Quality Meals:
A Five Step Process
2010 Breakfast Lunch Training
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.
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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.
PURPOSE
The 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.
MISSION
The mission of the National Food Service Management Institute is to provide information and services that promote the continuous improvement of child nutrition programs.
VISION
The 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 INFORMATION
Headquarters Administration Division The University of Mississippi
Phone: 800-321-3054 Fax: 800-321-3061
www.nfsmi.org
Education and Training Division Applied Research Division
Information Services Division The University of Southern Mississippi
The University of Mississippi 118 College Drive #5060
6 Jeanette Phillips Drive Hattiesburg, MS 39406-0001
P.O. Drawer 188 Phone: 601-266-5773
University, MS 38677-0188 Fax: 888-262-9631
National Food Service Management Institute
The University of Mississippi
WRITTEN AND DEVELOPED BY
Tami J. Cline, PhD, RD, SNS Mary Jo Cutler, MS, RD Cyndie Story, PhD, RD, CC
GRAPHIC DESIGN BY
Carole van Almelo
VIDEO PRODUCTION BY
Running Pony Productions Memphis, Tennessee PROJECT COORDINATORS Ashley West Amy Casteel, RD REVIEWERS Melba Hollingsworth, MS, RD Charlotte B. Oakley, PhD, RD, FADA
Marty Mauldin, MEd, NBCT Pat Richardson, MEd Theresa Stretch, MS, RD, CP-FS
Barbara Washington
EXECUTIVE DIRECTOR
Katie Wilson, PhD, SNS
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
Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts
Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts
Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts
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 Process Lesson 2: Plan Food 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
Background
In 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
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.
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/
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.
Time: 30 minutes
1
Time 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
Quality and the
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
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.
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.
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).
• 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;
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
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.
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.
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 activity
Purpose:
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
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?
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.
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 is
a. 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 as
a. 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 as
a. meals will be served at “my place.”
b. equipment and recipe ingredients are organized and “put in place” prior to preparation.
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
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
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
1-4 post-Training assessment
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 is
a. 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 as
a. 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 as
a. meals will be served at “my place.”
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.
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 is
a. 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 as
a. 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 as
a. meals will be served at “my place.”
b. equipment and recipe ingredients are organized and “put in place” prior to preparation.
Time: 30 minutes
Plan Food Production
for Just-In-Time Service
2
Time ToPic TaSk
4 minutes Introduction Conduct Pre-Training Assessment
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 • Define and discuss just-in-time service
• Conduct Put Time on Your Side activity • Show video segment
• Conduct Post-Training Assessment
• Review answers to the Pre- and Post-Training Assessments
Preparation checklist
LeSSoN TaSkS 3
GaTher Lab SuPPLieS For acTiviTy
• 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 • Marker–1 for instructor
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 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, standardized recipes, available labor, equipment, supplies, and facilities.
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
A specific amount of time in which a task should be completed in preparing one batch of a recipe.
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.
Direct participants to the Pre-Training Assessment, Handout 2-1 of the Participant’s Workbook.
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.
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:
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, Handouts 2-2 (2 pages), and 2-3 in the Participant’s Workbook.
Ask participants to look at the Work Schedule: example 1.
Using this daily work schedule as an example, how does the preparation time of steamed whole kernel corn and broccoli florets affect the planning for batch cooking 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
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, Handout 2-5 in the Participant’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.
Using a marker, write Team 1 on the parchment paper. Repeat this step for
each team’s lab supplies. For 20 participants, create four teams of five people. Place supplies in the refrigerator and freezer 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.
Divide participants into teams. For 20 participants, create four teams of five people.
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 may
take longer than this activity due to the increased amount of broccoli typically prepared for quantity
food production. To obtain the actual time standard for fresh broccoli florets, record the time it takes
to 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. Broccoli should be cooked until al dente or fork tender. The 3 lb bag of broccoli florets is to be divided equally between the teams preparing the steamed fresh broccoli florets. Tell participants that for actual quantity food production, place no more than 3 lbs of fresh broccoli florets in a 2 inch full size perforated steamtable pan as shown below.
Provide personal assistance to each team during the time calculation phase. Once all teams have completed this task, gather participants into one large group for a summary discussion.
What was the cooking time for fresh broccoli?
listen to the participants’ responses.
What was the cooking time for frozen broccoli?
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.
• Planning ahead and preparing just-in-time for service ensures the first and last 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-front-of-the-house. The back-of-the-front-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.
Allow time for completion.
Review the answers from the Pre- and Post-Training Assessment Answer key, Handout 2-12a 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.
Direct participants to the Post-Training Assessment, Handout 2-12.
Thank you for participating in this session.
If applicable, make sure that participants have signed the attendance roster and/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.
Please circle the answer to the following questions: 1. A food production record is
a. not required by USDA.
b. used as the basis for reviews and for the demonstration of program compliance. c. part of a standardized recipe.
d. used by employees as a time sheet. 2. Written work schedules provide
a. 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. Batch cooking is also known as
a. 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 says
a. “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. When calculating a time standard for a recipe, one should consider a. recipe preparation, cooking, and cleaning time.
b. a timing device, such as a watch.
c. preparation of the recipe when short-staffed.
d. how long the product has been stored prior to cooking.
2-2 Work Schedule: Example 1, page 1
menu - breakFaST
Belgian Waffles (2), Milk; 100% Juice OR Cereal - Toast (2)
Orange Juice - Banana Milk
menu - LuNch
Baked Lemon Chicken w/ Wheat Roll Barbecue Sandwich
Chef Salad
Sides: Steamed Corn OR Steamed Fresh Broccoli, Fresh Apple Slices OR Peach Cups
PoSiTioN maNaGer1 emPLoyee 2 emPLoyee 3 emPLoyee 4
Number of hourS 8 7 6 5
6:00 - 6:15 Count cash drawers, prepare computer for breakfast
6:15 - 6:30
6:30 - 6:45 Cook waffles 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 - 7:30
Cashier breakfast Serve breakfast Prepare items for chef salad
7:30 - 7:45
7:45 - 8:00 Count breakfast money;
balance cash drawer
Put away breakfast foods Clean 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 refrigerator and freezer temperatures
Set up serving line; take and record serving
line temperatures Put rolls in proofer
Restock breakfast cereal, pan up next day’s breakfast items
8:45 - 9:00 Prepare computer and
cashier money for lunch
Wash and prepare apple slices using the
sectionizer Pan frozen corn and fresh broccoli florets
9:00 - 9:15 Pan up BBQ pork
9:15 - 9:30 Check food production status; provide help where needed
Place chicken in oven Help with fruit prep
9:30 - 9:45 9:45 - 10:00
Set up condiments
Lunch break: 9:45
Check baked chicken for doneness (be sure to cook to an internal temperature of 165 °F; record final cooking temps)
10:00 - 10:15 Start setting up
PoSiTioN maNaGer1 emPLoyee 2 emPLoyee 3 emPLoyee 4 10:15 - 10:30
Lunch break: 10:15
Cook corn for 1st lunch; at 10:30 start batch cooking broccoli for 1st lunch. Remove rolls from oven and pan
Lunch break: 10:15
10:30 - 10:45
Lunch break: 10:30
10:45 - 11:00 Help set up serving line Help set up serving line
11:00 - 11:15
Cashier lunch: spot check line for cleanliness, debris on floor, replace condiments
Lunch-Cook
Batch cook broccoli and corn
Portion 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 Count money; balance cash
drawer Cool leftovers following two-stage cooling methods Clean serving line Continue washing dishes until completed
12:45 - 1:00 Close out computer Figure daily totals on food
production record Count and balance cash drawer for cashier Shutdown dishmachine; sweep and mop dishroom
1:00 - 1:15 Count milk; return extras to
walk 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 orders Check 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 orders Check kitchen for
cleanliness Finish up paperwork Make sure kitchen is
secured
2-2 Work Schedule: Example 1, page 2
2-3 Work Schedule: Example 2
PoSiTioN FooDService aSSiSTaNT hourS 6:30 am to 1:30 pm
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 Set up serving line with breakfast items (take and record temps of breakfast foods, including milk) 7:00 - 7:15 Serve Breakfast 7:15 - 7:30 Serve Breakfast 7:30 - 7:45 Serve Breakfast 7:45 - 8:00 Put away breakfast foods; clean serving line (be sure to test sanitizer using test strip prior to using) 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 Bake chicken (be sure to cook to an internal temperature of 165 °F; record final cooking temps) 9:45 - 10:00 Bake chicken (be sure to cook to an internal temperature of 165 °F; record final cooking temps) 10:00 - 10:15 Bake chicken (be sure to cook to an internal temperature of 165 °F; record final cooking temps) 10:15 - 10:30 Bake chicken (be sure to cook to an internal temperature of 165 °F; record final cooking temps) 10:30 - 10:45 Lunch break 10:45 - 11:00 Lunch break 11:00 - 11:15 Lunch – Cook. Cook - Keep food on line and in pass-thrus; batch cook broccoli and corn as needed 11:15 - 11:30 Lunch – Cook 11:30 - 11:45 Lunch – Cook 11:45 - 12:00 Lunch – Cook: Portion more fruits and salads as needed 12:00 - 12:15 Lunch – Cook 12:15 - 12:30 Lunch – Cook: Count leftovers– record.
12:30 - 12:45 Cool leftovers following two-stage cooling methods (use 2 inch pans for ice bath)
menu - breakFaST Belgian Waffles(2), Orange Juice/Banana, OR Cereal - Toast (2), Orange Juice/Banana, Milk menu - LuNch Baked Lemon Chicken w/ Wheat Roll, Barbecue Sandwich, OR Chef Salad, Steamed Corn/Steamed Fresh Broccoli
Fresh Apple Slices/Peach Cups
To be completed each day of each menu cycle
2-4 Time Standard example: Salisbury Steak
acTiviTy
3
Time iN miNuTeSPre-preparation–assembling equipment and ingredients 15 min Preparation–combining ingredients, mixing, panning 50 min Cooking–be sure to cook to the required safe internal temperature 20 min Set up–Pan transfer, serving line placement 5 min Cleaning 10 min
2-5 Just-in-Time Preparation example: Chicken Nuggets
Forecasted amount: 305 servingsServings per case: 25 servings per case
Time Standard: 18-20 minutes (preparation, cooking, line setup)*
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 11:30 am 60 servings (2 pans)
11:40 am 12:00 pm 60 servings (2 pans)
12:10 pm 12:30 pm 60 servings (2 pans)
12:40 pm 1:00 pm 65 servings (2 pans)
2-6 recipe: Steamed Fresh Broccoli
iNGreDieNTS: WeiGhT meaSure DirecTioNS
Broccoli florets, fresh 1 ½ lbs 1. Place broccoli florets in 2 inch perforated pan. DO NOT put more than 3 lbs in each 2 inch pan. DO NOT cover pan.
Note: Some florets may be large. Use a paring knife to 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. Broccoli should be vibrant green in color. 4. Hold and serve at 135 °F or above.
Name of recipe: Steamed Fresh broccoli
2-7 recipe: Steamed Frozen Broccoli
iNGreDieNTS WeiGhT meaSure DirecTioNS
Broccoli spears or cut broccoli, 2 ½ lbs frozen block
2 ½ lbs 1 block 1. Place 1 frozen broccoli block in 2 inch perforated pan. 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. Broccoli should be vibrant green in color. 4. Hold and serve at 135 °F or above.
Name of recipe: Steamed Frozen broccoli
2-8 Time Standard: Steamed Fresh Broccoli
acTiviTy
3
Time iN miNuTeSPre-preparation–assembling equipment and ingredients Preparation–combining ingredients, mixing, panning
Cooking–be sure to cook to the required safe internal temperature Set up–Place in non-perforated pan for serving line placement Cleaning
2-9 Just-in-Time Preparation Form: Steamed Fresh Broccoli
item: Steamed Fresh Broccoli
Forecasted amount: 300 ½ cup servings
Servings per pan: 20 servings per 2 inch full size pan
Number of pans needed: 15 2 inch full size non-perforated pans for 300 servings
baTch cookiNG STarT Time ServiNG PerioD STarT Time PorTioNS For ServiNG PerioD
11:00 am 60 servings (3 pans) 11:30 am 60 servings (3 pans) 12:00 pm 60 servings (3 pans) 12:30 pm 60 servings (3 pans) 1:00 pm 60 servings (3 pans) Based on your activity results, calculate the time you would start batch cooking 3 pans of fresh steamed broccoli for each serving period.
2-10 Time Standard: Steamed Frozen Broccoli
acTiviTy
3
Time iN miNuTeSPre-preparation–assembling equipment and ingredients Preparation–combining ingredients, mixing, panning
Cooking–be sure to cook to the required safe internal temperature Set up–Place in non-perforated pan for serving line placement Cleaning
2-11 Just-in-Time Preparation Form: Steamed Frozen Broccoli
item: Steamed Frozen Broccoli
Forecasted amount: 350 ½ cup servings
Servings per pan: 35 servings per 2 inch full size pan
Number of pans needed: 10 2 inch full size non-perforated pans for 350 servings
baTch cookiNG STarT Time ServiNG PerioD STarT Time PorTioNS For ServiNG PerioD
11:00 am 70 servings (2 pans)
11:30 am 70 servings (2 pans)
12:00 pm 70 servings (2 pans)
12:30 pm 70 servings (2 pans)
1:00 pm 70 servings (2 pans)
Based on your activity results, calculate the time you would start batch cooking 2 pans of frozen steamed broccoli for each serving period.