro Region by coordinating food donation
pickups each week. Donations are delivered to agencies
including The Sunshine Pantry, The Rock Creek Church
Pantry, Westside Food Brigade, Good Neighbor Shelter,
St. Johns Food Share, Community Action Shelter, and
Urban Gleaners.

Policy

All Beaverton cafeterias donate to food rescue agencies
weekly. Leftover prepared breakfast and lunch entrees
and components will be cooled and packaged for
donation; volunteers will be scheduled to pick up and
deliver to pantries via an assigned volunteer coordinator.

Procedures

All foods designated for donation will be recorded,
prepared, and packaged for volunteer pickup using the
following guidelines.

1.	Record all donated foods on production record in
PrimeroEdge by entering "FD" in the comments cell
for each entree type donated. If you are donating
items that are not prepared such as a la carte or
discontinued products, enter these items in Prim-
eroEdge as a withdrawal; refer to Tab #9a and select
reason "Food Donation."

2.	List items that will be donated on the food donation
slip. This will be sent to the pantry with donated food
and initialed by volunteer.

3.	Donation suggestions:

» Cooked entrees or components of hot entrees and
side dishes refer to cooling processes

» Salad bar items that remained in cold storage at
41° or less

» Cold entrees e.g., deli sandwiches and salads that

remained at 41° or less
» Produce, dairy items, or a la carte that will
expire—enter these items in PrimeroEdge as a
withdrawal; refer to Tab #9a and select reason
"food donation"

» Expired a la carte items such as chips, snacks, and
packaged or wrapped cookies

Do not donate the following products:

» Cut lettuce, leafy greens, and sliced or diced
tomatoes that have been on a salad bar and out
of temperature control

» Cut melon

» Bread products including bread ends, partial
loaves or packages, and cooked bread products
such as garlic toast and waffle sticks
» Pizza that is dark in color; overcooked or burnt
foods

» Dairy products that will not expire
» Juice that can be frozen
» Produce products that will not expire

4.	Cool all hot foods thoroughly before packaging for
donation; follow the Standard Operating Procedure
#16, "Cooling Potentially Hazardous Foods," in the
HACCP booklet for guidelines. DO NOT DONATE HOT
FOOD.

5.	Foods must be wrapped in plastic (use plastic wrap
or plastic bags) or foil. Place the wrapped food in
clean cardboard boxes. Use plastic containers for
semi-liquid items, e.g., pasta with meat sauce.

6.	When freezing donations in plastic containers, food
must first be thoroughly cooled following the cooling
guidelines. Date and label the container using a
permanent marker.

Appendix C

Oregon School Food Share Program Guide

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7.	Hot or cold sandwiches (burgers, chicken sand-
wiches, etc., or any deli sandwiches) may be frozen
and held for donation pickup. Cool sandwiches and
save up to 3 days after service day for donation or
freeze.

8.	Leftovers that are components of entrees such as
rice, mashed potatoes, or protein items may be kept
in a cooler up to 4 days after the service day. These
items may also be frozen for donation.

9.	Salad bar backup items from cold storage may be
donated if not used—this includes potentially hazard-
ous foods that have remained at 41° or lower.

10.	Salad bar items off the salad bar that are not
potentially hazardous can be donated to the "Waste
Not Food Taxi"—these items include carrots, fresh
broccoli, celery, peppers, and onions.

11.	Label and date donation boxes with "Food Donation"
so there is no mistake about which food is saved for
donation. Include a donation slip noting what foods
are in donation boxes and send with donated foods.

12.	Store the boxes close together in a refrigerator or
freezer. Place a "Food Donation" sign on the refriger-
ator door where the food is stored.

13.	A spreadsheet will be sent to leads each school year
showing scheduled volunteers. Leads can email the
volunteer coordinator with pickup issues or needs by
contacting: [volunteer coordinator contact informa-
tion].

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Oregon School Food Share Program Guide

Appendix C


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BEAVERTON SCHOOL DISTRICT NUTRITION SERVICES

Sharing Tables

Policy

The purpose of having "Sharing" or "No Thank You"
tables is to reduce food waste; students may place
unwanted foods in a designated area to share. Students
who are still hungry can help themselves to food set on
the table during specific meal service periods.

Procedures

1.	Site leads will notify administration of this nutrition
services policy.

2.	Nutrition services staff are responsible for oversee-
ing and ensuring that food safety guidelines are
followed.

3.	Sharing tables are best located near tray drop areas
and close to garbage cans where students can
clearly see signs.

4.	Foods collected that will be returned to service will
not be withdrawn in PrimeroEdge.

5.	Best practices include the following:

a.	Designate a specific location for the sharing table

b.	The designated return bin must be a pan with ice
sheets or a sharing refrigerator

c.	Provide signage at the sharing table

d.	Allow students to visit the sharing table during
their immediate meal period

e.	At the end of meal service, items will be checked
for quality and tampering and may be returned
for service; whole fruit must be washed thor-
oughly

f.	Potentially hazardous foods (PHFs) at or below
41° (milk, yogurt, cheese) and shelf-stable items
must be wiped off with a sanitized towel and
returned to service

6.	Food safety: Foods and beverages that can be
shared fall into two separate categories, PHFs and
non-PHFs. Foods that do not meet the criteria below
are not safe to be shared.

a. Non-PHFs that do not require monitoring, refrig-
eration, or other handling before they are served
again include:
i. Whole pieces of fruit.

ii.	Unopened packages of food or beverages
that are shelf-stable, e.g., packages of apple-
sauce cups, hummus cups.

iii.	Packaged apple slices, baby carrots, and
peanut butter and jelly sandwiches. These
items must be refrigerated after meal service
(for sites with sharing refrigerators) or dis-
carded after meal service has ended that day.

iv.	Shelf-stable items such as hummus cups and
applesauce cups placed on sharing tables
may be wiped off with a sanitized towel and
returned for service.

v.	Whole fruit will be checked for quality and
tampering then washed and returned for
service.

b.	PHFs that require refrigeration or other handling
while being offered during meal service are listed
below. To meet Washington County health regula-
tions governing food safety, these items must be
handled appropriately.

i.	Unopened packages of food or beverages
that require storage at or below 41° (e.g.,
cartons of milk or yogurt, packages of cheese)
must be tossed at the end of meal service if
over 41°.

ii.	Heated unopened packaged/sealed entrees
(e.g., burritos) must be discarded after each
meal service.

c.	Sites with sharing table refrigerators.

i. If packaged items are to be offered on
subsequent days, they must be held at 41° or
below. Items such as packaged apple slices,
baby carrots, and peanut butter and jelly
sandwiches that don't already have "use by
dates" must be labeled with the original date
of service and disposed of within 3 days of the
service date.

Note: All items from sharing tables are available for the
duration of meal service for students only; items left
after service will go back to kitchen inventory and must
not be taken from the cafeteria.

Appendix C

Oregon School Food Share Program Guide

C-7


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C4. Sample Email Text Communicating Food Share Program to
School Staff

From: School Principal
To: All School Staff

Subject: New School Food Share Program
Hello Teachers and Staff,

Next week, our school will begin a new district-approved, U.S. Environmental Protection Agency-encouraged
school food share program in the cafeteria. The goal of the program is to minimize wasted food. We want to
encourage students to save unopened and whole fruit they do not care to eat rather than throwing it away.

This food will be collected and sent to our local food bank for immediate distribution to people in our commu-
nity. Each day, students will be invited to donate any unwanted, unopened, packaged food (muffins, yogurt,
string cheese, unopened milk, etc.) from their school meals for redistribution as an alternative to putting it in
the trash or compost bin. Note that items from lunches brought from home are not eligible for donation.

There is no action required on your part, but your support for the program is much appreciated.

Thank you!

C5. Sample Email Text Communicating Food Share Program to
Parents

From: School Principal
To: Student Parents

Subject: Announcing School Food Share Program
Hello Parents,

The [Name] School District is launching a school food share program this week. This program is intended to
recover whole, edible food from school cafeterias to distribute to local food banks.

Each day, students will be invited to donate any unopened, packaged food from their meals (muffins, yogurt,
string cheese, unopened milk, etc.) that they do not care to eat. This food will be collected and sent to our local
food bank for immediate distribution to people in our community. We always encourage kids to eat as much
as they would like, and then donate anything that is left over and unopened. Note that items from lunches
brought from home are not eligible for donation.

We are excited to participate in this program, which helps teach our students about the importance of not
wasting food and helping feed others in our community.

If you have any questions about this program, would like to volunteer with the program, or do not want your
children to participate, please reply to me directly.

Thank you,

[Principal Name]

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Oregon School Food Share Program Guide

Appendix C


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C6. Cafeteria Student and Staff Instructions

At the beginning of school or before a meal, the principal or lunch supervisor can make this announcement:

Hi everyone! Today, [School Name] is starting the school food share program. We will collect whole, unopened
food you do not want or cannot eat. It is important for your success at school to eat as much of your lunch as
possible, but we will donate unopened extras.

The way you can help is simple. If there are foods you do not want to eat, place them on the share table. Other
students are welcome to pick up these foods to add to their lunches. At the end of lunch, student volunteers
will collect all leftover food and put it in the refrigerator for the food bank to pick up. There are a few rules to
follow, so please pay attention!

The food you can put on the share table includes unopened milk, unopened packaged food, and whole fruits.
Examples of good things to donate include unopened applesauce, yogurt, muffins, apples, bananas, and
granola bars. Please do not donate food that you bring from home.

After lunch, we will put the food into the refrigerator and give it to [Food Recipient], They share it with indi-
viduals and families in our community. Thanks for your help. REMEMBER, eat your food first. We only want to
donate food you cannot eat. We will remind you again right before lunch is over. Thank you for your help!

C7. Kitchen Manager Checklist for Starting a Food Share and
Donation Program

Kitchen managers should use this checklist as a starting point for tracking key items needed for a food share and
donation program. Small grants or resources from local government solid waste and recycling programs may be
available to offset startup costs.

~	Crates and ice packs for collecting recovered items and storing them prior to pickup

~	Signage for collection containers

~	Posters for cafeteria

~	Sufficient storage in refrigerators

~	Tracking logs for stored food

~	Explicit protocol for people handling perishable items (make sure perishable items do not stay out for more than
one hour unless held on ice)

~	Agreed upon storage areas from which donation recipients pick up donated items (both refrigerated and
non-refrigerated)

Appendix C

Oregon School Food Share Program Guide

C-9


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C8. Checklist for Call with Donation Organization

Use the measurement data collected during the food waste audit to answer the following questions that food rescue
organizations are likely to ask when you call. You may also want to ask them questions about what food they accept,
and how it should be packaged, as noted below.

Questions the food rescue organization may ask:

~	What food items does the school have to donate?

~	What is the total number of items or the estimated total weight by item type?

~	Are the food items packaged? Are the ingredients labeled on these items?

~	What is the shelf life of the food items available for donation?

~	Do food items have a "best if used by" or "sell by" date?

~	Do the food items for donation require repack and date labeling to be donated? For example, unserved hot bar
items could be donated if they were portioned out into to-go containers for pickup.

~	If items do require re-packing, does the school have the space, staff, and resources to do this?

~	What is the volume and frequency with which you have these items for donation? Are items generated on a weekly,
monthly, or annual basis?

~	How often do these food items need to be picked up?

~	Does the school have a way to maintain time and temperature requirements for foods that need to be kept hot/
cold?

~	What is your storage capacity to hold food items until there are enough to warrant pickup by a food rescue
agency?

Questions to ask the food rescue organization:

~	What food items are accepted by the organization?

~	If commercially packaged items are not labeled individually, what is the best method for providing ingredient and
allergen information?

C-IO Oregon School Food Share Program Guide

Appendix C


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C9. Cafeteria Posters and Signage

This section provides examples of posters and signage that are freely available and can be downloaded for use in your
own school.

USDA Reducing Food Waste Infographic

USDA

United States Department of Agriculture

u

I N

F««D

WASTE

WHAT SCHOOLS CAN DO TODAY

USOA's Economic Research Service estimates

ft ^	of the overall food supply

31 —

• ¦'-ft i

t

Scheduling recess before lunch
can reduce plate waste by

r 30%

Extendinq lunch periods from

20to30

minutes reduced plate
waste by nearly one-third

BEST PRACTICES ACCORDING TO

SCHOOL FOOD SERVICE DIRECTORS

Involve students in menu planning and
conducting taste tests, implement Offer
versus Serve at all grade levels, provide
more menu choices, serve foods with
familiar flavors, serve ready-to-eat fruit, and
invite school staff and teachers to eat meals
with students.







Ibw£ju









X

SCHOOLS ACROSS THE COUNTRY ARE STEPPING UP TO THE CHALLENGE WITH INNOVATIVE NEW STRATEGIES, SUCH AS:

• Composting food waste for school gardens

Allowing students to keep a lunch or breakfast food item for
consumption later in the school day

Using techniques listed on the USDA's Guide to Conducting Student
Food Waste Audits to help reduce food waste
Setting up a table for kids to place items they are not going to
consume (packaged or pre-portioned items)

Letting kids self-serve

Collaborating with local fanners on composting or
food-scrap projects

Collecting excess wholesome food after mealtimes to donate to
charitable organizations

Source: U.S. Department of Agriculture, (n.d,). Reducing Food Waste: What Schools Can Do Today. Available at

https://www.usda.qov/sites/default/files/documents/reducinq-food-waste-infoaraphic.pdf

Appendix C

Oregon School Food Share Program Guide

C-11


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Food Share Table Sign from StopWasle (Alameda County, California)

Source: StopWaste. (n.d.) Food Share: Uneaten, Unopened Items Only. Available at http://www.stopwaste.ora/
resource/food-share-table-siqn?paae=search

Blank Oregon Green Schools Food Share Table Sign

FOOD SHARE TABLE

NO THANK YOU TABLE

Customize your own share table sign with these templates! PowerPoint versions of these signs are available on the
OGS website and allow you to customize your sign with foods actually served in your school. For more information,
visit https://oreqonqreenschools.org/resources-alt.

C-12

Oregon School Food Share Program Guide

Appendix C


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EPA and Oregon Green School Food Share Poster

KIt>SCA6.E

SCU&6L	SHMtE

FEEDING PEOPLE
PROTECTING THE PLANET
SAVING MONEY



WHAT CAM I
$>6UAT£?

~	Commercial packages of
non-perishable food, unopened
and in good condition (granola,
muffins, jerky, nuts, dried fruits,
applesauce, bagged carrots or
apple slices).

~	Whole produce with non-edible
rind (orange, banana).

~	Sealed bottles of water, cartons
of juice, or other beverages.

X
X

WHAT CfitUT I
X>6Ufi,TZ?

Anything opened or with a
bite out of it!

HOT food or food that was
heated.

Any homemade items.

Refrigerated or packaged
items brought from home in
student lunches.

OREGON

GREEN

SCHOOLS

SERA

United States
Environmental Protection
Agency

Customize your own share table poster with this template! PowerPoint versions of this poster are available on the OGS
website and allow you to customize the sign with the foods actually served in your cafeteria. For more information,
visit https://oreqonqreenschools.org/resources-alt.

Appendix C

Oregon School Food Share Program Guide

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Example Food Collection Labels

School Food Share Items

School:	

Pickup Day(s) and Time:	

For additional pickups or questions, contact:

Food Bank Name:	

Email:	Phone:	

Please keep perishable foods at proper temperature.

Customize your own food collection labels with these templates! PowerPoint versions of these labels are available on
the OGS website and allow you to customize the signage. For more information, visit https://oreqonqreenschools.org/
resources-alt.

C-14 Oregon School Food Share Program Guide

Appendix C


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Example Share Table Tracking Sheet

Date:		School Name:	

Lunch Period:		Name of table supervisor:	

Instructions: This form should be used to track the products returned to the share table and stored by your
school for re-service at another meal or donation. Note: USDA recommends that foods are re-used within schools
just once.

It is important to track the following dates and times by adding accurate dates and times and signing your initials
next to the entry.

~	Date & Time Received: when foods are received on the share table.

~	Date & Time Packed & Stored: when foods are returned to the kitchen for use in a future food service or are
packed for donation pickup.

~	Date & Time Re-used or Picked-up: When foods are re-served for another meal or snack or are picked up for
donation.





Does product
need to
be kept at
temperature?
(Y/N)

If kept at
time and
temperature,
indicate time
held at what
temp.









Date & Time
Re-used or
Picked-up















































































































































Food safety reminders:

~	USDA guidance suggests that schools maintain proper temperature and temperature logs (for 41 degrees
Fahrenheit or below) by storing food components in a temperature-controlled storage bin, such as an ice tub
or cooler.

~	Perishable foods such as milk, bagged carrots or apples, yogurt, and string cheese must be kept cool.

~	Ensure that milk is never left out for more than four cumulative hours.

~	Foods with an edible peel should be rewashed before reservice or donation.

~	Make sure you note expiration dates on packaged foods.

~	When storing share table and donation items, do not intermix these items with cafeteria items that have not
yet been prepared and served.

For additional pickups or questions, contact:

Food Bank Name:	 Email:	

Phone:	

Appendix C

Oregon School Food Share Program Guide

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C-16 Oregon School Food Share Program Guide

Appendix C


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APPENDIX D. EXAMPLE FOOD WASTE AUDIT
AND DIVERSION GUIDES

D1. Food Waste Audit and Diversion Guides

The table below provides examples of food waste audit and diversion guides you can dig into to learn more about
how to measure and reduce food waste.

Resource Name	Organization Brief Description

OGS Green Lunchrooms
School Cafeteria Audit
Guide

Oregon Green
Schools

This comprehensive guide will help you conduct a food waste
audit. It also provides useful resources for audit implementation
including waste audit forms, signage, and information about how
to track and weigh food.

A Guide to Conductina
and Analvzina a Food
Waste Assessment

U.S. EPA

This guide explains how to conduct a food waste assessment and
discusses how to use the baseline audit measurement to set goals
and track progress.

A Guide to Conductina
Student Food Waste
Audits: A Resource for
Schools

U.S. EPA, USDA,
University of
Arkansas

This guide provides information on why and how to do a food
waste audit, what to do with the data collected, and offers food
waste prevention ideas.

K-12 Food Waste Diver-
sion Guide

RecyclingWorksMA

This guide provides a basic framework to manage the food waste
diversion process at a school and identify strategies for dealing
with food that is collected. The diversion guide also helps a school
determine additional food waste management options including
on-site composting, commercial hauling, or partnering with local
farmers.

Food Waste Warrior
Toolkit

World Wildlife Fund
(WWF)

This toolkit includes a one-page outline of how to conduct an
informal food waste audit to show students exactly how much
food is wasted at school and at home. The resource is targeted at
students in grades 3-5.

Appendix D

Oregon School Food Share Program Guide

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D2. Example Food Waste Audit Worksheets

Instructions for Interviewers and Sorters

Interviewers

1.

Interview the student. Interviewers will have a clipboard, pencil, and interview sheet. When students walk to
the disposal station with their trays, the interviewer says:

"Hello, we are taking a survey, and we would like to ask for your input. I'm going to ask you about the food
left on your tray and write down what you thought about it."

Look at their tray and mark down which food items the student left unfinished, including drinks.

2.

Record uneaten food. Look at the student's tray and record which item the student did not eat. Mark each
unfinished food item down on the log sheet, one item per line. For each item, ask the student "Can you tell
us why you didn't finish your [name of food]?" and write down what they say. Only give one reason per
item—his or her main reason. Try to get an answer that can help staff fix the problem. Answers like "didn't
like it" or "tasted gross" are not helpful answers. Instead, ask a more specific question like "What about the
taste didn't you like?"

3.

Thank the student. Ask them to leave their tray on the table. If there are many students lining up for
interviews, be brief with each student to get a response from as many students as possible. Lunch dismissal
should not be delayed by this process, so adjust the number of students interviewed to keep the line moving.

4.

Bonus! If time is available, ask the student if they have any ideas about how to reduce wasted food and write
their suggestions down on the log sheet.

Interview examples









Interviewer: Why didn't you finish your chicken?





Student: 1 didn't like it.





Interviewer: What about it didn't you like?





Student: It was kind of cold.



j Z-M1 . '1 , 'a

Write down "cold" for "chicken."





Interviewer: Why didn't you finish your carrots?



11 (Hi- ifcJIJli4i

Student: 1 knew 1 wasn't going to like it.





Interviewer: What about them don't you like?





Student: Really, it was my only choice.





Write down "no other choice" for "carrots"





Sorters

1.

Ensure student has spoken to interviewer before they give you their tray. Ideally, interviewers should talk
to students first. If a student tries to hand a tray directly to the food sorter, ask them to take it to one of the
interviewer volunteers first unless there is a long line forming and dismissal will be affected.

2.

Sort all items on the lunch tray. Sort items by category. If the item doesn't fit into an existing category,
speak with the food waste audit leader. You will most likely have an "other" category into which miscella-
neous items fit.

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Oregon School Food Share Program Guide

Appendix D


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Student Interview Sheet

Lunch Period

Type of food

Reason for throwing it away













































































Appendix D

Oregon School Food Share Program Guide

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Green Lunchrooms Information and Audit Sheets

Collect information to answer the questions on this page prior to the audit.

General information

How many students are enrolled at your school?



How many lunches does your school serve per day?



How many breakfasts does your school serve per day?



Does your school offer snacks in the classroom?



How much does your school currently pay for garbage service?



Sustainability checklist - Does your school:

Yes

NO

Use washable plates





Use washable trays





Use washable silverware





Use washable cups for water





Use washable cups for milk





Have a milk dispenser





Offer straws





Have a share table





Have recycling available in the cafeteria that is well-managed (not contaminated)





Have monitors helping with the sort/separation of items at the disposal line





Dump milk in a bucket to keep liquids out of the garbage





Collect food scraps for compost.

If yes, does your school collect all food, or only fruits and vegetables?





Use condiment dispensers instead of packets





Serve salad in plastic, disposable clamshells





Serve fruit or other item in disposable plastic cups





Serve food items in paper boats





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Appendix D


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Record data from the audit in the table below. Major category names are reflected in bold, and subcategories in
italics. The summed value of all subcategories should equal the value reflected in each major category. Edit the
table to tailor the subcategories relevant to your school.

Cafeteria

Category

Weight in pounds

Volume in gallons

Food eligible for share table/donation





Unopened milk





Unopened packaged foods





Whole fruit





Unfinished food from trays/plates





Fruits and vegetables





Packaged foods





Milk





Stop here if you are conducting a food waste audit only

Continue if you are doing a trash audit in addition to a food waste audit

Cafeteria recycling





Aluminum cans





Plastic bottles





Paper goods





Other trash





Milk cartons





Plastic utensils





Disposable trays





Cold lunch trash





Some schools include kitchen waste in their audits. Complete the below if you plan to do so.

Un-served food from kitchen





Kitchen recycling





Appendix D

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Appendix D


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APPENDIX E. RECOGNITION OPPORTUNITIES

Following is a list of recognition opportunities for reducing wasted food which come from the federal government and
other public and private sector organizations.

El. Oregon Green Schools—Green Lunchroom Certification

Organization: Oregon Green Schools (OGS)

Overview: Join OGS as a Certified Oregon Green School for hands-on assistance, curriculum resources, funding
resources, recognition, and events. Any school can join, whether the school has established a resource conservation
program or is just getting started. OGS applicants have the choice to certify in several different tracks related to
school sustainability including Green Lunchrooms, Waste Reduction and Recycling, and other resource conservation
tracks designed to get your students engaged and recognized for being environmental leaders. Certified schools are
invited to send student green teams to an annual summit where they can share their school's unique environmental
programs, get inspiration from other student green teams, and celebrate their accomplishments.

How to Participate: By developing and implementing a school food share program guide, your school is already
completing many of the necessary steps to becoming an Oregon Green School. Leverage your efforts by joining OGS
for additional technical assistance and recognition opportunities! To become a Certified Oregon Green School, schools
should follow these steps:

•	Build a team. Recruit an enthusiastic staff member to coordinate your resource efficiency program and involve
students and staff from the start. If your school created a green team, you could use your existing team to coordi-
nate with OGS.

•	Get help. Contact your local Green Schools coordinator for help with planning, waste audits, educational resources,
school tools, and inspiration.

•	Make a plan. Decide what your recycling, waste reduction, and resource conservation goals are and how your
school will meet them. Use the OGS application form to help organize your goals and action plan and document
your achievements.

•	Get going. Involve students and staff to work toward your goals and keep track of progress. When your program is
underway, send your completed OGS application to your coordinator.

Recognition Opportunities: Each year, students and staff from participating schools and OGS coordinators are invited
to the Green Schools Summit for a full day of celebration, learning, and networking. You can also recognize student
and staff efforts with assemblies, awards, and letters of recognition! Additionally, your OGS coordinator can help share
your successes with the community through news releases and other outreach.

Learn more: Visit the Oregon Green Schools website for more information, contact vour local Green Schools
coordinator, and watch this short video on why vour school should become an Oregon Green School.

Appendix E

Oregon School Food Share Program Guide

E-1


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E2. Fuel Up to Play 60

Organization: Partnership of the National Football League (NFL) and National Dairy Council (NDC)

Overview: Fuel Up to Play 60 (FUTP 60) is a leading national in-school health and wellness program launched by
the NFL and NDC, founded by America's dairy farmers in collaboration with the United States Department of Agri-
culture (USDA). FUTP 60 empowers students and educators to work together to build healthier schools and create
healthy, high achieving students. The program offers a variety of opportunities for adults, students, and schools, from
in-school wellness initiatives to funding and recognition opportunities. Since launching in 2009, more than 73,000
schools have enrolled in the program.

How to Participate: Students, educators, parents, and the community can get their school involved by enrolling in the
program to access customizable program components including a Fuel Up to Play 60 Plavbook. tools and resources,
in-school materials, personalized educator and student dashboards, and opportunities for rewards. Use the Playbook
to strategize ways to make students eat healthy, waste less, and get active. Teachers or school administrators can
sign up to be a Program Advisor which allows schools to apply for FUTP 60 funds, become a Touchdown School, and
become eligible for contests with NFL-themed prizes. The Playbook provides additional resources and quick-start
guides to get started.

Recognition Opportunities: Share student stories, videos, and pictures on Facebook, Twitter and Instagram tagging
FUTP 60 (Facebook: @FuelUpToPlay60 | Twitter and Instagram: @FUTP60) and using #FuelGreatness! Members can
submit their stories on the FUTP 60 website for a chance to be featured.

Learn more: Visit the FUTP 60 webpage to get involved.

E-2

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Appendix E


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APPENDIX F. KEY RESOURCES TO SUPPORT
SCHOOL FOOD WASTE REDUCTION

This appendix includes the following sections: (Fl) Share Program Toolkits, (F2) Share Program Guidance from Other
Jurisdictions, (F3) Food Waste Resource Hubs, and (F4) Additional Resources.

Fl. Food Share Program Toolkits

Resource name

Organization

Brief Description

Wastinq Less Food in K-12
School Settinas: Best Prac-
tices for Success

Natural Resources
Defense Council

This four-page resource highlights how to prevent food
waste, ensure that surplus food reaches people in need,
and how to recycle food scraps. It provides specific tips for
reducing food waste generated in kitchens and cafeterias
and provides targeted strategies for preventing recover-
able food from going to the landfill.

Food Waste Warrior Toolkit

World Wildlife Fund

This toolkit provides lessons, activities, and resources
to educate students about how food and food waste
impacts the planet. It also includes information about how
to conduct a food waste audit. Note: WWFcontinually
updates the website as new materials are developed.

Enablina Share Tables in
the National School Lunch
Proaram: Leaal Review and
Best Manaaement Practices

U.S. EPA, USDA,
University of
Arkansas

This one-page guide summarizes the three ways in which
USDA encourages redistribution of recoverable food and
identifies best management practices. Is also provides
information about food safety, source reduction, redistri-
bution, and donation information.

Sharinq the Table: A
Roadman to Reducina and
Recoverinq Surplus Food in
Schools

U.S. Green Building
Council Center for
Green Schools

This resource provides a roadmap to help the reader create
and implement a food waste reduction and recovery
program.

Zero Waste Cafeteria series

U.S. Green Building
Council Center for
Green Schools

This three-part webinar series covers the benefits,
challenges, and logistics associated with zero waste
cafeterias. It includes an overview of how to implement
a robust school food re-use and reduction program, the
importance of culture shift when working toward a zero-
waste cafeteria, and the critical role that measurement
plays in achieving zero waste goals.

Food Matters Action Kit

Commission for

Environmental

Cooperation

This toolkit is loaded with informative resources and hands-
on, creative activities to inspire kids of all ages to prevent
food waste at home, at school and in the community.

Appendix F

Oregon School Food Share Program Guide

F-1


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F2. Share Program Guidance from Other Jurisdictions

Resource name

Organization

Brief Description

Share Tables & Food
Donation in Schools:
Best Practices for Los
Anaeles Countv

Los Angeles County
Department of
Public Health (Cali-
fornia)

This guide addresses basic questions about share tables
and donation as they relate to county educational agencies
in California. It also provides step-by-step information and
best practices for schools starting a share table and donation
program.

Washinaton School
Food Share Proaram
Toolkit

U.S. EPA

U.S. EPA and a coalition of partner organizations in Washington
state developed this resource to recover and redirect edible
food from schools to local food banks. This program outlines the
steps for food share and donation program development and
implementation and is a useful reference for schools in any state.

Food Share Table and
Donation Guides for
Schools

StopWaste
(Alameda County,
California)

The Food Share Table Guide provides step-by-step instructions
to set up a food share table where students put unwanted,
sealed or uneaten foods for other students and for donation. The
Food Donation Guide provides an overview to set up a donation
program for edible surplus foods. The donation guide includes
legal protections, program models and food safety consider-
ations.

Food Sharinq Tables -
Guidance for Schools

Vermont Depart-
ment of Health

This factsheet includes checklists and best practices that may
help schools start a food share table program.

Food Waste Reduction
in School Meals

Iowa Department of
Education

This toolkit was developed to pilot school food waste audits
and assessments in Iowa schools. The Sharing Table Fact Sheet
provides an overview of best practices, procedures, and food
safety for schools implementing share tables.

F-2

Oregon School Food Share Program Guide

Appendix F


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F3. Food Waste Resources

Further with
Food: Center
for Food Loss
and Waste
Solutions

Further with
Food

This information clearinghouse provides access to collected resources
focused on reducing food loss and waste in the United States. This resource
is used by businesses, government entities, investors, nonprofit organiza-
tions, academics, and individuals to find and share information about proven
solutions and innovative new approaches to reduce the volume of surplus
food generated, feed food-insecure people, and divert wasted food to the
highest beneficial use.

Note: ,4s of September 2020, the Further with Food landing page is no longer
actively updated, though it still houses useful resources.

Food Loss and
Waste

USDA

Leverage this site for strategies, additional resources, and curriculum to help
reduce food waste in schools. Key resources include:

•	USDA Food Loss and Waste—Schools

•	Selected New and Onaoina Food Loss and Waste Reduction Activities

Winnina on
Reducina
Food Waste

U.S. EPA, U.S.
FDA, USDA

This site presents an interagency strategy developed by EPA, FDA, and
USDA that prioritizes action areas to reduce food loss and waste. Additional
resources include:

•	FDA Food Loss and Waste

•	FDA Food Waste Animations

ReFED
Resources

ReFED

ReFED is a multi-stakeholder nonprofit powered by an influential network
of the nation's leading business, nonprofit, foundation, and government
leaders committed to reducing U.S. food waste. ReFED takes a data-driven
approach to move the food system and identified 27 of the best opportuni-
ties outlined in the Roadmap to Reduce U.S. Food Waste, a first-of-its-kind
economic analysis, making it easier for stakeholders across the food supply
chain to meet the national 50% reduction goal by 2030. Key resources
include:

•	Economic Analvsis of Food Waste Solutions

•	Roadman to Reduce U.S. Food Waste

•	Guidelines to Help Food Service Businesses Include Food Waste Reduc-
tion in their COVID-19 Ooeratina Plans

Food Matters
Action Kit

Commission for

Environmental

Cooperation

This kit is loaded with informative resources and hands-on, creative activities
to inspire youth of all ages to prevent food waste at home, at school, and
in their communities. The Action Kit contains two sets of activities, each
addressing food waste from farm to fork. The Kids' Action Kit is designed for
ages five to 13, and the Youth Action Kit for ages 14 to 25.

Appendix F

Oregon School Food Share Program Guide

F-3


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FA. Additional Resources

Resource name

Organization

Brief Description

Excess Food OoDor-
tunities Mao

U.S. EPA

This interactive map supports nationwide diversion of excess food
from landfills. It identifies and displays facility-specific information
about potential generators and recipients of excess food in the indus-
trial, commercial, and institutional sectors and provides estimates of
excess food by generator type.

Food Safetv Reaula-
tions and Guidance
for Food Donations

Harvard Law
School Food
Law and Policy
Clinic

This study was undertaken to identify and analyze state-level legis-
lation, regulations, and guidance around food safety for restaurant
and retail food donations. The survey was conducted by the Food
Safety for Donations Working Group, an informal coalition working to
promote a better understanding of safe food donation practices to
support more recovery of safe, edible food.

Develooinq A+
Marketinq Materials
Presentation

School Nutrition

Association

(SNA)

This presentation from the 2019 SNA Annual National Conference
provides tips on how to use Adobe Photoshop and Microsoft Publisher
to make your school marketing materials stand out. The presentation
also provides information on how to work with graphic designers,
printing services, and school staff to distribute your materials.

F-4

Oregon School Food Share Program Guide

Appendix F


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APPENDIX G. CASE STUDIES OF SCHOOL
FOOD SHARE PROGRAMS IN OREGON
SCHOOLS

Appendix G

Oregon School Food Share Program Guide

G-1


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Oregon Green Schools
Case Study

Beaverton School
District Nutrition
Services Food Share

Source Reduction

Feeding the Community
Feed Animals

industrial Uses

Compost

Landfill

NO THANK VOU
WHOLE FRUIT AND
APPLESAUCE

For more than 10 years, the Beaverton School District Nutrition Services Department
has been reducing hunger and waste in the Portland Metro Region by coordinating
weekly food donation pickups and facilitating share tables in school cafeterias.

Making district-wide donation work!

Beaverton School
District Fast Facts

Beaverton, Oregon is located on the

western border of Portland and is

included in the Portland metro area.

•	3rd largest school district in the state

•	74 schools

•	41,215 students enrolled, as of Oct.
2019

•	35.6% of students qualify for free
and reduced lunch

Key milestones

•	2007: Pilot donation begins at 3
schools

•	Spring Break 2009: Began
pilot with 33 school kitchens
donating and launched an online
volunteer sign up totaling 35 school
sites

2010: 45 school sites donating
2011: 50 school sites donating

Starting in 2007, Beaverton Nutrition Services Department piloted a food donation
program with the help of community and parent volunteers. Prior to 2007, Beaverton
schools donated unused foods to the nearby Sunshine Pantry during unexpected
closures due to inclement weather, but such donations were not consistent. Parents
associated with three schools we re interested in giving regular donation a try and
Sunshine Pantry was willing to accept donations. "Everything evolved organically. We
started by identifying times when we were most likely to have surplus foods, like the

week leading up to breaks, and set up consistent donations," said Val Bako, Beaverton School District's Field Supervisor for Nutrition
Services.

2019: 52 school sites donating to /
local organizations

Refining donation procedures

As more schools signed on, the district created the Beaverton School District Nutrition Services Food Donation Policy and Procedures
document. The district has fine-tuned the document over the years as questions and concerns come up with staff, local and state
authorities, and donation partners.

•	Volunteer scheduling and transportation is one of the biggest logistical pieces for a
successful food donation program, and it can be one of the most complex activities to
coordinate. Beaverton partners with Waste Not Food Taxi, a local gleaner with a mission
to eliminate hunger and reduce waste by distributing food to where it is most needed.

Gleaners work closely with the community to understand where food is most needed and
redistribute surplus food accordingly. Waste Not Food Taxi's Volunteer Coordinator, Susie
Snortum, works with volunteers and school kitchens to ensure that each school has a
volunteer to pick up the food weekly and deliver to their assigned donation partner. Waste
Not Food Taxi contributes to the success of the donation program by providing consistent
transportation for food donation efforts. Even if a site missed a pickup, Val could call the
organization for an emergency pickup and the gleaner will provide food to organizations
most in need.

•	Food handling safety procedures have been refined with input from the Washington County Health Department and the Oregon
Health Authority. The procedures identify which foods can and cannot be donated and how to track foods to ensure time and
temperature safety requirements. The Oregon Department of Education gave the Beaverton Nutrition Services Department
schools the green light to donate foods if schools followed proper procedures.

Did you know? Food donation
partners are protected through
the Federal Bill Emerson Good
Samaritan Food Donation.
which encourages the donation
of food and grocery products
to qualified nonprofit organi-
zations and provides liability
protection to food donors!

G-2

Oregon School Food Share Program Guide

Appendix G


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•	Food packaging and labeling requirements were developed with feedback from
donation partners. Initially, partners received unlabeled foods which made it difficult
to distribute foods due to allergies or dietary requirements. Schools also donated large
quantities of unportioned frozen foods which made it difficult for pantries to distribute
reasonable portions by varying family size. After receiving this feedback, Beaverton
Nutrition Services staff labelled foods clearly with menu item names and service dates,
and packaged foods in small portions of four. District staff also helped simplify packaging
by using bread bags or zip lock bags and containers from bulk products to store and
transport foods.

How do cafeterias benefit from food donation?

Staff are always directed to minimize leftovers from meal service. Following implemen-
tation of the donation program, kitchen staff are even more aware of the quantities of
food they prepare and adjust on a weekly basis. Kitchen staff work with the school to
understand what events might impact lunch counts. For example:

•	Val recalls times when 30 to 40 meals were leftover due to events like field trips, class-
room parties, or unusually high student absences. Now, kitchen leads work with the schoc
daily to adjust service based on observed trends and upcoming events.

•	According to Val, ten leftovers is "on target" since some leftovers are unavoidable.

Leftovers might include five to ten hot sandwiches, daily hot entrees, or single meal com-
ponents. While these daily numbers may not seem like a lot, they add up during the week
Donating 50 sandwiches or meals means 50 more meals for those in need.

Expanding to share tables

In 2017, Beaverton Nutrition Services Department adopted a sharing table policy using USDA guidance to identify foods
that could be collected and donated during weekly pickups: non-perishable items, wrapped foods, undamaged whole fruits

and milk shared during the lunch period. The idea for share tables grew as an
extension of existing food donation as staff noticed that required fruits and
vegetables, such as packaged applesauce, were immediately thrown away
after students left the point-of-sale line. School principals were hesitant to
install share tables, worried that it might disrupt the lunch period or flow
of traffic in the cafeteria. However, the strategic location of share table bins
around the cafeteria and near service lines easily captures food that would
otherwise be thrown away. It came as no surprise to Val that the bins "started
filling up right away" with applesauce, milk, and whole fruits. Initially, the foods
collected on share tables were added to the regular donations. However, after
seeing the quality of items returned to the share table, the nutrition services department pivoted to collecting, washing and
re-serving labeled foods at the school. This allows the schools to save money and ensure that as much food as possible is
going to feed the school community.

What lessons have been learned along the way?

•	Transportation can make or break the donation program. A reliable volunteer coordinator like Waste Not Food Taxi makes for a
successful food recovery program by ensuring food is picked up and distributed each week!

•	Volunteers make it happen From parent volunteers and faith-based organization volunteers to Waste Not Food Taxi, the volun-
teers are the ones who help keep the food donation program running.

•	Stakeholder buy-in and positive peer review is important. Educating staff about the value of the program helped them commu-
nicate the process and amount of time it takes to their peers. Over time, word of mouth spread the pilot's efforts and generated
interest across the rest of the school district. The value of staff talking about the program and their involvement is extremely
important and should not be underestimated!

Beaverton Nutrition Services staff
properly wrap and label food for
donation using the steps outlined
in the school district's policy and
procedures document.

Did you know? Schools can legally
re-serve foods collected through share
tables. Schools should ensure that all
foods are collected and stored at the
proper temperature by adding an ice
pack to the bottom of the container or
using a mini fridge. Learn more: USDA
Guidance on The Use of Share Tables in
Child Nutrition Programs.

Appendix G

Oregon School Food Share Program Guide

G-3


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Put it in writing. Developing the food donation and
share table policy documents captured best practices
learned along the way from all stakeholders. Developing
specific procedures keeps everyone safe and allows
schools to participate in the program easily. Procedures
also provide liability protection for donation partners by
ensuring that all safeguards required by the local health
department are implemented.

Be clear on what can and cannot be donated. Making
clear what can and cannot be donated ensures that
food shared with donation partners will be consumed.
Regular communication with your donation partner will
help the process run smoothly and ensure that proper
foods are donated. Developing such guidelines will also
ensure that good food intended for use in schools is not
accidentally donated! During the pilot, a kitchen lead
accidentally donated a lot of milk that was not expired
and could still be served at the school. This prompted
Beaverton Nutrition Services Department to spell out a
"do and do not donate" list.

Additional Resources

Thank you to Val Bako, Field Supervisor for Nutrition Services
for Beaverton School District, for contributing to the develop-
ment of the case study.

Acknowledgements

Beaverton School District Nutrition Services Food Donation
Policy & Procedures and the Beaverton School District
Nutrition Services Sharing Table Policy are both found in
Appendix C of the Oregon School Food Share Program
Guide.

OREGON

GREEN

SCHOOLS

SEPA

United States
Environmental Protection
Agency

G-4

Oregon School Food Share Program Guide

Appendix G


-------
Source Reduction
Feeding the Community
Feed Animals

Industrial Uses

Oregon Green Schools
Case Study

Canby School District
Milk Dispenser Pilot

Compost

% Landfill

%

V

Canby School District reduced food and packaging waste by replacing single use milk
cartons with milk dispensers at six elementary schools.

Why milk dispensers?

• Milk cartons make up at least 50 percent of the district's lunch trash volume.

Canby School
District Fast Facts

•	5,000 students

•	6 elementary schools, 1 middle
school, 1 high school

•	Milk dispenser pilot with one ele-
mentary school in Canby
(2016-2017)

Results from one school year at all
6 Canby School District elementary
schools:

•	200,000 fewer milk cartons to
landfill

•	4,615 fewer gallons of milk pur-
chased

•	$18,600 saved in milk purchasing,
a 50% reduction!

Pilot expansion to 21 schools in 4
school districts across Clackamas
County (2020-2021)

•	Milk cartons are seldom empty and add weight to the garbage which may leak
and cause injuries when the trash is removed.

•	Milk cartons are difficult to prepare for recycling, requiring time to empty and rinse and in some areas the cartons are not
recyclable at all!

Sometimes called a "steel cow," a milk dispenser is a cost effective and sustainable alternative to serving milk in single-use cartons.
With a milk dispenser, students can fill a reusable cup with the amount of milk they want to drink. Milk dispensers present one option
for source reduction, the first tier in the EPA Food Recovery Hierarchy, by allowing students to dispense only the amount of milk they
want to drink into reusable cups. They also negate consumption and disposal of more than 400 milk cartons per day per school. Milk
dispensers are one solution to reduce waste, save money and ensure milk is distributed to students who want and need it.

Canby School District's process for moving from carton to dispenser

Step 1. Research funding. Clackamas County sustainability staff researched and designed a grant opportunity to cover the costs of
installing milk dispensers for interested schools.

Step 2. Conduct Outreach. Clackamas County's Waste Reduction Education Coordinator,

Laurel Bates, sent an email to the Nutrition Services departments of all ten school districts
in the county. She heard back from one district in the county, and one is all you need for a
pilot!

Step 3. Design and Conduct a Pilot The Nutrition Services Director identified two
schools as candidates for the pilot. After the two schools were identified:

•	The nutrition services director spoke with the dairy supplier about distributing milk in
bags for the dispenser, and talked to principals early on to ensure continued buy-in.

•	Laurel conducted cafeteria waste audits in both schools to gather baseline data.

•	The district purchased necessary supplies to set up the program: a sturdy table or cart
for the milk dispenser to sit on, reusable cups, dishwashing trays for reusable cups, and
carts to carry the trays back to the kitchen.

•	During the pilot launch, Laurel helped the school monitor the dispenser to teach students how to use the machine, and to answer
questions.

Appendix G

Oregon School Food Share Program Guide

G-5


-------
Step 4. Evaluate Results and Conduct More Outreach. The two pilot schools cut milk purchasing costs
in half!

•	After the pilot, Canby announced they wanted to roll out dispensers to all six of their elementary
schools. After one school year of full implementation, Canby schools sent 200,000 fewer milk cartons
to the landfill, purchased 4,615 fewer gallons of milk, and saved $18,600 in milk purchasing alone. This
provided solid evidence that schools can save money by using steel cows.

•	Laurel communicated the results to other school districts which created more interest across the
county.

Step 5. Expand. The program has since expanded into three other Clackamas County school districts.

Since piloting in Canby School District, every other school district that tried a "pilot" has decided to
expand milk dispensers to other schools. In two cases, after a pilot year, the school district rolled out
milk dispensers to all elementary schools the subsequent year! Thanks to Canby taking the first step in
2017, the program expanded to 21 schools by the 2020-2021 school year.

What were challenges of the milk dispenser pilot?

•	Understanding how to meet federal nutrition guidelines with a dispenser. Schools are often con-
cerned about meeting USDA guidelines which state that students are required to take at least three
of five meal components, one of which is a fruit or vegetable. An 8-ounce serving of milk is only
required if a student has not selected three other components. When students have three of five
required meal components, they can decide for themselves if they want to consume milk during their
meal.

•	Changing business as usual Some schools were worried about increasing the risk of additional spills at the dispenser and creating
extra work for custodians. However, schools have not experienced additional spills thanks to training and careful kids!

•	Cost, time, and labor concerns A milk dispenser costs approximately $2,500. Additionally, schools need cups, dishwashing racks,
and a table for the dispenser, putting the total cost around $4,500 for a 500-student elementary school. A Clackamas County
grant opportunity helped schools make the initial investment. During the pilot, cafeteria staff found that the time it took to collect
and wash reusable cups was less than expected. What's more, custodians do not have to empty the trash as often, which saves
time and trash bags.

Fun fact: Canby's milk
dispensers were the first
milk dispensers in Oregon
public schools!*

*ln the modern era. Did you
know milk dispensers used to be
commonplace in schools before
the cultural shift to single-use,
single-serve milk cartons?

What were key lessons learned?

•	Kids love the milk! Students report that the milk tastes better from the dispenser than it does from cartons. Also, students enjoy
filling up their own cups! The self-service concept allows students to dispense as much as they want to drink and gives them the
opportunity to mix white and chocolate milk. Customizing their milk choice results in less waste and less sugar consumed!

•	Trust children! Trust children to not spill their milk moving through the cafeteria. A grandmother called one of the schools to say,
"My five-year-old grandson is so proud that he can fill his own cup."

•	Dispenser placement is important. Like a salad bar, the Oregon Department of Education requires that the milk dispenser be
placed before the cash register to ensure that the meal meets USDA requirements as students are rung up. The location of the
dispenser will depend on how a school runs the lunch

period and may require some adjustment.

Choose schools wisely. The milk dispenser pilot targeted
only elementary schools in Clackamas County. The best
candidates for milk dispensers are schools with high
student participation in school lunch or "hot lunch" that
occurs in the cafeteria space as opposed to the classroom
or elsewhere across the campus, making elementary
schools the best fit for milk dispensers.

Work with suppliers to source dairy packaged in bags.
Some dairies do not supply milk in bags. Furthermore,
some schools may not be able to source from a dairy that
provides milk in bags due to contract issues. Working
with suppliers early on will help schools determine if a
dispenser will work with current contracts.

Additional Resources

Want to see milk dispensers in action in a school? Watch this
video from ones in use in Clackamas county.

Acknowledgements

Thank you to Laurel Bates, Waste Reduction Education
Coordinator for Clackamas County, for contributing to the
development of the case study.

OREGON

GREEN

SCHOOLS

&EPA

United States
Environmental Protection
Agency

G-6

Oregon School Food Share Program Guide

Appendix G


-------
Corbett School
District Fast Facts

•	2 schools in the district

•	1,200 students

•	Waste audit results

~	157 lbs of food wasted per day

~	23,079 lbs of food wasted each year

•	Results of switching from dispos-
able to durable dishware

~	$480 saved per month

~	4,200 lbs. of trash reduced per week

The Corbett School District is reducing waste and saving money through source
switching from disposable to durable dishware and silverware in the lunchroom.

Commitment to waste reduction

Corbett School District's Food Services Director, Seth Tucker, is committed to
waste reduction. With a background in the restaurant industry, Seth is familiar
with the ins and outs of menu planning and meal preparation. When he took on
the role of Food Services Director, he met with the superintendent of the school
to discuss food waste reduction goals and potential cost savings for the school.

Putting his experience to use, he immediately purchased durable dishware and
silverware, replacing single-use trays, cups, plates, and utensils with reusable
options. Right away Seth was able to demonstrate the benefits of this action: a
reduction in trash generation of roughly 16,800 pounds per month and waste
hauling savings of $480 per month! With Seth's careful planning and experience,
the financial benefit of waste reduction was quickly demonstrated, and helped
build trust with the school community.

Conducting a food waste audit

Seth brought in Sasha Swerdloff, a volunteer sustainability program coordinator
with the Corbett School District, to develop additional sustainability projects for the school. Sasha coordinated with parent volunteers
and school staff to conduct a one-day food waste audit in the cafeteria. During lunch service the school collected food waste and
weighed it by category. This helped the team understand and pinpoint which foods made up the bulk of the cafeteria waste each day.
The school identified fruit and milk as the top items thrown away by students. The audit results informed district-wide sustainability
planning and future food waste reduction efforts.

Thanks to his strong community ties, Seth partnered with a local food
salvage non-profit called Helping Hands to donate excess ingredients
and prepared foods to distribute to those in need. Seth and several of the
Corbett cafeteria staff drive food to Helping Hands as it is available. Taking
this small step diverts waste from the landfill and helps feed families experi-
encing food insecurity.

Additionally, in January 2020, the Corbett School District launched a
new School Food Share Program to help reduce wasted food based on
information collected from the food waste audit. The program aimed to
recover uneaten and unopened food from the school cafeteria to repur-
pose or redistribute to local food banks. Each day, students were invited

Source Reduction
Feeding the Community
Feed Animals

Industrial Uses



Oregon Green Schools
Case Study

Corbett School District
Waste Reduction

Compost



Donate Unopened
Containers!

reduction practices that include menu planning and

Corbett School District
One-day Food Waste Audit Results

17.8



9.6

14.8

¦











Fruit Milk Turkey Salad Pasta Other
Melt Bar Salad

Food Item

What's next?

Did you know? USDA Guidance on The Use of
Share Tables in Child Nutrition Programs states
that schools can create "share tables", tables or
stations where children may return whole food or
beverage items they choose not to eat, if it is in
compliance with local and state health and food
safety codes. These food and beverage items are
then available to other children who may want
additional servings.

Appendix G

Oregon School Food Share Program Guide

G-7


-------
to donate leftover packaged foods from their school meals, including milk, yogurt, string cheese, as well as whole, unpeeled and
uneaten fruit. The school planned to collect, inspect and ensure proper sanitation for collected foods and redistribute items instead of
throwing them away. The program aimed to reduce waste, teach Corbett students about the issues of wasted food and hunger, and
save money. Due to the COVID-19 pandemic, the share tables were not fully implemented in 2020. However, when school is back in
session, Seth plans to adapt the program to ensure safety while addressing food insecurity.

What lessons has Corbett learned along the way?

•	Set a baseline and track progress! Collecting data every step of the way will demonstrate the benefits of sustainability initiatives
and identify programs that are right for the school. When Seth demonstrated the financial benefits of switching from single-use to
durable dishware and silverware, it built trust and opened the door to implement additional sustainability initiatives. Additionally,
the school used food waste audit results to understand which foods were most frequently leftover from school meals and devel-
oped the share table program in response.

•	Early staff buy-in and education are key. Be clear about the purpose and goals of the food program so that all staff understand
the importance of their role. Demonstrate the benefits of the program to all staff and provide education throughout program
development and implementation.

•	Overcoming pre-existing ideas can be difficult. When
the team discussed plate waste composting, school
staff raised concerns about the additional work for staff,
and the potential for pest issues. New ideas may not
be accepted right away because of assumptions about
potential challenges! Listen to staff to understand and
address any concerns.

•	Be flexible. When the COVID-19 pandemic hit, plans for
share tables, food donation, and other menu planning
efforts were put on hold. The team is researching alter-
natives and additional food safety measures to continue
implementing sustainability efforts at the school.

Additional Resources

Learn more about Helping Hands Food Salvage Program.
Acknowledgements

Thank you to Sasha Swerdloff, Volunteer Sustainability Program
Coordinator for the Corbett School District, for contributing to the
development of the case study.

OREGON

GREEN

SCHOOLS

&EPA

United States
Environmental Protection
Aaencv

G-8

Oregon School Food Share Program Guide

Appendix G


-------
Oregon Green Schools
¦	Case Study

Corvallis School District
Pre-Ordering Lunch and
Composting

Source Reduction

Feeding the Community
Feed Animals

Industrial Uses

Compost

Landfill

Corvallis School
District Fast Facts

•	13 schools and 6,400 students

•	8 elementary schools, 2 middle
schools, 3 high schools and online/
special education

•	25% of students qualify for free and
reduced lunch

•	8 of 13 schools participate in meal
ordering

•	9 of 13 schools compost food waste

In the Corvallis School District, all 13 schools conduct some sort of food waste prevention effort. In Corvallis elementary schools,
teachers record daily student hot lunch orders in a centralized Google spreadsheet that the district's nutrition services staff uses to
plan and prepare meals. Across the district, middle and high school students participate in ongoing environmental education and
in-school composting to increase awareness of environmental issues and reduce food waste.

Pre-order lunch to reduce post-consumer waste!

In 2005, the Corvallis School District switched to a centralized kitchen and implemented meal ordering for kindergarten through fifth
grade students at eight elementary schools. This helped the nutritional services staff plan and prepare meals as efficiently as possible.

•	Nutrition services staff provide parents and students with a monthly menu that lists daily lunch options.

•	Students view visual cues and photographs of the menu to help select a meal. The visual prepares students to select foods they are
more likely to eat, potentially reducing the amount of wasted food. Ingredients, allergens, and nutritional information for each meal
is available online where parents and students can view the weekly menu.

•	Teachers take their student's lunch order during attendance and enter lunch selections by 8:15 am each morning. The lunch order is
tied to the student lunch ID and feeds directly into a spreadsheet accessible to the district's nutrition services staff. The daily count
is used to prepare meals.

In October 2019, Corvallis nutrition services recorded 1,180 pre-ordered
lunches from all eight elementary schools. The pre-order data helps
nutrition services staff adapt and adjust menus based on student
feedback. When nutrition services notice that certain meals are not
ordered, those meals are adjusted or removed from the menu. Nutrition
managers can estimate the demand based on past data from the meal
ordering system. Bailey Payne, Sustainability Specialist with Corvallis
School District, aims for continuous improvement within the meal

The second R: Re-use! Corvallis elementary
school students receive their ordered meal on a
reusable lunch tray! By switching from single-use
to reusable lunch trays, Corvallis is reducing more
than just food waste with each pre-ordered meal!

Possible Allergens or Sensitivities

Yes

No

1. Contains Egg



X

2. Contains Dairy

X



3: Contains Nuts



X

4. Contains Pork



X

5. Contains Gluten

X



6. Contains Soy

X



7. Vegetarian



X

Figure 1: Corvallis School District
provides visual cues for the meals
offered at the school to assist students
ordering meals (left) and offers food
allergy and nutritional information for
meals on the school district website
(right). Images courtesy of the Corvallis
School District Food and Nutrition
Services.

Appendix G

Oregon School Food Share Program Guide

G-9


-------
ordering program. He hopes to include additional nutritional information in the visual menu to educate students about the impor-
tance of the food they eat. Bailey also aims to promote diversity and equity in the menu offerings by offering more culturally diverse
meals.

Composting: Practice makes perfect

In addition to pursuing source reduction, the first step in the EPA Food Recovery Hierarchy, nine of 13 schools participate in food
waste composting programs. Each program was started with help from groups like school Green Teams and parent volunteers. All
three high schools coordinate directly with the waste hauler to set up a composting program and regular pickups. Bailey Payne has
noticed one challenge common to all schools - contamination from home lunches which often includes foods in plastic bags and cling
wrap. To combat contamination, the school district:

•	Monitors the composting bins, led by school Green Teams.

•	Provides signage on the composting bins to illustrate what is and is not compostable.

•	Educates students about what materials go in which bin. For example, Bailey facilitates practice runs with the students and
provides feedback in real time. Once students have practice and are in a routine, composting gets easier!

Bailey hopes to continue to improve the program by tracking compost weight at each school on a daily or weekly basis to help
schools identify the most common food items thrown away. Understanding the composition of wasted food will help schools find
additional ways to adjust operations, such as changing purchasing practices, to reduce food waste.

What lessons has Corvallis learned along the way?

•	Planning pays. By regularly taking lunch orders, school cafeteria managers at each site can accurately estimate the amount of
food needed using information from the previous time a meal was offered. Planning helps staff stay on top of what is going on in
the cafeteria, which makes for a more efficient meal service operation. Pre-ordering meals helps nutrition staff make sure that they
have enough food for students so that fewer prepared meals go to waste after meal service.

•	Tailor food waste prevention efforts appropriately. Different food waste programs work better at different schools. Corvallis
nutrition services adopted daily meal ordering for elementary school students. Middle and high schools do not participate in the
program because students have more options to mix and match single serving meal components to meet USDA nutrition require-
ments. It is important to be realistic about the conditions
of each school before implementing a food waste reduc-
tion initiative.

•	Continuous education is needed for continuous growth.

Respond and adapt waste reduction initiatives to ensure
that questions are answered, and challenges are met
head on. When Bailey noticed that items brought from
home were contaminating the compost, he responded
with additional signage on composting bins and improved
monitoring of the bins during lunch.

Additional Resources

Learn more: Corvallis School District Sustainabilitv.
Acknowledgements

Thank you to Bailey Payne, Sustainability Specialist with the
Corvallis School District, for contributing to the development of
the case study.

*>EPA

OREGON

GREEN	United States

SCHOOLS	Environmental Protection

Aaencv

G-10 Oregon School Food Share Program Guide

Appendix G


-------