A Guide for School Foodservice Directors
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United States Department of Agriculture Food Nutrition Service
January 2007 ACKNOWLEDGEMENTS...... iii ACRONYMS...... v GLOSSARY...... vi
INTRODUCTION – SMI Success! ...... 1 What’s in This Manual?...... 1 A Companion Manual...... 2 What Is SMI?...... 2 Improving School Meals Involves a Roadmap...... 3 Working Toward Specific Nutrition Goals: Going Beyond Meal Patterns...... 3 SMI Is Important: Showing the Way...... 5 Schools Can Make a Difference...... 6
CHAPTER 1 Choosing a Menu Planning Approach . that Works for You...... 7 A Comparison of the Various Menu Planning Approaches...... 7 Meeting the Nutrient Standards and the Dietary Guidelines...... 7 You Have Choices!...... 7 Food-Based Approaches...... 8 The Traditional Food-Based Menu Planning Approach...... 8 The Enhanced Food-Based Menu Planning Approach...... 8 Nutrient-Based Approaches...... 9 The Nutrient Standard Menu Planning Approach...... 9 The Assisted Nutrient Standard Menu Planning Approach...... 9 Alternate Menu Planning Approaches...... 10 Minor Modifications...... 10 Major Changes or New Alternate Menu Planning Approach...... 10 Comparison of Menu Planning Approaches...... 11
CHAPTER 2 Using a Food-Based Menu Planning Approach...... 15 Advantages and Disadvantages to Implementing Food-Based Menu Planning Approaches...... 16 How the Two Food-Based Menu Planning Approaches Differ...... 17 Traditional Food-Based Menu Planning...... 17 Enhanced Food-Based Menu Planning...... 17 Available Lunch Modifications for Food-Based Menu Planning...... 18 How To Structure Your Food-Based Menus...... 20 Selecting the Right Age/Grade Groupings for Your Food-Based Menus...... 21 Serving the Appropriate Portion Sizes for Your Food-Based Menus...... 22 What Does It Take To Implement a Food-Based Menu Planning Approach? - A Self-Evaluation Review...... 23
CHAPTER 3 Using a Nutrient-Based Menu Planning Approach...... 27 Importance of the Meal Structure...... 27 Nutrient Analysis...... 27 Advantages and Disadvantages to Implementing NSMP/ANSMP...... 28 Additional ANSMP Concerns...... 30 Meal Requirements for NSMP/ANSMP...... 30 Making NSMP/ANSMP Work for Your SFA or School...... 31 Planning Menus To Meet the Nutrition Standards...... 31 Selecting the Right Age/Grade Groups for Menu Planning...... 32 Key Points To Remember When Planning Menus...... 33 Meal Service and Offer Versus Serve (OVS)...... 35 Variations in Lunch Structure for Nutrient-Based Menu Planning Approaches...... 38 Developing Side Dish Groupings To Promote Healthy Choices...... 39 Determining How Many Nutrient Analyses To Conduct...... 40 Food or Theme Bars (Self-Serve)...... 40 Whole Foods versus Fortification...... 41 Menu Substitutions...... 42 Importance of Standardized Recipes and Food Preparation Techniques...... 43 What Does It Take To Implement a Nutrient-Based Menu Planning Approach? - A Self-Evaluation Review...... 45
CHAPTER 4 Daily Practices for Meeting SMI Nutrition Goals . for All Menu Planning Approaches...... 49 Menu Planning for Healthy School Meals...... 49 Providing Menu Choices...... 50 Developing Cycle Menus...... 50 Menu-Planning Practices for Healthy School Meals...... 51 Purchasing Practices for Healthy School Meals...... 53 Food Preparation Practices for Healthy School Meals...... 56 Meal Service Practices for Healthy School Meals...... 59 Ideas for Program Promotion and Improvement...... 60 Portion Control for Healthy School Meals...... 60 A La Carte Sales That Promote Healthy Choices...... 61 Food Safety and Sanitation Practices for Healthy School Meals...... 62 Using Practice-Based Strategies To Meet Nutrition Standards...... 64 Commitment and Training...... 65
CHAPTER 5 Team Nutrition...... 67 About Team Nutrition...... 67 How Does Team Nutrition Work?...... 67 Communication Channels...... 68 What Resources Does Team Nutrition Provide?...... 69 Join the Team!...... 70
CHAPTER 6 Preparing for an SMI Review...... 71 How Does the SMI Review Compare to a CRE Review?...... 71 Preparing for the Review – What You Will Need...... 72 The SMI Review Process – What To Expect...... 76
SMI RESOURCES...... 79 APPENDICES...... 87 INDEX...... 125 Acknowledgements
The U.S. Department of Agriculture’s Food and Nutrition Service (FNS) thanks those who have contributed time and expertise to the development of this resource. Special thanks are extended to both public and private sector members of the 2003-2004 School Meals Initiative Task Force who assisted in the content development of this local resource, and/or reviewed and contributed to the manual. Their time and expertise have provided invaluable assistance.
Michele Bouchard, FNS/USDA, Special Nutrition Programs/ School Programs, Mid-Atlantic Regional Office, Robbinsville, New Jersey Bette Brandis, Office of Public Instruction, School Meals Program, Olympia, Washington Margaret Carbo, FNS/USDA, Child Nutrition Division, Alexandria, Virginia Patricia Churchill, FNS/USDA, Special Nutrition Programs/ Child Nutrition Programs, Northeast Regional Office, Boston, Massachusetts Eileen Ferruggiaro, FNS/USDA, Child Nutrition Division, Alexandria, Virginia Jane Heikenen, Iowa State Department of Education, Bureau of Food and Nutrition, Des Moines, Iowa Cecilia Henson, FNS/USDA, Southwest Regional Office, Special Nutrition Programs, Dallas, Texas Nina Hollingsworth, Alabama State Department of Education, Child Nutrition Programs, Montgomery, Alabama Karen Kell, FNS/USDA, Southeast Regional Office, Special Nutrition Programs/School and Family Nutrition, Atlanta, Georgia Karen Kettlewell, formerly with the School Nutrition Association, Alexandria, Virginia Loren LaCorte, formerly with the School Nutrition Association, Alexandria, Virginia Louise Lapeze, formerly with FNS/USDA, Southwest Regional Office, Special Nutrition Programs, Dallas, Texas Clare Miller, FNS/USDA, Child Nutrition Division, Alexandria, Virginia Helen Mont-Ferguson, Child Nutrition Programs, Boston Public Schools, Boston, Massachusetts Debra Nigri, formerly with FNS/USDA, Midwest Regional Office, Special Nutrition Programs, Chicago, Illinois Rosemary O’Connell, FNS/USDA, Child Nutrition Division, Alexandria, Virginia
iii Tracie Parker, FNS/USDA, Mountain Plains Regional Office, Special Nutrition Programs, Denver, Colorado Celeste Peggs, West Virginia State Department of Education, Child Nutrition Programs, Charleston, West Virginia Elizabeth Solomon, Ohio State Department of Education, Child Nutrition Programs, Columbus, Ohio Laura Walter, FNS/USDA, Western Regional Office, Special Nutrition Programs, San Francisco, California Virginia Webb, National Food Service Management Institute, Oxford, Mississippi Yibo Wood, FNS/USDA, Child Nutrition Division, Alexandria, Virginia Karen Yee, California Department of Education, Nutrition Services Division, Sacramento, California
Special thanks are extended to those State agencies who submitted State-developed resources that were adapted in the content development of this guidance.
Connecticut State Department of Education Colorado State Department of Education Texas Department of Agriculture and Texas Education Agency West Virginia State Department of Education
FNS expresses gratitude to the USDA Southwest Regional Office for the use and adaptation of its “Project 2001: Nutrition for a New Century” in the development of best practices in Chapter 4.
iv Acronyms
ANSMP Assisted Nutrient Standard Menu Planning APP Alternate Protein Product CAP Corrective Action Plan CFR Code of Federal Regulations CN Child Nutrition CNP Child Nutrition Programs CRE Coordinated Review Effort DHHS United States Department of Health and Human Services DGA Dietary Guidelines for Americans FBG Food Buying Guide for Child Nutrition Programs, Revised 2000, Bulletin PA-1331 FBMP Food–Based Menu Planning FDA Food and Drug Administration FMNV Foods of Minimal Nutritional Value FNS Food and Nutrition Service FNSRO Food and Nutrition Service Regional Office FSMC Food Service Management Company G/B Grains/Breads IFB/ITB Invitation for Bid/ Invitation to Bid M/MA Meat/Meat Alternate NBMP Nutrient-Based Menu Planning NSLP National School Lunch Program NSMP Nutrient Standard Menu Planning OVS Offer Versus Serve POS Point of Service RCCI Residential Child Care Institution RDA Recommended Dietary Allowances RDI Reference Daily Intake RFP Request for Proposal SA State Agency SBP School Breakfast Program SFA School Food Authority SMI School Meals Initiative for Healthy Children TN Team Nutrition USDA United States Department of Agriculture V/F Vegetables/Fruits
Glossary
A La Carte – Any food or beverage sold by the school foodservice that is not part of a reimbursable meal. Some examples include: milk, juice, entrée, salad, dessert, snack items, and second servings of any food item from the menu.
Alternate Protein Product – The name used by FNS to identify products meeting the requirements set forth in Appendix A of 7 CFR Parts 210 and 220 within the section entitled Alternate Protein Products. Some examples of APPs are soy flours, soy concentrates, soy isolates, whey protein concentrates, whey protein isolates, and casein.
Alternate Menu Planning Approaches (Any Reasonable Approach) – Menu planning approaches that are adopted or developed by SFAs or SAs that differ from the standard approaches. The SA should be contacted for specific details, as alternate approaches may require prior SA review and approval.
USDA-Approved Software – Nutrient analysis software that has been approved by USDA for performing nutrient analyses of school meals. USDA-approved software, containing the CN Database and meeting other criteria established by USDA, must be used by SFAs/schools using NSMP, ANSMP, or by SFAs/ schools that use a food-based menu planning approach and wish to have the SA accept their nutrient analysis for the SMI review.
Assisted Nutrient Standard Menu Planning Approach (ANSMP) – One of the nutrient-based menu planning approaches that provides schools with menus developed and nutritionally analyzed by other sources. These sources may include the SA, other SFAs, consultants, or Food Service Management Companies (FSMC). The supplier of the ANSMP must also develop and provide recipes, food product specifications, and preparation techniques.
Child – (a) A student of high school grade or under as determined by the State educational agency, who is enrolled in an educational unit of high school grade or under, including students who are mentally or physically disabled as defined by the State and who are participating in a school program established for the mentally or physically disabled; or (b) a person under 21 years of age who is enrolled in an institution or center.
vi Child Nutrition (CN) Database – A national nutrient database containing foods, descriptions, nutrient content, and measurements necessary for conducting an accurate nutrient analysis that must be incorporated into USDA–approved software.
Child Nutrition (CN) Label – A label on a commercially prepared food product that is approved by FNS, USDA, and indicates how the food contributes toward food–based meal pattern requirements. It provides a warranty against audit or review claims if the CN–labeled product is used according to the manufacturer’s instructions.
Child Nutrition Programs (CNP) – Programs authorized in the Child Nutrition Act and the National School Lunch Act, including the National School Lunch Program (NSLP), School Breakfast Program (SBP), Child and Adult Care Food Program (CACFP), Summer Food Service Program (SFSP), and Special Milk Program (SMP).
Commercially Prepared Products – Foods that have been subjected to thermal or chemical processing; sometimes referred to as processed foods.
Coordinated Review Effort (CRE) – An administrative review of the NSLP, conducted by State agencies at least every 5 years. A CRE is conducted to improve the management of the Program, evaluate accuracy of meal claims, and provide training and technical support to schools to improve local program accountability.
Corrective Action Plan (CAP) – A written plan, developed by the SFA, with the assistance and concurrence of the State agency, following an SMI review, where the State agency has determined that menus for the review week fail to comply with the nutrition standards specified for the appropriate age/grade group(s) for school lunches and/or school breakfasts—whichever is applicable.
Cycle Menus – A set of established menus repeated on a periodic basis.
Department – The United States Department of Agriculture (USDA).
Dietary Guidelines for Americans (DGA) – Nutritional advice for healthy Americans ages 2 years and older. Jointly issued by USDA and DHHS and updated every 5 years, these guidelines are the cornerstone of Federal nutrition policy and nutrition education activities. vii Enhanced Food–Based Menu Planning Approach – One of the two food-based menu planning approaches established by USDA that uses meal patterns with food items from specific food group components in specific amounts, by age/grade groups, to plan meals. Similar to the Traditional Food-Based Menu Planning approach except for the use of different age/grade groups and a different number of servings of vegetables/fruits and grains/breads.
Entrée – Under the NSMP and ANSMP approaches, a school lunch menu item that is a combination of foods or a single food item offered as the main course, as defined by the menu planner. The entrée is the central focus of the meal and forms the framework around which the rest of the meal is planned.
Food and Nutrition Service (FNS) – The Federal agency within the U.S. Department of Agriculture responsible for administering domestic nutrition assistance programs, including child nutrition programs such as the National School Lunch Program, School Breakfast Program, Special Milk Program, Summer Food Service Program, and the Child and Adult Care Food Program.
Food–Based Menu Planning Approaches (FBMP) – The two food-based menu planning approaches established by USDA, Traditional and Enhanced, that require specific food components in specific amounts for specific age/grade groups.
Food Component – One of four food groups that comprise reimbursable meals planned under a food–based menu-planning approach. The four food components are: meat/meat alternate, grains/breads, fruits/vegetables, and fluid milk.
Food Item – One of the five foods from the four food components, required to be offered in school lunches under food-based menu planning approaches, or one of the four foods required to be offered in school breakfasts.
Foods of Minimal Nutritional Value (FMNV) – Foods that belong to specific categories that are described in Appendix B of the regulations for the National School Lunch Program and School Breakfast Program. Current program regulations prohibit the sale of FMNV in the food service areas during the school meal periods [7 CFR 210.11 and 7 CFR 220.12)]. States and local school food authorities may impose additional restrictions.
viii Fortified Foods – Foods with added nutrients that were not originally present or were present in insignificant amounts, such as iron–fortified cereal.
Invitation for Bid (IFB)/Invitation to Bid (ITB) – A part of the formal sealed bid procurement process, also known as Formal Advertising; a formal method of procurement that uses sealed bidding and results in a fixed price contract with or without adjustment factors, awarded to the responsible bidder, whose bid, conforming with all the material terms and conditions of the IFB, is lowest in price.
Menu Item – Any single food or combination of foods, except condiments, served in a meal under the nutrient-based menu- planning approaches (NSMP/ANSMP). All menu items or foods offered as part of the reimbursable meal will be counted towards meeting the nutrition standards.
Menu Substitution – Any food or menu item used to replace a food or menu item in a menu that has been previously analyzed. In NSMP/ANSMP, if the substitution(s) occurs more than 2 weeks before the planned menu is served, the revised menu must be reanalyzed. If the substitution(s) occurs 2 weeks or less before the planned menu is served, the revised menu does not have to be reanalyzed. However, menu planners should always try to substitute similar foods.
Milk – Pasteurized fluid types of unflavored and flavored cow’s milk, e.g., whole, low-fat milk, fat-free milk, or cultured buttermilk, which meet State and local standards for such milk. Under all menu-planning approaches, milk must be offered in a variety of fat content at all Program meals.
MyPyramid Food Guidance System – Translates nutritional recommendations from the 2005 Dietary Guidelines for Americans into the kinds and amounts of food to eat each day. The U.S. Department of Agriculture released MyPyramid in April 2005. It replaces the Food Guide Pyramid (1992), the widely recognized nutrition education tool. MiPirámide, MyPyramid in Spanish, was released in December 2005. Visit the website www.mypyramid. gov/ for additional information.
MyPyramid for Kids – Provides age-appropriate information about the 2005 Dietary Guidelines for Americans and the MyPyramid Food Guidance System. Visit the website www.mypyramid.gov/ for information.
ix National School Lunch Program (NSLP) – The Program under which participating schools operate a nonprofit lunch program in accordance with 7CFR Part 210.
Non-reimbursable Meals – Meals that are served but cannot be claimed for reimbursement in the NSLP and SBP, such as adult meals, a la carte meals, and second meals served to students.
Nutrient Analysis – The process of developing or monitoring school menus based on an analysis of nutrients in the menu items and foods offered over a school week, to determine if specific levels for a set of key nutrients and calories are met for the applicable age/ grade group.
Nutrient-Based Menu Planning (NBMP) Approaches – The two menu planning approaches, Nutrient Standard and Assisted Nutrient Standard, established by the USDA that use USDA-approved nutrient analysis software to plan school meals that meet the nutrient standards for the appropriate age/grade group.
Nutrient Standard Menu Planning Approach (NSMP) – One of the menu planning approaches established by USDA that uses USDA-approved nutrient analysis software to plan school meals that meet the nutrient standards for the appropriate age/grade group.
Nutrient Standards – The required level of calories, calories from fat, and key nutrients for a specific grade or age group for breakfast and lunch.
Nutrition Facts Label – The Food and Drug Administration (FDA) requires nutrition labeling for most foods (except meat and poultry, which have a Nutrition Facts label administered by the Food Safety and Inspection Service of USDA). Nutrition Facts labels offer useful and accurate nutrition information. Manufacturers are required to provide information on specific nutrients on the labels. Food packaged in bulk or institutional packaging is exempt from the nutritional labeling requirement but manufacturers may voluntarily include such labeling.
Nutrition Standards – A collective term for the nutrition goals that school meals must meet when averaged over a school week for students, 2 years or older. They are based on the RDA levels for specific nutrients, children’s calorie (energy) requirements, and applicable recommendations from the Dietary Guidelines for Americans.
Offer Versus Serve (OVS) for Food–Based Menu Planning Approaches – Under the Offer Versus Serve provision, high school students must be offered a complete lunch of at least five food items, but may select three full portions of the items for that meal to qualify for reimbursement. OVS is optional for junior high and elementary schools, and students can be required to select either three or four food items. OVS is optional for all grades at breakfast. Under OVS, a reimbursable breakfast must contain four food items from which the student must choose at least three full portions.
Offer Versus Serve (OVS) for Nutrient-Based Menu Planning Approaches – For lunch, OVS is required in high school but is optional in junior high and elementary school. OVS is optional in all grades for breakfast. Children must be offered the planned lunch that meets the nutrient standards and includes, at a minimum, an entrée, fluid milk as a beverage, and at least one side dish. If the planned lunch contains three menu items, students can decline one menu item (they cannot decline the entrée). If the planned lunch contains more than three menu items, students cannot decline more than two. A reimbursable breakfast must be the planned breakfast that meets the nutrient standards and contains a minimum of three menu items, one of which must be fluid milk, from which children may decline any one item.
Phytochemicals or Phytonutrients – Substances that plants naturally produce. Recent studies indicate that many of these plant chemicals can reduce the risk of certain diseases such as cancer. Fruits, vegetables, whole grains, and nuts are all important sources of phytochemicals or phytonutrients. Many of these substances are associated with bright colors, so fruits and vegetables that are brightly colored contain substantial amounts. Examples of phytochemicals/phytonutrients are carotenoids and flavonoids.
Point of Service (POS) – That point in the foodservice operation where a determination can accurately be made that a reimbursable free, reduced-price, or paid meal has been served to an eligible child, usually at the end of the serving line.
Program – Refers to the National School Lunch Program or the School Breakfast Program.
xi xi Production Records – All schools participating in the school meals programs must keep food production records for the meals they produce. These records must demonstrate how the meals contribute to the required food components, food items, or menu items for each day of operation. In addition, these records must provide sufficient documentation to determine how the school meals contribute to meeting the age/grade appropriate nutrient standard over the school week.
Reimbursable Meal – A school meal meeting the USDA meal requirements and nutrition standards, served to an eligible student, and priced as an entire meal rather than based on individual items. Such meals qualify for reimbursement with Federal funds.
Request for Proposals (RFP) – The document used to solicit a response in the competitive negotiation procurement method. The RFP typically includes general information, functional or general specifications, statement of work, proposal instructions, and evaluation and ranking criteria.
Residential Child Care Institution (RCCI) – See the following definition of School.
School – (a) An educational unit of high school grade or under, recognized as part of the educational system in the State and operating under public or nonprofit private ownership in a single building or complex of buildings; (b) any public or nonprofit private class of pre-primary grade when they are conducted in the aforementioned schools; or (c) any public or nonprofit private residential child care institution, or distinct part of such institution, which operates principally for the care of children, and, if private, is licensed to provide residential child care services under the appropriate licensing code by the State or subordinate level of government, except for residential summer camps that participate in the Summer Food Service Program for Children, Job Corps centers funded by the Department of Labor, and private foster homes. The term “residential child care institution” includes, but is not limited to: homes for the mentally, emotionally, or physically impaired, and unmarried mothers and their infants; group homes; halfway houses; orphanages; temporary shelters for abused children and for runaway children; long-term care facilities for chronically ill children; and juvenile detention centers. A long-term care facility is a hospital, skilled nursing facility, intermediate care facility, or distinct part thereof, which is intended for the care of children confined for 30 days or more. xii School Breakfast Program (SBP) – The Program under which participating schools operate a nonprofit breakfast program in accordance with 7 CFR Part 220.
School Food Authority (SFA) – The governing body that is responsible for the administration of one or more schools and has the legal authority to operate the Program therein or is otherwise approved by FNS to operate the Program.
School Meals Initiative (SMI) – The School Meals Initiative includes the regulations that define how the Dietary Guidelines and other nutrition standards apply to school meals. This Initiative includes actions to support State agencies, school food authorities, and communities in improving school meals and encouraging children to improve their overall diets.
School Meals Initiative (SMI) Review – A State agency review conducted within an SFA at least once every 5 years, to ensure that healthy school meals are being planned/served. A nutrient analysis of the menus for the review week determines if the meals planned/served meet the nutrient standards for the appropriate age/grade levels.
School Week – For the purposes of nutrient analysis, a school week represents a normal school week of 5 consecutive days. To accommodate weeks that are either shorter or longer than the 5 consecutive days, the analyzed week should contain a minimum of 3 consecutive days and a maximum of 7 consecutive days. When school lunches are offered less than three times in a week, those menus are combined with either the previous week’s menus or the subsequent week’s menus.
Side Dish(es) – Any menu item (except condiments) that is offered in addition to the entrée and fluid milk under the NSMP or ANSMP approaches for the school lunch, or any menu item offered in addition to fluid milk for the school breakfast.
Standardized Recipe – A recipe that has been tested in the school/SFA, using the same ingredients, equipment, and preparation methods that will provide an established yield and a consistent quality product.
xiii State Agency (SA) – State agency refers to (a) the State educational agency; (b) any other agency of the State that has been designated by the Governor or other appropriate executive or legislative authority of the State and approved by the Department to administer the Program in schools; or (c) the FNSRO, where the FNSRO administers the Program.
Student With Disabilities – Any child who has a physical or mental impairment as defined in Sec. 15b.3 of the Department’s regulations (7 CFR Part 15b).
Team Nutrition (TN) – An initiative established by Congress in 1995 to help SFAs/schools meet the nutrition standards required by the Healthy Meals for Healthy American Act of 1994.
Traditional Food–Based Menu Planning Approach – One of the two food-based menu planning approaches established by USDA that use meal patterns with food items from specific food components in quantities appropriate for established age/grade groups.
xxiivv INTRODUCTION
SMI success is as simple as understanding the concepts in this guidance manual and then applying them to your school food authority (SFA) foodservice operation. So let’s get started in determining what this manual has to offer you.
The purpose of this manual is to help foodservice directors, supervisors, and managers successfully implement the U.S. Department of Agriculture’s (USDA’s) School Meals Initiative for Healthy Children (SMI) regulations within the scope of daily practice. Because there is so much available information on SMI, it can be overwhelming to find answers to your questions and concerns. This manual includes SMI information and resources, so you and your staff can more easily provide nutritious meals and a healthy environment for your students.
“The Road to SMI Success” replaces USDA’s “Healthy School Meals Training.” It serves as a complement to USDA’s “Menu Planner for Healthy School Meals.” It is suggested that you become familiar with the “Menu Planner for Healthy School Meals” before using this manual. SMI Success What's in This Manual?
◆ A comparison chart of the various menu planning approaches to help get you started in determining which approach best meets your SFA’s/school’s SMI needs ◆ Advantages and disadvantages of each menu planning approach to provide you with assistance in the decision process ◆ Procedures and a self-evaluation checklist to determine what it takes to implement each USDA menu planning approach ◆ Tips for helping you choose the correct age/grade groupings for your menus and nutrient analysis ◆ New and expanded Nutrient Standard Menu Planning/Assisted Nutrient Standard Menu Planning (NSMP/ANSMP) guidance ◆ Daily practices and practical tips to meet the nutrition goals for all menu planning approaches ◆ A discussion on how Team Nutrition can help your efforts to improve the school nutrition environment ◆ Tips on how to prepare for an SMI review ◆ A list of valuable SMI resources and contact information, with an emphasis on Team Nutrition resources ◆ A tabbed section to insert new SMI materials provided by your State agency or USDA
Introduction
A Companion Manual
The companion manual, Nutrient Analysis Protocols: How to Analyze Menus for USDA’s School Nutrition Programs, is a guide for conducting an accurate nutrient analysis of your menus. It is intended for: ◆ SFAs/schools using the NSMP or ANSMP approach that are required to conduct a nutrient analysis of their menus. ◆ SFAs/schools using one of the food-based menu planning approaches that conduct their own nutrient analysis and want the State agency to accept their nutrient analysis for the SMI review. ◆ State agencies conducting a nutrient analysis during an SMI review of an SFA using a food-based menu planning approach.
What Is SMI?
The School Meals Initiative (SMI) includes all of the National School Lunch Program (NSLP) and the School Breakfast Program (SBP) regulations and policies that address the nutrition standards for school meals. These SMI regulations augment the SMI statutory nutrition requirements for the NSLP and the SBP and Success provide SFAs/schools with a variety of alternatives for planning menus. In addition, SMI encompasses actions to support State agencies and school food authorities in improving school meals and encouraging children to improve their overall diets. These actions include training school foodservice personnel to serve healthy meals and teaching children to make healthy dietary choices.
USDA issued the final School Meals Initiative (SMI) for Healthy Children regulations in 1995 after the passage of the Healthy Meals for Healthy Americans Act of 19941, which requires that meals under the NSLP and SBP meet the Dietary Guidelines for Americans. The SMI regulations define how the Dietary Guidelines are applied to school meals.
SMI involves more than nutrient analysis and the SMI review. SMI is an ongoing process to provide nutritious school meals to children and motivate children to make healthy choices.
1P.L. NO. 103-448, SEC.106(1994) Introduction
Improving School Meals Involves a Roadmap
USDA realizes that improving school meals is a coordinated process involving more than putting food on a student’s plate. Based on testimony and comments that USDA received during public hearings prior to publishing the proposed rule on June 10, 1994, USDA developed these five guiding SMI principles:
1. Healthy children – Provide access to healthy meals to children to promote their health, prevent disease, and meet the Dietary Guidelines for Americans.
2. Customer appeal – Involve students, parents, teachers, and the food and agriculture community in messages about menu changes, while ensuring that food items that are changed have eye appeal and taste good.
3. Flexibility – Recognize regional and economic differences in school districts/schools by offering them choices in menu planning. 4. Investing in people – Provide the necessary training and SMI technical assistance to school districts/schools and foodservice staff needed to bring about nutrition changes and build the Success nutrition skills of their students.
5. Building partnerships – Forge partnerships throughout the public and private sectors to ensure that students receive healthy meals and to increase cost effectiveness.
Working Toward Specific Nutrition Goals: Going Beyond Meal Patterns
Prior to SMI, the school meals programs required meals to meet specific meal pattern requirements. SMI goes beyond the required meal patterns by setting specific nutrition goals to ensure healthy school meals.
Introduction Introduction
SMI nutrition goals include:
USDA School Meals Initiative for Healthy Children - Nutrition Goals
Recommended Dietary Allowances (RDA) ◆ 1/4 RDA for appropriate age/grade group for breakfast for protein, calcium, iron, vitamins A and C ◆ 1/3 RDA for appropriate age/grade group for lunch for protein, calcium, iron, vitamins A and C Recommended Energy Allowances (calories) ◆ Appropriate for age/grade group Dietary Guidelines for Americans1 ◆ Eat a variety of foods ◆ Limit total fat to ≤ 30% of calories ◆ Limit saturated fat to < 10% of calories ◆ Choose a diet low in cholesterol ◆ Choose a diet with plenty of vegetables, fruits, and grain products ◆ Choose a diet moderate in salt and sodium SMI Success “The 1995 Dietary Guidelines” did not set specific levels for dietary intake of sodium, cholesterol, and fiber. The SMI goal is to decrease levels of sodium and cholesterol and increase levels of fiber in school meals over a period of time. Some State agencies may develop target levels for these nutrients. Check with your State agency for guidance.
“A Menu Planner for Healthy School Meals” is an excellent resource on meeting the nutrition goals in school meals. If you do not have this publication in every school, refer to the section, SMI Resources, for information on ordering or downloading from the Team Nutrition website: www.teamnutrition.usda.gov.
1 The Dietary Guidelines recommend that after 2 years of age, children should gradually adopt a diet that, by about 5 years of age, contains no more than 30 percent of calories from fat and less than 10 percent of calories from saturated fat. (Based on 1995 DGA) Introduction Introduction
SMI Is Important: Showing the Way
This manual provides the roadmap for meeting vital nutrition goals for our Nation’s school children. We know that healthy school meals provide much of the energy and nutrients children need for the day. The vision of the USDA School Meals Initiative is simple: Improve the health and enhance the ability to learn for school children through better nutrition.
The National School Lunch Program began in post-war 1946 because of the high rate of rejections for military service due to health problems related to malnutrition. While there is still some evidence of malnutrition due to insufficient intake of calories and other nutrients, the prevalence of malnutrition today is due to excessive caloric consumption and/or physical inactivity resulting in overweight children. The following statistics are also included in Appendix A for reproduction as a handout.
Current scientific research indicates these and other trends in children’s health: ◆ Childhood obesity has reached epidemic proportions. The percentage of children who are overweight has more than doubled since 1970, and the percentage among SMI adolescents has tripled.2 Success ◆ More than 10 percent of younger pre-school children between ages 2 and 5 were overweight in 2003, up from 7 percent in 19943 ◆ These overweight children are a greater risk for psychological disorders such as decreased self-esteem and depression, and their suffering goes beyond teasing and taunts.4 ◆ Overweight children and adolescents are more likely to become obese adults, increasing their risk for chronic diseases later in life. ◆ Type 2 diabetes, which is closely linked to overweight, has skyrocketed among children and adolescents over the past decade. Childhood obesity has also been associated with increased rates of high cholesterol and high blood pressure among children.
2 Ogden, CL, Flegal, KM, Carroll MD, and Johnson CL. Prevalence and Trends in Overweight Among U.S. Children and Adolescents, 1999-2000. JAMA 2002 288 (14): 1728-1732. 3 US HHS Press Office. HHS, USDA Takes Next Step in Obesity Fight, Press Release, October 2002. 4 Sanjay Gupta, M.D., Why Adolescent Obesity Can Have Grim Consequences, TIME, May 2002. Introduction
◆ The long-term complications can be devastating. Untreated, diabetes can lead to blindness, kidney failure, leg amputations, stroke, heart disease, and early death. ◆ Former U.S. Surgeon General David Satcher warned that overweight and obesity, left unabated, might soon cause as much preventable disease or death as cigarette smoking.
Current trends in children’s diets are also alarming: ◆ Only 2 percent of school-aged children meet the Food Guidance System recommendations for all five food groups. Less than one in five children eat the recommended amount of fruits or vegetables. The vast majority of children consume too much fat and sodium.5 ◆ Mean calcium intake by females ages 9 to 13 and 14 to 18 is very low — 65 and 54 percent of Adequate Intake based on the Dietary Reference Intake.6 ◆ Children’s consumption of soda increased by 40 percent from 1989 — 1991 to 1994 — 1996. Milk product consumption dropped significantly during this period. The decrease in milk product consumption may be related to the decrease in calcium intake for some subgroups.7 SMI ◆ Children with unhealthy eating patterns tend to maintain Success those unhealthy habits into adulthood. Schools Can Make a Difference
Schools can influence students’ eating and physical activity patterns. It is important to establish healthy behaviors at a young age because change becomes more difficult as we get older. Providing healthy food choices in a positive school nutrition environment can lead to success.
Your role as a foodservice director, supervisor, or manager is to make sure that healthy food choices are available for student selections so that the school cafeteria becomes a learning laboratory for nutrition education.
5 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and Evaluation, Changes in Children’s Diets: 1989-1991 to 1994-1996, CN-01-CD2, by Phil Gleason and Carol Suitor. Alexandria, VA: 2001. Available online at www.fns.usda.gov/oane/default.htm. 6 Ibid. 7 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and Evaluation, Children’s Diets in the Mid-1990s: Dietary Intake and Its Relationship with School Meal Participation, CN-01-CD1, by Phil Gleason and Carol Suitor. Alexandria, VA: 2001. Available online at www.fns.usda.gov/oane/default.htm. Chapter 1
A Comparison of the Various Menu Planning Approaches
Understanding the various menu planning approaches is necessary to help you select the right one for your SFA/school. If you have already determined the best menu planning approach for your school, this section will serve as a review for you. If you are an SFA/school in the process of selecting a menu planning approach or an SFA/school considering a change in approach, this chapter will provide a comparison of all five menu- planning approaches.
Making the best choice can be challenging; however, correctly implementing the selected approach is necessary not only to serve reimbursable meals but also to meet nutrition goals. This chapter MENU provides a brief overview of each menu planning approach and Planning compares the various approaches to help you make the best choice for your SFA/schools. Approaches
Meeting the Nutrient Standards and the Dietary Guidelines
Regardless of your SFA/school’s menu planning approach, school meals are required to meet the target nutrition goals or standards.
You Have Choices!
Recognizing that SFAs/schools differ greatly, USDA has established five menu planning approaches to allow flexibility in meeting the SMI nutrition goals.
The five menu planning approaches are as follows: ◆ Two food-based menu planning approaches • Traditional Food-Based Menu Planning • Enhanced Food-Based Menu Planning
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◆ Two nutrient-based menu planning approaches • Nutrient Standard Menu Planning • Assisted Nutrient Standard Menu Planning ◆ Alternate menu planning approaches (any reasonable approach)
When implemented correctly, each of the five menu planning approaches can help you offer meals that meet the SMI nutrition goals.
Food-Based Approaches
The Traditional Food-Based Menu Planning Approach Under the Traditional Food-Based Menu Planning approach, reimbursable school meals must comply with specific meal pattern requirements by offering a certain number of food items from specific food components in specific amounts at breakfast and lunch.
These food components are: MENU ◆ Meat/meat alternate Planning ◆ Vegetables and/or fruits ◆ Grains/breads Approaches ◆ Fluid milk
Food component requirements and minimum portion sizes for breakfast and lunch are discussed in more detail in Chapter 2. The Traditional Food-Based Menu Planning Meal Patterns for both school lunch and school breakfast are included in Appendices B and D.
The Enhanced Food-Based Menu Planning Approach The Enhanced Food-Based Menu Planning approach is a variation of the Traditional Food-Based Menu Planning approach. It is designed to increase calories from low-fat food sources in order to meet the Dietary Guidelines. The required four food components are retained, but the quantities for the weekly servings of vegetables/fruits and grains/breads are increased for lunch. Also, there is an optional age/grade group for breakfast.
This menu planning approach is discussed in further detail in Chapter 2. The Enhanced Food Based Menu Planning Meal Patterns for both school lunch and school breakfast are included in Appendices C and E.
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Nutrient-Based Approaches
The Nutrient Standard Menu Planning Approach Nutrient Standard Menu Planning (NSMP) is a nutrient-based menu planning approach that uses USDA-approved computer software to analyze the specific nutrient content of menus in order to plan menus. Reimbursable meals are based on planned menus meeting the required age/grade-appropriate nutrient standards, averaged over a school week.
This approach is designed to give menu planners flexibility in planning menus that meet the nutrition standards. The analysis must be periodically updated to reflect any changes in the menu, products purchased, or student selection patterns.
The Assisted Nutrient Standard Menu Planning Approach Assisted Nutrient Standard Menu Planning (ANSMP) is a variation of Nutrient Standard Menu Planning. It is for SFAs/ schools that lack the technical resources to conduct nutrient analysis themselves but want to use a nutrient-based menu planning approach. Instead, SFA/schools use an outside source such as a consultant, another SFA, or the State agency, to plan MENU and analyze menus that are based on local needs and preferences. Planning This approach requires contracting with an outside source to provide the service. Approaches
The outside source must provide SFAs/schools with recipes, product specifications, and other documentation to support the menu analysis. The menus and analyses must be periodically updated to reflect any changes in the menu, food products, or student selection patterns.
Both NSMP and ANSMP approaches are discussed in Chapter 3. The requirements for meals planned with NSMP or ANSMP are also included in Appendix F.
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Alternate Menu Planning Approaches
These menu planning approaches allow State agencies and SFAs to develop their own innovative approaches to menu plans— subject to the guidelines established in the regulations.
There are two types of alternate menu planning approaches – (1) minor modifications and (2) major changes or new alternate menu planning approach.
Minor Modifications There are three minor modifications available to schools using one of the food-based menu planning approaches. State agencies may or may not require prior approval or may establish guidelines for using these modifications. Refer to Chapter 2, Using a Food- Based Menu Planning Approach, for a detailed discussion on these modifications.
Major Changes or New Alternate Menu Planning Approach SFAs must have prior approval from their State agency to make major changes to one of the established menu planning MENU approaches or develop a new menu planning approach. The plan Planning for the alternate menu planning approach must be available in writing for review and monitoring purposes by the State agency. Approaches No formal plan is required—guidance material, a handbook, or protocol is sufficient. The guidelines must address how the following requirements are met: ◆ Offering fluid milk as defined in Federal regulations ◆ Including Offer Versus Serve (OVS) for high school students ◆ Establishing OVS requirements similar to those specified in Federal regulations ◆ Meeting the RDA and calorie levels, indicating the age/grade groups served, and how the nutrient levels are met for those age/grade groups ◆ Following the requirements for counting food items and products toward the meal patterns ◆ Identifying a reimbursable meal at the point of service ◆ Explaining how the alternate menu planning approach can be monitored according to Federal regulations ◆ Following the requirements for analysis procedures and for approved software
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Comparison of Menu Planning Approaches*
Food-Based Menu PlanningFood-Based Menu Planning Nutrient-Based Menu Planning
Traditional Enhanced NSMP/ANSMP How Meals Are Planned Meal Pattern Meal Pattern Nutrient analysis; must contain minimum and Evaluated required menu items. Serving Sizes Minimum quantities Minimum quantities As established by the menu planner to as established for as established for meet the nutrient standards meal pattern meal pattern
Computer Hardware ◆ Not required ◆ Not required ◆ Menu planning is based on the nutrient and Software ◆ State agency will ◆ State agency will analysis conduct nutrient conduct nutrient ◆ SFA/school must have hardware and analysis upon analysis upon USDA-approved software and use SMI Review SMI Review nutrient analysis to plan meals to meet the age/grade appropriate nutrient standards prior to serving reimbursable meals Reimbursable Lunch A minimum of Same as Traditional The number of menu items for the day in five food items in (Except increased the planned quantities to meet the week’s specific quantities quantities of V/F target levels must be offered (with a must be offered and G/B) minimum of three menu items): from the four ◆ Entrée components: ◆ Fluid milk ◆ 1 M/MA ◆ Side dish ◆ 2 V/F ◆ 1 G/B ◆ 1 fluid milk
Offer Versus Serve: ◆ OVS is required Same as Traditional OVS is required in senior high schools (as Lunch in senior high defined by the State educational agency). schools (as If three items are offered, student can defined by the decline one. If four or more offered, State educational student can decline two agency)-students ◆ Students must always take the entrée must select three ◆ OVS is optional in grades below the of the five items senior high level. The number of menu ◆ OVS is optional items that students can decline is the in grades below same as high school requirements the senior high level-schools can choose to have students select either three or four of the five items
*This chart does not include the Alternate Menu Planning Approach (Any Reasonable Approach). See page 10 for more information. 11 Chapter 1 Chapter 1
Comparison of Menu Planning Approaches* (continued)
Food-Based Menu PlanningFood-Based Menu Planning Nutrient-Based Menu Planning
Traditional Enhanced NSMP/ANSMP
Age/Grade Established ages/ Established ages/ Options: Groupings: Lunch grades: grades: ◆ Established grade groups: ◆ Ages 1 and 2 ◆ Ages 1 and 2 Preschool, K-6, 7-12 (Grades K-3 ◆ Ages 3 and 4 ◆ Preschool optional); ◆ K-3 ◆ K-6 ◆ Established age groups: ◆ 4-12 ◆ 7-12 Ages 3-6, 7-10, 11-13, 14-17; or ◆ 7-12 (optional) ◆ Grades K-3 ◆ Customized age groupings (optional) Reimbursable Breakfast A minimum of Same as Traditional The number of menu items for the day four required food in the planned quantities to meet the items in specific week’s target level must be offered (with quantities must be a minimum of 3 menu items). offered: ◆ 1 fluid milk and ◆ 1 V/F and ◆ 2 M/MA or 2 G/B or 1 M/MA and 1 G/B
Offer Versus Serve: ◆ OVS is optional Same as Traditional ◆ OVS is optional for all grades Breakfast for all grades ◆ Students may decline a maximum of ◆ Students must one menu item, regardless of number of select at least items offered three food items from the four items offered
Age/Grade Groupings: Established ages/ Established ages/ Options: Breakfast grades: grades: ◆ Established grade groups: ◆ Ages 1 and 2 ◆ Ages 1 and 2 Preschool, K-12 (Grades 7-12 optional); ◆ Preschool ◆ Preschool ◆ Established age groups: ◆ K-12 ◆ K-12 Ages 3-6, 7-10, 11-13, 14 and older; or ◆ 7-12 (optional) ◆ Customized age groups
* This chart does not include the Alternate Menu Planning Approach (Any Reasonable Approach). See page 10 for more information. 12 Chapter 1 Chapter 1
13 14 Chapter 2
As discussed in the previous chapter, the two food-based menu planning (FBMP) approaches are Traditional and Enhanced. Both use meal patterns as menu planning tools, and both require specific food components in specific quantities.
These meal patterns are similar to the food groups of the MyPyramid Food Guidance System in which various foods have been grouped together based upon their nutritional contribution to our diets. Visit the website www.mypyramid.gov for additional information on the MyPyramid Food Guidance System.
The majority of SFAs/schools continue to use a food-based menu planning approach to plan their school meals because they feel the advantages outweigh the disadvantages.
SFAs/schools using one of the FBMP approaches can meet SMI nutrient targets if they are familiar with meal pattern Food-Based requirements and incorporate certain practice-based strategies Menu in menu planning, food purchasing, and the preparation/service Planning of food. Refer to Chapter 4 on “Daily Practices for Meeting SMI Approaches Nutrition Goals” for all menu-planning approaches.
Basic requirements for these two food-based menu planning approaches are provided in program regulations (7 CFR 210.10 (k) and 220.8 (g)) and Chapter 2 of A Menu Planner for Healthy School Meals. Also, refer to USDA’s Offer Versus Serve resource guide on how to implement Offer Versus Serve in FBMP.
Note: In this chapter, the colors red and blue distinguish between the traditional and the enhanced menu planning approaches.
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Advantages and Disadvantages to Implementing Food-Based Menu Planning Approaches
Before you make the decision as to which menu-planning approach is best for your schools, you need to consider all aspects. This chart presents some of the identified advantages and disadvantages of the two food-based menu planning approaches.
Advantages
◆ Ease in Transition. The familiarity and structure of meal patterns eases the transition to incorporating healthier practices to meet the SMI requirements. Students and cashiers understand the requirements for a reimbursable meal and OVS. ◆ No Computer Costs. There are no additional costs involved in the purchase and support of computer hardware and USDA-approved software. ◆ No Special Computer Skills Needed. Special computer skills or time for data entry and analysis are not required. ◆ Minimal Staff Training Needs. Because of familiarity with meal patterns, staff Food-Based training needs are minimized. Menu ◆ Linked to the USDA Food Guidance System. It’s easier to use school meals Planning as a link to classroom nutrition education because they are modeled after Approaches MyPyramid, USDA’s Food Guidance System. ◆ Analysis Conducted by the State agency. The State agency performs the nutrient analysis as part of the SMI review for a pre-determined week’s menu. This can be your baseline for identifying areas to improve. ◆ Focus on Whole Foods. Food-based menu planning approaches emphasize “whole foods” rather than highly fortified foods.
Disadvantages
◆ Less Flexible in Initial Menu Planning. Structured meal patterns with specific food components and quantities may be less flexible for menu planning and more difficult to customize for specific populations. ◆ Nutrient Levels are Unknown Until Nutrient Analysis Is Conducted. It is difficult to determine if the nutrient targets are being met without computer analysis.
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How the Two Food-Based Menu Planning Approaches Differ
Traditional Food-Based Menu Planning ◆ The Traditional Food-Based Menu Planning approach requires specific food group components in specific amounts for defined established age/grade groups. ◆ Additional servings of fruits/vegetables and low-fat grains/ breads may be needed to meet the calorie level requirements while limiting total fat and saturated fats for the age/grade groups.
Refer to Appendices B and D for the Traditional Food-Based Menu Planning approach meal patterns for breakfast and lunch.
Enhanced Food-Based Menu Planning ◆ Like the Traditional approach, the Enhanced Food-Based Menu Planning approach requires specific food components in specific amounts for defined age/grade groups. ◆ In addition, Enhanced Food-Based Menu Planning also requires: Food-Based • Increased portion sizes and amounts of vegetables/fruits Menu and grains/ breads. Planning • Different established age/grade groups than Traditional. Approaches
Refer to Appendices C and E for the required Enhanced Food- Based Menu Planning meal patterns for breakfast and lunch.
Residential Child Care Institutions (RCCIs) using a food-based menu planning approach may find the grains/bread requirement charts, Appendices G-1 and G-2, useful in calculating the additional number of required grains/breads servings per week for up to a 7 day per week foodservice operation.
Both food-based menu planning approaches require that sodium and cholesterol be decreased, along with increased amounts of fiber, in school meals to meet the Dietary Guidelines.
Special attention must be paid to increasing grains, fruits, and vegetables to replace the calories lost by reducing the fat.
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Available Lunch Modifications for Food-Based Menu Planning
Program regulations permit three specific kinds of modifications to allow food-based menu planning to be more flexible.
1. Modification to the Meat/Meat Alternate for Traditional and Enhanced FBMP Available to both the Traditional and Enhanced Food-Based Menu Planning approaches, this modification allows flexibility in planning the meat/meat alternate component for school lunches on a daily basis.
The required minimum quantities of the meat/meat alternate component may be offered as a weekly total. A minimum daily serving is a one-ounce serving (or its equivalent for certain meat alternates).
For example: The total weekly requirement of meat/meat alternate for the Traditional approach is 10 ounces, for grades Food-Based 4–12. The following chart illustrates how the daily portion sizes Menu can vary. Planning Approaches Monday Tuesday Wednesday Thursday Friday Total 2 oz 1 oz 3 oz 1 oz 3 oz 10 oz*
* Note that the daily amounts of meat/meat alternate add up to 10 ounces, which are the weekly requirement.
2. Modification for Portion Sizes and Nutrient Levels for Traditional FBMP This modification is available to the Traditional Menu Planning approach only. ◆ For grades K-6, SFAs/schools may use: • Portion sizes for the meal pattern for Group IV (grades 4-12) and • Nutrient levels for grades K-6 (from the Enhanced FBMP). ◆ For grades 7-12, SFAs/schools may use: • Portion sizes for the meal pattern for grades 4-12 and • Nutrient levels for grades 7-12.
This approved modification allows SFAs/schools to vary nutrient levels to better meet the nutrition needs of specific groups of students. 18 Chapter 2 Chapter 2
For example:
Grades Portion Sizes Nutrient Levels K-6 Portion sizes for the meal Nutrient levels for grades pattern for grades 4-12 K-6 7-12 Portion sizes for the meal Nutrient levels for grades pattern in grades 4-12 7-12
3. Modification for the Majority of Children for Traditional . and Enhanced FBMP This modification is available to both Traditional and Enhanced Food-Based Menu Planning approaches.
If only one age or grade is outside the established levels, SFAs/schools may use the meal pattern portion sizes and the nutrient standards for the majority of children.
For example:
Traditional Food-Based Menu Planning Approach: School w/ Grades Portion Sizes Nutrient Levels Food-Based Menu K-4* Portion sizes for the meal Nutrient levels for grades Planning pattern for grades K-3 K-3 Approaches Preschool-Grade 3** Portion sizes for the meal Nutrient levels for grades pattern for K-3 K-3
* A majority of children are in grades K – 3 ** A majority of children are in grades K – 3
Enhanced Food-Based Menu Planning Approach: Grades Portion Sizes Nutrient Levels 6-12* Portion sizes for grades Nutrient levels for grades 7-12 7-12 Preschool-Grade 6** Portion sizes for Nutrient levels for grades K-6 K-6
* A majority of children are in grades 7-12 ** A majority of children are in grades K-6
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If more than one age/grade group is outside the established levels of the grade grouping, an SFA/school must use two meal patterns and nutrient standards. However, the SFA/school always has the option of serving Group IV (Grades 4-12) for all students in the school district/school under the Traditional Food-Based Menu Planning approach for lunch. Although the regulations allow this—from a nutritional perspective it is not advised.
The broader the range of age/grade groups, the more likely younger children will receive more calories than needed and older children will receive insufficient calories and nutrients.
State agencies (SA) may require prior approval for these modifications or may establish guidelines for using these modifications. Always consult with your SA prior to adopting any of these modifications.
How To Structure Your Food-Based Menus
The two food-based approaches allow the menu planner to: ◆ Plan menus based on the food groups of USDA’s MyPyramid Food-Based Food Guidance System, which is a familiar tool that students Menu understand—especially when linked to nutrition education. Planning ◆ Use a variety of nutrient-dense food items within the food Approaches groups to meet the component meal pattern requirements including food or theme bars that increase choices, variety, vitamins, minerals, and phytochemicals.
Phytochemicals, also called phytonutrients, are substances that plants naturally produce to protect themselves against bacteria, viruses, and fungi. Studies indicate that many of these plant chemicals can reduce the risk of certain diseases such as cancer. Fruits, vegetables, whole grains, beans, and nuts are all important sources of phytochemicals. Many of these substances are associated with bright colors so fruits and vegetables that are brightly colored contain substantial amounts. Examples of phytochemicals are carotenoids and flavonoids.
The structure of the menus planned with either of the food-based approaches is determined by the appropriate meal pattern. You can develop your own individualized menus while incorporating the required food components/items. You should plan a variety of foods over the menu cycle. When planning your menus, you should consider: ◆ Your students’ tastes ◆ Your staffing skills ◆ Availability of kitchen facilities and equipment ◆ Your budget 2200 Chapter 2 Chapter 2
Provide healthy menu choices. Choices increase menu appeal and therefore increase participation. They also allow you to place new food items on your menu for children to try, without a loss in your school meal participation.
Selecting the Right Age/Grade Groupings for Your Food-Based Menus
You must select the appropriate age/grade group(s) or meal patterns for your SFA/school before developing your menus. This will determine the portion sizes of the various food items. This step ensures that the students who fall within the specific age/grade groups will be served meals that meet their specific nutritional needs. This includes both the younger and older students who are within the age/grade groups.
When planning menus, your first concern must be the nutritional well-being of the students. This is best accomplished by offering appropriate quantities for the populations you serve. A single meal pattern or portion size will not meet the nutritional needs of all children. Also, remember: age/grade groups are different for each of the two food-based approaches. Food-Based Menu Planning Lunch Approaches
Traditional Meal Patterns-Established Age/Grade Groups ◆ Preschool (ages 1 and 2) ◆ Preschool (ages 3 and 4) ◆ Grades K-3 ◆ Grades 4-12 ◆ Optional Grades 7-12
Enhanced Meal Patterns-Established Age/Grade Groups ◆ Ages 1 and 2 ◆ Preschool ◆ Grades K-6 ◆ Grades 7-12 ◆ Optional Grades K-3
Breakfast
Traditional and Enhanced Meal Patterns-Established Age/Grade Groups ◆ Ages 1 and 2 ◆ Preschool ◆ Grades K-12 ◆ Optional Grades 7-12 for Enhanced Food-Based Menu Planning 2121 Chapter 2 Chapter 2
Serving the Appropriate Portion Sizes for Your Food-Based Menus
◆ Meal patterns for both the Traditional and the Enhanced Menu Planning approaches provide the minimum amounts that you must serve for a particular age/grade group. ◆ SFAs/schools may choose to offer the portion sizes required by the older students to all age/grade groups in one school. However, from a nutritional perspective, this is not encouraged. ◆ You should use the appropriate portion sizes for students so that meals target the nutritional needs of your students— smaller portions for the younger children and larger portions for the older children. ◆ Varying portions for the different grade groups can also be a management tool. By providing smaller age-appropriate portions to your younger students you can decrease plate waste in the lower grades, and redistribute these savings by providing the larger portions required by older students.
A USDA study conducted at the Children's Nutrition Research Center in Food-Based Houston, Texas, indicated that preschool children consume more food when Menu served larger portions than needed—a serious concern with the prevalence of Planning childhood obesity. Approaches The following chart indicates what it takes for a school to fully implement a food-based menu planning approach. Answering “yes” to the following questions will help you determine if your SFA/ school can, or is, effectively implementing either of the food-based menu planning approaches.
2222 Chapter 2 Chapter 2 What Does It Take To Implement a Food-Based Menu Planning Approach? - A Self-Evaluation Review Procedures Yes No Are reimbursable meals served at the point of service? Meals offered must contain the required food items and the portion sizes appropriate to the meal pattern(s) used for menu planning. To ensure that reimbursable meals are served: ◆ Train foodservice staff to prepare and serve reimbursable meals. ◆ Train students to select reimbursable meals. ◆ Train cashiers to recognize and count reimbursable meals. Is portion/serving size control being used? Portion/serving size control: ◆ Ensures that standardized recipes give consistent yields. ◆ Ensures that the nutritional contribution of the portion is consistent from serving to serving and day to day. ◆ Ensures that each age/grade group is served the correct portions of foods as planned. ◆ Ensures that meals are reimbursable. ◆ Ensures that food costs are consistent. Is Offer Versus Serve implemented correctly? Reimbursement for meals is based on each meal claimed meeting the required food component and quantity requirements. ◆ School foodservice staff, including cashiers, should have continuous training on Offer Versus Serve implementation. ◆ Serving line instructions are provided to students regarding the selection of reimbursable meals. ◆ Students are trained in the requirements of OVS. Are food production records documented and maintained as required by regulations? ◆ Daily production records document: – All food items served in a reimbursable meal – Recipes or food products used (note if a USDA recipe) – Number of reimbursable meals planned and served for each age/grade group – Planned/projected number of portions and serving sizes for each age/ grade group – The types/quantities of food used to prepare the meals (for example, number of servings, lbs, cans) – Actual number of reimbursable meals served (indicate this information for each age/grade group) – Leftovers or substitutions – Number of adult meals – Number of a la carte food items when part of a reimbursable meal* ◆ This required documentation helps ensure that sufficient food has been prepared and served to students for each day of your menu cycle. ◆ The State agency uses food production records during an SMI review to determine the nutritional content of the meals served to children and during a CRE Review to determine if reimbursable meals are served. ◆ Check with your State agency to see if there is a State prototype food production form or refer to USDA’s A Menu Planner for Healthy School Meals for examples of food production records.
*Check with your State agency for their requirements on documenting a la carte food items (not part of a reimbursable meal) on the food production records.
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What Does It Take To Implement a Food-Based Menu Planning Approach? - A Self-Evaluation Review (continued) Procedures Yes No Are standardized recipes used? A standardized recipe: ◆ Has been tried, adapted, and retried several times for use by a given foodservice operation. ◆ Uses the exact procedures, the same type of equipment, and the same quantity and quality of ingredients each time. ◆ A standardized recipe, if followed correctly, will: – Produce the same quality and yield each time. – Contribute consistent meal pattern components each time. – Contribute consistent calories and nutrients to the meal each time. Are cycle menus used? Cycle menus are a set of established menus—containing the same menu items and choices—repeated on a periodic basis. While not required by regulations, cycle menus have advantages; they: ◆ Identify and offer popular foods. ◆ Save time and allow your staff to become adept at production. ◆ Achieve production balance. ◆ Help you stay within the budget. ◆ Assist in identifying menu changes needed to meet nutrition goals.
Are Child Nutrition (CN) Labels and/or Product Formulation Statements available? A CN Label must contain the following information: ◆ Six-digit product identification number. ◆ USDA/Food Nutrition Service (FNS) authorization and month and year of approval. ◆ Meal pattern contribution for a specified serving size.
A Product Formulation Statement must contain: ◆ Product name and description. ◆ Raw/cooked portion size. ◆ Case pack. ◆ Contribution toward the USDA meal pattern requirements. ◆ Company name. ◆ Signature of authorized company official.
Before accepting and using a food product with a Product Formulation Statement (PFS), the PFS has been carefully reviewed to determine that the manufacturer’s calculations are correct and reasonable and a thoughtful decision has been made to serve the product.
Refer to Appendices H and I for examples of a CN Label and a Product Formulation Statement.
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What Does It Take To Implement a Food-Based Menu Planning Approach? - A Self-Evaluation Review (continued) Procedures Yes No Is nutrition information available for all commercially prepared food products? Nutrition information on commercially prepared products is necessary: ◆ To compare products when purchasing. ◆ To provide to State agencies for SMI reviews. ◆ To conduct your own nutrient analysis, if applicable.
Two documents that provide nutrition information are: ◆ Nutrition Facts Labels - Nutrition Facts Labels provide nutrition information on the product and, while not required on institutional-sized food packaging, are found on many food product labels. ◆ Manufacturers’ Data Submission Form - When a Nutrition Facts Label is not provided for the product, you can require the manufacturer to complete a Manufacturer’s Data Submission Form with the nutrient content of the product.
Refer to Appendices J and K for samples of these two documents. Are there written descriptions on all food products?
Food specifications, or descriptions, are important not only for procurement but for selecting the appropriate food in the database when a nutrient analysis is conducted. Are all foodservice staff provided with ongoing training on serving healthy meals? All foodservice staff must be trained to do their part in serving healthy meals to students — from menu planning; procurement; food production (including use of standardized recipes and portion control) to correctly implementing Offer Versus Serve.
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As discussed in Chapter 1, there are two nutrient-based menu planning approaches—the Nutrient Standard Menu Planning (NSMP) approach and the Assisted Nutrient Standard Menu Planning (ANSMP) approach. Rather than planning menus based on specific food groups and quantities, menu planning is done through nutrient analysis for these two menu planning approaches. Reimbursable meals are defined as those meeting the nutrient standards for the appropriate age/grade groups when averaged over a school week.
Importance of the Meal Structure
When using the NSMP or the ANSMP approaches, the menu planner defines the meal structure. Unlike food-based menu planning, there is no required meal pattern to follow—a lunch must contain a minimum of an entrée, a side dish, and fluid Nutrient-Based milk—breakfast must contain a minimum of two side dishes and Menu Planning fluid milk. The menu planner for NSMP/ANSMP has a great Approaches responsibility because these meals must be planned to meet the nutrient standards of the appropriate age/grade groups, offer a variety of foods, be reimbursable, and encourage children to make healthy choices. Refer to Appendix F for the NSMP/ANSMP menu-planning requirements.
Basic requirements for NSMP and ANSMP approaches are provided in Chapter 3 of A Menu Planner for Healthy School Meals. Also, refer to USDA’s Offer Versus Serve resource guide on how to implement Offer Versus Serve in NSMP and ANSMP.
Nutrient Analysis
Under NSMP/ANSMP, the menu planner must use USDA- approved computer software to analyze and review the draft menus and make the necessary modifications to ensure that meals meet the nutrition standards and are therefore reimbursable.
Some State agencies may require pre-approval of menus and nutrient analyses prior to the SFA/Schools using the NSMP approach. Check with your State agency for guidance.
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Consult the Nutrient Analysis Protocols for the School Nutrition Program: How to Analyze Menus for USDA’s School Meal Programs for instructions on conducting nutrient analyses of your menus. Following the nutrient analysis protocols is required for this menu-planning approach.
All menu items in a reimbursable meal, including condiments, must be included in the nutrient analysis. Foods of Minimum Nutritional Value (FMNV) such as chewing gum, soda water, water ices, and certain candies, are only included if they are used as a part of a menu item, such as a garnish, for example, jelly beans on a cupcake.
On the following pages, you are provided with the advantages and disadvantages of using one of the nutrient-based menu planning approaches. Reviewing this chart will assist you in determining the best menu-planning approach for your SFA/schools.
Advantages and Disadvantages to Implementing NSMP/ANSMP
Nutrient-Based Menu Planning Approaches Advantages
◆ Flexibility in menu planning. Menu items for NSMP/ANSMP do not require any specific foods or specific quantities, except fluid milk, which must be offered at lunch and breakfast. All foods count toward meeting the nutrition requirements, except Foods of Minimal Nutritional Value (FMNV) that are not a part of a menu item. ◆ Enhanced ability to meet specific student preferences. SFAs/schools may be better able to meet specific student food preferences such as vegetarian diets or various ethnic entrees. ◆ Immediate nutrition information feedback. The nutrient analysis provides immediate feedback to the menu planner on how well a SFA/school is meeting nutrient standards. ◆ Ability to inform students and parents of the nutritional content of school menus. Providing nutrition information on all menu items can assist students in learning to make healthy food selections.
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Disadvantages
◆ Expense. Appropriate computer hardware and USDA-approved software must be initially purchased, supported and maintained. ◆ Expertise. The menu planner must possess sufficient nutrition and food preparation knowledge to accurately conduct and evaluate the nutrient analyses, using the Nutrient Analysis Protocols manual, to ensure that food items, recipes, and menu data entries have been correctly made. ◆ Increased Time — To input nutrient information of commercially prepared foods that are not in the nutrient analysis database. — To input local recipes, including any modifications made to USDA recipes. — To input a draft menu for each grade/age group used. — To aggregate data for weighting number of menu items, if the SFA analyzes centralized menus. — To adjust or modify menus to meet the nutrient standards. — For re-analysis of menu adjustments for changes in menus, food products, and/or student food selection changes. — For documenting menu substitutions. ◆ Loss of Flexibility for Substitutions. Once menus are analyzed and adapted to meet the nutrient targets, menu items cannot be substituted Nutrient-Based unless in an emergency during the 2-week window, without re-analysis. Menu Planning ◆ Increased Need for Training Approaches — Students must be trained on how to recognize a reimbursable meal during meal selection. Cashiers must recognize reimbursable meals at the point of service. — Cashiers may require daily training on the day’s menu especially if the number of menu items varies daily. — Foodservice staff must be trained to follow the menus, use standardized recipes, use consistent food preparation and serving techniques—including accurate and consistent serving sizes for nutrient analyses to be accurate. ◆ Failure to target other important foods and nutrients. If the menu planner relies on fortified foods to meet the targeted nutrients, other important foods, nutrients, and phytochemicals may be missing. Offering a variety of fruits and vegetables and including whole grains in menus encourages students to consume many different fruits and vegetables, as required by the Dietary Guidelines for Americans.
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Some State agencies may require pre-approval of menus and nutrient analysis prior to the SFA/Schools using the NSMP approach. Check with your State agency for guidance.
Additional ANSMP Concerns
In addition to the previously discussed concerns for SFAs/schools using NSMP, those choosing ANSMP have these other areas to consider.
State Agency Pre-Approval Before implementation may take place, the State agency must approve the SFA’s initial cycle menus, recipes, and other pertinent information such as food specifications. This means SFAs must plan ahead and allow sufficient time for the State agency to review materials and for changes to be made prior to implementation.
Adherence to Cycle Menus Menu planners must strictly adhere to the analyzed cycle menus. Except for necessary substitutions within the 2-week window, no Nutrient-Based menu changes can be made without a re-analysis by the contractor Menu Planning prior to the day of service. Approaches Expertise in Contracting If the contracted services exceed the small purchase threshold, according to your State and local policies, SFAs must be able to develop a Request For Proposal (RFP) or an Invitation To Bid (ITB), evaluate bids, and manage the contract.
The RFP/ITB should contain provisions for the contractor to: ◆ Re-analyze the menus based on changes in participation or student selections for weighted analysis. ◆ Plan, analyze, and incorporate menus falling outside the scope of the cycle menu, such as holidays, theme meals, and field trip lunches. ◆ Ensure inclusion of USDA commodities in menu planning. ◆ Ensure that the menu adjustments are accomplished within a specified time frame and at a reasonable cost.
Meal Requirements for NSMP/ANSMP
Lunches ◆ The number of menu items required each day depends on the number needed to meet the appropriate nutrient standards when averaged over the school week. 3030 Chapter 3 Chapter 3
◆ The minimum menu items must include: • An entrée, • At least one other menu item (side dish), and • Fluid milk served as a beverage.
Breakfasts ◆ The number of menu items required each day depends on the number of items needed to meet the appropriate nutrient standards when averaged over the school week. ◆ Minimum menu items must include: • Fluid milk served as a beverage and • At least two (2) other menu items.
To meet the required calorie and nutrient levels, the planned meals will frequently have to contain more than the minimum three menu items.
Making NSMP/ANSMP Work for Your SFA or School
Important points to help you successfully manage NSMP/ANSMP are: ◆ Establish your own menu structures based on what students Nutrient-Based will accept while meeting the nutrition standards. Establish a Menu Planning consistent meal structure to facilitate OVS implementation. Approaches ◆ Re-analyze when changes occur in menus, food products, and student participation. ◆ Communicate to the school foodservice staff, school administration, students, parents, and the community on what you are doing and why. ◆ Make the nutrient analysis of menus available to students, parents, and school administrators.
Planning Menus To Meet the Nutrition Standards
Here are some principles that will help you meet the nutrition standards for your menus: ◆ Select menu items/quantities that ensure the planned menus meet the required nutrition standards for each age/grade group planned. ◆ Select menu items that appropriately convey healthy food messages, so students learn what constitutes nutritious meals. ◆ Structure menus so that children select a variety of food items and make healthy choices. ◆ Evaluate students’ acceptance of commercially prepared food items and/or school prepared food items using standardized recipes to ensure students find them attractive and tasty. 3131 Chapter 3 Chapter 3
◆ Include a variety of whole foods and limit the number of fortified, highly processed foods. ◆ Develop specifications for purchasing that describe the desired food product. ◆ Compare nutrient content of food products.
Since there are no meal patterns or food component requirements, you must carefully plan menus to meet the nutrient standards; use the five major food groups in the “MyPyramid Food Guidance System” as a guide for structuring your menus.
Calories should be consistent on a daily basis as well as meet the weekly target because: • Too many calories (too much food) on one day may result in excessive plate waste or promote over-consumption—a contributor to obesity, and • Too few calories (too little food) may leave children hungry or encourage them to purchase less nutritious snacks to supplement their meal
Selecting the Right Age/Grade Groups for Menu Planning Nutrient-Based Menu Planning Approaches Menu planners are encouraged to use a sufficient number of age/ grade groups when planning menus to meet the nutritional needs of students of all ages. This means using more age/grade groups (smaller ranges) than the minimum required. However, this may require that the SFA/school conduct additional menu analysis, evaluation, and modification.
SFAs/schools on one of the nutrient-based menu planning approaches have several options for the age/grade groupings. They can use established grade groups, established age groups, or customized age groups.
Lunch NSMP and ANSMP - Established Grade Groups ◆ Preschool ◆ Grades K-6 ◆ Grades 7-12 ◆ Optional Grades K-3
NSMP and ANSMP - Established Age Groups ◆ Ages 3-6 ◆ Ages 7-10 ◆ Ages 11-13 ◆ Ages 14 and above 3232 Chapter 3 Chapter 3
Breakfast NSMP and ANSMP - Established Grade Groups ◆ Preschool ◆ Grades K-12 ◆ Optional Grades 7-12
NSMP and ANSMP - Established Age Groups ◆ Ages 3-6 ◆ Age 7-10 ◆ Ages 11-13 ◆ Ages 14 and above
NSMP and ANSMP: . Lunch and Breakfast Customized Age Groups (Optional) The option to customize age groups allows the menu planner to develop menus that are more accurately targeted to the nutritional needs of specific groups of children. At least two age groups must be used.
Key Points To Remember When Planning Menus Nutrient-Based Breakfast Menu Planning Menu planners are encouraged to use smaller age/grade groupings Approaches to better meet the nutritional needs of students. ◆ Grade groups: • At a minimum, the SFA may use the K-12 grade group or • Use other grade options, PK, and 7-12. ◆ Age groups: • The SFA may use the established age groups 3-6, 7-10, 11- 13, and 14 and above or • The SFA has the option to customize the age groups to reflect the age/grade groupings within the SFA.
Lunch Menu planners are encouraged to use smaller age/grade groupings to better meet the nutritional needs of students: ◆ Grade groups • At a minimum, use the established grade groups, i.e., K-6, 7-12 or • Use other grade options, PK, and K-3 ◆ Age groups • The SFA may use the established age groups 3-6, 7-10, 11- 13, and 14 and above or • The SFA has the option to customize the age/grade groupings to reflect the grades within the SFA. Two age/ grade groups must be used. 3333 Chapter 3 Chapter 3
Menu planners are encouraged to maximize age/grade groupings for meeting age-specific nutritional levels.
For example: Central City Public Schools customizes five age groups to ensure that students in all grades receive the nutrients they need for lunch: ◆ Ages 3-5 (Preschool); ◆ Ages 6-8 (Lower elementary, grades 1-3); ◆ Ages 9-11 (Upper elementary, grades 4-6); ◆ Ages 12-14 (Junior high, grades 7-9); and ◆ Ages 15-17 (High school, grades 10-12).
These five age groups are set up in the computer with identifiable names to the SFA (PK, Lower Elementary, etc.) and appropriate nutrient standards calculated for each age group. The SFA, which uses central menus for all five age groups, varies the quantities and/or menu items to meet the nutrient standards for each of these five age groups. The SFA has five central menus to analyze because of variations in portion sizes, even though the menu choices may be the same. Nutrient-Based Menu Planning Allowable Modification of Grade or Age Groups for . Approaches Majority of Students for NSMP/ANSMP If your school’s grade structure does not match the established age or grade groups, you may consider using the following modification: ◆ If one age or grade is outside the established range of K-6 or 7- 12, you may use the age or grade group into which most of the children fit (majority of children). ◆ If more than one age or grade is outside the established range of the grade grouping, a SFA must use two menus and two nutrient standards.
Examples Grade groupings for Lunch: May use one grade group to plan meals for: ◆ Grades K–4* May use K–3 (Optional Group) ◆ Grades 6–9** May use 7–12 ◆ At a minimum, use two grade groups to plan meals for: • Grades K–8 Use K–6 and 7–12 • Grades 5–8 Use K–6 and 7–12
* A majority of children are in Grades K-3. Grade 4 is one grade outside the Established Grade Group K-3. ** A majority of children are in Grades 7-9. Grade 6 is one grade outside the Established Grade Group 7–12. 3434 Chapter 3 Chapter 3
Regulations permit SFAs using NSMP/ANSMP to follow the nutrient and calorie levels for the majority of the children in the school if only one grade or age group is outside the established levels. SFAs are cautioned to consider this option carefully when the age/grade that is outside the majority would be a higher age or grade, because the nutrient and calorie needs of the older children may not be met.
The broader the range of age/grade groups, the more likely younger children will receive more calories than needed and older children will receive insufficient calories and nutrients.
Meal Service and Offer Versus Serve (OVS)
Meal Requirements for NSMP/ANSMP ◆ Daily lunches and breakfast menus must offer a minimum of three menu items plus any additional menu items needed to meet the appropriate nutrient standards when averaged over the school week. ◆ The planned number of menu items in the planned portion sizes becomes the basis for reimbursable meals. Nutrient-Based Menu Planning OVS Requirements for NSMP/ANSMP Approaches ◆ Schools must offer at least three menu items for lunches. Senior high school students (as defined by the State educational agency) must select at least two menu items and are allowed to decline a maximum of two menu items for a three plus menu item menu. ◆ Under OVS, a student shall select, at a minimum, an entrée and one other menu item. If more than three menu items are offered, the student may decline up to two menu items; however the entrée cannot be declined.
An OVS resource for NSMP/ANSMP is USDA’s Offer Versus Serve resource guide listed in the resource section of this manual.
Establishing a Consistent Meal Structure for OVS SFAs/schools that use NSMP and ANSMP are encouraged to plan menus for lunch and breakfast that have similar meal structures on a daily basis, always remembering that the menu structure should promote the planning of meals that meet the nutrient standards. A consistent meal structure helps both students and cashiers easily identify a reimbursable meal.
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Examples of consistent meal structures are:
Lunch ◆ Use a lunch menu structure similar to a food-based meal pattern with an entree, three sides, and milk, for a total of five menu items. ◆ Or use a simpler lunch menu structure consisting of an entree, two sides, and milk, for a total of four menu items.
Breakfast: ◆ Use a menu structure similar to a food-based breakfast meal pattern, and plan for milk and two to three other food items.
Remember that fewer menu items in the meal structure means that those menu items must generally contain more calories and nutrients in order for the menu to meet the nutrient standards when averaged over the school week. The SFA/school should carefully consider various meal structures to determine which meal structure will work best to plan menus that are appealing to students, meet the nutrient standards, are easily identifiable at the Point of Service, and stay within the budget. Nutrient-Based Menu Planning Recognize that OVS meals contain many variations, and train cashiers to Approaches identify reimbursable meals at the point of service.
OVS for Lunch OVS is required for high schools and is optional for lower grades. The number of items students may decline depends on the number of menu items they are able to select. It does not matter how many entrées, side dishes, or varieties of milk are offered – the number of menu items the student may select determines OVS. Students must always select the entrée.
Example 1: ◆ 1 Entrée ◆ 1 Side dish ◆ 1 Milk
Students are able to select three menu items, although several entrées and side dish selections may be offered. This is a three- item menu. Students must take two menu items one must be the entrée. Students can decline one item—either the side dish or milk.
Example 2: ◆ 1 Entrée ◆ 3 Side dishes ◆ 1 Milk 3636 Chapter 3 Chapter 3
Students are able to select five menu items. This now becomes a five-item menu. Students must take three menu items, and one must be the entrée. Students can decline two items from the side dishes or the milk.
Develop a consistent meal structure on a daily basis. Planning menus with the same number of menu items the student may select on a daily basis, helps cashiers recognize a reimbursable meal and students to make the correct number of selections for OVS.
OVS for Breakfast SFAs/schools may, but are not required to, implement OVS in some or all grade levels for breakfast. Selection requirements are: ◆ Must offer the planned menu, which must contain a minimum of three menu items. ◆ Regardless of the number of menu items offered for breakfast, students can decline only one item.
To ensure only reimbursable meals are claimed, provide continuous training to cashiers on recognizing a reimbursable meal, and provide detailed signs in the cafeteria and, on the serving line for students, describing what constitutes a reimbursable meal. Nutrient-Based Menu Planning Planned Portion and Combination of Menu Items in OVS Approaches The full planned portion of a menu item must be selected for the menu item to count for OVS. Students must take the full planned combination portions of all foods in the entrée (except condiments) and the appropriate number of other menu items (except condiments) for the meal to be reimbursable.
For example: An SFA/school has planned an entrée of sliced roast turkey and cornbread dressing for lunch. Gravy is offered as a condiment and therefore may be rejected. The entrée will count toward OVS if the student takes the full planned portions of both the turkey and cornbread dressing. It will not count if the student selects only turkey because the entrée is defined as turkey and cornbread dressing.
Two Servings of the Same Side Dish Cannot Count . Toward Meeting the OVS Requirements For example, a student can choose two from the following sides for lunch: mashed potatoes and gravy, corn on the cob, braised fresh spinach, steamed broccoli spears, garden salad and dressing.
The student must choose two different sides and cannot choose, for example, two servings of mashed potatoes and gravy. 373737 Chapter 3 Chapter 3
Variations in Lunch Structure for Nutrient-Based Menu Planning Approaches
The following chart demonstrates various ways menus may be structured and how the number of menu items offered affects what is required to implement OVS correctly. 3 Menu-Item Meal 4 Menu-Item Meal 5 Menu-Item Meal Entrée: Choose 1: Choose 1: Choose 1: Baked Fish Nuggets with Baked Fish Nuggets with Baked Fish Nuggets Macaroni & Cheese and Garlic Bread Sausage Pizza Garlic Bread Sausage Pizza Vegetarian Chili Sausage Pizza with Vegetarian Chili with Broccoli Spears Bread Sticks Vegetarian Chili with Pinto Beans & Bread Sticks
Side dishes Group 1: Choose 1 Group 1: Choose 1 Group 1: Choose 2 Orange Slices & Brownie Broccoli Spears Broccoli Spears Garden Salad with Cole Slaw Cole Slaw Dressing & Grapes Pinto Beans Pinto Beans Coleslaw & Raisin Cup Garden Salad with Garden Salad with Dressing Dressing Grapes Grapes Orange Slices Orange Slices
Group 2: Choose 1 Group 2: Choose 1 Macaroni & Cheese Garlic Bread Banana Half Bread Stick Raisin Cup Macaroni & Cheese Brownie Brownie Banana Half Raisin Cup
Milk Choose 1: Choose 1: Choose 1: Fat-free Milk Fat-free Milk Fat-free Milk Low-fat Milk Low-fat Milk Low-fat Milk
Number of Menu This is a 3 menu-item meal. This is a 4 menu-item meal. This is a 5 menu-item meal. Items Required Students must select a Students must select a Students must select a for OVS: minimum of two items. minimum of two items. minimum of three items.
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Menu planners are encouraged to promote the selection of a variety of foods by not offering the same food prepared in different ways such as mashed potatoes and potato wedges when the student is allowed multiple selections.
Developing Side Dish Groupings To Promote Healthy Choices
It is important to plan menus that reinforce nutrition messages. Because the NSMP and ANSMP approaches are not based on a structured meal pattern, students may get a mixed message when all side dishes, including those that are normally recognized as desserts, are paired against fruit and vegetable side dishes. The menu planner has the opportunity to structure menus so that students will be more inclined to select more fruits and vegetables. ◆ Carefully plan the meal structure to group choices within side dish selections. Proper alignment of choices promotes healthful choices by students. ◆ Avoid requiring students to choose between fruit and vegetable side dishes and side dishes such as desserts. Students tend Nutrient-Based to select fewer fruits and vegetables when they are placed as Menu Planning choices against desserts or other high-fat menu items. Approaches
For example, the following lunch menu structure will encourage students to select more fruits and vegetables:
Entrée (choose one) Hamburger on Bun Cheeseburger on Bun Vegetarian Lasagna Oven-baked Chicken Sides (choose two) Baked Potato Wedges Seasoned Green Beans Sandwich Cup (lettuce leaf, sliced tomato, onion rings, sliced dill pickle) Garden Salad/Choice of Dressing Fresh Fruit Cup Side (choose one) Garlic Bread Whole-Wheat Sugar Cookie Cherry Gelatin with Low-fat Whipped Topping Milk (choose one) Low-fat Milk (unflavored) Low-fat Chocolate Milk Low-fat Strawberry Milk Fat-free Milk (unflavored)
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Had all of the side dishes listed above been grouped together, with instructions to “choose three,” students may have chosen garlic bread, cookie, and cherry gelatin.
Determining How Many Nutrient Analyses To Conduct
The SFA planning centralized menus for all schools is required to conduct a nutrient analysis for each age/grade grouping and/or variations in the central menu established by the SFA.
Example: A SFA has a central menu that managers may not change except for necessary substitutions, and is using the K-6 and 7-12 age/ grade groupings for establishing nutrient standards for lunch in all schools. This SFA must have a minimum of two sets of planned and analyzed menus that meet the appropriate nutrient standards before any of the menus can be offered to students (K-6 and 7-12). More may be required, depending if any of the schools varies the central menus.
Nutrient-Based If any school does not follow the planned central menus (except Menu Planning for necessary last-minute approved substitutions) and instead Approaches uses different menu items and/or different portion sizes, then that school’s menus must be independently analyzed using the appropriate nutrient standards for each age/grade grouping.
The number of sets of planned and analyzed menus that are needed will increase dramatically if individual schools within an SFA are allowed to plan their own menus or add menu items to centrally planned menus, to substitute menu items, or vary portion sizes in centrally planned menus.
Food or Theme Bars (Self-Serve)
Food bars can offer varieties in menu planning options for NSMP/ ANSMP. Some examples of food bar variations are:
Full Service Food Bars Food bars can provide the complete reimbursable meal. A certain area of the bar is designated for the entrée and other areas are set aside for one or more side dishes. Milk is usually provided in a separate milk cooler. A suggestion is to set up the food bar to limit the number of highly saturated-fat food items, such as meats/ cheeses, that students may choose. One side dish area could offer a variety of fruits and/or vegetables; another side dish area could offer crackers and breads. 4040 Chapter 3 Chapter 3
Specialty/Entree Bars Some schools establish entrée bars such as pasta bars, potato bars, sandwich bars, and pizza bars. One or more side dishes and milk must also be included in the menu.
Side Dish Bars A choice of side dishes, such as a variety of fruits and vegetables, can be offered on these bars. One or more entrées and milk must be included in the menu and are usually served to the students on the regular serving line.
Establishing Minimum Quantities When students are allowed to serve themselves, the SFA must determine an appropriate minimum quantity that students must select for the menu item to be counted as part of a reimbursable meal. That quantity must be identified for the students and the cashiers on the menu and/or on the self-serve bar.
For example, an appropriate minimum quantity for an entree salad from a salad bar might be one cup. Therefore, a student would have to take at least one cup of any combination of the salad bar ingredients for the menu item to count as the entree Nutrient-Based under OVS. Menu Planning Approaches The entrée, as the central focus of the meal, should contribute substantial nutrients toward meeting the nutrient requirements.
Whole Foods Versus Fortification
Using highly fortified, processed foods instead of whole natural foods may seem like an easy solution to meeting the SMI nutrition standards. While it might be possible to plan menus that use fortified foods to satisfy the nutrient requirements, there are important reasons to use a variety of whole foods. ◆ A basic premise of the Dietary Guidelines for Americans is that nutrient needs shall be met primarily through consuming a variety of foods. Menus that are high in fortified and processed foods are often low in fruits, vegetables, and grains. They also tend to be high in sodium and low in fiber. ◆ Whole foods such as fruits, vegetables, and whole grains, in their natural state, contain an array of nutrients and other chemical compounds, such as phytonutrients or phytochemicals, that are necessary to health. Fortified foods might not contain such compounds.
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◆ Offering a variety of attractive and tasty whole foods teaches students how to make healthy choices.
Phytochemicals, or phytonutrients, are substances that plants naturally produce to protect themselves against bacteria, viruses, and fungi. Studies indicate that many of these plant chemicals can reduce the risk of certain diseases such as cancer. Fruits, vegetables, whole grains, beans, and nuts are all important sources of phytochemicals. Many of these substances are associated with bright colors, so fruits and vegetables that are brightly colored contain substantial amounts. Examples of phytochemicals are carotenoids and flavonoids.
Menu Substitutions
Substitutions are a particular concern for the NSMP/ANSMP approaches. Planned menus that have been analyzed, evaluated, and modified to meet the age/grade appropriate nutrient standards are very important to the concept of NSMP/ANSMP.
Last Minute and Necessary Substitutions Nutrient-Based Occasionally it may be necessary to make a substitution to a Menu Planning planned menu due to various reasons such as food shortages or Approaches improper delivery from vendors, or for effective use of leftovers. This is a concern because: ◆ Substitutions change the nutrient content, and ◆ Meals may or may not continue to meet the nutrient standards.
When food substitutions are made due to an emergency situation (i.e., delivery failure), it may be impractical for the menu planner to revise menus and recalculate nutrient amounts—especially if the emergency arises just prior to the menu being prepared. For this reason, USDA regulations require an SFA or school on NSMP/ ANSMP to re-analyze if the substitution is known prior to two weeks before the menu is served.
Two-Week Window As discussed in the Menu Planner for Healthy School Meals, if a substitution must be made within the “two-week window” prior to the meal service, then the menu does not have to be re-analyzed.
If a food is substituted that is not a similar food—even within the two-week window—a re-analysis should be done.
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Selection of Substitutions Substitutions must be carefully selected so that key nutrients remain available to the students. For example, if a delivery of fresh strawberries does not arrive, replacing them with canned pears will not maintain the planned amount of vitamin C in the menu. A better choice would involve replacing the fresh strawberries with a fruit or vegetable that is rich in vitamin C, such as fresh oranges, orange juice, kiwi, cantaloupe, or broccoli.
Another example of a poor substitution would be to substitute French fries for oven-baked potato wedges because this substitution may result in exceeding calories from fat of the analyzed menus. Since the potato wedges are low in fat, you should substitute another low-fat vegetable item (or a fruit).
Sources of specific nutrients such as vitamin A, vitamin C, etc, are located in Appendix M. Also, the USDA-approved software has nutrient source food search capability that will allow you to locate a food item with specified nutritional contributions.
Documentation of Substitutions The date the SFA learns of the need for a menu substitution must Nutrient-Based be documented. A sample form for documenting substitutions is Menu Planning located in Appendix L. While the use of this form is not required, Approaches all NSMP/ANSMP programs must document the information contained in the form.
Foodservice directors or supervisors are encouraged to set up a system that requires site/cafeteria managers to obtain pre-approval before making a substitution. This helps to impress upon managers the seriousness of making substitutions without cause.
Importance of Standardized Recipes and Food Preparation Techniques
The use of standardized recipes in all menu planning approaches is critical to the success of NSMP/ANSMP. In addition to providing consistent quality and yield, standardized recipes are used by the SFA for conducting nutrient analyses to determine reimbursable meals.
All of the schools in a SFA that are using the SFA’s central menus must use the same standardized recipes. For example, all schools must use the SFA’s standardized frozen green bean recipe, which calls for reduced amounts of margarine and salt. 4343 Chapter 3 Chapter 3
The nutrient analyses of menus is not valid if the cafeteria staff do not follow the preparation of the recipe correctly, such as substituting ingredients, not following preparation procedures, or not using correct serving utensils.
The self-evaluation checklist on the following pages will help you to determine if your schools are correctly implementing nutrient- based menu planning approaches. Answering “no” to any of the questions indicates that changes and/or technical assistance are required. Contact your State agency for technical assistance.
Nutrient-Based Menu Planning Approaches
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Procedures Yes No Are reimbursable meals served at the point of service? Meals offered contain the required food items and the portion sizes appropriate to the meal pattern(s) used for menu planning. To ensure that reimbursable meals are served: ◆ Train foodservice staff to prepare and serve reimbursable meals. ◆ Train students to select reimbursable meals. ◆ Train cashiers to recognize and count reimbursable meals.
Is portion/serving size control being used? Portion/serving size control: ◆ Ensures that standardized recipes give consistent yields. ◆ Ensures that the nutritional contribution of the portion is consistent from serving to serving and day to day. ◆ Ensures that each age/grade group is served the correct portions of foods as planned. ◆ Ensures that meals are reimbursable. ◆ Ensures that food costs are consistent.
Is Offer Versus Serve implemented correctly?
◆ Reimbursement for meals is based on each meal claimed containing an entrée and meeting the required number of menu items as defined by the menu. ◆ School foodservice staff, including cashiers, have continuous OVS training. Menus should have a consistent meal structure. ◆ Students are trained in the requirements of OVS. ◆ Serving line instructions are provided for students regarding the selection of reimbursable meals.
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What Does It Take To Implement a Nutrient-Based Menu Planning Approach? - A Self-Evaluation Review (continued)
Procedures Yes No Are food production records documented and maintained as required by regulations?
◆ Daily production records document: – All food items served in a reimbursable meal – Recipe or food product used (note if a USDA recipe) – Planned/projected number of portions and serving sizes for each age/grade group – The types/quantities of food used to prepare the meals (for example, number of servings, pounds, cans) – Actual number of reimbursable meals served (indicate this information for each age/grade group) – Leftovers or substitutions – Number of reimbursable meals planned and served for each age/grade group; and – Number of other meals (adult and special meals) planned and served – Number of á la carte sales when part of a reimbursable meal* ◆ This required documentation helps ensure that sufficient food has been prepared and served to students for each day of your menu cycle. ◆ Food production records are necessary to determine projected number of servings for each menu item for weighted averaging of nutrient analyses. ◆ The State agency uses food production records during a CRE Review to determine if reimbursable meals are served. ◆ Ask your State agency for a state prototype or refer to USDA’s A Menu Planner for Healthy School Meals for examples of food production records. ◆ Check with your State agency for their requirements on documenting á la carte food items (not part of a reimbursable meal) on the food production records. *Check with your State agency for their requirement on documenting a la carte food items (not part of a reimbursable meal) on the food production records.
Are standardized recipes used? A standardized recipe: ◆ Has been tried, adapted, and retried several times for use by a given foodservice operation. ◆ Uses the exact procedures, the same type of equipment, and the same quantity and quality of ingredients each time.
A standardized recipe, if followed correctly, will: ◆ Produce the same quality and yield each time. ◆ Contribute consistent meal pattern components each time. ◆ Contribute consistent calories and nutrients to the meal each time.
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What Does It Take To Implement a Nutrient-Based Menu Planning Approach? - A Self-Evaluation Review (continued)
Procedures Yes No Are cycle menus used? Cycle menus are a set of established menus–containing the same menu items and choices–repeated on a periodic basis. While not required by regulations, cycle menus have advantages; they: ◆ Identify and offer popular foods. ◆ Save time and allow your staff to become adept at production. ◆ Achieve production balance. ◆ Help you stay within the budget. ◆ Assist in identifying menu changes needed to meet nutrition goals.
Is nutrition information available for all commercially prepared food products? Nutrition information on commercially prepared products is necessary: ◆ To compare products when purchasing. ◆ For data entry of nutrition content of items not in the software database.
Two documents *that provide nutrition information are: ◆ Nutrition Facts Labels – Nutrition Facts Labels provide nutrition information on the product and, while not required on institutional-sized food packaging, are found on many food products. ◆ Manufacturer’s Data Submission Form – When a Nutrition Facts Label is not provided for the product, you can require the manufacturer to complete a Manufacturer’s Data Submission Form with the nutrient content of the product.
* Refer to Appendixes J and K for copies of these two documents.
Are there written descriptions on all food products? Food specifications, or descriptions, are important for procurement and to select the appropriate food in the database during nutrient analyses.
Do you and your staff have the skills and knowledge to conduct nutrient analysis?
◆ Menu planning/nutrient analyses staff have expertise in nutrition and food preparation. ◆ The resources needed to maintain NSMP/ANSMP as required by regulations are: – Funding – Trained staff – Computer equipment and support – USDA-approved software ◆ You have reviewed the Nutrient Analysis Protocols, and understand the process of conducting a nutrient analysis.
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What Does It Take To Implement a Nutrient-Based Menu Planning Approach? - A Self-Evaluation Review (continued)
Procedures Yes No Do you have the commitment and support that this approach requires?
◆ Do you have complete control over menu planning, so food substitutions will not occur as the result of personal preferences? ◆ Is your staff committed to using the menus, standardized recipes, food preparation and portioning techniques exactly as planned?
Do you have the time to implement NSMP/ANSMP?
◆ Do you have time to aggregate the forecasted number of servings for all schools, for weighted averaging, if central menus are analyzed or to conduct the nutrient analysis on all schools if centralized menus are not used? ◆ Have you allowed enough time to complete the process of menu planning and nutrient analysis prior to implementing NSMP/ ANSMP?
Do menus include a variety of foods?
◆ Are fruits, vegetables, and whole grains offered daily? ◆ Do you plan a variety of foods and avoid excessive use of fortified and highly processed foods?
Does your current procurement/delivery system prevent changes/ substitutions other than last minute and necessary ones?
If you are considering using ANSMP, there are additional factors to consider:
ANSMP Procedures* Yes No Prior to use, has the State agency approved the initial menu cycle, recipes, and other specifications of the ANSMP?
*After reviewing, the State agency may reject the contract, even with modifications. It is still your responsibility under ANSMP to meet the nutrition standards.
Do you have the expertise and resources to manage a contract?
◆ Does your staff have the expertise to prepare and develop the Request for Proposal or Invitation for Bid documents, evaluate bids, and manage a contract? ◆ Does your school district/school have sustained funding available for contracts associated with ANSMP?
Do you have the resources necessary for re-analyzing and menu adjustments when changes in menus occur such as changes in student participation, special events, food preferences, new products, etc?
If you answered “no” to any of the above questions, contact your State agency for training and technical assistance in the appropriate area(s).
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SFAs/schools can achieve the nutrition goals of the SMI by building into their foodservice operations simple daily practices that will provide children with the nutrients required for building healthy bodies. These daily practices involve important parts of your foodservice operation – menu planning, food purchasing, food preparation, and service. These practices are based on principles that will move your SFA/schools toward meeting the nutrition standards regardless of your menu-planning approach.
Let’s discuss some practices that schools can implement to meet the nutrient targets and Dietary Guidelines recommendations.
Menu Planning for Healthy School Meals
Regardless of the menu planning approach you have chosen, certain steps will help you plan healthier meals. The goal is to Daily plan, prepare, and serve healthy, nutritious meals that children Practices will not only select but also consume. Establishing lifelong eating habits is critical for children. School meals can serve as an important learning laboratory for modeling the kinds of foods that children should choose each day.
The menu is the first step. As you have heard repeatedly throughout your foodservice career, the menu is the driving force for all foodservice program activities including the nutritional contribution. The menu determines the nutrient content of the meal and the acceptability—the acceptability influences the participation rate.
The menu also provides an excellent opportunity for nutrition education. The cafeteria can be a classroom link for nutrition education where children are provided the opportunity to learn to make healthy choices.
You already know that the meals must be planned to be in compliance with Federal regulations and program requirements for them to be claimed for reimbursement. ◆ If you are planning your menus with one of the food-based menu planning approaches, you will need to ensure that all required components and portion sizes are met. 4949 Chapter 4 Chapter 4
◆ If you plan menus using one of the nutrient-based menu planning approaches, you will need to ensure that the menus contain the menu items required and the nutrient content of the meals, when averaged over a school week, meets the nutrient standards for the age/grade groups being used.
Providing Menu Choices
Providing menu choices is important to allow students to select foods they like. Choices help maintain high participation when planning menus, and choices facilitate offering new foods for which children may not have learned to develop a preference. Letting students “take a taste” of a new menu offering is the ideal way to introduce a wider variety of menu selections. Offering choices at sites where Offer Versus Serve is in place encourages students to select foods they intend to eat.
The number of choices you offer in each category depends on your own foodservice operation. Look for a balance in cost, nutrients, and equipment usage, as well as the labor and skills needed to Daily prepare each item. Practices Regardless of the menu planning approach you are using, menus must meet the nutrient standards.
Developing Cycle Menus
Cycle menus are menus that are developed for a certain length of time and repeated on a periodic basis. For example, menus can be planned for four weeks and repeated during the school year. There is no time requirement, so the length of the cycle depends on the school district’s preference.
Using cycle menus developed for breakfast and lunch for any of the menu planning approaches will save time and increase efficiency. ◆ Cycle menus can save time by allowing you to plan basic menus—by meal patterns or by nutrient analysis—only once during the school year. ◆ Cycle menus, because they are repeated on a periodic basis, save time for your foodservice staff, by allowing them to become familiar and efficient with the food production routine. ◆ Cycle menus save time in procurement, since the same food items are repeated on a cyclic rotation.
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◆ Lastly, cycle menus can save time for SFAs/schools using the nutrient-based approach to menu planning, saving time for data entry and nutrient analysis.
SFAs may vary in the way they implement cycle menus. Some repeat the same set of menus every four weeks or so, but some may have different sets of cycle menus for each season of the year.
Other SFAs, especially those that do a lot of on-site preparation, may establish a basic number of daily menus and then vary or switch the scheduling of the individual menus—depending on the day of the week and the amount of pre-preparation required. These SFAs number each daily menu and then switch them according to the day of the school week. For example, cycle menu #5 may never be scheduled on the first day of a school week or following a holiday because this menu requires pre-preparation, such as thawing of bulk ground beef.
For NSMP/ANSMP, daily menus may be switched within the analyzed week, but may not be switched from one week to another without re-analyzing.
The next several pages will provide “best practices” for your Daily foodservice operation—with the goal of meeting the SMI nutrition Practices standards. All of these “best practices” are included in the Appendices for you to reproduce, modify, and use as another SMI training tool for your schools.
Menu-Planning Practices for Healthy School Meals
Increase the Variety of Entrees Offered. ✓ Plan more school-prepared items and/or look for new commercially prepared products to increase variety. ✓ Choose more low-fat, low-sodium products. ✓ Use low-fat cheeses, dairy products, and lower fat meats. ✓ Explore the possibility of offering entrée salads or a salad bar. ✓ Where choices are not offered, limit processed meats/meat alternates that have not been modified to reduce fat and/or sodium to once a week.
Plan More Fresh Fruits and Vegetables on . Your Menu Each Day. ✓ Increase the amounts and variety of fruits and vegetables offered because fruits and vegetables differ in nutrient content.
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✓ Offer a dark green or deep orange vegetable three to four times a week. ✓ Plan a vitamin C-rich vegetable or fruit daily. ✓ Offer cut-up fruit or dried fruit as a topping for yogurt. ✓ Offer fruit with more potassium often, such as bananas, prunes, prune juice, dried peaches, dried apricots, cantaloupe, honeydew melon, oranges, and orange juice. ✓ Offer fruit often as snacks if you provide reimbursable snacks for an afterschool program. ✓ Frequently offer fresh vegetable salads or fresh vegetables with a low-fat dip such as low-fat salad dressings, yogurt, or hummus. ✓ Frequently offer fresh fruits using a variety of presentations, such as orange smiles, apple wedges, fresh fruit cups, red and green grape combos, and banana halves.
Plan at Least One Menu Item Containing a . Whole Grain Each Day. ✓ Plan a variety of breads and bread alternates such as whole- wheat breads, multigrain breads, brown bread, and brown rice. ✓ Increase the variety of whole-grain cooked and ready-to-eat cereals offered at breakfast. Daily ✓ Offer school-baked bread, replacing most of the white flour Practices with whole-wheat flour. Begin slowly by replacing one-third of the white flour with whole-wheat and gradually increasing until the whole-wheat part is greater than 50 percent. Some schools report success with increasing the whole-wheat flour up to 80 percent. More leavening ingredients and liquids may be required as percentage of whole-grain flour increases.
Plan at Least One Serving of Cooked Dried Beans . or Peas Each Week. ✓ Offer more cooked dried beans and peas. ✓ Explore the great variety available such as black beans, Great Northern beans, red kidney beans, lima beans (mature), Navy beans, pinto beans, black-eyed peas, lentils, split peas, and garbanzo beans (also called chick peas), all of which can be offered in salad bars; as a vegetable such as Boston baked beans; made into soups; served as frijoles with Mexican food menu items; served as beans and rice in some parts of the country; and red kidney or pinto beans can be ground and added to chili if children find whole beans unacceptable. Garbanzo or chickpeas can be made into hummus for a vegetable dipper.
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Offer as Many Healthy Alternate Choices as Your . Operation Allows. ✓ Reduce the number of times French Fries are offered. Offer baked potatoes or seasoned baked potato wedges more often. ✓ Offer low-fat sour cream, low-fat or fat-free yogurt for a topping in place of sour cream. ✓ Offer low-fat salad dressings in addition to regular salad dressing.
Where Choices Are Not Offered, Offer No More . Than One High-Fat Menu Item per Meal.
Before Placing New Food Products on Your Menus, Obtain Nutrition Information About the Item. ✓ Check for type(s) and quantity of fat and the amounts of sodium and/or sugar in the item.
Offer and Promote Unflavored Fat-Free or Unflavored . 1 Percent Low-fat Milk at Each Meal. ✓ If flavored milk, such as chocolate or strawberry milk, is offered, use only 1 percent low-fat or fat-free.
Menu Planning Practices for Healthy School Meals can also be found in Appendix N in a reproducible format. Daily Practices Purchasing Practices for Healthy School Meals
Collect and compare nutrition information about all food products you purchase for your schools. Search for products that are nutritious and appealing to students, but also meet your labor, equipment, and cost needs.
Milk and Dairy Products ✓ Purchase low-fat and/or fat-free fluid milk fortified with vitamins A and D. ✓ Purchase low-fat or fat-free yogurt fortified with vitamins A and D. ✓ Whole milk may contain either 3.3 percent or 3.7 percent fat. Know the percent of fat in the milk you purchase. ✓ Purchase low-fat cheeses such as part-skim mozzarella, and other low-fat or fat-free dairy products. ✓ Purchase ice cream less frequently. Offer ice milk, sherbet, low-fat or fat-free frozen yogurt, or frozen fruit juice bars (not frozen fruit-flavored bars, which are Foods of Minimal Nutritional Value (FMNV).
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Identifying Fat Levels in Milk Products - . What’s on the Label? Starting January 1, 1998, the labeling of fat-reduced milk products was required to follow the same requirements the Food and Drug Administration (FDA) had established earlier for the labeling of many reduced-fat foods. ◆ 2-percent milk is now known as "reduced-fat" instead of "low- fat." ◆ 1-percent milk remains "low-fat." ◆ Fat-free milk is also known as skim, zero-fat, or non-fat milk.
A chart indicating the grams of fat in each type of milk is included in Appendix O.
The changes do not affect the labeling of lower-fat yogurt products. These products are now bound by the "general standard" for nutritionally modified standardized foods. This means the nutrients that lower-fat milk products provide, other than fat, must be at least equal to nutrients in full-fat milk, before vitamins A and D are added.
The goal of the labeling changes was to help consumers select milk products that can help them lower their fat and saturated fat Daily intakes to recommended levels. Practices Example of How Low-fat Milk Reduces Saturated Fat Serving low-fat milk that is 1-percent and below is an easy way to lower fat intake, especially saturated fat—it doesn't take a lot of time and no preparation skills are needed. A report1 of a school intervention in an inner city, primarily Latino, school district in the city of New York involved switching from whole milk to 1- percent low-fat milk in six elementary school cafeterias. Based on the results of this switch, a 25-percent reduction in calories from saturated fat occurred, with no other dietary changes.
Condiments ✓ Purchase reduced-fat/reduced-sodium salad dressings and mayonnaise, as appropriate, or make your own using less oil and salt. Allow students to taste-test these products for acceptability prior to purchase.
Meat/Meat Alternates and Entrées ✓ Purchase reduced-fat/reduced-sodium meats and meat alternates when available.
1 Wechsler, H, Basch, C, Zybert, P and Shea, S. Promoting the selection of low-fat milk in elementary school cafeterias in an inner-city Latino community: evaluation of an intervention. Amer J of Public Health. 88:3, 1998, pp. 427-433 5454 Chapter 4 Chapter 4
✓ Purchase ground poultry (without skin—approximately 11 percent fat) to mix 50-50 with lean ground beef. ✓ Purchase cold cuts, deli meats, and hot dogs with no more than 3 grams of fat per ounce. ✓ Purchase water-packed tuna fish instead of oil-packed. ✓ Limit the purchase of convenience items that are prefried in fat during processing. ✓ Taste-test lower-fat, lower-sodium convenience items prior to purchasing. Ask students, faculty, and foodservice staff to participate in the taste testing to identify acceptable products. ✓ Require vendors to provide nutrition information for all products purchased. Use this information to compare nutrient information on various products to determine if lower-fat items would be acceptable.
Fruits and Vegetables ✓ Purchase fruits canned in light syrup or natural fruit juices instead of heavy syrup. ✓ Purchase fresh fruits, where feasible, to substitute for canned fruits. ✓ Purchase fresh and frozen vegetables, where feasible, to substitute for canned vegetables, which are high in sodium. ✓ Purchase oven-ready fries, instead of fries for deep-fat frying. Daily Check and compare the fat content of the oven-ready fries Practices to the deep-fat frying fries. Many times, the oven-ready fries have been processed with a coating of oil to make them brown, resulting in a high fat content.
Oils and Fats ✓ Purchase items that have been prepared/processed with unsaturated vegetable oils. Avoid products made with coconut or palm oils. ✓ Purchase polyunsaturated and/or monounsaturated oils, such as canola, corn, cottonseed, olive, peanut, safflower, soybean, or sunflower oils. ✓ Do not purchase lard. ✓ For highest polyunsaturation, purchase margarines where the first ingredient is a liquid oil, e.g., liquid corn oil. ✓ Avoid hydrogenated oils/fats, which contain trans fats. • A label with hydrogenated oil among its ingredients has increased saturation and trans fats over the liquid counterpart, e.g., partially hydrogenated soybean oil. • Soft “tub style” margarines are less hydrogenated (less saturated) than stick margarines. • Purchase margarines that are “trans fat” free.
Refer to Appendix P for a discussion on the types and examples of dietary fat. 5555 Chapter 4 Chapter 4
Grains and Breads ✓ Specify whole grain as the primary ingredient. ✓ If schools bake their own breads, gradually increase the amount of whole-wheat flour in the basic roll or bread recipe. Start with 1/3 whole-wheat flour, then gradually increase from school year to school year as acceptability increases until at least 50 percent of the flour is whole-wheat.
Seasonings ✓ Purchase garlic, onion, and celery powders or granules, not garlic onion or celery salts, which have more sodium. ✓ Purchase seasoning mixes that do not contain monosodium glutamate (MSG) or where salt is not the primary ingredient.
Refer to the SMI Resource section of this manual to locate the two school foodservice purchasing references, Choice Plus: A Reference for Foods and Ingredients and First Choice: A Purchasing Systems Manual for School Food Service.
These Purchasing Practices for Healthy School Meals can also be found in Appendix Q in a reproducible format.
Daily Food Preparation Practices for Healthy School Meals Practices Train all foodservice staff in food preparation techniques that guarantee food quality, limit calories from fat, and keep sodium in moderation while providing the calories and nutrients that children need to develop healthy bodies and minds.
To Reduce Fat ✓ Trim visible fat from raw meats before cooking. ✓ Cook meat on a rack or drain fat from cooked meat (put in colander to drain or use a meat baster to remove fat). ✓ Chill meats, meat drippings, soups, stews, and sauces, when appropriate, so fats will solidify and can be easily removed. ✓ Limit deep-fat and pan frying; bake, broil, or steam foods instead. When using precooked breaded meats, poultry, or fish, oven bake instead of frying them. ✓ When deep-fat fried foods are offered, select an unsaturated fat and carefully follow correct temperature, time, and draining procedures. ✓ Modify recipes by reducing the amount of butter, margarine, oil, or shortening called for in the recipe, as appropriate. Reduce amounts of butter/margarine used for seasoning; do not use bacon grease, lard, or salt pork.
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✓ Use non-stick cooking spray or parchment paper to reduce the amount of fat needed to prevent baked products from sticking. ✓ When serving fried fish or fried potatoes, offer low-fat condiments (e.g., lemon wedges, malt vinegar, catsup, sweet and sour sauce) instead of tartar sauce or other high-fat sauces ✓ Use fat-free or non-fat dry milk in place of whole milk or cream in recipes when possible. Use low-fat plain yogurt instead of sour cream. ✓ In preparing items such as potato salad, carrot-raisin salad, chicken salad, etc., replace a portion of the mayonnaise-type salad dressing with plain, low-fat or non-fat yogurt. ✓ Reduce the amount of salad dressing you use on tossed or mixed salad.
To Reduce Salt or Sodium to a Moderate Level ✓ Modify recipes by reducing the amount of salt, soy sauce, Worcestershire sauce, and other salty condiments as appropriate. Omit monosodium glutamate (MSG) from recipes. ✓ Do not add salt to canned vegetables. ✓ Only lightly salt fresh and frozen vegetables and entrees. Gradually reduce the amount of salt. ✓ Experiment with herbs, spices, and lemon for seasonings to use in place of part of the salt. Daily ✓ Reduce or eliminate the salt in the cooking water when cooking Practices rice or pasta if these foods will be served with a sauce or gravy or in a casserole.
To Increase Fiber ✓ Leave edible peels/skins on fruits and vegetables (e.g., use unpeeled apple in salads and fruit cups, leave potatoes unpeeled) for added fiber. ✓ Add whole-wheat flour to baked items such as rolls, cookies, etc.
To Retain Nutrients ✓ Steam vegetables in small batches until only tender-crisp. Do not hold longer than 20 minutes to retain nutrients, flavor, and color.
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To Maintain Quality and Consistency in Food
Develop and Use Standardized Recipes The USDA defines a standardized recipe as one that: ◆ Is tried, adapted, and retried several times for use by a given foodservice operation. ◆ Produces the same good results and yield every time: • Using the same preparation procedures, • Using the same type of equipment, and • Using the same quantity and quality of ingredients.
You should use standardized recipes for many important reasons. They: ◆ Provide the same consistent product every time you prepare them. ◆ Control food cost since there is no overproduction of food. ◆ Increase productivity, saving time for you and your staff. ◆ Increase customer satisfaction because they know they can depend on being served a consistently high quality product each time.
Every recipe that you use in your kitchens must be standardized. This includes Daily all recipes that have more than one ingredient. Practices For example, you may think that a simple product like cinnamon toast does not need a recipe. However, this item includes bread, fat, sugar, and cinnamon, which must be measured every time to ensure that the end product always yields: ◆ Consistent and measurable results, ◆ Consistent nutrient content, and ◆ Necessary food components and portion sizes to contribute toward a reimbursable meal.
Ensuring That Standardized Recipes Are Used You, as the foodservice director, supervisor, or manager, should review the actual recipes that the foodservice staff is using while monitoring your site. Are all schools using the SFA’s standardized recipes? It is necessary to observe the day’s production from beginning to end. This means to be at the site before food production is started and stay until the food is served and leftovers are counted.
Allow the foodservice staff necessary time to discuss daily procedures. Staff may fall into incorrect habits without realizing it. Group discussions are a perfect opportunity to find better ways to accomplish a task. Always be willing to listen to what staff members have to offer. 5858 Chapter 4 Chapter 4
Here are a few suggestions to help you monitor more efficiently. ✓ Determine if the correct recipe is being used that was planned for the menu. ✓ Examine the ingredients that have been used to ensure that the recipe is prepared as planned. ✓ Check the quantity or yield that was prepared for the site. ✓ Determine if there are leftovers and the reason for overproduction. ✓ Observe portioning to ensure the correct serving utensil is used. ✓ Examine the kitchen setting and equipment needed to prepare the recipe. ✓ Make “follows standardized recipes” one of the criteria for performance evaluation. This indicates the SFA’s priorities.
Identify a prepared food or menu item each month for school staff to bring in and review at the monthly managers’ meeting. Set up a “blind” scoring process where all managers score and select the best product. Recognize the school that prepares the best food item and consider allowing the cook/baker from that school to visit other schools as a trainer. Recognition is a powerful employee motivator!
For more detailed information on standardized recipes, please refer to the NFSMI’s Measuring Success with Standardized Daily Recipes, described in the SMI Resources section. Practices
The Food Preparation Practices for Healthy School Meals can also be found in Appendix R in a reproducible format.
Meal Service Practices for Healthy School Meals
◆ Work with school superintendent, principal, PTA, or PTO and/or other appropriate groups to ensure that students have sufficient time to select and consume a healthful meal. ◆ Ensure that low-fat and fat-free milk are available throughout the entire lunch period. ◆ Check the temperature of milk to make sure it’s cold all through meal service and acceptable to students. ◆ Place fat-free and low-fat milks toward the front of the milk cabinet to promote their selection. ◆ Merchandise foods to encourage consumption of low-fat menu items. ◆ If a la carte food items are sold, make sure they are reflective of the goals of SMI, i.e., that healthy choices are offered. ◆ Steam vegetables only until tender-crisp.
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◆ Offer meals that incorporate principles of good menu planning, including variety and a good balance of colors, shapes, textures, temperatures, and flavors. ◆ Plan attractive garnishes for steam table pans or individual pre-portioned foods. ◆ To ensure student appeal, conduct student taste tests of new recipes and commercially prepared food products.
Ideas for Program Promotion and Improvement
◆ Promote healthful meal choices in menus and on the serving line. ◆ Model good eating habits and a positive attitude toward healthy foods. ◆ Promote good nutrition to teachers and school staff and enlist their support in modeling positive attitudes toward healthy eating. ◆ Provide nutrition education to students, parents, teachers, and/or foodservice staff, as appropriate. ◆ Include nutrition information on menus sent home to parents. Daily Practices The Meal Service Practices for Healthy School Meals can also be found in Appendix S in a reproducible format. Portion Control for Healthy School Meals
Portion control is another key to serving healthy school meals and teaching children how to recognize adequate servings of food. All foods fit into a healthy eating plan, but an excess amount of any one food can turn healthy into unhealthy. With the prevalence of oversized portions at many restaurants and fast food establishments, children need to learn to recognize an appropriate portion size for their age.
Portion control is important throughout the child nutrition setting. It involves careful planning, purchasing, meal preparation, and meal service.
Portion control contributes to an effective child nutrition operation because it: ◆ Provides the correct serving size to meet the nutritional needs and/or the USDA meal pattern/menu structure requirements. ◆ Helps to control costs. ◆ Minimizes waste and overproduction. Numerous and/or frequent leftovers can invalidate even the best nutrient analysis. 6060 Chapter 4 Chapter 4
◆ Guides the ordering and preparation of food. ◆ Gives a consistent yield. ◆ Ensures each student receives the same portion—important for customer satisfaction. ◆ Ensures consistent nutritional contributions to the meals
Training for Portion Control A foodservice director must continually train the foodservice staff on the importance of serving the proper portion to each child.
1. The first step to proper portion control is to ensure that all kitchens are equipped with the right tools and know which tools to use for each product. Every kitchen should contain the following tools to ensure proper portioning: ✓ Ounce and pound scales for weighing meats and cheeses. Various sized scoops or dishers for mashed potatoes, desserts, etc. ✓ Solid and perforated, standardized measuring-portion servers for serving fruits (solid) and vegetables (perforated). ✓ Various sized ladles for liquid foods such as soups, gravies, etc.
2. Another important step is to train the foodservice staff to Daily identify, prepare, and serve the correct portions. Practices ✓ They must be trained to portion food or menu items correctly during preparation of foods, such as weighing out the correct portion sizes of meats and cheese for individual salads and sandwiches. ✓ In addition, they must be trained to identify and use the correct size serving utensil on the serving line. For example, use a “Number 8” scoop to serve a ½ cup portion of a vegetable.
A La Carte Sales That Promote Healthy Choices
USDA studies2 indicate that students who participate in the National School Lunch Program (NSLP) and School Breakfast Program (SBP) receive better dietary intakes than students who participate in neither program. As administrator or managers of the NSLP and SBP for your SFA or school, your primary responsibility is to promote these programs—not a la carte sales.
2 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and Evaluation, Changes in Children’s Diets: 1989-1991 to 1994-1996, CN-01-CD2, by Phil Gleason and Carol Suitor. Alexandria, VA: 2001. Available online at www.fns.usda.gov/oane/default.htm. 6161 Chapter 4 Chapter 4
If you have made the decision to offer a la carte sales, practice the same nutrition integrity3 with the choices of a la carte sales available to students as with reimbursable meals. The key to healthy school foods is to practice variety, moderation, and balance. No single food supplies all the necessary nutrients. Additional foods offered for sale should enhance the menu by providing variety as well as optimizing the nutritional intake. Avoid serving the same high-fat and/or high-sodium a la carte items on a daily basis, such as pizza, French fries, and hamburgers.
Here are some suggestions for planning healthier a la carte items. ✓ Try offering fresh fruit or vegetable a la carte choices. ✓ Offer fresh baked breads (containing whole-wheat flour) in baskets with low-fat cheese and some fresh vegetables. ✓ Provide sandwich plates with a vegetable or fruit salad. ✓ Sell individual bags of raw vegetables and dips. ✓ Sell plain bottled water as a supplemental beverage rather than sugar-added drinks.
Daily Food Safety and Sanitation Practices for Practices Healthy School Meals
Having food that is safe to eat is a vital part of healthy eating. It is so important that food safety is now part of the Dietary Guidelines for Americans. In addition, Federal law now requires that every school food authority (SFA) shall implement a Hazard Analysis Critical Control Point (HACCP)-based school food safety program in the preparation and service of each meal served to children. The SFA must ensure that only safe food of the highest quality is served to children.
3 The School Nutrition Association (formerly the American School Food Service Association) and the American Dietetic Association define nutrition integrity as “a level of performance that assures all food and beverages available in schools are consistent with the Dietary Guidelines for Americans, and when combined with nutrition education and a healthy school environment contributes to enhanced learning and the development of lifelong, healthy eating habits.” 6262 Chapter 4 Chapter 4
For assistance in developing a HACCP school food safety program, refer to the U.S. Department of Agriculture’s Guidance for School Food Authorities: Developing a School Food Safety Program Based on the Process Approach to HACCP Principles. This document serves as USDA guidance for the implementation of HACCP-based food safety programs in schools participating in the National. It identifies the minimum elements of Standard Operating Procedures and temperature controls that must be included in a food safety program based on HACCP principles.
Another excellent reference for establishing food safety practices is the National Food Service Management Institute’s Serving It Safe, Second Edition.
To obtain these manuals, refer to the list of SMI Resources located after Chapter 6.
Below are examples of some foodservice areas and practices that SFAs should incorporate into their school food safety program.
Purchasing ◆ Buy from reputable vendors. ◆ Include food safety standards in purchasing agreement. ◆ Accept foods only if delivered at proper temperatures in clean, Daily well-equipped trucks. Practices
Receiving ◆ Inspect foods upon arrival for proper temperature, content damage, and insect infestation. ◆ Reject all products that do not meet requirements. ◆ Store foods immediately. ◆ Keep receiving area clean.
Storing ◆ Label food with description and delivery date. ◆ Use oldest foods first. ◆ Avoid cross-contamination. ◆ Store chemicals away from foods and other food-related supplies. ◆ Maintain proper refrigerator, freezer, and dry storage temperatures.
Preparing ◆ Avoid cross-contamination. ◆ Keep foods out of temperature “danger zone” (41°F-135°F). ◆ Wash fresh fruits and vegetables in potable, running water– never in standing water.
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◆ Thaw foods properly. ◆ Prepare foods no further in advance than necessary.
Cooking ◆ Avoid cross-contamination. ◆ Cook foods to the proper internal temperature for the appropriate time without interruptions. ◆ Record internal temperatures of food. ◆ Use a clean food thermometer when taking food temperatures.
Serving and Holding ◆ Avoid cross-contamination. ◆ Hold foods at the proper temperature – below 41°F and above 135°F to keep out of the “danger zone” (41°F-135°F). ◆ Record internal temperatures of food.
Cooling ◆ Chill rapidly. ◆ Stir frequently while cooling. ◆ Use shallow, pre-chilled pans or other safe chilling methods. ◆ Record internal temperatures of foods. Daily ◆ Store appropriately. Practices Reheating ◆ Reheat rapidly. ◆ Reheat to an internal temperature of 165 °F for 15 seconds. ◆ Record internal temperatures of food. ◆ Use a clean food thermometer when taking food temperatures. ◆ Never reheat food in hot-holding equipment.
Maintaining a Safe and Sanitary Foodservice Facility ◆ Follow rules for good personal hygiene. ◆ Wash hands frequently, properly, and at appropriate times. ◆ Clean and sanitize facility and equipment regularly. ◆ Keep facility and food items free of pest infestation.
Using Practice-Based Strategies To Meet Nutrition Standards
SFAs that do not have the capabilities or resources to conduct a nutrient analysis often have to rely on the State agency’s nutrient analysis of one week’s menus to determine if they are meeting the SMI nutrition standards and then adjust their menus as needed.
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If you are not analyzing your own menus—or even if you are—you can incorporate these practices into daily operations to ensure your school meals provide the necessary nutrients and calories, and make a giant leap in meeting the SMI nutrition goals—and most importantly—students will benefit from being offered a variety of nutritious foods.
Commitment and Training
When everyone on the school foodservice team commits to working together in providing healthy school meals, the SFA/school will have increased confidence that meals offered to students will meet the SMI nutrition goals. The school foodservice practices listed in this chapter were provided to guide foodservice staff in planning menus, purchasing food products, and preparing meals that will meet the SMI nutrition goals—even before nutrient analysis is conducted by the district or State agency.
These recommended practices are included, in reproducible form, in the Appendices to enable foodservice directors/supervisors to duplicate or adapt them for continuous staff training. Daily Practices
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It takes more than school foodservice providing healthy food choices in the cafeteria to change students’ poor eating behaviors. Children’s behaviors are influenced by food and beverage messages within their total environment—including the school cafeteria, the classroom, the entire school campus, at home, the community, and through the media. It takes a team approach to create a healthy nutrition environment for children—what USDA refers to as “Team Nutrition.”
About Team Nutrition
As discussed in the earlier chapters, in 1995, the School Meals Initiative for Healthy Children regulations updated nutrition standards to ensure that school meals were consistent with the Dietary Guidelines for Americans. USDA recognized that schools needed help to put the rules into actions. School foodservice professionals requested technical assistance to help schools create healthy, appealing meals and nutrition education to motivate students to select and consume the healthier meals. TEAM So, Team Nutrition was born: an integrated, behavior-based, Nutrition comprehensive plan for promoting the nutritional health of the Nation’s children.
How Does Team Nutrition Work?
Team Nutrition Uses Three Behavior-Oriented Strategies
1. Provide training and technical assistance to help foodservice staff working with child nutrition programs: • Plan and prepare healthy meals that look good, meet nutrition standards, and appeal to taste and cultural preferences. • Link child nutrition programs with other nutrition and health-related school programs and activities, and use the school cafeteria as a learning center. • Practice sound financial accountability in child nutrition program operation.
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2. Provide multifaceted, integrated nutrition education for children, their parents, and other adults who influence children’s behavior: • Deliver consistent nutrition messages: — Eat a variety of foods; — Eat more fruits, vegetables, and whole grains; — Choose calcium-rich foods; — Eat lower-fat foods more often; and — Be physically active. • Reinforce the messages through the school, classroom, cafeteria, home, community, and media.
3. Build school and community support: • Encourage schools to adopt policies that promote healthy eating and physical activity. • Provide educational materials to help schools achieve success. • Promote a school and community environment that supports healthy eating and physical activity.
Communication Channels TEAM Nutrition education messages are delivered through Team Nutrition Nutrition’s six reinforcing communication channels to reach children where they live, and play, as well as the adults who care for them and can influence their behavior. These channels are:
Foodservice Initiatives The cafeteria offers a positive atmosphere that reinforces nutrition education messages and provides opportunities for students to practice skills learned in the classroom.
Classroom Activities Interactive classroom activities that incorporate nutrition education messages across the curriculum in all subject areas not only teach students about nutrition but also provide opportunities to develop skills necessary to form lifelong healthy eating habits.
School-wide Events Nutrition education activities that all students, school personnel, parents, and the community can enjoy (a school garden project, nutrition fair, or school play) are fun learning opportunities for everyone and reinforce the value of healthy eating and physical activity.
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Home Activities Home activities for children and their parents reinforce messages that children learn at school and in the community. Through their positive example, parents help children learn to make good choices for healthy eating and physical activity. Home activities also provide opportunities for students to influence parental shopping and food preparation decisions.
Community Programs and Events Individuals and organizations develop community-wide education initiatives that emphasize nutrition and physical activity. Joint efforts by schools and communities expand the reach of Team Nutrition messages.
Media Events and Coverage Media coverage of school and community events helps ensure that Team Nutrition messages are repeated and are received by wide audiences. Press releases, public service announcements, and features are appropriate tools for disseminating nutrition messages and enhancing community support for Team Nutrition goals. TEAM What Resources Does Team Nutrition Provide? Nutrition Since 1995, Team Nutrition has been working to develop an array of resources, such as newsletters, publications, videos, CD’s, websites – to support each of the three implementation strategies. These include: ◆ A variety of training and technical assistance materials for child nutrition program foodservice personnel, such as Fruit and Vegetables Galore, Food Buying Guide, and Menu Planner for Healthy School Meals, etc. ◆ Nutrition curricula for elementary and middle schools, such as yourSELF, the Power of Choice, and the MyPyramid for Kids classroom materials. ◆ Support materials for schools and communities to help them foster children’s healthy eating and activity, such as Changing the Scene and Making It Happen! ◆ MyPyramid for Kids educational material to bring the messages of MyPyramid to elementary school children. Teachers can easily teach MyPyramid for Kids by using the classroom materials, including lesson plans, an interactive game, and a MyPyramid for Kids poster.
Visit the Team Nutrition website regularly at www. teamnutrition.usda.gov to see what resources are currently available. 6969 Chapter 5
Join the Team!
All schools participating in the child nutrition programs are invited to enroll as Team Nutrition Schools, making a commitment to take the lead in encouraging positive eating and physical activity behavior changes. Currently, over 33,700 schools are enrolled as Team Nutrition Schools.
If your school is not a Team Nutrition School, enroll today. You can download a copy of the Team Nutrition enrollment form at: teamnutrition.usda.gov/Join/enrollmentform.pdf. Or refer to Appendix T for a Team Nutrition School enrollment form. You may mail or fax this form directly to Team Nutrition.
Mail to: Team Nutrition 3101 Park Center Drive, Room 632 Alexandria, VA 22302
Or fax to: Team Nutrition (703) 305-2549 TEAM As a newly signed-on Team Nutrition School, you will receive Nutrition a free Resource Kit from USDA to help you plan and carry out activities for students, parents, and teachers. Team Nutrition Schools will also receive new Team Nutrition materials as they are developed.
Schools should notify USDA if the TN leader in your school(s) changes so that TN contact information can be updated. You can e-mail TN directly at the website listed below.
Visit the Team Nutrition Website often at www.teamnutrition. usda.gov to learn about what other Team Nutrition Schools are doing.
You can make a big difference – in children’s energy and readiness to learn today. Healthy children become healthy, productive adults and increase their success and wellbeing throughout their lives.
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Each SFA will be scheduled for an SMI review at least once every five years. Your State agency will let you know in advance when you will be reviewed. This notification may include: ◆ Which school(s) will be selected; ◆ What week will be selected for review; ◆ When an on-site visit will be scheduled; and ◆ What specific information you will need to provide.
This chapter briefly describes how to prepare for a review and what information you will need to collect in preparation for the review.
How Does the SMI Review Compare to a CRE Review?
The Coordinated Review Effort, or CRE Review, focuses on the administrative aspects of school foodservice operations. State agencies are required to conduct CRE and SMI Reviews of each school district or SFA participating in the NSLP once every five SMI years. Review CRE Reviews Have the Following Goals: ◆ To determine if free and reduced-price meal benefits are provided in accordance with the regulations, ◆ To determine if proper meal counts are being taken at the point of service, and ◆ To determine if complete reimbursable meals are being offered.
SMI Reviews Have These Goals: ◆ To ensure Program meals meet the nutrition standards, and ◆ To ensure that SFAs receive the technical assistance and resources needed to meet the nutrition standards.
The SMI Review May Be Conducted: ◆ Prior to the CRE Review. ◆ After the CRE Review. ◆ At the same time as the CRE Review.
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Preparing for the Review – What You Will Need
The chart below summarizes the information that any SFA will need to have available when the SMI review is scheduled. Some State agencies may request these documents prior to the review, while others may require them during the review. Have all required information organized and readily available.
Information You Must Provide for the SMI Review
◆ Menus for the entire review week. (See the glossary for the definition of a review week.) If the week selected does not meet this definition, let the State agency know right away so that an alternate week may be selected. ◆ Standardized recipes, including local and modified USDA recipes, for all menu items served during the review week. Remember, you will need a standardized recipe whenever a food item contains more than one ingredient. ◆ Food production records of the school(s) selected for the review week. Your State agency may request to see production records from other schools, especially if you are on NSMP/ANSMP and analyze menus centrally, to check if your weighted SMI averages are reflective of food preferences at all schools. Review ◆ Nutrition Facts Labels or nutrient analysis data forms submitted by manufacturers for each commercially-prepared food used during the review week. ◆ Child Nutrition (CN) Labels and/or Product Formulation Statements to identify the component contribution of a product toward the meal pattern—for schools on a food-based menu planning approach. ◆ A nutrient analysis of menus and copies of all recipes (including analysis) for the review week—for schools on a nutrient-based menu planning approach.
A more detailed checklist of documents you will need for the SMI review is included in Appendix U. Below is a brief discussion of these documents.
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Menus Complete written menus are required to ensure accuracy of the nutrient analysis. You will need a copy of the menus planned and served for each of the school(s) selected for the review. Menus should include all choices, including condiments and other items not included as a meal component, such as desserts. Provide a copy of your documentation of substitutions if you are following a nutrient-based menu planning approach. You should note the specific substitution, the date you became aware of the need for a substitution, and the date the substitution was made.
A copy of a Sample Food Substitution Form is included in Appendix L.
Standardized Recipes You will need to provide copies of all recipes used during the review week. ◆ If you are using a nutrient-based menu planning approach, the State agency will use your recipes to ensure that they were correctly entered into the nutrient analysis software program, including selecting the correct ingredient and weight or volume. ◆ If you are using a food-based menu planning approach, SMI the State agency will use your recipes in the nutrient analysis. Review For those SFAs/schools that are on a food-based menu planning approach, conduct their own analysis, and wish the SA to accept their analysis, the SA will validate the data entry of the ingredients, recipes, and menus for accuracy.
The procedures for standardizing recipes are described in Chapter 7 of USDA’s A Menu Planner for Healthy School Meals. This resource describes in detail the importance of standardized recipes to ensure consistent results for both nutritional analysis and product quality and yield. It gives a clear description of the procedures by which local recipes can be standardized for use in your program. It also contains a copy of a standardized recipe form. Check your recipes against this form to ensure that all needed information is included in your recipes.
Another resource is Measuring Success with Standardized Recipes, 2002. Refer to the SMI Resource section of this manual on how to order this publication.
Food Production Records Food production records are the documentation of what was prepared and served; they are necessary to support the claim for reimbursable meals and to identify information needed for the nutrient analysis. 7373 Chapter 6 Chapter 6
Regardless of the type of menu planning option that you have chosen, all production records must include the information discussed below: ◆ Planned number of meals by age or grade group for students; number of adult/other meals planned ◆ All planned menu items, including all choices, types of milk, desserts, condiments, and substitutions ◆ All condiments served as part of the reimbursable meal, including gravy, butter, margarine, mayonnaise, relish, ketchup, mustard, salad dressing, etc ◆ Serving or portion sizes of each planned menu item or condiment for each age or grade grouping ◆ If menus are planned for more than one age or grade group at one school building, clearly indicate portion differences on food production records ◆ Planned number of portions (servings) of each menu or food item to be served; include planned a la carte sales in the planned portions ◆ Total amount of food actually prepared for each food item or menu item ◆ Amount of leftovers for each menu item SMI ◆ Actual number of reimbursable meals served. Indicate this Review information for each age or grade group ◆ Actual number of non-reimbursable meals (adult meals, second meals served to students)
While the bullets above generally describe what information is needed on production records, if you are unfamiliar with any of these requirements, Chapter 7 of a Menu Planner for Healthy School Meals provides a complete discussion of each. The Menu Planner also has useful sample production record formats that will provide a complete record of this information. Separate forms are available for both the food-based and for the nutrient-based menu- planning systems. These forms are found on pages 191-199 of the Menu Planner. Some State agencies have developed their own production records. Follow your State agency’s guidance.
Food Product Descriptions or Specifications The SFA should have written food product descriptions or specifications for all foods used in the schools—not only as a purchasing tool but also for determining the product or ingredient for the State agency’s nutrient analysis or for the State agency’s review of the analysis.
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Examples of Food Product Descriptions:
Milk: Ground Beef: Milk, unflavored, 1% low-fat Ground beef, frozen No more than 20% fat Like IMPS 136
All SFAs should provide a list of food product descriptions for food products used in menus. This allows the SFA/school menu planner or State agency staff to select the correct ingredient from the software database when conducting nutrient analysis.
Nutrition Information There must be nutrition information for all commercially-prepared food products on file—regardless of menu planning approach. Be sure all copies of these documents can be easily read. The reviewer or menu planner must be able to identify which nutrient information applies to which product. SMI Review To keep nutrition information organized and easily accessible, file these documents in a notebook, either alphabetically, by category of food, or by calendar dates that correspond with the menus. Another procedure is to copy the documents and attach the copies to the appropriate food production records.
If a Nutrition Facts Label is not available, you will need to obtain that information from the manufacturer. A sample Manufacturers’ Data Submission form is included as Appendix K that you can provide for manufacturers to complete, sign, and provide to you.
If you need further information, this form is discussed in detail in Chapter 7 of A Menu Planner for Healthy School Meals.
Nutrient Analysis Report for the Review Week ◆ If you are using a nutrient-based menu planning approach, you must provide a nutrient analysis report for the review week. ◆ If you are using a food-based menu planning approach, and you are conducting your own nutrient analysis and want the State agency to accept it, you must provide a nutrient analysis report for the review week. Otherwise, the State agency will conduct the nutrient analysis for the week of review.
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SFAs/schools using a nutrient-based menu planning approach, that are required to conduct nutrient analysis, and schools using a food-based menu planning approach (that want the State agency to accept their nutrient analysis) must follow the procedures described in your companion guidance, Nutrient Analysis Protocols: How to Analyze Menus for USDA’s School Meals Programs.
The SMI Review Process—What To Expect
During the Review If you or your school foodservice programs are new, the following discussion will explain the actual SMI review process and what you can expect during that process. If you have participated previously in an SMI review and are already familiar with the SMI review procedure, this section can serve as a reminder.
The process to conduct an SMI review has been separated by food- based and nutrient standard-based planning since there are some differences in the way the review will be conducted.
Food-Based Menu Planning Approaches SMI The State agency will conduct a nutrient analysis for SFA’s Review or schools using Traditional or Enhanced Food-Based Menu Planning. If the SFA uses a food-based menu planning approach, conducts its own nutrient analyses, and wishes the State agency to review their analyses, the State agency may validate the SFAs analysis and determine that nutrient analysis protocols were followed rather than conducting a new nutrient analysis.
Breakfast and lunch analyses may not be combined for food-based menu planning approaches for the SMI review evaluation.
The State agency may ask that the documentation required for a nutrient analysis be sent to them prior to the review. Your SA will advise you on the procedure they will be using. An on- site evaluation of at least one school is usually made during the review process to determine if the recorded information and daily practices are consistent. Based on the results of the nutrient analysis, on-site evaluation, and comparison to the last SMI review in the SFA, recommendations for corrective action will be developed to bring the menus and daily practices into compliance with nutrition standards.
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Nutrient-Based Menu Planning Approaches . (NSMP and ANSMP) If your district or one of your schools uses one of the nutrient- based menu planning approaches, you are required to provide all the information listed in this chapter plus the completed nutrient analysis report. Product descriptions, documentation of product nutrient information, standardized recipes, and production records will be used to compare the information used for the menu analysis. All records and information explained in this chapter are necessary in order for the State agency to check the accuracy of all data and to provide technical assistance if the analysis contains errors or omissions.
An on-site evaluation of at least one school will usually be made to determine if the recorded information and daily practices are consistent in order to validate the nutrient analysis. Based on the results of the nutrient analysis, on-site evaluation, and comparison to the last SMI Review in the district, recommendations for corrective action will be developed to bring the menus and daily practices into compliance with nutrient standards.
Some State agencies may require that NSMP and ANSMP SMI documentation be sent to them before the on-site evaluation is Review conducted.
After the SMI Review After the review is completed, your State agency will analyze the results of your review to determine how closely your program is meeting the Dietary Guidelines for Americans and whether your schools are improving in efforts to meet the nutrition goals. They will also provide you with the results of your review.
Depending upon the results of your review, your State agency may make suggestions and/or assist you in developing a Corrective Action Plan (CAP). The suggestions and/or corrective actions will be developed with the needs of your program in mind. Your State agency will discuss all requirements regarding activities and suggestions for corrective action with you at the exit conference following the review.
It is not just preparing for an SMI review—it is staying prepared. The School Meals Initiative means developing and maintaining practices that result in healthy, appetizing, and nutritious meals to students—every school day. The entire school foodservice team needs to commit to the daily practices outlined in this manual for planning, preparing, and serving healthy school meals. School foodservice can be a part of the solution to childhood obesity—not a part of the problem. 7777 78 SMI Resources
Resource Description Ordering, Downloading, and/or URL Information U.S. Department of Agriculture, Manual presents the basic Food and Nutrition Service, A concepts of the School Meals www.teamnutrition.usda.gov/ Menu Planner for Healthy School Initiative for Healthy Children and resources/menuplanner.html Meals, 1998 explains how to translate the concepts into real meals for real children in real schools.
It will help you plan, prepare, serve, and market appealing meals.
U.S. Department of Agriculture, Guidance presents information on Food and Nutrition Service, how to handle situations that may www.fns.usda.gov/cnd/ Accommodating Children with arise and offers advice about such Guidance/special_dietary_ Special Dietary Needs in the issues as funding and liability. needs.pdf School Nutrition Programs – It also describes some of the Guidance for School Food Service factors which must be considered Staff, 2001 in the early phases of planning, and suggests ways in which the school food service can interact with other responsible parties in the school and the community at large to serve children with disabilities.
Guidance is based on the policy guidelines outlined in FNS Instruction 783-2, Revision 2, Meal Substitutions for Medical or Other Special Dietary Reasons.
79 SMI Resources SMI Resources
Resource Description Ordering, Downloading, and/or URL Information U.S. Department of Agriculture, Tool kit addresses the entire Food and Nutrition Service, school nutrition environment www.fns.usda.gov/tn/ Changing the Scene: Improving including a commitment to Resources/changing.html the School Nutrition Environment nutrition and physical activity, – A Guide to Local Action, 2000 pleasant eating experiences, quality school meals, other healthy food options, nutrition education, and marketing the issue to the public. This kit can help local people take action to improve their school's nutrition environment.
The kit includes a variety of tools for use at the local level to raise awareness and address school environment issues that influence students' eating and physical activity practices.
U.S. Department of Agriculture, This manual is a resource on www.nfsmi.org/Information/ Food and Nutrition Service, foods and ingredients to assist choice_plus.htm with the National Food Service purchasers in developing food Management Institute, Choice specifications consistent with Plus: A Reference Guide For nutritional goals and knowledge. Foods and Ingredients 1997 Provides information to help program operators make informed decisions when purchasing products for use in school lunch and breakfast programs.
80 SMI Resources SMI Resources
Resource Description Ordering, Downloading, and/or URL Information U.S. Department of Agriculture, This resource gives guidance on Food and Nutrition Service, purchasing safe food. Discusses www.nfsmi.org/Information/ with the National Food Service on-site visits to distributors, food choice-plus-food-safety- Management Institute, recalls, safety language, food supplement.pdf Choice Plus – Food Safety dating, manufacturer HACCP, and Supplement 2003 estimated product storage life.
U.S. Department of Agriculture, Web page provides links to the Food and Nutrition Service, online commodity fact sheets www.fns.usda.gov/fdd/facts/ Commodity Food Fact Sheet database maintained for all Food commodityfacts.htm Database Distribution Programs. Each fact sheet gives a basic description Food Distribution Programs of the available USDA product, suggested uses, preparation and storage tips, and nutrition information.
http://www.fns.usda gov/fdd/ default.htm
U.S. Department of Agriculture Guidelines are published every 5 and the U.S. Department of Health years and provide authoritative www.cnpp.usda.gov/ and Human Services, Dietary advice for people two years and dietaryguidelines.htm Guidelines for Americans, 2005 older about how good dietary habits can promote health and reduce risk for major chronic diseases. They serve as the basis for Federal food and nutrition education programs.
81 SMI Resources SMI Resources
Resource Description Ordering, Downloading, and/or URL Information U.S. Department of Agriculture, The web link to Eat Smart. Food and Nutrition Service, Eat Play Hard.TM is about making www.fns.usda gov/ Smart. Play Hard.™ America’s children healthier. It’s eatsmartplayhard/ about practical suggestions that will help you motivate children and their caregivers to eat healthy and be active. The Eat Smart. Play Hard.TM Campaign messages and materials are fun for children and informative for caregivers. To make your job easier, we have kid-tested the messages and based them on the Food Guide Pyramid and Dietary Guidelines for Americans.
U.S. Department of Agriculture, A resource to guide child nutrition www.nfsmi.org/Information/ Food and Nutrition Service, professionals in their procurement with the National Food Service procedures. Topics include steps firstchoice/fcindex.html Management Institute, First in purchasing, the marketplace Choice: A Purchasing Systems regulations, product movement, Manual for School Food Service, bid units, specifications, brand 2nd Edition, 2002 approval, receiving, and more.
U.S. Department of Agriculture, Tool to determine the contribution Food and Nutrition Service, Food foods make toward the meal www.. Buying Guide for Child Nutrition pattern requirements. It helps teamnutrition.usda.gov/ Programs, 2001 foodservice personnel to purchase resources/foodbuyingguide.html the right amount of food and serve reimbursable meals (food- To order a hard copy, visit the based menu planning). Team Nutrition website,
www.teamnutrition.usda.gov
82 SMI Resources SMI Resources
Resource Description Ordering, Downloading, and/or URL Information U.S. Department of Agriculture, This tool provides a wide range Food and Nutrition Service, Fruit of information to directly assist www.fns.usda.gov/tn/ and Vegetables Galore, 2004 schools in serving more fruits and Resources/fv_galore.html vegetables in ways that motivate students to eat more fruits and vegetables. Resource includes three publications and five posters. Also included is a self- tutorial CD-ROM for foodservice staff.
U.S. Department of Agriculture, This document serves as USDA www.fns.usda.gov/cnd/Lunch/ Guidance for School Food guidance for the implementation Downloadable/HACCPGuidance. Authorities: Developing a School of HACCP-based food safety pdf Food Safety Program Based on programs in schools participating the Process Approach to HACCP in the National School Lunch Principles Program (NSLP) or the School Breakfast Program (SBP). It identifies the minimum elements that must be included in a food safety program based on HACCP principles.
U.S. Department of Agriculture, Web link to the Healthy School http://schoolmeals.nal.usda.gov National Agricultural Library, Meals Resource System (HSMRS). Healthy Schools Meals Resource The HSMRS, as USDA’s Training Center and Technical Assistance Component, assists state and local school foodservice programs meet the Dietary Guidelines for Americans.
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Resource Description Ordering, Downloading, and/or URL Information U.S. Department of Agriculture, Manual describes recipe Food and Nutrition Service, standardization techniques in www.nfsmi.org/Information/ with the National Food Service detail and includes examples, stdrecipes/complete.pdf Management Institute, practice exercises, and reference Measuring Success with materials. It is a “how-to” Standardized Recipes, 2002 guide on recipe standardization for managers and cook-level employees. Includes a video and CD ROM.
U.S. Department of Agriculture, This guidance manual establishes Food and Nutrition Service, procedures to conduct an www.fns.usda.gov/tn/ Nutrient Analysis Protocols – How accurate nutrient analysis of Resources/nutrientanalysis.html to Analyze Menus for USDA’s school meals. School Meals Programs
U.S. Department of Agriculture, The package contains training Food and Nutrition Service, modules for each of the http://www.fns.usda.gov/tn/ with the National Food Service menu-planning approaches. Resources/offer_v_serve.html Management Institute, Offer Each module includes all the Versus Serve in the School information and tools you’ll need Nutrition Programs to successfully train staff on OVS. The package includes a resource guide, training video, and training materials.
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Resource Description Ordering, Downloading, and/or URL Information U.S. Department of Agriculture, Describes why food safety is Food and Nutrition Service, important and gives guidance http://schoolmeals.nal.usda. with the National Food Service on how foodservice personnel gov/Safety/safe.html Management Institute, Serving It can assure the preparation and Safe: A Manager’s Tool Kit, service of safe foods. Provides www.teamnutrition.usda.gov/ 2nd Edition information based on the 2001 Resources/Serving_Safe.html Food Code.
Package includes 119-page manual, 102-page instructor guide, and 25-1/2” x 33” English/ Spanish posters. Instructor guide provides an outline for conducting 1 10 hours of group training.
U.S. Department of Agriculture, The guide focuses on the critical Food and Nutrition Service, first steps in initiating and www.teamnutrition.usda.gov/ Team Nutrition Getting It Started implementing Team Nutrition, Resources/gettingitstarted.html and Keeping It Going: A Guide For and also provides how to’s, ideas Team Nutrition Leaders in action, available resources, and real world challenges and solutions identified by participating States and schools in the USDA’s Team Nutrition Demonstration Project.
U.S. Department of Agriculture, These updated recipes from the www.teamnutrition.usda.gov/ Food and Nutrition Service, 1988 Quantity Recipes for School Resources/usda_recipes.html with the National Food Service Food Service and the 1995 Tool Management Institute, Kit for Healthy School Meals USDA Recipes for Schools have been edited and reflect the changes made in the newest edition of the Food Buying Guide for Child Nutrition Programs.
85 86 APPENDICES
SMI Road to Success
Appendix A: Scientific Research Indicating Trends in Children’s Health and Diet...... 89 Appendix B: Traditional Food-Based Menu Planning—Meal Patterns for Lunch...... 90 Appendix C: Enhanced Food-Based Menu Planning—Meal Patterns for Lunch...... 91 Appendix D: Traditional Food-Based Menu Planning—Meal Patterns for Breakfast...... 92 Appendix E: Enhanced Food-Based Menu Planning—Meal Patterns for Breakfast...... 93 Appendix F: Nutrient Standard Menu Planning/Assisted Nutrient Standard Menu Planning Requirements for Lunch and Breakfast...... 94 Appendix G-1: Grains/Breads Requirement for Food-Based Menu Planning Approaches- Traditional...... 95 Appendix G-2: Grains/Breads Requirement for Food-Based Menu Planning Approaches- Enhanced...... 96 Appendix H: Sample Child Nutrition (CN) Label...... 97 Appendix I: Sample Product Formulation Statement...... 98 Appendix J: Nutrition Facts Label...... 99 Appendix K: Manufacturer’s Data Submission Form...... 100 Appendix L: Sample Food Substitution Form...... 102 Appendix M: Sources of Nutrients...... 103 Appendix N: Menu Planning Practices for Healthy School Meals...... 112 Appendix O: Milk Fat Comparison Chart...... 114 Appendix P: Discussion on Types and Examples of Dietary Fat...... 115 Appendix Q: Purchasing Practices for Healthy School Meals...... 116 Appendix R: Food Preparation Practices for Healthy School Meals...... 118 Appendix S: Meal Service Practices for Healthy School Meals & Ideas for Program Promotion and Improvement...... 120 Appendix T: Team Nutrition School Enrollment Form...... 121 Appendix U: Checklist of Documents Needed for an SMI Review...... 122 Appendix V: NSMP/ANSMP – Structuring Meals for Healthy Choices...... 124 INDEX: ...... 125
87 88 Appendix A
Scientific Research Indicating Trends in Children’s Health and Diet
Current scientific research indicates these and other trends in children’s health: ◆ Childhood obesity has reached epidemic proportions. The percentage of children who are overweight has more than doubled since 1970, and the percentage among adolescents has tripled.1 ◆ More than 10 percent of younger pre-school children between ages two and five were overweight in 2003, up from 7 percent in 1994.2 ◆ These overweight children are at a greater risk for psychological disorders such as decreased self-esteem and depression, and their suffering goes beyond teasing and taunts.3 ◆ Overweight children and adolescents are more likely to become obese adults, increasing their risk for chronic diseases later in life. ◆ Type 2 diabetes, which is closely linked to overweight, has skyrocketed among children and adolescents over the past decade. Childhood obesity has also been associated with increased rates of high cholesterol and high blood pressure among children. ◆ The long-term complications can be devastating. Untreated, diabetes can lead to blindness, kidney failure, leg amputations, stroke, heart disease, and early death. ◆ The former U.S. Surgeon General David Satcher warned that overweight and obesity, left unabated, might soon cause as much preventable disease and death as cigarette smoking.
Current trends in children’s diets are also alarming: ◆ Only 2 percent of school-aged children meet the Food Guidance System recommendations for all five food groups. Less than one in five children eat the recommended amount of fruits or vegetables. The vast majority of children consume too much fat and sodium.4 ◆ Mean calcium intakes by females ages 9 to 13 and 14 to 18 (years of age) are very low –65 and 54 percent of Adequate Intake based on the Dietary Reference Intake.5 ◆ Children’s consumption of soda increased by 40 percent from 1989- 1991 to 1994-1996. Milk product consumption dropped significantly during this period. The decrease in milk product consumption may be related to the decrease in calcium intake for some subgroups.6 ◆ Children with unhealthy eating patterns tend to maintain those unhealthy habits into adulthood.
1 Ogden, CL, Flegal, KM, Carroll MD, and Johnson CL. Prevalence and Trends in Overweight Among U.S. Children and Adolescents, 1999- 2000. JAMA 2002 288 (14): 1728-1732. 2 US HHS Press Office. HHS, USDA Takes Next Step in Obesity Fight, Press Release, October 2002. 3 Sanjay Gupta, M.D., Why Adolescent Obesity Can Have Grim Consequences, TIME, May 2002. 4 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and Evaluation, Changes in Children’s Diets: 1989- 1991 to 1994-1996, CN-01-CD2, by Phil Gleason and Carol Suitor. Alexandria, VA: 2001. Available online at www.fns.usda.gov/oane/ default.htm. 5 Ibid. 6 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and Evaluation, Children’s Diets in the Mid-1990s: Dietary Intake and Its Relationship with School Meal Participation, CN-01-CD1, by Phil Gleason and Carol Suitor. Alexandria, VA: 2001. Available online at www.fns.usda.gov/oane/default.htm. 89 Appendix B – 8 RECOMMENDED QUANTITIES V GROUP 12 AND OLDER AGE GRADES 7-12 8 fl oz (1 cup) 3 oz 3 oz 3 oz eggs 1-1/2 large 3/4 cup Tbsp 6 12 oz or 1-1/2 cups 1-1/2 oz = 50% 3/4 cup 10 per week minimum of 1 per day – 8 8 fl oz (1 cup) GROUP IV GROUP 9 AND OLDER AGE GRADES 4-12 2 oz 2 oz 2 oz egg 1 large 1/2 cup Tbsp 4 8 oz or 1 cup 1 oz = 50% 3/4 cup 8 per week minimum of 1 per day
– 8 minimum of 1 per day GROUP III GROUP 5-8 AGES GRADES K-3 8 fl oz (1 cup) 1-1/2 oz 1-1/2 oz 1-1/2 oz egg 3/4 large 3/8 cup Tbsp 3 6 oz or 3/4 cup 3/4 oz = 50% 1/2 cup 8 per week 5 – 8
MINIMUM QUANTITIES PATTERNS GROUP II GROUP 3 and 4 AGES PRESCHOOL 6 fl oz (3/4 cup) 1-1/2 oz 1-1/2 oz 1-1/2 oz egg 3/4 large 3/8 cup Tbsp 3 6 oz or 3/4 cup 3/4 oz = 50% 1/2 cup 8 per week minimum of 1 per day 5 – 8
LUNCH GROUP I GROUP 1 and 2 AGES PRESCHOOL 1/2 cup 5 per week minimum of 1/2 per day 6 fl oz (3/4 cup) 1 oz 1 oz 1 oz egg 1/2 large 1/4 cup Tbsp 2 4 oz or 1/2 cup 1/2 oz = 50%
FOOD-BASED MENU PLANNING – Meal Pattern
5 SCHOOL TRADITIONAL (quantity of the edible portion 1, 2, 3, 4, 5
4 3 Two or more servings of different vegetables, or more servings of different vegetables, Two 4, 6 (Servings per week): Must be enriched or whole-grain (Servings Must be enriched or whole-grain per week): 7 fluid (as a beverage) Must be served in the main dish or plus only one other menu item. be used to meet part of the meat or alternate Enriched macaroni with fortified requirement. protein may 210. A of 7 CFR Part Appendix Alternate protein products must meet the requirements in but not as both components in the same meal. dry be used as a meat alternate Cooked or as a vegetable, beans or peas may nuts and seeds should be finely minced. If served, present a choking hazard. not recommended to be served 1-3 since they Nuts and seeds are generally to children ages juice. be met with full-strength fruit or vegetable No more than one-half of the total requirement may but not as both components in the same meal. be used as a meat alternategrains/breads item, or as a Enriched macaroni with fortified protein may equals 5 school days. a week For the purposes of this chart,
Milk, Meat or Alternate as served): or fish poultry, Lean meat, Alternate protein products Cheese Egg (large) dryCooked beans or peas butter or other nut seed butters Peanut - commercially sweetened or unsweetened plain or flavored, Yogurt, prepared be used to meet no more than 50% of the requirement may The following of the above: and must be used in combination with any or an guidance, as listed in program or seeds, tree nuts, soynuts, Peanuts, meat/meat alternate combination of the above quantity of any equivalent or fish) poultry, lean meat, (1 oz of nuts/seeds=1 cooked Vegetable or Fruit or both fruits, Grains/Breads include bran flour or meal that may or made from enriched whole-grain A serving serving is a slice of bread or an equivalent of and/or germ. other noodles, macaroni, rice, or 1/2 cup of cooked etc., rolls, biscuits, or cereal grains. pasta products, 1 2 3 4 5 6 7 8 FOOD COMPONENTS AND ITEMS
90 Appendix C – 8 9 OPTION FOR GRADES K-3 8 fl oz (1 cup) 1-1/2 oz 1-1/2 oz 1-1/2 oz egg 3/4 large 3/8 cup Tbsp 3 6 oz or 3/4 cup 3/4 oz = 50% 3/4 cup 10 per week minimum of 1 per day – 8
9 8 fl oz (1 cup) GRADES 7-12 2 oz 2 oz 2 oz egg 1 large 1/2 cup Tbsp 4 8 oz or 1 cup 1 oz = 50% 1 cup 15 per week minimum of 1 per day – 8
9 GRADES K-6 8 fl oz (1 cup) 2 oz 2 oz 2 oz egg 1 large 1/2 cup Tbsp 4 8 oz or 1 cup 1 oz = 50% 3/4 cup plus an extra a week 1/2 cup over 12 per week minimum of 1 per day 5
– 8 PATTERNS MINIMUM REQUIREMENTS PRESCHOOL 6 fl oz (3/4 cup) 1-1/2 oz 1-1/2 oz 1-1/2 oz egg 3/4 large 3/8 cup Tbsp 3 6 oz or 3/4 cup 3/4 oz = 50% 1/2 cup 8 per week minimum of 1 per day 5
– 8 LUNCH AGES 1 and 2 AGES 6 fl oz (3/4 cup) 1 oz 1 oz 1 oz egg 1/2 large 1/4 cup Tbsp 2 4 oz or 1/2 cup 1/2 oz = 50% 1/2 cup 5 per week minimum of 1/2 per day FOOD-BASED MENU PLANNING — Meal Pattern SCHOOL ENHANCED 5 (quantity of the edible portion as 1, 2, 3, 4, 5
4 3 Two or more servings of different vegetables, fruits, fruits, or more servings of different vegetables, Two 4,6 (Servings per week): Must be enriched or whole-grain (Servings Must be enriched or whole-grain per week): 7 Must be served in the main dish or plus only one other menu item. be used to meet part of the meat or alternate Enriched macaroni with fortified requirement. protein may 210. A of 7 CFR Part Appendix Alternate protein products must meet requirements in but not as both components in the same meal. dry be used as a meat alternate Cooked or as a vegetable, beans or peas may nuts and seeds should be finely minced. If served, present a choking hazard. not recommended to be served 1-3 since they Nuts and seeds are generally to children ages juice. be met with full-strength fruit or vegetable No more than one-half of the total requirement may but not as both components in the same meal. be used as a meat alternategrains/breads item, or as a Enriched macaroni with fortified protein may equals 5 school days. a week For the purposes of this chart, dessert. be a grain-based serving may 0Up to one grains/breads per day Milk, fluid (as a beverage) Milk, Meat or Alternate served): or fish poultry, Lean meat, Alternate protein products Cheese Egg (large) dryCooked beans or peas butter or other nut seed butters Peanut – commercially sweetened or unsweetened, plain or flavored, Yogurt, prepared be used to meet no more than 50% of the requirement may The following soynuts, Peanuts, of the above: and must be used in combination with any quantity or an equivalent guidance, as listed in program or seeds, tree nuts, meat/meat alternate (1 oz of nuts/seeds = combination of the above of any or fish). poultry, lean meat, 1 oz of cooked Vegetable or Fruit or both Grains/Breads include bran flour or meal that may or made from enriched whole-grain A serving serving is a slice of bread or an equivalent of and/or germ. other noodles, macaroni, rice, or 1/2 cup of cooked etc., rolls, biscuits, or cereal grains. pasta products, 1 2 3 4 5 6 7 8 9 FOOD COMPONENTS AND ITEMS
91 Appendix D GRADES K-12 8 fl oz (1 cup) 1/2 cup 1 slice 1 serving 3/4 cup or 1 oz 1 oz 1 oz 1 oz egg 1/2 large Tbsp 2 Tbsp 4 1 oz 4 oz or 1/2 cup 5 PRESCHOOL 6 fl oz (3/4 cup) 1/2 cup 1/2 slice 1/2 serving 1/3 cup or 1/2 oz 1/2 oz 1/2 oz 1/2 oz egg 1/2 large Tbsp 1 Tbsp 2 1/2 oz 2 oz or 1/4 cup MINIMUM REQUIREMENTS 5 PATTERNS AGES 1 and 2 4 fl oz (1/2 cup) 1/4 cup 1/2 slice 1/2 serving 1/4 cup or 1/3 oz 1/2 oz 1/2 oz 1/2 oz egg 1/2 large Tbsp 1 Tbsp 2 1/2 oz 2 oz or 1/4 cup
BREAKFAST FOOD-BASED MENU PLANNING ALTERNATIVE — Meal Pattern FOOD-BASED MENU PLANNING ALTERNATIVE SCHOOL 4, 5 3, 4, 5 TRADITIONAL Fruit and/or vegetable; or full-strength fruit juice or vegetable juice or full-strength fruit juice or vegetable Fruit and/or vegetable; 3
2 (Fluid) (As a beverage, on cereal, or both) on cereal, (Fluid) (As a beverage, Minimum servings for meat/meat alternate= 1/4 serving. = 0.25 ounce and for grains/breads germ. include bran and/or flour or meal that may or made from enriched whole-grain Grains/Breads must be enriched or whole-grain 220. A 7 CFR Part Appendix Alternate protein products must meet requirements in one breakfast. be served in any No more than 1 ounce of nuts and/or seeds may nuts and seeds should be finely minced. If served, present a choking hazard. not recommended to be served 1-3 since they Nuts and seeds are generally to children ages Milk Juice/Fruit/Vegetable SELECT ONE SERVING FROM EACH OF THE FOLLOWING COMPONENTS; TWO FROM ONE COMPONENT; OR AN EQUIVALENT COMBINATION1: Grains/Breads or enriched bread Whole-grain etc. muffin, roll, or enriched biscuit, Whole-grain or fortified cereal enriched, Whole-grain, Meat or Alternate Lean m eat/poultry or fish Alternate protein products Cheese Egg (large) butter or other nut seed butters Peanut dryCooked beans and peas guidance) Nuts and/or seeds (as listed in program – commercially prepared sweetened or unsweetened, plain or flavored, Yogurt, 1 2 3 4 5 FOOD COMPONENTS AND ITEMS
92 Appendix E OPTION FOR GRADES 7-12 8 fl oz (1 cup) 1/2 cup 1 slice 1 serving 3/4 cup or 1 oz - Plus an additional serving of one the Grains/Breads above. 1 oz 1 oz 1 oz egg 1/2 large Tbsp 2 Tbsp 4 1 oz 4 oz or 1/2 cup GRADES K-12 8 fl oz (1 cup) 1/2 cup 1 slice 1 serving 3/4 cup or 1 oz 1 oz 1 oz 1 oz egg 1/2 large Tbsp 2 Tbsp 4 1 oz 4 oz or 1/2 cup 5 MINIMUM REQUIREMENTS REQUIRED FOR PRESCHOOL 6 fl oz (3/4 cup) 1/2 cup 1/2 slice 1/2 serving 1/3 cup or 1/2 oz 1/2 oz 1/2 oz 1/2 oz egg 1/2 large Tbsp 1 Tbsp 2 1/2 oz 2 oz or 1/4 cup PATTERNS 5 AGES 1 and 2 AGES 4 fl oz (1/2 cup) 1/4 cup 1/2 slice 1/2 serving 1/4 cup or 1/3 oz 1/2 oz 1/2 oz 1/2 oz egg 1/2 large Tbsp 1 Tbsp 2 1/2 oz 2 oz or 1/4 cup
1 BREAKFAST SCHOOL FOOD-BASED MENU PLANNING ALTERNATIVE — Meal Pattern FOOD-BASED MENU PLANNING ALTERNATIVE 4, 5 ENHANCED 3, 4, 5 Fruit and/or vegetable; or full-strength fruit juice or vegetable juice or full-strength fruit juice or vegetable Fruit and/or vegetable; 3 2 (Fluid) (As a beverage, on cereal, or both) on cereal, (Fluid) (As a beverage, Minimum servings for meat/meat alternate= 1/4 serving. = 0.25 ounce and for grains/breads germ. include bran and/or flour or meal that may or made from enriched whole-grain Grains/Breads must be enriched or whole-grain 220. A of 7 CFR Part Appendix Alternate protein products must meet requirements in one breakfast. be served in any No more than 1 ounce of nuts and/or seeds may nuts and seeds should be finely minced. If served, present a choking hazard. not recommended to be served 1-3 since they Nuts and seeds are generally to children ages
FOOD COMPONENTS AND ITEMS Milk Juice/Fruit/Vegetable SELECT ONE SERVING FROM EACH OF THE FOLLOWING COMPONENTS; OR TWO FROM ONE COMPONENT; AN EQUIVALENT COMBINATION Grains/Breads or enriched bread Whole-grain etc. muffin, roll, or enriched biscuit, Whole-grain or fortified cereal enriched, Whole-grain, Meat or Alternate Lean meat/poultry or fish Alternate protein products Cheese Egg (large) butter or other nut seed butters Peanut dryCooked beans and peas guidance) Nuts and/or seeds (as listed in program – commercially prepared sweetened or unsweetened, plain or flavored, Yogurt, 1 2 3 4 5
93 Appendix F
Nutrient Standard Menu Planning/Assisted Nutrient Standard Menu Planning Requirements for Lunch and Breakfast
Menus planned under the NSMP/ANSMP approach must meet two requirements:
1) When averaged over the school week, school lunches and school breakfasts must meet the specific age- or grade-based nutrient standards as defined in 7 CFR Parts 210.10 and 220.8; and
2) At a minimum, planned menus must contain the menu items as summarized below. Additional menu items may need to be added in order to meet nutrient standards and/or to increase variety.
Minimum Required Menu Items For Nutrient Standard Menu Planning
MINIMUM AMOUNTS MINIMUM AMOUNTS Menu Items Lunch Breakfast Entrée 1 serving None Other menu item(s) 1 serving 2 servings (side dishes) Fluid milk 1 serving 1 serving
94 Appendix G-1
Grains/Breads Requirement for Food-Based Menu Planning Approaches
Traditional Food-Based Menu Planning Approach
The requirement for the grains/bread is based upon the minimum number of daily servings plus a required number of total servings over a five-day school week. Schools serving lunch six or seven days per week should increase the weekly quantity by approximately 20 percent for each additional day. Schools operating less than five days may decrease the weekly quantity by approximately 20 percent for each day less than five.
Tip for RCCIs: For grains/breads calculations other than a five-day week, the number of servings would be proportionally increased or decreased by rounding up to the nearest ¼ serving as indicated in the following chart.
Lunch Daily and Weekly Requirements for Grains/Breads
Ages 1 and 2 Ages 3 and 4 Grades K-3 Grades 4-12 Grades 7-12 (Optional) Number of Minimum of Minimum Minimum Minimum Minimum school days in ½ serving of 1 serving of 1 serving of 1 serving of 1 serving the week per day with per day with per day with per day with per day with total number total number total number total number total number of servings of servings of servings of servings of servings per week as per week as per week as per week as per week as indicated by indicated by indicated by indicated by indicated by number of days number of days number of days number of days number of days of operation of operation of operation of operation of operation Five days 5 8 8 8 10 Seven days 7 11 ¼ 11 ¼ 11 ¼ 14 Six days 6 9 ¾ 9 ¾ 9 ¾ 12 Four days 4 6 ½ 6 ½ 6 ½ 8 Three days 3 5 5 5 6 Two days 2 3 ¼ 3 ¼ 3 ¼ 4 One day 1 1 ¾ 1 ¾ 1 ¾ 2
95 Appendix G-2
Grains/Breads Requirement for Food-Based Menu Planning Approaches
ENHANCED FOOD-BASED MENU PLANNING APPROACH
The requirement for the grains/breads is based upon the minimum number of daily servings plus a required number of total servings over a five-day school week. Schools serving lunch six or seven days per week should increase the weekly quantity by approximately 20 percent for each additional day. Schools operating less than five days may decrease the weekly quantity by approximately 20 percent for each day less than five.
Tip for RCCI’s: For grains/breads calculations other than a five-day week, the number of servings would be proportionally increased or decreased by rounding up to the nearest ¼ serving as indicated in the following chart.
Lunch Daily and Weekly Requirements for Grains/Breads
Ages 1 and 2 Preschool Grades K-6 Grades 7-12 Grades K-3 (Optional) Number of Minimum of Minimum Minimum Minimum Minimum school days in ½ serving of 1 serving of 1 serving of 1 serving of 1 serving the week per day with per day with per day with per day with per day with total number total number total number total number total number of servings of servings of servings of servings of servings per week as per week as per week as per week as per week as indicated by indicated by indicated by indicated by indicated by number of days number of days number of days number of days number of days of operation of operation of operation of operation of operation Five days 5 8 12 15 10 Seven days 7 11¼ 17 21 14 Six days 6 9 ¾ 14 ½ 18 12 Four days 4 6 ½ 9 ¾ 12 8 Three days 3 5 7 ¼ 9 6 Two days 2 3 ¼ 5 6 4 One day 1 1 ¾ 2 ½ 3 2
96 Appendix H
Sample of a Child Nutrition (CN) Label
Source: U.S. Department of Agriculture, Food and Nutrition Services, Child Nutrition Division, Technical Assistance Section.
97 Appendix I
Sample Product Formulation Statement (Product Analysis) for Meat/Meat Alternate (M/MA) Products
(Place information on company letterhead with signature of a legally authorized representative of the company.)
Product Name: Code No.:
Manufacturer:
Case/Pack/Count/Portion/Size:
List variety(ies) and cuts of meat used in product:
Total weight (per portion) of uncooked product:
Weight of raw meat per portion (List each variety separately):
Percent of fat in raw meat (List fat in each variety separately):
Weight/measure (as appropriate) of meat alternate(s) (specify MA used):
*If MA is an APP, specify the source (e.g., soy,whey), type (e.g., flour, isolate, concentrate), and percent of protein in APP as purchased:
*Weight of dry APP in one portion of product:
*Weight of water (liquid) to fully hydrate dry APP in one portion of product:
*Percent protein contained in the fully hydrated or formulated APP:
Total weight (per portion) of product as purchased:
I certify that the above information is true and correct and that a ounce serving of the above product (ready for serving) contains ounces of equivalent cooked lean meat/meat alternate when prepared according to directions.
I further certify that any APP used in this product conforms to Food and Nutrition Service regulations (7 CFR Parts 210, 220, 225 or 226, Appendix A).
SIGNATURE TITLE
PRINTED NAME DATE PHONE NUMBER
98 Appendix J
Nutrition Facts Label
For more information on the Nutrition Facts Label, visit the Food and Drug Administration (FDA) website at www.cfsan.fda.gov/~dms/foodlab.html.
99 Appendix K
Manufacturer’s Data Submission Form
1. Product Identification PRODUCT NAME: Brand Product code List CN Label number if appropriate Is this product in the Child Nutrition (CN) Database? CN DATABASE = Yes No
2. Package Size and Servings per Package Package Size = grams lbs. fl. oz. Standard Serving Size = Number of Servings per Package =
3. Basis for Nutrient Data Nutrient data is being given: (Check one) As Served As Purchased Analysis is based on: (Check one) Per Serving 100 grams Weight per serving = grams
4. Individual Values of Nutrients and Dietary Components If you do not have information on a nutrient, write “M” or “missing.” If this product does not contain a particular nutrient, write “0.”
Calories kcal Protein grams Total fat grams Saturated fat grams Carbohydrates grams Sodium milligrams Total dietary fiber grams Cholesterol milligrams
Calcium milligrams -or- % DV (Daily Value) Iron milligrams -or- % DV Vitamin C milligrams -or- % DV Vitamin A IU -or- RE -or- % DV IU = International Units, RE = Retinol Equivalents
5. Fat and Moisture Gain/Loss When this product is prepared, there is a: Fat change (+/-) % Moisture change (+/-) %
6. Special Instructions for Preparation (if appropriate) To prepare this product, the manufacturer recommends:
Source: U.S. Department of Agriculture, Food and Nutrition Service, A Menu Planner for Healthy School Meals, 1998, 201-202
100 Appendix K
How to fill out the Manufacturer’s Data Submission: USDA has developed this standardized form to help schools obtain information on foods they will be serving to children. They will use this information to develop recipes, analyze menus for nutritional value, and prepare products for lunch or breakfast.
1. Product Identification: List name of product 4. Individual Values of Nutrients and Dietary (and brand, if appropriate). Also list product code if Components: Please fill out completely, leaving no possible. If you know the product has a CN Label lines blank. (1) If you have information on a nutrient, number, list that as well. Check yes or no for CN write the specific value in the unit of measurement Database. indicated. (2) If you do not have information on a nutrient, write “M” or “missing.” (3) If this product 2. Package Size and Servings Per Package: Write in does not contain a particular nutrient, write “0.” package size as appropriate in grams, pounds, or fluid ounces. Indicate standard serving size and number of 5. Fat and Moisture Gain/Loss: If you checked “As servings per package. Purchased” above, also fill in this section if there is a fat or moisture change during preparation. 3. Basis for Nutrient Data: Indicate with a check mark whether you are submitting nutrient data for this (Fat may be gained or lost in cooking some foods, product on an “As Served” or “As Purchased” basis. thereby changing the foods’ nutrient value. Methods Use the “As Served” basis for any food that does not of preparation such as breading, frying, or baking have: (1) any ingredients added in preparation or (2) affect this fat gain or loss. For example, chicken any fat absorbed during preparation. baked in the oven will lose fat during cooking, while batter-coated or breaded chicken that is deep fried Use the “As Purchased” basis for any food that: (1) will gain fat. If fat is absorbed or gained, fat grams has ingredients added in preparation (such as milk, and calories from fat will be increased. If fat is lost, fat eggs, and oil added to baked product mixes); (2) is grams and calories from fat will be decreased.) prepared by frying; (3) can be prepared in varying ways (for example, a food that can be baked or fried); 6. Instructions for Preparation: If appropriate, or (4) gains or loses moisture/fat during preparation. indicate instructions such as: ingredients to be added, cooking methods, cooking time, and cooking In addition, indicate whether nutrient analysis is based temperature. on 100 grams or per serving. Also indicate weight per serving.
Source: U.S. Department of Agriculture, Food and Nutrition Service, A Menu Planner for Healthy School Meals, 1998, 201-202.
101 Appendix L
Sample Food Substitution Form
MENU SUBSTITUTION FORM Date when need Food or menu item Substitution Approved by Date of substitution for substitution is to be changed known
102 Appendix M Sources of Nutrients
Food Sources of Vitamin A Food sources of vitamin A ranked by International Units (IU). All foods listed are ≥ 20% (1000 IU (of the Daily Value (DV)) of 5000 IU for vitamin A. The DVs are used on the Nutrition Facts Label and are based on a 2,000 calorie diet. Food Item Serving Size Vitamin A (IU) Sweet potato, cooked, baked in skin 1 potato (146 grams) 28,058 Sweet potato, cooked, boiled, without skin 1 potato (156 grams) 24,554 Carrots, frozen, cooked, drained ½ cup 12,137 Sweet potato, canned, vacuum pack ½ cup 10,179 Pumpkin, canned ¼ cup 9,532 Kale, cooked, drained ½ cup 8,854 Carrots, canned, drained ½ cup 8,154 Collards, cooked, boiled, drained ½ cup 7,709 Carrots, raw ½ cup 6,620 Dandelion greens, cooked, boiled, drained ½ cup 5,207 Vegetables, mixed, canned, drained ¼ cup 4,746 Spinach, cooked, boiled, drained ¼ cup 4,717 Mustard greens, cooked, boiled, drained ½ cup 4,426 Cabbage, Chinese (pak-choi), cooked, boiled, drained ½ cup 3,612 Turnip greens, cooked, boiled, drained ¼ cup 2,745 Cantaloupe, raw ½ cup 2,706 Squash, winter, all varieties, cooked, baked ¼ cup 2,677 Cantaloupe, raw 1/8 melon 2,334 Lettuce, green leaf, raw ½ cup 2,074 Apricots, canned juice pack, with skin, solids and liquids ½ cup 2,063 Soup, bean with ham, canned, chunky, ready-to-serve, commercial ½ cup 1,976 Vegetable juice cocktail, canned 4 fl. oz. 1,885 Peas, green, frozen, cooked, drained ½ cup 1,680 Lettuce, cos or romaine, raw ½ cup 1,626 Apricots, canned, heavy syrup pack, solids and liquids ½ cup 1,587 Broccoli, cooked, boiled, drained ½ cup 1,535 Grapefruit, raw, pink and red ½ grapefruit 1,415 Spinach, raw ½ cup 1,407 Plums, canned purple, juice pack, solids and liquids ½ cup 1272 Apricots, dried, sulfured, uncooked 10 halves 1,261 Peppers, sweet, red, raw ¼ cup 1,167 Tangerines (mandarin oranges), canned, light syrup pack ½ cup 1,059
Source: Adapted from the Agricultural Research Service (ARS) Nutrient Database for Standard Reference, Release 17.
103 Appendix M
Food Sources of Vitamin C All foods in this list contain 8 milligrams (mg) or more of vitamin C, which meets 20% of the nutrient target for school lunch (grades 4-12).
Food Serving Size Vitamin C (mg) Peppers, sweet, red, raw ¼ cup 56 Oranges, raw, all commercial varieties 1 medium 70 Peaches, frozen, sliced, sweetened ¼ cup 59 Peppers, sweet, red, cooked, boiled, drained ¼ cup 58 Strawberries, frozen, sweetened, sliced ½ cup 53 Strawberries, raw ½ cup 49 Papayas, raw ¼ papaya 47 Cranberry juice cocktail, bottled 4 fl. oz. 54 Kohlrabi, cooked, boiled, drained ½ cup 45 Orange juice, canned, unsweetened 4 fl. oz. 43 Orange juice, chilled, includes from concentrate 4 fl. oz. 41 Broccoli, frozen, chopped, boiled ½ cup 37 Kiwi fruit (Chinese gooseberries), fresh ½ medium 35 Vegetable juice cocktail, canned 4 fl. oz. 34 Tomato soup, canned, prepared with equal amount of water ½ cup 33 Peppers, sweet, green, raw ¼ cup 30 Melons, cantaloupe, raw ½ cup 29 Sweet potato, cooked, baked in skin 1 potato 29 Melons, honeydew, raw 1/8 melon 28 Kale, cooked, boiled, drained ½ cup 27 Peppers, hot chili, green, raw ¼ pepper 27 Melons, cantaloupe, raw 1/8 melon 25 Peppers, sweet, green, cooked, boiled, drained ¼ cup 25 Watermelon, raw 1 wedge (10 oz) 23 Asparagus, frozen, cooked, boiled ½ cup 22 Cabbage, Chinese (pak-choi), cooked, boiled ¼ cup 22 Collards, frozen, chopped, boiled ½ cup 22 Tangerines (mandarin oranges), raw 1 tangerine 22 Tomato juice, canned 4 fl. oz. 22 Raspberries, frozen, red, sweetened ½ cup 21 Broccoli, raw ¼ cup 20 Grapefruit, raw, white ¼ grapefruit 20 Turnip greens, cooked, boiled ½ cup 20 Potatoes, white, flesh and skin, baked 1 potato (7 oz) 19 Brussels sprouts, frozen, cooked, boiled ¼ cup 18 Mustard greens, cooked, boiled ½ cup 18 Turnip greens, cooked, boiled ½ cup 18 Peppers, hot chili, red, raw ¼ pepper 16 Asparagus, frozen, cooked, boiled 4 spears 15 Cabbage, cooked, boiled ½ cup 15 Melons, honeydew, raw ½ cup 15 Soybeans, green, cooked, boiled ½ cup 15
104 Appendix M
Food Sources of Vitamin C (continued)
Food Serving Size Vitamin C (mg) Spinach, canned, drained solids ½ cup 15 Cauliflower, frozen, cooked, boiled ¼ cup 14 Grapefruit sections, canned, light syrup pack, sol. & liquid ¼ cup 14 Pineapple, raw, all varieties ¼ cup 14 Pineapple juice, canned, unsweetened 4 fl. oz. 13 Tomato products, canned, puree ¼ cup 13 Cauliflower, raw ¼ cup 12 Mangos, raw ¼ cup 12 Pineapple, canned, juice pack, solids and liquids ½ cup 12 Potato salad, school-prepared ½ cup 12 Tangerines (mandarin oranges), canned ¼ cup 12 Lima beans, immature seeds, frozen, cooked ½ cup 11 Potatoes, white, mashed, dehydrated, prepared from flakes without milk, ½ cup 11 whole milk and butter added Potatoes, white, mashed, school-prepared ½ cup 11 Sweet potato, canned, syrup pack, drained solids ½ cup 11 Tomatoes, red, ripe, raw, chopped ½ cup 11 Banana Medium 10 Cabbage, red, raw ¼ cup 10 Coleslaw, school-prepared ¼ cup 10 Dandelion greens, cooked, boiled, drained ½ cup 10 Pimento, canned 1 tbsp. 10 Potatoes, hash-brown, school-prepared ½ cup 10 Squash, summer, all varieties, raw ½ cup 10 Squash, winter, all varieties, cooked, baked ½ cup 10 Carambola (starfruit), raw ¼ cup 09 Corn, sweet, yellow, canned ½ cup 09 Grapes, red or green (such as Thompson seedless), raw ½ cup 09 Sauerkraut, canned, solids and liquids ¼ cup 09 Tomato products, canned, sauce ½ cup 09 Tomatoes, cherry, red, ripe, raw 4 cherry tomatoes 09 Lemon juice, canned or bottled 2 tbsp. 08 Peas, green, canned, regular pack ½ cup 08 Peas, green, frozen, cooked, boiled ¼ cup 08 Potato wedges, frozen, commodity ½ cup 08 Refried beans, canned (includes commodity) ½ cup 08 Rutabagas, cooked, boiled ¼ cup 08
Source: Adapted from the Agricultural Research Service (ARS) Nutrient Database for Standard Reference, Release 17.
105 Appendix M
Food Sources of Calcium
Good Food Sources of Calcium All foods listed in this chart are ≥ 20% (200 milligrams) of the Daily Value (DV) of 1000 milligrams (mg) for calcium. The DVs are used on the Food and Drug Administration Nutrition Facts Label and are based on a 2,000-calorie diet. A food that contains 200 mg. or more of calcium contributes a substantial amount of calcium to the diet and is used here to define a good source.
Food Item Serving Size Calcium (Mg) Yogurt, plain, skim milk 8-oz container 452 Yogurt, plain, low-fat 8-oz container 415 Yogurt, fruit, low-fat 8-oz container 345 Cheese, ricotta, part skim milk ½ cup 335 Milk, nonfat, fluid 1 cup 306 Milk, fluid, 2% milkfat 1 cup 285 Milk, whole, 3.25% milkfat 1 cup 276 Yogurt, plain, whole milk 8-oz container 275 Cheese, ricotta, whole milk ½ cup 255 Cheese, includes cheddar, mozzarella (part-skim), muenster and provolone 1 oz 204 - 214 Cereal, ready-to-eat, fortified 1 oz 236 - 1043
106 Appendix M
Food Sources of Calcium (continued)
Other Food Sources of Calcium All foods listed in this chart contain less than 200 milligrams of calcium. When these foods are used in combination with foods high in calcium and/or other foods in this list, they can assist schools in reaching the nutrition standard for calcium.
Food Item Serving Size Calcium (Mg) Collards, frozen, chopped, cooked boiled, drained ½ cup 179 Cornbread, prepared from recipe, made with low-fat (2%) milk 1 piece (2 oz) 162 Spinach, frozen, boiled, cooked, drained ½ cup 146 Soybeans, green, cooked, boiled, drained ½ cup 131 Seeds, sesame butter, tahini, 2 tbsp 128 Turnip greens, frozen, cooked, boiled, drained ½ cup 125 Fish, salmon, pink, canned, solids with bone and liquid 2 oz 119 Cowpeas (Blackeyes), immature seeds (not dried) cooked, boiled, drained ½ cup 106 Frozen yogurt, soft-serve ½ cup 103 Cereal, oats, instant, fortified, plain, prepared with water 1 packet 99 English muffins, plain, enriched, with calcium propionate 1 muffin 99 Beans, white, mature seeds, canned ½ cup 91 Kale, frozen, cooked, boiled, drained ½ cup 90 Okra, frozen, cooked, boiled, drained ½ cup 89 Soybeans, mature, cooked, boiled ½ cup 88 Ice cream, vanilla ½ cup 84 Cabbage, Chinese (pak-choi), cooked, boiled, drained ½ cup 79 Cheese, processed, American 1 oz 78 Waffles, plain, frozen, ready-to-eat 1 waffle (33 g) 77 Fish, ocean perch, Atlantic, cooked, dry heat 2 oz 76 Cereal, cream of wheat, regular, cooked with water 2/3 cup 75 Beans, baked, canned, with pork and tomato sauce ½ cup 71 Dandelion greens, cooked, boiled, drained ½ cup 71 Cheese, cottage, creamed ½ cup 70 Nuts, almonds 1 oz (24 nuts) 70
Source: Adapted from the Agricultural Research Service (ARS) Nutrient Database for Standard Reference, Release 17.
107 Appendix M
Food Sources of Iron All foods in this list contain 0.8 mg or more of iron, which meets 20% of the nutrient target for school lunch (grades 4-12).
Food Item Serving Size Iron (Mg) Soybeans, mature cooked, boiled ½ cup 4.4 Beans, baked, canned, with pork and tomato sauce ½ cup 4.0 Beans, white, mature seeds, canned ½ cup 4.0 Beef, liver, cooked 2 oz 3.5 Molasses, blackstrap 1 tbsp 3.5 Lentils, mature seeds, cooked, boiled ½ cup 3.3 Spinach, cooked, drained ½ cup 3.2 Beans, kidney, red, mature seeds, cooked ½ cup 2.6 Chickpeas (garbanzo beans), mature seeds, cooked ½ cup 2.4 Soybeans, green, cooked ½ cup 2.3 Beans, navy, mature seeds, cooked ½ cup 2.2 Lima beans, large, mature seed, dried, cooked ½ cup 2.2 Cake, gingerbread, from recipe 1 piece 2.1 Refried beans, canned (includes USDA commodity) ½ cup 2.0 Cereals ready-to-eat 1 cup 2 -22 Beans, great northern, mature seeds, cooked ½ cup 1.9 Potato, baked, flesh and skin 1 medium 1.9 Rolls, hard (includes Kaiser) 1 roll 1.9 Beans, black, mature seeds, cooked ½ cup 1.8 Beans, pinto, mature seeds, cooked boiled ½ cup 1.8 Beef, chuck, blade roast, braised 2 oz 1.8 Lima beans, immature seeds, frozen, baby or fordhook, cooked ½ cup 1.8 Biscuits, plain or buttermilk, prepared from recipe 2-1/2” biscuit 1.7 Cherries, sour, red, canned, water pack, solids and liquids (includes ½ cup 1.7 USDA commodity) Sauerkraut, canned, solids and liquids ½ cup 1.7 Bread, cornbread, from recipe, made with low-fat milk 1 piece 1.6 Bread, pita, white, enriched 6-1/2” pita 1.6 Peas, green, cooked ½ cup 1.6 Turnip greens, frozen, cooked, boiled ½ cup 1.6 Beans, baked, canned, plain or vegetarian ½ cup 1.5 Beef, round bottom round, braised 2 oz 1.5 Beets, canned ½ cup 1.5 Beef, ground, 80% lean meat/ 20% fat, patty, broiled 2 oz 1.4 Pizza, cheese, regular crust, frozen 1 serving 1.4 Rolls, hamburger or hotdog, plain 1 roll 1.4 Asparagus, canned, drained solids 4 spears 1.3 Noodles, egg, cooked, enriched ½ cup 1.3 Peas, split, mature seeds, cooked ½ cup 1.3 Turkey, all classes, dark meat, roasted 2 oz 1.3 Cowpeas, common (black-eyed, crowder, southern), mature seeds, ½ cup 1.2 canned Collards, cooked ½ cup 1.1
108 Appendix M
Food Sources of Iron (continued) Food Item Serving Size Iron (Mg) Pizza, meat and vegetable, regular crust, frozen 1 serving 1.1 Pork, fresh, shoulder, arm picnic, braised 2 oz 1.1 Sweet potato, canned ½ cup 1.1 Tomato products, canned, puree ¼ cup 1.1 Tortillas, read-to-bake or fry, flour 1 tortilla 1.1 Fish fillet, battered or breaded, and fried 2 oz 1.0 Fish, tuna salad ½ cup 1.0 Muffins, corn, dry mix, prepared 1 muffin 1.0 Plums, canned, purple, heavy syrup pack, solids and liquids ½ cup 1.0 Rice, white, long-grain or regular, parboiled, enriched ½ cup 1.0 Tomato products, canned, paste 2 tbsp 1.0 Tomato sauce for pasta, spaghetti/marinara, ready-to serve ½ cup 1.0 Turkey, ground, cooked 2 oz 1.0 Bread, mixed-grain (includes whole-grain, 7-grain) 1 slice 0.9 Bread, pumpernickel 1 slice 0.9 Bread, rye 1 slice 0.9 Bread, white, commercially prepared (includes soft bread crumbs) 1 slice 0.9 Bread, whole-wheat, commercially prepared 1 slice 0.9 Brussels sprouts, cooked, boiled, ½ cup 0.9 Chicken, broilers or fryers, breast, roasted ½ breast 0.9 Crackers, matzo, plain 1 matzo 0.9 Fish, tuna, light canned in water, drained 2 oz 0.9 Macaroni, cooked, enriched ½ cup 0.9 Muffins, blueberry, commercially prepared 1 muffin 0.9 Rolls,dinner,plain,commercially prepared 1 roll 0.9 Spaghetti, cooked, enriched ½ cup 0.9 Tomatoes, red, ripe, canned, stewed ¼ cup 0.9 Tomato soup, canned, prepared with equal volume water ½ cup 0.9 1 oz light and Turkey roast, boneless, light and dark meat, roasted 0.9 1 oz dark Vegetables, mixed canned ½ cup 0.9 Bread, wheat (includes wheat berry) 1 slice 0.8 Chicken, broilers or fryers, dark meat, meat only, roasted 2 oz 0.8 Fish, catfish, channel, cooked, breaded and fried 2 oz 0.8 Fish, haddock, cooked 2 oz 0.8 Frankfurter, chicken or beef 1 frank 0.8 Potato salad, school-prepared ½ cup 0.8 Raspberries, frozen, red, sweetened ½ cup 0.8 Strawberries, frozen, sweetened, sliced ½ cup 0.8 Sweet potato, cooked, baked 1 medium 0.8 Spaghetti, whole-wheat, cooked ½ cup 0.7
Source: Adapted from the Agricultural Research Service (ARS) Nutrient Database for Standard Reference, Release 17.
109 Appendix M
Food Sources of Dietary Fiber
Good Food Sources of Dietary Fiber All foods listed in the following chart are ≥ 10% (2.5 grams) of the Daily Value (DV) of 25 grams. The DVs are used on the Nutrition Facts Label and are based on a 2000-calorie diet. A food with 2.5 grams of dietary fiber contributes a substantial amount of dietary fiber to the diet and is used here to define a good source.
Food Item Serving Size Dietary Fiber (grams) Peas, split, mature seeds, cooked, boiled ½ cup 8.2 Refried beans, canned (includes USDA commodity) ½ cup 6.7 Soup, bean with ham, canned, chunky, ready-to-serve, commercial ½ cup 5.6 Raspberries, frozen, red, sweetened ½ cup 5.5 Papayas, raw 1 papaya 5.5 Sweet potato, cooked, baked in skin 1 potato (5 oz) 4.8 Artichokes, cooked, boiled, drained ½ cup 4.5 Potato, baked flesh and skin 1 potato (7 oz) 4.4 Pear, asian, raw 1 pear (small) 4.4 Bulgur, cooked ½ cup 4.1 Beans, kidney, red, mature seeds, canned ¼ cup 4.1 Raspberries, raw ½ cup 4.0 Cowpeas (blackeyes, crowder, southern, mature seeds, cooked, boiled 1/2 cup 4.0 Lentils, mature seeds, cooked, boiled ¼ cup 3.9 Beans, pinto, mature seeds, cooked, boiled ¼ cup 3.9 Blackberries, raw ½ cup 3.8 Beans, black, mature seeds, cooked, boiled ¼ cup 3.8 Figs, dried 2 figs 3.7 Pumpkin, canned ½ cup 3.6 Peas, green, canned, regular pack, drained ½ cup 3.5 Nuts, almonds 1 oz (24 nuts) 3.3 Dates, deglet noor 5 dates 3.3 Beans, kidney, red, mature seeds, cooked, boiled ¼ cup 3.3 Apple, raw, with skin 1 medium 3.3 Peaches, dried, sulfured, uncooked 3 halves 3.2 Brussels sprouts, frozen, cooked, boiled, drained ½ cup 3.2 Beans, white, mature seeds, canned ¼ cup 3.2 Banana, raw 1 medium 3.1 Beans, great northern, mature seeds, cooked, boiled. ¼ cup 3.1 Sauerkraut, canned, solids and liquids ½ cup 3.0 Prunes (dried plums), uncooked 5 prunes 3.0 Lima beans, large mature seeds, canned ¼ cup 3.0 Sweet potato, canned, syrup packed, drained solids ½ cup 3.0 Seeds, sunflower seed kernels, dry roasted ¼ cup 2.9 Nuts, pistachio nuts, dry roasted 1 oz (47 nuts) 2.9 Apples, dried, sulfured, uncooked 5 rings 2.8 Peanuts, all types, oil-roasted 1 oz 2.7 Nuts, pecans 1 oz (20 halves) 2.7 Nuts, hazelnuts or filberts 1 oz 2.7 Collards, frozen, chopped, cooked, boiled ½ cup 2.7 110 Appendix M
Food Sources of Dietary Fiber (continued) Food Item Serving Size Dietary Fiber (grams) Chickpeas (garbanzo beans), mature seeds, canned ¼ cup 2.7 Peanut butter, chunk style 2 tbsp 2.6 Okra, frozen, cooked, boiled, drained ½ cup 2.6 Nuts, mixed dry or oil roasted, with peanuts 1 oz 2.6 Cereal, oat, regular, quick, and instant, cooked with water 2/3 cup 2.6 Broccoli, cooked boiled,drained ½ cup 2.6 Blueberries, frozen, sweetened ½ cup 2.6 Beans, baked, canned, plain or vegetarian ¼ cup 2.6 Apricots, dried, sulfured, uncooked 10 halves 2.6 Lima beans, immature seeds, frozen, fordhook, cooked, boiled ¼ cup 2.5 Crackers, rye, wafers, plain 1 wafer 2.5 Cauliflower, frozen, cooked, boiled, drained ½ cup 2.5 Carambola (starfish), raw 1 fruit 2.5 Carrots, cooked, boiled, drained ½ cup 2.4 Cereal, ready-to-eat, bran and/or whole grain 1 oz 2.2 - 8.0
Other Food Sources of Dietary Fiber All foods listed in the following chart contain less than 2.5 grams of dietary fiber but can contribute substantial dietary fiber when used in combination with other such foods.
Food Item Serving Size Dietary Fiber (grams) Pears, canned, drained 2 halves 2.4 Nectarines, raw 1 nectarine (136 g) 2.3 Nuts, macadamia nuts, dry roasted 1 oz (10-12 nuts) 2.3 Peanuts, all types, dry-roasted 1 oz (approx 28) 2.3 Sweet potato, canned, vacuum pack ½ cup 2.3 Bread, pumpernickel 1 slice (32 g) 2.1 Apricots, canned ½ cup 2.0 Bagels, cinnamon-raisin 1 bagel (4 Åg) 2.0 Beans, snap, green, frozen, cooked, boiled, drained ½ cup 2.0 Bread, rye 1 slice (32 g) 1.9 Bread, whole-wheat, commercial 1 slice (28 g) 1.9 Mushrooms, canned, drained solids ½ cup 1.9 Noodles, egg, spinach, cooked, enriched ½ cup 1.9 Blueberries, raw ½ cup 1.8 Plantains, cooked ½ cup 1.8 Rice, brown, cooked 1/2 cup 1.8 Bread, mixed-grain (includes whole-grain, 7-grain) 1 slice (26g) 1.7 Crackers, whole-wheat 4 crackers (16 g) 1.7 Strawberries, raw ½ cup 1.6 Tortillas, ready-to-cook, corn 1 tortilla (32 g) 1.6 Apple sauce, canned, ½ cup 1.5 Dandelion greens, cooked, boiled, drained ½ cup 1.5 English muffin, plain, enriched, with calcium propionate 1 muffin 1.5 Mangos, raw ½ cup 1.5 Tangerines (mandarin oranges), raw 1 tangerine (84 g) 1.5 Wild rice, cooked ½ cup 1.5
Source: Adapted from the Agricultural Research Service (ARS) Nutrient Database for Standard Reference, Release 17 111 Appendix N
Menu Planning Practices for Healthy School Meals
Increase the variety of entrees offered. Plan at least one menu item containing a ✓ Plan more school-prepared items. whole grain each day. ✓ Choose more low-fat, low-sodium ✓ Plan a variety of breads and bread products. alternates such as whole-wheat breads, ✓ Use low-fat cheeses, dairy products, and multigrain breads, whole-wheat pasta, lower-fat meats. and brown or wild rice. ✓ Explore the possibility of offering entrée ✓ Increase the variety of cooked and salads or a salad bar. ready-to-eat cereals offered at ✓ Where choices are not offered, limit breakfast. processed meats/meat alternates that ✓ Offer school-made bread, replacing most have not been modified to reduce fat of the white flour with whole-wheat and/or sodium to once a week. flour. Start with one-third whole-wheat flour and gradually increase until Plan more fresh fruits and vegetables on the whole-wheat is greater than 50 your menu each day. percent. Some schools report success ✓ Increase the amounts and variety of with increasing the whole-wheat fruits and vegetables offered. Fruits and flour to 80 percent. More leavening vegetables differ in nutrient content. ingredients and liquid may be required ✓ Offer a dark green or deep orange as the percentage of whole-wheat flour vegetable or fruit three to four times a increases. week. ✓ Plan a vitamin C-rich vegetable or fruit Plan at least one serving of cooked dried daily. beans or peas each week. ✓ Offer fruit with more potassium ✓ Offer more cooked dried beans and often, such as bananas, prunes, prune peas. juice, dried peaches, dried apricots, ✓ Explore the great variety available such cantaloupe, honeydew melon, and as black beans, Great Northern beans, orange juice. red kidney beans, lima beans (mature), ✓ Offer fruit often as snacks if you Navy beans, pinto beans, black-eyed provide reimbursable snacks for an peas, lentils, split peas, and garbanzo afterschool program. beans (also called chick peas), all of ✓ Frequently offer fresh vegetable salads which can be offered in salad bars; as a or fresh vegetables with a low-fat dip, vegetable such as Boston baked beans; such as low-fat salad dressings, yogurt, made into soups; served as frijoles or hummus. with Mexican food menu items; served ✓ Offer cut-up fruit or dried fruit as a as beans and rice in some parts of the topping for yogurt. country; and red kidney beans or pinto ✓ Frequently offer fresh fruits using a beans added to chili as part of the variety of presentations, such as orange meat/meat alternate component. Beans smiles, apple wedges, fresh fruit cups, can be ground prior to adding chili for red and green grape combos, and greater student acceptability. Garbanzo banana halves. beans or chick peas can be made into hummus as a vegetable dipper.
112 Appendix N
Menu Planning Practices for Healthy School Meals (continued)
Offer as many healthy alternate choices Before placing new food products on your as your operation allows. menus, obtain nutrition information about ✓ Reduce the number of times French the item. fries are offered. Offer baked potatoes ✓ Check for type(s) and quantity of fat or seasoned baked potato wedges more and the amounts of sodium and/or often. sugar in the item. ✓ Offer low-fat sour cream, low-fat or nonfat yogurt for a topping in place of Offer and promote unflavored skim milk sour cream. or unflavored 1 percent low-fat milk at ✓ Offer low-fat salad dressings in addition each meal. to regular salad dressing. ✓ If flavored milk, such as chocolate or strawberry milk, is offered, use only 1 Where choices are not offered, offer no percent low-fat (or lower). more than one high-fat menu item per meal.
113 Appendix O
Milk Fat Comparison Chart
Starting Jan. 1, 1998, the labeling of fat- will know, for example, that “low-fat” milk reduced milk products was required to (formerly known as 1 percent milk) will be follow the same requirements the Food and similar in fat content to “low-fat” cookies. Drug Administration (FDA) established (Both can provide no more than 3 grams of years ago for the labeling of just about fat per serving. The serving size for each every other food reduced in fat. is listed on their label’s Nutrition Facts panel.) These products are now bound by the “general standard” for nutritionally The goal of the labeling changes was to modified standardized foods. This means help consumers select milk products that the nutrients that lower-fat milk products can help them lower their fat and saturated provide, other than fat, must be at least fat intakes to recommended levels. equal to full-fat milk before vitamins A and Considering that 8 fluid ounces of full- D are added. fat milk provides 26 percent of the Daily Value for saturated fat, while fat-free milk The changes do not affect lower-fat provides none, switching from full-fat to yogurt products. FDA decided to keep the fat-free milk can drop saturated fat intake standards of identity for the time being to considerably. It’s an easy way to lower-fat further consider manufacturers’ concerns intake—it doesn’t take a lot of time—no about fortifying yogurt with vitamin A, a preparation skills are needed. A report nutrient found in full-fat yogurt. of a school intervention in an inner-city, primarily Latino, school district in the city FDA, along with the milk industry and of New York involved switching from whole nutrition educators, believes the label milk to 1% low-fat milk in 6 elementary changes will give consumers more accurate, school cafeterias. Based on the results useful information about milk. Because of this switch, a 25 percent reduction in claims on milk labels will be consistent calories from saturated fat occurred, with with claims on other foods, consumers no other dietary changes.
2 percent milk is now Milk's Current Names known as “reduced-fat” instead of “low-fat.” Current names 1 percent milk remains “low-fat.”
milk's new names Skim retained its name or is known as fat-free, zero-fat, or non-fat milk.
114 Appendix P
Discussion on Types and Examples of Dietary Fat
Types of Fat
Saturated Fats Unsaturated Fats Saturated fats increase the risk for Unsaturated fats, which include coronary heart disease by raising the blood polyunsaturated and monounsaturated fats, cholesterol. Saturated fats are hard (solid) do not raise blood cholesterol. They are at room temperature. They are generally found in vegetable oils, most nuts, olives, from animal sources, e.g., high-fat dairy avocados, and fatty fish like salmon. products (like cheese, butter, whole milk, Polyunsaturated fat is liquid at room cream, and regular ice cream), fatty fresh temperature. Examples are: and processed meats (such as sausage ◆ Polyunsaturated – soybean, safflower, and hot dogs), the skin and fat of poultry, canola, corn and cottonseed oils, many and lard. However, there are some plant kinds of nuts, oils (omega-3 fatty acids) sources, e.g., tropical oils (coconut, palm, in cold water fish such as salmon, palm kernel) of saturated fats. albacore tuna, and mackerel. ◆ Monounsaturated – olive, canola, Trans Fatty Acids sunflower and peanut oils, olives and In recent years, the nutrition and medical peanut butter. community have turned their attention to another type of fat that has been strongly No fat is 100-percent saturated or linked with the development of coronary unsaturated. heart disease. Trans fatty acids, also known as trans fats, are found in many processed foods including vegetable shortenings, some margarines, crackers, cookies, and snack foods. Trans fatty acids are produced by a process called partial hydrogenation, which involves heating liquid vegetable oils to make them solid. Hydrogenation increases the shelf life and flavor stability of these oils and the foods that contain them. Today it is believed that trans fatty acids tend to raise blood cholesterol to a greater degree than saturated fats.
Based on recent studies linking trans fatty acids to coronary heart disease, the Food and Drug Administration (FDA) now requires trans fat information to be added to the nutrition facts labels on foods.
115 Appendix Q
Purchasing Practices for Healthy School Meals
Milk and Dairy Products Meat/Meat Alternates and Entrées ✓ Purchase low-fat and/or skim fluid milk ✓ Purchase reduced-fat/reduced-sodium fortified with vitamins A and D. meats and meat alternates when ✓ Purchase low-fat or non-fat yogurt available. fortified with vitamins A and D. ✓ Purchase ground poultry (without skin, ✓ Whole milk may contain either 3.3 approximately 11 percent fat) to mix 50- percent or 3.7 percent fat. Know the 50 with lean ground beef. percent of fat in the milk you purchase. ✓ Purchase cold cuts, deli meats, and hot ✓ Purchase low-fat cheeses such as part- dogs with no more than 3 grams of fat skim mozzarella and low-fat or fat-free per ounce. dairy products. ✓ Purchase water-packed tuna fish ✓ Purchase ice cream less frequently. instead of oil-packed. Offer ice milk, sherbet, low-fat or non- ✓ Limit the purchase of convenience fat frozen yogurt, or frozen fruit juice items that are pre-fried in fat during bars (not frozen fruit-flavored bars, processing. which are considered foods of minimal ✓ Taste-test lower-fat, lower-sodium nutritional value (FMNV)). convenience items prior to purchasing. Ask students, faculty, and foodservice Condiments staff to participate in the taste testing to ✓ Purchase reduced-fat/reduced-sodium identify acceptable products. salad dressings and mayonnaise, as ✓ Request vendors provide nutrition appropriate, or make your own using information for all products purchased. less oil and salt. Allow students to taste- Use this information to compare test these products for acceptability nutrient information on various prior to purchase. products to determine if lower-fat items would be acceptable.
Wechsler, H, Basch, C, Zybert, P and Shea, S. Promoting the selection of low-fat milk in elementary school cafeterias in an inner-city Latino community: evaluation of an intervention. Amer J of Public Health. 88:3, 1998, pp. 427-433 116 Appendix Q
Purchasing Practices for Healthy School Meals (continued) Fruits and Vegetables Grains and Breads ✓ Purchase fruits canned in light syrup ✓ Specify whole grain as the primary or natural fruit juices instead of heavy ingredient. syrup. ✓ If schools bake their own breads, ✓ Purchase fresh fruits, where feasible, to gradually increase the amount of whole- substitute for canned fruits. wheat flour in the basic roll or bread ✓ Purchase fresh and frozen vegetables, recipe. Start with 1/3 whole-wheat flour, when feasible, to substitute for canned then gradually increase from school vegetables, which are high in sodium. year to school year as student increase ✓ Purchase oven-ready fries, instead of acceptability. fries for deep-fat frying. Check and compare the fat content of the oven- Seasonings ready fries to the deep-fat frying fries. ✓ Purchase garlic, onion, and celery Many times, the oven-ready fries have powders or granules, not garlic onion or been processed with a coating of oil to celery salts, which have more sodium. make them brown, resulting in a high Purchase seasoning mixes that do not fat content. contain monosodium glutamate (MSG) or salt or where salt is the primary Oils and Fats ingredient. ✓ Purchase items that have been prepared/processed with unsaturated vegetable oils. Avoid products made with coconut or palm oils, which are very saturated fats. ✓ Purchase polyunsaturated and/or monounsaturated oils, such as canola, corn, cottonseed, olive, peanut, safflower, soybean, or sunflower oils. ✓ Do not purchase lard, a very saturated fat. ✓ For highest polyunsaturation, purchase margarines with the first ingredient being liquid, e.g., liquid corn oil. ✓ Avoid hydrogenated oils/fats (trans fats) ✓ A label with hydrogenated oil among its ingredients has increased saturation over the liquid counterpart, e.g., partially hydrogenated soybean oil. ✓ Soft style margarines are less hydrogenated (less saturated) than stick margarines.
117 Appendix R
Food Preparation Practices for ✓ Use skim milk or non-fat dry milk in Healthy School Meals place of whole milk or cream in recipes when possible. Use plain yogurt instead of sour cream. Train all foodservice staff in food ✓ In preparing items such as potato salad, preparation techniques that guarantee food carrot-raisin salad, chicken salad, etc., quality, limit calories from fat, and keep replace a portion of the mayonnaise-type sodium in moderation while providing the salad dressing with plain, low-fat, or calories and nutrients that children need to non-fat yogurt. develop healthy bodies and minds. ✓ Reduce the amount of salad dressing you use on tossed or mixed salad. To reduce fat ✓ Trim visible fat from raw meats before To reduce salt or sodium cooking. ✓ Modify recipes by reducing the amount ✓ Cook meat on rack or drain fat from of salt, soy sauce, Worcestershire cooked meat (put in colander to drain or sauce, and other salty condiments use a meat baster to remove fat). as appropriate. Omit monosodium ✓ Chill meats, meat drippings, soups, glutamate (MSG) from recipes. stews, and sauces, when appropriate, ✓ Do not add salt to canned vegetables. so fats will solidify and can be easily ✓ Lightly salt fresh and frozen vegetables removed. and entrees. Gradually reduce the ✓ Limit deep-fat and pan frying; bake, amount of salt as low as the students broil, or steam foods instead. When will accept. using precooked breaded meats, poultry, ✓ Experiment with herbs, spices, and or fish, oven bake instead of frying lemon for seasonings to use in place of them. salt. ✓ When deep-fat fried foods are offered, ✓ Reduce or eliminate the salt in the select an unsaturated fat and carefully cooking water when cooking rice or follow correct temperature, time, and pasta, if these foods will be served with draining procedures. a sauce or gravy or in a casserole. ✓ Modify recipes by reducing the amount of butter, margarine, oil, or shortening called for in the recipe, as appropriate. Reduce amounts of butter/margarine used for seasoning; do not use bacon grease, lard, or salt pork. ✓ Use non-stick cooking spray or parchment paper to reduce the amount of fat needed to prevent baked products from sticking. When serving fried fish or fried potatoes, offer low-fat condiments (e.g., lemon wedges, malt vinegar, catsup, sweet and sour sauce) instead of tartar sauce or other high-fat sauces. ✓
118 Appendix R
Food Preparation Practices for Healthy School Meals (continued) To increase fiber Use the following procedures to monitor ✓ Leave edible peels/skins on fruits and the use of standardized recipes: vegetables (e.g., use unpeeled apple in ✓ Determine if the correct recipe is being salads and fruit cups, leave potatoes used that was planned for the menu. unpeeled) for added fiber. ✓ Examine the ingredients that have ✓ Add whole-wheat flour to baked items been used to ensure that the recipe is such as rolls, cookies, etc. prepared as planned. ✓ Check the quantity or yield that was To retain nutrients prepared for the site. ✓ Cook vegetables in small batches until ✓ Determine if there are leftovers and the only tender-crisp. Do not hold longer reason for overproduction. than 20 minutes to retain nutrients, ✓ Observe portioning to ensure the correct flavor, and color. serving utensil is used. ✓ Examine the kitchen setting and Develop and use standardized recipes equipment needed to prepare the recipe. ✓ Every recipe that you use in your ✓ Make following standardized recipes kitchens must be standardized. This one of the criteria for performance includes all recipes that have more than evaluation. This indicates the SFA’s one ingredient. priorities.
The U.S. Department of Agriculture defines a standardized recipe as one that:
◆ Is tried, adapted and retried several times for use by a given foodservice operation. ◆ Produces the same good results and yield every time by using the exact same procedure, same type of equipment, and same quantity and quality of ingredients.
119 Appendix S
Meal Service Practices for Healthy School Meals & Ideas for Program Promotion and Improvement
Meal Service Practices Ideas for Program Promotion and ✓ Work with school superintendent, Improvement principal, PTA or PTO, and/or other ✓ Promote healthful meal choices in appropriate groups to ensure that menus and on the serving line. students have sufficient time to select ✓ Model good eating habits and a positive and consume a healthful meal. attitude toward healthy foods. ✓ Ensure that low-fat and skim milk are ✓ Promote good nutrition to teachers and available throughout the entire lunch school staff and enlist their support period. in modeling positive attitudes toward ✓ Check temperature of milk to make sure healthy eating. it is cold and acceptable to students. ✓ Provide nutrition education to students, ✓ Place skim and low-fat milks toward parents, teachers, and/or food service the front of the milk cabinet to facilitate staff, as appropriate. their selection. ✓ Include nutrition information on menus ✓ Merchandise foods to encourage sent home to parents. consumption of low-fat menu items. ✓ If a la carte food items are sold at all, make sure they are reflective of SMI, i.e., healthy choices. ✓ Offer meals that incorporate principles of good menu planning, including variety and a good balance of colors, shapes, textures, temperatures, flavors. ✓ Plan attractive garnishes for steam table pans or individual pre-portioned foods. ✓ To ensure student appeal, conduct taste tests of new recipes and commercially prepared food products.
120 Appendix T
Team Nutrition School Enrollment Form
Our Team Nutrition School Leader is:
q Ms. q Mrs. q Mr. q Other First Name Last name Title School's Name Total Enrollment Grades Taught School District School County School Address
City State Zip Code Telephone ( ) Fax ( ) E-Mail Address
Please check one or more of the appropriate grade ranges:
q P (Preschool) Pre-K q E (Elementary) K-5/6 q M (Middle) 6/7-8 q H (High) 9-12
We agree to:
• Support USDA's Team Nutrition goal and values. • Involve teachers, students, parents, foodservice • Demonstrate a commitment to help students meet personnel, and the community in interactive and the Dietary Guidelines for Americans. entertaining nutrition education activities. • Designate a Team Nutrition School Leader who will • Participate in the National School Lunch Program. establish a school team. • Demonstrate a well-run Child Nutrition Program. • Distribute Team Nutrition materials to teachers, • Share successful strategies and programs with students, and parents. other schools.
We certify our school does not have any oustanding overclaims or significant program violations in our school meals programs.
School Principal, Printed Name School Foodservice Manager, Printed Name
Signature Signature
Date Date
Fax to: Team Nutrition (703) 305-2549
Mail to: Team Nutrition 3101 Park Center Drive, Room 632 Alexandria, VA 22302
121 Appendix U
Checklist of Documents Needed for an SMI Review
School Name: Period of Analysis:
Source Documents Complete Additional Data Needed
Menus (for the school week being reviewed)
Choices indicated
Menu changes or substitutions indicated (dated)
Production Records (for the school week being reviewed)
Site name, meal date, and menu type (breakfast or lunch)
Forecasted number of meals by age/grade group
All planned menu items, including milk types and desserts
All condiments used as a complement to the reimbursable meal (e.g., mustard, salad dressing, margarine, etc.) Recipes or food products used including form of food (e.g., canned, frozen, dried, halves, slices, etc.) Brand names and product code numbers of commercially processed foods Serving sizes for each age/grade group of each menu item or food item served, including condiments Number of portions planned for each menu item, by age/grade group Total amount of food prepared for the planned number of servings (e.g., number of servings, pounds, cans, etc.) Number of leftovers and substitutions (serving size or portion amount)
Number of portions and serving sizes for adult meals
Number of reimbursable meals served (for each age/grade group)
Number of planned a la carte items (if recorded on production records) Number of meals served that contain substituted foods in order to accommodate special dietary needs (if applicable) Recipes (for any menu item indicated on production records that contains more than one ingredient)
Yield (includes serving size and number of servings)
List all ingredients; including form, packing medium, and fat content
Correct measures, weights and/or pack size
Include preparation procedures
122 Appendix U
Checklist of Documents Needed for an SMI Review (continued)
School Name: Period of Analysis:
Source Documents Complete Additional Data Needed
Nutrition/food component information for commercially processed food items
Nutrition Facts label or equivalent information from manufacturer
Child Nutrition (CN) labels and/or Product Formulation Statements if using a food-based menu planning approach Printout of nutrient analysis for review week of menus and recipes (required for NSMP/ANSMP) ❑ Yes Indication that re-analysis is warranted ❑ No
123 Appendix V
NSMP/ANSMP – Structuring Meals for Healthy Choices
3-Menu Item Meal 4-Menu Item Meal 5-Menu Item Meal Entrée: Choose 1: Choose 1: Choose 1: Baked Fish Nuggets with Baked Fish Nuggets with Baked Fish Nuggets Macaroni & Cheese and Garlic Bread Sausage Pizza Garlic Bread Sausage Pizza Vegetarian Chili Sausage Pizza with Vegetarian Chili with Broccoli Spears Bread Sticks Vegetarian Chili with Pinto Beans & Bread Sticks
Side-dishes Group 1: Choose 1 Group 1: Choose 1 Group 1: Choose 2 Orange Slices & Brownie Broccoli Spears Broccoli Spears Garden Salad with Dressing Cole Slaw Cole Slaw & Grapes Pinto Beans Pinto Beans Coleslaw & Raisin Cup Garden Salad with Garden Salad with Dressing Dressing Grapes Grapes Orange Slices Orange Slices
Group 2: Choose 1 Group 2: Choose 1 Macaroni & Cheese Garlic Bread Banana Half Bread Stick Raisin Cup Macaroni & Cheese Brownie Brownie Banana Half Raisin Cup
Milk: Choose 1: Choose 1: Choose 1: Fat-free Milk Fat-free Milk Fat-free Milk Low-fat Milk Low-fat Milk Low-fat Milk
Number of Menu This is a 3-menu item meal. This is a 4-menu item meal. This is a 5-menu item meal. Items Required Students must select a Students must select a Students must select a for OVS: minimum of two items. minimum of two items. minimum of three items.
124 A E M S
Advantages, food-based Enhanced Menu Planning Meal pattern School Food Authority menu planning approach Meal requirements for School Meals Initiative for approaches Entrée NSMP/ANSMP Healthy Children Advantages, nutrient-based Meal service practices SFA menu planning F Menu adjustments Side dish approaches Federal regulations Menu items SMI nutrition goals Age/grade groups Food Bars Menu planning approaches SMI review Ages Food bars, full-service Menu planning for healthy Standardize recipes A la carte sales Food bars, side dish school meals Substitutions Alternate menu planning Food bars, specialty/entrée Menu planning practices Substitutions, last minute approach Food based menu-planning Minor modifications and necessary Approved software approach Major modifications Assisted Nutrient Standard Food component Modifications for food-based T Menu Planning approach Food groups menu planning Team Nutrition Food items Theme bars C Food preparation practices N Traditional Menu Planning Central menus Food safety and sanitation Nutrient analysis approach Checklist for practices Nutrient analysis protocols Two-week window implementation, food- Fortification Nutrient Based Menu- based menu planning Fortified foods Planning Approach U approaches USDA-approved software Checklist for G O implementation, nutrient- Grades Offer versus Serve V based menu planning OVS requirements for Variations in Lunch Structure approaches H NSMP/ANSMP Comparison of menu Health trends W planning approaches P Weighted nutrient analysis Contractors I Phytochemicals Whole foods CRE review Index, SMI Road to Success Phytonutrients Creditable foods Invitation to Bid (ITB) Point of service Custom age grouping Portion control Cycle menus K Portion sizes Key nutrients Practice-based strategies D Purchasing practices' Diet trends L Disadvantages, food-based Leftovers R menu planning Recommended Dietary approaches Allowances (RDA) Disadvantages, nutrient- Reimbursable breakfasts based menu planning Reimbursable lunches approaches Request for Proposal (RFP)
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