Accommodating Special Diets Connecticut State Department .

1y ago
1.93 MB
122 Pages
Last View : 3d ago
Last Download : 4m ago
Upload by : Kamden Hassan

Accommodating Special Diets Connecticut State Department of Education December 20181

Accommodating Special Diets in School Nutrition ProgramsConnecticut State Department of on/NSLP/SpecDiet/SpecialDietsGuide.pdfProject DirectorSusan S. Fiore, M.S., R.D., Nutrition Education CoordinatorIn accordance with Federal civil rights law and U.S.Department of Agriculture (USDA) civil rightsregulations and policies, the USDA, its Agencies,offices, and employees, and institutions participatingin or administering USDA programs are prohibitedfrom discriminating based on race, color, nationalorigin, sex, disability, age, or reprisal or retaliation forprior civil rights activity in any program or activityconducted or funded by USDA.Persons with disabilities who require alternativemeans of communication for program information(e.g. Braille, large print, audiotape, American SignLanguage, etc.), should contact the Agency (State orlocal) where they applied for benefits. Individualswho are deaf, hard of hearing or have speechdisabilities may contact USDA through the FederalRelay Service at (800) 877-8339. Additionally,program information may be made available inlanguages other than English.To file a program complaint of discrimination,complete the USDA Program DiscriminationComplaint Form, (AD-3027) found online at: Howto File a Complaint, and at any USDA office, orwrite a letter addressed to USDA and provide in theletter all of the information requested in the form.To request a copy of the complaint form, call (866)632-9992. Submit your completed form or letter toUSDA by:(1) mail: U.S. Department of AgricultureOffice of the Assistant Secretary for CivilRights1400 Independence Avenue, SWWashington, D.C. 20250-9410;(2) fax: (202) 690-7442; or(3) email: institution is an equal opportunity provider.The Connecticut State Department ofEducation is committed to a policy ofaffirmative action/equal opportunityfor all qualified persons. TheConnecticut Department of Educationdoes not discriminate in anyemployment practice, educationprogram, or educational activity on thebasis of age, ancestry, color, civil airpatrol status, criminal record (in stateemployment and licensing), genderidentity or expression, geneticinformation, intellectual disability,learning disability, marital status,mental disability (past or present),national origin, physical disability(including blindness), race, religiouscreed, retaliation for previouslyopposed discrimination or coercion,sex (pregnancy or sexual harassment),sexual orientation, veteran status orworkplace hazards to reproductivesystems, unless there is a bona fideoccupational qualification excludingpersons in any of the aforementionedprotected classes.Inquiries regarding the ConnecticutState Department of Education’snondiscrimination policies should bedirected to: Levy Gillespie, EqualEmployment OpportunityDirector/Americans with DisabilitiesCoordinator (ADA), Connecticut StateDepartment of Education, 450Columbus Boulevard, Suite 505,Hartford, CT 06103, 860-807-2071,

ContentsAbout This Guide. vCSDE Contact Information . viAbbreviations and Acronyms . vii1 — Overview . 1Nondiscrimination Legislation . 1Federal legislation . 2State legislation. 4Requirements for Meal Modifications . 5Children with disabilities . 5Children without disabilities . 6Children eligible for free and reduced-price meals . 7Table 1. Determining if meal modifications are required inschool nutrition programs . 8Meal Patterns and Dietary Specifications . 9Meal Reimbursement and Cost . 10Price of meals . 10Allowable costs . 10Procedures for Meal Modifications . 11Team approach . 11Communicating with parents and guardians . 11Communicating with school food service personnel . 13Summary of School Food Service Responsibilities. 14Meal pattern substitutions . 14Accessibility . 15Cooperation . 162 — Modifications for Children with Disabilities . 17Definition of Disability . 18Section 504 of the Rehabilitation Act and the ADA. 18IDEA Act of 2004. 20USDA’s nondiscrimination regulations. 20Accommodating Special Diets Connecticut State Department of Education December 2020i

Determining What Constitutes a Disability . 22Section 504 considerations . 23IDEA considerations . 25Other considerations. 26Medical Statement Requirements . 27CSDE’s medical statement form . 28Medical information in IEP or 504 plan . 28Handling missing information . 29Declining a request . 29Stopping a request . 30Storing medical statements. 30Updating medical statements . 30Conflicting information . 31Sharing medical statements with food service staff. 31Episodic Disabilities . 32Temporary Disabilities . 32Same Meal . 32Specific Brands of Food . 33Number of Alternate Meals. 34Different Portion Sizes . 35Texture Modifications . 35Tube Feedings . 37Administering Feedings . 37Meal Services outside the USDA’s School Meal Programs . 38Special foods or nutrition supplements. 38Table 2. Criteria requiring special foods for children with disabilities . 39A La Carte Foods . 41Offer versus Serve . 41Nutrition Information . 42Nutrition information for procured meals . 43Nutrition information for USDA Foods . 43Carbohydrate Counts . 44Food Allergy . 44Food allergy resources . 45Food Intolerance . 47Gluten Sensitivity . 47Celiac Disease . 48Table 3. Examples of foods to avoid and allow with celiac disease . 49iiAccommodating Special Diets Connecticut State Department of Education December 2020

Autism . 50Example of aversion to fruits and vegetables . 50Example of preference for heated food . 51Food Preference versus Disability . 52Milk Substitutes for Disabilities . 53Fat content. 53Nondairy milk substitutes . 54Identifying Students . 54Unacceptable practices . 55Acceptable practices . 56Appropriate Eating Areas . 57Banning Foods . 583 — Modifications for Children without Disabilities . 59Milk Substitutes without Disabilities . 60Required documentation for milk substitutes . 60Lactose-reduced and lactose-free milk . 61Acceptable nondairy beverages for milk substitutes . 62Table 4. USDA’s nutrition standards for fluid milk substitutes . 63Identifying acceptable milk substitutes. 64Variety of milk substitutes. 64Availability of milk substitutes. 64A la carte sales of milk substitutes . 65Other beverages . 65Table 5. Milk substitutes for children without a disability ingrades K-12 in the NSLP, SBP, and ASP. 66Table 6. Milk substitutes for ages 2-4 without disabilities inthe NSLP, SBP, and ASP . 684 — Modifications for Other Reasons . 71Religious Reasons . 71Jewish sponsors . 71Seventh-day Adventist sponsors . 73Vegetarians . 74Food Preferences . 75Procured Meals . 76Family-provided Foods . 77Accommodating Special Diets Connecticut State Department of Education December 2020iii

5 — Policies and Procedures . 79Procedural Safeguards . 79Food Allergy Management Plan . 80Policy for Meal Modifications . 80Standard operating procedures (SOPs) . 82Strategies for policy development . 83Staff Training . 846 — Resources . 87CSDE Forms and Handouts . 87CSDE Guides . 88CSDE Resource Lists . 89Nondiscrimination Legislation . 90Child Nutrition Programs . 91Regulations and Policy . 94Glossary . 97ivAccommodating Special Diets Connecticut State Department of Education December 2020

About This GuideThe Connecticut State Department of Education’s (CSDE) guide, Accommodating Special Dietsin School Nutrition Programs, contains information and guidance on the requirements formodifying meals for children with special dietary needs in the U.S. Department ofAgriculture’s (USDA) school nutrition programs, based on the federal nondiscriminationlaws, USDA regulations, and Connecticut laws. The USDA’s school nutrition programsinclude the: National School Lunch Program (NSLP);Afterschool Snack Program (ASP) of the NSLP;School Breakfast Program (SBP);Seamless Summer Option (SSO) of the NSLP;Special Milk Program (SMP);Fresh Fruit and Vegetable Program (FFVP); andChild and Adult Care Food Program (CACFP) At-risk Supper Program implementedin schools.Due to the complicated nature of some issues regarding feeding children with special dietaryneeds, school food authorities (SFAs) are encouraged to contact the CSDE for assistance. Forquestions regarding meal modifications, please contact the school nutrition programs staff inthe CSDE’s Bureau of Health/Nutrition, Family Services and Adult Education. For a list ofthe CSDE’s school nutrition programs staff, see “CSDE Contact Information” on the nextpage.Each section of this guide contains links to other sections when appropriate, and to websiteswith relevant information and resources. These resources can be accessed by clicking on theblue text throughout the guide. The mention of trade names, commercial products, andorganizations do

Accommodating Special Diets Connecticut State Department of Education December 2020 v About This Guide The Connecticut State Department of Education’s (CSDE) guide, Accommodating Special Diets in School Nutrition Programs, contains information and guidance on the requirements for modifying meals for children with special dietary needs in the U.S. Department of

Related Documents:

Summary of Requirements for Accommodating Special Diets in School Nutrition Programs Connecticut State Department of Education Revised December 2020 Page 1 of 5 This document summarizes the requirements for meal modifications in the U.S. Department of Agriculture’s (USDA) school nutrition programs, which

Restricted Calorie Diets. 800, 1000, 1200, 1500 Calorie Exchange Lists for Use with Restricted Calorie Diets Restricted Protein Diets - 20 and 40 gm. Restricted Purine Diet Gluten-Free Diet Altered Fat Diets Diabetic Diets - including review of exchange. lists Acute Nephritic Diets for Children

Texas Department of Agriculture — November 2011 Accommodating Children with Special Dietary Needs 13.a Accommodating Children With Special Dietary Needs—Table of Contents Special Dietary Needs 13.1 Definitions of Disability and of Other Special Dietary Needs 13.2 Individuals With Disabilities Education Act 13.2 Physician’s Statement for Children With Disabilities

develop the Special Diets; a 3rd is on standby if needed. 1 of the above will also train the staff and implement 1 Area Supervisor on stand-by to train, if needed Normal Maintenance 1 Registered Dietitian develop the Special Diets 1 Area Supervisor train staff and implement

Animal nutrition, life stage, diet, breed-specific, neutered AVAST array of life-stage diets are available, and these can be subdivided to encompass neutered pet diets, breed-specific diets and those with different requirements (whether a mobility or hairball diet). So, do pets require these different life-stage diets, or is it all a marketing ploy by nutrition companies? Selecting the right .

with healthy diets. As such, food environments supporting healthy diets can be defined as those that make such diets available, affordable and appealing to people, with healthy diets themselves defined as: Adequate, comprising sufficient food for a healthy life. Diverse, containing a variety of food, including plenty

Food environments that make healthy diets available, affordable, acceptable and appealing, Children and adolescents wanting and being able to eat healthy diets (and consequently, developing preferences for those diets in the long-term), and Children and adolescents eating healthy diets. How can a food systems approach

An Independent Critique of Low-carb Diets: The Diet Wars Continue—Part 3 In the September and October 2012 McDougall newsletters, I presented readers with articles addressing the dangers of low-carbohydrate diets, which are also popularly known as Paleo and Primal diets and as Atkins-type diets. Please take this opportunity

CHEAT SHEET: WHICH DIETS WORK & WHICH DON’T Very-Low-Calorie (VLC) Diets . You can only live off 800 calories a day for so long before you snap out of it and eat everything in sight. ’Nuff said. Vegetarian/Vegan Diets . Avoiding high-quality a

6 The Best Practice Guideline for Accommodating and Managing BPSD Introduction and Rationale The Best Practice Guideline for Accommodating and Managing Behavioural and Psychological Symptoms of Dementia in Residential Care was developed in response to the report, A Review of the Use of Antipsychotic Drugs in British Columbia's Residential Care Facilities (Ministry of Health,

State of Connecticut . English Language Proficiency (CELP) Standards. with Correspondences to K–12 English Language Arts (ELA), Mathematics, Connecticut C3 Social Studies, and Science Connecticut Core Practices, K–12 English Language Arts Connecticut Core Standards (CCS),

Connecticut Branford Francis Walsh Intermediate School Connecticut Brookfield Brookkfield High School Connecticut Brookfield Whisconier Middle School Connecticut Burlington Har-Bur Middle School Connecticut B

Accommodating a Vegetarian Child on the Child and Adult Care Food Program (CACFP) Adapted from Tips for Feeding a Vegetarian on the Child Care Food Program (CCFP), Bureau of Child Care Food Programs, Florida Department of Health 2 Menu Planning for Vegetarian Meals Breakfasts are the easiest to plan for vegetarian diets since only three components are

Waste-to-Energy in Connecticut Waste-to-energy has a significant impact on local jobs and the local economy. The six WTE facilities in Connecticut employ hundreds of people at high paying wages. WTE Jobs in Connecticut: 405 WTE Payroll in Connecticut: 45,000,000 annually Local Taxes/Payments: in excess of 10,000,000 annually

Special Dietary Needs May 2013 Accommodating Children with Special Dietary Needs in the School Nutrition Programs Accommodating Students with Disabling Special Dietary Needs Schools participating in a federal Child Nutrition Program (School Lunch, School Breakfast or After School

Connecticut State Retiree Health Plan: you can opt-out by contacting the State of Connecticut at 1-860-702-3533, TTY 711, 8 a.m. – 4:30 p.m. ET, Monday – Friday or mail the Opt Out form to the State of Connecticut Retiree Health

GUIDANCE FOR ACCOMMODATING CHILDREN WITH SPECIAL DIETARY NEEDS IN THE SCHOOL NUTRITION PROGRAMS I. INTRODUCTION In recent years, we have seen increasing emphasis on the importance of ensuring that children with disabilities have the same opportunities as other children to receive an education and education-related benefits, such as school meals.

6 STATE OF CONNECTICUT SUICIDE PREVENTION PLAN 2020 - 2025 Statement from the Connecticut Department of Children and Families and Department of Mental Health and Addiction Services Hartford, Connecticut September 2020 Dear Friends: With a sense of excitement and urgency, we present the Connecticut Strategic Plan for Suicide Prevention or write to ConneCT Kids, Commission on Official Legal Publications 111 Phoenix Avenue Enfield, CT 06082 The following organizations supplied material used in this publication or sponsored its publication; The Commission on Children, The Connecticut State Portal, The Connecticut

Young integral Z t 0 y sdx s; x;y 2C ([0;1]) Recall theRiemann-Stieltjes integral: Z 1 0 y sdx s B lim jPj!0 X [s;t]2P y s ( x t{z x s}) Cx s;t () Pa finite partition of [0;1] Th