1. Developing Standardized
that Work!
(Notes to presenter:
Introduce yourself, inform of any housekeeping rules for the learning session, and briefly tell about what the participant will learn. Remember that you may need to add or delete information to this presentation that is relevant to your School Food Authority (SFA).
North Carolina Department of Public Instruction Safe and Healthy Schools Support Division
Child Nutrition Services Section September 2013
USDA is an equal opportunity provider and employer.

2. Objectives
Understand characteristics of effective standardized recipes
Recognize the value of usable recipes for a quality child nutrition program and successful Administrative Review
Learn recipe writing strategies to increase employee compliance
Explain what the participants will learn in this session. Effective standardized recipes should be simple and easy to follow for employees. Let’s learn to write recipes that contain nice, evenly rounded weights and measures that correspond to the way ingredients are packaged in your facility (i.e. whole #10 cans, 10 lb “chubs” of ground beef, 5 lb bags of taco fillings, etc.). When recipes are written this way, employees are more likely to be able to follow them accurately.

3. What is a Standardized Recipe?
A standardized recipe is one that has been tested to provide an established yield and quantity through the use of ingredients that remain constant in both measurements and preparation methods. Note: Quantity recipes and Standardized recipes are not always the same!
A standardized recipe is one that has been tested to provide an established yield and quantity through the use of ingredients that remain constant in both measurements and preparation methods.
Quantity recipes are written to prepare large amounts of foods but they may not be tested and standardized for your ingredients and preparation methods. However, a quantity recipe may be a good starting point for development of your standardized recipes.

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

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

6. What menu items need standardized recipes?
All menu items should have recipes and every recipe used in your kitchen should be standardized.
All menu items must have written procedures to produce a safe, high quality produce and to facilitate an accurate nutrient analysis of the menu. Therefore, all menu items must have a written recipe that includes ingredients and products used along with instructions for preparing and serving that item.

7. Well developed Standardized Recipes provide:
Well developed standardized recipes contain lots of valuable information and provide high quality, controlled production costs, and a consistent yield.
Quality Control
Cost Control
Consistent Yield

8. Quality Control
Students expect to be served a delicious, well- prepared meal each time they eat in the cafeteria.
Students expect to be served a delicious, well-prepared meal each time they eat in the cafeteria. Consistent, high quality food is key to a positive dining experience.

9. Cost Control
Because standardized recipes specify exact amounts and types of ingredients managers or administrators may:
accurately calculate plate cost
plan purchasing and storage needs
prepare only the amounts of food needed
Because standardized recipes specify exact amounts and types of ingredients managers or administrators may:
accurately calculate plate cost to manage budget restraints
plan purchasing and storage needs to control inventory
prepare only the amounts of food needed to reduce leftovers and waste

10. Serving portions larger than the planned menu increases food costs.
Standardized recipes should always give specific instructions for employees on how to portion – weight, count, scoop or spoodle size, etc. Following well-written recipes ensures that food costs remain in control.

11. Calculating the extra cost of over portioning
Casserole Yield: 25 servings
Cost per serving per pan:
20 serving yield $0.58
25 serving yield $0.46
Difference $0.12
$0.12 per serving X 600 servings X 60 school days = $4, extra cost!!
As we can see in this example of a beef casserole that is to yield 25 serving to meet the nutrient requirements. If it is cut for 20 servings, the cost increases 12 cents a serving which would increase the food cost substantially. If similar mistakes are made every day the menu item is served in a three week cycle menu, it the increased cost would really add up. Plate waste might also increase when serving too large a portion and you would also likely run out of food.

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

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

14. Ask employees! How do you prepare the menu item?
What ingredients do you use?
How much of each ingredient? Do you weigh on scales or measure with volume utensils?
What equipment and utensils do you use?
What pan size?
How do you portion the product and how many portions do you get?
Interview employees to learn of current practices and ideas. Ask these important questions:
How do you prepare the menu item?
What ingredients do you use?
How much of each ingredient? Do you weigh on scales or measure with volume utensils?
What equipment and utensils do you use?
What pan size?
How do you portion the product and how many portions do you get?

15. Write the basic recipe
Use information provided by the employees preparing the product
Write down ingredients, amounts, and preparation methods
Determine if a recipe may need modification of ingredients, such as fat, salt or sugar
Determine the expected number of portions based on the Food Buying Guide (FBG)
Use information provided by the employees preparing the product
Write down ingredients, amounts, and preparation methods.
Determine if a recipe may need modification of ingredients, such as reduction of fat, salt or sugar.
Determine the expected number of portions based on calculations using the Food Buying Guide (FBG). (Note: Using the FBG for this determination of portions will be discussed in more detail in a few slides later in this presentation.)

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

17. Fine Tune and Write Simple Recipes
Adjust as needed for taste, cost, nutritional integrity and/or meal pattern compliance
Write final recipes so that they are easy for employees to prepare
Round off weights and measures using full purchase units (lbs, #10 cans, etc.) when possible
Remember that is not always practical to write recipes to yield 50 or 100 servings!
After the initial testing, begin development of the final version of the standardized recipe by:
Adjusting as needed for taste, cost, nutritional integrity and/or meal pattern compliance.
Writing final recipes so that they are easy for employees to prepare
Rounding off weights and measures using full purchase units (lbs, #10 cans, etc.) when possible
Remember that is not always practical to write recipes to yield 50 or 100 servings because of the way foods are placed into production (i.e. #10 cans must be opened and it is more practical to write recipes using whole cans instead of fractions of cans).

18. Consider “rounding” the measures/weights: 3 cups onions, 4 cups celery, 3 1/2 lb raw rice, 3 cups peas, 1 cup of soy sauce, etc. Test for acceptance, establish in-house yield data, and adjust portion size!
It would make more sense to round the measurements – 3 cups of onions, 4 cups of celery, 10 lb of rice, 3 cups of peas, and 1 cup of soy sauce and then test for acceptance and establish in-house yield data according to pages I-3 and I-4 of the USDA Food Buying Guide. Adjust portion size as needed.

19. Let’s look at an example…
Let’s look at an example…. Writing your recipes - How many portions do you get from….???
Two #10 cans of green beans will fit into a steam table pan. You plan to season the pan of beans with chicken base.
Use the Food Buying Guide (FBG) to determine the expected number of portions from a recipe. These next slides will walk through the steps for a simple recipe for canned green beans. However, these same steps can be used for any ingredient found in the FBG.

20. ______ / ________ X 100 = ________
Writing your recipes - How many portions do you get from….???
Number of units used divided by the number of units for 100 servings specified in the FBG times 100.
______ / ________ X 100 = ________
No of units units from FBG No. of portions used expected
Filling in the blanks of this formula will give the number or portions expected according to the Food Buying Guide reference.
Number of units used divided by the number of units for 100 servings specified in the FBG times 100.

21. Using the Food Buying Guide to check the expected yield … How many (1/2 cup) Veg component contributions of green beans are yielded?
4.6 #10 cans are needed for 100 (½ cup) portions
You are using 2 cans.
Therefore, 2 cans divided by 4.6 cans per 100 (1/2 cup) portions X 100 = 43 (1/2 cup) portions
Fill In the blanks of the formula on the previous slide to determine the number of portions that will provide the desired component contribution.
2 cans divided by 4.6 cans per 100 (1/2 cup) portions X 100 = 43 (1/2 cup) portions. This is the minimum number of portions that you would serve from the two number 10 cans if you are intending to claim ½ cup of vegetable component contribution towards the meal pattern.

22. Then determine the portion control utensil needed to yield 43 servings based on 4.6 #10 cans from 100 (1/2 cup) portions.
You should yield test the recipe to make sure that the portion control utensil specified provides accurate number of portions and amounts of product.

23. Seasoned Green Beans
You will note that the recipe is written for 2 cans of beans and 1 cup of seasoning because these are easy measures and will fit into one steam table pan. The number of expected servings are calculated using the FBG. Exact cooking, serving, and reheating instructions are provided.
Write the recipe using rounded measurements for the ingredients along with clear and concise preparation instructions to make it easy for employees to prepare and serve accurately.

24. Use the recipe for food ordering and preparation!
A manager or employee can easily tally the number of cans and calculate the approximate number of portions. For example: 8 cans X 43 portions per recipe using 2 cans = 172 (1/2 cup) portions.
Knowing that it takes 4.6 #10 cans of green beans for 100 (1/2 cup) portions is not important to employees!! Knowing how to follow the standardized recipe that is based on this information is important. The FBG mathematical calculations are done at the recipe development stage rather than during production to make it more efficient for employees working in the kitchen.

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

26. Let’s work through an example for Bean Burritos…
2. Determined the number of portions based on meal component contribution:
2 cans veg. beans divided by 4.4 cans per 100 (2 oz MA) portions X 100 = 45 portions
2 lb cheese divided by 12.5 lb per 100 (2 oz MA) portions X 100 = 16 portions
= maximum 61 portions (2 oz M/MA)
Using the Food Buying Guide and the mathematical calculation discussed previously, calculate the expected number of portions for the ingredients providing component contribution to the meal pattern.

27. Let’s work through an example for Bean Burritos…
3. Round off weights and measures as appropriate.
4. Prepare the recipe and determine acceptability for taste, cost, etc.
5. Yield test the product to determine how to portion to get no more than 60 servings (rounded down for convenience).
6. Write clear and complete instructions.
7. Complete another test and continue revisions if needed.
The next steps are:
3. Round off weights and measures as appropriate.
4. Prepare the recipe and determine acceptability for taste, cost, etc.
5. Yield test the product to determine how to portion to get no more than 60 servings (the expected number of 61 servings calculated previously are rounded down for convenience).
6. Write clear and complete instructions.
7. Complete another test and continue revisions if needed.

28. Verify that portioning instructions give the yield specified by the recipe. Finalize the recipe and teach employees to follow it!

29. Consider placing a picture on your recipe!
Consider placing a picture on your recipe! Some nutrient analysis software has this built feature to allow you to upload photos to the recipes. Remember, pictures are worth a thousand words and will communicate clearly to employees how the item should be merchandized for maximum student appeal.

30. Once recipes are tried and tested, then verify for completeness and accuracy!
Use the checklist below to verify that all information is included:
The recipe must contain the following information:
Recipe name
Recipe number
Serving size (cup, scoop size, each, 5 nuggets, ounces, fl ounces, etc.)
Number of servings
Contribution to the meal pattern
All ingredients (include the ingredient form, i.e. dehydrated, fresh, frozen, canned)
Accurate weight or measure of each ingredient (lb and oz requires weighing on a scale; fluid oz, tsp, tbsp, cup, pint, quart, gallon, etc. requires using a graduated volume measuring vessel)
Preparation and serving procedures/equipment needed (i.e. streamed, boiled, baked or fried; if fried, specify type of fat used. Include size and type of serving utensil.)
HACCP category (Refer to HACCP Section 1-1 Menu Summary and Recipes for additional information.)
Clearly identified HACCP Critical Control Points (CCP) (Refer to HACCP Section 1-1 Menu Summary and Recipes for additional information.

31. Use NFMI’s Measuring Success Decision Guide to Verify Recipes
The full educational resource Measuring Success can be found on the National Food Service Management website:

32. Appendix A: Page 1 of the Decision Guide for Checklist for Reviewing Recipes During Recipe Verification Phase…..
Use Appendix A of Measuring Success at to evaluate your recipes.

33. Use the NFMSI Verification Checklist to ask:
Does the title reflect recipe content and is it appealing to the customer?
Are recipes organized by proper category (i.e. meal pattern, menu group, or local categories)?
Are ingredient names clear, specific, and listed in order used?
The Checklist found in Appendix A of Measuring Success will help you answer these questions:
Does the title reflect recipe content and is it appealing to the customer?
Are recipes organized by proper category (i.e. meal pattern, menu group, or local categories)?
Are ingredient names clear, specific, and listed in order used?
(Continued on next slide….)

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

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

36. Characteristics of the final recipe
Rounded weights and measures that are simple to use
Clear instructions that are logical and easy to follow
Yields that match the purchase units of the ingredients
Even amounts of ingredients that can be sized easily if needed
Recipes written for easy employee use have the following characteristics:
Rounded weights and measures that are simple to use
Clear instructions that are logical and easy to follow
Yields that match the purchase units of the ingredients
Even amounts of ingredients that can be sized easily if needed

37. Weights, Measures, and Yields
Using the right measuring, weighing, and portioning utensils and equipment is very important!!

38. Measures
Teaspoons, Tablespoons, Cups, Quarts and Gallons are liquid or volume measurements
3 tsp = 1 Tbsp
1 Tbsp = ½ fluid ounce
1 Cup = 8 fluid ounces
1 Quart = 32 fluid ounces = 4 cups
2 Quarts = 64 fluid ounces = 8 cups
1 Gallon = 128 fluid ounces = 16 Cups
Teaspoons, Tablespoons, Cups, Quarts and Gallons are liquid or volume measurements.
Note to Presenter: Show examples of liquid measuring utensils. Include a variety of measuring spoons and cups.

39. Volume Measurements for portion control (Scoops)
16 level scoops = 1 Quart (Qt)
#12 scoop
12 level scoops = 1 Qt
#8 scoop
8 level scoops = 1 Qt
The number on your scoop represents the number of level scoops you will expect to get from a container with a volume of 1 Quart. Remember that volume and weight are not the same.
Note to Presenter: Show a variety of scoops and demonstrate how the larger scoops give fewer portions per quart.

40. Volume Measurements (spoodles and ladles)
16 (2 oz) spoodles = 1 Quart
8 (4 oz) spoodles = 1 Quart
32 (1 oz) ladles = 1 Quart
16 (2 oz) ladle = 1 Quart
8 (4 oz) ladles = 1 Quart
Spoodles and Ladles are labeled in fluid measurements (i.e.: 1 oz., 2 oz., 4 oz., etc.)
Spoodles and ladles are labeled in fluid ounce measurements instead of numbered like scoops.
Note to Presenter: Show examples of spoodles and ladles.

41. Weight Measures Use the scales when: a recipe states pounds or lb
a recipe states ounces or oz
Remember that a fluid ounce (i.e. volume) measure does not always weigh one ounce on the scales!
For example, 1 cup of flour (which is 8 oz by volume) weighs only 4 ounces!
When a recipe calls for ounces or pounds, you must weigh the ingredient on a accurate scale. The platform scale shown here is one type of scale that can be used; however, you may also have baker’s platform scales or digital scales with various weight capacity.
Notes to Presenter: Consider showing other examples of differences between weight and volume …. ½ cup of marshmallows vs. 4 ounces by weight; ½ cup of lettuce mix vs. 4 ounces by weight; ¼ cup of shredded cheese vs. 2 ounces by weight, etc.
Demonstrate proper use of a variety of scales used in your facilities.

42. Inaccurate weighing and measuring creates problems
All-purpose flour:
Weight: 8 oz = 826 calories
Volume: 1 cup = 455 calories
Chopped carrots
Weight: 8 oz = 93 calories
Volume: 1 cup = 52 calories
As mentioned earlier, weights and measures are not the same for many ingredients. Inaccurate weighing and measuring will result in low quality products because amounts of ingredients may be incorrect.

43. Nutrient Analysis Accuracy
When weighing and measuring is incorrect, the nutritional value and the meal component contribution of the recipe will not be accurate and may result in menu items with insufficient portion sizes.
A standardized recipe will yield the same number of portions each time it is prepared and the nutritional value will remain constant.

44. Substituting Ingredients creates problems!
It changes the nutritional value!
It may make students sick or cause death if they have allergies!
Ingredients and products should not be substituted without approval. Check with the Child Nutrition Administrator to learn the correct procedures to follow when the standardized recipe cannot be followed as written.
Note to Presenter: You should inform participants of your local approved substitution procedures so that the employees are clear about the process.

45. Standardized Recipes …
An important management tool
Ensure consistent quality, quantity, and food safety
Needed for nutritional analysis
The child nutrition administrator should review the recipes in use. Are all of the recipes standardized?

46. Using Simplified Standardized Recipes Provide Many Benefits!
Increased Employee Confidence
Consistent Quality
Increased Customer Satisfaction
Predictable Yield
Consistent Nutrient Content
Cost Control – Inventory, Purchasing, and Labor
Reduced Record Keeping
Remember, there are many benefits to using Standardized Recipes in school nutrition operations.
These benefits include:
Increased employee confidence—Employees will be more satisfied and confident in their jobs
because standardized recipes eliminate guesswork, decrease the chances of producing poor
food products, and ensure accurate yields for the meal service.
Consistent food quality—The use of standardized recipes ensures that menu items will be
consistent in quality each time they are prepared and served.
Customer satisfaction—Well-developed recipes that appeal to students are an important factor
in maintaining and increasing student participation levels. Schools may take a lesson from
national restaurant chains that have developed popular menu items consistent in every detail
of ingredient, quantity, preparation, and presentation. Standardized recipes provide this consistent food quality and can result in increased customer satisfaction.
Predictable yield—The planned number of servings will be produced by using standardized
recipes. This can help to reduce the amount of leftover food if there has been overproduction,
and also will help to prevent shortages of servings during the meal period. A predictable yield is especially
important when food is transported from a production kitchen to other serving sites.
Consistent nutrient content—Standardized recipes will ensure that nutritional values per
serving are valid and consistent and will result in a more successful SMI Review!
Cost Control
Food cost control—Standardized recipes provide consistent and accurate information for food
cost control because the same ingredients and quantities of ingredients per serving are used
each time the recipe is produced.
Efficient purchasing procedures—Purchasing is more efficient because the quantity of food
needed for production is easily calculated from the information on each standardized recipe.
Inventory control—The use of standardized recipes provides predictable information on the
quantity of food inventory that will be used each time the recipe is produced.
Labor cost control—Written standardized procedures in the recipe make efficient use of labor
time and allow for planned scheduling of foodservice personnel for the work day. Training costs
are reduced because new employees are provided specific instructions for preparation in each
recipe.
Reduced record keeping—A collection of standardized recipes will make production record tasks much more streamlined!

47. Here are a few examples…
This and the following slides give some examples of standardized recipes. The format that you use for your school may be different; however, the information should be complete and accurate.
This recipe is for roasted turkey and dressing portioned into individual servings.

48. This is a recipe for a cold sandwich using deli meat and cheese.

49. Even simple vegetables, such as canned green beans, need good instructions so that employees will know how to season the product, how many servings will be produced, and what portion size to serve.

50. Like canned vegetables, frozen vegetables also need complete recipes.

51. Write recipes for hot sandwiches that include cooking times and temperatures as well as how the product should be placed on the serving line. Remember, effective standardized recipes give employees all the information they need from start to finish!

52. Questions?
Thank you for your participation and attention to this presentation about developing standardized recipes that work in your school nutrition operation.
Contact your regional Child Nutrition Specialist for additional technical assistance.