School Meals Building Blocks for Healthy Children (2010) / Chapter Skim
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5 Process for Developing the Meal Requirements
5 Process for Developing the Meal Requirements
Pages 91-106
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From page 91... ...
The process used by the committee to develop the Meal Requirements was iterative in nature, and it also contributed to the committee's final recommendations for the Nutrient Targets. This chapter describes the processes used to develop recommendations for the Meal Requirements.
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From page 92... ...
Development of a New Meal Planning Approach A major component of the committee's task was to make recommendations for menu planning that would improve the consistency of school meals with both the Dietary Guidelines and the Dietary Reference Intakes (DRIs)
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From page 93... ...
Identification of a Food Pattern to Guide School Meal Planning In response to comments on the Phase I report (IOM, 2008) , the committee considered two food pattern guides to serve as a basis for the school meal patterns: the Thrifty Food Plan (USDA/CNPP, 2007)
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From page 94... ...
Upon entering test values for a meal pattern (the number of servings3 from each food category per week) , formulas in the spreadsheets calculate an estimate of the average daily nutrient content of the pattern and show how the nutrient estimates compare with the preliminary targets (preliminary nutrient targets are given in Table 4-7 in Chapter 4)
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. Added sugars and solid fats are included for testing purposes; they were not intended to be part of the menu pattern.
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From page 96... ...
Nonetheless, the committee considers them to be good approximations that help to design and test for nutritionally sound meal patterns. School Meal Pattern Development To begin developing the meal patterns, the committee assigned amounts of food from each MyPyramid food group to breakfast and lunch using the percentage of calories assigned for each meal.
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From page 97... ...
The committee notes that its approach to developing the standards for menu planning leaves relatively few discretionary calories for added sugars and saturated fat. In conjunction with the meal patterns, the specification of a maximum calorie level places limits on the use of foods with added sugars.
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Factors considered in the analyses included changes in the nutrient content, consistency with the initial nutrient targets, and the mean cost relative to the mean cost of the representative baseline menus.
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From page 99... ...
L 94–105 requires that students in senior high schools participating in the National School Lunch Program not be required to accept offered foods which they do not intend to consume.
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From page 100... ...
Students in senior high schools which participate in the school lunch program under this Act shall not be required to accept offered foods which they do not intend to consume, and any such failure to accept offered foods shall not affect the full charge to the student for a lunch meeting the requirements of this subsection or the amount of payments made under this Act to any such school for such a lunch." P.L. 95-166 (November 10, 1977)
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From page 101... ...
The option has been adopted widely: in school year 2004–2005, SNDA-III found that 78 percent of elementary schools and 93 percent of middle schools used OVS (USDA/FNS, 2007a)
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From page 102... ...
. Higher student participation rates translate to more students benefiting from school meals and more revenue for the program.
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From page 103... ...
vector, editable In particular, the MenuDevelopment spreadsheets were used to ex amine how various omissions may affect the nutrient content of school meals. The spreadsheets made it possible to estimate the effects of omitting specific types and amounts of food from the breakfast and lunch patterns for the three age-grade groups.
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From page 104... ...
or lunch) and relate the nutrient content to the preliminary nutrient targets for the meal.
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From page 105... ...
Recommendations for the Meal Requirements appear in Chapter 7.
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