NSLP: Food Production Records - Region One ESC · NSLP: Food Production Records Participant Guide...

Texas Department of Agriculture | Revised 04/29/15 1

FOOD PRODUCTION RECORDS

NATIONAL SCHOOL LUNCH PROGRAM (NSLP)

PARTICIPANT

GUIDE

Class Purpose This class teaches participants how to accurately complete required Food Production Records in order to support successful management, facilitate communication and document compliance with the new meal pattern requirements. This class also provides relevant instruction on how to utilize the Food Buying Guide.


NSLP: Food Production Records Participant Guide

Table of Contents Introduction ...............................................................................................................................................................3

Module 1: Orientation ................................................................................................................................................5

Food Production Records – Defined ................................................................................................................................... 5

Food Production Records – General Structure ................................................................................................................... 6

Functions of a FPR – Communication Tool ......................................................................................................................... 7

Functions of a FPR – Management Tool ............................................................................................................................. 8

Functions of a FPR – Compliance Tool .............................................................................................................................. 12

Module 2: Supporting Materials ............................................................................................................................... 13

Food Buying Guide ............................................................................................................................................................ 13

FBG – Sample Calculation, Method 1................................................................................................................................ 15

FBG – Sample Calculation, Method 2 (Use Column 5) ...................................................................................................... 16

FBG – Practice Calculations ............................................................................................................................................... 17

Product Statements – Child Nutrition (CN) Label ............................................................................................................. 20

Product Formulation Statement ....................................................................................................................................... 22

Standardized Recipes ........................................................................................................................................................ 23

Cycle Menus ...................................................................................................................................................................... 24

Module 3: Required Information and How to Complete a FPR ................................................................................... 25

Three TDA Prototypes ....................................................................................................................................................... 25

Blank FPR for On-Site Production ..................................................................................................................................... 27

Required Information........................................................................................................................................................ 29

Suggestions for When to Complete a FPR ........................................................................................................................ 39

Complete a FPR: Neptune Elementary School .................................................................................................................. 41

Complete a FPR: Jupiter High School ................................................................................................................................ 43

Additional Resources ........................................................................................................................................................ 55



Class Overview

The Food Production Record (FPR) class is a 6-hour training that provides participants with the knowledge necessary to accurately complete a FPR. It begins with an overview of the general information contained within a FPR, and then discusses how to use a FPR as a tool to manage the food service operation, support communication and demonstrate compliance with meal claims submitted for reimbursement. The information required in a FPR is presented in detail and instruction is provided on how to use the Food Buying Guide, product statements and standardized recipes to complete a FPR. Participants are then given an opportunity to complete FPRs through applied learning exercises.

Objectives

Upon completion of this class, you will be able to

Recognize a food production record and identify the appropriate forms to use for preparation and service sites

Understand how the FPR tool is a helpful management and communication tool

Demonstrate how to use the Food Buying Guide

Recognize all data required to be in a FPR

Exhibit the ability to complete a FPR

Module

Module 1: Orientation

Module 2: Supporting Materials

Module 3: Required Information and How to Complete a Food Production Record

Total Class Time 6 hours

Participant Materials

Participant Guide

Packet of blank FPR forms

Calculator

Post-it note pad

INTRODUCTION



Acknowledgment Statement

You understand and acknowledge that:

the training you are about to take 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.

Acronyms ARM – Administrative Reference Manual

c – cup

CE – Contracting Entity

F – Fruit

FBG – Food Buying Guide

FBMP – Food-Based Menu Planning

FPR – Food Production Record

G – Grain

M/MA – Meat/Meat Alternates

NSLP – National School Lunch Program

pt – pint

SBP – School Breakfast Program

SNP – School Nutrition Program

TDA – Texas Department of Agriculture

USDA – United States Department of Agriculture

V – Vegetable

WGR – Whole-Grain Rich



FOOD PRODUCTION RECORDS – DEFINED

What A required daily document that records all reimbursable meals prepared and served daily through the National School Lunch Program and School Breakfast Program (including breakfast, lunch and snacks).

Who Any CE that participates in the School Nutrition Program is required to keep food production records. This includes the National School Lunch Program (NSLP), School Breakfast Program (SBP), Seamless Summer Option (SSO), Summer Food Service Program (SFSP), Afterschool Snack Program and Special Milk Program (SMP).

Why To support meal claims submitted for reimbursement To help manage the food service operation and communicate information necessary to produce compliant meals To demonstrate compliance with the nutrition standards

When Information is recorded in the food production record prior to production, at the time of meal preparation and service and immediately after meal service. The food production record is reviewed by TDA during an administrative review.

MODULE 1: ORIENTATION



Match each definition on the left with the word it is associated with on the right.

One of the five food groups that make up a reimbursable meal: Fruit, Vegetables, Grains, Meat/Meat Alternate and Fluid Milk. A. Menu Item

A specific food offered within one of the five food component groups. Examples include eggplant or brown rice. B. Food Component

The actual item served on the menu. Examples include hamburgers, tacos, vegetable lasagna or rice casserole. C. Food Item

FOOD PRODUCTION RECORDS – GENERAL STRUCTURE This is a review of a food production record’s (FPR) basic, general structure. Each individual numbered item will be discussed in detail later in the class.

1. Where and When

2. What

3. How Much

#1, #2, #3, #4, #5, #7, #8

#9, #10, #11, #12, #13, #14, #15, #16

#6, #17, #18, #19, #20, #21



FUNCTIONS OF A FPR – COMMUNICATION TOOL Clear communication is critical to any successful operation. What useful information can the FPR communicate between the menu planner and kitchen staff?

Menu Planner Kitchen Staff

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.



FUNCTIONS OF A FPR – MANAGEMENT TOOL FPRs contain historical and future information about meal services that can be useful when managing the food service operation. You can use the FPR as a management tool to

1. Evaluate acceptability of meals

2. Plan future meals (forecasting)

3. Order supplies

Menu planners are encouraged to creatively increase consumption of unpopular items, especially fruits and vegetables introduced with the new meal pattern. Some ideas include:

1. Actively promote food items

Offer samples at the cafeteria entrance

2. Revise recipes based on student feedback:

If it is an unfamiliar food, then

If it is a bland food, then

If it is an overcooked food, then

1. Evaluate Acceptability

What: Identify menu items with high or low customer acceptance. Identify food items that are

increasing or decreasing in popularity over time. Identify patterns that are repeated over time. Why: Improve customer satisfaction and increase participation in the program; reduce waste

due to non-acceptance; increase cost savings

How: Use production and service information in past FPRs to evaluate how well students

accepted a menu item.



Forecasting Example: 3-day moving average One technique to forecast is a three-day moving average. Review past FPRs for the last three times a menu item was offered (it is best if this information is from the same day on the menu since an item’s popularity depends on the other items served that day). In the following example, we want to forecast for a turkey wrap. The last three days the turkey wrap was offered on the menu were September 15th, October 22nd and December 3rd.

Menu Item Number of Portions Served

09/15 10/22 12/03

Turkey wrap 155 162 170

We plan to serve the turkey wrap again on January 17th and need to determine how many portions to plan.

1. Add the number of portions served on the past three service dates.

2. Write this number into the Forecast Calculation column.

3. Since the item was served 3 times, divide by 3 to get an average.

4. Round up and write this average into the Number of Portions Planned column.

Menu Item Number of Portions Served Forecast

Calculation

Number of Planned Portions

09/15 10/22 12/03 01/17

Turkey wrap 155 162 170

2. Plan Future Meals (Forecasting)

What: Predict the number of portions to plan for future meal service Why: Reduce the likelihood of food shortages or waste due to over-production; increase cost

savings; communicate to kitchen staff how much food to prepare and serve How: Past FPRs are a valuable tool to forecast the number of future portions to plan, based on

prior preparations of the same or a similar menu item.



The “moving” part of this average comes when we plan our next meal service. We plan to serve the turkey wrap again on March 6th and need to determine how many portions to plan.

1. Drop the oldest date of service, September 15th

2. Move the October 22nd and December 3rd over to the left one spot.

3. Add the actual number of portions served on January 17th (158 turkey wraps)

Menu Item

Number of Portions Served Forecast

Calculation

Number of Planned Portions

10/22 12/03 01/17 03/06

Turkey wrap 162 170

1. Add the number of portions served on these past three service dates.

2. Write this number into the Forecast Calculation column.

3. Divide by 3 to get an average.

4. Write this average into the Number of Portions Planned column



You may use the following information from the FPR to order supplies:

1. Number of planned portions (required)

2. Planned portions sizes (required)

3. CN Label number (required)

4. Servings per purchase unit (not required)

5. Product brand (not required)

3. Order Supplies

What: Determine amount and type of foods to purchase Why: Save time; control costs; ensure quality How: Use recorded information to quickly order or reorder products



FUNCTIONS OF A FPR – COMPLIANCE TOOL

Use the following words to fill-in the blanks below.

Key Words

nutrition standards - optional - required - meal claims - program applications 1. Daily FPRs are ____________ to be kept as a compliance tool.

Must be made available at the time of an administrative review

Public and charter schools must keep FPRs for five years, plus the current year.

Private schools and RCCIs must keep FPRs for three years, plus the current year.

Without sufficient documentation, Federal reimbursements may be withheld or reclaimed

2. They support daily ________ ___________ submitted for reimbursement to the state agency, Texas Department of Agriculture (TDA).

The number of meals served matches claims submitted

Amounts prepared were sufficient to serve all students

3. They prove that all reimbursable meals met the new _______________ _______________.

This includes sack lunches, salad bars and grab and go breakfasts

Show that all meal pattern components were offered, in the correct age/grade group serving

sizes

One of the documents needed to prove weekly dietary specifications were met



FOOD BUYING GUIDE The Food Buying Guide (FBG) serves as the principal tool to determine how much food to purchase and prepare. The FBG also identifies each food item’s contribution to the meal pattern and it should be referenced when completing a FPR. The printed binder versions of the FBG are out of date and should not be used. Only the electronic version of the FBG should be used.

MODULE 2: SUPPORTING MATERIALS

Column 1: Food As Purchased, AP Food item name and description(s)

Column 2: Purchase Unit Basic unit of purchase, such as pound or can size

Column 3: Servings Per Purchase Unit Number of servings of a given size (from Column 4) in each purchase unit (Column 2)

Column 4: Serving Size per Meal Contribution The size of a serving and credit towards the meal pattern requirement

Column 5: Purchase Units for 100 Servings Number of purchase units necessary to prepare 100 servings

Column 6: Additional Information



Keep in mind the yields in Column 3 are an average and can vary depending on:

quality and condition of food purchases

handling and storage conditions

cooking method and time

finished product in which the food is served

preparation and serving times

production equipment used

serving utensils used and portion sizes served

The Food Buying Guide (FBG) is currently undergoing revisions to include resources for the New Nutrition Standards for School Meals. The most current information is posted on USDA's website and should be referenced when completing the FPR. A training module with information and exercises for learning how to use the FBG is available from USDA. School Nutrition Program (SNP) staff has the option to develop local helper sheets using guidance from pages I-3 and I-4 from the FBG. A D D I T I O N A L N O T E S



FBG – SAMPLE CALCULATION, METHOD 1 Use the following information to calculate how much food to order: Planned food item = Raw Baby Carrots Number of portions planned = 250 Portion size = 1/2 cup

Section 2 – Vegetables – Red/Orange Subgroup 1. Food as Purchased, AP

2. Purchase Unit

3. Servings Per Purchase Unit, EP

4. Serving Size per Meal Contribution

5. Purchase Units for 100 Servings

6. Additional Information

Carrots, fresh Baby Ready-to-use

Pound Pound

12.90 11.40

1/4 cup raw vegetable 1/4 cup cooked, drained vegetable

7.8 8.8

1 lb AP = 1 lb (about 3-1/8 cups) ready-to-serve raw carrots 1 lb AP = 0.97 lb (about 2-3/4 cups) cooked carrots

The FBG states that one purchase unit (1 lb) will yield 12.90, 1/4 cup portions. Step 1: First calculate the number of purchase units needed for the number of planned portions. ÷ =

Number of planned portions Number of servings per Purchase Unit, EP

Number of purchase units needed for 250, 1/4 cups

Step 2: This is for 1/4 cup portion sizes, but you planned 1/2 cup portion sizes. Calculate the total number of purchase units needed for 250, 1/2 cup servings.

X = =



Round up to nearest whole number



FBG – SAMPLE CALCULATION, METHOD 2 (USE COLUMN 5)

Section 2 – Vegetables – Red/Orange Subgroup 1. Food as Purchased, AP

2. Purchase Unit





Carrots, fresh Baby Ready-to-use

Pound Pound

12.90 11.40

1/4 cup raw vegetable 1/4 cup cooked, drained vegetable

7.8 8.8

1 lb AP = 1 lb (about 3-1/8 cups) ready-to-serve raw carrots 1 lb AP = 0.97 lb (about 2-3/4 cups) cooked carrots

The FBG states that 7.8 lbs yields 100, 1/4 cup portions. Step 1: Divide the number of planned portions by 100.

÷ 100 =

Number of planned portions Multiplication factor

Step 2: Calculate the number of purchase units needed for the number of planned portions.

X =

Purchase units for 100 servings (column 5)

Multiplication factor


Step 3: This is for 1/4 cup portion sizes, but you planned 1/2 cup portions. Calculate the total number of purchase units needed for 250, 1/2 cup servings.

X =





FBG – PRACTICE CALCULATIONS Calculate the amounts of food you would need to purchase in order to prepare garbanzo beans, fresh spinach and fresh plums for a lunch menu. All these exercises utilize the Method 1 calculation that was previously explained. You may prefer to use the Method 2 calculation in your school food service operation. Either method will provide accurate and reliable results. Exercise 1: 170, 1/2 cup portions of canned, unheated garbanzo beans

Section 1 – Meat/Meat Alternates 1. Food as Purchased, AP

2. Purchase Unit





Beans, Garbanzo or Chickpeas, dry, canned Whole Includes USDA Foods

No. 10 can (105 oz.) No. 10 can (105 oz.) No. 300 can (15 oz.) No. 300 can (15 oz.) Pound Pound

42.00 28.00 6.70 4.46 6.31 4.20

1/4 cup drained beans 3/8 cup drained beans 1/4 cup drained beans 3/8 cup drained beans 1/4 cup drained beans 3/8 cup drained beans

2.4 8.0 15.0 22.5 15.9 23.9

1 No. 10 can = about 68.4 oz. (about 10-1/2 cups) drained, unheated beans 1 No. 300 can = about 9.6 oz. (1-2/3 cups) drained, unheated beans

Step 1: Calculate number of purchase units needed to prepare the number of planned portions. ÷ =

Number of planned portions Number of portions per Purchase Unit, EP


Step 2: This is for 1/4 cup portions, but 1/2 cup portions were planned. Calculate total number of purchase units needed to prepare 170, 1/2 cup portions.

X = =






Exercise 2: 170, 1-1/2 cups of fresh spinach

Section 2 – Vegetables – Dark Green Subgroup 1. Food as Purchased, AP

2. Purchase Unit





Spinach, fresh Leaves (4-inch by 9-inch) Ready-to-use

Pound Pound

25.60 12.60

1/4 cup raw, chopped vegetable (credits as 1/8 cup in NSLP/SBP) 1/4 cup wilted vegetable

4.0 8.0

1 lb AP = 1 lb (about 6-3/8 cups) ready-to-cook or -serve raw spinach 1 lb AP = 1.03 lb (about 3-1/8 cups) wilted (lightly steamed for one minute) spinach

Step 1: Calculate number of purchase units needed to prepare the number of planned portions. ÷ =


Number of raw purchase units needed for 170, 1/4 cups

Step 2: This is for 1/4 cup portions, but 1 1/2 cup portions were planned. Calculate total number of purchase units needed to prepare 170, 1 1/2 cup portions.

X = =

Number of purchase units

needed for 170, 1/4 cups

Number of purchase units

needed for 170, 1-1/2 cups

Round up to nearest

whole number

Remember, the meal contribution of 1-1/2 cups of raw spinach credits as

cup dark green Vegetable towards the meal pattern.



Exercise 3: 215, 1/2 cups of fresh plums

Section 2 – Fruits 1. Food as Purchased, AP

2. Purchase Unit





Plums, fresh Purple, Red, or Black Size 45 & 50 2-inch diameter Whole

Pound Pound

4.99 10.70

1 whole, raw plum (about 1/2 cup fruit and liquid) 1/4 cup quartered fruit (about 2 quarters)

20.1 9.4

1 lb AP = 0.98 lb (about 2-2/3 cups) ready-to-cook or -serve unpeeled, pitted, raw plums

Step 1: Calculate number of purchase units needed to prepare the number of planned portions.

÷ =



Step 2: This is for 1/4 cup portions, but 1/2 cup portions were planned. Calculate total number of purchase units needed to prepare 215, 1/2 cup portions.

X = =






PRODUCT STATEMENTS – CHILD NUTRITION (CN) LABEL The Child Nutrition (CN) Labeling Program is a voluntary labeling program administered by the USDA. CN labels provide information about how commercially-prepared products contribute to the meal pattern requirements. They provide schools and other SNP operators with a guarantee that the product contributes to the meal pattern requirements as printed on the label. CN labels are only available for products that contribute to the meat/meat alternate component. These products may consist only of meat/meat alternate, such as beef patty or chicken wings. Or these products may be a mixed dish that includes a meat/meat alternate, such as cheese or meat pizzas or breaded fish items.

Distinctive Features of a CN Label CN Logo (a distinctive border around the CN statement) A 6-digit product identification number Meal pattern contribution statement Acknowledgment that use of the logo and statement is authorized by the FNS Month and year the label was approved



TRUE OR FALSE?

A CN label…

__________ Provides a USDA warranty against findings of non-compliance, as long as the

product is used per the manufacturer’s specifications.

__________ Assures that a product will be acceptable to children

__________ Is required to be on all commercially prepared products

__________ Means a product costs more

__________ Tells a product’s contribution towards the meal pattern requirements.

__________ Suggests that products without a CN label are inferior



PRODUCT FORMULATION STATEMENT

A Product Formulation Statement…

Circle Yes or No

Tells CEs how a product contributes to the meal pattern requirements

YES NO

Is written, designed and distributed by individual manufacturer YES NO

Is required to be reviewed by a regulatory agency YES NO

Is required to have standard information YES NO

Is acceptable at the time of a compliance review YES NO

Carries a USDA warranty against non-compliance findings YES NO

Must be kept current YES NO

A CE is responsible for verifying the accuracy of a Product Formulation Statement

YES NO

Guidance on how to review these documents has been issued by both the TDA and USDA

YES NO



STANDARDIZED RECIPES An additional tool to use in the preparation of school meals are standardized recipes. A standardized recipe has been tried, adapted and retried by a foodservice operation. It includes exact ingredient measures and preparation methods necessary to produce consistent yields. It also includes portion sizes when the same food quality and kitchen equipment are used. Standardized recipes ensure that students receive the planned quantity (portion size) and quality (nutrient analysis) in order to meet meal pattern requirements. They contribute to good planning and recordkeeping and must be used by all schools. Benefits of Standardized Recipes

1. ______________ customer satisfaction

2. Ensure a _________________ yield for every serving

3. Control food and labor _______________

4. Increase _________________________

*** It is critical to specify and follow standardized recipes exactly. If a cook uses a different recipe than indicated by the menu planner or different ingredient amounts than written in the standardized

recipe, food provided may not meet meal pattern or dietary specifications.*** Schools may use USDA recipes, or local and state standardized recipes.

School should keep copies of their own recipes on file.

The USDA is revising their standardized recipes to reflect the new meal patterns. The crediting

contribution toward the food components is provided in each recipe. They are in the Child

Nutrition Database and can be downloaded from the Team Nutrition website.



CYCLE MENUS Use the following words to fill-in the blanks below.

Key Words

scheduling - reduce - costs - food preparation - acceptability - purchasing Cycle Menus are not required, but are a recommended tool to help manage the food service operation and ensure efficient communication. Benefits of Cycle Menus

1. ___________ time required to plan menus

2. Track _____________________ of meals

3. Improve efficiency of _________ ___________________

4. Support ease of ___________________ work assignments.

5. Control __________

6. Assist in ___________________



THREE TDA PROTOTYPES TDA has designed three different Food-Based Menu Planning (FBMP) FPR forms that CEs can use. Each FPR form represents a different preparation setting:

On-Site Production Kitchen

This FPR is for a single site kitchen where food is prepared and served at the same site.

Central Kitchen

This FPR is for kitchens that prepare food and send it to receiving kitchens.

Receiving Kitchen

This FPR is for sites that receive food from the central kitchen. CEs are recommended, not required, to use the TDA forms because they contain all the information required to be documented in a daily FPR. A similar form may be substituted, as long as it includes all the required elements included in the TDA production records. CEs have the option to maintain their production records in either paper copy or electronically. Example Washington High School has a large production kitchen. The kitchen prepares meals for students at Washington High School, as well as meals for 3 other schools in the surrounding area.

1. Which FPR form(s) would be used for meals prepared and served on the Washington High School campus?

2. Which FPR form(s) would be used for food prepared on the Washington High School campus and served at the 3 other campuses?

MODULE 3: REQUIRED INFORMATION AND HOW TO

COMPLETE A FPR



BLANK FPR FOR ON-SITE PRODUCTION



REQUIRED INFORMATION

General Information General Information about when and where the meals are served. A good time-saving technique may be to pre-fill #1, 2, 3 and 8.

Box # Label Directions

1. CE Enter the name of your contracting entity (CE).

2. School Enter the name of your school.

3. Meal Preparation Site Indicate the food preparation site. For on-site production kitchens, the meal preparation site will be the same as the school’s name.

4. Meal Service Check the box that indicated which meal is being served: breakfast, lunch or snack.

5. Food Based No action needed for this field.

6. Students Served

Adults Served

Total Served

Enter the total number of students served on the day the meal is prepared.

Enter the total number of adults served on the day the meal is prepared.

Enter the total number of students and adults served on the day the meal is prepared.

7. Date Enter the date the meal is served.

8. Offer Versus Serve Indicate whether the school has offer versus serve.

A D D I T I O N A L N O T E S



Food Item Food items are recorded in the FPR according to the food component category to which they belong.


9. Food Item

Meat/Meat Alternate

List all the Meat/Meat Alternate (M/MA) food items to be served.

10. Food Item

Vegetable

List all the Vegetable (V) food items to be served.

For Example: broccoli-frozen, mashed potatoes flakes

11. Food Item

Fruit

List all the Fruit (F) food items to be served.

For Example: apples-whole, fruit cocktail in light syrup

12. Food Item

Grains

List all the whole-grain rich Grains (G) food items to be served.

13. Food Item

Milk

List Milk (M) choices.

Two different milk choices must be offered at lunch and breakfast.

14. Food Item

Other(s)/Condiments

List all other(s)/Condiments served such as mayo, mustard, and ketchup.




Meal Contribution


15. Meal Contribution Include the amount of

Meat/Meat Alternate (M/MA) in ounce equivalents (oz. eq.)

For Example: 1 ounce of chicken is 1 M/MA

Vegetable (V) in cups

For Example: 1/2 cup eggplant is 1/2 c V

Fruit (F) in cups

For Example: 1/2 cup blueberries is 1/2 c F

Grains (G) in oz. eq.

For Example: 1 ounce of whole-grain rich bread is 1 G

Milk (M) in ounces, cups or 1/2 pints

Record contribution for each age group.

This information is found on CN labels, the Food Buying Guide, and USDA recipes.

For Example: 1-1/2 M/MA, 2 G, 1/2 c F

1. Meat/Meat Alternate Example – Chicken Nuggets

CN Label Statement: 3 nuggets provide 1 oz. equivalent of M/MA

The meal contribution of 6 chicken nuggets should be recorded as ______________.

2. Vegetable Example – Shredded Romaine lettuce

The meal contribution of 1 cup shredded Romaine lettuce should be recorded as ___________.

3. Fruit Example – Raisins

The meal contribution of 1/4 cup raisins should be recorded as ____________________.

4. Grain Example – Pasta

The meal contribution of 1 cup of cooked bowtie pasta should be recorded as ______________.



EXHIBIT A: SCHOOL LUNCH AND BREAKFAST WHOLE GRAIN-RICH OUNCE EQUIVALENCY (OZ EQ) REQUIREMENTS

FOR SCHOOL MEAL PROGRAMS 1,2

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

1 oz. eq = 22 gm or 0.8 oz. 3/4 oz. eq = 17 gm or 0.6 oz. 1/2 oz. eq = 11 gm or 0.4 oz. 1/4 oz. eq = 6 gm or 0.2 oz.

GROUP B OZ EQ FOR GROUP B Bagels

Batter type coating

Biscuits

Breads (sliced whole wheat, French, Italian)

Buns (hamburger and hot dog)

Sweet Crackers 4 (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)

1 oz. eq = 28 gm or 1 oz. 3/4 oz. eq = 21 gm or 0.75 oz. 1/2 oz. eq = 14 gm or 0.5 oz. 1/4 oz. eq = 7 gm or 0.25 oz.

GROUP C OZ EQ FOR GROUP C Cookies 3 (plain – includes vanilla wafers)

Cornbread

Corn muffins

Croissants

Pancakes

Pie crust (dessert pies 3, cobbler 3, fruit turnovers 4, and meat/meat alternate pies)

Waffles


1 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. 2

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. 3

Allowed only as dessert at lunch as specified in 210.10. 4

Allowed for desserts at lunch as specified in 210.10, and for breakfasts served under the SBP.



GROUP D OZ EQ FOR GROUP D Doughnuts 4 (cake and yeast raised, unfrosted)

Cereal bars, breakfast bars, granola bars 4 (plain)

Muffins (all, except corn)

Sweet roll 4 (unfrosted)

Toaster pastry 4 (unfrosted)


GROUP E OZ EQ FOR GROUP E Cereal bars, breakfast bars, granola bars 4 (with

nuts, dried fruit and/or chocolate pieces)

Cookies 3 (with nuts, raisins, chocolate pieces and/or fruit purees)

Doughnuts 4 (cake and yeast raised, frosted or glazed)

French toast

Sweet rolls 4 (frosted)

Toaster pastry 4 (frosted)


GROUP F OZ EQ FOR GROUP F Cake 3 (plain, unfrosted)

Coffee cake 4 1 oz. eq = 82 gm or 2.9 oz. 3/4 oz. eq = 62 gm or 2.2 oz. 1/2 oz. eq = 41 gm or 1.5 oz. 1/4 oz. eq = 21 gm or 0.7 oz.

GROUP G OZ EQ FOR GROUP G Brownies 3 (plain)

Cake 3 (all varieties, frosted) 1 oz. eq = 125 gm or 4.4 oz. 3/4 oz. eq = 94 gm or 3.3 oz. 1/2 oz. eq = 63 gm or 2.2 oz. 1/4 oz. eq = 32 gm or 1.1 oz.

GROUP H OZ EQ FOR GROUP H Cereal grains (barley, quinoa, etc)

Breakfast cereals (cooked) 5,6

Bulgur or cracked wheat

Macaroni (all shapes)

Noodles (all varieties)

Pasta (all shapes)

Ravioli (noodle only)

Rice (enriched white or brown)

1 oz. eq = 1/2 cup cooked or 1 ounce (28 g)dry

GROUP I OZ EQ FOR GROUP I Ready to eat breakfast cereal (cold, dry) 5,6 1 oz. eq = 1 cup or 1 ounce for flakes and rounds

1 oz. eq = 1.25 cups or 1 ounce for puffed cereal 1 oz. eq = 1/4 cup or 1 ounce for granola

5 Refer to program regulations for the appropriate serving size for supplements served to children aged 1 through 5 in the

NSLP; and meals served to children ages 1 through 5 and adult participants in the CACFP. Breakfast cereals are traditionally served as a breakfast menu item but may be served in meals other than breakfast. 6

Cereals must be whole-grain or whole grain and enriched or fortified cereal.



Recipe


16. Recipe # List the recipe number.

A recipe number must be listed if two or more ingredients are used.

If a recipe number is not used and the Food Buying Guide does not have a yield for the food item, the CE must have a CN label or Product Formulation Statement on file.




Planned Portions


17. Age/Grade Group The Age/Grade Group fields to be served are prepopulated. Age/grade group K-12 is only applicable for breakfast.

18. Number of Portions Indicate the number of portions planned, for each age/grade group

19. Portion Sizes Describe clearly the contribution to the school meal patterns for all age/grade groups, adults and any a la carte served:

Meat/Meat Alternate (M/MA) in weight

Vegetable (V) in cups or scoop sizes indicating volume

Fruit (F) in cups or scoop sizes indicating volume

Grains (G) each or by weight

Define portion size as it is served on the plate.

For Example: 1 hamburger patty, not 2.0 eq.oz.


A CN Label Statement: 3 nuggets provide 1 oz. equivalent of M/MA

The meal contribution of 6 chicken nuggets should be recorded as 2 M/MA

The portion size of the chicken nuggets should be recorded as ____________.


The meal contribution of 1 cup shredded Romaine lettuce should be recorded as 1/2 c (DG)

The portion size of the shredded Romaine lettuce should be recorded as ____________.


The meal contribution of 1/4 cup raisins should be recorded as 1/2 c fruit

The portion size of the raisins should be recorded as ____________.


The meal contribution of 1 cup of cooked whole-grain rich pasta should be recorded as 2 G.

The portion size of the pasta should be recorded as _______________.



Amount Prepared and Leftover


20. Total Amount Prepared

Indicate total amounts of food prepared in pounds/ounces, #10 cans, quarts, or gallons

21. Leftover Record the total amount leftover for each menu item served.

List amounts in the same manner as reported in Column 19.

For Example: 5 ¼ cups, 7 – 2 oz., 18 ½ pints, etc.


We plan to serve 250 portions of chicken nuggets. Each portion size is 6 nuggets. There are 300 chicken nuggets in a case. Pretend all planned portions were prepared and served.

The total amount prepared of chicken nuggets should be recorded as ____________.


We plan to serve 250 portions of shredded, raw Romaine lettuce. Each portion size is 1 cup. Pretend all planned portions were prepared and served.

Per the FBG, the total amount prepared of Romaine lettuce should be recorded as __________.


We plan to serve 250 portions of raisins. Each portion size is 1/4 cup. Pretend all planned portions were prepared and served.

Per the FBG, the total amount prepared of raisins should be recorded as ____________.


We plan to serve 250 portions of cooked, whole grain rich pasta. Each portion size is 1 cup. Pretend all planned portions were prepared and served.

Per the FBG, the total amount of prepared pasta should be recorded as __________.



Comments


22. Comments Optional

Include such information as serving temperature, weather factor, product acceptability, equipment schedule, # of servings served per food item, etc.

For Example: leftovers in cooler, serve at breakfast, 49 patties leftover due to unannounced field trip, a la carte-sold out, bakers needs to prepare main dish, etc.




SUGGESTIONS FOR WHEN TO COMPLETE A FPR There are no requirements about when to fill out a production record, but the following table provides suggestions about when to fill out certain parts of a FPR.

Pre-production

Pre-fill When planning the menu

CE Meal service

School Date

Meal preparation site Food item

Offer versus serve Meal contribution

Recipe #

Number of planned portions

Planned portion size

Immediately after meal service

Total amount prepared

Leftovers

Comments

Students served; adults served; total served



COMPLETE A FPR: NEPTUNE ELEMENTARY SCHOOL Instructions As the Kitchen Manager for Milky Way ISD, you need to fill out FPRs for the elementary school, middle school and high school. You begin with Neptune Elementary School (K-5). The Food Service Director already planned the menu and made all the calculations for this menu, so you only need to put all this information into the FPR. Neptune Elementary operates Offer versus Serve. They serve 260 students and 15 adults. Use the menu below and calculations on the next page in order to complete one of the blank FPRs for an On-Site Kitchen.

Lunch Menu

Food Item Recipe Number Portion Size

Students Adults

Chicken Nuggets CN #123456 3 pieces 5 pieces

Spaghetti with Meat Sauce (combined dish)

A-35 1 c 1 c

Tossed Salad V-185 1 1/4 c 1 1/4 c

Applesauce None 1/2 c 1/2 c

Home Style Green Beans V-155 1/4 c 1/4 c

Ranch Dressing 0-165 2 oz. 2 oz.

Fat Free Chocolate Milk None 8 oz. (1/2 pt) 8 oz. (1/2 pt)

1% White Milk None 8 oz. (1/2 pt) 8 oz. (1/2 pt)



Lunch Menu Breakdown Chicken Nuggets – CN label #123456

3 nuggets provide 1 M/MA and 1 G

Planned portions = 160 (3 pc) students; 3 (5 pc) adults

1,000 pieces per case

Spaghetti with Meat Sauce – Recipe A-35

1 c provides 2 oz ground beef, 1/4 cup spaghetti sauce (meatless) and 1/2 cup cooked, whole-grain rich spaghetti

Planned portions = 100 (1 c) students; 5 (1 c) adults

18 lbs of ground beef (20%), 2.2 No. 10 cans of meatless spaghetti sauce and 11 lbs of whole-grain rich spaghetti, dry (pasta) was prepared

Tossed Salad – Recipe V-185

1 1/4 cup provides 1 cup Romaine lettuce and 1/4 cup tomato

Planned portions = 150 (1 1/4 c) students; 7 (1 1/4 c) adults

20.1 lbs of fresh Romaine lettuce and 21 lbs of fresh tomatoes were prepared

Applesauce – no recipe

1/2 cup provides 1/2 c F

Planned portions = 180 (1/2 c) students; 5 (1/2 c) adults

8.5 No. 10 cans of applesauce were produced

Home Style Green Beans – Recipe V-155

1/4 cup provides 1/4 c V, other

Planned portions = 80 (1/4 c) students; 10 (1/4 c) adults

2 No. 10 cans of cut green beans were prepared

Ranch Dressing – Recipe O-165

Planned servings = 60 students and 7 adults

Pre-portioned in 2 oz. cups with lids and stored in cooler

2 gallons were prepared

Milk – no recipe Planned portions = 150 white and 110 chocolate for students; 11 white and 4 chocolate for adults



COMPLETE A FPR: JUPITER HIGH SCHOOL Instructions Jupiter High School operates under Offer versus Serve and offers 1/2 cup portion sizes for all grades. They plan to serve 225 students and 30 adults per day. The staff served 203 students and 18 adults on the day of production.

Lunch Menu

Food Item Recipe # # of Planned Portions Planned Portions Size

Students Adults Students Adults

Pepperoni Pizza CN #000000 53 3 1 slice 1 slice

Cheese Pizza CN #000000 62 8 1 slice 1 slice

Hamburger M-350 88 7 3 oz. 3 oz.

Steamed Broccoli (fresh broccoli spears, RTU)

None 70 6 1/2 c 1/2 c

Mexicali Corn USDA I-12 133 12 1/2 c 1/2 c

Fresh Honeydew Melon Chunks

None 48 8 1/2 c 1/2 c

Fresh Orange Smiles None 155 10 1/2 c 1/2 c

Ranch Dressing O-165 50 6 2 oz. 2 oz.

Fat Free Chocolate Milk None 50 3 8 oz. (1/2 pt) 8 oz. (1/2 pt)

1% White Milk None 153 15 8 oz. (1/2 pt) 8 oz. (1/2 pt)



Cheese Pizza and Pepperoni Pizza CN Labels



Hamburger Recipe RECIPE #M-350 HAMBURGER CONTRIBUTION M/MA: 2.25 M/MA NUMBER OF PORTIONS: 100 CONTRIBUTION V: none SIZE OF PORTIONS: 1 each CONTRIBUTION G: 1.5 G

INGREDIENTS WEIGHT OR MEASURE DIRECTIONS

Hamburger Patty Hamburger Buns, plain, whole-grain rich

100 each 100 each

1. Heat frozen patty in convection oven at 350 F for 7-9 minutes. Cook to 165 F

2. Place burgers in steam table pan 3. Cover pans with plastic film, place

in warmer until serving time.

Buns: 24 ct/Pck



Beef patty food item



FBG: Broccoli

Section 2 – Vegetables – Dark Green Subgroup 1. Food as Purchased, AP

2. Purchase Unit





Broccoli, fresh Spears Trimmed Ready to use

Pound Pound

17.10 13.00

1/4 cup raw vegetable spears 1/4 cup cooked, drained vegetable spears

5.9 7.7

1 lb AP = 1.0 lb (about 4-1/4 cups) ready-to-cook broccoli 1 lb AP = 1.00 lb (about 3-1/4 cups) cooked broccoli



FBG: Corn

Vegetables – Starchy Subgroup 1. Food as Purchased, AP

2. Purchase Unit





Corn, canned Whole kernel Liquid pack Includes USDA Foods

No. 10 can (106 oz.) No. 10 can (106 oz.)

39.60 40.70

1/4 cup heated, drained vegetable 1/4 cup drained vegetable

2.6 2.5

1 No. 10 can = about 66.0 oz. (9-7/8 cups) heated, drained corn 1 No. 10 can = about 73.3 oz. (10-2/3 cups) drained, unheated corn



FBG: Honeydew


2. Purchase Unit





Honeydew Melon, fresh Whole

Pound 4.90 1/4 cup fruit cubes 20.5 1 lb AP = about 0.46 lb (1-1/8 cups) ready-to -serve melon cubes



FBG: Orange Smiles


2. Purchase Unit





Oranges, fresh All sizes Whole Includes USDA foods

Pound Pound

3.50 3.60

1/4 cup fruit sections, membrane removed, drained 1/4 cup fruit juice

28.6 27.8

1 lb AP = 0.40 lb ready-to-serve oranges 1 lb AP = 0.48 lb (7/8 cup) juice



Ranch Dressing Recipe RECIPE #O-165 RANCH DRESSING- LOW FAT NUMBER OF PORTIONS: 64 SIZE OF PORTIONS: 2 OZ

INGREDIENTS WEIGHT OR MEASURE DIRECTIONS

Ranch Dressing, Original Hidden Valley Milk, Dry, Non-Fat Powder Water Vinegar, Distilled Salad Dressing, May type, Red-Calorie commodity

4 oz. 2 cup 2 quarts 3 Tbls 2 quarts

1. Mix water and dry milk together using a blender or mixer. Make sure all lumps are removed.

2. Add vinegar to milk 3. Add ranch dressing mix to milk

and mix thoroughly 4. Add low-fat may to milk

mixture and mix thoroughly 5. Portion into 2 oz. serving

containers 6. Refrigerate before serving

NOTE: Amount of vinegar may need to be adjusted depending on the acidity of the mayonnaise. Taste and adjust accordingly. TOTAL YIELD IS 1 GALLON OF DRESSING



FBG: Milk

Section 4 – Milk 1. Food as Purchased, AP

2. Purchase Unit





MILK, FLUID

Milk, fluid Skim or Nonfat milk (unflavored/flavored)

Gallon Quart 1/2 pint (8 fl oz.) 1/2 cup (4 fl oz.)

16.00 4.00 1.00 1.00

1/2 pint milk (1 cup milk) 1/2 pint milk (1 cup milk) 1/2 pint milk 1/2 cup milk

6.3 25.0 100.0 100.0



ADDITIONAL RESOURCES

Module 2 Food Buying Guide Online: USDA Resource Library “Food Buying Guide for School Meal Programs” Product Formulation Statements

Templates to assist CEs seeking to obtain documentation from manufacturers can be

assessed on SquareMeals.org, under NSLP Administration and Forms:

1. Sample Statement – Product Analysis Sheet/Product Formulation Statement for

Meat/Meat Alternate Products

2. Sample Statement – Product Analysis Sheet/Product Formulation Statement for a Grains Product

How to review a PFS

1. TDA Administrator’s Reference Manual, 9.60

2. The USDA guidance re-released on January 15, 2013, TA 07-2010-REVISED “Guidance for Accepting Processed Product Documentation for Meal Pattern Requirements.”

Standardized Recipes

USDA recipes on Team Nutrition Resources Library:

http://teamnutrition.usda.gov/Resources/usda_recipes.html

NFSMI Online Training and Downloadable Materials

1. Measuring Success with Standardized Recipes at http://www.nfsmi.org/Resource Overview.aspx?ID=88

2. Building Quality Meals: Standardized Recipes and Portion Control (Video):

http://www.nfsmi.org/ResourceOverview.aspx?ID=43

Module 3 Texas Department of Agriculture Food Production Records can be found on SquareMeals.org, under NSLP Administration and Forms: “Daily Food Production Record for Food-Based - Central Kitchen, Receiving Kitchen, and Onsite Production”

http://teamnutrition.usda.gov/Resources/usda_recipes.html







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.

http://www.ascr.usda.gov/complaint_filing_cust.html

mailto:[email protected]

NSLP: Food Production Records - Region One ESC · NSLP: Food Production Records Participant Guide...

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