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Nutrition Evaluation Spreadsheet

By Pamela Lopez,2014-04-26 19:51
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Nutrition Evaluation Spreadsheet

    Nutrition Evaluation Spreadsheet

    Data for all three evaluation items are entered in the Nutrition Evaluation Spreadsheet

    (NEP-009), which is located on the S: drive. The following guidelines should be used

    when determining which students and foods to include in the final totals.

All about Students (NEP-017): This information is entered first on the

    spreadsheet.

Written Evaluations (Yummy Face [NEP-112a], Fruity Friends [NEP-112b]

    and Professor Green Bean [NEP-112c]):

    Responses to the written evaluations are entered into the Nutrition Evaluation Spreadsheet behind the “All about Student” data. In order for responses from a student to be included in the total tally, the student must complete both of the pre

    and post written evaluations. Any student that does not have both pre and post written evaluations should not be included in the final count. Responses from a single student are not entered, only a total from the classroom from matched students.

“What’s for Lunch” Poster (NEP-123):

    The information from the poster is entered behind the written evaluation totals in the Nutrition Education Spreadsheet. In order to be included in the totals, each student must have eaten at least one school lunch in both the pre and post periods. A student does not have to record food entries for the 5-day period; only one day from each assessment. Data entered on the evaluation spreadsheet should include the TOTAL number of responses from the pre-evaluation and again from the post-evaluation. Responses from a single student are not entered, only totals from the classroom of students that had at least one lunch on the pre-poster and one lunch on the post-poster.

    Fruit Totals: First, count all fruits available within the 5-day period from the school lunch menus as shown on the poster. Add this information into the appropriate space on the spreadsheet. Second, count all fruits that were eaten by the eligible students. Add this total to the spreadsheet too. For a list of fruit, go to www.MyPyramid.gov.

    Vegetable Totals: First, count all vegetables available within the 5-day period from the school lunch menus. Second, count all vegetables that were eaten by the eligible students. Add both of these totals to the appropriate spaces on the spreadsheet.

    One problem you might experience is trying to define a vegetable. In the South, food choices on a “vegetable platter” are not all vegetables. For example, macaroni and cheese contains NO vegetable.

For a complete list of vegetables, refer to www.MyPyramid.gov.

    FOR NEP EVALUATION PURPOSES: Count dry beans and peas as a vegetable. This should make it easy to determine how many vegetables are available on the school lunch menu. For example, when baked beans are served, count them as a vegetable.

    Combination foods can pose a problem. A good example is chili. For NEP purposes, count the chili as ONE vegetable if it has kidney beans. Similarly, vegetable soup can count as ONE vegetable.

    Just do your best in counting the number of vegetables available on the school lunch menu. Oh yes, French fries are a vegetable.

    Milk Totals: Only count cartons of milk; do not include other dairy products offered, such as cheese pizza, in your totals. First, count all cartons of milk available within the 5-day period from the school lunch menus. This should be equal to 5. Second, count all cartons of milk that were drunk by the eligible students during the pre-poster, and then during the post-poster. Include both of these totals to the spreadsheet. In Alabama, only 1% or less is allowed to be served in the school lunch. However, the milk can be flavored.

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