HSM Guide

A Guide
To
Healthy School Meals
www.doe.mass.edu/cnp/
Copyright 2003
This document was prepared by the
Massachusetts Department of Education
Dr. David P. Driscoll, Commissioner of Education
Permission is granted to copy all or parts of this document for non-commercial educational purposes.
Please credit the Massachusetts Department of Education.
Board of Education Members
James A. Peyser, Chairman, Dorchester
Henry M. Thomas, III, Vice-Chairperson, Springfield
Charles D. Baker, Swampscott
J. Richard Crowley, Andover
Jeffrey DeFlavio, Belmont, Chair, Student Advisory Council
Judith I. Gill, Chancellor, Higher Education, Boston
William K. Irwin, Jr., Wilmington
Roberta R. Schaefer, Worcester
Abigail M. Thernstrom, Lexington
David P. Driscoll, Commissioner and Secretary to the Board
Massachusetts Department of Education
350 Main Street, Malden, MA 02148
Telephone: 781-338-3000; Internet: www.doe.mass.edu
Massachusetts Department of Education: Nutrition Programs and Food Services
II
Nutrition Programs and Food Services

(781) 338-6480
(781) 338-3399 (Fax)
(781) 338-3394 (Other 4th Floor Fax)
(781) 338-6565 (Fax at Commodities Granada)
E-mail: name@doe.mass.edu
(i.e. kmillett@doe.mass.edu)
www.doe.mass.edu/cnp
KATHLEEN C. MILLETT, ADMINISTRATOR EXT. 6479

Belinda M. Wilson Ext. 6498
(PCTA) PROGRAM COMPLIANCE & TECHNICAL ASSISTANCE
School Breakfast, Lunch, School Food Service, Public/Private/Residential Schools, Special Milk
Bill CAHILL Ext. 6489
Carrie Fagan Ext. 6499
Kevin DAWSON .6475
Suman LUKE....6467
Lois GARRISON .6470
Elizabeth PUPECKI 6482
Doreen IOVANNA ..6451
Sharon STEARNS ...6463
Susan KNOLL .6468
Bridget ZINITI 6496
SPECIAL NUTRITION PROGRAMS

Child Care Food, Family Day Care Food, Adult Day Care & Summer Food Services
Mary Anne GILBERT Ext. 6493
Toya KIMBROUGH .6464
Maria PACIFICO ..6491
Anne Marie McDONALD ..6492
Amy SOCOLOW ..6488
Lynn McKNIGHT .6494
NUTRITION EDUCATION, TRAINING AND OUTREACH PROGRAM

Holly ALPERIN .6308
Claudia RAYA ..6481
Linda BOULEY 6456
FOOD DISTRIBUTION GRANADA BUILDING

Commodity Food Orders & Deliveries, TEFAP Program, Participation in Food Program
Martha HERLIHY Ext. 6473
Ahmed BILIMORIA .6506
Darlene WONG-KAM ..6478
Karen DONOVAN 6472
Alice YEE .6453
Michael MURPHY 6542
FINANCIAL MANAGEMENT GRANADA BUILDING

Neal GILBERT Ext. 6576
Selcuk AMASYA ..6541
Alan DECHTER (Claims) ..6570
Arthur KROCHMAL (Claims) 6564
A Guide
To
Healthy School Meals
This manual has been adapted for the Massachusetts Department of Education by
Linda Bouley, RD, LDN of the Nutrition Programs and Food Services Department.
Whether you are new to food services or have been in the business for a period of
time, this manual is designed for all food service personnel.
The goal of this manual is to provide directors and staff with information related to a
number of different topics. The manual is divided into twelve helpful sections
including menu planning option, planning menus and preparing foods, components
and nutrient contributions, meal substitutions for children with special needs,
nutrition education, menu promotion, food sanitation and food safety just to name a
few. Additionally, a reference section including reproducible pages has been added
for your use.
The following resources have been utilized in the development of this manual:

FCS Grains/Breads Instruction

Food Safety Principles for Food Workers, MA Partnership for Food Safety
Education
United States Department of Agriculture Cooperating and UMass Extension
United States Department of Agriculture Food Safety and Inspection Service
United States Department of Agriculture Menu Planning Guide
United States Department of Agriculture Nutrient Analysis Protocols for the
School Nutrition Program
United States Department of Agriculture Summer Food Service Program for
Children, 2001 Nutrition Guidance for Sponsors Manual
II
Table of Contents
Recommended Resources for New Food Service Directors ..................................... 1
School Meals Initiative Fact Sheet........................................................................... 5
Comparison of Weighted and Unweighted Nutrient Analyses ................................ 7
Offer Versus Serve................................................................................................... 8
Menu Planning Options
Traditional Menu Planning System .................................................................................................9
Enhanced Food Based Menu Planning System .............................................................................12
Comparison Table of Traditional and Enhanced Food Based Menu Plans ...................................16
Nutrient Standard Menu Planning (NSMP) System......................................................................17
Assisted Nutrient Standard Menu Planning (ANSMP) System ....................................................17
Meal Requirements for NSMP and ANSMP: Lunch and Breakfast ............................................18
Comparison of Current Menu Planning and New Menu Planning Systems .................................19
Food Guide Pyramid and the Dietary Guidelines

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

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

Meat and meat alternates ...............................................................................................................33
Menu ideas to increase variety (meat and meat alternates) ...........................................................34
Vegetables......................................................................................................................................34
Menu ideas to increase variety (vegetables)..................................................................................35
Fruits ..............................................................................................................................................35
Menu ideas to increase variety (fruits) ......................................................................................... 36

Grains and breads ..........................................................................................................................36
Menu ideas to increase variety (grains and breads) .......................................................................37
Milk ..............................................................................................................................................37
Menu ideas to increase variety (milk) .......................................................................................... 38
Facts About Meal Pattern Requirements

Milk, meat and meat alternates ......................................................................................................39
Yogurt ............................................................................................................................................40
Vegetables and/or fruits .................................................................................................................41
Grains and breads ..........................................................................................................................42
Serve other foods-add variety to meals .........................................................................................43
Meal Substitutions for Children with Special Needs

Vegetarian meals ...........................................................................................................................45
Food allergies and intolerances .....................................................................................................45
Ideas to increase calories ...............................................................................................................46
Healthy snack ideas .......................................................................................................................47
Easy salad ideas .............................................................................................................................49
The Eating Environment

Making mealtime a happy time .....................................................................................................51
The physical environment ..............................................................................................................51
A healthy atmosphere ....................................................................................................................52
Nutrition Education
Promote nutrition education activities ...........................................................................................53
Menu Promotion
Introducing new recipes.................................................................................................................55
Merchandising meals .....................................................................................................................56
Self-serve style ...............................................................................................................................57
Menu production records ...............................................................................................................58
Using standardized recipes ............................................................................................................58
How to use quantity recipes...........................................................................................................58
Abbreviations used in recipes ........................................................................................................59
Equivalent measures ......................................................................................................................59
Portion control ...............................................................................................................................60
Measures for portion control .........................................................................................................60
Scoops............................................................................................................................................60
Ladles.............................................................................................................................................61
Serving spoons ...............................................................................................................................61
Food Sanitation
Food sanitation rules ......................................................................................................................63
Dishwashing procedures ................................................................................................................64
Cleaning and sanitizing..................................................................................................................64
How to sanitize with bleach...........................................................................................................65
Whats the difference between cleaning and sanitizing ................................................................65
II
Food Safety
Importance of food safety..............................................................................................................67
Keep food safe ...............................................................................................................................67
Tips for keeping food safe to eat ...................................................................................................68
The Danger Zone- food temperature and bacterial growth ............................................................69
Minimum internal cooking temperatures.......................................................................................71
Refrigerated foods .........................................................................................................................72
Frozen foods ..................................................................................................................................73
Keep these food safety rules in mind.............................................................................................74
Reference Section
Food Guide Pyramid ......................................................................................................................77
Sample Production Record ............................................................................................................79
Instructions for completing the production record-Traditional/Enhanced Food Based .......... 81-82
Instructions for completing the production record-Nutrient Based/Assisted Nutrient Based . 83-84
Sample Manufacturers Product Nutrition Information ................................................................85
Sample Label Information Recording Form .................................................................................87
Sample Standardized Recipe Form................................................................................................89
Instructio ns for completing the standardized recipe form .............................................................91
Sources of Nutrients ................................................................................................................ 93-94
Grains/Breads for the Food-Based Menu Planning Alternatives ............................................ 95-96
Sample Letter to Students to Explain Offer vs. Serve for Lunch (Food Based) .......................... 97
Sample Letter to Students to Explain Offer vs. Serve for Breakfast (Food Based) ..................... 99
Sample Letter to Students to Explain Offer vs. Serve for Lunch (Nutrient Standard) ............... 101
Sample Letter to Students to Explain Offer vs. Serve for Breakfast (Nutrient Standard) ...........103
III
Recommended Resources
for
New Food Service Directors
Are you a new food service director? The following is a list of resources, helpful websites, and
training information that you may find useful. Please note that the resources are only suggestions.
Individuals are not required to purchase any of the listed resources.
Team Nutrition Resources:
1. A Menu Planner for Healthy School Meals

2. A Tool Kit for Healthy School Meals: Recipes and Training Materials
3. Building Blocks for Fun and Healthy Meals (for Child Care Programs Only)
4. Choice Plus: A Reference Guide for Foods and Ingredients
5. Food Buying Guide for Child Nutrition programs
6. Food & Me: Teachers kit for Grades Pre K through K
7. Food Time: Teachers Kit for Grades 1 2
8. Food Works: Teachers Kit for Grades 3 5
9. Serving it Safe: A Managers Tool Kit
10. Using Offer Versus Serve in the School Meals Initiative
Additional Resources:
1.
2.
3.
4.
5.
First Choice: A Purchasing Systems Manual for School Food Service

Quantity Recipes for School Food Service
Ten-Minute Lessons for School Food Service: Food Safety and Sanitation
Ten-Minute Lessons for School Food Service: No Time to Train
Whats in a Meal? (for Child Care Programs Only)
All of the above resources may be borrowed from The John Stalker Resource Library located at
Framingham State College. The library is a free lending library open to anyone working in a
Massachusetts school. The library includes over 800 references, curricula, and training materials.
Their website is: http://johnstalkerinstitute.org/
Page 1
Resources may also be purchased from the National Food Service Management Institute (NFSMI)
at The University of Mississippi. Please contact NFSMI or Nutrition Programs and Services at the
Department of Education for a current resource/purchasing guide .
NFSMI
MA Department of Education
Phone: 800-321-3054
Fax: 800-321-3061
Internet: www.nfsmi.org
E-mail: nfsmi@olemiss.edu
Phone: 781-338-6480
Fax: 781-338-3399
Internet: www.doe.mass.edu/cnp/
Helpful Websites:
Massachusetts Department of Education Child Nutrition Programs
http://www.doe.mass.edu/cnp/
John Stalker Institute of Food and Nutrition at Framingham State College
http://johnstalkerinstitute.org/
National Food Service Management Institute (The University of Mississippi)
http://www.NFSMI.org
Action for Healthy Kids
http://www.actionforhealthykids.org
American Dietetic Association
http://www.eatright.org/
American School Food Service Association
http://www.asfsa.org/
Dole 5 A Day
http://www.dole5aday.com/
Eat 5 A Day for Better Health
http://www.5aday.com/
http://www.aboutproduce.com
Facts About USDA Commodities for Schools and Institutions
http://www.fns.usda.gov/fdd/facts/schfacts/cats.htm
FDA Kids Homepage
http://www.fda.gov/oc/opacom/kids/
Massachusetts Agriculture in the Classroom
http://www.aginclassroom.org/
Page 2
Massachusetts Farmers Markets

http://www.massgrown.org
Massachusetts School Food Service Association
http://www.maschoolfood.org
New England Dairy and Food Council
http://www.newenglanddairycouncil.org
Nutrition Explorations: The Fun and Easy Way to Teach Nutrition
http://www.nutritionexplorations.org
Residential Child Care Institutions (RCCI) Food Services Manual
http://schoolmeals.nal.usda.gov/Training/rcci.html
USDA Approved Software Packages for NuMenus
http://schoolmeals.nal.usda.gov/Software/softwr2.html
USDA Food and Nutrition Service
http://www.fns.usda.gov/fns/
UDSA Food Buying Guide
http://schoolmeals.nal.usda.gov/FBG/buyingguide.html
UDSA Te am Nutrition
http://www.fns.usda.gov/tn/
Nutrition Programs and Food Services - Training Information:

As a new food service director you will encounter various situations that will need to be addressed
and various paperwork that will need to be completed. To assist in making your program
successful, The MA Department of Educations Nutrition Programs and Food Services Department
should be utilized as a resource to answer any questions, concerns and training needs that you may
require. Please do not hesitate to contact us!
Page 3
Page 4
School Meals Initiative
Fact Sheet
What is the School Meals Initiative (SMI) for Healthy Children?

Effective July 13, 1995, a final rule was implemented which amended the regulations governing the nutrition
standards for the National School Lunch and School Breakfast Programs. The final rules require that by the
School Year 1996/1997, all school lunches and breakfasts are consistent with the recommendations of the Dietary
Guidelines for Americans. This rule established specific minimum standards for calories and key nutrients which
meals must meet. To assist and provide training for these rules, USDA implemented the School Meals Initiative
for Healthy Children.
What are Dietary Guidelines for Americans?
Eat a variety of foods
Balance the food you eat with physical activitymaintain or improve your weight
Choose a diet with plenty of grain products, vegetables, and fruits
Choose a diet low in fat, saturated fat, and cholesterol
Choose a diet moderate in sugars
Choose a diet moderate in salt and sodium
If you drink alcoholic beverages, do so in moderation
How are menus planned with the new rules?
School Food Authorities must use one of the four options for menu planning. The options include:
Traditional Meal Pattern
Enhanced Food Based Menu Planning
Nutrient Standard Menu Planning
Assisted Nutrient Standard Menu Planning
Different options may be used in different schools and different options may be used for breakfast and lunch in the
same school.
How will menus be reviewed for compliance with SMI rules?
The regulations require that certain nutrients are monitored, to ensure that of the Recommended Dietary
Allowance (RDA) has been met for breakfast and 1/3 of the RDA for lunch, as well as meeting the Dietary
Guidelines for Americans. The State agency will monitor menus for compliance with these nutritional standards at
a minimum of once every five years. A nutrient analysis will be conducted on selected menus for a week for food
based menu planning systems.
Documentation of data used in nutrient analysis will be reviewed for School Food Authorities using Nutrient
Standard or Assisted Nutrient Standard Menu Planning.
Will the nutrient monitoring be done as part of the Coordinated Review Effort (CRE)?
The SMI nutrition review may be conducted at the same time that the CRE is scheduled or done as a separate
program review, because they are two separate procedures. SMI provides technical assistance to SFAs in
planning meals that meet the Dietary Guidelines for Americans.
Page 5
What records will be needed to conduct the nutrient analysis?

One weeks menus for each grade/age level served for one school under the jurisdiction of the SFA will be
reviewed. Menus from more than one site will be analyzed only if multiple menu planning options are used by the
SFA. Records needed include:
Menus for the week being reviewed
Complete production records for the week being reviewed
All Standardized recipes used for the week being reviewed, to include USDA as well as local recipes
Manufacturers nutrition information of commercially processed foods used during the week being
reviewed
Food product descriptions
Estimates of a la carte sales and adult meals which are part of the production record
Printout provided from the USDA approved software for the week being reviewed when a school is
following Nutrient Standard and Assisted Nutrient Standard Menu Planning or is utilizing USDA
approved software to conduct their own nutrient analysis for food based menu planning
What will the criteria be for meeting the Dietary Guidelines and Nutrient Standards?
Lunch meets 1/3 of the Recommended Dietary Allowances for protein, vitamin A, vitamin C, iron,
calcium, and calories
Breakfast meets 1/4 of the Recommended Dietary Allowances for the above nutrients and calories
When averaged over a school week, all school meals contain 30% or less of the total calories from fat
When averaged over a school week, all school meals contain less than 10% of calories from saturated fat
Reduction in levels of sodium and cholesterol and an increase in dietary fiber
What actions may be necessary if the new regulations are not met?
School Food Authorities which do not meet the dietary guidelines and nutrient standards will receive technical
assistance from the State agency to assist them in developing an improvement plan for meeting the goals of the
School Meals Initiative.
When it is viewed that the School Food Authority is making a good faith effort to plan healthy meals,
reimbursement payments will not be affected.
If you desire further information on the topic, please contact:
Department of Education
Nutrition Programs and Services
350 Main Street
Malden, MA 02148
781-338-6494 or 781-338-6498
www.doe.mass.edu/cnp/
Page 6
Comparison of Weighted
and
Unweighted Nutrient Analyses
Weighted Nutrient Analysis:
Incorporates information about student selection patterns and does

not assume that every student takes one serving of every type of
food offered.
Provides a picture of the average meal served to or selected by
students.
Unweighted Nutrient Analysis:
Does not consider the relative frequency with which different types
of food are served/selected.
Constitutes a simple average of all foods offered.
Provides a picture of the average meal offered to students.
Principle Difference:
Weighted analysis reflects student choices, a factor which school

food service programs may influence, however, can not control.
Page 7
Offer Versus Serve

In the mid 1970s, Congressman Bill Goodling from Pennsylvania and other congressional leaders
believed that students were throwing away far too much food, so they declared war on waste. They
wanted to reduce the waste of food and the waste of government money used to purchase and prepare
this food. A part of this war on waste was the offer versus serve (OVS) option. It was a way to
avoid forcing students to take food they did not intend to eat.
The goals of OVS are:
1. Minimize plate waste
2.
Encourage more food choices
Schools that select the OVS option must offer all the planned menu items to all students. Students
may refuse a specified number of menu items. Schools that do not choose to do the OVS option must
serve all food menu items to all students.*
Senior high schools participating in the National School Lunch Program (NSLP) are required to
implement OVS.
OVS is a local option in elementary and junior high/middle schools.
School food authorities may implement OVS in their School Breakfast Program (SBP).
Full portions of a minimum required number of items must be taken for a meal to be claimed for
reimbursement.
Substantial cost savings may occur with OVS. The manager determines the quantity to prepare based
on previous production records and required serving amounts.
The cashier and manager work closely together in defining the reimbursable meals for the day.
Meals must be priced as a unit. This means paying students will pay the full meal price and students
eligible for reduced price will pay the current reduced price charge whether they take the minimum
number of menu items or the complete planned meal.
The cashier needs to determine the menu items and serving amounts before the meal service begins.
A reimbursable meal must be defined for claiming purposes.
The success of OVS is dependent upon the cooperation of parents, students, teachers, administrators
and school food service staff.
OVS requirements change depending upon which menu planning system is being used.
*See the Reference Section for Sample Letters to Students explaining Offer versus Serve.
Page 8
TRADITIONAL FOOD BASED
MENU PLANNING SYSTEM
Lunch must contain:

One serving of each:
Meat/Meat Alternate
Milk
Grains/Breads
Two different servings of:

Vegetables/Fruits
Offer versus Serve

Offer five, take three
Local option may require four
Breakfast must contain:

Milk
Juice/Fruit/Vegetable
One of each or two of:

Grains/Breads
Meat/Meat Alternate
Offer versus Serve

Offer four, take three
NEED TO KNOW: What are the amounts served for today?
Page 9
Minimum Quantities for
Lunch - Traditional Meal Pattern
Group I
Ages 1-2,
(preschool)
Meal Component
Milk (as a beverage)
Meat or Meat Alternate
(quantity of the edible portion
as served)
Lean meat, poultry or fish
Cheese
Large egg
Cooked dry beans or peas
Peanut butter or other nut or seed
butters
Yogurt, plain or flavored,
unsweetened or sweetened
The following may be used to
meet no more than 50% of the
requirement and must be used in
combination with any of the
above:
Peanuts, soynuts, tree nuts, or
seeds, as listed in program
guidance, or an equivalent quantity
of any combination of the above
meat/meat alternate (1ounce of
nuts/seeds = 1 ounce of cooked
lean meat, poultry or fish).
Vegetables/Fruits
Minimum Quantities
Required
Group II
Group III
Ages 3-4
Ages 5-8
Grades
(preschool)
K-3
Grades 4-12
Recommended
Quantities
Group V
Age 12 and
Older
Grades 7-12
Group IV
Ages 9 and
Older
6 fl. oz.
6 fl. oz.
8 fl. oz.
8 fl. oz.
8 fl. oz.
1 oz.
1 oz.
1/2
1/4 cup
2 Tbsp.
1 oz.
1 oz.
3/4
3/8 cup
3 Tbsp.
1 oz.
1 oz.
3/4
3/8 cup
3 Tbsp.
2 oz.
2 oz.
1
1/2 cup
4 Tbsp.
3 oz.
3 oz.
1
3/4
6 Tbsp.
4 oz. or
1/2 cup
6 oz. or
3/4 cup
6 oz. or
3/4 cup
8 oz. or
1 cup
12 oz. or
1 cup
1/2 oz. =
50%
3/4 oz. =
50%
3/4 oz. =
50%
1 oz. =
50%
1 oz. =
50%
1/2 cup
1/2 cup
1/2 cup
3/4 cup
3/4 cup
5 servings
per week1
8 servings
per week1
8 servings
per week1
8 servings
per week1
10 servings
per week1
Minimum
of
1/2 per day
Minimum
of
1/2 per day
Minimum
of
1 per day
Minimum
of
1 per day
Minimum
of
1 per day
(2 or more servings of vegetables

or fruits or both)
Grains/Breads
Must be enriched or whole grain.
A serving is a slice of bread or an
equivalent serving of biscuits,
rolls, etc., or cup of cooked rice,
macaroni, noodles, other pasta
products or cereal grains.
USDA, Nutrient Analysis Protocols for the School Nutrition Program, 1998
1
For the purposes of this chart, a week equals five days.
Page 10

Breakfast - Traditional Meal Pattern
Ages 1-2
Meal Component
Milk (Fluid)
4 fl. oz. or 1/2 cup
(As a beverage, on cereal or both)
1/4 cup
Fruit and/or vegetable; or fullstrength fruit juice or vegetable
juice
Select one serving from each of the following
components or two from one component:
Grains/Breads
One of the following or an
equivalent combination:
Whole grain or enriched bread
Whole grain or enriched
biscuit/roll, muffin, etc.
Whole grain, enriched or fortified
cereal
Meat or Meat Alternates
Minimum Quantities Required for

Ages 3,4, and 5
Grades K-12
6 fl. oz. or 3/4 cup
8 fl. oz. or 1 cup
1/2 cup
1/2 cup
1/2 slice
1/2 slice
1 slice
1/2 serving
1/2 serving
1 serving
1/4 cup or 1/3 oz.
1/3 cup or 1/2 oz.
3/4 cup or 1 oz.
Meat/poultry or fish
1/2 oz.
1/2 oz.
1 oz.
Cheese
1/2 oz.
1/2 oz.
1 oz.
1/2
1/2
1/2

butters
1 Tbsp.
1 Tbsp.
2 Tbsp.
Cooked dry beans and peas
2 Tbsp.
2 Tbsp.
4 Tbsp.

2 oz. or 1/4 cup
2 oz. or 1/4 cup
4 oz. or 1/2 cup
1/2 oz.
1/2 oz.
1 oz.
Egg (large)
Nut and/or seeds (as listed in

program guidance) 1
1
No more than 1 oz. of nuts and/or seeds may be served in any one meal.
Page 11
ENHANCED FOOD BASED
MENU PLANNING SYSTEM
Lunch must contain:

Meat/Meat Alternate
Milk
Grains/Breads
Two different servings of:

Vegetables/Fruits
Offer versus Serve

Offer five, take three
Local option may require four

Milk
One of each or two of:

Grains/Breads
Meat/Meat Alternate
Offer versus Serve

Offer four, take three
Page 12
Lunch - Enhanced Meal Pattern
Option
For
Minimum Quantities Required
Meal Component
Milk (as a beverage)
Meat or Meat Alternate
(quantity of the edible portion
as served)
Lean meat, poultry or fish
Cheese
Large egg
Cooked dry beans or peas
butters
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 (1ounce of
nuts/seeds = 1 ounce of cooked
lean meat, poultry or fish).
Vegetables/Fruits
Ages 1-2
Pre
school
Grades
K-6
Grades
7-12
Grades
K-3
6 fl. oz.
6 fl. oz.
8 fl. oz.
8 fl. oz.
8 fl. oz.
1 oz.
1 oz.
1/2
1/4 cup
2 Tbsp.
1 oz.
1 oz.
3/4
3/8 cup
3 Tbsp.
2 oz.
2 oz.
1
1/2 cup
4 Tbsp.
2 oz.
2 oz.
1
1/2 cup
4 Tbsp.
1 oz.
1 oz.
3/4
3/8 cup
3 Tbsp.
4 oz. or
1/2 cup
6 oz. or
3/4cup
8 oz. or
1 cup
8 oz. or
1 cup
6 oz. or
3/4cup
1/4 oz. =
50%
3/4 oz. =
50%
1 oz. =
50%
1 oz. =
50%
3/4 oz. =
50%
1/2 cup
1/2 cup
1 cup
3/4cup
5 servings
per week1
8 servings
per week1
3/4cup plus
extra 1/2
cup over a
week1
12 servings
per week1
15 servings
per week1
10 servings
per week1
Minimum
of 1/2 per
day
Minimum
of 1 per
day
Minimum
of 1 per
day2
Minimum
of 1 per
day2
Minimum
of 1 per
day2
(2 or more servings of vegetables

or fruits or both)
Grains/Breads
Must be enriched or whole grain.
A serving is a slice of bread or an
equivalent serving of biscuits,
rolls, etc., or cup of cooked rice,
macaroni, noodles, other pasta
products or cereal grains.
1
2
For the purposes of this chart, a week equals five days.
Up to one grains/breads serving per day may be a grain -based dessert.
Page 13
Breakfast - Enhanced Meal Pattern
Minimum Quantities Required
Meal Component
Milk (Fluid)
(As a beverage, on cereal or
both)
Fruit and/or vegetable; or fullstrength fruit juice or vegetable
juice
Option
For
Ages 1-2
Pre-school
Grades
K-12
Grades
7-12
4 fl. oz.
or 1/2 cup
6 fl. oz. or
3/4 cup
8 fl. oz. or 1
cup
8 fl. oz. or 1
cup
1/4 cup
1/2 cup
1/2 cup
1/2 cup
Select one serving from each of the following components from one or two component.
Grains/Breads
One of the following or an
equivalent combination:
Whole grain or enriched bread
1/2 slice
1/2 slice
1 slice
1 slice
Whole grain or enriched

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

fortified cereal
1/4 cup or
3/4 cup or
3/4 cup or 1
1/3 oz.
1/3 cup or
1/2 oz.
1 oz.
oz. Plus an
additional
serving of
one of the
grains/
breads
above
Meat/poultry or fish
1/2 oz.
1/2 oz.
1 oz.
1 oz.
Cheese
1/2 oz.
1/2 oz.
1 oz.
1 oz.
1/2
1/2
1/2
1/2
1 Tbsp.
1 Tbsp.
2 Tbsp.
2 Tbsp.
Egg (large)
Peanut butter or other nut or
seed butters
Page 14
Cooked dry beans and peas
2 Tbsp.
4 Tbsp.

2 oz. or
1/4 cup
4 oz. or
1/2 cup
Nut and/or seeds (as listed in

program guidance) 1
1/2 oz.
1 oz.
No more than 1 oz. of nuts and/or seeds may be served in any one meal.
Page 15
Comparison of Traditional and Enhanced Food BasedMenu Plans
Traditional Menu Plan - Lunch
Enhanced Food Based Menu Plan - Lunch
Uses food components and food items
Uses menu components and food items
Has cup fruit/vegetable requirement for grades 4-12 and

a cup fruit/vegetable requirement for K-3
Has a 1 cup fruit/vegetable requirement for grades 7-12

and a cup plus an extra cup serving over a 5 day
period (week) for K-6
Has a bread requirement of 8 servings per week for grades

K-12
Has a bread requirement of 12 servings per week for

grades K-6 and 15 servings per week for grades 7-12
May not count grain -based desserts
May count one grain-based dessert per day as one of the

bread requirements
Grade groupings are K-3 and 4-12
Grade groupings are K-6 and 7-12
Requires 8 ounces of fresh fluid milk
Requires 8 ounces of fresh fluid milk
Traditional Menu Plan - Breakfast

Breakfast requirements are the same
Enhanced Food Based Menu Plan - Breakfast

Breakfast requirements are the same
Page 16
NUTRIENT STANDARD
MENU PLANNING (NSMP)
and
ASSISTED NUTRIENT STANDARD
MENU PLANNING (ANSMP)
Lunch must contain:
Entre
Fluid Milk
At Lease One Side Dish
Students MUST take the ENTREE

Offer versus Serve
Offer three, take two
Offer four, five, or more,
student may decline two

Fluid Milk
Two or More Other Menu Items
Offer versus Serve

Offer three, take two
Offer four, five, or more,
student may decline one
How many items must be taken today?
What is the entre? (for lunch only)
Page 17
Meal Requirements for NSMP (NuMenus) and
ANSMP (Assisted NuMenus): Lunch and Breakfast
Daily Requirement
Lunch
Minimumof three (3) Menu Items:

_
_
_
Breakfast
Weekly Requirement
Entree - a combination of foods or a

single food item that is served as the
main course
Fluid milk - as a beverage
Side dish - any other menu item that
is not a condiment or a Food of
Minimal Nutritional Value served
alone, that is, not served as part of
another item
Minimumof three (3) Menu Items:

_
_
Fluid milk - served as a beverage or

on cereal or both
2 Side dishes - two other menu items
that are not a condiment or a Food of
Minimal Nutritional Value served
alone, that is, not served as part of
another menu item
When averaged over a school week, meals

must meet the appropriate age/grade-based
Nutrient Standard.
When averaged over a school week, meals

must meet the appropriate age/grade-based
Nutrient Standard.
Page 18
Comparison of Current Menu Planning System and New Menu Planning Systems
Traditional Meal Planning
Enhanced Food Based Menu

Planning
NSMP/Assisted NSMP
How meals are evaluated
Meal Pattern.
Meal Pattern.
Meals are planned to meet specific

nutrient levels averaged over a
week. Choices within meals will be
weighted based on their
proportionate contribution to the
meal.
Foods allowed
Foods from specified food

groups.
Foods from specified food

groups.
Any food.
Reimbursable meal under

offer vs serve: lunch
Offer a minimum of 5 food

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

items: 1 M/MA, 2 V/F, 1 G/B,
1 Milk. Senior high students
may decline up to 2 food
items. Students below senior
high may decline 1 or 2 food
items at the discretion of the
school food authority.
Offer a minimum of 3 menu items:

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

offer vs serve: breakfast
Offer 4 food items: Milk, V/F,

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

plus one serving from each
component or two servings
from one component: M/MA,
G/B. At least 3 items must be
selected.
Offer minimum of 3 menu items:

milk must be offered. At least 2
items must be selected, and a
maximum of 1 item may be
declined.
Method of crediting menu

items toward nutrient
standard requirements
Meal pattern amounts. Nutrient

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

Nutrient analysis is required
but not at school level.
All menu items count. Nutrient

analysis required at school level or
contracted.
Computer needs
Not required.
Not required.
NSMP: District must have

hardware and USDA approved
nutrient analysis software. Assisted
NSMP: another school, a
consultant, or a school food co-op
may do Nutrient analysis.
Record keeping
Production record, CN label,

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

and product nutrient analysis
required.
Production record, product nutrient

analysis for food not on the
software, and nutritional analysis.
Age-grade groupings
(lunch)
K-3, 4-12, recommended 7-12.
Preschool, K-6, 7-12 (Grades

K-3 optional).
Options: (a) Preschool, K-6, 7-12

(Grades K-3 optional): (b) Ages 3
6, 7-10, 11-13, 14-17:
(c) Create custom groupings.
Meeting Dietary
Guidelines
Required.
Required.
Required.
Page 19
Page 20
Food Guide Pyramid and The Dietary Guidelines

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

Choose a variety of foods from each group so children receive the daily
nutrients needed for health.
Serve a lot of whole grain breads and cereals and vegetables and fruits.
Also serve some low-fat dairy products and low-fat foods from the meat and
bean group.
Allow children to enjoy fats and sweets occasionally.
Offer a Variety of Grains Daily, Especially Whole Grains

Foods from grains like wheat, rice, and oats help to form the foundation of a
healthy diet. Grains provide vitamins, minerals, and carbohydrates. Foods
made from grains are naturally low in fat unless fat is added during processing
or as an ingredient in a recipe. Whole-grain foods are the best choices because
they have not been refined, so they have a larger amount of fiber and certain
nutrients. A diet that includes adequate fiber may reduce the risk of coronary
heart disease, bowel diseases, and possibly some types of cancer. Fiber in a
meal also helps you feel full with fewer calories.
Page 21
Tips for Serving a Variety of Grains

Read the Nutrition Facts Label on foods so you can choose grain
products high in fiber and low in saturated fat and sodium. For
example, look for one of the following ingredients first on the label
ingredient list: whole wheat, whole oats, whole rye, brown rice, oatmeal,
whole grain corn, graham flour, bulgur, cracked wheat, oatmeal, and
pearl barley.
In main and side dishes, include a variety of enriched rice, macaroni,
noodles, and other pasta products. Serve brown rice as well as white
rice.
Increase the proportion of grains to other ingredients. For example,
serve a thicker pizza crust.
Add grains such as pre-cooked rice and oats to ground beef in meat loaf
and similar casseroles. Use bulgur or barley to thicken soups.
Search for opportunities to add variety, such as, whole wheat breads,
multi-grain breads, Kaiser rolls, rye bread, brown bread, breads with
seed or nut toppings, flavored breads, such as jalapeno bread or cheese
bread.
Increase the variety of cooked and ready-to-eat cereals offered especially
whole grain cereals.
Serve sandwiches with one slice of whole-wheat bread and one slice of
white bread.
Substitute whole-wheat flour for part of the white flour in recipes. When
introducing whole grains, try starting with 10-percent whole-grain flour
or grains. Gradually increase the amount each time the recipe is
prepared.
Serve a Variety of Fruits and Vegetables Daily

Like grains, fruits and vegetables form the base of the Pyramid and the basis for
a healthy diet. This food group provides essential vitamins and minerals, fiber,
and other substances needed for good health. Variety is important because
different fruits and vegetables are rich in different nutrients. Since fruits and
vegetables are naturally low in fat, they are especially good choices.
Page 22
Tips for Including More Fruits and Vegetables

Serve vegetables higher in fiber such as cooked dry beans, broccoli,
tomatoes, leafy greens, potatoes with skin, and carrots.
Serve raw vegetable salads and raw vegetables for snacks.
Season vegetables with herbs for taste appeal.
Serve fresh fruits for naturally sweet desserts.
Buy fruits and vegetables in season for better prices and tastier produce.
Serve fresh fruits higher in fiber, such as those with edible skins like
apples, pears, nectarines, peaches and those with edible seeds, such as
berries and bananas.
Choose Sensibly
Offer Foods That Are Low In Saturated Fat and
Cholesterol and Moderate in Total Fat
In general, health professionals believe that food habits established in childhood
are important in preventing heart disease later in life. They recommend
reducing the risk of heart disease by decreasing the amount of total fat, saturated
fat, and cholesterol in the diet.
Did you know?

Some fat is necessary in the diet. It provides energy, and helps your body
absorb vitamins A, D, and E. Fats, such as margarine, butter, oils, and salad
dressings, add flavor to foods. They also help to provide good texture and
aroma.
Fat contains over two times the calories of an equal amount of protein or
carbohydrate. There are 9 calories in a gram of fat. Compare that to 4
calories in a gram of protein. Likewise, there are 4 calories in a gram of
carbohydrate
Remember: There are no good foods or bad foods! All foods, including
pizza and hot dogs, can be included in nutritious menus that meet the goals of
the Dietary Guidelines.
So dont eliminate. Just offer smaller amounts!
Page 23
Page 24
Planning Menus and Preparing Foods

Balance higher fat foods in menus with items lower in fat.
Ideas to Lower Fat

Meat and Meat Alternates
[an asterisk (*) next to an item indicates it will decrease saturated fat]
Offer lean meats, poultry, or fish.

Bake, broil, or roast instead of frying.
Use non-stick cooking spray in place of oil or shortening for braising and
sauting. *
Trim fat before and/or after cooking. When possible, remove skin from
chicken.
Drain fat from meats before serving.
Use ground chicken or turkey (without skin) to mix with lean ground
beef (with no more than 15% fat) instead of regular ground beef. *
Serve bean-based entrees such as tacos, burritos, or chili for variety.
Chill broth from poultry or meats until fat becomes solid. Remove fat
before using the broth in soups.
Substitute fruit glazes instead of high fat sauces or gravies. To thicken
gravies and sauces without adding fat, mix cornstarch with a small
amount of cold liquid to make a slurry. Slowly stir this mixture into the
liquid you want to thicken and bring it back to a boil. Cornstarch can be
used to replace a roux (a butter-flour mixture used for thickening), use an
amount of cornstarch that is equal to one-half of the flour called for
because of cornstarchs greater thickening ability.*
Offer mustard, catsup and/or lowfat mayonnaise with sandwiches.
Serve higher fat processed meats such as salami, bologna and other cold
cuts less often.
Substitute lean ham for bacon or sausage.*
Page 25
Make pizza with lean ham or Canadian bacon instead of sausage or

pepperoni. *
Try lower fat varieties of cheese, such as part-skim mozzarella, lowfat
cottage cheese, or part-skim ricotta cheese in recipes/salad bars.*
Purchase water-packed tuna instead of tuna packed in oil.
Substitute lowfat or nonfat yogurt for half of the mayonnaise in salad
dressing recipes, tartar sauce, tuna salad, chicken salad, potato salad or
coleslaw.
Vegetables and Fruits

Steam, bake, or boil vegetables until "al dente" (until crisp).
Serve fresh vegetables and fruits raw with a yogurt dip.
Stirfry a variety of vegetables in a small amount of oil.
Go easy on adding margarine or butter.
Purchase soft margarine which is lower in saturated fat than stick
margarine. *
Revise specifications to prohibit saturated vegetable oils, such as coconut

oil, palm oil, palm kernel oil, and hydrogenated shortening or stick-type
margarine.*
When seasoning vegetables, reduce or omit butter/margarine, experiment
with herbs, spices, lemon zest or juice, liquid smoke to add more flavor.
When making cheese sauces for vegetables such as broccoli, use half the
amount of butter or margarine called for in the recipe. Add 1 tablespoon
dry mustard and 1 tablespoon lemon pepper for every cup of flour to
enhance flavor. Use part-skim milk cheese and non-fat milk. Make
sauce thin instead of medium to use less sauce.*
Serve fruit for desert in place of cookies, cakes, or ice cream.
Page 26
Grains and Breads

Serve higher-fat items such as croissants, doughnuts, and pies less often.
Use angel food cakes or sponge cakes, which contain little fat.
Use whole-grain bread and offer other breads such as pita bread, bagels.
Substitute applesauce or plum or prune puree for oil, shortening,
margarine, or butter in recipes (rule of thumb-try reducing fat by and
substituting the applesauce or plum or prune puree for an equal amount
of fat in muffin/quick-bread recipes. Test in small batches of 25
servings)*
Reduce fat in dessert recipes by at a time, testing in small batches of
25 servings.
Serve jellies, jams, or honey instead of margarine on breads or rolls.
Use often, lower fat grain products such as pastas, noodles, brown rice,
barley, and bulgur.
To prevent baked products from sticking, use non-stick cooking spray or
parchment paper, as appropriate.
Brush breads/rolls with milk instead of butter before baking to improve
browning. *
Milk
Place skim and lowfat milks toward the front of the milk cabinet to
facilitate their selection.
Ensure that lowfat and skim milk are available throughout the entire
lunch period.
Check temperature of milk to make sure its cold and acceptable to
students.
Replace whole milk in baking with lowfat, skim, buttermilk, or
reconstituted nonfat dry milk.
Page 27
Offer Beverages and Foods That Moderate the Intake of Sugars

Offer and use sugars in moderation. Sugars and many foods that contain them
in large amounts supply calories, but they may be limited in vitamins and
minerals. Eating sugars can promote tooth decay, especially when eaten
between meals.
Intake of a lot of foods high in added sugars, like soft drinks, is of concern.
Consuming excess calories from these foods may contribute to weight gain or
lower intake of more nutritious foods. Limit your use of these beverages and
foods. Offer water to children as a drink.
Sweet foods such as toaster pastries, coffee cake, doughnuts, sweet rolls,
cookies, cakes, or formulated grain-fruit products when made from whole-grain
or enriched meal or flour can be used to meet the grain/bread requirement as
specified in the Grains and Breads Chart. Grain-based sweet snack foods should
not be served as part of a snack more than twice a week.
Foods contain sugars in various forms. Read ingredient labels for clues on
sugar content. A food is likely to be high in sugars if one of these names
appears first or second in the ingredient list or if several of these names are
listed:
Page 28
Sucrose
Glucose
Maltose
Dextrose
Lactose
Fructose
Honey
Fruit juice concentrate
Brown sugar
Corn sweetener
Corn syrup
High fructose corn syrup
Invert sugar
Malt syrup
Molasses
Raw sugar
Syrup
Table sugar
Tips for Using Less Sugar

Use seasonal fresh fruits when possible. Avoid adding sugar or honey to
fresh fruits.
Use fruits packed in light syrup or juice. Since these are already sweet,
there is no need to add sugar.
Use fresh or frozen fruits in snacks.
Limit the use of sweet snacks and sweet breakfast foods. Use cereals
that are not sugar-coated. If children are reluctant to give up higher
sugared cereals, mix a small amount of the higher sugar cereal with the
non-sugary cereal.
Modify recipes for sweet snacks and sweet breakfast items to reduce
sugar without sacrificing quality.
Offer and Prepare Foods with Less Salt

Table salt contains sodium and chloride. Both are essential in the diet.
However, most Americans consume more salt and sodium than they need.
Foods containing salt provide most of the sodium in the diet. Much of it is
added during processing and manufacturing. Foods with added salt include
cured and processed meats; cheeses; ready-to-eat snacks; prepared frozen
entrees and dinners; packaged mixes; canned soups; salad dressings and pickles.
If you are planning to serve any of these foods:
Check the sodium content.
Select foods that have less sodium.
Many people can reduce their chances of developing high blood pressure by
consuming less salt. Currently there is no way to predict who will develop high
blood pressure. However, it is a good idea to do both of the following:
Serve foods lower in sodium.
Reduce salt during food preparation.
This may help some children avoid high blood pressure when they become
adults.
Page 29
Tips for Moderating Salt Intake

When purchasing foods high in salt, read the label and select those
which have less sodium.
Purchase fresh and frozen vegetables, where feasible, to substitute
for canned vegetables.
Only lightly salt fresh or frozen foods; foods should not be salty to
the taste. Do not add salt to canned products that have been
processed with salt.
Use herbs or onions (fresh or dried) instead of bouillon cubes or
powdered meat base to season recipes.
Use garlic and onion powders instead of garlic and onion salts.
Modify recipes by reducing the amount of salt, soy sauce,
Worcestershire sauce, and other salty condiments called for in
recipes, as appropriate. Omit monosodium glutamate (MSG) from
recipes.
Limit the number of times you serve salty snacks, such as crackers
or pretzels.
Read food labels carefully and choose foods lower in sodium.
Limit foods with high added sodium (canned and dried soups,
canned vegetables, catsup, mustard, olives, pickles, relishes,
luncheon meats, cold cuts, processed foods, bacon, cheeses.)
Do not add salt when cooking pasta and rice.
Page 30
Foods That Are Good Sources of Fiber

Breads/Grains: breads, cereals and other grain-based products made
with bulgur, cornmeal, whole-wheat flour, rolled oats, rolled wheat,
oat bran, brown rice, rice bran, wheat bran, wheat germ, barley
Legumes and Nuts: dry beans and peas, including black beans,
kidney beans, lentils, pinto beans, Great Northerns, Navy beans, etc.
and nuts, including almonds, cashews, hazelnuts, peanuts, pecans,
walnuts
Fruits: apples, bananas, blueberries, grapefruit, oranges, nectarines
with skin, peaches with skin, pears with skin, prunes, raisins,
strawberries
Vegetables: beets, broccoli, Brussels sprouts, cabbage, carrots,
cauliflower, corn, green beans, green peas, parsnips, potatoes with
skin, turnips
Page 31
Page 32
Components and Nutrient Contributions

Meat and Meat Alternates
Meal Components
Examples
Nutrients *
Meat, fish, poultry, and

eggs
Beef, chicken, fish, ham, pork,

turkey, sausages, and eggs
Protein, iron, B vitamins, zinc;

contain fat, saturated fat, and
cholesterol, calcium (from
oysters, canned sardines and
salmon with bones)
Cheese
Swiss, ricotta, part-skim

mozzarella, cottage cheese,
American cheese, cheddar, and
other cheeses
Protein, calcium, vitamins A,

and B-12; contain fat,
saturated fat, and cholesterol
Dry beans and peas
Lentils, navy beans, black beans,

lima beans, kidney beans, pinto
beans, black-eyed peas, refried
beans, chick peas
Protein, iron, complex

carbohydrates, fiber, and folate;
low in fat
*Peanut butter and other

nut butters
Peanut butter, almond and other

nut butters
Protein, fiber, vitamin E;

contain fat
*Nuts and seeds
Walnuts, peanuts, soy nuts,

almonds, and other nuts
Yogurt
Commercially produced yogurt,

plain or flavored, unsweetened or
sweetened
Protein, carbohydrate, calcium,

phosphorus, potassium, and
vitamin A
Alternate Protein
Product (APP)
APP is mixed/made into such

food items as ground beef patties,
meat loaf, tuna salad, chicken
nuggets, pizza toppings, etc.
Protein, other nutrients vary

depending on the type of APP
used
Adapted from USDA Summer Food Service Program for Children, 2001 Nutrition Guidance for Sponsors
*Bold text represents those nutrients that are evaluated in School Meals Initiative (SMI) reviews.
Page 33
Menu Ideas to Increase Variety

Try pita bread sandwiches or "pita pockets" stuffed with tuna, lettuce, and
tomato; or chicken salad with celery and carrots.
Make a vegetarian pita pocket with favorite veggies and chickpeas.
Serve peanut butter with apple chunks on whole wheat bread.
Serve lean meats, skinless poultry, and lower fat cheeses.
Try an ethnic favorite: taco, gyro, pirogi, or calzone.
Mix ground meat with ground turkey for hamburgers or taco filling.
Make a submarine sandwich with roast turkey or ham and cheese.
Try lentils or navy beans in a soup.
Serve seasonal fresh vegetables.
Vegetables
Meal Components
Examples
Nutrients*
Vegetables (dark green,

deep yellow, red)
Aspara gus, broccoli, Brussels

sprouts, carrots, chicory greens,
collard greens, , endive, sweet
green peppers, sweet red peppers,
kale, pumpkin, spinach, sweet
potatoes, red and green chili
peppers, turnip greens, turnips,
winter squash(acorn, butternut,
Hubbard)
Vitamins A and C, fiber, iron,

vitamin B-6, folate, potassium,
Calcium (in dark green leafy
vegetables)
Vegetables (starchy)
Potatoes, black-eyed peas, corn,

lima beans, green peas
Carbohydrate, fiber, iron,

folate, vitamin C, potassium
Vegetables (other)
Cabbage, cauliflower, celery,

cucumbers, green beans, lettuce,
okra, onions, summer squash,
tomatoes, vegetable juices, water
cress, zucchini
Fiber, vitamin C, folate,

potassium, iron
Adapted from USDA Summer Food Service Program for Children, 2001 Nu trition Guidance for Sponsors
Page 34
Menu Ideas To Increase Variety

Try baked potatoes topped with broccoli and cheese.
Dip raw carrots and cauliflower in lowfat yogurt dip.
Challenge children to try vegetables such as eggplant, yellow squash, turnips,
and spaghetti squash.
Use spinach and other greens for salads.
Fruits
Meal Components
Examples
Nutrients*
Fruits
Oranges, orange juice, grapefruit,

grapefruit juice, honeydew,
strawberries, raspberries, apples,
bananas, fruit juices, grapes,
pears, plums, raisins, pineapple,
guavas, mangoes, pumpkin
Vitamin C, carbohydrate,
fiber, potassium, iron (dried
fruits)
Fruits (deep yellow)
Cantaloupe, avocados, apricots,

cherries, kumquats, papaya,
passion fruit, peaches, plantain,
prunes, tangerines, tangelos,
watermelon, nectarines
Vitamin A, vitamin C,
carbohydrate, fiber, potassium
Page 35

Serve fresh fruits in season for the area of the country where you live, such as
pineapple, cantaloupe, peaches, watermelon, strawberries, plums, raspberries,
blueberries, pears, and grape halves.
Offer canned fruits packed in light syrup or in natural juices, such as fruit
cocktail, peaches, and pears.
Buy frozen mixed fruit and add fresh banana slices.
Choose a fruit to top a dessert like pudding or gelatin.
Try using an orange glaze on chicken breasts.
Conduct a taste test with fruits such as kiwi, papaya, mango, apricots, dates, and
figs.
In addition to Red Delicious apples, look for opportunities to offer other varieties
of apples, such as Gala, Fuji, Jonagold, Braeburn, Golden Delicious, and Granny
Smith.
Discuss how these fruits are grown, where they are grown, when they are in
season and the forms they come in (fresh, diced, etc.)
Grains and Breads

Meal Components
Examples
Nutrients*
Breads, whole -grain or

enriched
Various breads, pita bread,

bagels, brown b read, whole
wheat, rye, mixed grain, tortillas,
crackers, rolls, muffins,
pancakes, waffles
Complex carbohydrate, fiber,

iron, B vitamins; some may
contain added fat
Cereals, whole-grain,
enriched, or fortified
Cold ready-to-eat cereals such as

wheat flakes or corn flakes and
hot cooked cereals such as
oatmeal, grits, brown or white
rice
Complex carbohydrate, fiber,

iron, B vitamins
Pastas, enriched
Spaghetti, macaroni, noodles,

other pasta forms
Complex carbohydrate, iron,

B vitamins
Page 36

Use a variety of breads such as whole wheat, rye swirl, pumpernickel, sourdough,
Vienna bread, pita pockets, pizza crust, foccaccia bread, bagels, corn bread,
tortillas, and English muffins.
Use round crackers, rye crackers, soda crackers, and whole wheat squares.
Pastas now come in different types (colors and flavors)tomato, spinach, and
whole wheat. Try macaroni, twists, spaghetti, and rigatoni in a cold pasta salad.
Add smaller pastas such as bowties, alphabet letters, and small shells in soups.
Try rice, oats, barley, bulgur and couscous for a change!
Milk
Meal Components
Examples
Nutrients*
Milk, fluid and milk

products
Lowfat milk, lowfat flavored milk,

skim milk, buttermilk, lactosereduced milk, acidophilus milk,
whole milk, puddings made with
milk
Calcium, protein, riboflavin,

phosphorus, carbohydrate,
vitamins A and D; contains
fat, saturated fat, cholesterol
Page 37

Offer only whole milk to children up to the age of 2. Try offering skim or
lowfat milk to children ages 2 and above.
Try different lowfat or reduced fat varieties, such as 1 percent or 2 percent fat
white, chocolate, or strawberry flavored milk.
Offer tastes of skim milk, with little or no fat (0 to .5 percent).
Try buttermilk sometimes!
For children who require it, serve alternative types of milk (a reduced-lactose
milk or acidophilus) if available.
Try shelf-stable milk, too!
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Facts About Meal Pattern Requirements

Milk provides calcium and riboflavin, protein, vitamins A and D,
phosphorus, and other nutrients. Lowfat or skim milk is generally
fortified with vitamin A as well as vitamin D, as specified by the Food and Drug
Administration.
The milk component may be any fluid type of pasteurized whole, lowfat,
or skim milk that is flavored or un-flavored or cultured buttermilk. All
milk served must meet State and local standards.
At breakfast or for snacks, use milk as a beverage, on cereal, or as a
beverage and on cereal. At lunch or supper, milk must be served as a
beverage.
Use additional milk (fluid, evaporated, or nonfat dry milk) to prepare
soups, casseroles, puddings, bakery items, or other baked or cooked
products to add calcium and improve the nutritional quality of the meal.
Meat and Meat Alternates, as a food group, provide protein, iron,

B vitamins (thiamin, riboflavin, niacin), and other nutrients.
Must be served at lunch and supper.
May be served as part of the snack.
May be served as additional items at breakfast.
Include a serving of cooked lean meat (beef, pork, lamb, veal), poultry,
fish, cheese, cooked dry beans or peas, eggs, alternate protein product,
peanut butter or other nut or seed butters (almond, sesame, sunflower), or
nuts or seeds, yogurt, or any combination.
Serve the meat/meat alternate as the entree (main dish) or as part of the
main entree and in one other menu item.
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Nuts and seeds may fulfill:

(1) all of the meat/meat alternate requirement for the snack; or
(2) up to one-half of the required portion for lunch or supper.
Nuts and seeds must be combined with another meat/meat alternate to fulfill the
lunch or supper requirement. For determining combinations, 1 ounce of nuts or
seeds is equal to l ounce of cooked lean meat, poultry, or fish. The nuts and
seeds that may be used as a meat alternate include peanuts, soynuts, tree nuts
(almonds, walnuts, and pecans), and seeds (sunflower, sesame, and pumpkin).
Yogurt is very popular with children. It soothes their palate, has a smooth
texture, and can be flavored for children's tastes. Plain yogurt may be used as a
topping on potatoes (instead of butter or sour cream) or used with fresh cut-up
fruits and fresh vegetables at meals. Plain, flavored, or sweetened yogurt, made
with whole or lowfat milk, provides additional sources of calcium.
Commercially prepared yogurt may be served as a meat/meat alternate.
Homemade yogurt and frozen yogurt or other yogurt flavored products (i.e.,
yogurt bars, yogurt-covered fruit and/or nuts) or similar products may not be
credited.
When purchasing yogurt, read and compare the labels to know what you are
buying. Fruit-flavored yogurt is credited equally as plain or sweetened yogurt.
Question: Is the fruit flavoring within yogurt creditable towards

the fruit component?
Answer: No, the fruit within yogurt whether blended, mixed, or
presented on top cannot be credited towards the fruit requirement.
It is considered part of the creditable yogurt. Extra fruit provided,
i.e., fresh strawberries, canned peaches, or banana slices can
count towards the fruit component.
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Vegetables and/or Fruits, as a food group, provide most of the vitamin C and a large
share of the vitamin A in meals as well as fiber and carbohydrates for long-lasting energy.
At breakfast, a serving of fruit or vegetable or 100-percent-strength fruit or vegetable
juice is required. Breakfast is a good time to serve foods containing vitamin C, such as
citrus fruits and juices, like oranges or grapefruit. Other foods containing vitamin C are
tomato juice, strawberries, and cantaloupe.
Consider using dried fruits, such as dried apricots, raisins, and prunes, to provide variety
in menus.
For lunch and supper, serve two or more vegetables and/or fruits at each meal. Up to
one-half of the total requirement may be met with 100-percent-strength fruit or
vegetable juice. For variety, serve 100-percent-strength fruit or vegetable juices, fruits,
or vegetables for midmorning and mid-afternoon snacks.
Cooked vegetables means a serving of drained vegetables as served.
Cooked or canned fruit means a serving of fruit and the juice its packed in.
Thawed frozen fruit includes fruit with the thawed juice.
Select canned fruits that are packed in fruit juice, water, light syrup, or natural juices.
Juice may not be served if milk is the only other component for the snack.
Juice drinks with at least 50-percent-strength juice are permitted but discouraged because
double the volume is needed to meet program requirements. Beverages containing less than
50-percent-strength juice, such as fruit punches, ades, or drinks made with fruit-flavored
powders and syrups, do not meet program requirements.
100-percent-strength fruit and vegetable juices are encouraged for young children.
Apple
Grape
Grapefruit
Grapefruit-Orange
Orange
Pineapple
Prune
Tangerine
Tomato
Vegetable
Any blend or combination of the above 100-percent-strength

juices is acceptable.
Page 41
Grains/Breads must be whole-grain or enriched or made from whole-grain or enriched

flour or meal or if it is a cereal, the product must be whole-grain, enriched or fortified.
Bran and germ are credited the same as whole-grain or enriched meal or flour.
Grains/breads provide carbohydrates, some B vitamins (thiamin, riboflavin, and niacin),
minerals (such as iron), protein, and calories. Whole-grain products supply additional
vitamins, minerals, dietary fiber, and a variety of tastes and textures.
At breakfast, choose from a serving of enriched or whole-grain breads,
biscuits, rolls, or muffins or a serving of enriched, whole-grain or fortified
cereal, or a combination of both.
For midmorning and mid-afternoon snacks, choose from a serving of: enriched
or whole-grain bread; enriched, whole-grain, or fortified cereal; cooked
enriched or whole-grain rice, bulgur, or macaroni; cornbread, biscuits, rolls,
muffins, crackers, or cookies made of enriched or whole-grain meal or flour.
Hot breads, such as rolls, biscuits, cornbread, or muffins, or raisin bread add
variety and appeal as well as nutrients.
At lunch or supper, choose from a serving of: enriched or whole-grain bread, or
cooked whole-grain or enriched rice, bulgur, or cornbread; or enriched or
whole-grain noodles, macaroni, or other pasta products. An equivalent serving
of grains/breads made from whole-grain or enriched meal or flour may be
substituted.
Reminders
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Non-sweet snack products such as hard pretzels, hard bread sticks, and chips
made from enriched or whole-grain meal or flour can be used to meet the
bread requirement.
Grain-based sweet snack foods should not be served as part of a snack more
than twice a week.
Some bread items or their accompaniments may contain more sugar, fat, or
salt than others may. Keep this in mind when considering how often to serve
them.
Serve Other Foods - Add Variety to Meals

In addition to the foods required in the meal patterns for children,
"other foods" may be served at meals to help improve acceptability
and to satisfy children's appetites. Other foods provide additional
energy, and, if wisely chosen, increase the variety of nutrients
offered.
For example, you may serve small amounts of honey, jam, jellies, and syrup to add
flavor and variety to pancakes, toast, English muffins, etc. Items such as
mayonnaise, salad dressings, margarine, and oils should be used sparingly.
Additional foods served as desserts at lunch and supper help to meet the calorie
needs of growing children by supplying extra food energy and other important
nutrients. Baked products made from whole-grain or enriched flour supply
additional amounts of iron and some B vitamins. Desserts made with milk, such as
puddings, provide calcium along with other nutrients.
Remember, too, that "other foods" are often a source of hidden fat and salt. Be
aware and limit the frequency and the amounts you serve of foods such as chips,
ice cream, and pastries.
Page 43
Page 44
Meal Substitutions for Children with Special Needs

A child with a disability that restricts his or her diet is entitled to receive special
meals at no extra charge, when a statement signed by a licensed physician
supports that need. However, schools are not expected to make accommodations
that are so expensive or difficult that they would cause the institution undue
hardship. In most cases, children with disabilities can be accommodated with
little extra expense or involvement. A statement from the child's physician is
required to ensure that the substitutions in foods meet nutrition standards which
are medically appropriate for that child, and to justify that the modified meal is
reimbursable. The physician's statement must identify:
The child's disability and an explanation of why the disability restricts the
child's diet.
The major life activity affected by the disability.
The food or foods to be omitted from the child's diet, and the food or choice
of foods that must be substituted.
Schools are not required to make food substitutions based solely on individual
or personal opinions regarding a healthful diet. Food substitutions may be made,
at a school's discretion, for an individual child who does not have a disability,
but who is medically certified as having a special medical or dietary need. Such
determinations are only made on a case-by-case basis and must be supported by
a statement, which indicates which foods to avoid and to substitute. A
recognized medical authority (e.g., physician, physician assistant, nurse
practitioner, or registered nurse) must sign this type of statement or other health
professional specified by the State agency.
Vegetarian Meals
For parents concerned about religious holidays or preparing vegetarian meals,
the meal pattern currently allows for flexibility and menu management if
personal preference is given in advance.
Food Allergies and Intolerances

A food allergy is an abnormal response of the body's defensethe
immune systemto an otherwise harmless food. Although any food may cause
an allergic reaction, six foods are responsible for most of these reactions in
children. These foods are peanuts, eggs, milk, tree nuts, soy, and wheat. When
in a physicians assessment food allergies may result in severe, life-threatening
reactions (anaphylactic reactions), the child would meet the definition of
Page 45
having a disability, and the food service personnel must make the
substitutions prescribed by a licensed physician.
For additional information on food allergies, please refer to the resource
Managing Life Threatening Food Allergies in Schools which may be
downloaded from the MA Department of Education Child Nutrition Programs
website at www.doe.mass.edu/cnp.
A food intolerance is an adverse food-induced reaction that does not involve the
body's immune system. Lactose intolerance is one example of food intolerance.
A person with lactose intolerance lacks an enzyme that is needed to digest milk
sugar. When that person eats milk products, gas, bloating, and abdominal pain
may occur. Schools are not required to make food substitutions for a person
with food intolerances as food intolerances are not considered disabilities.
However, food substitutions may be made, at a schools discretion, for an
individual child who is medically certified as having a special medical or
dietary need such as a food intolerance. Such determinations are only made on a
case-by-case basis and must be supported by a statement signed by a recognized
medical authority, which indicates which foods to avoid and to substitute.
Ideas to Increase Calories

Substitute higher calorie menu items for lower calorie menu items,
keeping in mind all other nutrient standards.
Increase serving sizes where appropriate and affordable, e.g. offer
larger serving size and/or extra servings of breads and grains.
Add condiments, such as honey, jams, jellies, catsup, lowfat gravies or
sauces, fruit toppings, lowfat whipped topping, where appropriate.
Use nonfat dry (NFD) milk or skim milk when recipe calls for water
or milk.
Add dried, canned, frozen or fresh fruit to bread/cake/muffin recipes.
Add corn to cornbread/muffin recipes.
Use juice in place of water in gelatins.
Add croutons, low or non-fat cheese, red/black beans, peas, oriental
noodles, etc. to salads/salad bars.
Add or increase amount of pasta, rice, potatoes, corn, peas, etc., to
stews, soups, casseroles.
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Increase amount of breading on breaded items, sandwiches, pizza, etc.

Add sauces/topping to menu items (e.g. honey-mustard sauce on
chicken, low or non-fat sour cream on Mexican entrees.)
Add vegetable chili, low or non-fat sour cream, low-fat cheese to baked
potatoes.
Add beans to tacos, burritos, chili, and other Mexican dishes in
addition to meat.
Top fruited gelatin/fruit salads with non-fat yogurt.
Offer low-fat, high carbohydrate desserts more frequently (e.g. lowfat
frozen yogurt, ice milk, sherbet, skim milk pudding, gelatin, angel
food cake.)
Healthy Snack Ideas

Kids like to eat finger foods because they are easy to handle, have
different shapes, colors, and sizes, and are fun to pick up and explore.
They can be dipped in a sauce; offer new tastes, and enable children to
learn about new choices.
Choose items from the following food groups when planning snacks.
Make use of fresh fruits and vegetables. Offer a selection of sauces and
dips for children to choose.

Cheese cubes
Cheese sticks
Turkey rollups
Beef cubes
Peanut butter
Almond butter
Yogurt
Vegetables
Asparagus spears
Carrot coins
Carrot sticks
Celery sticks
Broccoli
Cabbage wedges
Corn
Green pepper sticks
Mushrooms
Onion rings
Peas
Radishes
Sweet potato cubes
Tomato wedges
Turnip sticks
Zucchini sticks
Snowpeas
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Fruits
Fresh fruit wedges
such as peach, pear,
watermelon, plum,
pineapple, and cantaloupe
Berries (in season)
such as blueberries,
raspberries, and
strawberries
Cherries, pitted
Dried apricots or dates
Kiwi slices
Nectarines
Papaya
Pitted prunes
Honeydew cubes
Raisins
Tangelos
Grape halves
Tangerine sections
Melon balls
Banana slices
100-Percent-Strength Juices
Apple
Pineapple
Grape
Prune
Grapefruit
Tangerine
Grapefruit-orange
Tomato
Orange
Vegetable
Any blend or combination is acceptable.
Grains and Breads (Whole grain or enriched)

Pita bread triangles
Crackers
(all varieties)
Graham crackers
Bread cubes
Bagel bites
Cereals, dry (any variety)
Granola
English muffin cubes

Cheese toast strips
Croutons
Oyster crackers
Pizza sticks
Waffle squares
Tortilla pieces
Wafers
Dips and Sauces

Yogurt dip
Salsa and refried bean dip
Sweet and sour sauce
Barbecue sauce
Page 48
Fruit-based dip
Cheese, melted
Cucumber sauce
Easy Salad Ideas
Give children a choice of lowfat dressings in which to dip their carrot, celery,
cucumber, and zucchini sticks.
Salad Dressings
Make a "quick" Russian dressing with 50-50 lowfat mayonnaise and catsup
serve it over cut-up lettuce.
Use lemon juice instead of vinegar when making a homemade Italian
dressing. It tastes less harsh to children.
Make a quick and tasty French dressing in the blender with tomato soup,
onion, sugar, vinegar, and oil.
Bottled reduced fat coleslaw dressing makes a great-tasting white French
dressing.
Make a quick ranch dressing: 1 cup each of lowfat mayonnaise, lowfat
yogurt, buttermilk; flavor with oregano and dried parsley.
Dont limit your salads to precut salad mixes: offer more salads with more
interesting ingredients, such as broccoli and cauliflower florets, thawed frozen
green peas, pineapple tidbits, golden raisins, cubed fresh apples.
Instead of only purchasing iceberg lettuce for salads, look for fresh spinach, leaf
lettuce, red-tipped leaf lettuce, Romaine lettuce, and other leafy greens.
Vary the look of your pasta salads with a combination of pastas: wagon wheels,
shells, twists, and elbows, all in the same salad!
Instead of pasta salad, how about "rice" salad?
To save time in making pasta salad, use thawed frozen Italian vegetables.
(There is no need to cook, they're blanched already).
Combine canned chunky fruit (finger food) with banana wheels or peeled
orange chunks during winter months when lower cost fresh fruit is at a
premium.
Try an antipasto lunch. Arrange on a small plate: chunks of tuna, wedge of
hardcooked egg, slices of beet, halved cherry tomatoes, cooked green beans,
cooked potato slices. Include a small cup with Italian dressing. Great to eat with
fingers...
Add color and extra vitamins to coleslaw with red cabbage (as well as white),
green pepper dices, and grated carrot.
Make a honey dressing for fruit: lowfat yogurt, honey, and orange juice
concentrate for flavor.
Use only enough salad dressing to lightly coat salad. Excess dressing is
unappealing and can add unnecessary fat.
Page 49
Page 50
The Eating Environment

In this section, you will find information on:

How to make mealtime at your site a pleasant experience.

The importance of nutrition education for the children.
Tips on fun nutrition education activities.
A pleasant eating environment is another important key to healthy eating.

Bringing children and foods together in a happy meal setting is as important as
what children should eat. Pleasant eating experiences form habits and attitudes
that can last a lifetime.
Making Mealtime A Happy Time

Encourage good experiences with food and eating by:
Getting to know each child's personality and reaction to foods.
Allowing children to take their own time to eat. Let them follow their
own "time clock." Eating in a hurry may spoil the pleasure of eating.
Not forcing children to eat. They can be picky-eaters.
Offering a variety of foods in different ways.
The Physical Environment

If you are serving food inside a building:
Make sure the room or setup is attractive and clean.
Use bright colors and decorations that children like.
Offer good lighting and proper air circulation.
Provide chairs, tables, dishes, glasses, silverware, and serving utensils
that are appropriate for children.
Arrange food on plates and garnish serving lines to make meals
attractive.
Avoid delays so children do not have to wait.
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If you are serving food outdoors:

Be sure food is safe to eat by providing ice or refrigeration for cold
foods.
Remember, nutrition is important but extra "other foods" can be served
that provide additional energy on a hot day, such as ice cold fruit pops or
ice milk treats.
Look into the use of refrigerated trucks or warmers for proper handling
of food. Proper refrigeration is necessary and must be accommodated if
food is to be transported.
It's important to check food on delivery for proper temperatures. Make
sure thermometers are available to check on food. Keep hot food at
140F or above and cold food at 40F or below.
A Healthy Atmosphere
Provide a quiet time just before meals so that mealtime can
be relaxed.
Encourage a friendly atmosphere.
Talk about foods, the colors, the shapes, the sizes, and where they come
from.
Encourage children to talk about their food experienceshow the food
tastes and smells.
Allow enough time for children to eat and experience healthy eating.
Offer nutrition education activities.
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Nutrition Education
Nutrition education is learning about foods and how they are
important to health. Nutrition knowledge helps children adopt healthy eating
habits.
Nutrition education is an important part of serving meals to children
participating in NSLP and NSBP. Encourage your staff to provide a variety of
activities to help children:
Develop positive attitudes toward nutritious meals.
Learn to accept a wide variety of foods.
Establish good food habits early in life.
Share and socialize in group eating situations.
Promote Nutrition Education Activities

The teaching of nutrition principles is most effective when you
combine concepts with other learning experiences. Learning is
reinforced when children have an opportunity to practice what you
teach them.
Introducing new foods to children can be an educational experience. Foods, like
a bright orange, a rosy apple, or a bright green pepper, can be an introduction to
new colors, different shapes, textures, and smells. A child may reject a food
simply because it is unfamiliar. Seeing, touching, tasting new foods, and
preparing familiar foods in a different way, can lead to better acceptance.
Organize tasting parties to offer children a taste-test of a variety of food items.
Play a Game: Whats the Mystery Food? Place the child's hand in
a paper bag containing a fruit or vegetable. If he or she cannot
identify the fruit or vegetable, select several children to peek into the
bag and provide clues.
Another Activity: A Food Match: Name as many vegetables as
you can that are green...purple...yellow, or that start with the
letter B.
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Children like being involved in preparing meals and snacks. Have children
measure ingredients with kitchen measuring cups and spoons. Teach children
the origin of foods and the events that lead up to serving a meal. Plant a garden
together, inside or out, or create an edible landscape with herbs.
Children can learn many things from field trips. They can discover how food is
produced, prepared, and sold. If possible, plan excursions to a farm, market,
grocery store, dairy, or bakery. After the trip, have children role-play to recall
what they learned. Promote other recreational activities such as food drawings,
stories, puppet plays with food characters, songs, and games to help children
develop wholesome attitudes toward nutritious foods.
Page 54
Menu Promotion
How to merchandise your meals.

A few interesting theme menus.
Introducing New Recipes

New recipes should be introduced graduallyone per week!
Try a new recipe at snack timea time for "something extra", a time of
surprises. Always have an alternate choice so no one feels left out if they don't
care to try the new item. Give just a taste: one fourth of a serving, then nothing
would be wasted.
Page 55
Merchandising Meals
Page 56
Let every Monday or Thursday, be New Recipe Daysomething to look

forward to.
To ensure student appeal, conduct taste tests of new recipes and purchased
prepared food items.
Advertiseput up posters and pictures to illustrate what is

currently being served.
Plan more school prepared items and/or look for new products to increase
variety.
"Dress" in costume for an occasion or special activity.
Surround the meal with "go withs" that are commonly accepted: i.e., cornbread,
pork and beans. Go ethnic all the way!
Serve lunch in a paper bag, like at a picnic.
Dream up a new way to serve a familiar food: cut sandwiches into triangles,
fingers. Flavor and color milk pink with pureed strawberries. Serve spaghetti or
chow mien in a Chinese carry out bucket. Use colored plastic spoons. Garnish
soup with popcorn, homemade croutons (made from leftover bread). Offer
variety wherever possible: choice of toppings for a hamburger (self-serve style,
of course!), choice of toppings for ice cream, and choice of toppings on pizza.
Offer meals that incorporate principles of good menu planning, including

variety and a good balance of colors, shapes, textures, temperatures, flavors.
Talk about a new food beforehand: a little education goes a long way. How
were the foods grown? Where were they grown? How do the foods look when
they are raw? Compare it to another food that is already familiar. What makes
it nutritious? What are other names for this food (or dish)? Why is it called
what it is? From what culture did it originate? In what culture is it found
today?
Model good eating habits and a positive attitude toward healthy foods.
Promote good nutrition to teachers and school staff and enlist their support in
modeling positive attitudes toward healthy eating.
Self-Serve Style
Include nutrition information on menus sent home to parents.

Work with school superintendent, principal, PTA or PTO, and/or other
appropriate groups to ensure that students have sufficient time to select and
consume a healthful meal.
Studies prove that children will eat what "they" choose.
SPRING/SUMMER
FRUIT SALAD BAR
peeled kiwi chunks
canned pineapple chunks
fresh orange chunks
banana wheels
canned pear chunks or
peach slices
grapes or berries (if in
season)
honey dressing
pizza crust
tortilla rounds
pita bread circles
BAKED POTATO BAR
whipped margarine
plain lowfat yogurt
sauted mushrooms
sliced green onions
steamed diced broccoli
cooked bacon crumbles
shredded American cheese
mild salsa
chili con carne
baked potatoes
YOGURT SUNDAES
(For Snack Fun)
plain lowfat yogurt
fruit flavored lowfat yogurt
granola
frozen, thawed strawberries
crushed canned pineapple
any fresh fruit in season
fruit salad
maple syrup
TACO SALAD
BAR
tortilla pieces
warm taco meat mixture
kidney beans
diced fresh tomatoes
shredded lettuce
grated American cheese
mild salsa
baked potatoes
TOP-YOUR-OWN
PIZZA BAR
garlic oil (for white)
red sauce
sliced mushrooms
diced green peppers
steamed broccoli florets
shredded provolone cheese
grated parmesan cheese
pepperoni slices
cooked hamburger crumbles
pizza crust
tortilla rounds
pita bread circles
TOP-YOUR-OWN
HAMBURGER
pineapple slices (Hawaiian)
mild salsa (Mexican)
pizza sauce (Italian)
teriyaki sauce (Japanese)
barbecue sauce
tomato slices
shredded lettuce
sliced cheese triangles
Page 57
Menu Production Records

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

A standardized recipe is a recipe that gives the same good results
every time. It specifically describes the amount of ingredients and
the method of preparation needed to produce a consistently high-quality
product. A sample standardized recipe is included in the Reference Section.
Contact your State agency for copies of recipes for use in the Program. Other
recipes from associations, the food industry, and reliable cookbooks may
provide variations for you to use from time to time.
How to Use Quantity Recipes

To use quantity recipes properly, follow these steps:
1. Read the entire recipe carefully before beginning preparation and follow
directions exactly.
2. Adjust the food quantities in the recipe to provide the number of servings
you require.
3. Determine the amount of food needed for preparing the recipe.
4. Collect the necessary utensils and ingredients.
5. Weigh and measure ingredients accurately. Weigh ingredients whenever
possible since weighing is more accurate. If you must measure
ingredients, use standard measuring equipment.
6. Follow directions carefully for combining ingredients and cooking the
product.
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Abbreviations Used in Recipes
AP----as purchased
EP----edible portion
Cyl---cylinder
pkg.---package
tsp.---teaspoon
Tbsp.--tablespoon
lb.----pound
pt----pint
qt----quart
gal---gallon
oz----ounce
fl oz--fluid ounce
No.----number
wt----weight
incl.--including
excl--excluding
Equivalent Measures
1 tablespoon = 3 teaspoons
1/8 cup = 2 tablespoons
or 1 fluid ounce
1/4 cup
= 4 tablespoons
1/3 cup
= 5 1/3 tablespoons
3/8 cup
= 6 tablespoons
1/2 cup
= 8 tablespoons
2/3 cup
= 10 2/3 tablespoons
3/4 cup
= 12 tablespoons
1 cup
1/2 pint
1 pint
1 quart
1 gallon
1 peck
1 bushel
1 pound
= 16 tablespoons
= 1 cup or
8 fluid ounces
= 2 cups
= 4 cups
= 4 quarts
= 8 quarts (dry)
= 4 pecks
= 16 ounces
Page 59
Portion Control
Serve each meal as a unit.
Serve all of the required food items in the proper amounts.
Use proper serving utensils (Example: a #16 scoop makes a
1/4 cup serving).
Train employees to recognize proper portion sizes.
Provide a sample plate containing the proper amounts of food as an
appealing example.
Measures for Portion Control

Scoops, ladles, and serving spoons of standard sizes provide
dependable measures and help serve food quickly.
Scoops
The number of the scoop indicates the number of scoopfuls

required to make 1 quart. The following table shows the level
measure of each scoop in cups or tablespoons:
Scoop No.
6
8
10
12
16
20
24
30
40
Level Measure
2/3 cup
cup
3/8 cup
1/3 cup
cup
3 1/3 tablespoons
2 2/3 tablespoons
2 tablespoons
1 2/3 tablespoons
Use scoops for portioning such foods as drop cookies, muffins,

meat patties, and some vegetables and salads.
Page 60
Ladles
Use ladles to serve soups, stews, sauces, and other similar
products. The following sizes of ladles are most often used
for serving meals:
Number on Ladle
Approximate
Measure
1 fluid ounce................................1/8 cup

2 ounces................................. cup
4 ounces..................................... cup
6 ounces..................................... cup
8 ounces.....................................1 cup
12 ounces.....................................1 cups
Serving Spoons
You could use a serving spoon (solid or perforated) instead of a scoop. Since
number does not identify these spoons, you must measure or weigh the quantity
of food from the various sizes of spoons you use in order to obtain the
approximate serving size you need. You may want to keep a list of the amount
of food each size spoon holds as an aid for the staff serving the food.
Page 61
Page 62
Food Sanitation

Some common-sense rules on food sanitation.

Tips on dishwashing, cleaning, and sanitizing.
Sanitation ensures a safe and clean environment for serving food to children.
Proper cleaning can reduce the risk of foodborne illness.
Food Sanitation Rules

Follow these rules:
Wash hands thoroughly with soap and warm running water for 20 seconds
before handling food or utensils. Wash hands after each visit to the
restroom (this also applies to children).
Wash hands and sanitize utensils, cutting boards, and work surfaces
thoroughly after each contact with raw eggs, fish, meats, and poultry.
Sanitize between use for raw and cooked, or use separate plates or
equipment.
Thoroughly rinse with water all fresh fruits and vegetables before cooking
or serving. Do not use soap, as it can leave residue.
Properly clean and sanitize serving and cooking utensils, and equipment.
Handle serving utensils and plates without touching the eating surface.
Use disposable plastic gloves, as required by local health codes. Use gloves
for only one task and throw away.
Keep hands off face and hair. Wash hands if touched.
Wear clean uniforms and hair restraints.
Food service staff with open cuts, sores, colds, or other communicable
diseases should not prepare or serve food.
Properly clean and sanitize all food preparation and service areas; wipe up
spilled food immediately.
Page 63
Empty garbage cans daily. They should be kept tightly covered and
thoroughly cleaned. Use plastic or paper liners.
Meet health standards set by your State and local health department.
Cleanup
Give careful attention to cleanup procedures following food preparation and
service. If you use disposable ware (dishes, trays, utensils, glasses, etc.), promptly
and carefully remove the disposable items from the site. If you use permanent
ware, you must make sure to wash and sanitize them after each use.
Dishwashing Procedures
Whether washing dishes by hand or by machine, the procedures
include, as a minimum, the following:
Scrape and pre-rinse before washing.
Wash with detergent solution in hot water (100 F to 120 F
if washing by hand; 150 F if washing by machine).
Rinse with clear, hot water between 120 F to 140 F.
Sanitize with a final rinse of at least 170 F for 30 seconds or a final rinse
containing a chemical sanitizing agent.
Air-dry on a clean rack.
Store in a clean area, protected from contamination.
Cleaning and Sanitizing

In addition to the cleanup of disposable or permanent ware, you
must properly clean and sanitize food preparation and service areas (equipment,
floors, etc.). A cleaning schedule should be part of the overall work schedule to
assure that the site is cleaned regularly. If serving meals outdoors - clean picnic
tables, serving tables, or cover with disposable table cloths.
Page 64
How to Sanitize With Bleach

To Make:
1. Read the bleach label.
2. Look for 5.25% sodium hypochlorite bleach on the
ingredient list. This means that 200 parts per million (ppm) of
chlorine is available when mixed according to the amounts
below. Mixing too little or too much bleach will lower the
effectiveness of the solution.
3. Mix 1 tablespoon of bleach with 1 gallon of water.
To Use:
1. WASH with detergent solution.
2. RINSE in warm water (75 degrees).
3. SANITIZE in chlorine solution for 7 seconds.
4. AIR DRY
Caution: Bleach solution loses its strength quickly. For full
sanitizing power make fresh bleach solutions daily. Discard
bleach solution at the end of each day.
United States Department of Agriculture Cooperating, UMASS Extension, 9/2000
What's the Difference Between Cleaning and Sanitizing?

Cleaning is removing food, grease, sauces, dirt and dust, etc., from a surface generally
with a detergent and water.
Sanitizing is the reduction of bacteria and viruses that may be on a surface with a special
solution. Household bleach is a sanitizer that is inexpensive and is approved by your
local health department. Make sure to sanitize food contact surfaces like pots, pans,
dishes, countertops, refrigerators, and freezers.
Page 65
Page 66
Food Safety
The importance of food safety.
Safe food temperatures.
Importance of Food Safety

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

Serve foods that are safe to eat. Recent outbreaks of foodborne illness have
caused several children to get sick and even die from food containing E. coli.
Safe food is food that has little risk of causing foodborne illness (food
poisoning). Harmful bacteria, toxins, parasites, viruses, or contamination can
cause Foodborne illness by chemicals. Some foods require special care to be
sure they are safe to eat: eggs, meats, poultry, fish, shellfish, milk products, and
fresh fruits and vegetables.
In general, children, pregnant women, the elderly, and those who have chronic
illnesses or compromised immune systems are most at risk for developing
foodborne illness.
Proper food handling and cooking is the best way to prevent this from
happening in your food service setting.
To prevent food contamination, be sure that everything that touches food during
preparation and service is clean.
Fresh fruits and vegetables also need to be clean.
Wash fresh produce under cold running tap water to remove any lingering dirt.
If there is a firm surface, such as on apples or potatoes, the surface can be
scrubbed with a brush.
Cut away any damaged or bruised areas.
Use food thermometers while cooking, holding, and serving food. Insert the
thermometer in the center part of the food item to be checked. Be sure
temperatures are read properly and often. Also, place a thermometer in the
refrigerator and oven.
Page 67
Tips for Keeping Food Safe to Eat

Never serve unpasteurized juices, unpasteurized milk, fresh bean sprouts, or foods
containing raw eggs.
Cook meat, poultry, fish, and shellfish until completely done. The internal
temperature should be 165F, except for poultry (breast -170F; whole bird 180F).
Heat leftovers to an internal temperature of 165F. Use leftovers only once, then
throw any leftovers away.
Wash your hands and the childrens hands often for 20 seconds with warm,
soapy water (count to 30).
Store raw meat, poultry, eggs, fish, and shellfish in containers away from other
foods on the bottom shelf of the refrigerator and do not prepare them on the same
surface as you prepare other foods.
Never leave raw or cooked meat, poultry, eggs, fish, or shellfish out at room
temperature for more than 2 hours.
Keep cold foods cold (below 40F) and hot foods hot (above 140F). Test
temperatures with an instant-read thermometer.
If youre not sure that food has been prepared, served, or stored safely, throw it
out.
For more information, contact USDAs Meat and Poultry Hotline, 1-800-5354555, or FDAs Food Information Line, 1-888-SAFE FOOD.
Page 68
The Danger Zone

Food Temperature and Bacterial Growth
(Freezing) 0 - 32 F
- Some bacteria survive, but no growth

occurs. Freezer should be set at 0 F.
32 - 40 F - Refrigerator temperature permits slow growth

of some spoilage bacteria.
40 - 60 F
The
Danger
Zone
- Some growth of food poisoning bacteria.
60 - 125 F - DANGER -- Rapid growth of bacteria;

some will produce toxin.
125 - 140 F - Many bacteria survive; some may grow.
140 - 165 F - High cooking and holding temperatures
prevent most bacterial growth.
165 - 212 F - High temperatures destroy all known
bacteria. Beware of toxins, which may
have already formed from improper
handling.
Page 69
Page 70
MINIMUM INTERNAL COOKING TEMPERATURES

Now comes the part that is most important the minimum INTERNAL temperatures that
food must reach to be considered safe to eat, no matter how you prepare them.
Fresh ground beef, veal, lamb, pork ......................................... 160 F

Beef, veal, lamb-roasts, steaks, chops
Medium rare ..........................................145 F
Medium .................................................160 F
Well done ..............................................170 F
Fresh pork -roasts, steaks, chops
Medium .................................................160 F
Well done ..............................................170 F
Ham
Cook before eating ................................160 F
Fully cooked, to reheat ..........................140 F
Poultry
Ground Chicken, Turkey .......................165 F
Whole Chicken, Turkey ........................180 F
Breasts, roasts ........................................170 F
Thighs and wings .............................Cook until
juices run
clear
Stuffing (cooked alone or in bird) ................................................. 165 F
Egg dishes, casseroles ................................................................. 160 F
Leftovers (including microwave foods) ....................................... 165 F
Food Safety and Inspection Service, United States Department of Agriculture
Page 71
REFRIGERATED FOODS
Meats
Refrigerator
Comments
Dairy Products
Refrigerator
Comments
Roasts, steaks, chops
3 to 5 days
Wrap loosely
Fluid milk
Ground and stewing

Variety meats
1 to 2 days
1 to 2 days
Wrap loosely
Wrap loosely
Whole ham
Half ham
Ham slices
7 days
3 to 5 days
3 to 5 days
May wrap tightly

May wrap tightly
May wrap tightly
Butter
Hard cheese (cheddar,
parmesan, romano)
Cottage cheese
Other soft cheeses
Evaporated milk
5 to 7 days after
date on carton
2 weeks
6 months
3 days
7 days
1 year unopened
Canned ham
1 year
Keep in can
Dry milk (nonfat)
1 year unopened
Frankfurters
Bacon
Luncheon meats
1 week
1 week
3 to 5 days
Reconstituted dry milk

Yogurt
Sour Cream
1 week
7-14 days
7-21 days
Leftover
Cooked Meats
1 to 2 days
Original wrapping
May wrap tightly
Wrap tightly when
opened
Wrap or cover tightly
Keep covered and in

original container
Waxed cartons
Cover tightly to
preserve moisture
Cover tightly
Cover tightly
Refrigerate after
opening
Refrigerate after
opening
Treat as fluid milk
Fruit
Refrigerator
Comments
1 to 2 days
Highly perishable
Apples
2 weeks
Poultry
Refrigerator
Comments
Avocados
3 to 5 days
Whole chicken,
turkey
Giblets
1 t o 2 days
Wrap loosely
Bananas
3 to 5 days
1 to 2 days
Berries, cherries
Stuffing
1 to 2 days
Citrus
2 to 5 days
refrigerating
1 month
Chicken, turkey parts

Cut-up cooked
poultry
1 to 2 days
3 to 4 days
Wrap separate from

bird
Covered container
separate from bird
Cover
Cover
Room temperature
until ripe
Room temperature
until ripe
Room temperature
until ripe
Do not wash before
Cranberries
Grapes
1 week
3 to 5 days
Fish
Refrigerator
Comments
Pears
3 to 5 days
Fatty fish
1 to 2 days
Wrap loosely
Pineapples
3 to 5 days
Fish-not iced
1 to 2 days
Wrap loosely
Plums
1 week
Fish-iced
3 days
Dont bruise with ice
Gravy, Broth
Eggs
Refrigerator
Comments
Eggs in shell
3 to 5 weeks
Leftover yolks/
whites
2 to 4 days
Do not wash. Remove

from container
Cover yolks with
water
Dried eggs
Reconstituted eggs,
Hard cooked
1 year
1 week
Cooked Dishes
with Eggs,
Meat, Milk,
Fish, Poultry
Serve day prepared
Original container
Room temperature
until ripe
Room temperature
until ripe
Refrigerate (lightly
covered) after cutting
Do not wash before
refrigerating
Vegetables
Refrigerator
Comments
Sweet potatoes, mature

onions, squashes,
rutabagas
Potatoes
1 to 2 weeks at
room temperature;
3 months at 60F
30 days
Ventilated containers
for onions
All other vegetables
5 days maximum
for most; 2 weeks
for cabbage, root
vegetables
Unwashed for storage
Ventilated containers
Cover tightly
Same treatment as
eggs in shell
Highly perishable
Page 72
FROZEN FOODS
Food Item
Meat
Freezer
Beef, ground and stewing

Pork, ground
Ham, frankfuters, bacon,
luncheon meats
Leftover cooked meats
Gravy, broth
Sandwiches with meat filling
3 to 4 months
1 to 3 months
2 weeks
(freezing not recommended)
2 to 3 months
2 to 3 months
1 to 2 months
Poultry
Whole chicken, turkey, duck, 12 months
goose
Giblets
3 months
Cut-up cooked poultry
4 months
6 months
Fish
Food Item
Fruit
Fruit Juice
Vegetables
French-fried Potatoes
Freezer
Precooked
Combination Dishes
Baked Goods
2 to 6 months
Cakes, prebaked
Cookies
Yeast breads and rolls,
prebaked
Yeast breads and rolls, dough
4 to 9 months
6 to 12 months
3 to 9 months
Ice Cream
3 months
8 to 12 months
8 to 12 months
8 months
2 to 6 mo nths
1 to 1 months
Page 73
Keep These Food Safety Rules in Mind

Keep hot foods HOT! (Keep food at 140 F or above)
Keep cold foods COLD! (Refrigerate or chill food at 40 F or below)
Keep frozen food in a freezer at 0 F or lower.
Be sure thermometers are available and use them properly.
Cook potentially hazardous foods to proper internal temperatures. Use a meat thermometer.
Do not partially cook food one day and complete cooking the next day.
Prepare sandwiches and salads with a minimum amount of handling. F
ollow local health
regulations for using disposable plastic gloves.
Promptly refrigerate or freeze leftovers. Divide large quantities into smaller containers or use
shallow pans, and cover loosely for quick cooling. Once cooled, tightly cover and date
leftovers.
Reheat leftovers to at least 165 F.
Maintain proper holding temperatures, 140 F or above.
Thaw poultry and meat in a refrigerator and not on counters. Refreeze only if ice crystals are
still present.
Do not let perishable food remain at room temperature between 40 F and 140 F any longer
than possible.
Keep meals and milk not being served at the time in the refrigerator or cooler at a
temperature of 40 F or below. Hot meals should be in a warming unit or insulated box at a
holding temperature of 140 F or more.
Empty garbage cans daily. They should be kept tightly covered and thoroughly cleaned. Use
plastic or paper liners.
Remember that you cannot determine food safety by sight, taste, odor, or smell. If there is
any doubt, throw the food away.
Follow instructions exactly on how to use and clean kitchen equipment.
Train food service employees on the safe use of all types of equipment and on personal
hygiene.
Keep a fire extinguisher and first aid kit handy and instruct all personnel in their use.
Page 74
REFERENCE
SECTION
Page 75
Page 76
Food Guide Pyramid
Page 77
Page 78
Page 79
Page 80
Instructions for Completing the Production Record

Traditional Food Based and Enhanced Food Based Menu Planning
In addition to the other information necessary for conduction nutrient analysis, the Food Production
Record form needs to be completed so that the nutrient analysis will be accurate.
The Food Production Record is a document that is meant to reflect planned portions to be served.
1. Complete the number of children and adults to be served. It is important that the number reported for
children in separated by the appropriate age/grade groupings.
2. List the menu.
3. List the food items that will be served.
You will need to submit a recipe for each item that contains more than one ingredient (i.e., when you
add butter or salt to corn it becomes a recipe. You need to show the amount of butter or salt added to
a certain amount of corn).
If an item is fried, you will need to submit information indicating what type and the amount of fat
used for frying.
You will also need to indicate that the manufacturer has put information in the Child Nutrition
Database. If the information is not in the Child Nutrition Database then you must submit a food label
or specification (spec) information from the vendor for any other food items that are not considered
normal one-item foods (i.e., processed food items like chicken nuggets, frozen burritos, frozen pizza,
etc.).
Note: See the sample Manufacturers Product Nutrition Information sheet in the Reference
Section which identifies the nutrients that should be available on each food product purchased.
Food labels or spec information does not need to be submitted on common foods such as fruits and
vegetables as long as they were purchased as such without other added ingredients.
If you purchase canned vegetables, they normally have salt added. Nutrient information will need to
be submitted if you purchase a special item, such as low-sodium canned products. The nutrient
information will be used when conducting the nutrient analysis. If nutrient information is not provided
on a special item then canned vegetables with the standard amount of sodium will be used which will
alter the nutrient analysis.
Remember to submit a recipe for all items served which contain more than one ingredient (i.e.,
canned soup with added milk/water, sandwiches, pancakes, etc.).
Be very specific when describing the food items served. Indicate whether it is frozen, fresh, canned,
etc. If you are serving pickles, specify whether it is pickle spears, pickle chips, whole pickles, etc.
Also, the type of pickle (i.e., dill, sweet, bread and butter, etc.) should be indicated. There is a special
line for condiments. Remember to include all condiments served, including mustard, mayonnaise,
ketchup, salad dressings, etc., and how much is served to each grade grouping indicated.
Page 81
4. List the total amount of food used or purchase units used (i.e., 2 #10 cans of corn, 10# ground beef,
etc.).
5. List the serving sizes for each age/grade group served. List the serving sizes for adult meals served
and the serving sizes for the non-reimbursable meals served (such as a la carte sales).
6. List the number of servings planned for reimbursable meals for each age/grade group, taking into
consideration that if you have Offer vs. Serve, some children will not take everything offered. Do not
include in this number the number of servings that are planned for a la carte items, if any.
7. List the number of servings planned as adult servings and the number of servings planned as non
reimbursable meals (such as a la carte sales).
8. Report the milk by type and by age/grade group. It is very important that the amount of milk used, by
type, are shown with the proper age/grade group.
Page 82
Instructions for Completing the Production Record

Nutrient Based and Assisted Nutrient Based Menu Planning
In addition to the other information necessary for conduction nutrient analysis, the Food Production
Record form needs to be completed so that the nutrient analysis will be accurate.
The Food Production Record is a document that is meant to reflect planned portions to be served.
1. Complete the number of children and adults to be served. It is important that the number reported for
children in separated by the appropriate age/grade groupings.
2. List the menu.
3. List the food items that will be served.
You will need to submit a recipe for each item that contains more than one ingredient (i.e., when you
add butter or salt to corn it becomes a recipe. You need to show the amount of butter or salt added to
a certain amount of corn).
If an item is fried, you will need to submit information indicating what type and the amount of fat
used for frying.
You will also need to indicate that the manufacturer has put information in the Child Nutrition
Database. If the information is not in the Child Nutrition Database then you must submit a food label
or specification (spec) information from the vendor for any other food items that are not considered
normal one-item foods (i.e., processed food items like chicken nuggets, frozen burritos, frozen pizza,
etc.).
Note: See the sample Manufacturers Product Nutrition Information sheet in the Reference
Section which identifies the nutrients that should be available on each food product purchased.
Food labels or spec information does not need to be submitted on common foods such as fruits and
vegetables as long as they were purchased as such without other added ingredients.
If you purchase canned vegetables, they normally have salt added. Nutrient information will need to
be submitted if you purchase a special item, such as low-sodium canned products. The nutrient
information will be used when conducting the nutrient analysis. If nutrient information is not provided
on a special item then canned vegetables with the standard amount of sodium will be used which will
alter the nutrient analysis.
Remember to submit a recipe for all items served which contain more than one ingredient (i.e.,
canned soup with added milk/water, sandwiches, pancakes, etc.).
Be very specific when describing the food items served. Indicate whether it is frozen, fresh, canned,
etc. If you are serving pickles, specify whether it is pickle spears, pickle chips, whole pickles, etc.
Also, the type of pickle (i.e., dill, sweet, bread and butter, etc.) should be indicated. There is a special
line for condiments. Remember to include all condiments served, including mustard, mayonnaise,
ketchup, salad dressings, etc., and how much is served to each grade grouping indicated.
Page 83
4. List the total amount of food used or purchase units used (i.e., 2 #10 cans of corn, 10# ground beef,
etc.).
5. List the serving sizes for each age/grade group served. List the serving sizes for adult meals served
and the serving sizes for the non-reimbursable meals served (such as a la carte sales).
6. List the number of servings planned for reimbursable meals for each age/grade group, taking into
consideration that if you have Offer vs. Serve, some children will not take everything offered. Do not
include in this number the number of servings that are planned for a la carte items, if any.
7. List the number of servings planned as adult servings and the number of servings planned as non
reimbursable meals (such as a la carte sales).
8. Report the milk by type and by age/grade group. It is very important that the amount of milk used, by
type, are shown with the proper age/grade group.
Page 84
Sample
Manufacturers Product Nutrition Information
Product Name: Cheese Pizza
Code Number: 12345
Nutrient
Amount per 5.10 oz. Serving*
Calories
Protein
Total Fat
Saturated Fat
Carbohydrate
Dietary Fiber
Calcium
Phosphorous
Iron
Sodium
Potassium
Vitamin A
Thiamin (vitamin B1)
Riboflavin (vitamin B2)
Niacin (vitamin B3)
Ascorbic Acid (vitamin C)
Cholesterol
357.6
17.85 g
18.27 g
6.637 g
29.96 g
1.934g
321.6 mg
249 mg
2.694 mg
930.8 mg
182.1 mg
182.4 RE**
0.4115 mg
0.4716 mg
3.332 mg
0.8941 mg
33.26 mg
* Nutritional value based on data from Agricultural Handbook Number 8 and chemical analysis.
** Retinol Equivalents = 1/5 International Units
Reviewed by: _____________________________________________

Signature
Page 85
Page 86
Label Information Recording Form
School_________________________________________________________________________
Product________________________________________________________________________
Base weight _____________________ grams
or _______________________ ounces
Calories ________________________
Protein _________________________ grams
Vitamin A (RE) _________ % or _________ RE
Vitamin A (IU) __________% or _________ IU
Vitamin C ______________% or _________ mg
Iron ___________________% or _________ mg
Calcium _______________ % or _________ mg
Total fat _____________________ grams

Saturated fat __________________ grams
Carbohydrates _________________ grams
Dietary Fiber __________________ grams
Cholesterol ___________________ mg
Sodium ______________________ mg
Water _______________________ grams
Ash _________________________ grams
Product________________________________________________________________________
or _______________________ ounces
Calories ________________________
Protein _________________________ grams
Vitamin A (RE) _________ % or _________ RE
Vitamin A (IU) __________% or _________ IU
Vitamin C ______________% or _________ mg
Iron ___________________% or _________ mg
Calcium _______________ % or _________ mg
Total fat _____________________ grams

Cholesterol ___________________ mg
Sodium ______________________ mg
Water _______________________ grams
Ash _________________________ grams
Product________________________________________________________________________
or _______________________ ounces
Calories ________________________
Protein _________________________ grams
Vitamin A (RE) _________ % or _________ RE
Vitamin A (IU) __________% or _________ IU
Vitamin C ______________% or _________ mg
Iron ___________________% or _________ mg
Calcium _______________ % or _________ mg
Total fat _____________________ grams

Cholesterol ___________________ mg
Sodium ______________________ mg
Water _______________________ grams
Ash _________________________ grams
Page 87
Page 88
Page 89
Page 90
Standardized Recipe Form Instructions
A standardized recipe is one that has been tested for use by a given food service operation and found to
produce the same good results and yield every time when the exact procedures are used with the same
type of equipment, and the same quantity and quality of ingredients.
Complete the following information on the standardized recipe form:

Yield (including serving size and number of servings)
All ingredients, including form (i.e., fresh, frozen, or canned), packing medium, (i.e.,
canned in juice or light syrup, frozen with added sugar or plain), and fat content (i.e.,
20% fat ground beef, ground pork [no more than 30% fat])
Correct measures, weights, and/or pack size
Preparation procedures
Recipes are needed for any menu item indicated on production records that contain more than one
ingredient, such as seasoned vegetables or sandwiches.
Foods of minimal nutritional value that are part of a menu item, meaning they are included in the recipe
of a menu item, are included in the nutrient analysis. Therefore, they should be included on the
standardized recipe form.
Page 91
Page 92
Sources of Nutrients*
Cup Serving
1500 IU of Vitamin A
Carrots
Chili peppers, red
Collards
Cress, garden
Kale*
Mangoes*
Mixed vegetables
Mustard greens
Peas and carrots (canned or
frozen)
Peppers, sweet red
Pumpkin
Spinach*
Squash, winter
Sweet potatoes
Turnip greens
Cup Serving
750-1500 IU of Vitamin A
Apricots
Broccoli
Cantaloupe
Papayas
Purple plums (canned)
Cup Serving
750-1500 IU of Vitamin A
Asparagus, green
Cherries, red sour
Chili peppers, green (fresh)
Endive, curly
Escarole
Nectarines
Peaches (except canned)
Prunes
Tomatoes
Tomato juice or reconstituted
(paste or puree)
Cup Serving
25 mg Vitamin C
Broccoli
Brussels sprouts
Chili peppers, red & green
Orange juice
Oranges
Papayas
Peppers
Cup Serving
15-25 mg of Vitamin C
Cauliflower
Collards
Cress, garden
Grapefruit
Grapefruit juice
Grapefruit-orange juice
Kale Mustard Greens
Mangoes
Pineapple juice (vitamin C
restored)
Strawberries
Tangerine juice
Tangerines
Cup Serving
8-15 mg of Vitamin C
Asparagus
Cabbage
Cantaloupe
Honeydew melon
Okra
Potatoes (baked, boiled or
reconstituted instant)
Raspberries, red
Rutabagas
Sauerkraut
Spinach
Sweet potatoes (except canned)
Tangelos
Tomatoes
Tomato juice or reconstitute paste
Turnip greens, turnips
Iron
Meat/Meat Alternate
Meats and poultry in general
Legumes, such as lima beans
Liver and organ meats
Peanut butter
Poultry
Shellfish
Vegetables & Fruits
Apricots (canned)
Asparagus (canned)
Beans, green, wax, lima
Bean sprouts
Beets (canned)
Broccoli
Brussels sprouts
Cherries (canned)
Dried fruits, apples, apricots
Grapes, canned
Parsnips
Peas, green
Potatoes (canned)
Sauerkraut (canned)
Squash, winter
Sweet potatoes
Tomatoes (canned)
Tomato juice, paste, puree
Vegetables, dark green leafy
Vegetable juice
Breads
Yeast-leavened whole wheat
Iron enriched white bread,
(Read the labels.)
Page 93
Include These Fruits and

Vegetables as Needed
Apples
Applesauce
Avocados
Bananas
Beans, green or wax
Beans, lima, green
Bean sprouts
Berries (black, blue, etc.)
Celery
Chinese cabbage
Corn
Cranberries
Cranberry sauce
Cucumbers
Dates
Eggplant
Figs
Fruit cocktail
Fruits for salads
Grapes
Lettuce
Mushrooms
Olives
Onions
Parsley
Peaches (canned)
Pears
Peas & carrots (canned)
Pimentos
Pineapple
Plums
Potatoes (mashed, fried, etc.)
Radishes
Raisins
Rhubarb
Summer squash
Watercress
Watermelon
Fruit juices (apple, grape)
Some Good Sources of

Calcium
Most food in the milk group
Milk and dishes made with
milk
Canned fish with soft bones
such as sardines, anchovies
and salmon
Dark green leafy vegetables,
such as kale, mustard greens
and turnip greens
Tofu, if processed with
calcium sulfate (Read the
labels.)
Tortillas made from limeprocessed corn (Read the
labels.)
*USDA Menu Planning Guide, December, 1983, pp 10-11
Page 94
GRAINS/BREADS FOR THE FOOD-BASED MENU PLANNING ALTERNATIVES

IN THE CHILD NUTRITION PROGRAMS 1,2
Group A
Minimum Serving Size for Group A
1 serving = 20 gm or 0.7 oz
serving = 15 gm or 0.5 oz
Bread type coating

Bread sticks (hard)
Chow mein noodles
Crackers (saltines and snack crackers)
Croutons
Pretzels (hard)
Stuffing (dry) Note: weights apply to bread in
stuffing.
Group B
Minimum Serving Size for Group B
Bagels
Batter type coating
Biscuits
Breads (white, wheat, whole wheat, French,
Italian)
Buns (hamburger and hot dog)
Crackers (graham crackers all shapes, animal
crackers)
Egg roll skins
English muffins
Pita bread (white, wheat, whole wheat)
Pizza crust
Pretzels (soft)
Rolls (white, wheat, whole wheat, potato)
Tortillas (wheat or corn)
Tortilla chips (wheat or corn)
Taco shells
Group C
Minimum Serving Size for Group C

3
Cookies (plain)
Cornbread
Corn muffins
Croissants
Pancakes
Pie crust (dessert pies3 , fruit turnovers4 , and
meat/meat alternate pies)
Waffles
Group D
1 serving = 31 gm or 1/1 oz
Minimum Serving Size for Group D

4
Doughnuts (cake and yeast raised, unfrosted)

Granola Bars4 (plain)
Muffins (all, except corn)
Sweet rolls 4 (unfrosted)
Toaster pastries4 (unfrosted)
1 serving = 50 gm or 1/8 oz
Page 95
Group E
Minimum Serving Size for Group E
Cookies3 (with nuts, raisins, chocolate pieces

and/or fruit purees)
Doughnuts4 (cake and yeast raised, frosted or
glazed)
French toast
Grain fruit bars4
Granola bars4 (with nuts, raisins, chocolate pieces
and/or fruit)
Sweet rolls 4 (frosted)
Toaster pastries4 (frosted)
Group F
Minimum Serving Size for Group F
Cake 3 (plain, unfrosted)

Coffee cake 4
serving = 56 gm or 2 oz
Group G
Minimum Serving Size for Group G

3
Brownies (plain)
Cake 3 (all varieties, frosted)
1 serving = 115 gm or 4 oz
Group H
Minimum Serving Size for Group H
1 serving = cup cooked (or 25 gm dry)
Barley
Breakfast cereals (cooked) 5,6
Bulgur or cracked wheat
Macaroni (all shapes)
Noodles (all varieties)
Pasta (all shapes)
Ravioli (noodle only)
Rice (enriched white or brown)
Group I
Minimum Serving Size for Group I
Ready to eat breakfast cereal (cold dry) 5,6
1 serving = cup or 1 oz, whichever is less

FCS Grains/Breads Instruction 783-1, Revision 2
1 The following foods are whole-grain or enriched or made with enriched or whole-grain meal and/or flour, bran, and/or germ.
2 Some of the following foods, or their accompaniments may contain more sugar, salt, and/or fat than others. This should be a consideration
when deciding how often to serve them.
3 Allowed only for desserts under the enhanced food-based menu planning alternative specified in 7CFR Part 210.10 and supplements
(snacks) served under the NSLP, SFSP, and CACFP.
4 Allowed for desserts under the enhanced food-based menu planning alternative specified in 7CFR Part 210.10 and supplements (snacks)
served under the NSLP. SFSP, and CACFP, and for breakfasts served under the SBP. SFSP, and CACFP.
5 Refer to program regulations for the appropriate serving size for supplements served to children aged 1 through 5 in the NSLP; breakfasts
served under the SBP; and meals served to children ages 1 through 5 and adult participants in the CACFP. Breakfast cereals are
traditionally served as a breakfast menu item but may be served in meals other than breakfast.
6 Cereals may be whole-grain, enriched, or fortified.
Page 96
FOOD BASED LUNCH OFFER VERSUS SERVE LETTER

Sample Letter to Students to Explain Offer versus Serve for Lunch
Dear Student:
You have the opportunity to choose only those foods that you intend to eat in the School Lunch Program. This
feature of the National School Lunch Program is designed to reduce food waste and give you the opportunity to
select the foods that you want to eat. Each day you will be offered the complete lunch which includes a serving
of:
1. Milk
2. Bread
3. Meat/Meat Alternate
4. Fruit
5. Vegetable
The servings of fruit and vegetables may be a combination of a serving of fruit and a serving of vegetables, or
two servings of two different fruits, or two servings of two different vegetables.
A school lunch provides approximately one-third of your daily nutritional needs. If you select at least three
menu items, your school is able to receive federal reimbursement to cover part of the cost of the meal.
However, the price per meal remains the same whether you select the minimum of three menu items or all five.
For example, if the menu is:
Hamburger on a Bun
Tossed Salad
Corn
Chocolate Pudding
Milk
You could take all five menu items (hamburger, bun, tossed salad, corn and milk) or you could select full
portions of four items or a combination of any three items such as:
Hamburger
Bun
Milk
Hamburger
Tossed Salad
Milk
Hamburger
Bun
Corn
Corn
Tossed Salad
Milk
Bun
Tossed Salad
Corn
Hamburger
Bun
Tossed salad
There are several other combinations of three, but the above items will probably be chosen most frequently.
The pudding does not count as one of the five menu items. It is considered and extra item. In your selection,
you must choose three different items. For instance, you could not take two hamburgers and count that as two
of the five menu items. This hamburger only counts as one food item.
Check the menu daily so you will know which items in the school lunch you want to eat. Through your careful
selection of only those foods you wish to eat, you will be helping to conserve, both, food and money, two
valuable resources. Enjoy your lunch!!
In the operation of child feeding programs, no child will be discriminated against because of race, sex, color, national origin, age, or
disability. If you believe you have been discriminated against, write immediately to the Secretary of Agriculture, Washington D.C. 20250.
Page 97
Page 98
FOOD BASED BREAKFAST OFFER VERSUS SERVE LETTER

Sample Letter to Students to Explain Offer versus Serve for Breakfast
Dear Student:
You have the opportunity to choose only those foods that you intend to eat in the School Breakfast Program.
This feature of the National School Breakfast Program is designed to reduce food waste and give you the
opportunity to select the foods that you want to eat. Each day you will be offered the complete lunch which
includes a serving of:
1. Milk
2. Juice/Fruit/Vegetable
3. Meat/Meat Alternate
4. Bread
A school breakfast provides approximately one-fourth of your daily nutritional needs. You may select a full
meal, or decline certain items. However, the fewer items you take and eat, the less nutrition benefit you
receive. The price per meal remains the same whether you select the minimum number of items or the full
meal.
Students must select at least three of the four food items offered. This means that you dont have to take one
food item. There is no requirement for which items must be selected at breakfast. For example, if the menu is:
Cereal
Toast & Jam
Orange Juice
Milk
You could take all four menu items (assorted cereal, toast & jam, orange juice, milk) or you could select full
portions of three food items or a combination of any three items such as:
Cereal
Toast & Jam
Orange Juice
Cereal
Orange Juice
Milk
Cereal
Toast & Jam
Milk
Toast & Jam

Orange Juice
Milk
In your selection, you must choose three different items. For instance, you could not take two cereals and
count that as two of the four food items. The cereal only counts as one food item.
Check the menu daily so you will know which items in the school breakfast you want to eat. Through your
careful selection of only those foods you wish to eat, you will be helping to conserve, both, food and money,
two valuable resources. Enjoy your breakfast!!
disability. If you believe you have been discriminated against, write immediately to the Secretary of Agriculture, Washington D.C.
20250.
Page 99
Page 100
Services
Massachusetts Department of Education: Nutrition Programs and Food
NUTRIENT STANDARD MENU PLANNING

LUNCH - OFFER VERSUS SERVE LETTER
Sample Letter to Students to Explain Offer versus Serve for Lunch
Dear Student:
You have the opportunity to choose only those foods that you intend to eat in the School Lunch Program. This
feature of the National School Lunch Program is designed to reduce food waste and give you the opportunity to
select the foods that you want to eat. Each day you will be offered the complete lunch which includes:
1. Entree
2. Milk
3. One or More Other Menu Items
A school lunch provides approximately one-third of your daily nutritional needs. You may select the full meal or
decline certain menu items. However, the fewer menu items you take and eat, the less nutrition benefit you
receive. The price per meal remains the same whether you select the minimum number of items or the full meal.
Students must select at least two of the menu items, and one of these must be the entre. An entre is defined as a
combination of foods or a single food item that is offered as the main course. If the school offers more than
three menu items for a single reimbursable lunch, student may decline a maximum of two menu items. For
example, if the menu is:
Hamburger on a Bun
Tossed Salad
Corn
Chocolate Pudding
Milk
You could take all five menu items (hamburger on a bun, tossed salad, corn, milk and chocolate pudding) or you
could select full portions of the entre and two or three other menu items. The sample selections below are
reimbursable lunches.
Hamburger on a Bun
Milk
Pudding
Hamburger on a Bun
Tossed Salad
Corn
Hamburger on a Bun
Corn
Milk
Hamburger on a Bun
Salad
Corn
Pudding
Hamburger on a Bun
Corn
Milk
Pudding
Hamburger on a Bun
Tossed Salad
Milk
Pudding
There are several other combinations of three or four, but the above items will probably be chosen most frequently.
In your selection, you must take three or four different items. For instance, you could not take two hamburgers
and count that as two items. The hamburger only counts as one item whether you select one or a dozen.
Check the menu daily so you will know which items in the school lunch you want to eat. Through your careful
selection of only those foods you wish to eat, you will be helping to conserve, both, food and money, two valuable
resources. Enjoy your lunch!!
disability. If you believe you have been discriminated against, write immediately to the Secretary of Agriculture, Washington D.C. 20250.
Page 101
Page 102
Services
NUTRIENT STANDARD MENU PLANNING

BREAKFAST - OFFER VERSUS SERVE LETTER
Sample Letter to Students to Explain Offer versus Serve for Breakfast
Dear Student:
You have the opportunity to choose only those foods that you intend to eat in the School Breakfast Program.
This feature of the National School Breakfast Program is designed to reduce food waste and give you the
opportunity to select the foods that you want to eat.
Each day you will be offered the complete breakfast which includes:
1. Milk
2. Two or more other menu items
A school breakfast provides approximately one-fourth of your daily nutritional needs. You may select the full
meal or decline certain menu items. However, the fewer menu items you take and eat, the less nutrition benefit
you receive. The price per meal remains the same whether you select the minimum number of items or the full
meal.
Students must select at le ast two of the menu items when three are offered. If four or more items are offered,
students may decline only one item. There is no requirement for which items must be selected at breakfast. For
example, if the menu is:
Orange Juice
Cold Cereal
Whole Wheat Toast
Milk
A reimbursable breakfast could be:
Orange Juice
Cold Cereal
Milk
Orange Juice
Whole Wheat Toast
Milk
Cold Cereal
Whole Wheat Toast
Milk
Orange Juice
Cold Cereal
Whole Wheat Toast
In your selection, you must take diffe rent items. For instance, you could not take two servings of cereal and
count that as two items. The cereal only counts as one item whether you select one or a dozen.
Check the menu daily so you will know which items in the school breakfast you want to eat. Through your
careful selection of only those foods you wish to eat, you will be helping to conserve, both, food and money,
two valuable resources. Enjoy your breakfast!!
disability. If you believe you have been discriminated against, write immediately to the Secretary of Agriculture, Washington D.C. 2025
Page 103
Page 104
Services
Notes:
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Notes:
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Services

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A Guide

Massachusetts Department of Education: Nutrition Programs and Food Services

Nutrition Programs and Food Services

KATHLEEN C. MILLETT, ADMINISTRATOR EXT. 6479

Lois GARRISON .6470

Elizabeth PUPECKI 6482

Doreen IOVANNA ..6451

Sharon STEARNS ...6463

Susan KNOLL .6468

Bridget ZINITI 6496

SPECIAL NUTRITION PROGRAMS

Maria PACIFICO ..6491

Anne Marie McDONALD ..6492

Amy SOCOLOW ..6488

Lynn McKNIGHT .6494

NUTRITION EDUCATION, TRAINING AND OUTREACH PROGRAM

Claudia RAYA ..6481

Linda BOULEY 6456

FOOD DISTRIBUTION GRANADA BUILDING

Darlene WONG-KAM ..6478

Karen DONOVAN 6472

Alice YEE .6453

Michael MURPHY 6542

FINANCIAL MANAGEMENT GRANADA BUILDING

Arthur KROCHMAL (Claims) 6564

Healthy School Meals

FCS Grains/Breads Instruction

Massachusetts Department of Education: Nutrition Programs and Food Services

Recommended Resources for New Food Service Directors ..................................... 1

School Meals Initiative Fact Sheet........................................................................... 5

Comparison of Weighted and Unweighted Nutrient Analyses ................................ 7

Offer Versus Serve................................................................................................... 8

Menu Planning Options

Traditional Menu Planning System .................................................................................................9

Enhanced Food Based Menu Planning System .............................................................................12

Nutrient Standard Menu Planning (NSMP) System......................................................................17

Assisted Nutrient Standard Menu Planning (ANSMP) System ....................................................17

Food Guide Pyramid and the Dietary Guidelines

Tips for using the Food Guide Pyramid ........................................................................................21

Tips for serving a variety of grains ................................................................................................22

Tips for including more fruits and vegetables ...............................................................................23

Planning Menus and Preparing Foods

Meat and meat alternates ...............................................................................................................25

Vegetables and fruits .....................................................................................................................26

Grains and breads; Milk.................................................................................................................27

Tips for using less sugar ................................................................................................................29

Offer and prepare foods with less salt ...........................................................................................29

Tips for moderating salt intake ......................................................................................................30

Foods that are good sources of fiber ..............................................................................................31

Components and Nutrient Contributions

Menu ideas to increase variety (meat and meat alternates) ...........................................................34

Menu ideas to increase variety (vegetables)..................................................................................35

Menu ideas to increase variety (fruits) ......................................................................................... 36

Menu ideas to increase variety (grains and breads) .......................................................................37

Menu ideas to increase variety (milk) .......................................................................................... 38

Massachusetts Department of Education: Nutrition Programs and Food Services

Facts About Meal Pattern Requirements

Vegetables and/or fruits .................................................................................................................41