CN Labels, Product Formulation Statements and Production Re - PowerPoint Presentation

Slide1

CN Labels, Product Formulation Statements and Production Records:

The tools to being successfulSlide2

Objective

Increase communication amongst food service staff members resulting in confidence with meal service operation.Slide3

Agenda

Offer versus Serve

Review of Regulations

Crediting documentation

Child Nutrition Labels

Product Formulation Statements

Production Records

Standardized Recipes

Portion ControlSlide4

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.Slide5

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.Slide6

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.Slide7

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.Slide8

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 vegetableSlide9

Wednesday

Turkey Sandwich on Wheat Bread

Cheese

Stick

Baby Carrot Sticks

Crisp Apple

Milk Choice

CookieSlide10

How many components are present?Slide11

How many FULL components are present?Slide12

Communication is essential!Slide13

Production Record - Example

Turkey Sandwich 1 each 25 25

Cheese Stick 1 each 20 20

Baby Carrots 1 cup 10 10 c

Apple – 135 ct 1 each 20 20

Cookie 1 each 25 25

Skim White ½ pint 5 5

Skim Chocolate ½ pint 20 20

12/7/2014

Banana High

9-12

25Slide14

Standardized RecipesSlide15

Standardized RecipesSlide16

Do we know about many FULL components?Slide17

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)

http://www.fns.usda.gov/cnd/cnlabeling/foodmanufacturers.htmSlide18

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 availableSlide19

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?Slide20

Example: Spec SheetsSlide21

21

Example: Child Nutrition LabelSlide22

Example Product Formulation StatementSlide23

Production RecordsSlide24

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.”Slide25

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.)

25Slide26

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 complianceSlide27

27Slide28

28Slide29

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 5

Skim Chocolate ½ pint 20 20

12/7/2014

Banana High

9-12

25Slide30

But what about the baby carrots??Slide31

What’s the Scoop on Portion Control?

A quick refresherSlide32

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 forecastingSlide33

Tools of the Trade

Slicers

Scales

Scoops and

Spoodles

Slotted or Pierced

Spoodles

Measuring Cups

LadlesSlide34

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 wasteSlide35

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

35Slide36

Weight

Versus

Volume

Use slicer in conjunction with scale to determine appropriate setting on slicer and number of slices to use

36Slide37

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

cupsSlide38

Two Methods for Accurate Portions

Food Buying Guide calculation

In-House AnalysisSlide39

Food Buying Guide CalculationSlide40

In-House Analysis

Materials Needed:

Baby Carrots

Cutting board and knife

Measuring cup

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

Chop 1 carrot at a time and add to measuring cup.

Stop chopping and count how many baby carrots it took to fill 1 cup.

It would be helpful to record finding on production record. Example – Serving Size: 1 cup (12 baby carrots)Slide41

Production Record - Example

Turkey Sandwich 1 each 25 25

Cheese Stick 1 each 20 20

Baby Carrots 12 each 10 10 c

1 cup

Apple – 135 ct 1 each 20 20

Cookie 1 each 25 25

Skim White ½ pint 5 5

Skim Chocolate ½ pint 20 20

12/7/2014

Banana High

9-12

25Slide42

How many FULL components?Slide43

Menu Planning

Menus must meet USDA requirements

Portion sizes affect whether requirements are metSlide44

Conclusion

Increasing communication amongst staff members with different specialties within your kitchen may result in the proper implementation of OVS.Slide45

45

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