THE BREAKFAST MEAL
PATTERNS
N ATIONAL S CHOOL L UNCH
P ROGRAM (NSLP)
P ARTICIPANT
G UIDE
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, breakfast meal patterns,
dietary specifications and offer versus serve as they relate to the breakfast meal patterns.
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Table of Contents
Introduction ...............................................................................................................................................................3
Module 1: Meal Pattern Foundations .........................................................................................................................6
Topic 1: History and Background ........................................................................................................................................ 7
Topic 2: Food-Based Menu Planning ................................................................................................................................ 11
Module 2: Applying the New School Meal Standards................................................................................................. 17
Topic 1: Timeline of Changes ............................................................................................................................................ 18
Topic 2: Breakfast Meal Patterns ...................................................................................................................................... 20
Topic 3: Dietary Specifications .......................................................................................................................................... 47
Topic 4: Offer Versus (vs.) Serve ....................................................................................................................................... 53
Topic 5: Challenges and Exceptions .................................................................................................................................. 60
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INTRODUCTION
Module
Module 1: Meal
Pattern Foundations
Module 2: Applying The
New 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, breakfast meal patterns,
dietary specifications and offer versus serve as they
relate to the breakfast meal patterns.
Participant Materials
Acknowledgment Statement
Participant Guide
Pens/pencils
Calculator
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.
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Icons
Icon
Resources
Discussion
Icons will be used throughout the presentation to
guide trainers 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.
Individual Activity
Group Activity
Tip
Reminder
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Participant Guide
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MODULE 1: MEAL PATTERN FOUNDATIONS
Topic
Class Introduction
Estimated
Time
2.5 min.
Module Summary
Topic 1: History and
Background
10 min.
This module provides a review of principles that
provide participants with a foundation for the
implementation of the meal patterns and dietary
specifications.
Topic 2: Food-Based
Menu Planning
20 min.
Module Objectives
Total Class Time
40 min.
Module 1 Introduction
2.5 min.
By the end of this module participants will be able to
o Identify the history and legislative changes that
affect the school meal standards
o Apply the principles of a food-based menu planning
system approach
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TOPIC 1: HISTORY AND BACKGROUND
KEY 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
School Breakfast
Program
ESC
Educational Service
Center
FBMP
Food-Based Menu
Planning
HHFKA
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
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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.
NOTES:
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LAW REQUIREMENTS
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.
NOTES:
Resource: The final rule, titled, Nutrition Standards in the National School Lunch and
School Breakfast Programs
Published: January 26, 2012
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:
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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, 2011.
The following table summarizes the IOM’s findings that led to the changes mentioned above
FOOD CONSUMED
FINDING
Total vegetables
Dark green, red/orange, and
legume vegetables
Total fruit


Forty percent of recommendation
Twenty percent of recommendation







Eighty percent of recommendation
>Fifty percent from fruit juice
Consumption decreased with age
Exceeded recommendations
Mostly refined grains
Forty-two percent whole or 2% milk
Consumption decreased with age
Total grains
Total milk
Establishes Dietary Specifications for Calories, Saturated Fat, Trans Fat and Sodium:
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TOPIC 2: FOOD-BASED MENU PLANNING
FOOD-BASED MENU PLANNING
Contracting entities (CEs) who wish to collect 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 1966.
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.
NOTES:
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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 number of food components within
the offered food items.
NOTES:
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.)
1. (F)
2. (V)
3. (G)
4. (M/MA)
5. Milk
Q&A
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.
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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?
NOTES:
MEAL-SPECIFIC FOOD COMPONENTS
LUNCH
BREAKFAST
1.
1.
2.
2.
3.
3.
4.
5.
Reminder: A reimbursable meal includes all the components required per meal (lunch
or breakfast).
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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.
NOTES:
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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.
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Participant Guide
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.)
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MODULE 2: APPLYING THE NEW SCHOOL MEAL STANDARDS
Topic
Module 2
Introduction
Topic 1: Timeline of
Changes
Topic 2: Breakfast
Meal Patterns
Estimat
ed Time
5 min.
10 min.
155 min.
Topic 3: Dietary
Specifications
30 min.
Topic 4: Offer Versus
Serve
Topic 5: Challenges
and Exceptions
Total Class Time
90 min.
30 min.
5 hrs. 20
min.
Module Summary
This module provides participants with guidance on
how to implement the breakfast school meal
standards in terms of offering the required
components that make up a reimbursable meal,
implementing the dietary specifications, offer vs.
serve and other challenges or exceptions related to
the breakfast meal pattern.
Module Objectives

Implement breakfast meal patterns, dietary
specifications and offer versus serve at breakfast

Overcome common challenges and
exceptions when applying the breakfast school
meal standards
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TOPIC 1: TIMELINE OF CHANGES
CHANGES OVERVIEW: TABLE A AND B NUTRITION STANDARDS IN SCHOOL MEALS
Q&A
Q: Why don’t all the changes to the meal pattern standards happen at the same time?
A: The timeline is meant to help CEs by reducing the burden of making the changes all at the
same time.
Reminder: While not listed on the chart, sodium targets 2 and 3 will take place in
SY 2017-2018 and SY 2022-2023 respectively.
Table A: Past changes for lunch and
breakfast
Lunch
Breakfast
Limit milk offered to fat-free (flavored or
unflavored) or low-fat/1% (unflavored milk)
Past
Past
Limit saturated fat to 10% of total calories or less
Past
Past
Follow a 3-year administrative review cycle
Past
Past
Use Food-Based Menu Planning as the single menu
planning approach
Past
Past
Apply specific age/grade groupings to meals
offered
Past
Past
Apply calorie range requirements to meals
offered by age/grade group
Past
Past
Apply daily minimums and weekly ranges to
grains offered
Past
Past
Limit trans fat to zero grams per portion offered
Past
Past
Provide a 1-week menu for a nutrient analysis*
Past
Past
Offer vegetable subgroups daily
Past
N/A
Apply daily minimums and weekly ranges to
meat/meat alternates offered
Past
N/A
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Table B: New changes for lunch and
breakfast in SY 2014-2015
Lunch
Breakfast
Ensure all grains offered are whole grain-rich
2014-2015
2014-2015
Apply weekly sodium limits to meals offered
2014-2015
2014-2015
Offer fruit daily
Past
2014-2015
Offer 5 cups of fruit per week (1 cup minimum
per day)
N/A
2014-2015
Ensure all meals contain a minimum of ½ cup fruit
or vegetable for offer versus serve
Past
2014-2015
NOTES:
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:
Reminder: 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.
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TOPIC 2: BREAKFAST MEAL PATTERNS
NOTES:
BREAKFAST PROGRAM CHANGES
NOTES:
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BREAKFAST MEAL PATTERN
Breakfast Meal Pattern
Grades K-5
Grades K-8 Grades 6-8 Grades 9-12 Grades K-12
Meal Pattern
Amount of Food Per Week (Minimum Per Day)
Fruits (cups)
1 cup
1 cup
1 cup
1 cup
1 cup
Grains (oz. eq.)
7-10 (1)
8-10 (1)
9-10 (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
2014-2015)
350-500
400-500
400-550
450-600
450-500
< 540
< 540
< 600
< 640
< 540
< 10
< 10
< 10
< 10
Saturated fat (% of total
< 10
calories)
Trans fat
Nutrition label or manufacturer specifications must indicate zero
grams of trans fat per serving.
BREAKFAST MEAL COMPONENTS
NOTES:
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FRUITS (BREAKFAST)
Breakfast Meal Pattern (Fruit)
Grades
K-5
Meal Pattern
Fruit (cups)
Grades
6-8
Grades
9-12
Amount of Food Per Week (Minimum Per Day)
1 cup
1 cup
1 cup
NOTES:
TYPES OF FRUIT (BREAKFAST)
NOTES:
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
“other” vegetable subgroup.
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.
Resource: SP-10-2012 REVISED (January 25, 2013) and SP-36-2012 (July 11, 2012)
Smoothies Offered in Child Nutrition Programs provide more guidance on fruits offered
in school meals programs.
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CREDITING OF FRUITS (BREAKFAST)
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.
NOTES:
LIMITS ON FRUIT JUICE
NOTES:
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)
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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
½ cup peaches
½ cup
strawberries
¼ cup raisins
½ cup apple sauce
Tuesday
½ cup 100%
apple juice
½ cup 100%
orange juice
½ cup grapes
½ cup bananas
Wednesday
½ cup pineapple
tidbits
½ cup mixed
fresh fruit
¼ cup raisins
½ cup apple
sauce
Thursday
½ cup 100%
apple juice
½ cup 100%
orange juice
½ cup kiwi fruit
½ cup
cantaloupe
Friday
½ cup sliced pears
½ cup
watermelon
¼ cup raisins
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?
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FROZEN FRUIT PRODUCTS
NOTES:
TYPES OF VEGETABLES (BREAKFAST)
NOTES:
CREDITING OF VEGETABLES (BREAKFAST)
Vegetable Type (1/8 cup minimum
creditable amount)
How to Credit?
Example
Fresh, Frozen or Canned Vegetables (Not
Raw Leafy Greens)
Volume as served
1 cup = 1 cup
Raw Leafy Salad Greens (Spinach,
Romaine Lettuce, Green Leaf Lettuce, etc.)
Half the volume as served
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.
NOTES:
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VEGETABLE SUBGROUPS
SUBSTITUTING FRUIT FOR VEGETABLES AT BREAKFAST
NOTES:
Q&A
Q: When substituting vegetables for fruit at breakfast, why do the meal patterns require me
to offer vegetables from the dark green, red/orange, beans/peas and/or the “other”
vegetable subgroups twice in the same week that I plan to offer starchy vegetables?
A: To ensure that vegetable variety is encouraged at breakfast.
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GRAINS (BREAKFAST)
Breakfast Meal Pattern (Grain)
Grades
K-5
Meal Pattern
Grains (oz. eq.)
Grades
6-8
Grades
9-12
Amount of Food Per Week (Minimum Per Day)
7-10 (1)
8-10 (1)
9-10 (1)
NOTES:
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
RESOURCE Refer to SP 30-2012, Grain Requirements for the National School Lunch Program
and School Breakfast Program for more information on the definition of ounce-equivalencies
and definition of whole grain-rich products.
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Participant Guide
TYPES OF GRAINS (BREAKFAST)
NOTES:
MINIMUM CREDITABLE AMOUNT OF GRAINS
NOTES:
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.
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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
NOTES:
WHAT IS A WHOLE GRAIN?
NOTES:
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.
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COMMON WHOLE GRAINS
WHOLE WHEAT (RED) – the most common CORN
kind of wheat in the U.S.
whole corn
wheat berries
whole corn flour
whole grain wheat
whole grain corn flour
cracked wheat or crushed wheat
whole grain grits
whole wheat flour whole grain
whole cornmeal
bromated whole wheat flour
whole grain cornmeal
stone ground whole wheat flour
toasted crushed whole wheat
BARLEY
whole wheat pastry flour
whole barley
graham flour
whole grain barley
entire wheat flour
whole barley flakes
whole durum flour
whole barley flour
whole durum wheat flour
dehulled barley and barley flour
whole wheat flakes
barley flour
sprouted wheat
sprouted wheat berries
WILD RICE
bulgur (cracked wheat)
wild rice
whole bulgur
wild rice flour
whole grain bulgur
BROWN RICE
WHEAT (WHITE)
brown rice flour
whole white wheat
brown rice
whole white wheat flour
LESS COMMON GRAINS
RYE
einkorn
whole rye
buckwheat
rye berries
triticale
whole rye flour
kamut
whole rye flakes
amaranth
OATS
quinoa
whole oats
emmer (farro)
oat groats
sorghum (milo)
oatmeal or rolled oats
teff
whole oat flour
Adapted from: Nebraska Department of Education at www.education.ne.gov by the Texas
Department of Agriculture Food and Nutrition Services.
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Participant Guide
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.)
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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
Food Buying Guide (FBG)
2. Must be identified as whole grain-rich grain 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”
Product’s containing a
USDA whole grain health
claim may contain the
following stamp:
NOTES:
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.
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Participant Guide
012
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
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.
NOTES:
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 www.fns.usda.gov/tn/wholegrain-resource.
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.
NOTES:
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Whole Grain-Rich Ounce Equivalency Requirements for the
School Nutrition Programs Chart1, 2 (Using 16 Grams of Grains per Serving)
Recommended for SY 2012–2013, Required SY 2013–2014
Group A
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
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
Bagels
Batter type coating
Biscuits
Breads (sliced whole wheat, French, Italian)
Buns (hamburger and hot dog)
Sweet Crackers4 (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
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
Cookies (plain - includes vanilla wafers)
Cornbread
Corn muffins
Croissants
Pancakes
Pie crust (dessert pies3, cobbler3, fruit
turnovers4, and meat/meat alternate pies)
Waffles
3
Group D
Doughnuts4 (cake and yeast raised, unfrosted)
Cereal bars, breakfast bars, granola bars4
(plain)
Muffins (all, except corn)
Sweet roll4 (unfrosted)
Toaster pastry4 (unfrosted)
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.
Oz. eq. for Group D
1 oz. eq. = 55 gm. or 2.0 oz.¾ oz. eq. = 42
gm. or 1.5 oz.
½ oz. eq. = 28 gm. or 1.0 oz.
¼ oz. eq. = 14 gm. or 0.5 oz.
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cold, dry) 5, 6
Participant Guide
012
Whole Grain-Rich Ounce Equivalency Requirements for the
School Nutrition Programs Chart1, 2 (Using 16 Grams of Grains per Serving)
Recommended for SY 2012–2013, Required SY 2013–2014
Group E
Oz. eq. for Group E
Cereal bars, breakfast bars, granola bars4 (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.
Cookies3 (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.
Doughnuts4 (cake & yeast raised, frosted/glazed)
French toast
Sweet rolls4 (frosted)
Group
F pastry4 (frosted)
Oz. Eq. for Group F
Toaster
Cake3 (plain, unfrosted)
1 oz. eq. = 82 gm. or 2.9 oz.
4
Coffee cake
¾ oz. eq. = 62 gm. or 2.2 oz.
½ oz. eq. = 41 gm. or 1.5 oz.
¼ oz. G
eq. = 21 gm. or 0.7 oz.
Group
Oz. Eq. for Group G
Brownies 3 (plain)
1 oz. eq. = 125 gm. or 4.4 oz.
3
Cake (all varieties, frosted)
¾ oz. eq. = 94 gm. or 3.3 oz.
½ oz. eq. = 63 gm. or 2.2 oz.
¼ oz. H
eq. = 32 gm. or 1.1 oz.
Group
Oz. Eq. for Group H
Cereal Grains (barley, quinoa, etc.)
1 oz. eq. = ½ cup cooked or 1 oz. (28 g) dry
Breakfast cereals (cooked)5, 6
Bulgur or cracked wheat
Macaroni (all shapes)
Noodles (all varieties)
Pasta (all shapes)
Ravioli (noodle only)
Group
I
Oz. Eq. for Group I
Rice (enriched
white or brown)
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
1
2
3
4
5
6
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.
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.
Allowed only as dessert at lunch as specified in 7 CFR §210.10.
Allowed for desserts at lunch as specified in 7 CFR §210.10 and for breakfasts served under the SBP.
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.
Cereals must be whole-grain or whole grain and enriched or fortified cereal.
This chart is also available at http://www.fns.usda.gov/cnd/Governance/Policy-Memos/2012/SP302012os.pdf.
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012
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.)
1.
2.
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
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CREDITING WHOLE GRAIN-RICH GRAINS (STEP 2)
Step 2: Determine if the specific grain product meets whole grain rich requirements.
Tip: The answer to the first two questions must not be no in order for a grain product to be
considered whole grain-rich If the answers to the first three questions are yes, the grain product is
creditable towards the grain component and you do not need to continue to the next question(s).
If the answer to the third question is no, ask the next questions until the answer is yes. If the
answers to all the questions that follow are no, the food item is not creditable as a grain.
Does not meet the whole
grain-rich criteria
No
Are at least 50 percent of the grains
in the product whole grains?
No
Does the product have a valid CN
Label crediting oz. eq. grains.
Yes
No
Are all the grains in the product
whole or enriched?
No
Yes
Does the product packaging display a
one of the
FDA-approved
whole-grain label claims?
Yes
Is a whole grain the primary
ingredient by weight or primary
grain ingredient by weight?
No
Yes
No
Does the product contain ≥ 8 grams
of whole grain per oz. eq.?
Yes
Yes
This product does meet the whole-grain rich criteria
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WHOLE GRAINS IN NON-MIXED DISHES VS. MIXED DISHES
NOTES:
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
NOTES:
RESOURCE Refer to SP 10-2012, Nutrition Standards in the National School Lunch and
School Breakfast Programs, Grains Section, Q. 21, for a list of non-creditable grain
ingredients.
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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 towards the grains component using the flow chart on pg. 37. If the products
meet the criteria for creditable grains, use Exhibit A on pg. 34-35 or the formula on pg. 36 to
determine the appropriate oz. eq. of the specific product.
Corn Biscuit
Serving Size: 1.6 oz.
Ingredients: Degerminated Cornmeal,
Baking Powder, Non-Fat Dry Milk, Sugar,
Vegetable Oil, Salt.
Bridgford NEW Wheat Bagel 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.
Bridgford Wheat Sandwich Bread
Serving Size: 14 g
Ingredients: Whole 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 1
A school plans to offer the corn bread containing
the above ingredient list in the SBP. 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?
Scenario 2
A school plans to offer the wheat bagel containing
the above ingredient list in the SBP. 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?
Scenario 3
A school plans to offer the wheat roll containing the
above ingredient list in the SBP. 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?
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012
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
NOTES:
oz. eq.
meat/meat
alternates
SUBSTITUTING GRAINS WITH MEAT/MEAT ALTERNATES: TYPES OF MEATS/MEAT ALTERNATES
NOTES:
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SUBSTITUTING GRAINS WITH MEAT/MEAT ALTERNATES: CREDITING MEAT/MEAT ALTERNATES
Crediting of Meat/Meat Alternates
Reminder: If you credit beans as a substitute for grains you may not also credit is as a
fruit/vegetable in the same meal.
NOTES:
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SUBSTITUTING GRAINS WITH MEAT/MEAT ALTERNATES: TOFU AND SOY PRODUCTS
NOTES:
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.”
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012
SUBSTITUTING GRAINS WITH MEAT/MEAT ALTERNATES:
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:
RESOURCE
 The FBG provides guidance on meal contributions and servings per purchase unit of
meat/meat alternate, tofu and soy yogurt products.
 Memo SP 16–2012, Crediting Tofu and Soy Yogurt Products, dated February 22, 2012
posted on www.squaremeals.org 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.
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FLUID MILK (BREAKFAST)
Breakfast Meal Pattern (Milk)
Grades
K-5
Meal Pattern
Fluid milk (cups)
Grades
6-8
Grades
9-12
Amount of Food Per Week (Minimum Per Day)
5 (1)
5 (1)
5 (1)
NOTES:
TYPES OF MILK (BREAKFAST)
NOTES:
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.
NOTES:
RESOURCE Refer to SP 36-2012 (July 11, 2012) Smoothies Offered in Child Nutrition
Programs, for more guidance on milk in smoothies offered in school meals programs.
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Participant Guide
BREAKFAST MEAL PATTERN REVIEW ACTIVITY
Breakfast Meal Pattern Review Questions
(Write down the 10 questions your group comes up with to quiz the other team in the spaces below.)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Directions: Give each team one point for each question the answer correctly.
TEAM A
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q 10
SCORE KEEPING
TEAM B
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q 10
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TOPIC 3: DIETARY SPECIFICATIONS
MODULE 2: APPLYING THE SCHOOL MEAL STANDARDS TOPIC 3: DIETARY SPECIFICATIONS
NOTES:
DIETARY SPECIFICATIONS
NOTES:
Tip: Dietary specifications, nutrient limits, nutrient standards, and nutrient targets all
mean mean the same thing.
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CALORIE RANGES
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.
(Fill in the spaces in the table below as the information is covered in class.)
Age/Grade Group
Breakfast Calorie Ranges
K-5
6-8
9-12
NOTES:
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INDIVIDUAL ACTIVITY
Directions: Calculate the average amount of calories for each weekly breakfast menu to
determine if it meets the calorie requirements.
Weekday
Monday*
Menu #1
Breakfast
Bagel w/Light
Grades
9-12
Cream Cheese
Mixed
Melon Ball
Cups
Tuesday*
Breakfast
Garden
Wrap
Wednesday*
Thursday*
Friday*
Breakfast
Power Bar
Apple
Cinnamon
Oats
Veggie
Breakfast
Pizza w/
Sliced
Bananas
Peach
Vanilla
Parfait
w/chopped
nuts
Whole Grain
Crust
w/chopped
nuts
600 calories
Pumpkin
Pudding
Tropical Fruit
Cups
500 calories
WholeWheat
Biscuit w/
600 calories
Veggie
Breakfast
Pizza w/
sugar-free jam
Whole Grain
Crust
Does the
menu meet
the calorie
requirement?
9-12 calorie
range:
450-600
400 calories
Menu #2
Oat-n-Grain
Pancakes
Grades
6-8
w/light syrup
475 calories
Fiesta
Breakfast
Burrito
w/salsa
Cinnamon
Applesauce
Tangy
Tangerine
450 calories
Breakfast
Power Bar
Peach
Vanilla
Parfait
600 calories
Grape and
Melon Ball
Cups
6-8 calorie
range:
400-500
Tropical Fruit
Cups
550 calories
Menu #3
Grades
K-5
Oat-n-Grain
Pancake
Puppies
Warm
Sliced
Peaches
Berry
Delicious
Oats and
Honey
Ants on a
Log w/apple &
celery logs
425 calories
Blueberry
Muffin Sticks
600 calories
Veggie
Breakfast
Pizza w/
Tangy
Tangerines
Mixed
Melon Ball
Cups
Whole Grain
Crust
400 calories
480 calories
Mini-Fiesta
Breakfast
Blankets
400 calories
K-5 calorie
range:
350-500
Tropical Fruit
Cups
600 calories
450 calories
*All menu items are offered with a choice of 1% milk or fat-free chocolate milk
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Participant Guide
SATURATED FAT LIMITS
NOTES:
Did You Know?
The Texas Public School Nutrition Policy (TPSNP) limits saturated fat in meals to <10% of total
calories. The new rule requires that all CEs participating in the NSLP limit saturated fat, but this
requirement is not new for Texas.
Reminder: The Texas Public School Nutrition Policy requires that food items – whether
part of the reimbursable meal or as an a la carte item - are not to exceed 23 grams of fat
with the exception of a ‘one time a week’ allowance of an item that does not exceed 28
grams of fat.
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SODIUM LIMITS
Breakfast Sodium Limits
Target 1
Target 2
Target 3
SY 2014-2015
SY 2017-2018
SY 2022-2023
K-5
≤540mg
≤485mg
≤430mg
6-8
≤600mg
≤535mg
≤470mg
9-12
≤640mg
≤570mg
≤500mg
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.
Sodium Target #
Implementation Year
How to Achieve?
1
SY 2014-2015


Menu changes
Recipe modifications
2
SY 2017-2018

Product reformulations by food
industry
Use less processed food, increase
scratch cooking

3
SY 2022-2023


New technology and food product
developments by food industry
Use less processed food, increase
scratch cooking
NOTES:
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Participant Guide
TRANS FAT LIMITS
NOTES:
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
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012
TOPIC 4: OFFER VERSUS (VS.) SERVE
NOTES:
WHAT IS OFFER VS. SERVE?
NOTES:
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?
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Participant Guide
HOW DOES OFFER VS. SERVE WORK?
NOTES:
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OFFER VS. SERVE GUIDELINES
Breakfast Offer vs. Serve Guidelines
What must be offered?
At least 4 food items (3 full components must be
offered)
What component groups are required?
G, F, Milk
What must a child take for a meal to
qualify as reimbursable?
At least 3 food items including a minimum of ½ cup
F, V, or F/V combo
Example (Grade 9-12)
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
NOTES:
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Participant Guide
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 and vegetables which may substitute fruit.
NOTES:
FOOD ITEMS AT BREAKFAST
NOTES:
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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 F+ Milk
with…
Children may not decline the large grain item.
Scenario 2: Offer a
2 oz. eq. grain item F + Milk + Additional (4th) Item (AI)
with…
Children may decline the large grain item.
NOTES:
EXAMPLE
Option 1: The 2 oz. eq. grain product may be offered to count 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 because they would be refusing 2 of the 4
breakfast items offered and only taking 2 items
Option 2: The 2 oz. eq. grain product may be offered 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
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Participant Guide
OVS: BREAKFAST IN THE CLASSROOM
NOTES:
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Participant Guide
WHAT GOES ON THAT PLATE? OFFER VS. SERVE
Objective: Participants practice identifying reimbursable breakfast 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.
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TOPIC 5: CHALLENGES AND EXCEPTIONS
NOTES:
AGE/GRADE GROUP OVERLAP AT BREAKFAST
NOTES:
MULTIPLE OFFERINGS AND SERVING LINES
NOTES:
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PLANNING FOR SHORT AND LONG WEEKS
K-5 Breakfast Meal Pattern
5-day week
4-day week
7-day week
Fruit/Vegetables
(cups)
5 (1)
4 (1)
7 (1)
Grains (oz. eq.)
7-10 (1)
5.5-8 (1)
10-14 (1)
Milk
5 cups
4 cups
7 cups
Min-Max Calories
(kcal)
350-500
350-500
350-500
NOTES:
REVIEW/CONCLUSION
NOTES:
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You understand and acknowledge that:

the training you have completed 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.
The Texas Department of Agriculture’s Food and Nutrition Division is funded by the U.S. Department of Agriculture,
Food and Nutrition Service.
The U.S. Department of Agriculture prohibits discrimination against its customers, employees, and applicants for
employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and
where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an
individual’s income is derived from any public assistance program, or protected genetic information in employment or
in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs
and/or employment activities.)
If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination
Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call
(866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form.
Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office
Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, by fax (202) 690-7442 or email at
[email protected].
Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay
Service at (800) 877-8339; or (800) 845-6136 (Spanish).
USDA is an equal opportunity provider and employer.
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