![]() Identifying food products in the marketplace that fit with the specifications for calories, saturated fat, and sodium and are also appealing to students Planning within a calorie range that is different for each age-grade group Ĭounting both daily servings and weekly servings for planned menu items ĭesigning and grouping menu item choices to ensure that each student may select meals that meet the minimum amounts of each food group and subgroup during the week ĭeveloping or modifying food procurement specifications and recipes to meet the calorie, saturated fat, and sodium specifications The recommended standards for menu planning pose new challenges that will call for menu planners to approach their task with a clear understanding of the nutritional goals to be achieved, which are based on the 2005 Dietary Guidelines.Īssistance will be needed to meet a number of anticipated menu planning challenges such as the following: Meeting Challenges Related to Implementation of the Standards for Menu Planning “Making It Happen” ( ), a joint project of USDA and Health and Human Services, is a source of locally tested ideas for improving the nutritional quality of all foods and beverages offered and sold on school campuses. Key factors that may be beyond the school food operators’ control but that influence student acceptance of the food offered include the time of the meal and the amount of time allowed for obtaining and eating the meal, the eating spaces available, the timing of recess, and access to competitive foods. (1998) describe strategies for increasing the acceptance of milk products with lower fat content, several of which are similar to the strategies described below. ![]() Some studies illustrate measures that improve the acceptance of more healthful foods outside the school setting. Brief summaries of these topics appear below. Thus, careful consideration needs to be given to many aspects of implementing change.Ĭommunity-level strategies that can be used to promote change include engaging the school community, peer involvement, nutrition education, parental and community involvement, the training of food service workers and the involvement of the food industry. Operators are acutely aware of student preferences they know that students often decide whether or not to eat a school meal based on what is on the menu and not on hunger alone. Especially in the current economy, any loss of revenue based on decreased participation presents a real threat to the financial stability of the program. The foremost concern of all operators is the possibility that modifications may negatively affect student participation. A strategic plan that introduces change incrementally over a realistic time frame-one developed with the involvement of key stakeholders-is desirable. Making a substantial change in menus for the school meal programs calls for a holistic approach to the entire food service operation. The chapter concludes with the committee’s recommendations related to evaluation and research. Specific recommendations are given related to technical support for food service workers, procedures for monitoring, and measures related to the sodium and whole grain content of prepared foods. Topics covered under implementation include key elements of achieving change, menu planning, school food service program operation, technical support for school food service operators, monitoring the quality of school meals, achieving long-term goals related to reducing sodium and increasing the whole grain content of meals, and the updating of the Nutrient Targets and Meal Requirements in response to future changes in Dietary Guidelines for Americans and the Dietary Reference Intakes (DRIs). Evaluation refers to well-designed studies to examine the value of the Meal Requirements in meeting overall programmatic goals. Monitoring refers to a review of how well the revised Meal Requirements are being implemented for the purpose of quality improvement at the local level. ![]() The effectiveness of recommended Nutrient Targets and Meal Requirements will be determined in large part by the extent to which the children consume appropriate amounts of the foods that are offered and the manner in which the targets and requirements are implemented, monitored, and evaluated.
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