As discussed in the previous chapter, the two food-based menu

planning (FBMP) approaches are Traditional and Enhanced.

Both use meal patterns as menu planning tools, and both require
specific food components in specific quantities.
These meal patterns are similar to the food groups of the
MyPyramid Food Guidance System in which various foods have
been grouped together based upon their nutritional contribution to
our diets. Visit the website www.mypyramid.gov for additional
information on the MyPyramid Food Guidance System.
The majority of SFAs/schools continue to use a food-based menu
planning approach to plan their school meals because they feel the
advantages outweigh the disadvantages.
SFAs/schools using one of the FBMP approaches can meet
SMI nutrient targets if they are familiar with meal pattern
requirements and incorporate certain practice-based strategies
in menu planning, food purchasing, and the preparation/service
of food. Refer to Chapter 4 on Daily Practices for Meeting SMI
Nutrition Goals for all menu-planning approaches.
Basic requirements for these two food-based menu planning
approaches are provided in program regulations (7 CFR 210.10
(k) and 220.8 (g)) and Chapter 2 of A Menu Planner for Healthy
School Meals. Also, refer to USDAs Offer Versus Serve resource
guide on how to implement Offer Versus Serve in FBMP.
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Food-BAsEd
Menu
Planning
Approaches
Note: In this chapter, the colors RED and BLUE distinguish between the
tRAdItIONAL and the ENHANCEd menu planning approaches.
ChApTeR 2
Advantages and Disadvantages to Implementing
food-Based Menu Planning Approaches
Before you make the decision as to which menu-planning approach
is best for your schools, you need to consider all aspects. This chart
presents some of the identified advantages and disadvantages of
the two food-based menu planning approaches.
16
ADvANTAGeS
Ease in Transition. The familiarity and structure of meal patterns eases the
transition to incorporating healthier practices to meet the SMI requirements.
Students and cashiers understand the requirements for a reimbursable meal and
OVS.
No Computer Costs. There are no additional costs involved in
the purchase and support of computer hardware and USDA-approved software.
No Special Computer Skills Needed. Special computer skills or time for data
entry and analysis are not required.
Minimal Staff Training Needs. Because of familiarity with meal patterns, staff
training needs are minimized.
Linked to the USDA Food Guidance System. Its easier to use school meals
as a link to classroom nutrition education because they are modeled after
MyPyramid, USDAs Food Guidance System.
Analysis Conducted by the State agency. The State agency performs the
nutrient analysis as part of the SMI review for a pre-determined weeks menu.
This can be your baseline for identifying areas to improve.
Focus on Whole Foods. Food-based menu planning approaches emphasize
whole foods rather than highly fortifed foods.
DISADvANTAGeS
Less Flexible in Initial Menu Planning. Structured meal patterns with specifc
food components and quantities may be less fexible for menu planning and more
diffcult to customize for specifc populations.
Nutrient Levels are Unknown Until Nutrient Analysis Is Conducted.
It is diffcult to determine if the nutrient targets are being met without computer
analysis.

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Food-BAsEd
Menu
Planning
Approaches
how the Two food-Based Menu
Planning Approaches Differ
TRADlTlONAL FOOD-BASED MENU PLANNlNG
The Traditional Food-Based Menu Planning approach requires
specific food group components in specific amounts for defined
established age/grade groups.
Additional servings of fruits/vegetables and low-fat grains/
breads may be needed to meet the calorie level requirements
while limiting total fat and saturated fats for the age/grade
groups.
Refer to Appendices B and D for the Traditional Food-Based Menu
Planning approach meal patterns for breakfast and lunch.
ENHANCED FOOD-BASED MENU PLANNlNG
Like the Traditional approach, the Enhanced Food-Based Menu
Planning approach requires specific food components in specific
amounts for defined age/grade groups.
In addition, Enhanced Food-Based Menu Planning also
requires:
Increased portion sizes and amounts of vegetables/fruits
and grains/ breads.
Different established age/grade groups than Traditional.
Refer to Appendices C and E for the required Enhanced Food-
Based Menu Planning meal patterns for breakfast and lunch.
Residential Child Care Institutions (RCCIs) using a food-based menu planning
approach may find the grains/bread requirement charts, Appendices G-1 and
G-2, useful in calculating the additional number of required grains/breads
servings per week for up to a 7 day per week foodservice operation.
Both food-based menu planning approaches require that sodium and
cholesterol be decreased, along with increased amounts of fiber, in school
meals to meet the Dietary Guidelines.
Special attention must be paid to increasing grains, fruits, and vegetables to
replace the calories lost by reducing the fat.

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Food-BAsEd
Menu
Planning
Approaches
18
Available lunch Modifications for
food-Based Menu Planning
Program regulations permit three specific kinds of modifications to
allow food-based menu planning to be more flexible.
1.. Modification.to.the.Meat/Meat.Alternate.for.TRADlTlONAL
and.ENHANCED.fBMP
Available to both the Traditional and Enhanced Food-Based
Menu Planning approaches, this modification allows flexibility
in planning the meat/meat alternate component for school
lunches on a daily basis.
The required minimum quantities of the meat/meat alternate
component may be offered as a weekly total. A minimum
daily serving is a one-ounce serving (or its equivalent for
certain meat alternates).
For example: The total weekly requirement of meat/meat
alternate for the Traditional approach is 10 ounces, for grades
412. The following chart illustrates how the daily portion sizes
can vary.
2.. Modification.for.Portion.Sizes.and.Nutrient.Levels.for.. .
. . TRADlTlONAL fBMP
This modification is available to the Traditional Menu
Planning approach only.
For grades K-6, SFAs/schools may use:
Portion sizes for the meal pattern for Group IV
(grades 4-12) and
Nutrient levels for grades K-6 (from the Enhanced
FBMP).
For grades 7-12, SFAs/schools may use:
Portion sizes for the meal pattern for grades 4-12 and
Nutrient levels for grades 7-12.
This approved modification allows SFAs/schools to vary
nutrient levels to better meet the nutrition needs of specific
groups of students.

18
Monday Tuesday Wednesday Thursday Friday Total
2 oz 1 oz 3 oz 1 oz 3 oz 10 oz*
*
Note that the daily amounts of meat/meat alternate add up to 10 ounces, which are the weekly
requirement.
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Food-BAsEd
Menu
Planning
Approaches
19
For example:
3...Modification.for.the.Majority.of.Children.for.TRADlTlONAL..
. . and.ENHANCED.fBMP
This modification is available to both Traditional and
Enhanced Food-Based Menu Planning approaches.
If only one age or grade is outside the established levels,
SFAs/schools may use the meal pattern portion sizes and the
nutrient standards for the majority of children.
For example:
19
Grades Portion Sizes Nutrient Levels
K-6 Portion sizes for the meal
pattern for grades 4-12
Nutrient levels for grades
K-6
7-12 Portion sizes for the meal
pattern in grades 4-12
Nutrient levels for grades
7-12
TRADITIONAL FOOD-BASED MENU PLANNING APPROACH:
School w/ Grades Portion Sizes Nutrient Levels
K-4* Portion sizes for the meal
pattern for grades K-3
Nutrient levels for grades
K-3
Preschool-Grade 3** Portion sizes for the meal
pattern for K-3
Nutrient levels for grades
K-3
* A majority of children are in grades K 3
** A majority of children are in grades K 3
* A majority of children are in grades 7-12
** A majority of children are in grades K-6
ENHANCED FOOD-BASED MENU PLANNING APPROACH:
Grades Portion Sizes Nutrient Levels
6-12* Portion sizes for grades
7-12
Nutrient levels for grades
7-12
Preschool-Grade 6** Portion sizes for
K-6
Nutrient levels for grades
K-6
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Food-BAsEd
Menu
Planning
Approaches
20
If more than one age/grade group is outside the established
levels of the grade grouping, an SFA/school must use two meal
patterns and nutrient standards. However, the SFA/school always
has the option of serving Group IV (Grades 4-12) for all students
in the school district/school under the Traditional Food-Based
Menu Planning approach for lunch. Although the regulations
allow thisfrom a nutritional perspective it is not advised.
The broader the range of age/grade groups, the more likely younger children
will receive more calories than needed and older children will receive
insufficient calories and nutrients.
State agencies (SA) may require prior approval for these modifications or may
establish guidelines for using these modifications. Always consult with your SA
prior to adopting any of these modifications.
how To Structure your food-Based Menus
The two food-based approaches allow the menu planner to:
Plan menus based on the food groups of USDAs MyPyramid
Food Guidance System, which is a familiar tool that students
understandespecially when linked to nutrition education.
Use a variety of nutrient-dense food items within the food
groups to meet the component meal pattern requirements
including food or theme bars that increase choices, variety,
vitamins, minerals, and phytochemicals.
Phytochemicals, also called phytonutrients, are substances that plants naturally
produce to protect themselves against bacteria, viruses, and fungi. Studies
indicate that many of these plant chemicals can reduce the risk of certain
diseases such as cancer. Fruits, vegetables, whole grains, beans, and nuts
are all important sources of phytochemicals. Many of these substances are
associated with bright colors so fruits and vegetables that are brightly colored
contain substantial amounts. Examples of phytochemicals are carotenoids and
flavonoids.
The structure of the menus planned with either of the food-based
approaches is determined by the appropriate meal pattern. You
can develop your own individualized menus while incorporating
the required food components/items. You should plan a variety of
foods over the menu cycle. When planning your menus, you should
consider:
Your students tastes
Your staffing skills
Availability of kitchen facilities and equipment
Your budget

20
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Food-BAsEd
Menu
Planning
Approaches
21
Provide healthy menu choices. Choices increase menu appeal and therefore
increase participation. They also allow you to place new food items on your
menu for children to try, without a loss in your school meal participation.
Selecting the Right Age/Grade Groupings for
your food-Based Menus
You must select the appropriate age/grade group(s) or meal
patterns for your SFA/school before developing your menus.
This will determine the portion sizes of the various food items.
This step ensures that the students who fall within the specific
age/grade groups will be served meals that meet their specific
nutritional needs. This includes both the younger and older
students who are within the age/grade groups.
When planning menus, your first concern must be the nutritional well-being of
the students. This is best accomplished by offering appropriate quantities for
the populations you serve. A single meal pattern or portion size will not meet
the nutritional needs of all children. Also, remember: age/grade groups are
different for each of the two food-based approaches.
LUNCH.
TRADlTlONAL Meal Patterns-Established Age/Grade Groups
Preschool (ages 1 and 2)
Preschool (ages 3 and 4)
Grades K-3
Grades 4-12
Optional Grades 7-12
ENHANCED Meal Patterns-Established Age/Grade Groups
Ages 1 and 2
Preschool
Grades K-6
Grades 7-12
Optional Grades K-3
BREAKFAST.
TRADlTlONAL and ENHANCED Meal Patterns-Established
Age/Grade Groups
Ages 1 and 2
Preschool
Grades K-12
Optional Grades 7-12 for Enhanced Food-Based Menu Planning

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Food-BAsEd
Menu
Planning
Approaches
22
Serving the Appropriate Portion Sizes for
your food-Based Menus
Meal patterns for both the Traditional and the Enhanced Menu
Planning approaches provide the minimum amounts that you
must serve for a particular age/grade group.
SFAs/schools may choose to offer the portion sizes required
by the older students to all age/grade groups in one school.
However, from a nutritional perspective, this is not encouraged.
You should use the appropriate portion sizes for students so
that meals target the nutritional needs of your students
smaller portions for the younger children and larger portions
for the older children.
Varying portions for the different grade groups can also be
a management tool. By providing smaller age-appropriate
portions to your younger students you can decrease plate
waste in the lower grades, and redistribute these savings by
providing the larger portions required by older students.
A USDA study conducted at the Children's Nutrition Research Center in
Houston, Texas, indicated that preschool children consume more food when
served larger portions than neededa serious concern with the prevalence of
childhood obesity.
The following chart indicates what it takes for a school to fully
implement a food-based menu planning approach. Answering yes
to the following questions will help you determine if your SFA/
school can, or is, effectively implementing either of the food-based
menu planning approaches.
.

22
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Food-BAsEd
Menu
Planning
Approaches
2S
What.Does.It.Take.To.Implement.a.food-Based.Menu.
Planning.Approach?.-.A.Self-Evaluation.Review
PROCEDURES YES NO
Are reimbursable meals served at the point of service?
Meals offered must contain the required food items and the portion sizes
appropriate to the meal pattern(s) used for menu planning.
To ensure that reimbursable meals are served:
Train foodservice staff to prepare and serve reimbursable meals.
Train students to select reimbursable meals.
Train cashiers to recognize and count reimbursable meals.

Is portion/serving size control being used?

Portion/serving size control:
Ensures that standardized recipes give consistent yields.
Ensures that the nutritional contribution of the portion is consistent from
serving to serving and day to day.
Ensures that each age/grade group is served the correct portions of foods
as planned.
Ensures that meals are reimbursable.
Ensures that food costs are consistent.

Is Offer Versus Serve implemented correctly?

Reimbursement for meals is based on each meal claimed meeting the
required food component and quantity requirements.
School foodservice staff, including cashiers, should have continuous
training on Offer Versus Serve implementation.
Serving line instructions are provided to students regarding the selection of
reimbursable meals.
Students are trained in the requirements of OVS.

Are food production records documented and maintained as required by regulations?

Daily production records document:
All food items served in a reimbursable meal
Recipes or food products used (note if a USDA recipe)
Number of reimbursable meals planned and served for each age/grade
group
Planned/projected number of portions and serving sizes for each age/
grade group
The types/quantities of food used to prepare the meals (for example,
number of servings, lbs, cans)
Actual number of reimbursable meals served (indicate this information for
each age/grade group)
Leftovers or substitutions
Number of adult meals
Number of a la carte food items when part of a reimbursable meal*
This required documentation helps ensure that sufficient food has been
prepared and served to students for each day of your menu cycle.
The State agency uses food production records during an SMI review to
determine the nutritional content of the meals served to children and during
a CRE Review to determine if reimbursable meals are served.
Check with your State agency to see if there is a State prototype food
production form or refer to USDAs A Menu Planner for Healthy School
Meals for examples of food production records.
*Check with your State agency for their requirements on documenting a la carte food items (not
part of a reimbursable meal) on the food production records.

ChApTeR 2 ChApTeR 2
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PROCEDURES YES NO
Are standardized recipes used?
A standardized recipe:
Has been tried, adapted, and retried several times for use by a given
foodservice operation.
Uses the exact procedures, the same type of equipment, and the same
quantity and quality of ingredients each time.
A standardized recipe, if followed correctly, will:
Produce the same quality and yield each time.
Contribute consistent meal pattern components each time.
Contribute consistent calories and nutrients to the meal each time.

Are cycle menus used?

Cycle menus are a set of established menuscontaining the same menu
items and choicesrepeated on a periodic basis. While not required by
regulations, cycle menus have advantages; they:
Identify and offer popular foods.
Save time and allow your staff to become adept at production.
Achieve production balance.
Help you stay within the budget.
Assist in identifying menu changes needed to meet nutrition goals.

Are Child Nutrition (CN) Labels and/or Product Formulation Statements available?
A CN Label must contain the following information:
Six-digit product identification number.
USDA/Food Nutrition Service (FNS) authorization and month and year of
approval.
Meal pattern contribution for a specified serving size.
A Product Formulation Statement must contain:
Product name and description.
Raw/cooked portion size.
Case pack.
Contribution toward the USDA meal pattern requirements.
Company name.
Signature of authorized company official.
Before accepting and using a food product with a Product Formulation
Statement (PFS), the PFS has been carefully reviewed to determine that the
manufacturers calculations are correct and reasonable and a thoughtful
decision has been made to serve the product.
Refer to Appendices H and I for examples of a CN Label and a Product Formulation Statement.

What.Does.It.Take.To.Implement.a.food-Based.Menu.Planning.Approach?.-.A.Self-Evaluation.Review.(continued)
ChApTeR 2 ChApTeR 2
25
PROCEDURES YES NO
Is nutrition information available for all commercially prepared food products?
Nutrition information on commercially prepared products is necessary:
To compare products when purchasing.
To provide to State agencies for SMI reviews.
To conduct your own nutrient analysis, if applicable.
Two documents that provide nutrition information are:
Nutrition.facts.Labels.- Nutrition Facts Labels provide nutrition
information on the product and, while not required on institutional-sized
food packaging, are found on many food product labels.
Manufacturers.Data.Submission.form.- When a Nutrition Facts Label is
not provided for the product, you can require the manufacturer to complete
a Manufacturers Data Submission Form with the nutrient content of the
product.
Refer to Appendices J and K for samples of these two documents.

Are there written descriptions on all food products?

Food specifications, or descriptions, are important not only for procurement
but for selecting the appropriate food in the database when a nutrient
analysis is conducted.
Are all foodservice staff provided with ongoing training on serving healthy meals?
All foodservice staff must be trained to do their part in serving healthy meals
to students from menu planning; procurement; food production (including
use of standardized recipes and portion control) to correctly implementing
Offer Versus Serve.
What.Does.It.Take.To.Implement.a.food-Based.Menu.Planning.Approach?.-.A.Self-Evaluation.Review.(continued)
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