Road to SMI Success Manual - Region 10 Education Service Center

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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
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A Guide for School Foodservice Dire
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ACKNOWLEDGEMENTS...................
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Acknowledgements The U.S. Departmen
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Acronyms ANSMP APP CAP CFR CN CNP C
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Child Nutrition (CN) Database - A n
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Fortified Foods - Foods with added
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Offer Versus Serve (OVS) for Food-B
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School Breakfast Program (SBP) - Th
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INTRODUCTION SMI success is as simp
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Introduction Improving School Meals
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Introduction SMI Is Important: Show
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Chapter 1 A Comparison of the Vario
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Page 40 and 41: Chapter 2 What Does It Take To Impl
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Page 72 and 73: Chapter 4 Grains and Breads ✓ Spe
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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
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Page 96 and 97: SMI Resources Resource Description
Page 103: APPENDICES SMI Road to Success Appe
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Page 108 and 109: Appendix D SCHOOL BREAKFAST PATTERN
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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
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Appendix M Food Sources of Dietary
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Appendix N Menu Planning Practices
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Appendix O Milk Fat Comparison Char
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Appendix Q Purchasing Practices for
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Appendix R Food Preparation Practic
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Appendix S Meal Service Practices f
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Appendix U Checklist of Documents N
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Appendix V NSMP/ANSMP - Structuring
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