THE MEAL PATTERNS NATIONAL SCHOOL LUNCH PROGRAM (NSLP) PARTICIPANT GUIDE. Class Purpose

Transcription

1 THE MEAL PATTERNS NATIONAL SCHOOL LUNCH PROGRAM (NSLP) PARTICIPANT GUIDE Class Purpose This class aims to teach operators of the National School Lunch Program and the School Breakfast Program the basic meal pattern knowledge, skills, and competencies necessary to run effective and compliant programs including the history and legislative changes that affect the school meal standards, the principles of food-based menu planning, lunch and breakfast meal patterns, dietary specifications and offer versus serve. Texas Department of Agriculture Revised 04/29/15 1

2 Table of Contents Introduction...3 Module 1: Meal Pattern Foundations...6 Topic 1: History and Background... 7 Topic 2: Food-Based Menu Planning Module 2: Applying the School Meal Standards Topic 1: Timeline of Changes Topic 2: Lunch Meal Patterns Topic 3: Breakfast Meal Patterns Topic 4: Dietary Specifications Topic 5: Offer Versus (vs.) Serve Topic 6: Challenges and Exceptions Texas Department of Agriculture Revised 04/29/15 2

3 INTRODUCTION Module Module 1: Meal Pattern Foundations Module 2: Applying The School Standards Total Class Time Estimated Time 40 min. 5 hrs. 20 min. 6 hrs. Class Overview This class aims to teach operators of the National School Lunch Program and the School Breakfast Program the basic meal pattern knowledge, skills, and competencies necessary to run effective and compliant programs including the history and legislative changes that affect the school meal standards, the principles of food-based menu planning, lunch and breakfast meal patterns, dietary specifications and offer versus serve. Participant Materials Pens/pencils Calculator Acknowledgment Statement You understand and acknowledge the training you are about to receive does not cover the entire scope of the program, and that you are responsible for knowing and understanding all handbooks, manuals, alerts, notices and guidance as well as any other forms of communication that provide further guidance, clarification or instruction on operating the program. Texas Department of Agriculture Revised 04/29/15 3

4 Icon Discussion Group Activity Icons Icons will be used throughout the presentation to guide trainees through the lesson. All icons will be placed in the left margin. Text scripts associated with each icon will be included to the immediate right of the image. Important Date Individual Activity Media Note Reminder Resources Tip Texas Department of Agriculture Revised 04/29/15 4

5 Texas Department of Agriculture Revised 04/29/15 5

6 MODULE 1: MEAL PATTERN FOUNDATIONS Topic Class Introduction Module 1 Introduction Topic 1: History and Background Topic 2: Food-Based Menu Planning Total Class Time Estimated Time 40 min. Module Summary This module provides a review of principles that provide participants with a foundation for the implementation of the meal patterns and dietary specifications. Module Objectives By the end of this module, participants will be able to Identify the history and legislative changes that affect the school meal standards Apply the principles of a food-based menu planning system approach Texas Department of Agriculture Revised 04/29/15 6

7 TOPIC 1: HISTORY AND BACKGROUND CHILD NUTRITION PROGRAM ACRONYMS The chart represents common acronyms used in the National School Lunch and Breakfast Programs. You should familiarize yourself with what each of these means. Acronym Term Acronym Term CN Child Nutrition USDA United States Department of Agriculture CNP Child Nutrition Program TDA Texas Department of Agriculture NSLP National School Lunch Program CE Contracting Entity SBP FBMP School Breakfast Program Food-Based Menu Planning ESC HHFKA Educational Service Center Healthy Hunger-Free Kids Act F Fruit IOM Institute of Medicine V Vegetable DGA Dietary Guidelines for Americans G Grain RDA Recommended Dietary Allowances M/MA Meat/Meat Alternate POS Point of Service OVS Offer Versus Serve SY School Year CFR Code of Federal Regulations DRI Dietary Reference Intakes ARM Administrator s Reference Manual FBG Food Buying Guide Texas Department of Agriculture Revised 04/29/15 7

8 REMINDER School food authority (SFA) is no longer used per Texas Department of Agriculture (TDA). The preferred terminology is now contracting entity (CE) and refers to whatever entity is administering the school lunch or breakfast program. My type of contracting entities is a (Check the box that applies to you) school district charter school residential child care institution (RCCI) other SCHOOL MEAL STANDARD CHANGES Q & A (Fill in the blanks as you cover the information in class.) Q: Why did USDA change the school meal pattern requirements and nutrition standards? A: The changes to the meal pattern are largely based on recommendations made by the Institute of Medicine (IOM) and will help ensure that foods provided to children in schools are consistent with the latest Dietary Guidelines for Americans. These meal improvements are expected to enhance the and of school children, and help mitigate the trend. Texas Department of Agriculture Revised 04/29/15 8

9 LEGISLATION Did You Know? The last update to school meals standards was in 1995 over 15 years ago. The creation of the new meal patterns and nutrition standards draws from two key pieces of legislation. Resource: The final rule, titled, Nutrition Standards in the National School Lunch and School Breakfast Programs Published: January 26, 2 Location: USDA Food and Nutrition Service, 7 Code of Federal Regulations; Parts 210 and 220. OVERVIEW OF MAJOR CHANGES Establishes Age/Grade Groups: Establishes a Food-Based Menu Planning Approach: Increases Availability of Fruits, Vegetables, Whole Grains, and Low Fat and Fat-Free Milk: Texas Department of Agriculture Revised 04/29/15 9

10 The Institute of Medicine (IOM) studied children s eating habits and compared their findings to the My Pyramid recommended amounts. Q & A Q: What is MyPyramid? A: From April 2005 to June 2011, the USDA MyPyramid icon, website and recommendations guided consumers on how to eat in a manner consistent with the Dietary Guidelines for Americans (DGA). MyPyramid was replaced by MyPlate on June 2, The following chart summarizes the IOM s findings that led to the changes mentioned above FOOD CONSUMED FINDING Total vegetables Forty percent of recommendation Dark green, red/orange, and Twenty percent of recommendation legume vegetables Total fruit Eighty percent of recommendation >Fifty percent from fruit juice Consumption decreased with age Total grains Exceeded recommendations Mostly refined grains Total milk Forty-two percent whole or 2% milk Consumption decreased with age Establishes Dietary Specifications for Calories, Saturated Fat, Trans Fat and Sodium: Texas Department of Agriculture Revised 04/29/15 10

11 TOPIC 2: FOOD-BASED MENU PLANNING FOOD-BASED MENU PLANNING Contracting entities (CEs) who wish to receive federal reimbursement for meals offered to children must follow the specific guidelines set out by USDA. CEs must understand the foodbased menu planning (FBMP) system and use it correctly in order to plan and offer reimbursable meals. Did You Know? The FBMP system or approach (formerly referred to as traditional or enhanced FBMP) has been used by schools since the NSLP first started in 1946 and when the SBP began in FOOD-BASED MENU PLANNING APPROACH Q & A (Fill in the blanks to complete the words as you cover the information in class.) Q: What are three criteria for a food-based menu planning (FBMP) approach? A: 1) Must include specific food c _ t groups. 2) Must offer food components in required amounts to certain age/ g _ e g s. 3) Must meet certain nutrient standards called d _ y s s. Texas Department of Agriculture Revised 04/29/15 11

12 DEFINITIONS Food Component One of five food groups included in reimbursable meals under a FBMP approach. Food Item A specific food offered within the five food components. For example, an apple is a specific food item offered within the fruit component. TIP Reimbursable meals must include the minimum amount of food components within the offered food items. FOOD COMPONENTS There are currently five (5) food components that make up the reimbursable meals planned for the food-based menu planning approach. The five food components are (Write down the names of the five (5) food components using the acronyms below.) Q & A 1. (F) 2. (V) 3. (G) 4. (M/MA) 5. Milk Q: If everyone is required to take all components, won t there be children who simply throw some of those items away? A: It is possible that children may throw away some items when required to take all of them. OVS (mentioned later in training) provides a way to decrease food waste in child nutrition programs by giving children options when making their meal selections. Texas Department of Agriculture Revised 04/29/15 12

13 FOOD COMPONENTS, FOOD ITEMS, AND MENU ITEMS (Use the group discussion to answer the questions about the following turkey sandwich.) Q: What are the food items? Q: The menu item? Q: The food components? MEAL-SPECIFIC FOOD COMPONENTS LUNCH BREAKFAST Reminder: A reimbursable meal includes all the components required per meal (lunch or breakfast). Texas Department of Agriculture Revised 04/29/15 13

14 AGE/GRADE GROUPS Q & A Q: Why do the new meal patterns establish age/grade group requirements? A: USDA established age/grade groups that reflect most school grade groupings and are consistent with recommendations of the Institute of Medicine s (IOM) Dietary Reference (DRI) Intake groupings. USDA intends for these groupings to result in age- appropriate and nutritious meals that promote healthy weight. AGE/GRADE GROUP OVERLAP STUDENT NOTE Age/grade group overlap will be discussed in greater detail later in this training. Lunch K calories K calories Breakfast K calories K calories calories calories calories calories Texas Department of Agriculture Revised 04/29/15 14

15 OUTCOMES OF A FOOD- BASED MENU PLANNING APPROACH Ensures Nutritional Goals Are Met: Easy to Use and Apply Across Schools: Easy to Communicate: MEAL IDENTIFICATION Q & A Q: Why do CEs have to identify the food items that make a reimbursable meal at or near the beginning of the service line and before the point of service? A: This helps children understand the components of a reimbursable meal so they do not accidently purchases a la carte foods. It also teaches children about nutrition because it helps them select the food components that make up a balanced meal. Tip: CE s may choose to identify the foods that are part of the reimbursable meal in the way that best meets the needs of their meal programs. Texas Department of Agriculture Revised 04/29/15 15

16 Identifying Reimbursable Meals Best Practices (Write down any good ideas you hear during the class discussion about what people have already done to identify the contents of a reimbursable meal at or near the beginning of the serving line.) Texas Department of Agriculture Revised 04/29/15 16

17 MODULE 2: APPLYING THE SCHOOL MEAL STANDARDS Topic Module 2 Introduction Topic 1: Timeline of Changes Topic 2: Lunch Meal Patterns Topic 3: Breakfast Meal Patterns Topic 4: Dietary Specifications Topic 5: Offer Versus Serve Topic 6: Challenges and Exceptions Total Class Time 5 hrs. 20 min. Module Summary This module provides participants with guidance on how to implement the school meal standards in terms of offering the required components that make up a reimbursable meal and implementing the dietary specifications. Module Objectives By the end of this module participants will be able to: o Implement meal patterns, dietary specifications and offer versus serve o Overcome common challenges and exceptions when applying the school meal standards Texas Department of Agriculture Revised 04/29/15 17

18 TOPIC 1: TIMELINE OF CHANGES Table A: Changes to the Nutrition Standards Changes to the Meal Pattern Lunch Breakfast Limit milk offered to fat-free (flavored or In effect In effect unflavored) or low-fat/1% (unflavored milk) Limit saturated fat to 10% of total calories or less In effect In effect Follow a 3-year administrative review cycle In effect In effect Use Food-Based Menu Planning as the single menu In effect In effect planning approach Apply specific age/grade groupings to meals In effect In effect offered Apply calorie range requirements to meals offered In effect In effect by age/grade group Apply daily minimums and weekly ranges to grains In effect In effect offered Limit trans fat to zero grams per portion offered In effect In effect Provide a 1-week menu for a nutrient analysis In effect In effect Offer vegetable subgroups daily In effect N/A Apply daily minimums and weekly ranges to meat/meat alternates offered In effect N/A Ensure all grains offered are whole grain-rich In effect In effect Apply weekly sodium limits to meals offered In effect In effect Offer fruit daily In effect In effect Offer 5 cups of fruit per week (1 cup minimum per day) Ensure all meals contain a minimum of ½ cup fruit or vegetable for offer versus serve N/A In effect In effect In effect Texas Department of Agriculture Revised 04/29/15 18

19 TIMELINE OF SODIUM CHANGES (Write down the year of implementation for each of the following sodium targets.) Sodium Target 1: Sodium Target 2: Sodium Target 3: Reminders: USDA will issue future guidance on meeting the sodium limits and will continue to review the data and availability of food products as the sodium requirements go into effect. Sodium target 1 is currently in effect. Sodium targets 2 and 3 will take place in SY and SY respectively. Texas Department of Agriculture Revised 04/29/15 19

20 TOPIC 2: LUNCH MEAL PATTERNS LUNCH MEAL PATTERN Lunch Meal Pattern Grades K-5 Grades K-8 Grades 6-8 Grades 9-12 Meal Pattern Component Amount of Food Per Week (Minimum Per Day) Fruits (cups) 2 ½ (½) 2 ½ (½) 2 ½ (½) 5 (1) Vegetables (cups) 3 3/ 4 ( 3/ 4 ) 3 3/ 4 ( 3/ 4 ) 3 3/ 4 ( 3/ 4 ) 5 (1) Dark green 1/2 1/2 1/2 1/2 Red/orange 3/4 3/4 3/4 1 ¼ Beans and peas (legumes) 1/2 1/2 1/2 1/2 Starchy 1/2 1/2 1/2 1/2 Other 1/2 1/2 1/2 3/4 Additional vegetables* ½ Grains (oz. eq.) 8-9 (1) 8-9 (1) 8-10 (1) (2) Meats/meat alternates (oz. eq.) 8-10 (1) 9-10 (1) 9-10 (1) (2) Fluid milk (cups) 5 (1) 5 (1) 5 (1) 5 (1) Other Specifications: Daily Amount Based on the Average for a 5-Day Week Min-max calories Saturated fat (% of total calories) < 10 < 10 < 10 < 10 Sodium Target 1 (mg) < 1230 < 1230 < 1360 < 1420 Trans fat (g) Nutrition label or manufacturer specifications must indicate zero grams of trans fat per serving which indicates < 0.5 g of trans fat. *To reach the total weekly required amount of vegetables. Texas Department of Agriculture Revised 04/29/15 20

21 LUNCH MEAL COMPONENTS FRUITS (LUNCH) Lunch Meal Pattern (Fruit) Grades K-5 Grades 6-8 Grades 9-12 Meal Pattern Amount of Food Per Week (Minimum Per Day) Fruits (cups) 2 ½ (½) 2 ½ (½) 5 (1) Reminder: There is NO maximum limit to fruit offered. TYPES OF FRUIT (LUNCH) The information discussed in this training about the types of fruit offered at lunch applies to breakfast as well. Q & A Q: Do juice blends made with 100% fruit and vegetable juice credit towards the fruit component? A: 100% fruit and vegetable juice blends credit towards the fruit requirement if the first ingredient is fruit juice. If the first ingredient is vegetable juice it credits as a vegetable in the additional vegetable requirement. Q: Do food products that contain fruit or fruit flavoring with added sugars credit as fruit in school meals programs? A: Canned fruit in heavy syrup, fruit strips, fruit drops, or other snack-type products do not credit as fruit. These products contain high amounts of added sugars. Texas Department of Agriculture Revised 04/29/15 21

22 CREDITING OF FRUITS (LUNCH) The information discussed in this training about the crediting of fruit offered at lunch applies to breakfast as well. Fruit Type (1/8 cup minimum creditable amount) How to Credit? Example Fresh Frozen or Canned Fruit Volume as served 1 cup = 1 cup Fruit Juice Volume as served ½ cup = ½ cup Dried Fruit Twice the volume as served ¼ cup = ½ cup Pureed Fruit (in smoothies)* Volume as served ½ cup = ½ cup *Credits as fruit juice Tip: If in doubt, use the Food Buying Guide for School Meal Programs. Resources: SP-10-2 (v.8), (August 4, 2014) Questions and Answers on the Final Rule, Nutrition Standards in the National School Lunch and School Breakfast Programs SP (v.2), (January 14, 2015) Smoothies Offered in Child Nutrition Programs LIMITS ON FRUIT JUICE STUDENT NOTE Full-strength juice and 100% juice mean the same thing in this training. DEFINITION Full strength juice: Any product, either liquid or frozen, labeled juice, full-strength juice, single-strength juice or reconstituted juice (Administrator s Reference Manual (ARM) Section 9.24) Texas Department of Agriculture Revised 04/29/15 22

23 INDIVIDUAL ACTIVITY Objective: Participants will practice implementing the fruit juice limit. Directions: Read the scenario described below and study the menu to decide whether the menu meets the regulations. Fill in the blanks to complete the activity. Monday Tuesday Wednesday Thursday Friday ½ cup peaches ½ cup 100% ½ cup pineapple ½ cup 100% ½ cup sliced pears apple juice tidbits apple juice ½ cup strawberries ½ cup 100% orange juice ½ cup mixed fresh fruit ½ cup 100% orange juice ½ cup watermelon ¼ cup raisins ½ cup grapes ¼ cup raisins ½ cup kiwi fruit ¼ cup raisins ½ cup apple sauce ½ cup bananas ½ cup apple sauce ½ cup cantaloupe ½ cup mandarin oranges Scenario: ABC ISD offers the following fruit bar at lunch every week at the local high school. The high school offers students four different options each day and allows them to take any combination of fruit that equals one full cup of fruit. Regulation: The amount of fruit juice offered must not exceed 50% of the total fruit servings offered over the course of a week. 1. Students are offered their choice of 1 cup of fruit per day, how much fruit is available to a student each week? a) Amount of fruit available to a student per week: 2. What is the amount of fruit juice offered to students per week (Tip: add up the daily maximum of fruit juice offered)? a. Amount of fruit juice offered to students per week: 3. Divide the amount of full-strength fruit juice offered to students per week by the amount of all fruits offered to students per week and multiply that number by 100. (Tip: Students are offered their choice of 1 cup of fruit per day.) a. Full-strength fruit juice per week fruit per week: b. Answer to question 3(a) X 100: (This answer is your percentage of full-strength fruit juice offered per week.) 4. Does the menu meet the requirement to limit fruit juice offered over the course of the week to 50% or less? Texas Department of Agriculture Revised 04/29/15 23

24 FROZEN FRUIT PRODUCTS The information discussed in this training about frozen fruit offered at lunch applies to breakfast as well. VEGETABLES (LUNCH) Lunch Meal Pattern Grades K-5 Grades 6-8 Grades 9-12 Meal Pattern Component Amount of Food Per Week (Minimum Per Day) Vegetables (cups) 3 ¾ (3/4) 3 ¾ (3/4) 5 (1) Dark green 1/2 1/2 1/2 Red/orange 3/4 3/4 1 ¼ Beans/peas (legumes) 1/2 1/2 1/2 Starchy 1/2 1/2 1/2 Other 1/2 1/2 3/4 Additional vegetables from any subgroup to reach total ½ Texas Department of Agriculture Revised 04/29/15 24

25 Q & A Q: How do the meal standards provide children with a variety of vegetables? A: The new meal pattern helps provide students with a variety of vegetables by requiring a daily serving of vegetables and weekly requirements for the vegetable subgroups. Vegetable Portions You must offer K-8 graders a minimum of ¾ cup of vegetables per day and 9-12 graders a minimum of 1 cup of vegetables per day. The following are some examples of how to offer vegetables to meet the minimum quantities. To meet the ¾ cup requirement: ¼ cup salsa + ½ cup beans = ¾ cup vegetables 1/ 8 cup tomato paste + ½ cup broccoli = ¾ cup vegetables ¾ cup carrots = ¾ cup vegetables To meet the 1 cup requirement: ½ cup peas + ½ cup cauliflower = 1 cup vegetables 1/ 8 cup tomato paste + ¼ cup mushrooms + ½ cup green beans = 1 cup vegetables ¼ cup cucumber + ¼ cup onion + 1 cup raw romaine lettuce = 1 cup vegetables Texas Department of Agriculture Revised 04/29/15 25

26 TYPES OF VEGETABLES (LUNCH) VEGETABLE SUBGROUPS (LUNCH) Reminder: The FBG has been updated to reflect the new subgroup requirements. Planning for Vegetable Subgroups Example Scenario: A menu planner is planning portions for the K-5 age/grade group. She has chosen the following vegetables for her 5 day menu: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Broccoli slaw (dark green sub-group) Spinach salad (dark green sub-group) Baked Fries (starchy subgroup) Baked beans (beans/peas sub-group) Baby carrots with dip (red/orange sub-group) Cauliflower with cheese sauce (other sub-group) Green Beans (other subgroup) Q: If the broccoli slaw on Monday is not offered in the full required amount for dark green subgroups per week can the menu planner plan for the spinach salad on Tuesday to make up the rest of the required weekly amount? A: Yes, it does not matter which day(s) a vegetable is offered as long as the full amount of all vegetable sub-groups are represented in the planned weekly menu. Texas Department of Agriculture Revised 04/29/15 26

27 GROUP ACTIVITY Objective: Participants plan weekly menus that meet both the weekly and daily vegetable minimums as well as the weekly minimums for vegetable subgroups. Directions: Use your Lunch Meal Pattern (Vegetables) table and the Vegetable Subgroups Table on this page to create a vegetable-only menu for grades 9-12 that satisfies all the minimum requirements for vegetables and vegetable subgroups in the spaces below. Write the names of the vegetables offered as well as the portion sizes offered. Monday Tuesday Wednesday Thursday Friday Vegetable Subgroups Table Dark Green Vegetables Starchy Vegetables Red & Orange Vegetables Beans and Peas Other Vegetables bok choy broccoli collard greens dark green leafy lettuce kale mesclun mustard greens romaine lettuce spinach turnip greens watercress cassava corn fresh cowpeas/field green peas green lima beans plantains potatoes taro water chestnuts acorn squash butternut squash carrots hubbard squash pumpkin red peppers sweet potatoes tomatoes tomato juice black beans black-eyed peas garbanzo beans/ chickpeas kidney beans lentils navy beans pinto beans soy beans split peas white beans artichokes asparagus avocado bean sprouts beets brussels sprouts cabbage cauliflower celery cucumbers eggplant green beans green peppers iceberg lettuce mushrooms okra onions parsnips turnips zucchini Texas Department of Agriculture Revised 04/29/15 27

28 CREDITING OF VEGETABLES (LUNCH) STUDENT NOTE The information discussed in this training about the crediting of fruit offered at lunch applies to breakfast as well. Vegetable Type (1/8 cup minimum creditable amount) Fresh, Frozen or Canned Vegetables (Not Raw Leafy Greens) Raw Leafy Salad Greens (Spinach, Romaine Lettuce, Green Leaf Lettuce, etc.) How to Credit? Volume as served Half the volume as served Example 1 cup = 1 cup 1 cup = ½ cup 100% Vegetable Juice Volume as served ½ cup = ½ cup Tomato Paste Twice the volume as served ¼ cup = ½ cup Tip: If in doubt, use the Food Buying Guide for School Meal Programs. Q & A Q: Do products that contain ingredients sourced from vegetables but are not easily recognizable as a vegetable credit as vegetables? A: Foods that contain ingredients from vegetables, such as potato flour, but are not easily recognizable as such do not credit as vegetables. Examples of foods that do not credit as vegetables are rice, pasta (macaroni and cheese), hominy and potato chips. Q: If I serve kidney beans on the menu may I credit the same portion towards the vegetable component as well as the meat/meat alternate component? A: Local menu planners decide how to incorporate beans and peas (legumes) into the meal. These foods may count toward the vegetables or the meat/meat alternate component in a meal but not both components at the same time. Texas Department of Agriculture Revised 04/29/15 28

29 GRAINS (LUNCH) Lunch Meal Pattern (Grains) Grades K-5 Grades 6-8 Grades 9-12 Meal Pattern Amount of Food Per Week (Minimum Per Day) Grains (oz. eq.) 8-9 (1) 8-10 (1) (2) Reminder: USDA has issued a permanent flexibility that allows CEs to exceed the grain weekly maximum limits in the final rule at 7 CFR 210.7(d)(1). Additional Notes: Texas Department of Agriculture Revised 04/29/15 29

30 TYPES OF GRAINS RESOURCE USDA s Whole Grain Resource for the National School Lunch and School Breakfast Programs provides detailed information on the definition of ounceequivalencies and definition of whole grain-rich products and is available at MINIMUM CREDITABLE AMOUNT OF GRAINS Reminder: Grains in amounts less than ¼ oz. eq. will not credit toward the grain component requirement but they must be included when calculating the nutrient analysis of the week s menu. Texas Department of Agriculture Revised 04/29/15 30

31 WHOLE GRAIN-RICH REQUIREMENT Whole grain-rich grains offer at least remaining grains in the product are enriched. percent whole grains by weight and the WHAT IS A WHOLE GRAIN? Did you know? A whole grain is a grain that consists of the whole seed grain or kernel. A whole grain contains the bran, germ and endosperm. The Bran The bran is the multi-layered outer skin of the edible kernel. It contains important antioxidants, B vitamins and fiber. The Germ The germ is the embryo which has the potential to sprout into a new plant. It contains many B vitamins, some protein, minerals, and healthy fats. The Endosperm The endosperm is the germ s food supply, which provides essential energy to the young plant so it can send roots down for water and nutrients, and send sprouts up for sunlight s photosynthesizing power. The endosperm is by far the largest portion of the kernel. It contains starchy carbohydrates, proteins and small amounts of vitamins and minerals. Texas Department of Agriculture Revised 04/29/15 31

32 WHOLE WHEAT (RED) the most common kind of wheat in the U.S. wheat berries whole grain wheat cracked wheat or crushed wheat whole wheat flour whole grain bromated whole wheat flour stone ground whole wheat flour toasted crushed whole wheat whole wheat pastry flour graham flour entire wheat flour whole durum flour whole durum wheat flour whole wheat flakes sprouted wheat sprouted wheat berries bulgur (cracked wheat) whole bulgur whole grain bulgur WHEAT (WHITE) whole white wheat whole white wheat flour RYE whole rye rye berries whole rye flour whole rye flakes OATS whole oats oat groats oatmeal or rolled oats whole oat flour COMMON WHOLE GRAINS CORN whole corn whole corn flour whole grain corn flour whole grain grits whole cornmeal whole grain cornmeal BARLEY whole barley whole grain barley whole barley flakes whole barley flour dehulled barley and barley flour barley flour WILD RICE wild rice wild rice flour BROWN RICE brown rice flour brown rice LESS COMMON GRAINS einkorn buckwheat triticale kamut amaranth quinoa emmer (farro) sorghum (milo) teff Adapted from: Nebraska Department of Education at by the Texas Department of Agriculture Food and Nutrition Services. Texas Department of Agriculture Revised 04/29/15 32

33 Serving Whole Grain-Rich Grains Best Practices (Write down any good ideas you hear during the class discussion about what people have already done to help increase the acceptance of whole grain-rich items in school meals.) Texas Department of Agriculture Revised 04/29/15 33

34 DETERMINING IF A GRAIN IS WHOLE GRAIN-RICH Whole grain rich-grains must meet both criteria outlined below. 1. Meet the serving size requirements for grains outlined in the Exhibit A, found in USDA s Whole Grain Resource for the National School Lunch and School Breakfast Programs 2. Must be identified as whole grain-rich by meeting at least one of the following (check the three criteria that apply): The product contains a statement that says made with whole-grain A whole grain ingredient is listed first on the ingredient list The product is labeled as multi-grain The product contains wheat flour The whole grain content per oz. eq. equals 8 grams The product includes an FDA whole grain health claim such as Diets rich in whole grain foods and other plant foods and low in total fat, saturated fat, and cholesterol, may reduce the risk of heart disease and certain cancers. or Diets rich in whole grain foods, and low in saturated fat and cholesterol, may help reduce the risk of heart disease Example A certain bread product contains three grain ingredients: Enriched wheat flour, whole wheat flour and whole oats. Enriched wheat flour (40% of grain) Whole wheat flour (30% of grain) Whole oats (30% of grain) Program operators may use the information about the percentage of each grain ingredient in the bread product to determine that whole grains are the primary ingredient by weight. Texas Department of Agriculture Revised 04/29/15 34

35 CREDITING WHOLE GRAIN-RICH GRAINS (STEP 1) Step 1: Determine if the specific grain product meets the ounce equivalent requirements for the grains component. Use one of two methods: 1. Use Exhibit A (on pg ) 2. Calculate the grams of creditable grain Q & A (Fill in the blanks to complete the words as you cover the information in class.) Q: How many grams of creditable flour and/or meal must be present in a grain serving to equal one ounce equivalent of creditable grain? A: Both ways to determine the ounce equivalency of a portion size of a specific grain product are based on a standard of (g) of enriched meal and/or whole-grain flour per ounce equivalent (oz. eq.) of grain. RESOURCE USDA s Whole Grain Resource for the National School Lunch and School Breakfast Programs provides detailed information on how to determine if a whole-grain product is creditable as whole grain-rich and is available at USING EXHIBIT A Exhibit A may be used for products that are whole-grain, enriched, fortified cereals, or that have a creditable grain as the primary ingredient. CEs should maintain on file to show that meal pattern requirements are met. Texas Department of Agriculture Revised 04/29/15 35

36 Group A Whole Grain-Rich Ounce Equivalency Requirements for the School Nutrition Programs Chart 1, 2 (Using 16 Grams of Grains per Serving) Recommended for SY , Required SY Oz. Eq. for Group A Bread type coating Bread sticks (hard) Chow mein noodles Savory Crackers (saltines and snack crackers) Croutons Pretzels (hard) Stuffing (dry) Note: weights apply to bread in stuffing. Group B Bagels Batter type coating Biscuits Breads (sliced whole wheat, French, Italian) Buns (hamburger and hot dog) Sweet Crackers 4 (graham crackers - all shapes, animal crackers) Egg roll skins English muffins Pita bread (whole wheat or whole grain-rich) Pizza crust Pretzels (soft) Rolls (whole wheat or whole grain-rich) Tortillas (whole wheat or whole corn) Tortilla chips (whole wheat or whole corn) Taco shells (whole wheat or whole corn) Group C Cookies 3 (plain - includes vanilla wafers) Cornbread Corn muffins Croissants Pancakes Pie crust (dessert pies 3, cobbler 3, fruit turnovers 4, and meat/meat alternate pies) Waffles 1 oz. eq. = 22 gm. or 0.8 oz. ¾ oz. eq. = 17 gm. or 0.6 oz. ½ oz. eq. = 11 gm. or 0.4 oz. ¼ oz. eq. = 6 gm. or 0.2 oz. Oz. Eq. for Group B 1 oz. eq. = 28 gm. or 1.0 oz. ¾ oz. eq. = 21 gm. or 0.75 oz. ½ oz. eq. = 14 gm. or 0.5 oz. ¼ oz. eq. = 7 gm. or 0.25 oz. Oz. Eq. for Group C 1 oz. eq. = 34 gm. or 1.2 oz. ¾ oz. eq. = 26 gm. o 0.9 oz. ½ oz. eq. = 17 gm. or 0.6 oz. ¼ oz. eq. = 9 gm. or 0.3 oz. Group D Oz. eq. for Group D Doughnuts 4 (cake and yeast raised, unfrosted) 1 oz. eq. = 55 gm. or 2.0 oz.¾ oz. eq. = 42 Cereal bars, breakfast bars, granola bars 4 gm. or 1.5 oz. (plain) ½ oz. eq. = 28 gm. or 1.0 oz. Muffins (all, except corn) ¼ oz. eq. = 14 gm. or 0.5 oz. Sweet roll 4 (unfrosted) Toaster pastry 4 (unfrosted) Texas Department of Agriculture Revised 04/29/15 36

37 Whole Grain-Rich Ounce Equivalency Requirements for the School Nutrition Programs Chart 1, 2 (Using 16 Grams of Grains per Serving) Recommended for SY , Required SY Group E Oz. eq. for Group E Cereal bars, breakfast bars, granola bars 4 (with 1 oz. eq. = 69 gm. or 2.4 oz. nuts, dried fruit, and/or chocolate pieces) ¾ oz. eq. = 52 gm. or 1.8 oz. Cookies 3 (with nuts, raisins, chocolate pieces ½ oz. eq. = 35 gm. or 1.2 oz. and/or fruit purees) ¼ oz. eq. = 18 gm. or 0.6 oz. Doughnuts 4 (cake & yeast raised, frosted/glazed) French toast Sweet rolls 4 (frosted) Group F Oz. Eq. for Group F Cake 3 (plain, unfrosted) 1 oz. eq. = 82 gm. or 2.9 oz. Coffee cake 4 ¾ oz. eq. = 62 gm. or 2.2 oz. ½ oz. eq. = 41 gm. or 1.5 oz. Group G Brownies 3 (plain) Cake 3 (all varieties, frosted) Group H Cereal Grains (barley, quinoa, etc.) Breakfast cereals (cooked) 5, 6 Bulgur or cracked wheat Macaroni (all shapes) Noodles (all varieties) Pasta (all shapes) Ravioli (noodle only) Oz. Eq. for Group G 1 oz. eq. = 125 gm. or 4.4 oz. ¾ oz. eq. = 94 gm. or 3.3 oz. ½ oz. eq. = 63 gm. or 2.2 oz. Group I Oz. Eq. for Group I 1 oz. eq. = 1 cup or 1 oz. for flakes & rounds 1 oz. eq. = 1.25 cups or 1 oz. for puffed cereal 1 oz. eq. = ¼ cup or 1 oz. for granola Oz. Eq. for Group H 1 oz. eq. = ½ cup cooked or 1 oz. (28 g) dry 1 The following food quantities from Groups A-G, must contain at least 16 grams of whole-grain or can be made with 8 grams of whole-grain and 8 grams of enriched meal and/or enriched flour to be considered whole grain-rich. 2 Some of the following grains may contain more sugar, salt, and/or fat than others. This should be a consideration when deciding how often to serve them. 3 Allowed only as dessert at lunch as specified in 7 CFR Allowed for desserts at lunch as specified in 7 CFR and for breakfasts served under the SBP. 5 Refer to program regulations for the appropriate serving size for supplements served to children aged 1 through 5 in the NSLP. Breakfast cereals are traditionally served as a breakfast menu item but may be served in meals other than breakfast. 6 Cereals must be whole-grain or whole grain and enriched or fortified cereal. This chart is also available at Texas Department of Agriculture Revised 04/29/15 37

38 CALCULATING GRAMS OF CREDITABLE GRAINS When Exhibit A is not applicable, a CE must manually calculate the grams of creditable grain in one serving of a product and the oz. eq. of grain that the serving contributes. Use calculation to credit grains when: (Fill in the spaces as you cover the information in class.) FORMULA FOR CALCULATING GRAMS OF CREDITABLE GRAINS (Grams whole-grain meal/flour OR Grams whole-grain plus enriched meal/flour number of servings the formulation or recipe yields) 16 grams per oz. eq. standard Texas Department of Agriculture Revised 04/29/15 38

39 CREDITING WHOLE GRAIN-RICH GRAINS (STEP 2) Step 2: Determine if the specific grain product meets whole grain rich requirements. Tip: If the answer to the first question is no then your product cannot be considered whole grain-rich. 1) Are all the grains in the product whole or enriched? No Yes No 2) Are at least 50 percent of the grains in the product whole grains? Yes Does not meet the whole grain-rich criteria Does meet the whole grain-rich criteria. If any of the following is true then your product contains whole grains that equal at least 50 percent of the grains in the product: Grain is the primary ingredient by weight or the primary grain ingredient by weight. The product contains 8 grams of whole grain per oz. eq. The product packaging displays one of the FDA-approved whole-grain label claims. The product contains a valid CN Label crediting oz. eq. grains. Texas Department of Agriculture Revised 04/29/15 39

40 WHOLE GRAINS IN NON-MIXED DISHES VS. MIXED DISHES Q & A Q: How do I know if grains in mixed dishes are creditable as whole grain-rich grains? A: Whole grains in mixed dishes must be the primary grain ingredient by weight. For crediting of whole grain-rich grains in mixed dishes, get manufacturer documentation that states that at least half of the grains in the product are from whole grain. For mixed dish products that list grains separately on the ingredient list, the first ingredient must be a whole grain (or second to water) and the rest of the grain content must be an enriched or whole grain to credit as whole grain-rich. NON-CREDITABLE GRAIN INGREDIENTS RESOURCE Refer to USDA s Whole Grain Resource for the National School Lunch and School Breakfast Programs for a list of non-creditable grain ingredients. Texas Department of Agriculture Revised 04/29/15 40

41 GROUP ACTIVITY Objective: Participants practice crediting grains using the two steps outlined in the participant guide. Directions: Work in groups of 2-3 to determine if the grain products in the following scenarios are creditable as grains using the flow chart on pg. 39. If the products meet the criteria for creditable grains, use Exhibit A on pg or the formula on pg. 38 to determine the appropriate oz. eq. of the specific product. Corn Bread Serving Size: 1.6 oz. Ingredients: Degerminated Cornmeal, Baking Powder, Non-Fat Dry Milk, Sugar, Vegetable Oil, Salt. Scenario 1 A school plans to offer the corn bread containing the ingredients listed. This product is not accompanied by documentation from the manufacturer. Is this item a creditable grain? If it is a creditable grain, how many oz. eq. of grain does it equal? Bridgford NEW Wheat Roll Serving Size: 28 g Ingredients: Whole Wheat Flour, Enriched Bleached Flour (Wheat Flour, Malted Barley Flour), Water, Sugar, Wheat Gluten, Palm 0il, Salt, Whey, Non-Fat Dry Milk, Soy Flour. Scenario 2 A school plans to offer the wheat roll containing the ingredients listed. This product s packaging contains an FDA-approved whole-grain label claim. Is this item a creditable grain? If it is a creditable grain, how many oz. eq. of grain does it equal? Bridgford Wheat Roll Serving Size: 14 g Ingredients: Whole wheat flour, wheat flour {wheat flour, enriched wheat flour, enriched barley flour), water, sugar, wheat gluten, vegetable oil, salt, whey, non-fat dry milk, soy flour. Scenario 3 A school plans to offer the wheat roll containing the ingredients listed. This product is accompanied by a customized product formulation statement on manufacturer letterhead that states that the whole wheat flour contributes to 7 g of creditable flour and that the enriched wheat flour and the enriched barley flour contribute to 7 g of creditable flour per one (14 g) serving. Is this item a creditable grain? If it is a creditable grain, how many oz. eq. of grain does it equal? Texas Department of Agriculture Revised 04/29/15 41

42 GRAIN-BASED DESSERTS Q & A Q: Why do the school meal standards limit the use of grain-based desserts? A: USDA has reduced the number of grain-based desserts allowed at lunch because grain-based desserts add solid fats and added sugars to the diet. MEAT/MEAT ALTERNATES (LUNCH) Lunch Meal Pattern (Meat/Meat Alternates) Grades K-5 Grades 6-8 Grades 9-12 Meal Pattern Amount of Food Per Week (Minimum Per Day) Meat/Meat Alternates (oz. eq.) 8-10 (1) 9-10 (1) (2) Reminder: USDA has issued a permanent flexibility that allows CEs to exceed the M/MA weekly maximum limits in the final rule at 7 CFR 210.7(d)(1). Texas Department of Agriculture Revised 04/29/15 42

43 TYPES OF MEATS/MEAT ALTERNATES CREDITING OF MEAT/MEAT ALTERNATES Crediting of Meat/Meat Alternates Reminder: Beans and peas (legumes) may be credited as a vegetable OR a meat alternate but a single serving may not credit towards both. Texas Department of Agriculture Revised 04/29/15 43

44 TOFU AND SOY PRODUCTS Tofu must be commercially prepared and meet the following definition, established in 7 CFR 210.2, which states that it is a soybean-derived food basic ingredients [in tofu] are whole soybeans, one or more food-grade coagulants (typically a salt or an acid), and water. CREDITING OF TOFU AND SOY PRODUCTS What amount of tofu or soy yogurt credits as a one (1) ounce equivalent of the meat/meat alternate component? Individual Activity: 2.2 oz. (1/4 cup) of commercial tofu containing at least 5 grams of protein 4 fl. oz. (½ cup) or of soy yogurt Creditable tofu and soy products: List the types of tofu and soy products that are creditable in school meals as well as those that are not creditable in the spaces to the left. Non-creditable tofu and soy products: Texas Department of Agriculture Revised 04/29/15 44

45 RESOURCE The FBG for School Meal Programs provides guidance on meal contributions and servings per purchase unit of meat/meat alternate, tofu and soy yogurt products. Memo SP 16 2, Crediting Tofu and Soy Yogurt Products, dated February 22, 2 posted on for more information. Tip: CEs must get information about a tofu product s creditable amount of protein from the manufacturer. The protein amount listed on the nutrition label does not necessarily equal the amount of protein coming from creditable tofu. CEs may also request that the tofu product be manufactured under the Child Nutrition (CN) Labeling Program. INDIVIDUAL ACTIVITY Objective: Participants understand how to credit tofu and soy products towards the meat/meat alternates component by analyzing the scenarios in the following activity. Directions: Answer the following questions. 1. Do the following tofu or soy products credit as a meat/meat alternates based on the requirements for tofu and soy yogurt? Soy Product 1: Firm tofu diced into a miso soup with the miso ingredient (fermented soy product) dissolved into the broth of the miso soup Soy Product 2: Tofu noodles covered in a sweet and sour sauce Texas Department of Agriculture Revised 04/29/15 45

46 MILK (LUNCH) Meal Pattern Lunch Meal Pattern (Milk) Grades K-5 Grades 6-8 Amount of Food Per Week (Minimum Per Day) Grades 9-12 Fluid milk (cups) 5 (1) 5 (1) 5 (1) TYPES OF MILK (LUNCH) CREDITING OF MILK Milk Type (minimum creditable amount) How to Credit? Example Milk Volume as served 1 cup = 8 fl. oz. Milk Substitutes Volume as served 1 cup = 8 fl. oz. Milk in Smoothies Volume as served 1 cup = 8 fl. oz. RESOURCE Refer to SP (v.2) January 14, 2015, Smoothies Offered in Child Nutrition Programs, for more guidance on milk in smoothies offered in school meals programs. Texas Department of Agriculture Revised 04/29/15 46

47 LUNCH MEAL PATTERN REVIEW ACTIVITY Lunch Meal Pattern Review Questions (Write down the 10 questions your group comes up with to quiz the other team in the spaces below.) Texas Department of Agriculture Revised 04/29/15 47

48 Directions: Give each team one point for each question the answer correctly. SCORE KEEPING TEAM A TEAM B Q 1 Q 1 Q 2 Q 2 Q 3 Q 3 Q 4 Q 4 Q 5 Q 5 Q 6 Q 6 Q 7 Q 7 Q 8 Q 8 Q 9 Q 9 Q 10 Q 10 Texas Department of Agriculture Revised 04/29/15 48

49 TOPIC 3: BREAKFAST MEAL PATTERNS Texas Department of Agriculture Revised 04/29/15 49

50 BREAKFAST MEAL PATTERN Breakfast Meal Pattern Grades K-5 Grades K-8 Grades 6-8 Grades 9-12 Grades K-12 Meal Pattern Fruits (cups) Amount of Food Per Week (Minimum Per Day) 5 (1) 5 (1) 5 (1) 5 (1) 5 (1) Grains (oz. eq.) 7-10 (1) 8-10 (1) 8-10 (1) 9-10 (1) 9-10 (1) Fluid milk (cups) 5 (1) 5 (1) 5 (1) 5 (1) 5 (1) Other Specifications: Daily Amount Based on the Average for a 5-Day Week Min-max calories (kcal) Sodium Target 1 (SY ) Saturated fat (% of total calories) Trans fat < 540 < 540 < 600 < 640 < 540 < 10 < 10 < 10 < 10 < 10 Nutrition label or manufacturer specifications must indicate zero grams of trans fat per serving. BREAKFAST MEAL COMPONENTS Texas Department of Agriculture Revised 04/29/15 50

51 FRUITS (BREAKFAST) Meal Pattern Breakfast Meal Pattern (Fruit) Grades K-5 Grades 6-8 Amount of Food Per Week (Minimum Per Day) Grades 9-12 Fruit (cups) 5 (1) 5 (1) 5 (1) SUBSTITUTING FRUIT FOR VEGETABLES AT BREAKFAST Q & A Q: When substituting vegetables for fruit at breakfast, why do the meal patterns require me to offer 2 cups of vegetables from the dark green, red/orange, beans/peas and/or the other vegetable subgroups in the same week that I plan to offer starchy vegetables? A: To ensure that vegetable variety is encouraged at breakfast. Texas Department of Agriculture Revised 04/29/15 51

52 GRAINS (BREAKFAST) Meal Pattern Breakfast Meal Pattern (Grain) Grades K-5 Grades 6-8 Amount of Food Per Week (Minimum Per Day) Grades 9-12 Grains (oz. eq.) 7-10 (1) 8-10 (1) 9-10 (1) Reminder: USDA has issued a permanent flexibility that allows CEs to exceed the grain weekly maximum limits in the final rule at 7 CFR 210.7(d)(1). Did you know? Formulated grain-fruit products were specifically defined in the school breakfast regulations (Appendix A to 7 CFR 220). These were specific types of products that were served and most often recognized as a grain product (roll or doughnut) but fortified to be credited as both a fruit and grain. There may not have been any fruit at all in these products. Formulated grain-fruit products are no longer creditable in school meals. The removal of formulated grain-fruit products does not prohibit the use of creditable: energy bars granola bars cereal bars breakfast bars fortified cereals or cereals with fruit Texas Department of Agriculture Revised 04/29/15 52

53 GRAIN SUBSTITUTIONS (BREAKFAST) How many oz. eq. of meat/meat alternates count as an oz. eq. of grains? (Fill in the blank in the shape to the right.) 1 oz. eq. grains oz. eq. meat/meat alternates FLUID MILK (BREAKFAST) Meal Pattern Breakfast Meal Pattern (Milk) Grades K-5 Grades 6-8 Amount of Food Per Week (Minimum Per Day) Grades 9-12 Fluid milk (cups) 5 (1) 5 (1) 5 (1) Texas Department of Agriculture Revised 04/29/15 53

54 TOPIC 4: DIETARY SPECIFICATIONS MODULE 2: APPLYING THE SCHOOL MEAL STANDARDS TOPIC 4: DIETARY SPECIFICATIONS DIETARY SPECIFICATIONS 1. Calories 2. Sodium 3. Saturated fat 4. Trans fat Tip: Dietary specifications, nutrient limits, nutrient standards, and nutrient targets all mean the same thing. Texas Department of Agriculture Revised 04/29/15 54

55 CALORIE RANGES (Fill in the spaces in the table below as the information is covered in class.) Age/Grade Group Breakfast Calorie Ranges Lunch Calorie Ranges K Planning Within Calorie Ranges The meal patterns provide more fruits, vegetables and whole grains than school meals in previous years and should result in more nutrient-dense meals (more nutrients per volume of food). The required maximum calorie levels are expected to drive menu planners to select more nutrient-dense foods and ingredients to prepare meals, and avoid products that are high in fats and added sugars. Texas Department of Agriculture Revised 04/29/15 55

56 INDIVIDUAL ACTIVITY Objective: Participants understand that the calorie requirements must be met on average over the course of a week. Directions: Calculate the average amount of calories for each weekly lunch menu to determine if it meets the calorie requirements. Menu #1 Grades 9-12 Weekday Monday Tuesday Wednesday Thursday Friday Roast Pork w/whole Grain Roll Chicken Drumstick Tenderloin w/brown Rice Chicken Salad on Whole Wheat Bread Meat Loaf w/ Cornbread Cheese Pizza w/whole Grain Crust Does the menu meet the calorie requirement? 9-12 calorie range: Menu #2 Grades 6-8 Menu #3 Grades K calories Salad Bar w/whole Grain Bread Stick 650 calories Veggie Pizza w/whole Grain Crust 765 calories Spaghetti w/meat Sauce 815 calories Baked Veggie Lasagna 715 calories Chef Salad w/whole Grain Bread Stick 675 calories Turkey Frito Pie 690 calories Turkey Sub Sandwich on Whole Wheat Hoagie 750 calories Hamburger on Whole Wheat Bun 850 calories Chili Cheese Dog on Whole Wheat Bun 740 calories Chicken Teriyaki w/brown Rice 6-8 calorie range: K-5 calorie range: calories 450 calories 550 calories 535 calories 450 calories Texas Department of Agriculture Revised 04/29/15 56

57 SATURATED FAT LIMITS The meal pattern requires that CEs limit saturated fat to less than of total calories. Food For Thought What are some ways that I can reduce the saturated fat content of the meals I offer? Texas Department of Agriculture Revised 04/29/15 57

58 SODIUM LIMITS Target 1 SY Breakfast Sodium Limits Target 2 SY Target 3 SY K-5 540mg 485mg 430mg mg 535mg 470mg mg 570mg 500mg Target 1 SY Lunch Sodium Limits Target 2 SY Target 3 SY K mg 935mg 640mg mg 1035mg 710mg mg 1080mg 740mg Reminder: All foods and drinks offered as part of the reimbursable meal are included in the weighted nutrient analysis during the one week review period. Therefore, CEs should consider all sources of sodium, including naturally occurring sources such as milk. Changes for CEs Change menus Modify recipes Use less processed food Changes for Food Industry Reformulate food products Use new technology to develop new food products Increase scratch cooking Texas Department of Agriculture Revised 04/29/15 58

59 TRANS FAT LIMITS Directions: Fill in the blanks. The meal pattern limits trans fat to grams of trans fat per serving on manufacturer label of product serving. Products indicating < grams of trans fat per serving on their label will be considered as zero grams of trans fat items. Q&A Q: How do I account for trans fat in mixed dishes like a burrito that might come from ingredients like beef and/or the tortilla? A: CEs must determine whether the trans fat is coming from a naturally-occurring source like beef or lamb or another ingredient in the dish that is not naturally-occurring by obtaining a statement from the manufacturer that verifies how much of the trans fat is naturally occurring versus added trans fat from other ingredients. Request for this type of information should be included in bid specifications. Texas Department of Agriculture Revised 04/29/15 59

60 WHAT IS OFFER VS. SERVE? TOPIC 5: OFFER VERSUS (VS.) SERVE RESOURCE: SP , Updated Offer versus Serve Guidance for the National School Lunch Program and School Breakfast Program in School Year Directions: Circle True or False. True or False Offer vs. Serve (OVS) allows students to choose food items based on the offered items that students prefer to eat. True or False In OVS, CEs may claim reimbursement for meals in NSLP and SBP even if a child does not choose all food components available to them. True or False In OVS, meals are priced as a unit and the price is the same whether the child takes all of the menu components or refuses one or two components. OFFER VS. SERVE ADVANTAGES Directions: Use the space below to either write and/or create a flow chart/diagram of how implementing OVS may offer benefits. Hint: How does OVS help lower food costs? Texas Department of Agriculture Revised 04/29/15 60

61 WHO NEEDS TO IMPLEMENT OFFER VS. SERVE? Directions: Circle True or False. True or False CEs that offer meals to student in K-5 must use Offer vs. Serve (OVS) in meal service. True or False CEs that only offer breakfast must use Offer vs. Serve (OVS) in meal service. True or False All RCCIs must use Offer vs. Serve (OVS) in meal service. HOW DOES OFFER VS. SERVE WORK? Directions: One of these words IS NOT correct, circle the correct word. 1. While OVS allows children to refuse parts of the reimbursable meal, CEs must always offer the partial or full amounts of each component for children to choose from. 2. Students may refuse some food component offered but they must always select at least a ½ cup of fruit or vegetables or ½ cup milk. Directions: Circle True or False. 1. True or False Students must always take the G, M/MA and milk components in the full minimum component amount to credit towards the reimbursable meal. Texas Department of Agriculture Revised 04/29/15 61

62 FRUITS AND VEGETABLES IN OFFER VS. SERVE Directions: Fill in the blanks. Under OVS children must select at least ½ cup of either the fruit or the vegetable component OR a of both components that equals ½ cup serving for a reimbursable meal. ½ cup fruit ¼ cup fruit ½ cup vegetable ¼ cup vegetable There are multiple ways to meet the fruit and/or vegetable component requirements under offer versus serve. Children may take ½ cup serving of fruit or vegetables in various combinations for a reimbursable meal. 1/ 8 cup fruit 1/ 8 cup Example If the CE offers ¼ cup serving each of peaches and grapes for the fruit component, the child may select two ¼ cup servings of peaches OR two ¼ cup servings of grapes OR a ¼ cup serving of peaches and a ¼ cup serving of grapes to meet the requirement. If the CE offers ¼ cup serving each of carrots and spinach for the vegetable component, the child may select two ¼ cup servings of carrots OR two ¼ cup servings of spinach OR a ¼ cup serving of spinach and a ¼ cup serving of carrots to meet the requirement, The child can take also take ¼ cup spinach and ¼ cup peaches, ¼ cup carrots and ¼ cup grapes, etc. to meet the requirement. Texas Department of Agriculture Revised 04/29/15 62

63 OFFER VS. SERVE GUIDELINES Offer vs. Serve Guidelines Lunch Breakfast What must CEs offer? 5 full components At least 4 food items (3 full components must be offered) What are the required component groups? M/MA, G, F, V, Milk G, F, Milk What must a child take? 3 of the 5 components 3 of 4 food items What must a child take for a meal to qualify as reimbursable? Minimum of ½ cup F, V, or F/V combo + 2 additional components (full amount) Minimum of ½ cup F, V, or F/V combo + 2 additional food items Example (Grade 9-12) Meal offering: turkey (2 oz.), roll (2 oz.), peaches (½ cup), grapes (½ cup), mashed potatoes (1 cup), milk (8 oz.) Reimbursable meal example: turkey (2 oz.), roll (2 oz.), peaches (½ cup) Meal offering: toast (2 items), waffle (I item), pears (1 item), milk (I item) Reimbursable meal examples: Waffle, pears and milk Toast and pears Waffle, toast, pears Texas Department of Agriculture Revised 04/29/15 63

64 WHAT GOES ON THAT PLATE? OFFER VS. SERVE GROUP ACTIVITY Objective: Participants practice identifying reimbursable lunch meals for OVS through the following group activity. Directions: Use the space below to write down any OVS important OVS concepts learned through this activity. Texas Department of Agriculture Revised 04/29/15 64

65 OFFER VS. SERVE FOR BREAKFAST Must offer 3 food components and 4 food items: Grains Fruit Milk Additional Item (to make 4 items) The additional item must credit as a grain, fruit or milk. This includes creditable meat/meat alternates that serve to substitute grains. FOOD ITEMS AT BREAKFAST Texas Department of Agriculture Revised 04/29/15 65

66 GRAINS AS FOOD ITEMS AT BREAKFAST (OVS) Large grain items (2 oz. eq.) may count as 2 of the required 4 food items. Scenario 1: Offer a 2 oz. eq. grain item with F + Milk Children may not decline the large grain item. Scenario 2: Offer a 2 oz. eq. grain item with F + Milk + Additional (4 th ) Item (AI) Children may decline the large grain item. EXAMPLE Option 1: CEs may offer the 2 oz. eq. grain product as 2 items (one counts as the G component and one counts as the additional (4th) item) with milk and a F item. In this scenario the child may not refuse the grain unless the menu planner chose to count 1 full cup of fruit as two food items because the milk and fruit item only count as 2 items which does not meet the minimum three item requirement. Option 2: CEs may offer the 2 oz. eq. grain product as 1 item along with a F item, milk and an additional (4th) item (minimum daily amount). In this scenario the child may refuse the grain item and take the F, milk and additional item. Texas Department of Agriculture Revised 04/29/15 66

67 OVS: BREAKFAST IN THE CLASSROOM Texas Department of Agriculture Revised 04/29/15 67