CN Labels, Product Formulation Statements and Production Records:

The tools to being successful

Objective Increase communication amongst food

service staff members resulting in confidence with meal service operation.

Agenda Offer versus Serve

Review of Regulations Crediting documentation

Child Nutrition Labels Product Formulation Statements

Production Records Standardized Recipes Portion Control

Offer versus Serve - Lunch Students must be offered all five required

components. Students are allowed to decline two of the

five required food components. Of the three components they choose, one

must be ½ cup of fruit, vegetables, or combo.

The other two components must be FULL components.

Offer versus Serve - Lunch Students must take a minimum of ½ cup

of the Fruit and/or Vegetable component. Must take full components, as planned, of

at least two other components A full component is defined as the

minimum daily requirement. 1 oz eq grain for K-8 students 2 oz eq grain for 9-12 students

All reimbursable meals must be set at a single price whether the meal contains 3, 4, of 5 components.

Offer versus Serve - Breakfast Students must be offered three components:

Grains – 1 oz eq daily Fruit – 1 cup daily Milk – 1 cup daily

Always offer all three components in at least the daily minimum required amounts.

Offer versus Serve - Breakfast From the three components, menu must contain at

least 4 food items. Regulatory definition: A food item is a specific food

offered within the food components An item is the daily required minimum amount of each

food component that a child can take 1 oz eq of grains ½ cup of fruit 1 cup of milk

Students must select at least ½ cup of fruit/vegetable in order to have a reimbursable meal.

Offer versus Serve To meet the ½ cup Fruit or Vegetable

requirement, a student may select: Smaller portions of same vegetable or fruit

¼ cup applesauce + ¼ apple slices = ½ cup fruit ¼ cup fruit and ¼ cup of vegetables

¼ cup strawberries + ¼ cup dry beans and peas = ½ cup fruit or vegetable

Mixed dish containing a ½ cup mixture of fruits and vegetables ½ cup carrot raisin salad = ½ cup fruit or vegetable

WednesdayTurkey Sandwich on Wheat BreadCheese StickBaby Carrot SticksCrisp AppleMilk ChoiceCookie

How many components are present?

How many FULL components are present?

Communication is essential!

Production Record - Example

Turkey Sandwich 1 each 25 25

Cheese Stick 1 each 20 20

Baby Carrots 1 cup 10 10 cApple – 135 ct 1 each 20 20Cookie 1 each 25 25Skim White ½ pint 5 5Skim Chocolate ½ pint 20 20

12/7/2014Banana High

9-12 25

Standardized Recipes

Standardized Recipes

Do we know about many FULL components?

Crediting

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Schools must be provided proper documentation for crediting processed foods that contain meat/meat alternate and grains. Child Nutrition (CN) labels Product Formulation Statements (PFS)

http://www.fns.usda.gov/cnd/cnlabeling/foodmanufacturers.htm

Crediting continued

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Unprocessed foods and those with a standard of identity can be credited using the Food Buying Guide. Example: produce, cuts of meat, cheese

USDA Foods Reminder: Direct Diversion crediting is SFA’s

responsibility WI Processed: Fact Sheets available

Importance of Documentation

What kind of raw meat did you begin with?

•Turkey Breast?•Ground Turkey?•Mixed Turkey Products?

What is the weight of the cooked, lean meat?

What did you add to the final product?

How much does the final product weigh?

Example: Spec Sheets

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Example: Child Nutrition Label

Example Product Formulation Statement

Production Records

Production Records: Why we need them “All SFAs/schools are required to

document the foods served to students as part of a reimbursable meal. In addition to ensuring that meals served adhere to meal requirements, production records also provide valuable information for conducting nutrient analyses of foods offered to children.”

Daily Production Records:Who, When, What, How

May be a shared responsibility Menu Planner Production Staff Meal Servers

May be completed in progression Prior to day of meal service (advance plan) Close to and/or on day of meal service (reflect changes in

menu & participation) After meal service completed (actual preparation and

participation) Time savers/Efficiencies

Cycle menus with master production plan Master production plan copied and revised for each day Separate plans by production or serving area (salad/garden bar,

condiments, satellite location, etc.)25

Production Records: How do they help?

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- Communicates information to staff- products and recipes to use- portion sizes

- Allows a place for record keeping

- Directs production needs

- Track food cost

-Ensures meal pattern compliance

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Production Record - Example

Turkey Sandwich 1 each 25 25 1.5 2.0

Cheese Stick 1 each 20 20 1.0

Baby Carrots 1 cup 10 10 c 1 cup

Apple – 135 ct 1 each 20 20 1 cup

Cookie 1 each 25 25 0.25

Skim White ½ pint 5 5Skim Chocolate ½ pint 20 20

12/7/2014Banana High

9-12 25

But what about the baby carrots??

What’s the Scoop on Portion Control?

A quick refresher

Reasons for Portion Control

Aids in consistently identifying reimbursable meals (components)

Improves customer satisfaction and meal participation Students notice if someone gets a heaping scoop!

Ensures USDA reimbursable meal requirements Ensures enough is prepared

Controls cost Minimizes waste Decreases amount of leftovers Facilitates proper forecasting

Tools of the Trade

Slicers Scales Scoops and Spoodles Slotted or Pierced

Spoodles Measuring Cups Ladles

Using Tools Correctly

Level scoop Served as planned

Heaping scoop Excess calories and nutrients Increased food cost Food shortage

Scant scoop Not meeting meal pattern requirement Increased waste

Weight vs. Volume Measurement Weight is measured

in ounces Used for determining

portion size for Meat/Meat Alternates and Grains

Tool: Scale

Volume is measured in fluid ounces

Used for determining portion size of fruit, vegetables, and milk

Tools: measuring cups, spoodles, dishers, ladles

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Weight Versus Volume Use slicer in conjunction with scale to

determine appropriate setting on slicer and number of slices to use

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Important Distinction2 ounces by weight ≠ 2 ounce by measure ≠ ¼

cup

Example: 1.25 oz bag of pop corn (weight) = 1¾ cups

2.5 oz bag of flavored pop corn (weight) = 1¾ cups

Two Methods for Accurate Portions Food Buying Guide calculation In-House Analysis

Food Buying Guide Calculation

In-House Analysis Materials Needed:

Baby Carrots Cutting board and knife Measuring cup

1. Cut carrots into smaller pieces so they more easily fit into measuring cup.

2. Chop 1 carrot at a time and add to measuring cup.3. Stop chopping and count how many baby carrots

it took to fill 1 cup.4. It would be helpful to record finding on production

record. Example – Serving Size: 1 cup (12 baby carrots)

Production Record - Example

Turkey Sandwich 1 each 25 25

Cheese Stick 1 each 20 20

Baby Carrots 12 each 10 10 c 1 cupApple – 135 ct 1 each 20 20Cookie 1 each 25 25Skim White ½ pint 5 5Skim Chocolate ½ pint 20 20

12/7/2014Banana High

9-12 25

How many FULL components?

Menu Planning

Menus must meet USDA requirements Portion sizes affect whether requirements are

met

Conclusion Increasing communication amongst staff

members with different specialties within your kitchen may result in the proper implementation of OVS.

Crediting Information

•PFS•CN Labels

Production Records

•No guessing

Portion Control •Visual Estimation

Offer versus Serve

•CONFIDENCE

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