Road to SMI Success Manual - Region 10 Education Service Center

A Guide for School Foodservice Directors

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
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or part of an individual’s income is derived from any
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of discrimination, write to USDA, Director, Office
of Civil Rights, 1400 Independence Avenue, S.W.,
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(voice) or (202) 720–6382 (TDD). USDA is an equal
opportunity provider and employer.
United States Department of Agriculture
Food Nutrition Service
January 2007

ACKNOWLEDGEMENTS........................................................................................ iii
ACRONYMS............................................................................................................. v
GLOSSARY............................................................................................................. vi
INTRODUCTION – SMI Success! ....................................................................... 1
What’s in This Manual?...................................................................................... 1
A Companion Manual......................................................................................... 2
What Is SMI?...................................................................................................... 2
Improving School Meals Involves a Roadmap................................................... 3
Working Toward Specific Nutrition Goals: Going Beyond Meal Patterns........... 3
SMI Is Important: Showing the Way.................................................................. 5
Schools Can Make a Difference......................................................................... 6
CHAPTER 1 Choosing a Menu Planning Approach .
that Works for You......................................................................................... 7
A Comparison of the Various Menu Planning Approaches................................ 7
Meeting the Nutrient Standards and the Dietary Guidelines.............................. 7
You Have Choices!............................................................................................. 7
Food-Based Approaches................................................................................... 8
The Traditional Food-Based Menu Planning Approach............................... 8
The Enhanced Food-Based Menu Planning Approach................................ 8
Nutrient-Based Approaches............................................................................... 9
The Nutrient Standard Menu Planning Approach........................................ 9
The Assisted Nutrient Standard Menu Planning Approach......................... 9
Alternate Menu Planning Approaches.............................................................. 10
Minor Modifications................................................................................... 10
Major Changes or New Alternate Menu Planning Approach..................... 10
Comparison of Menu Planning Approaches.................................................... 11
CHAPTER 2 Using a Food-Based Menu Planning Approach.............. 15
Advantages and Disadvantages to Implementing
Food-Based Menu Planning Approaches........................................................ 16
How the Two Food-Based Menu Planning Approaches Differ......................... 17
Traditional Food-Based Menu Planning..................................................... 17
Enhanced Food-Based Menu Planning..................................................... 17
Available Lunch Modifications for Food-Based Menu Planning...................... 18
How To Structure Your Food-Based Menus..................................................... 20
Selecting the Right Age/Grade Groupings for Your Food-Based Menus......... 21
Serving the Appropriate Portion Sizes for Your Food-Based Menus............... 22
What Does It Take To Implement a Food-Based Menu Planning
Approach? - A Self-Evaluation Review............................................................ 23
CHAPTER 3 Using a Nutrient-Based Menu Planning Approach...... 27
Importance of the Meal Structure..................................................................... 27
Nutrient Analysis............................................................................................... 27
Advantages and Disadvantages to Implementing NSMP/ANSMP.................. 28
Additional ANSMP Concerns........................................................................... 30

Meal Requirements for NSMP/ANSMP............................................................ 30
Making NSMP/ANSMP Work for Your SFA or School...................................... 31
Planning Menus To Meet the Nutrition Standards............................................ 31
Selecting the Right Age/Grade Groups for Menu Planning.............................. 32
Key Points To Remember When Planning Menus............................................ 33
Meal Service and Offer Versus Serve (OVS)..................................................... 35
Variations in Lunch Structure for Nutrient-Based
Menu Planning Approaches....................................................................... 38
Developing Side Dish Groupings To Promote Healthy Choices....................... 39
Determining How Many Nutrient Analyses To Conduct................................... 40
Food or Theme Bars (Self-Serve)..................................................................... 40
Whole Foods versus Fortification..................................................................... 41
Menu Substitutions.......................................................................................... 42
Importance of Standardized Recipes and Food Preparation Techniques........ 43
What Does It Take To Implement a Nutrient-Based Menu Planning Approach? -
A Self-Evaluation Review........................................................................... 45
CHAPTER 4 Daily Practices for Meeting SMI Nutrition Goals .
for All Menu Planning Approaches....................................................... 49
Menu Planning for Healthy School Meals........................................................ 49
Providing Menu Choices.................................................................................. 50
Developing Cycle Menus.................................................................................. 50
Menu-Planning Practices for Healthy School Meals........................................ 51
Purchasing Practices for Healthy School Meals.............................................. 53
Food Preparation Practices for Healthy School Meals.................................... 56
Meal Service Practices for Healthy School Meals............................................ 59
Ideas for Program Promotion and Improvement.............................................. 60
Portion Control for Healthy School Meals........................................................ 60
A La Carte Sales That Promote Healthy Choices............................................. 61
Food Safety and Sanitation Practices for Healthy School Meals..................... 62
Using Practice-Based Strategies To Meet Nutrition Standards....................... 64
Commitment and Training................................................................................ 65
CHAPTER 5 Team Nutrition............................................................................ 67
About Team Nutrition........................................................................................ 67
How Does Team Nutrition Work?..................................................................... 67
Communication Channels................................................................................ 68
What Resources Does Team Nutrition Provide?.............................................. 69
Join the Team!.................................................................................................. 70
CHAPTER 6 Preparing for an SMI Review................................................. 71
How Does the SMI Review Compare to a CRE Review?................................. 71
Preparing for the Review – What You Will Need............................................... 72
The SMI Review Process – What To Expect.................................................... 76
SMI RESOURCES.................................................................................................. 79
APPENDICES......................................................................................................... 87
INDEX................................................................................................................... 125

Acknowledgements
The U.S. Department of Agriculture’s Food and Nutrition Service
(FNS) thanks those who have contributed time and expertise to
the development of this resource. Special thanks are extended
to both public and private sector members of the 2003-2004
School Meals Initiative Task Force who assisted in the
content development of this local resource, and/or reviewed
and contributed to the manual. Their time and expertise have
provided invaluable assistance.
Michele Bouchard, FNS/USDA, Special Nutrition Programs/
School Programs, Mid-Atlantic Regional Office, Robbinsville,
New Jersey
Bette Brandis, Office of Public Instruction, School Meals
Program, Olympia, Washington
Margaret Carbo, FNS/USDA, Child Nutrition Division,
Alexandria, Virginia
Patricia Churchill, FNS/USDA, Special Nutrition Programs/
Child Nutrition Programs, Northeast Regional Office, Boston,
Massachusetts
Eileen Ferruggiaro, FNS/USDA, Child Nutrition Division,
Alexandria, Virginia
Jane Heikenen, Iowa State Department of Education, Bureau
of Food and Nutrition, Des Moines, Iowa
Cecilia Henson, FNS/USDA, Southwest Regional Office,
Special Nutrition Programs, Dallas, Texas
Nina Hollingsworth, Alabama State Department of Education,
Child Nutrition Programs, Montgomery, Alabama
Karen Kell, FNS/USDA, Southeast Regional Office, Special
Nutrition Programs/School and Family Nutrition, Atlanta,
Georgia
Karen Kettlewell, formerly with the School Nutrition
Association, Alexandria, Virginia
Loren LaCorte, formerly with the School Nutrition Association,
Alexandria, Virginia
Louise Lapeze, formerly with FNS/USDA, Southwest Regional
Office, Special Nutrition Programs, Dallas, Texas
Clare Miller, FNS/USDA, Child Nutrition Division, Alexandria,
Virginia
Helen Mont-Ferguson, Child Nutrition Programs, Boston
Public Schools, Boston, Massachusetts
Debra Nigri, formerly with FNS/USDA, Midwest Regional
Office, Special Nutrition Programs, Chicago, Illinois
Rosemary O’Connell, FNS/USDA, Child Nutrition Division,
Alexandria, Virginia
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Tracie Parker, FNS/USDA, Mountain Plains Regional Office,
Special Nutrition Programs, Denver, Colorado
Celeste Peggs, West Virginia State Department of Education,
Child Nutrition Programs, Charleston, West Virginia
Elizabeth Solomon, Ohio State Department of Education, Child
Nutrition Programs, Columbus, Ohio
Laura Walter, FNS/USDA, Western Regional Office, Special
Nutrition Programs, San Francisco, California
Virginia Webb, National Food Service Management Institute,
Oxford, Mississippi
Yibo Wood, FNS/USDA, Child Nutrition Division, Alexandria,
Virginia
Karen Yee, California Department of Education, Nutrition
Services Division, Sacramento, California
Special thanks are extended to those State agencies who
submitted State-developed resources that were adapted in the
content development of this guidance.
Connecticut State Department of Education
Colorado State Department of Education
Texas Department of Agriculture and
Texas Education Agency
West Virginia State Department of Education
FNS expresses gratitude to the USDA Southwest Regional Office
for the use and adaptation of its “Project 2001: Nutrition for a
New Century” in the development of best practices in Chapter 4.
iv

Acronyms
ANSMP
APP
CAP
CFR
CN
CNP
CRE
DHHS
DGA
FBG
FBMP
FDA
FMNV
FNS
FNSRO
FSMC
G/B
IFB/ITB
M/MA
NBMP
NSLP
NSMP
OVS
POS
RCCI
RDA
RDI
RFP
SA
SBP
SFA
SMI
TN
USDA
V/F
Assisted Nutrient Standard Menu Planning
Alternate Protein Product
Corrective Action Plan
Code of Federal Regulations
Child Nutrition
Child Nutrition Programs
Coordinated Review Effort
United States Department of Health and
Human Services
Dietary Guidelines for Americans
Food Buying Guide for Child Nutrition Programs,
Revised 2000, Bulletin PA-1331
Food–Based Menu Planning
Food and Drug Administration
Foods of Minimal Nutritional Value
Food and Nutrition Service
Food and Nutrition Service Regional Office
Food Service Management Company
Grains/Breads
Invitation for Bid/ Invitation to Bid
Meat/Meat Alternate
Nutrient-Based Menu Planning
National School Lunch Program
Nutrient Standard Menu Planning
Offer Versus Serve
Point of Service
Residential Child Care Institution
Recommended Dietary Allowances
Reference Daily Intake
Request for Proposal
State Agency
School Breakfast Program
School Food Authority
School Meals Initiative for Healthy Children
Team Nutrition
United States Department of Agriculture
Vegetables/Fruits

Glossary
A La Carte – Any food or beverage sold by the school foodservice
that is not part of a reimbursable meal. Some examples include:
milk, juice, entrée, salad, dessert, snack items, and second
servings of any food item from the menu.
Alternate Protein Product – The name used by FNS to identify
products meeting the requirements set forth in Appendix A of
7 CFR Parts 210 and 220 within the section entitled Alternate
Protein Products. Some examples of APPs are soy flours, soy
concentrates, soy isolates, whey protein concentrates, whey
protein isolates, and casein.
Alternate Menu Planning Approaches (Any Reasonable Approach) –
Menu planning approaches that are adopted or developed by SFAs
or SAs that differ from the standard approaches. The SA should
be contacted for specific details, as alternate approaches may
require prior SA review and approval.
USDA-Approved Software – Nutrient analysis software that has
been approved by USDA for performing nutrient analyses of
school meals. USDA-approved software, containing the CN
Database and meeting other criteria established by USDA, must
be used by SFAs/schools using NSMP, ANSMP, or by SFAs/
schools that use a food-based menu planning approach and wish
to have the SA accept their nutrient analysis for the SMI review.
Assisted Nutrient Standard Menu Planning Approach (ANSMP) – One
of the nutrient-based menu planning approaches that provides
schools with menus developed and nutritionally analyzed by
other sources. These sources may include the SA, other SFAs,
consultants, or Food Service Management Companies (FSMC).
The supplier of the ANSMP must also develop and provide
recipes, food product specifications, and preparation techniques.
Child – (a) A student of high school grade or under as determined
by the State educational agency, who is enrolled in an educational
unit of high school grade or under, including students who are
mentally or physically disabled as defined by the State and who
are participating in a school program established for the mentally
or physically disabled; or (b) a person under 21 years of age who is
enrolled in an institution or center.
vi

Child Nutrition (CN) Database – A national nutrient database
containing foods, descriptions, nutrient content, and
measurements necessary for conducting an accurate nutrient
analysis that must be incorporated into USDA–approved software.
Child Nutrition (CN) Label – A label on a commercially prepared food
product that is approved by FNS, USDA, and indicates how the
food contributes toward food–based meal pattern requirements.
It provides a warranty against audit or review claims if the
CN–labeled product is used according to the manufacturer’s
instructions.
Child Nutrition Programs (CNP) – Programs authorized in the Child
Nutrition Act and the National School Lunch Act, including
the National School Lunch Program (NSLP), School Breakfast
Program (SBP), Child and Adult Care Food Program (CACFP),
Summer Food Service Program (SFSP), and Special Milk Program
(SMP).
Commercially Prepared Products – Foods that have been subjected
to thermal or chemical processing; sometimes referred to as
processed foods.
Coordinated Review Effort (CRE) – An administrative review of the
NSLP, conducted by State agencies at least every 5 years. A CRE
is conducted to improve the management of the Program, evaluate
accuracy of meal claims, and provide training and technical
support to schools to improve local program accountability.
Corrective Action Plan (CAP) – A written plan, developed by the
SFA, with the assistance and concurrence of the State agency,
following an SMI review, where the State agency has determined
that menus for the review week fail to comply with the nutrition
standards specified for the appropriate age/grade group(s) for
school lunches and/or school breakfasts—whichever is applicable.
Cycle Menus – A set of established menus repeated on a
periodic basis.
Department – The United States Department of Agriculture
(USDA).
Dietary Guidelines for Americans (DGA) – Nutritional advice for
healthy Americans ages 2 years and older. Jointly issued by
USDA and DHHS and updated every 5 years, these guidelines are
the cornerstone of Federal nutrition policy and nutrition education
activities.
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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.
viii

Fortified Foods – Foods with added nutrients that were not
originally present or were present in insignificant amounts, such
as iron–fortified cereal.
Invitation for Bid (IFB)/Invitation to Bid (ITB) – A part of the
formal sealed bid procurement process, also known as Formal
Advertising; a formal method of procurement that uses sealed
bidding and results in a fixed price contract with or without
adjustment factors, awarded to the responsible bidder, whose bid,
conforming with all the material terms and conditions of the IFB,
is lowest in price.
Menu Item – Any single food or combination of foods, except
condiments, served in a meal under the nutrient-based menuplanning
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.

Offer Versus Serve (OVS) for Food–Based Menu Planning Approaches –
Under the Offer Versus Serve provision, high school students must
be offered a complete lunch of at least five food items, but may
select three full portions of the items for that meal to qualify for
reimbursement. OVS is optional for junior high and elementary
schools, and students can be required to select either three or
four food items. OVS is optional for all grades at breakfast. Under
OVS, a reimbursable breakfast must contain four food items from
which the student must choose at least three full portions.
Offer Versus Serve (OVS) for Nutrient-Based Menu Planning
Approaches – For lunch, OVS is required in high school but is
optional in junior high and elementary school. OVS is optional
in all grades for breakfast. Children must be offered the planned
lunch that meets the nutrient standards and includes, at a
minimum, an entrée, fluid milk as a beverage, and at least
one side dish. If the planned lunch contains three menu items,
students can decline one menu item (they cannot decline the
entrée). If the planned lunch contains more than three menu
items, students cannot decline more than two. A reimbursable
breakfast must be the planned breakfast that meets the nutrient
standards and contains a minimum of three menu items, one of
which must be fluid milk, from which children may decline any
one item.
Phytochemicals or Phytonutrients – Substances that plants
naturally produce. Recent studies indicate that many of these
plant chemicals can reduce the risk of certain diseases such
as cancer. Fruits, vegetables, whole grains, and nuts are all
important sources of phytochemicals or phytonutrients. Many of
these substances are associated with bright colors, so fruits and
vegetables that are brightly colored contain substantial amounts.
Examples of phytochemicals/phytonutrients are carotenoids and
flavonoids.
Point of Service (POS) – That point in the foodservice operation
where a determination can accurately be made that a
reimbursable free, reduced-price, or paid meal has been served to
an eligible child, usually at the end of the serving line.
Program – Refers to the National School Lunch Program or the
School Breakfast Program.
xi
xi

Production Records – All schools participating in the school meals
programs must keep food production records for the meals
they produce. These records must demonstrate how the meals
contribute to the required food components, food items, or menu
items for each day of operation. In addition, these records must
provide sufficient documentation to determine how the school
meals contribute to meeting the age/grade appropriate nutrient
standard over the school week.
Reimbursable Meal – A school meal meeting the USDA meal
requirements and nutrition standards, served to an eligible
student, and priced as an entire meal rather than based on
individual items. Such meals qualify for reimbursement with
Federal funds.
Request for Proposals (RFP) – The document used to solicit a
response in the competitive negotiation procurement method. The
RFP typically includes general information, functional or general
specifications, statement of work, proposal instructions, and
evaluation and ranking criteria.
Residential Child Care Institution (RCCI) – See the following definition
of School.
School – (a) An educational unit of high school grade or under,
recognized as part of the educational system in the State and
operating under public or nonprofit private ownership in a single
building or complex of buildings; (b) any public or nonprofit
private class of pre-primary grade when they are conducted
in the aforementioned schools; or (c) any public or nonprofit
private residential child care institution, or distinct part of such
institution, which operates principally for the care of children,
and, if private, is licensed to provide residential child care
services under the appropriate licensing code by the State or
subordinate level of government, except for residential summer
camps that participate in the Summer Food Service Program
for Children, Job Corps centers funded by the Department of
Labor, and private foster homes. The term “residential child care
institution” includes, but is not limited to: homes for the mentally,
emotionally, or physically impaired, and unmarried mothers
and their infants; group homes; halfway houses; orphanages;
temporary shelters for abused children and for runaway children;
long-term care facilities for chronically ill children; and juvenile
detention centers. A long-term care facility is a hospital, skilled
nursing facility, intermediate care facility, or distinct part thereof,
which is intended for the care of children confined for 30 days or
more.
xii

School Breakfast Program (SBP) – The Program under which
participating schools operate a nonprofit breakfast program in
accordance with 7 CFR Part 220.
School Food Authority (SFA) – The governing body that is
responsible for the administration of one or more schools and has
the legal authority to operate the Program therein or is otherwise
approved by FNS to operate the Program.
School Meals Initiative (SMI) – The School Meals Initiative includes
the regulations that define how the Dietary Guidelines and other
nutrition standards apply to school meals. This Initiative includes
actions to support State agencies, school food authorities, and
communities in improving school meals and encouraging children
to improve their overall diets.
School Meals Initiative (SMI) Review – A State agency review
conducted within an SFA at least once every 5 years, to ensure
that healthy school meals are being planned/served. A nutrient
analysis of the menus for the review week determines if the meals
planned/served meet the nutrient standards for the appropriate
age/grade levels.
School Week – For the purposes of nutrient analysis, a school
week represents a normal school week of 5 consecutive days. To
accommodate weeks that are either shorter or longer than the 5
consecutive days, the analyzed week should contain a minimum of
3 consecutive days and a maximum of 7 consecutive days. When
school lunches are offered less than three times in a week, those
menus are combined with either the previous week’s menus or the
subsequent week’s menus.
Side Dish(es) – Any menu item (except condiments) that is offered
in addition to the entrée and fluid milk under the NSMP or
ANSMP approaches for the school lunch, or any menu item offered
in addition to fluid milk for the school breakfast.
Standardized Recipe – A recipe that has been tested in the
school/SFA, using the same ingredients, equipment, and
preparation methods that will provide an established yield and a
consistent quality product.
xiii xiii

State Agency (SA) – State agency refers to (a) the State educational
agency; (b) any other agency of the State that has been designated
by the Governor or other appropriate executive or legislative
authority of the State and approved by the Department to
administer the Program in schools; or (c) the FNSRO, where the
FNSRO administers the Program.
Student With Disabilities – Any child who has a physical or
mental impairment as defined in Sec. 15b.3 of the Department’s
regulations (7 CFR Part 15b).
Team Nutrition (TN) – An initiative established by Congress in 1995
to help SFAs/schools meet the nutrition standards required by the
Healthy Meals for Healthy American Act of 1994.
Traditional Food–Based Menu Planning Approach – One of the two
food-based menu planning approaches established by USDA that
use meal patterns with food items from specific food components
in quantities appropriate for established age/grade groups.
xiv xiv

INTRODUCTION
SMI success is as simple as understanding the concepts in this
guidance manual and then applying them to your school food
authority (SFA) foodservice operation. So let’s get started in
determining what this manual has to offer you.
The purpose of this manual is to help foodservice directors,
supervisors, and managers successfully implement the U.S.
Department of Agriculture’s (USDA’s) School Meals Initiative
for Healthy Children (SMI) regulations within the scope of daily
practice. Because there is so much available information on SMI,
it can be overwhelming to find answers to your questions and
concerns. This manual includes SMI information and resources, so
you and your staff can more easily provide nutritious meals and a
healthy environment for your students.
“The Road to SMI Success” replaces USDA’s “Healthy School Meals Training.”
It serves as a complement to USDA’s “Menu Planner for Healthy School Meals.”
It is suggested that you become familiar with the “Menu Planner for Healthy
School Meals” before using this manual.
What's in This Manual?
SMI
Success
◆
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A comparison chart of the various menu planning approaches
to help get you started in determining which approach best
meets your SFA’s/school’s SMI needs
Advantages and disadvantages of each menu planning
approach to provide you with assistance in the decision process
Procedures and a self-evaluation checklist to determine what
it takes to implement each USDA menu planning approach
Tips for helping you choose the correct age/grade groupings for
your menus and nutrient analysis
New and expanded Nutrient Standard Menu Planning/Assisted
Nutrient Standard Menu Planning (NSMP/ANSMP) guidance
Daily practices and practical tips to meet the nutrition goals for
all menu planning approaches
A discussion on how Team Nutrition can help your efforts to
improve the school nutrition environment
Tips on how to prepare for an SMI review
A list of valuable SMI resources and contact information, with
an emphasis on Team Nutrition resources
A tabbed section to insert new SMI materials provided by your
State agency or USDA

Introduction
A Companion Manual
The companion manual, Nutrient Analysis Protocols: How to
Analyze Menus for USDA’s School Nutrition Programs, is a guide
for conducting an accurate nutrient analysis of your menus. It is
intended for:
◆ SFAs/schools using the NSMP or ANSMP approach that are
required to conduct a nutrient analysis of their menus.
◆ SFAs/schools using one of the food-based menu planning
approaches that conduct their own nutrient analysis and want
the State agency to accept their nutrient analysis for the SMI
review.
◆ State agencies conducting a nutrient analysis during an SMI
review of an SFA using a food-based menu planning approach.
What Is SMI?
SMI
Success
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 1994 1 , 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.
1 P.L. NO. 103-448, SEC.106(1994)

Introduction
Improving School Meals Involves a Roadmap
USDA realizes that improving school meals is a coordinated
process involving more than putting food on a student’s plate.
Based on testimony and comments that USDA received during
public hearings prior to publishing the proposed rule on June 10,
1994, USDA developed these five guiding SMI principles:
1.
2.
3.
4.
5.
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.
SMI
Success
Working Toward Specific Nutrition Goals:
Going Beyond Meal Patterns
Prior to SMI, the school meals programs required meals to meet
specific meal pattern requirements. SMI goes beyond the required
meal patterns by setting specific nutrition goals to ensure healthy
school meals.

Introduction
SMI nutrition goals include:
USDA School Meals Initiative for Healthy Children -
Nutrition Goals
SMI
Success
Recommended Dietary Allowances (RDA)
◆ 1/4 RDA for appropriate age/grade group for breakfast for protein, calcium, iron,
vitamins A and C
◆ 1/3 RDA for appropriate age/grade group for lunch for protein, calcium, iron,
vitamins A and C
Recommended Energy Allowances (calories)
◆ Appropriate for age/grade group
Dietary Guidelines for Americans 1
◆ Eat a variety of foods
◆ Limit total fat to ≤ 30% of calories
◆ Limit saturated fat to < 10% of calories
◆ Choose a diet low in cholesterol
◆ Choose a diet with plenty of vegetables, fruits, and grain products
◆ Choose a diet moderate in salt and sodium
“The 1995 Dietary Guidelines” did not set specific levels for dietary intake
of sodium, cholesterol, and fiber. The SMI goal is to decrease levels of sodium
and cholesterol and increase levels of fiber in school meals over a period of
time. Some State agencies may develop target levels for these nutrients. Check
with your State agency for guidance.
“A Menu Planner for Healthy School Meals” is an excellent resource on
meeting the nutrition goals in school meals. If you do not have this publication in
every school, refer to the section, SMI Resources, for information on ordering or
downloading from the Team Nutrition website: www.teamnutrition.usda.gov.
1 The Dietary Guidelines recommend that after 2 years of age, children should gradually adopt
a diet that, by about 5 years of age, contains no more than 30 percent of calories from fat and less
than 10 percent of calories from saturated fat. (Based on 1995 DGA)

Introduction
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 1994 3
◆ These overweight children are a greater risk for psychological
disorders such as decreased self-esteem and depression,
and their suffering goes beyond teasing and taunts. 4
◆ Overweight children and adolescents are more likely to
become obese adults, increasing their risk for chronic
diseases later in life.
◆ Type 2 diabetes, which is closely linked to overweight, has
skyrocketed among children and adolescents over the past
decade. Childhood obesity has also been associated with
increased rates of high cholesterol and high blood pressure
among children.
SMI
Success
2 Ogden, CL, Flegal, KM, Carroll MD, and Johnson CL. Prevalence and Trends in Overweight Among
U.S. Children and Adolescents, 1999-2000. JAMA 2002 288 (14): 1728-1732.
3 US HHS Press Office. HHS, USDA Takes Next Step in Obesity Fight, Press Release, October 2002.
4 Sanjay Gupta, M.D., Why Adolescent Obesity Can Have Grim Consequences, TIME, May 2002.

Introduction
◆
◆
The long-term complications can be devastating. Untreated,
diabetes can lead to blindness, kidney failure, leg amputations,
stroke, heart disease, and early death.
Former U.S. Surgeon General David Satcher warned that
overweight and obesity, left unabated, might soon cause as
much preventable disease or death as cigarette smoking.
SMI
Success
Current trends in children’s diets are also alarming:
◆ Only 2 percent of school-aged children meet the Food Guidance
System recommendations for all five food groups. Less than
one in five children eat the recommended amount of fruits or
vegetables. The vast majority of children consume too much fat
and sodium. 5
◆ Mean calcium intake by females ages 9 to 13 and 14 to 18 is
very low — 65 and 54 percent of Adequate Intake based on the
Dietary Reference Intake. 6
◆ Children’s consumption of soda increased by 40 percent from
1989 — 1991 to 1994 — 1996. Milk product consumption
dropped significantly during this period. The decrease in milk
product consumption may be related to the decrease in calcium
intake for some subgroups. 7
◆ Children 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.
5 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and
Evaluation, Changes in Children’s Diets: 1989-1991 to 1994-1996, CN-01-CD2, by Phil Gleason and
Carol Suitor. Alexandria, VA: 2001. Available online at www.fns.usda.gov/oane/default.htm.
6 Ibid.
7 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and
Evaluation, Children’s Diets in the Mid-1990s: Dietary Intake and Its Relationship with School Meal
Participation, CN-01-CD1, by Phil Gleason and Carol Suitor. Alexandria, VA: 2001. Available online
at www.fns.usda.gov/oane/default.htm.

Chapter 1
A Comparison of the Various Menu
Planning Approaches
Understanding the various menu planning approaches is
necessary to help you select the right one for your SFA/school.
If you have already determined the best menu planning
approach for your school, this section will serve as a review
for you. If you are an SFA/school in the process of selecting a
menu planning approach or an SFA/school considering a change in
approach, this chapter will provide a comparison of all five menuplanning
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.
MENU
Planning
Approaches
Meeting the Nutrient Standards and the
Dietary Guidelines
Regardless of your SFA/school’s menu planning approach, school
meals are required to meet the target nutrition goals or standards.
You Have Choices!
Recognizing that SFAs/schools differ greatly, USDA has
established five menu planning approaches to allow flexibility in
meeting the SMI nutrition goals.
The five menu planning approaches are as follows:
◆ Two food-based menu planning approaches
• Traditional Food-Based Menu Planning
• Enhanced Food-Based Menu Planning

Chapter 1
◆
◆
Two nutrient-based menu planning approaches
• Nutrient Standard Menu Planning
• Assisted Nutrient Standard Menu Planning
Alternate menu planning approaches (any reasonable
approach)
When implemented correctly, each of the five menu planning
approaches can help you offer meals that meet the SMI
nutrition goals.
Food-Based Approaches
The Traditional Food-Based Menu Planning Approach
Under the Traditional Food-Based Menu Planning approach,
reimbursable school meals must comply with specific meal
pattern requirements by offering a certain number of food items
from specific food components in specific amounts at breakfast
and lunch.
MENU
Planning
Approaches
These food components are:
◆ Meat/meat alternate
◆ Vegetables and/or fruits
◆ Grains/breads
◆ Fluid milk
Food component requirements and minimum portion sizes for
breakfast and lunch are discussed in more detail in Chapter 2.
The Traditional Food-Based Menu Planning Meal Patterns for
both school lunch and school breakfast are included in Appendices
B and D.
The Enhanced Food-Based Menu Planning Approach
The Enhanced Food-Based Menu Planning approach is a variation
of the Traditional Food-Based Menu Planning approach. It is
designed to increase calories from low-fat food sources in order to
meet the Dietary Guidelines. The required four food components
are retained, but the quantities for the weekly servings of
vegetables/fruits and grains/breads are increased for lunch. Also,
there is an optional age/grade group for breakfast.
This menu planning approach is discussed in further detail in
Chapter 2. The Enhanced Food Based Menu Planning Meal
Patterns for both school lunch and school breakfast are included in
Appendices C and E.

Chapter 1
Chapter 1
Nutrient-Based Approaches
The Nutrient Standard Menu Planning Approach
Nutrient Standard Menu Planning (NSMP) is a nutrient-based
menu planning approach that uses USDA-approved computer
software to analyze the specific nutrient content of menus in order
to plan menus. Reimbursable meals are based on planned menus
meeting the required age/grade-appropriate nutrient standards,
averaged over a school week.
This approach is designed to give menu planners flexibility in
planning menus that meet the nutrition standards. The analysis
must be periodically updated to reflect any changes in the menu,
products purchased, or student selection patterns.
The Assisted Nutrient Standard Menu Planning Approach
Assisted Nutrient Standard Menu Planning (ANSMP) is a
variation of Nutrient Standard Menu Planning. It is for SFAs/
schools that lack the technical resources to conduct nutrient
analysis themselves but want to use a nutrient-based menu
planning approach. Instead, SFA/schools use an outside source
such as a consultant, another SFA, or the State agency, to plan
and analyze menus that are based on local needs and preferences.
This approach requires contracting with an outside source to
provide the service.
MENU
Planning
Approaches
The outside source must provide SFAs/schools with recipes,
product specifications, and other documentation to support the
menu analysis. The menus and analyses must be periodically
updated to reflect any changes in the menu, food products, or
student selection patterns.
Both NSMP and ANSMP approaches are discussed in Chapter 3.
The requirements for meals planned with NSMP or ANSMP are
also included in Appendix F.

Chapter 1
Alternate Menu Planning Approaches
These menu planning approaches allow State agencies and SFAs
to develop their own innovative approaches to menu plans—
subject to the guidelines established in the regulations.
There are two types of alternate menu planning approaches – (1)
minor modifications and (2) major changes or new alternate menu
planning approach.
Minor Modifications
There are three minor modifications available to schools using
one of the food-based menu planning approaches. State agencies
may or may not require prior approval or may establish guidelines
for using these modifications. Refer to Chapter 2, Using a Food-
Based Menu Planning Approach, for a detailed discussion on these
modifications.
MENU
Planning
Approaches
Major Changes or New Alternate Menu Planning Approach
SFAs must have prior approval from their State agency to
make major changes to one of the established menu planning
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 regulations
Including Offer Versus Serve (OVS) for high school students
Establishing OVS requirements similar to those specified in
Federal regulations
Meeting the RDA and calorie levels, indicating the age/grade
groups served, and how the nutrient levels are met for those
age/grade groups
Following the requirements for counting food items and
products toward the meal patterns
Identifying a reimbursable meal at the point of service
Explaining how the alternate menu planning approach can be
monitored according to Federal regulations
Following the requirements for analysis procedures and for
approved software
10

Chapter 1
Comparison of Menu Planning Approaches*
Food-Based Menu Planning 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 required
◆ State agency will
conduct nutrient
analysis upon
SMI Review
◆ Not required
◆ State agency will
conduct nutrient
analysis upon
SMI Review
◆ Menu planning is based on the nutrient
analysis
◆ SFA/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
Reimbursable Lunch
A minimum of
five food items in
specific quantities
must be offered
from the four
components:
◆ 1 M/MA
◆ 2 V/F
◆ 1 G/B
◆ 1 fluid milk
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):
◆ Entrée
◆ Fluid milk
◆ Side dish
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 items
◆ OVS is optional
in grades below
the senior high
level-schools
can choose to
have students
select either
three or four of
the five items
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 entrée
◆ OVS 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
*This chart does not include the Alternate Menu Planning Approach (Any Reasonable Approach). See page 10 for more information.
11

Chapter 1
Comparison of Menu Planning Approaches* (continued)
Food-Based Menu Planning Food-Based Menu Planning
Nutrient-Based Menu Planning
Traditional Enhanced NSMP/ANSMP
Age/Grade
Groupings: Lunch
Established ages/
grades:
◆ Ages 1 and 2
◆ Ages 3 and 4
◆ K-3
◆ 4-12
◆ 7-12 (optional)
Established ages/
grades:
◆ Ages 1 and 2
◆ Preschool
◆ K-6
◆ 7-12
◆ Grades K-3
(optional)
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; or
◆ Customized age groupings
Reimbursable Breakfast
A minimum of
four required food
items in specific
quantities must be
offered:
◆ 1 fluid milk and
◆ 1 V/F and
◆ 2 M/MA or
2 G/B or
1 M/MA and
1 G/B
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 grades
◆ Students must
select at least
three food items
from the four
items offered
Same as Traditional
◆ OVS is optional for all grades
◆ Students may decline a maximum of
one menu item, regardless of number of
items offered
Age/Grade Groupings:
Breakfast
Established ages/
grades:
◆ Ages 1 and 2
◆ Preschool
◆ K-12
Established ages/
grades:
◆ Ages 1 and 2
◆ Preschool
◆ K-12
◆ 7-12 (optional)
Options:
◆ Established grade groups:
Preschool, K-12 (Grades 7-12 optional);
◆ Established age groups:
Ages 3-6, 7-10, 11-13, 14 and older; or
◆ Customized age groups
12
* This chart does not include the Alternate Menu Planning Approach (Any Reasonable Approach). See page 10 for more information.

Chapter 1
13

Chapter 2
As discussed in the previous chapter, the two food-based menu
planning (FBMP) approaches are Traditional and Enhanced.
Both use meal patterns as menu planning tools, and both require
specific food components in specific quantities.
These meal patterns are similar to the food groups of the
MyPyramid Food Guidance System in which various foods have
been grouped together based upon their nutritional contribution to
our diets. Visit the website www.mypyramid.gov for additional
information on the MyPyramid Food Guidance System.
The majority of SFAs/schools continue to use a food-based menu
planning approach to plan their school meals because they feel the
advantages outweigh the disadvantages.
SFAs/schools using one of the FBMP approaches can meet
SMI nutrient targets if they are familiar with meal pattern
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.
Food-Based
Menu
Planning
Approaches
Basic requirements for these two food-based menu planning
approaches are provided in program regulations (7 CFR 210.10
(k) and 220.8 (g)) and Chapter 2 of A Menu Planner for Healthy
School Meals. Also, refer to USDA’s Offer Versus Serve resource
guide on how to implement Offer Versus Serve in FBMP.
Note: In this chapter, the colors red and blue distinguish between the
traditional and the enhanced menu planning approaches.
15

Chapter 2
Advantages and Disadvantages to Implementing
Food-Based Menu Planning Approaches
Before you make the decision as to which menu-planning approach
is best for your schools, you need to consider all aspects. This chart
presents some of the identified advantages and disadvantages of
the two food-based menu planning approaches.
Advantages
Food-Based
Menu
Planning
Approaches
◆
◆
◆
◆
◆
◆
◆
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.
16

Chapter 2
How the Two Food-Based Menu
Planning Approaches Differ
Traditional Food-Based Menu Planning
◆ The Traditional Food-Based Menu Planning approach requires
specific food group components in specific amounts for defined
established age/grade groups.
◆ Additional servings of fruits/vegetables and low-fat grains/
breads may be needed to meet the calorie level requirements
while limiting total fat and saturated fats for the age/grade
groups.
Refer to Appendices B and D for the Traditional Food-Based Menu
Planning approach meal patterns for breakfast and lunch.
Enhanced Food-Based Menu Planning
◆ Like the Traditional approach, the Enhanced Food-Based Menu
Planning approach requires specific food components in specific
amounts for defined age/grade groups.
◆ In addition, Enhanced Food-Based Menu Planning also
requires:
• Increased portion sizes and amounts of vegetables/fruits
and grains/ breads.
• Different established age/grade groups than Traditional.
Food-Based
Menu
Planning
Approaches
Refer to Appendices C and E for the required Enhanced Food-
Based Menu Planning meal patterns for breakfast and lunch.
Residential Child Care Institutions (RCCIs) using a food-based menu planning
approach may find the grains/bread requirement charts, Appendices G-1 and
G-2, useful in calculating the additional number of required grains/breads
servings per week for up to a 7 day per week foodservice operation.
Both food-based menu planning approaches require that sodium and
cholesterol be decreased, along with increased amounts of fiber, in school
meals to meet the Dietary Guidelines.
Special attention must be paid to increasing grains, fruits, and vegetables to
replace the calories lost by reducing the fat.
17

Chapter 2
Available Lunch Modifications for
Food-Based Menu Planning
Program regulations permit three specific kinds of modifications to
allow food-based menu planning to be more flexible.
1. Modification to the Meat/Meat Alternate for Traditional
and Enhanced FBMP
Available to both the Traditional and Enhanced Food-Based
Menu Planning approaches, this modification allows flexibility
in planning the meat/meat alternate component for school
lunches on a daily basis.
The required minimum quantities of the meat/meat alternate
component may be offered as a weekly total. A minimum
daily serving is a one-ounce serving (or its equivalent for
certain meat alternates).
Food-Based
Menu
Planning
Approaches
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.
Monday Tuesday Wednesday Thursday Friday Total
2 oz 1 oz 3 oz 1 oz 3 oz 10 oz*
*
Note that the daily amounts of meat/meat alternate add up to 10 ounces, which are the weekly
requirement.
2. Modification for Portion Sizes and Nutrient Levels for.. .
. . Traditional FBMP
This modification is available to the Traditional Menu
Planning approach only.
◆ For grades K-6, SFAs/schools may use:
• Portion sizes for the meal pattern for Group IV
(grades 4-12) and
• Nutrient levels for grades K-6 (from the Enhanced
FBMP).
◆ For grades 7-12, SFAs/schools may use:
•
•
Portion sizes for the meal pattern for grades 4-12 and
Nutrient levels for grades 7-12.
18
This approved modification allows SFAs/schools to vary
nutrient levels to better meet the nutrition needs of specific
groups of students.

Chapter 2
For example:
Grades Portion Sizes Nutrient Levels
K-6 Portion sizes for the meal
pattern for grades 4-12
7-12 Portion sizes for the meal
pattern in grades 4-12
Nutrient levels for grades
K-6
Nutrient levels for grades
7-12
3. Modification for the Majority of Children for Traditional .
. . and Enhanced FBMP
This modification is available to both Traditional and
Enhanced Food-Based Menu Planning approaches.
If only one age or grade is outside the established levels,
SFAs/schools may use the meal pattern portion sizes and the
nutrient standards for the majority of children.
For example:
Traditional Food-Based Menu Planning Approach:
School w/ Grades Portion Sizes Nutrient Levels
K-4*
Preschool-Grade 3**
Portion sizes for the meal
pattern for grades K-3
Portion sizes for the meal
pattern for K-3
Nutrient levels for grades
K-3
Nutrient levels for grades
K-3
Food-Based
Menu
Planning
Approaches
* A majority of children are in grades K – 3
** A majority of children are in grades K – 3
Enhanced Food-Based Menu Planning Approach:
Grades Portion Sizes Nutrient Levels
6-12* Portion sizes for grades
7-12
Nutrient levels for grades
7-12
Preschool-Grade 6**
Portion sizes for
K-6
Nutrient levels for grades
K-6
* A majority of children are in grades 7-12
** A majority of children are in grades K-6
19

Chapter 2
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
Food-Based
Menu
Planning
Approaches
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.
20
The structure of the menus planned with either of the food-based
approaches is determined by the appropriate meal pattern. You
can develop your own individualized menus while incorporating
the required food components/items. You should plan a variety of
foods over the menu cycle. When planning your menus, you should
consider:
◆
◆
◆
◆
Your students’ tastes
Your staffing skills
Availability of kitchen facilities and equipment
Your budget

Chapter 2
Provide healthy menu choices. Choices increase menu appeal and therefore
increase participation. They also allow you to place new food items on your
menu for children to try, without a loss in your school meal participation.
Selecting the Right Age/Grade Groupings for
Your Food-Based Menus
You must select the appropriate age/grade group(s) or meal
patterns for your SFA/school before developing your menus.
This will determine the portion sizes of the various food items.
This step ensures that the students who fall within the specific
age/grade groups will be served meals that meet their specific
nutritional needs. This includes both the younger and older
students who are within the age/grade groups.
Lunch
When planning menus, your first concern must be the nutritional well-being of
the students. This is best accomplished by offering appropriate quantities for
the populations you serve. A single meal pattern or portion size will not meet
the nutritional needs of all children. Also, remember: age/grade groups are
different for each of the two food-based approaches.
Food-Based
Menu
Planning
Approaches
Traditional Meal Patterns-Established Age/Grade Groups
◆ Preschool (ages 1 and 2)
◆ Preschool (ages 3 and 4)
◆ Grades K-3
◆ Grades 4-12
◆ Optional Grades 7-12
Enhanced Meal Patterns-Established Age/Grade Groups
◆ Ages 1 and 2
◆ Preschool
◆ Grades K-6
◆ Grades 7-12
◆ Optional Grades K-3
Breakfast
Traditional and Enhanced Meal Patterns-Established
Age/Grade Groups
◆ Ages 1 and 2
◆ Preschool
◆ Grades K-12
◆ Optional Grades 7-12 for Enhanced Food-Based Menu Planning
21

Chapter 2
Serving the Appropriate Portion Sizes for
Your Food-Based Menus
◆
◆
◆
◆
Meal patterns for both the Traditional and the Enhanced Menu
Planning approaches provide the minimum amounts that you
must serve for a particular age/grade group.
SFAs/schools may choose to offer the portion sizes required
by the older students to all age/grade groups in one school.
However, from a nutritional perspective, this is not encouraged.
You should use the appropriate portion sizes for students so
that meals target the nutritional needs of your students—
smaller portions for the younger children and larger portions
for the older children.
Varying portions for the different grade groups can also be
a management tool. By providing smaller age-appropriate
portions to your younger students you can decrease plate
waste in the lower grades, and redistribute these savings by
providing the larger portions required by older students.
Food-Based
Menu
Planning
Approaches
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.
22

What Does It Take To Implement a Food-Based Menu
Planning Approach? - A Self-Evaluation Review
Procedures Yes No
Are reimbursable meals served at the point of service?
Meals offered must contain the required food items and the portion sizes
appropriate to the meal pattern(s) used for menu planning.
To ensure that reimbursable meals are served:
◆ Train foodservice staff to prepare and serve reimbursable meals.
◆ Train students to select reimbursable meals.
◆ Train cashiers to recognize and count reimbursable meals.
Is portion/serving size control being used?
Portion/serving size control:
◆ Ensures that standardized recipes give consistent yields.
◆ Ensures that the nutritional contribution of the portion is consistent from
serving to serving and day to day.
◆ Ensures that each age/grade group is served the correct portions of foods
as planned.
◆ Ensures that meals are reimbursable.
◆ Ensures that food costs are consistent.
Is Offer Versus Serve implemented correctly?
Reimbursement for meals is based on each meal claimed meeting the
required food component and quantity requirements.
◆ School foodservice staff, including cashiers, should have continuous
training on Offer Versus Serve implementation.
◆ Serving line instructions are provided to students regarding the selection of
reimbursable meals.
◆ Students are trained in the requirements of OVS.
Are food production records documented and maintained as required by regulations?
◆ Daily production records document:
– All food items served in a reimbursable meal
– Recipes or food products used (note if a USDA recipe)
– Number of reimbursable meals planned and served for each age/grade
group
– Planned/projected number of portions and serving sizes for each age/
grade group
– The types/quantities of food used to prepare the meals (for example,
number of servings, lbs, cans)
– Actual number of reimbursable meals served (indicate this information for
each age/grade group)
– Leftovers or substitutions
– Number of adult meals
– Number of a la carte food items when part of a reimbursable meal*
◆ This required documentation helps ensure that sufficient food has been
prepared and served to students for each day of your menu cycle.
◆ The State agency uses food production records during an SMI review to
determine the nutritional content of the meals served to children and during
a CRE Review to determine if reimbursable meals are served.
◆ Check with your State agency to see if there is a State prototype food
production form or refer to USDA’s A Menu Planner for Healthy School
Meals for examples of food production records.
*Check with your State agency for their requirements on documenting a la carte food items (not
part of a reimbursable meal) on the food production records.
Chapter 2
23

Chapter 2
What Does It Take To Implement a Food-Based Menu Planning Approach? - A Self-Evaluation Review (continued)
Procedures Yes No
Are standardized recipes used?
A standardized recipe:
◆ Has been tried, adapted, and retried several times for use by a given
foodservice operation.
◆ Uses the exact procedures, the same type of equipment, and the same
quantity and quality of ingredients each time.
◆ A standardized recipe, if followed correctly, will:
– Produce the same quality and yield each time.
– Contribute consistent meal pattern components each time.
– Contribute consistent calories and nutrients to the meal each time.
Are cycle menus used?
Cycle menus are a set of established menus—containing the same menu
items and choices—repeated on a periodic basis. While not required by
regulations, cycle menus have advantages; they:
◆ Identify and offer popular foods.
◆ Save time and allow your staff to become adept at production.
◆ Achieve production balance.
◆ Help you stay within the budget.
◆ Assist in identifying menu changes needed to meet nutrition goals.
Are Child Nutrition (CN) Labels and/or Product Formulation Statements available?
A CN Label must contain the following information:
◆ Six-digit product identification number.
◆ USDA/Food Nutrition Service (FNS) authorization and month and year of
approval.
◆ Meal pattern contribution for a specified serving size.
A Product Formulation Statement must contain:
◆ Product name and description.
◆ Raw/cooked portion size.
◆ Case pack.
◆ Contribution toward the USDA meal pattern requirements.
◆ Company name.
◆ Signature of authorized company official.
Before accepting and using a food product with a Product Formulation
Statement (PFS), the PFS has been carefully reviewed to determine that the
manufacturer’s calculations are correct and reasonable and a thoughtful
decision has been made to serve the product.
Refer to Appendices H and I for examples of a CN Label and a Product Formulation Statement.
24

Chapter 2
What Does It Take To Implement a Food-Based Menu Planning Approach? - A Self-Evaluation Review (continued)
Procedures Yes No
Is nutrition information available for all commercially prepared food products?
Nutrition information on commercially prepared products is necessary:
◆ To compare products when purchasing.
◆ To provide to State agencies for SMI reviews.
◆ To conduct your own nutrient analysis, if applicable.
Two documents that provide nutrition information are:
◆ Nutrition Facts Labels - Nutrition Facts Labels provide nutrition
information on the product and, while not required on institutional-sized
food packaging, are found on many food product labels.
◆ Manufacturers’ Data Submission Form - When a Nutrition Facts Label is
not provided for the product, you can require the manufacturer to complete
a Manufacturer’s Data Submission Form with the nutrient content of the
product.
Refer to Appendices J and K for samples of these two documents.
Are there written descriptions on all food products?
Food specifications, or descriptions, are important not only for procurement
but for selecting the appropriate food in the database when a nutrient
analysis is conducted.
Are all foodservice staff provided with ongoing training on serving healthy meals?
All foodservice staff must be trained to do their part in serving healthy meals
to students — from menu planning; procurement; food production (including
use of standardized recipes and portion control) to correctly implementing
Offer Versus Serve.
25

26
Chapter 2

Chapter 3
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.
Nutrient-Based
Menu Planning
Approaches
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 USDAapproved
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.
27 27

Chapter 3
Consult the Nutrient Analysis Protocols for the School Nutrition
Program: How to Analyze Menus for USDA’s School Meal
Programs for instructions on conducting nutrient analyses of your
menus. Following the nutrient analysis protocols is required for
this menu-planning approach.
All menu items in a reimbursable meal, including condiments, must be
included in the nutrient analysis. Foods of Minimum Nutritional Value (FMNV)
such as chewing gum, soda water, water ices, and certain candies, are only
included if they are used as a part of a menu item, such as a garnish, for
example, jelly beans on a cupcake.
On the following pages, you are provided with the advantages and
disadvantages of using one of the nutrient-based menu planning
approaches. Reviewing this chart will assist you in determining
the best menu-planning approach for your SFA/schools.
Advantages and Disadvantages to
Implementing NSMP/ANSMP
Nutrient-Based
Menu Planning
Approaches
Advantages
◆
◆
◆
◆
Flexibility in menu planning. Menu items for NSMP/ANSMP do not require any
specific foods or specific quantities, except fluid milk, which must be offered at
lunch and breakfast. All foods count toward meeting the nutrition requirements,
except Foods of Minimal Nutritional Value (FMNV) that are not a part of a menu
item.
Enhanced ability to meet specific student preferences. SFAs/schools may
be better able to meet specific student food preferences such as vegetarian diets
or various ethnic entrees.
Immediate nutrition information feedback. The nutrient analysis provides
immediate feedback to the menu planner on how well a SFA/school is meeting
nutrient standards.
Ability to inform students and parents of the nutritional content of school
menus. Providing nutrition information on all menu items can assist students in
learning to make healthy food selections.
28

Chapter 3
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.
Nutrient-Based
Menu Planning
Approaches
29 29

Chapter 3
Some State agencies may require pre-approval of menus and
nutrient analysis prior to the SFA/Schools using the NSMP
approach. Check with your State agency for guidance.
Additional ANSMP Concerns
In addition to the previously discussed concerns for SFAs/schools
using NSMP, those choosing ANSMP have these other areas to
consider.
State Agency Pre-Approval
Before implementation may take place, the State agency must
approve the SFA’s initial cycle menus, recipes, and other pertinent
information such as food specifications. This means SFAs must
plan ahead and allow sufficient time for the State agency to review
materials and for changes to be made prior to implementation.
Nutrient-Based
Menu Planning
Approaches
Adherence to Cycle Menus
Menu 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 Contracting
If the contracted services exceed the small purchase threshold,
according to your State and local policies, SFAs must be able to
develop a Request For Proposal (RFP) or an Invitation To Bid
(ITB), evaluate bids, and manage the contract.
The RFP/ITB should contain provisions for the contractor to:
◆ Re-analyze the menus based on changes in participation or
student selections for weighted analysis.
◆ Plan, analyze, and incorporate menus falling outside the
scope of the cycle menu, such as holidays, theme meals, and
field trip lunches.
◆ Ensure inclusion of USDA commodities in menu planning.
◆ Ensure that the menu adjustments are accomplished within
a specified time frame and at a reasonable cost.
Meal Requirements for NSMP/ANSMP
30 30
Lunches
◆ The number of menu items required each day depends on the
number needed to meet the appropriate nutrient standards
when averaged over the school week.

Chapter 3
◆
The minimum menu items must include:
• An entrée,
• At least one other menu item (side dish), and
• Fluid milk served as a beverage.
Breakfasts
◆ The number of menu items required each day depends on
the number of items needed to meet the appropriate nutrient
standards when averaged over the school week.
◆ Minimum menu items must include:
• Fluid milk served as a beverage and
• At least two (2) other menu items.
To meet the required calorie and nutrient levels, the planned meals will
frequently have to contain more than the minimum three menu items.
Making NSMP/ANSMP Work for Your SFA or School
Important points to help you successfully manage
NSMP/ANSMP are:
◆ Establish your own menu structures based on what students
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.
Nutrient-Based
Menu Planning
Approaches
Planning Menus To Meet the Nutrition Standards
Here are some principles that will help you meet the nutrition
standards for your menus:
◆ Select menu items/quantities that ensure the planned menus
meet the required nutrition standards for each age/grade group
planned.
◆ Select menu items that appropriately convey healthy food
messages, so students learn what constitutes nutritious meals.
◆ Structure menus so that children select a variety of food items
and make healthy choices.
◆ Evaluate students’ acceptance of commercially prepared food
items and/or school prepared food items using standardized
recipes to ensure students find them attractive and tasty.
31 31

Chapter 3
◆
◆
◆
Include a variety of whole foods and limit the number of
fortified, highly processed foods.
Develop specifications for purchasing that describe the desired
food product.
Compare nutrient content of food products.
Since there are no meal patterns or food component requirements, you must
carefully plan menus to meet the nutrient standards; use the five major food
groups in the “MyPyramid Food Guidance System” as a guide for structuring
your menus.
Calories should be consistent on a daily basis as well as meet the weekly
target because:
• Too many calories (too much food) on one day may result in excessive
plate waste or promote over-consumption—a contributor to obesity, and
• Too few calories (too little food) may leave children hungry or encourage
them to purchase less nutritious snacks to supplement their meal
Nutrient-Based
Menu Planning
Approaches
Selecting the Right Age/Grade Groups for
Menu Planning
Menu planners are encouraged to use a sufficient number of age/
grade groups when planning menus to meet the nutritional needs
of students of all ages. This means using more age/grade groups
(smaller ranges) than the minimum required. However, this may
require that the SFA/school conduct additional menu analysis,
evaluation, and modification.
SFAs/schools on one of the nutrient-based menu planning
approaches have several options for the age/grade groupings.
They can use established grade groups, established age groups,
or customized age groups.
Lunch
NSMP and ANSMP - Established Grade Groups
◆ Preschool
◆ Grades K-6
◆ Grades 7-12
◆ Optional Grades K-3
32 32
NSMP and ANSMP - Established Age Groups
◆ Ages 3-6
◆ Ages 7-10
◆ Ages 11-13
◆ Ages 14 and above

Chapter 3
Breakfast
NSMP and ANSMP - Established Grade Groups
◆ Preschool
◆ Grades K-12
◆ Optional Grades 7-12
NSMP and ANSMP - Established Age Groups
◆ Ages 3-6
◆ Age 7-10
◆ Ages 11-13
◆ Ages 14 and above
NSMP and ANSMP: .
Lunch and Breakfast Customized Age Groups (Optional)
The option to customize age groups allows the menu planner to
develop menus that are more accurately targeted to the nutritional
needs of specific groups of children. At least two age groups must
be used.
Key Points To Remember When Planning Menus
Breakfast
Menu planners are encouraged to use smaller age/grade groupings
to better meet the nutritional needs of students.
◆
◆
Grade groups:
•
•
Age groups:
•
At a minimum, the SFA may use the K-12 grade group or
Use other grade options, PK, and 7-12.
The SFA may use the established age groups 3-6, 7-10, 11-
13, and 14 and above or
The SFA has the option to customize the age groups to
reflect the age/grade groupings within the SFA.
Lunch
Menu planners are encouraged to use smaller age/grade groupings
to better meet the nutritional needs of students:
◆
◆
•
Grade groups
•
At a minimum, use the established grade groups, i.e., K-6,
7-12 or
Use other grade options, PK, and K-3
•
Age groups
•
•
The SFA may use the established age groups 3-6, 7-10, 11-
13, and 14 and above or
The SFA has the option to customize the age/grade
groupings to reflect the grades within the SFA. Two age/
grade groups must be used.
Nutrient-Based
Menu Planning
Approaches
33 33

Chapter 3
Menu planners are encouraged to maximize age/grade groupings for meeting
age-specific nutritional levels.
For example:
Central City Public Schools customizes five age groups to
ensure that students in all grades receive the nutrients they
need for lunch:
◆
◆
◆
◆
◆
Ages 3-5 (Preschool);
Ages 6-8 (Lower elementary, grades 1-3);
Ages 9-11 (Upper elementary, grades 4-6);
Ages 12-14 (Junior high, grades 7-9); and
Ages 15-17 (High school, grades 10-12).
Nutrient-Based
Menu Planning
Approaches
These five age groups are set up in the computer with identifiable
names to the SFA (PK, Lower Elementary, etc.) and appropriate
nutrient standards calculated for each age group. The SFA, which
uses central menus for all five age groups, varies the quantities
and/or menu items to meet the nutrient standards for each of
these five age groups. The SFA has five central menus to analyze
because of variations in portion sizes, even though the menu
choices may be the same.
Allowable Modification of Grade or Age Groups for .
Majority of Students for NSMP/ANSMP
If your school’s grade structure does not match the established
age or grade groups, you may consider using the following
modification:
◆ If one age or grade is outside the established range of K-6 or 7-
12, you may use the age or grade group into which most of the
children fit (majority of children).
◆ If more than one age or grade is outside the established range
of the grade grouping, a SFA must use two menus and two
nutrient standards.
Examples
Grade groupings for Lunch:
May use one grade group to plan meals for:
◆
◆
◆
Grades K–4* May use K–3 (Optional Group)
Grades 6–9** May use 7–12
At a minimum, use two grade groups to plan meals for:
•
•
Grades K–8 Use K–6 and 7–12
Grades 5–8 Use K–6 and 7–12
3434
* A majority of children are in Grades K-3. Grade 4 is one grade outside the Established Grade Group
K-3.
** A majority of children are in Grades 7-9. Grade 6 is one grade outside the Established Grade Group
7–12.

Chapter 3
Regulations permit SFAs using NSMP/ANSMP to follow the
nutrient and calorie levels for the majority of the children in the
school if only one grade or age group is outside the established
levels. SFAs are cautioned to consider this option carefully when
the age/grade that is outside the majority would be a higher age or
grade, because the nutrient and calorie needs of the older children
may not be met.
The broader the range of age/grade groups, the more likely younger children
will receive more calories than needed and older children will receive
insufficient calories and nutrients.
Meal Service and Offer Versus Serve (OVS)
Meal Requirements for NSMP/ANSMP
◆ Daily lunches and breakfast menus must offer a minimum of
three menu items plus any additional menu items needed to
meet the appropriate nutrient standards when averaged over
the school week.
◆ The planned number of menu items in the planned portion
sizes becomes the basis for reimbursable meals.
OVS Requirements for NSMP/ANSMP
◆ Schools must offer at least three menu items for lunches.
Senior high school students (as defined by the State
educational agency) must select at least two menu items
and are allowed to decline a maximum of two menu items
for a three plus menu item menu.
◆ Under OVS, a student shall select, at a minimum, an entrée
and one other menu item. If more than three menu items
are offered, the student may decline up to two menu items;
however the entrée cannot be declined.
Nutrient-Based
Menu Planning
Approaches
An OVS resource for NSMP/ANSMP is USDA’s Offer Versus Serve
resource guide listed in the resource section of this manual.
Establishing a Consistent Meal Structure for OVS
SFAs/schools that use NSMP and ANSMP are encouraged to plan
menus for lunch and breakfast that have similar meal structures
on a daily basis, always remembering that the menu structure
should promote the planning of meals that meet the nutrient
standards. A consistent meal structure helps both students and
cashiers easily identify a reimbursable meal.
35 35

Chapter 3
Examples of consistent meal structures are:
Lunch
◆ Use a lunch menu structure similar to a food-based meal
pattern with an entree, three sides, and milk, for a total of
five menu items.
◆ Or use a simpler lunch menu structure consisting of an
entree, two sides, and milk, for a total of four menu items.
Breakfast:
◆ Use a menu structure similar to a food-based breakfast meal
pattern, and plan for milk and two to three other food items.
Nutrient-Based
Menu Planning
Approaches
Remember that fewer menu items in the meal structure means
that those menu items must generally contain more calories and
nutrients in order for the menu to meet the nutrient standards
when averaged over the school week. The SFA/school should
carefully consider various meal structures to determine which
meal structure will work best to plan menus that are appealing to
students, meet the nutrient standards, are easily identifiable at
the Point of Service, and stay within the budget.
Recognize that OVS meals contain many variations, and train cashiers to
identify reimbursable meals at the point of service.
OVS for Lunch
OVS is required for high schools and is optional for lower grades.
The number of items students may decline depends on the number
of menu items they are able to select. It does not matter how many
entrées, side dishes, or varieties of milk are offered – the number
of menu items the student may select determines OVS. Students
must always select the entrée.
Example 1:
◆ 1 Entrée
◆ 1 Side dish
◆ 1 Milk
Students are able to select three menu items, although several
entrées and side dish selections may be offered. This is a threeitem
menu. Students must take two menu items one must be the
entrée. Students can decline one item—either the side dish or milk.
36 36
Example 2:
◆ 1 Entrée
◆ 3 Side dishes
◆ 1 Milk

Chapter 3
Students are able to select five menu items. This now becomes a
five-item menu. Students must take three menu items, and one
must be the entrée. Students can decline two items from the side
dishes or the milk.
Develop a consistent meal structure on a daily basis. Planning menus with the
same number of menu items the student may select on a daily basis, helps
cashiers recognize a reimbursable meal and students to make the correct
number of selections for OVS.
OVS for Breakfast
SFAs/schools may, but are not required to, implement OVS in
some or all grade levels for breakfast. Selection requirements are:
◆ Must offer the planned menu, which must contain a minimum
of three menu items.
◆ Regardless of the number of menu items offered for breakfast,
students can decline only one item.
To ensure only reimbursable meals are claimed, provide continuous
training to cashiers on recognizing a reimbursable meal, and
provide detailed signs in the cafeteria and, on the serving line for
students, describing what constitutes a reimbursable meal.
Planned Portion and Combination of Menu Items in OVS
The full planned portion of a menu item must be selected for the
menu item to count for OVS. Students must take the full planned
combination portions of all foods in the entrée (except condiments)
and the appropriate number of other menu items (except
condiments) for the meal to be reimbursable.
Nutrient-Based
Menu Planning
Approaches
For example:
An SFA/school has planned an entrée of sliced roast turkey and
cornbread dressing for lunch. Gravy is offered as a condiment
and therefore may be rejected. The entrée will count toward OVS
if the student takes the full planned portions of both the turkey
and cornbread dressing. It will not count if the student selects
only turkey because the entrée is defined as turkey and cornbread
dressing.
Two Servings of the Same Side Dish Cannot Count .
Toward Meeting the OVS Requirements
For example, a student can choose two from the following sides for
lunch: mashed potatoes and gravy, corn on the cob, braised fresh
spinach, steamed broccoli spears, garden salad and dressing.
The student must choose two different sides and cannot choose, for
example, two servings of mashed potatoes and gravy.
37 37

Chapter 3
Variations in Lunch Structure for
Nutrient-Based Menu Planning Approaches
The following chart demonstrates various ways menus may be structured and how the
number of menu items offered affects what is required to implement OVS correctly.
3 Menu-Item Meal 4 Menu-Item Meal 5 Menu-Item Meal
Entrée: Choose 1:
Baked Fish Nuggets with
Macaroni & Cheese and
Garlic Bread
Sausage Pizza with
Broccoli Spears
Vegetarian Chili with Pinto
Beans & Bread Sticks
Choose 1:
Baked Fish Nuggets with
Garlic Bread
Sausage Pizza
Vegetarian Chili with
Bread Sticks
Choose 1:
Baked Fish Nuggets
Sausage Pizza
Vegetarian Chili
Side dishes Group 1: Choose 1
Orange Slices & Brownie
Garden Salad with
Dressing & Grapes
Coleslaw & Raisin Cup
Group 1: Choose 1
Broccoli Spears
Cole Slaw
Pinto Beans
Garden Salad with
Dressing
Grapes
Orange Slices
Group 2: Choose 1
Macaroni & Cheese
Banana Half
Raisin Cup
Brownie
Group 1: Choose 2
Broccoli Spears
Cole Slaw
Pinto Beans
Garden Salad with
Dressing
Grapes
Orange Slices
Group 2: Choose 1
Garlic Bread
Bread Stick
Macaroni & Cheese
Brownie
Banana Half
Raisin Cup
Milk Choose 1:
Fat-free Milk
Low-fat Milk
Choose 1:
Fat-free Milk
Low-fat Milk
Choose 1:
Fat-free Milk
Low-fat Milk
Number of Menu
Items Required
for OVS:
This is a 3 menu-item meal.
Students must select a
minimum of two items.
This is a 4 menu-item meal.
Students must select a
minimum of two items.
This is a 5 menu-item meal.
Students must select a
minimum of three items.
38

Chapter 3
Menu planners are encouraged to promote the selection of a variety of foods
by not offering the same food prepared in different ways such as mashed
potatoes and potato wedges when the student is allowed multiple selections.
Developing Side Dish Groupings To
Promote Healthy Choices
It is important to plan menus that reinforce nutrition messages.
Because the NSMP and ANSMP approaches are not based on
a structured meal pattern, students may get a mixed message
when all side dishes, including those that are normally recognized
as desserts, are paired against fruit and vegetable side dishes.
The menu planner has the opportunity to structure menus so
that students will be more inclined to select more fruits and
vegetables.
◆ Carefully plan the meal structure to group choices within side
dish selections. Proper alignment of choices promotes healthful
choices by students.
◆ Avoid requiring students to choose between fruit and vegetable
side dishes and side dishes such as desserts. Students tend
to select fewer fruits and vegetables when they are placed as
choices against desserts or other high-fat menu items.
Nutrient-Based
Menu Planning
Approaches
For example, the following lunch menu structure will encourage
students to select more fruits and vegetables:
Entrée (choose one)
Sides (choose two)
Side (choose one)
Milk (choose one)
Hamburger on Bun
Cheeseburger on Bun
Vegetarian Lasagna
Oven-baked Chicken
Baked Potato Wedges
Seasoned Green Beans
Sandwich Cup (lettuce leaf, sliced tomato, onion
rings, sliced dill pickle)
Garden Salad/Choice of Dressing
Fresh Fruit Cup
Garlic Bread
Whole-Wheat Sugar Cookie
Cherry Gelatin with Low-fat Whipped Topping
Low-fat Milk (unflavored)
Low-fat Chocolate Milk
Low-fat Strawberry Milk
Fat-free Milk (unflavored)
39 39

Chapter 3
Had all of the side dishes listed above been grouped together, with
instructions to “choose three,” students may have chosen garlic
bread, cookie, and cherry gelatin.
Determining How Many Nutrient Analyses To Conduct
The SFA planning centralized menus for all schools is required
to conduct a nutrient analysis for each age/grade grouping and/or
variations in the central menu established by the SFA.
Example:
A SFA has a central menu that managers may not change except
for necessary substitutions, and is using the K-6 and 7-12 age/
grade groupings for establishing nutrient standards for lunch in
all schools. This SFA must have a minimum of two sets of planned
and analyzed menus that meet the appropriate nutrient standards
before any of the menus can be offered to students (K-6 and 7-12).
More may be required, depending if any of the schools varies the
central menus.
Nutrient-Based
Menu Planning
Approaches
If any school does not follow the planned central menus (except
for necessary last-minute approved substitutions) and instead
uses different menu items and/or different portion sizes, then
that school’s menus must be independently analyzed using the
appropriate nutrient standards for each age/grade grouping.
The number of sets of planned and analyzed menus that are needed will
increase dramatically if individual schools within an SFA are allowed to plan
their own menus or add menu items to centrally planned menus, to substitute
menu items, or vary portion sizes in centrally planned menus.
Food or Theme Bars (Self-Serve)
Food bars can offer varieties in menu planning options for NSMP/
ANSMP. Some examples of food bar variations are:
40 40
Full Service Food Bars
Food bars can provide the complete reimbursable meal. A certain
area of the bar is designated for the entrée and other areas are
set aside for one or more side dishes. Milk is usually provided in
a separate milk cooler. A suggestion is to set up the food bar to
limit the number of highly saturated-fat food items, such as meats/
cheeses, that students may choose. One side dish area could offer
a variety of fruits and/or vegetables; another side dish area could
offer crackers and breads.

Chapter 3
Specialty/Entree Bars
Some schools establish entrée bars such as pasta bars, potato bars,
sandwich bars, and pizza bars. One or more side dishes and milk
must also be included in the menu.
Side Dish Bars
A choice of side dishes, such as a variety of fruits and vegetables,
can be offered on these bars. One or more entrées and milk must
be included in the menu and are usually served to the students on
the regular serving line.
Establishing Minimum Quantities
When students are allowed to serve themselves, the SFA must
determine an appropriate minimum quantity that students must
select for the menu item to be counted as part of a reimbursable
meal. That quantity must be identified for the students and the
cashiers on the menu and/or on the self-serve bar.
For example, an appropriate minimum quantity for an entree
salad from a salad bar might be one cup. Therefore, a student
would have to take at least one cup of any combination of the
salad bar ingredients for the menu item to count as the entree
under OVS.
The entrée, as the central focus of the meal, should contribute substantial
nutrients toward meeting the nutrient requirements.
Nutrient-Based
Menu Planning
Approaches
Whole Foods Versus Fortification
Using highly fortified, processed foods instead of whole natural
foods may seem like an easy solution to meeting the SMI nutrition
standards. While it might be possible to plan menus that use
fortified foods to satisfy the nutrient requirements, there are
important reasons to use a variety of whole foods.
◆ A basic premise of the Dietary Guidelines for Americans is that
nutrient needs shall be met primarily through consuming a
variety of foods. Menus that are high in fortified and processed
foods are often low in fruits, vegetables, and grains. They also
tend to be high in sodium and low in fiber.
◆ Whole foods such as fruits, vegetables, and whole grains,
in their natural state, contain an array of nutrients and
other chemical compounds, such as phytonutrients or
phytochemicals, that are necessary to health. Fortified foods
might not contain such compounds.
41 41

Chapter 3
◆
Offering a variety of attractive and tasty whole foods teaches
students how to make healthy choices.
Phytochemicals, or phytonutrients, are substances that plants naturally
produce to protect themselves against bacteria, viruses, and fungi. Studies
indicate that many of these plant chemicals can reduce the risk of certain
diseases such as cancer. Fruits, vegetables, whole grains, beans, and nuts
are all important sources of phytochemicals. Many of these substances are
associated with bright colors, so fruits and vegetables that are brightly colored
contain substantial amounts. Examples of phytochemicals are carotenoids and
flavonoids.
Menu Substitutions
Substitutions are a particular concern for the NSMP/ANSMP
approaches. Planned menus that have been analyzed, evaluated,
and modified to meet the age/grade appropriate nutrient
standards are very important to the concept of NSMP/ANSMP.
Nutrient-Based
Menu Planning
Approaches
Last Minute and Necessary Substitutions
Occasionally it may be necessary to make a substitution to a
planned menu due to various reasons such as food shortages or
improper delivery from vendors, or for effective use of leftovers.
This is a concern because:
◆
◆
Substitutions change the nutrient content, and
Meals may or may not continue to meet the nutrient standards.
When food substitutions are made due to an emergency situation
(i.e., delivery failure), it may be impractical for the menu planner
to revise menus and recalculate nutrient amounts—especially if
the emergency arises just prior to the menu being prepared. For
this reason, USDA regulations require an SFA or school on NSMP/
ANSMP to re-analyze if the substitution is known prior to
two weeks before the menu is served.
Two-Week Window
As discussed in the Menu Planner for Healthy School Meals, if a
substitution must be made within the “two-week window” prior to
the meal service, then the menu does not have to be re-analyzed.
If a food is substituted that is not a similar food—even within the
two-week window—a re-analysis should be done.
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Chapter 3
Selection of Substitutions
Substitutions must be carefully selected so that key nutrients
remain available to the students. For example, if a delivery of
fresh strawberries does not arrive, replacing them with canned
pears will not maintain the planned amount of vitamin C in
the menu. A better choice would involve replacing the fresh
strawberries with a fruit or vegetable that is rich in vitamin C,
such as fresh oranges, orange juice, kiwi, cantaloupe, or broccoli.
Another example of a poor substitution would be to substitute
French fries for oven-baked potato wedges because this
substitution may result in exceeding calories from fat of the
analyzed menus. Since the potato wedges are low in fat, you
should substitute another low-fat vegetable item (or a fruit).
Sources of specific nutrients such as vitamin A, vitamin C, etc, are
located in Appendix M. Also, the USDA-approved software has
nutrient source food search capability that will allow you to locate
a food item with specified nutritional contributions.
Documentation of Substitutions
The date the SFA learns of the need for a menu substitution must
be documented. A sample form for documenting substitutions is
located in Appendix L. While the use of this form is not required,
all NSMP/ANSMP programs must document the information
contained in the form.
Nutrient-Based
Menu Planning
Approaches
Foodservice directors or supervisors are encouraged to set up a system that
requires site/cafeteria managers to obtain pre-approval before making a
substitution. This helps to impress upon managers the seriousness of making
substitutions without cause.
Importance of Standardized Recipes and
Food Preparation Techniques
The use of standardized recipes in all menu planning approaches
is critical to the success of NSMP/ANSMP. In addition to providing
consistent quality and yield, standardized recipes are used by the
SFA for conducting nutrient analyses to determine reimbursable
meals.
All of the schools in a SFA that are using the SFA’s central menus
must use the same standardized recipes. For example, all schools
must use the SFA’s standardized frozen green bean recipe, which
calls for reduced amounts of margarine and salt.
43 43

Chapter 3
The nutrient analyses of menus is not valid if the cafeteria staff do not follow
the preparation of the recipe correctly, such as substituting ingredients, not
following preparation procedures, or not using correct serving utensils.
The self-evaluation checklist on the following pages will help you
to determine if your schools are correctly implementing nutrientbased
menu planning approaches. Answering “no” to any of the
questions indicates that changes and/or technical assistance are
required. Contact your State agency for technical assistance.
Nutrient-Based
Menu Planning
Approaches
4 44

What Does It Take To Implement a Nutrient-Based Menu Planning
Approach? - A Self-Evaluation Review
Procedures Yes No
Are reimbursable meals served at the point of service?
Meals offered contain the required food items and the portion
sizes appropriate to the meal pattern(s) used for menu planning. To
ensure that reimbursable meals are served:
◆ Train foodservice staff to prepare and serve reimbursable meals.
◆ Train students to select reimbursable meals.
◆ Train cashiers to recognize and count reimbursable meals.
Is portion/serving size control being used?
Portion/serving size control:
◆ Ensures that standardized recipes give consistent yields.
◆ Ensures that the nutritional contribution of the portion is
consistent from serving to serving and day to day.
◆ Ensures that each age/grade group is served the correct portions
of foods as planned.
◆ Ensures that meals are reimbursable.
◆ Ensures that food costs are consistent.
Is Offer Versus Serve implemented correctly?
◆
◆
◆
◆
Reimbursement for meals is based on each meal claimed
containing an entrée and meeting the required number of menu
items as defined by the menu.
School foodservice staff, including cashiers, have continuous
OVS training. Menus should have a consistent meal structure.
Students are trained in the requirements of OVS.
Serving line instructions are provided for students regarding the
selection of reimbursable meals.
Chapter 3
45

Chapter 3
What Does It Take To Implement a Nutrient-Based Menu Planning Approach? - A Self-Evaluation Review (continued)
Procedures Yes No
Are food production records documented and maintained as
required by regulations?
◆ Daily production records document:
– All food items served in a reimbursable meal
– Recipe or food product used (note if a USDA recipe)
– Planned/projected number of portions and serving sizes for
each age/grade group
– The types/quantities of food used to prepare the meals (for
example, number of servings, pounds, cans)
– Actual number of reimbursable meals served (indicate this
information for each age/grade group)
– Leftovers or substitutions
– Number of reimbursable meals planned and served for each
age/grade group; and
– Number of other meals (adult and special meals) planned and
served
– Number of á la carte sales when part of a reimbursable meal*
◆ This required documentation helps ensure that sufficient food
has been prepared and served to students for each day of your
menu cycle.
◆ Food production records are necessary to determine projected
number of servings for each menu item for weighted averaging
of nutrient analyses.
◆ The State agency uses food production records during a CRE
Review to determine if reimbursable meals are served.
◆ Ask your State agency for a state prototype or refer to USDA’s
A Menu Planner for Healthy School Meals for examples of food
production records.
◆ Check with your State agency for their requirements on
documenting á la carte food items (not part of a reimbursable
meal) on the food production records.
*Check with your State agency for their requirement on documenting a la carte food items
(not part of a reimbursable meal) on the food production records.
Are standardized recipes used?
A standardized recipe:
◆ Has been tried, adapted, and retried several times for use by a
given foodservice operation.
◆ Uses the exact procedures, the same type of equipment, and the
same quantity and quality of ingredients each time.
A standardized recipe, if followed correctly, will:
◆ Produce the same quality and yield each time.
◆ Contribute consistent meal pattern components each time.
◆ Contribute consistent calories and nutrients to the meal
each time.
46

Chapter 3
What Does It Take To Implement a Nutrient-Based Menu Planning Approach? - A Self-Evaluation Review (continued)
Procedures Yes No
Are cycle menus used?
Cycle menus are a set of established menus–containing the same
menu items and choices–repeated on a periodic basis. While not
required by regulations, cycle menus have advantages; they:
◆ Identify and offer popular foods.
◆ Save time and allow your staff to become adept at production.
◆ Achieve production balance.
◆ Help you stay within the budget.
◆ Assist in identifying menu changes needed to meet
nutrition goals.
Is nutrition information available for all commercially prepared food
products?
Nutrition information on commercially prepared products is
necessary:
◆ To compare products when purchasing.
◆ For data entry of nutrition content of items not in the software
database.
Two documents *that provide nutrition information are:
◆ Nutrition Facts Labels – Nutrition Facts Labels provide
nutrition information on the product and, while not required
on institutional-sized food packaging, are found on many food
products.
◆ Manufacturer’s Data Submission Form – When a Nutrition
Facts Label is not provided for the product, you can require the
manufacturer to complete a Manufacturer’s Data Submission
Form with the nutrient content of the product.
* Refer to Appendixes J and K for copies of these two documents.
Are there written descriptions on all food products?
Food specifications, or descriptions, are important for procurement
and to select the appropriate food in the database during nutrient
analyses.
Do you and your staff have the skills and knowledge to
conduct nutrient analysis?
◆
◆
◆
Menu planning/nutrient analyses staff have expertise in nutrition
and food preparation.
The resources needed to maintain NSMP/ANSMP as required by
regulations are:
–
–
–
Funding
Trained staff
Computer equipment and support
USDA-approved software
–
You have reviewed the Nutrient Analysis Protocols, and
understand the process of conducting a nutrient analysis.
47

Chapter 3
What Does It Take To Implement a Nutrient-Based Menu Planning Approach? - A Self-Evaluation Review (continued)
Procedures Yes No
Do you have the commitment and support that this approach requires?
◆ Do you have complete control over menu planning, so food
substitutions will not occur as the result of personal preferences?
◆ Is your staff committed to using the menus, standardized
recipes, food preparation and portioning techniques exactly
as planned?
Do you have the time to implement NSMP/ANSMP?
◆ Do you have time to aggregate the forecasted number of
servings for all schools, for weighted averaging, if central menus
are analyzed or to conduct the nutrient analysis on
all schools if centralized menus are not used?
◆ Have you allowed enough time to complete the process of menu
planning and nutrient analysis prior to implementing NSMP/
ANSMP?
Do menus include a variety of foods?
◆ Are fruits, vegetables, and whole grains offered daily?
◆ Do you plan a variety of foods and avoid excessive use of
fortified and highly processed foods?
Does your current procurement/delivery system prevent changes/
substitutions other than last minute and necessary ones?
If you are considering using ANSMP, there are additional factors to consider:
ANSMP Procedures* Yes No
Prior to use, has the State agency approved the initial menu cycle, recipes,
and other specifications of the ANSMP?
*After reviewing, the State agency may reject the contract, even with modifications. It is
still your responsibility under ANSMP to meet the nutrition standards.
Do you have the expertise and resources to manage a contract?
◆ Does your staff have the expertise to prepare and develop
the Request for Proposal or Invitation for Bid documents,
evaluate bids, and manage a contract?
◆ Does your school district/school have sustained funding
available for contracts associated with ANSMP?
Do you have the resources necessary for re-analyzing and menu
adjustments when changes in menus occur such as changes in student
participation, special events, food preferences, new products, etc?
If you answered “no” to any of the above questions, contact your State agency for training
and technical assistance in the appropriate area(s).
48

Chapter 4
SFAs/schools can achieve the nutrition goals of the SMI by
building into their foodservice operations simple daily practices
that will provide children with the nutrients required for building
healthy bodies. These daily practices involve important parts of
your foodservice operation – menu planning, food purchasing, food
preparation, and service. These practices are based on principles
that will move your SFA/schools toward meeting the nutrition
standards regardless of your menu-planning approach.
Let’s discuss some practices that schools can implement to meet
the nutrient targets and Dietary Guidelines recommendations.
Menu Planning for Healthy School Meals
Regardless of the menu planning approach you have chosen,
certain steps will help you plan healthier meals. The goal is to
plan, prepare, and serve healthy, nutritious meals that children
will not only select but also consume. Establishing lifelong eating
habits is critical for children. School meals can serve as an
important learning laboratory for modeling the kinds of foods that
children should choose each day.
Daily
Practices
The menu is the first step. As you have heard repeatedly
throughout your foodservice career, the menu is the driving force
for all foodservice program activities including the nutritional
contribution. The menu determines the nutrient content of the
meal and the acceptability—the acceptability influences the
participation rate.
The menu also provides an excellent opportunity for nutrition
education. The cafeteria can be a classroom link for nutrition
education where children are provided the opportunity to learn to
make healthy choices.
You already know that the meals must be planned to be in
compliance with Federal regulations and program requirements
for them to be claimed for reimbursement.
◆ If you are planning your menus with one of the food-based
menu planning approaches, you will need to ensure that all
required components and portion sizes are met.
49 49

Chapter 4
◆
If you plan menus using one of the nutrient-based menu
planning approaches, you will need to ensure that the menus
contain the menu items required and the nutrient content
of the meals, when averaged over a school week, meets the
nutrient standards for the age/grade groups being used.
Providing Menu Choices
Providing menu choices is important to allow students to select
foods they like. Choices help maintain high participation when
planning menus, and choices facilitate offering new foods for which
children may not have learned to develop a preference. Letting
students “take a taste” of a new menu offering is the ideal way to
introduce a wider variety of menu selections. Offering choices at
sites where Offer Versus Serve is in place encourages students to
select foods they intend to eat.
Daily
Practices
The number of choices you offer in each category depends on your
own foodservice operation. Look for a balance in cost, nutrients,
and equipment usage, as well as the labor and skills needed to
prepare each item.
Regardless of the menu planning approach you are using, menus must meet
the nutrient standards.
Developing Cycle Menus
Cycle menus are menus that are developed for a certain length of
time and repeated on a periodic basis. For example, menus can be
planned for four weeks and repeated during the school year. There
is no time requirement, so the length of the cycle depends on the
school district’s preference.
Using cycle menus developed for breakfast and lunch for any
of the menu planning approaches will save time and increase
efficiency.
◆ Cycle menus can save time by allowing you to plan basic
menus—by meal patterns or by nutrient analysis—only once
during the school year.
◆ Cycle menus, because they are repeated on a periodic basis,
save time for your foodservice staff, by allowing them to become
familiar and efficient with the food production routine.
◆ Cycle menus save time in procurement, since the same food
items are repeated on a cyclic rotation.
5050

Chapter 4
◆
Lastly, cycle menus can save time for SFAs/schools using the
nutrient-based approach to menu planning, saving time for
data entry and nutrient analysis.
SFAs may vary in the way they implement cycle menus. Some
repeat the same set of menus every four weeks or so, but some
may have different sets of cycle menus for each season of the year.
Other SFAs, especially those that do a lot of on-site preparation,
may establish a basic number of daily menus and then vary or
switch the scheduling of the individual menus—depending on the
day of the week and the amount of pre-preparation required.
These SFAs number each daily menu and then switch them
according to the day of the school week. For example, cycle menu
#5 may never be scheduled on the first day of a school week or
following a holiday because this menu requires pre-preparation,
such as thawing of bulk ground beef.
For NSMP/ANSMP, daily menus may be switched within the
analyzed week, but may not be switched from one week to another
without re-analyzing.
The next several pages will provide “best practices” for your
foodservice operation—with the goal of meeting the SMI nutrition
standards. All of these “best practices” are included in the
Appendices for you to reproduce, modify, and use as another SMI
training tool for your schools.
Daily
Practices
Menu-Planning Practices for Healthy School Meals
Increase the Variety of Entrees Offered.
✓ Plan more school-prepared items and/or look for new
commercially prepared products to increase variety.
✓ Choose more low-fat, low-sodium products.
✓ Use low-fat cheeses, dairy products, and lower fat meats.
✓ Explore the possibility of offering entrée salads or a salad bar.
✓ Where choices are not offered, limit processed meats/meat
alternates that have not been modified to reduce fat and/or
sodium to once a week.
Plan More Fresh Fruits and Vegetables on .
Your Menu Each Day.
✓ Increase the amounts and variety of fruits and vegetables
offered because fruits and vegetables differ in nutrient content.
51 51

Chapter 4
✓
✓
✓
✓
✓
✓
✓
Offer a dark green or deep orange vegetable three to four times
a week.
Plan a vitamin C-rich vegetable or fruit daily.
Offer cut-up fruit or dried fruit as a topping for yogurt.
Offer fruit with more potassium often, such as bananas,
prunes, prune juice, dried peaches, dried apricots, cantaloupe,
honeydew melon, oranges, and orange juice.
Offer fruit often as snacks if you provide reimbursable snacks
for an afterschool program.
Frequently offer fresh vegetable salads or fresh vegetables
with a low-fat dip such as low-fat salad dressings, yogurt, or
hummus.
Frequently offer fresh fruits using a variety of presentations,
such as orange smiles, apple wedges, fresh fruit cups, red and
green grape combos, and banana halves.
Daily
Practices
Plan at Least One Menu Item Containing a .
Whole Grain Each Day.
✓ Plan a variety of breads and bread alternates such as wholewheat
breads, multigrain breads, brown bread, and brown rice.
✓ Increase the variety of whole-grain cooked and ready-to-eat
cereals offered at breakfast.
✓ Offer school-baked bread, replacing most of the white flour
with whole-wheat flour. Begin slowly by replacing one-third
of the white flour with whole-wheat and gradually increasing
until the whole-wheat part is greater than 50 percent. Some
schools report success with increasing the whole-wheat flour up
to 80 percent. More leavening ingredients and liquids may be
required as percentage of whole-grain flour increases.
Plan at Least One Serving of Cooked Dried Beans .
or Peas Each Week.
✓ Offer more cooked dried beans and peas.
✓ Explore the great variety available such as black beans, Great
Northern beans, red kidney beans, lima beans (mature), Navy
beans, pinto beans, black-eyed peas, lentils, split peas, and
garbanzo beans (also called chick peas), all of which can be
offered in salad bars; as a vegetable such as Boston baked
beans; made into soups; served as frijoles with Mexican food
menu items; served as beans and rice in some parts of the
country; and red kidney or pinto beans can be ground and
added to chili if children find whole beans unacceptable.
Garbanzo or chickpeas can be made into hummus for a
vegetable dipper.
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Chapter 4
Offer as Many Healthy Alternate Choices as Your .
Operation Allows.
✓ Reduce the number of times French Fries are offered. Offer
baked potatoes or seasoned baked potato wedges more often.
✓ Offer low-fat sour cream, low-fat or fat-free yogurt for a topping
in place of sour cream.
✓ Offer low-fat salad dressings in addition to regular salad
dressing.
Where Choices Are Not Offered, Offer No More .
Than One High-Fat Menu Item per Meal.
Before Placing New Food Products on Your Menus, Obtain
Nutrition Information About the Item.
✓ Check for type(s) and quantity of fat and the amounts of
sodium and/or sugar in the item.
Offer and Promote Unflavored Fat-Free or Unflavored .
1 Percent Low-fat Milk at Each Meal.
✓ If flavored milk, such as chocolate or strawberry milk, is
offered, use only 1 percent low-fat or fat-free.
Menu Planning Practices for Healthy School Meals can also be found in Appendix N in a reproducible format.
Purchasing Practices for Healthy School Meals
Daily
Practices
Collect and compare nutrition information about all food products
you purchase for your schools. Search for products that are
nutritious and appealing to students, but also meet your labor,
equipment, and cost needs.
Milk and Dairy Products
✓ Purchase low-fat and/or fat-free fluid milk fortified with
vitamins A and D.
✓ Purchase low-fat or fat-free yogurt fortified with vitamins A
and D.
✓ Whole milk may contain either 3.3 percent or 3.7 percent fat.
Know the percent of fat in the milk you purchase.
✓ Purchase low-fat cheeses such as part-skim mozzarella, and
other low-fat or fat-free dairy products.
✓ Purchase ice cream less frequently. Offer ice milk, sherbet,
low-fat or fat-free frozen yogurt, or frozen fruit juice bars
(not frozen fruit-flavored bars, which are Foods of Minimal
Nutritional Value (FMNV).
53 53

Chapter 4
Identifying Fat Levels in Milk Products - .
What’s on the Label?
Starting January 1, 1998, the labeling of fat-reduced milk products
was required to follow the same requirements the Food and Drug
Administration (FDA) had established earlier for the labeling of
many reduced-fat foods.
◆
◆
◆
2-percent milk is now known as "reduced-fat" instead of "lowfat."
1-percent milk remains "low-fat."
Fat-free milk is also known as skim, zero-fat, or non-fat milk.
A chart indicating the grams of fat in each type of milk is included in Appendix O.
The changes do not affect the labeling of lower-fat yogurt products.
These products are now bound by the "general standard" for
nutritionally modified standardized foods. This means the
nutrients that lower-fat milk products provide, other than fat,
must be at least equal to nutrients in full-fat milk, before vitamins
A and D are added.
Daily
Practices
The goal of the labeling changes was to help consumers select
milk products that can help them lower their fat and saturated fat
intakes to recommended levels.
Example of How Low-fat Milk Reduces Saturated Fat
Serving low-fat milk that is 1-percent and below is an easy way
to lower fat intake, especially saturated fat—it doesn't take a lot
of time and no preparation skills are needed. A report 1 of a school
intervention in an inner city, primarily Latino, school district in
the city of New York involved switching from whole milk to 1-
percent low-fat milk in six elementary school cafeterias. Based on
the results of this switch, a 25-percent reduction in calories from
saturated fat occurred, with no other dietary changes.
Condiments
✓ Purchase reduced-fat/reduced-sodium salad dressings and
mayonnaise, as appropriate, or make your own using less
oil and salt. Allow students to taste-test these products for
acceptability prior to purchase.
Meat/Meat Alternates and Entrées
✓ Purchase reduced-fat/reduced-sodium meats and meat
alternates when available.
54 54
1 Wechsler, H, Basch, C, Zybert, P and Shea, S. Promoting the selection of low-fat milk in elementary
school cafeterias in an inner-city Latino community: evaluation of an intervention. Amer J of Public
Health. 88:3, 1998, pp. 427-433

Chapter 4
✓
✓
✓
✓
✓
✓
Purchase ground poultry (without skin—approximately 11
percent fat) to mix 50-50 with lean ground beef.
Purchase cold cuts, deli meats, and hot dogs with no more
than 3 grams of fat per ounce.
Purchase water-packed tuna fish instead of oil-packed.
Limit the purchase of convenience items that are prefried in
fat during processing.
Taste-test lower-fat, lower-sodium convenience items prior
to purchasing. Ask students, faculty, and foodservice staff to
participate in the taste testing to identify acceptable products.
Require vendors to provide nutrition information for all
products purchased. Use this information to compare nutrient
information on various products to determine if lower-fat items
would be acceptable.
Fruits and Vegetables
✓ Purchase fruits canned in light syrup or natural fruit juices
instead of heavy syrup.
✓ Purchase fresh fruits, where feasible, to substitute for
canned fruits.
✓ Purchase fresh and frozen vegetables, where feasible, to
substitute for canned vegetables, which are high in sodium.
✓ Purchase oven-ready fries, instead of fries for deep-fat frying.
Check and compare the fat content of the oven-ready fries
to the deep-fat frying fries. Many times, the oven-ready fries
have been processed with a coating of oil to make them brown,
resulting in a high fat content.
Daily
Practices
Oils and Fats
✓
✓
✓
✓
✓
Purchase items that have been prepared/processed with
unsaturated vegetable oils. Avoid products made with coconut
or palm oils.
Purchase polyunsaturated and/or monounsaturated oils, such
as canola, corn, cottonseed, olive, peanut, safflower, soybean, or
sunflower oils.
Do not purchase lard.
For highest polyunsaturation, purchase margarines where the
first ingredient is a liquid oil, e.g., liquid corn oil.
Avoid hydrogenated oils/fats, which contain trans fats.
•
•
•
A label with hydrogenated oil among its ingredients
has increased saturation and trans fats over the liquid
counterpart, e.g., partially hydrogenated soybean oil.
Soft “tub style” margarines are less hydrogenated (less
saturated) than stick margarines.
Purchase margarines that are “trans fat” free.
Refer to Appendix P for a discussion on the types and examples of dietary fat.
55 55

Chapter 4
Grains and Breads
✓ Specify whole grain as the primary ingredient.
✓ If schools bake their own breads, gradually increase the
amount of whole-wheat flour in the basic roll or bread recipe.
Start with 1/3 whole-wheat flour, then gradually increase from
school year to school year as acceptability increases until at
least 50 percent of the flour is whole-wheat.
Seasonings
✓ Purchase garlic, onion, and celery powders or granules, not
garlic onion or celery salts, which have more sodium.
✓ Purchase seasoning mixes that do not contain monosodium
glutamate (MSG) or where salt is not the primary ingredient.
Refer to the SMI Resource section of this manual to locate the two
school foodservice purchasing references, Choice Plus: A Reference
for Foods and Ingredients and First Choice: A Purchasing Systems
Manual for School Food Service.
These Purchasing Practices for Healthy School Meals can also be found in Appendix Q in a reproducible format.
Daily
Practices
Food Preparation Practices for Healthy School Meals
Train all foodservice staff in food preparation techniques that
guarantee food quality, limit calories from fat, and keep sodium
in moderation while providing the calories and nutrients that
children need to develop healthy bodies and minds.
To Reduce Fat
✓ Trim visible fat from raw meats before cooking.
✓ Cook meat on a rack or drain fat from cooked meat (put in
colander to drain or use a meat baster to remove fat).
✓ Chill meats, meat drippings, soups, stews, and sauces, when
appropriate, so fats will solidify and can be easily removed.
✓ Limit deep-fat and pan frying; bake, broil, or steam foods
instead. When using precooked breaded meats, poultry, or fish,
oven bake instead of frying them.
✓ When deep-fat fried foods are offered, select an unsaturated fat
and carefully follow correct temperature, time, and draining
procedures.
✓ Modify recipes by reducing the amount of butter, margarine,
oil, or shortening called for in the recipe, as appropriate.
Reduce amounts of butter/margarine used for seasoning; do not
use bacon grease, lard, or salt pork.
56
56

Chapter 4
✓
✓
✓
✓
✓
Use non-stick cooking spray or parchment paper to reduce the
amount of fat needed to prevent baked products from sticking.
When serving fried fish or fried potatoes, offer low-fat
condiments (e.g., lemon wedges, malt vinegar, catsup, sweet
and sour sauce) instead of tartar sauce or other high-fat sauces
Use fat-free or non-fat dry milk in place of whole milk or cream
in recipes when possible. Use low-fat plain yogurt instead of
sour cream.
In preparing items such as potato salad, carrot-raisin salad,
chicken salad, etc., replace a portion of the mayonnaise-type
salad dressing with plain, low-fat or non-fat yogurt.
Reduce the amount of salad dressing you use on tossed or
mixed salad.
To Reduce Salt or Sodium to a Moderate Level
✓ Modify recipes by reducing the amount of salt, soy sauce,
Worcestershire sauce, and other salty condiments as
appropriate. Omit monosodium glutamate (MSG) from recipes.
✓ Do not add salt to canned vegetables.
✓ Only lightly salt fresh and frozen vegetables and entrees.
Gradually reduce the amount of salt.
✓ Experiment with herbs, spices, and lemon for seasonings to use
in place of part of the salt.
✓ Reduce or eliminate the salt in the cooking water when cooking
rice or pasta if these foods will be served with a sauce or gravy
or in a casserole.
Daily
Practices
To Increase Fiber
✓ Leave edible peels/skins on fruits and vegetables (e.g., use
unpeeled apple in salads and fruit cups, leave potatoes
unpeeled) for added fiber.
✓ Add whole-wheat flour to baked items such as rolls, cookies,
etc.
To Retain Nutrients
✓ Steam vegetables in small batches until only tender-crisp. Do
not hold longer than 20 minutes to retain nutrients, flavor, and
color.
57 57

Chapter 4
To Maintain Quality and Consistency in Food
Develop and Use Standardized Recipes
The USDA defines a standardized recipe as one that:
◆ Is tried, adapted, and retried several times for use by a given
foodservice operation.
◆ Produces the same good results and yield every time:
• Using the same preparation procedures,
• Using the same type of equipment, and
• Using the same quantity and quality of ingredients.
You should use standardized recipes for many important
reasons. They:
◆ Provide the same consistent product every time you prepare
them.
◆ Control food cost since there is no overproduction of food.
◆ Increase productivity, saving time for you and your staff.
◆ Increase customer satisfaction because they know they can
depend on being served a consistently high quality product
each time.
Daily
Practices
Every recipe that you use in your kitchens must be standardized. This includes
all recipes that have more than one ingredient.
For example, you may think that a simple product like cinnamon
toast does not need a recipe. However, this item includes bread,
fat, sugar, and cinnamon, which must be measured every time to
ensure that the end product always yields:
◆
◆
◆
Consistent and measurable results,
Consistent nutrient content, and
Necessary food components and portion sizes to contribute
toward a reimbursable meal.
Ensuring That Standardized Recipes Are Used
You, as the foodservice director, supervisor, or manager, should
review the actual recipes that the foodservice staff is using while
monitoring your site. Are all schools using the SFA’s standardized
recipes? It is necessary to observe the day’s production from
beginning to end. This means to be at the site before food
production is started and stay until the food is served and
leftovers are counted.
58 58
Allow the foodservice staff necessary time to discuss daily
procedures. Staff may fall into incorrect habits without realizing
it. Group discussions are a perfect opportunity to find better ways
to accomplish a task. Always be willing to listen to what staff
members have to offer.

Chapter 4
Here are a few suggestions to help you monitor more efficiently.
✓ Determine if the correct recipe is being used that was planned
for the menu.
✓ Examine the ingredients that have been used to ensure that
the recipe is prepared as planned.
✓ Check the quantity or yield that was prepared for the site.
✓ Determine if there are leftovers and the reason for
overproduction.
✓ Observe portioning to ensure the correct serving utensil is used.
✓ Examine the kitchen setting and equipment needed to prepare
the recipe.
✓ Make “follows standardized recipes” one of the criteria for
performance evaluation. This indicates the SFA’s priorities.
Identify a prepared food or menu item each month for school staff to bring
in and review at the monthly managers’ meeting. Set up a “blind” scoring
process where all managers score and select the best product. Recognize the
school that prepares the best food item and consider allowing the cook/baker
from that school to visit other schools as a trainer. Recognition is a powerful
employee motivator!
For more detailed information on standardized recipes, please
refer to the NFSMI’s Measuring Success with Standardized
Recipes, described in the SMI Resources section.
Daily
Practices
The Food Preparation Practices for Healthy School Meals can also be found in Appendix R in a reproducible
format.
Meal Service Practices for Healthy School Meals
◆
◆
◆
◆
◆
◆
◆
Work with school superintendent, principal, PTA, or PTO
and/or other appropriate groups to ensure that students
have sufficient time to select and consume a healthful meal.
Ensure that low-fat and fat-free milk are available throughout
the entire lunch period.
Check the temperature of milk to make sure it’s cold all
through meal service and acceptable to students.
Place fat-free and low-fat milks toward the front of the milk
cabinet to promote their selection.
Merchandise foods to encourage consumption of low-fat
menu items.
If a la carte food items are sold, make sure they are reflective
of the goals of SMI, i.e., that healthy choices are offered.
Steam vegetables only until tender-crisp.
59 59

Chapter 4
◆
◆
◆
Offer meals that incorporate principles of good menu
planning, including variety and a good balance of colors,
shapes, textures, temperatures, and flavors.
Plan attractive garnishes for steam table pans or individual
pre-portioned foods.
To ensure student appeal, conduct student taste tests of
new recipes and commercially prepared food products.
Ideas for Program Promotion and Improvement
Daily
Practices
◆
◆
◆
◆
◆
Promote healthful meal choices in menus and on the serving
line.
Model good eating habits and a positive attitude toward
healthy foods.
Promote good nutrition to teachers and school staff and
enlist their support in modeling positive attitudes toward
healthy eating.
Provide nutrition education to students, parents, teachers,
and/or foodservice staff, as appropriate.
Include nutrition information on menus sent home to parents.
The Meal Service Practices for Healthy School Meals can also be found in Appendix S in a reproducible format.
Portion Control for Healthy School Meals
Portion control is another key to serving healthy school meals
and teaching children how to recognize adequate servings of food.
All foods fit into a healthy eating plan, but an excess amount
of any one food can turn healthy into unhealthy. With the
prevalence of oversized portions at many restaurants and fast food
establishments, children need to learn to recognize an appropriate
portion size for their age.
Portion control is important throughout the child nutrition setting.
It involves careful planning, purchasing, meal preparation, and
meal service.
60 60
Portion control contributes to an effective child nutrition operation
because it:
◆ Provides the correct serving size to meet the nutritional needs
and/or the USDA meal pattern/menu structure requirements.
◆ Helps to control costs.
◆ Minimizes waste and overproduction. Numerous and/or
frequent leftovers can invalidate even the best nutrient
analysis.

Chapter 4
◆
◆
◆
◆
Guides the ordering and preparation of food.
Gives a consistent yield.
Ensures each student receives the same portion—important for
customer satisfaction.
Ensures consistent nutritional contributions to the meals
Training for Portion Control
A foodservice director must continually train the foodservice staff
on the importance of serving the proper portion to each child.
1. The first step to proper portion control is to ensure that all
kitchens are equipped with the right tools and know which
tools to use for each product. Every kitchen should contain the
following tools to ensure proper portioning:
✓ Ounce and pound scales for weighing meats and
cheeses. Various sized scoops or dishers for mashed
potatoes, desserts, etc.
✓ Solid and perforated, standardized measuring-portion
servers for serving fruits (solid) and vegetables (perforated).
✓ Various sized ladles for liquid foods such as soups,
gravies, etc.
2. Another important step is to train the foodservice staff to
identify, prepare, and serve the correct portions.
✓ They must be trained to portion food or menu items
correctly during preparation of foods, such as weighing out
the correct portion sizes of meats and cheese for individual
salads and sandwiches.
✓ In addition, they must be trained to identify and use the
correct size serving utensil on the serving line. For example,
use a “Number 8” scoop to serve a ½ cup portion of a
vegetable.
Daily
Practices
A La Carte Sales That Promote Healthy Choices
USDA studies 2 indicate that students who participate in the
National School Lunch Program (NSLP) and School Breakfast
Program (SBP) receive better dietary intakes than students who
participate in neither program. As administrator or managers
of the NSLP and SBP for your SFA or school, your primary
responsibility is to promote these programs—not a la carte sales.
2 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and
Evaluation, Changes in Children’s Diets: 1989-1991 to 1994-1996, CN-01-CD2, by Phil Gleason and
Carol Suitor. Alexandria, VA: 2001. Available online at www.fns.usda.gov/oane/default.htm.
61 61

Chapter 4
If you have made the decision to offer a la carte sales, practice
the same nutrition integrity 3 with the choices of a la carte sales
available to students as with reimbursable meals. The key to
healthy school foods is to practice variety, moderation, and
balance. No single food supplies all the necessary nutrients.
Additional foods offered for sale should enhance the menu by
providing variety as well as optimizing the nutritional intake.
Avoid serving the same high-fat and/or high-sodium a la
carte items on a daily basis, such as pizza, French fries, and
hamburgers.
Here are some suggestions for planning healthier a la carte items.
✓ Try offering fresh fruit or vegetable a la carte choices.
✓ Offer fresh baked breads (containing whole-wheat flour) in
baskets with low-fat cheese and some fresh vegetables.
✓ Provide sandwich plates with a vegetable or fruit salad.
✓ Sell individual bags of raw vegetables and dips.
✓ Sell plain bottled water as a supplemental beverage rather
than sugar-added drinks.
Daily
Practices
Food Safety and Sanitation Practices for
Healthy School Meals
Having food that is safe to eat is a vital part of healthy eating.
It is so important that food safety is now part of the Dietary
Guidelines for Americans. In addition, Federal law now requires
that every school food authority (SFA) shall implement a Hazard
Analysis Critical Control Point (HACCP)-based school food safety
program in the preparation and service of each meal served to
children. The SFA must ensure that only safe food of the highest
quality is served to children.
62 62
3 The School Nutrition Association (formerly the American School Food Service Association) and the
American Dietetic Association define nutrition integrity as “a level of performance that assures all
food and beverages available in schools are consistent with the Dietary Guidelines for Americans,
and when combined with nutrition education and a healthy school environment contributes to
enhanced learning and the development of lifelong, healthy eating habits.”

Chapter 4
For assistance in developing a HACCP school food safety program,
refer to the U.S. Department of Agriculture’s Guidance for School
Food Authorities: Developing a School Food Safety Program Based
on the Process Approach to HACCP Principles. This document
serves as USDA guidance for the implementation of HACCP-based
food safety programs in schools participating in the National.
It identifies the minimum elements of Standard Operating
Procedures and temperature controls that must be included in a
food safety program based on HACCP principles.
Another excellent reference for establishing food safety practices is
the National Food Service Management Institute’s Serving It Safe,
Second Edition.
To obtain these manuals, refer to the list of SMI Resources located after Chapter 6.
Below are examples of some foodservice areas and practices that
SFAs should incorporate into their school food safety program.
Purchasing
◆ Buy from reputable vendors.
◆ Include food safety standards in purchasing agreement.
◆ Accept foods only if delivered at proper temperatures in clean,
well-equipped trucks.
Daily
Practices
Receiving
◆
◆
◆
◆
Inspect foods upon arrival for proper temperature, content
damage, and insect infestation.
Reject all products that do not meet requirements.
Store foods immediately.
Keep receiving area clean.
Storing
◆ Label food with description and delivery date.
◆ Use oldest foods first.
◆ Avoid cross-contamination.
◆ Store chemicals away from foods and other food-related
supplies.
◆ Maintain proper refrigerator, freezer, and dry storage
temperatures.
Preparing
◆ Avoid cross-contamination.
◆ Keep foods out of temperature “danger zone” (41°F-135°F).
◆ Wash fresh fruits and vegetables in potable, running water–
never in standing water.
63 63

Chapter 4
◆
◆
Thaw foods properly.
Prepare foods no further in advance than necessary.
Cooking
◆
◆
◆
◆
Avoid cross-contamination.
Cook foods to the proper internal temperature for the
appropriate time without interruptions.
Record internal temperatures of food.
Use a clean food thermometer when taking food temperatures.
Serving and Holding
◆ Avoid cross-contamination.
◆ Hold foods at the proper temperature – below 41°F and above
135°F to keep out of the “danger zone” (41°F-135°F).
◆ Record internal temperatures of food.
Daily
Practices
Cooling
◆ Chill rapidly.
◆ Stir frequently while cooling.
◆ Use shallow, pre-chilled pans or other safe chilling methods.
◆ Record internal temperatures of foods.
◆ Store appropriately.
Reheating
◆ Reheat rapidly.
◆ Reheat to an internal temperature of 165 °F for 15 seconds.
◆ Record internal temperatures of food.
◆ Use a clean food thermometer when taking food temperatures.
◆ Never reheat food in hot-holding equipment.
Maintaining a Safe and Sanitary Foodservice Facility
◆ Follow rules for good personal hygiene.
◆ Wash hands frequently, properly, and at appropriate times.
◆ Clean and sanitize facility and equipment regularly.
◆ Keep facility and food items free of pest infestation.
Using Practice-Based Strategies To Meet
Nutrition Standards
SFAs that do not have the capabilities or resources to conduct a
nutrient analysis often have to rely on the State agency’s nutrient
analysis of one week’s menus to determine if they are meeting the
SMI nutrition standards and then adjust their menus as needed.
64 64

Chapter 4
If you are not analyzing your own menus—or even if you are—you
can incorporate these practices into daily operations to ensure
your school meals provide the necessary nutrients and calories,
and make a giant leap in meeting the SMI nutrition goals—and
most importantly—students will benefit from being offered a
variety of nutritious foods.
Commitment and Training
When everyone on the school foodservice team commits to working
together in providing healthy school meals, the SFA/school will
have increased confidence that meals offered to students will meet
the SMI nutrition goals. The school foodservice practices listed in
this chapter were provided to guide foodservice staff in planning
menus, purchasing food products, and preparing meals that will
meet the SMI nutrition goals—even before nutrient analysis is
conducted by the district or State agency.
These recommended practices are included, in reproducible form,
in the Appendices to enable foodservice directors/supervisors to
duplicate or adapt them for continuous staff training.
Daily
Practices
65 65

Chapter 5
It takes more than school foodservice providing healthy food
choices in the cafeteria to change students’ poor eating behaviors.
Children’s behaviors are influenced by food and beverage messages
within their total environment—including the school cafeteria, the
classroom, the entire school campus, at home, the community, and
through the media. It takes a team approach to create a healthy
nutrition environment for children—what USDA refers to as
“Team Nutrition.”
About Team Nutrition
As discussed in the earlier chapters, in 1995, the School Meals
Initiative for Healthy Children regulations updated nutrition
standards to ensure that school meals were consistent with the
Dietary Guidelines for Americans. USDA recognized that schools
needed help to put the rules into actions. School foodservice
professionals requested technical assistance to help schools create
healthy, appealing meals and nutrition education to motivate
students to select and consume the healthier meals.
So, Team Nutrition was born: an integrated, behavior-based,
comprehensive plan for promoting the nutritional health of the
Nation’s children.
TEAM
Nutrition
How Does Team Nutrition Work?
Team Nutrition Uses Three Behavior-Oriented Strategies
1. Provide training and technical assistance to help foodservice
staff working with child nutrition programs:
• Plan and prepare healthy meals that look good, meet
nutrition standards, and appeal to taste and cultural
preferences.
• Link child nutrition programs with other nutrition and
health-related school programs and activities, and use the
school cafeteria as a learning center.
• Practice sound financial accountability in child nutrition
program operation.
67 67

Chapter 5
2. Provide multifaceted, integrated nutrition education for
children, their parents, and other adults who influence
children’s behavior:
• Deliver consistent nutrition messages:
— Eat a variety of foods;
— Eat more fruits, vegetables, and whole grains;
— Choose calcium-rich foods;
— Eat lower-fat foods more often; and
— Be physically active.
•
Reinforce the messages through the school, classroom,
cafeteria, home, community, and media.
3. Build school and community support:
• Encourage schools to adopt policies that promote healthy
eating and physical activity.
• Provide educational materials to help schools achieve
success.
• Promote a school and community environment that supports
healthy eating and physical activity.
TEAM
Nutrition
Communication Channels
Nutrition education messages are delivered through Team
Nutrition’s six reinforcing communication channels to reach
children where they live, and play, as well as the adults who care
for them and can influence their behavior. These channels are:
Foodservice Initiatives
The cafeteria offers a positive atmosphere that reinforces nutrition
education messages and provides opportunities for students to
practice skills learned in the classroom.
Classroom Activities
Interactive classroom activities that incorporate nutrition
education messages across the curriculum in all subject areas not
only teach students about nutrition but also provide opportunities
to develop skills necessary to form lifelong healthy eating habits.
School-wide Events
Nutrition education activities that all students, school personnel,
parents, and the community can enjoy (a school garden project,
nutrition fair, or school play) are fun learning opportunities for
everyone and reinforce the value of healthy eating and physical
activity.
6868

Chapter 5
Home Activities
Home activities for children and their parents reinforce messages
that children learn at school and in the community. Through their
positive example, parents help children learn to make good choices
for healthy eating and physical activity. Home activities also
provide opportunities for students to influence parental shopping
and food preparation decisions.
Community Programs and Events
Individuals and organizations develop community-wide education
initiatives that emphasize nutrition and physical activity. Joint
efforts by schools and communities expand the reach of Team
Nutrition messages.
Media Events and Coverage
Media coverage of school and community events helps ensure
that Team Nutrition messages are repeated and are received
by wide audiences. Press releases, public service announcements,
and features are appropriate tools for disseminating nutrition
messages and enhancing community support for Team
Nutrition goals.
What Resources Does Team Nutrition Provide?
Since 1995, Team Nutrition has been working to develop an array
of resources, such as newsletters, publications, videos, CD’s,
websites – to support each of the three implementation strategies.
These include:
◆ A variety of training and technical assistance materials for
child nutrition program foodservice personnel, such as Fruit
and Vegetables Galore, Food Buying Guide, and Menu Planner
for Healthy School Meals, etc.
◆ Nutrition curricula for elementary and middle schools, such as
yourSELF, the Power of Choice, and the MyPyramid for Kids
classroom materials.
◆ Support materials for schools and communities to help them
foster children’s healthy eating and activity, such as Changing
the Scene and Making It Happen!
◆ MyPyramid for Kids educational material to bring the
messages of MyPyramid to elementary school children.
Teachers can easily teach MyPyramid for Kids by using the
classroom materials, including lesson plans, an interactive
game, and a MyPyramid for Kids poster.
Visit the Team Nutrition website regularly at www.
teamnutrition.usda.gov to see what resources are currently
available.
TEAM
Nutrition
69 69

Chapter 5
Join the Team!
All schools participating in the child nutrition programs are
invited to enroll as Team Nutrition Schools, making a commitment
to take the lead in encouraging positive eating and physical
activity behavior changes. Currently, over 33,700 schools are
enrolled as Team Nutrition Schools.
If your school is not a Team Nutrition School, enroll today. You
can download a copy of the Team Nutrition enrollment form at:
teamnutrition.usda.gov/Join/enrollmentform.pdf. Or refer
to Appendix T for a Team Nutrition School enrollment form. You
may mail or fax this form directly to Team Nutrition.
Mail to:
Team Nutrition
3101 Park Center Drive, Room 632
Alexandria, VA 22302
TEAM
Nutrition
Or fax to:
Team Nutrition
(703) 305-2549
As a newly signed-on Team Nutrition School, you will receive
a free Resource Kit from USDA to help you plan and carry out
activities for students, parents, and teachers. Team Nutrition
Schools will also receive new Team Nutrition materials as they are
developed.
Schools should notify USDA if the TN leader in your school(s) changes so that
TN contact information can be updated. You can e-mail TN directly at the
website listed below.
Visit the Team Nutrition Website often at www.teamnutrition.
usda.gov to learn about what other Team Nutrition Schools are
doing.
You can make a big difference – in children’s energy and readiness
to learn today. Healthy children become healthy, productive adults
and increase their success and wellbeing throughout their lives.
70 70

Chapter 6
Each SFA will be scheduled for an SMI review at least once every
five years. Your State agency will let you know in advance when
you will be reviewed. This notification may include:
◆
◆
◆
◆
Which school(s) will be selected;
What week will be selected for review;
When an on-site visit will be scheduled; and
What specific information you will need to provide.
This chapter briefly describes how to prepare for a review
and what information you will need to collect in preparation
for the review.
How Does the SMI Review Compare to a CRE Review?
The Coordinated Review Effort, or CRE Review, focuses on the
administrative aspects of school foodservice operations. State
agencies are required to conduct CRE and SMI Reviews of each
school district or SFA participating in the NSLP once every five
years.
CRE Reviews Have the Following Goals:
◆ To determine if free and reduced-price meal benefits are
provided in accordance with the regulations,
◆ To determine if proper meal counts are being taken at the point
of service, and
◆ To determine if complete reimbursable meals are being offered.
SMI
Review
SMI Reviews Have These Goals:
◆ To ensure Program meals meet the nutrition standards, and
◆ To ensure that SFAs receive the technical assistance and
resources needed to meet the nutrition standards.
The SMI Review May Be Conducted:
◆ Prior to the CRE Review.
◆ After the CRE Review.
◆ At the same time as the CRE Review.
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Chapter 6
Preparing for the Review – What You Will Need
The chart below summarizes the information that any SFA will
need to have available when the SMI review is scheduled. Some
State agencies may request these documents prior to the review,
while others may require them during the review. Have all
required information organized and readily available.
Information You Must Provide for the SMI Review
SMI
Review
◆
◆
◆
◆
◆
◆
Menus for the entire review week. (See the glossary for the definition of a review
week.) If the week selected does not meet this definition, let the State agency
know right away so that an alternate week may be selected.
Standardized recipes, including local and modified USDA recipes, for all menu
items served during the review week. Remember, you will need a standardized
recipe whenever a food item contains more than one ingredient.
Food production records of the school(s) selected for the review week. Your State
agency may request to see production records from other schools, especially if
you are on NSMP/ANSMP and analyze menus centrally, to check if your weighted
averages are reflective of food preferences at all schools.
Nutrition Facts Labels or nutrient analysis data forms submitted by manufacturers
for each commercially-prepared food used during the review week.
Child Nutrition (CN) Labels and/or Product Formulation Statements to identify the
component contribution of a product toward the meal pattern—for schools on a
food-based menu planning approach.
A nutrient analysis of menus and copies of all recipes (including analysis) for the
review week—for schools on a nutrient-based menu planning approach.
A more detailed checklist of documents you will need for the SMI
review is included in Appendix U. Below is a brief discussion of
these documents.
72 72

Chapter 6
Menus
Complete written menus are required to ensure accuracy of the
nutrient analysis. You will need a copy of the menus planned and
served for each of the school(s) selected for the review. Menus
should include all choices, including condiments and other items
not included as a meal component, such as desserts. Provide a
copy of your documentation of substitutions if you are following
a nutrient-based menu planning approach. You should note the
specific substitution, the date you became aware of the need for a
substitution, and the date the substitution was made.
A copy of a Sample Food Substitution Form is included in Appendix L.
Standardized Recipes
You will need to provide copies of all recipes used during the
review week.
◆ If you are using a nutrient-based menu planning
approach, the State agency will use your recipes to ensure
that they were correctly entered into the nutrient analysis
software program, including selecting the correct ingredient
and weight or volume.
◆ If you are using a food-based menu planning approach,
the State agency will use your recipes in the nutrient analysis.
For those SFAs/schools that are on a food-based menu planning
approach, conduct their own analysis, and wish the SA to
accept their analysis, the SA will validate the data entry of the
ingredients, recipes, and menus for accuracy.
SMI
Review
The procedures for standardizing recipes are described in Chapter
7 of USDA’s A Menu Planner for Healthy School Meals. This
resource describes in detail the importance of standardized
recipes to ensure consistent results for both nutritional analysis
and product quality and yield. It gives a clear description of the
procedures by which local recipes can be standardized for use in
your program. It also contains a copy of a standardized recipe
form. Check your recipes against this form to ensure that all
needed information is included in your recipes.
Another resource is Measuring Success with Standardized Recipes,
2002. Refer to the SMI Resource section of this manual on how to
order this publication.
Food Production Records
Food production records are the documentation of what was
prepared and served; they are necessary to support the claim for
reimbursable meals and to identify information needed for the
nutrient analysis.
73 73

Chapter 6
SMI
Review
Regardless of the type of menu planning option that you have
chosen, all production records must include the information
discussed below:
◆
◆
◆
◆
◆
◆
◆
◆
◆
◆
Planned number of meals by age or grade group for students;
number of adult/other meals planned
All planned menu items, including all choices, types of milk,
desserts, condiments, and substitutions
All condiments served as part of the reimbursable meal,
including gravy, butter, margarine, mayonnaise, relish,
ketchup, mustard, salad dressing, etc
Serving or portion sizes of each planned menu item or
condiment for each age or grade grouping
If menus are planned for more than one age or grade group at
one school building, clearly indicate portion differences on food
production records
Planned number of portions (servings) of each menu or food
item to be served; include planned a la carte sales in the
planned portions
Total amount of food actually prepared for each food item or
menu item
Amount of leftovers for each menu item
Actual number of reimbursable meals served. Indicate this
information for each age or grade group
Actual number of non-reimbursable meals (adult meals, second
meals served to students)
While the bullets above generally describe what information is
needed on production records, if you are unfamiliar with any of
these requirements, Chapter 7 of a Menu Planner for Healthy
School Meals provides a complete discussion of each. The Menu
Planner also has useful sample production record formats that will
provide a complete record of this information. Separate forms are
available for both the food-based and for the nutrient-based menuplanning
systems. These forms are found on pages 191-199 of the
Menu Planner. Some State agencies have developed their own
production records. Follow your State agency’s guidance.
Food Product Descriptions or Specifications
The SFA should have written food product descriptions or
specifications for all foods used in the schools—not only as a
purchasing tool but also for determining the product or ingredient
for the State agency’s nutrient analysis or for the State agency’s
review of the analysis.
7474

Chapter 6
Examples of Food Product Descriptions:
Milk:
Milk, unflavored, 1% low-fat
Ground Beef:
Ground beef, frozen
No more than 20% fat
Like IMPS 136
All SFAs should provide a list of food product descriptions for food
products used in menus. This allows the SFA/school menu planner
or State agency staff to select the correct ingredient from the
software database when conducting nutrient analysis.
Nutrition Information
There must be nutrition information for all commercially-prepared
food products on file—regardless of menu planning approach.
Be sure all copies of these documents can be easily read. The
reviewer or menu planner must be able to identify which nutrient
information applies to which product.
To keep nutrition information organized and easily accessible, file these
documents in a notebook, either alphabetically, by category of food, or by
calendar dates that correspond with the menus. Another procedure is to copy
the documents and attach the copies to the appropriate food production
records.
SMI
Review
If a Nutrition Facts Label is not available, you will need to obtain
that information from the manufacturer. A sample Manufacturers’
Data Submission form is included as Appendix K that you can
provide for manufacturers to complete, sign, and provide to you.
If you need further information, this form is discussed in detail in
Chapter 7 of A Menu Planner for Healthy School Meals.
Nutrient Analysis Report for the Review Week
◆ If you are using a nutrient-based menu planning approach, you
must provide a nutrient analysis report for the review week.
◆ If you are using a food-based menu planning approach, and you
are conducting your own nutrient analysis and want the State
agency to accept it, you must provide a nutrient analysis report
for the review week. Otherwise, the State agency will conduct
the nutrient analysis for the week of review.
75

Chapter 6
SFAs/schools using a nutrient-based menu planning approach, that are
required to conduct nutrient analysis, and schools using a food-based menu
planning approach (that want the State agency to accept their nutrient analysis)
must follow the procedures described in your companion guidance, Nutrient
Analysis Protocols: How to Analyze Menus for USDA’s School Meals Programs.
The SMI Review Process—What To Expect
During the Review
If you or your school foodservice programs are new, the following
discussion will explain the actual SMI review process and what
you can expect during that process. If you have participated
previously in an SMI review and are already familiar with the
SMI review procedure, this section can serve as a reminder.
The process to conduct an SMI review has been separated by foodbased
and nutrient standard-based planning since there are some
differences in the way the review will be conducted.
SMI
Review
Food-Based Menu Planning Approaches
The State agency will conduct a nutrient analysis for SFA’s
or schools using Traditional or Enhanced Food-Based Menu
Planning. If the SFA uses a food-based menu planning approach,
conducts its own nutrient analyses, and wishes the State agency
to review their analyses, the State agency may validate the SFAs
analysis and determine that nutrient analysis protocols were
followed rather than conducting a new nutrient analysis.
Breakfast and lunch analyses may not be combined for food-based menu
planning approaches for the SMI review evaluation.
The State agency may ask that the documentation required for
a nutrient analysis be sent to them prior to the review. Your
SA will advise you on the procedure they will be using. An onsite
evaluation of at least one school is usually made during the
review process to determine if the recorded information and daily
practices are consistent. Based on the results of the nutrient
analysis, on-site evaluation, and comparison to the last SMI
review in the SFA, recommendations for corrective action will be
developed to bring the menus and daily practices into compliance
with nutrition standards.
76

Chapter 6
Nutrient-Based Menu Planning Approaches .
(NSMP and ANSMP)
If your district or one of your schools uses one of the nutrientbased
menu planning approaches, you are required to provide all
the information listed in this chapter plus the completed nutrient
analysis report. Product descriptions, documentation of product
nutrient information, standardized recipes, and production
records will be used to compare the information used for the menu
analysis. All records and information explained in this chapter are
necessary in order for the State agency to check the accuracy of all
data and to provide technical assistance if the analysis contains
errors or omissions.
An on-site evaluation of at least one school will usually be made
to determine if the recorded information and daily practices are
consistent in order to validate the nutrient analysis. Based on the
results of the nutrient analysis, on-site evaluation, and comparison
to the last SMI Review in the district, recommendations for
corrective action will be developed to bring the menus and daily
practices into compliance with nutrient standards.
Some State agencies may require that NSMP and ANSMP
documentation be sent to them before the on-site evaluation is
conducted.
SMI
Review
After the SMI Review
After the review is completed, your State agency will analyze the
results of your review to determine how closely your program is
meeting the Dietary Guidelines for Americans and whether your
schools are improving in efforts to meet the nutrition goals. They
will also provide you with the results of your review.
Depending upon the results of your review, your State agency may
make suggestions and/or assist you in developing a Corrective
Action Plan (CAP). The suggestions and/or corrective actions will
be developed with the needs of your program in mind. Your State
agency will discuss all requirements regarding activities and
suggestions for corrective action with you at the exit conference
following the review.
It is not just preparing for an SMI review—it is staying prepared. The School
Meals Initiative means developing and maintaining practices that result in
healthy, appetizing, and nutritious meals to students—every school day. The
entire school foodservice team needs to commit to the daily practices outlined
in this manual for planning, preparing, and serving healthy school meals.
School foodservice can be a part of the solution to childhood obesity—not a
part of the problem.
77

SMI Resources
Resource Description Ordering, Downloading, and/or
URL Information
U.S. Department of Agriculture,
Food and Nutrition Service, A
Menu Planner for Healthy School
Meals, 1998
Manual presents the basic
concepts of the School Meals
Initiative for Healthy Children and
explains how to translate the
concepts into real meals for real
children in real schools.
It will help you plan, prepare,
serve, and market appealing
meals.
www.teamnutrition.usda.gov/
resources/menuplanner.html
U.S. Department of Agriculture,
Food and Nutrition Service,
Accommodating Children with
Special Dietary Needs in the
School Nutrition Programs –
Guidance for School Food Service
Staff, 2001
Guidance presents information on
how to handle situations that may
arise and offers advice about such
issues as funding and liability.
It also describes some of the
factors which must be considered
in the early phases of planning,
and suggests ways in which the
school food service can interact
with other responsible parties in
the school and the community
at large to serve children with
disabilities.
Guidance is based on the policy
guidelines outlined in FNS
Instruction 783-2, Revision 2,
Meal Substitutions for Medical or
Other Special Dietary Reasons.
www.fns.usda.gov/cnd/
Guidance/special_dietary_
needs.pdf
79

SMI Resources
Resource Description Ordering, Downloading, and/or
URL Information
U.S. Department of Agriculture,
Food and Nutrition Service,
Changing the Scene: Improving
the School Nutrition Environment
– A Guide to Local Action, 2000
Tool kit addresses the entire
school nutrition environment
including a commitment to
nutrition and physical activity,
pleasant eating experiences,
quality school meals, other
healthy food options, nutrition
education, and marketing the
issue to the public. This kit can
help local people take action to
improve their school's nutrition
environment.
The kit includes a variety of tools
for use at the local level to raise
awareness and address school
environment issues that influence
students' eating and physical
activity practices.
www.fns.usda.gov/tn/
Resources/changing.html
U.S. Department of Agriculture,
Food and Nutrition Service,
with the National Food Service
Management Institute, Choice
Plus: A Reference Guide For
Foods and Ingredients 1997
This manual is a resource on
foods and ingredients to assist
purchasers in developing food
specifications consistent with
nutritional goals and knowledge.
Provides information to help
program operators make informed
decisions when purchasing
products for use in school lunch
and breakfast programs.
www.nfsmi.org/Information/
choice_plus.htm
80

SMI Resources
Resource Description Ordering, Downloading, and/or
URL Information
U.S. Department of Agriculture,
Food and Nutrition Service,
with the National Food Service
Management Institute,
Choice Plus – Food Safety
Supplement 2003
This resource gives guidance on
purchasing safe food. Discusses
on-site visits to distributors, food
recalls, safety language, food
dating, manufacturer HACCP, and
estimated product storage life.
www.nfsmi.org/Information/
choice-plus-food-safetysupplement.pdf
U.S. Department of Agriculture,
Food and Nutrition Service,
Commodity Food Fact Sheet
Database
Food Distribution Programs
Web page provides links to the
online commodity fact sheets
database maintained for all Food
Distribution Programs. Each fact
sheet gives a basic description
of the available USDA product,
suggested uses, preparation
and storage tips, and nutrition
information.
www.fns.usda.gov/fdd/facts/
commodityfacts.htm
http://www.fns.usda gov/fdd/
default.htm
U.S. Department of Agriculture
and the U.S. Department of Health
and Human Services, Dietary
Guidelines for Americans, 2005
Guidelines are published every 5
years and provide authoritative
advice for people two years and
older about how good dietary
habits can promote health and
reduce risk for major chronic
diseases. They serve as the basis
for Federal food and nutrition
education programs.
www.cnpp.usda.gov/
dietaryguidelines.htm
81

SMI Resources
Resource Description Ordering, Downloading, and/or
URL Information
U.S. Department of Agriculture,
Food and Nutrition Service, Eat
Smart. Play Hard.
The web link to Eat Smart.
Play Hard. TM is about making
America’s children healthier. It’s
about practical suggestions that
will help you motivate children
and their caregivers to eat healthy
and be active. The Eat Smart.
Play Hard. TM Campaign messages
and materials are fun for children
and informative for caregivers.
To make your job easier, we have
kid-tested the messages and
based them on the Food Guide
Pyramid and Dietary Guidelines
for Americans.
www.fns.usda gov/
eatsmartplayhard/
U.S. Department of Agriculture,
Food and Nutrition Service,
with the National Food Service
Management Institute, First
Choice: A Purchasing Systems
Manual for School Food Service,
2nd Edition, 2002
A resource to guide child nutrition
professionals in their procurement
procedures. Topics include steps
in purchasing, the marketplace
regulations, product movement,
bid units, specifications, brand
approval, receiving, and more.
www.nfsmi.org/Information/
firstchoice/fcindex.html
U.S. Department of Agriculture,
Food and Nutrition Service, Food
Buying Guide for Child Nutrition
Programs, 2001
Tool to determine the contribution
foods make toward the meal
pattern requirements. It helps
foodservice personnel to purchase
the right amount of food and
serve reimbursable meals (foodbased
menu planning).
www..
teamnutrition.usda.gov/
resources/foodbuyingguide.html
To order a hard copy, visit the
Team Nutrition website,
www.teamnutrition.usda.gov
82

SMI Resources
Resource Description Ordering, Downloading, and/or
URL Information
U.S. Department of Agriculture,
Food and Nutrition Service, Fruit
and Vegetables Galore, 2004
This tool provides a wide range
of information to directly assist
schools in serving more fruits and
vegetables in ways that motivate
students to eat more fruits and
vegetables. Resource includes
three publications and five
posters. Also included is a selftutorial
CD-ROM for foodservice
staff.
www.fns.usda.gov/tn/
Resources/fv_galore.html
U.S. Department of Agriculture,
Guidance for School Food
Authorities: Developing a School
Food Safety Program Based on
the Process Approach to HACCP
Principles
This document serves as USDA
guidance for the implementation
of HACCP-based food safety
programs in schools participating
in the National School Lunch
Program (NSLP) or the School
Breakfast Program (SBP). It
identifies the minimum elements
that must be included in a food
safety program based on HACCP
principles.
www.fns.usda.gov/cnd/Lunch/
Downloadable/HACCPGuidance.
pdf
U.S. Department of Agriculture,
National Agricultural Library,
Healthy Schools Meals Resource
Center
Web link to the Healthy School
Meals Resource System (HSMRS).
The HSMRS, as USDA’s Training
and Technical Assistance
Component, assists state and
local school foodservice programs
meet the Dietary Guidelines for
Americans.
http://schoolmeals.nal.usda.gov
83

SMI Resources
Resource Description Ordering, Downloading, and/or
URL Information
U.S. Department of Agriculture,
Food and Nutrition Service,
with the National Food Service
Management Institute,
Measuring Success with
Standardized Recipes, 2002
Manual describes recipe
standardization techniques in
detail and includes examples,
practice exercises, and reference
materials. It is a “how-to”
guide on recipe standardization
for managers and cook-level
employees. Includes a video and
CD ROM.
www.nfsmi.org/Information/
stdrecipes/complete.pdf
U.S. Department of Agriculture,
Food and Nutrition Service,
Nutrient Analysis Protocols – How
to Analyze Menus for USDA’s
School Meals Programs
This guidance manual establishes
procedures to conduct an
accurate nutrient analysis of
school meals.
www.fns.usda.gov/tn/
Resources/nutrientanalysis.html
U.S. Department of Agriculture,
Food and Nutrition Service,
with the National Food Service
Management Institute, Offer
Versus Serve in the School
Nutrition Programs
The package contains training
modules for each of the
menu-planning approaches.
Each module includes all the
information and tools you’ll need
to successfully train staff on OVS.
The package includes a resource
guide, training video, and training
materials.
http://www.fns.usda.gov/tn/
Resources/offer_v_serve.html
84

SMI Resources
Resource Description Ordering, Downloading, and/or
URL Information
U.S. Department of Agriculture,
Food and Nutrition Service,
with the National Food Service
Management Institute, Serving It
Safe: A Manager’s Tool Kit,
2nd Edition
1
Describes why food safety is
important and gives guidance
on how foodservice personnel
can assure the preparation and
service of safe foods. Provides
information based on the 2001
Food Code.
Package includes 119-page
manual, 102-page instructor
guide, and 25-1/2” x 33” English/
Spanish posters. Instructor guide
provides an outline for conducting
10 hours of group training.
http://schoolmeals.nal.usda.
gov/Safety/safe.html
www.teamnutrition.usda.gov/
Resources/Serving_Safe.html
U.S. Department of Agriculture,
Food and Nutrition Service,
Team Nutrition Getting It Started
and Keeping It Going: A Guide For
Team Nutrition Leaders
The guide focuses on the critical
first steps in initiating and
implementing Team Nutrition,
and also provides how to’s, ideas
in action, available resources,
and real world challenges
and solutions identified by
participating States and schools
in the USDA’s Team Nutrition
Demonstration Project.
www.teamnutrition.usda.gov/
Resources/gettingitstarted.html
U.S. Department of Agriculture,
Food and Nutrition Service,
with the National Food Service
Management Institute,
USDA Recipes for Schools
These updated recipes from the
1988 Quantity Recipes for School
Food Service and the 1995 Tool
Kit for Healthy School Meals
have been edited and reflect the
changes made in the newest
edition of the Food Buying Guide
for Child Nutrition Programs.
www.teamnutrition.usda.gov/
Resources/usda_recipes.html
85

APPENDICES
SMI Road to Success
Appendix A: Scientific Research Indicating Trends in Children’s Health and Diet............. 89
Appendix B: Traditional Food-Based Menu Planning—Meal Patterns for Lunch.............. 90
Appendix C: Enhanced Food-Based Menu Planning—Meal Patterns for Lunch.............. 91
Appendix D: Traditional Food-Based Menu Planning—Meal Patterns for Breakfast......... 92
Appendix E: Enhanced Food-Based Menu Planning—Meal Patterns for Breakfast......... 93
Appendix F: Nutrient Standard Menu Planning/Assisted Nutrient Standard Menu
Planning Requirements for Lunch and Breakfast....................................... 94
Appendix G-1: Grains/Breads Requirement for Food-Based Menu Planning Approaches-
Traditional............................................................................................... 95
Appendix G-2: Grains/Breads Requirement for Food-Based Menu Planning Approaches-
Enhanced............................................................................................... 96
Appendix H: Sample Child Nutrition (CN) Label............................................................. 97
Appendix I: Sample Product Formulation Statement.................................................... 98
Appendix J: Nutrition Facts Label................................................................................ 99
Appendix K: Manufacturer’s Data Submission Form................................................... 100
Appendix L: Sample Food Substitution Form.............................................................. 102
Appendix M: Sources of Nutrients.............................................................................. 103
Appendix N: Menu Planning Practices for Healthy School Meals.................................. 112
Appendix O: Milk Fat Comparison Chart..................................................................... 114
Appendix P: Discussion on Types and Examples of Dietary Fat.................................... 115
Appendix Q: Purchasing Practices for Healthy School Meals....................................... 116
Appendix R: Food Preparation Practices for Healthy School Meals............................... 118
Appendix S: Meal Service Practices for Healthy School Meals & Ideas for
Program Promotion and Improvement..................................................... 120
Appendix T: Team Nutrition School Enrollment Form.................................................. 121
Appendix U: Checklist of Documents Needed for an SMI Review................................. 122
Appendix V: NSMP/ANSMP – Structuring Meals for Healthy Choices........................... 124
INDEX: ............................................................................................................ 125
87

Appendix A
Scientific Research Indicating Trends in Children’s
Health and Diet
Current scientific research indicates these and
other trends in children’s health:
◆ Childhood obesity has reached epidemic proportions. The percentage
of children who are overweight has more than doubled since 1970,
and the percentage among adolescents has tripled. 1
◆ More than 10 percent of younger pre-school children between ages
two and five were overweight in 2003, up from 7 percent in 1994. 2
◆ These overweight children are at a greater risk for psychological
disorders such as decreased self-esteem and depression, and their
suffering goes beyond teasing and taunts. 3
◆ Overweight children and adolescents are more likely to become obese
adults, increasing their risk for chronic diseases later in life.
◆ Type 2 diabetes, which is closely linked to overweight, has
skyrocketed among children and adolescents over the past decade.
Childhood obesity has also been associated with increased rates of
high cholesterol and high blood pressure among children.
◆ The long-term complications can be devastating. Untreated, diabetes
can lead to blindness, kidney failure, leg amputations, stroke, heart
disease, and early death.
◆ The former U.S. Surgeon General David Satcher warned that
overweight and obesity, left unabated, might soon cause as much
preventable disease and death as cigarette smoking.
Current trends in children’s diets are also
alarming:
◆ Only 2 percent of school-aged children meet the Food Guidance
System recommendations for all five food groups. Less than one in
five children eat the recommended amount of fruits or vegetables.
The vast majority of children consume too much fat and sodium. 4
◆ Mean calcium intakes by females ages 9 to 13 and 14 to 18 (years of
age) are very low –65 and 54 percent of Adequate Intake based on
the Dietary Reference Intake. 5
◆ Children’s consumption of soda increased by 40 percent from 1989-
1991 to 1994-1996. Milk product consumption dropped significantly
during this period. The decrease in milk product consumption may
be related to the decrease in calcium intake for some subgroups. 6
◆ Children with unhealthy eating patterns tend to maintain those
unhealthy habits into adulthood.
1 Ogden, CL, Flegal, KM, Carroll MD, and Johnson CL. Prevalence and Trends in Overweight Among U.S. Children and Adolescents, 1999-
2000. JAMA 2002 288 (14): 1728-1732.
2 US HHS Press Office. HHS, USDA Takes Next Step in Obesity Fight, Press Release, October 2002.
3 Sanjay Gupta, M.D., Why Adolescent Obesity Can Have Grim Consequences, TIME, May 2002.
4 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and Evaluation, Changes in Children’s Diets: 1989-
1991 to 1994-1996, CN-01-CD2, by Phil Gleason and Carol Suitor. Alexandria, VA: 2001. Available online at www.fns.usda.gov/oane/
default.htm.
5 Ibid.
6 U.S. Department of Agriculture, Food and Nutrition Service, Office of Analysis, Nutrition and Evaluation, Children’s Diets in the Mid-1990s:
Dietary Intake and Its Relationship with School Meal Participation, CN-01-CD1, by Phil Gleason and Carol Suitor. Alexandria, VA: 2001.
Available online at www.fns.usda.gov/oane/default.htm.
89

Appendix B
SCHOOL LUNCH PATTERNS
TRADITIONAL FOOD-BASED MENU PLANNING – Meal Pattern
MINIMUM QUANTITIES
FOOD COMPONENTS AND FOOD ITEMS GROUP I
GROUP II
GROUP III
GROUP IV
AGES 1 and 2 AGES 3 and 4 AGES 5-8
AGE 9 AND OLDER
PRESCHOOL
PRESCHOOL
GRADES K-3
GRADES 4-12
Milk, fluid (as a beverage)
6 fl oz (3/4 cup) 6 fl oz (3/4 cup) 8 fl oz (1 cup) 8 fl oz (1 cup)
Meat or Meat Alternate 1, 2, 3, 4, 5 (quantity of the edible portion
as served):
Lean meat, poultry, or fish
1 oz
1-1/2 oz
1-1/2 oz
2 oz
Alternate protein products 3
1 oz
1-1/2 oz
1-1/2 oz
2 oz
Cheese
1 oz
1-1/2 oz
1-1/2 oz
2 oz
Egg (large)
1/2 large egg 3/4 large egg 3/4 large egg 1 large egg
Cooked dry beans or peas 4
1/4 cup
3/8 cup
3/8 cup
1/2 cup
Peanut butter or other nut or seed butters
2 Tbsp
3 Tbsp
3 Tbsp
4 Tbsp
Yogurt, plain or flavored, unsweetened or sweetened - commercially
prepared
4 oz or 1/2 cup
6 oz or 3/4 cup
6 oz or 3/4 cup
8 oz or 1 cup
The following may be used to meet no more than 50% of the requirement 1/2 oz = 50% 5
3/4 oz = 50% 5
3/4 oz = 50% 1 oz = 50%
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 of any combination of the above meat/meat alternate
Vegetable or Fruit 4, 6 Two or more servings of different vegetables, 1/2 cup
1/2 cup
1/2 cup
3/4 cup
(1 oz of nuts/seeds=1 oz of cooked lean meat, poultry, or fish) 5
fruits, or both
Grains/Breads 7 (Servings per week): Must be enriched or whole-grain
or made from enriched or whole-grain flour or meal that may include bran
and/or germ. A serving is a slice of bread or an equivalent serving of
biscuits, rolls, etc., or 1/2 cup of cooked rice, macaroni, noodles, other
pasta products, or cereal grains.
5 per week 8 –
minimum of
1/2 per day
8 per week 8 –
minimum of
1 per day
8 per week 8 –
minimum of
1 per day
8 per week 8 –
minimum of
1 per day
1
2
3
4
5
6
7
8
Must be served in the main dish or the main dish plus only one other menu item.
Enriched macaroni with fortified protein may be used to meet part of the meat or meat alternate requirement.
Alternate protein products must meet the requirements in Appendix A of 7 CFR Part 210.
Cooked dry beans or peas may be used as a meat alternate or as a vegetable, but not as both components in the same meal.
Nuts and seeds are generally not recommended to be served to children ages 1-3 since they present a choking hazard. If served, nuts and seeds should be finely minced.
No more than one-half of the total requirement may be met with full-strength fruit or vegetable juice.
Enriched macaroni with fortified protein may be used as a meat alternate or as a grains/breads item, but not as both components in the same meal.
For the purposes of this chart, a week equals 5 school days.
RECOMMENDED
QUANTITIES
GROUP V
AGE 12 AND OLDER
GRADES 7-12
8 fl oz (1 cup)
3 oz
3 oz
3 oz
1-1/2 large eggs
3/4 cup
6 Tbsp
12 oz or 1-1/2 cups
1-1/2 oz = 50%
3/4 cup
10 per week 8 –
minimum of
1 per day
90

Appendix C
SCHOOL LUNCH PATTERNS
ENHANCED FOOD-BASED MENU PLANNING — Meal Pattern
MINIMUM REQUIREMENTS
OPTION FOR
FOOD COMPONENTS AND FOOD ITEMS AGES 1 and 2 PRESCHOOL GRADES K-6 GRADES 7-12 GRADES K-3
Milk, fluid (as a beverage)
6 fl oz (3/4 cup) 6 fl oz (3/4 cup) 8 fl oz (1 cup) 8 fl oz (1 cup) 8 fl oz (1 cup)
Meat or Meat Alternate 1, 2, 3, 4, 5 (quantity of the edible portion as
served):
Lean meat, poultry, or fish
1 oz
1-1/2 oz
2 oz
2 oz
1-1/2 oz
Alternate protein products 3
1 oz
1-1/2 oz
2 oz
2 oz
1-1/2 oz
Cheese
1 oz
1-1/2 oz
2 oz
2 oz
1-1/2 oz
Egg (large)
1/2 large egg 3/4 large egg 1 large egg 1 large egg 3/4 large egg
Cooked dry beans or peas 4
1/4 cup
3/8 cup
1/2 cup
1/2 cup
3/8 cup
Peanut butter or other nut or seed butters
2 Tbsp
3 Tbsp
4 Tbsp
4 Tbsp
3 Tbsp
Yogurt, plain or flavored, unsweetened, or sweetened – commercially
prepared
4 oz or 1/2 cup
6 oz or 3/4 cup
8 oz or 1 cup
8 oz or 1 cup
6 oz or 3/4 cup
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
of any combination of the above meat/meat alternate (1 oz of nuts/seeds =
1 oz of cooked lean meat, poultry, or fish). 5
Vegetable or Fruit 4,6 Two or more servings of different vegetables, fruits,
or both
1/2 oz = 50% 5 3/4 oz = 50% 5
1 oz = 50% 1 oz = 50% 3/4 oz = 50%
1/2 cup
1/2 cup
3/4 cup plus an extra 1 cup
3/4 cup
1/2 cup over a week
Grains/Breads 7 (Servings per week): Must be enriched or whole-grain
or made from enriched or whole-grain flour or meal that may include bran
and/or germ. A serving is a slice of bread or an equivalent serving of
biscuits, rolls, etc., or 1/2 cup of cooked rice, macaroni, noodles, other
pasta products, or cereal grains.
5 per week 8 –
minimum of
1/2 per day
8 per week 8 –
minimum of
1 per day
12 per week 8 – 15 per week 8 – 10 per week 8 –
1 per day 9 1 per day 9 1 per day 9
minimum of minimum of minimum of
1
2
3
4
5
6
7
8
9
Must be served in the main dish or the main dish plus only one other menu item.
Enriched macaroni with fortified protein may be used to meet part of the meat or meat alternate requirement.
Alternate protein products must meet requirements in Appendix A of 7 CFR Part 210.
Cooked dry beans or peas may be used as a meat alternate or as a vegetable, but not as both components in the same meal.
Nuts and seeds are generally not recommended to be served to children ages 1-3 since they present a choking hazard. If served, nuts and seeds should be finely minced.
No more than one-half of the total requirement may be met with full-strength fruit or vegetable juice.
Enriched macaroni with fortified protein may be used as a meat alternate or as a grains/breads item, but not as both components in the same meal.
For the purposes of this chart, a week equals 5 school days.
0Up to one grains/breads serving per day may be a grain-based dessert.
91

Appendix D
SCHOOL BREAKFAST PATTERNS
MINIMUM REQUIREMENTS
TRADITIONAL FOOD-BASED MENU PLANNING ALTERNATIVE — Meal Pattern
FOOD COMPONENTS AND FOOD ITEMS AGES 1 and 2
PRESCHOOL
GRADES K-12
Milk (Fluid) (As a beverage, on cereal, or both) 4 fl oz (1/2 cup) 6 fl oz (3/4 cup) 8 fl oz (1 cup)
Juice/Fruit/Vegetable Fruit and/or vegetable; or full-strength fruit juice or vegetable juice
1/4 cup
1/2 cup
1/2 cup
SELECT ONE SERVING FROM EACH OF THE FOLLOWING COMPONENTS;
TWO FROM ONE COMPONENT; OR AN EQUIVALENT COMBINATION1:
Grains/Breads 2
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 Alternate
3, 4, 5
Lean meat/poultry or fish
1/2 oz
1/2 oz
1 oz
Alternate protein products 3
1/2 oz
1/2 oz
1 oz
Cheese
1/2 oz
1/2 oz
1 oz
Egg (large)
1/2 large egg
1/2 large egg
1/2 large egg
Peanut butter or other nut or seed butters
1 Tbsp
1 Tbsp
2 Tbsp
Cooked dry beans and peas
2 Tbsp
2 Tbsp
4 Tbsp
Nuts and/or seeds (as listed in program guidance) 4, 5
1/2 oz 5
1/2 oz 5
1 oz
Yogurt, plain or flavored, unsweetened, or sweetened – commercially prepared
2 oz or 1/4 cup
2 oz or 1/4 cup
4 oz or 1/2 cup
1
2
3
4
5
Minimum servings for meat/meat alternate = 0.25 ounce and for grains/breads = 1/4 serving.
Grains/Breads must be enriched or whole-grain or made from enriched or whole-grain flour or meal that may include bran and/or germ.
Alternate protein products must meet requirements in Appendix A 7 CFR Part 220.
No more than 1 ounce of nuts and/or seeds may be served in any one breakfast.
Nuts and seeds are generally not recommended to be served to children ages 1-3 since they present a choking hazard. If served, nuts and seeds should be finely minced.
92

Appendix E
SCHOOL BREAKFAST PATTERNS
ENHANCED FOOD-BASED MENU PLANNING ALTERNATIVE — Meal Pattern
FOOD COMPONENTS AND FOOD ITEMS
AGES 1 and 2
MINIMUM REQUIREMENTS
REQUIRED FOR OPTION FOR
PRESCHOOL
GRADES K-12 GRADES 7-12
Milk (Fluid) (As a beverage, on cereal, or both)
4 fl oz (1/2 cup) 6 fl oz (3/4 cup) 8 fl oz (1 cup) 8 fl oz (1 cup)
Juice/Fruit/Vegetable Fruit and/or vegetable; or full-strength fruit juice or vegetable juice 1/4 cup 1/2 cup 1/2 cup 1/2 cup
SELECT ONE SERVING FROM EACH OF THE FOLLOWING COMPONENTS;
OR TWO FROM ONE COMPONENT; OR AN EQUIVALENT COMBINATION 1
Grains/Breads 2
Whole-grain or enriched bread
1/2 slice
1/2 slice
1 slice
1 slice
Whole-grain or enriched biscuit, roll, muffin, etc.
1/2 serving 1/2 serving 1 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
3/4 cup or 1 oz
- Plus an additional
serving of one of the
Grains/Breads above.
Meat or Meat Alternate
3, 4, 5
Lean meat/poultry or fish
1/2 oz
1/2 oz
1 oz
1 oz
Alternate protein products 3
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 large egg 1/2 large egg 1/2 large egg 1/2 large egg
Peanut butter or other nut or seed butters
1 Tbsp
1 Tbsp
2 Tbsp
2 Tbsp
Cooked dry beans and peas
2 Tbsp
2 Tbsp
4 Tbsp
4 Tbsp
Nuts and/or seeds (as listed in program guidance) 4, 5
1/2 oz 5
1/2 oz 5
1 oz
1 oz
Yogurt, plain or flavored, unsweetened, or sweetened – commercially prepared
2 oz or 1/4 cup 2 oz or 1/4 cup 4 oz or 1/2 cup 4 oz or 1/2 cup
1
2
3
4
5
Minimum servings for meat/meat alternate = 0.25 ounce and for grains/breads = 1/4 serving.
Grains/Breads must be enriched or whole-grain or made from enriched or whole-grain flour or meal that may include bran and/or germ.
Alternate protein products must meet requirements in Appendix A of 7 CFR Part 220.
No more than 1 ounce of nuts and/or seeds may be served in any one breakfast.
Nuts and seeds are generally not recommended to be served to children ages 1-3 since they present a choking hazard. If served, nuts and seeds should be finely minced.
93

Appendix F
Nutrient Standard Menu Planning/Assisted Nutrient
Standard Menu Planning Requirements for Lunch and
Breakfast
Menus planned under the NSMP/ANSMP approach must meet two
requirements:
1)
2)
When averaged over the school week, school lunches and school
breakfasts must meet the specific age- or grade-based nutrient
standards as defined in 7 CFR Parts 210.10 and 220.8; and
At a minimum, planned menus must contain the menu items as
summarized below. Additional menu items may need to be added in
order to meet nutrient standards and/or to increase variety.
Minimum Required Menu Items For
Nutrient Standard Menu Planning
MINIMUM AMOUNTS
Menu Items
MINIMUM AMOUNTS
Lunch Breakfast
Entrée 1 serving None
Other menu item(s) 1 serving 2 servings
(side dishes)
Fluid milk 1 serving 1 serving
94

Appendix G-1
Grains/Breads Requirement for Food-Based Menu
Planning Approaches
Traditional Food-Based Menu Planning Approach
The requirement for the grains/bread is based upon the minimum
number of daily servings plus a required number of total servings over a
five-day school week. Schools serving lunch six or seven days per week
should increase the weekly quantity by approximately 20 percent for each
additional day. Schools operating less than five days may decrease the
weekly quantity by approximately 20 percent for each day less than five.
Tip for RCCIs: For grains/breads calculations other than a five-day week, the number of
servings would be proportionally increased or decreased by rounding up to the nearest
¼ serving as indicated in the following chart.
Lunch Daily and Weekly Requirements for Grains/Breads
Number of
school days in
the week
Ages 1 and 2 Ages 3 and 4 Grades K-3 Grades 4-12 Grades 7-12
(Optional)
Minimum of
½ serving
per day with
total number
of servings
per week as
indicated by
number of days
of operation
Minimum
of 1 serving
per day with
total number
of servings
per week as
indicated by
number of days
of operation
Minimum
of 1 serving
per day with
total number
of servings
per week as
indicated by
number of days
of operation
Minimum
of 1 serving
per day with
total number
of servings
per week as
indicated by
number of days
of operation
Five days 5 8 8 8 10
Seven days 7 11 ¼ 11 ¼ 11 ¼ 14
Six days 6 9 ¾ 9 ¾ 9 ¾ 12
Four days 4 6 ½ 6 ½ 6 ½ 8
Three days 3 5 5 5 6
Two days 2 3 ¼ 3 ¼ 3 ¼ 4
One day 1 1 ¾ 1 ¾ 1 ¾ 2
Minimum
of 1 serving
per day with
total number
of servings
per week as
indicated by
number of days
of operation
95

Appendix G-2
Grains/Breads Requirement for Food-Based Menu
Planning Approaches
ENHANCED FOOD-BASED MENU PLANNING APPROACH
The requirement for the grains/breads is based upon the minimum
number of daily servings plus a required number of total servings over a
five-day school week. Schools serving lunch six or seven days per week
should increase the weekly quantity by approximately 20 percent for each
additional day. Schools operating less than five days may decrease the
weekly quantity by approximately 20 percent for each day less than five.
Tip for RCCI’s: For grains/breads calculations other than a five-day week, the number of
servings would be proportionally increased or decreased by rounding up to the nearest
¼ serving as indicated in the following chart.
Lunch Daily and Weekly Requirements for Grains/Breads
Number of
school days in
the week
Ages 1 and 2 Preschool Grades K-6 Grades 7-12 Grades K-3
(Optional)
Minimum of
½ serving
per day with
total number
of servings
per week as
indicated by
number of days
of operation
Minimum
of 1 serving
per day with
total number
of servings
per week as
indicated by
number of days
of operation
Minimum
of 1 serving
per day with
total number
of servings
per week as
indicated by
number of days
of operation
Minimum
of 1 serving
per day with
total number
of servings
per week as
indicated by
number of days
of operation
Five days 5 8 12 15 10
Seven days 7 11¼ 17 21 14
Six days 6 9 ¾ 14 ½ 18 12
Four days 4 6 ½ 9 ¾ 12 8
Three days 3 5 7 ¼ 9 6
Two days 2 3 ¼ 5 6 4
One day 1 1 ¾ 2 ½ 3 2
Minimum
of 1 serving
per day with
total number
of servings
per week as
indicated by
number of days
of operation
96

Appendix H
Sample of a Child Nutrition (CN) Label
Source: U.S. Department of Agriculture, Food and Nutrition Services,
Child Nutrition Division, Technical Assistance Section.
97

Appendix I
Sample Product Formulation Statement (Product Analysis)
for Meat/Meat Alternate (M/MA) Products
(Place information on company letterhead with signature of a legally authorized representative of the company.)
Product Name:
Code No.:
Manufacturer:
Case/Pack/Count/Portion/Size:
List variety(ies) and cuts of meat used in product:
Total weight (per portion) of uncooked product:
Weight of raw meat per portion (List each variety separately):
Percent of fat in raw meat (List fat in each variety separately):
Weight/measure (as appropriate) of meat alternate(s) (specify MA used):
*If MA is an APP, specify the source (e.g., soy,whey), type (e.g., flour, isolate, concentrate), and percent of
protein in APP as purchased:
*Weight of dry APP in one portion of product:
*Weight of water (liquid) to fully hydrate dry APP in one portion of product:
*Percent protein contained in the fully hydrated or formulated APP:
Total weight (per portion) of product as purchased:
I certify that the above information is true and correct and that a ounce serving of the above product
(ready for serving) contains ounces of equivalent cooked lean meat/meat alternate when prepared
according to directions.
I further certify that any APP used in this product conforms to Food and Nutrition Service regulations
(7 CFR Parts 210, 220, 225 or 226, Appendix A).
SIGNATURE
TITLE
PRINTED NAME DATE PHONE NUMBER
98

Appendix J
Nutrition Facts Label
For more information on the Nutrition Facts Label, visit the Food and Drug
Administration (FDA) website at www.cfsan.fda.gov/~dms/foodlab.html.
99

Appendix K
Manufacturer’s Data Submission Form
1. Product Identification
PRODUCT NAME:
Brand
Product code
List CN Label number if appropriate
Is this product in the Child Nutrition (CN) Database?
CN DATABASE = Yes No
2. Package Size and Servings per Package
Package Size = grams lbs. fl. oz.
Standard Serving Size =
Number of Servings per Package =
3. Basis for Nutrient Data
Nutrient data is being given: (Check one) As Served As Purchased
Analysis is based on: (Check one) Per Serving 100 grams
Weight per serving =
grams
4. Individual Values of Nutrients and Dietary Components
If you do not have information on a nutrient, write “M” or “missing.” If this product
does not contain a particular nutrient, write “0.”
Calories kcal Protein grams
Total fat grams Saturated fat grams
Carbohydrates grams Sodium milligrams
Total dietary fiber grams Cholesterol milligrams
Calcium milligrams -or- % DV (Daily Value)
Iron milligrams -or- % DV
Vitamin C milligrams -or- % DV
Vitamin A IU -or- RE -or- % DV
IU = International Units, RE = Retinol Equivalents
5. Fat and Moisture Gain/Loss
When this product is prepared, there is a:
Fat change (+/-) % Moisture change (+/-) %
6. Special Instructions for Preparation (if appropriate)
To prepare this product, the manufacturer recommends:
Source: U.S. Department of Agriculture, Food and Nutrition Service, A Menu Planner for Healthy School Meals, 1998, 201-202
100

Appendix K
How to fill out the Manufacturer’s Data Submission:
USDA has developed this standardized form to help schools obtain information on foods they will be serving
to children. They will use this information to develop recipes, analyze menus for nutritional value, and prepare
products for lunch or breakfast.
1. Product Identification: List name of product
(and brand, if appropriate). Also list product code if
possible. If you know the product has a CN Label
number, list that as well. Check yes or no for CN
Database.
2. Package Size and Servings Per Package: Write in
package size as appropriate in grams, pounds, or fluid
ounces. Indicate standard serving size and number of
servings per package.
3. Basis for Nutrient Data: Indicate with a check
mark whether you are submitting nutrient data for this
product on an “As Served” or “As Purchased” basis.
Use the “As Served” basis for any food that does not
have: (1) any ingredients added in preparation or (2)
any fat absorbed during preparation.
Use the “As Purchased” basis for any food that: (1)
has ingredients added in preparation (such as milk,
eggs, and oil added to baked product mixes); (2) is
prepared by frying; (3) can be prepared in varying
ways (for example, a food that can be baked or fried);
or (4) gains or loses moisture/fat during preparation.
In addition, indicate whether nutrient analysis is based
on 100 grams or per serving. Also indicate weight per
serving.
4. Individual Values of Nutrients and Dietary
Components: Please fill out completely, leaving no
lines blank. (1) If you have information on a nutrient,
write the specific value in the unit of measurement
indicated. (2) If you do not have information on a
nutrient, write “M” or “missing.” (3) If this product
does not contain a particular nutrient, write “0.”
5. Fat and Moisture Gain/Loss: If you checked “As
Purchased” above, also fill in this section if there is a
fat or moisture change during preparation.
(Fat may be gained or lost in cooking some foods,
thereby changing the foods’ nutrient value. Methods
of preparation such as breading, frying, or baking
affect this fat gain or loss. For example, chicken
baked in the oven will lose fat during cooking, while
batter-coated or breaded chicken that is deep fried
will gain fat. If fat is absorbed or gained, fat grams
and calories from fat will be increased. If fat is lost, fat
grams and calories from fat will be decreased.)
6. Instructions for Preparation: If appropriate,
indicate instructions such as: ingredients to be
added, cooking methods, cooking time, and cooking
temperature.
Source: U.S. Department of Agriculture, Food and Nutrition Service, A Menu Planner for Healthy School Meals, 1998, 201-202.
101

Appendix L
Sample Food Substitution Form
MENU SUBSTITUTION FORM
Date when need
for substitution is
known
Food or menu item
to be changed
Substitution Approved by Date of substitution
102

Sources of Nutrients
Appendix M
Food Sources of Vitamin A
Food sources of vitamin A ranked by International Units (IU). All foods listed are ≥ 20% (1000 IU (of the Daily
Value (DV)) of 5000 IU for vitamin A. The DVs are used on the Nutrition Facts Label and are based on a 2,000
calorie diet.
Food Item Serving Size Vitamin A (IU)
Sweet potato, cooked, baked in skin 1 potato (146 grams) 28,058
Sweet potato, cooked, boiled, without skin 1 potato (156 grams) 24,554
Carrots, frozen, cooked, drained ½ cup 12,137
Sweet potato, canned, vacuum pack ½ cup 10,179
Pumpkin, canned ¼ cup 9,532
Kale, cooked, drained ½ cup 8,854
Carrots, canned, drained ½ cup 8,154
Collards, cooked, boiled, drained ½ cup 7,709
Carrots, raw ½ cup 6,620
Dandelion greens, cooked, boiled, drained ½ cup 5,207
Vegetables, mixed, canned, drained ¼ cup 4,746
Spinach, cooked, boiled, drained ¼ cup 4,717
Mustard greens, cooked, boiled, drained ½ cup 4,426
Cabbage, Chinese (pak-choi), cooked, boiled, drained ½ cup 3,612
Turnip greens, cooked, boiled, drained ¼ cup 2,745
Cantaloupe, raw ½ cup 2,706
Squash, winter, all varieties, cooked, baked ¼ cup 2,677
Cantaloupe, raw 1/8 melon 2,334
Lettuce, green leaf, raw ½ cup 2,074
Apricots, canned juice pack, with skin, solids and liquids ½ cup 2,063
Soup, bean with ham, canned, chunky, ready-to-serve, commercial ½ cup 1,976
Vegetable juice cocktail, canned 4 fl. oz. 1,885
Peas, green, frozen, cooked, drained ½ cup 1,680
Lettuce, cos or romaine, raw ½ cup 1,626
Apricots, canned, heavy syrup pack, solids and liquids ½ cup 1,587
Broccoli, cooked, boiled, drained ½ cup 1,535
Grapefruit, raw, pink and red ½ grapefruit 1,415
Spinach, raw ½ cup 1,407
Plums, canned purple, juice pack, solids and liquids ½ cup 1272
Apricots, dried, sulfured, uncooked 10 halves 1,261
Peppers, sweet, red, raw ¼ cup 1,167
Tangerines (mandarin oranges), canned, light syrup pack ½ cup 1,059
Source: Adapted from the Agricultural Research Service (ARS) Nutrient Database for Standard Reference, Release 17.
103

Appendix M
Food Sources of Vitamin C
All foods in this list contain 8 milligrams (mg) or more of vitamin C, which meets 20% of the nutrient target for
school lunch (grades 4-12).
Food Serving Size Vitamin C (mg)
Peppers, sweet, red, raw ¼ cup 56
Oranges, raw, all commercial varieties 1 medium 70
Peaches, frozen, sliced, sweetened ¼ cup 59
Peppers, sweet, red, cooked, boiled, drained ¼ cup 58
Strawberries, frozen, sweetened, sliced ½ cup 53
Strawberries, raw ½ cup 49
Papayas, raw ¼ papaya 47
Cranberry juice cocktail, bottled 4 fl. oz. 54
Kohlrabi, cooked, boiled, drained ½ cup 45
Orange juice, canned, unsweetened 4 fl. oz. 43
Orange juice, chilled, includes from concentrate 4 fl. oz. 41
Broccoli, frozen, chopped, boiled ½ cup 37
Kiwi fruit (Chinese gooseberries), fresh ½ medium 35
Vegetable juice cocktail, canned 4 fl. oz. 34
Tomato soup, canned, prepared with equal amount of water ½ cup 33
Peppers, sweet, green, raw ¼ cup 30
Melons, cantaloupe, raw ½ cup 29
Sweet potato, cooked, baked in skin 1 potato 29
Melons, honeydew, raw 1/8 melon 28
Kale, cooked, boiled, drained ½ cup 27
Peppers, hot chili, green, raw ¼ pepper 27
Melons, cantaloupe, raw 1/8 melon 25
Peppers, sweet, green, cooked, boiled, drained ¼ cup 25
Watermelon, raw 1 wedge (10 oz) 23
Asparagus, frozen, cooked, boiled ½ cup 22
Cabbage, Chinese (pak-choi), cooked, boiled ¼ cup 22
Collards, frozen, chopped, boiled ½ cup 22
Tangerines (mandarin oranges), raw 1 tangerine 22
Tomato juice, canned 4 fl. oz. 22
Raspberries, frozen, red, sweetened ½ cup 21
Broccoli, raw ¼ cup 20
Grapefruit, raw, white ¼ grapefruit 20
Turnip greens, cooked, boiled ½ cup 20
Potatoes, white, flesh and skin, baked 1 potato (7 oz) 19
Brussels sprouts, frozen, cooked, boiled ¼ cup 18
Mustard greens, cooked, boiled ½ cup 18
Turnip greens, cooked, boiled ½ cup 18
Peppers, hot chili, red, raw ¼ pepper 16
Asparagus, frozen, cooked, boiled 4 spears 15
Cabbage, cooked, boiled ½ cup 15
Melons, honeydew, raw ½ cup 15
Soybeans, green, cooked, boiled ½ cup 15
104

Appendix M
Food Sources of Vitamin C (continued)
Food Serving Size Vitamin C (mg)
Spinach, canned, drained solids ½ cup 15
Cauliflower, frozen, cooked, boiled ¼ cup 14
Grapefruit sections, canned, light syrup pack, sol. & liquid ¼ cup 14
Pineapple, raw, all varieties ¼ cup 14
Pineapple juice, canned, unsweetened 4 fl. oz. 13
Tomato products, canned, puree ¼ cup 13
Cauliflower, raw ¼ cup 12
Mangos, raw ¼ cup 12
Pineapple, canned, juice pack, solids and liquids ½ cup 12
Potato salad, school-prepared ½ cup 12
Tangerines (mandarin oranges), canned ¼ cup 12
Lima beans, immature seeds, frozen, cooked ½ cup 11
Potatoes, white, mashed, dehydrated, prepared from flakes without milk,
whole milk and butter added
½ cup 11
Potatoes, white, mashed, school-prepared ½ cup 11
Sweet potato, canned, syrup pack, drained solids ½ cup 11
Tomatoes, red, ripe, raw, chopped ½ cup 11
Banana Medium 10
Cabbage, red, raw ¼ cup 10
Coleslaw, school-prepared ¼ cup 10
Dandelion greens, cooked, boiled, drained ½ cup 10
Pimento, canned 1 tbsp. 10
Potatoes, hash-brown, school-prepared ½ cup 10
Squash, summer, all varieties, raw ½ cup 10
Squash, winter, all varieties, cooked, baked ½ cup 10
Carambola (starfruit), raw ¼ cup 09
Corn, sweet, yellow, canned ½ cup 09
Grapes, red or green (such as Thompson seedless), raw ½ cup 09
Sauerkraut, canned, solids and liquids ¼ cup 09
Tomato products, canned, sauce ½ cup 09
Tomatoes, cherry, red, ripe, raw 4 cherry tomatoes 09
Lemon juice, canned or bottled 2 tbsp. 08
Peas, green, canned, regular pack ½ cup 08
Peas, green, frozen, cooked, boiled ¼ cup 08
Potato wedges, frozen, commodity ½ cup 08
Refried beans, canned (includes commodity) ½ cup 08
Rutabagas, cooked, boiled ¼ cup 08
Source: Adapted from the Agricultural Research Service (ARS) Nutrient Database for Standard Reference, Release 17.
105

Appendix M
Food Sources of Calcium
Good Food Sources of Calcium
All foods listed in this chart are ≥ 20% (200 milligrams) of the Daily Value (DV) of 1000 milligrams (mg) for
calcium. The DVs are used on the Food and Drug Administration Nutrition Facts Label and are based on a
2,000-calorie diet. A food that contains 200 mg. or more of calcium contributes a substantial amount of calcium
to the diet and is used here to define a good source.
Food Item Serving Size Calcium (Mg)
Yogurt, plain, skim milk 8-oz container 452
Yogurt, plain, low-fat 8-oz container 415
Yogurt, fruit, low-fat 8-oz container 345
Cheese, ricotta, part skim milk ½ cup 335
Milk, nonfat, fluid 1 cup 306
Milk, fluid, 2% milkfat 1 cup 285
Milk, whole, 3.25% milkfat 1 cup 276
Yogurt, plain, whole milk 8-oz container 275
Cheese, ricotta, whole milk ½ cup 255
Cheese, includes cheddar, mozzarella (part-skim), muenster and provolone 1 oz 204 - 214
Cereal, ready-to-eat, fortified 1 oz 236 - 1043
106

Appendix M
Food Sources of Calcium (continued)
Other Food Sources of Calcium
All foods listed in this chart contain less than 200 milligrams of calcium. When these foods are used in
combination with foods high in calcium and/or other foods in this list, they can assist schools in reaching the
nutrition standard for calcium.
Food Item Serving Size Calcium (Mg)
Collards, frozen, chopped, cooked boiled, drained ½ cup 179
Cornbread, prepared from recipe, made with low-fat (2%) milk 1 piece (2 oz) 162
Spinach, frozen, boiled, cooked, drained ½ cup 146
Soybeans, green, cooked, boiled, drained ½ cup 131
Seeds, sesame butter, tahini, 2 tbsp 128
Turnip greens, frozen, cooked, boiled, drained ½ cup 125
Fish, salmon, pink, canned, solids with bone and liquid 2 oz 119
Cowpeas (Blackeyes), immature seeds (not dried) cooked, boiled, drained ½ cup 106
Frozen yogurt, soft-serve ½ cup 103
Cereal, oats, instant, fortified, plain, prepared with water 1 packet 99
English muffins, plain, enriched, with calcium propionate 1 muffin 99
Beans, white, mature seeds, canned ½ cup 91
Kale, frozen, cooked, boiled, drained ½ cup 90
Okra, frozen, cooked, boiled, drained ½ cup 89
Soybeans, mature, cooked, boiled ½ cup 88
Ice cream, vanilla ½ cup 84
Cabbage, Chinese (pak-choi), cooked, boiled, drained ½ cup 79
Cheese, processed, American 1 oz 78
Waffles, plain, frozen, ready-to-eat 1 waffle (33 g) 77
Fish, ocean perch, Atlantic, cooked, dry heat 2 oz 76
Cereal, cream of wheat, regular, cooked with water 2/3 cup 75
Beans, baked, canned, with pork and tomato sauce ½ cup 71
Dandelion greens, cooked, boiled, drained ½ cup 71
Cheese, cottage, creamed ½ cup 70
Nuts, almonds 1 oz (24 nuts) 70
Source: Adapted from the Agricultural Research Service (ARS) Nutrient Database for Standard Reference, Release 17.
107

Appendix M
Food Sources of Iron
All foods in this list contain 0.8 mg or more of iron, which meets 20% of the nutrient target for school lunch
(grades 4-12).
Food Item Serving Size Iron (Mg)
Soybeans, mature cooked, boiled ½ cup 4.4
Beans, baked, canned, with pork and tomato sauce ½ cup 4.0
Beans, white, mature seeds, canned ½ cup 4.0
Beef, liver, cooked 2 oz 3.5
Molasses, blackstrap 1 tbsp 3.5
Lentils, mature seeds, cooked, boiled ½ cup 3.3
Spinach, cooked, drained ½ cup 3.2
Beans, kidney, red, mature seeds, cooked ½ cup 2.6
Chickpeas (garbanzo beans), mature seeds, cooked ½ cup 2.4
Soybeans, green, cooked ½ cup 2.3
Beans, navy, mature seeds, cooked ½ cup 2.2
Lima beans, large, mature seed, dried, cooked ½ cup 2.2
Cake, gingerbread, from recipe 1 piece 2.1
Refried beans, canned (includes USDA commodity) ½ cup 2.0
Cereals ready-to-eat 1 cup 2 -22
Beans, great northern, mature seeds, cooked ½ cup 1.9
Potato, baked, flesh and skin 1 medium 1.9
Rolls, hard (includes Kaiser) 1 roll 1.9
Beans, black, mature seeds, cooked ½ cup 1.8
Beans, pinto, mature seeds, cooked boiled ½ cup 1.8
Beef, chuck, blade roast, braised 2 oz 1.8
Lima beans, immature seeds, frozen, baby or fordhook, cooked ½ cup 1.8
Biscuits, plain or buttermilk, prepared from recipe 2-1/2” biscuit 1.7
Cherries, sour, red, canned, water pack, solids and liquids (includes
USDA commodity)
½ cup 1.7
Sauerkraut, canned, solids and liquids ½ cup 1.7
Bread, cornbread, from recipe, made with low-fat milk 1 piece 1.6
Bread, pita, white, enriched 6-1/2” pita 1.6
Peas, green, cooked ½ cup 1.6
Turnip greens, frozen, cooked, boiled ½ cup 1.6
Beans, baked, canned, plain or vegetarian ½ cup 1.5
Beef, round bottom round, braised 2 oz 1.5
Beets, canned ½ cup 1.5
Beef, ground, 80% lean meat/ 20% fat, patty, broiled 2 oz 1.4
Pizza, cheese, regular crust, frozen 1 serving 1.4
Rolls, hamburger or hotdog, plain 1 roll 1.4
Asparagus, canned, drained solids 4 spears 1.3
Noodles, egg, cooked, enriched ½ cup 1.3
Peas, split, mature seeds, cooked ½ cup 1.3
Turkey, all classes, dark meat, roasted 2 oz 1.3
Cowpeas, common (black-eyed, crowder, southern), mature seeds,
canned
½ cup 1.2
Collards, cooked ½ cup 1.1
108

Appendix M
Food Sources of Iron (continued)
Food Item Serving Size Iron (Mg)
Pizza, meat and vegetable, regular crust, frozen 1 serving 1.1
Pork, fresh, shoulder, arm picnic, braised 2 oz 1.1
Sweet potato, canned ½ cup 1.1
Tomato products, canned, puree ¼ cup 1.1
Tortillas, read-to-bake or fry, flour 1 tortilla 1.1
Fish fillet, battered or breaded, and fried 2 oz 1.0
Fish, tuna salad ½ cup 1.0
Muffins, corn, dry mix, prepared 1 muffin 1.0
Plums, canned, purple, heavy syrup pack, solids and liquids ½ cup 1.0
Rice, white, long-grain or regular, parboiled, enriched ½ cup 1.0
Tomato products, canned, paste 2 tbsp 1.0
Tomato sauce for pasta, spaghetti/marinara, ready-to serve ½ cup 1.0
Turkey, ground, cooked 2 oz 1.0
Bread, mixed-grain (includes whole-grain, 7-grain) 1 slice 0.9
Bread, pumpernickel 1 slice 0.9
Bread, rye 1 slice 0.9
Bread, white, commercially prepared (includes soft bread crumbs) 1 slice 0.9
Bread, whole-wheat, commercially prepared 1 slice 0.9
Brussels sprouts, cooked, boiled, ½ cup 0.9
Chicken, broilers or fryers, breast, roasted ½ breast 0.9
Crackers, matzo, plain 1 matzo 0.9
Fish, tuna, light canned in water, drained 2 oz 0.9
Macaroni, cooked, enriched ½ cup 0.9
Muffins, blueberry, commercially prepared 1 muffin 0.9
Rolls,dinner,plain,commercially prepared 1 roll 0.9
Spaghetti, cooked, enriched ½ cup 0.9
Tomatoes, red, ripe, canned, stewed ¼ cup 0.9
Tomato soup, canned, prepared with equal volume water ½ cup 0.9
Turkey roast, boneless, light and dark meat, roasted
1 oz light and
1 oz dark
Vegetables, mixed canned ½ cup 0.9
Bread, wheat (includes wheat berry) 1 slice 0.8
Chicken, broilers or fryers, dark meat, meat only, roasted 2 oz 0.8
Fish, catfish, channel, cooked, breaded and fried 2 oz 0.8
Fish, haddock, cooked 2 oz 0.8
Frankfurter, chicken or beef 1 frank 0.8
Potato salad, school-prepared ½ cup 0.8
Raspberries, frozen, red, sweetened ½ cup 0.8
Strawberries, frozen, sweetened, sliced ½ cup 0.8
Sweet potato, cooked, baked 1 medium 0.8
Spaghetti, whole-wheat, cooked ½ cup 0.7
0.9
Source: Adapted from the Agricultural Research Service (ARS) Nutrient Database for Standard Reference, Release 17.
109

Appendix M
Food Sources of Dietary Fiber
Good Food Sources of Dietary Fiber
All foods listed in the following chart are ≥ 10% (2.5 grams) of the Daily Value (DV) of 25 grams. The DVs are
used on the Nutrition Facts Label and are based on a 2000-calorie diet. A food with 2.5 grams of dietary fiber
contributes a substantial amount of dietary fiber to the diet and is used here to define a good source.
Food Item Serving Size Dietary Fiber (grams)
Peas, split, mature seeds, cooked, boiled ½ cup 8.2
Refried beans, canned (includes USDA commodity) ½ cup 6.7
Soup, bean with ham, canned, chunky, ready-to-serve, commercial ½ cup 5.6
Raspberries, frozen, red, sweetened ½ cup 5.5
Papayas, raw 1 papaya 5.5
Sweet potato, cooked, baked in skin 1 potato (5 oz) 4.8
Artichokes, cooked, boiled, drained ½ cup 4.5
Potato, baked flesh and skin 1 potato (7 oz) 4.4
Pear, asian, raw 1 pear (small) 4.4
Bulgur, cooked ½ cup 4.1
Beans, kidney, red, mature seeds, canned ¼ cup 4.1
Raspberries, raw ½ cup 4.0
Cowpeas (blackeyes, crowder, southern, mature seeds, cooked, boiled 1/2 cup 4.0
Lentils, mature seeds, cooked, boiled ¼ cup 3.9
Beans, pinto, mature seeds, cooked, boiled ¼ cup 3.9
Blackberries, raw ½ cup 3.8
Beans, black, mature seeds, cooked, boiled ¼ cup 3.8
Figs, dried 2 figs 3.7
Pumpkin, canned ½ cup 3.6
Peas, green, canned, regular pack, drained ½ cup 3.5
Nuts, almonds 1 oz (24 nuts) 3.3
Dates, deglet noor 5 dates 3.3
Beans, kidney, red, mature seeds, cooked, boiled ¼ cup 3.3
Apple, raw, with skin 1 medium 3.3
Peaches, dried, sulfured, uncooked 3 halves 3.2
Brussels sprouts, frozen, cooked, boiled, drained ½ cup 3.2
Beans, white, mature seeds, canned ¼ cup 3.2
Banana, raw 1 medium 3.1
Beans, great northern, mature seeds, cooked, boiled. ¼ cup 3.1
Sauerkraut, canned, solids and liquids ½ cup 3.0
Prunes (dried plums), uncooked 5 prunes 3.0
Lima beans, large mature seeds, canned ¼ cup 3.0
Sweet potato, canned, syrup packed, drained solids ½ cup 3.0
Seeds, sunflower seed kernels, dry roasted ¼ cup 2.9
Nuts, pistachio nuts, dry roasted 1 oz (47 nuts) 2.9
Apples, dried, sulfured, uncooked 5 rings 2.8
Peanuts, all types, oil-roasted 1 oz 2.7
Nuts, pecans 1 oz (20 halves) 2.7
Nuts, hazelnuts or filberts 1 oz 2.7
Collards, frozen, chopped, cooked, boiled ½ cup 2.7
110

Appendix M
Food Sources of Dietary Fiber (continued)
Food Item Serving Size Dietary Fiber (grams)
Chickpeas (garbanzo beans), mature seeds, canned ¼ cup 2.7
Peanut butter, chunk style 2 tbsp 2.6
Okra, frozen, cooked, boiled, drained ½ cup 2.6
Nuts, mixed dry or oil roasted, with peanuts 1 oz 2.6
Cereal, oat, regular, quick, and instant, cooked with water 2/3 cup 2.6
Broccoli, cooked boiled,drained ½ cup 2.6
Blueberries, frozen, sweetened ½ cup 2.6
Beans, baked, canned, plain or vegetarian ¼ cup 2.6
Apricots, dried, sulfured, uncooked 10 halves 2.6
Lima beans, immature seeds, frozen, fordhook, cooked, boiled ¼ cup 2.5
Crackers, rye, wafers, plain 1 wafer 2.5
Cauliflower, frozen, cooked, boiled, drained ½ cup 2.5
Carambola (starfish), raw 1 fruit 2.5
Carrots, cooked, boiled, drained ½ cup 2.4
Cereal, ready-to-eat, bran and/or whole grain 1 oz 2.2 - 8.0
Other Food Sources of Dietary Fiber
All foods listed in the following chart contain less than 2.5 grams of dietary fiber but can contribute substantial
dietary fiber when used in combination with other such foods.
Food Item Serving Size Dietary Fiber (grams)
Pears, canned, drained 2 halves 2.4
Nectarines, raw 1 nectarine (136 g) 2.3
Nuts, macadamia nuts, dry roasted 1 oz (10-12 nuts) 2.3
Peanuts, all types, dry-roasted 1 oz (approx 28) 2.3
Sweet potato, canned, vacuum pack ½ cup 2.3
Bread, pumpernickel 1 slice (32 g) 2.1
Apricots, canned ½ cup 2.0
Bagels, cinnamon-raisin 1 bagel (4 Åg) 2.0
Beans, snap, green, frozen, cooked, boiled, drained ½ cup 2.0
Bread, rye 1 slice (32 g) 1.9
Bread, whole-wheat, commercial 1 slice (28 g) 1.9
Mushrooms, canned, drained solids ½ cup 1.9
Noodles, egg, spinach, cooked, enriched ½ cup 1.9
Blueberries, raw ½ cup 1.8
Plantains, cooked ½ cup 1.8
Rice, brown, cooked 1/2 cup 1.8
Bread, mixed-grain (includes whole-grain, 7-grain) 1 slice (26g) 1.7
Crackers, whole-wheat 4 crackers (16 g) 1.7
Strawberries, raw ½ cup 1.6
Tortillas, ready-to-cook, corn 1 tortilla (32 g) 1.6
Apple sauce, canned, ½ cup 1.5
Dandelion greens, cooked, boiled, drained ½ cup 1.5
English muffin, plain, enriched, with calcium propionate 1 muffin 1.5
Mangos, raw ½ cup 1.5
Tangerines (mandarin oranges), raw 1 tangerine (84 g) 1.5
Wild rice, cooked ½ cup 1.5
Source: Adapted from the Agricultural Research Service (ARS) Nutrient Database for Standard Reference, Release 17
111

Appendix N
Menu Planning Practices for Healthy
School Meals
Increase the variety of entrees offered.
✓ Plan more school-prepared items.
✓ Choose more low-fat, low-sodium
products.
✓ Use low-fat cheeses, dairy products, and
lower-fat meats.
✓ Explore the possibility of offering entrée
salads or a salad bar.
✓ Where choices are not offered, limit
processed meats/meat alternates that
have not been modified to reduce fat
and/or sodium to once a week.
Plan more fresh fruits and vegetables on
your menu each day.
✓ Increase the amounts and variety of
fruits and vegetables offered. Fruits and
vegetables differ in nutrient content.
✓ Offer a dark green or deep orange
vegetable or fruit three to four times a
week.
✓ Plan a vitamin C-rich vegetable or fruit
daily.
✓ Offer fruit with more potassium
often, such as bananas, prunes, prune
juice, dried peaches, dried apricots,
cantaloupe, honeydew melon, and
orange juice.
✓ Offer fruit often as snacks if you
provide reimbursable snacks for an
afterschool program.
✓ Frequently offer fresh vegetable salads
or fresh vegetables with a low-fat dip,
such as low-fat salad dressings, yogurt,
or hummus.
✓ Offer cut-up fruit or dried fruit as a
topping for yogurt.
✓ Frequently offer fresh fruits using a
variety of presentations, such as orange
smiles, apple wedges, fresh fruit cups,
red and green grape combos, and
banana halves.
Plan at least one menu item containing a
whole grain each day.
✓ Plan a variety of breads and bread
alternates such as whole-wheat breads,
multigrain breads, whole-wheat pasta,
and brown or wild rice.
✓ Increase the variety of cooked and
ready-to-eat cereals offered at
breakfast.
✓ Offer school-made bread, replacing most
of the white flour with whole-wheat
flour. Start with one-third whole-wheat
flour and gradually increase until
the whole-wheat is greater than 50
percent. Some schools report success
with increasing the whole-wheat
flour to 80 percent. More leavening
ingredients and liquid may be required
as the percentage of whole-wheat flour
increases.
Plan at least one serving of cooked dried
beans or peas each week.
✓ Offer more cooked dried beans and
peas.
✓ Explore the great variety available such
as black beans, Great Northern beans,
red kidney beans, lima beans (mature),
Navy beans, pinto beans, black-eyed
peas, lentils, split peas, and garbanzo
beans (also called chick peas), all of
which can be offered in salad bars; as a
vegetable such as Boston baked beans;
made into soups; served as frijoles
with Mexican food menu items; served
as beans and rice in some parts of the
country; and red kidney beans or pinto
beans added to chili as part of the
meat/meat alternate component. Beans
can be ground prior to adding chili for
greater student acceptability. Garbanzo
beans or chick peas can be made into
hummus as a vegetable dipper.
112

Appendix N
Menu Planning Practices for Healthy School Meals (continued)
Offer as many healthy alternate choices
as your operation allows.
✓ Reduce the number of times French
fries are offered. Offer baked potatoes
or seasoned baked potato wedges more
often.
✓ Offer low-fat sour cream, low-fat or
nonfat yogurt for a topping in place of
sour cream.
✓ Offer low-fat salad dressings in addition
to regular salad dressing.
Where choices are not offered, offer no
more than one high-fat menu item per
meal.
Before placing new food products on your
menus, obtain nutrition information about
the item.
✓ Check for type(s) and quantity of fat
and the amounts of sodium and/or
sugar in the item.
Offer and promote unflavored skim milk
or unflavored 1 percent low-fat milk at
each meal.
✓ If flavored milk, such as chocolate or
strawberry milk, is offered, use only 1
percent low-fat (or lower).
113

Appendix O
Milk Fat Comparison Chart
Starting Jan. 1, 1998, the labeling of fatreduced
milk products was required to
follow the same requirements the Food and
Drug Administration (FDA) established
years ago for the labeling of just about
every other food reduced in fat.
These products are now bound by the
“general standard” for nutritionally
modified standardized foods. This means
the nutrients that lower-fat milk products
provide, other than fat, must be at least
equal to full-fat milk before vitamins A and
D are added.
The changes do not affect lower-fat
yogurt products. FDA decided to keep the
standards of identity for the time being to
further consider manufacturers’ concerns
about fortifying yogurt with vitamin A, a
nutrient found in full-fat yogurt.
FDA, along with the milk industry and
nutrition educators, believes the label
changes will give consumers more accurate,
useful information about milk. Because
claims on milk labels will be consistent
with claims on other foods, consumers
will know, for example, that “low-fat” milk
(formerly known as 1 percent milk) will be
similar in fat content to “low-fat” cookies.
(Both can provide no more than 3 grams of
fat per serving. The serving size for each
is listed on their label’s Nutrition Facts
panel.)
The goal of the labeling changes was to
help consumers select milk products that
can help them lower their fat and saturated
fat intakes to recommended levels.
Considering that 8 fluid ounces of fullfat
milk provides 26 percent of the Daily
Value for saturated fat, while fat-free milk
provides none, switching from full-fat to
fat-free milk can drop saturated fat intake
considerably. It’s an easy way to lower-fat
intake—it doesn’t take a lot of time—no
preparation skills are needed. A report
of a school intervention in an inner-city,
primarily Latino, school district in the city
of New York involved switching from whole
milk to 1% low-fat milk in 6 elementary
school cafeterias. Based on the results
of this switch, a 25 percent reduction in
calories from saturated fat occurred, with
no other dietary changes.
Milk's Current Names
Current names
2 percent milk is now
known as “reduced-fat”
instead of “low-fat.”
1 percent milk remains
“low-fat.”
milk's new names
Skim retained its name
or is known as fat-free,
zero-fat, or non-fat milk.
114

Appendix P
Discussion on Types and Examples
of Dietary Fat
Types of Fat
Saturated Fats
Saturated fats increase the risk for
coronary heart disease by raising the blood
cholesterol. Saturated fats are hard (solid)
at room temperature. They are generally
from animal sources, e.g., high-fat dairy
products (like cheese, butter, whole milk,
cream, and regular ice cream), fatty fresh
and processed meats (such as sausage
and hot dogs), the skin and fat of poultry,
and lard. However, there are some plant
sources, e.g., tropical oils (coconut, palm,
palm kernel) of saturated fats.
Trans Fatty Acids
In recent years, the nutrition and medical
community have turned their attention to
another type of fat that has been strongly
linked with the development of coronary
heart disease. Trans fatty acids, also known
as trans fats, are found in many processed
foods including vegetable shortenings, some
margarines, crackers, cookies, and snack
foods. Trans fatty acids are produced by a
process called partial hydrogenation, which
involves heating liquid vegetable oils to
make them solid. Hydrogenation increases
the shelf life and flavor stability of these
oils and the foods that contain them. Today
it is believed that trans fatty acids tend to
raise blood cholesterol to a greater degree
than saturated fats.
Unsaturated Fats
Unsaturated fats, which include
polyunsaturated and monounsaturated fats,
do not raise blood cholesterol. They are
found in vegetable oils, most nuts, olives,
avocados, and fatty fish like salmon.
Polyunsaturated fat is liquid at room
temperature. Examples are:
◆ Polyunsaturated – soybean, safflower,
canola, corn and cottonseed oils, many
kinds of nuts, oils (omega-3 fatty acids)
in cold water fish such as salmon,
albacore tuna, and mackerel.
◆ Monounsaturated – olive, canola,
sunflower and peanut oils, olives and
peanut butter.
No fat is 100-percent saturated or
unsaturated.
Based on recent studies linking trans
fatty acids to coronary heart disease, the
Food and Drug Administration (FDA) now
requires trans fat information to be added
to the nutrition facts labels on foods.
115

Appendix Q
Purchasing Practices for Healthy
School Meals
Milk and Dairy Products
✓ Purchase low-fat and/or skim fluid milk
fortified with vitamins A and D.
✓ Purchase low-fat or non-fat yogurt
fortified with vitamins A and D.
✓ Whole milk may contain either 3.3
percent or 3.7 percent fat. Know the
percent of fat in the milk you purchase.
✓ Purchase low-fat cheeses such as partskim
mozzarella and low-fat or fat-free
dairy products.
✓ Purchase ice cream less frequently.
Offer ice milk, sherbet, low-fat or nonfat
frozen yogurt, or frozen fruit juice
bars (not frozen fruit-flavored bars,
which are considered foods of minimal
nutritional value (FMNV)).
Condiments
✓ Purchase reduced-fat/reduced-sodium
salad dressings and mayonnaise, as
appropriate, or make your own using
less oil and salt. Allow students to tastetest
these products for acceptability
prior to purchase.
Meat/Meat Alternates and Entrées
✓ Purchase reduced-fat/reduced-sodium
meats and meat alternates when
available.
✓ Purchase ground poultry (without skin,
approximately 11 percent fat) to mix 50-
50 with lean ground beef.
✓ Purchase cold cuts, deli meats, and hot
dogs with no more than 3 grams of fat
per ounce.
✓ Purchase water-packed tuna fish
instead of oil-packed.
✓ Limit the purchase of convenience
items that are pre-fried in fat during
processing.
✓ Taste-test lower-fat, lower-sodium
convenience items prior to purchasing.
Ask students, faculty, and foodservice
staff to participate in the taste testing to
identify acceptable products.
✓ Request vendors provide nutrition
information for all products purchased.
Use this information to compare
nutrient information on various
products to determine if lower-fat items
would be acceptable.
116
Wechsler, H, Basch, C, Zybert, P and Shea, S. Promoting the selection of low-fat milk in elementary school cafeterias in an inner-city
Latino community: evaluation of an intervention. Amer J of Public Health. 88:3, 1998, pp. 427-433

Appendix Q
Purchasing Practices for Healthy School Meals (continued)
Fruits and Vegetables
✓ Purchase fruits canned in light syrup
or natural fruit juices instead of heavy
syrup.
✓ Purchase fresh fruits, where feasible, to
substitute for canned fruits.
✓ Purchase fresh and frozen vegetables,
when feasible, to substitute for canned
vegetables, which are high in sodium.
✓ Purchase oven-ready fries, instead of
fries for deep-fat frying. Check and
compare the fat content of the ovenready
fries to the deep-fat frying fries.
Many times, the oven-ready fries have
been processed with a coating of oil to
make them brown, resulting in a high
fat content.
Oils and Fats
✓
✓
✓
✓
✓
✓
✓
Purchase items that have been
prepared/processed with unsaturated
vegetable oils. Avoid products made
with coconut or palm oils, which are
very saturated fats.
Purchase polyunsaturated and/or
monounsaturated oils, such as canola,
corn, cottonseed, olive, peanut,
safflower, soybean, or sunflower oils.
Do not purchase lard, a very saturated
fat.
For highest polyunsaturation, purchase
margarines with the first ingredient
being liquid, e.g., liquid corn oil.
Avoid hydrogenated oils/fats (trans fats)
A label with hydrogenated oil among
its ingredients has increased saturation
over the liquid counterpart, e.g.,
partially hydrogenated soybean oil.
Soft style margarines are less
hydrogenated (less saturated) than stick
margarines.
Grains and Breads
✓ Specify whole grain as the primary
ingredient.
✓ If schools bake their own breads,
gradually increase the amount of wholewheat
flour in the basic roll or bread
recipe. Start with 1/3 whole-wheat flour,
then gradually increase from school
year to school year as student increase
acceptability.
Seasonings
✓ Purchase garlic, onion, and celery
powders or granules, not garlic onion or
celery salts, which have more sodium.
Purchase seasoning mixes that do not
contain monosodium glutamate (MSG)
or salt or where salt is the primary
ingredient.
117

Appendix R
Food Preparation Practices for
Healthy School Meals
Train all foodservice staff in food
preparation techniques that guarantee food
quality, limit calories from fat, and keep
sodium in moderation while providing the
calories and nutrients that children need to
develop healthy bodies and minds.
To reduce fat
✓ Trim visible fat from raw meats before
cooking.
✓ Cook meat on rack or drain fat from
cooked meat (put in colander to drain or
use a meat baster to remove fat).
✓ Chill meats, meat drippings, soups,
stews, and sauces, when appropriate,
so fats will solidify and can be easily
removed.
✓ Limit deep-fat and pan frying; bake,
broil, or steam foods instead. When
using precooked breaded meats, poultry,
or fish, oven bake instead of frying
them.
✓ When deep-fat fried foods are offered,
select an unsaturated fat and carefully
follow correct temperature, time, and
draining procedures.
✓ Modify recipes by reducing the amount
of butter, margarine, oil, or shortening
called for in the recipe, as appropriate.
Reduce amounts of butter/margarine
used for seasoning; do not use bacon
grease, lard, or salt pork.
✓ Use non-stick cooking spray or
parchment paper to reduce the amount
of fat needed to prevent baked products
from sticking.
When serving fried fish or fried
potatoes, offer low-fat condiments (e.g.,
lemon wedges, malt vinegar, catsup,
sweet and sour sauce) instead of tartar
sauce or other high-fat sauces.
✓
✓
✓
✓
Use skim milk or non-fat dry milk in
place of whole milk or cream in recipes
when possible. Use plain yogurt instead
of sour cream.
In preparing items such as potato salad,
carrot-raisin salad, chicken salad, etc.,
replace a portion of the mayonnaise-type
salad dressing with plain, low-fat, or
non-fat yogurt.
Reduce the amount of salad dressing
you use on tossed or mixed salad.
To reduce salt or sodium
✓ Modify recipes by reducing the amount
of salt, soy sauce, Worcestershire
sauce, and other salty condiments
as appropriate. Omit monosodium
glutamate (MSG) from recipes.
✓ Do not add salt to canned vegetables.
✓ Lightly salt fresh and frozen vegetables
and entrees. Gradually reduce the
amount of salt as low as the students
will accept.
✓ Experiment with herbs, spices, and
lemon for seasonings to use in place of
salt.
✓ Reduce or eliminate the salt in the
cooking water when cooking rice or
pasta, if these foods will be served with
a sauce or gravy or in a casserole.
118

Appendix R
Food Preparation Practices for Healthy School Meals (continued)
To increase fiber
✓ Leave edible peels/skins on fruits and
vegetables (e.g., use unpeeled apple in
salads and fruit cups, leave potatoes
unpeeled) for added fiber.
✓ Add whole-wheat flour to baked items
such as rolls, cookies, etc.
To retain nutrients
✓ Cook vegetables in small batches until
only tender-crisp. Do not hold longer
than 20 minutes to retain nutrients,
flavor, and color.
Develop and use standardized recipes
✓ Every recipe that you use in your
kitchens must be standardized. This
includes all recipes that have more than
one ingredient.
Use the following procedures to monitor
the use of standardized recipes:
✓ Determine if the correct recipe is being
used that was planned for the menu.
✓ Examine the ingredients that have
been used to ensure that the recipe is
prepared as planned.
✓ Check the quantity or yield that was
prepared for the site.
✓ Determine if there are leftovers and the
reason for overproduction.
✓ Observe portioning to ensure the correct
serving utensil is used.
✓ Examine the kitchen setting and
equipment needed to prepare the recipe.
✓ Make following standardized recipes
one of the criteria for performance
evaluation. This indicates the SFA’s
priorities.
The U.S. Department of Agriculture defines a
standardized recipe as one that:
◆
◆
Is tried, adapted and retried several times for use by a
given foodservice operation.
Produces the same good results and yield every
time by using the exact same procedure, same type
of equipment, and same quantity and quality of
ingredients.
119

Appendix S
Meal Service Practices for Healthy
School Meals & Ideas for Program
Promotion and Improvement
Meal Service Practices
✓ Work with school superintendent,
principal, PTA or PTO, and/or other
appropriate groups to ensure that
students have sufficient time to select
and consume a healthful meal.
✓ Ensure that low-fat and skim milk are
available throughout the entire lunch
period.
✓ Check temperature of milk to make sure
it is cold and acceptable to students.
✓ Place skim and low-fat milks toward
the front of the milk cabinet to facilitate
their selection.
✓ Merchandise foods to encourage
consumption of low-fat menu items.
✓ If a la carte food items are sold at all,
make sure they are reflective of SMI,
i.e., healthy choices.
✓ Offer meals that incorporate principles
of good menu planning, including
variety and a good balance of colors,
shapes, textures, temperatures, flavors.
✓ Plan attractive garnishes for steam
table pans or individual pre-portioned
foods.
✓ To ensure student appeal, conduct taste
tests of new recipes and commercially
prepared food products.
Ideas for Program Promotion and
Improvement
✓ Promote healthful meal choices in
menus and on the serving line.
✓ Model good eating habits and a positive
attitude toward healthy foods.
✓ Promote good nutrition to teachers and
school staff and enlist their support
in modeling positive attitudes toward
healthy eating.
✓ Provide nutrition education to students,
parents, teachers, and/or food service
staff, as appropriate.
✓ Include nutrition information on menus
sent home to parents.
120

Appendix T
Team Nutrition School Enrollment Form
Our Team Nutrition School Leader is:
q Ms. q Mrs. q Mr. q Other
First Name
Last name
Title
Total Enrollment
School District
School Address
School's Name
Grades Taught
School County
City State Zip Code
Telephone ( ) Fax ( )
E-Mail Address
Please check one or more of the appropriate grade ranges:
q P (Preschool) Pre-K q E (Elementary) K-5/6 q M (Middle) 6/7-8 q H (High) 9-12
We agree to:
•
•
Support USDA's Team Nutrition goal and values.
Demonstrate a commitment to help students meet
the Dietary Guidelines for Americans.
Designate a Team Nutrition School Leader who will
establish a school team.
Distribute Team Nutrition materials to teachers,
students, and parents.
•
•
•
•
•
•
Involve teachers, students, parents, foodservice
personnel, and the community in interactive and
entertaining nutrition education activities.
Participate in the National School Lunch Program.
Demonstrate a well-run Child Nutrition Program.
Share successful strategies and programs with
other schools.
We certify our school does not have any oustanding overclaims or significant program violations in our
school meals programs.
School Principal, Printed Name
School Foodservice Manager, Printed NAME
Signature
Signature
Date
Date
Fax to:
Team Nutrition (703) 305-2549
Mail to:
Team Nutrition
3101 Park Center Drive, Room 632
Alexandria, VA 22302
121

Appendix U
Checklist of Documents Needed for an SMI Review
School Name:
Period of Analysis:
Source Documents Complete Additional Data Needed
Menus (for the school week being reviewed)
Choices indicated
Menu changes or substitutions indicated (dated)
Production Records (for the school week being reviewed)
Site name, meal date, and menu type (breakfast or lunch)
Forecasted number of meals by age/grade group
All planned menu items, including milk types and desserts
All condiments used as a complement to the reimbursable meal
(e.g., mustard, salad dressing, margarine, etc.)
Recipes or food products used including form of food (e.g.,
canned, frozen, dried, halves, slices, etc.)
Brand names and product code numbers of commercially
processed foods
Serving sizes for each age/grade group of each menu item or food
item served, including condiments
Number of portions planned for each menu item, by age/grade
group
Total amount of food prepared for the planned number of servings
(e.g., number of servings, pounds, cans, etc.)
Number of leftovers and substitutions (serving size or portion
amount)
Number of portions and serving sizes for adult meals
Number of reimbursable meals served (for each age/grade group)
Number of planned a la carte items (if recorded on production
records)
Number of meals served that contain substituted foods in order to
accommodate special dietary needs (if applicable)
Recipes (for any menu item indicated on production records that
contains more than one ingredient)
Yield (includes serving size and number of servings)
List all ingredients; including form, packing medium, and fat
content
Correct measures, weights and/or pack size
Include preparation procedures
122

Appendix U
Checklist of Documents Needed for an SMI Review (continued)
School Name:
Period of Analysis:
Source Documents Complete Additional Data Needed
Nutrition/food component information for commercially
processed food items
Nutrition Facts label or equivalent information from manufacturer
Child Nutrition (CN) labels and/or Product Formulation Statements
if using a food-based menu planning approach
Printout of nutrient analysis for review week of menus and recipes
(required for NSMP/ANSMP)
Indication that re-analysis is warranted
❑ Yes
❑ No
123

Appendix V
NSMP/ANSMP – Structuring Meals for Healthy Choices
3-Menu Item Meal 4-Menu Item Meal 5-Menu Item Meal
Entrée: Choose 1:
Baked Fish Nuggets with
Macaroni & Cheese and
Garlic Bread
Sausage Pizza with
Broccoli Spears
Vegetarian Chili with Pinto
Beans & Bread Sticks
Choose 1:
Baked Fish Nuggets with
Garlic Bread
Sausage Pizza
Vegetarian Chili with
Bread Sticks
Choose 1:
Baked Fish Nuggets
Sausage Pizza
Vegetarian Chili
Side-dishes Group 1: Choose 1
Orange Slices & Brownie
Garden Salad with Dressing
& Grapes
Coleslaw & Raisin Cup
Group 1: Choose 1
Broccoli Spears
Cole Slaw
Pinto Beans
Garden Salad with
Dressing
Grapes
Orange Slices
Group 2: Choose 1
Macaroni & Cheese
Banana Half
Raisin Cup
Brownie
Group 1: Choose 2
Broccoli Spears
Cole Slaw
Pinto Beans
Garden Salad with
Dressing
Grapes
Orange Slices
Group 2: Choose 1
Garlic Bread
Bread Stick
Macaroni & Cheese
Brownie
Banana Half
Raisin Cup
Milk: Choose 1:
Fat-free Milk
Low-fat Milk
Choose 1:
Fat-free Milk
Low-fat Milk
Choose 1:
Fat-free Milk
Low-fat Milk
Number of Menu
Items Required
for OVS:
This is a 3-menu item meal.
Students must select a
minimum of two items.
This is a 4-menu item meal.
Students must select a
minimum of two items.
This is a 5-menu item meal.
Students must select a
minimum of three items.
124

A
E
M
S
Advantages, food-based
Enhanced Menu Planning
Meal pattern
School Food Authority
menu planning
approach
Meal requirements for
School Meals Initiative for
approaches
Entrée
NSMP/ANSMP
Healthy Children
Advantages, nutrient-based
menu planning
F
Meal service practices
Menu adjustments
SFA
Side dish
approaches
Federal regulations
Menu items
SMI nutrition goals
Age/grade groups
Food Bars
Menu planning approaches
SMI review
Ages
Food bars, full-service
Menu planning for healthy
Standardize recipes
A la carte sales
Food bars, side dish
school meals
Substitutions
Alternate menu planning
Food bars, specialty/entrée
Menu planning practices
Substitutions, last minute
approach
Food based menu-planning
Minor modifications
and necessary
Approved software
Assisted Nutrient Standard
approach
Food component
Major modifications
Modifications for food-based
T
Menu Planning approach
Food groups
menu planning
Team Nutrition
C
Food items
Food preparation practices
N
Theme bars
Traditional Menu Planning
Central menus
Food safety and sanitation
Nutrient analysis
approach
Checklist for
practices
Nutrient analysis protocols
Two-week window
implementation, foodbased
menu planning
Fortification
Fortified foods
Nutrient Based Menu-
Planning Approach
U
approaches
Checklist for
implementation, nutrient-
G
Grades
O
Offer versus Serve
USDA-approved software
V
based menu planning
approaches
Comparison of menu
planning approaches
Contractors
H
Health trends
I
OVS requirements for
NSMP/ANSMP
P
Phytochemicals
Variations in Lunch Structure
W
Weighted nutrient analysis
Whole foods
CRE review
Index, SMI Road to Success
Phytonutrients
Creditable foods
Invitation to Bid (ITB)
Point of service
Custom age grouping
Cycle menus
K
Portion control
Portion sizes
D
Diet trends
Disadvantages, food-based
Key nutrients
L
Leftovers
Practice-based strategies
Purchasing practices'
R
menu planning
Recommended Dietary
approaches
Allowances (RDA)
Disadvantages, nutrient-
Reimbursable breakfasts
based menu planning
Reimbursable lunches
approaches
Request for Proposal (RFP)
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