Efficient Recipe Standardization for Quality School Nutrition Program

1. Developing Standardized that Work! North Carolina Department of Public InstructionSafe and Healthy Schools Support Division Child Nutrition Services SectionSeptember 2013 USDA is an equal opportunity provider and employer.

2. Objectives • Understand characteristics of effective standardized recipes • Recognize the value of usable recipes for a quality child nutrition program and successful Administrative Review • Learn recipe writing strategies to increase employee compliance

3. What is a Standardized Recipe? A standardized recipe is one that has been tested to provide an established yield and quantity through the use of ingredients that remain constant in both measurements and preparation methods. Note: Quantity recipes and Standardized recipes are not always the same!

4. What is a Standardized Recipe? A standardized recipe is one that is: • tried and tested in your facility • adapted for your operation • verified for accuracy • consistently used!

5. What is a Standardized Recipe? Produces the same high quality results and yield every time by using the same: • Preparation procedures • Type of equipment • Quantity and quality of ingredients.

6. What menu items need standardized recipes? All menu items should have recipes and every recipe used in your kitchen should be standardized.

7. Well developed Standardized Recipes provide: • Quality Control • Cost Control • Consistent Yield

8. Quality Control Students expect to be served a delicious, well-prepared meal each time they eat in the cafeteria.

9. Cost Control Because standardized recipes specify exact amounts and types of ingredients managers or administrators may: • accurately calculate plate cost • plan purchasing and storage needs • prepare only the amounts of food needed

10. Serving portions larger than the planned menu increases food costs.

11. Calculating the extra cost of over portioning Casserole Yield: 25 servings Cost per serving per pan: 20 serving yield $0.58 25 serving yield $0.46 Difference + $0.12 $0.12 per serving X 600 servings X 60 school days = $4,320.00 extra cost!!

12. Portion Control A Standardized recipe will yield the same number of portions each time prepared. This will eliminate excess amounts of leftovers or the need for last minute substitutions.

13. Writing recipes that work…Where to start??? • Interview employees who prepare quality foods • Ask for favorite or most often used recipes • Start with a reliable quantity recipe (such as USDA recipes, quantity cook books, etc.)

14. Ask employees! • How do you prepare the menu item? • What ingredients do you use? • How much of each ingredient? Do you weigh on scales or measure with volume utensils? • What equipment and utensils do you use? • What pan size? • How do you portion the product and how many portions do you get?

15. Write the basic recipe • Use information provided by the employees preparing the product • Write down ingredients, amounts, and preparation methods • Determine if a recipe may need modification of ingredients, such as fat, salt or sugar • Determine the expected number of portions based on the Food Buying Guide (FBG)

16. Test the recipe • Start by making small portions of the recipe • Follow preparation instructions closely • Change one ingredient at a time • Record all changes • Yield test • Taste test • Repeat the process as needed

17. Fine Tune and Write Simple Recipes • Adjust as needed for taste, cost, nutritional integrity and/or meal pattern compliance • Write final recipes so that they are easy for employees to prepare • Round off weights and measures using full purchase units (lbs, #10 cans, etc.) when possible • Remember that is not always practical to write recipes to yield 50 or 100 servings!

18. Consider “rounding” the measures/weights: 3 cups onions, 4 cups celery, 3 1/2 lb raw rice, 3 cups peas, 1 cup of soy sauce, etc. Test for acceptance, establish in-house yield data, and adjust portion size!

19. Let’s look at an example….Writing your recipes - How many portions do you get from….??? Two #10 cans of green beans will fit into a steam table pan. You plan to season the pan of beans with chicken base.

20. Writing your recipes - How many portions do you get from….??? Number of units used divided by the number of units for 100 servings specified in the FBG times 100. ______ / ________ X 100 = ________ No of units units from FBG No. of portions used expected

21. Using the Food Buying Guide to check the expected yield …How many (1/2 cup) Veg component contributions of green beans are yielded? • 4.6 #10 cans are needed for 100 (½ cup) portions • You are using 2 cans. • Therefore, 2 cans divided by 4.6 cans per 100 (1/2 cup) portions X 100 = 43 (1/2 cup) portions

22. Then determine the portion control utensil needed to yield 43 servings based on 4.6 #10 cans from 100 (1/2 cup) portions.

23. Seasoned Green Beans You will note that the recipe is written for 2 cans of beans and 1 cup of seasoning because these are easy measures and will fit into one steam table pan. The number of expected servings are calculated using the FBG. Exact cooking, serving, and reheating instructions are provided.

24. Use the recipe for food ordering and preparation! A manager or employee can easily tally the number of cans and calculate the approximate number of portions. For example: 8 cans X 43 portions per recipe using 2 cans = 172 (1/2 cup) portions.

25. Let’s work through an example for Bean Burritos … 1. Interview the employee and learn the amounts and types of each ingredient used.

26. Let’s work through an example for Bean Burritos… 2. Determined the number of portions based on meal component contribution: • 2 cans veg. beans divided by 4.4 cans per 100 (2 oz MA) portions X 100 = 45 portions • 2 lb cheese divided by 12.5 lb per 100 (2 oz MA) portions X 100 = 16 portions • 45 + 16 = maximum 61 portions (2 oz M/MA)

27. Let’s work through an example for Bean Burritos… 3. Round off weights and measures as appropriate. 4. Prepare the recipe and determine acceptability for taste, cost, etc. 5. Yield test the product to determine how to portion to get no more than 60 servings (rounded down for convenience). 6. Write clear and complete instructions. 7. Complete another test and continue revisions if needed.

29. Consider placing a picture on your recipe!

30. Once recipes are tried and tested, then verify for completeness and accuracy!

31. Use NFMI’s Measuring Success Decision Guide to Verify Recipes http://www.nfsmi.org/documentlibraryfiles/PDF/20090506091901.pdf

32. Appendix A: Page 1 of the Decision Guide for Checklist for Reviewing Recipes During Recipe Verification Phase…..

33. Use the NFMSI Verification Checklist to ask: • Does the title reflect recipe content and is it appealing to the customer? • Are recipes organized by proper category (i.e. meal pattern, menu group, or local categories)? • Are ingredient names clear, specific, and listed in order used?

34. Ask, continued …. • Is the correct ingredient weight or volume given? • Do written instructions clearly and specifically describe what needs to be done to prepare the menu item? • Are cooking times/temperatures and other CCPs for cooling/reheating clearly stated?

35. Ask, continued …. • Is serving size stated(scoop/spoodle size, weight, or portion size such as 1/24th cut, etc.)? • Is the yield/number of portions indicated? • Is preparation, cooking, and serving equipment specified? • Does the recipe give information about meal contribution?

36. Characteristics of the final recipe • Rounded weights and measures that are simple to use • Clear instructions that are logical and easy to follow • Yields that match the purchase units of the ingredients • Even amounts of ingredients that can be sized easily if needed

37. Weights, Measures, and Yields

38. Measures Teaspoons, Tablespoons, Cups, Quarts and Gallons are liquid or volume measurements • 3 tsp = 1 Tbsp • 1 Tbsp = ½ fluid ounce • 1 Cup = 8 fluid ounces • 1 Quart = 32 fluid ounces = 4 cups • 2 Quarts = 64 fluid ounces = 8 cups • 1 Gallon = 128 fluid ounces = 16 Cups

39. Volume Measurements for portion control(Scoops) • #16 scoop 16 level scoops = 1 Quart (Qt) • #12 scoop 12 level scoops = 1 Qt • #8 scoop 8 level scoops = 1 Qt

40. Volume Measurements (spoodles and ladles) • 16 (2 oz) spoodles = 1 Quart • 8 (4 oz) spoodles = 1 Quart • 32 (1 oz) ladles = 1 Quart • 16 (2 oz) ladle = 1 Quart • 8 (4 oz) ladles = 1 Quart Spoodles and Ladles are labeled in fluid measurements (i.e.: 1 oz., 2 oz., 4 oz., etc.)

41. Weight Measures Use the scales when: • a recipe states pounds or lb • a recipe states ounces or oz Remember that a fluid ounce (i.e. volume) measure does not always weigh one ounce on the scales! For example, 1 cup of flour (which is 8 oz by volume) weighs only 4 ounces!

42. Inaccurate weighing and measuring creates problems • All-purpose flour: • Weight: 8 oz = 826 calories • Volume: 1 cup = 455 calories • Chopped carrots • Weight: 8 oz = 93 calories • Volume: 1 cup = 52 calories

43. Nutrient Analysis Accuracy A standardized recipe will yield the same number of portions each time it is prepared and the nutritional value will remain constant.

44. Substituting Ingredients creates problems! It changes the nutritional value! It may make students sick or cause death if they have allergies!

45. Standardized Recipes … • An important management tool • Ensure consistent quality, quantity, and food safety • Needed for nutritional analysis

46. Using Simplified Standardized Recipes Provide Many Benefits! • Increased Employee Confidence • Consistent Quality • Increased Customer Satisfaction • Predictable Yield • Consistent Nutrient Content • Cost Control – Inventory, Purchasing, and Labor • Reduced Record Keeping

47. Here are a few examples…