A Guide To Healthy School · PDF fileA Guide To Healthy School Meals ... including menu planning option, planning menus and preparing foods, ... Merchandising meals

A Guide To

Healthy School Meals

www.doe.mass.edu/cnp/

Copyright 2003 This document was prepared by the Massachusetts Department of Education Dr. David P. Driscoll, Commissioner of Education

Permission is granted to copy all or parts of this document for non-commercial educational purposes. Please credit the Massachusetts Department of Education.

Board of Education Members James A. Peyser, Chairman, Dorchester Henry M. Thomas, III, Vice-Chairperson, Springfield Charles D. Baker, Swampscott J. Richard Crowley, AndoverJeffrey DeFlavio, Belmont, Chair, Student Advisory Council Judith I. Gill, Chancellor, Higher Education, Boston William K. Irwin, Jr., Wilmington Roberta R. Schaefer, Worcester Abigail M. Thernstrom, Lexington David P. Driscoll, Commissioner and Secretary to the Board

Massachusetts Department of Education 350 Main Street, Malden, MA 02148 Telephone: 781-338-3000; Internet: www.doe.mass.edu

Massachusetts Department of Education: Nutrition Programs and Food Services II

Nutrition Programs and Food Services (781) 338-6480 (781) 338-3399 (Fax)

(781) 338-3394 (Other 4th Floor Fax) (781) 338-6565 (Fax at Commodities – Granada)

E-mail: [email protected] (i.e. – [email protected]) www.doe.mass.edu/cnp

KATHLEEN C. MILLETT, ADMINISTRATOR – EXT. 6479 Belinda M. Wilson – Ext. 6498

(PCTA) PROGRAM COMPLIANCE & TECHNICAL ASSISTANCE School Breakfast, Lunch, School Food Service, Public/Private/Residential Schools, Special Milk

Bill CAHILL – Ext. 6489 Carrie Fagan Ext. 6499

Kevin DAWSON ………………………………….6475 Suman LUKE……………..…………………………..6467

Lois GARRISON ………………………………….6470 Elizabeth PUPECKI …………………………………6482

Doreen IOVANNA ………………………………..6451 Sharon STEARNS …………………………………...6463

Susan KNOLL …………………………………….6468 Bridget ZINITI ………………………………………6496

SPECIAL NUTRITION PROGRAMS Child Care Food, Family Day Care Food, Adult Day Care & Summer Food Services

Mary Anne GILBERT – Ext. 6493

Toya KIMBROUGH ……………………………….6464 Maria PACIFICO …………………………………..6491

Anne Marie McDONALD …………….…………….6492 Amy SOCOLOW …………………………………..6488

Lynn McKNIGHT ………………………………….6494

NUTRITION EDUCATION, TRAINING AND OUTREACH PROGRAM

Claudia RAYA ……………………………………..6481

Linda BOULEY ……………………………………6456

Holly ALPERIN …………………………………….6308

FOOD DISTRIBUTION – GRANADA BUILDING Commodity Food Orders & Deliveries, TEFAP Program, Participation in Food Program

Martha HERLIHY – Ext. 6473

Ahmed BILIMORIA ……………………………….6506 Darlene WONG-KAM ……………………………..6478

Karen DONOVAN …………………………………6472 Alice YEE ………………………………………….6453

Michael MURPHY …………………………………6542

FINANCIAL MANAGEMENT – GRANADA BUILDING

Neal GILBERT – Ext. 6576

Selcuk AMASYA …………………………………..6541 Arthur KROCHMAL (Claims) ……………………6564

Alan DECHTER (Claims) …………………………..6570

A GuideTo

Healthy School Meals

This manual has been adapted for the Massachusetts Department of Education by Linda Bouley, RD, LDN of the Nutrition Programs and Food Services Department. Whether you are new to food services or have been in the business for a period of time, this manual is designed for all food service personnel.

The goal of this manual is to provide directors and staff with information related to a number of different topics. The manual is divided into twelve helpful sections including menu planning option, planning menus and preparing foods, components and nutrient contributions, meal substitutions for children with special needs, nutrition education, menu promotion, food sanitation and food safety just to name a few. Additionally, a reference section including reproducible pages has been added for your use.

The following resources have been utilized in the development of this manual:

• FCS Grains/Breads Instruction • Food Safety Principles for Food Workers, MA Partnership for Food Safety

Education • United States Department of Agriculture Cooperating and UMass Extension • United States Department of Agriculture Food Safety and Inspection Service • United States Department of Agriculture Menu Planning Guide • United States Department of Agriculture Nutrient Analysis Protocols for the

School Nutrition Program • United States Department of Agriculture Summer Food Service Program for

Children, 2001 Nutrition Guidance for Sponsors Manual


Table of Contents

Recommended Resources for New Food Service Directors ..................................... 1School Meals Initiative Fact Sheet........................................................................... 5Comparison of Weighted and Unweighted Nutrient Analyses ................................ 7Offer Versus Serve................................................................................................... 8Menu Planning Options

Traditional Menu Planning System .................................................................................................9Enhanced Food Based Menu Planning System .............................................................................12Comparison Table of Traditional and Enhanced Food Based Menu Plans ...................................16Nutrient Standard Menu Planning (NSMP) System......................................................................17Assisted Nutrient Standard Menu Planning (ANSMP) System ....................................................17Meal Requirements for NSMP and ANSMP: Lunch and Breakfast ............................................18Comparison of Current Menu Planning and New Menu Planning Systems .................................19

Food Guide Pyramid and the Dietary Guidelines Build a Healthy Base .....................................................................................................................21Tips for using the Food Guide Pyramid ........................................................................................21Tips for serving a variety of grains ................................................................................................22Tips for including more fruits and vegetables ...............................................................................23Offer foods low in saturated fat, cholesterol and moderate in total fat .........................................23

Planning Menus and Preparing Foods Ideas to Lower FatMeat and meat alternates ...............................................................................................................25Vegetables and fruits .....................................................................................................................26Grains and breads; Milk.................................................................................................................27Offer beverages and foods that moderate the intake of sugars ......................................................28Tips for using less sugar ................................................................................................................29Offer and prepare foods with less salt ...........................................................................................29Tips for moderating salt intake ......................................................................................................30Foods that are good sources of fiber ..............................................................................................31

Components and Nutrient Contributions Meat and meat alternates ...............................................................................................................33Menu ideas to increase variety (meat and meat alternates) ...........................................................34Vegetables......................................................................................................................................34Menu ideas to increase variety (vegetables)..................................................................................35Fruits ..............................................................................................................................................35Menu ideas to increase variety (fruits) ......................................................................................... 36Grains and breads ..........................................................................................................................36Menu ideas to increase variety (grains and breads) .......................................................................37Milk ..............................................................................................................................................37Menu ideas to increase variety (milk) .......................................................................................... 38

Massachusetts Department of Education: Nutrition Programs and Food Services I

Facts About Meal Pattern Requirements Milk, meat and meat alternates ......................................................................................................39Yogurt ............................................................................................................................................40Vegetables and/or fruits .................................................................................................................41Grains and breads ..........................................................................................................................42Serve other foods-add variety to meals .........................................................................................43

Meal Substitutions for Children with Special Needs Vegetarian meals ...........................................................................................................................45Food allergies and intolerances .....................................................................................................45Ideas to increase calories ...............................................................................................................46Healthy snack ideas .......................................................................................................................47Easy salad ideas .............................................................................................................................49

The Eating Environment Making mealtime a happy time .....................................................................................................51The physical environment ..............................................................................................................51A healthy atmosphere ....................................................................................................................52

Nutrition Education Promote nutrition education activities ...........................................................................................53

Menu Promotion Introducing new recipes.................................................................................................................55Merchandising meals .....................................................................................................................56Self-serve style ...............................................................................................................................57Menu production records ...............................................................................................................58Using standardized recipes ............................................................................................................58How to use quantity recipes...........................................................................................................58Abbreviations used in recipes ........................................................................................................59Equivalent measures ......................................................................................................................59Portion control ...............................................................................................................................60Measures for portion control .........................................................................................................60Scoops............................................................................................................................................60Ladles.............................................................................................................................................61Serving spoons ...............................................................................................................................61

Food Sanitation Food sanitation rules ......................................................................................................................63Dishwashing procedures ................................................................................................................64Cleaning and sanitizing..................................................................................................................64How to sanitize with bleach...........................................................................................................65What’s the difference between cleaning and sanitizing ................................................................65


Food Safety Importance of food safety..............................................................................................................67Keep food safe ...............................................................................................................................67Tips for keeping food safe to eat ...................................................................................................68The Danger Zone-food temperature and bacterial growth ............................................................69Minimum internal cooking temperatures.......................................................................................71Refrigerated foods .........................................................................................................................72Frozen foods ..................................................................................................................................73Keep these food safety rules in mind.............................................................................................74

Reference Section Food Guide Pyramid ......................................................................................................................77Sample Production Record ............................................................................................................79Instructions for completing the production record-Traditional/Enhanced Food Based .......... 81-82Instructions for completing the production record-Nutrient Based/Assisted Nutrient Based . 83-84Sample Manufacturer’s Product Nutrition Information ................................................................85Sample Label Information Recording Form .................................................................................87Sample Standardized Recipe Form................................................................................................89Instructio ns for completing the standardized recipe form .............................................................91Sources of Nutrients ................................................................................................................ 93-94Grains/Breads for the Food-Based Menu Planning Alternatives ............................................ 95-96Sample Letter to Students to Explain Offer vs. Serve for Lunch (Food Based) .......................... 97Sample Letter to Students to Explain Offer vs. Serve for Breakfast (Food Based) ..................... 99Sample Letter to Students to Explain Offer vs. Serve for Lunch (Nutrient Standard) ............... 101Sample Letter to Students to Explain Offer vs. Serve for Breakfast (Nutrient Standard) ...........103

Massachusetts Department of Education: Nutrition Programs and Food Services III

Recommended Resourcesfor

New Food Service Directors

Are you a new food service director? The following is a list of resources, helpful websites, and training information that you may find useful. Please note that the resources are only suggestions. Individuals are not required to purchase any of the listed resources.

Team Nutrition Resources: 1. A Menu Planner for Healthy School Meals 2. A Tool Kit for Healthy School Meals: Recipes and Training Materials 3. Building Blocks for Fun and Healthy Meals (for Child Care Programs Only) 4. Choice Plus: A Reference Guide for Foods and Ingredients 5. Food Buying Guide for Child Nutrition programs 6. Food & Me: Teacher’s kit for Grades Pre K through K 7. Food Time: Teacher’s Kit for Grades 1 – 2 8. Food Works: Teacher’s Kit for Grades 3 – 5 9. Serving it Safe: A Manager’s Tool Kit 10. Using Offer Versus Serve in the School Meals Initiative

Additional Resources: 1. First Choice: A Purchasing Systems Manual for School Food Service 2. Quantity Recipes for School Food Service 3. Ten-Minute Lessons for School Food Service: Food Safety and Sanitation 4. Ten-Minute Lessons for School Food Service: No Time to Train 5. What’s in a Meal? (for Child Care Programs Only)

All of the above resources may be borrowed from The John Stalker Resource Library located at Framingham State College. The library is a free lending library open to anyone working in a Massachusetts school. The library includes over 800 references, curricula, and training materials. Their website is: http://johnstalkerinstitute.org/

Massachusetts Department of Education: Nutrition Programs and Food Services Page 1

Resources may also be purchased from the National Food Service Management Institute (NFSMI) at The University of Mississippi. Please contact NFSMI or Nutrition Programs and Services at the Department of Education for a current resource/purchasing guide .

NFSMI Phone: 800-321-3054 Fax: 800-321-3061 Internet: www.nfsmi.org E-mail: [email protected]

MA Department of Education Phone: 781-338-6480 Fax: 781-338-3399 Internet: www.doe.mass.edu/cnp/

Helpful Websites:

• Massachusetts Department of Education – Child Nutrition Programs http://www.doe.mass.edu/cnp/

• John Stalker Institute of Food and Nutrition at Framingham State College http://johnstalkerinstitute.org/

• National Food Service Management Institute (The University of Mississippi) http://www.NFSMI.org

• Action for Healthy Kids http://www.actionforhealthykids.org

• American Dietetic Association http://www.eatright.org/

• American School Food Service Association http://www.asfsa.org/

• Dole 5 A Day http://www.dole5aday.com/

• Eat 5 A Day for Better Health http://www.5aday.com/ http://www.aboutproduce.com

• Facts About USDA Commodities for Schools and Institutions http://www.fns.usda.gov/fdd/facts/schfacts/cats.htm

• FDA Kids Homepage http://www.fda.gov/oc/opacom/kids/

• Massachusetts Agriculture in the Classroom http://www.aginclassroom.org/

Page 2 Massachusetts Department of Education: Nutrition Programs and Food Services

• Massachusetts Farmers’ Markets http://www.massgrown.org

• Massachusetts School Food Service Association http://www.maschoolfood.org

• New England Dairy and Food Council http://www.newenglanddairycouncil.org

• Nutrition Explorations: The Fun and Easy Way to Teach Nutrition http://www.nutritionexplorations.org

• Residential Child Care Institutions (RCCI) Food Services Manual http://schoolmeals.nal.usda.gov/Training/rcci.html

• USDA Approved Software Packages for NuMenus http://schoolmeals.nal.usda.gov/Software/softwr2.html

• USDA Food and Nutrition Service http://www.fns.usda.gov/fns/

• UDSA Food Buying Guide http://schoolmeals.nal.usda.gov/FBG/buyingguide.html

• UDSA Te am Nutrition http://www.fns.usda.gov/tn/

Nutrition Programs and Food Services - Training Information: As a new food service director you will encounter various situations that will need to be addressed and various paperwork that will need to be completed. To assist in making your program successful, The MA Department of Education’s Nutrition Programs and Food Services Department should be utilized as a resource to answer any questions, concerns and training needs that you may require. Please do not hesitate to contact us!



School Meals Initiative Fact Sheet

What is the School Meals Initiative (SMI) for Healthy Children?

Effective July 13, 1995, a final rule was implemented which amended the regulations governing the nutrition standards for the National School Lunch and School Breakfast Programs. The final rules require that by the School Year 1996/1997, all school lunches and breakfasts are consistent with the recommendations of the Dietary Guidelines for Americans. This rule established specific minimum standards for calories and key nutrients which meals must meet. To assist and provide training for these rules, USDA implemented the School Meals Initiative for Healthy Children.

What are Dietary Guidelines for Americans? • Eat a variety of foods • Balance the food you eat with physical activity—maintain or improve your weight • Choose a diet with plenty of grain products, vegetables, and fruits • Choose a diet low in fat, saturated fat, and cholesterol • Choose a diet moderate in sugars • Choose a diet moderate in salt and sodium • If you drink alcoholic beverages, do so in moderation

How are menus planned with the new rules?

School Food Authorities must use one of the four options for menu planning. The options include: • Traditional Meal Pattern • Enhanced Food Based Menu Planning • Nutrient Standard Menu Planning • Assisted Nutrient Standard Menu Planning

Different options may be used in different schools and different options may be used for breakfast and lunch in the same school.

How will menus be reviewed for compliance with SMI rules?

The regulations require that certain nutrients are monitored, to ensure that ¼ of the Recommended Dietary Allowance (RDA) has been met for breakfast and 1/3 of the RDA for lunch, as well as meeting the Dietary Guidelines for Americans. The State agency will monitor menus for compliance with these nutritional standards at a minimum of once every five years. A nutrient analysis will be conducted on selected menus for a week for food based menu planning systems.

Documentation of data used in nutrient analysis will be reviewed for School Food Authorities using Nutrient Standard or Assisted Nutrient Standard Menu Planning.

Will the nutrient monitoring be done as part of the Coordinated Review Effort (CRE)?

The SMI nutrition review may be conducted at the same time that the CRE is scheduled or done as a separate program review, because they are two separate procedures. SMI provides technical assistance to SFA’s in planning meals that meet the Dietary Guidelines for Americans.


What records will be needed to conduct the nutrient analysis?

One week’s menus for each grade/age level served for one school under the jurisdiction of the SFA will be reviewed. Menus from more than one site will be analyzed only if multiple menu planning options are used by the SFA. Records needed include:

• Menus for the week being reviewed • Complete production records for the week being reviewed • All Standardized recipes used for the week being reviewed, to include USDA as well as local recipes • Manufacturer’s nutrition information of commercially processed foods used during the week being

reviewed • Food product descriptions • Estimates of a la carte sales and adult meals which are part of the production record • Printout provided from the USDA approved software for the week being reviewed when a school is

following Nutrient Standard and Assisted Nutrient Standard Menu Planning or is utilizing USDA approved software to conduct their own nutrient analysis for food based menu planning

What will the criteria be for meeting the Dietary Guidelines and Nutrient Standards?

• Lunch meets 1/3 of the Recommended Dietary Allowances for protein, vitamin A, vitamin C, iron, calcium, and calories

• Breakfast meets 1/4 of the Recommended Dietary Allowances for the above nutrients and calories • When averaged over a school week, all school meals contain 30% or less of the total calories from fat • When averaged over a school week, all school meals contain less than 10% of calories from saturated fat • Reduction in levels of sodium and cholesterol and an increase in dietary fiber

What actions may be necessary if the new regulations are not met?

School Food Authorities which do not meet the dietary guidelines and nutrient standards will receive technical assistance from the State agency to assist them in developing an improvement plan for meeting the goals of the School Meals Initiative.

When it is viewed that the School Food Authority is making a good faith effort to plan healthy meals, reimbursement payments will not be affected.

If you desire further information on the topic, please contact:

Department of Education Nutrition Programs and Services

350 Main Street Malden, MA 02148

781-338-6494 or 781-338-6498 www.doe.mass.edu/cnp/


Comparison of Weighted and

Unweighted Nutrient Analyses

Weighted Nutrient Analysis: • Incorporates information about student selection patterns and does

not assume that every student takes one serving of every type of food offered.

• Provides a picture of the average meal served to or selected by students.

Unweighted Nutrient Analysis: • Does not consider the relative frequency with which different types

of food are served/selected.

• Constitutes a simple average of all foods offered.

• Provides a picture of the average meal offered to students.

Principle Difference: • Weighted analysis reflects student choices, a factor which school

food service programs may influence, however, can not control.


Offer Versus Serve

In the mid 1970’s, Congressman Bill Goodling from Pennsylvania and other congressional leaders believed that students were throwing away far too much food, so they declared “war on waste.” They wanted to reduce the waste of food and the waste of government money used to purchase and prepare this food. A part of this “war on waste” was the offer versus serve (OVS) option. It was a way to avoid forcing students to take food they did not intend to eat.

The goals of OVS are:

1. Minimize plate waste

2. Encourage more food choices

• Schools that select the OVS option must offer all the planned menu items to all students. Students may refuse a specified number of menu items. Schools that do not choose to do the OVS option must serve all food menu items to all students.*

• Senior high schools participating in the National School Lunch Program (NSLP) are required to implement OVS.

• OVS is a local option in elementary and junior high/middle schools.

• School food authorities may implement OVS in their School Breakfast Program (SBP).

• Full portions of a minimum required number of items must be taken for a meal to be claimed for reimbursement.

• Substantial cost savings may occur with OVS. The manager determines the quantity to prepare based on previous production records and required serving amounts.

• The cashier and manager work closely together in defining the reimbursable meals for the day.

• Meals must be priced as a unit. This means paying students will pay the full meal price and students eligible for reduced price will pay the current reduced price charge whether they take the minimum number of menu items or the complete planned meal.

• The cashier needs to determine the menu items and serving amounts before the meal service begins. A reimbursable meal must be defined for claiming purposes.

• The success of OVS is dependent upon the cooperation of parents, students, teachers, administrators and school food service staff.

• OVS requirements change depending upon which menu planning system is being used.

*See the Reference Section for Sample Letters to Students explaining Offer versus Serve.


TRADITIONAL FOOD BASEDMENU PLANNING SYSTEM

Lunch must contain:

One serving of each: � Meat/Meat Alternate� Milk� Grains/Breads

Two different servings of: � Vegetables/Fruits

Offer versus Serve � Offer five, take three

Local option may require four

Breakfast must contain:

One serving of each: � Milk � Juice/Fruit/Vegetable

One of each or two of: � Grains/Breads � Meat/Meat Alternate

Offer versus Serve � Offer four, take three

NEED TO KNOW: What are the amounts served for today?


Minimum Quantities forLunch - Traditional Meal Pattern

Meal Component Milk (as a beverage) Meat or Meat Alternate (quantity of the edible portion as served) Lean meat, poultry or fish Cheese Large egg Cooked dry beans or peas Peanut butter or other nut or seed butters Yogurt, plain or flavored, unsweetened or sweetened The following may be used to meet no more than 50% of the requirement and must be used in combination with any of the above: Peanuts, soynuts, tree nuts, or seeds, as listed in program guidance, or an equivalent quantity

Group I Ages 1-2,

(preschool)

6 fl. oz.

1 oz. 1 oz. 1/2

1/4 cup 2 Tbsp.

4 oz. or 1/2 cup

Group II Ages 3-4

Minimum Quantities Required

(preschool) Grades K-3

6 fl. oz. 8 fl. oz.

1½ oz. 1½ oz. 1½ oz. 1½ oz.

3/4 3/4 3/8 cup 3/8 cup 3 Tbsp. 3 Tbsp.

6 oz. or 3/4 cup

6 oz. or 3/4 cup

Group III Ages 5-8

Group IV Ages 9 and

Older Grades 4-12

8 fl. oz.

2 oz. 2 oz.

1 1/2 cup 4 Tbsp.

8 oz. or 1 cup

Group V Age 12 and

Recommended Quantities

Older Grades 7-12

8 fl. oz.

3 oz. 3 oz. 1½ 3/4

6 Tbsp.

12 oz. or 1½ cup

Grains/Breads Must be enriched or whole grain. A serving is a slice of bread or an equivalent serving of biscuits, rolls, etc., or ½ cup of cooked rice, macaroni, noodles, other pasta products or cereal grains.

of any combination of the above meat/meat alternate (1ounce of nuts/seeds = 1 ounce of cooked lean meat, poultry or fish). Vegetables/Fruits (2 or more servings of vegetables or fruits or both)

5 servings per week1

Minimum of

1/2 per day

1/2 oz. = 50%

1/2 cup


Minimum of

1/2 per day

3/4 oz. = 50%

1/2 cup


Minimum of

1 per day

3/4 oz. = 50%

1/2 cup


Minimum of

1 per day

1 oz. = 50%

3/4 cup


Minimum of

1 per day

1 ½ oz. = 50%

3/4 cup

USDA, Nutrient Analysis Protocols for the School Nutrition Program, 1998

1 For the purposes of this chart, a week equals five days.


Minimum Quantities for Breakfast - Traditional Meal Pattern

Minimum Quantities Required for Ages 1-2 Ages 3,4, and 5 Grades K-12

Meal Component Milk (Fluid) (As a beverage, on cereal or both)

4 fl. oz. or 1/2 cup 6 fl. oz. or 3/4 cup 8 fl. oz. or 1 cup

Juice/Fruit/Vegetable 1/4 cup 1/2 cup 1/2 cupFruit and/or vegetable; or full-strength fruit juice or vegetable juice Select one serving from each of components or two from one

the following component:

Grains/Breads One of the following or an equivalent combination:

Whole grain or enriched bread 1/2 slice 1/2 slice 1 slice Whole grain or enriched biscuit/roll, muffin, etc. 1/2 serving 1/2 serving 1 serving

Whole grain, enriched or fortified cereal

1/4 cup or 1/3 oz. 1/3 cup or 1/2 oz. 3/4 cup or 1 oz.

Meat or Meat Alternates

Meat/poultry or fish

Cheese

Egg (large)

Peanut butter or other nut or seed butters

Cooked dry beans and peas

Yogurt, plain or flavored, unsweetened or sweetened

Nut and/or seeds (as listed in program guidance) 1

1/2 oz.

1/2 oz.

1/2

1 Tbsp.

2 Tbsp.

2 oz. or 1/4 cup

1/2 oz.

1/2 oz.

1/2 oz.

1/2

1 Tbsp.

2 Tbsp.

2 oz. or 1/4 cup

1/2 oz.

1 oz.

1 oz.

1/2

2 Tbsp.

4 Tbsp.

4 oz. or 1/2 cup

1 oz.


1 No more than 1 oz. of nuts and/or seeds may be served in any one meal.


ENHANCED FOOD BASEDMENU PLANNING SYSTEM

Lunch must contain:

One serving of each: � Meat/Meat Alternate � Milk � Grains/Breads

Two different servings of: � Vegetables/Fruits

Offer versus Serve � Offer five, take three

Local option may require four

Breakfast must contain:

One serving of each: � Milk � Juice/Fruit/Vegetable

One of each or two of: � Grains/Breads � Meat/Meat Alternate

Offer versus Serve � Offer four, take three

NEED TO KNOW: What are the amounts served for today?


Minimum Quantities for Lunch - Enhanced Meal Pattern

Minimum Quantities Required Option

For

Pre Grades Grades Grades

Meal Component Milk (as a beverage) Meat or Meat Alternate

Ages 1-2

6 fl. oz.

school

6 fl. oz.

K-6

8 fl. oz.

7-12

8 fl. oz.

K-3

8 fl. oz.

(quantity of the edible portion as served) Lean meat, poultry or fish Cheese Large egg Cooked dry beans or peas Peanut butter or other nut or seed butters Yogurt, plain or flavored, unsweetened or sweetened The following may be used to meet no more than 50% of the requirement and must be used in combination with any of the above:

1 oz. 1 oz. 1/2

1/4 cup 2 Tbsp.

4 oz. or 1/2 cup

1½ oz. 1½ oz.

3/4 3/8 cup 3 Tbsp.

6 oz. or 3/4cup

2 oz. 2 oz.

1 1/2 cup 4 Tbsp.

8 oz. or 1 cup

2 oz.2 oz.

1 1/2 cup 4 Tbsp.

8 oz. or 1 cup

1½ oz. 1½ oz.

3/4 3/8 cup 3 Tbsp.

6 oz. or 3/4cup

Vegetables/Fruits (2 or more servings of vegetables or fruits or both)

Peanuts, soynuts, tree nuts, or seeds, as listed in program guidance, or an equivalent quantity of any combination of the above meat/meat alternate (1ounce of nuts/seeds = 1 ounce of cooked lean meat, poultry or fish).

1/2 cup

1/4 oz. = 50%

1/2 cup

3/4 oz. = 50%

3/4cup plus extra 1/2

cup over a week1

1 oz. = 50%

1 cup

1 oz. = 50%

3/4cup

3/4 oz. = 50%

Grains/Breads Must be enriched or whole grain. A serving is a slice of bread or an equivalent serving of biscuits, rolls, etc., or ½ cup of cooked rice, macaroni, noodles, other pasta products or cereal grains.


Minimum of 1/2 per

day


Minimum of 1 per

day


Minimum of 1 per

day2


Minimum of 1 per

day2


Minimum of 1 per

day2


1 For the purposes of this chart, a week equals five days.2 Up to one grains/breads serving per day may be a grain -based dessert.


Minimum Quantities for Breakfast - Enhanced Meal Pattern

Option ForMinimum Quantities Required

Grades Grades Ages 1-2 Pre-school K-12 7-12

Meal Component Milk (Fluid) 4 fl. oz. 6 fl. oz. or 8 fl. oz. or 1 8 fl. oz. or 1 (As a beverage, on cereal or or 1/2 cup 3/4 cup cup cup both) Juice/Fruit/Vegetable Fruit and/or vegetable; or full- 1/4 cup 1/2 cup 1/2 cup 1/2 cup strength fruit juice or vegetable juice

Select one serving from each of the following components from one or two component.

Grains/Breads One of the following or an equivalent combination:

Whole grain or enriched bread 1/2 slice 1/2 slice 1 slice 1 slice

Whole grain or enriched 1/2 serving 1/2 serving 1 serving 1 serving biscuit/roll, muffin, etc.

Whole grain, enriched or 1/4 cup or 1/3 cup or 3/4 cup or 3/4 cup or 1 fortified cereal 1/3 oz. 1/2 oz. 1 oz. oz. Plus an

additional serving of one of the

grains/ breads above

Meat or Meat Alternates

Meat/poultry or fish 1/2 oz. 1/2 oz. 1 oz. 1 oz.

Cheese 1/2 oz. 1/2 oz. 1 oz. 1 oz.

Egg (large) 1/2 1/2 1/2 1/2

Peanut butter or other nut or seed butters 1 Tbsp. 1 Tbsp. 2 Tbsp. 2 Tbsp.


Cooked dry beans and peas

Yogurt, plain or flavored, unsweetened or sweetened

Nut and/or seeds (as listed in program guidance) 1

2 Tbsp.

2 oz. or 1/4 cup

1/2 oz.

4 Tbsp.

4 oz. or 1/2 cup

1 oz.


1 No more than 1 oz. of nuts and/or seeds may be served in any one meal.


Comparison of Traditional and Enhanced Food BasedMenu Plans

Traditional Menu Plan - Lunch Enhanced Food Based Menu Plan - Lunch

Uses food components and food items Uses menu components and food items

Has ¾ cup fruit/vegetable requirement for grades 4-12 and Has a 1 cup fruit/vegetable requirement for grades 7-12 a ½ cup fruit/vegetable requirement for K-3 and a ¾ cup plus an extra ½ cup serving over a 5 day

period (week) for K-6

Has a bread requirement of 8 servings per week for grades Has a bread requirement of 12 servings per week for K-12 grades K-6 and 15 servings per week for grades 7-12

May not count grain -based desserts May count one grain-based dessert per day as one of the bread requirements

Grade groupings are K-3 and 4-12 Grade groupings are K-6 and 7-12

Requires 8 ounces of fresh fluid milk Requires 8 ounces of fresh fluid milk

Traditional Menu Plan - Breakfast Enhanced Food Based Menu Plan - Breakfast

Breakfast requirements are the same Breakfast requirements are the same



NUTRIENT STANDARD MENU PLANNING (NSMP)

and ASSISTED NUTRIENT STANDARD

MENU PLANNING (ANSMP)

Lunch must contain: � Entrée � Fluid Milk � At Lease One Side Dish

Students MUST take the ENTREE

Offer versus Serve � Offer three, take two � Offer four, five, or more,

student may decline two

Breakfast must contain: � Fluid Milk � Two or More Other Menu Items

Offer versus Serve � Offer three, take two � Offer four, five, or more,

student may decline one

NEED TO KNOW: What are the amounts served for today?How many items must be taken today?What is the entrée? (for lunch only)


Meal Requirements for NSMP (NuMenus) and ANSMP (Assisted NuMenus): Lunch and Breakfast

Daily Requirement Weekly Requirement

Lunch Minimumof three (3) Menu Items: When averaged over a school week, meals must meet the appropriate age/grade-based

_ Entree - a combination of foods or a Nutrient Standard. single food item that is served as the main course

_ Fluid milk - as a beverage _ Side dish - any other menu item that

is not a condiment or a Food of Minimal Nutritional Value served alone, that is, not served as part of another item

Breakfast Minimumof three (3) Menu Items: When averaged over a school week, meals must meet the appropriate age/grade-based

_ Fluid milk - served as a beverage or Nutrient Standard. on cereal or both

_ 2 Side dishes - two other menu items that are not a condiment or a Food of Minimal Nutritional Value served alone, that is, not served as part of another menu item



Comparison of Current Menu Planning System and New Menu Planning Systems

Traditional Meal Planning Enhanced Food Based Menu

Planning NSMP/Assisted NSMP

How meals are evaluated Meal Pattern. Meal Pattern. Meals are planned to meet specific nutrient levels averaged over a week. Choices within meals will be weighted based on their proportionate contribution to the meal.

Foods allowed Foods from specified food groups.

Foods from specified food groups.

Any food.

Reimbursable meal under offer vs serve: lunch

Offer a minimum of 5 food items: 1 M/MA, 2 V/F, 1 B/BA, 1 Milk. Senior high students may decline up to 2. Students below senior high may decline 1 or 2 at the discretion of the school food authority.

Offer a minimum of 5 food items: 1 M/MA, 2 V/F, 1 G/B, 1 Milk. Senior high students may decline up to 2 food items. Students below senior high may decline 1 or 2 food items at the discretion of the school food authority.

Offer a minimum of 3 menu items: entree and milk must be offered. NSMP defines a menu item as any single food or combination of foods served together, e.g., pizza. At least 2 items must be selected, one of which must be an entree. No more than 2 items may be declined.

Reimbursable meal under offer vs serve: breakfast

Offer 4 food items: Milk, V/F, plus one serving from each component or two servings from one component: M/MA, B/BA. At least 3 items must be selected.

Offer 4 food items: Milk, V/F, plus one serving from each component or two servings from one component: M/MA, G/B. At least 3 items must be selected.

Offer minimum of 3 menu items: milk must be offered. At least 2 items must be selected, and a maximum of 1 item may be declined.

Method of crediting menu items toward nutrient standard requirements

Meal pattern amounts. Nutrient analysis is required but not at the school level.

Meal pattern amounts. Nutrient analysis is required but not at school level.

All menu items count. Nutrient analysis required at school level or contracted.

Computer needs Not required. Not required. NSMP: District must have hardware and USDA approved nutrient analysis software. Assisted NSMP: another school, a consultant, or a school food co-op may do Nutrient analysis.

Record keeping Production record, CN label, and product nutrient analysis required.

Production record. CN label, and product nutrient analysis required.

Production record, product nutrient analysis for food not on the software, and nutritional analysis.

Age-grade groupings (lunch)

K-3, 4-12, recommended 7-12. Preschool, K-6, 7-12 (Grades K-3 optional).

Options: (a) Preschool, K-6, 7-12 (Grades K-3 optional): (b) Ages 36, 7-10, 11-13, 14-17:

(c) Create custom groupings.

Meeting Dietary Guidelines

Required. Required. Required.




Food Guide Pyramid and The Dietary Guidelines

Build A Healthy Base

The USDA Food Guide Pyramid is an outline of what to eat each day based on the Dietary Guidelines. Use the Food Guide Pyramid to guide you in making choices about the foods you serve. Different foods contain different nutrients and other healthful substances. No single food can supply all the nutrients in the amounts children need. To make sure children get all the nutrients and substances children need for health, build a healthy base by using the Food Guide Pyramid as a starting point. It is a healthy eating pattern that has a recommended number of daily servings from each of the five groups. The NSLP/NSB meal pattern is consistent with the Pyramid because it includes servings of grains/breads, fruits/vegetables in addition to meat/meat alternates, and milk. The Pyramid shown in the Reference Section recommends the number of daily servings from each of the major food groups for older children and adults.

Tips for Using the Food Guide Pyramid

• Choose a variety of foods from each group so children receive the daily nutrients needed for health.

• Serve a lot of whole grain breads and cereals and vegetables and fruits. • Also serve some low-fat dairy products and low-fat foods from the meat and

bean group. • Allow children to enjoy fats and sweets occasionally.

Offer a Variety of Grains Daily, Especially Whole Grains

Foods from grains like wheat, rice, and oats help to form the foundation of a healthy diet. Grains provide vitamins, minerals, and carbohydrates. Foods made from grains are naturally low in fat unless fat is added during processing or as an ingredient in a recipe. Whole-grain foods are the best choices because they have not been refined, so they have a larger amount of fiber and certain nutrients. A diet that includes adequate fiber may reduce the risk of coronary heart disease, bowel diseases, and possibly some types of cancer. Fiber in a meal also helps you feel full with fewer calories.


Tips for Serving a Variety of Grains

• Read the Nutrition Facts Label on foods so you can choose grain products high in fiber and low in saturated fat and sodium. For example, look for one of the following ingredients first on the label ingredient list: whole wheat, whole oats, whole rye, brown rice, oatmeal, whole grain corn, graham flour, bulgur, cracked wheat, oatmeal, and pearl barley.

• In main and side dishes, include a variety of enriched rice, macaroni, noodles, and other pasta products. Serve brown rice as well as white rice.

• Increase the proportion of grains to other ingredients. For example, serve a thicker pizza crust.

• Add grains such as pre-cooked rice and oats to ground beef in meat loaf and similar casseroles. Use bulgur or barley to thicken soups.

• Search for opportunities to add variety, such as, whole wheat breads, multi-grain breads, Kaiser rolls, rye bread, brown bread, breads with seed or nut toppings, flavored breads, such as jalapeno bread or cheese bread.

• Increase the variety of cooked and ready-to-eat cereals offered especially whole grain cereals.

• Serve sandwiches with one slice of whole-wheat bread and one slice of white bread.

• Substitute whole-wheat flour for part of the white flour in recipes. When introducing whole grains, try starting with 10-percent whole-grain flour or grains. Gradually increase the amount each time the recipe is prepared.

Serve a Variety of Fruits and Vegetables Daily

Like grains, fruits and vegetables form the base of the Pyramid and the basis for a healthy diet. This food group provides essential vitamins and minerals, fiber, and other substances needed for good health. Variety is important because different fruits and vegetables are rich in different nutrients. Since fruits and vegetables are naturally low in fat, they are especially good choices.


Tips for Including More Fruits and Vegetables

• Serve vegetables higher in fiber such as cooked dry beans, broccoli, tomatoes, leafy greens, potatoes with skin, and carrots.

• Serve raw vegetable salads and raw vegetables for snacks. • Season vegetables with herbs for taste appeal. • Serve fresh fruits for naturally sweet desserts. • Buy fruits and vegetables in season for better prices and tastier produce. • Serve fresh fruits higher in fiber, such as those with edible skins like

apples, pears, nectarines, peaches and those with edible seeds, such as berries and bananas.

Choose Sensibly

Offer Foods That Are Low In Saturated Fat and Cholesterol and Moderate in Total Fat

In general, health professionals believe that food habits established in childhood are important in preventing heart disease later in life. They recommend reducing the risk of heart disease by decreasing the amount of total fat, saturated fat, and cholesterol in the diet.

Did you know? • Some fat is necessary in the diet. It provides energy, and helps your body

absorb vitamins A, D, and E. Fats, such as margarine, butter, oils, and salad dressings, add flavor to foods. They also help to provide good texture and aroma.

• Fat contains over two times the calories of an equal amount of protein or carbohydrate. There are 9 calories in a gram of fat. Compare that to 4 calories in a gram of protein. Likewise, there are 4 calories in a gram of carbohydrate

Remember: There are no good foods or bad foods! All foods, including pizza and hot dogs, can be included in nutritious menus that meet the goals of the Dietary Guidelines.

So don’t eliminate. Just offer smaller amounts!



Planning Menus and Preparing Foods Balance higher fat foods in menus with items lower in fat.

Ideas to Lower Fat

Meat and Meat Alternates [an asterisk (*) next to an item indicates it will decrease saturated fat]

• Offer lean meats, poultry, or fish.

• Bake, broil, or roast instead of frying.

• Use non-stick cooking spray in place of oil or shortening for braising and sautéing. *

• Trim fat before and/or after cooking. When possible, remove skin from chicken.

• Drain fat from meats before serving.

• Use ground chicken or turkey (without skin) to mix with lean ground beef (with no more than 15% fat) instead of regular ground beef. *

• Serve bean-based entrees such as tacos, burritos, or chili for variety.

• Chill broth from poultry or meats until fat becomes solid. Remove fat before using the broth in soups.

• Substitute fruit glazes instead of high fat sauces or gravies. To thicken gravies and sauces without adding fat, mix cornstarch with a small amount of cold liquid to make a slurry. Slowly stir this mixture into the liquid you want to thicken and bring it back to a boil. Cornstarch can be used to replace a roux (a butter-flour mixture used for thickening), use an amount of cornstarch that is equal to one-half of the flour called for because of cornstarch’s greater thickening ability.*

• Offer mustard, catsup and/or lowfat mayonnaise with sandwiches.

• Serve higher fat processed meats such as salami, bologna and other cold cuts less often.

• Substitute lean ham for bacon or sausage.*


• Make pizza with lean ham or Canadian bacon instead of sausage or pepperoni. *

• Try lower fat varieties of cheese, such as part-skim mozzarella, lowfat cottage cheese, or part-skim ricotta cheese in recipes/salad bars.*

• Purchase water-packed tuna instead of tuna packed in oil.

• Substitute lowfat or nonfat yogurt for half of the mayonnaise in salad dressing recipes, tartar sauce, tuna salad, chicken salad, potato salad or coleslaw.

Vegetables and Fruits

• Steam, bake, or boil vegetables until "al dente" (until crisp).

• Serve fresh vegetables and fruits raw with a yogurt dip.

• Stirfry a variety of vegetables in a small amount of oil.

• Go easy on adding margarine or butter.

• Purchase soft margarine which is lower in saturated fat than stick margarine. *

• Revise specifications to prohibit saturated vegetable oils, such as coconut oil, palm oil, palm kernel oil, and hydrogenated shortening or stick-type margarine.*

• When seasoning vegetables, reduce or omit butter/margarine, experiment with herbs, spices, lemon zest or juice, liquid smoke to add more flavor.

• When making cheese sauces for vegetables such as broccoli, use half the amount of butter or margarine called for in the recipe. Add 1 tablespoon dry mustard and 1 tablespoon lemon pepper for every cup of flour to enhance flavor. Use part-skim milk cheese and non-fat milk. Make sauce thin instead of medium to use less sauce.*

• Serve fruit for desert in place of cookies, cakes, or ice cream.


Grains and Breads

• Serve higher-fat items such as croissants, doughnuts, and pies less often.

• Use angel food cakes or sponge cakes, which contain little fat.

• Use whole-grain bread and offer other breads such as pita bread, bagels.

• Substitute applesauce or plum or prune puree for oil, shortening, margarine, or butter in recipes (rule of thumb-try reducing fat by ½ and substituting the applesauce or plum or prune puree for an equal amount of fat in muffin/quick-bread recipes. Test in small batches of 25 servings)*

• Reduce fat in dessert recipes by ¼ at a time, testing in small batches of 25 servings.

• Serve jellies, jams, or honey instead of margarine on breads or rolls.

• Use often, lower fat grain products such as pastas, noodles, brown rice, barley, and bulgur.

• To prevent baked products from sticking, use non-stick cooking spray or parchment paper, as appropriate.

• Brush breads/rolls with milk instead of butter before baking to improve browning. *

Milk

• Place skim and lowfat milks toward the front of the milk cabinet to facilitate their selection.

• Ensure that lowfat and skim milk are available throughout the entire lunch period.

• Check temperature of milk to make sure it’s cold and acceptable to students.

• Replace whole milk in baking with lowfat, skim, buttermilk, or reconstituted nonfat dry milk.


Offer Beverages and Foods That Moderate the Intake of Sugars

Offer and use sugars in moderation. Sugars and many foods that contain them in large amounts supply calories, but they may be limited in vitamins and minerals. Eating sugars can promote tooth decay, especially when eaten between meals.

Intake of a lot of foods high in added sugars, like soft drinks, is of concern. Consuming excess calories from these foods may contribute to weight gain or lower intake of more nutritious foods. Limit your use of these beverages and foods. Offer water to children as a drink.

Sweet foods such as toaster pastries, coffee cake, doughnuts, sweet rolls, cookies, cakes, or formulated grain-fruit products when made from whole-grain or enriched meal or flour can be used to meet the grain/bread requirement as specified in the Grains and Breads Chart. Grain-based sweet snack foods should not be served as part of a snack more than twice a week.

Foods contain sugars in various forms. Read ingredient labels for clues on sugar content. A food is likely to be high in sugars if one of these names appears first or second in the ingredient list or if several of these names are listed:

• Sucrose • Glucose • Maltose • Dextrose • Lactose • Fructose • Honey • Fruit juice concentrate • Brown sugar • Corn sweetener • Corn syrup • High fructose corn syrup • Invert sugar • Malt syrup • Molasses • Raw sugar • Syrup • Table sugar


Tips for Using Less Sugar

• Use seasonal fresh fruits when possible. Avoid adding sugar or honey to fresh fruits.

• Use fruits packed in light syrup or juice. Since these are already sweet, there is no need to add sugar.

• Use fresh or frozen fruits in snacks.

• Limit the use of sweet snacks and sweet breakfast foods. Use cereals that are not sugar-coated. If children are reluctant to give up higher sugared cereals, mix a small amount of the higher sugar cereal with the non-sugary cereal.

• Modify recipes for sweet snacks and sweet breakfast items to reduce sugar without sacrificing quality.

Offer and Prepare Foods with Less Salt

Table salt contains sodium and chloride. Both are essential in the diet. However, most Americans consume more salt and sodium than they need.

Foods containing salt provide most of the sodium in the diet. Much of it is added during processing and manufacturing. Foods with added salt include cured and processed meats; cheeses; ready-to-eat snacks; prepared frozen entrees and dinners; packaged mixes; canned soups; salad dressings and pickles.

If you are planning to serve any of these foods: • Check the sodium content. • Select foods that have less sodium.

Many people can reduce their chances of developing high blood pressure by consuming less salt. Currently there is no way to predict who will develop high blood pressure. However, it is a good idea to do both of the following:

• Serve foods lower in sodium. • Reduce salt during food preparation.

This may help some children avoid high blood pressure when they become adults.


Tips for Moderating Salt Intake

• When purchasing foods high in salt, read the label and select those which have less sodium.

• Purchase fresh and frozen vegetables, where feasible, to substitute for canned vegetables.

• Only lightly salt fresh or frozen foods; foods should not be salty to the taste. Do not add salt to canned products that have been processed with salt.

• Use herbs or onions (fresh or dried) instead of bouillon cubes or powdered meat base to season recipes.

• Use garlic and onion powders instead of garlic and onion salts.

• Modify recipes by reducing the amount of salt, soy sauce, Worcestershire sauce, and other salty condiments called for in recipes, as appropriate. Omit monosodium glutamate (MSG) from recipes.

• Limit the number of times you serve salty snacks, such as crackers or pretzels.

• Read food labels carefully and choose foods lower in sodium.

• Limit foods with high added sodium (canned and dried soups, canned vegetables, catsup, mustard, olives, pickles, relishes, luncheon meats, cold cuts, processed foods, bacon, cheeses.)

• Do not add salt when cooking pasta and rice.


Foods That Are Good Sources of Fiber

• Breads/Grains: breads, cereals and other grain-based products made with bulgur, cornmeal, whole-wheat flour, rolled oats, rolled wheat, oat bran, brown rice, rice bran, wheat bran, wheat germ, barley

• Legumes and Nuts: dry beans and peas, including black beans, kidney beans, lentils, pinto beans, Great Northerns, Navy beans, etc. and nuts, including almonds, cashews, hazelnuts, peanuts, pecans, walnuts

• Fruits: apples, bananas, blueberries, grapefruit, oranges, nectarines with skin, peaches with skin, pears with skin, prunes, raisins, strawberries

• Vegetables: beets, broccoli, Brussels sprouts, cabbage, carrots, cauliflower, corn, green beans, green peas, parsnips, potatoes with skin, turnips



Components and Nutrient Contributions

Meat and Meat Alternates

Meal Components Examples Nutrients *

Meat, fish, poultry, and eggs

Beef, chicken, fish, ham, pork, turkey, sausages, and eggs

Protein, iron, B vitamins, zinc; contain fat, saturated fat, and cholesterol, calcium (from oysters, canned sardines and salmon with bones)

Cheese Swiss, ricotta, part-skim mozzarella, cottage cheese, American cheese, cheddar, and other cheeses

Protein, calcium, vitamins A, and B-12; contain fat, saturated fat, and cholesterol

Dry beans and peas Lentils, navy beans, black beans, lima beans, kidney beans, pinto beans, black-eyed peas, refried beans, chick peas

Protein, iron, complex carbohydrates, fiber, and folate; low in fat

*Peanut butter and other nut butters

*Nuts and seeds

Peanut butter, almond and other nut butters

Walnuts, peanuts, soy nuts, almonds, and other nuts

Protein, fiber, vitamin E; contain fat

Yogurt Commercially produced yogurt, Protein, carbohydrate, calcium, plain or flavored, unsweetened or phosphorus, potassium, and sweetened vitamin A

Alternate Protein Product (APP)

APP is mixed/made into such food items as ground beef patties, meat loaf, tuna salad, chicken nuggets, pizza toppings, etc.

Protein, other nutrients vary depending on the type of APP used

Adapted from USDA Summer Food Service Program for Children, 2001 Nutrition Guidance for Sponsors

*Bold text represents those nutrients that are evaluated in School Meals Initiative (SMI) reviews.


Menu Ideas to Increase Variety

• Try pita bread sandwiches or "pita pockets" stuffed with tuna, lettuce, and tomato; or chicken salad with celery and carrots.

• Make a vegetarian pita pocket with favorite veggies and chickpeas.

• Serve peanut butter with apple chunks on whole wheat bread.

• Serve lean meats, skinless poultry, and lower fat cheeses.

• Try an ethnic favorite: taco, gyro, pirogi, or calzone.

• Mix ground meat with ground turkey for hamburgers or taco filling.

• Make a submarine sandwich with roast turkey or ham and cheese.

• Try lentils or navy beans in a soup.

• Serve seasonal fresh vegetables.

Vegetables

Meal Components Examples Nutrients*

Vegetables (dark green, Aspara gus, broccoli, Brussels Vitamins A and C, fiber, iron, deep yellow, red) sprouts, carrots, chicory greens, vitamin B-6, folate, potassium,

collard greens, , endive, sweet green peppers, sweet red peppers,

Calcium (in dark green leafy vegetables)

kale, pumpkin, spinach, sweet potatoes, red and green chili peppers, turnip greens, turnips, winter squash(acorn, butternut, Hubbard)

Vegetables (starchy) Potatoes, black-eyed peas, corn, Carbohydrate, fiber, iron, lima beans, green peas folate, vitamin C, potassium

Vegetables (other) Cabbage, cauliflower, celery, cucumbers, green beans, lettuce,

Fiber, vitamin C, folate, potassium, iron

okra, onions, summer squash, tomatoes, vegetable juices, water cress, zucchini

Adapted from USDA Summer Food Service Program for Children, 2001 Nu trition Guidance for Sponsors


Menu Ideas To Increase Variety

• Try baked potatoes topped with broccoli and cheese.

• Dip raw carrots and cauliflower in lowfat yogurt dip.

• Challenge children to try vegetables such as eggplant, yellow squash, turnips, and spaghetti squash.

• Use spinach and other greens for salads.

Fruits


Fruits Oranges, orange juice, grapefruit, grapefruit juice, honeydew, strawberries, raspberries, apples, bananas, fruit juices, grapes, pears, plums, raisins, pineapple, guavas, mangoes, pumpkin

Vitamin C, carbohydrate, fiber, potassium, iron (dried fruits)

Fruits (deep yellow) Cantaloupe, avocados, apricots, cherries, kumquats, papaya,

Vitamin A, vitamin C, carbohydrate, fiber, potassium

passion fruit, peaches, plantain, prunes, tangerines, tangelos, watermelon, nectarines




• Serve fresh fruits in season for the area of the country where you live, such as pineapple, cantaloupe, peaches, watermelon, strawberries, plums, raspberries, blueberries, pears, and grape halves.

• Offer canned fruits packed in light syrup or in natural juices, such as fruit cocktail, peaches, and pears.

• Buy frozen mixed fruit and add fresh banana slices.

• Choose a fruit to top a dessert like pudding or gelatin.

• Try using an orange glaze on chicken breasts.

• Conduct a taste test with fruits such as kiwi, papaya, mango, apricots, dates, and figs.

• In addition to Red Delicious apples, look for opportunities to offer other varieties of apples, such as Gala, Fuji, Jonagold, Braeburn, Golden Delicious, and Granny Smith.

• Discuss how these fruits are grown, where they are grown, when they are in season and the forms they come in (fresh, diced, etc.)

Grains and Breads


Breads, whole -grain or enriched

Various breads, pita bread, bagels, brown b read, whole wheat, rye, mixed grain, tortillas, crackers, rolls, muffins, pancakes, waffles

Complex carbohydrate, fiber, iron, B vitamins; some may contain added fat

Cereals, whole-grain, enriched, or fortified

Cold ready-to-eat cereals such as wheat flakes or corn flakes and hot cooked cereals such as oatmeal, grits, brown or white rice

Complex carbohydrate, fiber, iron, B vitamins

Pastas, enriched Spaghetti, macaroni, noodles, Complex carbohydrate, iron, other pasta forms B vitamins




• Use a variety of breads such as whole wheat, rye swirl, pumpernickel, sourdough, Vienna bread, pita pockets, pizza crust, foccaccia bread, bagels, corn bread, tortillas, and English muffins.

• Use round crackers, rye crackers, soda crackers, and whole wheat squares.

• Pastas now come in different types (colors and flavors)—tomato, spinach, and whole wheat. Try macaroni, twists, spaghetti, and rigatoni in a cold pasta salad.

• Add smaller pastas such as bowties, alphabet letters, and small shells in soups.

• Try rice, oats, barley, bulgur and couscous for a change!

Milk


Milk, fluid and milk Lowfat milk, lowfat flavored milk, Calcium, protein, riboflavin, products skim milk, buttermilk, lactose- phosphorus, carbohydrate,

reduced milk, acidophilus milk, vitamins A and D; contains whole milk, puddings made with fat, saturated fat, cholesterol milk




• Offer only whole milk to children up to the age of 2. Try offering skim or lowfat milk to children ages 2 and above.

• Try different lowfat or reduced fat varieties, such as 1 percent or 2 percent fat white, chocolate, or strawberry flavored milk.

• Offer tastes of skim milk, with little or no fat (0 to .5 percent).

• Try buttermilk sometimes!

• For children who require it, serve alternative types of milk (a reduced-lactose milk or acidophilus) if available.

• Try shelf-stable milk, too!


Facts About Meal Pattern Requirements

Milk provides calcium and riboflavin, protein, vitamins A and D, phosphorus, and other nutrients. Lowfat or skim milk is generally fortified with vitamin A as well as vitamin D, as specified by the Food and Drug Administration.

• The milk component may be any fluid type of pasteurized whole, lowfat, or skim milk that is flavored or un-flavored or cultured buttermilk. All milk served must meet State and local standards.

• At breakfast or for snacks, use milk as a beverage, on cereal, or as a beverage and on cereal. At lunch or supper, milk must be served as a beverage.

• Use additional milk (fluid, evaporated, or nonfat dry milk) to prepare soups, casseroles, puddings, bakery items, or other baked or cooked products to add calcium and improve the nutritional quality of the meal.

Meat and Meat Alternates, as a food group, provide protein, iron, B vitamins (thiamin, riboflavin, niacin), and other nutrients.

• Must be served at lunch and supper.

• May be served as part of the snack.

• May be served as additional items at breakfast.

• Include a serving of cooked lean meat (beef, pork, lamb, veal), poultry, fish, cheese, cooked dry beans or peas, eggs, alternate protein product, peanut butter or other nut or seed butters (almond, sesame, sunflower), or nuts or seeds, yogurt, or any combination.

• Serve the meat/meat alternate as the entree (main dish) or as part of the main entree and in one other menu item.


Nuts and seeds may fulfill:

(1) all of the meat/meat alternate requirement for the snack; or (2) up to one-half of the required portion for lunch or supper.

Nuts and seeds must be combined with another meat/meat alternate to fulfill the lunch or supper requirement. For determining combinations, 1 ounce of nuts or seeds is equal to l ounce of cooked lean meat, poultry, or fish. The nuts and seeds that may be used as a meat alternate include peanuts, soynuts, tree nuts (almonds, walnuts, and pecans), and seeds (sunflower, sesame, and pumpkin).

Yogurt is very popular with children. It soothes their palate, has a smooth texture, and can be flavored for children's tastes. Plain yogurt may be used as a topping on potatoes (instead of butter or sour cream) or used with fresh cut-up fruits and fresh vegetables at meals. Plain, flavored, or sweetened yogurt, made with whole or lowfat milk, provides additional sources of calcium. Commercially prepared yogurt may be served as a meat/meat alternate.

Homemade yogurt and frozen yogurt or other yogurt flavored products (i.e., yogurt bars, yogurt-covered fruit and/or nuts) or similar products may not be credited.

When purchasing yogurt, read and compare the labels to know what you are buying. Fruit-flavored yogurt is credited equally as plain or sweetened yogurt.

Question: Is the fruit flavoring within yogurt creditable towards the fruit component?

Answer: No, the fruit within yogurt whether blended, mixed, or presented on top cannot be credited towards the fruit requirement. It is considered part of the creditable yogurt. Extra fruit provided, i.e., fresh strawberries, canned peaches, or banana slices can count towards the fruit component.


Vegetables and/or Fruits, as a food group, provide most of the vitamin C and a large share of the vitamin A in meals as well as fiber and carbohydrates for long-lasting energy.

• At breakfast, a serving of fruit or vegetable or 100-percent-strength fruit or vegetable juice is required. Breakfast is a good time to serve foods containing vitamin C, such as citrus fruits and juices, like oranges or grapefruit. Other foods containing vitamin C are tomato juice, strawberries, and cantaloupe.

• Consider using dried fruits, such as dried apricots, raisins, and prunes, to provide variety in menus.

• For lunch and supper, serve two or more vegetables and/or fruits at each meal. Up to one-half of the total requirement may be met with 100-percent-strength fruit or vegetable juice. For variety, serve 100-percent-strength fruit or vegetable juices, fruits, or vegetables for midmorning and mid-afternoon snacks.

• Cooked vegetables means a serving of drained vegetables as served.

• Cooked or canned fruit means a serving of fruit and the juice it’s packed in.

• Thawed frozen fruit includes fruit with the thawed juice.

• Select canned fruits that are packed in fruit juice, water, light syrup, or natural juices.

• Juice may not be served if milk is the only other component for the snack.

• Juice drinks with at least 50-percent-strength juice are permitted but discouraged because double the volume is needed to meet program requirements. Beverages containing less than 50-percent-strength juice, such as fruit punches, ades, or drinks made with fruit-flavored powders and syrups, do not meet program requirements.

100-percent-strength fruit and vegetable juices are encouraged for young children.

Apple Pineapple Grape Prune Grapefruit Tangerine Grapefruit-Orange Tomato Orange Vegetable

Any blend or combination of the above 100-percent-strength juices is acceptable.


Grains/Breads must be whole-grain or enriched or made from whole-grain or enriched flour or meal or if it is a cereal, the product must be whole-grain, enriched or fortified. Bran and germ are credited the same as whole-grain or enriched meal or flour. Grains/breads provide carbohydrates, some B vitamins (thiamin, riboflavin, and niacin), minerals (such as iron), protein, and calories. Whole-grain products supply additional vitamins, minerals, dietary fiber, and a variety of tastes and textures.

• At breakfast, choose from a serving of enriched or whole-grain breads, biscuits, rolls, or muffins or a serving of enriched, whole-grain or fortified cereal, or a combination of both.

• For midmorning and mid-afternoon snacks, choose from a serving of: enriched or whole-grain bread; enriched, whole-grain, or fortified cereal; cooked enriched or whole-grain rice, bulgur, or macaroni; cornbread, biscuits, rolls, muffins, crackers, or cookies made of enriched or whole-grain meal or flour. Hot breads, such as rolls, biscuits, cornbread, or muffins, or raisin bread add variety and appeal as well as nutrients.

• At lunch or supper, choose from a serving of: enriched or whole-grain bread, or cooked whole-grain or enriched rice, bulgur, or cornbread; or enriched or whole-grain noodles, macaroni, or other pasta products. An equivalent serving of grains/breads made from whole-grain or enriched meal or flour may be substituted.

Reminders

•

bread requirement.

•

than twice a week.

• Some bread items or their accompaniments may contain more sugar, fat, or salt than others may. them.

Non-sweet snack products such as hard pretzels, hard bread sticks, and chips made from enriched or whole-grain meal or flour can be used to meet the

Grain-based sweet snack foods should not be served as part of a snack more

Keep this in mind when considering how often to serve


Serve Other Foods - Add Variety to Meals

In addition to the foods required in the meal patterns for children, "other foods" may be served at meals to help improve acceptability and to satisfy children's appetites. Other foods provide additional energy, and, if wisely chosen, increase the variety of nutrients offered.

For example, you may serve small amounts of honey, jam, jellies, and syrup to add flavor and variety to pancakes, toast, English muffins, etc. Items such as mayonnaise, salad dressings, margarine, and oils should be used sparingly.

Additional foods served as desserts at lunch and supper help to meet the calorie needs of growing children by supplying extra food energy and other important nutrients. Baked products made from whole-grain or enriched flour supply additional amounts of iron and some B vitamins. Desserts made with milk, such as puddings, provide calcium along with other nutrients.

Remember, too, that "other foods" are often a source of hidden fat and salt. Be aware and limit the frequency and the amounts you serve of foods such as chips, ice cream, and pastries.



Meal Substitutions for Children with Special Needs

A child with a disability that restricts his or her diet is entitled to receive special meals at no extra charge, when a statement signed by a licensed physician supports that need. However, schools are not expected to make accommodations that are so expensive or difficult that they would cause the institution undue hardship. In most cases, children with disabilities can be accommodated with little extra expense or involvement. A statement from the child's physician is required to ensure that the substitutions in foods meet nutrition standards which are medically appropriate for that child, and to justify that the modified meal is reimbursable. The physician's statement must identify:

• The child's disability and an explanation of why the disability restricts the child's diet.

• The major life activity affected by the disability.

• The food or foods to be omitted from the child's diet, and the food or choice of foods that must be substituted.

Schools are not required to make food substitutions based solely on individual or personal opinions regarding a healthful diet. Food substitutions may be made, at a school's discretion, for an individual child who does not have a disability, but who is medically certified as having a special medical or dietary need. Such determinations are only made on a case-by-case basis and must be supported by a statement, which indicates which foods to avoid and to substitute. A recognized medical authority (e.g., physician, physician assistant, nurse practitioner, or registered nurse) must sign this type of statement or other health professional specified by the State agency.

Vegetarian Meals For parents concerned about religious holidays or preparing vegetarian meals, the meal pattern currently allows for flexibility and menu management if personal preference is given in advance.

Food Allergies and Intolerances

A food allergy is an abnormal response of the body's defense—the immune system—to an otherwise harmless food. Although any food may cause an allergic reaction, six foods are responsible for most of these reactions in children. These foods are peanuts, eggs, milk, tree nuts, soy, and wheat. When in a physician’s assessment food allergies may result in severe, life-threatening reactions (anaphylactic reactions), the child would meet the definition of


“having a disability”, and the food service personnel must make the substitutions prescribed by a licensed physician. For additional information on food allergies, please refer to the resource “Managing Life Threatening Food Allergies in Schools” which may be downloaded from the MA Department of Education Child Nutrition Programs website at www.doe.mass.edu/cnp.

A food intolerance is an adverse food-induced reaction that does not involve the body's immune system. Lactose intolerance is one example of food intolerance. A person with lactose intolerance lacks an enzyme that is needed to digest milk sugar. When that person eats milk products, gas, bloating, and abdominal pain may occur. Schools are not required to make food substitutions for a person with food intolerances as food intolerances are not considered disabilities. However, food substitutions may be made, at a school’s discretion, for an individual child who is medically certified as having a special medical or dietary need such as a food intolerance. Such determinations are only made on a case-by-case basis and must be supported by a statement signed by a recognized medical authority, which indicates which foods to avoid and to substitute.

Ideas to Increase Calories

• Substitute higher calorie menu items for lower calorie menu items, keeping in mind all other nutrient standards.

• Increase serving sizes where appropriate and affordable, e.g. offer larger serving size and/or extra servings of breads and grains.

• Add condiments, such as honey, jams, jellies, catsup, lowfat gravies or sauces, fruit toppings, lowfat whipped topping, where appropriate.

• Use nonfat dry (NFD) milk or skim milk when recipe calls for “water or milk.”

• Add dried, canned, frozen or fresh fruit to bread/cake/muffin recipes.

• Add corn to cornbread/muffin recipes.

• Use juice in place of water in gelatins.

• Add croutons, low or non-fat cheese, red/black beans, peas, oriental noodles, etc. to salads/salad bars.

• Add or increase amount of pasta, rice, potatoes, corn, peas, etc., to stews, soups, casseroles.


• Increase amount of breading on breaded items, sandwiches, pizza, etc.

• Add sauces/topping to menu items (e.g. honey-mustard sauce on chicken, low or non-fat sour cream on Mexican entrees.)

• Add vegetable chili, low or non-fat sour cream, low-fat cheese to baked potatoes.

• Add beans to tacos, burritos, chili, and other Mexican dishes in addition to meat.

• Top fruited gelatin/fruit salads with non-fat yogurt.

• Offer low-fat, high carbohydrate desserts more frequently (e.g. lowfat frozen yogurt, ice milk, sherbet, skim milk pudding, gelatin, angel food cake.)

Healthy Snack Ideas

Kids like to eat finger foods because they are easy to handle, have different shapes, colors, and sizes, and are fun to pick up and explore. They can be dipped in a sauce; offer new tastes, and enable children to learn about new choices.

Choose items from the following food groups when planning snacks. Make use of fresh fruits and vegetables. Offer a selection of sauces and dips for children to choose.

Meat or Meat Alternates Cheese cubes Peanut butter Cheese sticks Almond butter Turkey rollups Yogurt Beef cubes

Vegetables Asparagus spears Carrot coins Carrot sticks Celery sticks Broccoli Cabbage wedges Corn Green pepper sticks

Mushrooms Onion rings Peas Radishes Sweet potato cubes Tomato wedges Turnip sticks Zucchini sticks Snowpeas


Fruits Fresh fruit wedges such as peach, pear, watermelon, plum, pineapple, and cantaloupe Berries (in season) such as blueberries, raspberries, and strawberries

Cherries, pitted Dried apricots or dates

100-Percent-Strength Juices Apple Grape Grapefruit Grapefruit-orange Orange

Kiwi slicesNectarinesPapaya Pitted prunes Honeydew cubesRaisinsTangelos Grape halves Tangerine sections Melon balls Banana slices

Pineapple Prune Tangerine Tomato Vegetable

Any blend or combination is acceptable.

Grains and Breads (Whole grain or enriched) Pita bread triangles English muffin cubes Crackers Cheese toast strips (all varieties) Croutons Graham crackers Oyster crackers Bread cubes Pizza sticks Bagel bites Waffle squares Cereals, dry (any variety) Tortilla pieces Granola Wafers

Dips and Sauces Yogurt dip Fruit-based dip Salsa and refried bean dip Cheese, melted Sweet and sour sauce Cucumber sauce Barbecue sauce


Easy Salad Ideas

Give children a choice of lowfat dressings in which to dip their carrot, celery, cucumber, and zucchini sticks.

Salad Dressings

• Make a "quick" Russian dressing with 50-50 lowfat mayonnaise and catsup serve it over cut-up lettuce.

• Use lemon juice instead of vinegar when making a homemade Italian dressing. It tastes less harsh to children.

• Make a quick and tasty French dressing in the blender with tomato soup, onion, sugar, vinegar, and oil.

• Bottled reduced fat coleslaw dressing makes a great-tasting white French dressing.

• Make a quick ranch dressing: 1 cup each of lowfat mayonnaise, lowfat yogurt, buttermilk; flavor with oregano and dried parsley.

Don’t limit your salads to precut salad mixes: offer more salads with more interesting ingredients, such as broccoli and cauliflower florets, thawed frozen green peas, pineapple tidbits, golden raisins, cubed fresh apples.

Instead of only purchasing iceberg lettuce for salads, look for fresh spinach, leaf lettuce, red-tipped leaf lettuce, Romaine lettuce, and other leafy greens.

Vary the look of your pasta salads with a combination of pastas: wagon wheels, shells, twists, and elbows, all in the same salad!

Instead of pasta salad, how about "rice" salad?

To save time in making pasta salad, use thawed frozen Italian vegetables. (There is no need to cook, they're blanched already).

Combine canned chunky fruit (finger food) with banana wheels or peeled orange chunks during winter months when lower cost fresh fruit is at a premium.

Try an antipasto lunch. Arrange on a small plate: chunks of tuna, wedge of hardcooked egg, slices of beet, halved cherry tomatoes, cooked green beans, cooked potato slices. Include a small cup with Italian dressing. Great to eat with fingers...

Add color and extra vitamins to coleslaw with red cabbage (as well as white), green pepper dices, and grated carrot.

Make a honey dressing for fruit: lowfat yogurt, honey, and orange juice concentrate for flavor.

Use only enough salad dressing to lightly coat salad. Excess dressing is unappealing and can add unnecessary fat.



The Eating Environment

In this section, you will find information on:

• How to make mealtime at your site a pleasant experience. • The importance of nutrition education for the children. • Tips on fun nutrition education activities.

A pleasant eating environment is another important key to healthy eating. Bringing children and foods together in a happy meal setting is as important as what children should eat. Pleasant eating experiences form habits and attitudes that can last a lifetime.

Making Mealtime A Happy Time

Encourage good experiences with food and eating by:

• Getting to know each child's personality and reaction to foods.

• Allowing children to take their own time to eat. Let them follow their own "time clock." Eating in a hurry may spoil the pleasure of eating.

• Not forcing children to eat. They can be picky-eaters.

• Offering a variety of foods in different ways.

The Physical Environment

If you are serving food inside a building:

• Make sure the room or setup is attractive and clean.

• Use bright colors and decorations that children like.

• Offer good lighting and proper air circulation.

• Provide chairs, tables, dishes, glasses, silverware, and serving utensils that are appropriate for children.

• Arrange food on plates and garnish serving lines to make meals attractive.

• Avoid delays so children do not have to wait.


If you are serving food outdoors:

• Be sure food is safe to eat by providing ice or refrigeration for cold foods.

• Remember, nutrition is important but extra "other foods" can be served that provide additional energy on a hot day, such as ice cold fruit pops or ice milk treats.

• Look into the use of refrigerated trucks or warmers for proper handling of food. Proper refrigeration is necessary and must be accommodated if food is to be transported.

• It's important to check food on delivery for proper temperatures. Make sure thermometers are available to check on food. Keep hot food at 140°F or above and cold food at 40°F or below.

A Healthy Atmosphere

• Provide a quiet time just before meals so that mealtime can be relaxed.

• Encourage a friendly atmosphere.

• Talk about foods, the colors, the shapes, the sizes, and where they come from.

• Encourage children to talk about their food experiences—how the food tastes and smells.

• Allow enough time for children to eat and experience healthy eating.

• Offer nutrition education activities.


Nutrition Education Nutrition education is learning about foods and how they are important to health. Nutrition knowledge helps children adopt healthy eating habits.

Nutrition education is an important part of serving meals to children participating in NSLP and NSBP. Encourage your staff to provide a variety of activities to help children:

• Develop positive attitudes toward nutritious meals.

• Learn to accept a wide variety of foods.

• Establish good food habits early in life.

• Share and socialize in group eating situations.

Promote Nutrition Education Activities

The teaching of nutrition principles is most effective when you combine concepts with other learning experiences. Learning is reinforced when children have an opportunity to practice what you teach them.

Introducing new foods to children can be an educational experience. Foods, like a bright orange, a rosy apple, or a bright green pepper, can be an introduction to new colors, different shapes, textures, and smells. A child may reject a food simply because it is unfamiliar. Seeing, touching, tasting new foods, and preparing familiar foods in a different way, can lead to better acceptance. Organize tasting parties to offer children a taste-test of a variety of food items.

Play a Game: What’s the Mystery Food? Place the child's hand in a paper bag containing a fruit or vegetable. If he or she cannot

bag and provide clues.

Another Activity: A Food Match: Name as many vegetables as you can that are green...purple...yellow, or that start with the letter B.

identify the fruit or vegetable, select several children to peek into the


Children like being involved in preparing meals and snacks. Have children measure ingredients with kitchen measuring cups and spoons. Teach children the origin of foods and the events that lead up to serving a meal. Plant a garden together, inside or out, or create an edible landscape with herbs.

Children can learn many things from field trips. They can discover how food is produced, prepared, and sold. If possible, plan excursions to a farm, market, grocery store, dairy, or bakery. After the trip, have children role-play to recall what they learned. Promote other recreational activities such as food drawings, stories, puppet plays with food characters, songs, and games to help children develop wholesome attitudes toward nutritious foods.


Menu Promotion


• How to “merchandise” your meals. • A few interesting “theme” menus.

Introducing New Recipes

New recipes should be introduced gradually—one per week! Try a new recipe at snack time—a time for "something extra", a time of surprises. Always have an alternate choice so no one feels left out if they don't care to try the new item. Give just a taste: one fourth of a serving, then nothing would be wasted.


Merchandising Meals

• Let every Monday or Thursday, be “New Recipe Day”—something to look forward to.

• To ensure student appeal, conduct taste tests of new recipes and purchased prepared food items.

• Advertise—put up posters and pictures to illustrate what is currently being served.

• Plan more school prepared items and/or look for new products to increase variety.

• "Dress" in costume for an occasion or special activity.

• Surround the meal with "go withs" that are commonly accepted: i.e., cornbread, pork and beans. Go ethnic all the way!

• Serve lunch in a paper bag, like at a picnic.

• Dream up a new way to serve a familiar food: cut sandwiches into triangles, fingers. Flavor and color milk pink with pureed strawberries. Serve spaghetti or chow mien in a Chinese carry out bucket. Use colored plastic spoons. Garnish soup with popcorn, homemade croutons (made from leftover bread). Offer variety wherever possible: choice of toppings for a hamburger (self-serve style, of course!), choice of toppings for ice cream, and choice of toppings on pizza.

• Offer meals that incorporate principles of good menu planning, including variety and a good balance of colors, shapes, textures, temperatures, flavors.

• Talk about a new food beforehand: a little education goes a long way. How were the foods grown? Where were they grown? How do the foods look when they are raw? Compare it to another food that is already familiar. What makes it nutritious? What are other names for this food (or dish)? Why is it called what it is? From what culture did it originate? In what culture is it found today?

• 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.


• Include nutrition information on menus sent home to parents. 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.

Self-Serve Style Studies prove that children will eat what "they" choose.

SPRING/SUMMER FRUIT SALAD BAR peeled kiwi chunks canned pineapple chunks fresh orange chunks banana wheels canned pear chunks or peach slices grapes or berries (if in season) honey dressing pizza crust tortilla rounds pita bread circles

BAKED POTATO BAR whipped margarine plain lowfat yogurt sautéed mushrooms sliced green onions steamed diced broccoli cooked bacon crumbles shredded American cheese mild salsa chili con carne baked potatoes

YOGURT SUNDAES (For Snack Fun) plain lowfat yogurt fruit flavored lowfat yogurt granola frozen, thawed strawberries crushed canned pineapple any fresh fruit in season fruit salad maple syrup

TACO SALAD BAR tortilla pieces warm taco meat mixture kidney beans diced fresh tomatoes shredded lettuce grated American cheese mild salsa baked potatoes

TOP-YOUR-OWN PIZZA BAR garlic oil (for white) red sauce sliced mushrooms diced green peppers steamed broccoli florets shredded provolone cheese grated parmesan cheese pepperoni slices cooked hamburger crumbles pizza crust tortilla rounds pita bread circles

TOP-YOUR-OWN HAMBURGER pineapple slices (Hawaiian)mild salsa (Mexican)pizza sauce (Italian)teriyaki sauce (Japanese)barbecue saucetomato slicesshredded lettucesliced cheese triangles


Menu Production Records

Maintain daily menu production records to document the types and quantities of foods prepared to meet USDA requirements for the number of meals claimed for reimbursement. The Reference Section of this guide includes a sample Daily Menu Production Worksheet for this purpose and instructions for its use.

Using Standardized Recipes

A standardized recipe is a recipe that gives the same good results every time. It specifically describes the amount of ingredients and the method of preparation needed to produce a consistently high-quality product. A sample standardized recipe is included in the Reference Section.

Contact your State agency for copies of recipes for use in the Program. Other recipes from associations, the food industry, and reliable cookbooks may provide variations for you to use from time to time.

How to Use Quantity Recipes

To use quantity recipes properly, follow these steps:

1. Read the entire recipe carefully before beginning preparation and follow directions exactly.

2. Adjust the food quantities in the recipe to provide the number of servings you require.

3. Determine the amount of food needed for preparing the recipe.

4. Collect the necessary utensils and ingredients.

5. Weigh and measure ingredients accurately. Weigh ingredients whenever possible since weighing is more accurate. If you must measure ingredients, use standard measuring equipment.

6. Follow directions carefully for combining ingredients and cooking the product.


Abbreviations Used in Recipes

gal

excl

AP----as purchased qt----quart EP----edible portion ---gallon Cyl---cylinder oz----ounce pkg.---package fl oz--fluid ounce tsp.---teaspoon No.----number Tbsp.--tablespoon wt----weight lb.----pound incl.--including pt----pint --excluding

Equivalent Measures

1 tablespoon = 3 teaspoons 1 cup = 16 tablespoons 1/8 cup = 2 tablespoons 1/2 pint = 1 cup or

or 1 fluid ounce 8 fluid ounces 1/4 cup = 4 tablespoons 1 pint = 2 cups 1/3 cup = 5 1/3 tablespoons 1 quart = 4 cups 3/8 cup = 6 tablespoons 1 gallon = 4 quarts 1/2 cup = 8 tablespoons 1 peck = 8 quarts (dry) 2/3 cup = 10 2/3 tablespoons 1 bushel = 4 pecks 3/4 cup = 12 tablespoons 1 pound = 16 ounces


Portion Control

• Serve each meal as a unit.

• Serve all of the required food items in the proper amounts.

• Use proper serving utensils (Example: a #16 scoop makes a 1/4 cup serving).

• Train employees to recognize proper portion sizes.

• Provide a sample plate containing the proper amounts of food as an appealing example.

Measures for Portion Control

Scoops, ladles, and serving spoons of standard sizes provide dependable measures and help serve food quickly.

Scoops The number of the scoop indicates the number of scoopfuls required to make 1 quart. The following table shows the level measure of each scoop in cups or tablespoons:

Scoop No. Level Measure

6 2/3 cup 8 ½ cup 10 3/8 cup 12 1/3 cup 16 ¼ cup 20 3 1/3 tablespoons 24 2 2/3 tablespoons 30 2 tablespoons 40 1 2/3 tablespoons

Use scoops for portioning such foods as drop cookies, muffins, meat patties, and some vegetables and salads.


Ladles

Use ladles to serve soups, stews, sauces, and other similar products. The following sizes of ladles are most often used for serving meals:

Number on Ladle Approximate Measure

1 fluid ounce................................1/8 cup

4 ounces.....................................½ cup 6 ounces.....................................¾ cup 8 ounces.....................................1 cup 12 ounces.....................................1½ cups

2 ounces.................................…¼ cup

Serving Spoons

You could use a serving spoon (solid or perforated) instead of a scoop. Since number does not identify these spoons, you must measure or weigh the quantity of food from the various sizes of spoons you use in order to obtain the approximate serving size you need. You may want to keep a list of the amount of food each size spoon holds as an aid for the staff serving the food.



Food Sanitation


• Some common-sense rules on food sanitation. • Tips on dishwashing, cleaning, and sanitizing.

Sanitation ensures a safe and clean environment for serving food to children. Proper cleaning can reduce the risk of foodborne illness.

Food Sanitation Rules

Follow these rules:

• Wash hands thoroughly with soap and warm running water for 20 seconds before handling food or utensils. Wash hands after each visit to the restroom (this also applies to children).

• Wash hands and sanitize utensils, cutting boards, and work surfaces thoroughly after each contact with raw eggs, fish, meats, and poultry. Sanitize between use for raw and cooked, or use separate plates or equipment.

• Thoroughly rinse with water all fresh fruits and vegetables before cooking or serving. Do not use soap, as it can leave residue.

• Properly clean and sanitize serving and cooking utensils, and equipment.

• Handle serving utensils and plates without touching the eating surface.

• Use disposable plastic gloves, as required by local health codes. Use gloves for only one task and throw away.

• Keep hands off face and hair. Wash hands if touched.

• Wear clean uniforms and hair restraints.

• Food service staff with open cuts, sores, colds, or other communicable diseases should not prepare or serve food.

• Properly clean and sanitize all food preparation and service areas; wipe up spilled food immediately.


• Empty garbage cans daily. They should be kept tightly covered and thoroughly cleaned. Use plastic or paper liners.

• Meet health standards set by your State and local health department.

Cleanup

Give careful attention to cleanup procedures following food preparation and service. If you use disposable ware (dishes, trays, utensils, glasses, etc.), promptly and carefully remove the disposable items from the site. If you use permanent ware, you must make sure to wash and sanitize them after each use.

Dishwashing Procedures

Whether washing dishes by hand or by machine, the procedures include, as a minimum, the following:

• Scrape and pre-rinse before washing.

• Wash with detergent solution in hot water (100 °F to 120 °F if washing by hand; 150 °F if washing by machine).

• Rinse with clear, hot water between 120 °F to 140 °F.

• Sanitize with a final rinse of at least 170 °F for 30 seconds or a final rinse containing a chemical sanitizing agent.

• Air-dry on a clean rack.

• Store in a clean area, protected from contamination.

Cleaning and Sanitizing

In addition to the cleanup of disposable or permanent ware, you must properly clean and sanitize food preparation and service areas (equipment, floors, etc.). A cleaning schedule should be part of the overall work schedule to assure that the site is cleaned regularly. If serving meals outdoors - clean picnic tables, serving tables, or cover with disposable table cloths.


How to Sanitize With Bleach

To Make: 1. Read the bleach label. 2. Look for 5.25% sodium hypochlorite bleach on the ingredient list. chlorine is available when mixed according to the amounts below. Mixing too little or too much bleach will lower the effectiveness of the solution. 3. Mix 1 tablespoon of bleach with 1 gallon of water.

To Use: 1. WASH 2. RINSE in warm water (75 degrees). 3. SANITIZE in chlorine solution for 7 seconds. 4. AIR DRY

Caution: Bleach solution loses its strength quickly. For full sanitizing power make fresh bleach solutions daily. Discard

This means that 200 parts per million (ppm) of

with detergent solution.

bleach solution at the end of each day.

United States Department of Agriculture Cooperating, UMASS Extension, 9/2000

What's the Difference Between Cleaning and Sanitizing?

Cleaning is removing food, grease, sauces, dirt and dust, etc., from a surface generally with a detergent and water.

Sanitizing is the reduction of bacteria and viruses that may be on a surface with a special solution. Household bleach is a sanitizer that is inexpensive and is approved by your local health department. Make sure to sanitize food contact surfaces like pots, pans, dishes, countertops, refrigerators, and freezers.



Food Safety


• The importance of food safety.

• Safe food temperatures.

Importance of Food Safety

What is foodborne illness? Foodborne illness is sickness that is caused by certain forms of bacteria and other disease agents that are present in our environment. Food handling errors made in food service institutions or at home may also cause foodborne illness.

Keep Food Safe

Serve foods that are safe to eat. Recent outbreaks of foodborne illness have caused several children to get sick and even die from food containing E. coli.

Safe food is food that has little risk of causing foodborne illness (food poisoning). Harmful bacteria, toxins, parasites, viruses, or contamination can cause Foodborne illness by chemicals. Some foods require special care to be sure they are safe to eat: eggs, meats, poultry, fish, shellfish, milk products, and fresh fruits and vegetables.

In general, children, pregnant women, the elderly, and those who have chronic illnesses or compromised immune systems are most at risk for developing foodborne illness.

Proper food handling and cooking is the best way to prevent this from happening in your food service setting.

To prevent food contamination, be sure that everything that touches food during preparation and service is clean.

Fresh fruits and vegetables also need to be clean.

Wash fresh produce under cold running tap water to remove any lingering dirt.

If there is a firm surface, such as on apples or potatoes, the surface can be scrubbed with a brush.

Cut away any damaged or bruised areas.

Use food thermometers while cooking, holding, and serving food. Insert the thermometer in the center part of the food item to be checked. Be sure temperatures are read properly and often. Also, place a thermometer in the refrigerator and oven.


Tips for Keeping Food Safe to Eat

• Never serve unpasteurized juices, unpasteurized milk, fresh bean sprouts, or foods containing raw eggs.

• Cook meat, poultry, fish, and shellfish until completely done. The internal temperature should be 165°F, except for poultry (breast -170°F; whole bird -180°F).

• Heat leftovers to an internal temperature of 165°F. Use leftovers only once, then throw any leftovers away.

• Wash your hands and the children’s hands often —for 20 seconds with warm, soapy water (count to 30).

• Store raw meat, poultry, eggs, fish, and shellfish in containers away from other foods on the bottom shelf of the refrigerator and do not prepare them on the same surface as you prepare other foods.

• Never leave raw or cooked meat, poultry, eggs, fish, or shellfish out at room temperature for more than 2 hours.

• Keep cold foods cold (below 40°F) and hot foods hot (above 140°F). Test temperatures with an instant-read thermometer.

• If you’re not sure that food has been prepared, served, or stored safely, throw it out.

For more information, contact USDA’s Meat and Poultry Hotline, 1-800-535-4555, or FDA’s Food Information Line, 1-888-SAFE FOOD.


The Danger Zone Food Temperature and Bacterial Growth

occurs. Freezer should be set at 0 °F.

of some spoilage bacteria.

some will produce toxin.

prevent most bacterial growth.

bacteria. Beware of toxins, which may have already formed from improper handling.

The Danger

Zone

(Freezing) 0 - 32 °F - Some bacteria survive, but no growth

32 - 40 °F - Refrigerator temperature permits slow growth

40 - 60 °F - Some growth of food poisoning bacteria.

60 - 125 °F - DANGER -- Rapid growth of bacteria;

125 - 140 °F - Many bacteria survive; some may grow.

140 - 165 °F - High cooking and holding temperatures

165 - 212 °F - High temperatures destroy all known




MINIMUM INTERNAL COOKING TEMPERATURES

food must reach to be considered safe to eat, no matter how you prepare them.

Fresh ground beef, veal, lamb, pork

Beef, veal, lambMedium rare Medium Well done

Fresh porkMedium Well done

Ham Cook before eating

Poultry Ground Chicken, Turkey Whole Chicken, Turkey

Thighs and wings juices run

clear

Stuffing

Egg dishes, casseroles

Leftovers

Now comes the part that is most important —the minimum INTERNAL temperatures that

......................................... 160 °F

-roasts, steaks, chops ..........................................145 °F

.................................................160 °F ..............................................170 °F

-roasts, steaks, chops .................................................160 °F

..............................................170 °F

................................160 °F Fully cooked, to reheat ..........................140 °F

.......................165 °F ........................180 °F

Breasts, roasts ........................................170 °F .............................Cook until

(cooked alone or in bird) ................................................. 165 °F

................................................................. 160 °F

(including microwave foods) ....................................... 165 °F

Food Safety and Inspection Service, United States Department of Agriculture


REFRIGERATED FOODS

Leftover yolks/ whites

Meats Refrigerator Comments Dairy Products Refrigerator Roasts, steaks, chops 3 to 5 days Wrap loosely Fluid milk 5 to 7 days after

date on carton Ground and stewing 1 to 2 days Wrap loosely Butter 2 weeks

Variety meats 1 to 2 days Wrap loosely Hard cheese (cheddar, parmesan, romano)

6 months

Whole ham 7 days May wrap tightly Cottage cheese 3 days Half ham 3 to 5 days May wrap tightly Other soft cheeses 7 days

Ham slices 3 to 5 days May wrap tightly Evaporated milk 1 year unopened

Canned ham 1 year Keep in can Dry milk (nonfat) 1 year unopened

Frankfurters 1 week Original wrapping Reconstituted dry milk 1 week Bacon 1 week May wrap tightly Yogurt 7-14 days

Luncheon meats 3 to 5 days Wrap tightly when opened

Sour Cream 7-21 days

Leftover Cooked Meats

1 to 2 days Wrap or cover tightly Fruit Refrigerator

Gravy, Broth 1 to 2 days Highly perishable Apples 2 weeks

Poultry Refrigerator Comments Avocados 3 to 5 days

Whole chicken, turkey

1 t o 2 days Wrap loosely Bananas 3 to 5 days

Giblets 1 to 2 days Wrap separate from bird

Berries, cherries 2 to 5 days refrigerating

Stuffing 1 to 2 days Covered container separate from bird

Citrus 1 month

Chicken, turkey parts 1 to 2 days Cover Cranberries 1 week Cut-up cooked

poultry 3 to 4 days Cover Grapes 3 to 5 days

Fish Refrigerator Comments Pears 3 to 5 days

Fatty fish 1 to 2 days Wrap loosely Pineapples 3 to 5 days

Fish-not iced 1 to 2 days Wrap loosely Plums 1 week

Fish-iced 3 days Don’t bruise with ice Vegetables Refrigerator

Eggs Refrigerator Comments Sweet potatoes, mature

onions, squashes, rutabagas

1 to 2 weeks at room temperature; 3 months at 60°F

Eggs in shell 3 to 5 weeks Do not wash. Remove from container

Potatoes 30 days

2 to 4 days

1 year 1 week

Cover yolks with water

Cover tightly Same treatment as

All other vegetables 5 days maximum for most; 2 weeks for cabbage, root

vegetables

Unwashed for storage

Comments Keep covered and in

original container Waxed cartons

Cover tightly to preserve moisture

Cover tightly Cover tightly

Refrigerate after opening

Refrigerate after opening

Treat as fluid milk

Comments

Room temperature until ripe



Do not wash before

Original container



Refrigerate (lightly covered) after cutting Do not wash before

refrigerating

Comments Ventilated containers

for onions

Ventilated containers

Cooked Dishes with Eggs, Meat, Milk,

Fish, Poultry

Dried eggs Reconstituted eggs,

Hard cooked Serve day prepared Highly perishable

eggs in shell



FROZEN FOODS

Food Item Freezer Food Item Freezer Meat Fruit 8 to 12 months Beef, ground and stewing 3 to 4 months Fruit Juice 8 to 12 months Pork, ground 1 to 3 months Vegetables 8 months Ham, frankfuters, bacon, 2 weeks French-fried Potatoes 2 to 6 mo nths luncheon meats (freezing not recommended) Leftover cooked meats 2 to 3 months Precooked 2 to 6 months Gravy, broth 2 to 3 months Combination Dishes Sandwiches with meat filling 1 to 2 months Baked Goods

Cakes, prebaked 4 to 9 months Cookies 6 to 12 months

Poultry Yeast breads and rolls, 3 to 9 months prebaked

Whole chicken, turkey, duck, 12 months Yeast breads and rolls, dough 1 to 1 ½ months goose Giblets 3 months Ice Cream 3 months Cut-up cooked poultry 4 months Fish 6 months



Keep These Food Safety Rules in Mind

• Keep hot foods HOT! (Keep food at 140 °F or above)

• Keep cold foods COLD! (Refrigerate or chill food at 40 °F or below)

• Keep frozen food in a freezer at 0 °F or lower.

• Be sure thermometers are available and use them properly.

• Cook potentially hazardous foods to proper internal temperatures. Use a meat thermometer.

• Do not partially cook food one day and complete cooking the next day.

• Prepare sandwiches and salads with a minimum amount of handling. Follow local health regulations for using disposable plastic gloves.

• Promptly refrigerate or freeze leftovers. Divide large quantities into smaller containers or use shallow pans, and cover loosely for quick cooling. Once cooled, tightly cover and date leftovers.

• Reheat leftovers to at least 165 °F.

• Maintain proper holding temperatures, 140 °F or above.

• Thaw poultry and meat in a refrigerator and not on counters. Refreeze only if ice crystals are still present.

• Do not let perishable food remain at room temperature between 40 �F and 140 �F any longer than possible.

• Keep meals and milk not being served at the time in the refrigerator or cooler at a

temperature of 40 �F or below. Hot meals should be in a warming unit or insulated box at a holding temperature of 140 �F or more.

• Empty garbage cans daily. They should be kept tightly covered and thoroughly cleaned. Use plastic or paper liners.

• Remember that you cannot determine food safety by sight, taste, odor, or smell. If there is any doubt, throw the food away.

• Follow instructions exactly on how to use and clean kitchen equipment.

• Train food service employees on the safe use of all types of equipment and on personal hygiene.

• Keep a fire extinguisher and first aid kit handy and instruct all personnel in their use.


REFERENCESECTION



Food Guide Pyramid





Instructions for Completing the Production Record Traditional Food Based and Enhanced Food Based Menu Planning

In addition to the other information necessary for conduction nutrient analysis, the Food Production Record form needs to be completed so that the nutrient analysis will be accurate. The Food Production Record is a document that is meant to reflect planned portions to be served.

1. Complete the number of children and adults to be served. It is important that the number reported for children in separated by the appropriate age/grade groupings.

2. List the menu.

3. List the food items that will be served. You will need to submit a recipe for each item that contains more than one ingredient (i.e., when you add butter or salt to corn it becomes a recipe. You need to show the amount of butter or salt added to a certain amount of corn). If an item is fried, you will need to submit information indicating what type and the amount of fat used for frying.

You will also need to indicate that the manufacturer has put information in the Child Nutrition Database. If the information is not in the Child Nutrition Database then you must submit a food label or specification (spec) information from the vendor for any other food items that are not considered normal one-item foods (i.e., processed food items like chicken nuggets, frozen burritos, frozen pizza, etc.).

Note: See the sample “Manufacturer’s Product Nutrition Information” sheet in the Reference Section which identifies the nutrients that should be available on each food product purchased.

Food labels or spec information does not need to be submitted on common foods such as fruits and vegetables as long as they were purchased as such without other added ingredients.

If you purchase canned vegetables, they normally have salt added. Nutrient information will need to be submitted if you purchase a special item, such as low-sodium canned products. The nutrient information will be used when conducting the nutrient analysis. If nutrient information is not provided on a special item then canned vegetables with the standard amount of sodium will be used which will alter the nutrient analysis. Remember to submit a recipe for all items served which contain more than one ingredient (i.e., canned soup with added milk/water, sandwiches, pancakes, etc.).

Be very specific when describing the food items served. Indicate whether it is frozen, fresh, canned, etc. If you are serving pickles, specify whether it is pickle spears, pickle chips, whole pickles, etc. Also, the type of pickle (i.e., dill, sweet, bread and butter, etc.) should be indicated. There is a special line for condiments. Remember to include all condiments served, including mustard, mayonnaise, ketchup, salad dressings, etc., and how much is served to each grade grouping indicated.


4. List the total amount of food used or “purchase units used” (i.e., 2 #10 cans of corn, 10# ground beef, etc.).

5. List the serving sizes for each age/grade group served. List the serving sizes for adult meals served and the serving sizes for the non-reimbursable meals served (such as a la carte sales).

6. List the number of servings planned for reimbursable meals for each age/grade group, taking into consideration that if you have Offer vs. Serve, some children will not take everything offered. Do not include in this number the number of servings that are planned for a la carte items, if any.

7. List the number of servings planned as adult servings and the number of servings planned as nonreimbursable meals (such as a la carte sales).

8. Report the milk by type and by age/grade group. It is very important that the amount of milk used, by type, are shown with the proper age/grade group.


Instructions for Completing the Production Record Nutrient Based and Assisted Nutrient Based Menu Planning

In addition to the other information necessary for conduction nutrient analysis, the Food Production Record form needs to be completed so that the nutrient analysis will be accurate. The Food Production Record is a document that is meant to reflect planned portions to be served.

1. Complete the number of children and adults to be served. It is important that the number reported for children in separated by the appropriate age/grade groupings.

2. List the menu.

3. List the food items that will be served. You will need to submit a recipe for each item that contains more than one ingredient (i.e., when you add butter or salt to corn it becomes a recipe. You need to show the amount of butter or salt added to a certain amount of corn). If an item is fried, you will need to submit information indicating what type and the amount of fat used for frying.

You will also need to indicate that the manufacturer has put information in the Child Nutrition Database. If the information is not in the Child Nutrition Database then you must submit a food label or specification (spec) information from the vendor for any other food items that are not considered normal one-item foods (i.e., processed food items like chicken nuggets, frozen burritos, frozen pizza, etc.).

Note: See the sample “Manufacturer’s Product Nutrition Information” sheet in the Reference Section which identifies the nutrients that should be available on each food product purchased.

Food labels or spec information does not need to be submitted on common foods such as fruits and vegetables as long as they were purchased as such without other added ingredients.

If you purchase canned vegetables, they normally have salt added. Nutrient information will need to be submitted if you purchase a special item, such as low-sodium canned products. The nutrient information will be used when conducting the nutrient analysis. If nutrient information is not provided on a special item then canned vegetables with the standard amount of sodium will be used which will alter the nutrient analysis. Remember to submit a recipe for all items served which contain more than one ingredient (i.e., canned soup with added milk/water, sandwiches, pancakes, etc.).

Be very specific when describing the food items served. Indicate whether it is frozen, fresh, canned, etc. If you are serving pickles, specify whether it is pickle spears, pickle chips, whole pickles, etc. Also, the type of pickle (i.e., dill, sweet, bread and butter, etc.) should be indicated. There is a special line for condiments. Remember to include all condiments served, including mustard, mayonnaise, ketchup, salad dressings, etc., and how much is served to each grade grouping indicated.


4. List the total amount of food used or “purchase units used” (i.e., 2 #10 cans of corn, 10# ground beef, etc.).

5. List the serving sizes for each age/grade group served. List the serving sizes for adult meals served and the serving sizes for the non-reimbursable meals served (such as a la carte sales).

6. List the number of servings planned for reimbursable meals for each age/grade group, taking into consideration that if you have Offer vs. Serve, some children will not take everything offered. Do not include in this number the number of servings that are planned for a la carte items, if any.

7. List the number of servings planned as adult servings and the number of servings planned as nonreimbursable meals (such as a la carte sales).

8. Report the milk by type and by age/grade group. It is very important that the amount of milk used, by type, are shown with the proper age/grade group.


Sample Manufacturer’s Product Nutrition Information

Product Name: Cheese Pizza Code Number: 12345

Nutrient Amount per 5.10 oz. Serving*

Calories 357.6 Protein 17.85 g

Total Fat 18.27 g Saturated Fat 6.637 g Carbohydrate 29.96 g Dietary Fiber 1.934g

Calcium 321.6 mg Phosphorous 249 mg

Iron 2.694 mg Sodium 930.8 mg

Potassium 182.1 mg Vitamin A 182.4 RE**

Thiamin (vitamin B1) 0.4115 mg Riboflavin (vitamin B2) 0.4716 mg

Niacin (vitamin B3) 3.332 mg Ascorbic Acid (vitamin C) 0.8941 mg

Cholesterol 33.26 mg

* Nutritional value based on data from Agricultural Handbook Number 8 and chemical analysis.

** Retinol Equivalents = 1/5 International Units

Reviewed by: _____________________________________________ Signature



Label Information Recording Form

School_________________________________________________________________________

Product________________________________________________________________________

Base weight _____________________ grams or _______________________ ounces

Calories ________________________ Protein _________________________ grams Vitamin A (RE) _________ % or _________ RE Vitamin A (IU) __________% or _________ IU Vitamin C ______________% or _________ mg Iron ___________________% or _________ mg Calcium _______________ % or _________ mg

Total fat _____________________ gramsSaturated fat __________________ grams Carbohydrates _________________ grams Dietary Fiber __________________ grams Cholesterol ___________________ mg Sodium ______________________ mg Water _______________________ grams Ash _________________________ grams

Product________________________________________________________________________




Product________________________________________________________________________








Standardized Recipe Form Instructions

A standardized recipe is one that has been tested for use by a given food service operation and found to produce the same good results and yield every time when the exact procedures are used with the same type of equipment, and the same quantity and quality of ingredients.

Complete the following information on the standardized recipe form:

• Yield (including serving size and number of servings) • All ingredients, including form (i.e., fresh, frozen, or canned), packing medium, (i.e.,

canned in juice or light syrup, frozen with added sugar or plain), and fat content (i.e., 20% fat ground beef, ground pork [no more than 30% fat])

• Correct measures, weights, and/or pack size • Preparation procedures

Recipes are needed for any menu item indicated on production records that contain more than one ingredient, such as seasoned vegetables or sandwiches.

Foods of minimal nutritional value that are part of a menu item, meaning they are included in the recipe of a menu item, are included in the nutrient analysis. Therefore, they should be included on the standardized recipe form.



Sources of Nutrients*

¼ Cup Serving 1500 IU of Vitamin A

Carrots Chili peppers, red Collards Cress, garden Kale* Mangoes* Mixed vegetables Mustard greens Peas and carrots (canned or frozen) Peppers, sweet red Pumpkin

Squash, winter Sweet potatoes Turnip greens

¼ Cup Serving

Apricots Broccoli Cantaloupe Papayas Purple plums (canned)

½ Cup Serving

Asparagus, green Cherries, red sour Chili peppers, green (fresh)

Escarole Nectarines Peaches (except canned) Prunes Tomatoes Tomato juice or reconstituted (paste or puree)

¼ Cup Serving 25 mg Vitamin C

Broccoli Brussels sprouts Chili peppers, red & green Orange juice Oranges Papayas Peppers

¼ Cup Serving

Cauliflower Collards Cress, garden Grapefruit Grapefruit juice

Mangoes Pineapple juice (vitamin C restored) Strawberries Tangerine juice Tangerines

½ Cup Serving

Cabbage Cantaloupe Honeydew melon Okra Potatoes (baked, boiled or reconstituted instant) Raspberries, red Rutabagas Sauerkraut Spinach Sweet potatoes (except canned) Tangelos Tomatoes Tomato juice or reconstitute paste Turnip greens, turnips

Iron

Meats and poultry in general Legumes, such as lima beans Liver and organ meats Peanut butter Poultry Shellfish

Vegetables & Fruits Apricots (canned) Asparagus (canned) Beans, green, wax, lima Bean sprouts Beets (canned) Broccoli

Cherries (canned) Dried fruits, apples, apricots Grapes, canned Parsnips Peas, green Potatoes (canned) Sauerkraut (canned) Squash, winter Sweet potatoes Tomatoes (canned) Tomato juice, paste, puree Vegetables, dark green leafy Vegetable juice

Breads

Iron enriched white bread, (Read the labels.)

Spinach*

750-1500 IU of Vitamin A

750-1500 IU of Vitamin A

Endive, curly

15-25 mg of Vitamin C

Grapefruit-orange juice Kale – Mustard Greens

8-15 mg of Vitamin C Asparagus

Meat/Meat Alternate

Brussels sprouts

Yeast-leavened whole wheat


Include These Fruits and Some Good Sources of Vegetables as Needed Calcium

Apples Most food in the milk group Applesauce • Milk and dishes made with Avocados milk Bananas • Canned fish with soft bones Beans, green or wax such as sardines, anchovies Beans, lima, green and salmon Bean sprouts • Dark green leafy vegetables, Berries (black, blue, etc.) such as kale, mustard greensCelery and turnip greensChinese cabbage • Tofu, if processed withCorn calcium sulfate (Read theCranberries labels.)Cranberry sauce • Tortillas made from lime-Cucumbers processed corn (Read theDates labels.)Eggplant Figs Fruit cocktail Fruits for salads Grapes Lettuce Mushrooms Olives Onions Parsley Peaches (canned) Pears Peas & carrots (canned) Pimentos Pineapple Plums Potatoes (mashed, fried, etc.) Radishes Raisins Rhubarb Summer squash Watercress Watermelon Fruit juices (apple, grape)

*USDA Menu Planning Guide, December, 1983, pp 10-11


GRAINS/BREADS FOR THE FOOD-BASED MENU PLANNING ALTERNATIVES IN THE CHILD NUTRITION PROGRAMS 1,2

Group A Minimum Serving Size for Group A • Bread type coating 1 serving = 20 gm or 0.7 oz • Bread sticks (hard) ¾ serving = 15 gm or 0.5 oz • Chow mein noodles ½ serving = 10 gm or 0.4 oz • Crackers (saltines and snack crackers) ¼ serving = 5 gm or 0.2 oz • Croutons • Pretzels (hard) • Stuffing (dry) Note: weights apply to bread in

stuffing.

Group B Minimum Serving Size for Group B • Bagels 1 serving = 25 gm or 0.9 oz • Batter type coating ¾ serving = 19 gm or 0.7 oz • Biscuits ½ serving = 13 gm or 0.5 oz • Breads (white, wheat, whole wheat, French, ¼ serving = 6 gm or 0.2 oz

Italian) • Buns (hamburger and hot dog) • Crackers (graham crackers – all shapes, animal

crackers) • Egg roll skins • English muffins • Pita bread (white, wheat, whole wheat) • Pizza crust • Pretzels (soft) • Rolls (white, wheat, whole wheat, potato) • Tortillas (wheat or corn) • Tortilla chips (wheat or corn) • Taco shells

Group C Minimum Serving Size for Group C • Cookies3 (plain) 1 serving = 31 gm or 1/1 oz • Cornbread ¾ serving = 23 gm or 0.8 oz • Corn muffins ½ serving = 16 gm or 0.6 oz • Croissants ¼ serving = 8 gm or 0.3 oz • Pancakes • Pie crust (dessert pies3, fruit turnovers4, and

meat/meat alternate pies) • Waffles

Group D Minimum Serving Size for Group D • Doughnuts4 (cake and yeast raised, unfrosted) • Granola Bars4 (plain)

1 serving = 50 gm or 1/8 oz ¾ serving = 38 gm or 1.3 oz

• Muffins (all, except corn) • Sweet rolls4 (unfrosted) • Toaster pastries4 (unfrosted)

½ serving = 25 gm or 0.9 oz ¼ serving = 13 gm or 0.5 oz


Group E Minimum Serving Size for Group E • Cookies3 (with nuts, raisins, chocolate pieces 1 serving = 63 gm or 2.2 oz

and/or fruit purees) • Doughnuts4 (cake and yeast raised, frosted or

¾ serving = 47 gm or 1.7 oz ½ serving = 31 gm or 1.1 oz

glazed) • French toast

¼ serving = 16 gm or 0.6 oz

• Grain fruit bars4

• Granola bars4 (with nuts, raisins, chocolate pieces and/or fruit)

• Sweet rolls4 (frosted) • Toaster pastries4 (frosted)

Group F Minimum Serving Size for Group F • Cake3 (plain, unfrosted) • Coffee cake4

1 serving = 75 gm or 2.7 oz ¾ serving = 56 gm or 2 oz ½ serving = 38 gm or 1.3 oz ¼ serving = 19 gm or 0.7 oz

Group G Minimum Serving Size for Group G • Brownies3 (plain) • Cake3 (all varieties, frosted)

1 serving = 115 gm or 4 oz ¾ serving = 86 gm or 3 oz ½ serving = 58 gm or 2 oz ¼ serving = 29 gm or 1 oz

Group H Minimum Serving Size for Group H • Barley • Breakfast cereals (cooked)5,6

1 serving = ½ cup cooked (or 25 gm dry)

• Bulgur or cracked wheat • Macaroni (all shapes) • Noodles (all varieties) • Pasta (all shapes) • Ravioli (noodle only) • Rice (enriched white or brown)

Group I Minimum Serving Size for Group I • Ready to eat breakfast cereal (cold dry)5,6 1 serving = ¾ cup or 1 oz, whichever is less

FCS Grains/Breads Instruction 783-1, Revision 2

1 The following foods are whole-grain or enriched or made with enriched or whole-grain meal and/or flour, bran, and/or germ. 2 Some of the following foods, or their accompaniments may contain more sugar, salt, and/or fat than others. This should be a consideration

when deciding how often to serve them. 3 Allowed only for desserts under the enhanced food-based menu planning alternative specified in 7CFR Part 210.10 and supplements

(snacks) served under the NSLP, SFSP, and CACFP. 4 Allowed for desserts under the enhanced food-based menu planning alternative specified in 7CFR Part 210.10 and supplements (snacks)

served under the NSLP. SFSP, and CACFP, and for breakfasts served under the SBP. SFSP, and CACFP. 5 Refer to program regulations for the appropriate serving size for supplements served to children aged 1 through 5 in the NSLP; breakfasts

served under the SBP; and meals served to children ages 1 through 5 and adult participants in the CACFP. Breakfast cereals are traditionally served as a breakfast menu item but may be served in meals other than breakfast.

6 Cereals may be whole-grain, enriched, or fortified.


FOOD BASED LUNCH – OFFER VERSUS SERVE LETTER Sample Letter to Students to Explain Offer versus Serve for Lunch

Dear Student:

You have the opportunity to choose only those foods that you intend to eat in the School Lunch Program. This feature of the National School Lunch Program is designed to reduce food waste and give you the opportunity to select the foods that you want to eat. Each day you will be offered the complete lunch which includes a serving of:

1. Milk 2. Bread 3. Meat/Meat Alternate 4. Fruit 5. Vegetable

The servings of fruit and vegetables may be a combination of a serving of fruit and a serving of vegetables, or two servings of two different fruits, or two servings of two different vegetables.

A school lunch provides approximately one-third of your daily nutritional needs. If you select at least three menu items, your school is able to receive federal reimbursement to cover part of the cost of the meal. However, the price per meal remains the same whether you select the minimum of three menu items or all five. For example, if the menu is:

Hamburger on a Bun Tossed Salad

Corn Chocolate Pudding

Milk You could take all five menu items (hamburger, bun, tossed salad, corn and milk) or you could select full portions of four items or a combination of any three items such as:

Hamburger Hamburger Hamburger Bun Tossed Salad Bun Milk Milk Corn

Corn Bun Hamburger Tossed Salad Tossed Salad Bun Milk Corn Tossed salad

There are several other combinations of three, but the above items will probably be chosen most frequently. The pudding does not count as one of the five menu items. It is considered and extra item. In your selection, you must choose three different items. For instance, you could not take two hamburgers and count that as two of the five menu items. This hamburger only counts as one food item.

Check the menu daily so you will know which items in the school lunch you want to eat. Through your careful selection of only those foods you wish to eat, you will be helping to conserve, both, food and money, two valuable resources. Enjoy your lunch!!

In the operation of child feeding programs, no child will be discriminated against because of race, sex, color, national origin, age, or disability. If you believe you have been discriminated against, write immediately to the Secretary of Agriculture, Washington D.C. 20250.



FOOD BASED BREAKFAST – OFFER VERSUS SERVE LETTER Sample Letter to Students to Explain Offer versus Serve for Breakfast

Dear Student:

You have the opportunity to choose only those foods that you intend to eat in the School Breakfast Program. This feature of the National School Breakfast Program is designed to reduce food waste and give you the opportunity to select the foods that you want to eat. Each day you will be offered the complete lunch which includes a serving of:

1. Milk 2. Juice/Fruit/Vegetable 3. Meat/Meat Alternate 4. Bread

A school breakfast provides approximately one-fourth of your daily nutritional needs. You may select a full meal, or decline certain items. However, the fewer items you take and eat, the less nutrition benefit you receive. The price per meal remains the same whether you select the minimum number of items or the full meal.

Students must select at least three of the four food items offered. This means that you don’t have to take one food item. There is no requirement for which items must be selected at breakfast. For example, if the menu is:

Cereal Toast & Jam Orange Juice

Milk

You could take all four menu items (assorted cereal, toast & jam, orange juice, milk) or you could select full portions of three food items or a combination of any three items such as:

Cereal Cereal Toast & Jam Orange Juice Orange Juice Milk

Cereal Toast & Jam Toast & Jam Orange Juice Milk Milk

In your selection, you must choose three different items. For instance, you could not take two cereals and count that as two of the four food items. The cereal only counts as one food item.

Check the menu daily so you will know which items in the school breakfast you want to eat. Through your careful selection of only those foods you wish to eat, you will be helping to conserve, both, food and money, two valuable resources. Enjoy your breakfast!!




NUTRIENT STANDARD MENU PLANNING LUNCH - OFFER VERSUS SERVE LETTER

Sample Letter to Students to Explain Offer versus Serve for Lunch

Dear Student:

You have the opportunity to choose only those foods that you intend to eat in the School Lunch Program. This feature of the National School Lunch Program is designed to reduce food waste and give you the opportunity to select the foods that you want to eat. Each day you will be offered the complete lunch which includes:

1. Entree 2. Milk 3. One or More Other Menu Items

A school lunch provides approximately one-third of your daily nutritional needs. You may select the full meal or decline certain menu items. However, the fewer menu items you take and eat, the less nutrition benefit you receive. The price per meal remains the same whether you select the minimum number of items or the full meal.

Students must select at least two of the menu items, and one of these must be the entrée. An entrée is defined as a “combination of foods or a single food item that is offered as the main course.” If the school offers more than three menu items for a single reimbursable lunch, student may decline a maximum of two menu items. For example, if the menu is:

Hamburger on a Bun Tossed Salad

Corn Chocolate Pudding

Milk

You could take all five menu items (hamburger on a bun, tossed salad, corn, milk and chocolate pudding) or you could select full portions of the entrée and two or three other menu items. The sample selections below are reimbursable lunches.

Hamburger on a Bun Hamburger on a Bun Hamburger on a Bun Milk Tossed Salad Corn Pudding Corn Milk

Hamburger on a Bun Hamburger on a Bun Hamburger on a Bun Salad Corn Tossed Salad Corn Milk Milk Pudding Pudding Pudding

There are several other combinations of three or four, but the above items will probably be chosen most frequently. In your selection, you must take three or four different items. For instance, you could not take two hamburgers and count that as two items. The hamburger only counts as one item whether you select one or a dozen.

Check the menu daily so you will know which items in the school lunch you want to eat. Through your careful selection of only those foods you wish to eat, you will be helping to conserve, both, food and money, two valuable resources. Enjoy your lunch!!




NUTRIENT STANDARD MENU PLANNING BREAKFAST - OFFER VERSUS SERVE LETTER

Sample Letter to Students to Explain Offer versus Serve for Breakfast

Dear Student:

You have the opportunity to choose only those foods that you intend to eat in the School Breakfast Program. This feature of the National School Breakfast Program is designed to reduce food waste and give you the opportunity to select the foods that you want to eat.Each day you will be offered the complete breakfast which includes:

1. Milk 2. Two or more other menu items

A school breakfast provides approximately one-fourth of your daily nutritional needs. You may select the full meal or decline certain menu items. However, the fewer menu items you take and eat, the less nutrition benefit you receive. The price per meal remains the same whether you select the minimum number of items or the full meal.

Students must select at le ast two of the menu items when three are offered. If four or more items are offered, students may decline only one item. There is no requirement for which items must be selected at breakfast. For example, if the menu is:

Orange Juice Cold Cereal

Whole Wheat Toast Milk

A reimbursable breakfast could be:

Orange Juice Orange Juice Cold Cereal Whole Wheat Toast Milk Milk

Cold Cereal Orange Juice Whole Wheat Toast Cold Cereal Milk Whole Wheat Toast

In your selection, you must take diffe rent items. For instance, you could not take two servings of cereal and count that as two items. The cereal only counts as one item whether you select one or a dozen.

Check the menu daily so you will know which items in the school breakfast you want to eat. Through your careful selection of only those foods you wish to eat, you will be helping to conserve, both, food and money, two valuable resources. Enjoy your breakfast!!

In the operation of child feeding programs, no child will be discriminated against because of race, sex, color, national origin, age, or disability. If you believe you have been discriminated against, write immediately to the Secretary of Agriculture, Washington D.C. 2025



Notes:


Notes:


Documents

A Guide To Healthy School · PDF fileA Guide To Healthy School Meals ... including menu planning option, planning menus and preparing foods, ... Merchandising meals