WEBVTT
	
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- Thank you for viewing
the training

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Standardized Recipes for School
Nutrition Programs.

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The goal of this training
is to give you an introduction

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to standardized recipes

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and to get you thinking about
how they can be used

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in your school or district.

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First, we'll watch a video from

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the Institute
of Child Nutrition,

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formally known as NSFMI,

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titled Measuring Success
with Standardized Recipes.

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Next we'll define
standardized recipes

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and discuss the benefits

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of using them
in your meal program.

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We then will look at the
essential and optional elements

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of a standardized recipe

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and resources for finding
or writing your own

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standardized recipes.

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[light music]

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- Hi, Heather. How you doing?
- Good.

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- Is this your third pan?
- No, it's my fourth.

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- Your fourth? You're kidding!

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We only have one pan left
back there

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and one more period to go.

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I'm gonna have to do something
really quick.

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Oh, and that serving there
looks a little heavy.

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I hope it'll last.

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Brad, we're making hamburgers
on a bun

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and we're gonna need them
really quick.

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- This is Cathy.

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She's the food service manager
at Jason Junior High School

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and she has a problem.
- Thank you.

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- Okay.

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[frantic music]

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- It's not just getting through
this food shortage.

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It's also trying to reconstruct

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what went wrong
in the first place.

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A big question is: How much
casserole was really made?

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The recipe says it should make
250 servings.

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Did the shortage happen
in the kitchen,

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or the serving line?

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How large were the portions
they served?

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And now that she's used
hamburger patties,

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buns, and green beans
not planned for today

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how is her inventory affected
for upcoming menus?

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And what was the nutrient
content per serving?

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[upbeat music]

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- Is everything under control?

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- Yeah, we made it.

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- Oh.

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[relaxing music]

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- As a professional, Cathy
should have all the answers,

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but how can she know
what really happened

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when things don't go
as expected?

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She knows that nutrient content
and recipe yield

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are based on
standardized recipes.

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She thinks she's been using
standardized recipes for years,

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but lately they just
haven't been working

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as well as they should.

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What's been going wrong?

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Maybe she should review
the basics.

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What really is
a standardized recipe anyway?

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A standardized recipe
is one that has been tried,

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adapted, and retried
several times

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for use by a given
food service operation

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and has been found to produce
the same good results and yield

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every time when exact
procedures are used

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with the same type of equipment

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and the same quantity
and quality of ingredients.

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So a standardized recipe
is one that she and her staff

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have adapted
in their own kitchen

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for their own kitchen.

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A custom recipe
that's sure to work every time,

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yielding the same product
amount and portion size,

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provided they follow
the directions exactly

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as they had developed it.

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Then, of course,
that means she'll know

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what the nutrient content is

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because it will relate
directly, portion for portion,

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to the nutrients in the
original recipe they adapted.

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If the recipes
are standardized,

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why aren't they getting the
number of portions they need?

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Was the problem in the kitchen,
or was it the recipe?

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Maybe she should find out more

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about how to standardize
a recipe.

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There are three basic phases
in standardizing a recipe:

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Verify by reviewing the recipe,
making it,

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and recording any quantity,
equipment,

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and procedural changes.

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Evaluate what you have done
for edible quality

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and acceptability.

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If it is acceptable,
then adjust the yield

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to a new quantity.

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You may repeat these phases
several times

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to be sure you end up
with the correct quantities

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and quality.

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As you will see,
the most important part

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of a standardized recipe
is in the measurement.

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Let's take a closer look.

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Any recipe can be standardized,

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including quantity recipes from
sources such as the USDA Toolkit

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and recipes from home.

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As an example, let's standardize
the quantity recipe

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that Cathy used
in her school today.

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Let's talk about how you would
verify, evaluate, and adjust

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a basic 25-serving recipe

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to standardize it
for your operation.

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When verifying a recipe,

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you need to review
its ingredients.

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Note any as purchased
edible portion

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and ingredient yield issues.

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That is, how much do you
actually need to buy

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to get the required
edible portion?

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For example, Cathy's recipe
calls for 5 ounces

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of diced green peppers.

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You know you will need to start
with more

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because you will lose some
when you cut and clean them.

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Based on the USDA
Food Buying Guide,

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you will need to start with
6 ounces of green pepper

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to get the 5 ounces of diced
ready to eat product.

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When you are sure you have

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the correct amount
of each ingredient,

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you can make the original recipe
as it is written

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to verify it.

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Once you have made the recipe,
but before portioning,

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you need to weigh and record
its total weight, or yield,

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because this helps determine
the average portion weight.

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To get the average
portion weight,

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divide the total weight
by the number of portions.

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Write this number down.

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It is what
you will be looking for

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when you verify your portions.

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If you are cutting portions,

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a standard rolling cutter may
help you be more accurate.

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In this recipe
we will cut the pan 5x5

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to get 25 portions.

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Make sure you have recorded
all changes that were made

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in ingredient quantities,

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preparation procedures,
cooking equipment,

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and portioning.

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At this point you have verified
the ingredient quantities

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going into this original recipe

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and the portion sizes
coming out of it.

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This test assures you are on
track with nutrition content

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and number of servings.

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Now it's time to evaluate
what you have done.

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Does the product meet
your school's standards

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for appearance, flavor,
texture, color,

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consistency,
and overall acceptability?

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When verifying recipes
in these smaller quantities,

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have the whole kitchen staff
evaluate them

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and be sure to use
an evaluation form

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to record each evaluator's
ratings.

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When you feel the recipe works

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and you're satisfied
with its quality,

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you are ready to adjust it
for the number of meals

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you will actually be serving.

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Although your ultimate goal
may be to make 25 servings,

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you should not jump to 250
servings in a single step.

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If you do,
you likely will end up

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with a completely
different product.

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Some ingredients,
such as spices,

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do not change proportionately

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when you make too large
an adjustment at one time.

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So it is best
to make adjustments

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in smaller increments,

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like from 25 to 50,

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then from 50 to 100.

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When you have determined
the size of your adjustment,

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you must recalculate the new
ingredient quantities

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that will go into it.

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There are a variety of ways
to calculate these amounts,

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which can be done manually
or by computer.

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The point is,
each time you adjust

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to a new quantity
you should re-verify

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and reevaluate the recipe
to maintain consistency.

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Evaluating for
these larger quantities,

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you will want to get student
input as well.

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For, after all, if students
don't like what you serve,

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they won't eat it

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and all your efforts up until
now will have been in vain.

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Once you have verified
that your recipe produces

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a quality product
in the quantity you want,

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your recipe has become
standardized

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for your particular kitchen.

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The only remaining question is:

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How do you keep it standardized?

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The answer is simple.

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Follow the directions
exactly as you wrote them.

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Once again,
it's all in the measurement--

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measuring or weighing
your ingredients accurately

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and measuring or portioning
each serving accurately.

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A great amount of care
and attention

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went into making these recipes

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so anyone can make them with
the same results every time.

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Because her staff hasn't been
getting the same results

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as the recipe indicates,

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Cathy wonders if they are
following the directions

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accurately.

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Portioning errors can occur
any time during preparation

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and serving.

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For example, portions
hand-cut in the pan

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can be inaccurate.

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You might get the right number
of servings,

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but each serving
may be inconsistent

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in its size and shape,

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causing some customers
to feel slighted.

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Moreover, the nutrient content
of each serving

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will be different.

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Items portioned on the line
can vary too.

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The biggest culprit
is the spoon.

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It's very difficult
to get consistent portions

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with a spoon.

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One spoonful may give
a 5 ounce portion,

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while another,
an 8 ounce portion.

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The 3 ounce difference
may not seem like much,

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but again, the nutrient content
will be altered,

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the cost will be affected,

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and you will not get the
expected number of servings.

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Carelessness
in preparing the recipe

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can also make a difference
in your recipe yield.

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Being short just a pound
of ground beef, again,

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will affect the nutrient value
of your portions.

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Depending on how you portion it,

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you may get fewer servings,

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or smaller portions.

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Using more ground beef
than the recipe calls for

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can create similar problems;

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too much food,
too much waste,

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increased costs, and
inaccurate nutrition content.

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Any of these scenarios could
make the meal ineligible

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for USDA reimbursement.

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So a small change can lead to
big problems.

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Cathy now realizes how easily
inaccuracies can happen.

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Maybe they lost
their 50 servings that way.

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It's a good place to start.

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Cathy is convinced that making
and following

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standardized recipes are going
to improve the quality

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of her school's operation,

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and she's on the right track
in knowing where to look.

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Let's review
the standardization process

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that Cathy will use now.

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In each phase Cathy and her
staff will keep careful records

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and notes of what they did,
how they did it,

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how much they actually used,

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and the resulting product.

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Once again,
it's all about measurement.

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Standardization is really
a series of verifications,

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evaluations, and adjustments

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in carefully measured steps,

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from the smallest
to the largest amounts.

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[light music]

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- Yeah!
- Good job.

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[light music]

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- Months later, Cathy
and her staff have updated

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and standardized
several of their recipes.

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Accurate measurement
is an important part

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of their routine.

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They feel confident that their
recipes will work successfully

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in their kitchen.

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For Cathy, recipe
standardization is a team effort

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where everyone feels committed

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to keeping their recipes
standardized.

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Cathy sees recipe
standardization

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as helping in other ways
as well.

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The predictable number
of portions

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will mean better control
of inventory.

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There will be less waste
and better control of costs.

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With detailed instructions
guesswork will be reduced,

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cooks and servers
will have established procedures

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to follow.

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This will save them
valuable preparation time

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and will result
in fewer mistakes.

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The quality of food
will be consistent too.

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When they fine-tune a recipe
to make it better,

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the careful records Cathy keeps

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will allow them to maintain
the same quality

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each time they make it.

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Standardization allows them
to provide food

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that is not only consistent
in quality,

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but also consistently provides
the required nutrition

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for their students.

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And the credibility of their
food program has been enhanced.

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A good reputation
makes everyone feel good.

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It may take a little effort
to carry through

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on recipe standardization,

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but Cathy and her staff realize
the effort is worth it

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because the final result shows

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in the satisfaction
of their customers.

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- The USDA defines
a standardized recipe

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as one that has been tried,
adapted,

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and retried several times
for use

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by a given
food service operation

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00:14:55.000 --> 00:14:58.867
and has been found to produce
the same good results and yield

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every time when the exact
procedures are used

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00:15:02.300 --> 00:15:05.567
with the same type of equipment
and the same quantity

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and quality of ingredients.

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Using standardized recipes
in your food service

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will provide many benefits.

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First, the menu item
will be consistent

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each time you prepare it.

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00:15:21.367 --> 00:15:24.333
You will be able to know
exactly how many servings

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00:15:24.333 --> 00:15:27.867
the recipe will yield,
which will help with planning.

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00:15:27.867 --> 00:15:32.267
Second, the quality of the menu
item will be consistent.

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00:15:32.267 --> 00:15:36.200
Third, you will know that you
are providing a specific amount

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00:15:36.200 --> 00:15:39.233
of a component
for meal pattern requirements,

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00:15:39.233 --> 00:15:42.067
which means the nutritional
content of your menus

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00:15:42.067 --> 00:15:45.400
will also be consistent.

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00:15:45.400 --> 00:15:48.500
Other benefits of using
standardized recipes

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00:15:48.500 --> 00:15:51.033
have to do with cost control.

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00:15:51.033 --> 00:15:54.933
Using the same ingredients in
the same quantities every time

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will allow you
to more confidently order

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just enough product,
saving you money.

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00:16:00.967 --> 00:16:05.300
You will also be able to more
easily manage your inventory.

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00:16:05.300 --> 00:16:08.833
Lastly, your employees will be
able to work efficiently

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00:16:08.833 --> 00:16:10.933
and training needs
will be reduced

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00:16:10.933 --> 00:16:14.233
because the standardized recipe
spells out procedures

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00:16:14.233 --> 00:16:17.467
for preparing the menu item.

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00:16:17.467 --> 00:16:20.933
Using standardized recipes
also increases confidence

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00:16:20.933 --> 00:16:22.900
and satisfaction.

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00:16:22.900 --> 00:16:25.367
Employees will feel
more confident because

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00:16:25.367 --> 00:16:28.667
the recipe has a high
probability for success,

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00:16:28.667 --> 00:16:31.400
and our customers, the students,

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will be more satisfied with
meals that are consistent

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00:16:34.467 --> 00:16:38.100
no matter who is preparing them.

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00:16:38.100 --> 00:16:40.933
Standardized recipes
are an important part

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00:16:40.933 --> 00:16:44.667
of preparing a menu that meets
meal pattern requirements.

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00:16:44.667 --> 00:16:47.067
Let's say you are planning
for an entree

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that providers 2 ounce
equivalent meat alternate,

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00:16:50.433 --> 00:16:52.933
1.5 ounce equivalent grain,

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00:16:52.933 --> 00:16:56.000
and 1/8 cup vegetable.

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00:16:56.000 --> 00:16:59.867
How do you know that the beef
and bean burrito when prepared

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00:16:59.867 --> 00:17:02.700
will meet those requirements?

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00:17:02.700 --> 00:17:05.833
A recipe standardized for
child nutrition programs

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00:17:05.833 --> 00:17:08.833
has been developed, tested,
and validated

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00:17:08.833 --> 00:17:11.667
to meet those requirements.

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00:17:11.667 --> 00:17:14.733
If the burrito is prepared
as specified

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00:17:14.733 --> 00:17:16.567
by the standardized recipe,

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00:17:16.567 --> 00:17:19.233
it will meet
meal pattern requirements,

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00:17:19.233 --> 00:17:21.733
meaning that the students
who eat that meal

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00:17:21.733 --> 00:17:24.333
are getting the right nutrition.

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00:17:24.333 --> 00:17:27.600
Every three years the Minnesota
Department of Education

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00:17:27.600 --> 00:17:30.667
will visit your school
or school district

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00:17:30.667 --> 00:17:32.900
to conduct
an administrative review

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00:17:32.900 --> 00:17:35.167
of your school meal programs.

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00:17:35.167 --> 00:17:37.233
Part of the administrative
review

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00:17:37.233 --> 00:17:38.767
is analyzing your menus

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00:17:38.767 --> 00:17:42.367
to ensure that they meet
meal pattern requirements.

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00:17:42.367 --> 00:17:45.633
Your reviewer will ask
for recipes for any items

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00:17:45.633 --> 00:17:49.267
prepared in house
with two or more ingredients.

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00:17:49.267 --> 00:17:52.233
Using standardized recipes
is an important step

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00:17:52.233 --> 00:17:57.000
in making sure that your menus
meet meal pattern requirements.

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00:17:58.400 --> 00:18:02.133
Shown here is a USDA
standardized recipe.

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00:18:02.133 --> 00:18:05.133
Let's look at the format.

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00:18:05.133 --> 00:18:08.500
At the top is the recipe title.

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00:18:08.500 --> 00:18:13.600
The ingredients are listed
along the left side of the page.

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00:18:13.600 --> 00:18:17.000
Weights and volumes of
ingredients are given to prepare

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00:18:17.000 --> 00:18:20.900
both 50 or 100 servings.

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00:18:20.900 --> 00:18:24.867
Directions for preparing
the recipe are on the right.

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00:18:28.467 --> 00:18:30.700
Serving sizes per portion

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00:18:30.700 --> 00:18:34.267
and the utensil to use to
provide consistent portioning,

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00:18:34.267 --> 00:18:40.267
as well as component
contributions per serving,

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00:18:40.267 --> 00:18:45.233
yield of the recipe
in weight and volume,

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00:18:45.233 --> 00:18:50.700
nutrient composition
per serving,

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00:18:50.700 --> 00:18:54.167
HASOP process category,

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00:18:54.167 --> 00:18:58.667
and critical control points.

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00:18:58.667 --> 00:19:00.700
Schools sometimes have
a favorite recipe

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00:19:00.700 --> 00:19:05.167
that has been used over and over
again and the students love it.

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00:19:05.167 --> 00:19:07.267
There's no need to throw it out.

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00:19:07.267 --> 00:19:10.400
Simply turn it into
a standardized recipe.

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00:19:10.400 --> 00:19:13.167
Minnesota Department of
Education will be releasing

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00:19:13.167 --> 00:19:15.667
training videos
on writing and working with

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00:19:15.667 --> 00:19:19.600
standardized recipes soon,
so stay tuned.

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00:19:19.600 --> 00:19:21.733
There are many resources
available

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00:19:21.733 --> 00:19:25.367
with standardized recipes
for school nutrition programs.

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00:19:25.367 --> 00:19:27.767
Search the web
for these key words

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00:19:27.767 --> 00:19:29.333
or find them via links

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00:19:29.333 --> 00:19:33.100
on the Minnesota Department
of Education's website.

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00:19:35.933 --> 00:19:38.467
If you have any questions
about the material covered

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00:19:38.467 --> 00:19:41.533
in this lesson,
please call or email us.

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00:19:41.533 --> 00:19:43.767
The Minnesota Department
of Education

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00:19:43.767 --> 00:19:46.300
Nutrition, Health,
and Youth Development,

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00:19:46.300 --> 00:19:48.733
toll free in greater Minnesota:

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00:19:48.733 --> 00:19:53.200
800-366-8922.

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00:19:53.200 --> 00:19:55.433
In the local metro area call:

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00:19:55.433 --> 00:19:59.833
651-582-8526.

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00:19:59.833 --> 00:20:01.233
Or email us at:

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00:20:01.233 --> 00:20:07.000
mde.fns@state.mn.us