CN Labels, Product Formulation Statements and Production Records: The tools to being successful.
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Transcript of CN Labels, Product Formulation Statements and Production Records: The tools to being successful.
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
18
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?
26
- 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
27
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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
35
Weight Versus Volume Use slicer in conjunction with scale to
determine appropriate setting on slicer and number of slices to use
36
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
45
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