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National Food Service Management InstituteThe University of Mississippi

Practical Skills for Preparing Quality Meals:

A Five Step Process2010 Breakfast Lunch Training

Instructor’s Guide

TRAINER’S INTRODUCTIONPractical SkillS for PreParing HigH Quality ScHool MealS: a five SteP ProceSS

Instructor’s Guide; Introduction, Page 1National Food Service Management Institute

This project has been funded at least in part with Federal finds from the U.S. Department of Agriculture, Food and Nutrition Service, through an agreement with the National Food Service Management Institute at The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government.

The University of Mississippi is an EEP/Title VI/Section 504/ADA/ADEA employer.

©2010, National Food Service Management Institute, The University of Mississippi

Except as provided below, you may freely use the text and information contained in this document for non-profit or educational use providing the following credit is included:

Suggested Reference Citation:National Food Service Management Institute. (2010). Practical skills for preparing quality meals: A five step process. University, MS: Author.

The photographs and images in this document may be owned by third parties and used by The University of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use these im-ages.

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For more information, please contact [email protected]

National Food Service Management Institute The University of Mississippi



The National Food Service Management Institute was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford and is operated in collaboration with The University of South-ern Mississippi in Hattiesburg. The Institute operates under a grant agreement with the United States Depart-ment of Agriculture, Food and Nutrition Service.

PURPOSEThe purpose of the National Food Service Management Institute is to improve the operation of child nutrition programs through research, education and training, and information dissemination.

MISSIONThe mission of the National Food Service Management Institute is to provide information and services that promote the continuous improvement of child nutrition programs.

VISIONThe vision of the National Food Service Management Institute is to be the leader in providing education, re-search, and resources to promote excellence in child nutrition programs.

CONTACT INFORMATIONHeadquarters

Administration DivisionThe University of Mississippi

Phone: 800-321-3054Fax: 800-321-3061

www.nfsmi.org

Education and Training Division Applied Research DivisionInformation Services Division The University of Southern MississippiThe University of Mississippi 118 College Drive #50606 Jeanette Phillips Drive Hattiesburg, MS 39406-0001P.O. Drawer 188 Phone: 601-266-5773University, MS 38677-0188 Fax: 888-262-9631

National Food Service Management Institute The University of MississippiBuilding the Future through Child Nutrition



WRITTEN AND DEVELOPED BYTami J. Cline, PhD, RD, SNS

Mary Jo Cutler, MS, RDCyndie Story, PhD, RD, CC

GRAPHIC DESIGN BYCarole van Almelo

VIDEO PRODUCTION BYRunning Pony Productions

Memphis, Tennessee

PROJECT COORDINATORSAshley West

Amy Casteel, RD

REVIEWERSMelba Hollingsworth, MS, RD

Charlotte B. Oakley, PhD, RD, FADAMarty Mauldin, MEd, NBCT

Pat Richardson, MEdTheresa Stretch, MS, RD, CP-FS

Barbara Washington

EXECUTIVE DIRECTORKatie Wilson, PhD, SNS

Acknowledgements



Lesson 1: Quality and the Five Step Process

Lesson 2: Plan Food Production for Just-In-Time Service

Lesson 3: Review the Quality Scorecard and the Standardized Recipe

Lesson 4: Organize Equipment and Ingredients

Lesson 5: Use the Right Culinary Technique

Lesson 6: Deliver a Quality Product

Instructor’s Guide

Table of Contents

Welcome - Training Format - References

Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts








Welcome to Practical Skills for Preparing Quality Meals: A Five Step Process, the National Food Service Management Institute’s (NFSMI) 2010 Breakfast Lunch Training (BLT). This resource is designed to assist the instructor and school nutrition professionals define quality meal preparation, and identify the skills and tools necessary to deliver safe, quality meals to school customers.

Practical Skills for Preparing Quality Meals contains six, thirty minute lessons designed to help the instructor and the participants meet objectives to improve school meals. The lessons included in this training are:

Lesson 1: Quality and the Five Step ProcessLesson 2: Plan Food for Just-In-Time ServiceLesson 3: Review the Quality Scorecard and the Standardized RecipeLesson 4: Organize Equipment and IngredientsLesson 5: Use the Right Culinary TechniqueLesson 6: Deliver a Quality Product

BackgroundIn 2006, NFSMI published Competencies, Knowledge, and Skills of Effective School Nutrition Assistants and Technicians, which is based on research specifically about school nutrition assistants. The goal of the re-search was to discover what school nutrition assistants need to know and the skills they need to have to be successful in their jobs every day.

The results of this research were the foundation for the 2010 Blt Practical Skills for Preparing Quality Meals: A Five Step Process. This training is based on Functional Area 1: Food Production. This functional area includes the following competencies:

1.1 - Maintains high standards of control for quality food production and service

1.2 - Follows operational procedures for efficient and effective food production and service

While this BLT is based on the above competencies, proper food safety practices will be presented. There-fore, the following competencies from Functional Area 2: Sanitation, Safety and Security will be included in lessons 2-5:

2.1 Maintains an environment conducive to protecting the health and well-being of the school’s children through high levels of food safety and sanitation standards

Welcome



The format of each lesson is consistent throughout the training. Each lesson contains the following: instruc-tor’s guide, Participant’s Workbook, and Video Clips. Depending on your school or school district, you may want to have an instructor lead the lesson and activities followed by showing the video clip to reinforce learn-ing. Or, the video is designed so that an individual or group of individuals at a school could view the video clips and complete the activities and post assessment. Below is a description of the lesson setup:

Instructor’s Guide Outlines the information covered in each lesson. The instructor may read the information in the guide word–for–word or merely use it as a resource for the discussions. Information can be added from the instructor’s personal experience and knowledge. The content may be customized to fit the participants’ knowledge and skill levels. The instructor’s guide includes the following icons for use during the presentation.

Training Format

Ask – Encourages participants’ input and exchange of ideas. This is one area in the lesson where time could be expanded to allow for more discussion.

Handout – Instructs an action that the instructor will take, such as “pass out Handout 1-1 in the Particpant’s Workbook”

Tell – Includes brief informational statements that the instructor may choose to read or to paraphrase.

Do – Instructs an action that the instructor will take, such as gather in groups.

Key Words – A summary sheet of key points from the lesson.



The clips will be available on the Internet and can be viewed using a computer with an Internet connection. To find the video clip, visit the NFSMI website at www.nfsmi.org and select “Resource Center.” Under “Resource Center” click on “BLT Modules” and then the exact title of the document, Practical Skills for Preparing Quality Meals: A Five Step Process. Select the specific video clip needed for that part of the lesson.

If the screen of the computer is not large enough for all of the participants to see, the computer can be con-nected to a larger screen or projected onto a wall or screen with an LCD projector.

If an Internet connection is not available during the class, the video clips can be downloaded from the Inter-net and saved to a flash drive or a computer’s hard drive and/or burned to a CD/DVD (all computers may not have CD/DVD burners). To save the video, right click on View or Download, next click on “Save Target As,” select a location to save the file, and click save. The saved clip can be played during the class using a computer.

Video clips burned to a CD/DVD cannot be viewed on a DVD player.

Watch – Tells the instructor when to show a specific video clip. It is optional to show the video clip prior to instruction, after instruction for lesson reinforcement, or by participants without instruction. The Preparation Checklist notifies the instructor to gather equipment needed to show the video clips.

Lesson-at-a-Glance Provides a brief overview of each section of the lesson, including the estimated time, topics, objectives, as-sociated tasks, and materials needed.

Preparation Checklist Describes all of the materials the instructor will need to prepare prior to delivering the training session. This list also includes instructions for any advance preparation that is required for lesson activities.

Note: Please review the Preparation Checklist a few days prior to delivering the training, as some advance preparation may be required.



Activities and Handouts Each lesson contains activities to reinforce what participants have learned and to help participants improve their professional skills. Instructions for each activity are presented in text boxes within the Instructor’s Guide.

If you would like for participants to work in small groups, here are a few suggestions:

• Assign participants who are sitting next to each other to be in groups or pairs – perhaps have those with birthdays in the same month or with the same number of years of experience sit together.

• Have school nutrition terms on one note card with the definition on another note card. The participants try to find a match. The participants with matching cards are partners. For example, one card would have the word “food processor” and the corresponding definition card would read, “This piece of equip-ment is a shredder, chopper and blender.”

• Place different colored dots on name tags, note cards, or on the outside of the workbooks. The partici-pants with the same color are in a group or pair.

• Encourage participants with different job titles to work together during the activities.

Handouts Tools for the instructor to use in preparing, presenting, and following up with the lessons.

Pre-Training Assessment and Post-Training Assessment Multiple-choice assessments designed to measure prior knowledge and to measure what was learned during the lesson. Answer keys for the course Pre-training assessment and Post-training assessment are found in the instructor’s guide.

Participant’s Workbook A tool that guides participants through each lesson and contains objectives, key terms, lesson handouts, and activity worksheets.



References

Child, J., Bertholle, L., & Beck, S. (2009). Mastering the art of French cooking. Random House: New York.

Culinary Institute of America. (1996). The new professional chef (6th ed.). New York: Van Nostrand Rein-hold.

Food Allergy & Anaphylaxis Network. (2008). School guidelines for managing students with food allergies. Retrieved November 20, 2009, from http://www.foodallergy.org/school/SchoolGuidelines.pdf.

Forsyth County Public Schools. (2009). Work schedule. Cumming, GA: Author.

Gisslen, W. (2006). Professional cooking (5th ed.). New York: Wiley & Sons, Inc.

Kaufman, N.B., & Beck, P. (1999). ingredient substitutions. Retrieved November 6, 2009, from http://www.ag.ndsu.edu/pubs/yf/foods/he198w.html.

Labensky, S., & House, A.M. (2003). on cooking: a textbook of culinary fundamentals (3rd ed.). New Jer-sey: Prentice Hall.

Martin, J., & Oakley, C. B. (2008). Managing child nutrition programs: Leadership for excellence (2nd ed.). Sudbury, MA: Jones and Bartlett Publishers, Inc.

National Food Service Management Institute. (2000). Production planning: A national satellite seminar. Uni-versity, MS: Author.

National Food Service Management Institute. (2006). Competencies, knowledge, and skills of effective school nutrition assistants and technicians. Retrieved August 5, 2009, from http://www.nfsmi.org/docu-mentlibraryfiles/PDF/20080716085837.pdf.

National Food Service Management Institute. (2007). Meeting children’s special food and nutrition needs in child nutrition programs. Retrieved January 7, 2010, from http://www.nfsmi.org/documentlibraryfiles/PDF/20080218103653.pdf.



National Food Service Management Institute. (2008). Cooking for the new generation (2nd ed.). University, MS: Author.

National Food Service Management Institute. (2009). Culinary techniques for healthy school meals (2nd ed.). University, MS: Author.

National Food Service Management Institute. (2007). On the road to professional food preparation (2nd ed.). University, MS: Author.

Pannell-Martin, D. (1999). School foodservice management for the 21st century (5th ed.). Virginia: inTEAM Associates, Inc.

U.S. Department of Agriculture, Food and Nutrition Service. (2001). Food buying guide for child nutrition programs. Washington, DC: Author.

U. S. Department of Agriculture, Food and Nutrition Service. (2001). Accommodating children with special dietary needs in the school nutrition programs: Guidance for school food service staff. Retrieved January 7, 2010, from http://www.fns.usda.gov/cnd/Guidance/special_dietary_needs.pdf.

U.S. Department of Health and Human Services, U.S. Food and Drug Administration, Center for Food Safety and Applied Nutrition. (2009). fDa food code. Retrieved June 23, 2010, from http://www.cfsan.fda.gov/~dms/foodcode.html.

References

Time: 30 minutes

1Time Topic Task

4 minutes Introduction Conduct Pre-Training Assessment

Objective 1: Understand the concept of serving quality meals and why quality meals are so important to the success of school nutrition programs.

4 minutes Quality School Meals Define quality school meals

Objective 2: Understand the five step process for preparing quality school meals.

22 minutes The PROUD Way: A Five Step Process

• Discuss the five step process used in preparing quality school meals

• Introduce the Quality Score Card, quality measures, and importance of

standardized recipes

• Conduct Building a Standardized Recipe activity

• Show video segment

• Conduct Post-Training Assessment

• Review answers to the Pre- and Post-Training Assessments

Lesson at a Glance

PRACTiCAl SkillS foR PRePARing HigH QuAliTy SCHool MeAlS: A five STeP PRoCeSS

Quality and theFive step process

LESSON ONE: QUALITY AND THE FIVE STEP PROCESS

instructor’s Guide; Lesson 1, page 2


National Food service management institute

preparation checklist

LessoN Tasks 3

GaTher Lab suppLies For iNsTrucTor

• Oranges–2

• Onion–1

• Chef’s knife–1

• Cutting board–1

GaTher Lab suppLies For acTiviTy

• Chicken patty, unbreaded–1

• Mozzarella cheese, shredded–½ oz

• Romaine–1 head or 2 ½ cups precut

• Spinach–¼ cup or ½ oz

• Carrots, shredded–¼ cup

• Tomatoes, cherry–3 each

• Cucumbers–1 each

• Entrée salad container–1

• Portion cup, 1 oz–1

• Portion scale–1

• Dry measuring cup, ¼ cup–1

• Dry measuring cup, ½ cup–1

• Dry measuring cup, 1 cup–1

GaTher oTher maTeriaLs

• Pencils–1 per participant

• Computer and LCD projector

• 2010 BLT video segments from www.nfsmi.org

• Nametags (optional)

Make copies of the Participant’s Workbook–1 per participant

Use this checklist to get ready for the training session. Keep track of progress by checking tasks as completed.





back-of-the-house A term used in the foodservice industry to refer to the kitchen area and staff. Typically, this area and staff members are not seen by the customer. Front-of-the-house A term used in the foodservice industry to refer to the dining and serving area and staff. Just-in-time This term is used throughout the lessons to mean preparing a menu item in small enough amounts so that it will be at its peak of quality when placed on the service line. Other terms that mean the same thing are batch cooking and cooking-to-the-line. mise-en-place (meez-un-plahss) French for “to put in place”. This term is referred to by cooking professionals as the preparation and assembly of all necessary ingredients and equipment prior to food production.

key Terms





Welcome to Lesson One: The PROUD Way to Produce Quality Meals. This Breakfast Lunch Training (BLT) is designed to be hands-on, requiring you, the participant, to be an active learner.

In this lesson, we will cover the following objectives: Objective 1: Understand the concept of serving quality meals and why quality meals are so important to the success of school nutrition programs.Objective 2: Understand the five step process for preparing quality school meals.

Direct participants to the Pre-Training Assessment, Handout 1-1 of the Participant’s Workbook.

The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Don’t worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember your first thought is usually the right one.

Welcome

Allow time for completion of the Pre-Training Assessment and collect them for later review. The answers to the Pre-Training Assessment will be discussed at the end of the lesson. Thank participants for answering questions about information that may be unfamiliar to them. Return to the lesson.





What are some other definitions for quality school meals? Accept all reasonable answers. Possible Answers:

To produce a quality meal, excellence must be achieved during every step of preparation and service. When preparing orange smiles, also known as orange wedges, assuring that oranges are received without mold or other damage, stored properly, and washed prior to slicing result in a high quality product. Watch as I slice these oranges.

Cut orange in half through the stem end then into four wedges using a chef’s knife and cutting board. Cut another orange in half through the center then into four wedges (see pictures on the following page). Hold up one slice of each type of cut and allow participants to decide which cut demonstrates quality.

•Quality meals use customer accepted ingredients and recipes.

•Quality meals are received, stored, prepared, and served using proper food safety practices.

•Quality meals meet quality standards on a quality score card.

•Quality meals are served in a timely, friendly manner.

•Quality meals are served in an attractive cafeteria/environment.

objective one:

Understand the concept of serving quality meals and why quality meals are so important to the success of school nutrition programs.

A hungry child cannot learn. Successful school meal programs that serve quality meals enhance learning. Quality meals can be defined as meals that meet the United States Department of Agriculture (USDA) nutrition standards and recommendations of the Dietary Guidelines for Americans. All children should be encouraged to select nutritious, attractive, quality foods served as part of a successful school meals program.





cuTTiNG aN oraNGe

Incorrect culinary technique Correct culinary technique

Which orange slice looks better and demonstrates quality? Participants will select the orange slice without the bitter white pith down the center of the orange slice.

Yes, the orange slice without the bitter white pith down the center is a quality product. This simple, practical step leads to high quality orange wedges for school meal production and service.

objective Two:

Understand the five step process for preparing quality school meals.

To ensure you are preparing quality school meals, follow the five step process or the PROUD Way. School meal programs were first introduced to this process in Culinary Techniques for Healthy School Meals. Using the PROUD acronym can help you easily remember each of the five steps.

• P stands for plan food production for just-in-time service;• R stands for review the quality score card and the standardized recipe;• O stands for organize equipment and recipe ingredients;• U stands for use the right culinary technique; and finally,• D stands for deliver a quality product.





Can anyone name at least one quality standard when evaluating a food or beverage served in school meals? Accept all reasonable answers. Possible answers include:

Step One of the five step process is to plan food production for just-in-time service. Just-in-time for service means to cook in small batches as needed during the service period. Some school nutri-tion personnel use the phrases cooking-to-the-line and batch cooking to mean the same thing as just-in-time for service. In simple terms, foods are prepared and/or cooked as they are needed on the serving line. In order to be successful cooking just-in-time for service, the school nutrition team must plan ahead, review the work schedule, and communicate effectively between the front- and back-of-the-house. Front-of-the-house staff refers to dining and serving area personnel, and back-of-the-house staff refers to kitchen or food production area personnel.

Step Two of the five step process is to review the quality score card and the standardized recipe. Quality score cards tell you how the finished product should look and taste.

Direct participants to the Quality Score Card for Salads, Handout 1-3, in the Participant’s Workbook.

•Appearance

• Texture

• flavor

• Temperature





How many of you have started preparing a recipe only to find that you made a mistake halfway through because you didn’t read the entire recipe? Most participants will probably raise their hands. Time permitting, allow a couple of participants to explain their experience.

Always review the recipe from beginning to end before preparation. Reviewing the recipe will help to prevent problems that could arise during food preparation and production.

Step Three of the five step process is to organize equipment and recipe ingredients. The French term for this is mise-en-place (meez-un-plahss), which means “to put in place.” Step three includes all the “get ready steps” needed for food production to be well-organized. Organizing equipment and recipe ingredients saves time and energy. Step Four of the five step process is to use the right culinary technique. To ensure quality, a school nutrition professional chooses the right tool and follows the correct culinary technique found on the recipe when preparing foods. Using the appropriate culinary techniques will result in a high quality product. Watch as I demonstrate the proper technique to use when dicing an onion. I have already washed the onion in preparation of today’s lesson.

The major quality standard groupings are:

• appearance – how the food should look when it is prepared according to a recipe,• texture or consistency – how the food should feel in the mouth and how it cuts,• flavor – how the food tastes, and• service temperature – the ideal temperature for serving the food, which may be higher

than the safe holding temperature for hot foods.

In addition to reviewing the quality score card, you must review the recipe. The standardized recipe gives the cook all the rules and procedures necessary for consistent quality food production.





proper TechNiQue For diciNG aN oNioN

Remove the root end of the onion. Be sure to cut along the very edge of the root end leaving the root intact. The root end holds the onion layers together during slicing and dicing.

Remove the paper-like outer skin and cut the onion in half.

Slice the onion into desired widths. Be sure NOT to cut through the root end of the onion.

Turn onion ¼ turn and cut into dices.





When the right equipment and the correct culinary technique are utilized, food preparation efficiency is maximized. Customers will notice the care taken to prepare and deliver a quality product.

Step five of the five step process is to deliver a quality product. The food on the serving line demon-strates the skill level of back-of-the-house school nutrition professionals. It also communicates pride in a job well done and care for the customer.

The PROUD way, or the five step process, should be used when preparing quality meals; it just makes sense. If you follow these five steps during preparation, you will be PROUD of the healthy school meals you serve.

To reinforce what you have learned in this lesson, we are going to complete the Building a Standardized Recipe activity





Quality Score Card for Salads, Handout 1-3 Building a Standardized Recipe Answer key, Handout 1-2a

building a standardized recipe activityPurpose: To review the five step process for preparing quality school meals, the components of a standardized recipe, and the advantages of using the quality score card.

Time allowed: 15 minutes

Materials:• Building a Standardized Recipe Worksheet, Handout 1-2 • Building a Standardized Recipe Answer Key, Handout 1-2a• Quality Score Card for Salads, Handout 1-3• Chicken patty, unbreaded–1 • Mozzarella cheese, shredded– ½ oz• Romaine–1 head or 2 ½ cups precut• Spinach– ¼ cup or ½ oz• Carrots, shredded– ¼ cup• Tomatoes, cherry– 3 each• Cucumbers–1 each• Entrée salad container• Portion cup, 1 oz –1• Portion scale–1• Dry measuring cup, ¼ cup–1• Dry measuring cup, ½ cup–1 • Dry measuring cup, 1 cup–1 • Pencils–1 per participant

before class preparation: Review and secure materials needed for this activity. Prepare unbreaded chicken patty to use in the sample salad, bake, cool, and store. Prepare sample grilled chicken salad according to Building a Standardized Recipe Answer key, Handout 1-2a and store in refrigerator until needed.





Gather participants around the demonstration table. Place the prepared grilled chicken salad on the demonstration table. Make sure participants have the Quality Score Card for Salads, Handout 1-3 from the Participant’s Workbook. Read the statements to the participants. Ask participants to score aloud the prepared grilled chicken salad. Time permitting, allow for some discussion on improving salad production in your facility. Direct participants to Building a Standardized Recipe Worksheet, Handout 1-2, and divide participants into pairs.

Standardized recipes are the building blocks of quality, quantity food production. By following de-tailed recipe instructions, a quality product should be produced every time it is prepared and served.

Does a salad prepared at a national chain restaurant in Florida look the same as a salad prepared at the same national chain restaurant in California? Most participants will answer yes to this question.





Show video segment.

The reason the salads are probably the same is because a standardized recipe is used by both restau-rants. To help you understand all the necessary parts of a standardized recipe, we are going to build a standardized recipe for grilled chicken salad.

I would like for you to work in pairs to determine the missing parts of the grilled chicken salad recipe. I have placed a portion scale and measuring cups next to the salad to help you determine product weights and measures. You have approximately five minutes to fill in the blanks.

After participants have completed filling in the missing information, use the Building a Standardized Recipe Answer key, Handout 1-2a as a guide for discussion of what should be included in the recipe.

Allow time for completion. Review the answers from the Pre- and Post-Training Assessment Answer key, Handout 1-4a with the class to close the lesson. Be sure to point out that answering these questions was easier this time than in the Pre-Training Assessment because of the lesson activities and discussions. Collect the Post-Training Assessments for later review.

Thank you for participating in this session.

If applicable, make sure that participants have signed the attendance roster and/or credits sheet.

Direct participants to the Post-Training Assessment, Handout 1-4 of the Participant’s Workbook.





haNdouT

Please circle the answer to the following questions:

1. Which statement(s) best describe quality school meals?a. Meals that are attractive and tasty.b. Foods that are received, stored, prepared, and served using proper food safety practices.c. Staff that is friendly and meals served in a timely manner.d. All of the above.

2. Quality score cards for foods usually include the following criteria:a. Timeliness of service and friendliness of staff.b. Cleanliness of the kitchen and cafeteria.c. Appearance, texture, flavor, and service temperature.d. None of the above.

3. The five step process for preparing quality school meals isa. get the ingredients ready, setup the serving line, serve with a smile, clean-up quickly and

efficiently, and count the money correctly.b. production for just-in-time service, review of quality score card, organize equipment and

recipes, use the right equipment and culinary techniques, and deliver a quality product.c. order the right amount for recipes, make sure what was ordered has been received, store and

prepare foods according to food safety standards, make sure knives are clean and sanitized, and monitor temperatures throughout the process.

d. all of the above.

4. Just-in-time service is best described asa. arriving to work just in time to prepare the meals.b. ordering food so that it arrives just in time to prepare the meals.c. cooking small batches as needed during the service period.d. making sure that the kitchen is cleaned up just in time to run errands after work.

5. Mise en place is best described asa. meals will be served at “my place.”b. equipment and recipe ingredients are organized and “put in place” prior to preparation.c. special French spice that works well with cooked rice.d. none of the above.

1-1 pre-Training assessment





haNdouT

1-2 building a standardized recipe Worksheet

iNGredieNT WeiGhT measure direcTioNs

Chicken patty, unbreaded ____ 1 each 1. Prepare unbreaded chicken patty according to manufac-turer’s directions. Cool using two stage cooling method, and store at ___________________or below until needed.

Salad greens, _________________chopped 4 oz ____ 2. Wash ________________under running water. Allow time to dry or use disposable paper towels to speed drying (this may be done a day ahead). Using a cutting board and chef’s knife, make at least 3 cuts lengthwise before cutting into 1-inch dices (or use purchased, precut Romaine).

Spinach, ____________________________ ½ oz ____ 3. Roll prewashed spinach into a tight roll on a cutting board. Using a _____________________ knife, make ½- inch slices. Toss into the Romaine.

Carrots, shredded ____ ¼ cup 4. Add shredded carrots to the Romaine/spinach salad base.

Cucumber, sliced ____ ¼ cup 5. ____________ cucumbers first under ____________ water. Cut cucumbers into ⅛ inch to ¼ inch width slices.

Mozzarella cheese, shredded ½ oz ____ 6. Portion _________________shredded mozzarella cheese into ____________________ portion cups (this may be done a day ahead).

Tomato, __________________ ____ 7. Wash cherry tomatoes.

8. Slice unbreaded chicken patty lengthwise into 4 slices.

9. Assemble the salad from bottom to top in the appropriate salad container: _________________________________ Cherry tomatoes, cucumber slices, portioned cheese _________________________________

10. Hold and serve at __________ or below.

Name of Recipe: ____________________________________________________________________________

Meat/Meat Alternate-Vegetable Meal Pattern: One portion provides 2 ½ oz meat/meat alternate; 3 ½ cups vegetable





haNdouT

1-2a building a standardized recipe answer key

iNGredieNT WeiGhT measure direcTioNs

Chicken patty, unbreaded 2 oz 1 each 1. Prepare unbreaded chicken patty according to manufacturer’s directions. Cool using two stage cooling method, and store at 41 °F or below until needed.

Salad greens, Romaine, chopped

4 oz 2 ½ cups 2. Wash Romaine under running water. Allow time to dry or use disposable paper towels to speed drying (this may be done a day ahead). Using a cutting board and chef’s knife, make at least 3 cuts lengthwise before cutting into 1-inch dices (or use purchased, precut Romaine).

Spinach, prewashed ½ oz ¼ cup 3. Roll prewashed spinach into a tight roll on a cutting board. Using a chef’s knife, make ½- inch slices. Toss into the Romaine.

Carrots, shredded 1 oz ¼ cup 4. Add shredded carrots to the Romaine/spinach salad base.

Cucumber, sliced 1 ½ oz

¼ cup 5. Remove 4 sides of the cucumber with a vegetable peeler. Using a chef’s knife, cut cucumber into 1/8 inch slices (4 1/8 inch slices = ¼ c).

Mozzarella cheese, shredded ½ oz 1/8 cup 6. Portion ½ oz shredded mozzarella cheese into 1 oz portion cups (this may be done a day ahead).

Tomato, cherry 3 each 7. Wash cherry tomatoes.

8. Slice unbreaded chicken patty lengthwise into 4 slices.

9. Assemble the salad from bottom to top in the appropriate salad container: • Romaine / spinach / shredded carrots • Cherry tomatoes, cucumber slices, portioned cheese • Chicken slices

10. Hold and serve at 41 °F or below.

Name of Recipe: ____________________________________________________________________________

Meat/Meat Alternate-Vegetable Meal Pattern: One portion provides 2 ½ oz meat/meat alternate; 3 ½ cups vegetable





haNdouT

1-3 Quality score card for salads

When the food is ready to serve, use this Quality Score Card to evaluate the quality. Mark yes when the food meets the standard and No when it does not. Mark Na (Not Applicable) when a specific quality standard does not apply to the food being evaluated. Use the commeNTs section to explain why a food does not meet a standard. Remember, if a food does not meet the quality standards, it should not be placed on the service line.

daTe: meNu iTem:

proudLy prepared by:

QuaLiTy scored by:

QuaLiTy sTaNdard yes No Na commeNTs

appearaNce

Bright color typical of the fresh greens

Bright color typical of other fresh ingredients (no discoloration)

Salad appears moist, not dry or excessively wet

Salad ingredients are even pieces

Salad ingredients appear crisp, not limp

Garnish is edible and appropriate for the salad

TexTure or coNsisTeNcy

Salad ingredients are crisp, not soggy

Meat or pasta/rice salads are tender but not mushy

FLavor

Salad ingredients have a fresh, distinctive flavor

Seasonings enhance the salad but are not too salty or too tart

A choice of lowfat and/or fat-free salad dressings is available

service TemperaTure

34 °F - 38 °F





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1-4 post-Training assessmentPlease circle the answer to the following questions:

1. Which statement(s) best describe quality school meals?a. Meals that are attractive and tasty.b. Foods that are received, stored, prepared, and served using proper food safety practices.c. Staff that is friendly and meals served in a timely manner.d. All of the above.













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1-4a pre- and post-Training assessment answer key

1. Which statement(s) best describe quality school meals?a. Meals that are attractive and tasty.b. Foods that are received, stored, prepared, and served using proper food safety practices.c. Staff that is friendly and meals served in a timely manner.d. all of the above.









Time: 30 minutes

Plan Food Production for Just-In-Time Service 2

Time ToPic TaSk


Objective 1: Understand the importance of a work schedule when planning just-in-time service.

4 minutes Scheduling Discuss the importance of and difference between work schedules and food production records

Objective 2: Understand planning food production for just-in-time service to ensure high quality school meals.

22 minutes Just-In-Time Service • Defineanddiscussjust-in-timeservice

• Conduct Put Time on Your Side activity



• Review answers to the Pre- and Post-Training Assessments

Lesson at a Glance

PrAcTicAl SkillS for PrePAring HigH QuAliTY ScHool MeAlS: A five STeP ProceSS

LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE

instructor’s Guide; Lesson 2, Page 2


National Food Service management institute

Preparation checklist

LeSSoN TaSkS 3

GaTher Lab SuPPLieS For acTiviTy

• Broccoliflorets,fresh–3lbs

• Broccoliflorets,frozen–22½lbblocks

• Steamtablepan,2inch,perforated–1perteam

• Paringknife–1perteampreparingfreshbroccoliflorets

• Sheetpan–1perteam

• Steamer–1

• Timer–1

• Calculator–1perteam

• Parchmentpaper–1sheetperteam

• Marker–1forinstructor

GaTher oTher maTeriaLS

• Pencils–1perparticipant


• 2010 BLT video segments from www.nfsmi.org


Make copies of the Participant’s Workbook–1perparticipant

Use this preparation checklist to get ready for the training session. Keep track of your progress by checking off tasks as they are completed.





Daily work schedule A time sequence sheet that assigns job tasks to employees based on cycle menus,standardizedrecipes,availablelabor,equipment,supplies,andfacilities. Food production record A menu worksheet required by federal regulations that demonstrates that the meals planned have been prepared and served. Just-in-time This term is used throughout the lessons to mean preparing a menu item in small enough amounts so that it will be at its peak of quality when placed on the service line. Other terms that mean the same thing are cooking-to-the-line and batch cooking. Time standard Aspecificamountoftimeinwhichataskshouldbecompletedinpreparingonebatch of a recipe.

key Terms





Welcome

Welcome to Lesson Two: Plan Food Production for Just-In-Time Service. As briefly discussed in lesson one, just-in-time for service means to cook food in small batches as needed during the service period. Some school nutrition personnel use the phrases cooking-to-the-line and batch cooking to mean the same thing as just-in-time for service. In simple terms, foods are cooked and/or prepared as they are needed on the serving line.

In this lesson, we will cover the following objectives:

Objective 1: Understand the importance of a work schedule when planning just-in-time service. Objective 2: Understand planning food production for just-in-time service to ensure high quality school meals.

The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Don’t worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember, your first thought is usually the right one.







We have all watched squirrels gathering and hiding food away for the winter season. To be success-ful, or rather to survive in nature, they must plan ahead. Squirrels cannot say, “Oops, I forgot to put some acorns away for January, instead I’ll just run to the nearest fast food restaurant and pick up some acorns.”

Just like squirrels plan ahead, school nutrition teams must plan ahead to prepare quality school meals. Planning ahead includes several steps. School nutrition assistants should review the menu, standardized recipe(s), daily work schedule, and food production record.

Are the daily work schedule and the food production record the same tool? in some schools this document may be one in the same.

The food production record is a menu worksheet required by federal regulations that shows the meals planned have been prepared and served. The food production record may be used as the basis for federal and state reviews and to demonstrate program compliance. The food production record may also be used to forecast when placing grocery orders. Often this record lacks available space to include detailed food production information.

Unlike food production records, daily work schedules are not required in a school nutrition opera-tion. Although daily work schedules are not required, they are a helpful tool in planning just-in-time for food service production. The daily work schedule provides detailed food production information and specific job tasks and may be for an individual team member or the entire school nutrition team.

Daily work schedules are time sequenced, meaning that the job or task is assigned and the time it should take the employee to complete the job or task is included. The time it takes an employee to complete the job or task is critical to planning for just-in-time service.

objective 1: Understand the importance of a work schedule when planning just-in-time service.





What are some advantages of using daily work schedules? Accept all reasonable answers. Possible answers include:

Instruct the participants to locate the Work Schedule: example 1 and Work Schedule: example 2, Handouts2-2(2pages),and2-3intheParticipant’s Workbook. Ask participants to look at the Work Schedule: example 1.

Usingthisdailyworkscheduleasanexample,howdoesthepreparationtimeofsteamedwholekernelcornandbroccolifloretsaffecttheplanningforbatchcooking or just-in-time for service preparation of quality meals? Accept all reasonable answers. Possible answers include:

•Saves time and energy by preventing employees from waiting for someone to tell them what to do.

•Distributes the workload evenly.

• improves quality by reducing holding time.

•Scheduling just-in-time service based on preparation and cooking times.

• increases production by setting time limits and deadlines.

If time permits allow for more discussion of the Work Schedule example 1 and Work Schedule: example 2.

• The shorter the cook time, the closer to service the product may be cooked.

• items that do not take very long to cook may be cooked throughout the ser-vice period.





In 1955, British Professor Parkinson coined the phrase “work expands to fill the time available.” This phrase is known today as Parkinson’s Law. Because one hour of work can easily be stretched to fill two hours, time must be managed wisely.

The time it takes to complete a specific task is known as a time standard. Every recipe should state the estimated total amount of time required—from preparation to clean up—to complete the task. Scheduling just-in-time for service takes skill and practice. In years past, school nutrition teams would prepare foods in advance and place the foods in hot holding cabinets hours prior to service.

Today we know some foods, such as steamed vegetables, lose quality when held and should be cooked immediately prior to serving.

Review the Time Standard example: Salisbury Steak, Handout 2-4 in the Participant’s Workbook.

objective 2: Understand planning food production for just-in-time service to ensure high quality school meals.

Ask participants to look at the Time Standard example: Salisbury Steak, Handout 2-4 of the Participant’s Workbook.





A time standard is how long it takes for the product to be prepared and cooked for service. Unfortunately, most recipes do not include the time standard because time standards are unique to individual kitchens. Time standards vary from kitchen to kitchen because of factors such as number of servings required, available equipment, and number of employees.

In the example provided, every step, from pre-preparation to cleanup, has been timed. The time standard provides valuable information when planning for just-in-time service. Time standards help your manager complete an accurate daily work schedule.

Ask participants to look at the Just-in-Time Preparation example: chicken nuggets,Handout2-5intheParticipant’s Workbook.

Look at the example of just-in-time preparation for chicken nuggets. If you know how long it takes to prepare and cook an item, you know how far in advance work must take place to be ready for service.

To help you understand and develop the skills necessary for batch cooking, we are going to complete a time standard for just-in-time production for fresh and frozen steamed broccoli florets.

Conduct the Put Time on Your Side activity following the step-by-step instructions provided on the next page.





Purpose: To develop the skills necessary to implement batch cooking techniques by creating a time standard for fresh and frozen steamed broccoli florets to be used in determining a just-in-time prepa-ration serving schedule. Time allowed: 18 minutes Materials Needed:

• Recipe: Steamed Fresh Broccoli, Handout 2-6• Recipe: Steamed Frozen Broccoli, Handout 2-7• Time Standard: Steamed Fresh Broccoli, Handout 2-8• Just-In-Time Preparation Form: Steamed Fresh Broccoli, Handout 2-9• Time Standard: Steamed Frozen Broccoli, Handout 2-10• Just-In-Time Preparation Form: Steamed Frozen Broccoli, Handout 2-11• Broccoli florets, fresh–3 lbs• Broccoli florets, frozen– 2 2 ½ lb blocks • Steamtable pan, 2 inch, perforated–1 per team• Paring knife–1 per team preparing fresh broccoli florets• Sheet pan–1 per team• Steamer–1• Timer–1• Calculator–1 per team• Parchment paper–1 sheet per team• Markers–1 for instructor• Pencils–1 per participant

Put Time on your Side activity

before class Preparation: Review and secure materials needed for the activity. Place recipe ingredients on a sheet pan lined with parchment paper. Usingamarker,writeTeam 1 on the parchment paper. Repeat this step for eachteam’slabsupplies.For20participants,createfourteamsoffivepeople.Placesuppliesintherefrigeratorandfreezeruntilneeded. Set up team work stations with necessary culinary tools. Immediatelypriortoclass,prepare3-compartmentsinkforclean-as-you-gofood production and set up team work stations with recipe ingredients.





Divideparticipantsintoteams.For20participants,createfourteamsoffivepeople. Direct two teams to view the recipe for Steamed fresh Broccoli; the Time Standard for Steamed fresh Broccoli; and Just-in-Time Preparation form for Steamed fresh Broccoli. Ask the other two teams to view the recipe for Steamed frozen Broccoli; the Time Standard for Steamed frozen Broccoli; and Just-in-Time Preparation form for Steamed frozen Broccoli.

Each team is to prepare the recipe. During the production process, record the time it takes to prepare, cook, set up, and clean the food preparation area in the space provided at the top of the Time Standard and Just-In-Time Preparation Form.





Using the information from the time standard you just developed, identify the time required for just-in-time preparation and fill in the blanks at the bottom of the Time Standard and Just-In-Time Preparation Form.

Note to Instructor: The time standard for preparing fresh and frozen broccoli for actual service maytake longer than this activity due to the increased amount of broccoli typically prepared for quantityfood production. To obtain the actual time standard for fresh broccoli florets, record the time it takesto steam 3 lbs of fresh broccoli florets in a 2 inch perforated full size steamtable pan and then make adjustments to the time standard form. For frozen broccoli blocks, record the time it takes to steam three 2 1/2 lb frozen blocks in a 2 inch perforated full size steamtable pan and then make adjust-ments to the Time Standard Form.

Provide personal assistance to each team during the food production phase. Broccolishouldbecookeduntilaldenteorforktender.The3lbbagofbroccolifloretsistobedividedequallybetweentheteamspreparingthesteamedfreshbroccoliflorets. Tellparticipantsthatforactualquantityfoodproduction,placenomorethan3lbsoffreshbroccolifloretsina2inchfullsizeperforatedsteamtablepanasshown below.





Provide personal assistance to each team during the time calculation phase. Onceallteamshavecompletedthistask,gatherparticipantsintoonelargegroup for a summary discussion.

What was the cooking time for fresh broccoli? listen to the participants’ responses. Whatwasthecookingtimeforfrozenbroccoli? listen to the participants’ responses. Make the point that even though the product is the same, different forms require different preparation and cooking times. What did you learn by doing this activity? Accept all reasonable answers. Possible answers include:

•Batch cooking provides a better quality product.

•even though the product was the same, fresh and frozen broccoli require dif-ferent preparation and cooking times.

•knowing the preparation and cooking time creates a less stressful kitchen environment.

•Planning ahead helps to prevent problems that may arise during food produc-tion.

• Planningaheadandpreparingjust-in-timeforserviceensuresthefirstandlast student in line receives a quality school meal.





In order to be successful cooking just-in-time for service, the school nutrition team must plan ahead, review the daily work schedule, and develop good communication skills between the front-of-the-house and back-of-the-house. The back-of-the-house cook needs to know how long it will take for the product to be cooked and prepared for service. The front-of-the-house server needs to notify the cook in advance if product levels are running low. This shared task is key to successful just-in-time service.


Direct participants to the Post-Training Assessment, Handout 2-12.


Ifapplicable,makesurethatparticipantshavesignedtheattendancerosterand/or credits sheet.

Show video segment.

I know you want to find out what you have learned. Let’s take a few minutes to take the Post-Training Assessment.





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1. A food production record isa. not required by USDA.b. used as the basis for reviews and for the demonstration of program compliance.c. partofastandardizedrecipe.d. used by employees as a time sheet.

2. Written work schedules providea. detailed information about the uniform policies.b. information to prevent interruptions to the manager.c. hiring and training information.d. detailed food production information and individual job tasks.

3.Batchcookingisalsoknownasa. employees cooking together.b. just-in-time for service.c. foods cooked in advance and held in batches prior to service.d. food prepared today for use tomorrow.

4. Parkinson’s law saysa. “a penny saved is a penny earned.”b. “time is on your side.”c. “whatever can go wrong will go wrong.”d. “workexpandstofillthetimeavailable.”

5.Whencalculatingatimestandardforarecipe,oneshouldconsidera. recipepreparation,cooking,andcleaningtime.b. atimingdevice,suchasawatch.c. preparation of the recipe when short-staffed.d. how long the product has been stored prior to cooking.

2-1 Pre-Training assessment





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2-2 Work Schedule: Example1,page1

menu - breakFaST BelgianWaffles(2),Milk;100%JuiceOR Cereal - Toast (2) Orange Juice - Banana Milk

menu - LuNchBaked Lemon Chicken w/ Wheat Roll Barbecue Sandwich Chef SaladSides:SteamedCornORSteamedFreshBroccoli, Fresh Apple Slices OR Peach Cups

PoSiTioN 1maNaGer

2emPLoyee

3emPLoyee

4emPLoyee

Number of hourS 8 7 6 5

6:00 - 6:15 Countcashdrawers,prepare computer for breakfast

6:15 - 6:30

6:30 - 6:45 Cookwaffles Set out cereal and place milk in display cooler

6:45 - 7:00 Wash and pan bananas

7:00 - 7:15 Cook toast

7:15 - 7:30Cashier breakfast Serve breakfast Prepare items for chef

salad7:30 - 7:45

7:45 - 8:00 Countbreakfastmoney;balance cash drawer

Put away breakfast foodsClean tables and serving line

8:00 - 8:15 Complete breakfast production record

8:15 - 8:30 Complete perpetual inventory

Season chicken (prepped yesterday) Prepare chef salads

8:30 - 8:45 Take and record all refrigeratorandfreezertemperatures

Setupservingline;take and record serving line temperatures

Put rolls in prooferRestock breakfast cereal,panupnextday’s breakfast items

8:45 - 9:00 Prepare computer and cashier money for lunch

Wash and prepare apple slices using the sectionizer

Panfrozencornandfreshbroccoliflorets

9:00 - 9:15 Pan up BBQ pork

9:15 - 9:30 Check food production status;providehelpwhereneeded

Place chicken in oven Help with fruit prep

9:30 - 9:45

9:45 - 10:00

Set up condiments

Lunchbreak:9:45

Check baked chicken for doneness (be sure to cook to an internal temperatureof165°F;recordfinalcookingtemps)

10:00 - 10:15

Place fresh fruit/salads on line;Bakerolls

Start setting up serving line withBBQbuns,salads,appleslices,peachcups

Start setting up serving line with BBQbuns,salads,applesslices,peachcups

conTinueD neXT PAge

To be completed each day of each menu cycle





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PoSiTioN 1maNaGer

2emPLoyee

3emPLoyee

4emPLoyee

10:15 - 10:30

Lunchbreak:10:15

Cookcornfor1stlunch;at10:30startbatchcookingbroccoli for 1st lunch. Remove rolls from oven and pan

Lunchbreak:10:1510:30 - 10:45

Lunchbreak:10:30

10:45 - 11:00 Help set up serving line Help set up serving line

11:00 - 11:15

Cashier lunch: spot check lineforcleanliness,debrisonfloor,replacecondiments

Lunch-CookBatch cook broccoli and cornPortion more fruits and salads if necessary

Serve lunch: Keep preportioned salads and fruits pushed to front for easy self service

Serve with a SMILE!

Wash hands!

Ensure dishes are clean and dishroom is ready (record dishmachine temperature:180°F)

Wash pots and pans during serving. Assist server during dishroom downtimes

11:15 - 11:30

11:30 - 11:45

11:45 - 12:00

12:00 - 12:15

12:15 - 12:30

12:30 - 12:45 Countmoney;balancecashdrawer

Cool leftovers following two-stage cooling methods

Clean serving line Continue washing dishes until completed

12:45 - 1:00Close out computer Figure daily totals on food

production recordCount and balance cash drawer for cashier

Shutdowndishmachine;sweep and mop dishroom

1:00 - 1:15Countmilk;returnextrastowalk in refrigerator

Put away leftovers in proper storage areas (LABEL)

Put away leftovers in proper storage areas (LABEL product)

Clean up kitchen as needed

1:15 - 1:30 Place food ordersCheck kitchen for cleanliness

Help staff sweep and mop kitchen

Help where needed during cleanup

Help staff sweep and mop kitchen

1:30 - 2:00 Place ordersCheck kitchen for cleanlinessFinish up paperworkMake sure kitchen is secured

2-2 Work Schedule: Example1,page2






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2-3 Work Schedule: Example 2

PoSiTioN FooDService aSSiSTaNT

hourS 6:30amto1:30pm

6:00 - 6:15

6:15 - 6:30 Wash hands before starting work and as required throughout the work day

6:30 - 6:45 Set out cereal and place milk in cooler

6:45 - 7:00 Setupservinglinewithbreakfastitems(takeandrecordtempsofbreakfastfoods,includingmilk)

7:00 - 7:15 Serve Breakfast



7:45 - 8:00 Putawaybreakfastfoods;cleanservingline(besuretotestsanitizerusingteststrippriortousing)

8:00 - 8:15 Clean tables

8:15 - 8:30

8:30 - 8:45 Season chicken (prepped yesterday). Wear gloves when handling raw meat. Wash hands before /after handling raw meat.

8:45 - 9:00

9:00 - 9:15 Pan up BBQ pork (return to refrigerator after panning)

9:15 - 9:30

9:30 - 9:45 Bakechicken(besuretocooktoaninternaltemperatureof165°F;recordfinalcookingtemps)




10:30 - 10:45 Lunch break

10:45 - 11:00 Lunch break

11:00 - 11:15 Lunch–Cook.Cook-Keepfoodonlineandinpass-thrus;batchcookbroccoliandcornasneeded

11:15 - 11:30 Lunch–Cook

11:30 - 11:45 Lunch–Cook

11:45 - 12:00 Lunch–Cook:Portionmorefruitsandsaladsasneeded

12:00 - 12:15 Lunch–Cook

12:15 - 12:30 Lunch–Cook:Countleftovers–record.

12:30 - 12:45 Cool leftovers following two-stage cooling methods (use 2 inch pans for ice bath)

12:45 - 1:00 Ensure all equipment is turned off and clean

1:00 - 1:15 Figure daily totals on food production record

1:15 - 1:30 Help staff sweep and mop kitchen

menu - breakFaST BelgianWaffles(2),OrangeJuice/Banana,ORCereal-Toast(2),OrangeJuice/Banana,Milk

menu - LuNch BakedLemonChickenw/WheatRoll,BarbecueSandwich,ORChefSalad,SteamedCorn/SteamedFreshBroccoliFresh Apple Slices/Peach Cups






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2-4 Time Standard example: Salisbury Steak

acTiviTy 3 Time iN miNuTeS

Pre-preparation–assemblingequipmentandingredients 15min

Preparation–combiningingredients,mixing,panning 50min

Cooking–besuretocooktotherequiredsafeinternaltemperature 20 min

Setup–Pantransfer,servinglineplacement 5min

Cleaning 10 min

Total time for activity 1 hr and 40 min





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2-5 Just-in-Time Preparation example: Chicken Nuggets

Forecasted amount: 305servings

Servings per case: 25servingspercase

Time Standard: 18-20minutes(preparation,cooking,linesetup)*

cooking Time: 10 minutes

baTch cookiNG STarT Time ServiNG PerioD STarT Time PorTioNS For ServiNG PerioD

10:40 am 11:00 am 60 servings (2 pans)

11:10 am 11:30am 60 servings (2 pans)

11:40 am 12:00 pm 60 servings (2 pans)

12:10 pm 12:30pm 60 servings (2 pans)

12:40 pm 1:00 pm 65servings(2pans)

*Manyitemsmaybepre-preparedandstoreduntiltimeforcooking.





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2-6 recipe: Steamed Fresh Broccoli

iNGreDieNTS: WeiGhT meaSure DirecTioNS

Broccoliflorets,fresh 1½lbs 1.Placebroccolifloretsin2inchperforatedpan. DONOTputmorethan3lbsineach2inchpan. DO NOT cover pan. Note:Somefloretsmaybelarge.Useaparingknifeto cut into uniform sizes.

2. Place pan in steamer and steam until tender or al dente. Cooking time should be monitored and recorded on the Time Standard/Just-In-Time Preparation Form.

3.Broccolishouldbevibrantgreenincolor.

4.Holdandserveat135°Forabove.

Name of recipe: Steamed Fresh broccoliVegetable





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2-7 recipe: SteamedFrozenBroccoli

iNGreDieNTS WeiGhT meaSure DirecTioNS

Broccoli spears or cut broccoli,2½lbsfrozenblock

2½lbs 1 block 1.Place1frozenbroccoliblockin2inchperforatedpan. DO NOT cover pan.

2. Place pan in steamer and steam until tender or al dente. cooking time should be monitored and recorded on the Time Standard/Just-In-Time Preparation Form.

3.Broccolishouldbevibrantgreenincolor.

4.Holdandserveat135°Forabove.

Name of recipe: Steamed Frozen broccoliVegetable





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2-8 Time Standard: Steamed Fresh Broccoli


Pre-preparation–assemblingequipmentandingredients

Preparation–combiningingredients,mixing,panning

Cooking–besuretocooktotherequiredsafeinternaltemperature

Setup–Placeinnon-perforatedpanforservinglineplacement

Cleaning

Total time for activity





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2-9 Just-in-Time Preparation Form: Steamed Fresh Broccoli

item: Steamed Fresh Broccoli

Forecasted amount: 300½cupservings

Servings per pan: 20servingsper2inchfullsizepan

Number of pans needed: 152inchfullsizenon-perforatedpansfor300servings


11:00 am 60servings(3pans)

11:30am 60servings(3pans)

12:00 pm 60servings(3pans)

12:30pm 60servings(3pans)

1:00 pm 60servings(3pans)

Basedonyouractivityresults,calculatethetimeyouwouldstartbatchcooking3pansoffreshsteamedbroccoliforeachservingperiod.





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2-10 Time Standard: SteamedFrozenBroccoli


Pre-preparation–assemblingequipmentandingredients

Preparation–combiningingredients,mixing,panning

Cooking–besuretocooktotherequiredsafeinternaltemperature

Setup–Placeinnon-perforatedpanforservinglineplacement

Cleaning

Total time for activity





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2-11 Just-in-Time Preparation Form: SteamedFrozenBroccoli

item: SteamedFrozenBroccoli

Forecasted amount: 350½cupservings

Servings per pan: 35servingsper2inchfullsizepan

Number of pans needed: 102inchfullsizenon-perforatedpansfor350servings


11:00 am 70 servings (2 pans)

11:30am 70 servings (2 pans)

12:00 pm 70 servings (2 pans)

12:30pm 70 servings (2 pans)

1:00 pm 70 servings (2 pans)

Basedonyouractivityresults,calculatethetimeyouwouldstartbatchcooking2pansoffrozensteamedbroccoliforeachservingperiod.





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2-12 Post-Training assessmentPlease circle the answer to the following questions:




4. Parkinson’s law saysa. “a penny saved is a penny earned.”b. “time is on your side.”c. “whatever can go wrong will go wrong.”d. “workexpandstofillthetimeavailable.”

5.Whencalculatingatimestandardforarecipe,oneshouldconsidera. recipepreparation,cooking,andcleaningtime.b. atimingdevice,suchasawatch.c. preparation of the recipe when short-staffed.d. how long the product has been stored prior to cooking.





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2-12a Pre- and Post-Training assessment answer key




4. Parkinson’s law saysa. “a penny saved is a penny earned.”b. “time is on your side.”c. “whatever can go wrong will go wrong.”d. “work expands to fill the time available.”

5.Whencalculatingatimestandardforarecipe,oneshouldconsidera. recipe preparation, cooking, and cleaning time.b. atimingdevice,suchasawatch.c. preparation of the recipe when short-staffed.d. how long the product has been stored prior to cooking.

Time: 30 minutes

Review the Quality Score Card and the Standardized Recipe 3

TIME TopIc TaSk

4 minutes Introduction Conduct Pre-Training Assesment

Objective 1: Understand the importance of using a standardized recipe to prepare quality school meals. Objective 2: Understand the importance of maintaining the integrity of the recipe through the use of appropriate substitutions.

26 minutes The Standardized Recipe Making Appropriate Ingredient Substitutions

• Discuss the components of the standardized recipe

• Discuss making recipe substitutions

• Conduct Standardizing for Success activity



• Review answers to the Pre- and Post-Training Assessment

Lesson at a Glance

PrAcTicAl SkillS for PrePAring HigH QuAliTy ScHool MeAlS: A five STeP ProceSS

LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE

Instructor’s Guide; Lesson 3, page 2


National Food Service Management Institute

preparation checklistUse this preparation checklist to get ready for the training session. Keep track of your progress as they are completed.

LESSoN TaSkS 3

GaThER Lab SuppLIES FoR INSTRucToR• Cayenne pepper• Chili powder• Disposable spoons–2 per participant• Disposable bowls–2

GaThER Lab SuppLIES FoR acTIvITy• Canned whole kernel corn, No. 10 can–1• Pepper, green–2 or 3 each depending on size (8 oz diced needed) • Onion, yellow–1 or 2 each depending on size (6 oz diced needed)• Pimientos, canned, chopped, drained–3 oz• Margarine–2 oz• Chili powder–1 ¼ tsp• Cumin, ground–¾ tsp• Paprika–½ tsp• Onion powder–½ tsp• Disposable spoons–1 per participant• Cutting board–2• Chef’s knife–2• Measuring spoons–1 set• Can opener–1• Measuring quart–1• Measuring cups–1 set• Spoon–1• Scale–1• Steamer–1• Steamtable pan, 2 inch–1• Disposable or terry cloth towels• Sanitizer, prepared in buckets• Marker–1 for instructor• Parchment paper–1 sheet per team

GaThER oThER MaTERIaLS• Pencils–1 per participant• Computer and LCD projector• BLT 2010 video segments from www.nfsmi.org• Nametags (optional)






Quality Score card Quality standards for foods that are set as a target for how the finishedproductshouldlookandtaste. Standardized recipe One that has been tried, adapted, and retried several times for use by a given foodservice operation and has been found to produce the same quality results and yield every time when the exact procedures are used with the same type of equipment and the same quantity and quality of ingredient. yield The amount of product resulting at the completion of the preparation process.

key Terms





Welcome

Direct participants to the Pre-Training Assessment, Handout 3-1 in the Participant’s Workbook.

Welcome to Lesson Three: Review the Quality Score Card and the Standardized Recipe. Step two of the five step process is to review the quality score card and the standardized recipe. This lesson will focus on reviewing the standardized recipe. Detailed information on reviewing the quality score card will be included in lesson six.

In this lesson, we will cover the following objectives: Objective 1: Understand the importance of using a standardized recipe to prepare quality school meals.Objective 2: Understand the importance of maintaining the integrity of the recipe through the use of appropriate substitutions.







Howmanyofyouhavestartedpreparingarecipeonlytofindthatyoumadeamistake halfway through because you did not read the entire recipe? Most participants will probably answer yes to this question. Time permitting, allow some participants to explain their experience.

objective 1:

Understand the importance of using a standardized recipe to prepare quality school meals.

In 1961, Julia Child, Louisette Bertholle, and Simone Beck published Mastering the Art of French Cooking. In it they wrote that too often a beginner cook will begin enthusiastically on a new dish without reading the recipe first. Suddenly an ingredient, process, or timing issue will arise and there is frustration, surprise, and even disaster. To avoid frustration and disaster, a cook should always read the recipe first, even if they are familiar with the dish they are preparing.

The standardized recipe gives the cook all the rules and procedures necessary for consistent, quality food production. You should always review the recipe from beginning to end before preparation. Reviewing the recipe will help to prevent problems that could arise during food preparation and production.

Visualize each step of the process so you will know exactly what cooking techniques, ingredients, time, and equipment are required. Julia, Louisette, and Simone referred to recipe language as information that is written in shorthand. It is necessary that you read a recipe carefully before you start to prepare it or you will miss the important details.

For example, a recipe might read “pour out the cooking liquid” on one line, but the words “and reserve” are on the second line. If you are not careful, you will pour out the cooking liquid and panic the moment you continue reading the recipe and see the words “and reserve.”





All foods served in schools need a recipe. Even convenience foods such as frozen pizza need direc-tions for staff to follow during preparation and cooking. A standardized recipe is your blueprint or guide for your project.

Standardized recipes are important because they:• ensure consistent quality,• simplify the job for employees,• create a time standard,• yield the same amount every time, • provide safe cooking and holding temperatures,• help determine how much food to order, and• ensure customers will receive a quality product.

Direct participants to the uSDA recipe Mexicali corn, Handout 3-2 in the Participant’s Workbook.

Looking at this recipe, what do you think are some of the major components? Accept all reasonable answers. Possible answers include:

There are eight major components of a standardized recipe.

•recipe name

•recipe category

• ingredients

•Weight and measures

•Directions

•equipment and utensils

• food safety guidelines/HAccP critical controls point(s)

•Serving size and recipe yield





There are eight major components of a recipe that should be reviewed prior to production. The major components of a recipe include: recipe name; recipe category; ingredients; weight and mea-sures; directions; equipment and utensils; food safety guidelines/HACCP critical control point(s); and serving size and recipe yield. Let’s talk about each of the major components of a recipe.

Each standardized recipe has a recipe name or a descriptive title that makes the dish appealing to customers. For example, Harvest Pudding sounds more appealing than carrot soufflé. The recipe category, another major component of a standardized recipe, makes it easier to sort recipes in a file box or on the computer. The recipe category usually represents the USDA meal component, such as main dish or vegetable.

When reviewing a recipe, it is important to pay close attention to the ingredients. The ingredient name is usually clear and includes the type of ingredient - fresh, frozen, or canned for example. Any preparation techniques, such as slicing and dicing, are also included in the ingredient name. Ingredients are normally listed in order of use. Notice on our example, pimientos, margarine, and seasonings are listed after cooking the corn.

Be sure to note the weights and measures when reviewing a standardized recipe. Weights and measures are not interchangeable. It is important to decide when weights and/or measures will be used in food production. Weighing ingredients is more accurate, but always use measure for liquid ingredients.

Directions, or detailed instructions, are included with each standardized recipe. The directions tell how the ingredients should be combined; they list in order the steps to be followed when preparing the recipe. Standardized recipes include a list of equipment and utensils needed for production. School kitchens are equipped with a variety of large and small equipment. Often, different pieces of equipment can be used to achieve the same result; however, the result may not be a quality product. For example, you can cook fresh broccoli in an oven, but the result may be a lower quality product than broccoli cooked in a steamer using just-in-time for service food production. Some standardized recipes include the food safety guidelines/HACCP critical control point(s). Food safety guidelines, such as cooking and holding temperatures, ensure that the final product will be safe to eat.

Look for the serving size and recipe yield as you review a standardized recipe. Determine whether the serving size is appropriate for the age being served. The serving size for Mexicali Corn accord-ing to this recipe is ¼ cup. The recipe yield is the amount of product at the completion of production that is available for service. The yield will vary according to the serving size, or the amount of a single portion.





If you want to serve a ½ cup portion, what number scoop would you use?

Suggest participants look up the correct scoop number on the Basics at a glance, Handout 3-3 (4 pages) in the Participant’s Workbooktofindthecorrectanswer.

Correct! A number 8 scoop will serve ½ cup of the Mexicali Corn.

How many ½ cup servings would this recipe yield? Most participants should answer 25 ½ cup servings.

Remember, if you change the portion size, the yield of the standardized recipe will need to be adjusted and recorded.

Once the recipe has been reviewed, it can be prepared. During preparation, if you make any changes to the recipe, it could affect the yield, nutritional content, and product quality. Any changes or recipe concerns should be discussed with your supervisor. The first several times a new recipe is prepared, be sure to record the time standard.

The time standard is the estimated total amount of time required for the recipe from preparation to clean up and is used to plan for just-in-time preparation of quality meals.





At times you may need to make a substitution for an ingredient. Before you do so, make sure the substitution is appropriate for the recipe. If the recipe calls for pinto beans, you may be able to sub-stitute light red kidney beans. While some substitutions are acceptable, an inappropriate substitution could spell disaster. For example, if you substitute cayenne pepper for chili powder just because it is one of the ingredients in chili powder, your customers may be in for an unpleasant, heated surprise.

Place a tasting dish of chili powder and cayenne pepper with disposable spoons on the demonstration table in front of the participants. Allow participants to taste the difference between chili powder and cayenne pepper.

More importantly, substitutions should only be made if the original ingredient is unavailable. Each ingredient in a recipe has a specific purpose, and substituting one ingredient for another may alter the desired taste or texture and the overall product quality.

To reinforce what you have learned in this lesson, we are going to complete the Standardizing for Success activity.

objective 2: Understand the importance of maintaining the integrity of the recipe through the use of appropriate substitutions.





Purpose: To review how to use standardized recipes in quantity food production.Time allowed: 18 minutesMaterials:

• USDA Recipe Mexicali Corn, Handout 3-2• Canned whole kernel corn, No. 10 can–1• Pepper, green–2 or 3 each depending on size (8 oz diced needed)• Onion, yellow–1 or 2 each depending on size (6 oz diced needed)• Pimientos, canned, chopped, drained- 3 oz• Margarine–2 oz• Chili powder–1 ¼ tsp• Cumin, ground–¾ tsp• Paprika–½ tsp• Onion powder–½ tsp• Disposable spoons–1 for each participant• Cutting board–2• Chef’s knife–2• Measuring spoons–1 set• Can opener–1• Measuring quart–1• Measuring cups–1 set• Spoon–1• Scale–1• Steamer–1• Full size steamtable pan, 2 inch–1• Disposable or terry cloth towels• Sanitizer, prepared in buckets• Marker–1 for instructor• Parchment paper–1 sheet per team

Standardizing for Success activity

before class preparation: Review and secure materials needed for the activity. Place recipe ingredients on a sheet pan lined with parchment paper. Using a marker, write Team 1 on the parchment paper. Repeat this step for each team’s lab supplies. Place supplies in the refrigerator until needed. Set up team work stations with necessary culinary tools. Immediately prior to class, prepare 3-compartment sink for clean-as-you-go food production and set up team work stations with recipe ingredients.





look at recipe: uSDA recipe Mexicali corn, Handout 3-2 Quality Score card for cooked vegetables, Handout 3-4

Divide participants into teams. For20participants,createfourteamsoffivepeople.

Team 1 will measure and determine if the No. 10 can of drained, whole kernel corn equals what is stated in the USDA recipe for Mexicali Corn (2 qt and 2 2/3 cup). Team 2 will prepare the diced green pepper according to the recipe; Team 3 will prepare the diced, fresh onion according to the recipe. When Teams 1, 2, and 3 have completed their tasks, they will combine the corn, peppers, and onions, and steam the ingredients according to recipe instructions. Team 4 will prepare the drained pimientos, margarine, and seasonings according to the recipe. After steaming, Team 4 will add the final ingredients, stir lightly, and place the Mexicali Corn on the display table.

During preparation, visually observe food production and provide any assistance needed.

Look at the Quality Score Card for Cooked Vegetables.

Gather participants around the display table. Allow participants to taste test product using disposable spoon. Read the statements on the Quality Score card for cooked vegetables to the participants and ask them to score aloud whether or not the product meets the target(s) on the quality score card. note to instructor: if participants state the product needs additional salt, discuss reducing sodium content in school meals to meet Dietary guidelines for Americans. reinforce the use of quality score cards as a way to improve school meal quality.

We will use a ½ cup measure and determine if the recipe yield is correct.





Using a ½ cup measure, determine if the recipe yields 25 ½ cup servings. While measuring 25 ½ cup servings, discuss the importance of using serving dippers and specialty spoons to maintain the recipe yield during serving. The yield could be correct in the back-of-the-house, but lost due to over or under portioning during service.

Standardized recipes are the building blocks of quality food production. By following detailed recipe instructions, a quality product will be produced every time it is prepared and served. Be sure to read the entire recipe from beginning to end prior to preparing. By doing so, you will save time and energy and prevent food production problems that arise by not planning ahead. Reviewing the standardized recipe means you will have less stress during serving because you will know you have the right amount of quality food for your customers.


Ask participants to look at Post-Training Assessment, Handout 3-5


If the recipe does not yield the 25 ½ cup servings, ask participants why they think this could have happened. Possible answers include:

• The ingredients were not weighed or measured correctly.

• The canned corn did not yield what the uSDA recipe stated.

• The product lost moisture during cooking.

Show video segment.






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1. A standardized recipe includes all of the following except:a. weights and measuresb. directionsc. recipe yieldd. student acceptance

2. Which of the following is an advantage of using a standardized recipe?a. It will ensure customers will receive a consistent, quality productb. Staff will not have to review the recipe once it is memorizedc. Manager will not have to supervise food productiond. There will be less plate waste

3. The amount of product at the completion of production that is available for service isa. the leftovers from the previous day.b. the amount of food in storage.c. the amount of food on the serving line.d. the amount of food the recipe yields.

4. Recipe ingredient substitutions should only be made ifa. the facility is trying to save money.b. the original ingredient is unavailable.c. the staff does not want to search for the original ingredient.d. the staff is being creative.

5. An appropriate substitution would bea. chili powder instead of cayenne pepper.b. light red kidney beans instead of pinto beans.c. tomato sauce instead of ketchup.d. mozzarella cheese instead of cream cheese.






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3-2 Recipe: uSDA Mexicali corn

INGREDIENT50 SERvINGS 100 SERvINGS

DIREcTIoNSWEIGhT MEaSuRE WEIGhT MEaSuRE

vegetables

Canned liquid pack whole kernel corn, drained

4 lb 2 oz 2qt2⅔cups(1 #10 can)

8 lb 4 oz 1gal1⅜qt(2 #10 cans)

1. Combine corn, green peppers, and onions.

or frozen whole kernel corn 3 lb 12 oz

2 qt 2 ½ cups 7 lb 8 oz 1 gal 1 ¼ qt 2. To steam: Place corn mixture in steamtable pans (12” x 20” x 2 ½”). For 50 servings, use 1 pan. For 100 servings, use 2 pans. Heat uncovered, in steamer at 5 lb pressure. For canned corn, heat 4-8 minutes. For frozen corn, heat 9-13 minutes. To heat: Place corn mixture in stock pot or steam-jacketed kettle. For 50 servings, add 2 cups water. For 100 servings, add 1 qt water. Heat, uncovered. Drain. Pour into steamtable pans (12” x 20” x 2 ½”). For 50 servings, use 1 pan. For 100 servings, use 2 pans. CCP: Heat to 140 °F or higher.

*Freshgreenpepper,finelychopped

8 oz 1 ½ cups 2 Tbsp

1 lb 3 ¼ cups 3. Add pimientos, margarine or butter, and seasonings. Stir lightly.

*Fresh onions, chopped 6 oz 1 cup 12 oz 2 cups 4. CCP: Hold for hot service at 135 °F or higher.

or Dehydrated onions 1 oz ½ cup 2 oz 1 cup

Canned chopped pimientos, drained

3 oz ¼ cup 1 Tbsp 6 oz ½ cup 2 Tbsp

Margarine or butter 2 oz ¼ cup 4 oz ½ cup

**Seasonings

Chili powder 1 ¼ tsp 1 ½ tsp

Ground cumin ¾ tsp 1 ½ tsp

Paprika ½ tsp 1 tsp

Onion powder ½ tsp 1 tsp

Nutrients per Serving

Calories 42 Saturated Fat 0.25 g Iron 0.41 mg

Protein 1.10 g Cholesterol 0 mg Calcium 4 mgCarbohydrate 7.72 g Vitamin A 204 IU Sodium 132 mgTotal fat 1.33 g Vitamin C 7.8 mg Dietaryfiber 0.9 g

*Marketing guide for selected items:

Food as purchased

for:

50 100

servings

Green peppers 10 oz 1 lb 4 oz

Mature onions 7 oz 14 oz

** Mexican Seasoning Mix (see G-01A, Sauces, Gravies, and Seasoning Mixes) may be used to replace these ingredients. For 50 servings, use 1 Tbsp Mexican Seasoning Mix. For 100 servings, use 2 Tbsp Mexican Seasoning Mix.

Serving yield volume¼ cup (No. 16 scoop) provides ¼ cup if

vegetable,

50 Servings about 5 lb 3 oz1 steamtable pan

50 Servings about 3 quarts ½ cup

100 Servings about 10 lb 6 oz2 steamtable pans

100 Servings about 1 gallon 2 ¼ quarts





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3-3 Basics at a Glance





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3-4 Quality Score card for cooked vegetables

When the food is ready to serve, use this Quality Score Card to evaluate the quality. Mark yES when the food meets the standard and No when it does not. Mark Na(NotApplicable)whenaspecificqualitystandarddoesnotapplytothefoodbeingevaluated.UsethecoMMENTS section to explain why a food does not meet a standard. Remember, if a food does not meet the quality standards, it should not be placed on the service line.

DaTE: MENu ITEM:

pRouDLy pREpaRED by:

QuaLITy ScoRED by:

QuaLITy STaNDaRD yES No Na coMMENTS

appEaRaNcE

Bright color typical of the vegetable

Vegetable pieces are similar in size

Vegetable pieces are intact (pieces not overcooked with a mushy appearance)

There is no visible oil or fat

Garnish is edible and appropriate for the dish

TExTuRE oR coNSISTENcy

Vegetable is fork-tender (slightly crisp and not overcooked)

All pieces of the vegetable have the same texture

Vegetablesincasserole-typerecipesarewellblended,tender,andidentifiable

FLavoR aND SEaSoNING

Vegetablehasadistinct,goodflavor

Seasonings are detectable but not overpowering

Seasoningsenhancethevegetableflavor

A minimal amount of salt has been added (recipe used)

A minimal amount of fat has been added (recipe used)

If a sauce is used, it complements the vegetable (mild, not overpowering)

SERvIcE TEMpERaTuRE

Hot- 135 °F or above





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Time: 30 minutes

Organize Equipment and Ingredients 4

TIME TOpIc Task

4 minutes Introduction • Introduce the lesson objectives

• Conduct Pre-Training Assessment

Objective 1: Identify the proper equipment needed to follow standardized recipes.

7 minutes Identify Equipment Based on the Standardized Recipe

• Identify equipment needed to make vegetable

wraps

• Discussequipmentidentified

Objective 2: Understand the importance of using only approved commercial grade equipment in school foodservice kitchens.

1 minute Commercial Grade Equipment Discuss approved, commercial grade equipment

Objective 3: Understand the importance of organizing workspace, equipment, and ingredients to work smarter not harder.

18 minutes WorkSimplification • Conduct kitchen tour

• Conduct Work Smarter Not Harder activity



• Review answers to the Pre- and Post-Training

Assessment

Lesson at a Glance

PrAcTicAl SkillS for PrePAriNg HigH QuAliTy ScHool MeAlS: A five STeP ProceSS

LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS



National Food service Management Institute

preparation checklist

Use this preparation checklist to get ready for the training session. Keep track of your progress by checking off tasks as they are completed.

LEssON Tasks 3

GaThEr Lab suppLIEs FOr INsTrucTOr



• Scale- spring–1

GaThEr Lab suppLIEs FOr acTIvITy

• Self adhesive notepads–1 per team

• Ladle,1 oz–1 per team

• Steamtable pans, various sizes and depths depending on what is available for each team

• Parchment paper–1 sheet per team

• Scoop, No. 10–1 per team

• ¼ measuring cup–1 per team

• Bread knife–1 per team

• Cutting board–1 per team

• Scale–1 per team

• Vegetable peeler–1 per team

• Markers–1 for the instructor and 1 per team

GaThEr OThEr MaTErIaLs



• BLT 2010 video segments from www.nfsmi.org







Mise-en-place (meez-un-plahss) French for “to put in place.” This term is referred to by cooking professionals as the preparation and assembly of all necessary ingredients and equipment prior to food production. Work simplification Theprocessoffindingtheeasiestandmostefficientwaytodoajob.

key Terms





Welcome to Lesson Four: Organize Equipment and Ingredients.


Objective 1: Identify the proper equipment needed to follow standardized recipes. Objective 2: Understand the importance of using only approved commercial grade equipment in school foodservice kitchens.Objective 3: Understand the importance of organizing workspace, equipment, and ingredients to work smarter not harder.

Direct participants to the Pre-Training Assessment, Handout 4-1 in the Participant’s Workbook.



Welcome





Step three of the five step process is to organize equipment and recipe ingredients. A well-organized cook saves time and energy by assembling all ingredients and equipment before starting food preparation. Professional chefs use the French term mise-en-place (meez-un-plahss) which means “to put in place” to describe assembling ingredients and utensils. This term also means “a state of mind.”

It is important to plan and anticipate situations that could arise during food production. You know that Hazard Analysis Critical Control Point(s) (HACCP) is based on being proactive or thinking ahead. It also includes corrective action—what to do when something goes wrong. Proactive food production is like proactive food safety programs. Thinking ahead, knowing culinary techniques, and being a well-organized cook reduces stress in the kitchen and helps staff easily solve problems that could arise during food production.

Objective 1:

Identify the proper equipment needed to follow standardized recipes.

Direct participants to the uSDA recipe: vegetable Wraps, Handout 4-2 and the What Do i Need?, Handout 4-3 in the Participant’s Workbook. For20participants,createfourteamsoffivepeople.

Working in teams, read the recipe for Vegetable Wraps and write down all of the equipment you think you would need to prepare the recipe on the worksheet What Do I Need?

Allow teams approximately three minutes to complete this activity. Once participantshavefinished,gatherparticipantsfordiscussion. Ask for a team to volunteer and share their answers with the group. If a team does not volunteer, select a team to share their results. If the team lists any necessary items that are not on your list, please add it to What Do i Need?, Handout 4-3a. Allow teams to share and discuss results.





Is it safe to make a chill stick out of a plastic two liter soda container or store food in leftover one gallon Ranch dressing container? All participants should answer no to this question.

Objective 2:

Understand the importance of using only approved commercial grade equipment in school foodservice kitchens.

Having the equipment you need for food production is critical to a job well done. Only commercial grade large and small equipment should be used in a commercial kitchen.

Can anyone tell me why it is not safe to make a chill stick out of a plastic two liter soda container or store food in leftover one gallon Ranch dressing containers? The correct answer to the question is: • “This type of plastic is single use only, and cannot be sanitized after using,

therefore it is considered a food safety hazard.”

Show participants a piece of small equipment (chef’s knife) with the NSF® (National Sanitation Foundation) logo.

This logo stands for the National Sanitation Foundation. Companies pay a fee for the National Sanitation Foundation® to certify that their product is easily cleaned, safe for food to touch, non-toxic, and nonabsorbent. Using unapproved, non-commercial tools and equipment could be a hazard in your facility.





Conductafiveminutetourofyourkitchenanddiscussimprovedorganizationofworkspace, equipment, and ingredients.

Objective 3:

Understand the importance of organizing workspace, equipment, and ingredients to work smarter not harder.

•rearranging work tables.

• increase use of rolling bun pan racks and/or carts.

• Easilyaccessiblestorageoffilmwrap,aluminumfoil,andparchmentpaper(parchment paper could be stored in a sheet pan located on top or bottom of rolling bun pan rack).

•removing unnecessary items from dry storage and table drawers.

•use of food processing equipment, i.e. sectionizers, slicers, food processors.

•Better organization of storage areas, including refrigerated and dry.

Askparticipantsforideasorsuggestionstoimproveworkflow,streamlinefoodproduction,andincreaseefficiencyinyourkitchen. ideas for improvements may include:

Organizing the workspace to work smarter not harder is a major component to proper mise-en-place. Take time to plan your work. Eliminate any unnecessary steps. It is estimated the average cook takes 14,000 steps per day. To help develop your work simplification skills, we are going to orga-nize an imaginary workspace preparing vegetable wraps.





before class preparation: Review and secure materials needed for the activity. Place equipment on a sheet pan lined with parchment paper. Using a marker, write Team 1 on the parchment paper. Repeat this step for each team’s lab supplies. For20participants,createfourteamsoffivepeople. Set up team work stations with necessary culinary tools. Divide participants into teams.

Work smarter Not harder activity

Purpose: To develop mise-en-place and work simplification skills to improve kitchen efficiency.

Time allowed: 10 minutes

Materials: • Self adhesive notepads–1 per team• Ladle, 1 oz–1 per team• Steamtable pans, various sizes and depths depending on what is available for each team• Parchment paper–1 sheet per team• Scoop, No. 10–1 per team• ¼ measuring cup–1 per team• Bread knife–1 per team• Cutting board–1 per team• Scale–1 per team• Vegetable peeler–1 per team• Marker–1 for the instructor and 1 per team

Direct each team to the uSDA recipe: vegetable Wrap, Handout 4-2 in the Participant’s Workbook. Make sure each team has completed the What Do i Need? Handout 4-3 prior to beginning this activity.





Ask participants to look at Post-Training Assessment, Handout 4-4.

Show video segment.

Each team is to design a work station for preparing vegetable wraps. On the self adhesive notes, write the name of the food item and place it where you think it belongs in your workspace. You will have three to four minutes to create your workspace.

During the activity, visually observe participants and provide any assistance needed. If participants are able to setup work stations in less time, use the additionaltimeforworksimplificationdiscussionamongteams. Gather participants around each team’s workspace starting with Team 1, Team 2, and so on. Discuss as a group the pros and cons of the workspace created by the team and make any suggestions for improvement.









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1. The term mise-en-place meansa. your place of employment.b. to put in place.c. there are mice in the place.d. it has been misplaced.

2. An advantage to being a well-organized cook isa. the kitchen is less stressful.b. the food tastes better.c. the kitchen does not require a manager.d. the recipes are easier to follow.

3. NSF stands fora. non-safe food.b. National Safety Foundation.c. National School Foundation.d. National Sanitation Foundation.

4. Food cannot be stored in 1 gallon leftover ranch style dressing containers becausea. the label states it is Ranch dressing.b. the plastic cannot be properly sanitized.c. the container is too small.d. hot food will melt the thin plastic.

5. Commercial grade tools and equipment should be

a. long-lasting.b. waterproof.c. nonabsorbent.d. lightweight.






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4-2 usDa recipe: vegetable Wraps

INGrEDIENT50 sErvINGs 100 sErvINGs

DIrEcTIONsWEIGhT MEasurE WEIGhT MEasurE

Enrichedflourtortilla,12”soft (at least 1.8 oz)

50 each 100 each 1. Steam tortillas for 3 minutes until warm OR Place in warmer to prevent torn tortillas when folding

Ranch dressing (E-19) 50 oz 1 qt 2¼ cups 100 oz 3 qt ½ cup 2. For ranch dressing use Ranch Dressing recipe (see E-19) Spread 2 Tbsp ranch dressing down the center of each tortilla.

* Leaf lettuce 13 oz 1 qt 2¾ cup 1lb 10 oz 3 qt 1½ cup 3. Place about ¼ oz lettuce on top of ranch dressing.

Raw mixed vegetables 4. Combine raw vegetables: green peppers, onions, carrots, and cucumbers. Portion 2 oz ofvegetablemixwithaNo.10scoop(⅜cup)on top of lettuce leaf and dressing.

Raw green peppers, chopped

1 lb 10 oz 1 qt ¾ cup 3 lb 4oz 2 qt 1½ cup 5. Sprinkle 1 oz (¼ cup) cheese on top of vegetables.

Raw onions, chopped 1 lb 13 oz 1 qt 1 cup 3 lb 10oz 2 qt 2 cups 6. Fold the top and bottom of the tortilla into the center. Beginning at either side, roll the tortilla until all the contents cannot be seen.

Raw carrots, peeled and sliced

1 lb 5 oz 1 qt 1 cup 2 lb 10oz 2 qt 2 cups 7. Cut diagonally in half.

Raw cucumbers, peeled and diced

1 lb 9 oz 1 qt 1 cup 3 lb 2oz 2 qt 2 cups

Reduced fat Cheddar cheese, shredded

3 lb 2 oz 3 qt ½ cup 6 lb 4oz 1 gal 2¼ cup

Nutrients Per ServingCalories 299 Saturated Fat 4.72 g Iron 2.04 mg

Protein 12.80 g Cholesterol 21 mg Calcium 226 mg

Carbohydrate 36.52 g Vitamin A 3707 IU Sodium 636 g

Total fat 10.80 g Vitamin C 16.5 mg Dietaryfiber 2.9 g

*MarkETING GuIDE FOr sELEcTED ITEMs:Food as purchased for: 50 100 serv.Leaf lettuce 1 lb 4 oz 2 lb 8 oz

Green peppers 2 lb 1 oz 4 lb 2 oz

Mature onions 2 lb 1 oz 4 lb 2 oz

Carrots 1 lb 10 oz 3 lb 4 oz

Cucumbers 1 lb 14 oz 3 lb 12 oz

2 Pieces provide 1oz equivalent meat/meat alternate, ⅜ cup of vegetable, and 2 servings of grains/breads.

servings 50 100

yield about 19 lb about 38 lb

volume 1gallon⅜quarts(vegetablefilling)100halves 2gallons1¾quarts(vegetablefilling)200halves

Tested 2004





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4-3 What Do I Need?

ITEM DEscrIpTION QuaNTITy NEEDED





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4-3a What Do I Need? Suggested Answers

WhaT DO I NEED? SuggeSTeD ANSWerS

Disposable gloves

Method for dispensing Ranch dressing, select 1: • Squeeze bottle • 2 oz ladle• 2 oz spoodle 1*

Cutting board 1*

Chef’s knife 1*

Food processor, Optional, for slicing carrots and cucumbers 1

Colander for rinsing vegetables 1

No. 10 scoop OR 3 oz spoodle 1*

Scale 1Method for measuring shredded cheese (1/4 cup measure equals1 oz shredded cheese), select 1:

• 2 oz portion cup • 2 oz spoodles• 2 oz scoop 1*

___________Pan for shredded cheese 1

___________Pan for tortillas 1-2

___________Pan for vegetable mix 1

___________Pan for rinsed leaf lettuce 1

Bread knife to cut wrap in half 1

2inchpanforfinishedproduct 1-2

Filmwraptocoverfinishedproduct 1

Other as determined by trainer:

*Notes to instructor, if multiple persons/stations are preparing, you may need more than one of these items.Insert the type of pan you plan to use on the blank lines provided above.





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Time: 30 minutes

Use the Right Culinary Technique 5

TIME TopIC Task


Objective 1: Demonstrate proper knife skills by correctly cutting up various fruits and vegetables.

15 minutes Chef’s Knives • Proper use of chef’s knife

• How to maintain a chef’s knife

• Fabrication of fresh produce

Objective 2: Understand the importance of weighing and measuring ingredients and how it relates to high quality prepared food products and the nutritional value of these products.

5 minutes • Weights/Measures

• Nutrition Integrity

Discuss the difference between weights and measures

Objective 3: Recall the various types of cooking methods and when they are best used with various types of foods.

3 minutes Cooking Methods Discuss various cooking methods

Objective 4: Understand that some students may have special dietary requirements, and different preparation techniques may be needed to accommodate these students.

3 minutes Special Needs Stu-dents

• Discuss special dietary requirements for students with disabilities



• Review answers to the Pre- and Post-Training Assessment

Lesson at a Glance


LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE




preparation ChecklistUse this checklist to get ready for the training session. Keep track of progress by checking off tasks as completed.

LEssoN Tasks 3

GaThER Lab sUppLIEs FoR INsTRUCToR


• Steel–1


• Method to secure cutting board

• Single-use, disposable gloves

• Cantaloupe–1

• Portion cup, 2 oz–2

• Red seedless grapes, 3-4

• Spinach leaves, fresh, 2 oz

• Iceberg or garden mix, 4 oz

• Entrée salad container or bowl

• Portion scale, electronic and/or spring

• Shredded cheese–1 oz

• Spinach–5 lb bag of pre-rinsed spinach leaves

• Disposable or terry cloth towels

• Sanitizer, prepared in buckets

GaThER Lab sUppLIEs FoR paRTICIpaNTs

• Cutting boards–1 per participant (2 participants can share if necessary)

• Chef’s knife–1 per participant (2 participants can share if necessary)

GaThER oThER MaTERIaLs





Copies of the Participant’s Workbook–1 per participant





Chiffonade Tofinelysliceorshredleafyvegetablesorherbs. Culinary Technique A step-by-step food preparation method. Fabrication The process of slicing and dicing food. This term is often used to describe slicing or dicing fresh fruits and vegetables. Grilling A dry-heat cooking method in which foods are cooked by heat radiating from a source located below the cooking surface. Nutrient analysis The calculated nutrient content of foods, recipes, and/or menus. Nutrition Integrity A level of performance that assures all food and beverages available in schools are consistent with the Dietary guidelines for Americans, and when combined with nutrition education, physical activity, and a healthy school environment, contribute to enhanced learning and the development of lifelong, healthy eating habits. Tare To reset an electronic or spring-style scale to zero; also known as “zero the scale”. This may be used to weigh ingredients without weighing the container.

Before you begin this lesson, provide each participant with a chef’s knife, cutting board, and disposable gloves. If supplies are limited, two participants can share a chef’s knife and cutting board.

key Terms





Welcome to Lesson Five: Use the Right Culinary Technique.


Objective 1: Demonstrate proper knife skills by correctly cutting up various fruits and vegetables.Objective 2: Understand the importance of weighing and measuring ingredients and how it relates to high quality prepared food products and the nutritional value of these products.Objective 3: Recall the various types of cooking methods and when they are best used with various types of foods.Objective 4: Understand that some students may have special dietary requirements and different preparation techniques may be needed to accommodate these students.


Welcome







School nutrition programs around the United States are serving more fresh fruits and vegetables to improve the health of young people. Research shows that eating a variety of fresh fruits and vegetables every day improves wellness and the future health of individuals. Step four of the five-step process is to use the right culinary technique.

To improve your culinary skills and techniques in the fabrication of fresh produce, this lesson will teach you how to properly use the chef’s knife. Every cooking professional must be skilled in how to use a chef’s knife. The most common grip is to hold the handle with three fingers while gripping the blade between the thumb and index finger.

objective 1:

Demonstrate proper knife skills by correctly cutting up various fruits and vegetables.

Demonstrate how to hold a chef’s knife as shown in the picture below. Do not slice the cantaloupe until you are directed to do so later in this session. An eight inch chef’s knife is the preferred blade length for most females due to females typically being of short stature (height).





Ask the participants to hold up their non-cutting hand and show their claw.

Be sure not to place your index finger along the top of the blade of the knife. This could lead to the development of carpel tunnel health problems.

Placeindexfingerontopofbladetodemonstratewhatnottodo.Leteachparticipant individually demonstrate the proper way to hold a chef’s knife and help participants make corrections as needed.

The opposite hand is used to hold the food item. It is important that you cannot see fingernails of this hand. If you can see fingernails, you might cut that hand. Always keep your non-cutting hand in a claw on top of the product.





Before fabricating any foods, especially produce, make sure your knife is sharp. A dull knife will not leave a smooth, clean edge on the food. A dull knife may crush and damage food, reducing eye appeal and product quality. School nutrition operations may use a knife sharpening service, electric knife sharpening equipment, or manual knife sharpening equipment to sharpen knives.

Note to Instructor: Some school nutrition personnel may be trained to sharpen knives using a whetstone. Please note that untrained personnel should not attempt to sharpen knives using a whetstone. Improper use of the whetstone could result in knife blade damage.

The steel does not sharpen a knife. A steel is used to hone or straighten the blade edge after sharpening or in between sharpening for longer use.

CUTTING boaRDs

If your cutting board is not designed with rubber edges to hold it in place, be sure you secure your cutting board with a damp, sanitized terry or disposable cloth or rubberized shelf liner.

If you are using a color-coded cutting board system for food safety, be sure you have paired the correct color with the correct food. For example, a green cutting board should be used with fresh produce.

Knives should always be used with a cutting board. It is important to never cut on stainless steel tables because your knife will become dull instantly.





Use the illustration below as a guide and demonstrate how to properly use a knife steel to hone the blade.

Do not clean and sanitize knives in a commercial dishwasher. The heat and chemicals may damage the handle and the blade. Always clean and sanitize knives using the 3-compartment sink method. Wash, rinse, and sanitize all utensils and cutting boards immediately after each use. Knives should never be left in the sink unattended because this could be an employee safety hazard.

When fabricating fresh produce, be sure to rinse all produce prior to using. Best practice is to wear single use, disposable gloves when handling ready to eat foods, such as produce. To demonstrate the proper way to use a chef’s knife, I am going to make cantaloupe slices and dices.

Note to Instructor: Three million Americans suffer from latex allergy. Please note that the allergens (latex proteins) can be transferred from latex gloves to food. As a precaution, purchase non-latex containing single-use, disposable gloves.

hoNE a kNIFE bLaDE

While holding the knife at a 20° angle, place the heel of the knife at the top of the steel.

Press the knife blade against the steel firmly.Slowlydragtheknifedownthesteel while pulling the knife towards the body, so that the tip of the blade is touching the steel when it gets to the bottom of the steel.

Alternate sides to be sure the blade is properly honed.





sLICE a CaNTaLoUpE

Remove each end of the melon using a chef’s knife.

After removing both ends of the fruit, place cut side down. Cut away skin while turning 20 degrees after each cut.

Cut the melon in half. Using a large spoon, remove and discard the seeds of the fruit.

Tip: Use a 4 or 6 inch pan as a table top garbage can for seeds and rind.

Using a chef’s knife, demonstrate the proper culinary technique for slicing and dicing a cantaloupe. Be sure to wear single use, disposable gloves. Use the following illustration as a guide.





sLICE a CaNTaLoUpE, CoNTINUED

The cantaloupe may be sliced into wedges and served.

If a dice cut is preferred, after slicing, turn the fruit one quarter turn and slice again into 1-2 inch cubes.

Using the right culinary technique will result in a high quality product that is more acceptable and appealing to students. In addition, using the correct technique will save time during food production.





Garnish the cantaloupe with 3-4 red, seedless grapes.

How could we garnish our portion cup of diced cantaloupe for improved eye appeal? Accept all reasonable answers. Possible answers include:

•garnish with fresh, red seedless grapes.

•garnish with slice of strawberry.

•garnish with fresh blueberries.

Another culinary technique that can be used to blend healthy ingredients, such as spinach, into a green salad or prepare fresh herbs for use in recipes is chiffonade.

Fill a portion cup with the diced cantaloupe. Use a damp, sanitized terry cloth or disposable towel to wipe down the cutting board for the next demonstration.





Use the photos below as a guide and demonstrate how to slice spinach for use in salads. Toss sliced spinach leaves in a container with iceberg or precut garden greens. Discusstheimprovedeyeappealandnutritionalbenefitsofablendofspinachand iceberg. One ounce of spinach contains over half of your day’s Vitamin A requirement, while one ounce of iceberg provides only three percent of your daily Vitamin A requirement. Provide participants with a small amount of whole spinach leaves at each work station. Allow participants to practice proper use of the chef’s knife by slicing spinach for salads; observe participants to make sure the chef’s knife is held properly and the non-cutting hand is in the claw form. After participants have completed this activity, gather participants around the demonstration table.

sLICE spINaCh FoR UsE IN saLaDs

Roll leaves tightly like rolling up a burrito. You do not have to remove any spinach stems.

While keeping the leaves tightly rolled, slice into strips of desired thickness. Technically, chiffonade meanstofinelyslice;howeverthistermmaybeused when creating larger slices.





How would you feel or what would you think if you purchased a meal that was advertisedaslowinfatandcaloriesonlytofindoutthiswasnottrue? Accept all reasonable answers.

objective 2:

Understand the importance of weighing and measuring ingredients and how it relates to high quality prepared food products and the nutritional value of these products.

Standardized recipes are used in school foodservice to ensure that consistent, quality products are produced in the amounts or portions that are needed for service. To get the desired recipe results, ingredients must be weighed or measured correctly. Recipes indicate the amount of each ingredient to use in two ways–by volume and by weight.

Volume refers to the amount of space an ingredient occupies in a measuring container and is expressed in terms such as teaspoons, cups, and gallons.

Weight refers to the heaviness of an ingredient and is expressed in terms such as ounces and pounds. Weighing ingredients is considered the more accurate measurement of the ingredient. You do not have to worry if you leveled the flour correctly, packed the brown sugar, or did not put enough shredded cheese on your chef salad because weighing ingredients will eliminate errors and speed production.

Another important reason for using correct weights and measures is nutrition integrity. In other words, the nutrient analysis of the standardized recipe is accurate.

Note to Instructor: Most participants will feel this practice is wrong as they may be on a calorie controlled diet, watching their fat intake, or may be a diabetic that needs to watch fat and calories daily.

It is critical that the nutrient analyses of school nutrition recipes and menus published for the community are accurate. In order for the nutrient information on the recipe to be accurate, ingredients must be weighed or measured correctly each time the recipe is prepared.





Electronic and spring scales are used in school nutrition to weigh ingredients and determine correct portion sizes, such as portioned meats and cheeses. If your scale is a spring scale, meaning not electronic, please be sure to pick it up by the base. Picking up spring scales by the platform used for weighing the food will eventually destroy the unit. When weighing a product, be sure to tare or zero the scale prior to using. The tare may also be used to weigh ingredients without weighing the container. Simply place the container on the scale and tare or zero the scale.

Now you are ready to weigh your ingredients.

If possible, place an electronic and spring scale on the demonstration table.

Put one ounce of shredded cheese in a two ounce portion cup.

How much does this two ounce portion cup of shredded cheese weigh?

Allow participants to guess the weight of the cup. Place an electronic or spring scale on the demonstration table to show participants that the two ounce cup contains one ounce of shredded cheese.

The two ounce cup actually contains one ounce of shredded cheese. It is very important to note that weights and measures are not interchangeable.





If time permits, continue discussion of cooking methods on the cooking Methods Handout 5-2 of your workbook.

objective 3:

Recall the various types of cooking methods and when they are best used with various types of foods.

Using the right culinary technique means to use the right cooking method, too. Matching ingredients with the correct cooking method will help to create a quality product. Heat causes proteins and starches to thicken, sugars to caramelize, water to evaporate, and fats to melt. Using the incorrect cooking method could spell disaster.

Would you boil an expensive steak? Most participants should answer no to this question.

Yes, a steak should be grilled to caramelize the sugars on the surface and allow for a short cooking time so that proteins do not bind too tightly and cause the meat to become tough and dry. Many items on a school nutrition menu are baked or steamed. It is important we cook foods to safe internal temperatures and do not overcook products until they are tough, dry, and distasteful. This is especially true for items precooked by the manufacturer. For example, raw poultry should be cooked to an internal temperature of 165 °F. However, when heating precooked chicken tenders, you should follow the manufacturer’s instructions to ensure the safety and quality of the tenders. Due to temperature loss between the oven and the serving line, some schools choose to heat manufactured food to higher temperatures than required. This practice is acceptable, but make sure the product is not overcooked and food quality is lost.

Another important step in maintaining food quality is just-in-time service. Batch cooking helps to reduce holding time and improves food quality. Foods that are held at high temperatures (above 160 °F) may continue cooking and become dry and distasteful. If a food item is overcooked, it should not be served.

Looking at the cooking Methods, Handout 5-2, what cooking method would you choose for an expensive steak? Most participants should answer grilling.





At times, school nutrition operations may be asked to prepare meals for students on special diets. The U.S. Department of Agriculture’s nondiscrimination regulation (7 CFR 15b), as well as the regulations governing the National School Lunch Program and School Breakfast Program, make it clear that substitutions to regular meals must be made for children who are unable to eat regular meals due to disabilities certified by a licensed physician or recognized medical authority. Schools are required to make reasonable accommodations for disabilities including diabetes, food allergies, and food intolerances such as celiac disease (gluten intolerance).

Other accommodations may be made for children who have difficulty chewing or swallowing. For these students, school nutrition personnel may be required to puree, blend, or cut food into smaller pieces. Small equipment, such as a commercial blender, food processor, or immersion blender, works well for pureeing and blending food. Equipment used for pureeing meals should be commer-cial grade and stamped with the National Sanitation Foundation® seal of approval. If the medical authority has approved the use of broths or stocks, these may be added to improve texture and flavor. Consider a low sodium school-made vegetable broth for improving the texture and flavor of pureed foods.

objective 4:

Understand that some students may have special dietary requirements, and different preparation techniques may be needed to accommodate these students.





It is imperative the menu plan and recipes be followed exactly as written by the medical authority to ensure the student is receiving a safe and healthy meal. Deviating from the recipe could be life-threatening and extremely dangerous to students requiring special meals. If the meal is designed to be allergen free, make sure there is no cross-contamination of allergen-containing foods. Cooking different types of food in the same fry oil can cause allergens to be transferred. Do not reuse parch-ment paper or put food on surfaces that have touched allergens.

Make sure utensils, pots and pans, and equipment have been properly washed, rinsed, and sanitized before and after food production. Wash hands and change gloves often, especially when handling foods commonly associated with allergic reactions.

Common food allergens are: • Peanuts • Tree nuts such as almonds, pecans, and walnuts• Milk, eggs, soy, wheat• Fish such as bass, cod, and flounder• Crustacean shellfish such as crab, lobster, and shrimp






If you are uncertain if a food item contains an allergen food, check with your supervisor. For ex-ample, some deli meats contain dairy products. If you cannot identify all of the food ingredients, do not serve that food to a child with known allergies.

Choosing the right culinary equipment, using the right culinary technique, and following safe food handling procedures are critical to back-of-the-house food production and front-of-the-house quality school meal service.

Direct participants to the Post-Training Assessment, Handout 5-3 in the Participant’s Workbook.




Show video segment.







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1. Using the correct culinary technique a. improves meal quality.b. reduces leg strain.c. improves meal counts.d. is only used by chefs.

2. A steel is used between knife sharpenings toa. sharpen the blade.b. store the knife.c. hone the blade.d. prevent theft.

3. Cutting boards may be secured to the work surface by usinga. a clean, sanitized, dampened terry cloth towel.b. metal clamps.c. a sponge.d. your apron.

4.Thevolumeoffoodisdefinedasa. the amount of space an ingredient occupies in a measuring container.b. the amount of food that can be consumed during a lunch period.c. the weight of food placed on a portion scale.d. the amount of food required for a reimbursable meal.

5.Schoolnutritionassistantsarerequiredtomakesubstitutionsandmodificationstoschoolmealsforstudentsa. who have a letter from the parent.b. who have disabilities diagnosed by a medical professional.c. who are vegetarians.d. who have special religious beliefs.








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5-2 Cooking Methods

DRy-hEaT METhoDs MEDIUM EqUIpMENT

Broiling Air Overhead broiler

Grilling Air Grill

Roasting Air Oven, combi oven

Baking Air Oven, combi oven

Sautéing Fat Tilt skillet (May sauté using sheet pan in an oven)

Stir-frying Fat Tilt skillet, steam-jacketed kettle, wok

Pan-frying Fat Stove top, tilt skillet

Deep-frying Fat Deep fat fryer

MoIsT-hEaT METhoDs MEDIUM EqUIpMENT

Poaching Water or other liquid Stove top, oven, steam-jacketed kettle, tilt skillet

Simmering Water or other liquid Stove top, steam-jacketed kettle, tilt skillet

Boiling Water or other liquid Stove top, steam-jacketed kettle, tilt skillet

Steaming Steam Convection steamer, combi oven

CoMbINaTIoN-hEaT METhoDs MEDIUM EqUIpMENT

Braising Fat, then liquid Oven, combi oven, tilt skillet

Stewing Fat, then liquid Oven, combi oven, tilt skillet







haNDoUT







Time: 30 minutes

Deliver a Quality Product 6Lesson at a Glance

Practical SkillS for PreParing HigH Quality ScHool MealS: a five SteP ProceSS

TIME ToPIc Task

4 minutes Introduction • Conduct Pre-training assessment

Objective 1: Understand the importance of a quality score card to assess the quality of school meals and assure quality standards are met.

8 minutes Quality Score card • Discuss the importance of and how to use the quality

score card.

• Complete Quality Score card for fresh fruit and fresh

fruit Menu items

Objective 2: Understand serving line setup and maintenance of serving line during meal service periods.

10 minutes Serving line setup and maintenance • Complete serving line diagrams for 1 day’s lunch menu

Objective 3: Recall appropriate portion control standards.

5 minutes Portion control during service • Discuss the importance of portion control measures during

service

Objective 4: Recall necessary food safety measures required during holding and serving quality meals.

3 minutes Food safety • Discuss steps to food safety during service


• Conduct Post-training assessment

• Review answer to the Pre- and Post-training assessments

LESSON SIX: DELIVER A QUALITY PRODUCT

Instructor’s Guide; Lesson 6, Page 2



Preparation checklistUse this preparation checklist to get ready for the training session. Keep track of your progress by checking off tasks as they are completed.

LEssoN Tasks 3

GaThEr Lab suPPLIEs For INsTrucTor

• Apples–2

• Method for making apple slices (Sectionizer, chef’s knife, apple corer)

• Lemon juice, reconstituted

• Pineapple juice (optional)

• Tongs–1

• One day’s menu from your school nutrition program–1 per participant

GaThEr oThEr MaTErIaLs










Quality score card Quality standards for foods that are set as a target for how the finishedproductshouldlookandtaste. standardized recipe One that has been tried, adapted, and retried several times for use by a given foodservice operation and has been found to produce the same quality results and yield every time when the exact procedures are used with the same type of equipment and the same quantity and quality of ingredients.

before class Preparation: In advance of this lesson, prepare apples by washing, removing the core, and slicing into 6 wedges. Prepare enough apple slices for each participant to receive one wedge during the taste test. Cover the wedges with reconstituted lemon juice or reconstituted lemon juice and pineapple juice (a 50/50 blend) to prevent browning. note: Do not dilute reconstituted lemon juice with water because it weakens the strength of the acid and may not prevent the fruit from browning. Place apple wedges in the cooler until needed. Making apple wedges is easy when using a sectionizer, such as one with the apple/pear corer wedger blade as shown in the illustration on the next page. If you do not have a sectionzier, use an apple corer to remove the core and slice the apple into 6 uniform slices. If you do not have an apple corer, simply cut the apple in half, then into quarters with a chef’s knife. Remove the remaining core with the knife, and cut the quarters into wedges of uniform size. In addition to the apples already prepared, wash one apple, remove the core, and slice into 6 wedges. This apple will be for demonstration/discussion purposes only. Do not cover the wedges with an acid, but instead allow these wedges to oxidize or brown. Place apple wedges in the cooler until needed.

key Terms





sLIcING aPPLEs

Select an apple variety of your choosing. Place the apple wedger/corer blade in the unit.

Place apple on the sectionizer and pull handle down to create apple wedges.

Six apple wedges are produced from each apple. The core should be discarded.





Welcome to Lesson Six: Deliver a Quality Product.


Objective 1: Understand the importance of a quality score card to assess the quality of school meals and assure quality standards are met.Objective 2: Understand serving line setup and maintenance of serving line during meal service periods.Objective 3: Recall appropriate portion control standards.Objective 4: Recall necessary food safety measures required during holding and serving quality meals.

Direct participants to the Pre-training assessment, Handout 6-1 in the Participant’s Workbook.

The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Do not worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember, your first thought is usually the right one.

Allow time for completion of the Pre-training assessment and collect them for later review. The answers to the Pre-training assessment will be discussed at the end of the lesson. Thank participants for answering questions about information that may be unfamiliar to them. Return to the lesson.

Welcome





Direct participants to the Quality Score card for fresh fruits and fresh fruit Menu items, Handout 6-2 of the Participant’s Workbook.

objective 1: Understand the importance of a quality score card to assess the quality of school meals and assure quality standards are met.

In lesson one we learned to produce a quality meal. Quality must be achieved during every step of preparation and service. Before you can achieve quality in the preparation and service of foods, you must determine how a quality meal looks and tastes. To see the look and taste of a quality meal we refer to the quality score card. Quality score cards present the quality standard targets you seek in determining how the finished product should look and taste.

Can anyone name at least one quality standard when evaluating a food or beverage served in school meals? accept all reasonable answers. Possible answers include: Appearance refers to how the food should look when it is prepared according to a recipe. Texture or consistency is how the food should feel in the mouth and how it cuts. Flavor is how the food tastes, and service temperature refers to the ideal temperature for serving the food, which may be higher than the safe holding temperature for hot foods.

•appearance

• texture

• flavor

• temperature





From the refrigerator, remove the apple wedges that were coated with an acid to prevent browning (these were prepared in advance of this lesson) and place them on a display table in front of the participants. To prevent cross contamination, use tongs to give each participant an apple wedge to taste test.

I would like for each of you to take a minute to complete the Quality Score Card for Fresh Fruits and Fresh Fruit Menu Items. If you believe a statement does not apply to this product, select NA for not applicable.

Allow participants enough time to complete the Quality Score card for fresh fruits and fresh fruit Menu items worksheet.

Let’s go over your review of the quality score card, starting with appearance. Everyone, including children, eats with their eyes first. If the food does not look appealing, it is less likely to be selected.

Ask participants to share their answer for each quality standard. Time permitting,allowfordiscussionofappearance,texture,flavor,andtemperature.

These apple wedges were prepared at the same time as the apples you just scored as having an acceptable appearance.

Remove the apple wedges that were not coated with an acid to prevent browning (these were prepared in advance of this lesson) and place them on a table in front of the participants.





Have participants look again at the Quality Score card.

There is no need to complete the rest of the quality score card if the appearance of a product is unacceptable. Children should be encouraged to select nutritious, attractive, quality foods served as part of a successful school nutrition program. School nutrition teams encourage participation in the school nutrition program by offering appealing foods. Presenting apple slices that appear fresh says to your customers, “I care about you and I take pride in my work.” On the other hand, offering oxidized or browned apple slices says to your customers, “I do not care about you and do not take pride in my work.” Use the targets set on the quality score cards to evaluate the products you offer and meet and exceed your customers’ expectations.

When preparing apple slices, you must immediately place apple slices in an acid to prevent browning. A great combination for taste is to combine 50% reconstituted lemon juice with 50% pineapple juice. Use the pineapple juice from your canned pineapple tidbits. If your juice mixture is successful and strong enough, you should be able to serve leftover, fresh looking apple slices at breakfast the following day. If your juice mixture is unsuccessful or not strong enough, you will know it in a matter of minutes. All cut surfaces of the apple must be coated for a second or two to prevent browning.

Using your quality score card for appearance would you say the apple looks fresh? Participants should answer no to this question. How do we keep apples looking fresh and prevent oxidation or browning? accept all reasonable answers. Possible answers include:

•use an acid.

•use lemon juice.

•use pineapple juice.

•use a combination of lemon and pineapple juice (50/50 blend).

•use sweetened gelatin crystals (Jell-o™).





objective 2:

Understand serving line setup and maintenance of serving line during meal service periods.

Another way to communicate we care and encourage students to participate in our program is to or-ganize foods on the serving line. Not only should foods be nutritious and appealing to the eye, they should be easy to see and reach. When placing foods on the serving line, ask yourself the following questions:

• How does the food look from the customer’s point of view?• Do the colors complement each other?• Is the item attractive and eye appealing?• Would you want to eat this food?

Our food should be presented in an appealing way to our customers. Planning how the serving line will be set up and what small equipment and/or supplies will be needed during serving is critical. The best way to plan your service is through serving line diagrams. These diagrams should be posted for all staff to see on the day the menu will be served.





Divide participants into teams of two. Instruct each team to complete a serving line diagram for the menu you provide using the Serving line Diagrams. The number of menu items will determine what templates are selected. Tell participants if multiple pans are placed in a well, draw a line on the diagram to reflectmultiplepansinonewell.Allowparticipantsapproximately4-5minutesto complete the serving line diagram activity.

Direct participants to Serving line Diagrams a and B, Handouts 6-3 (2 pages) in their workbook.

Use the remaining 4-5 minutes to discuss the following: are products arranged within easy reach of server and/or customer? are hot and cold foods in a unit that is able to maintain safe temperatures? if not, how is temperature controlled for safety? are the products matched with the correct serving utensils? What special instructions were written for this serving line setup? How could this serving line setup be improved for speed of service? How could this serving line setup be improved for food safety? How could this serving line setup be improved for attractiveness?





objective 3: Recall appropriate portion control standards.

The first person and the last person served deserve the same nutritious, quality food in the same portion size. In addition to unhappy customers, if the incorrect portion is served, you have lost nutrition integrity, and you may run out of food, or have a large quantity of leftovers. The standardized recipe will include the correct portion size for that item. Take time to place the correct portioning equipment on the serving line before the bell rings and customers are waiting in line.

What serving utensils did you select when completing the serving line diagrams? Discuss correct portioning equipment for serving lines based on the age of the customers in your operation and menu items.

Ask participants to refer to Basics at a glance, Handout 6-4 (4 pages) in their Participant’s Workbook for portioning information included on the worksheet.





objective 4: Recall necessary food safety measures required during holding and serving quality meals.

Nutritious food must first be safe food. Everyone who works in the school nutrition program must practice safe food handling during serving. Foodborne outbreaks can occur when improper procedures are used to serve prepared food. Let’s take a minute and review some very important safety rules to follow when serving quality meals. Remember to keep hot foods in hot serving equip-ment at or above 135 °F. Cold foods should be kept in a refrigeration unit or surrounded by ice at or below 41 °F. During the food service period, frequently check the temperatures of foods to ensure they are being held at the correct temperatures and record those temperatures according to your procedures.

It is also important to monitor hot and cold holding equipment so that you can be sure it is working properly. Well serving lids should be used to keep food covered during service; to avoid cross contamination, serving utensils should not be shared. Serving equipment and utensils should be cleaned and sanitized after each use. As a member of the school nutrition team, practice good personal hygiene; you should also wash your hands and wear gloves when handling ready-to-eat foods and never eat while standing over the serving line.


Direct participants to Post-training assessment, Handout 6-5.


Allow time for completion. Review the answers from the Pre- and Post-training assessment answer key, Handout 6-5a, with the class to close the lesson. Be sure to point out that answering these questions was easier this time than in the Pre-training assessment because of the lesson activities and discussions. Collect the Post-training assessments for later review.

Show video segment.





haNDouT


1. The Quality Score Card includesa. how many students may be served in an hour.b. settingtargetsforhowthefinishedproductshouldlookandtaste.c. the number of times a recipe has been prepared.d. student acceptability ratings.

2. Which of the following is a quality standard?a. yieldb. cooking instructionsc. recipe substitutionsd. appearance

3. The term oxidized refers toa. laundry detergent.b. thewhitishfilmonapples.c. the browning of cut, fresh apples.d. a chemical experiment.

4. Which of the following are used for portioning foods during serving?a. spoodles b. slotted spoonsc. whisksd. spatulas

5. Hot foods should be kept at or above _______ on the serving line.a. 125 °Fb. 135 °Fc. 145 °Fd. 155 °F

6-1 Pre-Training assessment





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6-2 Quality score card for Fresh Fruits and Fresh Fruit Menu Items

QuaLITY sTaNDarD YEs No Na coMMENTs

aPPEaraNcE

Color is typical of the ripe fruit(s)

Color is fresh (not marred by discoloration from oxidation)

Fruit pieces are similar in size

Fruit pieces are intact

Garnish is edible and appropriate for the dish

TExTurE or coNsIsTENcY

Fruit is at the peak of ripeness

All pieces of the fruit have the same texture

FLavor aND sEasoNING

Fruitshaveapleasing,slightlysweet,ripeflavor

If seasonings have been used, they are detectable but not

overpowering

Seasoningsenhancethefruitflavor

If a dressing or sauce is used, it complements the fruit (mild,

not overpowering)

sErvIcE TEMPEraTurE

Chilled- 34 °F - 38 °F

When the food is ready to serve, use this Quality Score Card to evaluate the quality. Mark YEs when the food meets the standard and No when it does not. Mark Na(NotApplicable)whenaspecificqualitystandarddoesnotapplytothefoodbeingevaluated.UsethecoMMENTs section to explain why a food does not meet a standard. Remember, if a food does not meet the quality standards, it should not be placed on the service line.

DaTE: MENu ITEM:

ProuDLY PrEParED bY:

QuaLITY scorED bY:





haNDouT

6-3 serving Line: Diagram a

WEEk _______________ DaY_______________ LINE _______________

_____saNITIZING soLuTIoN & DIsPosabLE cLoTh ____PLasTIc GLovEs _____PaN _____FrEsh aProNs _____ThErMoMETErs

sPEcIaL INsTrucTIoNs:__________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

sErvING uTENsILs____Tongs____Spatula____Scoop #______Ladle __oz____Spoodle __oz

sErvING coNTaINErs




brEakFasT____; LuNch_____;





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6-3 serving Line: Diagram B


sErvING coNTaINErs

brEakFasT____; LuNch_____;

WEEk _______________ DaY_______________ LINE _______________ _____saNITIZING soLuTIoN & DIsPosabLE cLoTh ____PLasTIc GLovEs _____PaN _____FrEsh aProNs _____ThErMoMETErs

sPEcIaL INsTrucTIoNs:__________________________________________________

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6-4 Basics at a Glance





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6-5 Post-Training assessment


1. The Quality Score Card includesa. how many students may be served in an hour.b. settingtargetsforhowthefinishedproductshouldlookandtaste.c. the number of times a recipe has been prepared.d. student acceptability ratings.



4. Which of the following are used for portioning foods during serving?a. spoodles b. slotted spoonsc. whisksd. spatulas






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6-5a Pre- and Post-Training assessment answer key

1. The Quality Score Card includesa. how many students may be served in an hour.b. setting targets for how the finished product should look and taste.c. the number of times a recipe has been prepared.d. student acceptability ratings.



4. Which of the following are used for portioning foods during serving?a. spoodleb. slotted spoonsc. whisksd. spatulas


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