The Summer Food Service Program

Food That's In When School is Out!

2009 Nutrition Guidance for Sponsors

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> height="4.889583333333333in"}

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United States Department of Agriculture

Food and Nutrition Service

> In accordance with Federal law and U.S. Department of Agriculture
> (USDA) policy, this institution is prohibited from discriminating on
> the basis of race, color, national origin, sex, age, or disability.
>
> To file a complaint of discrimination, write USDA, Director, Office of
> Civil Rights, 1400 Independence Avenue, S.W., Washington, DC
> 20250-9410 or call (202) 720-3272 or (202) 720-6382 (TTY). USDA is an
> equal opportunity provider and employer.

Revised December 2008

**CONTENTS**

**Introduction** 1

Dietary Guidelines for Americans, 2005 2

Eating Habits Begin Early 7

**PART I --- MENU PLANNING** 9

**Meeting the Dietary Guidelines Challenge** 9

Adequate Nutrients Within Calorie Needs 11

Weight Management 11

Physical Activity 12

Food Groups To Encourage 13

Fats 14

Carbohydrates 15

Sodium and Potassium 16

Food Safety 17

**Meal Pattern Requirements** 19

Summer Food Service Program Meal Patterns 21

Endnotes 22

Components and Nutrient Contributions 23

Facts About Meal Pattern Requirements 28

Serve Other Foods - Add Variety to Meals 32

Meal Substitutions for Children with Special Needs 33

Vegetarian Meals 33

Food Allergies and Intolerance 33

**Good Summer Menu Planning** 35

> How to Plan a Summer Lunch Menu 35

Cycle Menus 36

Calculate Serving Sizes and Costs 36

Check the Budget 36

Check the Inventory 37

Check Labor and Equipment 37

Worksheets 37

Summer Menu Checklist 38

Sample Summer Menus 39

Healthy Snack Ideas 42

Easy Salad Ideas 43

**The Eating Environment** 45

Making Mealtime a Happy Time 45

The Physical Environment 45

A Healthy Atmosphere 46

Nutrition Education 46

Promote Nutrition Education Activities 47

**Menu Promotions** 49

Introducing New Recipes 49

Merchandising Meals 49

Self-Serve Style 50

**Questions and Answers** 51

**PART II --- NUTRITION SERVICES** 55

**Food Service Staff** 55

Selecting Staff 55

Training Staff 56

Training Resources 56

**Food Purchasing and Receiving** 57

Where To Buy Foods 57

Developing Food Specifications 58

Sample Specification Bid 59

How Much To Buy 59

When To Buy Food 60

How To Use the Food Buying Guide 61

Receiving Food 63

**Food Service Quality** 65

Food Production 65

Tips for Food Preparation 65

Menu Production Records 66

Using Standardized Recipes 66

How To Use Quantity Recipes 66

Abbreviations Used in Recipes 67

Equivalent Measures 67

Portion Control 67

Measures for Portion Control 68

Food Service 69

**Food Storage** 71

Storage Facilities 71

Guidelines for Proper Storage 71

Food Inventory Records 71

**Food Sanitation** 73

Food Sanitation Rules 73

Cleanup 74

Dishwashing Procedures 74

Cleaning and Sanitizing 74

How to Sanitize 75

**Food Safety** 77

Importance of Food Safety 77

Keep Food Safe 77

Using a Food Thermometer 78

Minimum Safe Internal Temperatures for Hot Foods 79

Common Foodborne Illness from Bacteria 80

E. Coli Report 81

What You Can Do 81

Federal Government Food Safety Hotlines 82

Microwave Cooking 83

> Approximate Storage Life in Days of Refrigerated Foods 84

Frozen Food Storage 88

Keep These Food Safety Rules in Mind 92

**Questions and Answers** 93

**Reference Section** 97

**Resource Section** 146

**Introduction**

"*Summer Food Service Program for Children: 2009 Nutrition Guidance for
Sponsors*" has been developed to help sponsors identify their food
service responsibilities. This publication offers menu planning and
nutrition guidance along with sample menus of breakfasts, lunches and
snacks. Also included are food service record-keeping requirements, food
buying and storage information, and guidance in the areas of food safety
and sanitation. This guide is primarily for use by sponsors who prepare
meals on-site or in central kitchens for participating children.

The goal of the Summer Food Service Program (SFSP) is to serve
nutritious breakfasts, lunches, suppers, and snacks that meet meal
pattern requirements and are appetizing to children. The meal pattern
requirements ensure that children receive well-balanced meals that
supply the kinds and amounts of foods that they require to help meet
their nutrient and energy needs. The meal patterns establish the minimum
portions of the various meal components that must be served to each
child in order for the participating sponsor to receive reimbursement
for each meal.

The reader may notice that this edition of the SFSP Nutrition Guidance
recommends a more conservative approach to some food safety practices
than the 2005 Food Code in order to accommodate food preparation in
non-institutional settings such as park and recreation sites or day care
homes.  Food safety information is based on the 2005 Food Code for
institutional foodservice operations and the USDA Food Safety and
Inspection Service Food Safety Education Staff materials for food
preparation in non-institutional settings. **Keep in mind you should
first be familiar with and follow your State and local public health
requirements and your State Agency policies and procedures.* ***

+-----------------+----------------------------------------------------+
| **Dietary**     | The Dietary Guidance is included to help SFSP      |
|                 | sponsors achieve the                               |
| **Guidelines    |                                                    |
| For**           | goals of the Healthy People 2010 National Health   |
|                 | Promotion and                                      |
| **Americans,    |                                                    |
| 2005**          | Disease Prevention Objectives. *The Dietary        |
|                 | Guidelines for Americans*                          |
|                 |                                                    |
|                 | *2005* are for Americans 2 years of age and older. |
|                 | The guidelines                                     |
|                 |                                                    |
|                 | promote health and may reduce the risk of          |
|                 | developing certain chronic                         |
|                 |                                                    |
|                 | diseases through diet and physical activity.       |
|                 | Relevant key                                       |
|                 |                                                    |
|                 | recommendations, grouped under eight specific      |
|                 | categories, are                                    |
|                 |                                                    |
|                 | provided below. To review all key recommendations, |
|                 | go to                                              |
|                 |                                                    |
|                 | <http://www.healthierus.gov/dietaryguidelines/>.   |
+-----------------+----------------------------------------------------+

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### ADEQUATE NUTRIENTS WITHIN CALORIE NEEDS 

### Key Recommendations

-   Consume a variety of nutrient-dense foods and beverages within and
    among the basic food groups while choosing foods that limit the
    intake of saturated and *trans* fats, cholesterol, added sugars,
    salt, and alcohol.

-   Meet recommended intakes within energy needs by adopting a balanced
    eating pattern, such as the USDA Food Guide.

####  Key Recommendations for Specific Population Groups

-   *Older adults, people with dark skin, and people exposed to
    insufficient ultraviolet band radiation (i.e., sunlight).* Consume
    extra vitamin D from vitamin D-fortified foods and/or supplements.

#### 

####  WEIGHT MANAGEMENT Key Recommendations

-   To maintain body weight in a healthy range, balance calories from
    foods and beverages with calories expended.

-   To prevent gradual weight gain over time, make small decreases in
    food and beverage calories and increase physical activity.

####  Key Recommendations for Specific Population Groups

-   *Those who need to lose weight.* Aim for a slow, steady weight loss
    by decreasing calorie intake while maintaining an adequate nutrient
    intake and increasing physical activity.

-   *Overweight children.* Reduce the rate of body weight gain while
    allowing growth and development. Consult a healthcare provider
    before placing a child on a weight-reduction diet.

-   *Overweight adults and overweight children with chronic diseases
    and/or on medication.* Consult a healthcare provider about weight
    loss strategies prior to starting a weight-reduction program to
    ensure appropriate management of other health conditions.

#### 

####  PHYSICAL ACTIVITY Key Recommendations

-   Engage in regular physical activity and reduce sedentary activities
    to promote health, psychological well-being, and a healthy body
    weight.

    -   To reduce the risk of chronic disease in adulthood: Engage in at
        least 30 minutes of moderate-intensity physical activity, above
        usual activity, at work or home on most days of the week.

    -   For most people, greater health benefits can be obtained by
        engaging in physical activity of more vigorous intensity or
        longer duration.

    -   To help manage body weight and prevent gradual, unhealthy body
        weight gain in adulthood: Engage in approximately 60 minutes of
        moderate- to vigorous-intensity activity on most days of the
        week while not exceeding caloric intake requirements.

    -   To sustain weight loss in adulthood: Participate in at least 60
        to 90 minutes of daily moderate-intensity physical activity
        while not exceeding caloric intake requirements. Some people may
        need to consult with a healthcare provider before participating
        in this level of activity.

-   Achieve physical fitness by including cardiovascular conditioning,
    stretching exercises for flexibility, and resistance exercises or
    calisthenics for muscle strength and endurance.

####  Key Recommendations for Specific Population Groups

-   *Children and adolescents.* Engage in at least 60 minutes of
    physical activity on most, preferably all, days of the week.

####  FOOD GROUPS TO ENCOURAGE Key Recommendations

-   Consume a sufficient amount of fruits and vegetables while staying
    within energy needs. Two cups of fruit and 2 ½ cups of vegetables
    per day are recommended for a reference 2,000-calorie intake, with
    higher or lower amounts depending on the calorie level.

-   Choose a variety of fruits and vegetables each day. In particular,
    select from all five vegetable subgroups (dark green, orange,
    legumes, starchy vegetables, and other vegetables) several times a
    week.

-   Consume 3 or more ounce-equivalents of whole-grain products per day,
    with the rest of the recommended grains coming from enriched or
    whole-grain products. In general, at least half the grains should
    come from whole grains.

-   Consume 3 cups per day of fat-free or lowfat milk or equivalent milk
    products.

####  Key Recommendations for Specific Population Groups

-   *Children and adolescents.* Consume whole-grain products often; at
    least half the grains should be whole grains. Children 2 to 8 years
    should consume 2 cups per day of fat-free or lowfat milk or
    equivalent milk products. Children 9 years of age and older should
    consume 3 cups per day of fat-free or lowfat milk or equivalent milk
    products.

####  FATS

#### Key Recommendations

-   Consume less than 10 percent of calories from saturated fatty acids
    and less than 300 mg/day of cholesterol, and keep *trans* fatty acid
    consumption as low as possible.

-   Keep total fat intake between 20 to 35 percent of calories, with
    most fats coming from sources of polyunsaturated and monounsaturated
    fatty acids, such as fish, nuts, and vegetable oils.

-   When selecting and preparing meat, poultry, dry beans, and milk or
    milk products, make choices that are lean, lowfat, or fat-free.

-   Limit intake of fats and oils high in saturated and/or *trans* fatty
    acids, and choose products low in such fats and oils.

####  Key Recommendations for Specific Population Groups

-   *Children and adolescents.* Keep total fat intake between 30 to 35
    percent of calories for children 2 to 3 years of age and between 25
    to 35 percent of calories for children and adolescents 4 to 18 years
    of age, with most fats coming from sources of polyunsaturated and
    monounsaturated fatty acids, such as fish, nuts, and vegetable oils.

#### 

####  CARBOHYDRATES

#### Key Recommendations

-   Choose fiber-rich fruits, vegetables, and whole grains often.

-   Choose and prepare foods and beverages with little added sugars or
    caloric sweeteners, such as amounts suggested by the USDA Food
    Guide.

-   Reduce the incidence of dental caries by practicing good oral
    hygiene and consuming sugar- and starch-containing foods and
    beverages less frequently.

####  SODIUM AND POTASSIUM

#### Key Recommendations

-   Consume less than 2,300 mg (approximately 1 tsp of salt) of sodium
    per day.

-   Choose and prepare foods with little salt. At the same time, consume
    potassium-rich foods, such as fruits and vegetables.

#### Key Recommendations for Specific Population Groups

-   *Individuals with hypertension, blacks, and middle-aged and older
    adults.* Aim to consume no more than 1,500 mg of sodium per day, and
    meet the potassium recommendation (4,700 mg/day) with food.

####  FOOD SAFETY

#### Key Recommendations

-   To avoid microbial foodborne illness:

    -   Clean hands, food contact surfaces, and fruits and vegetables.
        Meat and poultry should not be washed or rinsed.

    -   Separate raw, cooked, and ready-to-eat foods while shopping,
        preparing, or storing foods.

    -   Cook foods to a safe temperature to kill microorganisms.

    -   Chill (refrigerate) perishable food promptly and defrost foods
        properly.

    -   Avoid raw (unpasteurized) milk or any products made from
        unpasteurized milk, raw or partially cooked eggs or foods
        containing raw eggs, raw or undercooked meat and poultry,
        unpasteurized juices, and raw sprouts.

####  Key Recommendations for Specific Population Groups

-   *Infants and young children, pregnant women, older adults, and those
    who are immunocompromised.* Do not eat or drink raw (unpasteurized)
    milk or any products made from unpasteurized milk, raw or partially
    cooked eggs or foods containing raw eggs, raw or undercooked meat
    and poultry, raw or undercooked fish or shellfish, unpasteurized
    juices, and raw sprouts.

> These guidelines apply to adults and children ages 2 years and older.
> You can download a copy of these guidelines at
> <http://www.healthierus.gov/dietaryguidelines/>.

+-----------------+----------------------------------------------------+
| **Eating        | If given the opportunity, children can learn good, |
| Habits**        | healthy eating                                     |
|                 |                                                    |
| **Begin Early** | habits when they are young. Offering healthy meals |
|                 | and snacks, through the SFSP, provides the energy  |
|                 | children need for active lives, and keeps them     |
|                 | healthy and fit. The summer food service setting   |
|                 | can make mealtimes pleasant. Nutrition education   |
|                 | during meals, snacks, or at play can serve to      |
|                 | begin a lifestyle of healthy eating.               |
+-----------------+----------------------------------------------------+

**PART I  MENU PLANNING**

**Meeting the Dietary Guidelines Challenge**

> In this section, you will learn:

-   ways to add variety to your menus;

-   about the importance of physical activity; and

-   tips on lowering saturated and *trans* fat, cholesterol, salt and
    added sugars in your menus.

Children\'s eating habits begin young. We know that tastes are learned
habits and are acquired at an early age. Let\'s help give children a
healthy start.

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**Adequate Nutrients Within Calorie Needs**

> Many Americans consume more calories than they need without meeting
> recommended intakes for a number of nutrients. Each food group
> provides a wide array of nutrients in substantial amounts therefore,
> it is important to include all food groups in the daily diet. The SFSP
> can assist children in consuming a variety of nutrient-dense foods and
> beverages from within the basic food groups while choosing foods that
> limit the intake of saturated and *trans* fats, cholesterol, added
> sugars, and salt. Nutrient-dense foods are those foods that provide a
> significant amount of vitamins and minerals (micronutrients) and
> relatively few calories.
>
> The dietary intakes of some nutrients that may be low enough to be of
> concern based on dietary intake data or evidence of public health
> problems for children and adolescents include: calcium, potassium,
> fiber, magnesium, and vitamin E.
>
> **Tips for Obtaining Adequate Nutrients Within Calorie Needs**

-   Serve a variety of vegetables, fruits, meats and beans, milk and
    milk products, and grains (especially whole grains) with little or
    no saturated fat, *trans* fat, cholesterol or added sugar.

-   Low intakes of calcium tend to reflect low intakes of milk and milk
    products. 3 cups of lowfat or fat-free milk and milk products are
    recommended for a 2,000-calorie diet.
    ![](media/image7.wmf){width="1.1979166666666667in"
    height="1.2472222222222222in"}

-   Most Americans of all ages need to increase their potassium intake.
    Some potassium-rich foods include baked white or sweet potatoes,
    cooked greens (such as spinach), many dried fruits, cooked dry
    beans, and cantaloupe.

-   Low intakes of fiber reflect low intakes of whole grains, fruits,
    and vegetables. Choosing a variety of fruits, vegetables and whole
    grains will help to provide an adequate amount of fiber for you.

-   Magnesium intake can be increased by consuming fruits and
    vegetables. Some sources include almonds, spinach, black beans, oat
    bran, and brown rice.

-   Specific vitamin E-rich foods need to be included in the eating
    pattern to meet the recommended intake of vitamin E. Foods that can
    help increase vitamin E intake include fortified ready-to-eat
    cereals, tomato sauce, raw avocado, olive oil, sardines, and peanut
    butter.

-   When possible, use lowfat forms of foods in each group and forms
    free of added sugars.

**Weight Management**

> Over the last two decades, the prevalence of overweight among children
> and adolescents has increased substantially. The most recent data from
> the National Health and Nutrition Examination Survey (NHANES) showed
> prevalence of overweight for children aged 6-11 years at 18.8% and for
> adolescents aged 12-19 years at 17.3%. These figures represent a
> doubling of the rate among children and tripling of the rate among
> adolescents.
>
> The SFSP may help in preventing overweight and obesity and can assist
> children in maintaining a healthy weight. The key to good health is a
> lifestyle that balances calories from foods and beverages with regular
> physical activity. Weight gain results when more food is consumed than
> the body needs. Eating habits and exercise habits begin in childhood.
> Children are influenced by the foods you serve at meals and
> snacks.![](media/image8.wmf){width="0.9125in"
> height="0.7576388888888889in"}
>
> **Tips for Maintaining a Healthy Weight**

-   Serve nutrient-dense foods that are lower in calories and limit
    foods high in saturated fat, *trans* fat, cholesterol, sodium, and
    added sugars.

-   Serve a variety of pasta, rice, breads, and cereals with little or
    no added saturated fat and *trans* fat and a moderate or low amount
    of added sugars.

-   Offer children portion sizes according to SFSP meal pattern
    requirements.

-   If activities are part of your SFSP, keep children moving. They
    should get regular physical activity to balance the calories from
    the foods they eat.

Overweight children need special help from health professionals to
assist in reducing the rate of body weight gain while allowing growth
and development. Parents should consult a healthcare provider before
placing a child on a weight-reduction diet.

**Physical Activity**

> Encourage children to take part in vigorous activities (and join them
> whenever possible). Children need at least 60 minutes per day of
> moderate physical activity. It\'s important to encourage children to
> get in the habit of being physically active at a young age. Physical
> activity helps children have fun and:

-   maintain a healthy weight;

-   develop strong muscles, a healthy heart and lungs;

-   strengthen bones;

-   develop motor skills, balance, and coordination;

-   develop positive attitudes; and

-   improve self esteem.

> **Tips for Promoting Physical Activity**

Regular physical activity is important to maintaining health. Physical
activity burns calories, helps with weight control, and reduces the risk
of certain chronic diseases including high blood pressure, stroke,
coronary artery disease, type 2 diabetes, and osteoporosis later in
life. An inactive lifestyle increases the risk of overweight and obesity
as well as many chronic diseases. While physical activity is not an SFSP
requirement, it is important that children be provided a healthy
environment. Children can be physically active by:

-   turning up the music and dancing;

-   lifting and throwing balls to use muscles;

-   taking the stairs, both up and down; or

-   swimming or playing basketball.

> Some suggestions for adults to increase their level of physical
> activity are:

-   walk or bike ride more, and drive less;

-   walk up and down stairs instead of taking an elevator;

-   clean the house; or

-   play actively with children.

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height="0.9493055555555555in"}

**Food Groups To Encourage**

> Fruits, vegetables, whole grains and milk products are all important
> to a healthful diet and can be good sources of the nutrients of
> concern for children (see page 11). When increasing intake of fruits,
> vegetables, whole grains, and fat-free or lowfat milk and milk
> products, it is important to decrease one's intake of
> less-nutrient-dense foods to control calorie intake.
> ![](media/image10.wmf){width="0.7923611111111111in"
> height="1.0715277777777779in"}
>
> **Tips for Encouraging Food Groups**

-   **Focus on fruits**. Serve a sufficient amount of fruits to meet
    meal pattern requirements.

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-   Serve fresh fruits for naturally sweet
    desserts.![](media/image11.wmf){width="1.038888888888889in"
    height="1.0131944444444445in"}

-   Buy fruits 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.

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-   **Vary your veggies**. Serve a variety of fruits and vegetables.
    Choose vegetables from each of the five vegetable subgroups (dark
    green, orange, legumes \[dry beans\], starchy, and other
    vegetables).

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-   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.

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-   **Try to serve half of grains as whole grains**. Offer and serve
    whole grain products with meals.

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-   Remember that whole grains cannot be identified by the color of the
    food. 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, whole grain corn,
    ![](media/image12.wmf){width="0.9604166666666667in"
    height="0.7659722222222223in"}

> graham flour, bulgur, cracked wheat, and oatmeal.

-   In main and side dishes, include a variety of enriched rice,
    macaroni, noodles, and other pasta products. Introduce brown rice
    and whole-wheat pasta to the menu to increase fiber content.

-   When preparing a dish, try increasing the proportion of grains to
    other ingredients. For example, when making muffins, quick breads,
    or biscuits, substitute ½ whole-wheat flour for white flour.
    ![](media/image13.wmf){width="0.8652777777777778in"
    height="1.04375in"}

-   Add grains such as pre-cooked rice and oats to ground beef in meat
    loaf and similar casseroles. Use bulgur to thicken soups.

-   Introduce children to whole-wheat bread by serving sandwiches with
    one slice of whole-wheat bread and one slice of white bread.

-   Substitute whole-wheat flour for all or part of the white flour in
    recipes. Try this with pizza crust, which is usually made with white
    flour.

-   When introducing whole grains, try starting with 10-percent
    whole-grain flour or grains. Gradually increase the amount each time
    the recipe is prepared as children learn to accept this healthy food
    choice.

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-   **Offer calcium-rich foods**.

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-   Offer lowfat or fat-free milk and milk products to children 2 years
    of age or older.

-   Replace whole milk in baking with lowfat, fat-free, buttermilk, or
    reconstituted fat-free dry milk.

-   For dessert, make chocolate or butterscotch pudding with fat-free or
    lowfat milk.

**Fats**

> Fats and oils are part of a healthful diet, but the type of fat makes
> a difference to
>
> heart health, and the total amount of fat consumed is also important.
> Total fat intake
>
> for adults should be between 20 to 35 percent of calories. Total fat
> intake for
>
> children 2 to 3 years of age should be kept between 30 to 35 percent,
> while total fat
>
> intake for children and adolescents 4 to 18 years of age should be 25
> to 35
>
> percent of calories, with most fats coming from sources of
> polyunsaturated and
>
> monounsaturated fatty acids, such as fish, nuts, and vegetable oils.
> Limit intake of
>
> fats and oils high in saturated and/or *trans* fatty acids, and choose
> products low in
>
> such fats and oils.
>
> ![](media/image14.wmf){width="1.0770833333333334in"
> height="0.6097222222222223in"}
>
> **Tips for Lowering Saturated Fat, *Trans* Fat, and Cholesterol**

-   Use the food label to select products that are lowest in saturated
    fat,

> *trans* fats, and cholesterol.

-   **Go lean with protein**.

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-   Choose lean meats, poultry, and fish. Trim fat before and/or after
    cooking.

-   When possible, remove skin from chicken.

-   Offer cooked dry beans or peas as a main dish or part of a meal.

-   Try nuts as a snack, on salads, or in main dishes.

-   Prepare and choose baked, steamed, or broiled rather than fried
    foods most often.

-   Try lower fat varieties of cheese, such as part-skim mozzarella,
    lowfat cottage cheese, or part-skim ricotta cheese in recipes.

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-   **Saturated fat**.

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-   Limit your use of solid or saturated fats such as butter and hard or
    stick margarine.

-   Use vegetable oils (canola, olive, safflower, corn, sunflower,
    sesame seed) as a substitute for butter and hard or stick margarine.

-   Serve jellies, jams, or honey instead of margarine on breads or
    rolls.

-   Know the other major sources of saturated fat (some include ground
    beef or hamburger meat, sausage, hot dogs, bologna, whole milk,
    cheese, ice cream, pies, pastries, and chocolate bars).

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-   ***Trans* fat*. ***

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-   Cut back on hard or stick margarine, cakes, cookies, potato or corn
    chips and pies that contain partially hydrogenated oils (*trans*
    fat).

-   Serve fruit for dessert in place of cookies, cakes, or ice cream.

-   Serve high-fat items such as croissants, doughnuts, and pies less
    often.

-   Check the nutrition facts label for *trans* fat content.

**Carbohydrates**

> Carbohydrates are part of a healthful diet and should be chosen
> wisely. They can be
>
> found in fruits, vegetables, grains and milk food groups. Diets rich
> in dietary fiber
>
> have been shown to have a number of beneficial effects, like reducing
> the risk of
>
> coronary heart disease and may assist in reducing constipation. Good
> carbohydrate
>
> choices include those that are rich in dietary fiber, low in saturated
> fat, *trans* fat,
>
> cholesterol and prepared with little or no added sugars and caloric
> sweeteners.
>
> 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.![](media/image15.wmf){width="0.9583333333333334in"
> height="0.9416666666666667in"}

**Tips for Choosing Carbohydrates**

-   Serve a variety of vegetables, fruits, and grains (especially whole
    grains) with little added fat or sugar.

-   Serve fat-free or lowfat milk and milk products.

-   Choose foods low in saturated fat, *trans* fat, and cholesterol.

-   Include foods rich in dietary fiber, such as, fresh, frozen, canned,
    or dried fruits, cooked dry beans and peas, and whole grain foods.
    Some examples of foods rich in dietary fiber are kidney beans,
    cooked mixed vegetables, cooked broccoli, whole-wheat English
    muffin, and boiled sweet potato.

-   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.

-   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:

*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.

-   Modify recipes for sweet snacks and sweet breakfast items to reduce
    sugar without sacrificing quality.

**Sodium and Potassium**

> Salt (sodium chloride) intake can contribute to high blood pressure.
> Choosing and
>
> preparing foods with little salt can reduce the risk of elevated blood
> pressure. Other
>
> lifestyle changes including reducing salt intake, increasing potassium
> intake, losing
>
> excess body weight, increasing physical activity, and eating an
> overall healthful diet,
>
> can prevent or delay the onset of high blood pressure and lower
> elevated blood
>
> pressure.
>
> **Tips for Reducing Sodium and Increasing Potassium Intake**

-   Read the nutrition facts label when purchasing foods and select
    foods that have less sodium most often over foods that have higher
    levels of sodium.

-   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 serving these
    foods, check the sodium content and select foods that have less
    sodium.![](media/image16.wmf){width="1.0694444444444444in"
    height="0.8638888888888889in"}

-   During food preparation, season foods lightly with salt or add none
    at all.

-   Use herbs or onions (fresh or dried) instead of bouillon cubes or
    powdered meat base to season 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.

-   Serve smaller amounts of salty condiments, such as mustard, catsup,
    relish, and salad dressing, or serve them less often.

-   Do not add salt when cooking pasta and rice.

-   Offer potassium-rich fruits and vegetables at meals, such as leafy
    green vegetables, fruit from vines, and root vegetables. Some
    specific food sources of potassium include sweet potato, yogurt,
    cantaloupe, lima beans, bananas, spinach, dried peaches, and winter
    squash.

**Food Safety**

Safe food is food that has little risk of causing food borne illness
(food poisoning). Food borne illness can be caused by harmful bacteria,
toxins, parasites, viruses, or contamination by chemicals. Clean hands,
food contact surfaces, and fruits and vegetables. Meat and poultry
should not be washed or rinsed. 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. Young children are at high
risk of food borne illness so be especially careful to prepare and serve
foods using food safety precautions.

**Tips to Keep Your Food Safe**

-   Never serve unpasteurized juices, unpasteurized milk, fresh bean
    sprouts, or foods containing raw eggs.

-   Clean food contact surfaces and fruits and vegetables.

-   Separate raw, cooked, and ready-to-eat foods. Chill perishable food
    promptly and defrost food properly.

-   Cook meat, poultry, fish, and shellfish until completely done. The
    internal temperature should be 165 °F, except for poultry (breast
    -170 °F; whole bird -180 °F).
    ![](media/image17.wmf){width="1.03125in"
    height="1.0243055555555556in"}

-   Heat leftovers to an internal temperature of 165 °F. Use leftovers
    only once, and then throw any remaining food away.

-   Reheat sauces, soups, marinades, and gravies to a rolling boil.

-   Wash your hands and the children's hands often − for 20 seconds with
    warm, soapy water (count to 30).

-   Store raw meat, poultry, eggs, fish, and shellfish in containers on
    the bottom shelf of the refrigerator and away from other foods. Do
    not prepare these foods on the same surface that you use to prepare
    other foods.

-   Never leave raw or cooked meat, poultry, eggs, dairy products, fish,
    or shellfish out at room temperature for more than 2 hours, 1 hour
    if air temperature is above 90 °F.

-   Keep cold foods cold (at or below 40 °F) and hot foods hot (at or
    above 140 °F). Test temperatures with an instant-read thermometer.

-   If you're not sure that food has been prepared, served, or stored
    safely, throw it out.

For more information, contact USDA's Meat and Poultry Hotline,
1-888-MPHotline (1-888-674-6854), or FDA's Food Information Line,
1-888-SAFE FOOD. You can also visit
[www.fsis.usda.gov/Food_Safety_Education/index.asp](http://www.fsis.usda.gov/Food_Safety_Education/)
and [www.fightbac.org](http://www.fightbac.org/).

![](media/image18.png){width="2.5256944444444445in"
height="3.6145833333333335in"}

**Meal Pattern Requirements**

In this section, you will find information on:

-   meal pattern requirements for the meals you serve;

-   ways to add variety to your menus;

-   foods and their nutrient contributions;

-   how to make substitutions for children with special needs;

-   serving vegetarian meals; and

-   what to do about food allergies.

> The goal of SFSP is to serve meals that meet the child\'s nutritional
> needs. The SFSP provides foods for good health that are appetizing to
> children, and are consistent with the *Dietary Guidelines for
> Americans*. Meal pattern requirements assist the menu planner in
> providing well-balanced, nutritious meals that supply the kinds and
> amounts of foods that help children meet their nutrient and energy
> needs. The chart on the following page shows the required food
> components for breakfast, lunch or supper, and snacks, with the
> minimum required serving sizes. Because teenagers have greater food
> needs, sponsors may serve adult-size portions to older children.
>
> In certain cases, SFSP sponsors may be approved by the State agency to
> serve meals that meet the meal pattern requirements of other Child
> Nutrition Programs, such as the Child and Adult Care Food Program
> (CACFP). This may be helpful in situations where the sponsor would
> like to serve smaller meals to younger children. SFSP sponsors that
> serve meals prepared in schools participating in the National School
> Lunch Program (NSLP) or School Breakfast Program (SBP) may be approved
> by the State Agency to substitute the meal requirements outlined in
> the NSLP and SBP regulations for the SFSP meal pattern requirements.
> Refer to the SFSP Administrative Guidance for Sponsors for more
> details, or contact your State agency.
>
> School Food Authorities (SFA's) that are Program sponsors may permit a
> child to refuse one or more items that the child does not intend to
> eat through the optional "offer versus serve" (OVS) program. OVS helps
> to reduce plate waste in certain Child Nutrition Programs by giving
> children greater flexibility to select only the foods they intend to
> eat. It allows the child to decline 1 or 2 meal items at lunch or 1
> item at breakfast if the child does not intend to eat the particular
> offered meal item. Reimbursements to SFA's for Program meals served
> under the OVS must not be reduced because children choose not to take
> all components of the meals that are offered.
>
> To meet program requirements for lunch under the Traditional
> Food-based menu planning and the Enhanced Food-based menu planning,
> the child must be offered 5 food items from the 4 food components in
> at least the minimum serving size for the appropriate age/grade group.
> Students must select three or four of the five items offered as
> defined by the food service. At breakfast, a minimum of four required
> food items in specific quantities must be offered. Students must
> select three of the four items offered to meet OVS requirements.
>
> To meet program requirements for lunch under the Nutrient Standard
> Menu Planning (NSMP), at least 3 menu items must be offered to include
> an entrée, side dish, and milk in the planned portion sizes. If 3 menu
> items are offered, the child must take the entrée and can only decline
> one item. If more than 3 menu items are offered, the child must take
> the entrée but can only decline up to 2 items. For breakfast, three
> menu items must be offered in the planned portion sizes and the
> students may decline one menu item.
>
> If SFA's would like more specific and detailed information on *Offer
> Versus Serve* and menu planning, you can download information from
> *<http://teamnutrition.usda.gov/Resources/offer_v_serve.html>.*

![](media/image19.wmf){width="2.3930555555555557in"
height="2.4756944444444446in"}

**Summer Food Service Program Meal Patterns**

+-------------------------+--------------+---------------+-------------+
| **Food Components**     | *            | **Lunch or    | **Snack**   |
|                         | *Breakfast** | Supper**      |             |
|                         |              |               | **(Choose 2 |
|                         | **(Select    | **(Select     | of the 4    |
|                         | foods from   | foods from    | co          |
|                         | all 3        | all 4         | mponents)** |
|                         | c            | components)** |             |
|                         | omponents)** |               |             |
+-------------------------+--------------+---------------+-------------+
| **Milk**                | 1 cup (8 fl  | 1 cup (8 fl   | 1 cup (8 fl |
|                         | oz)          | oz)           | oz)         |
| Milk, fluid             |              |               |             |
+-------------------------+--------------+---------------+-------------+

+-------------------------+--------------+---------------+-------------+
| **Vegetables and/or     | ½ cup        | 3/4 cup total | 3/4 cup     |
| Fruits**                |              |               |             |
|                         | ½ cup (4 fl  |               | 3/4 cup (6  |
| Vegetable(s) and/or     | oz)          |               | fl oz)      |
| fruit(s)                |              |               |             |
|                         |              |               |             |
| or                      |              |               |             |
|                         |              |               |             |
| Full-strength vegetable |              |               |             |
| or fruit juice^1^ or    |              |               |             |
|                         |              |               |             |
| an equivalent quantity  |              |               |             |
| of any combination of   |              |               |             |
|                         |              |               |             |
| vegetables(s),          |              |               |             |
| fruit(s), and juice     |              |               |             |
+-------------------------+--------------+---------------+-------------+
| **Grains and            | 1 slice      | 1 slice       | 1 slice     |
| Breads**^2^             |              |               |             |
|                         | 1 serving    | 1 serving     | 1 serving   |
| Bread                   |              |               |             |
|                         | 3/4 cup or 1 | 3/4 cup or 1  | 3/4 cup or  |
| or                      | oz           | oz            | 1 oz        |
|                         |              |               |             |
| Cornbread, biscuits,    | ½ cup        | ½ cup         | ½ cup       |
| rolls, muffins, etc.    |              |               |             |
|                         | ½ cup        | ½ cup         | ½ cup       |
| or                      |              |               |             |
|                         |              |               |             |
| Cold dry cereal         |              |               |             |
|                         |              |               |             |
| or                      |              |               |             |
|                         |              |               |             |
| Cooked pasta or noodle  |              |               |             |
| product                 |              |               |             |
|                         |              |               |             |
| or                      |              |               |             |
|                         |              |               |             |
| Cooked cereal or cereal |              |               |             |
| grains or an            |              |               |             |
|                         |              |               |             |
| equivalent quantity of  |              |               |             |
| any combination of      |              |               |             |
|                         |              |               |             |
| grains/breads           |              |               |             |
+-------------------------+--------------+---------------+-------------+
| **Meat and Meat         | (Optional)   | 2 oz          | 1 oz        |
| Alternates**            |              |               |             |
|                         | 1 oz         | 2 oz          | 1 oz        |
| Lean meat or poultry or |              |               |             |
| fish^3^                 | 1 oz         | 1 large egg   | 1/2 large   |
|                         |              |               | egg         |
| or                      | 1/2 large    | 2 oz          |             |
|                         | egg          |               | 1 oz        |
| Cheese                  |              | ½ cup         |             |
|                         | 1 oz         |               | ¼ cup       |
| or                      |              | 4 tbsp        |             |
|                         | ¼ cup        |               | 2 tbsp      |
| Eggs                    |              | 1 oz= 50%     |             |
|                         | 2 tbsp       |               | 1 oz        |
| or                      |              | 8 oz or 1 cup |             |
|                         | 1 oz         |               | 4 oz or ½   |
| Alternate Protein       |              |               | cup         |
| Product                 | 4 oz or ½    |               |             |
|                         | cup          |               |             |
| Cooked dry beans or     |              |               |             |
| peas                    |              |               |             |
|                         |              |               |             |
| or                      |              |               |             |
|                         |              |               |             |
| Peanut butter or soynut |              |               |             |
| butter or other         |              |               |             |
|                         |              |               |             |
| nut or seed butters     |              |               |             |
|                         |              |               |             |
| or                      |              |               |             |
|                         |              |               |             |
| Peanuts or soynuts or   |              |               |             |
| tree nuts or seeds^4^   |              |               |             |
|                         |              |               |             |
| or                      |              |               |             |
|                         |              |               |             |
| Yogurt^5^               |              |               |             |
|                         |              |               |             |
| or                      |              |               |             |
|                         |              |               |             |
| An equivalent quantity  |              |               |             |
| of any combination      |              |               |             |
|                         |              |               |             |
| of the above meat/meat  |              |               |             |
| alternates              |              |               |             |
+-------------------------+--------------+---------------+-------------+

For the purpose of this table, a cup means a standard measuring cup.
Indicated endnotes can be found on the next page.

![](media/image20.jpeg){width="1.5576388888888888in" height="2.15625in"}

**Components Meat and Meat Alternates**

**and Nutrient**

**Contributions**

> **\* Caution**: Children under 4 years of age are at the highest risk
> of choking. Young children should not be fed spoonfuls or chunks of
> peanut butter or other nut butters. Instead, USDA recommends that
> peanut butter and nut butters be spread thinly on bread or crackers.
>
> \*\* Nuts and/or seeds should be served to children in a prepared food
> and be ground or finely chopped. (See additional information on
> choking risks in the Reference Section on page 145.)

####  Menu Ideas to Increase Variety

-   Try whole-grain pita bread sandwiches or \"pita pockets\" stuffed
    with tuna, lettuce, and tomato, or chicken salad with celery and
    carrots.

-   Make a vegetarian whole-grain pita pocket with favorite veggies,
    chickpeas, and plain yogurt.

-   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, pirogue, or calzone.

-   Mix ground meat with ground turkey for hamburgers or taco filling.

-   Make a whole-grain submarine sandwich with roast turkey or ham and
    cheese.

-   Try lentils or navy beans in a soup.

    ![](media/image21.jpeg){width="1.3888888888888888in"
    height="0.6277777777777778in"}

**Vegetables**

  -----------------------------------------------------------------------
  **Meal Components** **Examples**               **Nutrients**
  ------------------- -------------------------- ------------------------
  Vegetables (dark    Broccoli, carrots, collard Vitamins A and C, fiber,
  green, deep yellow) greens, green pepper,      iron, vitamin B-6,
                      kale, pumpkin, spinach,    folate, potassium,
                      sweet potato, winter       dietary fiber,
                      squash                     magnesium, and
                                                 riboflavin

  Vegetables          Potatoes, black-eyed peas, Complex carbohydrate,
  (starchy)           corn, lima beans, green    fiber, iron, folate,
                      peas                       vitamin C, potassium,
                                                 and magnesium

  Vegetables (other)  Cabbage, cauliflower,      Dietary fiber, vitamin
                      celery, cucumbers, green   C, folate, potassium,
                      beans, lettuce, okra,      and magnesium
                      onions, summer squash,     
                      tomatoes, vegetable juice, 
                      zucchini                   

  Dry beans and peas  Black beans, chickpeas,    Protein, complex
  (can also count as  kidney beans, lentils,     carbohydrate (starch and
  a meat alternate,   Navy beans, peas, pinto    dietary fiber), iron,
  but not in the same beans, soy beans           magnesium, phosphorus,
  meal.)                                         potassium and folate
  -----------------------------------------------------------------------

> **Menu Ideas to Increase Variety**

-   Top baked potatoes with broccoli and cheese.

-   Dip raw carrots and cauliflower in lowfat/fat-free yogurt dip or
    lowfat/fat-free salad dressing.

-   Encourage children to try vegetables such as eggplant, yellow
    squash, turnips, and spaghetti squash.

-   Use spinach and other greens for salads.

-   Serve seasonal fresh vegetables.

> Caution must be used when giving raw vegetables to young children
> because of the risk of choking. (See additional information on choking
> risks in the Reference Section on page 145.) Vegetables provide a good
> flavor and texture variety to the menu.
>
> ![](media/image22.jpeg){width="2.1930555555555555in"
> height="1.7777777777777777in"}
>
> **Fruits**

  -----------------------------------------------------------------------
  **Meal Components** **Examples**              **Nutrients**
  ------------------- ------------------------- -------------------------
  Citrus fruits,      Oranges, grapefruit,      Carbohydrate, dietary
  melon, berries      citrus juices,            fiber, potassium, folate,
                      cantaloupe, watermelon,   and vitamin C; deep
                      strawberries              yellow fruit source of
                                                vitamin A

  Other fruit         Apple, apricot, banana,   Carbohydrate, dietary
                      cherries, fruit juice,    fiber, potassium, vitamin
                      grapes, peach, pear,      C; deep yellow fruit
                      pineapple, plum, prunes,  source of vitamin A
                      raisins                   
  -----------------------------------------------------------------------

> **Menu Ideas to Increase Variety**

-   Serve fresh, ripe fruits in season for the area of the country where
    you live, such as cantaloupe, peaches, watermelon, strawberries,
    plums, raspberries, blueberries, pears, grape halves and pineapple.

-   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.

-   Introduce unfamiliar fruits such as kiwi, papaya, mango, apricots,
    dates, and figs.

> ![](media/image23.jpeg){width="2.5833333333333335in"
> height="2.1770833333333335in"}
>
> **Grains and Breads**

  ---------------------- ------------------------ -----------------------
  **Meal Components**    **Examples**             **Nutrients**

  Enriched breads,       Bagels, cornbread,       Source of complex
  cereals, pasta         grits, crackers, pasta,  carbohydrate (starch),
                         corn muffins, noodles,   thiamin, riboflavin,
                         pita bread, ready-to-eat niacin, iron; some
                         cereal, white bread,     contain added fat
                         rolls                    

  Whole-grain breads,    Brown rice, corn         Source of complex
  cereal, pasta          tortillas, oatmeal,      carbohydrate (starch
                         whole-grain rye bread,   and dietary fiber),
                         whole-grain ready-to-eat copper, iron,
                         cereal, whole-wheat      magnesium, phosphorus,
                         pasta, crackers, bread,  thiamin, riboflavin,
                         rolls                    niacin; some contain
                                                  added fat
  ---------------------- ------------------------ -----------------------

> **Menu Ideas to Increase Variety**

-   Use a variety of breads (preferably whole-grain breads) such as pita
    pockets, pizza crust, focaccia bread, bagels, corn bread, tortillas,
    and English muffins.

-   Use round crackers, rye crackers, soda crackers, and whole-wheat
    squares.

-   Try an unsweetened, whole-grain ready-to-eat cereal as croutons in
    salad or in place of crackers with soup.

-   Pastas also now come in different colors and flavors: tomato,
    spinach, and whole wheat. Try different pasta types such as
    macaroni, twists, spaghetti, or rigatoni in a cold pasta salad.

-   Add smaller pastas such as macaroni, alphabet letters, and small
    shells in soups.

-   For a change, try brown rice or whole-wheat pasta. Try brown rice
    stuffing in baked green peppers or tomatoes and whole-wheat macaroni
    in macaroni and cheese.

-   Add whole-grain flour or oatmeal when making cookies or other baked
    treats.

-   Use whole grains in mixed dishes, such as barley in vegetable soup
    or stews and bulgur wheat in casserole or stir-fries.

> ![](media/image24.jpeg){width="2.15625in"
> height="1.8791666666666667in"}
>
> **Milk**

  ------------------- --------------------------- ------------------------
  **Meal Components** **Examples**                **Nutrients**

  Milk, fluid         Pasteurized, unflavored or  Calcium, protein,
                      flavored low fat milk,      riboflavin, phosphorus,
                      fat-free milk, buttermilk,  carbohydrate, potassium,
                      lactose-reduced milk,       vitamins B-12 and A, and
                      acidophilus milk, whole     if fortified, Vitamin D;
                      milk                        most contain fat,
                                                  saturated fat,
                                                  cholesterol
  ------------------- --------------------------- ------------------------

**Menu Ideas to Increase Variety**

-   Offer only whole milk to children up to the age of 2. Try offering
    fat-free or low fat milk to children ages 2 and above.

-   Try different lowfat (1 percent) or fat-free varieties, such as
    white, chocolate, or strawberry flavored milk.

-   Offer tastes of fat-free 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!

![](media/image25.jpeg){width="1.8756944444444446in"
height="1.7958333333333334in"}

+--------------+-------------------------------------------------------+
| **Facts      | #### Meat and Meat Alternates                         |
| About**      |                                                       |
|              | -   Must be served at lunch and supper.               |
| **Meal       |                                                       |
| Pattern**    | -   May be served as part of the snack.               |
|              |                                                       |
| **Re         | -   May be served as additional items at breakfast.   |
| quirements** |                                                       |
|              | -   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.                                  |
+--------------+-------------------------------------------------------+

**Nuts and seeds** may fulfill:

-   all of the meat/meat alternate requirement for the snack; and

-   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, soy nuts, tree nuts (almonds, walnuts, and pecans), and seeds
(sunflower, sesame, and pumpkin).

**Caution**: Children under 4 are at the highest risk of choking. USDA
recommends that nuts and/or seeds be served to them ground or finely
chopped in a prepared food. Refer to page 145 in the Reference Section
for more information on choking risks.

**Yogurt** is very popular with children. It has a smooth texture, and
can be flavored for children\'s tastes. Lowfat or fat-free plain yogurt
may be used as a topping on potatoes (instead of butter or sour cream).
Flavored yogurt goes well with fruit and fresh vegetables at meals.
Plain, flavored, or sweetened yogurt, made with lowfat or fat-free milk,
provides additional sources of calcium. Commercially prepared yogurt may
be served as a meat/meat alternate.

For breakfast and snack you may serve 4 oz (weight) or ½ cup (volume) of
plain, sweetened or flavored yogurt to equal 1 ounce of the meat/meat
alternate component. For lunch and supper you may serve 8 oz. (weight)
or 1 cup (volume) yogurt to equal 2 ounces of the meat/meat alternate
component. For younger children, 2 ounces (weight) or ¼ cup (volume)
fulfills the equivalent of ½ ounce of the meat/meat alternate
requirement. Homemade yogurt, frozen yogurt or other yogurt flavored
products (i.e., yogurt bars, yogurt-covered fruit and/or nuts) or
similar products may not be credited. (Fruit-flavored yogurt is credited
equally as plain or sweetened yogurt.)

**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 dietary
fiber and carbohydrates for long-lasting energy.

-   At breakfast, a serving of fruit or vegetable or full-strength
    (100-percent) 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. (Look for the \"Sources of
    Nutrients\" chart in the Reference Section that suggests foods
    containing vitamin A, vitamin C, and iron).

-   For lunch and supper, serve two or more kinds of vegetables and/or
    fruits at each meal. Up to one-half of the total requirement may be
    met with full-strength (100-percent) fruit or vegetable juice. For
    variety, serve full-strength (100-percent) fruit or vegetable
    juices, fruits, or vegetables for midmorning and mid-afternoon
    snacks.

-   Cooked vegetables means a serving of drained cooked vegetables.

-   Cooked or canned fruit means a serving of fruit and the juice it's
    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.

```{=html}
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```
-   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.

**Try not to serve juice to meet the fruit/vegetable requirement too
many times throughout the week. It may fill up the children and take the
place of foods that provide other needed nutrients.**

![](media/image26.jpeg){width="1.1861111111111111in" height="1.75in"}

> **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 whole-grain or enriched
    breads, biscuits, rolls, or muffins or a serving of whole-grain,
    enriched or fortified cereal, or a combination of both.

-   For midmorning and mid-afternoon snacks, choose from a serving of:
    whole-grain or enriched bread; whole-grain, enriched, or fortified
    cereal; cooked whole-grain or enriched rice, bulgur, or macaroni;
    cornbread, biscuits, rolls, muffins, crackers, or cookies made of
    whole-grain or enriched 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: whole-grain or
    enriched bread, or cooked whole-grain or enriched rice, bulgur, or
    cornbread; or whole-grain or enriched noodles, macaroni, or other
    pasta products. An equivalent serving of grains/breads made from
    whole-grain or enriched meal or flour may be substituted.

For more information, look at the Grains and Breads Chart in the
Reference Section.

**Milk**

-   At breakfast or for snacks, lowfat or fat-free milk can be served as
    a beverage, on cereal, or as a beverage and on cereal. At lunch or
    supper, lowfat or fat-free milk must be served as a beverage in
    accordance with SFSP meal pattern requirements.

-   Use additional lowfat or fat-free milk (fluid, evaporated, or
    fat-free 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.

    ![](media/image27.png){width="1.5958333333333334in"
    height="1.5222222222222221in"}

**Serve Other Foods:** In addition to the foods required in the meal
patterns for children,

**Add Variety** \"other foods\" may be served at meals to help improve
acceptability

**to Meals** 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,
sugar and salt. Be aware and limit the frequency and the amounts you
serve of foods such as chips, ice cream, and pastries.

![](media/image28.jpeg){width="3.2083333333333335in"
height="2.8958333333333335in"}

**Meal Substitutions** A child with a disability that restricts his or
her diet is entitled to

**for Children with** receive special meals at no extra charge, when
that need is supported

**Special Needs** by a statement signed by a licensed physician.
However, sponsors 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 that 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; and

-   the food or foods to be omitted from the child\'s diet, and the food
    or choice of foods that must be substituted.

Sponsors 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 sponsor\'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 that
indicates which foods to avoid and to substitute. This type of statement
must be signed by a recognized medical authority (e.g., physician,
physician assistant, nurse practitioner, or registered nurse) or other
health professional specified by the State agency.

**Vegetarian Meals** For parents concerned about religious food
restrictions or preparing vegetarian meals, the meal pattern currently
allows for flexibility and menu management if personal preference is
given in advance.

**Food Allergies** A food allergy is an abnormal response of the body\'s
defense − the

**and Intolerances** immune system − to 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 physician's
assessment food allergies may result in severe, life-threatening
reactions (anaphylactic reactions), the child would meet the definition
of "having a disability", and the food service personnel must make the
substitutions prescribed by a licensed physician.

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 and milk
products, gas, bloating, and abdominal pain may occur. Sponsors 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 sponsor's discretion, for an individual
child who is medically certified as having a special medical or dietary
need such as 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 that indicates which foods to avoid and to
substitute.

######### Good Summer Menu Planning

> In this section, you will find tips on:

-   how to plan your menus;

-   how to create a cycle menu;

-   how to calculate serving sizes and costs;

-   how to check your budget, inventory and labor;

-   sample summer menus; and

-   healthy snacks and easy salad ideas.

Good menu planning for summertime involves several food service
considerations. Most importantly, the menu should meet a child\'s
nutritional needs. Children's preferences, recipes, serving location,
food costs, food safety and handling, equipment, and labor must be
considered, too.

Planning menus means thinking about what foods to serve together. A
healthful diet offers a variety of foods, is low in saturated fat and
cholesterol, and moderate in total fat, salt and sugar. Moderation means
offering foods with caution as to the number of times used.

**Be practical**. If food is to be served outside or delivered to a
playground or campsite, make the menu practical and appealing. Consider
the location, delivery of food, and ways to keep food safe to eat.

**How to Plan** Begin with the main dish or entree: consider a source of
protein from the

**A Summer** meat or meat alternate group. Sometimes, grains,
vegetables, or fruits

**Lunch Menu** may be part of the main dish, such as a taco, burrito, or
chef\'s salad. Choose a combination of a fruit and a vegetable that go
together. Include whole-grain bread that is rich in fiber. Add lowfat or
fat-free milk as the beverage.

Be sure the meal offers a variety of colors, textures, and tastes;
includes children\'s \"likes and dislikes\"; and meets SFSP\'s meal
pattern requirements. Consider Dietary Guidelines recommendations for
obtaining adequate nutrients within calorie needs, limiting saturated
and *trans* fat, added sugars, and sodium and increasing the use of
whole-grains, fresh fruits, vegetables, and lowfat or fat-free milk and
milk products. Complete the Summer Menu Checklist in this section to
evaluate menus.

If you have on-site cooking facilities, use standardized recipes, when
available. (A standardized recipe is a recipe that gives the same good
results every time.) Think about preparation time, labor, equipment,
delivery, and costs. Note extra needs and resources, such as ice,
straws, garbage bags, and can liners.

**Cycle Menus** Plan your menus in advance. One way to do this is to
develop a cycle menu. A cycle menu is a set of planned menus that are
repeated in the same order for a period of time, usually 2, 3 or 4
weeks. The menu is different every day during the cycle. A cycle menu
offers variety and is flexible to allow for substitutions. It is the
master plan of meal planning.

Adjust cycle menus as follows:

-   Replace foods not available.

-   Observe birthdays and other special occasions.

-   Introduce new foods and try new recipes.

-   Take advantage of seasonal foods or best buys.

-   Use leftovers wisely.

-   Reflect food acceptability.

When planning your menus include a schedule for food purchases, cost
control, food preparation time and delivery.

+--------------+-------------------------------------------------------+
| *            | Calculate serving sizes and food cost by following    |
| *Calculate** | these steps:                                          |
|              |                                                       |
| **Serving    | 1.  Select recipes.                                   |
| Sizes**      |                                                       |
|              | 2.  Determine the serving size.                       |
| **and        |                                                       |
| Costs**      | 3.  Determine how many meals to prepare.              |
|              |                                                       |
| **Check      | 4.  Adjust the recipes for number of servings.        |
| the**        |                                                       |
|              | 5.  Calculate the amount of food for the total number |
| **Budget**   |     of meals.                                         |
|              |                                                       |
|              | 6.  Estimate the total food cost.                     |
|              |                                                       |
|              | Compare the estimated cost of the menu with the food  |
|              | budget. If this cost is too high for the food budget, |
|              | replace some of the foods in the menu with less       |
|              | costly ones.                                          |
+--------------+-------------------------------------------------------+

+----------------+-----------------------------------------------------+
| **Check the**  | Based on the estimated amounts of foods needed to   |
|                | prepare the menus, determine the amount of food you |
| **Inventory**  | have on hand in your storeroom and refrigerators.   |
|                | Decide which foods you need to purchase.            |
+----------------+-----------------------------------------------------+
| **Check        | Schedule production time, equipment usage, and      |
| Labor**        | develop work schedules.                             |
|                |                                                     |
| **And          | Do not over-schedule or under-schedule!             |
| Equipment**    |                                                     |
+----------------+-----------------------------------------------------+
| **Worksheets** | -   Record menus on a worksheet.                    |
|                |                                                     |
|                | -   Prepare quantity food production records.       |
|                |                                                     |
|                | -   Maintain food inventory control sheets.         |
|                |                                                     |
|                | See sample worksheets in the Reference Section of   |
|                | this guide.                                         |
+----------------+-----------------------------------------------------+

![](media/image29.wmf){width="3.782638888888889in"
height="2.6465277777777776in"}

**Summer Menu Checklist**

Evaluate menus on a weekly and monthly basis.

**Sample Summer Menus**

The following is a sample 6-day cycle menu. You may change any of the
meals shown, rearrange the order, or make substitutions within a meal.
Be sure each new menu offers the food components that the USDA meal
pattern requires.

Note the variety of foods, lower fat selections, and culturally diverse
menu suggestions. These sample menus are primarily for on-site
preparation. Some suggestions can be used for off-site service at
playgrounds or campsites.

##### Day 1 Day 2

**Breakfast**

**Snack**

**Lunch/Supper**

![](media/image31.jpeg){width="2.448611111111111in"
height="1.2131944444444445in"}

**Day 3 Day 4**

**Breakfast**

**Snack**

**Lunch/Supper**

\* Extra food added; not required to meet meal pattern requirements.

![](media/image32.jpeg){width="2.1284722222222223in"
height="1.457638888888889in"}

**Day 5 Day 6**

**Breakfast**

**Snack**

**Lunch/Supper**

\* Extra food added; not required to meet meal pattern requirements.

![](media/image33.jpeg){width="1.3277777777777777in"
height="1.7569444444444444in"}

**Healthy Snack**

**Ideas** Kids like to eat finger foods because they're 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.

![](media/image34.jpeg){width="0.6472222222222223in" height="0.95in"}
Choose most often snack foods that are lower in total fat, saturated
fat, *trans* fat and added sugars. Use 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.

**Meat or Meat Alternates**

Lowfat/fat-free Cheese cubes Peanut butter

Lowfat/fat-free Cheese sticks Almond butter

Turkey rollups Lowfat/fat-free Yogurt

Beef cubes

**Vegetables** (light steaming or cooking may increase acceptability of
some of the following)

Asparagus spears Mushrooms

Carrot coins Snow peas

Carrot sticks Peas

Cauliflower Yellow squash slices

Celery sticks Radishes

Cucumber Cherry tomatoes

![](media/image35.jpeg){width="0.9423611111111111in"
height="0.9881944444444445in"} Broccoli Sweet potato cubes

Cabbage wedges Tomato wedges

Corn Turnip sticks

Green pepper sticks Zucchini sticks

Snap peas

**Fruits**

Fresh fruit wedges Kiwi slices

such as peach, pear, Nectarines

![](media/image36.jpeg){width="1.226388888888889in"
height="0.8979166666666667in"} watermelon, plum, Papaya

pineapple, and cantaloupe Banana slices

Pitted prunes Grape halves

Berries (in season) Honeydew cubes

such as blueberries, Raisins

raspberries, and Tangelos

strawberries Tangerine sections

Cherries, pitted Melon balls

Dried fruits such as Mango slices

apricots and cranberries

**Full-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)**

![](media/image37.jpeg){width="1.2569444444444444in"
height="0.7458333333333333in"} Pita bread triangles English muffin cubes

Crackers Cheese toast strips

(all varieties) Croutons

Graham crackers Oyster crackers

Bread cubes Pizza sticks

Bagel bites Waffle squares

Cereals, dry (any variety) Tortilla pieces

Low-fat Granola Wafers

Whole-grain cereals Rice cakes

Baked tortilla chips Popcorn (air-popped)

**Dips and Sauces**

Lowfat/fat-free Yogurt dip Fruit-based dip

Salsa and refried bean dip Lowfat/fat-free Cheese, melted Sweet and sour
sauce Cucumber sauce

Barbecue sauce

**Caution: Children under 4 years old are at the highest risk of choking
on food and remain at high risk until they can chew better. Items such
as whole grapes, corn, peas, hot dogs, and hard raw vegetables should be
sliced or diced for children to swallow more easily.**

![](media/image38.jpeg){width="1.0909722222222222in"
height="0.9340277777777778in"}**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 lowfat/fat-free mayonnaise and
    catsup, and­ 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 lowfat coleslaw dressing makes a great-tasting white French
    dressing.

> ![](media/image39.jpeg){width="1.65in" height="1.0180555555555555in"}

-   Make a quick ranch dressing: 1 cup each of lowfat/fat-free
    mayonnaise, lowfat/fat-free yogurt, lowfat buttermilk; flavor with
    oregano and dried parsley.

-   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, try a brown rice or barley salad.

-   To save time in making pasta salad, use thawed frozen vegetables.
    (There's no need to cook; they\'re blanched already).

-   Try an antipasto lunch. Arrange on a small plate: chunks of tuna,
    wedge of hard cooked egg, slices of beet, halved cherry tomatoes,
    cooked green beans, cooked potato slices. Include a small cup with
    lowfat or fat-free Italian dressing.

-   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 pieces of fruit or to drizzle over a fruit
    salad: mix lowfat/fat-free yogurt and honey, and add orange juice
    concentrate for flavor.

![](media/image40.jpeg){width="2.3194444444444446in"
height="1.9861111111111112in"}

**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; and

-   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** Encourage good experiences with food and eating by:

**A Happy Time**

-   Getting to know each child\'s personality and reaction to foods.

-   ![](media/image41.jpeg){width="1.3305555555555555in"
    height="1.1888888888888889in"}Allowing children to take their own
    time to eat within meal service time requirements. 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** If you are serving food inside a building:

**Environment**

-   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, plastic ware, 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.

-   Have children help set the table, carry food to the table, or help
    clean up after eating.

> If you are serving food outdoors:

-   Be sure food is safe to eat by providing ice or refrigeration for
    cold foods, and warmers for hot foods.

-   If you are transporting food to outdoor sites, look into using
    refrigerated trucks and/or warmers. Proper temperature maintenance
    is necessary and must be accommodated if food is to be transported.
    For more information, refer to the section on Food Safety, beginning
    on page 77.

-   It\'s important to check food on delivery for proper temperatures.
    Make sure thermometers are available to check on food. Keep hot food
    at 140 °F or above and cold food at 40 °F or below.

-   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.

+----------------+-----------------------------------------------------+
| **A Healthy**  | -   Provide a quiet time just before meals so that  |
|                |     mealtime can be relaxed.                        |
| **Atmosphere** |                                                     |
|                | -   Encourage a friendly atmosphere. Display        |
|                |     posters and messages that promote healthy       |
|                |     eating and encourage physical activity.         |
|                |                                                     |
|                | -   Talk about foods, the colors, the shapes, the   |
|                |     sizes, and where they come from.                |
|                |                                                     |
|                | -   Encourage children to talk about their food     |
|                |     experiences---how the food tastes and smells.   |
|                |                                                     |
|                | -   Allow enough time for children to eat and       |
|                |     experience healthy eating within meal service   |
|                |     time requirements.                              |
|                |                                                     |
|                | -   Offer nutrition education activities.           |
+----------------+-----------------------------------------------------+
| **Nutrition**  | Nutrition education is learning about foods and how |
|                | they are important to health. Nutrition knowledge   |
| **Education**  | helps children adopt healthy eating habits.         |
+----------------+-----------------------------------------------------+

Nutrition education is an important part of serving meals to children
participating in SFSP. Encourage your staff to provide a variety of
activities to help children learn about healthy eating behaviors.

Nutrition education is learning about foods and how they are important
to health. Nutrition knowledge helps children:

-   adopt healthy eating habits;

-   develop positive attitudes toward nutritious meals;

-   learn to accept a wide variety of foods;

-   establish good food habits early in life; and

-   share and socialize in group eating situations.

+----------------+-----------------------------------------------------+
| **Promote**    | The teaching of nutrition principles is most        |
|                | effective when you combine concepts with other      |
| **Nutrition**  | learning activities. Learning is reinforced when    |
|                | children have an opportunity to practice what you   |
| **Education**  | teach them.                                         |
|                |                                                     |
| **Activities** | 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.              |
+----------------+-----------------------------------------------------+

**Activities:**

> **Sponsor a Nutrition and Physical Activity Fair:** Show children the
> connection between nutrition and physical activity with a fair. Set up
> booths that host nutrition and physical activity related games that
> will encourage them to try new foods, new physical activities, and
> that will show them how important the two are for good health.
>
> **MyPyramid Go Fish!** Give students practice in sorting foods into
> groups by playing a game of MyPyramid Go Fish with food cards.
> Duplicate food illustrations from the CD-ROM included with the
> MyPyramid for Kids Lesson Plans and cut into cards. Put students into
> groups of four and distribute 30 cards to each group. The dealer deals
> out four cards to each student in the group and places the rest of the
> deck in the middle. Each group is now ready to play. The first student
> asks the student sitting to his left if he/she has a fruit. If the
> student has a fruit, the second student gives the card to the first
> student and the first student places the matched pair on the table.
> The second student who gave up the card picks up a card from the
> middle. He/she then asks the student to his/her left if they have a
> vegetable. If the student does not have a vegetable, the student says
> "go fish" and the student who asked for the card, will pick a card
> from the middle. The students continue to take turns and ask questions
> until all the pairs are found. The student with the most pairs wins.
>
> **Focus on MyPyramid:** *MyPyramid for Kids* is a great resource that
> can be incorporated into your program. Visit MyPyramid.gov to download
> or order the available lesson plans and use them to make nutrition fun
> for your participants.
>
> **MyPyramid Blast-Off:** Energize your rainy day with MyPyramid
> Blast-Off game. Easy to download from the MyPyramid.gov website and
> guaranteed to turn your inside activities into an adventure the kids
> will not forget. This is an interactive computer game where kids can
> reach Planet Power by fueling their rocket with healthy food and
> physical activity choices.
>
> **Eat Smart. Play Hard.^TM^**: Make learning about nutrition and
> physical activity an adventure they will never forget by incorporating
> Eat Smart. Play Hard.TM materials and activities into the day.
> Activity sheets, lesson plans, and comics are just a few of the
> resources available. The Power Panther can also make a visit to
> encourage kids to eat smart and play hard everyday. The costume can be
> borrowed and materials can be downloaded from
> [www.fns.usda.gov/eatsmartplayhard](http://www.fns.usda.gov/eatsmartplayhard/).
>
> **What's the Mystery Food?** Place the child's hand in a paper bag
> containing a fruit or vegetable and ask him or her to identify it. If
> he or she can't, select several children to peek into the bag and
> provide clues.
>
> **Food Match:** Ask the children to name as many vegetables as they
> can that are green...purple...yellow, or start with the letter B, etc.
>
> **Involve children 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.

-   Allow children to help serve the meal to their peers.

-   Plant a garden, inside or out, or create an edible landscape with
    herbs.

**Field Trips:** 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.

> **Menu Promotions**
>
> In this section, you will find information on:

-   how to "merchandise" your meals; and

-   a few interesting "theme" menus.

+-----------------+----------------------------------------------------+
| **Introducing** | New recipes should be introduced gradually, so     |
|                 | consider trying one per week. Try a new recipe at  |
| **New Recipes** | snack time − a time for \"something extra\", a     |
|                 | time of surprises. Always have an alternate choice |
|                 | so no one feels left out if he or she doesn\'t     |
|                 | care to try the new item. Give just a taste: one   |
|                 | fourth of a serving, then nothing will be wasted.  |
+-----------------+----------------------------------------------------+
| **              | Advertise: put up posters and pictures to          |
| Merchandising** | illustrate what is currently being served.         |
|                 |                                                    |
| **Meals**       | Dress in costume or book the Power Panther costume |
|                 | for an occasion                                    |
|                 |                                                    |
|                 | or special activity.                               |
|                 |                                                    |
|                 | Go ethnic all the way! Surround the meal with \"go |
|                 | withs\" that are commonly accepted: i.e., tacos    |
|                 | with refried beans and rice.                       |
|                 |                                                    |
|                 | Let a specific day of the week be \"New Recipe     |
|                 | Day\": something to look forward to\....           |
|                 |                                                    |
|                 | Serve lunch in a paper bag. Spread out a few       |
|                 | blankets and let each child sit where he/she       |
|                 | chooses, 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. Let      |
|                 | children drink their milk from straws. Serve       |
|                 | spaghetti or chow mein in a Chinese carry out      |
|                 | bucket. Use colored plastic spoons. Garnish soup   |
|                 | with popcorn or homemade croutons made from        |
|                 | leftover bread (note that this could be a choking  |
|                 | hazard for children under 4). Offer variety        |
|                 | wherever possible: choice of toppings for a        |
|                 | hamburger (self-serve style, of course!), choice   |
|                 | of toppings for ice cream, choice of toppings on   |
|                 | pizza....                                          |
|                 |                                                    |
|                 | 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?                                       |
+-----------------+----------------------------------------------------+

**Self-Serve Style** Children generally eat what *they* choose.

**SUMMER FRUIT TACO SALAD**

**SALAD BAR BAR**

peeled kiwi chunks tortilla pieces

canned pineapple chunks warm taco meat mixture

fresh orange chunks kidney beans or refried beans

banana wheels diced fresh tomatoes

canned pear chunks or shredded lettuce

> peach slices grated reduced fat American
>
> honey dressing cheese

grapes or berries (if in mild salsa

season)

whole wheat pita bread circles

whole-grain tortilla rounds

**TOP-YOUR-OWN**

**PIZZA BAR**

**BAKED POTATO BAR** red sauce

baked potatoes sliced mushrooms

whipped margarine diced green peppers

plain lowfat yogurt steamed broccoli florets

sautéed mushrooms shredded reduced fat mozzarella

chili con carne cheese

sliced green onions grated parmesan cheese

steamed diced broccoli whole-wheat pita bread circles

cooked bacon crumbles cooked ground beef crumbles

shredded reduced fat American whole-wheat pizza crust

cheese whole-grain tortilla rounds

mild salsa

**YOGURT SUNDAES TOP-YOUR-OWN**

(For Snack Fun) **HAMBURGER PATTIE**

plain lowfat/fat-free vanilla yogurt pineapple slices (Hawaiian)

fruit flavored lowfat/fat-free yogurt mild salsa (Mexican)

granola pizza sauce (Italian)

brown sugar teriyaki sauce (Japanese)

crushed canned pineapple barbecue sauce (American)

[any]{.underline} fresh fruit in season tomato slices

fruit salad shredded lettuce

chocolate syrup low-fat mayonnaise

frozen, thawed sliced reduced fat cheese

strawberries triangles

**Questions and Answers**

> **1. What are the *Dietary Guidelines*?**
>
> The *Dietary Guidelines* are the cornerstone of federal nutrition
> policy and education. They are based on what experts have determined
> to be the best scientific knowledge about diet, physical activity and
> other issues related to what we should eat and how much physical
> activity we need.
>
> The *Dietary Guidelines* answer the questions, "What should Americans
> eat, how should we prepare our food to keep it safe and wholesome, and
> how should we be active to be healthy?" The *Dietary Guidelines* are
> designed to help Americans choose diets that will meet nutrient
> requirements, promote health, support active lives and reduce risks of
> chronic disease.
>
> **2. What can I do to lower the amount of fat in the meals I serve to
> the children?**
>
> There are many things you can do while preparing meals. For instance,
> you can bake or broil instead of frying; you can drain fat off meats
> before serving, or try combining beans with meat for variety. Serve
> fresh fruits and vegetables, or steam, bake or boil them until they're
> crisp or "al dente". Limit your use of solid or saturated fats such as
> butter and hard or stick margarine. Use vegetable oils (canola, olive,
> safflower, corn, sunflower, sesame seed) as a substitute, and use
> herbs and spices for flavor. Use whole grain breads and other breads
> such as pita bread, bagels, muffins, and pancakes more often instead
> of higher fat items such as croissants, doughnuts, and sweet rolls.
> Choose most often snack foods that are lower in total fat, saturated
> fat, *trans* fat, and added sugars. Further, offer lowfat or fat-free
> milk to children over two years of age, as a beverage, and replace
> whole milk with lowfat, buttermilk or reconstituted fat-free dry milk
> during food preparation.

![](media/image42.jpeg){width="2.7916666666666665in"
height="1.5416666666666667in"}

> **3. What is a meal pattern requirement?**
>
> A meal pattern requirement is a listing of food components and serving
> sizes you are required to serve the children in the SFSP. Each
> component in each meal must be present in order for you to receive
> reimbursement for that meal. However, payments to SFA's for Program
> meals served under OVS will be fully reimbursed if all food components
> are made available, but the child has declined a certain number of
> items. When the meal pattern requirements are followed, not only do
> you receive proper reimbursement, but also the child eating the meal
> receives a well-balanced, nutritious meal that supplies the kinds and
> amounts of foods that will meet their nutrient and energy needs. You
> can find the SFSP Meal Pattern Requirements in this part of the
> handbook, beginning on page 19.
>
> **4. I have a few children in my Program that need special meals. What
> should I do?**
>
> Sometimes children have a disability or life-threatening food allergy
> that prevents them from eating the same foods as the other children.
> Such children are still entitled to receive modified meals from the
> Program. You are required to provide those modified meals, provided
> the preparation of those meals does not cause your organization undue
> hardship. For children with disabilities and life threatening food
> allergies that require specially prepared meals, you should receive
> and have on file a physician's statement. This statement, as a
> minimum, should outline the child's disability or allergy, the major
> life activity affected by the disability or allergy, and the food or
> foods that should be omitted or substituted. This statement should
> also be signed by the licensed physician.
>
> **5. I keep hearing about "cycle menus" − what are they, and how do I
> set one up?**
>
> A cycle menu is a set of planned daily menus that are repeated in the
> same order for a period of time---usually 2, 3, or 4 weeks. The menu
> is different every day during the cycle. A cycle menu offers you
> variety and flexibility. Some of the things you can do to adjust a
> cycle menu is to replace foods that are not available; observe
> birthdays and other special occasions; introduce new foods or try new
> recipes; take advantage of seasonal foods or good buys, and use
> leftovers. A sample cycle menu can be found in this handbook on page
> 39.
>
> **6. How can I make mealtime more "fun" for the children I serve?**
>
> There are a lot of things you can do to make the eating experience a
> more pleasant one. The first thing to know is the children themselves.
> Each child reacts differently to different foods, and eats in his or
> her own way. Remember to never force a child to eat, and to give them
> enough time to eat. The environment you provide is important: a clean
> area with bright colors, age-appropriate seating, tables and utensils,
> and presenting attractive meals at the proper temperatures helps.
> Giving the children quiet time before meals and having them help clean
> up afterwards can also help children have a positive meal experience.
>
> **7. How can I "market" my meals to the children?**
>
> You can do all sorts of things to make the children look forward to
> the meal service! Advertise the meal with posters and pictures or
> dress in costumes for a special occasion or activity. Adding "go-with"
> food items to standard menus, or serving ethnic foods are ways to
> spice up a meal, as well as an opportunity for an educational lesson.
> Serving a familiar food in a new way, or serving the meal in a
> different setting can also make mealtime fun! There are additional
> ideas for promoting your meals in this part of the Guide on page 49.
>
> ![](media/image43.jpeg){width="3.388888888888889in"
> height="2.111111111111111in"}

**PART II --- NUTRITION SERVICES**

**Food Service Staff**

> In this section, you will find information on:

-   how to hire and manage the staff necessary to run your food

> service; and

-   what you should do to prepare and train those staff members.

**Selecting Staff** Sponsors who prepare meals on-site or in a central
kitchen are responsible for choosing staff, including a food service
manager, food production staff and general kitchen help. The number of
food service employees will depend on the number and type of meals
prepared. The following staffing schedule is provided as a guide for a
Program serving lunches and snacks.

\*These full-time employees can be scheduled for only the hours they are
needed and may

not be required to work an 8-hour day.

\*\*These part-time employees may be optional or as needed, based on
menu requirements.

> The range of hours for labor varies based on the skills of the food
> service employees and the convenience foods used in the menus. If the
> sites serve breakfast, add 1 hour of labor for each 50 breakfasts
> prepared. Sites require less time for labor when serving snacks than
> when serving breakfast or lunch.

-   Determine the number of staff you will need. The type of employee
    and the amount of experience will vary with the duties each will
    perform.

```{=html}
<!-- -->
```
-   For the position of food service managers, consider someone with a
    food production or nutrition background with food service
    experience.

-   Use qualified volunteers, such as parents or supervisory adults, to
    help you operate the Program. These individuals may offer help
    during the service of the food. Parent involvement should be
    encouraged. They often see it as a benefit too!

-   All food service employees should meet the health standards set by
    local and State health authorities.

**Training Staff** Once you have selected your food service staff, plan
to train them in Program operations. Introduce staff to each other and
help them to understand:

-   goals of SFSP;

-   meal pattern requirements;

-   importance of preparing nutritious meals that meet the *Dietary
    Guidelines for Americans;*

-   food safety rules and sanitation guidelines;

-   food production records;

-   operation of food service equipment; and

-   developing and following standardized recipes.

> **Develop a job description for each food service position**. Job
> descriptions identify duties and responsibilities for each position. A
> sample position description for a cook is provided in the Reference
> Section.

Food production employees will have food preparation duties and must be
shown how to fill out the necessary food production records. They must
know how to use recipes and meet the necessary meal pattern
requirements.

Other personnel will have food service or cleanup duties and
responsibilities. Write down the requirements of the job and go over the
schedule of activities.

  ----------------- -----------------------------------------------------
                    **Offer training on a formal or informal basis.**
                    Have regular meetings. Get input from your staff on
                    an on-going basis. Encourage new ideas on how to
                    improve the current menu, food production, and food
                    service areas. Ask employees what they would like to
                    see to make their jobs better.

  **Training        Contact the State administering agency for training
  Resources**       materials promoting nutrition education, food safety
                    information, recipes, etc. Video packages are
                    available for group training or self-study. Check the
                    Information Resources list provided in the Reference
                    Section on page 148.
  ----------------- -----------------------------------------------------

**Food Purchasing and Receiving**

> In this section, you will find information on:

-   where to buy your food;

-   what food to buy and how much;

-   how to use the Food Buying Guide; and

-   receiving food from vendors.

> Getting the most for the food dollar takes careful planning and
> buying. Careful use of food buying power will not only help control
> your food costs, but will also reduce waste and help upgrade the
> quality of meals.
>
> Success in food buying depends on getting good-quality foods in the
> proper quantities at the best possible prices. The proper quantities
> of foods to buy depends on the number of children eating at the site,
> the menus and recipes you use, the amount and kind of storage space
> available, inventory on hand, perishability of the food, and the
> length of time the order covers. In addition to this guide, ask for a
> copy of USDA\'s *Food Buying Guide for Child Nutrition Programs*
> (PA-1331) from your administering agency.

**Where To** Consider where to buy foods:

**Buy Foods**

-   Find out which food companies (suppliers) in the area offer foods
    that will help you meet the recommendations of the Dietary
    Guidelines (i.e., lowfat and fat-free milk and milk products, foods
    low in saturated fat and *trans* fat content, etc.), can supply
    foods you will use frequently, and will provide the services you
    require (prompt and frequent delivery, credit, discounts).

-   Buy from suppliers who provide the best quality foods at the most
    reasonable prices.

-   Follow a strict code of business ethics when you purchase foods for
    the Program. Know what the food suppliers expect, and let them know
    what you expect of them.

To help you decide what to buy:

-   Read the label and be familiar with nutrients and ingredients.

-   Buy federally inspected meats and poultry.

-   Purchase only pasteurized lowfat and fat-free milk and milk products
    that meet State and local standards.

    -   Purchase bread and bread products that are properly wrapped or
        kept in paper-lined containers with covers to keep them fresh
        and wholesome. Check dates on packages of bread and bread
        products to be sure that they are fresh.

-   Purchase frozen foods that have been kept frozen solid. Do not
    accept delivery of frozen foods that are, or have been, thawed or
    partially thawed.

-   Purchase perishable foods that have been kept under refrigeration.

+------------+---------------------------------------------------------+
| **De       | > A food specification is a detailed or specific list   |
| veloping** | > of the desired characteristics of a food product. How |
|            | > you plan to use the food determines both the form and |
| **Food**   | > quality that you should buy. Consider the product\'s  |
|            | > style, size, count, container, and packing medium.    |
| **Specif   | > Also, buy seasonally and locally to help keep food    |
| ications** | > costs lower, e.g., farmers markets.                   |
+------------+---------------------------------------------------------+

-   Provide the supplier with clear specifications for each food item
    ordered.

-   Upon delivery of the order, check to see that the food meets the
    specifications and is in good condition.

#### Specification Criteria

-   Name of product or Standard of Identity

-   Grade, brand, type

-   Size of container

-   Unit size

-   Description

-   Delivery requirements

-   Sanitation conditions expected

-   Provisions fair to seller and protective to buyer

-   Tolerance level accepted

-   Estimated product usage

-   Condition of the product

> **Sample Specification Bid**

For more in-depth information and a detailed guide to writing food
specifications, you can download *Choice Plus: A Reference Guide for
Foods and Ingredients* from the National Food Service Management
Institute (NFSMI). For contact information, see the Information
Resources list in the Reference Section on page 148. Document available
online
<http://www.nfsmi.org/documentLibraryFiles/PDF/20080201030612.pdf>.

**How Much**

**To Buy**

-   Review the cycle menu.

-   Determine the recipes to use.

-   Calculate the quantities of food you need to meet meal pattern
    portions.

-   Compile the \"grocery list\" of foods and quantities you will need
    to buy.

-   Check your inventory to determine what is on hand and subtract that
    from the list of foods to purchase.

-   Keep in mind the size of the storage facilities and buy only the
    quantities of food that you can store properly.

-   Buy only the products you need.

+----------------+-----------------------------------------------------+
| **When To**    | The following guidelines can help you decide when   |
|                | to buy each type of food.                           |
| **Buy Food**   |                                                     |
+----------------+-----------------------------------------------------+
|                | -   Buy bread, milk, and produce every day or every |
|                |     2 days if storage allows.                       |
|                |                                                     |
|                | -   Buy perishable foods, such as meat, fish,       |
|                |     poultry, and frozen foods, in quantities that   |
|                |     can be stored in the refrigerator and freezer.  |
|                |     Check the Approximate Storage Life in Days of   |
|                |     Refrigerated Foods and Frozen Foods Chart in    |
|                |     the Food Safety Section for length of time to   |
|                |     keep perishables in the refrigerator or         |
|                |     freezer.                                        |
|                |                                                     |
|                | -   Buy canned foods and staples monthly or twice a |
|                |     month if dry storage is available.              |
+----------------+-----------------------------------------------------+
|                | You will find Buying Calendars for Fresh Fruits and |
|                | Fresh Vegetables featured in the Reference Section. |
+----------------+-----------------------------------------------------+

![](media/image44.jpeg){width="2.4444444444444446in" height="2.125in"}

**How To Use** USDA\'s *Food Buying Guide for Child Nutrition Programs,*
PA-

**The Food** 1331, has been designed to help determine quantities of
food to

**Buying Guide** purchase for use in preparing meals for children.

Use the *Food Buying Guide* and the following steps to determine how
much food to buy:

![](media/image45.jpeg){width="1.5173611111111112in"
height="1.4409722222222223in"} 1. Determine the serving size and the
total number of servings needed

for each food item as follows:

> For *meat, poultry, fish or cheese,* multiply the number of servings
>
> times the serving size (in ounces) to get total ounces needed.
>
> For *vegetables and fruits*, the *Food Buying Guide* lists amounts to
>
> buy based on ¼ cup servings. Therefore, to calculate the amount to
>
> purchase, convert your serving size to the number of ¼ cup servings.
> This is done by dividing the serving size by ¼ and then multiplying
> the result by the number of servings to get the total number of ¼
> cup-servings needed. See examples below.

2.  Divide the amount needed (total ounces of meat or total number of ¼
    cup servings of the vegetable or fruit) by the number of servings
    per purchase unit (from column 3 of the *Food Buying Guide* for the
    food you want to use).

**Example A: Canned-Sliced Cling Peaches, fruit and juice**

1\. Serving size: ½ cup fruit and juice

Number of servings: 50

2\. Calculate the number of ¼ cup servings:

½ ÷ ¼ = 2 x 50 = 100 ¼ cup servings

3\. [Amount needed (no. of ¼ cup servings)]{.underline} = 100 ÷ 50.0\* =
2.0 #10 cans Servings per purchase unit

> \* Servings per purchase unit is the number of servings of canned
> cling peaches with fruit and juice per #10 can = 50.0.

**Example B: Carrot Sticks**

1\. Serving size: ¼ cup

Number of servings: 50

2\. No conversion is needed because the serving size is ¼ cup.

3\. [Amount needed (no. of ¼ cup servings)]{.underline} = 50 ÷ 10.3\* =
4.85 or 5 lbs.

Servings per purchase unit

\* Servings per purchase unit is the number of servings of fresh carrots

per pound = 10.3.

**Example C: Ground Beef, fresh or frozen**, **no more than 20% fat**

1\. Serving size: 2 oz, cooked

Number of servings: 50

2\. Number of servings x serving size = total ounces needed

50 servings x 2 ounces =100 ounces

3\. [Amount needed (total ounces)]{.underline} = 100 ÷ 11.8\* = 8.5
pounds

Servings per purchase unit

\* Servings per purchase unit is the number of 1 oz. servings of ground
beef per pound = 11.8.

> Additional information about calculating how much to purchase can be
> found in the *Food Buying Guide for Child Nutrition Programs* on pages
> 1-49 through 1-66.

![](media/image46.jpeg){width="1.7048611111111112in"
height="1.4715277777777778in"}

**Receiving Food**

When receiving food deliveries from vendors, use the following
guidelines:

-   Confirm vendor name, day and time of delivery, as well as driver's
    identification (ID) before accepting delivery. If driver's name is
    different than what is indicated on the delivery schedule, contact
    the vendor immediately.

-   When the delivery truck arrives, make sure that it looks and smells
    clean, and is equipped with the proper food storage equipment. Check
    the interior temperature of refrigerated trucks.

-   Examine all food upon delivery to be sure it is not spoiled, dirty,
    infested with insects, or opened.

-   Do not accept foods that fail to meet your food specifications.

-   Do not accept foods that are not on the order form or are in poor
    condition. Make sure the order form indicates the food items for the
    menu for the day, the correct number of meals or food items, and the
    date and time of delivery.

-   Check the temperature of all refrigerated and frozen foods to ensure
    that they are within proper ranges.

-   All perishable foods (milk, eggs, cheese, fresh meats, poultry,
    fish, lunch meats, etc.) should have either an expiration date or a
    "sell by" date on the packaging.

    -   If the food has an expiration date, do not accept it if the date
        has passed.

    -   If the food has a "sell by" date, check it to make sure that you
        will be able to use the product within a reasonable amount of
        time.

-   Make sure that frozen foods are in airtight, moisture-proof
    wrappings.

-   Do not accept foods that have been thawed and refrozen. Signs of
    this are large ice crystals, large areas of ice, or excessive ice in
    containers.

-   Do not accept frozen foods that have started to thaw.

-   Do not accept cans that have any of the following: no labels,
    swollen sides or ends, flawed seals or seams, dents or rust.

-   Do not accept dairy, bakery and other foods delivered in flats or
    crates that are dirty.

-   If applicable, check the manufacturer's "use by" or "best before"
    dates for non-perishable items to ensure that you will be able to
    use the products within a reasonable amount of time.

> For additional information on receiving, refer to NFSMI -- Standard
> Operating Procedures:
>
> <http://sop.nfsmi.org/HACCPBasedSOPs/ReceivingDeliveries.pdf>.
>
> **Food Service Quality**
>
> In this section, you will find information on:

-   how to prepare foods;

-   menu production records;

-   how to work with quantity recipes; and

-   common measures and portion control.

**Food Production** Serving acceptable and nutritious foods depends not
only on good planning, selection, and storage, but also on good food
preparation using standardized recipes whenever possible. Determine how
much food to prepare by (1) examining the menu (which shows the kinds of
foods to prepare and the serving size of each), (2) determining the
total number of children you will serve, and (3) becoming familiar with
food yields (the number of servings you can obtain from a purchase
unit). Charts in the Reference Section provide information on serving
sizes, yield of servings, and yield of selected foods.

+-----------------+----------------------------------------------------+
| **Tips for      | -   Wash fresh fruits and vegetables with water    |
| Food**          |     (no soap) and use a brush if necessary to      |
|                 |     remove soil. Trim carefully to conserve        |
| **Preparation** |     nutritive value. Remove damaged leaves,        |
|                 |     bruised spots, peels, and inedible parts. Use  |
|                 |     a sharp blade when trimming, cutting, or       |
|                 |     shredding to avoid further bruising and loss   |
|                 |     of nutrients.                                  |
|                 |                                                    |
|                 | -   Steam or cook vegetables in small batches for  |
|                 |     best quality. Cook until tender-crisp, avoid   |
|                 |     over cooking, using as little water as         |
|                 |     possible to help retain vitamins and minerals. |
|                 |                                                    |
|                 | -   Add only a small amount of salt, if any, to    |
|                 |     water or to foods when cooking. Do not add     |
|                 |     salt when cooking pasta or rice.               |
|                 |                                                    |
|                 | -   Cook potatoes in their skins to help retain    |
|                 |     their nutritive value.                         |
|                 |                                                    |
|                 | -   Trim visible fat from meats and meat products. |
|                 |                                                    |
|                 | -   Cook cereals and cereal grains according to    |
|                 |     cooking directions.                            |
|                 |                                                    |
|                 | -   There is no need to rinse or drain the cereals |
|                 |     or cereal grains such as rice after cooking.   |
|                 |                                                    |
|                 | -   Use seasonings sparingly. Think of children\'s |
|                 |     tastes and preferences.                        |
|                 |                                                    |
|                 | -   Follow standardized recipes exactly. Measure   |
|                 |     and weigh ingredients precisely and follow     |
|                 |     procedures carefully. This includes using      |
|                 |     equipment, time, and temperature as specified  |
|                 |     in the recipe.                                 |
|                 |                                                    |
|                 | -   Serve portion sizes as specified in the        |
|                 |     recipes and menus. Use correct serving         |
|                 |     utensils to portion foods. Make sure portion   |
|                 |     sizes follow meal pattern requirements.        |
+-----------------+----------------------------------------------------+

+----------------+-----------------------------------------------------+
| **Menu         | Sponsor must maintain records of participation and  |
| Production**   | most importantly, of preparation or ordering of     |
|                | meals in order to demonstrate the objective of      |
| **Records**    | providing only one meal per child at each meal      |
|                | service. To accomplish this, sponsors should        |
|                | 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**      | A standardized recipe is a recipe that gives the    |
|                | same good results every time. It specifically       |
| **             | describes the amount of ingredients and the method  |
| Standardized** | of preparation needed to produce a consistently     |
|                | high-quality product. A sample standardized recipe  |
| **Recipes**    | is included in the Reference Section. It specifies  |
|                | number of portions and sizes of serving utensils    |
|                | for correct portions.                               |
|                |                                                     |
|                | 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** | To use quantity recipes properly, follow these      |
|                | steps:                                              |
| **Quantity     |                                                     |
| Recipes**      | 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. (Refer to the section on  |
|                |     *How To Use the Food Buying Guide.*)            |
|                |                                                     |
|                | 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. Note that  |
|                |     quantity recipes may take more time to prepare, |
|                |     for example, if you need to thaw a large amount |
|                |     of frozen meat.                                 |
|                |                                                     |
|                | 7.  Serve portion size according to recipe. Also,   |
|                |     make sure portion sizes served follow meal      |
|                |     pattern requirements.                           |
+----------------+-----------------------------------------------------+

For more information, refer to:

USDA Recipes for Schools
(<http://nfsmi-web01.nfsmi.olemiss.edu/ResourceOverview.aspx?ID=115>.).

USDA Child Care Recipes
(<http://nfsmi-web01.nfsmi.olemiss.edu/ResourceOverview.aspx?ID=114>.).

**Abbreviations**

**Used in**

**Recipes**

**Equivalent**

**Measures**

+---------------+------------------------------------------------------+
| **Portion     | -   Serve each meal as a unit.                       |
| Control**     |                                                      |
|               | -   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      | Scoops, ladles, and serving spoons of standard     |
| for**           | sizes provide dependable measures and help serve   |
|                 | food quickly.                                      |
| **Portion       |                                                    |
| Control**       |                                                    |
+-----------------+----------------------------------------------------+

> **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:

Use scoops for portioning such foods as drop cookies, muffins,

meat patties, and some vegetables and salads.

**Ladles**

Use ladles to serve soups, stews, sauces, and other similar

products. The following sizes of ladles are most often used

for serving meals:

**Serving Spoons**

You could use a serving spoon (solid or perforated) instead of a scoop.
Since these spoons are not identified by number, 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.

**Food Service** Even when food is ready to serve, food service staff
must continue their efforts to maintain food quality and avoid food
contamination.

-   Maintain foods at proper temperatures before and during service. Hot
    foods must be 140 °F or above and cold foods must be at 40 °F or
    below. Use food thermometers to determine temperatures.

-   Use correct serving utensils to get the correct portion size. Be
    consistent in portion sizes.

-   Serve meals as a unit with only one meal served per child.

-   Keep an accurate count of the number of children and adults you
    serve.

-   Encourage a pleasant eating environment that will support mealtime
    as a learning experience.

![](media/image47.png){width="2.553472222222222in"
height="2.2090277777777776in"}

**Food Storage**

> In this section, you will find tips on:

-   how to properly store your food; and

-   how to keep food inventory records.

**Storage Facilities** Good storage facilities -- dry, frozen, and
refrigerated -- help keep food safe, fresh, and appetizing. Food
products must be in excellent condition when they arrive at the
receiving area. They must be kept that way as you store, prepare, and
serve them.

Food must be kept dry and stored off the floor in dry storage areas.
Cold refrigerated or frozen storage must maintain proper temperatures.

+-----------------+----------------------------------------------------+
| **Guidelines    | -   Examine all food upon delivery to be sure it   |
| for**           |     is not spoiled, dirty, infested with insects   |
|                 |     or opened. Do not accept or use cans with      |
| **Proper        |     bulges or without labels. Do not accept frozen |
| Storage**       |     foods that have started to thaw. Send these    |
|                 |     items back.                                    |
|                 |                                                    |
|                 | -   Store all food off the floor on clean racks,   |
|                 |     dollies, or other clean surfaces. Pallets and  |
|                 |     dollies should be at least 6 inches off the    |
|                 |     floor to permit cleaning under them.           |
|                 |                                                    |
|                 | -   Keep storage rooms clean, sanitary, and free   |
|                 |     from rodent infestations. Clean on a rotating  |
|                 |     schedule.                                      |
|                 |                                                    |
|                 | -   Protect foods such as flour, cereals,          |
|                 |     cornmeal, sugar, dry beans, and dry peas from  |
|                 |     rodents and insects by storing them in tightly |
|                 |     covered containers.                            |
|                 |                                                    |
|                 | -   Use foods on a \"first-in, first-out\" basis.  |
|                 |     Arrange foods so that older supplies will be   |
|                 |     used first. Label shelves if necessary.        |
+-----------------+----------------------------------------------------+
| **Food          | Keep accurate and up-to-date inventory records     |
| Inventory**     | which include:                                     |
|                 |                                                    |
| **Records**     | -   date the food was ordered                      |
|                 |                                                    |
|                 | -   name of the supplier                           |
|                 |                                                    |
|                 | -   date received                                  |
|                 |                                                    |
|                 | -   condition on arrival                           |
|                 |                                                    |
|                 | -   price paid                                     |
|                 |                                                    |
|                 | -   amount left                                    |
+-----------------+----------------------------------------------------+
|                 | These records are helpful in planning future food  |
|                 | purchases and menus. Records on the cost of food   |
|                 | are important for claiming reimbursement.          |
+-----------------+----------------------------------------------------+
|                 | A sample inventory form is provided in the         |
|                 | Reference Section of this guide. Use this form as  |
|                 | a guide for determining the value of foods used    |
|                 | during a reporting period. This may be obtained by |
|                 | taking a physical count of foods on hand (closing  |
|                 | inventory), obtaining the value of these foods     |
|                 | from invoices, and calculating the total value of  |
|                 | food on hand.                                      |
+-----------------+----------------------------------------------------+

Quantity x Unit Cost = Total Value

Take an inventory of any stock you have on hand at the beginning of
Program operations as \"beginning inventory.\" Beginning inventory of a
given period is the same as the ending inventory of the preceding
period.

Cost of food used is the beginning inventory plus food received, minus
the ending inventory. The dollar value of food received is obtained from
the receipts or invoices for the reporting period. Report the cost of
the food you **used**. Do *not* report the cost of all the food
**purchased**.

**Food Sanitation**

> In this section, you will find information on:

-   some common sense rules on food sanitation; and

-   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** Follow these rules:

**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 (See page 75 for how to sanitize).

-   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.

```{=html}
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```
-   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** Whether washing dishes by hand or by machine, minimum
procedures

**Procedures** include the following:

-   Scrape and pre-rinse before washing.

-   Wash with detergent solution in hot water.

    -   If washing by hand, temperature should not be less than 110 °F
        or the temperature specified on the cleaning agent
        manufacturer's label.

    -   If washing by machine, temperature should be between 150-165 °F,
        depending on the type of machine.

-   Rinse with clear, hot water between 120 °F to 140 °F.

-   Sanitize with a final rinse of at least 171 °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** In addition to the cleanup of disposable or permanent
ware, you

**Sanitizing** 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.

> **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
> preparation areas, tables, countertops, cutting boards, drying racks,
> and sinks.
>
> For more information on cleaning and sanitizing, refer to the
> Reference Section. Additional resources include:
>
> Serving it Safe
> <http://teamnutrition.usda.gov/Resources/serving_safe.html>.
>
> Food Safety for Summer Food Service
> <http://nfsmi-web01.nfsmi.olemiss.edu/ResourceOverview.aspx?ID=73>.

![](media/image48.wmf){width="1.9791666666666667in"
height="1.8854166666666667in"}

> **Food Safety**
>
> In this section, you will find information on:

-   the importance of food safety;

-   safe food temperatures;

-   food borne illnesses and E. coli; and

-   cooking with microwave ovens.

**Importance of** What is food borne illness? Food borne illness is
sickness that is

**Food Safety** 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 food borne illness.

Recent outbreaks of food borne illness have caused several children to
get sick and even die from food containing *E. coli* bacteria. Read the

*E. Coli Report* contained in this section. In general, children,
pregnant women, the elderly, and those who have chronic illnesses, or
compromised immune systems are most at risk for developing food borne
illness. Proper food handling and cooking is the best way to prevent
this from happening in your summer food service setting. It is also
important to have a date marking system in place. A sample Standard
Operating Procedure (SOP) for date marking ready-to-eat, potentially
hazardous foods can be found in the Reference Section. If you suspect
cases of food borne illness at your SFSP site(s), follow the procedures
outlined in the Reference Section.

**Keep Food Safe** Food borne illness is caused by bacteria that
multiply rapidly within the Danger Zone (40 °F to 140 °F). It is
important to keep food safe, that is, to keep the internal temperature
of cooked foods that will be served hot at 140 °F or above. Foods served
cold should be kept at 40 °F or below.

The cooking temperature depends on the food item (see page 79 for
information on internal temperatures). Microwave heating requires the
temperature to be 165 °F or higher. As soon as possible, but no longer
than 2 hours after cooking, refrigerate (40 °F or less) leftovers in
pans 2\" deep or less to halt the growth of most, but not all, of the
bacteria that may have contaminated the food after cooking. Never let
perishable food remain any longer than necessary in the danger zone (40
°F to 140 °F). Freezing food at 0 °F or less can stop bacterial growth
but will not kill bacteria that are already there. Reheat foods at or
above 165 °F to kill the bacteria.

> 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. Meat and poultry
> should not be washed or rinsed. Use food thermometers while cooking,
> holding, and serving food. Also, place appliance thermometers in the
> refrigerator and oven.

  -------------------- --------------------------------------------------
  **Using a Food       Using a food thermometer is the only sure way to
  Thermometer**        tell if the food has reached a high enough
                       temperature to destroy harmful bacteria. Always
                       check the temperature of foods to make sure that
                       they are thoroughly cooked (see page 79 for
                       minimum temperatures).

  -------------------- --------------------------------------------------

-   Use a metal-stemmed, numerically scaled thermometer, accurate to
    plus or minus 2 °F.

    -   Sanitize the thermometer before each use with a sanitizing
        solution (see page 75).

    -   Check the food temperature in several places, especially in the
        thickest parts.

    -   To avoid getting a false reading, be careful not to let the
        thermometer touch the pan, bone, fat or gristle.

    -   For poultry, insert the tip into the thick part of the thigh
        next to the body.

> Below is a graphic of the temperature danger zone. For additional
> information, visit
> [http://www.fsis.usda.gov/Fact_Sheets/Basics_for_Handling_Food_Safely/index.asp](http://www.fsis.usda.gov/Fact_Sheets/Basics_for_Handling_Food_Safely/).
> An additional graphic can be found in the Reference Section.

![](media/image49.png){width="2.165277777777778in"
height="3.4166666666666665in"}

  ----------------------------------- -----------------------------------
  **Product**                         **Internal Temperature**

  Poultry, stuffing, stuffed meats,   165 ºF for 15 seconds
  stuffed pasta, casseroles,          
  leftovers                           

  Pork, bacon                         145 ºF for 15 seconds

  Injected meats                      155 ºF for 15 seconds

  Ground or flaked meats including    155 ºF for 15 seconds\*
  hamburger, ground pork, flaked fish 
  (patties or sticks), sausage, gyros 

  Beef and pork roasts                145 ºF for 4 minutes\*

  Ham (a cured pork roast)            145 ºF for 4 minutes

  Beef steaks, veal, lamb,            145 ºF for 15 seconds
  commercially raised game animals    

  Fish                                145 ºF for 15 seconds

  Shell eggs for immediate service    145 ºF for 15 seconds

  Any potentially hazardous food      165 ºF for 15 seconds; Let food
  cooked in a microwave oven          stand for 2 minutes after cooking
                                      to obtain temperature equilibrium

  Vegetables to be served hot         140 ºF or above

  Leftovers to be reheated (example:  165 ºF for 15 seconds; Let food
  leftover spaghetti with meat sauce) stand for 2 minutes after cooking

  Convenience products that include a 165 ºF for 15 seconds
  potentially hazardous food, such as 
  hamburger patties, chicken nuggets, 
  burritos, and pizza                 

  Ready-to-eat food taken from a      140 ºF (heat rapidly to this
  commercially processed,             temperature for hot holding)
  hermetically sealed container or    
  from an intact package (examples:   
  hot dogs, chicken nuggets)          
  ----------------------------------- -----------------------------------

\*For alternative times and temperatures, see the FDA Food Code 2005
<http://www.cfsan.fda.gov/~dms/fc05-toc.html>.

![](media/image50.jpeg){width="2.0729166666666665in"
height="1.1444444444444444in"}Source: U.S. Department of Agriculture,
Food and Nutrition Service, with the National Food Service Management
Institute, (2002). Serving it safe. 2^nd^ ed. University, MS: National
Food Service Management Institute.

From USDA/FSIS, Food Safety Education Branch

**What You** One symptom of *E. coli 0157:H7* food poisoning is bloody
diarrhea. The

**Can Do** Centers for Disease Control and Prevention (CDC) notes that
young children and their playmates that are not toilet trained are
especially likely to spread the infection. Medical treatment for the
child is necessary. Consult the health department for advice on
preventing the spread of infection if a child develops bloody diarrhea.

Proper hand washing procedures for both food preparers and children are
extremely important. **For children:** careful hand washing with soap
and warm water for 20 seconds will reduce the risk of spreading the
infection. **For young children, frequent supervised hand washing with
soap is particularly important. Children should always wash their hands
before eating.**

> **For food preparers:** wash your hands with warm soapy water for 20
> seconds (count to 30) before you handle food or food utensils. Wash
> your hands after handling or preparing food, especially after handling
> raw meat, poultry, fish, shellfish, or eggs. Right after you prepare
> these raw foods, clean the utensils and surfaces you used with hot
> soapy water. Replace cutting boards once they have become worn or
> develop hard-to-clean grooves. Wash raw fruits and vegetables under
> running water before eating. Use a vegetable brush to remove surface
> dirt if necessary. Always wash your hands after using the restroom.

USDA is committed to ongoing modernizing and improving of the Federal
inspection systems for meat and poultry, while the Food and Drug
Administration (FDA) has responsibility for seafood inspections and
safety. However, since foods are not sterile and need to be handled with
care at all links in the food safety chain; your help is needed to
assure food safety.

![](media/image51.png){width="1.1395833333333334in"
height="0.7548611111111111in"}

**Microwave** Some summer food service sponsors are making use of
microwave

**Cooking** cooking in kitchens. Microwave ovens heat the surfaces of
food quickly, but leave food with \"cold spots\" that could support the
growth of harmful bacteria. It is recommended that large cuts of meat
**not** be prepared in the microwave.

It is important to become familiar with the manufacturer\'s information
so that food cooks thoroughly and evenly in the microwave. In addition,
follow these microwave safety tips:

-   Cover food to hold in moisture, cook evenly, and keep microwave
    clean.

-   If microwave does not have a turntable, stir food several times
    during heating.

-   Allow food cooked in the microwave to stand covered for 2 minutes
    after heating.

-   Check the internal temperature of food in several places to verify
    that food has reached a safe internal temperature of 165 °F in all
    parts of food.

![](media/image52.jpeg){width="2.625in" height="1.75in"}

**Approximate Storage Life in Days of Refrigerated Foods**

The information in this chart is intended as guidelines. Harvesting
techniques, manufacturing processes, transportation and distribution
conditions, the nature of the food, and storage temperature and
conditions may impact storage life.

  -------------------------- --------- --------- --------- ------------------
  **Item**                   **32-35   **35-45   **45-55   **Remarks**
                             ºF**      ºF**      ºF**      

  Apples, red Delicious,     \-\--     7 -- 21   \-\--     
  Washington^d,\ h,\ o^                                    

  Bacon, slab slice^d,\ h^   \-\--     7         \-\--     

  Bananas, green^a,\ p^      \-\--     \-\--     \-\--     7-10 @ 56 ºF

  Bananas, ripe^a,\ p^       \-\--     \-\--     \-\--     3-4 @ 56-58 ºF

  Beef, ground^d,\ j^        \-\--     1 -- 2    \-\--     

  Berries, strawberries^d^   \-\--     1 -- 2    \-\--     

  Berries, blueberries^d^    \-\--     1 -- 2    \-\--     

  Bologna^d^                 \-\--     3 -- 5    \-\--     

  Broccoli^d^                \-\--     3 -- 5    \-\--     

  Brussel sprouts^a^         21 -- 35  \-\--     \-\--     

  Butter^h^                  \-\--     7 -- 14   \-\--     

  Cabbage, early^d^          \-\--     3 -- 5    \-\--     

  Cabbage, late^d^           \-\--     3 -- 5    \-\--     

  Cantaloupe, hard           \-\--     7         \-\--     
  ripe^d,\ h,\ q^                                          

  Cantaloupe, full           \-\--     7         \-\--     
  slip^d,\ h^                                              

  Carrots, mature            120 --    \-\--     \-\--     
  topped^a,\ r^              150                           

  Catsup, foil pouch^a,\ s^  \-\--     365       270       

  Cauliflower^d,\ r^         \-\--     7         \-\--     

  Celery^d,\ h^              \-\--     7 -- 14   \-\--     

  Cheese, Cheddar^a,\ b^     365       \-\--     \-\--     

  Cheese, Cheddar,           180       \-\--     \-\--     
  shredded^a,\ b^                                          

  Cheese, Cheddar, reduced   150       \-\--     \-\--     
  fat loaves^b^                                            

  Cheese, Cheddar, reduced   150       \-\--     \-\--     
  fat shredded^b^                                          

  Cheese, cottage^h^         \-\--     5         \-\--     

  Cheese, Cream^i^           \-\--     7         \-\--     

  Cheese, Mozzarella,        \-\--     \-\--     \-\--     365 @ 20 ºF
  loaves^b^                                                

  Cheese, Mozzarella, lite & \-\--     \-\--     \-\--     150 @ 20 ºF
  shredded^b^                                              

  Cheese, process, American, 365       \-\--     \-\--     
  loaves^b^                                                
  -------------------------- --------- --------- --------- ------------------

**Reference**: Choice Plus: Food Safety Supplement

<http://www.nfsmi.org/documentLibraryFiles/PDF/20080206043207.pdf>.

**Approximate Storage Life in Days of Refrigerated Foods**

The information in this chart is intended as guidelines. Harvesting
techniques, manufacturing processes, transportation and distribution
conditions, the nature of the food, and storage temperature and
conditions may impact storage life.

  -------------------------- --------- --------- --------- ------------------
  **Item**                   **32-35   **35-45   **45-55   **Remarks**
                             ºF**      ºF**      ºF**      

  Cheese, process, American, 180       \-\--     \-\--     
  sliced^a,\ b,\ i^                                        

  Cheese, process, American, 150       \-\--     \-\--     
  shredded^b^                                              

  Cheese, Parmesan^h^        \-\--     60        \-\--     

  Cheese, blend, slices^b^   210       \-\--     \-\--     

  Cheese, blend, loaves^b^   270       \-\--     \-\--     

  Cucumbers^d^               \-\--     7         \-\--     

  Dip, sour cream,           \-\--     14        \-\--     
  commercially made^d^                                     

  Dressing, French^a^        \-\--     \-\--     90        

  Eggs, fresh in shell^h^    \-\--     14 -- 21  \-\--     

  Frankfurters, bulk pack^h^ \-\--     4 -- 5    \-\--     

  Grapes^h^                  \-\--     3 -- 5    \-\--     

  Ham, boneless,             \-\--     7         \-\--     
  cooked^d,\ h,\ i^                                        

  Ham, smoked^d,\ i^         \-\--     7         \-\--     

  Honeydew melon^h^          \-\--     7         \-\--     

  Jams, jellies, preserves,  \-\--     \-\--     180       
  cup^a,\ s^                                               

  Jams, jellies, preserves,  \-\--     \-\--     365       
  foil pouch^a,\ s^                                        

  Lettuce, Iceberg,          21 -- 42  \-\--     \-\--     
  wrapped^a^                                               

  Lettuce, Iceberg, naked^a^ 14 -- 21  \-\--     \-\--     

  Lettuce, Iceberg, table    5 -- 7    \-\--     \-\--     
  ready^a^                                                 

  Lettuce, Romaine^h^        5 -- 7    \-\--     \-\--     

  Lemons^h^                  \-\--     3 -- 5    \-\--     

  Margarine^a^               90        60        \-\--     

  Milk, buttermilk^d,\ t^    \-\--     7 -- 14   \-\--     

  Milk, chocolate            10        \-\--     \-\--     
  flavored^a,\ t^                                          

  Milk, cream, light or half \-\--     21 -- 28  \-\--     
  & half, UHT processed^d^                                 

  Milk, cream heavy or       \-\--     7         \-\--     
  whipping^d^                                              

  Milk, fluid                \-\--     5 -- 7    \-\--     
  pasteurized^i,\ t^                                       

  Milk, ice cream or shake   10        \-\--     \-\--     
  mix^a,\ t^                                               
  -------------------------- --------- --------- --------- ------------------

**Reference**: Choice Plus: Food Safety Supplement

<http://www.nfsmi.org/documentLibraryFiles/PDF/20080206043207.pdf>.

**Approximate Storage Life in Days of Refrigerated Foods**

The information in this chart is intended as guidelines. Harvesting
techniques, manufacturing processes, transportation and distribution
conditions, the nature of the food, and storage temperature and
conditions may impact storage life.

+-------------------------+-------+--------+--------+-----------------+
| **Item**                | **    | *      | *      | **Remarks**     |
|                         | 32-35 | *35-45 | *45-55 |                 |
|                         | ºF**  | ºF**   | ºF**   |                 |
+-------------------------+-------+--------+--------+-----------------+
| Onions, green^a^        | 10    | \-\--  | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Oranges, CA, AZ^h^      | \-\-- | 3 -- 5 | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Oranges, FL, TX^h^      | \-\-- | 3 -- 5 | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Oranges, Temple,        | \-\-- | 3 -- 5 | \-\--  |                 |
| tangelo^h^              |       |        |        |                 |
+-------------------------+-------+--------+--------+-----------------+
| Orange juice^d^         | \-\-- | 7      | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Parsley^a^              | 30 -- | \-\--  | \-\--  |                 |
|                         | 60    |        |        |                 |
+-------------------------+-------+--------+--------+-----------------+
| Pears^a,\ h,\ u^        | \-\-- | 3 -- 5 | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Peppers, sweet^d^       | \-\-- | 7      | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Plums^h^                | \-\-- | 3 -- 5 | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Potatoes, sweet^a,\ v^  | \-\-- | \-\--  | \-\--  | 90-120 days     |
|                         |       |        |        |                 |
|                         |       |        |        | @ 50-60 ºF      |
+-------------------------+-------+--------+--------+-----------------+
| Radishes, poly bag^h^   | \-\-- | 7 --   | \-\--  |                 |
|                         |       | 14     |        |                 |
+-------------------------+-------+--------+--------+-----------------+
| Salad dressing, all^a^  | 180   | 120    | 90     |                 |
+-------------------------+-------+--------+--------+-----------------+
| Sour cream^h^           | \-\-- | 14 --  | \-\--  |                 |
|                         |       | 21     |        |                 |
+-------------------------+-------+--------+--------+-----------------+
| Spinach^h^              | \-\-- | 3 -- 5 | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Squash, Fall, Winter,   | \-\-- | \-\--  | 180    |                 |
| Hubbard^a,\ w^          |       |        |        |                 |
+-------------------------+-------+--------+--------+-----------------+
| Squash, Summer^a^       | \-\-- | \-\--  | 10 --  |                 |
|                         |       |        | 14     |                 |
+-------------------------+-------+--------+--------+-----------------+
| Tangerines^h^           | \-\-- | 3 -- 5 | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Tomatoes, mature        | \-\-- | \-\--  | \-\--  | 14-21 days      |
| green^a^                |       |        |        |                 |
|                         |       |        |        | @ 55-60 ºF      |
+-------------------------+-------+--------+--------+-----------------+
| Tomatoes, pink^d^       | \-\-- | 3 -- 5 | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Tomatoes, firm ripe^h^  | \-\-- | 1 -- 2 | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Tomatoes, full color^h^ | \-\-- | 1 -- 2 | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Watermelon^d,\ h^       | \-\-- | 7      | \-\--  |                 |
+-------------------------+-------+--------+--------+-----------------+
| Whipped topping,        | \-\-- | 21     | \-\--  |                 |
| aerosol can^d^          |       |        |        |                 |
+-------------------------+-------+--------+--------+-----------------+
| Whipped topping         | \-\-- | 3      | \-\--  |                 |
| prepared from           |       |        |        |                 |
| mix^d,\ h^              |       |        |        |                 |
+-------------------------+-------+--------+--------+-----------------+
| Whipped topping         | \-\-- | 14     | \-\--  |                 |
| purchased frozen &      |       |        |        |                 |
| thawed^d,\ h^           |       |        |        |                 |
+-------------------------+-------+--------+--------+-----------------+
| Yogurt, plain or fruit  | \-\-- | 7 --   | \-\--  |                 |
| flavored^h^             |       | 10     |        |                 |
+-------------------------+-------+--------+--------+-----------------+

**Reference**: Choice Plus: Food Safety Supplement

<http://www.nfsmi.org/documentLibraryFiles/PDF/20080206043207.pdf>.

^a^TM 38-400/NAVSUP PUB 572/AFMAN 23-210 MCO 4450. 14/DLAM 4145.12.
*Joint Service Manual for Storage and Materials Handling* (Section IV,
Subsistence. 5-17). In *Perishable Subsistence, Chilled and Frozen
Storage*. (n.d.). Washington, DC: Department of Defense.

^b^USDA/AMS (1998). *Best If Used by Date for Commodities*. (Based on
DOD 4145. 19-R-1). Washington, DC.

^c^Penner, Karen P. (1990). *Cupboard Approximate Storage Times*.
Manhattan, KS: Kansas State University.

^d^Penner, Karen P. (1990). *Refrigerator/Freezer Approximate Storage
Times*. Manhattan, KS: Kansas State University.

^e^Will harden at high temperature, mold at low temperature.

^f^Garlitz, Carol J., Boor, K., and York, G.K. (1990). *Freezer Storage:
Quality for Now and Later*. University of California Cooperative
Extension Service Publication 21472.

^g^Garlitz, Carol J., Boor, K., and York, G.K. (1990). *Cupboard
Storage: Quality for Now and Later*. University of California
Cooperative Extension Service Publication 21473.

^h^Garlitz, Carol J., Boor, K., and York, G.K. (1990). *Refrigerator
Storage: Quality for Now and Later*. University of California
Cooperative Extension Service Publication 21474.

^i^National Food Service Management Institute. (2000). *Inventory
Management for Child Nutrition Programs*. University, MS: Author.

^j^Serve Safe Course Book. (1999). Chicago: National Restaurant
Association Educational Foundation.

^k^Fialkow, Gail. (n.d.) *Canned Good Shelf Life and Stamped Code
Decoder*. Retrieved April 18, 2002, from
[http://www.y2kkitchen.com/html/can-can-code-decoder.html](http://www.y2kkitchen.com/html/can_code_decoder.html).

^l^Highly susceptible to damage by moisture.

^m^Humidity above 90% will cause caking. (Caked salt is useable.)

^n^Cream-style soups break down when frozen but are not spoiled.

^o^The length of time apples can be held successfully in cold storage at
32 to 35 ºF will vary with the variety and with the district or state
where grown, as well as with their condition when harvested. Controlled
atmosphere can extend storage life an additional 2 to 4 months.

^p^Temperature below 56 to 58 ºF causes chill injury.

^q^Chill damage will result if stored at lower temperature than
indicated.

^r^This item keeps better unwashed.

^s^Keeping time in dry storage (above 55 ºF) is less than 3 months.

^t^Imperfect seals will reduce shelf life.

^u^If stored at 30 to 31 ºF immediately after harvest the shelf life is
as follows: Anjou -- 4 to 6 month, Bartlett and Comice -- 2 to 3 months,
Bosc -- 3 to 4 months. If Anjou, Bartlett, Comice and Bosc Pears are
stored in polyethylene liners, the shelf life can be extended an
additional 1 to 2 months.

^v^Chill injury if stored below 50 ºF.

^w^Cold sensitive below 50 ºF.

**Frozen Food Storage**

The information in this chart is intended as guidelines. Harvesting
techniques, manufacturing processes, transportation and distribution
conditions, the nature of the food, and storage temperature and
conditions may impact storage life.

  ------------------------------------------ ----------------------------
  **Item**                                   **Approximate storage life
                                             in months from date of pack
                                             to consumption**

  Apple slices^d^                            8 to 12

  Apple juice concentrate^d,\ f^             12

  Apricots^f^                                12

  Bacon, slab sliced non-vacuum pack^j^      1/2

  Beans, green^d^                            8 to 12

  Beef, ground bulk^d,\ j^                   3 to 4

  Beef, ground patties^b,\ i^                4

  Beef, roast^j^                             6 to 9

  Blackberries^d^                            8 to 12

  Blackberry/Raspberry puree^b^              18

  Blueberries^d^                             8 to 12

  Bologna^j^                                 2 weeks

  Bread dough^d,\ f^                         1

  Bread, baked yeast^d^                      2

  Broccoli^f^                                8

  Brussel sprouts^f^                         8

  Burritos^a^                                9

  Butter^f^                                  6 to 9

  Cakes, all types frosted^d^                1

  Cakes, all types unfrosted^f^              1

  Carrots^d^                                 8 to 12

  Cauliflower^d^                             8 to 12

  Cherries, dark and sweet pitted^f^         12

  Cheese, pizza blend, shredded^d^           6 to 8

  Chicken nuggets or patties^f,\ i^          3

  Chicken, cooked, diced^f^                  3

  Chicken parts, cooked, breaded^f^          3

  Chicken leg quarters^b^                    8

  Chicken, cut up^b^                         8

  Cookie dough^d^                            3

  Corn^f^                                    8

  Corn on the cob^f^                         8
  ------------------------------------------ ----------------------------

**Reference**: Choice Plus: Food Safety Supplement

<http://www.nfsmi.org/documentLibraryFiles/PDF/20080206043207.pdf>.

**Frozen Food Storage**

The information in this chart is intended as guidelines. Harvesting
techniques, manufacturing processes, transportation and distribution
conditions, the nature of the food, and storage temperature and
conditions may impact storage life.

  ------------------------------------------ ----------------------------
  **Item**                                   **Approximate storage life
                                             in months from date of pack
                                             to consumption**

  Egg roll^a^                                6

  Eggs, whole including table                12
  grade^a,\ b,\ d,\ f,\ i^                   

  Egg whites^a,\ d,\ f^                      12

  Egg yolks, sugar or salt added^a,\ d,\ f^  12

  Enchiladas^a^                              9

  Fish fillets -- lean: cod, haddock,        3 to 6
  flounder ^j^                               

  Fish sticks and portions^f^                12

  Frankfurters, bulk pack^j^                 2 weeks

  Grape juice concentrate^d,\ f^             12

  Grapefruit juice concentrate^d,\ f^        12

  Grapefruit -- orange concentrate^d,\ f^    12

  Grapefruit sections^d^                     4 to 6

  Greens, leafy^f^                           8

  Hams^j^                                    2 weeks

  Ice cream or sherbet^f^                    2

  Ice cream, novelties^f^                    2

  Lemonade, concentrated^a^                  24

  Margarine^d,\ f^                           12

  Okra^f^                                    8

  Onion rings, french fried and raw^f^       8

  Orange juice concentrate^d,\ f^            12

  Orange juice single service carton^b^      9

  Peaches^f^                                 12

  Peaches, individual cup^f^                 12

  Peas, black eyed^f^                        8

  Peas, green^f^                             8

  Peas and carrots^f^                        8

  Pepperoni^a^                               12

  Peppers^f^                                 8

  Pies, fruit filled, unbaked^d^             2 to 4

  Pies, fruit filled, baked^c^               6 to 8

  Pineapple juice concentrate^d,\ f^         12
  ------------------------------------------ ----------------------------

**Reference**: Choice Plus: Food Safety Supplement

<http://www.nfsmi.org/documentLibraryFiles/PDF/20080206043207.pdf>.

**Frozen Food Storage**

The information in this chart is intended as guidelines. Harvesting
techniques, manufacturing processes, transportation and distribution
conditions, the nature of the food, and storage temperature and
conditions may impact storage life.

  ------------------------------------------ ----------------------------
  **Item**                                   **Approximate storage life
                                             in months from date of pack
                                             to consumption**

  Pizza^a^                                   6

  Pizza shells^a^                            6

  Pork, barbecued^a^                         12

  Pork cutlets, boneless restructured^a^     9

  Pork chops^d^                              3 to 4

  Pork, diced or sliced ^a^                  9

  Pork, ground^j^                            2

  Potatoes, french fries^f^                  8

  Potatoes, hash browns^f^                   8

  Ravioli^a^                                 6

  Salmon nuggets^b^                          6

  Sausage, pork, bulk style^b^               3

  Sausage, pork patties^d^                   1 to 2

  Sausage, precooked, polish or Italian^a^   9

  Sausage, pork and beef, precooked^a^       9

  Sausage, smoked^d^                         1 to 2

  Spinach, chopped^f^                        8

  Squash, summer and fall^f^                 8

  Strawberries^d^                            8 to 12

  Succotash^f^                               8

  Tortillas, corn or wheat^a^                12

  Turkey, boneless, cooked^f^                3

  Turkey, boneless, raw^a,\ d^               6

  Turkey, ground^b^                          3

  Turkey, whole ready to cook^a,\ b^         9

  Vegetables, mixed^f^                       8

  Waffles^d^                                 1
  ------------------------------------------ ----------------------------

**Reference**: Choice Plus: Food Safety Supplement

<http://www.nfsmi.org/documentLibraryFiles/PDF/20080206043207.pdf>.

^a^TM 38-400/NAVSUP PUB 572/AFMAN 23-210 MCO 4450. 14/DLAM 4145.12.
*Joint Service Manual for Storage and Materials Handling* (Section IV,
Subsistence. 5-17). In *Perishable Subsistence, Chilled and Frozen
Storage*. (n.d.). Washington, DC: Department of Defense.

^b^USDA/AMS (1998). *Best If Used by Date for Commodities*. (Based on
DOD 4145. 19-R-1). Washington, DC.

^c^Penner, Karen P. (1990). *Cupboard Approximate Storage Times*.
Manhattan, KS: Kansas State University.

^d^Penner, Karen P. (1990). *Refrigerator/Freezer Approximate Storage
Times*. Manhattan, KS: Kansas State University.

^e^Will harden at high temperature, mold at low temperature.

^f^Garlitz, Carol J., Boor, K., and York, G.K. (1990). *Freezer Storage:
Quality for Now and Later*. University of California Cooperative
Extension Service Publication 21472.

^g^Garlitz, Carol J., Boor, K., and York, G.K. (1990). *Cupboard
Storage: Quality for Now and Later*. University of California
Cooperative Extension Service Publication 21473.

^h^Garlitz, Carol J., Boor, K., and York, G.K. (1990). *Refrigerator
Storage: Quality for Now and Later*. University of California
Cooperative Extension Service Publication 21474.

^i^National Food Service Management Institute. (2000). *Inventory
Management for Child Nutrition Programs*. University, MS: Author.

^j^Serve Safe Course Book. (1999). Chicago: National Restaurant
Association Educational Foundation.

^k^Fialkow, Gail. (n.d.) *Canned Good Shelf Life and Stamped Code
Decoder*. Retrieved April 18, 2002, from
[http://www.y2kkitchen.com/html/can-can-code-decoder.html](http://www.y2kkitchen.com/html/can_code_decoder.html).

^l^Highly susceptible to damage by moisture.

^m^Humidity above 90% will cause caking. (Caked salt is useable.)

^n^Cream-style soups break down when frozen but are not spoiled.

^o^The length of time apples can be held successfully in cold storage at
32 to 35 ºF will vary with the variety and with the district or state
where grown, as well as with their condition when harvested. Controlled
atmosphere can extend storage life an additional 2 to 4 months.

^p^Temperature below 56 to 58 ºF causes chill injury.

^q^Chill damage will result if stored at lower temperature than
indicated.

^r^This item keeps better unwashed.

^s^Keeping time in dry storage (above 55 ºF) is less than 3 months.

^t^Imperfect seals will reduce shelf life.

^u^If stored at 30 to 31 ºF immediately after harvest the shelf life is
as follows: Anjou -- 4 to 6 month, Bartlett and Comice -- 2 to 3 months,
Bosc -- 3 to 4 months. If Anjou, Bartlett, Comice and Bosc Pears are
stored in polyethylene liners, the shelf life can be extended an
additional 1 to 2 months.

^v^Chill injury if stored below 50 ºF.

^w^Cold sensitive below 50 ºF.

+-----------------------------------------------------------------------+
| **Keep These Food Safety Rules in Mind**                              |
|                                                                       |
| -   Keep hot foods HOT! (Keep food at 140 °F or above). Maintain      |
|     proper holding temperatures of 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.  |
|     Follow 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.                              |
|                                                                       |
| -   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.                                           |
+-----------------------------------------------------------------------+

> **Questions and Answers**
>
> **1. I have to hire staff to operate the kitchen. What are some of the
> things I have to take into consideration?**
>
> Before you hire your meal service staff, you will have to first
> determine the number and the type of meals you will be serving. From
> there, you can determine how many staff you need to hire. Take into
> consideration their experience, and don't be afraid to utilize
> qualified volunteers in your operations. Also make sure they meet
> health standards outlined by your local and State authorities. Once
> you have selected your food service employees, ensure they understand,
> as a minimum, the goals of the SFSP, the meal pattern requirements,
> the importance of serving meals that meet the Dietary Guidelines and
> food safety and sanitation rules. Refer to page 55 for more
> information. You can contact your State administering agency for
> training resources.
>
> **2. I want to get the most for my food dollar. How can I accomplish
> that?**
>
> Careful planning and buying are the keys to getting the most from your
> food dollar. Getting good quality food in the proper amounts at the
> best possible price is what it's all about! Buy food from suppliers
> who provide the best quality product and offer food that will help you
> meet the Dietary Guidelines, and at a reasonable price. When deciding
> what to buy read the labels carefully, buy federally inspected meats
> and poultry, check packaging and expiration dates, purchase only
> pasteurized milk and milk products and make sure perishable foods have
> been kept under refrigeration and that frozen food has been kept
> frozen. Review your cycle menu to see what recipes you'll use and the
> items needed. Check your inventory and be sure to follow a grocery
> list when you make your purchases. USDA's *Food Buying Guide for Child
> Nutrition Programs* will help you determine the quantities of food to
> purchase.
>
> **3. Do you have any tips on how to prepare quality meals for the
> children?**
>
> How you prepare your food plays a big part in serving nutritious and
> acceptable meals. When using standardized recipes, follow them
> exactly. When preparing fresh fruits and vegetables, wash them in
> water and carefully trim away any bruised or inedible spots. Steam or
> cook in small batches to retain most of their vitamins and minerals.
> Trim visible fat from meats when preparing them for cooking. Don't
> overcook cereals and grains, and don't over-season
>
> foods: remember children's taste buds are more sensitive than adults'.
>
> **4. How can I determine how much food to give to a child?**
>
> By using scoops, ladles, and serving spoons of standard sizes, you can
> provide dependable measures of food items which will ensure the
> children are getting the proper amount of food as outlined in the SFSP
> meal pattern requirements. Scoops can be used for portioning such
> foods as drop cookies, muffins, meat patties and also some ready to
> eat vegetables and salads. Use ladles to serve soups, stews, sauces
> and other similar products. Serving spoons can be used instead of a
> scoop. However, you must measure or weigh the quantity of food from
> the various sizes of spoons you use in order to determine the serving
> size you need. Further, train your kitchen staff to recognize and use
> the proper serving size spoons, scoops and ladles and provide a sample
> plate containing the proper amounts of foods for that day's meal
> service.
>
> **5. How should I store the foods I purchase?**
>
> Proper storage will keep the foods you buy safe, fresh, and
> appetizing. Check the condition of all foods once they reach your
> receiving area, and store them in the proper environment. Dry foods
> must be stored in a dry area, off of the floor, and
> refrigerated/frozen foods must be stored in refrigerators or freezers
> under the proper temperatures. It's important to keep all food storage
> areas orderly, clean, sanitary and free from rodent or insect
> infestation, and to rotate your foods on a "first-in, first out"
> basis. Keeping food inventory records will also help you in knowing
> what foods you have on hand, what you'll need to buy, as well as
> tracking food costs.
>
> **6. I want to be sure I maintain a clean kitchen. How can I
> accomplish this?**
>
> Proper sanitation will go a long way in preventing or reducing the
> risk of food borne illnesses. Washing hands thoroughly with warm,
> soapy water before handling foods or utensils is absolutely necessary.
> You should wash and sanitize all dishes, utensils, equipment and work
> surfaces. Wearing clean uniforms and hairnets, using disposable
> gloves, and adhering to local and state health codes are important
> things to keep in mind. Be sure to immediately clean up
>
> any spilled foods, and empty garbage cans daily. Make sure those cans
> have covers and are lined with plastic or paper.
>
> **7. Do I need to be concerned with food safety?**
>
> Yes! It is extremely important for you to take every precaution
> against food borne illness, a sickness spread by bacteria growing in
> food that has not been properly handled. Food stored, cooked, held, or
> handled at improper temperatures allow bacteria to grow to dangerous
> levels. The best way to combat food borne illness is to make sure
> foods are stored, handled, and cooked at the right temperature, and
> making sure cold foods are kept cold (at or below 40 °F), and that hot
> foods are kept hot (at 140 °F or above). Never let perishable foods
> remain in the danger zone temperature (40 °F to 140 °F) any longer
> than necessary. Ensure that all food preparation surfaces and utensils
> are clean at all times, and use food thermometers to check foods when
> cooking, handling, and serving food. USDA has a Meat and Poultry
> Hotline (1-888-674-6854) that you can call to get more information on
> food safety. The Food and Drug Administration also has a hotline with
> food safety information, which is handled by the Center for Food
> Safety and Applied Nutrition: 1-888-SAFEFOOD (1-888-723-3366).

**REFERENCE SECTION**

MyPyramid 99

Anatomy of MyPyramid 101

MyPyramid for Kids 102

Tips for Families 104

SFSP Meal Pattern Points to Remember 105

Grains and Breads 107

How to Read Food Labels 109

The Food Label at a Glance 111

Sources of Nutrients 112

Serving Sizes and Yields for Vegetables 123

Serving Sizes and Yields for Fruits 124

Buying Calendar for Fresh Vegetables 126

Buying Calendar for Fresh Fruits 127

Sample Position Description (Cook) 128

What is a Standardized Recipe? 129

Food Service Equipment Needs 131

Cleaning and Sanitizing Smallware and Large Equipment 132

Daily Menu Production Worksheet 137

Daily Menu Production Worksheet Instructions 138

Food Inventory Record 139

Food Inventory Record Instructions 140

Date Marking: Sample SOP 141

Temperature Danger Zone 143

If You Suspect Foodborne Illness 144

Health and Safety Tips: Causes and Signals of Choking 145

**Resource Section** 147

![](media/image53.jpeg){width="2.782638888888889in"
height="1.8159722222222223in"}

######## MyPyramid

**MyPyramid Food Guidance System**

The U.S. Department of Agriculture has packaged recommendations from the
*Dietary Guidelines for Americans* into the *MyPyramid* Food Guidance
System. *MyPyramid* was designed to provide many options to help
Americans make healthy food choices and to be active every day. The
recommendations in *MyPyramid* are for the general public over 2 years
of age. *MyPyramid* is not a therapeutic diet for any specific health
condition. Individuals with a chronic health condition should consult
with a health care provider to determine what dietary pattern is
appropriate for them. For more detailed information, go to
MyPyramid.gov. The *MyPyramid* graphic, slogan, messages, and anatomy
are depicted below.

![](media/image54.jpeg){width="6.499305555555556in"
height="5.029166666666667in"}

**Reference**: [www.mypyramid.gov](http://www.mypyramid.gov/)

![](media/image55.jpeg){width="6.499305555555556in"
height="5.029166666666667in"}

Your food and physical activity choices each day affect your
health---how you feel today, tomorrow, and in the future.

These tips and ideas are a starting point. You will find a wealth of
suggestions at mypyramid.gov that can help you get started toward a
healthy diet. Choose a change that you can make today, and move toward a
healthier you.

**Reference**: [www.mypyramid.gov](http://www.mypyramid.gov/)

![](media/image56.jpeg){width="7.666666666666667in"
height="5.924305555555556in"}

**Reference**: [www.mypyramid.gov](http://www.mypyramid.gov/)

> **MyPyramid for Kids**
>
> MyPyramid for Kids reminds kids to be physically active every day, or
> most days, and to make healthy food choices.
>
> ![](media/image57.wmf){width="6.823611111111111in"
> height="4.502777777777778in"}

**Reference**:
[www.mypyramid.gov/kids/index.html](http://www.mypyramid.gov/kids/)

![](media/image58.wmf){width="6.493055555555555in"
height="8.098611111111111in"}

**Reference**:
[www.mypyramid.gov/kids/index.html](http://www.mypyramid.gov/kids/)

![](media/image59.wmf){width="6.995833333333334in"
height="5.545138888888889in"}

**Reference**:
[www.mypyramid.gov/kids/index.html](http://www.mypyramid.gov/kids/)

> **SFSP Meal Pattern − Points to Remember**

Keep in mind the following points when you plan menus to meet meal
pattern requirements and the Dietary Guidelines recommendations.

+-----------------+----------------------------------------------------+
| **Meat and**    | -   For menu variety, serve:                       |
|                 |                                                    |
| **Meat          | ```{=html}                                         |
| Alternates**    | <!-- -->                                           |
|                 | ```                                                |
|                 | -   Meat and cheese in combination                 |
|                 |                                                    |
|                 | (1 ounce of meat and 1 ounce of cheese - 2 ounces  |
|                 | total).                                            |
|                 |                                                    |
|                 | -   Dried beans or peas (Remember: do not count    |
|                 |     for vegetable **and** meat alternate in the    |
|                 |     same meal).                                    |
|                 |                                                    |
|                 | -   Peanut butter or other nut butters, such as    |
|                 |     almond butter. (It is not recommended to use   |
|                 |     only peanut butter to meet the meat/meat       |
|                 |     alternate requirement for lunch or supper      |
|                 |     since a sandwich made with 4 Tbsp. of peanut   |
|                 |     butter is usually too thick and difficult for  |
|                 |     children to consume.)                          |
|                 |                                                    |
|                 | ```{=html}                                         |
|                 | <!-- -->                                           |
|                 | ```                                                |
|                 | -   Nuts and seeds may fulfill:                    |
|                 |                                                    |
|                 |     -   full requirement for the snack, but        |
|                 |                                                    |
|                 |     -   no more than one-half of the requirement   |
|                 |         for lunch or supper.                       |
|                 |                                                    |
|                 | > Note: Children under 4 are at the highest risk   |
|                 | > of choking. USDA recommends that nuts and/or     |
|                 | > seeds be served to them ground or finely chopped |
|                 | > in a prepared food. Refer to page 145 in the     |
|                 | > Reference Section.                               |
|                 |                                                    |
|                 | -   Yogurt may be served as a meat/meat alternate  |
|                 |     component. For breakfast and snack you may     |
|                 |     serve 4 oz. (weight) or ½ cup (volume) of      |
|                 |     plain, sweetened or flavored yogurt to equal 1 |
|                 |     ounce of the meat/meat alternate component.    |
|                 |     For lunch and supper you may serve 8 oz.       |
|                 |     (weight) or 1 cup (volume) yogurt to equal 2   |
|                 |     ounces of the meat/meat alternate component.   |
|                 |     Do not use homemade yogurt, as it may present  |
|                 |     food safety dangers. Frozen yogurt or other    |
|                 |     yogurt-flavored snack products are not         |
|                 |     considered yogurt and therefore do not meet    |
|                 |     the requirements.                              |
+-----------------+----------------------------------------------------+
| **Fruits and**  | -   Use only 100-percent-strength juice for        |
|                 |     breakfast. Juice drinks with at least          |
| **Vegetables**  |     50-percent-strength juice may be used for      |
|                 |     snack and lunch, but children must be served   |
|                 |     double the volume of these drinks to meet the  |
|                 |     requirement.                                   |
|                 |                                                    |
|                 | -   Fruit-flavored drinks, ades, or punches        |
|                 |     contain less than 50 percent-strength juice.   |
|                 |     These types of beverages may be served as an   |
|                 |     \"other food\" but are not credited toward     |
|                 |     meeting the requirement.                       |
|                 |                                                    |
|                 | -   Juice may not be served as part of the snack   |
|                 |     when milk is the only other component.         |
|                 |                                                    |
|                 |     -   Juice or syrup from canned fruit does not  |
|                 |         count as fruit juice.                      |
+-----------------+----------------------------------------------------+
|                 | -   Use a different combination of two or more     |
|                 |     servings for lunch. Include various forms such |
|                 |     as raw or cooked, fresh, frozen, canned in     |
|                 |     juices, or dried.                              |
|                 |                                                    |
|                 | -   Do not serve two forms of the same fruit or    |
|                 |     vegetable in the same meal. Example: An orange |
|                 |     and orange juice, or an apple and applesauce   |
|                 |     are combinations that should not be used.      |
|                 |     **Serve a variety of vegetables and fruits to  |
|                 |     ensure a nutritionally well-balanced meal.**   |
|                 |                                                    |
|                 | -   Small amounts (less than 1/8 cup) of onions,   |
|                 |     pickles, relish, catsup, jams or jellies, or   |
|                 |     other condiments may be added for flavor or    |
|                 |     garnish as \"other foods\".                    |
+-----------------+----------------------------------------------------+
| **Grains and**  | -   Use grains/breads that are whole-grain or      |
|                 |     enriched or made from whole-grain or enriched  |
| **Breads**      |     flour or meal or, if it is a cereal it must be |
|                 |     whole-grain, enriched, or fortified. Read      |
|                 |     labels on commercial products to guide you.    |
|                 |     Bran and germ are credited the same as         |
|                 |     whole-grain or enriched flour and/or meal.     |
|                 |                                                    |
|                 | -   Use macaroni or noodle products (cooked) made  |
|                 |     with enriched or whole-grain flour. Program    |
|                 |     regulations allow enriched macaroni products   |
|                 |     that have been fortified with protein to be    |
|                 |     counted to meet either a grain/bread or        |
|                 |     meat/meat alternate requirement but not as     |
|                 |     both in the same meal.                         |
|                 |                                                    |
|                 | -   Piecrust used as part of the main dish (i.e.,  |
|                 |     for meat turnovers or meat pies) is allowed as |
|                 |     a bread item.                                  |
|                 |                                                    |
|                 | -   When made from whole-grain or enriched meal or |
|                 |     flour, sweet foods such as toaster pastries,   |
|                 |     coffee cake, doughnuts, sweet rolls, cookies,  |
|                 |     or cakes can be used to meet the bread         |
|                 |     requirement as specified in the Grains and     |
|                 |     Breads Chart below. Grain-based sweet snack    |
|                 |     foods should not be served as part of a snack  |
|                 |     more than twice a week. **Note: Formulated     |
|                 |     grain-fruit products are allowed only for      |
|                 |     school districts participating in the SFSP     |
|                 |     under the National School Breakfast/Lunch      |
|                 |     Program.**                                     |
|                 |                                                    |
|                 | -   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 grain/bread requirement.   |
+-----------------+----------------------------------------------------+

**Grains and Breads**

+--------------------------------------+-------------------------------+
| **GROUP A**                          | **MINIMUM SERVING SIZE FOR    |
|                                      | GROUP A**                     |
+--------------------------------------+-------------------------------+
| -   Bread type coating               | 1 serving = 20 gm or 0.7 oz   |
|                                      |                               |
| -   Bread sticks (hard)              | ¾ serving = 15 gm or 0.5 oz   |
|                                      |                               |
| -   Chow mein noodles                | ½ serving = 10 gm or 0.4 oz   |
|                                      |                               |
| -   Crackers (saltines and snack     | ¼ serving = 5 gm or 0.2 oz    |
|     crackers)                        |                               |
|                                      |                               |
| -   Croutons                         |                               |
|                                      |                               |
| -   Pretzels (hard)                  |                               |
|                                      |                               |
| -   Stuffing (dry) Note: weights     |                               |
|     apply to bread in stuffing^.^    |                               |
+--------------------------------------+-------------------------------+
| **GROUP B**                          | **MINIMUM SERVING SIZE FOR    |
|                                      | GROUP B**                     |
+--------------------------------------+-------------------------------+
| -   Bagels                           | 1 serving = 25 gm or 0.9 oz   |
|                                      |                               |
| -   Batter type coating              | ¾ serving = 19 gm or 0.7 oz   |
|                                      |                               |
| -   Biscuits                         | ½ serving = 13 gm or 0.5 oz   |
|                                      |                               |
| -   Breads (white, wheat, whole      | ¼ serving = 6 gm or 0.2 oz    |
|     wheat, French, Italian)          |                               |
|                                      |                               |
| -   Buns (hamburger and hotdog)      |                               |
|                                      |                               |
| -   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** ^1^                      | **MINIMUM SERVING SIZE FOR    |
|                                      | GROUP C**                     |
+--------------------------------------+-------------------------------+
| -   Cookies ^2^ (plain)              | 1 serving = 31 gm or 1.1 oz   |
|                                      |                               |
| -   Cornbread                        | ¾ serving = 23 gm or 0.8 oz   |
|                                      |                               |
| -   Corn muffins                     | ½ serving = 16 gm or 0.6 oz   |
|                                      |                               |
| -   Croissants                       | ¼ serving = 8 gm or 0.3 oz    |
|                                      |                               |
| -   Pancakes                         |                               |
|                                      |                               |
| -   Pie crust (dessert pies ^2^,     |                               |
|     fruit turnovers ^3^, and         |                               |
|     meat/meat alternate pies)        |                               |
|                                      |                               |
| -   Waffles                          |                               |
+--------------------------------------+-------------------------------+

^1^ 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.

^2^ Allowed only for desserts under the enhanced food-based menu
planning alternative specified in §210.10 and supplements (snacks)
served under the NSLP, SFSP, and CACFP.

^3^ Allowed for desserts under the enhanced food-based menu planning
alternative specified in §210.10 and supplements (snacks) served under
the NSLP, SFSP, and CACFP, and for breakfasts served under the SBP, SFSP
and CACFP.

+---------------------------------+-------------------------------------+
| **GROUP D**                     | **MINIMUM SERVING SIZE FOR GROUP    |
|                                 | D**                                 |
+---------------------------------+-------------------------------------+
| -   Doughnuts ^3^ (cake and     | 1 serving = 50 gm or 1.8 oz         |
|     yeast raised, unfrosted)    |                                     |
|                                 | ¾ serving = 38 gm or 1.3 oz         |
| -   Granola bars ^3^ (plain)    |                                     |
|                                 | ½ serving = 25 gm or 0.9 oz         |
| -   Muffins (all, except corn)  |                                     |
|                                 | ¼ serving = 13 gm or 0.5 oz         |
| -   Sweet roll ^3^ (unfrosted)  |                                     |
|                                 |                                     |
| -   Toaster pastry ^3^          |                                     |
|     (unfrosted)                 |                                     |
+---------------------------------+-------------------------------------+
| **GROUP E**                     | **MINIMUM SERVING SIZE FOR GROUP    |
|                                 | E**                                 |
+---------------------------------+-------------------------------------+
| -   Cookies ^2^ (with nuts,     | 1 serving = 63 gm or 2.2 oz         |
|     raisins, chocolate pieces   |                                     |
|     and/or fruit purees)        | ¾ serving = 47 gm or 1.7 oz         |
|                                 |                                     |
| -   Doughnuts ^3^ (cake and     | ½ serving = 31 gm or 1.1 oz         |
|     yeast raised, frosted or    |                                     |
|     glazed)                     | ¼ serving = 16 gm or 0.6 oz         |
|                                 |                                     |
| -   French toast                |                                     |
|                                 |                                     |
| -   Grain fruit bars ^3^        |                                     |
|                                 |                                     |
| -   Granola bars ^3^ (with      |                                     |
|     nuts, raisins, chocolate    |                                     |
|     pieces and/or fruit)        |                                     |
|                                 |                                     |
| -   Sweet rolls ^3^ (frosted)   |                                     |
|                                 |                                     |
| -   Toaster pastry ^3^          |                                     |
|     (frosted)                   |                                     |
+---------------------------------+-------------------------------------+
| **GROUP F**                     | **MINIMUM SERVING SIZE FOR GROUP    |
|                                 | F**                                 |
+---------------------------------+-------------------------------------+
| -   Cake ^2^ (plain, unfrosted) | 1 serving = 75 gm or 2.7 oz         |
|                                 |                                     |
| -   Coffee cake ^3^             | ¾ serving = 56 gm or 2 oz           |
|                                 |                                     |
|                                 | ½ serving = 38 gm or 1.3 oz         |
|                                 |                                     |
|                                 | ¼ serving = 19 gm or 0.7 oz         |
+---------------------------------+-------------------------------------+
| **GROUP G**                     | **MINIMUM SERVING SIZE FOR GROUP    |
|                                 | G**                                 |
+---------------------------------+-------------------------------------+
| -   Brownies ^2^ (plain)        | 1 serving = 115 gm or 4 oz          |
|                                 |                                     |
| -   Cake ^2^ (all varieties,    | ¾ serving = 86 gm or 3 oz           |
|     frosted)                    |                                     |
|                                 | ½ serving = 58 gm or 2 oz           |
|                                 |                                     |
|                                 | ¼ serving = 29 gm or 1 oz           |
+---------------------------------+-------------------------------------+
| **GROUP H**                     | **MINIMUM SERVING SIZE FOR GROUP    |
|                                 | H**                                 |
+---------------------------------+-------------------------------------+
| -   Barley                      | 1 serving = ½ cup cooked (or 25 gm  |
|                                 | dry)                                |
| -   Breakfast cereals (cooked)  |                                     |
|     ^4^                         |                                     |
|                                 |                                     |
| -   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      | 1 serving = ¾ cup or 1 oz,          |
|     cereal (cold dry) ^4^       | whichever is less                   |
+---------------------------------+-------------------------------------+

^4^ 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.

**How to Read Food Labels**

Nutrition labels, called \"Nutrition Facts\", appear on almost all food
products. You may not see them on institutional packs. Foods packaged in
large size containers for food service are currently exempt. Inserts or
fact sheet information may be provided.

The Nutrition Facts label gives standard serving sizes for adults. Be
aware that the amounts would have to be adjusted for child size
portions, according to meal pattern minimum quantity requirements.
Therefore the number of servings and the number of calories per serving
along with the number of calories from fat would be similarly adjusted.

Nutrient information on the Nutrition Facts label includes: total
calories, calories from fat, total fat, saturated fat, *trans* fat,
cholesterol, sodium, total carbohydrate, including dietary fiber and
sugars, and protein based on an established serving size. \"Daily
Values\" in percents are based on an adult\'s daily intake of 2,000
calories. Keep in mind that the average energy allowance for children 6
through 12 years old is about 2,600 calories per day.

Included on the label are percentages of Vitamins A and C, calcium and
iron. Again these are based on daily requirements for adults, not
children.

### 

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### ![](media/image60.png){width="1.7284722222222222in" height="2.84375in"}

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### NUTRITION: To know the facts...use the label.

For a healthier you, use this tool to make smart food choices quickly
and easily. Try these tips:

-   Keep these low: saturated fats, *trans* fats, cholesterol, and
    sodium.

-   Get enough of these: potassium, fiber, vitamins A and C, calcium,
    and iron.

-   Use the % Daily Value (DV) column when possible: 5% DV or less is
    low, 20% DV or more is high.

**Check servings and calories**. Look at the serving size and how many
servings you are actually consuming. If you double the servings you eat,
you double the calories and nutrients, including the % DVs.

**Make your calories count**. Look at the calories on the label and
compare them with what nutrients you are also getting to decide whether
the food is worth eating. When one serving of a single food item has
over 400 calories per serving, it is high in calories.

**Don\'t sugarcoat it**. Since sugars contribute calories with few, if
any, nutrients, look for foods and beverages low in added sugars. Read
the ingredient list and make sure that added sugars are not one of the
first few ingredients. Some names for added sugars (caloric sweeteners)
include sucrose, glucose, high fructose corn syrup, corn syrup, maple
syrup, and fructose.

**Know your fats**. Look for foods low in saturated fats, *trans* fats,
and cholesterol to help reduce the risk of heart disease (5% DV or less
is low, 20% DV or more is high). Most of the fats you eat should be
polyunsaturated and monounsaturated fats. Adults should keep total fat
intake between 20 to 35 percent of calories. Total fat intake for
children 2 to 3 years of age should be between 30 to 35 percent of
calories, while children and adolescents 4 to 18 years of age should
have a total fat intake between 25 to 35 percent of calories.

**Reduce sodium (salt), increase potassium**. Research shows that eating
less than 2,300 milligrams of sodium (about 1 tsp of salt) per day may
reduce the risk of high blood pressure. Most of the sodium people eat
comes from processed foods, not from the salt shaker. Also look for
foods high in potassium, which counteracts some of sodium\'s effects on
blood pressure.

**The Food Label at a Glance**

The food label carries an up-to-date, easy to use nutrition information
guide, required on almost

all packaged foods. The guide serves as a key to help in planning a
healthy diet.

![](media/image61.png){width="4.553472222222222in"
height="4.742361111111111in"}

**Sources of Nutrients**

Plan menus to include good sources of nutrients.

### Food Sources of Vitamin A

Food sources of vitamin A ranked by International Units (IU). All foods
listed are ≥ 20% (1000 IU (of the Daily Value (DV)) of 5000 IU for
vitamin A. The DVs are used on the Nutrition Facts Label and are based
on a 2,000 Calorie diet.

  -------------------------- -------------------- -----------------------
  **Food Item**              **Serving Size**     **Vitamin A (IU)**

  Sweet potato, cooked,      1 potato (146 grams) 28,058
  baked in skin                                   

  Sweet potato, cooked,      1 potato (156 grams) 24,554
  boiled, without skin                            

  Carrots, frozen, cooked,   ½ cup                12,137
  drained                                         

  Sweet potato, canned,      ½ cup                10,179
  vacuum pack                                     

  Pumpkin, canned            ¼ cup                9,532

  Kale, cooked, drained      ½ cup                8,854

  Carrots, canned, drained   ½ cup                8,154

  Collards, cooked, boiled,  ½ cup                7,709
  drained                                         

  Carrots, raw               ½ cup                6,620

  Dandelion greens, cooked,  ½ cup                5,207
  boiled, drained                                 

  Vegetables, mixed, canned, ¼ cup                4,746
  drained                                         

  Spinach, cooked, boiled,   ¼ cup                4,717
  drained                                         

  Mustard greens, cooked,    ½ cup                4,426
  boiled, drained                                 

  Cabbage, Chinese           ½ cup                3,612
  (pak-choi), cooked,                             
  boiled, drained                                 

  Turnip greens, cooked,     ¼ cup                2,745
  boiled, drained                                 

  Cantaloupe, raw            ½ cup                2,706

  Squash, winter, all        ¼ cup                2,677
  varieties, cooked, baked                        

  Cantaloupe, raw            1/8 melon            2,334

  Lettuce, green leaf, raw   ½ cup                2,074

  Apricots, canned juice     ½ cup                2,063
  pack, with skin, solids                         
  and liquids                                     

  Soup, bean with ham,       ½ cup                1,976
  canned, chunky,                                 
  ready-to-serve, commercial                      
  -------------------------- -------------------- -----------------------

### 

### Food Sources of Vitamin A (Continued)

  -------------------------- -------------------- -----------------------
  **Food Item**              **Serving Size**     **Vitamin A (IU)**

  Vegetable juice cocktail,  4 fl. oz.            1,885
  canned                                          

  Peas, green, frozen,       ½ cup                1,680
  cooked, drained                                 

  Lettuce, cos or romaine,   ½ cup                1,626
  raw                                             

  Apricots, canned, heavy    ½ cup                1,587
  syrup pack, solids and                          
  liquids                                         

  Broccoli, cooked, boiled,  ½ cup                1,535
  drained                                         

  Grapefruit, raw, pink and  ½ grapefruit         1,415
  red                                             

  Spinach, raw               ½ cup                1,407

  Plums, canned purple,      ½ cup                1272
  juice pack, solids and                          
  liquids                                         

  Apricots, dried, sulfured, 10 halves            1,261
  uncooked                                        

  Peppers, sweet, red, raw   ¼ cup                1,167

  Tangerines (mandarin       ½ cup                1,059
  oranges), canned, light                         
  syrup pack                                      
  -------------------------- -------------------- -----------------------

**Reference**: Adapted from the Agricultural Research Service (ARS)
Nutrient Database for Standard Reference, Release 17.

![](media/image62.jpeg){width="2.0833333333333335in"
height="2.7604166666666665in"}

### 

**[Food Sources of Vitamin C]{.underline}**

All foods in this list contain 8 milligrams (mg) or more of vitamin C.

  ----------------------- ----------------------- -----------------------
  **Food Item**           **Serving Size**        **Vitamin C (mg)**

  Peppers, sweet, red,    ¼ cup                   71
  raw                                             

  Oranges, raw, all       1 medium                70
  commercial varieties                            

  Peaches, frozen,        ¼ cup                   59
  sliced, sweetened                               

  Peppers, sweet, red,    ¼ cup                   58
  cooked, boiled, drained                         

  Strawberries, frozen,   ½ cup                   53
  sweetened, sliced                               

  Strawberries, raw       ½ cup                   49

  Papayas, raw            ¼ papaya                47

  Cranberry juice         4 fl. oz.               45
  cocktail, bottled                               

  Kohlrabi, cooked,       ½ cup                   45
  boiled, drained                                 

  Orange juice, canned,   4 fl. oz.               43
  unsweetened                                     

  Orange juice, chilled,  4 fl. oz.               41
  includes from                                   
  concentrate                                     

  Broccoli, frozen,       ½ cup                   37
  chopped, boiled                                 

  Kiwi fruit (Chinese     ½ medium                35
  gooseberries), fresh                            

  Vegetable juice         4 fl. oz.               34
  cocktail, canned                                

  Tomato soup, canned,    ½ cup                   33
  prepared with equal                             
  amount of water                                 

  Peppers, sweet, green,  ¼ cup                   30
  raw                                             

  Melons, cantaloupe, raw ½ cup                   29

  Sweet potato, cooked,   1 potato                29
  baked in skin                                   

  Melons, honeydew, raw   1/8 melon               28

  Kale, cooked, boiled,   ½ cup                   27
  drained                                         

  Peppers, hot chili,     ¼ pepper                27
  green, raw                                      

  Melons, cantaloupe, raw 1/8 melon               25

  Peppers, sweet, green,  ¼ cup                   25
  cooked, boiled, drained                         
  ----------------------- ----------------------- -----------------------

**[Food Sources of Vitamin C (Continued)]{.underline}**

  ----------------------- ----------------------- -----------------------
  **Food Item**           **Serving Size**        **Vitamin C (mg)**

  Watermelon, raw         1 wedge (10 oz)         23

  Asparagus, frozen,      ½ cup                   22
  cooked, boiled                                  

  Cabbage, Chinese        ¼ cup                   22
  (pak-choi), cooked,                             
  boiled                                          

  Collards, frozen,       ½ cup                   22
  chopped, boiled                                 

  Tangerines (mandarin    1 tangerine             22
  oranges), raw                                   

  Tomato juice, canned    4 fl. oz.               22

  Raspberries, frozen,    ½ cup                   21
  red, sweetened                                  

  Broccoli, raw           ¼ cup                   20

  Grapefruit, raw, white  ¼ grapefruit            20

  Turnip greens, frozen,  ½ cup                   20
  cooked, boiled                                  

  Potatoes, white, flesh  1 potato (7 oz)         19
  and skin, baked                                 

  Brussels sprouts,       ¼ cup                   18
  frozen, cooked, boiled                          

  Mustard greens, cooked, ½ cup                   18
  boiled                                          

  Turnip greens, frozen,  ½ cup                   18
  cooked, boiled                                  

  Peppers, hot chili,     ¼ pepper                16
  red, raw                                        

  Asparagus, frozen,      4 spears                15
  cooked, boiled                                  

  Cabbage, cooked, boiled ½ cup                   15

  Melons, honeydew, raw   ½ cup                   15

  Soybeans, green,        ½ cup                   15
  cooked, boiled                                  

  Spinach, canned,        ¼ cup                   15
  drained solids                                  

  Cauliflower, frozen,    ¼ cup                   14
  cooked, boiled                                  

  Grapefruit sections,    ¼ cup                   14
  canned, light syrup                             
  pack, sol. & liquid                             

  Pineapple, raw, all     ¼ cup                   14
  varieties                                       

  Pineapple juice,        4 fl. oz.               13
  canned, unsweetened                             
  ----------------------- ----------------------- -----------------------

**[Food Sources of Vitamin C (Continued)]{.underline}**

  ----------------------- ----------------------- -----------------------
  **Food Item**           **Serving Size**        **Vitamin C (mg)**

  Tomato products,        ¼ cup                   13
  canned, puree                                   

  Cauliflower, raw        ¼ cup                   12

  Mangos, raw             ¼ cup                   12

  Pineapple, canned,      ½ cup                   12
  juice pack, solids and                          
  liquids                                         

  Potato salad,           ½ cup                   12
  school-prepared                                 

  Tangerines (mandarin    ¼ cup                   12
  oranges), canned                                

  Lima beans, immature    ½ cup                   11
  seeds, frozen, cooked                           

  Potatoes, white,        ½ cup                   11
  mashed, dehydrated,                             
  prepared from flakes                            
  without milk, whole                             
  milk and butter added                           

  Potatoes, white,        ½ cup                   11
  mashed, school-prepared                         

  Sweet potato, canned,   ½ cup                   11
  syrup pack, drained                             
  solids                                          

  Tomatoes, red, ripe,    ½ cup                   11
  raw, chopped                                    

  Banana                  Medium                  10

  Cabbage, red, raw       ¼ cup                   10

  Coleslaw,               ¼ cup                   10
  school-prepared                                 

  Dandelion greens,       ½ cup                   10
  cooked, boiled, drained                         

  Pimento, canned         1 tbsp.                 10

  Potatoes, hash-brown,   ½ cup                   10
  school-prepared                                 

  Squash, summer, all     ½ cup                   10
  varieties, raw                                  

  Squash, winter, all     ½ cup                   10
  varieties, cooked,                              
  baked                                           

  Carambola (starfruit),  ¼ cup                   09
  raw                                             

  Corn, sweet, yellow,    ½ cup                   09
  canned                                          

  Grapes, red or green    ½ cup                   09
  (such as Thompson                               
  seedless), raw                                  

  Sauerkraut, canned,     ¼ cup                   09
  solids and liquids                              
  ----------------------- ----------------------- -----------------------

Food Sources of Vitamin C (Continued)

  ----------------------- ----------------------- -----------------------
  **Food Item**           **Serving Size**        **Vitamin C (mg)**

  Tomato products,        ½ cup                   09
  canned, sauce                                   

  Tomatoes, cherry, red,  4 cherry tomatoes       09
  ripe, raw                                       

  Lemon juice, canned or  2 tbsp.                 08
  bottled                                         

  Peas, green, canned,    ½ cup                   08
  regular pack                                    

  Peas, green, frozen,    ¼ cup                   08
  cooked, boiled                                  

  Potato wedges, frozen,  ½ cup                   08
  commodity                                       

  Refried beans, canned   ½ cup                   08
  (includes commodity)                            

  Rutabagas, cooked,      ¼ cup                   08
  boiled                                          
  ----------------------- ----------------------- -----------------------

**Reference**: Adapted from the Agricultural Research Service (ARS)
Nutrient Database for Standard Reference, Release 17.

![](media/image36.jpeg){width="1.96875in" height="1.4479166666666667in"}

**[Food Sources of Iron]{.underline}**

All foods in this list contain 0.8 mg or more of iron.

  ------------------------------- ---------------------- ----------------
  **Food Item**                   **Serving Size**       **Iron (Mg)**

  Soybeans, mature cooked, boiled ½ cup                  4.4

  Beans, baked, canned, with pork ½ cup                  4.0
  and tomato sauce                                       

  Beans, white, mature seeds,     ½ cup                  4.0
  canned                                                 

  Beef, liver, cooked             2 oz                   3.5

  Molasses, blackstrap            1 tbsp                 3.5

  Lentils, mature seeds, cooked,  ½ cup                  3.3
  boiled                                                 

  Spinach, cooked, drained        ½ cup                  3.2

  Beans, kidney, red, mature      ½ cup                  2.6
  seeds, cooked                                          

  Chickpeas (garbanzo beans),     ½ cup                  2.4
  mature seeds, cooked                                   

  Soybeans, green, cooked         ½ cup                  2.3

  Beans, navy, mature seeds,      ½ cup                  2.2
  cooked                                                 

  Lima beans, large, mature seed, ½ cup                  2.2
  dried, cooked                                          

  Cake, gingerbread, from recipe  1 piece                2.1

  Refried beans, canned (includes ½ cup                  2.0
  USDA commodity)                                        

  Cereals ready-to-eat            1 cup                  2 -22

  Beans, great northern, mature   ½ cup                  1.9
  seeds, cooked                                          

  Potato, baked, flesh and skin   1 medium               1.9

  Rolls, hard (includes Kaiser)   1 roll                 1.9

  Beans, black, mature seeds,     ½ cup                  1.8
  cooked                                                 

  Beans, pinto, mature seeds,     ½ cup                  1.8
  cooked boiled                                          

  Beef, chuck, blade roast,       2 oz                   1.8
  braised                                                

  Lima beans, immature seeds,     ½ cup                  1.8
  frozen, baby or fordhook,                              
  cooked                                                 

  Biscuits, plain or buttermilk,  2-1/2" biscuit         1.7
  prepared from recipe                                   

  Cherries, sour, red, canned,    ½ cup                  1.7
  water pack, solids and liquids                         
  (includes USDA commodity)                              

  Sauerkraut, canned, solids and  ½ cup                  1.7
  liquids                                                

  Bread, cornbread, from recipe,  1 piece                1.6
  made with low-fat milk                                 

  Bread, pita, white, enriched    6-1/2" pita            1.6

  Peas, green, cooked             ½ cup                  1.6

  Turnip greens, frozen, cooked,  ½ cup                  1.6
  boiled                                                 
  ------------------------------- ---------------------- ----------------

**[Food Sources of Iron (Continued)]{.underline}**

  ------------------------------- ---------------------- ----------------
  **Food Item**                   **Serving Size**       **Iron (Mg)**

  Beans, baked, canned, plain or  ½ cup                  1.5
  vegetarian                                             

  Beef, round bottom round,       2 oz                   1.5
  braised                                                

  Beets, canned                   ½ cup                  1.5

  Beef, ground, 80% lean meat/    2 oz                   1.4
  20% fat, patty, broiled                                

  Pizza, cheese, regular crust,   1 serving              1.4
  frozen                                                 

  Rolls, hamburger or hotdog,     1 roll                 1.4
  plain                                                  

  Asparagus, canned, drained      4 spears               1.3
  solids                                                 

  Noodles, egg, cooked, enriched  ½ cup                  1.3

  Peas, split, mature seeds,      ½ cup                  1.3
  cooked                                                 

  Turkey, all classes, dark meat, 2 oz                   1.3
  roasted                                                

  Cowpeas, common (black-eyed,    ½ cup                  1.2
  crowder, southern), mature                             
  seeds, canned                                          

  Collards, cooked                ½ cup                  1.1

  Pizza, meat and vegetable,      1 serving              1.1
  regular crust, frozen                                  

  Pork, fresh, shoulder, arm      2 oz                   1.1
  picnic, braised                                        

  Sweet potato, canned            ½ cup                  1.1

  Tomato products, canned, puree  ¼ cup                  1.1

  Tortillas, read-to-bake or fry, 1 tortilla             1.1
  flour                                                  

  Fish fillet, battered or        2 oz                   1.0
  breaded, and fried                                     

  Fish, tuna salad                ½ cup                  1.0

  Muffins, corn, dry mix,         1 muffin               1.0
  prepared                                               

  Plums, canned, purple, heavy    ½ cup                  1.0
  syrup pack, solids and liquids                         

  Rice, white, long-grain or      ½ cup                  1.0
  regular, parboiled, enriched                           

  Tomato products, canned, paste  2 tbsp                 1.0

  Tomato sauce for pasta,         ½ cup                  1.0
  spaghetti/marinara, ready-to                           
  serve                                                  

  Turkey, ground, cooked          2 oz                   1.0

  Bread, mixed-grain (includes    1 slice                0.9
  whole-grain, 7-grain)                                  

  Bread, pumpernickel             1 slice                0.9

  Bread, rye                      1 slice                0.9

  Bread, white, commercially      1 slice                0.9
  prepared (includes soft bread                          
  crumbs)                                                

  Bread, whole-wheat,             1 slice                0.9
  commercially prepared                                  

  Brussels sprouts, cooked,       ½ cup                  0.9
  boiled,                                                

  Chicken, broilers or fryers,    ½ breast               0.9
  breast, roasted                                        
  ------------------------------- ---------------------- ----------------

Food Sources of Iron (Continued)

+-------------------------------+----------------------+---------------+
| **Food Item**                 | **Serving Size**     | **Iron (Mg)** |
+-------------------------------+----------------------+---------------+
| Crackers, matzo, plain        | 1 matzo              | 0.9           |
+-------------------------------+----------------------+---------------+
| Fish, tuna, light canned in   | 2 oz                 | 0.9           |
| water, drained                |                      |               |
+-------------------------------+----------------------+---------------+
| Macaroni, cooked, enriched    | ½ cup                | 0.9           |
+-------------------------------+----------------------+---------------+
| Muffins, blueberry,           | 1 muffin             | 0.9           |
| commercially prepared         |                      |               |
+-------------------------------+----------------------+---------------+
| Rolls, dinner, plain,         | 1 roll               | 0.9           |
| commercially prepared         |                      |               |
+-------------------------------+----------------------+---------------+
| Spaghetti, cooked, enriched   | ½ cup                | 0.9           |
+-------------------------------+----------------------+---------------+
| Tomatoes, red, ripe, canned,  | ¼ cup                | 0.9           |
| stewed                        |                      |               |
+-------------------------------+----------------------+---------------+
| Tomato soup, canned, prepared | ½ cup                | 0.9           |
| with equal volume water       |                      |               |
+-------------------------------+----------------------+---------------+
| Turkey roast, boneless, light | 1 oz light and       | 0.9           |
| and dark meat, roasted        |                      |               |
|                               | 1 oz dark            |               |
+-------------------------------+----------------------+---------------+
| Vegetables, mixed canned      | ½ cup                | 0.9           |
+-------------------------------+----------------------+---------------+
| Bread, wheat (includes wheat  | 1 slice              | 0.8           |
| berry)                        |                      |               |
+-------------------------------+----------------------+---------------+
| Chicken, broilers or fryers,  | 2 oz                 | 0.8           |
| dark meat, meat only, roasted |                      |               |
+-------------------------------+----------------------+---------------+
| Fish, catfish, channel,       | 2 oz                 | 0.8           |
| cooked, breaded and fried     |                      |               |
+-------------------------------+----------------------+---------------+
| Fish, haddock, cooked         | 2 oz                 | 0.8           |
+-------------------------------+----------------------+---------------+
| Frankfurter, chicken or beef  | 1 frank              | 0.8           |
+-------------------------------+----------------------+---------------+
| Potato salad, school-prepared | ½ cup                | 0.8           |
+-------------------------------+----------------------+---------------+
| Raspberries, frozen, red,     | ½ cup                | 0.8           |
| sweetened                     |                      |               |
+-------------------------------+----------------------+---------------+
| Strawberries, frozen,         | ½ cup                | 0.8           |
| sweetened, sliced             |                      |               |
+-------------------------------+----------------------+---------------+
| Sweet potato, cooked, baked   | 1 medium             | 0.8           |
+-------------------------------+----------------------+---------------+
| Spaghetti, whole-wheat,       | ½ cup                | 0.7           |
| cooked                        |                      |               |
+-------------------------------+----------------------+---------------+

**Reference**: Adapted from the Agricultural Research Service (ARS)
Nutrient Database for Standard Reference, Release 17.

![](media/image63.jpeg){width="1.9861111111111112in"
height="0.8027777777777778in"}

### 

**[Food Sources of Calcium]{.underline}**

All foods listed in this chart are ≥ 20% (200 milligrams) of the Daily
Value (DV) of 1000 milligrams (mg) for calcium. The DVs are used on the
Food and Drug Administration's Nutrition Facts Label and is based on a
2000 calorie diet. A food that contains 200 mg. or more of calcium
contributes a substantial amount of calcium to the diet and is used here
to define a good source.

  ------------------------------ ----------------- -----------------------
  **Food Item**                  **Serving Size**  **Calcium (Mg)**

  Yogurt, plain, skim milk       8-oz container    452

  Yogurt, plain, low fat         8-oz container    415

  Yogurt, fruit, low fat         8-oz container    345

  Cheese, ricotta, part skim     ½ cup             335
  milk                                             

  Milk, nonfat, fluid            1 cup             306

  Milk, fluid, 2% milkfat        1 cup             285

  Milk, whole, 3.25% milkfat     1 cup             276

  Yogurt, plain, whole milk      8-oz container    275

  Cheese, ricotta, whole milk    ½ cup             255

  Cheese, includes cheddar,      1 oz              204 - 214
  mozzarella (part-skim),                          
  muenster and provolone                           

  Cereal, ready-to-eat,          1 oz              236 - 1043
  fortified                                        
  ------------------------------ ----------------- -----------------------

**[Other Food Sources of Calcium]{.underline}**

All foods listed in this chart contain less than 200 milligrams of
calcium. When these foods are used in combination with foods high in
calcium and/or other foods in this list, they can assist in reaching the
nutrition standard for calcium.

  ------------------------------ ----------------- ----------------------
  **Food Item**                  **Serving Size**  **Calcium (Mg)**

  Collards, frozen, chopped,     ½ cup             179
  cooked boiled, drained                           

  Cornbread, prepared from       1 piece (2 oz)    162
  recipe, made with low fat (2%)                   
  milk                                             

  Spinach, frozen, boiled,       ½ cup             146
  cooked, drained                                  

  Soybeans, green, cooked,       ½ cup             131
  boiled, drained                                  

  Seeds, sesame butter, tahini,  2 tbsp            128

  Turnip greens, frozen, cooked, ½ cup             125
  boiled, drained                                  

  Fish, salmon, pink, canned,    2 oz              119
  solids with bone and liquid                      

  Cowpeas (Blackeyes), immature  ½ cup             106
  seeds (not dried) cooked,                        
  boiled, drained                                  
  ------------------------------ ----------------- ----------------------

Other Food Sources of Calcium (Continued)

  ------------------------------ ----------------- ----------------------
  **Food Item**                  **Serving Size**  **Calcium (Mg)**

  Frozen yogurt, soft-serve      ½ cup             103

  Cereal, oats, instant,         1 packet          99
  fortified, plain, prepared                       
  with water                                       

  English muffins, plain,        1 muffin          99
  enriched, with calcium                           
  propionate                                       

  Beans, white, mature seeds,    ½ cup             91
  canned                                           

  Kale, frozen, cooked, boiled,  ½ cup             90
  drained                                          

  Okra, frozen, cooked, boiled,  ½ cup             89
  drained                                          

  Soybeans, mature, cooked,      ½ cup             88
  boiled                                           

  Ice cream, vanilla             ½ cup             84

  Cabbage, Chinese (pak-choi),   ½ cup             79
  cooked, boiled, drained                          

  Cheese, processed, American    1 oz              78

  Waffles, plain, frozen,        1 waffle (33 g)   77
  ready-to-eat                                     

  Fish, ocean perch, Atlantic,   2 oz              76
  cooked, dry heat                                 

  Cereal, cream of wheat,        2/3 cup           75
  regular, cooked with water                       

  Beans, baked, canned, with     ½ cup             71
  pork and tomato sauce                            

  Dandelion greens, cooked,      ½ cup             71
  boiled, drained                                  

  Cheese, cottage, creamed       ½ cup             70

  Nuts, almonds                  1 oz (24 nuts)    70
  ------------------------------ ----------------- ----------------------

**Reference**: Adapted from the Agricultural Research Service (ARS)
Nutrient Database for Standard Reference, Release 17.

![](media/image64.jpeg){width="2.40625in" height="1.8958333333333333in"}

**Serving Sizes and Yields for Vegetables**

Note: Sponsors/sites that prepare meals for a smaller number of children
might find the third column (Serving Size and Yield) more appropriate
for the size of their program, rather than initially referring to the
second column (Size and Count).

+---------+----------------------------------------+-------------------+
| **Vege  | **Size and Count**                     | **Serving Size    |
| table** |                                        | and Yield**       |
+---------+----------------------------------------+-------------------+
| Carrot  | Specify U.S. #1 carrots with 1-1/8 in. | 1 stick is 4 in.  |
| Sticks  | medium diameter - about 7½ in. length, | long and ½ in.    |
|         | 6 per pound, various bag sizes         | wide. 3 sticks =  |
|         | available (1, 2, 5, 10, 25, and 50     | ¼ cup             |
|         | pound bags.                            |                   |
+---------+----------------------------------------+-------------------+
| Caul    | Specify in cartons of 18-24 pounds, or | 1 medium head =   |
| iflower | wire-bound crates of 45-50 pounds.     | about 6 cups      |
|         |                                        | florets           |
+---------+----------------------------------------+-------------------+
| Celery  | Specify 2, 2½, or 3 dozen per crate.   | 1 stick is 4 in.  |
| Sticks  | Crates weigh 60-70 pounds net.         | long and ½ in.    |
|         |                                        | wide. 3 sticks =  |
|         |                                        | ¼ cup             |
+---------+----------------------------------------+-------------------+
| C       | Specify 2 in. minimum diameter. This   | 1 stick is 3 in.  |
| ucumber | information will be stamped on the     | long and ¾ in.    |
| Sticks  | basket. Cucumbers will vary from 2 in. | wide. 3 sticks    |
|         | to 2½ in. in diameter and are about 7½ | (pared or         |
|         | in. long.                              | unpared) = ¼ cup  |
+---------+----------------------------------------+-------------------+
| L       | Specify 2 dozen heads, weight of 40-48 | ¼ cup raw,        |
| ettuce, | pounds.                                | shredded          |
| Head    |                                        | vegetable OR      |
| (I      |                                        |                   |
| ceberg) |                                        | ¼ cup raw         |
|         |                                        | vegetable pieces  |
+---------+----------------------------------------+-------------------+
| L       | Specify 2 dozen heads, weight 18       | ¼ cup raw         |
| ettuce, | pounds.                                | vegetable pieces  |
| Leaf    |                                        |                   |
+---------+----------------------------------------+-------------------+
| Olives, | Large                                  | 8 olives = ¼ cup  |
| Ripe    |                                        |                   |
+---------+----------------------------------------+-------------------+
| P       | Specify large size, 4 to 4¾ in. long,  | 1/3 pickle = ¼    |
| ickles, | 22 to 39 count per gallon.             | cup               |
| Dill    |                                        |                   |
+---------+----------------------------------------+-------------------+
| P       | Specify small size, 2¾ to 3½ in. long, | 1 pickle = ¼ cup  |
| ickles, | 52 to 99 count per gallon.             |                   |
| Sweet   |                                        |                   |
+---------+----------------------------------------+-------------------+
| R       | Specify U.S. #1, ½ in. diameter        | 7 small radishes  |
| adishes | minimum, without tops, small size, 45  | = ¼ cup           |
|         | radishes per pound.                    |                   |
+---------+----------------------------------------+-------------------+
| Tomato  | Specify large or extra large, 30 pound | 4 slices, 1/8 in. |
|         | net per container. Tomato is 2 ½ in. x | thick = ¼ cup     |
|         | 2 ¾ in. diameter; sliced 1/8 inch.     |                   |
+---------+----------------------------------------+-------------------+
| Slices  | Specify small or medium tomatoes, 2    | 5 slices, 1/8 in. |
|         | 1/8 in. to 2 ¼ in. diameter.           | thick = ¼ cup     |
+---------+----------------------------------------+-------------------+
| Cherry  | Specify standard size, (California or  | 3 tomatoes =      |
|         | Arizona) or size 125 (Texas).          | about ¼ cup       |
+---------+----------------------------------------+-------------------+

For more information, refer to the USDA Food Buying Guide for Child
Nutrition Programs
<http://teamnutrition.usda.gov/Resources/foodbuyingguide.html>.

**Serving Sizes and Yields for Fruits**

Note: Sponsors/sites that prepare meals for a smaller number of children
might find the third column (Serving Size and Yield) more appropriate
for the size of their program, rather than initially referring to the
second column (Size and Count).

+-----------+--------------------------------------+-------------------+
| **Fruit** | **Size and Count**                   | **Serving Size    |
|           |                                      | and Yield\***     |
+-----------+--------------------------------------+-------------------+
| Apples    | Specify size: 125-138 count, whole,  | ¼ raw, unpeeled   |
|           | or                                   | apple = about ¼   |
|           |                                      | cup               |
|           | 100 count, whole.                    |                   |
|           |                                      | 1/5 raw, unpeeled |
|           |                                      | apple = about ¼   |
|           |                                      | cup               |
+-----------+--------------------------------------+-------------------+
| Bananas   | Purchase by fingers, institutional   | 1 banana = 3/8    |
|           | pack, 150 per case, three to four    | cup               |
|           | bananas per pound.                   |                   |
+-----------+--------------------------------------+-------------------+
| Bl        | Specify U.S. #1, sold in pints,      | ¼ cup measure     |
| ueberries | fresh. 1 pint AP = about 2 2/3 cups  |                   |
|           | EP.                                  |                   |
+-----------+--------------------------------------+-------------------+
| Str       | Specify U.S. #1, minimum diameter ¾  | ½ cup measure     |
| awberries | in, sold in quarts and pints.        |                   |
+-----------+--------------------------------------+-------------------+
| C         | Specify size 18, 5 in. diameter,     | 1/10 medium melon |
| antaloupe | approximately 30 oz. per melon.      | = ¼ cup           |
+-----------+--------------------------------------+-------------------+
| Grapes    | Specify variety desired.             |                   |
+-----------+--------------------------------------+-------------------+
| With      |                                      | 6 grapes = about  |
| seeds     |                                      | ¼ cup;            |
|           |                                      |                   |
|           |                                      | 12 grapes = ½ cup |
+-----------+--------------------------------------+-------------------+
| Seedless  |                                      | 7 grapes = about  |
|           |                                      | ¼ cup;            |
|           |                                      |                   |
|           |                                      | 14 grapes = ½ cup |
+-----------+--------------------------------------+-------------------+
| N         | Specify size 88 (2 ¼ in. diameter)   | 1 nectarine =     |
| ectarines | approximately 4 per pound.           | about ½ cup       |
+-----------+--------------------------------------+-------------------+
| Medium    | Specify size 56 and 64 (2 ¾ in.      | 1 nectarine =     |
| size      | diameter).                           | about ¾ cup       |
+-----------+--------------------------------------+-------------------+
| Oranges   | Specify size 138 or 113 (California  | 1 orange (size    |
|           | or Arizona) or size 125 (Florida or  | 113/125) = about  |
|           | Texas).                              | 5/8 cup           |
|           |                                      |                   |
|           |                                      | 1 orange (size    |
|           |                                      | 138) = about ½    |
|           |                                      | cup               |
+-----------+--------------------------------------+-------------------+
| Peaches   | Specify size 84 (21/8 in. diameter - | 1 peach = about   |
|           | box may state 2 to 2¼ in. diameter); | 3/8 cup           |
|           | approximately                        |                   |
|           |                                      |                   |
|           | 3½ to 4 peaches per pound.           |                   |
+-----------+--------------------------------------+-------------------+
| Medium    | Specify size 60 to 64 (2½ in.        | 1 peach = about   |
| size      | diameter); approximately 3 per       | 2/3 cup           |
|           | pound.                               |                   |
+-----------+--------------------------------------+-------------------+
| Pears     | Specify size 150 (2¼ to 23/8) in.    | 1 pear = about ½  |
|           | diameter.                            | cup               |
+-----------+--------------------------------------+-------------------+
| Medium    | Specify size 120; approximately 3    | 1 pear = about ¾  |
| size      | per pound.                           | cup               |
+-----------+--------------------------------------+-------------------+

**Serving Sizes and Yields for Fruits (continued)**

Note: Sponsors/sites that prepare meals for a smaller number of children
might find the third column (Serving Size and Yield) more appropriate
for the size of their program, rather than initially referring to the
second column (Size and Count).

+-----------+--------------------------------------+-------------------+
| **Fruit** | **Size and Count**                   | **Serving Size    |
|           |                                      | and Yield\***     |
+-----------+--------------------------------------+-------------------+
| Plums     | Specify size 45 and 50 (2 in.        | 1 plum = about ½  |
|           | diameter).                           | cup               |
+-----------+--------------------------------------+-------------------+
| Medium    | Specify size 60 and 65.              | 1 plum = about    |
| size      |                                      | 3/8 cup           |
+-----------+--------------------------------------+-------------------+
| Raisins   | Specify bulk purchase or individual  | Yield of Bulk:    |
|           | packages.                            |                   |
|           |                                      | 3.  to 1.5 ounce  |
|           |                                      |     package = ¼   |
|           |                                      |     cup           |
|           |                                      |                   |
|           |                                      | 1 lb. = 12.6-¼    |
|           |                                      | cup servings      |
+-----------+--------------------------------------+-------------------+
| Tangerine | Specify size 120 count.              | 1 tangerine =     |
|           |                                      | about 3/8 cup     |
+-----------+--------------------------------------+-------------------+
| W         | Specify average size, melons will    | ¼ cup fruit or ¼  |
| atermelon | average about 27 pounds.             | cup diced fruit   |
|           |                                      | without rind      |
+-----------+--------------------------------------+-------------------+

\* Any serving size may be planned. For simplicity, this table of
serving sizes and yields for vegetables and fruits provides ¼ cup
servings of vegetables and a variety of cup servings of fruits.

**Note**: Where sizes are specified for fruits, they indicate numbers of
fruit in the box. The larger the number, the smaller the fruit. Any
fruit that is larger than that specified may be used.

> **Buying Calendar for Fresh Vegetables**

+----------+---+-----------+-----------+---------+-----------+-----------+
| **J      |   |           | **F       |         | **March** |           |
| anuary** |   |           | ebruary** |         |           |           |
+----------+---+-----------+-----------+---------+-----------+-----------+
| Beets    |   |           | A         |         | A         |           |
|          |   |           | rtichokes |         | rtichokes |           |
| Cabbage  |   |           |           |         |           |           |
|          |   |           | Beets     |         | Asparagus |           |
| Cau      |   |           |           |         |           |           |
| liflower |   |           | Broccoli  |         | Beets     |           |
|          |   |           |           |         |           |           |
| Celery   |   |           | Cabbage   |         | Broccoli  |           |
|          |   |           |           |         |           |           |
| Lettuce  |   |           | Celery    |         | Cabbage   |           |
|          |   |           |           |         |           |           |
| Potatoes |   |           | Lettuce   |         | Carrots   |           |
|          |   |           |           |         |           |           |
| Spinach  |   |           | Potatoes  |         | Ca        |           |
|          |   |           |           |         | uliflower |           |
|          |   |           | Spinach   |         |           |           |
|          |   |           |           |         | Celery    |           |
|          |   |           |           |         |           |           |
|          |   |           |           |         | Potatoes  |           |
+----------+---+-----------+-----------+---------+-----------+-----------+
| #####    |   |           | ##        |         | ###       |           |
| ## April |   |           | ##### May |         | #### June |           |
+----------+---+-----------+-----------+---------+-----------+-----------+
| Ar       |   | Peas      | Asparagus | Peas    | Carrots   | Peppers   |
| tichokes |   |           |           |         |           |           |
|          |   | Spinach   | Beets     | P       | Celery    | Potatoes  |
| A        |   |           |           | otatoes |           |           |
| sparagus |   |           | Cabbage   |         | Cucumbers | Squash    |
|          |   |           |           | Spinach |           |           |
| Beets    |   |           | Carrots   |         | Green     | Sweet     |
|          |   |           |           | Sweet   | beans     | corn      |
| Broccoli |   |           | Celery    | corn    |           |           |
|          |   |           |           |         | Lettuce   | Tomatoes  |
| Carrots  |   |           | Lettuce   | T       |           |           |
|          |   |           |           | omatoes | Onions    |           |
| Cau      |   |           | Onions    |         |           |           |
| liflower |   |           |           |         |           |           |
|          |   |           |           |         |           |           |
| Lettuce  |   |           |           |         |           |           |
+----------+---+-----------+-----------+---------+-----------+-----------+
| **July** |   |           | *         |         | **Se      |           |
|          |   |           | *August** |         | ptember** |           |
+----------+---+-----------+-----------+---------+-----------+-----------+
| Cabbage  |   | Okra      | Cabbage   | Onions  | Cabbage   | Peppers   |
|          |   |           |           |         |           |           |
| Carrots  |   | Onions    | Celery    | Peppers | Cucumbers | Squash    |
|          |   |           |           |         |           |           |
| Celery   |   | Peppers   | Cucumbers | P       | Eggplant  | Sweet     |
|          |   |           |           | otatoes |           | corn      |
| C        |   | Potatoes  | Eggplant  |         | Green     |           |
| ucumbers |   |           |           | Squash  | beans     |           |
|          |   | Squash    | Green     |         |           |           |
| Eggplant |   |           | beans     | Sweet   | Onions    |           |
|          |   | Sweet     |           | corn    |           |           |
| Green    |   | corn      | Lettuce   |         | Peas      |           |
| beans    |   |           |           | T       |           |           |
|          |   | Tomatoes  | Okra      | omatoes |           |           |
| Lettuce  |   |           |           |         |           |           |
|          |   |           |           |         |           |           |
| Lima     |   |           |           |         |           |           |
| beans    |   |           |           |         |           |           |
+----------+---+-----------+-----------+---------+-----------+-----------+
| **O      |   |           | **N       |         | **D       |           |
| ctober** |   |           | ovember** |         | ecember** |           |
+----------+---+-----------+-----------+---------+-----------+-----------+
| Broccoli |   | Okra      | Broccoli  |         | Broccoli  | Sweet     |
|          |   |           |           |         |           | potatoes  |
| Brussel  |   | Peas      | Brussel   |         | Brussel   |           |
| sprouts  |   |           | sprouts   |         | sprouts   | Winter    |
| Cabbage  |   | Peppers   |           |         |           | squash    |
|          |   |           | Lettuce   |         | Carrots   |           |
| C        |   | Potatoes  |           |         |           |           |
| ucumbers |   |           |           |         | Ca        |           |
|          |   | Sweet     |           |         | uliflower |           |
| Eggplant |   | corn      |           |         |           |           |
|          |   |           |           |         | Celery    |           |
| Green    |   | Sweet     |           |         |           |           |
| beans    |   | potatoes  |           |         | Potatoes  |           |
|          |   |           |           |         |           |           |
| Lima     |   | Tomatoes  |           |         | Spinach   |           |
| beans    |   |           |           |         |           |           |
|          |   | Winter    |           |         |           |           |
| Lettuce  |   | squash    |           |         |           |           |
+----------+---+-----------+-----------+---------+-----------+-----------+

## Buying Calendar for Fresh Fruits

+------------+---------+------------+---------+------------+---------+
| *          |         | **         |         | **March**  |         |
| *January** |         | February** |         |            |         |
+------------+---------+------------+---------+------------+---------+
| Apples     |         | Apples     |         | Apples     |         |
|            |         |            |         |            |         |
| Avocados   |         | Avocados   |         | Avocados   |         |
|            |         |            |         |            |         |
| G          |         | G          |         | G          |         |
| rapefruits |         | rapefruits |         | rapefruits |         |
|            |         |            |         |            |         |
| Lemons     |         | Lemons     |         | Lemons     |         |
|            |         |            |         |            |         |
| Navel      |         | Navel      |         | Navel      |         |
| Oranges    |         | Oranges    |         | Oranges    |         |
|            |         |            |         |            |         |
| Tangerines |         | Tangerines |         | Winter     |         |
|            |         |            |         | Pears      |         |
| Winter     |         | Winter     |         |            |         |
| Pears      |         | Pears      |         |            |         |
+------------+---------+------------+---------+------------+---------+
| **April**  |         | **May**    |         | **June**   |         |
+------------+---------+------------+---------+------------+---------+
| Apples     |         | Avocados   |         | Apricots   | Lemons  |
| Avocados   |         |            |         |            |         |
|            |         | Cherries   |         | Avocados   | Nec     |
| G          |         |            |         |            | tarines |
| rapefruits |         | G          |         | B          |         |
|            |         | rapefruits |         | ushberries | Peaches |
| Lemons     |         |            |         |            |         |
|            |         | Lemons     |         | C          | Plums   |
| Navel      |         |            |         | antaloupes |         |
| Oranges    |         | Navel      |         |            | Straw   |
|            |         | Oranges    |         | Cherries   | berries |
| St         |         |            |         |            |         |
| rawberries |         | Valencia   |         | Figs       | V       |
|            |         |            |         |            | alencia |
| Winter     |         | Oranges    |         | Honeydew   |         |
| Pears      |         |            |         | Melons     | Oranges |
|            |         | Winter     |         |            | Wate    |
|            |         | Pears      |         |            | rmelons |
+------------+---------+------------+---------+------------+---------+
| **July**   |         | **August** |         | **S        |         |
|            |         |            |         | eptember** |         |
+------------+---------+------------+---------+------------+---------+
| Apricots   | Nec     | Avocado    | Nec     | Apples     | Lemons  |
|            | tarines |            | tarines |            |         |
| Avocado    |         | C          |         | Cantaloupe | Peaches |
|            | Peaches | antaloupes | Peaches |            |         |
| B          |         |            |         | Figs       | Pears   |
| ushberries | Pears   | Figs       | Pears   |            |         |
|            |         |            |         | Grapes     | Plums   |
| Cantaloupe | Plums   | Grapes     | Plums   |            |         |
|            |         |            |         | G          | Prunes  |
| G          | Straw   | G          | V       | rapefruits |         |
| rapefruits | berries | rapefruits | alencia |            |         |
|            |         |            |         | Honeydew   |         |
| Honeydew   | V       | Honeydew   | Oranges | Melons     |         |
| Melons     | alencia | Melons     |         |            |         |
|            |         |            | Wate    |            |         |
| Lemons     | Oranges | Lemons     | rmelons |            |         |
|            |         |            |         |            |         |
|            | Wate    |            |         |            |         |
|            | rmelons |            |         |            |         |
+------------+---------+------------+---------+------------+---------+
| *          |         | **         |         | **         |         |
| *October** |         | November** |         | December** |         |
+------------+---------+------------+---------+------------+---------+
| Apples     | Per     | Apples     | Lemons  | Apples     | Navel   |
|            | simmons |            |         |            | Oranges |
| Dates      |         | Avocado    | Per     | Avocado    |         |
|            | V       |            | simmons |            | Walnuts |
| Figs       | alencia | Dates      |         | Dates      |         |
|            |         |            |         |            |         |
| Grapes     | Oranges | Grapes     |         | G          |         |
|            |         |            |         | rapefruits |         |
| Lemons     |         |            |         |            |         |
|            |         |            |         | Lemons     |         |
| Pears      |         |            |         |            |         |
+------------+---------+------------+---------+------------+---------+

![](media/image23.jpeg){width="1.25in" height="1.0541666666666667in"}

######### Sample Position Description

+-------------------------------------------------------------+--------+
| Job Title: Cook Effective Date:                             |        |
+-------------------------------------------------------------+--------+
| Purpose of the Position: Prepares, seasons, and cooks       |        |
| soups, meats, vegetables, desserts, and other foods for     |        |
| consumption by children and some adults.                    |        |
+-------------------------------------------------------------+--------+
| Responsibilities:                                           | \%     |
|                                                             | Time   |
+-------------------------------------------------------------+--------+
| 1\. Reads from menu and recipes to estimate food            | \_     |
| requirements and orders food from supplier or procures it   | \_\_\_ |
| from storage.                                               | %      |
|                                                             |        |
| 2\. Prepares food according to food safety requirements,    | \_     |
| and records temperatures of equipment and food at time of   | \_\_\_ |
| service. Reinforces the practice of frequent hand-washing   | %      |
| and takes steps to prevent cross-contamination.             |        |
|                                                             | \_     |
| 3\. Adjusts thermostat controls to regulate temperature of  | \_\_\_ |
| ovens, broilers, grills, roasters, and/or steam kettles.    | %      |
|                                                             |        |
| 4\. Measures and mixes ingredients according to recipe,     | \_     |
| using variety of kitchen utensils and equipment, such as    | \_\_\_ |
| blenders, mixers, grinders, slicers, and tenderizers, to    | %      |
| prepare soups, salads, gravies, desserts, sauces, and       |        |
| casseroles.                                                 | \_     |
|                                                             | \_\_\_ |
| 5\. Bakes, roasts, broils, or steams meats, fish,           | %      |
| vegetables, and other foods.                                |        |
|                                                             | \_     |
| 6\. Adds seasoning to food during mixing or cooking,        | \_\_\_ |
| according to standardized recipes.                          | %      |
|                                                             |        |
| 7\. Observes and tests food being cooked by tasting,        | \_     |
| smelling, and taking the internal temperature of food to    | \_\_\_ |
| determine that it is cooked.                                | %      |
|                                                             |        |
| 8\. Carves meat, portions food on serving plates, and adds  | \_     |
| gravies, sauces, and garnishes to food orders.              | \_\_\_ |
|                                                             | %      |
| 9\. May supervise other cooks and kitchen employees.        |        |
|                                                             | \_     |
| 10\. May wash, peel, cut, and shred vegetables and fruits   | \_\_\_ |
| to prepare them for use.                                    | %      |
|                                                             |        |
| 11\. May bake bread, rolls, cakes, and pastry.              | \_     |
|                                                             | \_\_\_ |
| 12\. Keeps accurate records of amounts used.                | %      |
|                                                             |        |
| 13\. Clean up as necessary.                                 | \_     |
|                                                             | \_\_\_ |
|                                                             | %      |
|                                                             |        |
|                                                             | \_     |
|                                                             | \_\_\_ |
|                                                             | %      |
|                                                             |        |
|                                                             | \_     |
|                                                             | \_\_\_ |
|                                                             | %      |
+-------------------------------------------------------------+--------+

**What is a Standardized Recipe?**

A standardized recipe provides a list of measured ingredients and set of
directions for preparation and service. These are necessary to prepare
menu items of consistent quality, portion size, and nutritive value.
Additional information can be found in *Measuring Success with
Standardized Recipes*
<http://www.nfsmi.org/ResourceOverview.aspx?ID=88>.

> **Toasted Cheese and Tomato Sandwich**

+------------------+-----+--------+-----+--------+-------------------+
| Ingredients      | 24  |        | 48  |        | Directions        |
|                  | Se  |        | Se  |        |                   |
|                  | rvi |        | rvi |        |                   |
|                  | ngs |        | ngs |        |                   |
+------------------+-----+--------+-----+--------+-------------------+
|                  | Wei | M      | Wei | M      |                   |
|                  | ght | easure | ght | easure |                   |
+------------------+-----+--------+-----+--------+-------------------+
| Enriched white   |     | 24     |     | 48     | 1\. On half-sheet |
| bread,           |     | slices |     | slices | pans (13\" x 18\" |
|                  |     |        |     |        | x 1\") which have |
| sliced           |     | OR     |     | OR     | been lightly      |
|                  |     |        |     |        | coated with pan   |
| (at least 0.9 oz |     | 24     |     | 48     | release spray,    |
| each)            |     | slices |     | slices | place half the    |
|                  |     |        |     |        | bread slices 6    |
| OR               |     |        |     |        | per pan. For 24   |
|                  |     |        |     |        | servings, use 2   |
| Enriched wheat   |     |        |     |        | pans. For 48      |
| bread,           |     |        |     |        | servings, use 4   |
|                  |     |        |     |        | pans.             |
| sliced           |     |        |     |        |                   |
|                  |     |        |     |        |                   |
| (at least 0.9 oz |     |        |     |        |                   |
| each)            |     |        |     |        |                   |
+------------------+-----+--------+-----+--------+-------------------+
| Reduced fat      | 1   | 24     | 3   | 48     | 2\. Top each      |
| processed        | lb  | slices | lb  | slices | slice of bread    |
|                  | 8   |        |     |        | with 1 oz (1      |
| American cheese, | oz  | (1 oz  |     | (1 oz  | slice) of cheese, |
| sliced,          |     | each)  |     | each)  | 1 ½ oz (1 slice)  |
|                  |     |        |     |        | of tomato, and    |
| 1 oz slices      |     |        |     |        | another 1 oz (1   |
|                  |     |        |     |        | slice) of cheese. |
|                  |     |        |     |        | Cover with        |
|                  |     |        |     |        | remaining bread   |
|                  |     |        |     |        | slices.           |
+------------------+-----+--------+-----+--------+-------------------+
| \*Fresh          | 1   | 12     | 2   | 24     |                   |
| tomatoes, 1 ¾ oz | lb  | slices | lb  | slices |                   |
|                  | 5   |        | 10  |        |                   |
| slices           | oz  | (1 ¾   | oz  | (1 ¾   |                   |
|                  |     | oz     |     | oz     |                   |
|                  |     | each)  |     | each)  |                   |
+------------------+-----+--------+-----+--------+-------------------+
|                  |     |        |     |        | 3\. Bake until    |
|                  |     |        |     |        | lightly           |
|                  |     |        |     |        |                   |
|                  |     |        |     |        | browned:          |
|                  |     |        |     |        |                   |
|                  |     |        |     |        | Conventional      |
|                  |     |        |     |        | oven:             |
|                  |     |        |     |        |                   |
|                  |     |        |     |        | 400° F for 15-20  |
|                  |     |        |     |        | minutes           |
|                  |     |        |     |        |                   |
|                  |     |        |     |        | Convection oven:  |
|                  |     |        |     |        | 350° F            |
|                  |     |        |     |        |                   |
|                  |     |        |     |        | for 10-15 minutes |
|                  |     |        |     |        |                   |
|                  |     |        |     |        | CCP: Hold for hot |
|                  |     |        |     |        | service at 135° F |
|                  |     |        |     |        | or higher.        |
|                  |     |        |     |        |                   |
|                  |     |        |     |        | 4\. Cut each      |
|                  |     |        |     |        | sandwich in half  |
|                  |     |        |     |        |                   |
|                  |     |        |     |        | diagonally. Serve |
|                  |     |        |     |        |                   |
|                  |     |        |     |        | immediately.      |
|                  |     |        |     |        |                   |
|                  |     |        |     |        | 5\. Portion is ½  |
|                  |     |        |     |        | sandwich.         |
+------------------+-----+--------+-----+--------+-------------------+

Serving: ½ sandwich provides 1 oz of cheese, Yield: 24 servings: 24 half
sandwiches

⅛ cup of vegetable, and 1 slice of bread. Yield: 48 servings: 48 half
sandwiches

**Reference**: USDA Recipes for Child Care

<http://nfsmi-web01.nfsmi.olemiss.edu/ResourceOverview.aspx?ID=114>.

+-------------+-------------+-------------+-------------+-------------+
| **Food      |             |             |             |             |
| Service     |             |             |             |             |
| Equipment   |             |             |             |             |
| Needs**     |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Equipment   | Number of   |             |             |             |
|             | Children    |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
|             | 1 - 50      | 51 - 100    | 101 - 200   | 201 - 300   |
+-------------+-------------+-------------+-------------+-------------+
| Range with  | 1 range     | 1 range     | 1 range     | 2 ranges    |
|             | with oven;  | with oven   | with oven   | with ovens  |
| ventilating | 30"         |             |             | 30" -- 36"  |
| hood        | domestic    | 30" -- 36"  | 30" -- 36"  | commercial  |
|             |             | commercial  | commercial  | or          |
|             | or 30" --   |             |             |             |
|             | 36"         | (4 burners) | (2 if over  | 1 range     |
|             | commercial  |             | 150         | w/oven      |
|             |             |             | children)   |             |
|             | (2 burners) |             |             | 60\" or     |
|             |             |             | (6 burners) | larger      |
|             |             |             |             | commercial  |
|             |             |             |             |             |
|             |             |             |             | (8 burners) |
+-------------+-------------+-------------+-------------+-------------+
| R           | single      | double      | double      | triple      |
| efrigerator | section     | section     | section     | section     |
| with        | domestic    | commercial  | commercial  | commercial  |
| shelves     |             |             |             |             |
|             | 18 cu. ft.  | reach-in    | reach-in    | reach-in    |
|             |             |             |             |             |
|             | or          | 40-50 cu.   | 50-60 cu.   | 60-75 cu.   |
|             | commercial  | ft.         | ft.         | ft. or      |
|             |             |             |             |             |
|             | reach-in    |             | or 64 sq.   | 64 sq. ft.  |
|             |             |             | ft.         |             |
|             | 20-25 cu.   |             |             | (8 ft. x 8  |
|             | ft.         |             | (8 ft. x 8  | ft.)        |
|             |             |             | ft.)        |             |
|             |             |             |             | walk-in     |
|             |             |             | walk-in     |             |
+-------------+-------------+-------------+-------------+-------------+
| Freezer     | same as     | same as     | same as     | same as     |
|             |             |             |             |             |
|             | r           | r           | r           | r           |
|             | efrigerator | efrigerator | efrigerator | efrigerator |
+-------------+-------------+-------------+-------------+-------------+
| Work Tables | 1 table     | 2 tables    | 3 tables    | 4 tables    |
|             |             |             |             |             |
| (Allow 4    |             |             |             |             |
| linear      |             |             |             |             |
| f           |             |             |             |             |
| t./worker). |             |             |             |             |
| Use         |             |             |             |             |
| countertops |             |             |             |             |
| as tables   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Sink with   | 1 sink - 3  | 1 sink - 3  | 1 sink - 3  | 1 sink - 3  |
|             | c           | c           | c           | c           |
| separate    | ompartments | ompartments | ompartments | ompartments |
|             |             |             |             |             |
| hand sink   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+

If the site will serve over 100 children, the following equipment is
recommended to supplement the minimum items listed above:

-   Steam equipment (kettle, steamer)

-   Hot food holding cabinet

-   Convection oven

-   Microwave oven

-   Electric food slicer

-   Mixer with attachments (vegetable slicer/shredder, meat and food
    chopper)

**Cleaning and Sanitizing Smallware and Large Equipment**

**Smallware**

How should smallware be cleaned and sanitized?

Smallware is a collective term used to include dishes, flatware,
preparation and serving

utensils, measuring devices, cooking pots and pans, and small equipment
that can be

moved to the three - compartment sink or dishwasher for cleaning and
sanitizing. Follow

State public health department regulations on how to clean and sanitize
smallware. The

information below is general guidance.

All surfaces that come in contact with food must be clean and sanitized.
To **clean** a surface

means to remove visible food particles---what can be seen on the
surface. To **sanitize** a

surface means to use either a chemical or heat to reduce the number of
microorganisms or

other contaminants to a level that is not harmful. The first step is
cleaning; the second step

is sanitizing.

**Select from Two Methods of Sanitizing**

**1. Chemical sanitizing** can be accomplished by immersing an object
in, or wiping it

down with, a sanitizing solution and allowing the solution to remain in
contact with the surface

for a specified amount of time. Use only EPA-approved (Environmental
Protection Agency)

chemical sanitizers for food-contact surfaces. A household bleach can be
used as a sanitizer only if the label indicates it is EPA registered.
***Mix, test, and use the sanitizing solution as recommended by the
State and local public health department. Refer to the manufacturer's
directions for specific mixing, storing, and first aid instructions.***

The three most common chemical sanitizers are:

-   **Chlorine** -- This sanitizer is the most commonly used and is the
    cheapest. It is effective in hard water, but is inactivated by hot
    water above 120 °F. Chlorine bleach solutions must be tested
    regularly and changed as necessary to ensure that the solution is
    working to sanitize. Using too much chlorine in a solution can pit
    stainless steel and aluminum surfaces, while using too little will
    not sanitize the surface.

-   **Iodine** -- Iodine is more expensive and less effective than
    chlorine. However, an iodine

> sanitizing solution is not as quickly inactivated by food particles as
> a chlorine solution.

-   **Quaternary ammonium compounds (Quats)** -- The sanitizer is not as
    quickly inactivated by food particles as a chlorine solution, is
    non-corrosive to metal surfaces, and non-irritating to skin. It
    leaves a film on surfaces and does not kill certain types of

> microorganisms.

**2. Heat sanitizing** involves exposing equipment to high heat for an
adequate length of time. This may be done *manually* by immersing
equipment into water maintained at a temperature of 171 °F to 195 °F for
at least 30 seconds. In a *dishwashing machine*, a good rule of thumb is
to wash at 150 °F and rinse at 180 °F. But remember, temperature may
vary depending on the type of machine used and requirements of the State
and local public health department.

Thermometers and heat-sensitive tapes and labels are available for
determining whether adequate sanitation temperatures have been achieved.

**Sanitize Smallware in a Three-Compartment Sink**

-   To properly clean and sanitize smallware, the kitchen must have a
    sink with at least

> *three separate compartments* for manually cleaning, rinsing, and
> sanitizing, or a mechanical dishwasher that functions properly. If
> your facility has different equipment, please contact your State or
> local public health department regarding proper procedures for
> sanitizing smallware.

-   There should be a separate area for scraping and rinsing food and
    debris into a garbage

> container or disposal before washing and a separate drain board for
> clean and soiled
>
> items.

**Manually Sanitize Smallware in a Three-Compartment Sink**

**Step 1**: Clean and sanitize sinks that will be used for washing and
sanitizing smallware.

**Step 2:** Scrape and rinse food into garbage container or disposal.
Pre-soak items, such as flatware, as necessary. Then...

**In the first sink,** immerse and **Wash** the smallware in a clean
detergent solution at 110 ºF or the temperature specified on the
cleaning agent manufacturer's label instructions. Use a brush or a cloth
to loosen and remove any remaining visible food particles.

**In the second sink, Rinse** using clear, clean hot water (110 °F) to
remove all traces of food, debris, and detergent.

**In the third sink, Sanitize.**

**CHEMICAL:** Immerse the clean items in a chemical sanitizing solution
at the appropriate temperature for the correct amount of time. Be sure
all surfaces of the clean items are covered with hot water or the
sanitizing solution. Follow manufacturer's label directions for mixing
the sanitizing solution and using the required contact time for
sanitizing. Check the concentration of the chemical sanitizer at regular
intervals using a test kit. Be aware that hot water inactivates some
chemical sanitizers, so read and correctly follow the manufacturer's
directions for using the chemical. Always read the Material Safety Data
Sheet before using a chemical.

***or***

**HEAT:** Immerse or spray rinse clean items in hot water at 171 °F to
195 °F for at least 30 seconds. Some State public health department
codes require a temperature of 180 °F.

**Step 3: Air dry all items on a drain board.** Wiping can
re-contaminate equipment and can remove the sanitizing solution from the
surfaces before it has finished working.

**Step 4: Store.** Make certain all smallware is dry in order to avoid
retaining moisture that fosters bacterial growth.

**Sanitize Smallware in a Mechanical Dishwasher**

When sanitizing smallware (dishes, trays, flatware, glasses) in a
dishwasher, follow the manufacturer's procedures. Check the temperature
of the water in the wash and rinse cycle.

**Wash at 150** °**F**

**Rinse at 180** °**F**

The temperature may very depending on the type of dishwashing machine
used and requirements of the State and local public health department.

**Check Dishwasher Temperatures**

Although dishwashers have temperature gauges for each compartment, it is
useful to confirm that the gauge is accurate using another type of
thermometer. There are two types of thermometers that can be used to
confirm the accuracy of dishwasher thermometer gauges.

-   Waterproof maximum/minimum-registering thermometer

-   Self-adhering temperature-sensitive label

A **waterproof maximum/minimum-registering thermometer** is a type of
thermometer that is placed in a dish rack to go through the dishwasher
cycle with soiled trays and flatware. It is

set to register the highest temperature of the cycle to confirm that the
required temperature is reached in a sanitizing rinse cycle.

Another tool for checking the temperature is a **self-adhering
temperature-sensitive label.** This type of sensor attaches to the
surface of a clean dish/tray and changes color to record the

dishware surface temperature during dishwashing. Labels are available
for various temperatures. For example, to determine whether the
temperature in the final sanitizing rinse of a dishwasher reaches 180
°F, a single temperature 180 °F label could be attached to a clean tray
to go through the cycle. When the temperature has been reached, the
label changes color. The label can be removed from the tray at the end
of the dishwasher cycle and placed in a log to document temperature.

Before using or purchasing either of these types of thermometers to
confirm the

temperature in a dishwasher, check with the State and local public
health department on

what is recommended. Be knowledgeable about the correct use of each
thermometer to

decide which one best meets the needs of the foodservice operation.

**Large equipment**

How should large equipment be cleaned and sanitized?

To keep large or in-place equipment free of harmful levels of bacteria
or other contaminants, it is necessary to clean and sanitize all
surfaces that will come into contact with food. This is especially
important after any possible contamination such as slicing a deli meat
on a slicer or mixing a meat salad in a mixer.

**Wash, rinse, and sanitize** tables, stoves, sinks, slicers, choppers,
mixers, and large cooking

utensils after each use. This rule also applies to equipment used to
clean other food contact

surfaces.

**Scrub surfaces,** such as cutting boards, with a detergent solution
and a stiff-bristled nylon brush. Then rinse in clear, clean water, and
sanitize solution after every use. For the use and care of wooden
cutting boards, surfaces, or utensils, follow State and local public
health department recommendations. Synthetic cutting boards can be
sanitized in a three-compartment sink or in a dishwasher, depending on
their size. Follow State and local public health department
recommendations.

**Use the Chemical Method to Sanitize Equipment**

**Using Sanitizer**---Immerse or wipe down with commercial sanitizer.
Follow manufacturers

label instructions for mixing and using the sanitizer. Use a test kit to
test for correct

concentration. Always read the Material Safety Data Sheet before using a
chemical.

**Follow the Steps to Sanitize In-Place Equipment**

*Read and follow the manufacturer's directions for cleaning and
sanitizing the piece of*

*equipment. Follow the general steps described below.*

**Step 1: Unplug electrically powered equipment,** such as meat slicers
and mixers.

**Step 2: Remove loose food** particles and scraps.

**Step 3: Wash, rinse, and sanitize** any removable parts using the
manual immersion method.

**Step 4: Wash the remaining food-contact surfaces and rinse** with
clean water. Wipe down with a chemical sanitizing solution mixed
according to the manufacturer's directions.

**Step 5: Clean surfaces that do not come in contact with food** using a
clean wiping cloth. Allow all parts to air dry before reassembling.
Clean the wiping cloth before and during use by rinsing it in a
sanitizing solution.

**Step 6: Re-sanitize the external food-contact surfaces** of the parts
that were handled when the equipment was reassembled.

**CAUTION:**

All equipment should be kept clean and sanitized. Although some
equipment is not used for food preparation, all equipment that has any
contact with food should be cleaned and sanitized on a routine basis.
Follow manufacturer's directions to clean and sanitize proof cabinets,
shelf racks, dish dollies, dish and tray dispensers, pan racks, bakery
racks, food holding equipment, equipment used to transport foods, and
ice machines. Remember to keep all food preparation equipment and
utensils free from dirt, dust, and other forms of contaminations.

**Reference:**

Serving it Safe, 2^nd^ edition. Developed by NFSMI for USDA. For more
information, visit

<http://www.nfsmi.org/documentLibraryFiles/PDF/20080219012027.pdf>.

![](media/image65.wmf){width="1.9791666666666667in"
height="1.5833333333333333in"}

+------+-----------------+-----------+----------+----+---+---+---+---+
| **D  |                 |           |          |    |   |   |   |   |
| aily |                 |           |          |    |   |   |   |   |
| Menu |                 |           |          |    |   |   |   |   |
| Pr   |                 |           |          |    |   |   |   |   |
| oduc |                 |           |          |    |   |   |   |   |
| tion |                 |           |          |    |   |   |   |   |
| Wor  |                 |           |          |    |   |   |   |   |
| kshe |                 |           |          |    |   |   |   |   |
| et** |                 |           |          |    |   |   |   |   |
+------+-----------------+-----------+----------+----+---+---+---+---+
| Date |                 |           |          |    |   |   |   |   |
| (1): |                 |           |          |    |   |   |   |   |
| Spon |                 |           |          |    |   |   |   |   |
| sor: |                 |           |          |    |   |   |   |   |
| S    |                 |           |          |    |   |   |   |   |
| ite: |                 |           |          |    |   |   |   |   |
+------+-----------------+-----------+----------+----+---+---+---+---+
| Meal |                 | Menu      | Food     | Qu | S | C | P | L |
| Pat  |                 |           | Item     | an | e |   |   | e |
| tern |                 | \(2\)     | Used     | ti | r | P | A | f |
|      |                 |           |          | ty | v |   |   | t |
|      |                 |           | \(3\)    |    | i | \ | \ | - |
|      |                 |           |          | Us | n | ( | ( | o |
|      |                 |           |          | ed | g | 6 | 7 | v |
|      |                 |           |          |    |   | \ | \ | e |
|      |                 |           |          | \  | S | ) | ) | r |
|      |                 |           |          | (4 | i |   |   | s |
|      |                 |           |          | \) | z |   |   |   |
|      |                 |           |          |    | e |   |   | \ |
|      |                 |           |          |    |   |   |   | ( |
|      |                 |           |          |    | \ |   |   | 8 |
|      |                 |           |          |    | ( |   |   | \ |
|      |                 |           |          |    | 5 |   |   | ) |
|      |                 |           |          |    | \ |   |   |   |
|      |                 |           |          |    | ) |   |   |   |
+------+-----------------+-----------+----------+----+---+---+---+---+
| B    | Milk, Fluid     |           |          |    |   |   |   |   |
| reak |                 |           |          |    |   |   |   |   |
| fast | Juice or Fruit  |           |          |    |   |   |   |   |
|      | or Vegetable    |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Grain/Bread     |           |          |    |   |   |   |   |
+------+-----------------+-----------+----------+----+---+---+---+---+
| AM   | (Select 2)      |           |          |    |   |   |   |   |
| S    |                 |           |          |    |   |   |   |   |
| nack | Milk, Fluid     |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Juice or Fruit  |           |          |    |   |   |   |   |
|      | or Vegetable    |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Grain/Bread     |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Meat/Meat       |           |          |    |   |   |   |   |
|      | Alternate       |           |          |    |   |   |   |   |
+------+-----------------+-----------+----------+----+---+---+---+---+
| L    | Milk, Fluid     |           |          |    |   |   |   |   |
| unch |                 |           |          |    |   |   |   |   |
|      | Vegetable       |           |          |    |   |   |   |   |
|      | and/or Fruit (2 |           |          |    |   |   |   |   |
|      | or more)        |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Grain/Bread     |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Meat/Meat       |           |          |    |   |   |   |   |
|      | Alternate       |           |          |    |   |   |   |   |
+------+-----------------+-----------+----------+----+---+---+---+---+
| PM   | (Select 2)      |           |          |    |   |   |   |   |
| S    |                 |           |          |    |   |   |   |   |
| nack | Milk, Fluid     |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Juice or Fruit  |           |          |    |   |   |   |   |
|      | or Vegetable    |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Grain/Bread     |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Meat/Meat       |           |          |    |   |   |   |   |
|      | Alternate       |           |          |    |   |   |   |   |
+------+-----------------+-----------+----------+----+---+---+---+---+
| Su   | Milk, Fluid     |           |          |    |   |   |   |   |
| pper |                 |           |          |    |   |   |   |   |
|      | Vegetable       |           |          |    |   |   |   |   |
|      | and/or Fruit (2 |           |          |    |   |   |   |   |
|      | or more)        |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Grain/Bread     |           |          |    |   |   |   |   |
|      |                 |           |          |    |   |   |   |   |
|      | Meat/Meat       |           |          |    |   |   |   |   |
|      | Alternate       |           |          |    |   |   |   |   |
+------+-----------------+-----------+----------+----+---+---+---+---+
| **Ad |                 |           |          |    |   |   |   |   |
| diti |                 |           |          |    |   |   |   |   |
| onal |                 |           |          |    |   |   |   |   |
| Com  |                 |           |          |    |   |   |   |   |
| ment |                 |           |          |    |   |   |   |   |
| s:** |                 |           |          |    |   |   |   |   |
+------+-----------------+-----------+----------+----+---+---+---+---+

**Daily Menu Production Worksheet Instructions**

(This prototype worksheet is not a Federal SFSP requirement. However,
the State administering agency may require its use by sponsors preparing
meals on-site or at a central kitchen.)

**Item Number**

1\. Enter the calendar date showing month, day, and year.

2\. Enter all menu items served on this date for the appropriate meal
service.

3\. Enter the name of each food used to meet meal or snack requirements.
For a menu item like beef pot pie, the foods that meet the meal
requirements at lunch or supper could be: beef cubes would meet the
meat/meat alternate requirement; potatoes and carrots in the pie would
meet part of the fruit/vegetable requirement; the pie crust would meet
part or all of the grain/bread requirement.

4\. Enter quantity of each ingredient or food item used to meet the meal
requirements. Use weights, measures or number, (e.g., stew beef, 10 lbs;
potatoes, 3 lbs; etc.).

5\. Enter the portion or serving size of each menu item served (e.g., 5
oz. pie, 1/2 cup juice). Serving sizes can be shown in measures (such as
cup measures, scoop size, ladle size), weight, or number (such as medium
apple).

6.  Enter number of child participants served at each meal/snack.

7.  Enter the number of program adults served at each meal/snack (if
    applicable).

8.  Enter the number of leftovers on the production record. Tracking the
    source of leftovers is important. Staff can also indicate whether
    leftovers are to be frozen for later use or incorporate into the
    menu in the next few days.

+-----------------+-----------------+-----------+---------+----------+
| **Food          |                 |           |         |          |
| Inventory       |                 |           |         |          |
| Record**        |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
| Name:           |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
| Date:           |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
| Beginning       |                 |           |         |          |
| Inventory: \$   |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
| Food Item       | Purchase Unit-  | \# of     | Unit    | Total    |
|                 |                 | Units     | Cost    | Cost     |
| \(1\)           | Size &          |           |         |          |
|                 | Description     | on Hand   | \(4\)   | \(5\)    |
|                 |                 |           |         |          |
|                 | (case, bag,     | \(3\)     |         |          |
|                 | can, lb.)       |           |         |          |
|                 |                 |           |         |          |
|                 | \(2\)           |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
|                 |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+
| Ending          |                 |           |         |          |
| Inventory: \$   |                 |           |         |          |
+-----------------+-----------------+-----------+---------+----------+

**Food Inventory Record Instructions**

The value of the beginning inventory is determined by taking a physical
count before the food service operation begins. The value of the
beginning inventory thereafter is the same as the ending inventory for
the previous month.

A complete physical inventory of all purchased foods, commodities, and
supplies on hand must be taken at the end of the reporting period.

For ease in taking a physical count of foods in storage, arrange the
items according to food groups in the storage area and arrange each
group in alphabetical order, for example, canned fruits and fruit
juices - apples, apricots, etc. Store food in cases, boxes, or other
containers marked with the date received and cost per unit to facilitate
the taking of inventories.

Column 1. Enter the name of the food item, such as asparagus, green
beans, or mayonnaise.

Column 2. Enter the size pack, such as 6/#10 case, #50 bag, or #10 can.
If different size containers of the same food item are on hand, use a
separate line for each size and a separate line for each different unit
cost of the same size pack.

Column 3. Enter the number of units (of the size shown in

column 2) found on hand from actual count.

Column 4. Enter the unit cost for the size unit shown in column 2 (use
the unit cost written on package or unit).

Column 5. Obtain the total cost by multiplying the number of units
(column 3) by the unit cost (column 4) and enter in column 5. Add column
5 (total cost) on all pages for the inventory at the end of the month.
This total is the value of the ending inventory, and becomes the
beginning inventory for the following month.

Date Marking Ready-to-Eat, Potentially Hazardous Food

(Sample SOP)

**PURPOSE:** To ensure appropriate rotation of ready-to-eat food to
prevent or reduce foodborne illness from *Listeria monocytogenes.*

**SCOPE:** This procedure applies to foodservice employees who prepare,
store, or serve food.

**KEY WORDS:** Ready-to-Eat Food, Potentially Hazardous Food, Date
Marking, Cross-Contamination

INSTRUCTIONS:

1.  Train foodservice employees on using the procedures in this SOP. The
    best practice for a date marking system would be to include a label
    with the product name, the day or date, and time it is prepared or
    opened. Examples of how to indicate when the food is prepared or
    opened include:

-   Labeling food with a calendar date, such as "cut cantaloupe,
    5/26/08, 8:00 a.m.,"

-   Identifying the day of the week, such as "cut cantaloupe, Monday,
    8:00 a.m.," or

-   Using color-coded marks or tags, such as cut cantaloupe, blue dot,
    8:00 a.m. means "cut on Monday at 8:00 a.m."

2.  Follow State or local health department requirements.

3.  Label ready-to-eat, potentially hazardous foods that are prepared
    on-site and held for more than 24 hours.

4.  Label any processed, ready-to-eat, potentially hazardous foods when
    opened, if they are to be held for more than 24 hours.

5.  Refrigerate all ready-to-eat, potentially hazardous foods at 40 ºF
    or below.

6.  Serve or discard refrigerated, ready-to-eat, potentially hazardous
    foods within 7 days.

7.  Indicate with a separate label the date prepared, the date frozen,
    and the date thawed of any refrigerated, ready-to-eat, potentially
    hazardous foods.

8.  Calculate the 7-day time period by counting only the days that the
    food is under refrigeration. For example:

    -   On Monday, 8/1/08, lasagna is cooked, properly cooled, and
        refrigerated with a label that reads, "Lasagna, Cooked, 8/1/08."

    -   On Tuesday, 8/2/08, the lasagna is frozen with a second label
        that reads, "Frozen, 8/2/08." Two labels now appear on the
        lasagna. Since the lasagna was held under refrigeration from
        Monday, 8/1/08 -- Tuesday, 8/2/08, only 1 day is counted towards
        the 7-day time period.

Date Marking Ready-to-Eat, Potentially Hazardous Food, continued

####### (Sample SOP)

INSTRUCTIONS, continued:

-   On Tuesday 8/16/08 the lasagna is pulled out of the freezer. A third
    label is placed on the lasagna that reads, "Thawed, 8/16/08." All
    three labels now appear on the lasagna. The lasagna must be served
    or discarded within 6 days.

MONITORING:

A designated employee will check refrigerators daily to verify that
foods are date marked and that foods exceeding the 7-day time period are
not being used or stored.

CORRECTIVE ACTION:

1.  Retrain any foodservice employee found not following the procedures
    in this SOP.

2.  Foods that are not date marked or that exceed the 7-day time period
    will be discarded.

VERIFICATION AND RECORD KEEPING:

The foodservice manager will complete the Food Safety Checklist daily.
The Food Safety Checklist is to be kept on file for a minimum of 1 year.

**DATE IMPLEMENTED: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ BY:
­­­\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**DATE REVIEWED: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ BY:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**DATE REVISED: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ BY:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Reference:**

Additional Standard Operating Procedures (SOPs) is available online
<http://sop.nfsmi.org/HACCPBasedSOPs.php>.

**Keep in mind you should first be familiar with and follow your State
and local**

**public health requirements and your State Agency policies and
procedures.**

![](media/image66.jpeg){width="4.9840277777777775in"
height="8.01388888888889in"}

**If You Suspect Foodborne Illness**

Unfortunately, there may be a time when despite the best of intentions,
a child may become ill due to bacteria in the food he or she eats. Here
are some guidelines to follow if a child is suspected to be suffering
from a foodborne illness.

-   Get the following information:

```{=html}
<!-- -->
```
-   name(s) of the child(ren);

```{=html}
<!-- -->
```
-   name of parent or guardian;

```{=html}
<!-- -->
```
-   parent\'s or guardian\'s telephone number;

-   when the child ate last (the date and the time);

-   what the child ate last (include everything eaten);

-   whether anything tasted bad when it was eaten; and

-   what time the child began to feel ill, including the symptoms.

```{=html}
<!-- -->
```
-   Include information on the food item(s) involved. Seal and keep all
    leftovers of the suspected food(s) and mark \"DO NOT USE.\"

```{=html}
<!-- -->
```
-   Call the local or State Health Department and inform them of the
    incident. They will direct you on what to do with the child and the
    suspected food(s).

+--------------+---+------------------------------------------------------+
| ![]          |   | ![](media/image68.jpeg){width="4.777777777777778in"  |
| (media/image |   | height="1.4583333333333333in"}\                      |
| 67.png){widt |   | ![](media/image69.png){width="3.5215277777777776in"  |
| h="1.2916666 |   | height="0.22777777777777777in"}                      |
| 666666667in" |   |                                                      |
| height       |   | Did you know that more than 3,000 people die each    |
| ="0.55208333 |   | year as a result of choking? Would you be able to    |
| 33333334in"} |   | recognize if a family member or friend started to    |
|              |   | choke? Do you know what activities might lead to     |
|              |   | choking? Here are some common causes of choking:     |
|              |   |                                                      |
|              |   | -   Trying to swallow large pieces of poorly chewed  |
|              |   |     food.                                            |
|              |   |                                                      |
|              |   | -   Drinking alcohol before or during meals. Alcohol |
|              |   |     dulls the nerves that aid in swallowing.         |
|              |   |                                                      |
|              |   | -   Wearing dentures. Dentures make it difficult to  |
|              |   |     sense whether food is fully chewed before it is  |
|              |   |     swallowed.                                       |
|              |   |                                                      |
|              |   | -   Eating while talking excitedly or laughing.      |
|              |   |                                                      |
|              |   | -   Eating too fast.                                 |
|              |   |                                                      |
|              |   | -   Walking, playing, or running with food or        |
|              |   |     objects in the mouth.                            |
|              |   |                                                      |
|              |   | These are just some of the causes of choking. If you |
|              |   | want to learn more about the signals of choking or   |
|              |   | the care needed to give to a person who is choking,  |
|              |   | find out about our [CPR and AED                      |
|              |   | cour                                                 |
|              |   | ses](http://www.redcross.org/services/hss/courses/). |
|              |   | Contact your [local Red Cross                        |
|              |   | chapter](http://www.redcross.org/where/where.html)   |
|              |   | for a schedule of courses in your area.              |
|              |   |                                                      |
|              |   | Follow these safety precautions to help prevent      |
|              |   | children from choking:                               |
|              |   |                                                      |
|              |   | -   Don\'t leave small objects, such as buttons,     |
|              |   |     coins and beads within an infant\'s reach.       |
|              |   |                                                      |
|              |   | -   Have children sit in a high chair or at a table  |
|              |   |     while they eat.                                  |
|              |   |                                                      |
|              |   | -   Do not let children eat too fast.                |
|              |   |                                                      |
|              |   | -   Give infants soft food that they do not need to  |
|              |   |     chew.                                            |
|              |   |                                                      |
|              |   | -   Make sure that toys are too large to be          |
|              |   |     swallowed.                                       |
|              |   |                                                      |
|              |   | -   Do not give infants and young children foods     |
|              |   |     like nuts, grapes, popcorn or raw vegetables.    |
|              |   |                                                      |
|              |   | -   Make sure that toys have no small parts that     |
|              |   |     could be pulled off.                             |
|              |   |                                                      |
|              |   | -   Cut foods a child can choke on easily such as    |
|              |   |     hot dogs, into small pieces.                     |
|              |   |                                                      |
|              |   | -   Supervise children while they eat.               |
|              |   |                                                      |
|              |   | For more information, visit                          |
|              |   | <http://www.redcross.org/>                           |
+--------------+---+------------------------------------------------------+

**RESOURCE SECTION**

Information Resources 147

Other Resources 149

Food and Nutrition Service Regional Offices 151

![](media/image70.jpeg){width="2.8541666666666665in" height="2.875in"}

**Information Resources**

**NFSMI** The **National Food Service Management Institute (NFSMI)**,

**(800) 321-3054** located at the University of Mississippi, is
committed to improving the operation and quality of all Child Nutrition
Programs, including children served in SFSP. This is accomplished
through staff development programs, training experiences, educational
materials, and a national satellite network. The Institute is funded
through USDA\'s Food and Nutrition Service.

For information on food service, food preparation, meeting the Dietary
Guidelines, or available videos and training packages, contact the
NFSMI\'s clearinghouse at 800-321-3054, or write:

National Food Service Management Institute

University of Mississippi

P.O. Drawer 188

University, MS 38677

Website: [www.nfsmi.org](http://www.nfsmi.org/)

**FNIC** The **Food and Nutrition Information Center (FNIC)** is located
at

**(301) 504-5719** USDA\'s National Agricultural Library in Beltsville,
Maryland. USDA program participants may borrow summer food service
reference materials, videos, and training materials free of charge.
Sample Nutrition Education and Training materials are available at FNIC.
Food labeling material is also available. On-line bibliographies are
offered to assist with research. For more information, you can call or
write:

USDA/NAL/FNIC

10301 Baltimore Boulevard, Room 105

Beltsville, MD 20705![](media/image75.wmf){width="4.3284722222222225in"
height="1.426388888888889in"}

Phone: (301) 504-5719

TTY: (301) 504-6856

Website: [http://fnic.nal.usda.gov](http://fnic.nal.usda.gov/)

![](media/image76.png){width="1.1666666666666667in"
height="1.1444444444444444in"}**ESPH^TM^** USDA's **Eat Smart. Play
Hard.^TM^** Campaign is working to make America's children healthier by
giving parents, children and the community the tools and information to
make a difference in their lives. Program providers can access new and
updated nutrition education resources at the Eat Smart Play Hard site
for Professionals. Educators can download the interactive Power Plan

lessons, public service announcements, music and songs, tip sheets, new
Power Panther and Slurp clip art, photos, and "Bright Ideas" for using
the materials in nutrition education activities and events. They will
also find guidelines and procedures on how to borrow a Power Panther
costume and to make him come alive at events with ready to go talking
points to use in introducing these characters. Many resources are
available in both English and Spanish at
[www.fns.usda.gov/eatsmartplayhard](http://www.fns.usda.gov/eatsmartplayhard/).

**Nutrition.gov** Additional on-line information geared toward consumers
can be found at [www.Nutrition.gov](http://www.nutrition.gov/), which
provides easy, on-line access to government information on food and
human nutrition for consumers.

**CSREES USDA Cooperative State Research, Education and Extension**

**Service** offers contacts for State extension services for information
and

possible SFSP partnering opportunities.

Website:
[www.csrees.usda.gov/qlinks/partners/state_partners.html](http://www.csrees.usda.gov/qlinks/partners/state_partners.html)

**NCEMCH** **The National Center for Education in Maternal and Child**

**Health (NCEMCH)** offers publications on nutrition, maternal

health, child health, and children with special health care needs.

National Center for Education in Maternal and Child Health

2115 Wisconsin Avenue, NW

Suite 601

Washington, DC 20007

Phone: (202) 784-9770

Website: www.ncemch.org

Maternal and Child Health Virtual Library:
[www.mchlibrary.info](http://www.mchlibrary.info/)

**ADA** The **American Dietetic Association**\'s National Center for
Nutrition

**(800) 366-1655** and Dietetics offers a Consumer Nutrition Hotline at
(800) 366-1655.

Listen to a food and nutrition message, speak to a Registered Dietitian,
or obtain a referral to a Registered Dietitian in your area.

For more information, write to:

The American Dietetic Association

National Center for Nutrition and Dietetics

216 W. Jackson Blvd.

Chicago, IL 60606-6995

Website: [www.eatright.org](http://www.eatright.org/)

> **Other Resources**

![](media/image77.wmf){width="1.5in"
height="1.4444444444444444in"}Contact your State's administering agency
for assistance in obtaining

any of the following publications:

**FightBAC** -- Partnership for Food Safety Education.

Online at [www.fightbac.org](http://www.fightbac.org/).

**Food Buying Guide for Child Nutrition Programs**, USDA/FNS, PA

1331, Revised, Printed March 2002.

**Food Safety for Summer Food Service Programs**, National Food Service
Management Institute, 2003. Available online at
http://nfsmi-web01.nfsmi.olemiss.edu/ResourceOverview.aspx?ID=73

**HACCP-Based Standard Operating Procedures (SOPs)**, National Food
Service Management Institute, 2005. Available online at
<http://sop.nfsmi.org/HACCPBasedSOPs.php>.

**Is It Done Yet?** -- Food safety program to promote the use of food
thermometers when cooking all meat and poultry products. Online at
[www.fsis.usda.gov/Is_It_Done_Yet/index.asp](http://www.fsis.usda.gov/Is_It_Done_Yet/).

**MyPyramid website**, online at
[http://mypyramid.gov](http://www.mypyramid.gov/).

**Nutrition and Your Health: Dietary Guidelines for Americans**,
**2005**, Sixth Edition, USDA and Department of Health and Human
Services, 2000. Online at
<http://www.health.gov/dietaryguidelines/dga2005/document/>.

**Serving It Safe: A Manager's Tool Kit,** USDA/Food and Nutrition
Service, FCS-295, Revised June 2003. Available online at
<http://teamnutrition.usda.gov/Resources/serving_safe.html>.

**Summer Food Service Program** **website**, online at
[www.fns.usda.gov/cnd/summer](http://www.fns.usda.gov/cnd/summer/)[.]{.underline}

> **The Food Code**, U.S. Department of Health and Human Services,
> Public Health Service, Food and Drug Administration, 2005. Available
> online at <http://www.cfsan.fda.gov/~dms/fc05-toc.html>.

**The Healthy School Meals Resource System** provides information to
people working with the USDA's Child Nutrition Programs. Online at
[http://healthymeals.nal.usda.gov](http://healthymeals.nal.usda.gov/)[.]{.underline}

**Thermy** -- a national campaign to promote the use of food
thermometers. Available online at
[www.fsis.usda.gov/Food_Safety_Education/Thermy/index.asp](http://www.fsis.usda.gov/Food_Safety_Education/Thermy/).

**USDA, Food Safety and Inspection Service.** Consumer Education
information and publications are available online at
[www.fsis.usda.gov](http://www.fsis.usda.gov/).

**USDA Recipes for Child Care,** available online at
<http://nfsmi-web01.nfsmi.olemiss.edu/ResourceOverview.aspx?ID=114>.

**USDA Recipes for Schools,** available online at
<http://nfsmi-web01.nfsmi.olemiss.edu/ResourceOverview.aspx?ID=115>.

![](media/image78.jpeg){width="2.477777777777778in"
height="2.477777777777778in"}

## Food and Nutrition Service Regional Offices

**Mid-Atlantic Regional Office**

Mercer Corporate Park

300 Corporate Boulevard

Robbinsville, NJ 08691-1518

\(609\) 259-5025

*Delaware, District of Columbia,*

*Maryland, New Jersey, Pennsylvania, Puerto Rico, Virginia, Virgin
Islands,*

*West Virginia*

**Midwest Regional Office**

77 West Jackson Boulevard

20th Floor

Chicago, IL 60604-3507

\(312\) 353-6664

*Illinois, Indiana, Michigan,*

*Minnesota, Ohio, Wisconsin*

**Mountain Plains Regional Office**

1244 Speer Boulevard

Suite 903

Denver, CO 80204-3581

\(303\) 844-0354

Colorado, Iowa, Kansas, Missouri, Montana, Nebraska, North Dakota, South
Dakota, Utah, Wyoming

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**Northeast Regional Office**

10 Causeway Street

Room 501

Boston, MA 02222-1069

\(617\) 565-6370

*Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode
Island, Vermont*

**Southeast Regional Office**

61 Forsyth Street SW

Room 8T36

Atlanta, GA 30303-3427

\(404\) 562-1801/1802

*Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South
Carolina, Tennessee*

**Southwest Regional Office**

1100 Commerce Street

Room 555

Dallas, TX 75242-9800

\(214\) 290-9925

*Arkansas, Louisiana, New Mexico, Oklahoma, Texas*

**Western Regional Office**

550 Kearny Street, Room 400

San Francisco, CA 94108-2518

\(415\) 705-1310

*Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Washington,
Guam Trust Territories, Commonwealth of the Northern Mariana Islands,
American Samoa*