Production Records Spring 2013

1. Production RecordsSpring 2013 Cheriee Watterson, Child Nutrition Program Specialist Child & Adult Nutrition Services

2. Production Records • Are required by regulation • Show how planned meals contribute to meal pattern requirements for each grade group • Helps identify information needed for nutrient analysis

3. Production Records • Provide documentation of every reimbursable meal required to receive federal reimbursement • Supports the monthly claim for reimbursement • Must be kept on file for three plus the current school year

4. To Summarize: Production records must provide enough documentation to determine how the school meals contribute to meeting the grade group daily and weekly component requirements and nutrient requirements over the week

5. Other uses for Production Records: • To help forecast future food preparation when same or similar menu is planned • Adjusting menu choices • Removing unpopular menu items • Increasing or decreasing production quantity

6. Who completes Production Records? • A Team Approach is best! • Menu Planner • Kitchen Manager • Food Nutrition Assistants / Food service staff

7. Menu Planner

8. Kitchen Manager

9. Food Nutrition Assistants/ FS Staff

10. Production Records Must Record: • The # of reimbursable meals planned and actually served • All menu items (or food items) planned for reimbursable meals, including condiments and fruit & vegetable bar offerings • May document on food bar PR • Serving sizes for each grade group Green handout

11. Production Records Must Record: • Recipes used • Note if USDA recipe or local recipe • Brand names, CN label #, & identification numbers of commercially prepared food products • Total amounts of foods planned & actually served

12. Production Records Must Record: • Documentation of a la carte, adult, and other non-reimbursable meals • Including # of portions for each of these food items • Documentation of substitutions and/or leftovers used

13. Production Records Must Record: • Central or base kitchens • Records of amounts of food shipped to each satellite or receiving kitchen • Total production for each site

14. Production Record Reminders: • List all menu items including condiments and leftovers • Do not record minimum offer versus serve serving sizes • Daily Production Record and Food Bar Form must contain all required components in at least minimum amounts

15. Production Record Reminders: • Must have standardized recipes for all foods prepared at school with more than 1 ingredient • List milk varieties on separate lines • Use Single Day or Multi Day Food Bar Production Record when offering a daily food bar Green Handout

16. Production Records & other forms

17. www.doe.sd.gov/cans/nslp.aspx

21. Menu Planning Worksheet • Record the daily menu • Track vegetable subgroups • Track weekly range for meat/meat alternate • Track weekly range for grains • Track daily and weekly servings for vegetable, fruit, and milk

22. Information Needed for Menu Planning Worksheet • One week of menus for each reimbursable line • Standardized recipes for items used that week with component contributions • Contribution information for each processed menu item (CN label, manufacturer’s product formulation statement) used that week • Serving sizes for grade groups (from daily food production record)

23. Enter Food Group Contributions

24. Menu Planning Worksheet & Multiple Entree or Grain Choices • Daily minimums and daily maximums are totaled for the week • Daily minimum amounts must add up to at least the minimum oz.-equivalents for the week • Daily maximums must add up to no more than the maximum for the week • Maximums are exempt in SY13-14

25. Multiple Choice Example K-5

26. Green Handout

29. Tips and tricks A review of the basics

30. Basic math for converting different units Example of 2 different servings sizes 1/2 c and 1 c: • Convertthe 1/2 cup to full cups by dividing 60 by 2 • 60 divided by 2 = 30 cups • Addall the remainder cup servings to equal 150 cups needed (column H)

31. Basic math for converting different units Example of 2 different servings sizes 3/4 c and 1 c: • Convert the ¾ cup to cups by multiplying 60 x .75 • 60 X .75 = 45 cups • Addall the remainder cup servings to equal 165 cups needed(column H)

32. FOOD BUYING GUIDE FOR SLICED PEACHES • To figure Total Units Prepared

33. FBG – Section 2 Fruit • Page 2-96 • http://teamnutrition.usda.gov/library.html

34. FBG- Section 2 Fruit: Pineapple, canned, Chunks in juice

35. To figure Total Units Prepared FOOD BUYING GUIDE FOR Pineapple Chunks • 49.9 - 1/4 cups per #10 can • Basic math: • 49.9 divided by 4 = 12.475 cups per #10 can • 150 cups needed divided by 12.475 = 12 #10 cans needed Rounding

36. TOTAL UNITS PREPARED FOOD BUYING GUIDE FOR CUT GREEN BEANS • 45.3 - ¼ cups per #10 can • Basic math: • 45.3 divided by 4 = 11.32 cups per #10 can • 165 cups needed divided by 11.32 = 14.5 #10 cans • Round up to be sure you prepare enough

37. Standardized Recipes • USDA Recipe I-08 Broccoli, Cheese, and Rice Casserole

38. Standardized Recipes • USDA Recipe I-08 Broccoli, Cheese, and Rice Casserole

39. CN Labels • Clearly identifies the component contribution toward the meal pattern requirements. • It protects a school from exaggerated claims about a product. • Provides a warranty against audit claims, if used according to the manufacturer's directions.

40. Identifying CN Labels • The CN logo (a distinct border) • The meal pattern contribution statement • A 6-digit product identification number • USDA/FNS authorization statement • The month and year of approval.

41. Production Record Activity

42. Questions? Thank you!

43. Contact us! • Email me: cheriee.watterson@state.sd.us • firstname.lastname@state.sd.us • Phone: 605-773-3413 • Fax: 605-773-6846