Standardized Recipes Training
Slide Notes
Presenter Information
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The presenter notes for each slide are directly under the slide number and title.
Notes that are directly correlated with each slide are underlined.
Resources and forms that are referenced are underlined and capitalized.
Points of emphasis are bolded.
Additional information regarding the presentation and/or questions to ask the audience is
indicated with bolded text and asterisks.
– Review the slides and notes together before presenting; also, if using the Power Point
features, review the slide show.
– It would be most helpful to have a remote for the projector, as well as a laser pointer to
indicate specific areas on the slides.
Slide 1: Standardized Recipes
Slide 2: Training Outline
Introduction: Today we are here to learn how to standardize recipes. We will be looking at the
following topics:
In Module I, we will review the purpose, definition, benefits and use of standardized recipes in
child nutrition programs. We will also look at the requirements and steps needed to
standardize local recipes.
When we get to Module II, we will look at a sample Local Recipe Form and review our
knowledge of weights and measures.
When we standardize a recipe, we also need to determine the meal pattern contribution, for
example, how to credit M/MA, F/V, and G/B – which will be covered in Module III.
Finally, in Module IV, we are going to look at different types of recipe modifications, such as
reducing or increasing a recipe.
We will be covering a lot of information in this session; however, we will go through the process
one step at a time.
Slide 3: Module I
As we begin this training, it will be helpful to have a calculator, pencil, and paper available for
various calculations.
In Module I, which provides an overview of standardized and local recipes, we will be referring
to the Sample Taste-Testing and Recipe Evaluation Forms that are available in your packets
when we discuss various ways to evaluate local recipes.
Slide 4: Standardized Recipes
The purpose of a standardized recipe is to ensure the quality of the foods served is the same
every time it is on the menu; for example, the same taste, texture, appearance, nutrients, etc.
***Ask the participants to define what a standardized recipe is to them.***
Using standardized recipes is an essential strategy to help food service staff prepare quality
meals that meet meal pattern requirements. Each time the recipe is prepared, it should yield
the same number of servings.
Standardized recipes use the same preparation procedures, same type of equipment, and the
same quantity and quality of ingredients. This ensures the product will be the same every time
it is prepared.
A recipe should be tested at least 3 times with the same consistent results before you
considered it ‘standardized’.
USDA recipes are standardized for your use. They are tried, tested, adapted and modified to
improve the quality of the recipe. Then they are retried or retested until they yield excellent
results. All the work is done for you.
Using a standardized recipe will eliminate guesswork, and therefore, save time. Standardized
recipes are an important part of any well-managed food service operation.
Slide 5: Standardized Recipes
Just for clarification, we need to understand the difference between a standardized recipe and
a quantity recipe.
Recipes from magazines, websites, and cookbooks and from friends and family that yield 25 or
more servings are considered quantity recipes; however, that does not necessarily mean that
those recipes are standardized for use in child nutrition programs.
All school recipes must be standardized.
Slide 6: Standardized Recipes
A significant benefit of standardized recipes is that they are ready to use and they provide the
meal pattern contribution. Standardized recipes provide consistent results.
Consumers, for example, your students, want to know that the foods they like will look and
taste the same every time they are on the menu.
Once a recipe is standardized, it saves the food service staff time. There are no worries about
how it will turn out.
Slide 7: Standardized Recipes
Using standardized recipes also offers specific advantages for school food service:
One, which we have already discussed, is consistent food quality: menu items will be consistent
in quality each time they are prepared and served.
The recipes will have a predictable yield and consistent nutrient content; in other words, we are
going to have the same number of servings each time it is prepared and each serving will
provide the same nutrients and calories.
By using the same standardized recipes frequently (as in a cycle menu), food service personnel
will gain confidence in the preparation, as well as the outcome, of the final product.
By using the same ingredients, quantities and written standardized procedures, we are able to
control food costs, labor costs and inventory.
As an added bonus, the food production record will only need to reference the name and
number of the recipe, reducing additional record keeping.
Slide 8: Local Recipes
There are other types of recipes that we see in Child Nutrition Programs that may not be
standardized. They are called local recipes.
***Discussion: What are local recipes?***
We are going to look at the definition, some of the requirements of local recipes, the steps to
standardize a local recipe, and the information included on the local recipe form.
Slide 9: Local Recipes
***Ask the participants: What are some examples of Local Recipes?***
After the group has given you ideas, you may also want to mention these examples: Your
grandmother’s recipe for chili, your recipe for homemade rolls, etc.
Like quantity recipes, local recipes can be from magazines, websites, cookbooks and friends or
family, however, they yield smaller quantities. In a Child Nutrition Program, a local recipe is any
recipe that has more than one ingredient.
***Discuss (ask several participants): How do you make your green beans?***
Are your beans fresh, frozen or canned? Do you add salt, butter?...If you add another ingredient
to those green beans, remember, you must have a local recipe.
***Discuss (ask several participants): How do you make your mashed potatoes?***
When making instant mashed potatoes, the recipe is usually written on the package. When you
add water or other ingredients to the potatoes, it now has more than one ingredient, making it
a local recipe that must be written.
A local recipe must be written to include information similar to the USDA standardized recipes;
it must be calculated to ensure the meal pattern contribution meets the meal pattern. So, a
local recipe must be standardized by you or by someone else.
Slide 10: Local Recipes
When using a local recipe for school meals, the recipe must be standardized to ensure it meets
the meal pattern contribution. This means the recipe must be tested and retested until it yields
the exact same portion size and number of portions each time it is prepared.
This ensures that it will taste the same, have the same nutrients, meet the meal pattern
requirements, and have similar costs and consumer satisfaction every time it is prepared.
Keep in mind, the critical control measures (time and temperature) must be documented in the
recipe directions.
As you can see, this process takes time. It is important that the local recipe be standardized for
success so anyone who prepares the recipe will feel confident in doing so.
Slide 11: Local Recipes
There are many different steps to standardizing a recipe, which can be summarized into three
phases: recipe verification, recipe adjustment and product evaluation.
School food service staff should work together on all phases of standardization.
We will be going through each of these phases.
Slide 12: Local Recipes
The first phase of this process is recipe verification.
The recipe is written and prepared for the first time.
The number of portions and the portion size is determined.
The meal pattern contribution is calculated and critical control measures are added.
Slide 13: Local Recipes
Recipe adjustment is the second phase in standardizing a local recipe; it consists of re-testing
the recipe repeatedly to ensure the same consistent product every time it is made. In this
phase, you ensure the yield is consistent and document any changes.
For example: The first time you make the recipe it yields 76 portions. The second time you
make the recipe it yields only 58 portions. We know that this recipe is not standardized at this
point. We must continue to retest it.
***Read RED part on the slide; emphasize that the recipe should yield the same number of
portions three consecutive times (76, 76, 76).***
Slide 14: Local Recipes
Phase three of standardizing a local recipe is product evaluation. Product evaluation is when
you take a look at the consistency of the product, the taste, appearance, and how it is accepted
by your students.
Taste-tests are recommended prior to adding new recipes to the menu. Surveys to students
and adults are recommended to evaluate the product. Input from students and other
customers is critical during the evaluation phase. Included in your packet are sample surveys
and product evaluation forms.
***Ask participants: How do you evaluate your local recipes?***
***Copies of various evaluation forms are available in the training resource packet.***
Slide 15: Module II
In Module II we will be reviewing the Local Recipe Form and information on weights and
measures.
In your packet, you should have a blank copy of the Local Recipe Form, as well as a completed
sample. In addition, you will find another helpful resource, NFSMI Weights and Measures
handouts, which provide more in-depth information on weights and measures. Please pull
these handouts out at this time.
Slide 16: Local Recipe Form
This is an updated copy of the Local Recipe Form. You will see that there have been a few
modifications from the older version. You may keep the clean copy to duplicate for your own
use. In addition, there is a completed sample provided for your reference.
Slide 17: Local Recipe Form
Standardized recipes for school foodservice operations should include certain information. Let
us look at the information that should be included on the Local Recipe Form:
***When using the slideshow, click before each section ((A) through (K)) to fill the form out
automatically section by section.***
(A) Recipe Name: Name that accurately describes the product.
(B) Category: Classification as entree, vegetable, salad, dessert, grain/bread.
(C) Recipe Yield: The amount of product at the end of production.
(D) Total Servings: The total number of servings a recipe produces.
(E) Serving Size: The amount of a single portion in volume or weight.
(F) Ingredients: Food products used in the recipe.
(G) Weight/Measure: Quantity used of each ingredient.
(H) Directions: How to prepare the recipe step-by-step. Also included in this section would be
cooking time/temperature, equipment/utensils used in the recipe, and critical control
measures.
Cooking Time/Temperature: The correct temperature to prepare the food item and how long it
takes to cook.
Equipment/Utensils: Equipment to be used in preparing and serving the product.
Critical Control Measures: Procedures designed to ensure the safe production and service of
food.
(I) Meal Pattern Contribution: How the product contributes to the meal pattern.
(J) Variations: Alternative ways of preparing the recipe.
(K) Recorded by/Date: Dates the recipe was made and signature of who prepared it.
Slide 18: Local Recipe Form
One of the keys to successful preparation of standardized recipes is accurately weighing and
measuring ingredients.
Standard measuring equipment should always be used to assure that the correct amount of
each ingredient is measured. Each school kitchen should be equipped with the proper
measuring equipment to ensure the recipes are followed.
It is important that all food service personnel practice accurate weighing and measuring.
Learning to read and understand the weights and measures on a recipe is an important skill for
food service employees to develop. This skill is used in both preparing and serving food.
There are two ways to measure recipe ingredients – by weight and by volume.
Slide 19: Weights and Measures
The first way to measure recipe ingredients is to weigh them. Weighing ingredients is the
easiest and most accurate way to measure. This method is used most often in quantity food
service.
There is much less chance for error if 6 pounds of flour is weighed than if 24 cups of flour is
measured.
The two measures of weight used in food preparation are ounce (oz) and pound (lb). Scales are
used to measure ingredients by weight. It is important to make sure the scales being used have
been calibrated accurately to obtain the best results.
***Refer to the NFSMI Weights and Measures handouts.***
Slide 20: Weights and Measures
The equipment used to measure volume includes measuring spoons, dry measuring containers,
and liquid measuring containers. There are seven measures of volume. The list above reflects all
standard measuring equipment for volume.
An important rule to remember when measuring ingredients by volume is to always measure
in the largest possible container.
Slide 21: Module III
The Food Buying Guide is a great resource to have on hand when standardizing and modifying
recipes; it can be found online at the listed website.
In Module III, we are going to review how to determine the meal pattern contribution of a
standardized recipe. We will be using the Recipe Calculation Worksheet and referring to the
USDA Recipe for Spaghetti and Meat Sauce. In addition, we will be using yield information
data, the Grains/Breads Chart and Table 7 from the Food Buying Guide – all of which are
provided in your packet.
Slide 22: Meal Pattern Contribution
Before a recipe can be used, it must be calculated to determine how it contributes to the meal pattern.
***Discussion: Looking at USDA Recipe D-35 for Spaghetti and Meat Sauce, what ingredients
do you see that could count towards the meal pattern contribution?***
The ground beef contributes to the Meat/Meat Alternate, the onions and tomato puree to
the Fruit/Vegetable, and the enriched spaghetti to the Grains/Breads.
***Click mouse/pointer THREE TIMES for meal pattern components to appear on the
slide.***
The first thing we need to do is determine the ingredients and their respective amounts in the
recipe that can count towards the meal pattern contribution.
***Discussion: According to this standardized recipe, how do these ingredients contribute to
the meal pattern?*** The information is on the second page of the recipe.
Ground Beef – 2 oz Meat/Meat Alternate
Onions/Tomato Puree – 3/8 cup Fruits/Vegetables
Spaghetti – 1 serving Grains/Breads
We are now going to show you how the meal pattern contribution was calculated using the
Recipe Calculation Worksheet.
Slide 23: Meal Pattern Contribution
Using a blank Recipe Calculation Worksheet, we will fill out this form together as we go through
the various steps. First, we will familiarize ourselves with the different parts.
***Click mouse/pointer.***
At the very top of the page, you find the recipe name, the portion size and the portions per
recipe.
***Click mouse/pointer.***
The worksheet consists of seven columns; the first three columns (ingredients, quantity of
ingredients and purchase unit) are directly derived from the recipe.
***Click mouse/pointer.***
The information for the fourth column (servings per purchase unit) is found in the Food Buying
Guide.
***Click mouse/pointer.***
The last three columns are calculated by multiplying columns 2 and 4 together. Below, you will
find a designated space to determine how the ingredients in the recipe are credited towards
the meal pattern. Looking at the USDA Recipe for Spaghetti and Meat Sauce, we already
determined that the ground beef contributes to the Meat/Meat Alternate component. This
recipe calls for 17 pounds.
***Click mouse/pointer.***
***Discussion: How much does the recipe call for onions and tomato puree, both of which
contribution to the Fruit/Vegetable component?*** (Onions – 1 lb; Tomato puree – 10 lbs).
***Click mouse/pointer.***
Spaghetti, which contributes as a Grains/Breads, is needed in the amount of 9 lbs 8 oz.
***Click mouse/pointer.***
The purchase unit for each of these ingredients is in pounds.
Slide 24: Recipe Calculation Worksheet
Starting with the 17 pounds of ground beef, we need to find the number of servings per pound
of ground beef on page 1-16 of the Food Buying Guide, which you have in your packet. This
ground beef has no more than 20% fat. Look at Column 3 of the Food Buying Guide on your
handout. This product would provide 11.8 (1 oz) servings per pound, which goes in column 4.
***Click mouse/pointer.***
Now, we need to multiply the amount of ground beef (17 lbs) by the number of 1 oz meat
servings in Column 3 (11.8) in the Food Buying Guide. This gives us the total number of 1 oz
servings of ground beef (200.6).
***Click mouse/pointer TWICE.***
For this recipe, beef is the only meat/meat alternate; if there were more ingredients that
contributed as a meat/meat alternate component, each of their total number of 1 oz servings
would be added together in this step.
***Click mouse/pointer.***
Next, we need to divide 200.6 by the number of total servings this recipe yields (100).
***Click mouse/pointer.***
200.6 divided by 100 equals 2.006 meat/meat alternate or 2 oz meat/meat alternate in a 1 cup
portion.
***Click mouse/pointer.***
Reminder: Always round up when calculating how much food to purchase but always round
down when calculating the creditable component towards meeting the meal pattern
requirement.
Slide 25: Recipe Calculation Worksheet
We now need to determine how the vegetables in the recipe contribute to the meal pattern.
The meal pattern contribution for fruits/vegetables is shown in cups, or fractions of a cup (1/4
c. , ½ c., etc.).
There are two vegetables: onions and tomato puree.
To calculate the onion’s contribution, we multiply the 1 lb of onions by the number of ¼ cup
servings found in the Food Buying Guide on page 2-50, which gives us 9.3 quarter cups.
***Click mouse/pointer.***
Next, we will multiply 10 pounds of tomato puree by the number in the Food Buying Guide on
page 2-83 for ¼ cup servings (14.4), which yields 144 quarter cups.
***Click mouse/pointer.***
Since more than one vegetable contributes to the Fruit/Vegetable component, we need to total
the number of ¼ cup servings for the onions and tomato puree (9.3 + 144 = 153.3 ¼ cup
servings).
***Click mouse/pointer.***
This is the tricky part: When determining the Fruit/Vegetable servings, you need to divide the
total number of ¼ cup servings (153.3) by 4 to determine the number of one cup servings
(because there are four ¼ cup servings in a cup). (153.3÷4=38.3 cups). Next, divide the total
cups (38.3) by the number of portions in the recipe (100); (38.3÷100=.383 cups).
***Click mouse/pointer THREE times.***
Using Table 7 in the Food Buying Guide, we need to convert the .383 to the equivalent meal
pattern contribution. .383 falls between .375 - .499, so the recipe contributes 3/8 cup
Fruit/Vegetable.
***Click mouse/pointer.***
Slide 26: Recipe Calculation Worksheet
We now need to determine the Grains/Breads meal pattern contribution by multiplying the 9.5
pounds of spaghetti by the number of servings per pound of spaghetti found on page 3-28 of
the Food Buying Guide. Look at Column 3 of the Food Buying Guide on your handout.
***Discussion: How many servings per pound will spaghetti provide?*** This product would
provide 10.6 ½ cup servings per pound.
***Click mouse/pointer.***
We need to multiply the quantity of spaghetti by the number of ½ cup servings to obtain the
total number of ½ cup servings (9.5 x 10.6 = 100.7 ½ cup servings).
***Click mouse/pointer.***
Next, add the total number of ½ cup servings for each ingredient that contributes as a
grain/bread; in this recipe, only spaghetti contributes.
***Click mouse/pointer.***
Finally, take the total number of 1/2 cup servings (100.7) divided by the number of recipe
portions (100) = number of 1/2 cup servings in one portion of the recipe (1.007).
***Click mouse/pointer THREE times.***
According to the Grains/Breads Chart (Group H), one -½ cup cooked pasta equals one
Grains/Breads serving.
Slide 27: Recipe Calculation Worksheet
This is what the Recipe Calculation Worksheet would look like when completed for this
particular recipe.
Slide 28: Module IV
In this Module, you will have the opportunity to modify recipes. Included in your packet are
Factor Method Worksheets that will guide you through the calculations.
A couple of tools in your packet from the Food Buying Guide are Tables 5 & 6, which will help
with fractions when modifying recipes in this Module.
Not provided in your packet is supplemental information regarding Recipe Adjustment from the
USDA; however, you can get the information by going to the listed website.
In addition, for the two example recipes that we will be modifying in this Module, we have
provided the Recipe Adjustment Calculations.
Slide 29: Recipe Modifications
***Ask the participants if they can name some of the ways they modify a USDA recipe.***
Increase or decrease the portions; substitute, eliminate or add ingredients.
If changes are made in a standardized recipe, even a USDA recipe, the new recipe must be
written and the meal pattern contribution determined. Some items may not change the
nutrients but still need to be documented since the recipe has been altered.
***Click mouse/pointer for remaining bullets.***
Most ingredients will alter the recipes’ nutrients, meal pattern contribution, etc., and must be
re-standardized.
Slide 30: Recipe Modifications
Occasionally food service staff may alter a USDA recipe (extra cheese in a recipe, extra herbs
and spices, etc.). If this happens, the recipe is no longer the same standardized recipe and must
be re-calculated to reflect the changes in the meal pattern contribution.
Nutrients, appearance, costs and customer satisfaction may change.
Any modifications to a USDA recipe must be documented on the recipe itself or rewritten. If too
many changes are made to the recipe, it is best to rewrite the USDA recipe.
Slide 31: Recipe Modifications
Today we are going to show you a simple way called the “Factor Method”. The factor is a
multiplier that will be used to increase or decrease the quantity of ingredients in a recipe. You
can find this method in the Recipes Adjustment Document on-line.
***Click mouse/pointer to make each step appear one at a time.***
When sizing a recipe, without changing the portion size, there are two simple steps to follow:
Step 1: Determine the Multiplying Factor by dividing the total new yield by the original yield;
Step 2: Determine the New Quantity of each ingredient by multiplying each ingredient by the
multiplying factor.
If too many changes are made, it is best to rewrite the USDA recipe.
Slide 32: Recipe Modifications
Using a Factor Method Worksheet, we are now going to DECREASE the USDA Baked Beans
recipe from 100 to 80 portions.
We divide the desired yield (80 portions) by the original yield (100 portions) to determine the
multiplying factor (80 ÷ 100 = .80).
When you reduce a recipe, the multiplying factor should always be less than one.
Finally, we can apply the multiplying factor to each of the ingredient amounts in the original
recipe (next slide).
Slide 33: Recipe Modifications
***Note to Presenter:*** Simply show how the ingredients have been reduced in size by the
multiplying factor of .8 (the Desired Quantity is 80% of the Original Quantity) on the chart.
The calculations for reducing this recipe are provided in the trainers and participants’
packets.
Slide 34: Recipe Modifications
Using the Factor Method Worksheet, we are now going to INCREASE the recipe for Potato Salad
from 100 to 250 portions.
We simply divide the desired yield (250 portions) by the original yield (100 portions) to
determine the multiplying factor (250 ÷ 100=2.5).
When you increase a recipe, the multiplying factor should always be greater than one.
Finally, we can apply the multiplying factor to each of the ingredient amounts in the original
recipe of 100 portions to determine the new or desired ingredient amounts in the new recipe.
Slide 35: Recipe Modifications
***Note to Presenter:*** Simply show how the ingredients have been increased in size by
the multiplying factor of 2.5 (the Desired Quantity is 2.5 times the Original Quantity). The
calculations for increasing this recipe are provided in the participants’ packets. The
calculations for increasing this recipe are provided in the trainers and participants’ packets.
Slide 36: Questions?
I/we hope you have enjoyed this training and found it helpful. Are there any questions?