Road to SMI Success Manual - Region 10 Education Service Center

More documents

Recommendations

Info

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
Page 1 and 2:
A Guide for School Foodservice Dire
Page 3 and 4:
ACKNOWLEDGEMENTS...................
Page 5 and 6:
Acknowledgements The U.S. Departmen
Page 7 and 8:
Acronyms ANSMP APP CAP CFR CN CNP C
Page 9 and 10:
Child Nutrition (CN) Database - A n
Page 11 and 12: Fortified Foods - Foods with added
Page 13 and 14: Offer Versus Serve (OVS) for Food-B
Page 15 and 16: School Breakfast Program (SBP) - Th
Page 17 and 18: INTRODUCTION SMI success is as simp
Page 19 and 20: Introduction Improving School Meals
Page 21 and 22: Introduction SMI Is Important: Show
Page 23 and 24: Chapter 1 A Comparison of the Vario
Page 25 and 26: Chapter 1 Chapter 1 Nutrient-Based
Page 27 and 28: Chapter 1 Comparison of Menu Planni
Page 29: Chapter 1 13
Page 32 and 33: Chapter 2 Advantages and Disadvanta
Page 34 and 35: Chapter 2 Available Lunch Modificat
Page 36 and 37: Chapter 2 If more than one age/grad
Page 38 and 39: Chapter 2 Serving the Appropriate P
Page 40 and 41: Chapter 2 What Does It Take To Impl
Page 42 and 43: 26 Chapter 2
Page 44 and 45: Chapter 3 Consult the Nutrient Anal
Page 46 and 47: Chapter 3 Some State agencies may r
Page 48 and 49: Chapter 3 ◆ ◆ ◆ Include a var
Page 50 and 51: Chapter 3 Menu planners are encoura
Page 52 and 53: Chapter 3 Examples of consistent me
Page 54 and 55: Chapter 3 Variations in Lunch Struc
Page 56 and 57: Chapter 3 Had all of the side dishe
Page 58 and 59: Chapter 3 ◆ Offering a variety of
Page 60 and 61: Chapter 3 The nutrient analyses of
Page 64 and 65: Chapter 3 What Does It Take To Impl
Page 66 and 67: Chapter 4 ◆ If you plan menus usi
Page 68 and 69: Chapter 4 ✓ ✓ ✓ ✓ ✓ ✓
Page 70 and 71: Chapter 4 Identifying Fat Levels in
Page 72 and 73: Chapter 4 Grains and Breads ✓ Spe
Page 74 and 75: Chapter 4 To Maintain Quality and C
Page 76 and 77: Chapter 4 ◆ ◆ ◆ Offer meals t
Page 78 and 79: Chapter 4 If you have made the deci
Page 80 and 81: Chapter 4 ◆ ◆ Thaw foods proper
Page 83 and 84: Chapter 5 It takes more than school
Page 85 and 86: Chapter 5 Home Activities Home acti
Page 87 and 88: Chapter 6 Each SFA will be schedule
Page 89 and 90: Chapter 6 Menus Complete written me
Page 91 and 92: Chapter 6 Examples of Food Product
Page 93: Chapter 6 Nutrient-Based Menu Plann
Page 96 and 97: SMI Resources Resource Description
Page 103: APPENDICES SMI Road to Success Appe
Page 106 and 107: Appendix B SCHOOL LUNCH PATTERNS TR
Page 108 and 109: Appendix D SCHOOL BREAKFAST PATTERN
Page 110 and 111: Appendix F Nutrient Standard Menu P
Page 112 and 113:
Appendix G-2 Grains/Breads Requirem
Page 114 and 115:
Appendix I Sample Product Formulati
Page 116 and 117:
Appendix K Manufacturer’s Data Su
Page 118 and 119:
Appendix L Sample Food Substitution
Page 120 and 121:
Appendix M Food Sources of Vitamin
Page 122 and 123:
Appendix M Food Sources of Calcium
Page 124 and 125:
Appendix M Food Sources of Iron All
Page 126 and 127:
Appendix M Food Sources of Dietary
Page 128 and 129:
Appendix N Menu Planning Practices
Page 130 and 131:
Appendix O Milk Fat Comparison Char
Page 132 and 133:
Appendix Q Purchasing Practices for
Page 134 and 135:
Appendix R Food Preparation Practic
Page 136 and 137:
Appendix S Meal Service Practices f
Page 138 and 139:
Appendix U Checklist of Documents N
Page 140 and 141:
Appendix V NSMP/ANSMP - Structuring
Page 142 and 143:
126
Page 144:
128
show all

Road to SMI Success Manual - Region 10 Education Service Center

Create successful ePaper yourself

Delete template?

Save as template?