MODULE 4Food Production Topics
• HACCP, Food Safety and Sanitation
• Weights and Measures
• Food Biosecurity
• Standardized Recipes
• Portion Control
• Production Planning and Scheduling
• Required Planning and Production Record
• Accountability
1
Hazard Analysis Critical Control Point
(HACCP)
Objective: Understand procedures used in
a HACCP-based food safety program.
2
HACCP
• A prevention-based food safety program
designed to identify and prevent microbial
and other hazards in food production.
• Widely recognized as the most effective
and appropriate approach for child nutrition
programs.
3
Two Types of Hazards
Hazard #1
1. Hazards specific to the preparation of food.
An example would be improper cooking for the type
of food. These hazards are controlled by identifying
Critical Control Points (CCPs) and implementing
measures to control the occurrence of these hazards
(time and temperature controls).
4
Hazard #2
Nonspecific hazards are ones that affect all
foods.
An example would be poor personal
hygiene. Nonspecific hazards are controlled
by developing and implementing Standard
Operating Procedures (SOPs)
5
The Seven Principles of HACCP
1. Hazard analysis
2. Critical control points (CCPs)
3. Critical limits for each CCP
4. CCP monitoring requirements
5. Corrective actions
6. Record keeping procedures
7. Verification
6
The Manager’s Responsibilities
Ensure the following criteria are met:
• Keep food preparation areas are clean and sanitary, such
as workers’ hands, utensils, and food contact surfaces.
Avoid cross-contamination.
• Use temperature control to keep cold foods cold and hot
foods hot. Cook to the proper temperature and hold at
the proper temperature. Record these temperatures.
• Use Standard Operating Procedures both for sanitation
and to verify that proper temperatures are being
observed.
7
Standard Operating Procedures (SOPs)
• SOPs are step-by-step written instructions for
routine food service tasks that affect the safety of
food (non-specific hazards) such as proper
dishwashing or for tasks that are a part of the
HACCP-based plan (specific hazards), such as
proper cooking procedures
• Each SOP should include instructions on
monitoring, documenting, and corrective actions
with periodic review of the procedures they cover.
8
SOP Categories
• General safety
considerations
• Personnel
• Product procurement
• Receiving
• Storing
• Transporting
• Holding
• Preparing
• Cleaning/sanitizing
• Cooking and
documenting
temperatures
• Reheating
• Cooling
• You can access the
SOPs at
http://theicn.org.
9
Biosecurity
Objective: Become aware of the threat to
foods by bioterrorism.
10
Food Biosecurity
11
Food Safety or Food Biosecurity?
• Prevents product tampering
• Limits cross contamination
• Prevents growth of organisms caused by
time/temperature abuse
• Limits opportunity for intentional food
contamination
• Prevents acts to cause harm or death
• Limits presence of naturally occurring food
contaminants
12
Standardized Recipes
Objective: Understand the importance
of standardized recipes and their uses.
13
Definition of Standardized Recipes
A standardized recipe is one that has been tested and
adapted for use in a specific kitchen so that it will provide
the same results every time.
14
Why Use Standardized Recipes?To:
• produce accurate and valid nutrient analysis.
• ensure that planned serving sizes of food items
are provided to students.
• ensure the same quantity of food each time the
recipe is used.
• help to ensure consistent quality and quantity.
• minimize waste and costs.
15
Following A Recipe Exactly
16
Steps to Standardize a Recipe
• Begin with a tested recipe
• Review the ingredients and directions
• Prepare the recipe in a 25 portion amount
• Taste the product and judge it for quality
17
Steps continued………..
• Taste-test the product with a small number
of students.
• Write simple changes on the recipe card.
• Review the recipe with the employee who
will prepare it.
• As manager, you should always taste all
food before it is placed on the serving
line.
18
Benefits of Cycle Menus
Cycle menus offer many benefits to school nutrition
programs. Some benefits are:
• Reduces menu planning time
• Streamlines purchasing procedures
• Helps standardize food production
• Helps school nutrition program become more efficient.
• Serves as a training tool
• Aids in evaluating school nutrition programs
19
Weights and Measures
Objective: Understand procedures and techniques for
correct measuring and weighing.
20
Importance of Weighing and Measuring
• Ensure a quality product every time.
• Help control costs.
• Ensure that food served meets menu
pattern requirements.
21
AbbreviationsMeasures Counts/Packages
t. or tsp. = teaspoon wt. = weight
T. or tbsp. = tablespoon no. = number
c. = cup cyl. = cylinder
pt. = pint pkg. = package
qt. =quart A.P. = as purchased
gal. = gallon E.P. = edible portion
fl. oz. = fluid ounce
Weights
oz. = ounce
lb. or # = pound
22
Common Measures
• To save time and reduce the margin of error,
always use the largest appropriate weight or
measure. The fewer times an ingredient is
measured, the less chance for error.
• Tables of Common Measures help convert
fractions to decimals or parts of tablespoons,
cups, quarts, gallons, and pounds to accurate
measures, weights, or metric units.
23
Largest Possible Measure: Fluid Ounces
Amount to
Measure
Common
Measure
Information
Largest
Possible
Measure
16 c. 4 c. = 1 qt.
4 qt. = 1 gal 1 gal. = 16 c.
24
Equivalents
A fluid ounce or fl. oz. it is a measure.
An ounce or oz. is a weight.
It is important to realize that one fluid ounce
may not weigh one ounce
25
Measuring Spoons
• A standard set of measuring spoons
consists of ¼ t (tsp), ½ t (tsp), 1 t (tsp),
and 1 T (Tbsp).
• Measuring spoons measure small
amounts of ingredients such as spices,
salt, and flavorings.
• Each spoon holds an accurate amount when the
ingredient is leveled.
26
Measuring Cups• A nested measuring cup set consists of
1/4 cup, 1/3 cup, 1/2 cup, and 1 cup.
• These cups measure small amounts of
dry and solid ingredients, such as salt,
yeast, brown sugar, and solid shortening.
• Each cup holds an accurate amount
when the ingredient is leveled.
27
Dry Graduated Measures
• Graduated measures for dry ingredients are sized from
one cup to one gallon.
• Dry ingredients are usually not purchased in sizes larger
than one quart because it is more accurate to weigh large
quantities of dry ingredients.
• Rings on the graduated measures indicate 1/4, 1/2, and
3/4 of the total volume of the container. They should be
counted from the bottom up.
28
Liquid Measures• Institutional size liquid measures are
designed to measure large amounts of
liquids such as water, milk, or juice.
• Measures come in 1 pint, 1 quart, 1/2
gallon, and 1 gallon sizes and have a lip to
prevent spills.
• Rings on the graduated liquid measure
indicate 1/4, 1/2, and 3/4 of the total
volume of the container and are counted
from the bottom up.
29
General Instructions for Weighing and
Measuring• Use standard measuring equipment
• Make measurements level
• Use the largest appropriate measure to save time
and reduce margin of error
• Always use the fewest possible steps when
measuring (i.e., for 15 T., measure 1 cup and
remove 1 T.
30
Instructions continued…
• Lightly oil the inside of the measuring utensil
when measuring peanut butter, solid shortening,
or syrup so the ingredient can be removed easily.
• Use product directly packed for some ingredients
(i.e., pound of margarine, #10 can, etc.)
• Caution! A #10 can only holds 3 quarts or 12-13
cups. It is NOT a gallon.
31
Scales
• Scales should never be lifted by the platform.
• Materials should not be stored on the platform,
• Scales should not be moved frequently.
• Scales should not be handled roughly.
32
Portion Control
Objective: Understand the importance of portion
control to the nutritional requirements of school
meals.
33
Importance of Portion Control
Correct portion control assists in:
• meeting the USDA meal pattern requirements
• providing consistent portion sizes for customers
• guiding the ordering and preparing of food
• ensuring the correct serving size to meet the nutritional
needs of students
• ensuring standardized recipe yields will be accurate
• minimizing waste
• controlling cost
34
Production Planning and Scheduling
Objective: Identify key elements in scheduling and
managing time.
35
Advantages of Production Planning
Some specific objectives of production planning are to:
• Effectively utilize resources
• Ensure optimum inventory
• Coordinate activities of the department
• Minimize waste of resources
• Improve productivity
• Facilitate quality improvement
• Increase customer satisfaction
• Reduce production costs
36
Work Scheduling
• School food service program work tends to occur in peaks and
valleys.
• The manager is often faced with uneven demands regarding the
number of employees needed.
• Different days of the week may require different levels of
staffing.
• There may be differences in seasonal demands for staffing.
• School activities may impact scheduling needs.
37
Techniques for Employee Scheduling
• Assign pre-preparation
• Assign special activities as needed
• Make assignments for the serving period
• Assign daily cleaning duties
38
Time ManagementTime Management refers to the way we
organize and plan the time we will spend on
specific activities.
39
Time Management
Important activities are ones which
have an outcome that aid in the
achievement of your goals.
Urgent activities demand immediate
attention and are often associated with
the achievement of someone else’s
goals.
40
How to Schedule Your Time
•Step 1: Identify available time
•Step 2: Schedule essential actions
•Step 3: Schedule high-priority
activities
•Step 4: Schedule contingency time
•Step 5: Schedule discretionary time
•Step 6: Analyze your activities
41
Section 7: Food ProductionObjective:
Complete daily Required Planning and Production
Record to document that reimbursable meals are
served to students participating in the school
nutrition program.
Why Keep Food Records?
1. Document menus meet meal pattern and
nutrient standard requirements
2. Document the amount of food prepared for the
number servings planned meets contribution
requirements
3. Record the actual number of meals served
4. Inform the menu maker which items are
most/least popular
5. Serve as a planning tool to prevent
underproduction or overproduction of food items
Production Record Timeline
Before Meals:
Write the menu for each meal service offered,
planned number of portions for each menu item
served, and food items planned according to
contribution size for age/grade group.
Production Record Timeline
During meals:
Record the actual number of prepared portions
served to students, faculty, and inkind. In addition,
list all extra portion sales for each menu offered.
Production Record Timeline
After meal:
Record the leftover portions stored, leftover
portions discarded, and comments to clarify any
action that is not self-explanatory, such as special
events or weather.
Required Food Planning and
Production Record
48Columns 1-8
Breakfast: Meat/Meat Alternate
There is no Meat\Meat Alternate component in the
Breakfast Meal Pattern. After 1 oz. eq. of “True
Grain” has been offered, any meat/meat alternate
that is offered may be credited towards the grain
component. Any meat or meat alternate offered
that will not contribute towards the grain
component will be listed as an additional item.
49
Lunch Meal PatternLunch Meal Pattern
Grades K-5 Grades 6-8 Grades 9-12
Meal Pattern Amount of Fooda Per Week (Minimum Per Day)
Fruits (cups)b
2.5 (0.5) 2.5 (0.5) 5 (1)Vegetables (cups)b
3.75 (0.75) 3.75 (0.75) 5 (1)Dark greenc
0.5 0.5 0.5 Red/Orangec
0.75 0.75 1.25 Beans and peas
(legumes)c 0.5 0.5 0.5
Starchyc
0.5 0.5 0.5 Otherc,d
0.5 0.5 0.75 Additional Veg to Reach Totale
1 1 1.5
Grains (oz eq) f
8-9 (1) 8-10 (1) 10-12 (2)Meats/Meat Alternates (oz eq)
8-10 (1) 9-10 (1) 10-12 (2)
Fluid milk (cups) g
5 (1) 5 (1) 5 (1)Other Specifications: Daily Amount Based on the Average for a 5-Day Week
Min-max calories (kcal)h
550-650 600-700 750-850
Saturated fat
(% of total calories)h < 10 < 10 < 10
Sodium (mg)h,i < 640 < 710 < 740
Trans fath Nutrition label or manufacturer specifications must indicate zero grams of trans fat per serving.
50
51Columns 9-15
FormulaA x B x C = D
Steps Purchase
Unit for 50
Servings
Number
servings
needed
÷
Number
portions
in recipe
Serving
size
needed
÷ Servings
size in
FBG
=
Quantity
(Purchase
Units)
Lists 8 lbs. +
10 oz. 310 50 2 oz. 2 oz.
Change
to
Decimal 2 ÷ 2
Compute
A x B x C
= D
8.625 x 6.2 (factor) x 1=
53.475
lbs.
or 53.5
lbs.
