Fundamentals of Menu Planning

Fundamentals of Menu Planning
9/16/2018 Fundamentals of Menu Planning Presented by Amanda Mercer, MS, RD Summer 2015

Welcome Introductions Norms, Expectations Name Job Title District
9/16/2018 Welcome Introductions Name Job Title District What do you hope to get out of today’s class? Norms, Expectations 2

9/16/2018 Learning Objectives Relate Dietary Guidelines and MyPlate concepts to the goals of the school nutrition programs Understand CN labeling, product formulation statements and appropriate crediting information for school meal pattern Plan menus that meet meal pattern requirements Use the Food Buying Guide Calculate meal pattern contributions Analyze menus for school meal pattern requirements Identify whole grain-rich products Complete menu production records, standardized recipes and other required paperwork 3

Meal Pattern Contribution
9/16/2018 Menu Planning Menu Planning Meal Pattern Production Records Menus Recipes Meal Pattern Contribution Product Information There are many factors that affect menu planning and these are the 6 factors we are going to focus on today. 4

Other Factors Storage Space Special Diets Delivery Menu Planning
9/16/2018 Other Factors Menu Planning Storage Space Special Diets Equipment Participation Delivery 5

9/16/2018 Meal Pattern Menu Planning Meal Pattern Production Records Menus Recipes Meal Pattern Contribution Product Info We will start off today talking about the meal pattern because in school nutrition this is the foundation of your menus. 6

Dietary Guidelines Two overarching concepts
9/16/2018 Dietary Guidelines Two overarching concepts Maintain calorie balance over time to achieve and sustain a healthy weight Focus on consuming nutrient-rich foods and beverages The meal pattern was developed based on the dietary guidelines for Americans. By law, Dietary Guidelines for Americans is reviewed and updated if necessary, and published every 5 years. The USDA and the U.S. Department of Health and Human Services jointly create each edition. The Report of the Dietary Guidelines Advisory Committee on the Dietary Guidelines for Americans, 2015 closed for public comment on 5/8/15 and will be used in the development of the 2015 DGAs. 7

2010 Key Recommendations Increase vegetable and fruit intake
9/16/2018 2010 Key Recommendations Increase vegetable and fruit intake Eat a variety of vegetables, especially dark green and red and orange vegetables and beans and peas Consume at least half of all grains as whole grains. Increase whole grain intake by replacing refined grains with whole grains Increase intake of fat-free or low-fat milk and milk products, such as milk, yogurt, cheese, or fortified soy beverages Can you see how these recommendations clearly influence the meal pattern changes? 8

Food-Based Menu Planning
9/16/2018 Food-Based Menu Planning 5 food components in school meals Fruits Vegetables Grains Meat/Meat Alternate Milk All schools participating in our programs are follow the food-based menu planning approach. This menu planning approach focuses on food components, not nutrients. There are five required food components at lunch and three required at breakfast. The five food components in school meals are: fruit, vegetables, grains, meat/meat alternate, and milk. Notice, this is very similar to the MyPlate messaging. However, meat/meat alternate replaces the protein group and milk replaces the dairy group. Other dairy-type foods such as cheese and yogurt are considered meat alternates in the school meal programs. Let’s review each of these components in more detail. Food component – one of the five food groups which comprise reimbursable meals 9

9/16/2018 Activity Match the foods to the correct food component 10

Creditable Fruits Include:
9/16/2018 Creditable Fruits Include: Fresh, Frozen, Dried, 100% Fruit Juice 100% fruit juice cannot exceed ½ total weekly vegetable offering Fruit canned in light syrup, water, or 100% fruit juice Minimum creditable serving is 1/8 cup Credit as volume served, with exception of dried fruit which credits as twice the volume Fruit Component Fruits prepared without solid fats, sugars, refined starches, and sodium supply important nutrients that are under-consumed by school children in the US (including potassium and fiber) with relatively little calories. Schools may offer fruits that are fresh; frozen; canned in light syrup, water, or fruit juice; or dried. Fruits may be whole cut-up, or pureed but are creditable by volume as served. The one exception is that one quarter cup of dried fruit credits as ½ cup of fruit Fruit Juice: Pasteurized, 100% full-strength fruit juice may also be offered to fulfill the fruit requirement. 11

Vegetable Component and Subgroups
9/16/2018 Vegetable Component and Subgroups Fresh, frozen, canned, 100% vegetable juice 100% vegetable juice cannot exceed ½ total weekly vegetable offering Organized into subgroups based on their nutrition content Minimum creditable serving is 1/8 cup Credit as volume served, with exception to leafy greens (1/2 of total volume) Vegetable Component A diet rich in vegetables can provide many health benefits. The consumption of vegetables can reduce the risk of many diseases including heart disease, stroke, type 2 diabetes and certain types of cancers. Vegetables are organized into subgroups based on their nutrition content. Schools must offer all five vegetable subgroups established in the 2010 Dietary Guidelines for Americans over a course of a week. These subgroups include: dark green, red/orange, beans/peas (legumes), starchy, and “other” vegetables. The term “other vegetables” refers to a specific vegetable subgroup that is listed in the 2010 Dietary Guidelines for Americans as well as online at 12

Whole grain-rich Grains and Breads
9/16/2018 Whole grain-rich Grains and Breads All grains servings offered must be whole grain-rich Must contain at least 50% whole grains and the remaining grains, if any, must be enriched. Waiver available for documented hardship Minimum creditable serving is 0.25 oz. equivalent Grains Component Pastas Breads Rice While children generally eat enough total grains, most of the grains they consume are refined grains rather than whole grains. Whole grains (whole wheat flour, oatmeal, and brown rice) are a good source of nutrients such as iron, magnesium, selenium, B vitamins, and dietary fiber. The Dietary Guidelines suggests that eating whole grains in nutrient dense forms may lower body weight and reduce the risk of cardiovascular disease. 13

Non-Creditable Grains
9/16/2018 Non-Creditable Grains If present must be less than 2% of product formula or the entire product is non-creditable Oat fiber Corn fiber Bran Germ Modified food starch Corn starch Wheat starch Potato, legume and other vegetable flours Grains Component You must keep these in mind when looking at product labels to assess whether or not they are whole grain-rich. If you can’t tell from the label that non-creditable grains are less than 2%, you must get additional documentation from the manufacturer 14

Identifying Whole Grain-Rich Products
What to look for . . . CN Label “oz. equivalent grains” Manufacturer product formulation statement Contains at least 8 grams of whole grain per oz. eq Specific FDA approved health claims Ingredient list Weight in recipes Grains Component

Health Claims Look for these statements on packaging Grains Component
“Diets rich in whole grain foods and other plant foods, and low in saturated fat and cholesterol, may reduce the risk of heart disease.” Grains Component “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.” The FDA has approved specific whole grain health claims on packaging. If either of these statements are on a package then they are whole grain rich products.

Ingredient List Grains Component First ingredient in list.
Batter Ingredients: Water, whole wheat flour, whole grain corn, sugar, leavening (sodium acid pyrophosphate, sodium bicarbonate), soy flour, soybean oil, salt, egg yolk with sodium silicoaluminate, ascorbic acid, egg white, dried honey, artificial flavor. Whole grains must be the primary grain ingredient by weight = first grain ingredient in the list. If the first ingredient of a grain product is water, a whole grain may be listed as the second ingredient and still meet our whole grain-rich criteria. First grain ingredient in list.

Recipes Grains Component
Recipe: Whole Grain Bread Stick Number of Portions: 300 Size of Portion: 1 OZ Flour, Whole Wheat LB + 4 OZ Flour, All Purpose LB + 12 OZ Water QT + 1 ½ CUP Margarine CUP Milk, nonfat CUP Yeast CUP Sugar CUP Salt ¼ CUP Grains Component Total weight of whole grain ingredients must meet or exceed the total weight of the non-whole grain/grain ingredients. The recipe is used to determine whether the total weight of whole grain ingredients exceeds the total weight of the non-whole grain ingredients (flour, water).

Activity Identify whole grain-rich products 9/16/2018
Activity: Whole grain labels 19

Meat/Meat Alternate Component
9/16/2018 Meat and Meat Alternates Meats, dairy products, eggs, legumes, nuts and seeds Minimum creditable serving is 0.25 oz. equivalent Meat Alternate Examples: Meat/Meat Alternate Component Cheese Eggs Yogurt Meat/Meat alternates are a nutritious part of the school meal. Offering a Meat/Meat Alternate daily as part of the school lunch supplies protein, B vitamins, Vitamin E, iron, zinc, and magnesium to the diet of children and also teaches them to recognize the components of a balanced meal. Menu planners are encouraged to offer a variety of protein foods (e.g., lean or extra lean meats, seafood, lowfat dairy, eggs, poultry, beans/peas. FBG has a section of “other” foods which are non-creditable Nuts and Seeds Legumes 20

Milk Milk Component and Variety At least 2 choices must be offered
9/16/2018 Milk Milk Component and Variety At least 2 choices must be offered Fluid milk must be: 1% milk fat, unflavored Fat-free, unflavored or flavored Lactose-free, 1% unflavored; fat-free unflavored or flavored Milk substitutes (non-dairy milk requests) must meet specific nutrition standards Disability milk accommodations not subject to these requirements Milk Component 21

9/16/2018 Non-creditable Foods Non-creditable foods (listed in Food Buying Guide as “Other Foods”) Sour cream Ice cream Pudding Potato chips Whole and 2% milk Grains with greater than 2% non-creditable grain ingredients Unrecognizable food ingredients (e.g. pureed vegetables) can only contribute to the meal pattern requirements if the dish that contains them also provides an adequate amount of recognizable, creditable food Ask class to name other items, which may include: Dressings, syrups, dried vegetable seasoning, mayonnaise, popcorn, yeast, evaporated milk, Even if a food has a CN label for an unrecognizable food, that food cannot be credited unless the dish also provides an adequate mount of recognizable, creditable food. 22

School Breakfast Program
9/16/2018 School Breakfast Program Meal Pattern Requirements 23

Breakfast Meal Pattern
9/16/2018 Breakfast Meal Pattern Meal Pattern Amount of Food Per Week (Minimum per day) 5-day Week Grades K - 5 Grades 6 – 8 Grades Fruit (cup) 5 (1) Grains (oz. eq.) 7-10 (1) 8-10 (1) 9-10 (1) Fluid Milk (cup) 5(1) 4-day Week 4 (1) 5.5-8 (1) 6.5-8 (1) 7-8 (1) Handouts: Breakfast meal pattern, short and long week calculations - ask who has a short or longer than 5-day week OVS is not within the scope of this training but there are online trainings that I will refer you to when we discuss resources at the end of the training. I am not going to go into each component for breakfast. The creditable components we just reviewed can be served in the SBP and must be served in quantities that meet the daily minimum and the weekly minimums for grains. I will discuss some of the components and how they pertain to the SBP. Some of the main issues we see on reviews are not meeting the weekly grain minimum and not offering enough fruit. All 3 grade groups overlap Can use one menu for K-12 (use 9-12 grade range for grains) 24

Dietary Specifications
9/16/2018 Dietary Specifications Zero grams of trans fat per portion Saturated Fat ≤10% Grade Group K – 5 6 – 8 9 - 12 Calories 350 – 500 400 – 550 Sodium ≤540 mg ≤600 mg ≤640 mg This slide details the breakfast dietary specifications. There are different calorie ranges for each age/grade group but there is some overlap we will discuss in the next slide. These are the average calories for breakfast meals offered throughout a week. In school year the first sodium target goes into effect. The sodium limits for target one are shown in this chart. Other dietary specifications that school must meet include: 0 grams trans fat per portion and Saturated fat must be less than or equal to 10% of total calories. Concentrate first on meeting meal pattern requirements. A nutrient analysis is not required. Check all labels for trans fat. We are still seeing several products with trans fat on reviews. 25

Age/Grade Calorie Ranges
Grade: K-5 Age: 5-10 Range: Grade: 6-8 Age: 11-13 Range: Grade: 9-12 Age: 14-18 Range: The age/grade groups were established to provide age-appropriate meals. Schools are allowed to use the same breakfast meal pattern for students in grades K-12 because food quantity requirements for all age/grade groups are comparable and the calorie ranges overlap ( ). On any given day, the calorie level for the meal may fall outside the min/max levels, as long as the average number of calories for the week is within the required range. The intent is not to reduce the amount of food but to avoid excessive calories. The meal patterns provide more fruits, vegetables and whole grains and should result in nutrient-dense meals. The required maximum calorie levels are expected to drive menu planners to select nutrient dense foods and ingredients to prepare meals, and avoid products that are high in fats and added sugars. Keep in mind that nutrient analysis is conducted on planned servings. If seconds are served free, the seconds must be counted towards the calorie requirements. Overlap: Overlap: Overlap:

Vegetables in the SBP May be offered in place of fruits
If starchy veg. offered, must provide at least 2 cups of the red/orange, dark green, legumes, or “other” subgroups over the course of the week May be served as an extra Extras do not contribute to daily or weekly component requirements Extras do not contribute as an item under OVS Extras do contribute to the weekly nutrient requirements Now, let's talk about if and how you want to offer vegetables at breakfast. The School Breakfast Program does not have a total vegetable or weekly vegetable subgroups requirement. If you would like to serve vegetables as a substitute for fruit at the breakfast meal, there are some rules stated in the meal pattern regulations about such substitutions. If a starchy vegetable, such as potatoes, is substituted for fruits, the menu planner must have a plan to offer at least 2 cups of red/orange, dark green, legumes, or vegetables from the “other” vegetable subgroup over the course of the week as well. Since that is a bit complicated, there is the option to serve starchy vegetables as an extra. You may want to do this for a couple of reasons, one being that a cup of breakfast potatoes is a large amount of food, the second reason would be that you don't need to plan for vegetable subgroup offerings on your breakfast menu. As a reminder, extra items do count toward the weekly dietary specifications, which could be a way to reach calorie requirements, and they are not counted as a component or item for a reimbursable meal.

Grain-based Desserts No grain-based dessert limit at breakfast
Some grain products can only be served as desserts in lunch and are not allowable in breakfast (brownies, cookies) Handout: Exhibit A At breakfast there is no grain-based dessert limit as there is in lunch. However, certain types of grain items have been designated as desserts for lunch only and cannot be used in breakfast. Exhibit A, which is an attachment in this presentation, designates these products using the superscript “3” and includes items such as brownies and cookies.

Optional Meat/Meat Alternates
Breakfast meal pattern does not require a meat/meat alternate SFAs that wish to offer a meat/meat alternate at breakfast have two options Credit the meat/meat alternate as a grain item Offer the meat/meat alternate as an extra item Common breakfast M/MA: Meats/meat alternates contain many important nutrients, especially protein, which is important for children as they begin the school day. A daily requirement for meat/meat alternate was removed in the final rule in response to numerous concerns from school food operators about the increased cost of requiring meat/meat alternate at breakfast. Menu planners have discretion to offer meat/meat alternates and either 1) count these items as a grain and credit them toward the grains component or 2) count these items as extras, and choose to not credit them toward the grains component. Cheese Yogurt Sausage Egg Ham

Meat/Meat Alternate In Place of Grains
When crediting the meat/meat alternate as a grain item in breakfast: Must also offer at least one ounce equivalent of grains daily Must count the meat/meat alternate toward the daily and weekly grain minimums and the weekly dietary specifications 2 oz. eq. Grains 1 oz. eq. Grain 1 oz. eq. M/MA In the first option, schools have flexibility to credit the meat/meat alternate as a grain item, provided they also offer 1 ounce equivalent of grains daily. This is intended to safeguard planning flexibility while promoting the consumption of whole grain-rich foods consistent with the recommendations of the Dietary Guidelines for Americans. At breakfast you can choose to offer a meat/meat alternate and count it as a grain as long as you also offer at least 1 oz. equivalent of grains. Meat/meat alternates counted as grains at breakfast contribute toward the weekly grains range, the dietary specifications and as an “item” under OVS. In this example, the menu planner is offering 1 oz. equivalents of graham crackers + 1 oz. equivalency yogurt, which credits as 2 oz. equivalent grains and 2 food items under offer vs. serve.

Meat/Meat Alternates as Extras
When offering a meat/meat alternate as an extra item Must also offer at least one ounce equivalent of grains daily The meat/meat alternate does not count toward the grains range The meat/meat alternate does not contribute a component towards the reimbursable meal The meat/meat alternate does contribute to the weekly nutrient requirements In the second option, menu planners have discretion to offer meat/meat alternates as extras, and choose to not credit them toward the grains component. If the menu planner offers meat/meat alternates as extras at breakfast the items do not count towards the grains range, do not contribute to the reimbursable meal, and are not considered an “item” under offer versus serve. Schools must continue to serve at least the minimum daily grain as part of the meal. Regardless of the decision of whether or not to substitute a meat/meat alternate for grains, all “extra” food offered would count toward the dietary specifications (calories, sodium, saturated fat, and trans fat). Menu: Serving Size Milk 1 cup Fresh Apple Slices ½ cup Cereal with Toast 2 oz. eq. Hard boiled egg 1, Extra

Smoothies Smoothies prepared in-house may credit toward:
Fruit component Vegetable component Milk component Yogurt may credit as a M/MA Pureed fruit and vegetable credit as juice Must still offer variety of fluid milk choices Additional fruit offerings encouraged Commercial products may only credit toward fruit or vegetable component Vegetables can be credited (fresh, frozen, canned, 100%juice, juice blends or pureed vegetables). Pureed fruits and vegetables credit as juice in smoothies only. Some yield info for pureed fruits (blackberries, figs, guava, papaya, plum, raspberry) is in FBG and they are adding more. Determine crediting based on volume after pureeing. Smoothies prepared in-house may be prepared on the serving line or back of the house, but should indicate the ingredients/components they contain to aid in educating children on what is contained in their smoothies. Grains and other m/ma besides yogurt may not credit in smoothies All meal components must be offered on the line in the required minimum amounts, and schools must still offer additional fluid milk options in order to meet the milk variety requirement of the meal pattern. Additionally, alternate fruit offerings are encouraged. Please refer to USDA memos SP (v.2) for more information. *Reference USDA memo SP (v.2):

National School Lunch Program
9/16/2018 National School Lunch Program Meal Pattern Requirements

Amount of Food Per Week (Minimum per day)
Lunch Meal Pattern Meal Pattern Amount of Food Per Week (Minimum per day) 5-day Week Grades K - 5 Grades 6 – 8 Grades Fruit (cup) 2 ½ (½) 5 (1) Vegetables (cup) 3 ¾ (¾) Dark green Red/Orange 1 ¼ Beans/Peas (Legumes) Starchy Other Additional to reach total 1 1 ½ Grains (oz. eq) 8-9 (1) 8-10 (1) 10-12 (2) Meat/Meat Alternate (oz. eq) 9-10 (1) Fluid Milk (cup) 5(1) The lunch meal pattern requires daily and weekly amounts of all 5 components based on three different grade levels. This chart shows the requirements for a 5-day school-week. Please refer to the Short and Long Week Calculations for meal pattern requirements for schools with different lengths of weeks. Main issues we see with lunch are inadequate quantities of grains , M/MA , fruits and vegetables.

9/16/2018 Dietary Specifications Zero grams of trans fat per portion Saturated Fat ≤10% Grade Group K – 5 6 – 8 9 - 12 Calories 600 – 700 Sodium ≤ 1,230 ≤ 1,360 ≤ 1,420 This slide details the lunch dietary specifications. There are different calorie ranges for each age/grade group but there is some overlap we will discuss in the next slide. These are the average calories for lunch meals offered throughout a week. In school year the first sodium target goes into effect. The sodium limits for target one are shown in this chart. Other dietary specifications that school must meet include: 0 grams trans fat per portion and Saturated fat must be less than or equal to 10%. Concentrate first on meeting meal pattern requirements. A nutrient analysis is not required. 35

Age/Grade Calorie Ranges
Grade: K-5 Age: 5-10 Range: Grade: 6-8 Age: 11-13 Range: Grade: 9-12 Age: 14-18 Range: The age/grade groups are now narrower to provide age-appropriate meals. Schools are allowed to use the same lunch meal pattern for students in grades K-8 because food quantity requirements for the age/grade groups K-5 and 6-8 are comparable and the calorie ranges overlap ( ). There is no calorie overlap for grades 6-8 and 9-12 and therefore a 6-12 menu is not allowable. On any given day, the calorie level for the meal may fall outside the min/max levels, as long as the average number of calories for the week is within the required range. Overlap:

Vegetable Subgroups 5-day Week K-5 6-8 9-12 Dark Green ½ c Red/Orange
Beans/Peas Starchy Other Additional 1 c 1 ½ c Weekly Totals 3 ¾ cups 5 cups Vegetables are organized into subgroups based on their nutrition content. Schools must offer all five vegetable subgroups established in the 2010 Dietary Guidelines for Americans over the course of a week. The vegetable subgroup requirements aim to give children access to a variety of vegetables. The “Other” vegetable subgroup may include vegetables from the “other vegetable” category or may be met w/ any additional amounts from the dark green, red/orange, and beans/peas subgroups (not starchy). The “Additional” group includes any vegetable subgroup offered to meet the total weekly vegetable requirement.

Multiple Offerings There is no daily subgroup requirement
Each serving line must offer all the vegetable subgroups weekly If a school serves two of the weekly subgroups the same day and the student may choose only one: Must offer both of these subgroups to students on an additional day Use Vegetable Subgroup Decision Tree for complicated scenarios Vegetable subgroups do not need to be offered in any specific sequence during the week. The menu planner decides when/how to offer them over the course of the week. Over the course of the week, the required amount of each subgroup must be met, but on any given day there are no specific subgroup requirements. Since there is no daily subgroup requirement, schools may choose what combinations of vegetable subgroups to offer each day. So what happens if a school plans a menu that serves two of the weekly subgroups on the same day and the student may choose only one of these subgroups? This is an issue, because the school needs to make each of the subgroups available to all children during the week; the child should not have to choose 1 subgroup over another on a single day, and lose out on any remaining opportunity to select from the other subgroup. Therefore, schools need to make the subgroups where there is a conflict, available for student selection on an additional day. If you have a difficult scenario refer to the vegetable subgroup decision tree on our website.

Grain-based Desserts Grain-based dessert limit:
Maximum of 2 oz. grains/week Some grain products can only be served as desserts in lunch (brownies, cookies) Handout: Exhibit A

Smoothies Smoothies prepared in-house may credit toward:
Fruit component Vegetable component Milk component Yogurt may credit as a M/MA Pureed fruit and vegetable credit as juice Must still offer variety of fluid milk choices Additional fruit offerings encouraged Commercial products may only credit toward fruit or vegetable component Vegetables can be credited (fresh, frozen, canned, 100%juice, juice blends or pureed vegetables. Pureed fruits and vegetables credit as juice in smoothies only. Some yield info for pureed fruits (blackberries, figs, guava, papaya, plum, raspberry) is in FBG and they are adding more. Determine crediting based on volume after pureeing. Smoothies prepared in-house may be prepared on the serving line or back of the house, but should indicate the ingredients/components they contain to aid in educating children on what is contained in their smoothies. Grains and other m/ma besides yogurt may not credit in smoothies All meal components must be offered on the line in the required minimum amounts, and schools must still offer additional fluid milk options in order to meet the milk variety requirement of the meal pattern. Additionally, alternate fruit offerings are encouraged. Please refer to USDA memos SP (v.2) for more information. *Reference USDA memo SP (v.2):

Meal Pattern Documentation Requirements
9/16/2018 Meal Pattern Documentation Requirements SFAs are required to maintain the following documentation (at a minimum) to demonstrate compliance with the meal pattern requirements: Meal pattern contribution documentation Product information (e.g. product formulation statements, Child Nutrition labels, etc.) Recipes Menus Production records Receipts/Invoices Handout: Meal Pattern Documentation Requirements – please refer to this documents as we go through each of these section and make note of areas you may need to work on when you get back to your district. It is important to get organized now. This documentation is always required not just for a review. We are going to discuss each of these with the exception of receipts/invoices as that piece of documentation is self-explanatory.

9/16/2018 Meal Pattern Contribution Menu Planning Meal Pattern Production Records Menus Recipes Meal Pattern Contribution Product Info 42

Kitchen Math Fruit – cups Vegetable – cups Grains – ounces (weight)
9/16/2018 Kitchen Math Fruit – cups Vegetable – cups Grains – ounces (weight) Meat/Meat Alternate – ounces (weight) Milk – cups or fluid ounces Handout: Basics at a Glance

Important! Do Not Confuse Weight and Volume Measure
Weight is ounces, lbs, etc. for meats, cheese, grains, breads Tool: scale Volume is fluid ounces for milk, juice and portion sizes of fruit and vegetables Tools: measuring cup, qt, gal, etc

What Do you want to serve? The Production records says “4oz”
9/16/2018 What Do you want to serve? The Production records says “4oz” ½ cup (4 fl. Oz) which is 1 oz by weight or 2 leaves. 2 Cups of lettuce = 4 oz by weight

9/16/2018 Food Buying Guide Overview 46

The Food Buying Guide The Food Buying Guide (FBG) helps you:
9/16/2018 The Food Buying Guide The Food Buying Guide (FBG) helps you: Buy the right amount of food Determine the contribution each food makes toward the meal pattern requirements The FBG is a tool that helps you know how much product to purchase and provides information for determine meal pattern contributions. The first column is a description of the food item, as purchased. The second column contains the purchase unit; column 3 tells you the number of servings in one unit, notice this is the edible portion, so the guide calculates for cooking loss and waste; column 4 hosts the serving size information; column 5 tells you the number of purchase units needed for 100 servings; and lastly column 6 provides additional information. You will get a chance practicing how to use the FBG when we go through how to calculate the meal pattern contribution for each component. Reference online training for Purchasing Using the FBG. 47

Columns Column 1 Food Item, As Purchased Column 2
9/16/2018 Columns Column 1 Food Item, As Purchased Column 2 Purchase Unit (#, can, etc) Column 3 Number of Servings per Unit, Edible Portion Column 4 Serving Size Column 5 Number of Purchase Units for 100 servings Column 6 Additional Information Let's begin by familiarizing ourselves with the organization of information for foods in the buying guide. Information about foods is outlined in 6 columns. The first column is a description of the food item, as purchased. The second column contains the purchase unit; column 3 tells you the number of servings in one unit, notice this is the edible portion, so the guide calculates for cooking loss and waste; column 4 hosts the serving size information; column 5 tells you the number of purchase units needed for 100 servings; and lastly column 6 provides additional information. 48

Table 5: Decimal Weight Equivalents
1 lb 3 oz = (16 oz + 3 oz) = 1.19 lb or 19 oz. 123 oz = (112 oz + 11 oz) = 7.69 lb Handouts: Metric Conversions, Fraction to Decimal Chart, Pounds to Ounces chart

Table 7: Converting Decimals to Nearest Portion of a Cup for V/F

Table 9: Metric Conversions

Food Buying Guide Calculator
9/16/2018 Food Buying Guide Calculator The food buying guide is also available in a calculator format at the website listed here. Utilize the online food buying calculator to do the math for you! The calculator was developed from the food buying guide manual, therefore, it contains the same information. The calculator also allows you to build a “shopping list,” which can be saved, printed, or ed to you to help organize your purchasing needs. Click on the link provided to explore the calculator. It's easy, you search for your product using the search box. Then, enter the number of servings you need, then the desired serving size, and the calculator will tell you how much you need to purchase and prepare. 52

Activity Complete Conversion questions in worksheet AND
9/16/2018 Activity Complete Conversion questions in worksheet AND Fraction to Decimal Equivalents questions in worksheet Following exercise show how to use google to do quick conversions. Also there are apps for your phone for conversions. 53

Fruits and Vegetables 9/16/2018
Crediting of fruits and vegetables is relatively straight forward. But let’s briefly review how to credit or document them. Handout: Guide to Crediting Fruit 54

Fruits and Vegetables All servings are measured by volume not weight
9/16/2018 Fruits and Vegetables All servings are measured by volume not weight Find the weight (pounds, ounces) converted to volume (cups, teaspoons, tablespoons) in the Food Buying Guide 1/8 cup is the smallest creditable amount Handout: Guide to Crediting Fruit As you see in the meal pattern requirements, servings of fruits and vegetables are measured by volume (cups), not by weight. The food buying guide or the food buying guide calculator is the main resource you’ll use to convert weight of food to volume. The minimum amount of fruit or vegetable you can use to credit towards the fruit or vegetable component is 1/8 cup. For example, if per serving your pasta sauce contains 1/8 cup tomato, this 1/8 cup can credit towards the minimum requirement for vegetable. Remember that one piece of fruit does not equal a certain amount of cups. All fruits are not equal (for example a kiwi clearly offers less cups of fruit than a grapefruit) Therefore, you must use the food buying guide to determine the amount one piece of fruit equals in cups.

Fruits and Vegetables Volume exceptions:
9/16/2018 Fruits and Vegetables Volume exceptions: Raw leafy greens count for 1/2 the volume (1 cup spinach and romaine mixture = ½ cup dark green vegetable) Dried fruit count as 2x the volume (1/4 cup raisins = ½ cup fruit) Vegetable subgroup reminders: To credit mixtures to a specific vegetable subgroup, you need to know the exact quantities of each vegetable within the mixture If you cannot verify, you can count non-starchy mixtures as “other” and starchy mixtures as “additional” There are some volume exceptions you’ll want to remember. Raw leafy greens, mainly your salad greens, credit as ½ the volume. So 1 cup of a spinach and romaine lettuce mixture only credits ½ cup dark green vegetable. Dried fruit credits as 2x the volume. Therefore ¼ cup serving of raisins credits as ½ cup fruit. Lastly, here are some vegetable subgroup reminders: To credit mixtures or blends, such as California blend, you need to know the exact quantities of each vegetable within the mixture. If you cannot verify the exact quantities, you can count non-starchy mixtures as “Other” and starchy mixtures as “additional” vegetables to meet those requirements. A California blend containing broccoli, cauliflower and carrots would contribute towards the “other” vegetable subgroup. 56

9/16/2018 Example Use the Food Buying Guide for fruits and vegetables in a recipe A recipe has 5-No 10 cans of canned green beans Quantity of ingredient as purchased Multiply: #1 x #2 = #3 Servings per purchase unit for ¼ cup fruit/vegetable (column 3 in FBG) Fruit/Vegetable Contribution 5- No. 10 Cans X = Portions per recipe ÷ Divide by 4 to get units in cups ÷ Cups for fruit/vegetable per portion = 57

9/16/2018 Example 58

9/16/2018 Example Use the Food Buying Guide for fruits and vegetables in a recipe A recipe has 5-No 10 cans of canned green beans Quantity of ingredient as purchased Multiply: #1 x #2 = #3 Servings per purchase unit for ¼ cup fruit/vegetable (column 3 in FBG) Fruit/Vegetable Contribution 5- No. 10 Cans X 45.30 = 226.5 Portions per recipe ÷ Divide by 4 to get units in cups ÷ Cups for fruit/vegetable per portion = 0.5 cups 59

9/16/2018 Activity Complete Crediting Fruits and Vegetables questions #1 and #2 in worksheet 60

Juice 100% fruit juice can be credited to meet no more than ½ of the
fruit component offered over the week Divide total juice offered over the week by total amount of fruit (fruit plus Juice) offered over the week times 100. Must be 50% or less over the week. 2.5 cups juice ÷ 5 cups total fruit x 100 = 50% (compliant) Fruit Type Mon Tues Wed Thurs Fri Total Juice ½ cup 2.5 cups Fresh Fruit 5 cups 100% fruit juice can be credited to meet no more than half of the fruits component offered over the week. Let’s look at an example of how to determine if you are compliant with this requirement. In the example provided, the school offers ½ cup of 100% fruit juice and ½ cup of fresh fruit daily. To determine if this is in compliance, you must add the total amount of juice offered over the week (which is 2.5 cups) and the total amount of fresh fruit offered over the week (which is 2.5 cups). Then you add these totals to get a total of 5 cups of fruit offered over the week. Then you divide the total juice offered over the week (2.5 cups) by total amount of fruit offered over the week (5 cups) times 100 and this must be 50% or less. In the example we have 2.5 cups of juice divided by 5 cups of total fruit times 100 which equals 50%. This school is in compliance with the juice requirement.

9/16/2018 Activity Complete Crediting Fruits and Vegetables question #3 in worksheet 62

9/16/2018 Grains and Breads Handout: Crediting Grains 63

9/16/2018 Grains Many grains do not credit as 1 oz. of product equals 1 oz. equivalent grains This is because different grain products contain different amounts of grain 0.25 oz. is the smallest creditable amount All grains must be whole grain-rich Waiver available for documented hardship Before determining grain contributions you must first determine if the product is whole grain-rich USDA Whole Grain Resource: Handout: Crediting Grains 64

Crediting Grains Manufacturer’s Spec or CN label Exhibit A
9/16/2018 Crediting Grains Determine the item’s weight per serving and refer to Exhibit A Need ingredient list and nutrition facts panel Exhibit A Use FBG to determine amount of product needed for the desired number of grain servings Food Buying Guide Calculate the total amount of grams creditable grain, divide by 16 and then divide by the number of servings the recipe yields Calculate grains in a recipe Obtain a manufacturer’s product specification sheet, Child Nutrition (CN) label, or USDA Foods Fact Sheet Manufacturer’s Spec or CN label There are 3 main methods to determine the ounce equivalency of your grains servings. Some products may need to have the manufacturer specify how much the product contributes towards the grains requirement. Second method is to utilize Exhibit A, also known as the grains/breads chart. Determine the item's weight per serving and refer to Exhibit A. You'll mostly use this chart for pre-prepared grain items with a nutrition facts label, such as purchased tortillas, sandwich bread, bagels, etc. If you make your own breads or grain products from scratch, you can use a formula to calculate the grain ounce equivalency per serving of that recipe. We'll walk through the “Calculating Creditable Grains Servings from a Recipe” resource in the upcoming slides. Manufacturers use this method to determine oz. eq. grains. 65

9/16/2018 CN Label Here are some product documentation examples. If you have the proper product documentation no calculation is necessary. Remember if a CN label states “oz. equivalent grains” it means the product is whole grain-rich. 66

Product Formulation Statement
9/16/2018 Product Formulation Statement 67

9/16/2018 USDA Food Fact Sheet 68

How to Use Exhibit A Group A Minimum Serving Size for Group A
Bread type coating Bread sticks (hard) Chow Mein noodles Crackers (saltines and snack crackers) Croutons Pretzels (hard) Stuffing (dry) Note: weights apply to bread in stuffing. 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 Step 2: look on the right hand side to determine the minimum serving size required for that product. Step 1: find the product in a group on the left hand side of the chart. Let's walk through how to use the chart. For example, I have planned to serve hard breadsticks to meet the grains component with a Chicken Caesar Salad and Tomato Basil soup. How many breadsticks must be served to provide 1 serving of grain? *Step 1: Find the product in the group on the left hand side of the chart *Step 2. Then look on the right hand side to determine the minimum serving size required for that product. Note: if you cannot find your product in Exhibit A, you must obtain documentation from the manufacturer or use the Food Buying Guide.

Grams/cups in one serving of product (from Nutrition Facts Panel)
9/16/2018 Grams/cups in one serving of product (from Nutrition Facts Panel) Divide: #1 ÷ #2 = #3 2. Grams/Cups for 1 oz. equivalent (from Exhibit A) 3. Oz. equivalents of grain 48 g ÷ 28 g (group B) = oz eq For one portion ÷ 1 4. Grain oz. eq. per portion = 1.5 oz eq 70

Divide: #1 ÷ #2 = #3 2. Grams/Cups for 1 oz. equivalent (from Exhibit A) 3. Oz. equivalents of grain 43 g ÷ 69 g (group E) = oz eq For one portion ÷ 1 4. Grain oz. eq. per portion = 0.5 oz eq Now, how about this packaged cinnamon roll. This is the nutrition facts label from the cinnamon roll I plan to serve with my chili next week. The serving size listed here is 1 roll, which weighs 1.5 oz. or 43 grams. So what does 1 roll contribute towards the grain component on my schools’ menu?

Divide: #1 ÷ #2 = #3 2. Grams/Cups for 1 oz. equivalent (from Exhibit A) 3. Oz. equivalents of grain 32 g ÷ 28 g (group B) = oz eq For one portion ÷ 1 4. Grain oz. eq. per portion = 1.0 oz eq Here is an example of an item we commonly see credited incorrectly. Hard shell whole corn taco shells. Using Exhibit A and your calculator determine how many ounce eq. 3 hard shell whole corn taco shells contribute to the grains component.

Activity Complete Crediting Grains question #1 in worksheet 9/16/2018
73

Food Buying Guide Provides:
9/16/2018 Food Buying Guide Provides: Serving data by number of grain servings or by volume Same information as Exhibit A Additional grain products Yield information 74

9/16/2018 Food Buying Guide 75

9/16/2018 Food Buying Guide Example: recipe has 7 lbs. of long grain, parboiled brown rice 76

Food Buying Guide Quantity of ingredient as purchased Multiply:
9/16/2018 Food Buying Guide Quantity of ingredient as purchased Multiply: #1 x #2 = #3 2. Servings per purchase unit (column 3 in FBG) Grains (oz. equivalents) 7 lbs. X 15.5 (1/2 cup cooked) = 4. Portions per recipe ÷ 5. M/MA oz. eq. per portion = oz 77

Calculate the grain servings in a recipe
9/16/2018 Calculate the grain servings in a recipe Recipes Maple Bread Yield: 80 portions Each portion: 1 slice Ingredients Measures Sugar, granulated 1lb + 14 oz Oil, vegetable 1 cup Eggs, frozen 2 cup Applesauce Maple flavoring 3 fl oz Flour, All Purpose 0 lb /3 oz Flour, Ultra Grain Whole Wheat White 1 lb + 5 1/3 oz Cinnamon 2 tbsp = 2 tsp Salt .66 tsp Milk 1 lb Step 1: Identify information needed *Yield *Grain ingredients and their measures We're going to walk through the calculation based on this maple bread recipe. The information you need to gather from your recipe includes: the number of servings or yield of the recipe and the total weight of the creditable grains in the recipe. Now, for the grain ingredient to be creditable, it must be a whole grain or whole grain meal or flour, or an enriched grain or enriched meal or flour. 78

Conversions (Food Buying Guide, Grains section)
9/16/2018 Calculate the grain servings in a recipe Recipes Yield = 80 Portions Enriched, All purpose flour = 10 2/3 oz. Ultra Grain Whole Wheat White Flour = 1 lb /3 oz. Step 2: Divide the total grams of creditable grains by the # of portions If measures are not listed in grams, convert the measures to grams! Conversions (Food Buying Guide, Grains section) Number of pounds X grams Number of ounces X grams Number of cups of enriched white flour X 125 grams Number of cups of whole wheat flour X 120 grams *In the top orange box, there is the data we need from the Maple Bread recipe. The recipe yields 80 portions and there are 10 2/3 oz of enriched flour and 1 lb /3 oz of Ultra Grain Whole Wheat Flour. Before we do anything further, notice the weight of the flour is not listed or calculated in grams, which is okay, the weights of the flour need to be converted to grams before moving forward. In your attachments I've included a conversion chart. This chart can also be found in your food buying guide or in the National Food Service Management Institute's “At a Glance” resources. *You can convert pounds to grams by multiplying by and ounces are converted to grams by multiplying by grams. 79

Convert, then add the total grams together
9/16/2018 Calculate the grain servings in a recipe Convert, then add the total grams together Recipes Yield = 80 Portions Enriched, all purpose flour = 10 2/3 oz. Ultra Grain Whole Wheat White Flour = 1 lb /3 oz. Determine total grams of creditable grain ( X grams) = + (1 X grams) = 453.6 + ( X grams) = = grams of grain So let’s do the math. Follow along using your calculator. 10 and 2/3 ounce or multiplied by grams per ounce = This recipe has grams of enriched flour, plus 1 pound of ultra grain multiplied by grams per pound = grams plus multiplied by grams per ounce. Total the grams of creditable flour to equal grams. Hold off on rounding until the very end. Great, so we’ve determined the grams of grain this recipe contains. 80

How to Calculate Grain Contributions in a Recipe
Maple Bread Total grams of creditable grain ingredient (whole grain flour/meal plus enriched flour/meal) Divide: #1 ÷ #2 = #3 2. There are 16 grams per ounce equivalent for grains 3. Oz. equivalents of grain g ÷ 16 g = oz eq 4. Portions per recipe ÷ 5. Grain oz. eq. per portion = rounds down to 0.5 oz. eq. The contribution of grains in a recipe or product formulation may be calculated to determine the number of oz eq grains the recipe provides based on 16 g of creditable grain ingredients per oz eq. Here's the formula for calculating oz eq from a recipe. Grams whole-grain meal and/or enriched flour using the recipe or manufacturer spec sheet or Grams of whole grain plus enriched flour will give you the total grams of flour used. This sum is then to be divided by the number of servings your recipe yields. This number should then be divided by 16 grams. This 16 grams of creditable grains, remember, is now the amount of creditable grains needed for 1 ounce equivalent, previously 14.75grams.

Activity Complete Crediting Grains question #2 in worksheet 9/16/2018
82

Recipe Grain Contribution Worksheet
9/16/2018 Recipe Grain Contribution Worksheet There is an Excel worksheet that will do the math for you Worksheet for Calculating the Grain Contribution from a Recipe: 83

Grains Review Manufacturer’s Spec or CN label Exhibit A
9/16/2018 Grains Review Determine the item’s weight per serving and refer to Exhibit A Need ingredient list and nutrition facts panel Exhibit A Use FBG to determine amount of product needed for the desired number of grain servings Food Buying Guide Calculate the total amount of grams creditable grain, divide by 16 and then divide by the number of servings the recipe yields Calculate grains in a recipe Obtain a manufacturer’s product specification sheet, Child Nutrition (CN) label, or USDA Foods Fact Sheet Manufacturer’s Spec or CN label There are 3 main methods to determine the ounce equivalency of your grains servings. Some products may need to have the manufacturer specify how much the product contributes towards the grains requirement. Second method is to utilize Exhibit A, also known as the grains/breads chart. Determine the item's weight per serving and refer to Exhibit A. You'll mostly use this chart for pre-prepared grain items with a nutrition facts label, such as purchased tortillas, sandwich bread, bagels, etc. If you make your own breads or grain products from scratch, you can use a formula to calculate the grain ounce equivalency per serving of that recipe. We'll walk through the “Calculating Creditable Grains Servings from a Recipe” resource in the upcoming slides. Manufacturers use this method to determine oz. eq. grains. 84

Lunch Activity Review material and place dots
9/16/2018 Lunch Activity Review material and place dots Complete Crediting questions in worksheet Lunch activity: 1. Worksheets questions that weren’t finished during class 2. Review material and place dots 85

Meat and Meat Alternates
9/16/2018 Meat and Meat Alternates Handout: Crediting M/MA The next food component we’ll explore are meats and meat alternates. Remember, these are foods such as poultry, beef, pork, cheese, beans, nut butters, etc. 86

Crediting Meat/Meat Alternate
9/16/2018 Crediting Meat/Meat Alternate For unprocessed items, with a standard of identity, refer to FBG for cooked yields or edible portions of raw meat Food Buying Guide If the food is a processed item, use a CN label, USDA Food Fact Sheet, or obtain a manufacturer’s product specification sheet CN Label, USDA Food Fact Sheet, or Manufacturers specification Handout: Crediting M/MA There are two main methods for crediting the meat/meat alternate component, and this is based on the type of food you are purchasing. If the meat is an unprocessed item, such as ground beef, chicken breast, or a block of cheese, use the Food Buying Guide or the Food Buying Guide calculator to determine the cooked/edible yield. If it is a processed item, meaning it contains additional ingredients such as breading, fillers, etc., you need a CN label (if available), a USDA food fact sheet if it is a USDA food, or a manufacturers specification (product analysis) sheet. If you can not obtain documentation for your processed item, you can not determine the creditable amount of meat in the product, and thus, the food is not creditable towards the meal pattern requirements. Keep labels, fact sheets, and manufacturer's specification documents on file to support how your menus credit to meet the meal pattern requirements.

9/16/2018 Meat/Meat Alternate Many M/MA do not credit as 1 oz. of product equals 1 oz. M/MA. This is because many factors affect yield, including: Processing Cooking method and time The form in which you serve the food(e.g. mashed potatoes, fried potatoes, baked potatoes) 0.25 oz. is the smallest creditable amount 88

9/16/2018 Food Buying Guide Use the Food Buying Guide (FBG) for unprocessed items Example: 7 lbs. Pork Sausage, fresh or frozen Quantity of ingredient as purchased Multiply: #1 x #2 = #3 2. Servings per purchase unit (column 3 in FBG) 3. Meat/Meat alternate (oz. equivalents) 7 lbs. X = 4. Portions per recipe ÷ 5. M/MA oz. eq. per portion If you cannot find your exact product in the FBG, you must obtain documentation from the manufacturer. 89

9/16/2018 Food Buying Guide 90

9/16/2018 Food Buying Guide Use the Food Buying Guide (FBG) for unprocessed items Example: 7 lbs. Pork Sausage, fresh or frozen Quantity of ingredient as purchased Multiply: #1 x #2 = #3 2. Servings per purchase unit (column 3 in FBG) 3. Meat/Meat alternate (oz. equivalents) 7 lbs. X 7.52 = oz 4. Portions per recipe ÷ 5. M/MA oz. eq. per portion = oz 91

9/16/2018 Activity Complete Crediting Meat/Meat Alternate question #1 in worksheet 92

9/16/2018 CN Label Example Here is an example of a CN label, which can be found on an approved product's package. The USDA, Child Nutrition (CN) Labeling Program provides food manufacturers the option to include a standardized food crediting statement on their product label. Labels must be authorized by USDA, FNS prior to use and manufacturers must have quality control procedures and inspection oversight that meet the FNS requirements. Not all products will contain a CN label. How do I identify a CN label? In addition to required labeling features, a CN label will always contain the following: The CN logo (which is a distinct border) The meal pattern contribution statement A 6-digit product identification number USDA/FNS authorization statement The month and year of approval. The statement here describes how this product credits: each 4 oz patty when cooked provides 2.25 oq equivalent meat for Child Nutrition Meal Pattern Requirements. To learn more about the CN labeling program, visit the website provided. To learn more about the Child Nutrition labeling program visit the FNS website: 93

9/16/2018 USDA Food Fact Sheet This is an example of a USDA Food Fact Sheet. Fact sheets for USDA foods can be found at the link provided on the left of this slide. This sheet specifies the ounce equivalency of meat/meat alternate per beef patty. Obtain USDA Fact Sheets for your commodity items and keep them on file to support your menus. 94

Manufacturer’s Specification
9/16/2018 Manufacturer’s Specification This is an example of a manufacturer's statement from Tyson, documenting the creditable amount of meat/meat alternate and bread per serving of this chicken patty. You can find this statement in the attachments for a clearer picture. Manufacturer's statements should be signed and dated, certifying their information is accurate. Per this statement from Tyson, 1 patty credits 2 oz. meat and 1 oz. whole grain-rich grains. You'll want to ensure specifications are kept on file with your menu and meal pattern documentation. 95

9/16/2018 Processed Items Use the product formulation statement, USDA Food Fact Sheet, or CN label Example: 6.5 lbs. of Roasted Turkey Breast Sliced Total creditable amount of product (per portion in oz.) 2. Total weight (per portion) as purchased (in oz.) 3. Divide: #1 ÷ #2 = #3 4. Quantity of ingredient as purchased in recipe (in oz. 5. Meat/Meat alternate (oz. equivalents) Multiply: #3 x #4 = #5 ÷ = x 104 oz (6.5 lbs.) = 6. Portions per recipe ÷ 7. M/MA oz. eq. per portion 96

9/16/2018 Processed Items 97

9/16/2018 Processed Items Total creditable amount of product (per portion in oz.) 2. Total weight (per portion) as purchased (in oz.) 3. Divide: #1 ÷ #2 = #3 4. Quantity of ingredient as purchased in recipe (in oz. 5. Meat/Meat alternate (oz. equivalents) Multiply: #3 x #4 = #5 2 oz ÷ oz = x 104 oz (6.5 lbs.) = oz 6. Portions per recipe ÷ 7. M/MA oz. eq. per portion = oz 98

9/16/2018 Activity Complete Crediting Meat/Meat Alternate question #2 in worksheet 99

Meat/Meat Alternate Review
9/16/2018 Meat/Meat Alternate Review For unprocessed items, with a standard of identity, refer to FBG for cooked yields or edible portions of raw meat Food Buying Guide If the food is a processed item, use a CN label, USDA Food Fact Sheet, or obtain a manufacturer’s product specification sheet CN Label, USDA Food Fact Sheet, or Manufacturers specification Handout: Crediting M/MA There are two main methods for crediting the meat/meat alternate component, and this is based on the type of food you are purchasing. If the meat is an unprocessed item, such as ground beef, chicken breast, or a block of cheese, use the Food Buying Guide or the Food Buying Guide calculator to determine the cooked/edible yield. If it is a processed item, meaning it contains additional ingredients such as breading, fillers, etc., you need a CN label (if available), a USDA food fact sheet if it is a USDA food, or a manufacturers specification (product analysis) sheet. If you can not obtain documentation for your processed item, you can not determine the creditable amount of meat in the product, and thus, the food is not creditable towards the meal pattern requirements. Keep labels, fact sheets, and manufacturer's specification documents on file to support how your menus credit to meet the meal pattern requirements.

Calculating Weekly Ranges
9/16/2018 Calculating Weekly Ranges Monday Tuesday Wednesday Thursday Friday Mac & cheese with a roll 2 Grains 1 M/MA Super Sloppy Joe 2 M/MA Cheese pan pizza Stir Fry 1 Grain Bronco Burger Ham and cheese sandwich Turkey and cheese sandwich Meatball Submarine 1.5 M/MA Peanut butter and jelly sandwich Grilled chicken sandwich Min Max 2 Grain If you have more than one entrée choice, you’ll need to monitor your daily and weekly food contribution ranges for grains and meats. This is because the entrees may provide different crediting of these components, thus creating a weekly range, which must meet the weekly requirements we just reviewed. To determine the weekly minimum, add the minimum contribution from each entree amount from each day and you get 9 oz. equivalents of grain for the week. To determine the weekly maximum, add the maximum amount from each day and you get 10 oz. equivalents for the week. Therefore the grain range for this week is 9 – 10 oz. equivalents. The minimum of the range must meet the minimum weekly requirement described in the meal pattern requirements for each age/grade group. Based on this menu, the weekly M/MA requirements were not met for any age/grade group. Grain Range: 9 – 10 servings M/MA Range: 7 – 9.5 servings 101

Activity Complete Calculating Weekly Ranges questions in worksheet
9/16/2018 Activity Complete Calculating Weekly Ranges questions in worksheet 102

Meal Pattern Contribution Requirement
9/16/2018 Meal Pattern Contribution Requirement SFAs are required to document how foods offered credit toward the meal pattern requirements SFAs must document meal pattern contributions in one of the following places: In recipes On production records In a separate document. Examples include: Menu Planning Tool - Includes Worksheets and Production Records (Source: Kansas Department of Education) USDA Certification Worksheets Handout: Meal Pattern Documentation Requirements The meal pattern contribution is the amount of creditable meat/meat alternate, grain, fruit, vegetable or milk per serving. Show the two examples. USDA cert sheets is what our staff uses on assess your menus during a review.

9/16/2018 Recipes Menu Planning Meal Pattern Production Records Menus Recipes Meal Pattern Contribution Product Info 104

Activity Identify what is wrong with this recipe
Handout: what is wrong with this recipe, Meal Pattern Documentation Requirements Refer to handout: Meal Pattern Documentation Requirements

9/16/2018 Standardized Recipes Definition: a recipe that has been tried, adapted, and retried several times for use by a given foodservice operation and has been found to produce the same good results and yield every time when the exact procedures are used with the same type of equipment and the same quantity and quality of ingredients Standardized recipes are required when: menu items have two or more ingredients when there is any preparation involved Standardized Recipe Template:

Advantages of Standardized Recipes
9/16/2018 Advantages of Standardized Recipes Cost Purchasing & Inventory Yields & Portions Employee Confidence Consistent Food Quality Customer Satisfaction Accurate Nutrient Content Successful Administrative Review Not only are standardized recipes required, they also provide many benefits to school foodservice operations including: Cost: Food Cost Control= When the same ingredients and quantitates are used each time the recipe is prepared, the cost per serving remains the same. Labor Cost Control=Written procedures allow workers to make good use of their time and move through their work day more efficiently. Employee Confidence: Workers can feel more satisfied and confident because eliminating guesswork decreases the likelihood of mistakes and poor food quality. Predictable Yield: Knowing how much of an item the recipe will produce helps prevent food waste and shortages on the serving line. You will also be able to forecast your meal preparation and have a better understanding of how much to prepare. Accurate Nutrient Content: Standardized recipes help ensure that the best possible food items are produced every time and are following the meal count contributions. Having accurate recipes will help you determine the correct meal component contributions and can ensure your menu is meeting regulations. Efficient Purchasing & Inventory The quantity of ingredients needed for production can be easily calculated based on the information provided on the recipe. If a standardized recipe is followed, the quantity of food inventory used each time the recipe is produced can be estimated. Consistent Food Quality: Standardized recipes help ensure the best possible food items are produced every time. A consistent product helps build customer satisfaction and participation. Well developed, popular recipes consistent in every detail provide customer reassurance and approval. 107

Recipe Adjustment Resource
9/16/2018 Recipe Adjustment Resource FruitFromWashington.com has a free calculator that does the math for you: 108

Activity Determine the component contributions of a recipe 9/16/2018
109

Recipe Analysis Worksheet
9/16/2018 Recipe Analysis Worksheet There is an Excel worksheet that will do the math for you Worksheet for Calculating the Components in a Recipe: 110

9/16/2018 Product Information Menu Planning Meal Pattern Production Records Menus Recipes Meal Pattern Contribution Product Information 111

Requirements for Processed Products
9/16/2018 Requirements for Processed Products Meat/meat alternate Child Nutrition (CN) label Signed product formulation statement USDA Foods Fact Sheet Grains A Nutrition Facts Panel with the grams or ounces per serving AND an ingredient list Handout: Acceptable Processed Product Documentation for Meal Pattern Requirements Again you are always required to have proper documentation on file. You shouldn’t be scrambling to find documentation for the review, you should already have it available. Unacceptable documentation may give you false information and may cause you to not meet the meal pattern requirements.

9/16/2018 Dietary Specifications To determine compliance with dietary specifications (calories, saturated fat, trans fat and sodium), must have one of the following: Nutrition Facts Panel Nutrient information from the manufacturer 113

Activity Decide whether or not the documentation is acceptable to determine the meal component contribution Handout: product info activity – as a group go through the product documentation and determine if is acceptable for determining the meal component contribution, then we will go over each one as a class. A CN label with a watermark is used when the CN logo and contribution statement are used on product information other than the actual product carton and is presented as a separate document.  If the original CN Label, or the valid photograph or photocopy of the original CN Label is not available, program operators may provide the Bill of Lading (invoice) containing the product name and: A hard copy of the CN Label copied with a watermark displaying the product name and CN number provided by the vendor; or An electronic copy of the CN Label with a watermark displaying the product name and CN number provided by the vendor.

9/16/2018 Menus Menu Planning Meal Pattern Production Records Menus Recipes Meal Pattern Contribution Product Info Ask participants to name some strategies for developing menus What do you need? What must you consider? 115

Advantages of Cycle Menus
9/16/2018 Advantages of Cycle Menus Save time Reduce labor costs Control food costs Reduce food waste Help you meet the meal pattern requirements 116

Cycle Menu Template

Menu Planners Menu planner resources available on our website at:
9/16/2018 Menu Planners Menu planner resources available on our website at: 118

9/16/2018 Production Records Menu Planning Meal Pattern Production Records Menus Recipes Meal Pattern Contribution Product Info 119

Production Records What are production records?
Production records are planning, communicating, and forecasting tools. CDE Template Example:

Production Records Why use production records? They help determine…
Which items are most/least popular? Do you need to purchase/prepare more or less of a given item the next time? Does equipment meet production needs? Are staff responsibilities delegated effectively?

7 CFR Section (a)(3) SFAs must keep production records for the meals they produce. Records must: Show how meals offered contribute to the required food components and food quantities for each grade group each day Show what was actually planned, offered and served Be kept for three years plus the current year

Activity Identify what is wrong with the production record
Handout: what is wrong with this production record Refer to handout: Meal Pattern Documentation Requirements

Salad Bar Salad bar recipe
Ingredients are documented in your recipe and “Salad Bar” is documented on your production record If there are additions to the salad bar recipe, these items must be documented on the production record If an item is omitted from the salad bar recipe, you cannot use the recipe and must document each item on the production record Document each item served on the salad bar on the production record Daily production record or Salad bar production record

9/16/2018 Review Menu Planning Meal Pattern Production Records Menus Recipes Meal Pattern Contribution Product Information 125

Resources Menu Planning webpage:
9/16/2018 Resources Menu Planning webpage: Fundamentals of Menu Planning webpage: Training webpage: Training webpage: Crediting, meal pattern and OVS, menu production records, purchasing using FBG 126

Evaluation Please fill out the evaluation
9/16/2018 Evaluation Please fill out the evaluation Follow-up evaluation in October Please contact me with any questions: Amanda Mercer 127

9/16/2018 Thank You! 128

Fundamentals of Menu Planning

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