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

Wednesday Turkey Sandwich on Wheat Bread Cheese Stick Baby Carrot Sticks Crisp Apple Milk Choice Cookie

How many components are present?

How many FULL components are present?

Communication is essential!

Production Record - Example Turkey Sandwich 1 each Cheese Stick 1 each Baby Carrots 1 cup c Apple – 135 ct 1 each Cookie 1 each Skim White ½ pint 5 5 Skim Chocolate ½ pint /7/2014 Banana High

Standardized Recipes

Do we know about many FULL components?

Crediting 17  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) 

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

21 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

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Production Record - Example Turkey Sandwich 1 each Cheese Stick 1 each Baby Carrots 1 cup c 1 cup Apple – 135 ct 1 each cup Cookie 1 each Skim White ½ pint 5 5 Skim Chocolate ½ pint /7/2014 Banana High

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 Distinction 2 ounces by weight ≠ 2 ounce by measure ≠ ¼ cup Example: 1.25 oz bag of pop corn (weight) = 1 ¾ cups 2.5 oz bag of flavored pop corn (weight) = 1 ¾ 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 Cheese Stick 1 each Baby Carrots 12 each c 1 cup Apple – 135 ct 1 each Cookie 1 each Skim White ½ pint 5 5 Skim Chocolate ½ pint /7/2014 Banana High

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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