FOOD PRODUCTION RECORDS

Transcription

1 FOOD PRODUCTION RECORDS NATIONAL SCHOOL LUNCH PROGRAM PARTICIPANT GUIDE Class Purpose This class teaches Contracting Entities (CEs) basic to advanced Food Production Record (FPR) skills including how to fill out a FPR, how to use meal documentation to support the FPR and how to use the FPR to improve forecasting, communication, organization and to demonstrate compliance.

2 Texas Department of Agriculture Revised

3 Table of Contents Class Introduction... 2 Module 1: Fundamentals... 6 Module 1 Introduction... 6 Topic 1: Introduction to FPRs... 7 Topic 2: FPR Types Topic 3: Parts of the FPR Topic 4: Completing the FPR Module 2: Supporting Documentation Module 2 Introduction Topic 1: The Food Buying Guide Topic 2: Child Nutrition Labels Topic 3: Product Formulation Statements Topic 4: Standardized Recipes Module 3: Advanced Practice Module 3 Introduction Topic 1: FPR Practice for Serve Only Campuses Topic 2: FPR Practice for Offer Versus Serve Campuses Module 4: Management Tool Module 4 Introduction Topic 1: Evaluation and Forecasting Topic 2: Demonstrating Compliance Topic 3: Communication Topic 4: Organization Texas Department of Agriculture Revised

4 Texas Department of Agriculture Revised

5 Icons Discussion Group Activity Individual Activity Media Important Dates Reminder Resources Tip Note Icons The training materials include icons for trainers and/or participants. Text scripts associated with each icon are present to the immediate right or below each icon. Abbreviations/Acronyms AR Administrative Review ARM Administrator s Reference Manual C cup CE Contracting Entity CN Child Nutrition F Fruit FBG Food Buying Guide FBMP Food-Based Menu Planning FPR Food Production Record FSMC Food Service Management Company G Grain lb pound M/MA Meat/Meat Alternates No Number NSLP National School Lunch Program OVS Offer Versus Serve oz ounce oz eq ounce equivalents pt pint RCCI Residential Child Care Institution SA State Agency SBP School Breakfast Program SNP School Nutrition Program TDA Texas Department of Agriculture TX-UNPS Texas Unified Nutrition Programs System USDA United States Department of Agriculture V Vegetable WGR Whole Grain-Rich Texas Department of Agriculture Revised

6 Texas Department of Agriculture Revised

7 Texas Department of Agriculture Revised

8 Introduction CLASS INTRODUCTION Class Overview Class Overview This class teaches Contracting Entities (CEs) basic to advanced Food Production Record (FPR) skills including how to fill out a FPR, how to use meal documentation to support the FPR and how to use the FPR to improve forecasting, communication, organization and to demonstrate compliance. Acknowledgment Statement Acknowledgement Statement You understand and acknowledge that the training you are about to receive 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. Texas Department of Agriculture Revised

9 Introduction Who Should Attend This Class? Target Audience(s) May include the following: Menu planners Kitchen managers Child Nutrition (CN) directors Kitchen staff responsible for filling out the Food Production Record (FPR) Housekeeping and Class Materials Notes Class Materials Participant Guide (PG) Appendix Pencils/pens Blank FPRs Calculators Class Outline Module Module 1: Fundamentals Estimated Time 2.5 hours Module 2: Supporting Documentation 2.5 hours Module 3: Advanced Practice 2 hours Module 4: Management Tool 2 hours Total Class Time 9 hours Texas Department of Agriculture Revised

10 Introduction Texas Department of Agriculture Revised

11 Module 1: Fundamentals Texas Department of Agriculture Revised

12 Module 1: Fundamentals MODULE 1: FUNDAMENTALS MODULE 1 INTRODUCTION Module Summary This module introduces participants to the FPR by providing a thorough overview of the types of FPRs that CEs may use, highlighting the parts of the FPR and providing instructions on how to complete a FPR. Topic Module 1 Introduction Topic 1: Introduction to FPRs Topic 2: FPR Types Topic 3: Parts of the FPR Topic 4: Completing the FPR Appendices Appendix Page Number Appendix 1.1: Cycle Menu Sample 3 Appendix 1.2: Lunch Meal Pattern Table 4 Appendix 1.3: Breakfast Meal Pattern Table 5 Appendix 1.4: Onsite Kitchen Food Production Record 6 Module Objectives By the end of this module, participants will be able to Explain the purpose and use of the FPR in school meal service. Differentiate among the different types of FPRs. Label the different parts of TDA s prototype FPRs. Fill out TDA s prototype FPRs. Texas Department of Agriculture Revised

13 Module 1: Fundamentals What is a Food Production Record? TOPIC 1: INTRODUCTION TO FPRS Notes Food Production Record 1 In school food service, a required daily document that records all reimbursable meals and program foods prepared and served through the National School Lunch Program (NSLP) and School Breakfast Program (SBP) (including breakfast, lunch and snacks). Q&A Who is required to keep FPRs? USDA requires all CEs that participate in Child Nutrition Programs (CNPs) to keep FPRs. This includes the NSLP, SBP, Seamless Summer Option (SSO), Summer Food Service Program (SFSP), Afterschool Snack Program, At-risk Afterschool Supper Program and the Special Milk Program (SMP). Example: Tomato High School offers many meal options through 5 traditional serving lines and a salad bar located in the middle of the cafeteria: All American Food Little Italy Home Cooking Wok Express Texas Deli Fresh s Salad Bar Should Tomato High School document all foods offered on one FPR? Texas Department of Agriculture Revised

14 Module 1: Fundamentals What Should I Document on the Food Production Record? Notes A successful FPR documents two things: 1. The menu plan What foods to prepare What recipes to use How foods contribute to the meal pattern The serving size for each age/grade group 2. Information about meal preparation and service: The quantities of each food/menu item prepared The number of portions served by grade/group The amount of leftovers Texas Department of Agriculture Revised

15 Module 1: Fundamentals When Should I Use a Food Production Record? Notes The menu planner and kitchen manager should begin the FPR before the day of production and use it to communicate with production staff. Production staff should complete the FPR for meals served that day immediately following meal service and should document any leftovers. Day(s) before meal service Food Production Record Uses Day of meal service Production staff report information about the prepared and served menu items at the time of meal service. The TDA reviews FPRs during an AR Notes Directions: Take notes below if you like. 1. Plan: 2. Communicate: 3. Control: 4. Document: 5. Forecast: Texas Department of Agriculture Revised

16 Module 1: Fundamentals Meal Pattern Terminology Review TOPIC 2: FPR TYPES Notes Food Component 1 One of five food groups included in reimbursable meals. Food Item 1 A specific food offered within the five food components. For example, an apple is a specific food item offered within the fruit component. Menu Item 1 A specific food item or combination of food items offered to students as a choice from many choices. For example, chicken fajita tacos and spicy refried beans each represent separate menu items. Group Activity: Meal Pattern Terminology Review What are the food item(s)? The menu item(s)? The food components? Texas Department of Agriculture Revised

17 Module 1: Fundamentals Three Prototype Food Production Records Notes Group Activity: Food Production Record Prototypes Directions: Write down the type of FPR that TDA recommends for each site in the scenarios below. Hi, my name is Donna Jean from Asparagus Middle School, a 7 th and 8 th grade charter school campus. My school contracts with a food service management company (FSMC) to deliver meals prepared in one of the FSMC s central production kitchens because the school facilities lack a kitchen for cooking meals. FPR type: Hi, my name is Ron from Eggplant High School, the newest high school in my district. The facilities at Eggplant High include a large, state of the art production kitchen. We prepare meals for the students at Eggplant High School and prepare meals for the three middle schools in the nearby area. FPR type: Hi, my name is Tina from Sweet Potato Elementary School, a kindergarten to 5 th grade campus. My school is known for the best school meals in the district thanks to my head cook Maggie a talented cook who makes healthy and flavorful meals for the children of Sweet Potato Elementary School right in our very own kitchen! FPR type: Resource: CEs may download TDA s prototype FPRs and instructions on Click on the National School Lunch Program tab in the Programs tab. Then click on NSLP Administration & Forms. Texas Department of Agriculture Revised

18 Module 1: Fundamentals Other Food Production Record Forms Notes Q&A Can I use a FPR that I developed rather than TDA s prototype? CEs may use other forms to substitute TDA s prototype forms and to document meal production, but the substitute forms must include all of the elements included in TDA s prototype FPRs. TDA recommends that CEs use TDA s prototype forms to document meal production because the prototype forms provide CEs with a document that collects all of the required daily FPR information. What other FPR forms may CEs use to document meal production? Versions of FPRs other than TDA s prototype form, for example: o Forms developed by other states. o Forms developed by specific regions. o Forms developed to document non-traditional meal service lines such as salad bars. Electronic version of FPRs that contains all required information. Texas Department of Agriculture Revised

19 Module 1: Fundamentals Food Production Record Differences TOPIC 3: PARTS OF THE FPR Notes Texas Department of Agriculture Revised

20 Module 1: Fundamentals Onsite Kitchen FPR: Sections 1-13 Daily Food Production Record for Onsite Kitchen 1. Contracting Entity (CE) Name: 2. Site Name: 4. Number Meals Served: 4a. Students 3. Meal Service: Breakfast Lunch Snack Supper 4b. Adults 3a. Type of Service: OVS Serve Only This FPR has been modified to fit on this page. Modifications include deletion of extra rows in the Food Item column. 4c. Total 5. Date: Food Item 12. Meal Contribution 13. Recipe # 14. Age/Grade 14a. # Portions 14b. Portion Size 15. Age/Grade 15a. # Portions 15b. Portion Size Planned Portions and Serving Sizes 16. Age/Grade 16a. # Portions 16. Portion Size 17a. # Portions 17. Adults 17b. Portion Size 18a. # Portions 18. A La Carte 18b. Portion Size 19. Total Amount Prepared (Lbs., Quarts, Gallons, or #10 Cans) 20. Leftovers 21. Comments (Optional) 6. Meat/Meat Alternate 7. Grain 8. Vegetable 9. Fruit 10. Milk 11. Other/ Condiment Texas Department of Agriculture Revised

21 Module 1: Fundamentals Onsite Kitchen FPR: Sections Daily Food Production Record for Onsite Kitchen 1. Contracting Entity (CE) Name: 2. Site Name: 4. Number Meals Served: 4a. Students 3. Meal Service: Breakfast Lunch Snack Supper 4b. Adults 3a. Type of Service: OVS Serve Only This FPR has been modified to fit on this page. Modifications include deletion of extra rows in the Food Item column. 4c. Total 5. Date: Food Item 12. Meal Contribution 13. Recipe # 14. Age/Grade 14a. # Portions 14b. Portion Size 15. Age/Grade 15a. # Portions 15b. Portion Size Planned Portions and Serving Sizes 16. Age/Grade 16a. # Portions 16. Portion Size 17a. # Portions 17. Adults 17b. Portion Size 18a. # Portions 18. A La Carte 18b. Portion Size 19. Total Amount Prepared (Lbs., Quarts, Gallons, or #10 Cans) 20. Leftovers 21. Comments (Optional) 6. Meat/Meat Alternate 7. Grain 8. Vegetable 9. Fruit 10. Milk 11. Other/ Condiment Texas Department of Agriculture Revised

22 Module 1: Fundamentals Central Kitchen FPR Daily Food Production Record for Central Kitchen This FPR has been modified to fit on this page. Modifications include deletion of extra rows in the Food Item column. 1. Contracting Entity (CE) Name: 5. Date: 2. Meal Preparation Site: 4. Meal Service: Breakfast Lunch Snack Supper 3. Receiving Sites: 14. Age/Grade 15. Age/Grade Planned Portions and Serving Sizes 16. Age/Grade 17. Adults 18. A La Carte 20 Quantity Sent to Each Site Food Item 6. Meat/Meat Alternate 12. Meal Contribution 13. Recipe # 14a. # Portions 14b. Portion Size 15a. # Portions 15b. Portion Size 16a. # Portions 16b. Portion Size 17a. # Portions 17b. Portion Size 18a. # Portions 18b. Portion Size 19. Total Amount Prepared (Lbs., Quarts, Gallons, #10 Cans, or Pans) 20a. Site 20b. Site 20c. Site 20d. Site 7. Grain 8. Vegetable 9. Fruit 10. Milk 11. Other/ Condiment Texas Department of Agriculture Revised

23 Module 1: Fundamentals Receiving Kitchen FPR 1. Contracting Entity (CE) Name: 2. Site Name: 5. Number Meals Served: 5a. Students 3. Meal Preparation Site: 5b. Adults 4. Meal Service: Breakfast Lunch Snack Supper 5c. Total 4a. Type of Service: OVS Serve Only Daily Food Production Record for Receiving Kitchen This FPR has been modified to fit on this page. Modifications include deletion of extra rows in the Food Item column. 6. Date: Food Item 7. Meat/Meat Alternate 13. Meal Contribution 14. Recipe # 15. Age/Grade 15a. # Portions 15b. Portion Size 16. Age/Grade 16a. # Portions 16b. Portion Size Planned Portions and Serving Sizes Age/Grade 17a. # Portions 17b. Portion Size 18a. # Portions 18. Adults 18b. Portion Size 19a. # Portions 19. A La Carte 19b. Portion Size Total Amount Delivered (Lbs., Quarts, Gallons, # 10 Cans. or Pans) 21. Leftovers 22. Comments (Optional) 8. Grain 9. Vegetable 10. Fruit 11. Milk 12. Other/ Condiment Texas Department of Agriculture Revised

24 Module 1: Fundamentals Food Production Record Differences Activity Notes Activity: FPR Differences Directions: Circle the correct answer, true or false. 1. True or False: The Central Kitchen FPR does not include a column to record the meal service type ( OVS or Serve Only ) because the central kitchen does not serve the prepared meals at the central kitchen site. 2. True or False: The Onsite Kitchen FPR includes a column to record the total amount of meals delivered. 3. True or False: The Receiving Kitchen FPR includes a column to record the total amount of meals prepared. 4. True or False: The Receiving Kitchen FPR does not include a column to record the recipe number. 5. True or False: The Onsite Kitchen FPR contains a field to document the meal preparation site. 6. True or False: The Central Kitchen FPR includes a column to document the quantity of food sent to each site. Texas Department of Agriculture Revised

25 Module 1: Fundamentals TOPIC 4: COMPLETING THE FPR FPR Hints Notes You may record an item with multiple components on one row. Food Items, Recipe #, Total Amount Prepared/Delivered The Food Buying Guide (FBG) for School Meal Programs may assist CE staff in determining the total amount necessary to prepare the planned servings. Planned Portions and Serving Sizes Food Item 12. Meal Contribution 13. Recipe # 14. Age/Grade _ a. # Portions 14b. Portion Size 17a. # Portions 17. Adults 17b. Portion Size 18a. # Portions 18. A La Carte 18b. Portion Size 19. Total Amount Prepared (Lbs., Quarts, Gallons, or #10 Cans) 20. Leftovers 21. Comments (Optional) 6. Meat/Meat Alternate Hoagie Sandwich (sack lunch) 3M, 2G R each 5 1 each 3 cases ( 72 each) w. wheat hoagie roll + 39 rolls 2 cases (86 servings each) rstd. Turkey + 83 servings 16 lb. sliced cheddar cheese none Sack lunch field trip 8. Vegetable Steamed Broccoli ½ cup V CM ½ cup 5 ½ cup 54 lbs. chopped, frozen broccoli 10 ½ cup Record each food/menu item on its own row. List a recipe number for items with two or more ingredients. Record whether the food item is fresh, canned, frozen, dried, etc. List sack lunch items. Fill-in-the-Blank Directions: Fill in the blanks below. 1. CE staff must use a recipe and list a recipe number on the FPR if the staff uses or more ingredients to prepare the food/menu item listed. 2. CE staff should ensure that the provides a yield for the food item or provide a Child Nutrition (CN) Label or product formulation statement. 3. Meal documentation such as the,, and can help CEs determine how to list a particular food item. Texas Department of Agriculture Revised

26 Module 1: Fundamentals FPR Key Points (1-7) To Notes 1. CE staff must complete daily FPRs for all reimbursable meals prepared, served, and claimed for reimbursement. This includes sack lunches and salad bar items claimed for reimbursement. 2. CE staff must include all items (condiments, other, etc.) that are a part of the reimbursable meal on the FPR. CE staff should list the flavor and fat content of milk. 3. The Planned Portions column does not have to match the Total Amount Prepared/Delivered column. CE staff must ensure that the food listed in the Total Amount Prepared/Delivered column covers the total Number of Meals Served for the day. 4. For the Meal Contribution column: Record Meat/Meat Alternate meal contributions in ounce equivalents (e.g., 2 oz eq M/MA). Record Vegetable meal contributions in cups (e.g., ½ c V). Record Fruit meal contributions in cups (e.g., ½ c V). Record Grain meal contributions in ounce equivalents (e.g., 1½ oz eq G). Record Milk meal contributions in ounces or ½ pints (e.g., 8 oz milk). Leave the Meal Contribution column blank for the Other/Condiment food items. 5. Record the Recipe # for any food item that contains more than one ingredient. 6. Record the Portion Size as the amount served (e.g., 1 each, ½ cup, 1 slice, 5 nuggets, 2.4 oz, #6 scoop, etc.). 7. Do not confuse weights and measures when you record the Portion Size! If you record the Portion Size of an item as weight, then weigh the item (e.g., 2.25 oz. of chicken or 2.5 oz of whole-grain cornbread). If you record the Portion Size of an item as liquid volume, such as gravy, then use a portioning utensil that measures in cups or ounces. Resource: Refer to Appendix 1.4, Onsite Kitchen Food Production Record, for a description of the required information for the Onsite Kitchen FPR (Appendix, pg. 6). Texas Department of Agriculture Revised

27 Module 1: Fundamentals FPR Key Points (8-15) To Notes 8. Explain differences between the Planned Portions and the Total Amount Prepared/Delivered columns in the Comments column. 9. Keep current labels (nutrition facts, product formulation statements, and CN Labels) on file for all items served. a. You must replace all labels older than 5 years old. b. You must replace labels when the manufacturer changes the product formulation. 10. Use the FBG for School Meals to determine the Total Amount Prepared/Delivered. 11. Record the Total Amount Prepared/Delivered in pounds/ounces, # 10 cans, quarts, cases, or each with the number of servings defined (per the FBG for School Meal Programs or product label). a. If you record in cases, you must list the number of servings in each case. 12. Record Leftovers in portions, not pans. 13. When using Leftovers on another day, make sure to record all required information including the Meal Contribution. a. In the Total Amount Prepared/Delivered column, write LO and the date that you originally prepared the food item. 14. CE staff must record the information in Sections 1-20 for the TDA s Onsite Kitchen FPR prototype. 15. Ensure that you use the correct FPR (Onsite, Central, Receiving) based on your site type. Texas Department of Agriculture Revised

28 Module 1: Fundamentals Optional Data Recorded on the FPR Notes Hazardous Analysis Critical Control Points (HACCP) records Food temperatures Food preparation methods Schedules and job assignments for kitchen staff Product information Texas Department of Agriculture Revised

29 Module 1: Fundamentals Texas Department of Agriculture Revised

30 Module 2: Supporting Documentation Texas Department of Agriculture Revised

31 Module 2: Supporting Documentation MODULE 2: SUPPORTING DOCUMENTATION MODULE 2 INTRODUCTION Module Summary This module introduces CE staff to the documentation that CEs use to support the FPR and the tools that help CE staff properly document the foods listed on the FPR. Topic Module 2 Introduction Topic 1: The Food Buying Guide Topic 2: Child Nutrition (CN) Labels Topic 3: Product Formulation Statements Topic 4: Standardized Recipes Appendices Appendix Page Number Appendix 2.1: Food Buying Guide Practice Activity Appendix 2.2: Guidance for Accepting Processed Product Documentation for Meal Pattern Requirements Appendix 2.3: CN Labels Copied with a Watermark Acceptable Documentation Appendix 2.4: Product Formulation Statement for Grains Products Sample Template Appendix 2.5: Product Formulation Statement for Vegetable Products Sample Template 22 Appendix 2.6: Product Formulation Statement for Fruit Products Sample Template 23 Appendix 2.7: Product Formulation Statement for M/MA Products Sample Template Appendix 2.8: The Reviewer s Checklist for Evaluating Manufacturer Product Formulation Statements (M/MAs) Appendix 2.9: Tip Sheet for Accepting Processed Product Documentation 31 Module Objectives By the end of this module, participants will be able to Use the FBG for School Meal Programs to complete the FPR. Use CN Labels to document food or menu items on the FPR. Decide which products require product formulation statements. Identify the parts of a standardized recipe. Texas Department of Agriculture Revised

32 Module 2: Supporting Documentation Product Documentation What resources support the food items recorded on the FPR? Q & A Why do I need to support the food items recorded on the FPR? Meal documentation supports what you document in the Meal Contribution, the Recipe #, the Portion Size and the Total Amount Prepared/Delivered columns on the FPR. Meal documentation helps you purchase and offer foods in the correct amounts, select products that meet meal pattern requirements and demonstrate compliance. Notes Texas Department of Agriculture Revised

33 Module 2: Supporting Documentation Food Buying Guide TOPIC 1: THE FOOD BUYING GUIDE The Food Buying Guide (FBG) for School Meal Programs is divided into the following sections: Grains Separation of Vegetables/Fruits Meat/Meat Alternates Milk Fruits Vegetables by Subgroup - Additional Vegetables by Subgroup - Beans & Peas Vegetables by Subgroup - Red/Orange Vegetables by Subgroup - Dark Green Vegetables by Subgroup - Starchy Vegetables by Subgroup - Other Recipe Analysis Worksheet (RAW) Resources: o Find the FBG for School Meal Programs at o The Institute of Child Nutrition (ICN) provides a Food Buying Guide calculator in the Resources section of their website accompanied by four short self-tutorial videos on the Food Buying Guide (see Notes: Texas Department of Agriculture Revised

34 Module 2: Supporting Documentation Food Buying Guide Uses Notes Food Buying Guide Uses Every day, your work helps fight hunger and improve the nutritional health of children in Texas. Whether you are serving food to a small number of students or adults or thousands of students, you need to think carefully about each meal. Will the meal meet the appropriate requirements of the various Child Nutrition Programs? How many servings will you get from a specific quantity of food? What quantity of the raw product will provide the amount of ready-to-cook food called for in a recipe? How much food will you need to buy? The FBG helps you determine the specific contribution each food item makes towards the meal pattern and helps you purchase the right amount of food to prepare the planned portions. Texas Department of Agriculture Revised

35 Module 2: Supporting Documentation Yield Definition Notes Yield 1 The yield specifies the usable amount of a whole food item for the production of a meal. CEs may use the yield to determine how much usable food will result from a particular food order. In many situations, a portion of the food item will be discarded in the production of a meal. Yield Example: Hamburger A hamburger made with no more than 10% fat raw ground beef will lose volume in the cooking process. Why does 1 pound (16 ounces) of raw ground beef only yield 12.5 ounces of cooked ground beef? Ground beef Texas Department of Agriculture Revised

36 Module 2: Supporting Documentation Food Buying Guide Yield Table Notes Column 1: Food As Purchased (AP): Column 1 tells you the name of the food item and the form(s) in which it is purchased. Column 2: Purchase Unit: Column 2 tells you the basic unit of purchase for the food. Column 3: Servings per Purchase Unit (EP): Column 3 shows the number of servings of a given size (found in Column 4) from each purchase unit (found in Column 2). This is sometimes referred to as the edible portion (EP). Texas Department of Agriculture Revised

37 Module 2: Supporting Documentation Food Buying Guide Yield Table Notes Column 4: Serving Size per Meal Contribution: Column 4 describes a serving by weight, measure, or number of pieces or slices. Column 5: Purchase Units for 100 Servings: Column 5 shows the number of purchase units needed for 100 servings. Column 6: Additional Information: Column 6 provides information that helps CEs calculate the amount of food needed to purchase and/or prepare food. Texas Department of Agriculture Revised

38 Module 2: Supporting Documentation Determining the Amount of Food to Buy Notes How do I determine the amount of food to order or purchase? STEP 1: What is my plan? Ask yourself these questions: Use this information (for all questions): 1. What food do I plan to use and in what form? Menu 2. How many servings do I need? Recipes 3. What serving sizes do I plan to offer? Food Production Records Procurement Documents Meal Pattern Tables STEP 2: What does the FBG say? Ask yourself these questions: 1. What serving size does the FBG yield data table (Column 4) indicate? Use this information (for all questions): Data Yield Tables 2. What purchase unit does Column 2 indicate? 3. How many servings does each purchase unit yield (Column 3), or how many purchase units does 100 servings require (Column 5)? Texas Department of Agriculture Revised

39 Module 2: Supporting Documentation Determining the Amount of Food to Buy Activity Activity: Determining the Amount of Food to Buy Directions: Determine the amount of green beans to order or purchase using the information below and Step 1 and 2 for determining how much food to purchase on the previous page. First, complete Step 1: What is my plan? (from the previous page): Next, complete Step 2: What does the FBG say? (from the previous page): Last, use the information collected to calculate the amount of food to purchase: MENU Meal Service: Lunch Age/Grade Group: K-5 Type of Service: Serve Only Date: 12/10/16 o Sweet and Sour Chicken Poppers o Pea and Rice Bowl o Mandarin Oranges o Glazed Green Beans o Orange Baby Carrots o Pineapple Tidbits Planned Portions and Serving Sizes 11/10/16 Food Item 12. Meal Contribution 13. Recipe # 14. Age/Grade _K-5 14a. # Portions 14b. Portion Size 17a. # Portions 17. Adults 17b. Portion Size 18a. # Portions 18. A La Carte 18b. Portion Size 19. Total Amount Prepared (Lbs., Quarts, Gallons, or #10 Cans) 20. Leftovers 21. Comments (Optional) 8. Vegetable Glazed Green Beans ½ cup other V USDA ½ cup 10 ½ cup 33 lbs. fresh, cut, raw green bean 20 ½ cup svgs. Make 10 less svgs. next time Section 2 - Vegetables Other Subgroup Food As Purchased, AP Purchase Unit 3. Servings Per Purchase Unit, EP 4. Serving Size per Meal Contribution 5. Purchase Units for 100 Servings 6. Additional Information Beans, Green, fresh Trimmed Whole Ready-touse Pound Pound /4 cup whole, raw vegetable 1/4 cup whole, cooked, drained vegetable lb AP = 1 lb (about 5-3/8 cups) ready-to-cook 1 lb AP = 0.86 lb (about 3 cups) cooked, drained beans Pound /4 cup cut, raw vegetable lb AP = 1 lb (about 4 cups) ready-to-cook beans Texas Department of Agriculture Revised

40 Module 2: Supporting Documentation Two Food Purchase Calculation Methods Notes Method 1 uses Column 3 of the FBG: Servings per Purchase Unit. Step 1: Determine the number of servings needed. Method 2 uses Column 5 of the FBG: Purchase Units for 100 Servings. Step 1: Determine the number of servings needed. Step 2: Determine the servings per purchase unit. Step 2: Determine purchase units for 100 servings. Step 3: Convert the serving size per purchase unit into the serving size (portion size) you will offer (if applicable). Step 4: Divide your total servings by the number from Step 3 (the number of servings per purchase unit in the portion size you will offer). Step 5: Round the number from Step 4 up. This is the amount of food you will need to purchase in the purchase units described. Step 3: Convert the serving size per purchase unit into the serving size (portion size) you will offer and adjust the number of servings (if applicable). Step 4: Multiply the purchase unit per servings from Step 3 (the number of servings per purchase unit in the portion size you will offer) by the total # of servings needed. Step 5: Round the number from Step 4 up. This is the amount of food you will need to purchase in the purchase units described. Individual Activity: Method 2 Food Purchase Calculation Directions: Use Method 2 and the FBG yield table for green beans on the previous page to determine the amount of food to purchase for 250 servings. Step 1: List the # of servings needed. Step 2: List the purchase units for 100 servings. Step 3: Convert the serving size if necessary. Step 4: Multiply the purchase unit per servings by the total # of servings needed. Step 5: Round up Texas Department of Agriculture Revised

41 Module 2: Supporting Documentation Food Buying Guide Practice Activity To Blueberry Elementary School Menu Spaghetti Italiano Garden Salad Green Beans Applesauce Milk Directions: Use the FBG tables in Appendix 2.1 to determine how much food to prepare to make the planned portions below (Appendix 2.1, pgs ). Write the amount in the Total Amount Prepared Column. Food Item 6. Meat/Meat Alternate Spaghetti w/meat sauce (20% fat grnd bf) 7. Grain 2 M/MA 1G ¼ cup RO V 13. Recipe # 12. Meal Contribution USDA- D Age/Grade _K-5 14a. # Portions Planned Portions and Serving Sizes 14b. Portion Size 1 cup (8 oz. ladle) 10 17a. # Portions 17. Adults 17b. Portion Size 18a. # Portions 18. A La Carte 18b. Portion Size Tips ½ cup cooked pasta equals 1 oz eq of Grain. Romaine lettuce credits as half the volume served Tomato puree credits as double the volume served. Round up the amount to prepare. 19. Total Amount Prepared (Lbs., Quarts, Gallons, or #10 Cans) 20. Leftovers 1 cup (8 oz. ladle). 21. Comments (Optional) 8. Vegetable Romaine lettuce, fresh (Garden Salad ) Tomato, fresh (Garden Salad) Green beans, canned 9. Fruit Applesauce, canned 10. Milk FF Chocolate 1% Plain 11. Other/ Condiment ½ cup DG V 90 1 cup 10 1 cup ¼ cup RO V 90 ¼ cup 10 ¼ cup ½ cup other V 90 ½ cup 10 ½ cup ½ cup F 90 ½ cup 10 ½ cup 8 oz. milk 60 8 oz. 5 8 oz. 65, ½ pints 8 oz. milk 30 8 oz. 5 8 oz. 35, ½ pints Ranch salad dressing none 90 2 tbsp tbsp. Note: The FBG for School Meals does not include a section for Other/Condiment foods. CEs may use the FBG for Child Nutrition Programs to determine how much Other/Condiment foods to prepare. Texas Department of Agriculture Revised

42 Module 2: Supporting Documentation What is a Child Nutrition (CN) Label? Notes: TOPIC 2: CHILD NUTRITION LABELS Q & As Q: What is the CN Labeling Program? A: CN stands for Child Nutrition. CN Labels are made specifically for use in Child Nutrition Programs. Food manufacturers do not have to participate in the CN Labeling Program. Therefore, some food products contain CN Labels and others do not. The CN Labeling Program is administered and operated by the Food and Nutrition Services division of USDA, in cooperation with the Food Safety and Inspection Service, USDA, the Agricultural Marketing Service, USDA and the National Marine Fisheries Service, USDC (US Dept. of Commerce). Q: Do I have to use CN labeled products? A: No, CEs do not have to use CN labeled products. Using CN labeled products will ensure CEs know exactly how the product contributes to the meal pattern. CN Labels support the meal pattern component contribution for processed foods that contain a meat or meat alternate. The program provides warranty against audit claims for purchases of CN labeled products. CN Label Example CN CN Each 3.85 oz. portion (by weight) of popcorn chicken pattie fritters provides 2.00 oz. equivalent meat/meat alternate and 1.00 oz. equivalent grains for Child Nutrition Meal Pattern Requirements. (Use of this logo and statement authorized by the Food and Nutrition Service, USDA, 01/14) CN Visit /cnlabeling/childnutrition-cnlabeling-program for more information on CN labels. CN Texas Department of Agriculture Revised

43 Module 2: Supporting Documentation What Food Products Contain CN Labels? Notes: Write down the products that typically contain CN Labels. CN Label Misconceptions Notes: Directions: Select true or false for the following statements: T or F CN labels indicate that a food product is healthy. T or F CN labels indicate that a food product is well-accepted by children. T or F CN labels indicate that a food product is cost-effective. T or F CN labels indicate that a food product is in-line with the Dietary Guidelines for Americans. T or F CN labels indicate that a food product is better quality than other food products. Texas Department of Agriculture Revised

44 Module 2: Supporting Documentation Identifying CN Labels Notes: Example: CN Label Statement In addition to required labeling features, a CN label will always contain the following information: The CN logo o A distinct border around the CN statement A six-digit product identification number assigned by FNS o Appears in the upper right hand corner of the CN Label statement The statement of the product s contribution toward meal pattern requirements for the NSLP and SBP o Identifies the contribution of a specific portion of a product with meat/meat alternate makes toward the meat/meat alternate, grains, vegetable and fruit components Statement specifying the use of the logo and CN Label statement is authorized by FNS The month and year the label was approved in final by FNS CN CN Label Statement CN Each 3.85 oz. portion (by weight) of popcorn chicken pattie fritters provides 2.00 oz. equivalent meat/meat alternate and 1.00 oz. equivalent grains for Child Nutrition Meal Pattern Requirements. (Use of this logo and statement authorized by the Food and Nutrition Service, USDA, 01/14) CN CN Texas Department of Agriculture Revised

45 Module 2: Supporting Documentation CN Label Documentation Notes: CN Label Best Practices Establish a procedure for designated food service staff to safely remove CN labels from boxes. Note: CEs need one CN label for each product purchased by the CE. File CN labels in a designated binder for future reference. Check CN labels of reordered products against CN label on file to make sure that the filed label is current. Take a picture of the CN label while it is attached to the product package. Electronically file the photo with easily retrievable records for future reference. Note: CEs may use school nutrition funds to purchase a camera for food service operational needs. Most cameras can date stamp the photo. Resources: Appendix 2.2, pgs : Refer to TA (v.3), Guidance for Accepting Processed Product Documentation for Meal Pattern Requirements (MPR), (November 26, 2014). Refer to Section 24 of the ARM, Child Nutrition (CN) Labeling and Product Documentation. Appendix 2.3, pgs : Refer to SP (v2), CN Labels Copied with a Watermark Acceptable Documentation, (March 11, 2015). Texas Department of Agriculture Revised

46 Module 2: Supporting Documentation TOPIC 3: PRODUCT FORMULATION STATEMENTS What is a Product Formulation Statement? Notes: What is a Product Formulation Statement? The Product Formulation Statement from the manufacturer describes the contribution of a food product toward the meal pattern or dietary specifications. CEs must make sure that the manufacturer prepares the Product Formulation Statement on the manufacturer s letterhead with an original signature of a company official and the date of issue. A Product Formulation Statement must also indicate how the product credits toward the USDA meal pattern requirements and document how the manufacturer obtained the crediting information by citing specific Child Nutrition Program resources on regulations such as the USDA s FBG for School Meal Programs and USDA policy on crediting foods. Food for Thought: Why would I use a Product Formulation Statement? Resources: Appendix 2.2, pgs : Refer to TA (v.3), Guidance for Accepting Processed Product Documentation for Meal Pattern Requirements (MPR), (November 26, 2014). o Appendix pgs : Refer to blank sample templates Product Formulation Statements for G, V, F and M/MA. Texas Department of Agriculture Revised

47 Module 2: Supporting Documentation Verifying a Product Formulation Statement Notes: Verifying a Product Formulation Statement TDA holds CEs responsible for meeting meal pattern requirements. A Product Formulation Statement does not provide CEs a warranty against audit claims. CEs should verify Product Formulation Statements received by doing the following: Determine that the creditable ingredients listed on the Product Formulation Statement match a description in the Food Buying Guide (FBG) for School Meal Programs. Verify that the crediting amount a product contributes to the meal pattern requirements is not greater than the serving size of the product. Assure that the creditable components are visible in the finished product. Resources: o Appendix 2.8, pgs : Refer to The Reviewer s Checklist for Evaluating Manufacturer Product Formulation Statements (Product Analysis) for Meat/Meat Alternate Products. o Appendix 2.9, pg. 31: Refer to the Tip Sheet for Accepting Processed Product Documentation. Texas Department of Agriculture Revised

48 Module 2: Supporting Documentation Standardized Recipes TOPIC 4: STANDARDIZED RECIPES Notes: Standardized recipes must do the following: 1. Establish a specified. 2. Establish a specified size. 3. Establish a measure of ingredients. 4. Establish a constant method. Resource: The ICN provides standardized recipes in USDA Recipes for Schools which can be found on the ICN website at Texas Department of Agriculture Revised

49 Module 2: Supporting Documentation Standardized Recipe Example Texas Department of Agriculture Revised

50 Module 2: Supporting Documentation Standardized Recipe Benefits Notes: Food for Thought: What are some benefits to using standardized recipes? Texas Department of Agriculture Revised

51 Module 2: Supporting Documentation Texas Department of Agriculture Revised

52 Module 3: Advanced Practice Texas Department of Agriculture Revised

53 Module 3: Advanced Practice MODULE 3: ADVANCED PRACTICE MODULE 3 INTRODUCTION Module Summary This module provides advanced activities that draw upon knowledge about FPR requirements and supporting documentation to complete FPR documents from start to finish. Topic Module 3 Introduction Topic 1: FPR Practice for Serve Only Campuses Topic 2: FPR Practice for Offer Versus Serve Campuses Appendices Appendix Page Number Appendix 3.1 Activity #1: Completing the Onsite FPR Appendix 3.2 Activity #2: Completing the Onsite FPR Module Objectives By the end of this module, participants will be able to Complete an advanced FPR using available resources to document properly. Texas Department of Agriculture Revised

54 Module 3: Advanced Practice TOPIC 1: FPR PRACTICE FOR SERVE ONLY CAMPUSES Completing an On-Site Food Production Record Activity #1 Activity # 1: Completing an Onsite Food Production Record: Serve Only Directions: Complete an Onsite Food Production Record using the Scenario, Notes and list of Food Items and Portion Sizes listed below. Also use the documentation for each food item provided in Appendix 3.1 (Appendix, pgs ). Scenario: Leroy works for FPR ISD as the Kitchen Manager at Starfruit Elementary. Starfruit Elementary serves grades K-5. As kitchen manager for Starfruit Elementary, Leroy prepares all of the food production records for the cafeteria. 300 students attend Starfruit Elementary and 250 students usually eat in the cafeteria. Additionally, Starfruit Elementary serves 10 teachers and staff daily. Starfruit Elementary practices Serve Only, and children receive a full tray containing all five components at lunch. Please help Leroy prepare a FPR for 10/20/15 using the information below. Please fill out the Food Item, Meal Contribution, Recipe #, Planned Portions and Serving Sizes and Total Amount Prepared columns using the menu below. Notes: Half of the teachers and staff choose chocolate milk and half of the teachers and staff choose plain milk. 200 students choose chocolate milk and 50 students choose plain milk. Assume that Starfruit Elementary did not accumulate leftovers and that exactly 250 students and 10 teachers and adults participated in lunch meals. Food Item Turkey burger on a whole wheat bun Baked beans, canned (in vegetarian sauce) Sliced cucumbers, fresh (unpared) Portion Size 1 each (2.5 oz patty + 2 oz (57 g) bun) ½ cup ¼ cup Pineapple chunks, canned (fruit and liquid) ½ cup Fat free chocolate milk 8 oz 1% plain milk 8 oz Texas Department of Agriculture Revised

55 Module 3: Advanced Practice TOPIC 2: FPR PRACTICE FOR OFFER VERSUS SERVE CAMPUSES Completing an On-Site Food Production Record Activity #2 Activity # 2: Completing an Onsite Food Production Record: OVS Directions: Complete an Onsite Food Production Record using the Scenario, Note and information in the table below. Also use the documentation for each food item provided in Appendix 3.2 (Appendix, pgs ). Scenario: Marissa works for FPR ISD as the Kitchen Manage at Dragon Fruit High School. Dragon Fruit High School serves grades As kitchen manager for Dragon Fruit High School, Marissa prepares all of the food production records for the cafeteria. Dragon Fruit High School operates OVS and students may choose a minimum of 3 of 5 food components at lunch. Based on past FPRs, Marissa plans to serve 225 students and 30 adults per day. Please help Marissa complete the entire FPR for 10/20/15 based on the information below. Note: The staff served 203 students and 18 adults on the day of production. Food Item # Planned Portions: Students # Planned Portions: Adults # Planned Portions: A La Carte Portion Size # Leftover Portions Pepperoni pizza slice 2 slices Cheese pizza slice 10 slices Hamburger, 10% fat each 22 each Steamed broccoli spears, fresh ½ cup 21, ½ cups Corn, canned ½ cup 13, ½ cups Honeydew melon chunks, fresh ½ cup 18, ½ cups Orange slices, fresh ½ cup 16, ½ cups Fat free chocolate milk oz 9, 8 oz 1% plain milk oz 25, 8 oz Texas Department of Agriculture Revised

56 Module 3: Advanced Practice Texas Department of Agriculture Revised

57 Module 4: Management Tool Texas Department of Agriculture Revised

58 Module 4: Management Tool MODULE 4: MANAGEMENT TOOL MODULE 4 INTRODUCTION Module Summary This module provides an overview of how to use the FPR as a management tool in the areas of evaluation and forecasting, demonstrating compliance, communication and organization. Topic Module 4 Introduction Topic 1: Evaluation and Forecasting Topic 2: Demonstrating Compliance Topic 3: Communication Topic 4: Organization Appendices No appendices pertain to this module. Appendix Page Number Module Objectives By the end of this module, participants will be able to Forecast the amount of food to prepare and purchase. Improve the meal service and menu based on the evaluation of past FPRs. Demonstrate compliance using the FPR. Communicate effectively on the FPR in order to improve meal service and menu planning. Discuss the importance of organizing FPRs and supporting documentation. Texas Department of Agriculture Revised

59 Module 4: Management Tool Evaluation and Forecasting with the FPR TOPIC 1: EVALUATION AND FORECASTING Notes: Step 1: Record consumption patterns Step 2: Evaluate customer preferences Step 3: Forecast future needs Discussion: How has studying past food production records helped your school menu plan? Texas Department of Agriculture Revised

60 Module 4: Management Tool Evaluating Customer Preferences Notes: Food for Thought Ask the following questions to evaluate items offered on the menu: Did staff prepare this recipe according to the recipe directions? Do other food items offered compete too strongly for popularity with the offered item? (e.g., offering Rainbow Vegetable Beef Chili alongside Pepperoni Pizza, a student favorite.) Did we offer the food item in a visually appealing way with other food items that complement its visual appeal? Is this the best time to offer this recipe? (e.g., offering soup during hot Texas weather.) Was the food item offered in a place on the line that encourages consumption? (e.g., under bright lights at the front of the line.) Does the food item appear too unfamiliar for the majority of students to want to taste it? Have I taste-tested this recipe with my students? Can you think of any other important questions? Texas Department of Agriculture Revised

61 Module 4: Management Tool Activity: FPR Evaluation Directions: Review the FPR and evaluate the menu offered on this day of meal service using the questions below. Food for Thought 1. What can we tell about customer preferences based on this food production record? 2. Based on the FPR, what reasons did some foods fare less popular than other foods? 3. What are some ideas on how to adjust this menu so that less food is leftover next time the CE offers the menu? Food Item 12. Meal Contribution 13. Recipe # Planned Portions and Serving Sizes 14. Age/Grade _ a. # Portions 14b. Portion Size 17a. # Portions 17. Adults 17b. Portion Size 18a. # Portions 18. A La Carte 18b. Portion Size 19. Total Amount Prepared (Lbs., Quarts, Gallons, or #10 Cans) 20. Leftovers 21. Comments (Optional) 6. Meat/Meat Alternate Sausage Pizza WG Veggie Lasagna 2M, 2G, 1 /8 cup R/O V 2 M, 1G, ½ cup DG V CN slice 5 1 slice 15 1 slice 3 cases + 54 servings (72 servings/case) CN I each 10 I each 5 I each 5 cases (53 servings/case) 30 each none Ran out of pizza at the beginning of 2 nd lunch. Lasagna was good but kids wanted pizza 8. Vegetable Steamed Broccoli, fresh Garden Salad 9. Fruit Berry Bowl Whole red apples, fresh ½ cup V ½ cup V none 500 ½ cup 15 ½ cup 81 lbs broccoli spears 386 ½ cup 34 lbs raw Romaine lettuce pieces; 18 lbs raw shredded carrot; 22 lbs whole cherry R-I ½ cup 15 ½ cup 15 ½ cup tomato 230 ½ cup ½ cup F R ½ cup 15 ½ cup 26 lbs frozen blueberries 28 lbs frozen strawberries, sliced 7 qt Whipped topping, light none 1 cup F None each 15 1 each 3 cases (125 apple/case) 165 each Broccoli looked mushy Romaine lettuce wilted Ran out during 1 st lunch Many whole apples in the trash Texas Department of Agriculture Revised

62 Module 4: Management Tool Forecast Future Needs: Plan Future Meals Directions: Use the steps below to forecast how the menu planner should adjust this menu in the future based on the FPR below. Example: Step 1: Record the number of planned servings and portion sizes of a specific menu item(s). Total # Planned Portions and Serving Size Asian Turkey Burger: Total # Planned Portions and Serving Size Southwest Chicken Salad: Step 2: Prepare the specific menu item(s) in the correct portion sizes for the correct number of servings. Assume that the staff prepared the menu items in the correct amount of planned portion sizes Step 3: Record the amount of leftovers for each menu item. Total # Portions Leftover Asian Turkey Burger: Total # Portions Leftover Southwest Chicken Salad: Step 4: Use the data to plan future meals and make necessary adjustments. Describe your adjustments. Step 1 Asian Turkey Burger Step 3 Asian Turkey Burger = Asian Turkey Burgers served How should the menu planner adjust this menu in the future? Step 1 Southwest Chicken Salad Step 3 Southwest Chicken Salad = Southwest Chicken Salad served How should the menu planner adjust this menu in the future? Planned Portions and Serving Sizes Food Item 12. Meal Contribution 13. Recipe # 14. Age/Grade _ a. # Portions 14b. Portion Size 17a. # Portions 17. Adults 17b. Portion Size 18a. # Portions 18. A La Carte 18b. Portion Size 19. Total Amount Prepared (Lbs., Quarts, Gallons, or #10 Cans) 20. Leftovers 21. Comments (Optional) 6. Meat/Meat Alternate Asian Turkey Burger Southwest Chicken Salad 2M, 2G R each 10 1 each 20 1 each 2 M, 1G, 1 cup DG V R I each 15 I each 10 I each 6 cases (35 buns/case) + 20 buns 8 cases (30 patties/case) + 20 patties none 5 cases fajita chcn. (53, 3 oz servings/case) 3 cases (50/1 oz servings/case) + 25, 1 oz svngs. 89 lbs fresh, romaine lettuce pieces 50 each Ran out of burgers near the end of meal service Greens not fresh Texas Department of Agriculture Revised

63 Module 4: Management Tool Activity: Forecasting with the 3-Day Moving Average Directions: Use the three-day average to forecast the number or servings to plan for the turkey wrap on January 17 th. Part 1: The CE offered the turkey wrap on the menu on September 15 th, October 22 nd and December 3 rd. Menu Item Number of Portions Served 09/15 10/22 12/03 Turkey wrap Number of Planned Portions 01/17 (3-Day Average) 1. (Portions served 09/15) + (Portions served 10/22) + (Portions Served 12/03) = 2. Total number of portions served over three days (answer to #1) 3 = 3. Round the three-day average (answer to #2) up to determine the number of portions to plan for 01/17. Why is it called the three-day moving average? CEs should always recalculate the three-day moving average using the most up-to-date information. We refer to the three-day average as a moving average because CEs should constantly incorporate new data from the most recent days the CE offered the menu item to incorporate new patterns and trends. Part 2: The CE plans to offer the turkey wrap again on March 6 th. Calculate the three-day moving average using the most up-to-date information below. 1. Step 1: Drop the oldest date of service, September 15 th 2. Move the October 22 nd and December 3 rd over to the left one spot. 3. Calculate the new three-day average of the last three times the CE offered the turkey wrap. Menu Item Number of Portions Served 10/22 12/03 01/17 Number of Planned Portions 03/06 (3-Day Average) Turkey wrap Texas Department of Agriculture Revised

64 Module 4: Management Tool Forecast Future Needs: Order Supplies Notes Fill-in-the-Blank Past FPRs may help CEs answer the following purchasing questions: 1. How much should I purchase? 2. How many does a purchase unit provide? 3. What is the number of the product I need to purchase? 4. What is the of the product I need to purchase? 5. What should I purchase my scratch ingredients in? Food for Thought What data does your CE collect on the FPR that helps you order supplies more easily in the future? Texas Department of Agriculture Revised

65 Module 4: Management Tool Forecast Future Needs: Improve Menu Planning Notes Fill-in-the-Blank Once a CE evaluates why an item fares unpopular among students the CE staff should work to improve menu planning. Some ways to improve menu planning include: 1. Revise according to student feedback. 2. Add aromatic seasonings to foods. 3. Decrease the cook time or change the preparation method for foods. 4. Add garnishes and other ingredients that appear. 5. Change the name of dishes to encourage consumption or offer a of the item. 6. Announce the menu over the PA and in teachers boxes. Food for Thought What other ways can you improve menu planning? Texas Department of Agriculture Revised

66 Module 4: Management Tool Document: Demonstrating Compliance TOPIC 2: DEMONSTRATING COMPLIANCE Notes How do I demonstrate compliance on the FPR?* Complete all of the required fields on the FPR on a daily basis. Document all food items offered as part of the reimbursable meal on the FPR. o Includes condiments and special meals such as sack lunches for a field trip. Make sure that the amount recorded in the Total Amount Prepared/Delivered column provides sufficient scratch ingredients to prepare the meals documented on the FPR. Keep documentation to support every food item listed on the FPR. Document the Meal Contribution correctly according to the meal documentation for the food item. Document the Portion Size correctly according to the meal documentation for the food item and to what your staff actually practices onsite. o For example, the FPR lists four nuggets as the portion size but your staff serves three chicken nuggets instead. Make sure that the meals offered meet all meal pattern requirements and dietary specifications. *This list does not exhaust all the ways to demonstrate compliance. CEs 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. Texas Department of Agriculture Revised

67 Module 4: Management Tool TOPIC 3: COMMUNICATION FPR as a Communication Tool: Recordkeeping Notes Menu Planner: The menu planner completes their portion of the FPRs prior to distributing the FPRs to individual kitchens. The menu planner develops the menu or cycle menus far in advance, before the menu is distributed to the individual kitchens. The menu planner enters the Food Item and Meal Contribution and decides the form of each food item listed on the daily menu (e.g., chopped, fresh, canned, etc.) to use. For each menu item, the menu planner records the Recipe Number or manufacturer and product code and enters the appropriate Portion Size for students, adults and a la carte sales. Kitchen Manager: The kitchen manager completes his/her part of the FPR before meal production takes place. The kitchen manager assigns each food item for preparing to a technician or cook. The manager then forecasts the # Portions planned number of servings for students, adults and a la carte sales and records the # Portions on FPR along with the Total Amount to Prepare (optional column to add to the FPR). The kitchen manager keeps the historical records to properly forecast the next time the school offers the menu. Kitchen Staff: Kitchen staff complete their portion of the food production record during and after meal production and service to customers. The staff enters the Total Amount Prepared/Delivered and the actual Number Meals Served by Age/Grade group, Adults and A La Carte meals. Kitchen staff also record information in the leftovers column. Note: The TDA prototype FPRs do not contain a field to record the actual Number Meals Served for A La Carte meals but CEs should record the Number Meals Served for A La Carte sales and may add an additional field to record the information on the FPR prototype forms. Texas Department of Agriculture Revised

68 Module 4: Management Tool Communication to Improve Meal Service and Menu Planning Directions: Take notes in the following spaces. PG page # X The menu planner helps ensure good meal service by communicating the following information on the FPR: The kitchen staff helps ensure improved menu planning by communicating the following information on the FPR: Texas Department of Agriculture Revised

69 Module 4: Management Tool TOPIC 4: ORGANIZATION Organizing FPRs and Meal Pattern Documentation Notes: Food for Thought Directions: Discuss the question and write the responses in the space below. What are some ways that you organize your records related to menu planning and meal production? Texas Department of Agriculture Revised