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District nutrition director highlights scratch recipes, local produce and rising participation in Fridley kitchens
Summary
Renee Arbegas outlined menu changes, local procurement and participation rates in Fridley schools, saying the district increased locally sourced produce purchases and serves a variety of whole foods while noting efforts to lower sodium and sugar in meals.
Renee Arbegas, who leads the district’s nutrition work, told the board on March 18 that Fridley’s kitchens have shifted toward more scratch cooking, increased local procurement and are serving a wider variety of fruits and vegetables to support student learning.
“Currently I have 22 dedicated school nutritional professionals,” Arbegas said, describing cooks, servers and cook managers who run meals daily. She said the district is prioritizing locally grown products from Minnesota, Wisconsin and the Midwest and this year purchased “over 50 different locally grown produce items,” up from about 25–30 in prior years.
Arbegas described menu experiments and culturally responsive items offered during cultural heritage months: tamales and pupusas with Salvadoran coleslaw for Hispanic Heritage Month; wild rice medley and Wajapi for Native American Month; baked okra, hush puppies and a sweet potato cobbler for Black History Month. She said the penne rosa recipe first served in elementary kitchens will expand to middle and high schools.
The nutrition director said the department is focused on reducing sodium and sugar while increasing whole-food offerings; staff training on equipment such as combi ovens and skillets is underway to support more scratch preparation.
Arbegas provided participation figures: about 65% of K–8 students eat breakfast daily, about 50% of 9–12 students eat breakfast, roughly 85% of K–8 students eat lunch (Stevenson closer to 90%) and about 70% of high school students eat lunch. She said menu items such as “pickle pizza,” Alfredo and taco pizzas, and Minnesota-made samosas remain student favorites.
Board members praised the nutrition team’s work and the program’s role in supporting classroom learning. No board action was taken; the presentation was informational.
