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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.

Texas Department of Agriculture |Revised 02-22-2016

National School Lunch Program, Food Production Records, Participant Guide



Table of Contents Class Introduction ........................................................................................................................................ 2

Module 1: Fundamentals ............................................................................................................................. 6

Module 1 Introduction ........................................................................................................................................ 6

Topic 1: Introduction to FPRs .............................................................................................................................. 7

Topic 2: FPR Types ............................................................................................................................................. 10

Topic 3: Parts of the FPR ................................................................................................................................... 13

Topic 4: Completing the FPR ............................................................................................................................. 19

Module 2: Supporting Documentation ....................................................................................................... 25

Module 2 Introduction ...................................................................................................................................... 25

Topic 1: The Food Buying Guide ........................................................................................................................ 27

Topic 2: Child Nutrition Labels .......................................................................................................................... 36

Topic 3: Product Formulation Statements ........................................................................................................ 40

Topic 4: Standardized Recipes........................................................................................................................... 42

Module 3: Advanced Practice ..................................................................................................................... 47


Topic 1: FPR Practice for Serve Only Campuses ................................................................................................ 48

Topic 2: FPR Practice for Offer Versus Serve Campuses ................................................................................... 49

Module 4: Management Tool ..................................................................................................................... 52


Topic 1: Evaluation and Forecasting ................................................................................................................. 53

Topic 2: Demonstrating Compliance ................................................................................................................. 60

Topic 3: Communication ................................................................................................................................... 61

Topic 4: Organization ........................................................................................................................................ 63



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

Icons

Discussion

Group Activity

Individual Activity

Media

Important Dates

Reminder

Resources

Tip

Note

Texas Department of Agriculture |Revised 02-22-2016 1



National School Lunch Program, Food Production Records, Participant Guide 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.

CLASS 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 Outline

Class Materials

Participant Guide (PG) Appendix Pencils/pens Blank FPRs Calculators

Module Estimated Time

Module 1: Fundamentals 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


National School Lunch Program, Food Production Records, Participant Guide 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.

MODULE 1: FUNDAMENTALS



TOPIC 1: INTRODUCTION TO FPRS What is a Food Production Record?

Notes

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).

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).

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?



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



When Should I Use a Food Production Record?

Notes

Food Production Record Uses

Notes

Directions: Take notes below if you like. 1. Plan: _________________________________________________________________________

2. Communicate: _________________________________________________________________

3. Control: ______________________________________________________________________

4. Document: ____________________________________________________________________

5. Forecast: ______________________________________________________________________

Day(s) before meal service

The TDA reviews

FPRs during an AR

Day of meal

service

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 report

information about the prepared

and served menu items at the

time of meal service.

Production staff should complete

the FPR for meals served that day

immediately following meal service

and should document any leftovers.



TOPIC 2: FPR TYPES Meal Pattern Terminology Review

Notes

Group Activity: Meal Pattern Terminology Review

What are the food item(s)? The menu item(s)? The food components?

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.



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 7th and 8th 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 5th 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 www.squaremeals.org. Click on the “National School Lunch Program” tab in the “Programs” tab. Then click on “NSLP Administration & Forms.”



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.



TOPIC 3: PARTS OF THE FPR Food Production Record Differences

Notes



Onsite Kitchen FPR: Sections 1-13

1. Contracting Entity (CE) Name: ____________________________

2. Site Name: _______________________________________________

4. Number Meals Served:

4a. Students ________

5. Date: ____________

3. Meal Service: Breakfast Lunch Snack Supper

4b. Adults ___________

3a. Type of Service: OVS Serve Only

4c. Total ____________

Food Item

12. Meal

Contri-bution

13. Recipe #

Planned Portions and Serving Sizes

19. Total Amount Prepared (Lbs., Quarts, Gallons,

or #10 Cans) 20.

Leftovers

21. Comments (Optional)

14. Age/Grade _____

15. Age/Grade _____

16. Age/Grade _____

17. Adults

18. A La Carte

14a. # Portions

14b. Portion

Size

15a. # Portions

15b. Portion

Size

16a. # Portions

16. Portion

Size

17a. #

Portions

17b. Portion

Size

18a. # Portions

18b. Portion

Size

6. Meat/Meat Alternate

7. Grain

8. Vegetable 9. Fruit 10. Milk 11. Other/

Condiment

Daily Food Production Record for Onsite Kitchen

This FPR has been modified to fit on this page. Modifications

include deletion of extra rows in the “Food Item” column.



Onsite Kitchen FPR: Sections 14-21

1. Contracting Entity (CE) Name: ____________________________

2. Site Name: _______________________________________________

4. Number Meals Served:

4a. Students ________

5. Date: ____________


4b. Adults ___________


4c. Total ____________

Food Item

12. Meal

Contri-bution

13. Recipe #



or #10 Cans) 20.

Leftovers


14. Age/Grade _____

15. Age/Grade _____

16. Age/Grade _____

17. Adults

18. A La Carte

14a. # Portions

14b. Portion

Size

15a. # Portions

15b. Portion

Size

16a. # Portions

16. Portion

Size

17a. #

Portions

17b. Portion

Size

18a. # Portions

18b. Portion

Size


7. Grain 8. Vegetable 9. Fruit 10. Milk 11. Other/

Condiment

Daily Food Production Record for Onsite Kitchen

This FPR has been modified to fit on this page. Modifications




Central Kitchen FPR

1. Contracting Entity (CE) Name: __________________________________

5. Date: _________

2. Meal Preparation Site:__________________________________________ 4. Meal Service: Breakfast Lunch Snack Supper

3. Receiving Sites: ________________________________________________

Food Item

12. Meal

Contri-bution

13. Recipe

#



#10 Cans, or Pans)

20 Quantity Sent to Each Site 14.

Age/Grade _____ 15.

Age/Grade _____ 16.

Age/Grade _____ 17.

Adults 18.

A La Carte

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

20a. _____ Site

20b. _____ Site

20c. _____ Site

20d. _____ Site


7. Grain

8. Vegetable

9. Fruit

10. Milk 11. Other/ Condiment

Daily Food Production Record for Central Kitchen This FPR has been modified to fit on this page. Modifications




Receiving Kitchen FPR

1. Contracting Entity (CE) Name: _____________________________

2. Site Name: ______________________________________________

5. Number Meals Served: 5a. Students ____________ 6. Date: _____________

3. Meal Preparation Site: ____________________________________

5b. Adults ______________


5c. Total _______________


Food Item

13. Meal

Contri-bution

14. Recipe #

Planned Portions and Serving Sizes 20. Total Amount Delivered

(Lbs., Quarts, Gallons, # 10 Cans. or Pans)

21. Leftovers


15. Age/Grade _____

16. Age/Grade _____

17. Age/Grade_____

18. Adults

19. A La Carte

15a. # Portions

15b. Portion

Size

16a. # Portions

16b. Portion

Size

17a. # Portions

17b. Portion

Size

18a. # Portions

18b. Portion

Size

19a. # Portions

19b. Portion

Size


8. Grain

9. Vegetable

10. Fruit

11. Milk

12. Other/ Condiment

Daily Food Production Record for Receiving Kitchen This FPR has been modified to fit on this page. Modifications




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.



TOPIC 4: COMPLETING THE FPR FPR Hints

Notes

Food Items, Recipe #, Total Amount Prepared/Delivered

Food Item

12. Meal

Contri-bution

13. Recipe

#


14. Age/Grade _9-12____

17. Adults

18. A La Carte


or #10 Cans) 20.

Leftovers


14a. # Portions

14b. Portion

Size

17a. # Portions

17b. Portion

Size

18a. # Portions

18b. Portion

Size


Hoagie Sandwich (sack lunch)

3M, 2G

R-133

250 1 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-112 250 ½ cup 5 ½ cup

54 lbs. chopped, frozen broccoli 10 ½ cup

The Food Buying Guide (FBG) for School

Meal Programs may assist CE staff in

determining the total amount necessary

to prepare the planned servings.

Record each

food/menu item

on its own row.

List sack lunch items.

Record whether the food item is

fresh, canned, frozen, dried, etc. List a recipe number for items

with two or more ingredients.

You may record an item with

multiple components on one row.

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.



FPR Key Points (1-7)

Notes

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).

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.

To



FPR Key Points (8-15)

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.

To



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


National School Lunch Program, Food Production Records, Participant Guide Module 2: Supporting Documentation




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 10-13 Appendix 2.2: Guidance for Accepting Processed Product Documentation for Meal Pattern Requirements

14-17

Appendix 2.3: CN Labels Copied with a Watermark Acceptable Documentation 18-19 Appendix 2.4: Product Formulation Statement for Grains Products – Sample Template 20-21 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 24-25 Appendix 2.8: The Reviewer’s Checklist for Evaluating Manufacturer Product Formulation Statements (M/MAs)

26-30

Appendix 2.9: Tip Sheet for Accepting Processed Product Documentation 31

Module Objectives


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.

MODULE 2: SUPPORTING DOCUMENTATION



Product Documentation

What resources support the food items recorded on the FPR? 1. 2. 3. 4.

Notes

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.



TOPIC 1: THE FOOD BUYING GUIDE Food Buying Guide The Food Buying Guide (FBG) for School Meal Programs is divided into the following sections:

Resources: o Find the FBG for School Meal Programs at http://www.fns.usda.gov/tn/food-buying-guide-school-

meal-programs.

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 www.theicn.org).

Notes:

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)

http://www.fns.usda.gov/tn/food-buying-guide-school-meal-programs

http://www.fns.usda.gov/tn/food-buying-guide-school-meal-programs

http://www.theicn.org/



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.



Yield Definition

Notes

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

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.



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).”



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.



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: Use this information (for all questions):

1. What serving size does the FBG yield data table (Column 4) indicate?

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)?



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:

Food Item

12. Meal

Contri-bution

13. Recipe

#

Planned Portions and Serving Sizes 11/10/16

14. Age/Grade _K-5

17. Adults

18. A La Carte


or #10 Cans) 20.

Leftovers


14a. # Portions

14b. Portion

Size

17a. # Portions

17b. Portion

Size

18a. # Portions

18b. Portion

Size

8. Vegetable

Glazed Green Beans

½ cup other V

USDA-1000 250 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 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

Beans, Green, fresh Trimmed

Whole Ready-to-use

Pound

Pound

Pound

22.00

12.40 16.40

1/4 cup whole, raw vegetable

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

4.6

8.1 6.1

1 lb AP = 1 lb (about 5-3/8 cups) ready-to-cook

1 lb AP = 0.86 lb (about 3 cups) cooked, drained beans 1 lb AP = 1 lb (about 4 cups) ready-to-cook beans

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



Two Food Purchase Calculation Methods

Notes

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

Method 1 uses Column 3 of the FBG: Servings per Purchase Unit.

Step 1: Determine the number of servings

needed.

Step 2: Determine the servings per purchase

unit.

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.

Method 2 uses Column 5 of the FBG: Purchase Units for 100 Servings.

Step 1: Determine the number of servings

needed.

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 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.



Food Buying Guide Practice Activity

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. 10-13). Write the amount in the “Total Amount Prepared Column.”

Food Item

12. Meal

Contri-bution

13. Recipe

#


14. Age/Grade _K-5

17. Adults

18. A La Carte


or #10 Cans) 20.

Leftovers


14a. # Portions

14b. Portion

Size

17a. # Portions

17b. Portion

Size

18a. # Portions

18b. Portion

Size


Spaghetti w/meat sauce (20% fat grnd bf)

2 M/MA 1G ¼ cup RO V

USDA-D-35 90

1 cup (8 oz. ladle) 10

1 cup (8 oz. ladle)

.

7. Grain

8. Vegetable

Romaine lettuce, fresh (Garden Salad )

½ cup DG V 90 1 cup 10 1 cup

Tomato, fresh (Garden Salad)

¼ cup RO V 90 ¼ cup 10 ¼ cup

Green beans, canned

½ cup other V

90 ½ cup 10 ½ cup

9. Fruit

Applesauce, canned

½ cup F 90 ½ cup 10 ½ cup

10. Milk

FF Chocolate 8 oz. milk 60 8 oz. 5 8 oz. 65, ½ pints

1% Plain 8 oz. milk 30 8 oz. 5 8 oz. 35, ½ pints

11. Other/ Condiment Ranch salad dressing none 90 2 tbsp. 10 2 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.

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.

Blueberry Elementary School Menu

Spaghetti Italiano

Garden Salad

Green Beans

Applesauce

Milk

To



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.

TOPIC 2: CHILD NUTRITION LABELS What is a Child Nutrition (CN) Label?

Notes:

CN Label Example

090430

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

CN CN

Visit

www.fns.usda.gov

/cnlabeling/child-

nutrition-cn-

labeling-program

for more

information on CN

labels.

http://www.fns.usda.gov/cnlabeling/child-nutrition-cn-labeling-program






What Food Products Contain CN Labels? Notes:

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.

Write down the products that typically contain CN Labels.



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

090430

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

CN CN

CN Label Statement



CN Label Documentation Notes:

Resources:

Appendix 2.2, pgs. 14-17: Refer to TA 07-2010 (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. 18-19: Refer to SP 11-2015 (v2), CN Labels Copied with a Watermark Acceptable Documentation, (March 11, 2015).

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.



TOPIC 3: PRODUCT FORMULATION STATEMENTS What is a Product Formulation Statement?

Notes:

Resources:

Appendix 2.2, pgs. 14-17: Refer to TA 07-2010 (v.3), Guidance for Accepting Processed

Product Documentation for Meal Pattern Requirements (MPR), (November 26, 2014).

o Appendix 2.4-2.7 pgs. 20-25: Refer to blank sample templates Product Formulation

Statements for G, V, F and M/MA.

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?



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. 26-30: 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.



TOPIC 4: STANDARDIZED RECIPES 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 www.theicn.org.



Standardized Recipe Example



Standardized Recipe Benefits Notes:

Food for Thought: What are some benefits to using standardized recipes?


National School Lunch Program, Food Production Records, Participant Guide Module 3: Advanced Practice




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 36-41 Appendix 3.2 Activity #2: Completing the Onsite FPR 42-47

Module Objectives


Complete an advanced FPR using available resources to

document properly.

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. 36-41).

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 Portion Size

Turkey burger on a whole wheat bun 1 each (2.5 oz patty + 2 oz (57 g) bun)

Baked beans, canned (in vegetarian sauce) ½ cup

Sliced cucumbers, fresh (unpared) ¼ cup

Pineapple chunks, canned (fruit and liquid) ½ cup

Fat free chocolate milk 8 oz

1% plain milk 8 oz

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.



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. 42-47).

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 100 10 10 1 slice 2 slices

Cheese pizza 75 5 10 1 slice 10 slices

Hamburger, 10% fat 50 15 10 1 each 22 each

Steamed broccoli spears, fresh

150 30 0 ½ cup 21, ½ cups

Corn, canned 300 30 10 ½ cup 13, ½ cups

Honeydew melon chunks, fresh

225 30 0 ½ cup 18, ½ cups

Orange slices, fresh 225 30 0 ½ cup 16, ½ cups

Fat free chocolate milk 300 10 5 8 oz 9, 8 oz

1% plain milk 150 20 5 8 oz 25, 8 oz

Scenario:

Marissa works for FPR ISD as the Kitchen Manage at Dragon Fruit High School. Dragon Fruit High School serves

grades 9-12. 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.


National School Lunch Program, Food Production Records, Participant Guide Module 4: Management Tool




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 Appendix Page Number No appendices pertain to this module.

Module Objectives


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.

MODULE 4: MANAGEMENT TOOL



TOPIC 1: EVALUATION AND FORECASTING Evaluation and Forecasting with the FPR

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?



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?



Activity: FPR Evaluation

Directions: Review the FPR and evaluate the menu offered on this day of meal service using the questions below.

Food Item

12. Meal

Contri-bution

13. Recipe

# Planned Portions and Serving Sizes

14.

Age/Grade _9-12____ 17.

Adults 18.

A La Carte


or #10 Cans) 20.

Leftovers


14a.

# Portions

14b. Portion

Size

17a. # Portions

17b. Portion

Size

18a. # Portions

18b. Portion

Size


Sausage Pizza

2M,

2G, 1/8

cup R/O V

CN -100200 250 1 slice 5 1 slice 15 1 slice

3 cases + 54 servings (72 servings/case) none

Ran out of pizza at the beginning of 2nd lunch.

WG Veggie Lasagna

2 M, 1G, ½ cup DG V

CN-100300 250 I each 10 I each 5 I each 5 cases (53 servings/case) 30 each

Lasagna was good but kids wanted pizza

8. Vegetable

Steamed Broccoli, fresh

½ cup V

none 500 ½ cup 15 ½ cup 81 lbs broccoli spears 386 ½ cup

Broccoli looked mushy

Garden Salad ½ cup V

R-I64 500 ½ cup 15 ½ cup 15 ½ cup

34 lbs raw Romaine lettuce pieces; 18 lbs raw shredded carrot; 22 lbs whole cherry tomato 230 ½ cup

Romaine lettuce wilted

9. Fruit

Berry Bowl ½ cup F R-150 185 ½ cup 15 ½ cup

26 lbs frozen blueberries 28 lbs frozen strawberries, sliced 7 qt Whipped topping, light none

Ran out during 1st lunch

Whole red apples, fresh

1 cup F None 315 1 each 15 1 each

3 cases (125 apple/case) 165 each

Many whole apples in the trash

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?



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? _________________________________________________

Food Item

12. Meal

Contri-bution

13. Recipe

#


14. Age/Grade _9-12____

17. Adults

18. A La Carte


or #10 Cans) 20.

Leftovers


14a. # Portions

14b. Portion

Size

17a. # Portions

17b. Portion

Size

18a. # Portions

18b. Portion

Size


Asian Turkey Burger

2M, 2G R-25 200 1 each 10 1 each 20 1 each

6 cases (35 buns/case) + 20 buns 8 cases (30 patties/case) + 20 patties none

Ran out of burgers near the end of meal service

Southwest Chicken Salad

2 M, 1G, 1 cup DG V R-126 150 I each 15 I each 10 I each

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

Greens not fresh



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 17th. Part 1: The CE offered the turkey wrap on the menu on September 15th, October 22nd and December 3rd.

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. ________________________________________________________________________

Part 2: The CE plans to offer the turkey wrap again on March 6th. Calculate the three-day moving average using the most up-to-date information below.

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

2. Move the October 22nd and December 3rd 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 Number of Planned Portions

01/17 (3-Day Average) 09/15 10/22 12/03

Turkey wrap 155 162 170

Menu Item Number of Portions Served Number of Planned Portions

03/06 (3-Day Average) 10/22 12/03 01/17

Turkey wrap 162 170 158

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.



Forecast Future Needs: Order Supplies

Notes

Food for Thought

What data does your CE collect on the FPR that helps you order supplies more easily in the future?

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?



Forecast Future Needs: Improve Menu Planning

Notes

Food for Thought

What other ways can you improve menu planning?

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.



TOPIC 2: DEMONSTRATING COMPLIANCE Document: 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.



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.



Communication to Improve Meal Service and Menu Planning

PG page # X Directions: Take notes in the following spaces. 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:



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?


National School Lunch Program, Food Production Records, Participant Guide Conclusion



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.

In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal

or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.

Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they

applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available

in languages other than English.

To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a

letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by:

(1) mail: U.S. Department of Agriculture

Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410;

(2) fax: (202) 690-7442; or

(3) email: [email protected].

This institution is an equal opportunity provider.

http://www.ocio.usda.gov/sites/default/files/docs/2012/Complain_combined_6_8_12.pdf

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

mailto:[email protected]