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A Guide for School Foodservice Directors

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The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or part of an individual’s income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at (202) 720–2600 (voice and TDD).To file a complaint of discrimination, write to USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250–9410, or call (800) 795–3272 (voice) or (202) 720–6382 (TDD). USDA is an equal opportunity provider and employer.

United States Department of AgricultureFood Nutrition Service

January 2007

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ACKNOWLEDGEMENTS........................................................................................ iiiACRONYMS............................................................................................................. vGLOSSARY.............................................................................................................. vi

INTRODUCTION.–.SMI.SUCCESS!......................................................................... 1What’s in This Manual? ...................................................................................... 1A Companion Manual ........................................................................................ 2What Is SMI? ...................................................................................................... 2 Improving School Meals Involves a Roadmap................................................... 3 Working Toward Specific Nutrition Goals: Going Beyond Meal Patterns .......... 3 SMI Is Important: Showing the Way ................................................................. 5 Schools Can Make a Difference ........................................................................ 6

CHAPTER.1.CHOOSING.A.MENU.PLANNING.APPROACH..THAT.WORKS.fOR.YOU......................................................................................... 7..

A Comparison of the Various Menu Planning Approaches ................................ 7 Meeting the Nutrient Standards and the Dietary Guidelines ............................. 7 You Have Choices! ............................................................................................. 7 Food-Based Approaches ................................................................................... 8

The Traditional Food-Based Menu Planning Approach ............................... 8 The Enhanced Food-Based Menu Planning Approach ............................... 8

Nutrient-Based Approaches .............................................................................. 9 The Nutrient Standard Menu Planning Approach ....................................... 9 The Assisted Nutrient Standard Menu Planning Approach ......................... 9

Alternate Menu Planning Approaches ............................................................. 10 Minor Modifications ................................................................................... 10 Major Changes or New Alternate Menu Planning Approach ..................... 10

Comparison of Menu Planning Approaches .................................................... 11

CHAPTER.2.USING.A.fOOD-BASED.MENU.PLANNING.APPROACH.............. 15..Advantages and Disadvantages to Implementing Food-Based Menu Planning Approaches ........................................................ 16 How the Two Food-Based Menu Planning Approaches Differ ........................ 17

Traditional Food-Based Menu Planning .................................................... 17 Enhanced Food-Based Menu Planning ..................................................... 17

Available Lunch Modifications for Food-Based Menu Planning ...................... 18 How To Structure Your Food-Based Menus .................................................... 20 Selecting the Right Age/Grade Groupings for Your Food-Based Menus ........ 21 Serving the Appropriate Portion Sizes for Your Food-Based Menus .............. 22 What Does It Take To Implement a Food-Based Menu Planning Approach? - A Self-Evaluation Review ............................................................ 23

CHAPTER.3.USING.A.NUTRIENT-BASED.MENU.PLANNING.APPROACH...... 27Importance of the Meal Structure .................................................................... 27 Nutrient Analysis .............................................................................................. 27 Advantages and Disadvantages to Implementing NSMP/ANSMP .................. 28Additional ANSMP Concerns ........................................................................... 30

Meal Requirements for NSMP/ANSMP ........................................................... 30 Making NSMP/ANSMP Work for Your SFA or School ..................................... 31 Planning Menus To Meet the Nutrition Standards ........................................... 31 Selecting the Right Age/Grade Groups for Menu Planning ............................. 32 Key Points To Remember When Planning Menus ........................................... 33 Meal Service and Offer Versus Serve (OVS) .................................................... 35Variations in Lunch Structure for Nutrient-Based Menu Planning Approaches ....................................................................... 38 Developing Side Dish Groupings To Promote Healthy Choices ...................... 39 Determining How Many Nutrient Analyses To Conduct ................................... 40 Food or Theme Bars (Self-Serve)..................................................................... 40 Whole Foods versus Fortification .................................................................... 41 Menu Substitutions .......................................................................................... 42 Importance of Standardized Recipes and Food Preparation Techniques ....... 43 What Does It Take To Implement a Nutrient-Based Menu Planning Approach? -

A Self-Evaluation Review .......................................................................... 45

CHAPTER.4.DAILY.PRACTICES.fOR.MEETING.SMI.NUTRITION.GOALS..fOR.ALL.MENU.PLANNING.APPROACHES....................................................... 49..

Menu Planning for Healthy School Meals ........................................................ 49 Providing Menu Choices .................................................................................. 50 Developing Cycle Menus ................................................................................. 50 Menu-Planning Practices for Healthy School Meals ....................................... 51 Purchasing Practices for Healthy School Meals .............................................. 53 Food Preparation Practices for Healthy School Meals .................................... 56 Meal Service Practices for Healthy School Meals ........................................... 59 Ideas for Program Promotion and Improvement ............................................. 60 Portion Control for Healthy School Meals ....................................................... 60 A La Carte Sales That Promote Healthy Choices ............................................ 61 Food Safety and Sanitation Practices for Healthy School Meals .................... 62 Using Practice-Based Strategies To Meet Nutrition Standards ....................... 64 Commitment and Training ................................................................................ 65

CHAPTER.5.TEAM.NUTRITION............................................................................ 67.About Team Nutrition ....................................................................................... 67 How Does Team Nutrition Work? ..................................................................... 67 Communication Channels ................................................................................ 68 What Resources Does Team Nutrition Provide? .............................................. 69 Join the Team! .................................................................................................. 70

CHAPTER.6.PREPARING.fOR.AN.SMI.REvIEW................................................. 71.How Does the SMI Review Compare to a CRE Review? ................................ 71 Preparing for the Review – What You Will Need .............................................. 72 The SMI Review Process – What To Expect .................................................... 76

SMI.RESOURCES.................................................................................................. 79APPENDICES......................................................................................................... 87INDEX................................................................................................................... 125..

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Acknowledgements

The U.S. Department of Agriculture’s Food and Nutrition Service (FNS) thanks those who have contributed time and expertise to the development of this resource. Special thanks are extended to both public and private sector members of the 2003-2004 School Meals Initiative Task Force who assisted in the content development of this local resource, and/or reviewed and contributed to the manual. Their time and expertise have provided invaluable assistance.

Michele Bouchard, FNS/USDA, Special Nutrition Programs/School Programs, Mid-Atlantic Regional Office, Robbinsville, New JerseyBette Brandis, Office of Public Instruction, School Meals Program, Olympia, WashingtonMargaret Carbo, FNS/USDA, Child Nutrition Division, Alexandria, VirginiaPatricia Churchill, FNS/USDA, Special Nutrition Programs/Child Nutrition Programs, Northeast Regional Office, Boston, MassachusettsEileen Ferruggiaro, FNS/USDA, Child Nutrition Division, Alexandria, VirginiaJane Heikenen, Iowa State Department of Education, Bureau of Food and Nutrition, Des Moines, IowaCecilia Henson, FNS/USDA, Southwest Regional Office, Special Nutrition Programs, Dallas, TexasNina Hollingsworth, Alabama State Department of Education, Child Nutrition Programs, Montgomery, AlabamaKaren Kell, FNS/USDA, Southeast Regional Office, Special Nutrition Programs/School and Family Nutrition, Atlanta, GeorgiaKaren Kettlewell, formerly with the School Nutrition Association, Alexandria, VirginiaLoren LaCorte, formerly with the School Nutrition Association, Alexandria, VirginiaLouise Lapeze, formerly with FNS/USDA, Southwest Regional Office, Special Nutrition Programs, Dallas, TexasClare Miller, FNS/USDA, Child Nutrition Division, Alexandria, VirginiaHelen Mont-Ferguson, Child Nutrition Programs, Boston Public Schools, Boston, MassachusettsDebra Nigri, formerly with FNS/USDA, Midwest Regional Office, Special Nutrition Programs, Chicago, IllinoisRosemary O’Connell, FNS/USDA, Child Nutrition Division, Alexandria, Virginia

Tracie Parker, FNS/USDA, Mountain Plains Regional Office, Special Nutrition Programs, Denver, ColoradoCeleste Peggs, West Virginia State Department of Education, Child Nutrition Programs, Charleston, West VirginiaElizabeth Solomon, Ohio State Department of Education, Child Nutrition Programs, Columbus, OhioLaura Walter, FNS/USDA, Western Regional Office, Special Nutrition Programs, San Francisco, CaliforniaVirginia Webb, National Food Service Management Institute, Oxford, MississippiYibo Wood, FNS/USDA, Child Nutrition Division, Alexandria, VirginiaKaren Yee, California Department of Education, Nutrition Services Division, Sacramento, California

Special thanks are extended to those State agencies who submitted State-developed resources that were adapted in the content development of this guidance.

Connecticut State Department of EducationColorado State Department of EducationTexas Department of Agriculture and Texas Education AgencyWest Virginia State Department of Education

FNS expresses gratitude to the USDA Southwest Regional Office for the use and adaptation of its “Project 2001: Nutrition for a New Century” in the development of best practices in Chapter 4.

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Acronyms

ANSMP Assisted Nutrient Standard Menu PlanningAPP Alternate Protein ProductCAP Corrective Action PlanCFR Code of Federal Regulations CN Child NutritionCNP Child Nutrition ProgramsCRE Coordinated Review EffortDHHS United States Department of Health and Human ServicesDGA Dietary Guidelines for AmericansFBG Food Buying Guide for Child Nutrition Programs, Revised 2000, Bulletin PA-1331FBMP Food–Based Menu PlanningFDA Food and Drug AdministrationFMNV Foods of Minimal Nutritional ValueFNS Food and Nutrition Service FNSRO Food and Nutrition Service Regional OfficeFSMC Food Service Management CompanyG/B Grains/BreadsIFB/ITB Invitation for Bid/ Invitation to BidM/MA Meat/Meat AlternateNBMP Nutrient-Based Menu PlanningNSLP National School Lunch ProgramNSMP Nutrient Standard Menu PlanningOVS Offer Versus ServePOS Point of ServiceRCCI Residential Child Care InstitutionRDA Recommended Dietary AllowancesRDI Reference Daily IntakeRFP Request for ProposalSA State AgencySBP School Breakfast ProgramSFA School Food AuthoritySMI School Meals Initiative for Healthy ChildrenTN Team NutritionUSDA United States Department of AgricultureV/F Vegetables/Fruits

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Glossary

A La Carte – Any food or beverage sold by the school foodservice that is not part of a reimbursable meal. Some examples include: milk, juice, entrée, salad, dessert, snack items, and second servings of any food item from the menu.

Alternate Protein Product – The name used by FNS to identify products meeting the requirements set forth in Appendix A of 7 CFR Parts 210 and 220 within the section entitled Alternate Protein Products. Some examples of APPs are soy flours, soy concentrates, soy isolates, whey protein concentrates, whey protein isolates, and casein.

Alternate Menu Planning Approaches (Any Reasonable Approach) –Menu planning approaches that are adopted or developed by SFAs or SAs that differ from the standard approaches. The SA should be contacted for specific details, as alternate approaches may require prior SA review and approval. USDA-Approved Software – Nutrient analysis software that has been approved by USDA for performing nutrient analyses of school meals. USDA-approved software, containing the CN Database and meeting other criteria established by USDA, must be used by SFAs/schools using NSMP, ANSMP, or by SFAs/schools that use a food-based menu planning approach and wish to have the SA accept their nutrient analysis for the SMI review.

Assisted Nutrient Standard Menu Planning Approach (ANSMP) – One of the nutrient-based menu planning approaches that provides schools with menus developed and nutritionally analyzed by other sources. These sources may include the SA, other SFAs, consultants, or Food Service Management Companies (FSMC). The supplier of the ANSMP must also develop and provide recipes, food product specifications, and preparation techniques.

Child – (a) A student of high school grade or under as determined by the State educational agency, who is enrolled in an educational unit of high school grade or under, including students who are mentally or physically disabled as defined by the State and who are participating in a school program established for the mentally or physically disabled; or (b) a person under 21 years of age who is enrolled in an institution or center.

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Child Nutrition (CN) Database – A national nutrient database containing foods, descriptions, nutrient content, and measurements necessary for conducting an accurate nutrient analysis that must be incorporated into USDA–approved software.

Child Nutrition (CN) Label – A label on a commercially prepared food product that is approved by FNS, USDA, and indicates how the food contributes toward food–based meal pattern requirements. It provides a warranty against audit or review claims if the CN–labeled product is used according to the manufacturer’s instructions.

Child Nutrition Programs (CNP) – Programs authorized in the Child Nutrition Act and the National School Lunch Act, including the National School Lunch Program (NSLP), School Breakfast Program (SBP), Child and Adult Care Food Program (CACFP), Summer Food Service Program (SFSP), and Special Milk Program (SMP).

Commercially Prepared Products – Foods that have been subjected to thermal or chemical processing; sometimes referred to as processed foods.

Coordinated Review Effort (CRE) – An administrative review of the NSLP, conducted by State agencies at least every 5 years. A CRE is conducted to improve the management of the Program, evaluate accuracy of meal claims, and provide training and technical support to schools to improve local program accountability.

Corrective Action Plan (CAP) – A written plan, developed by the SFA, with the assistance and concurrence of the State agency, following an SMI review, where the State agency has determined that menus for the review week fail to comply with the nutrition standards specified for the appropriate age/grade group(s) for school lunches and/or school breakfasts—whichever is applicable.

Cycle Menus – A set of established menus repeated on a periodic basis.

Department – The United States Department of Agriculture (USDA).

Dietary Guidelines for Americans (DGA) – Nutritional advice for healthy Americans ages 2 years and older. Jointly issued by USDA and DHHS and updated every 5 years, these guidelines are the cornerstone of Federal nutrition policy and nutrition education activities.

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Enhanced Food–Based Menu Planning Approach – One of the two food-based menu planning approaches established by USDA that uses meal patterns with food items from specific food group components in specific amounts, by age/grade groups, to plan meals. Similar to the Traditional Food-Based Menu Planning approach except for the use of different age/grade groups and a different number of servings of vegetables/fruits and grains/breads.

Entrée – Under the NSMP and ANSMP approaches, a school lunch menu item that is a combination of foods or a single food item offered as the main course, as defined by the menu planner. The entrée is the central focus of the meal and forms the framework around which the rest of the meal is planned.

Food and Nutrition Service (FNS) – The Federal agency within the U.S. Department of Agriculture responsible for administering domestic nutrition assistance programs, including child nutrition programs such as the National School Lunch Program, School Breakfast Program, Special Milk Program, Summer Food Service Program, and the Child and Adult Care Food Program.

Food–Based Menu Planning Approaches (FBMP) – The two food-based menu planning approaches established by USDA, Traditional and Enhanced, that require specific food components in specific amounts for specific age/grade groups.

Food Component – One of four food groups that comprise reimbursable meals planned under a food–based menu-planning approach. The four food components are: meat/meat alternate, grains/breads, fruits/vegetables, and fluid milk.

Food Item – One of the five foods from the four food components, required to be offered in school lunches under food-based menu planning approaches, or one of the four foods required to be offered in school breakfasts.

Foods of Minimal Nutritional Value (FMNV) – Foods that belong to specific categories that are described in Appendix B of the regulations for the National School Lunch Program and School Breakfast Program. Current program regulations prohibit the sale of FMNV in the food service areas during the school meal periods [7 CFR 210.11 and 7 CFR 220.12)]. States and local school food authorities may impose additional restrictions.

Fortified Foods – Foods with added nutrients that were not originally present or were present in insignificant amounts, such as iron–fortified cereal.

Invitation for Bid (IFB)/Invitation to Bid (ITB) – A part of the formal sealed bid procurement process, also known as Formal Advertising; a formal method of procurement that uses sealed bidding and results in a fixed price contract with or without adjustment factors, awarded to the responsible bidder, whose bid, conforming with all the material terms and conditions of the IFB, is lowest in price.

Menu Item – Any single food or combination of foods, except condiments, served in a meal under the nutrient-based menu-planning approaches (NSMP/ANSMP). All menu items or foods offered as part of the reimbursable meal will be counted towards meeting the nutrition standards.

Menu Substitution – Any food or menu item used to replace a food or menu item in a menu that has been previously analyzed. In NSMP/ANSMP, if the substitution(s) occurs more than 2 weeks before the planned menu is served, the revised menu must be reanalyzed. If the substitution(s) occurs 2 weeks or less before the planned menu is served, the revised menu does not have to be reanalyzed. However, menu planners should always try to substitute similar foods.

Milk – Pasteurized fluid types of unflavored and flavored cow’s milk, e.g., whole, low-fat milk, fat-free milk, or cultured buttermilk, which meet State and local standards for such milk. Under all menu-planning approaches, milk must be offered in a variety of fat content at all Program meals.

MyPyramid Food Guidance System – Translates nutritional recommendations from the 2005 Dietary Guidelines for Americans into the kinds and amounts of food to eat each day. The U.S. Department of Agriculture released MyPyramid in April 2005. It replaces the Food Guide Pyramid (1992), the widely recognized nutrition education tool. MiPirámide, MyPyramid in Spanish, was released in December 2005. Visit the website www.mypyramid.gov/ for additional information.

MyPyramid for Kids – Provides age-appropriate information about the 2005 Dietary Guidelines for Americans and the MyPyramid Food Guidance System. Visit the website www.mypyramid.gov/ for information.

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National School Lunch Program (NSLP) – The Program under which participating schools operate a nonprofit lunch program in accordance with 7CFR Part 210.

Non-reimbursable Meals – Meals that are served but cannot be claimed for reimbursement in the NSLP and SBP, such as adult meals, a la carte meals, and second meals served to students.

Nutrient Analysis – The process of developing or monitoring school menus based on an analysis of nutrients in the menu items and foods offered over a school week, to determine if specific levels for a set of key nutrients and calories are met for the applicable age/grade group.

Nutrient-Based Menu Planning (NBMP) Approaches – The two menu planning approaches, Nutrient Standard and Assisted Nutrient Standard, established by the USDA that use USDA-approved nutrient analysis software to plan school meals that meet the nutrient standards for the appropriate age/grade group.

Nutrient Standard Menu Planning Approach (NSMP) – One of the menu planning approaches established by USDA that uses USDA-approved nutrient analysis software to plan school meals that meet the nutrient standards for the appropriate age/grade group.

Nutrient Standards – The required level of calories, calories from fat, and key nutrients for a specific grade or age group for breakfast and lunch.

Nutrition Facts Label – The Food and Drug Administration (FDA) requires nutrition labeling for most foods (except meat and poultry, which have a Nutrition Facts label administered by the Food Safety and Inspection Service of USDA). Nutrition Facts labels offer useful and accurate nutrition information. Manufacturers are required to provide information on specific nutrients on the labels. Food packaged in bulk or institutional packaging is exempt from the nutritional labeling requirement but manufacturers may voluntarily include such labeling.

Nutrition Standards – A collective term for the nutrition goals that school meals must meet when averaged over a school week for students, 2 years or older. They are based on the RDA levels for specific nutrients, children’s calorie (energy) requirements, and applicable recommendations from the Dietary Guidelines for Americans.

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Offer Versus Serve (OVS) for Food–Based Menu Planning Approaches – Under the Offer Versus Serve provision, high school students must be offered a complete lunch of at least five food items, but may select three full portions of the items for that meal to qualify for reimbursement. OVS is optional for junior high and elementary schools, and students can be required to select either three or four food items. OVS is optional for all grades at breakfast. Under OVS, a reimbursable breakfast must contain four food items from which the student must choose at least three full portions.

Offer Versus Serve (OVS) for Nutrient-Based Menu Planning Approaches – For lunch, OVS is required in high school but is optional in junior high and elementary school. OVS is optional in all grades for breakfast. Children must be offered the planned lunch that meets the nutrient standards and includes, at a minimum, an entrée, fluid milk as a beverage, and at least one side dish. If the planned lunch contains three menu items, students can decline one menu item (they cannot decline the entrée). If the planned lunch contains more than three menu items, students cannot decline more than two. A reimbursable breakfast must be the planned breakfast that meets the nutrient standards and contains a minimum of three menu items, one of which must be fluid milk, from which children may decline any one item.

Phytochemicals or Phytonutrients – Substances that plants naturally produce. Recent studies indicate that many of these plant chemicals can reduce the risk of certain diseases such as cancer. Fruits, vegetables, whole grains, and nuts are all important sources of phytochemicals or phytonutrients. Many of these substances are associated with bright colors, so fruits and vegetables that are brightly colored contain substantial amounts. Examples of phytochemicals/phytonutrients are carotenoids and flavonoids.

Point of Service (POS) – That point in the foodservice operation where a determination can accurately be made that a reimbursable free, reduced-price, or paid meal has been served to an eligible child, usually at the end of the serving line.

Program – Refers to the National School Lunch Program or the School Breakfast Program.

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Production Records – All schools participating in the school meals programs must keep food production records for the meals they produce. These records must demonstrate how the meals contribute to the required food components, food items, or menu items for each day of operation. In addition, these records must provide sufficient documentation to determine how the school meals contribute to meeting the age/grade appropriate nutrient standard over the school week.

Reimbursable Meal – A school meal meeting the USDA meal requirements and nutrition standards, served to an eligible student, and priced as an entire meal rather than based on individual items. Such meals qualify for reimbursement with Federal funds.

Request for Proposals (RFP) – The document used to solicit a response in the competitive negotiation procurement method. The RFP typically includes general information, functional or general specifications, statement of work, proposal instructions, and evaluation and ranking criteria.

Residential Child Care Institution (RCCI) – See the following definition of School.

School – (a) An educational unit of high school grade or under, recognized as part of the educational system in the State and operating under public or nonprofit private ownership in a single building or complex of buildings; (b) any public or nonprofit private class of pre-primary grade when they are conducted in the aforementioned schools; or (c) any public or nonprofit private residential child care institution, or distinct part of such institution, which operates principally for the care of children, and, if private, is licensed to provide residential child care services under the appropriate licensing code by the State or subordinate level of government, except for residential summer camps that participate in the Summer Food Service Program for Children, Job Corps centers funded by the Department of Labor, and private foster homes. The term “residential child care institution” includes, but is not limited to: homes for the mentally, emotionally, or physically impaired, and unmarried mothers and their infants; group homes; halfway houses; orphanages; temporary shelters for abused children and for runaway children; long-term care facilities for chronically ill children; and juvenile detention centers. A long-term care facility is a hospital, skilled nursing facility, intermediate care facility, or distinct part thereof, which is intended for the care of children confined for 30 days or more.

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School Breakfast Program (SBP) – The Program under which participating schools operate a nonprofit breakfast program in accordance with 7 CFR Part 220.

School Food Authority (SFA) – The governing body that is responsible for the administration of one or more schools and has the legal authority to operate the Program therein or is otherwise approved by FNS to operate the Program.

School Meals Initiative (SMI) – The School Meals Initiative includes the regulations that define how the Dietary Guidelines and other nutrition standards apply to school meals. This Initiative includes actions to support State agencies, school food authorities, and communities in improving school meals and encouraging children to improve their overall diets.

School Meals Initiative (SMI) Review – A State agency review conducted within an SFA at least once every 5 years, to ensure that healthy school meals are being planned/served. A nutrient analysis of the menus for the review week determines if the meals planned/served meet the nutrient standards for the appropriate age/grade levels.

School Week – For the purposes of nutrient analysis, a school week represents a normal school week of 5 consecutive days. To accommodate weeks that are either shorter or longer than the 5 consecutive days, the analyzed week should contain a minimum of 3 consecutive days and a maximum of 7 consecutive days. When school lunches are offered less than three times in a week, those menus are combined with either the previous week’s menus or the subsequent week’s menus.

Side Dish(es) – Any menu item (except condiments) that is offered in addition to the entrée and fluid milk under the NSMP or ANSMP approaches for the school lunch, or any menu item offered in addition to fluid milk for the school breakfast.

Standardized Recipe – A recipe that has been tested in the school/SFA, using the same ingredients, equipment, and preparation methods that will provide an established yield and a consistent quality product.

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State Agency (SA) – State agency refers to (a) the State educational agency; (b) any other agency of the State that has been designated by the Governor or other appropriate executive or legislative authority of the State and approved by the Department to administer the Program in schools; or (c) the FNSRO, where the FNSRO administers the Program.

Student With Disabilities – Any child who has a physical or mental impairment as defined in Sec. 15b.3 of the Department’s regulations (7 CFR Part 15b).

Team Nutrition (TN) – An initiative established by Congress in 1995 to help SFAs/schools meet the nutrition standards required by the Healthy Meals for Healthy American Act of 1994.

Traditional Food–Based Menu Planning Approach – One of the two food-based menu planning approaches established by USDA that use meal patterns with food items from specific food components in quantities appropriate for established age/grade groups.

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SMI success is as simple as understanding the concepts in this guidance manual and then applying them to your school food authority (SFA) foodservice operation. So let’s get started in determining what this manual has to offer you.

The purpose of this manual is to help foodservice directors, supervisors, and managers successfully implement the U.S. Department of Agriculture’s (USDA’s) School Meals Initiative for Healthy Children (SMI) regulations within the scope of daily practice. Because there is so much available information on SMI, it can be overwhelming to find answers to your questions and concerns. This manual includes SMI information and resources, so you and your staff can more easily provide nutritious meals and a healthy environment for your students.

“The Road to SMI Success” replaces USDA’s “Healthy School Meals Training.” It serves as a complement to USDA’s “Menu Planner for Healthy School Meals.” It is suggested that you become familiar with the “Menu Planner for Healthy School Meals” before using this manual.

What's in This Manual?

A comparison chart of the various menu planning approaches to help get you started in determining which approach best meets your SFA’s/school’s SMI needsAdvantages and disadvantages of each menu planning approach to provide you with assistance in the decision processProcedures and a self-evaluation checklist to determine what it takes to implement each USDA menu planning approachTips for helping you choose the correct age/grade groupings for your menus and nutrient analysisNew and expanded Nutrient Standard Menu Planning/Assisted Nutrient Standard Menu Planning (NSMP/ANSMP) guidanceDaily practices and practical tips to meet the nutrition goals for all menu planning approachesA discussion on how Team Nutrition can help your efforts to improve the school nutrition environmentTips on how to prepare for an SMI reviewA list of valuable SMI resources and contact information, with an emphasis on Team Nutrition resourcesA tabbed section to insert new SMI materials provided by your State agency or USDA

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INTRODUCTION

SMI Success

A Companion Manual

The companion manual, Nutrient Analysis Protocols: How to Analyze Menus for USDA’s School Nutrition Programs, is a guide for conducting an accurate nutrient analysis of your menus. It is intended for:

SFAs/schools using the NSMP or ANSMP approach that are required to conduct a nutrient analysis of their menus.SFAs/schools using one of the food-based menu planning approaches that conduct their own nutrient analysis and want the State agency to accept their nutrient analysis for the SMI review.State agencies conducting a nutrient analysis during an SMI review of an SFA using a food-based menu planning approach.

What Is SMI?

The School Meals Initiative (SMI) includes all of the National School Lunch Program (NSLP) and the School Breakfast Program (SBP) regulations and policies that address the nutrition standards for school meals. These SMI regulations augment the statutory nutrition requirements for the NSLP and the SBP and provide SFAs/schools with a variety of alternatives for planning menus. In addition, SMI encompasses actions to support State agencies and school food authorities in improving school meals and encouraging children to improve their overall diets. These actions include training school foodservice personnel to serve healthy meals and teaching children to make healthy dietary choices.

USDA issued the final School Meals Initiative (SMI) for Healthy Children regulations in 1995 after the passage of the Healthy Meals for Healthy Americans Act of 19941, which requires that meals under the NSLP and SBP meet the Dietary Guidelines for Americans. The SMI regulations define how the Dietary Guidelines are applied to school meals.

SMI involves more than nutrient analysis and the SMI review. SMI is an ongoing process to provide nutritious school meals to children and motivate children to make healthy choices.

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1P.L. NO. 103-448, SEC.106(1994)

INTRODUCTION

SMI Success

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Improving School Meals Involves a Roadmap

USDA realizes that improving school meals is a coordinated process involving more than putting food on a student’s plate. Based on testimony and comments that USDA received during public hearings prior to publishing the proposed rule on June 10, 1994, USDA developed these five guiding SMI principles:

Healthy children – Provide access to healthy meals to children to promote their health, prevent disease, and meet the Dietary Guidelines for Americans.

Customer appeal – Involve students, parents, teachers, and the food and agriculture community in messages about menu changes, while ensuring that food items that are changed have eye appeal and taste good.

Flexibility – Recognize regional and economic differences in school districts/schools by offering them choices in menu planning.

Investing in people – Provide the necessary training and technical assistance to school districts/schools and foodservice staff needed to bring about nutrition changes and build the nutrition skills of their students.

Building partnerships – Forge partnerships throughout the public and private sectors to ensure that students receive healthy meals and to increase cost effectiveness.

Working Toward Specific Nutrition Goals: Going Beyond Meal Patterns

Prior to SMI, the school meals programs required meals to meet specific meal pattern requirements. SMI goes beyond the required meal patterns by setting specific nutrition goals to ensure healthy school meals.

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INTRODUCTION

SMI Success

“The 1995 Dietary Guidelines” did not set specific levels for dietary intake of sodium, cholesterol, and fiber. The SMI goal is to decrease levels of sodium and cholesterol and increase levels of fiber in school meals over a period of time. Some State agencies may develop target levels for these nutrients. Check with your State agency for guidance.

“A Menu Planner for Healthy School Meals” is an excellent resource on meeting the nutrition goals in school meals. If you do not have this publication in every school, refer to the section, SMI Resources, for information on ordering or downloading from the Team Nutrition website: www.teamnutrition.usda.gov.

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SMI nutrition goals include:

USDA SChool MeAlS INITIATIve foR heAlThy ChIlDReN - NUTRITIoN GoAlS

Recommended Dietary Allowances (RDA)1/4 RDA for appropriate age/grade group for breakfast for protein, calcium, iron, vitamins A and C1/3 RDA for appropriate age/grade group for lunch for protein, calcium, iron, vitamins A and C

Recommended Energy Allowances (calories)Appropriate for age/grade group

Dietary Guidelines for Americans1

Eat a variety of foodsLimit total fat to ≤ 30% of caloriesLimit saturated fat to < 10% of caloriesChoose a diet low in cholesterolChoose a diet with plenty of vegetables, fruits, and grain productsChoose a diet moderate in salt and sodium

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1 The Dietary Guidelines recommend that after 2 years of age, children should gradually adopt a diet that, by about 5 years of age, contains no more than 30 percent of calories from fat and less than 10 percent of calories from saturated fat. (Based on 1995 DGA)

INTRODUCTION INTRODUCTION

SMI Success

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SMI Is Important: Showing the Way

This manual provides the roadmap for meeting vital nutrition goals for our Nation’s school children. We know that healthy school meals provide much of the energy and nutrients children need for the day. The vision of the USDA School Meals Initiative is simple: Improve the health and enhance the ability to learn for school children through better nutrition.

The National School Lunch Program began in post-war 1946 because of the high rate of rejections for military service due to health problems related to malnutrition. While there is still some evidence of malnutrition due to insufficient intake of calories and other nutrients, the prevalence of malnutrition today is due to excessive caloric consumption and/or physical inactivity resulting in overweight children. The following statistics are also included in Appendix A for reproduction as a handout.

Current.scientific.research.indicates.these.and.other.trends.in.children’s.health:

Childhood obesity has reached epidemic proportions. The percentage of children who are overweight has more than doubled since 1970, and the percentage among adolescents has tripled.2 More than 10 percent of younger pre-school children between ages 2 and 5 were overweight in 2003, up from 7 percent in 19943These overweight children are a greater risk for psychological disorders such as decreased self-esteem and depression, and their suffering goes beyond teasing and taunts.4

Overweight children and adolescents are more likely to become obese adults, increasing their risk for chronic diseases later in life. Type 2 diabetes, which is closely linked to overweight, has skyrocketed among children and adolescents over the past decade. Childhood obesity has also been associated with increased rates of high cholesterol and high blood pressure among children.

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INTRODUCTION INTRODUCTION

2 Ogden, CL, Flegal, KM, Carroll MD, and Johnson CL. Prevalence and Trends in Overweight Among U.S. Children and Adolescents, 1999-2000. JAMA 2002 288 (14): 1728-1732.

3 US HHS Press Office. HHS, USDA Takes Next Step in Obesity Fight, Press Release, October 2002.4 Sanjay Gupta, M.D., Why Adolescent Obesity Can Have Grim Consequences, TIME, May 2002.

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The long-term complications can be devastating. Untreated, diabetes can lead to blindness, kidney failure, leg amputations, stroke, heart disease, and early death. Former U.S. Surgeon General David Satcher warned that overweight and obesity, left unabated, might soon cause as much preventable disease or death as cigarette smoking.

Current.trends.in.children’s.diets.are.also.alarming:Only 2 percent of school-aged children meet the Food Guidance System recommendations for all five food groups. Less than one in five children eat the recommended amount of fruits or vegetables. The vast majority of children consume too much fat and sodium.5Mean calcium intake by females ages 9 to 13 and 14 to 18 is very low — 65 and 54 percent of Adequate Intake based on the Dietary Reference Intake.6Children’s consumption of soda increased by 40 percent from 1989 — 1991 to 1994 — 1996. Milk product consumption dropped significantly during this period. The decrease in milk product consumption may be related to the decrease in calcium intake for some subgroups.7Children with unhealthy eating patterns tend to maintain those unhealthy habits into adulthood.

Schools Can Make a Difference

Schools can influence students’ eating and physical activity patterns. It is important to establish healthy behaviors at a young age because change becomes more difficult as we get older. Providing healthy food choices in a positive school nutrition environment can lead to success.

Your role as a foodservice director, supervisor, or manager is to make sure that healthy food choices are available for student selections so that the school cafeteria becomes a learning laboratory for nutrition education.

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5 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and Evaluation, Changes in Children’s Diets: 1989-1991 to 1994-1996, CN-01-CD2, by Phil Gleason and Carol Suitor. Alexandria, VA: 2001. Available online at www.fns.usda.gov/oane/default.htm.

6 Ibid.7 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and

Evaluation, Children’s Diets in the Mid-1990s: Dietary Intake and Its Relationship with School Meal Participation, CN-01-CD1, by Phil Gleason and Carol Suitor. Alexandria, VA: 2001. Available online at www.fns.usda.gov/oane/default.htm.

INTRODUCTION

SMI Success

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MENUPlanning

Approaches

A Comparison of the various Menu Planning Approaches

Understanding the various menu planning approaches is necessary to help you select the right one for your SFA/school. If you have already determined the best menu planning approach for your school, this section will serve as a review for you. If you are an SFA/school in the process of selecting a menu planning approach or an SFA/school considering a change in approach, this chapter will provide a comparison of all five menu-planning approaches.

Making the best choice can be challenging; however, correctly implementing the selected approach is necessary not only to serve reimbursable meals but also to meet nutrition goals. This chapter provides a brief overview of each menu planning approach and compares the various approaches to help you make the best choice for your SFA/schools.

Meeting the Nutrient Standards and the Dietary Guidelines

Regardless of your SFA/school’s menu planning approach, school meals are required to meet the target nutrition goals or standards.

you have Choices!

Recognizing that SFAs/schools differ greatly, USDA has established five menu planning approaches to allow flexibility in meeting the SMI nutrition goals.

The five menu planning approaches are as follows:Two food-based menu planning approaches

Traditional Food-Based Menu PlanningEnhanced Food-Based Menu Planning

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Two nutrient-based menu planning approachesNutrient Standard Menu PlanningAssisted Nutrient Standard Menu Planning

Alternate menu planning approaches (any reasonable approach)

When implemented correctly, each of the five menu planning approaches can help you offer meals that meet the SMI nutrition goals.

food-Based Approaches

The.Traditional.food-Based.Menu.Planning.ApproachUnder the Traditional Food-Based Menu Planning approach, reimbursable school meals must comply with specific meal pattern requirements by offering a certain number of food items from specific food components in specific amounts at breakfast and lunch.

These food components are:Meat/meat alternate Vegetables and/or fruitsGrains/breadsFluid milk

Food component requirements and minimum portion sizes for breakfast and lunch are discussed in more detail in Chapter 2. The Traditional Food-Based Menu Planning Meal Patterns for both school lunch and school breakfast are included in Appendices B and D.

The.Enhanced.food-Based.Menu.Planning.ApproachThe Enhanced Food-Based Menu Planning approach is a variation of the Traditional Food-Based Menu Planning approach. It is designed to increase calories from low-fat food sources in order to meet the Dietary Guidelines. The required four food components are retained, but the quantities for the weekly servings of vegetables/fruits and grains/breads are increased for lunch. Also, there is an optional age/grade group for breakfast.

This menu planning approach is discussed in further detail in Chapter 2. The Enhanced Food Based Menu Planning Meal Patterns for both school lunch and school breakfast are included in Appendices C and E.

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Nutrient-Based Approaches

The.Nutrient.Standard.Menu.Planning.ApproachNutrient Standard Menu Planning (NSMP) is a nutrient-based menu planning approach that uses USDA-approved computer software to analyze the specific nutrient content of menus in order to plan menus. Reimbursable meals are based on planned menus meeting the required age/grade-appropriate nutrient standards, averaged over a school week.

This approach is designed to give menu planners flexibility in planning menus that meet the nutrition standards. The analysis must be periodically updated to reflect any changes in the menu, products purchased, or student selection patterns.

The.Assisted.Nutrient.Standard.Menu.Planning.ApproachAssisted Nutrient Standard Menu Planning (ANSMP) is a variation of Nutrient Standard Menu Planning. It is for SFAs/schools that lack the technical resources to conduct nutrient analysis themselves but want to use a nutrient-based menu planning approach. Instead, SFA/schools use an outside source such as a consultant, another SFA, or the State agency, to plan and analyze menus that are based on local needs and preferences. This approach requires contracting with an outside source to provide the service.

The outside source must provide SFAs/schools with recipes, product specifications, and other documentation to support the menu analysis. The menus and analyses must be periodically updated to reflect any changes in the menu, food products, or student selection patterns.

Both NSMP and ANSMP approaches are discussed in Chapter 3. The requirements for meals planned with NSMP or ANSMP are also included in Appendix F.

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Alternate Menu Planning Approaches

These menu planning approaches allow State agencies and SFAs to develop their own innovative approaches to menu plans—subject to the guidelines established in the regulations.

There are two types of alternate menu planning approaches – (1) minor modifications and (2) major changes or new alternate menu planning approach.

Minor.ModificationsThere are three minor modifications available to schools using one of the food-based menu planning approaches. State agencies may or may not require prior approval or may establish guidelines for using these modifications. Refer to Chapter 2, Using a Food-Based Menu Planning Approach, for a detailed discussion on these modifications.

Major.Changes.or.New.Alternate.Menu.Planning.ApproachSFAs must have prior approval from their State agency to make major changes to one of the established menu planning approaches or develop a new menu planning approach. The plan for the alternate menu planning approach must be available in writing for review and monitoring purposes by the State agency. No formal plan is required—guidance material, a handbook, or protocol is sufficient. The guidelines must address how the following requirements are met:

Offering fluid milk as defined in Federal regulationsIncluding Offer Versus Serve (OVS) for high school studentsEstablishing OVS requirements similar to those specified in Federal regulations Meeting the RDA and calorie levels, indicating the age/grade groups served, and how the nutrient levels are met for those age/grade groupsFollowing the requirements for counting food items and products toward the meal patternsIdentifying a reimbursable meal at the point of serviceExplaining how the alternate menu planning approach can be monitored according to Federal regulationsFollowing the requirements for analysis procedures and for approved software

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Comparison.of.Menu.Planning.Approaches*

FOOD-BASED MENU PLANNING NUTRIENT-BASED MENU PLANNING

Traditional Enhanced NSMP/ANSMP

How Meals Are Planned and Evaluated

Meal Pattern Meal Pattern Nutrient analysis; must contain minimum required menu items.

Serving Sizes Minimum quantities as established for meal pattern

Minimum quantities as established for meal pattern

As established by the menu planner to meet the nutrient standards

Computer Hardware and Software

Not requiredState agency will conduct nutrient analysis upon SMI Review

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Not requiredState agency will conduct nutrient analysis upon SMI Review

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Menu planning is based on the nutrient analysisSFA/school must have hardware and USDA-approved software and use nutrient analysis to plan meals to meet the age/grade appropriate nutrient standards prior to serving reimbursable meals

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Reimbursable Lunch A minimum of five food items in specific quantities must be offered from the four components:

1 M/MA2 V/F1 G/B1 fluid milk

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Same as Traditional(Except increased quantities of V/F and G/B)

The number of menu items for the day in the planned quantities to meet the week’s target levels must be offered (with a minimum of three menu items):

EntréeFluid milkSide dish

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Offer Versus Serve: Lunch

OVS is required in senior high schools (as defined by the State educational agency)-students must select three of the five itemsOVS is optional in grades below the senior high level-schools can choose to have students select either three or four of the five items

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Same as Traditional OVS is required in senior high schools (as defined by the State educational agency). If three items are offered, student can decline one. If four or more offered, student can decline two

Students must always take the entréeOVS is optional in grades below the senior high level. The number of menu items that students can decline is the same as high school requirements

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*This chart does not include the Alternate Menu Planning Approach (Any Reasonable Approach). See page 10 for more information.

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Comparison.of.Menu.Planning.Approaches*.(continued)

* This chart does not include the Alternate Menu Planning Approach (Any Reasonable Approach). See page 10 for more information.

FOOD-BASED MENU PLANNING NUTRIENT-BASED MENU PLANNING

Traditional Enhanced NSMP/ANSMP

Age/GradeGroupings: Lunch

Established ages/grades:

Ages 1 and 2Ages 3 and 4K-34-127-12 (optional)

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Established ages/grades:

Ages 1 and 2PreschoolK-67-12 Grades K-3 (optional)

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Options: Established grade groups: Preschool, K-6, 7-12 (Grades K-3 optional); Established age groups: Ages 3-6, 7-10, 11-13, 14-17; orCustomized age groupings

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Reimbursable Breakfast A minimum of four required food items in specific quantities must be offered:

1 fluid milk and1 V/F and2 M/MA or 2 G/B or 1 M/MA and 1 G/B

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Same as Traditional The number of menu items for the day in the planned quantities to meet the week’s target level must be offered (with a minimum of 3 menu items).

Offer Versus Serve: Breakfast

OVS is optional for all gradesStudents must select at least three food items from the four items offered

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Same as Traditional OVS is optional for all gradesStudents may decline a maximum of one menu item, regardless of number of items offered

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Age/Grade Groupings: Breakfast

Established ages/grades:

Ages 1 and 2PreschoolK-12

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Established ages/grades:

Ages 1 and 2PreschoolK-127-12 (optional).

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Options: Established grade groups: Preschool, K-12 (Grades 7-12 optional);Established age groups: Ages 3-6, 7-10, 11-13, 14 and older; orCustomized age groups

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FOOD-BASED MENU PLANNING

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As discussed in the previous chapter, the two food-based menu planning (FBMP) approaches are Traditional and Enhanced. Both use meal patterns as menu planning tools, and both require specific food components in specific quantities.

These meal patterns are similar to the food groups of the MyPyramid Food Guidance System in which various foods have been grouped together based upon their nutritional contribution to our diets. Visit the website www.mypyramid.gov for additional information on the MyPyramid Food Guidance System.

The majority of SFAs/schools continue to use a food-based menu planning approach to plan their school meals because they feel the advantages outweigh the disadvantages.

SFAs/schools using one of the FBMP approaches can meet SMI nutrient targets if they are familiar with meal pattern requirements and incorporate certain practice-based strategies in menu planning, food purchasing, and the preparation/service of food. Refer to Chapter 4 on “Daily Practices for Meeting SMI Nutrition Goals” for all menu-planning approaches.

Basic requirements for these two food-based menu planning approaches are provided in program regulations (7 CFR 210.10 (k) and 220.8 (g)) and Chapter 2 of A Menu Planner for Healthy School Meals. Also, refer to USDA’s Offer Versus Serve resource guide on how to implement Offer Versus Serve in FBMP.

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Food-BAsEdMenu

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Note: In this chapter, the colors RED and BLUE distinguish between the

tRAdItIONAL and the ENHANCEd menu planning approaches.

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Advantages and Disadvantages to Implementing food-Based Menu Planning Approaches

Before you make the decision as to which menu-planning approach is best for your schools, you need to consider all aspects. This chart presents some of the identified advantages and disadvantages of the two food-based menu planning approaches.

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ADvANTAGeS

Ease in Transition. The familiarity and structure of meal patterns eases the transition to incorporating healthier practices to meet the SMI requirements. Students and cashiers understand the requirements for a reimbursable meal and OVS.No Computer Costs. There are no additional costs involved in the purchase and support of computer hardware and USDA-approved software. No Special Computer Skills Needed. Special computer skills or time for data entry and analysis are not required.Minimal Staff Training Needs. Because of familiarity with meal patterns, staff training needs are minimized.Linked to the USDA Food Guidance System. It’s easier to use school meals as a link to classroom nutrition education because they are modeled after MyPyramid, USDA’s Food Guidance System.Analysis Conducted by the State agency. The State agency performs the nutrient analysis as part of the SMI review for a pre-determined week’s menu. This can be your baseline for identifying areas to improve.Focus on Whole Foods. Food-based menu planning approaches emphasize “whole foods” rather than highly fortified foods.

DISADvANTAGeS

Less Flexible in Initial Menu Planning. Structured meal patterns with specific food components and quantities may be less flexible for menu planning and more difficult to customize for specific populations. Nutrient Levels are Unknown Until Nutrient Analysis Is Conducted. It is difficult to determine if the nutrient targets are being met without computer analysis.

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how the Two food-Based Menu Planning Approaches Differ

Tr�diTion�l Food-��sed Menu Pl�nningThe Traditional Food-Based Menu Planning approach requires specific food group components in specific amounts for defined established age/grade groups. Additional servings of fruits/vegetables and low-fat grains/ breads may be needed to meet the calorie level requirements while limiting total fat and saturated fats for the age/grade groups.

Refer to Appendices B and D for the Traditional Food-Based Menu Planning approach meal patterns for breakfast and lunch.

enh�nced Food-��sed Menu Pl�nning Like the Traditional approach, the Enhanced Food-Based Menu Planning approach requires specific food components in specific amounts for defined age/grade groups. In addition, Enhanced Food-Based Menu Planning also requires:

Increased portion sizes and amounts of vegetables/fruits and grains/ breads. Different established age/grade groups than Traditional.

Refer to Appendices C and E for the required Enhanced Food-Based Menu Planning meal patterns for breakfast and lunch.

Residential Child Care Institutions (RCCIs) using a food-based menu planning approach may find the grains/bread requirement charts, Appendices G-1 and G-2, useful in calculating the additional number of required grains/breads servings per week for up to a 7 day per week foodservice operation.

Both food-based menu planning approaches require that sodium and cholesterol be decreased, along with increased amounts of fiber, in school meals to meet the Dietary Guidelines.

Special attention must be paid to increasing grains, fruits, and vegetables to replace the calories lost by reducing the fat.

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Available lunch Modifications for food-Based Menu Planning

Program regulations permit three specific kinds of modifications to allow food-based menu planning to be more flexible.

1.. Modification.to.the.Meat/Meat.Alternate.for.Tr�diTion�l and.enh�nced.fBMP

Available to both the Traditional and Enhanced Food-Based Menu Planning approaches, this modification allows flexibility in planning the meat/meat alternate component for school lunches on a daily basis.

The required minimum quantities of the meat/meat alternate component may be offered as a weekly total. A minimum daily serving is a one-ounce serving (or its equivalent for certain meat alternates).

For example: The total weekly requirement of meat/meat alternate for the Traditional approach is 10 ounces, for grades 4–12. The following chart illustrates how the daily portion sizes can vary.

2.. Modification.for.Portion.Sizes.and.Nutrient.Levels.for.. .. . Tr�diTion�l fBMP

This modification is available to the Traditional Menu Planning approach only.

For grades K-6, SFAs/schools may use:Portion sizes for the meal pattern for Group IV (grades 4-12) andNutrient levels for grades K-6 (from the Enhanced FBMP).

For grades 7-12, SFAs/schools may use:Portion sizes for the meal pattern for grades 4-12 andNutrient levels for grades 7-12.

This approved modification allows SFAs/schools to vary nutrient levels to better meet the nutrition needs of specific groups of students.

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Monday Tuesday Wednesday Thursday Friday Total

2 oz 1 oz 3 oz 1 oz 3 oz 10 oz*

* Note that the daily amounts of meat/meat alternate add up to 10 ounces, which are the weekly requirement.

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For example:

3...Modification.for.the.Majority.of.Children.for.Tr�diTion�l... . and.enh�nced.fBMP

This modification is available to both Traditional and Enhanced Food-Based Menu Planning approaches.

If only one age or grade is outside the established levels, SFAs/schools may use the meal pattern portion sizes and the nutrient standards for the majority of children.

For example:

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Grades Portion Sizes Nutrient Levels

K-6 Portion sizes for the meal pattern for grades 4-12

Nutrient levels for grades K-6

7-12 Portion sizes for the meal pattern in grades 4-12

Nutrient levels for grades 7-12

TRADITIONAL FOOD-BASED MENU PLANNING APPROACH:

School w/ Grades Portion Sizes Nutrient Levels

K-4* Portion sizes for the meal pattern for grades K-3

Nutrient levels for grades K-3

Preschool-Grade 3** Portion sizes for the meal pattern for K-3

Nutrient levels for grades K-3

* A majority of children are in grades K – 3** A majority of children are in grades K – 3

* A majority of children are in grades 7-12** A majority of children are in grades K-6

ENHANCED FOOD-BASED MENU PLANNING APPROACH:

Grades Portion Sizes Nutrient Levels

6-12* Portion sizes for grades 7-12

Nutrient levels for grades 7-12

Preschool-Grade 6** Portion sizes for K-6

Nutrient levels for grades K-6

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If more than one age/grade group is outside the established levels of the grade grouping, an SFA/school must use two meal patterns and nutrient standards. However, the SFA/school always has the option of serving Group IV (Grades 4-12) for all students in the school district/school under the Traditional Food-Based Menu Planning approach for lunch. Although the regulations allow this—from a nutritional perspective it is not advised.

The broader the range of age/grade groups, the more likely younger children will receive more calories than needed and older children will receive insufficient calories and nutrients.

State agencies (SA) may require prior approval for these modifications or may establish guidelines for using these modifications. Always consult with your SA prior to adopting any of these modifications.

how To Structure your food-Based Menus

The two food-based approaches allow the menu planner to:Plan menus based on the food groups of USDA’s MyPyramid Food Guidance System, which is a familiar tool that students understand—especially when linked to nutrition education.Use a variety of nutrient-dense food items within the food groups to meet the component meal pattern requirements including food or theme bars that increase choices, variety, vitamins, minerals, and phytochemicals.

Phytochemicals, also called phytonutrients, are substances that plants naturally produce to protect themselves against bacteria, viruses, and fungi. Studies indicate that many of these plant chemicals can reduce the risk of certain diseases such as cancer. Fruits, vegetables, whole grains, beans, and nuts are all important sources of phytochemicals. Many of these substances are associated with bright colors so fruits and vegetables that are brightly colored contain substantial amounts. Examples of phytochemicals are carotenoids and flavonoids.

The structure of the menus planned with either of the food-based approaches is determined by the appropriate meal pattern. You can develop your own individualized menus while incorporating the required food components/items. You should plan a variety of foods over the menu cycle. When planning your menus, you should consider:

Your students’ tastesYour staffing skillsAvailability of kitchen facilities and equipmentYour budget

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Provide healthy menu choices. Choices increase menu appeal and therefore increase participation. They also allow you to place new food items on your menu for children to try, without a loss in your school meal participation.

Selecting the Right Age/Grade Groupings for your food-Based Menus

You must select the appropriate age/grade group(s) or meal patterns for your SFA/school before developing your menus. This will determine the portion sizes of the various food items. This step ensures that the students who fall within the specific age/grade groups will be served meals that meet their specific nutritional needs. This includes both the younger and older students who are within the age/grade groups.

When planning menus, your first concern must be the nutritional well-being of the students. This is best accomplished by offering appropriate quantities for the populations you serve. A single meal pattern or portion size will not meet the nutritional needs of all children. Also, remember: age/grade groups are different for each of the two food-based approaches.

lunch.

Tr�diTion�l Meal Patterns-Established Age/Grade GroupsPreschool (ages 1 and 2)Preschool (ages 3 and 4) Grades K-3Grades 4-12Optional Grades 7-12

enh�nced Meal Patterns-Established Age/Grade GroupsAges 1 and 2PreschoolGrades K-6Grades 7-12Optional Grades K-3

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Tr�diTion�l and enh�nced Meal Patterns-Established Age/Grade Groups

Ages 1 and 2PreschoolGrades K-12Optional Grades 7-12 for Enhanced Food-Based Menu Planning

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Serving the Appropriate Portion Sizes for your food-Based Menus

Meal patterns for both the Traditional and the Enhanced Menu Planning approaches provide the minimum amounts that you must serve for a particular age/grade group. SFAs/schools may choose to offer the portion sizes required by the older students to all age/grade groups in one school. However, from a nutritional perspective, this is not encouraged.You should use the appropriate portion sizes for students so that meals target the nutritional needs of your students—smaller portions for the younger children and larger portions for the older children. Varying portions for the different grade groups can also be a management tool. By providing smaller age-appropriate portions to your younger students you can decrease plate waste in the lower grades, and redistribute these savings by providing the larger portions required by older students.

A USDA study conducted at the Children's Nutrition Research Center in Houston, Texas, indicated that preschool children consume more food when served larger portions than needed—a serious concern with the prevalence of childhood obesity.

The following chart indicates what it takes for a school to fully implement a food-based menu planning approach. Answering “yes” to the following questions will help you determine if your SFA/school can, or is, effectively implementing either of the food-based menu planning approaches.

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What.Does.It.Take.To.Implement.a.food-Based.Menu.Planning.Approach?.-.A.Self-Evaluation.Review

PROCEDURES YES NO

Are reimbursable meals served at the point of service?

Meals offered must contain the required food items and the portion sizes appropriate to the meal pattern(s) used for menu planning. To ensure that reimbursable meals are served:

Train foodservice staff to prepare and serve reimbursable meals.Train students to select reimbursable meals.Train cashiers to recognize and count reimbursable meals.

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Is portion/serving size control being used?

Portion/serving size control: Ensures that standardized recipes give consistent yields.Ensures that the nutritional contribution of the portion is consistent from serving to serving and day to day.Ensures that each age/grade group is served the correct portions of foods as planned.Ensures that meals are reimbursable.Ensures that food costs are consistent.

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Is Offer Versus Serve implemented correctly?

Reimbursement for meals is based on each meal claimed meeting the required food component and quantity requirements.

School foodservice staff, including cashiers, should have continuous training on Offer Versus Serve implementation.Serving line instructions are provided to students regarding the selection of reimbursable meals.Students are trained in the requirements of OVS.

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Are food production records documented and maintained as required by regulations?

Daily production records document:All food items served in a reimbursable mealRecipes or food products used (note if a USDA recipe)Number of reimbursable meals planned and served for each age/grade groupPlanned/projected number of portions and serving sizes for each age/grade group The types/quantities of food used to prepare the meals (for example, number of servings, lbs, cans)Actual number of reimbursable meals served (indicate this information for each age/grade group)Leftovers or substitutions Number of adult mealsNumber of a la carte food items when part of a reimbursable meal*

This required documentation helps ensure that sufficient food has been prepared and served to students for each day of your menu cycle.The State agency uses food production records during an SMI review to determine the nutritional content of the meals served to children and during a CRE Review to determine if reimbursable meals are served.Check with your State agency to see if there is a State prototype food production form or refer to USDA’s A Menu Planner for Healthy School Meals for examples of food production records.

*Check with your State agency for their requirements on documenting a la carte food items (not part of a reimbursable meal) on the food production records.

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PROCEDURES YES NO

Are standardized recipes used?

A standardized recipe:Has been tried, adapted, and retried several times for use by a given foodservice operation. Uses the exact procedures, the same type of equipment, and the same quantity and quality of ingredients each time.A standardized recipe, if followed correctly, will:

Produce the same quality and yield each time.Contribute consistent meal pattern components each time.Contribute consistent calories and nutrients to the meal each time.

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Are cycle menus used?

Cycle menus are a set of established menus—containing the same menu items and choices—repeated on a periodic basis. While not required by regulations, cycle menus have advantages; they:

Identify and offer popular foods.Save time and allow your staff to become adept at production.Achieve production balance.Help you stay within the budget.Assist in identifying menu changes needed to meet nutrition goals.

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Are Child Nutrition (CN) Labels and/or Product Formulation Statements available?

A CN Label must contain the following information:Six-digit product identification number.USDA/Food Nutrition Service (FNS) authorization and month and year of approval.Meal pattern contribution for a specified serving size.

A Product Formulation Statement must contain:Product name and description.Raw/cooked portion size.Case pack.Contribution toward the USDA meal pattern requirements.Company name.Signature of authorized company official.

Before accepting and using a food product with a Product Formulation Statement (PFS), the PFS has been carefully reviewed to determine that the manufacturer’s calculations are correct and reasonable and a thoughtful decision has been made to serve the product.

Refer to Appendices H and I for examples of a CN Label and a Product Formulation Statement.

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What.Does.It.Take.To.Implement.a.food-Based.Menu.Planning.Approach?.-.A.Self-Evaluation.Review.(continued)

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PROCEDURES YES NO

Is nutrition information available for all commercially prepared food products?

Nutrition information on commercially prepared products is necessary:To compare products when purchasing.To provide to State agencies for SMI reviews.To conduct your own nutrient analysis, if applicable.

Two documents that provide nutrition information are:Nutrition.facts.Labels.- Nutrition Facts Labels provide nutrition information on the product and, while not required on institutional-sized food packaging, are found on many food product labels.Manufacturers’.Data.Submission.form.- When a Nutrition Facts Label is not provided for the product, you can require the manufacturer to complete a Manufacturer’s Data Submission Form with the nutrient content of the product.

Refer to Appendices J and K for samples of these two documents.

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Are there written descriptions on all food products?

Food specifications, or descriptions, are important not only for procurement but for selecting the appropriate food in the database when a nutrient analysis is conducted.

Are all foodservice staff provided with ongoing training on serving healthy meals?

All foodservice staff must be trained to do their part in serving healthy meals to students — from menu planning; procurement; food production (including use of standardized recipes and portion control) to correctly implementing Offer Versus Serve.

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As discussed in Chapter 1, there are two nutrient-based menu planning approaches—the Nutrient Standard Menu Planning (NSMP) approach and the Assisted Nutrient Standard Menu Planning (ANSMP) approach. Rather than planning menus based on specific food groups and quantities, menu planning is done through nutrient analysis for these two menu planning approaches. Reimbursable meals are defined as those meeting the nutrient standards for the appropriate age/grade groups when averaged over a school week.

Importance of the Meal Structure

When using the NSMP or the ANSMP approaches, the menu planner defines the meal structure. Unlike food-based menu planning, there is no required meal pattern to follow—a lunch must contain a minimum of an entrée, a side dish, and fluid milk—breakfast must contain a minimum of two side dishes and fluid milk. The menu planner for NSMP/ANSMP has a great responsibility because these meals must be planned to meet the nutrient standards of the appropriate age/grade groups, offer a variety of foods, be reimbursable, and encourage children to make healthy choices. Refer to Appendix F for the NSMP/ANSMP menu-planning requirements.

Basic requirements for NSMP and ANSMP approaches are provided in Chapter 3 of A Menu Planner for Healthy School Meals. Also, refer to USDA’s Offer Versus Serve resource guide on how to implement Offer Versus Serve in NSMP and ANSMP.

Nutrient Analysis

Under NSMP/ANSMP, the menu planner must use USDA-approved computer software to analyze and review the draft menus and make the necessary modifications to ensure that meals meet the nutrition standards and are therefore reimbursable.

Some State agencies may require pre-approval of menus and nutrient analyses prior to the SFA/Schools using the NSMP approach. Check with your State agency for guidance.

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Consult the Nutrient Analysis Protocols for the School Nutrition Program: How to Analyze Menus for USDA’s School Meal Programs for instructions on conducting nutrient analyses of your menus. Following the nutrient analysis protocols is required for this menu-planning approach.

All menu items in a reimbursable meal, including condiments, must be included in the nutrient analysis. Foods of Minimum Nutritional Value (FMNV) such as chewing gum, soda water, water ices, and certain candies, are only included if they are used as a part of a menu item, such as a garnish, for example, jelly beans on a cupcake.

On the following pages, you are provided with the advantages and disadvantages of using one of the nutrient-based menu planning approaches. Reviewing this chart will assist you in determining the best menu-planning approach for your SFA/schools.

Advantages and Disadvantages to Implementing NSMP/ANSMP

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ADvANTAGeS

Flexibility in menu planning. Menu items for NSMP/ANSMP do not require any specific foods or specific quantities, except fluid milk, which must be offered at lunch and breakfast. All foods count toward meeting the nutrition requirements, except Foods of Minimal Nutritional Value (FMNV) that are not a part of a menu item. Enhanced ability to meet specific student preferences. SFAs/schools may be better able to meet specific student food preferences such as vegetarian diets or various ethnic entrees. Immediate nutrition information feedback. The nutrient analysis provides immediate feedback to the menu planner on how well a SFA/school is meeting nutrient standards.Ability to inform students and parents of the nutritional content of school menus. Providing nutrition information on all menu items can assist students in learning to make healthy food selections.

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DISADvANTAGeS

Expense. Appropriate computer hardware and USDA-approved software must be initially purchased, supported and maintained. Expertise. The menu planner must possess sufficient nutrition and food preparation knowledge to accurately conduct and evaluate the nutrient analyses, using the Nutrient Analysis Protocols manual, to ensure that food items, recipes, and menu data entries have been correctly made.Increased Time

To input nutrient information of commercially prepared foods that are not in the nutrient analysis database.To input local recipes, including any modifications made to USDA recipes.To input a draft menu for each grade/age group used. To aggregate data for weighting number of menu items, if the SFA analyzes centralized menus.To adjust or modify menus to meet the nutrient standards.For re-analysis of menu adjustments for changes in menus, food products, and/or student food selection changes. For documenting menu substitutions.

Loss of Flexibility for Substitutions. Once menus are analyzed and adapted to meet the nutrient targets, menu items cannot be substituted unless in an emergency during the 2-week window, without re-analysis.Increased Need for Training

Students must be trained on how to recognize a reimbursable meal during meal selection. Cashiers must recognize reimbursable meals at the point of service.Cashiers may require daily training on the day’s menu especially if the number of menu items varies daily.Foodservice staff must be trained to follow the menus, use standardized recipes, use consistent food preparation and serving techniques—including accurate and consistent serving sizes for nutrient analyses to be accurate.

Failure to target other important foods and nutrients. If the menu planner relies on fortified foods to meet the targeted nutrients, other important foods, nutrients, and phytochemicals may be missing. Offering a variety of fruits and vegetables and including whole grains in menus encourages students to consume many different fruits and vegetables, as required by the Dietary Guidelines for Americans.

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Some State agencies may require pre-approval of menus and nutrient analysis prior to the SFA/Schools using the NSMP approach. Check with your State agency for guidance.

Additional ANSMP Concerns

In addition to the previously discussed concerns for SFAs/schools using NSMP, those choosing ANSMP have these other areas to consider.

State.Agency.Pre-ApprovalBefore implementation may take place, the State agency must approve the SFA’s initial cycle menus, recipes, and other pertinent information such as food specifications. This means SFAs must plan ahead and allow sufficient time for the State agency to review materials and for changes to be made prior to implementation.

Adherence.to.Cycle.MenusMenu planners must strictly adhere to the analyzed cycle menus. Except for necessary substitutions within the 2-week window, no menu changes can be made without a re-analysis by the contractor prior to the day of service.

Expertise.in.ContractingIf the contracted services exceed the small purchase threshold, according to your State and local policies, SFAs must be able to develop a Request For Proposal (RFP) or an Invitation To Bid (ITB), evaluate bids, and manage the contract.

The RFP/ITB should contain provisions for the contractor to: Re-analyze the menus based on changes in participation or student selections for weighted analysis.Plan, analyze, and incorporate menus falling outside the scope of the cycle menu, such as holidays, theme meals, and field trip lunches.Ensure inclusion of USDA commodities in menu planning. Ensure that the menu adjustments are accomplished within a specified time frame and at a reasonable cost.

Meal Requirements for NSMP/ANSMP

LunchesThe number of menu items required each day depends on the number needed to meet the appropriate nutrient standards when averaged over the school week.

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The minimum menu items must include:An entrée,At least one other menu item (side dish), andFluid milk served as a beverage.

BreakfastsThe number of menu items required each day depends on the number of items needed to meet the appropriate nutrient standards when averaged over the school week.Minimum menu items must include:

Fluid milk served as a beverage and At least two (2) other menu items.

To meet the required calorie and nutrient levels, the planned meals will frequently have to contain more than the minimum three menu items.

Making NSMP/ANSMP Work for your SfA or School

Important points to help you successfully manage NSMP/ANSMP are:

Establish your own menu structures based on what students will accept while meeting the nutrition standards. Establish a consistent meal structure to facilitate OVS implementation.Re-analyze when changes occur in menus, food products, and student participation.Communicate to the school foodservice staff, school administration, students, parents, and the community on what you are doing and why.Make the nutrient analysis of menus available to students, parents, and school administrators.

Planning Menus To Meet the Nutrition Standards

Here are some principles that will help you meet the nutrition standards for your menus:

Select menu items/quantities that ensure the planned menus meet the required nutrition standards for each age/grade group planned.Select menu items that appropriately convey healthy food messages, so students learn what constitutes nutritious meals.Structure menus so that children select a variety of food items and make healthy choices.Evaluate students’ acceptance of commercially pre