food purchasing for child care - national food service ... · pdf filefood purchasing for...

Participant’s Workbook 7.30 hours

Food Purchasing for Child Care

NATIONAL FOOD SERVICE MANAGEMENT INSTITUTE

Project Coordinator Lutina Cochran, MS

Executive Director Katie Wilson, PhD, SNS

ET Item Number: ET54-05 2014

This page is intentionally left blank.

National Food Service Management Institute The University of Mississippi

Building the Future Through Child Nutrition

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 Southern Mississippi in Hattiesburg. The Institute operates under a grant agreement with the United States Department 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 CThe 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, research, and resources to promote excellence in child nutrition programs.

This project has been funded at least in part with Federal funds 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 EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA Employer. In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights; Room, 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, DC 20250-9410 or call (202) 720-5964 (voice and TDD). USDA is an equal opportunity provider and employer. © 2014, 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 with no cost to the participant for the training providing the following credit is included. These materials may not be incorporated into other websites or textbooks and may not be sold. Suggested Reference Citation: National Food Service Management Institute. (2014). Food purchasing for child care. University, MS: Author. The photographs and images in this document may be owned by third parties and used by The University of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use these images.

For more information, please contact [email protected]

11/2014

FOOD PURCHASING FOR CHILD CARE Participant’s Workbook - Introduction

N a t i o n a l F o o d S e r v i c e M a n a g e m e n t I n s t i t u t e

Table of Contents

Introduction ............................................................................................... 7

Ground Rules ........................................................................................... 8

Pre-Assessment ....................................................................................... 9

Lesson 1: Working With the Menu .......................................................... 11

Lesson 2: Creating Grocery Lists ............................................................ 34

Lesson 3: Estimating Quantities ............................................................. 45

Lesson 4: Following the Rules ................................................................ 64

Lesson 5: Understanding Ethics ............................................................. 78

Lesson 6: Vendor Choices ...................................................................... 86

Lesson 7: Receiving and Storing .......................................................... 100

Post-Assessment .................................................................................. 111

Appendix .............................................................................................. 113

Answer Key .......................................................................................... 115

Glossary ............................................................................................... 129

Regulations .......................................................................................... 132

Guidance .............................................................................................. 132

References ........................................................................................... 133



Introduction

Background Information Welcome to the Food Purchasing for Child Care seminar! Food Purchasing for Child

Care has been a key resource for training child care professionals on cost-efficient

methods for purchasing foods since 2005. The current version was revised to be a

seven-hour seminar in 2014. It reflects good practices, current federal regulations, and

information for smaller child care programs, such as family child care. Additionally, it

provides child care professionals resources and tools for purchasing high quality,

nutritious, and safe foods at a cost-efficient price.

Overview

During this seminar, you will explore the six steps in the food purchasing process:

1. plan the menu,

2. create a grocery list,

3. estimate the amount to purchase,

4. purchase food,

5. receive and store food, and

6. prepare meals.

Each step will focus on the four major goals when purchasing food for child care

facilities. The four goals are to

obtain food that is high in quality,

obtain food that is nutritious and appealing,

obtain food that is safe, and

purchase food at a cost-efficient price.

Food Purchasing for Child Care is written to provide an overview of the federal

requirements for purchasing foods. Most information will apply to all family child care

homes, centers, and sponsoring organizations regardless of size or sophistication.



However, some information applies only to small centers and sponsoring organizations

(those serving up to 150 meals a day to children and caregivers). Other information

applies only to large centers and sponsoring organizations (those serving more than

150 meals a day to children and caregivers). Your instructor will outline when there is a

specific child care target group throughout the seminar.

Adult day care center staff may find portions of this seminar helpful; however, the foods

prepared and served for adults will be different. The examples used in this manual are

for child care facilities.

Ground Rules The following statements are ground rules and expectations for this seminar.

Turn your mind on and your electronic devices on silent or off.

Be a team player.

Stand up when your mind goes on vacation.

Share ideas with the class.

Be respectful of everyone.

Be on time for all sessions.

Always ask for clarification if you do not understand.

FOOD PURCHASING FOR CHILD CARE Participant’s Workbook - Pre-Assessment


Pre-Assessment Identifier: ________

Instructions: Select the best answer to the following multiple-choice questions. Then place a non-name identifier, such as a number or letter, at the top of the page. Use the same identifier when completing the post assessment.

1. Which of the following is NOT one of the four goals of successful food

purchasing?

a. Obtain food that is safe.

b. Purchase food at a cost-efficient price.

c. Choose locally-grown and seasonal foods.

d. Obtain food that is nutritious.

2. A CACFP meal is reimbursable when the meal_______________________.

a. meets the minimum portion size for all required components and ages.

b. is served family style.

c. is planned in advance.

d. contains a CN product.

3. A cycle menu_______________________.

a. offers the same foods each week.

b. helps control food costs.

c. repeats the same menu every 52 days.

d. does not accommodate holidays or special celebrations.

4. The two purchasing methods in the procurement process

are___________________.

a. Formal and Invitation for Bid

b. Request for proposal and formal

c. Informal and formal

d. Informal and Invitation for Bid

5. The Food Buying Guide for Child Nutrition Programs______________________.

a. contains 600 recipes.

b. provides information on brand name and store brand foods.

c. lists the ingredients in processed foods.

d. helps calculate the amount of a menu item to add to the grocery list.

FOOD PURCHASING FOR CHILD CARE Participant’s Workbook - Pre-Assessment


6. A food inventory consists of the following two parts:

________________________.

a. menu items and product items b. menu-driven items and stock items c. product-driven items and stock items d. none of the above

7. The Federal small purchase threshold for private, non-profit organizations was

recently raised to_______________________.

a. $150,000

b. $50,000

c. $10,000

d. $25,000

8. In CACFP, geographic preference allows a child care center

to_______________________.

a. Purchase locally grown or raised processed foods

b. Pay 10% more for locally grown products

c. Purchase foods grown locally with no regard to price

d. Establish a geographic preference factor for locally grown unprocessed

foods

9. Which of the following statements is NOT a good practice for receiving foods

from retail vendors?

a. Check and record temperatures of frozen and refrigerated items upon

arrival at the child care facility.

b. Date the food packages after storing.

c. Properly store foods immediately after receiving.

d. File receipts with other required purchasing documentation.

10. What is the meaning of the acronym, FIFO?

a. Front In First Off

b. First In Front Out

c. First In First Out

d. Front In First Out

FOOD PURCHASING FOR CHILD CARE Participant’s Workbook - Lesson 1


Lesson 1: Working With the Menu

Table of Contents

Note Page: Working With the Menu ........................................................................... 13

Think, Write, and Share – Menu Planning Benefits .................................................... 15

Menu Planning Resources.......................................................................................... 16

Vegetables and Subgroups ........................................................................................ 17

Vegetables and Seasons ............................................................................................ 18

Fruits and Seasons ..................................................................................................... 19

Colors of Fruits and Vegetables ................................................................................. 20

Tips for Planning Nutritious Meals .............................................................................. 21

Pathways to Nutritious Meals ..................................................................................... 21

Tips for Planning Meals That Look and Taste Good ................................................... 22

Healthy Meals Journal ................................................................................................ 22

Supplement A: Practice Choking Prevention Children ................................................ 23

CACFP Child Meal Patterns for Children .................................................................... 26

Reviewing Menus for Success .................................................................................... 29

Find the Solution ......................................................................................................... 29

Menu Planning Checklist ............................................................................................ 30

Key Messages – Working With the Menu ................................................................... 33



Note Page: Working With the Menu

Instructions: Use the note page to take notes you may find useful in your child care program.

Introduction:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 1: State the benefits of using cycle menus in child care programs.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 2: Identify strategies for planning safe, nutritious, and appealing meals

in child care programs.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Objective 3: State the benefits of reviewing menus prior to purchasing foods.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Conclusion:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Think, Write, and Share – Menu Planning Benefits

Instructions: Think about the benefits of using menus in child care. List the benefits in the space provided. When you are finished, share your responses with at least two participants.



Menu Planning Resources

Books

Menu Magic for Children http://www.fns.usda.gov/sites/default/files/menu_magic.pdf

Websites

ChooseMyPlate.Gov

http://www.choosemyplate.gov/

USDA Healthy Meals Resource System: Healthy Meals

http://healthymeals.nal.usda.gov/menu-planning/menu-planning-tools/menu-planning-tools-child-care-providers

National Food Service Management Institute CARE Connection: Menu Planning

http://www.nfsmi.org/Templates/TemplateDivision.aspx?qs=cElEPTMw

Online Courses

Step by Step Menu Planning for Child Care

http://www.nfsmi.org/Templates/TemplateDefault.aspx?qs=cElEPTIzNg==

Planning Cycle Menus in Child Care http://www.nfsmi.org/Templates/TemplateDefault.aspx?qs=cElEPTIzNg==

Resources

Nutrition and Menu Planning for Children in the Child and Adult Care Food Program

http://www.floridahealth.gov/healthy-people-and-families/child-care-food-program/nutrition/_documents/nmp-workbook-2013.pdf

Crediting Handbook for the Child and Adult Care Food Program

http://www.fns.usda.gov/sites/default/files/CACFP_creditinghandbook.pdf

NACCRRA Healthy Menu Planning http://www.healthykidshealthyfuture.org/content/dam/hkhf/filebox/naccrra/newnaccrra/menuplan.pdf

Menus and Recipes

Menus for Child Care

http://www.nfsmi.org/ResourceOverview.aspx?ID=196

Recipes for Healthy Kids: Cooking for Child Care Centers and Schools

http://www.fns.usda.gov/tn/recipes-healthy-kids-cookbook-child-care-centers-0

USDA Recipes for Child Care http://www.fns.usda.gov/tn/usda-recipes-child-care

http://www.choosemyplate.gov/



Vegetables and Subgroups

Dark Green Vegetables

Bok Choy Broccoli

Collard Greens Dark Green Leafy Lettuce

Kale Mesclun

Mustard Greens Romaine Lettuce

Spinach Turnip Greens

Watercress

Starchy Vegetables

Cassava Corn

Fresh Cowpeas, Field Peas, or Black-eyed Peas

(not dry) Green Bananas

Green Peas Green Lima Beans

Parsnips Plantains

Taro Water Chestnuts

Red/Orange Vegetables

Acorn Squash Butternut Squash

Carrots Hubbard Squash

Pumpkin Red Peppers

Sweet Potatoes Tomatoes

Tomato Juice

Beans/Peas (Legumes)

Black Beans Black-eyed Peas (mature, dry)

Edamame Garbanzo Beans, Chickpeas

Kidney Beans Lentils

Navy Beans Pinto Beans Soy Beans Split Peas

White Beans

Other Vegetables

Artichokes Asparagus Avocado

Bean Sprouts Beets

Brussels Sprouts Cabbage

Cauliflower Celery

Cucumbers Eggplant

Green Beans Green Peppers

Iceberg (head) Lettuce Mushrooms

Okra Onions Turnips



Vegetables and Seasons

Fall

Acorn Squash, Black Salsify, Belgian Endive, Broccoli, Brussels

Sprouts, Butter Lettuce, Buttercup Squash, Butternut Squash,

Cardoon, Cauliflower, Chayote Squash, Chinese Long Beans,

Delicate Squash, Daikon Radish, Endive, Feijoa, Garlic, Ginger,

Guava, Jerusalem Artichoke, Kohlrabi, Mushrooms, Persimmons,

Radicchio, Sweet Dumpling Squash, Swiss Chard, and Turnips

Winter Brussels Sprouts, Buttercup Squash, Cardoon, Collard Greens,

Delicate Squash, Sweet Dumpling Squash, Sweet Potatoes, Turnips

Spring

Artichoke, Asparagus, Broccoli, Butter Lettuce, Collard Greens, Corn,

Fava Beans, Fennel, Green Beans, Manoa Lettuce, Morel

Mushrooms, Mustard Greens, Pea Pods, Peas, Purple Asparagus,

Radicchio, Red Leaf Lettuce, Rhubarb, Snow Peas, Sorrel, Spinach,

Vidalia Onions, Watercress, White Asparagus

Summer

Butter Lettuce, Chayote Squash, Chinese Long Beans, Corn,

Crookneck Squash, Cucumbers, Eggplant, Garlic, Green Soybeans,

Lima Beans, Manoa Lettuce, Peas, Radishes, Shallots, Sugar Snap

Peas, Summer Squash, Tomatillo, Tomatoes, Winged Beans, Yukon

Gold Potatoes, Zucchini



Fruits and Seasons

Fall

Asian Pear, Cactus Pear, Cape Gooseberries, Crab Apples, Cranberries, Grapes, Huckleberries, Key Limes, Muscadine Grapes, Passion Fruit, Pear, Pineapple, Pomegranate, Pumpkin, Quince, Sapote, Sharon Fruit, Sugar Apple

Winter

Cactus Pear, Cherimoya, Clementine, Dates, Grapefruit, Kiwifruit, Mandarin Oranges, Oranges, Passion Fruit, Pear, Pomelo Red Banana, Red Currants, Sharon Fruit, Tangerines

Spring

Apricots, Asian Pear, Barbados Cherries, Beets, Blackberries, Blueberries, Breadfruit, Cantaloupe, Champagne Grapes, Cherries, Crenshaw Melon, Elderberries, Figs, Grapefruit, Grapes, Honeydew Melon, Jackfruit, Key Limes, Limes, Loganberries, Mulberries, Nectarines, Passion Fruit, Peaches, Persian Melon, Plum, Raspberries, Sapodillas, Strawberries, Sugar Apple, Watermelon

Summer

Apricots, Asian pear, Barbados Cherries, Beets, Blackberries, Blueberries, Breadfruit, Cantaloupe, Champagne Grapes, Cherries, Crenshaw Melon, Elderberries, Figs, Grapefruit, Grapes, Honeydew Melon, Jackfruit, Key Limes, Limes, Loganberries, Mulberries, Nectarines, Passion Fruit, Peaches, Persian Melon, Plum, Raspberries, Sapodillas, Strawberries, Sugar Apple, Watermelon

Year Round Apples, Dried Apricots, Avocados, Bananas, Dried Cranberries, Coconut, Kiwano, Lemons, Papaya



Colors of Fruits and Vegetables

Red Orange/ Yellow

Green Blue/Purple White/ Tan/Brown

Beets

Blood Oranges

Cherries

Cranberries

Papaya

Pink Grapefruit

Pomegranates

Radicchio

Radishes

Raspberries

Red Apples

Red Grapes

Red Onions

Red Pears

Red Peppers

Red Potatoes

Rhubarb

Strawberries

Tomatoes

Watermelon

Apricots

Butternut

Squash

Cantaloupe

Carrots

Grapefruit

Lemon

Mangoes

Nectarines

Oranges

Papayas

Peaches

Pineapples

Pumpkin

Sweet Corn

Sweet Potatoes

Tangerines

Yellow Apples

Yellow Beets

Yellow Figs

Yellow Pears

Yellow Potatoes

Yellow Summer

Squash

Yellow

Tomatoes

Yellow

Watermelon

Yellow Winter

Squash

Artichokes

Asparagus

Avocados

Broccoflower

Broccoli

Brussels

Sprouts

Celery

Cucumbers

Green Apples

Green Beans

Green Cabbage

Green Grapes

Green Onion

Green Pears

Green Peppers

Honeydew

Kiwifruit

Leafy Greens

Lettuce

Limes

Okra

Peas

Spinach

Watercress

Zucchini

Blackberries

Blueberries

Dried Plums

Eggplant

Grapes

Plums

Pomegranates

Prunes

Purple Cabbage

Purple Carrots

Purple Figs

Purple Grapes

Raisins

Bananas

Brown Pears

Cauliflower

Dates

Garlic

Ginger

Mushrooms

Onions

Parsnips

Potatoes

Shallots

Turnips

White Corn

White Nectarines

White Peaches

http://www.disabled-world.com/artman/publish/beets.shtml

http://www.disabled-world.com/artman/publish/cranberry-juice.shtml

http://www.disabled-world.com/artman/publish/papaya.shtml

http://www.disabled-world.com/artman/publish/papaya.shtml

http://www.disabled-world.com/artman/publish/pomegranate.shtml

http://www.disabled-world.com/artman/publish/pumpkins.shtml

http://www.disabled-world.com/artman/publish/cucumber_benefits.shtml

http://www.disabled-world.com/artman/publish/apples.shtml

http://www.disabled-world.com/artman/publish/hot-peppers.shtml

http://www.disabled-world.com/artman/publish/spinachdiet.shtml

http://www.disabled-world.com/artman/publish/blueberries.shtml

http://www.disabled-world.com/artman/publish/bananas.shtml

http://www.disabled-world.com/artman/publish/garlic-benefit.shtml

http://www.disabled-world.com/artman/publish/ginger.shtml

http://www.disabled-world.com/artman/publish/mushrooms.shtml

http://www.disabled-world.com/artman/publish/onions-garlic.shtml



Tips for Planning Nutritious Meals

Plan to serve a variety of foods during the day and week.

Check to make sure that the same foods are not repeated more than once a week.

Increase fiber by including fresh vegetables, fresh fruits, and whole-grain products.

Limit the number of fried foods and high-fat foods offered.

Limit the number of sweets, such as

cookies,

cakes,

brownies, and

sweetened cereals.

Plan to serve fewer high-salt (sodium) foods, such as luncheon meats and

processed foods.

Include foods that provide vitamin A, such as

spinach and other dark, leafy greens;

deep orange fruits and vegetables (carrots, pumpkin, sweet potatoes, winter

squash, such as butternut or acorn, mango, cantaloupe); and

fortified dairy products like milk and cheese.

Include foods that provide vitamin C, such as

citrus fruits (oranges, grapefruit, lemons, canned mandarin oranges);

cabbage-type vegetables (brussels sprouts, broccoli, cabbage, cauliflower);

and

dark green vegetables (green peppers, spinach, kale, lettuce);

Don’t forget to include iron-rich foods, such as

spinach;

dry beans and peas; and

whole-grain, enriched, or fortified grains/breads.

Pathways to Nutritious Meals

Instructions: Use the list of tips above to help you answer the following questions.

1. Which tips do you normally use when planning menus? ___________________________________________________________________ ___________________________________________________________________

2. Which tip(s) would you like to incorporate when planning menus?

___________________________________________________________________ ___________________________________________________________________



Tips for Planning Meals That Look and Taste Good

Include different shapes—round, square, rectangular, and wedge-shaped.

Include different colors—yellow, orange, red, bright green, purple/blue, white, tan,

and brown.

Include different textures—soft, fluffy, crunchy, crisp, creamy, and smooth.

Include different tastes—sweet, sour, tart, salty, spicy, and mild.

Look for ways to use herbs and spices in child care menus.

Think about the likes and dislikes of the children.

Thin

k about the cultures of the children and what they might eat at home.

Consider special requests of parents.

Introduce new foods along with familiar favorites.

Plan menus that are right for the age of the children.

Healthy Meals Journal

Instructions: The local newspaper, Healthy Meals Journal recently contacted you

about doing a creative ad for the Sunday’s paper. Using the tips above, create a catchy

slogan, quote, or poem outlining the importance of planning meals that look and taste

good in child care.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Supplement A: Practice Choking Prevention Children



CACFP Child Meal Patterns for Children

Child Meal Pattern Breakfast

Select all 3 components for a reimbursable meal.

Food Components Ages 1–2 Ages 3–5 Ages 6–121

1 milk

fluid milk 1/2 cup 3/4 cup 1 cup

1 fruit/vegetable

juice,2 fruit and/or vegetable 1/4 cup 1/2 cup 1/2 cup

1 grains/bread3

bread or cornbread or biscuit or roll or muffin or cold dry cereal or hot cooked cereal or pasta or noodles or grains

1/2 slice 1/2 serving 1/4 cup 1/4 cup 1/4 cup

1/2 slice 1/2 serving 1/3 cup 1/4 cup 1/4 cup

1 slice 1 serving 3/4 cup 1/2 cup 1/2 cup

1 Children age 12 and older may be served larger portions based on their greater food needs. They may not be served less than the

minimum quantities listed in this column.

2 Fruit or vegetable juice must be full-strength.

3 Breads and grains must be made from whole-grain or enriched meal or flour. Cereal must be whole-grain or enriched or fortified.



Child Meal Pattern Lunch or Supper


1 milk

fluid milk

1/2 cup

3/4 cup

1 cup

2 fruits/vegetables

juice,2 fruit and/or vegetable

1/4 cup

1/2 cup

3/4 cup

1 grains/bread3

bread or

cornbread or biscuit or roll or muffin or

cold dry cereal or

hot cooked cereal or

pasta or noodles or grains

1/2 slice

1/2 serving

1/4 cup

1/4 cup

1/4 cup

1/2 slice

1/2 serving

1/3 cup

1/4 cup

1/4 cup

1 slice

1 serving

3/4 cup

1/2 cup

1/2 cup

1 meat/meat alternate

meat or poultry or fish4 or

alternate protein product or

cheese or

egg or

cooked dry beans or peas or

peanut or other nut or seed butters or

nuts and/or seeds5 or

yogurt6

1 ounce

1 ounce

1 ounce

1/2 egg

1/4 cup

2 Tbsp.

1/2 ounce

4 ounces

1 1/2 ounces

1 1/2 ounces

1 1/2 ounces

3/4 egg

3/8 cup

3 Tbsp.

3/4 ounce

6 ounces

2 ounces

2 ounces

2 ounces

1 egg

1/2 cup

4 Tbsp.

1 ounce

8 ounces


minimum quantities listed in this column. 2 Fruit or vegetable juice must be full-strength.


4 A serving consists of the edible portion of cooked lean meat or poultry or fish.

5 Nuts and seeds may meet only one-half of the total meat/meat alternate serving and must be combined with another meat/meat

alternate to fulfill the lunch or supper requirement. 6 Yogurt may be plain or flavored, unsweetened or sweetened.



Child Meal Pattern Snack

Select 2 of the 4 components for a reimbursable snack.


1 milk fluid milk 1/2 cup 1/2 cup 1 cup

1 fruit/vegetable juice,2 fruit and/or vegetable 1/2 cup 1/2 cup 3/4 cup

1 grains/bread3 bread or

cornbread or biscuit or roll or muffin or

cold dry cereal or

hot cooked cereal or

pasta or noodles or grains

1/2 slice

1/2 serving

1/4 cup

1/4 cup

1/4 cup

1/2 slice

1/2 serving

1/3 cup

1/4 cup

1/4 cup

1 slice

1 serving

3/4 cup

1/2 cup

1/2 cup

1 meat/meat alternate

meat or poultry or fish4 or

alternate protein product or

cheese or

egg5 or

cooked dry beans or peas or

peanut or other nut or seed butters or

nuts and/or seeds or

yogurt6

1/2 ounce

1/2 ounce

1/2 ounce

1/2 egg

1/8 cup

1 Tbsp.

1/2 ounce

2 ounces

1/2 ounce

1/2 ounce

1/2 ounce

1/2 egg

1/8 cup

1 Tbsp.

1/2 ounce

2 ounces

1 ounce

1 ounce

1 ounce

1/2 egg

1/4 cup

2 Tbsp.

1 ounce

4 ounces


minimum quantities listed in this column. 2 Fruit or vegetable juice must be full-strength. Juice cannot be served when milk is the only other snack component.


4 A serving consists of the edible portion of cooked lean meat or poultry or fish.

5 One-half egg meets the required minimum amount (one ounce or less) of meat alternate.

6 Yogurt may be plain or flavored, unsweetened or sweetened.



Reviewing Menus for Success

Instructions: Evaluate the Sample Practice Lunch Menu using the Menu Planning Checklist. Please note: for the purpose of this activity, the menu complies with Federal regulations and portion sizes are appropriate for the intended age.

Sample Practice Lunch Menu

Monday Tuesday Wednesday Thursday Friday Beef Tacos (1

½ oz. cooked lean meat, 1 slice of bread)

Fresh Carrot Cubes (¼ cup)

Sweetened Applesauce (¼ cup)

1% Milk (¾ cup)

Fried Tuna Fish

on Pita Bread (1½ oz. cooked lean meat, ¼ cup pasta)

Fried potato wedges (¼ cup)

Sweetened Mixed Fruit(¼ cup)

1% Milk (¾ cup)

Roasted Sliced

Turkey (1½ oz.)

Sliced Bread (½ slice)

Buttered Mashed Potatoes (¼ cup)

Sweetened Apple Sauce (¼ cup)

1% Milk (¾ cup)

Fried Tuna

Patty (1½ oz.)

Deep Fried Green Tomatoes (¼ cup)

Sliced Bread(½ slice)

Sweetened Applesauce (¼ cup)

1% Milk (¾ cup)

Spaghetti with

Ground Beef (1½ oz. cooked lean meat, ¼ cup pasta)

Buttered Mashed Potatoes (¼ cup)

Sweetened Mixed Fruit (¼ cup)

1% Milk (¾ cup)

Find the Solution

Instructions: In the space provided, list ways to improve the Sample Practice Lunch Menu.

Ways to improve the menu include…



Menu Planning Checklist

Instructions: Think about your child care program, including children’s likes and dislikes, kitchen equipment, and other factors that contribute to preparing meals in your facility. Use the checklist to evaluate the Sample Practice Lunch Menu. Place a check mark in the box for your answer to each statement. Then add the YES check marks for a score to determine if this is a good menu for your child care program.

YES NO The menus meet the U.S. Department of Agriculture (USDA) Child and Adult Care Food Program (CACFP) meal pattern requirements.

The menu items are foods from all of the components required for each meal and snack.

The serving sizes are correct for the ages of the children.

Foods included have been approved as creditable by the USDA and my state agency.

YES NO The menus provide healthful foods.

The menu includes a variety of foods each day.

The main dishes for the week contain a variety of Meat/Meat Alternates.

The menu includes a variety of Fruits/Vegetables for the week.

The menu includes several fresh fruits and vegetables.

The menu includes a variety of Grains/Breads for the week.

The menu includes some raw vegetables, fruits, and whole-grain breads and cereals for fiber.

The menu limits the number of fried and high-fat foods on the week’s menu.

The menu limits the number of sweets such as cookies, cakes, brownies, doughnuts, and sweet cereals.



YES NO The menus provide healthful foods. (continued)

The menu includes few high salt (sodium) foods such as luncheon meats, wieners, and processed foods.

The menu includes good sources of vitamin A such as sweet potatoes and romaine lettuce.

The menu includes good sources of vitamin C such as oranges, pineapple, and kiwi.

The menu includes good sources of iron such as red meat, egg yolks, and legumes (e.g., lentils, and chickpeas.)

The menu does not include foods that could cause choking in young children.

YES NO The menus appear to look and taste good.

The menu includes foods that have different shapes.

The menu includes foods that are different colors.

The menu includes foods that have different textures.

The menu includes foods that have different tastes.

The menu reflects the likes and dislikes of the children and their parents.

The menu reflects some favorite items in each meal.

The menu introduces new/seasonal foods.

YES NO The menus work for the children and staff.

The menu includes some foods that take longer to prepare with foods that are easy to prepare.



YES NO The menus work for the children and staff. (continued)

The menu includes foods that can be prepared with the facility’s equipment.

The menu can be prepared in the time I have available.

The menu includes higher-cost foods with lower-cost foods over the weeks.

Standardized recipes are available for menu items.

The menu can be served family style.

Foods are incorporated in a cycle menu.

Evaluate Did you answer “NO” to the first three questions? If so, STOP! Meals must meet CACFP meal pattern requirements to be claimed for reimbursement. Review your copy of the USDA guidance materials on menu planning. Contact your sponsor or state agency if you need help. How did you score? Count the number of “YES” boxes checked and write your score here. ________ Score 20 or above: You are doing great! Look at the items to which you answered NO. What can you change in your menus to make them a YES? Score 15 - 19: You have learned a lot about menu planning. To keep improving, think about each item to which you answered NO. Review CARE Connections to learn some ways that you can make your answer a YES. Score 14 or below: You could use some help with menu planning. Go over the above checklist with a representative from your sponsoring organization or state agency. Look for ways to improve your menus.



Key Messages – Working With the Menu

Instructions: Think about the information discussed in this lesson. In the space provided, write down the key points learned and how you will apply them in your child care program.

Key Points Learned Methods for Applying the Information Learned



Lesson 2: Creating Grocery Lists

Table of Contents

Note Page: Creating Grocery Lists ............................................................................. 37

Think, Write, and Share – Creating Grocery Lists ...................................................... 38

Name That Stock ........................................................................................................ 39

Selecting Stock and Menu-Driven Items ..................................................................... 40

Sample Grocery List: Stock Items Chart ..................................................................... 41

Menu-Driven Items List ............................................................................................... 41

Grocery List Template ................................................................................................ 43

Key Messages – Creating Grocery Lists .................................................................... 44



Note Page: Creating Grocery Lists


Introduction:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 1: Explain how to generate a grocery list, distinguishing between stock

items and menu-driven items.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 2: Outline factors to consider when purchasing foods.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Conclusion:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Think, Write, and Share – Creating Grocery Lists

Instructions: Think about factors to consider when planning a grocery list. List the resources, tools, and/or other information needed in the space provided. Discuss your responses with at least two other participants. Include any additional suggestions on your list.



Name That Stock

Instructions: In the space provided, list foods that you consider stock items in your

child care facility. Remember stock items are those foods that

are on hand all of the time,

appear on your menu or are used in recipes almost every week,

are non-perishable, allowing you to keep enough on hand to cover a couple of

weeks or more, and

are not too expensive to safely maintain in inventory.

Flour_______________________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________



Selecting Stock and Menu-Driven Items

Instructions: Read the food items on the chart below and think about your child care program. Then divide the foods items into stock items and menu-driven items by placing an X under the appropriate category. The first food item has been completed for you.

Food Item Stock Items Menu-Driven

Items

Black beans, whole, 15.5 oz. can X

Brown rice,1 lb.

Catsup, 24 oz.

Cheese, shredded partially skimmed mozzarella, 2 lb.

Chicken broth, low-sodium, 2-15.5 oz. can

Crackers, whole wheat, 14 oz.

Graham crackers, enriched 14 oz.

Green beans, frozen, 1 lb.

Ground turkey, fresh, 3 lb.

Hamburger buns, whole wheat, 16 each

Jam, strawberry, 15 oz.

Milk, 1%, 2 gallons

Onions, fresh, 2 lb. Bag

Oregano leaves, crushed, 1 oz.

Parsley flakes, 2 oz.

Peanut butter, creamy, 18 oz.

Low-fat salad dressing, ranch, 16 oz.

Tomatoes, diced, 3-15.5 oz. can

Tomatoes, fresh, 1 lb.



Sample Grocery List: Stock Items Chart

Stock Item Description Stock Level Amount on Hand

Purchase Amount

Crackers, whole wheat, 14 oz. 2 1 1

Graham crackers, enriched 14 oz.

1 0 1

Black beans, whole, 15.5 oz. can

3 1 2

Brown rice,1 lb. 2 2 0

Peanut butter, creamy, 18 oz. 4 3 1

Jam, strawberry, 15 oz. 2 1 1

Catsup, 24 oz. 2 2 0

Salad dressing, ranch, 16 oz. 1 1 0

Oregano leaves, crushed, 1 oz. 1 1 0

Parsley flakes, 2 oz. 1 1 0

Menu-Driven Items List

2 gallons of milk, 1%

1 lb. fresh diced tomatoes

2 lb. bag, fresh onions

2 lb. shredded, partially skimmed mozzarella cheese

3-15.5 oz. can diced tomatoes

1 lb. frozen green beans

3 lb. fresh ground turkey

16 each whole wheat hamburger buns

2-15.5 oz. can low-sodium chicken broth



Grocery List Template

Instructions: Review the Sample Grocery List: Stock Item Chart and the Menu-Driven Items’ List. Combine the stock items and the menu-driven items to create one grocery list. Place the quantity to purchase on the Grocery List Template in the appropriate category.

Grocery List

Bread:

_________________________

_________________________

_________________________

_________________________

Produce:

_________________________

_________________________

_________________________

_________________________

Canned Vegetables:

_________________________

_________________________

_________________________

_________________________

Frozen Foods:

_________________________

_________________________

_________________________

_________________________

Canned Soups:

_________________________

_________________________

_________________________

_________________________

Refrigerated Foods:

_________________________

_________________________

_________________________

_________________________

Dry Goods:

_________________________

_________________________

_________________________

_________________________

Other:

_________________________

_________________________

_________________________

_________________________



Key Messages – Creating Grocery Lists





Lesson 3: Estimating Quantities

Table of Contents

Note Page: Estimating Quantities ............................................................................... 47

Think, Write, and Share – Estimating Quantities ........................................................ 49

Food Buying Guide for Child Nutrition Programs ........................................................ 50

Convert to Calculate Method ...................................................................................... 51

Decimal Equivalents of Commonly Used Fractions .................................................... 53

Care Academy Information Sheet: Fresh Oranges ..................................................... 54

Calculating Food Quantities: Fresh Oranges .............................................................. 55

Care Academy Information Sheet: Fresh Blueberries ................................................ 56

Calculating Food Quantities: Fresh Blueberries ......................................................... 57

Care Academy Information Sheet: Chicken Tenders .................................................. 58

Calculating Food Quantities: Chicken Tenders ........................................................... 59

Food Buying Guide Calculator .................................................................................... 60

Best Buy for the Size .................................................................................................. 62

Key Messages – Estimating Quantities ...................................................................... 63



Note Page: Estimating Quantities Instructions: Use the note page to take notes you may find useful in your child care program.

Introduction:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 1: Identify key factors for estimating quantities when planning to

purchase food.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 2: Calculate the quantity of each food item when planning to purchase

food.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Objective 3: Determine the most cost-efficient size of each food item to purchase

when planning to purchase food.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Conclusion:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Think, Write, and Share – Estimating Quantities Instructions: Identify the benefits of estimating quantities before making food purchases. When you are finished, share your responses with at least two participants.



Food Buying Guide for Child Nutrition Programs The Food Buying Guide for Child Nutrition Programs is a resource that helps take the guess work out of how much to buy to meet food program’s needs. Buying the right amount of fresh produce helps keep meal costs under control. Understanding the Chart Each column in the chart lists a piece of information. When you know the meaning of each term, you will be more likely to use the chart correctly.

1. Food As Purchased

2. Purchase Unit

3. Servings per Purchase Unit, (EP)

4. Serving Size per Meal Contribution

5. Purchase units for 100 Servings

6. Additional Information

Column 1 lists Food as Purchased, or AP. For each food item, there are separate rows for fresh, frozen, canned, or dried forms of the food. Column 2 lists the Purchase Unit. Use this column to find the package, can size, or other unit of measure for a food, such as pound. The Purchase Unit lists the different ways foods are packaged. For example, a #10 can is large and commonly used in child care centers; a #300 can is smaller and more common in family child care homes. Column 3 lists Servings Per Purchase Unit, EP. The EP stands for edible portion. The column gives the number of servings that each purchase unit provides. The edible portion amount is often smaller than the purchased amount. Why is this? Edible portions are figured after the parts of foods we do not eat are removed. Examples include

liquid drained from canned products (such as tuna or vegetables),

inedible peels from fresh produce (such as jicama or oranges), and

pits or seeds from fresh produce (such as apricots or cherries). Knowing the edible portion each purchase unit provides makes it easy to decide how much food to buy. Column 4 lists the Serving Size per Meal Contribution. For Fruits and Vegetables, a 1⁄4 cup serving size is common. Column 5 lists the number of Purchase Units (cans, pounds, packages) for 100 servings (usually 1⁄4 cup serving). This column is very useful for child care centers serving large numbers of children. Column 6 lists useful Additional Information.

Source: National Food Service Management Institute. (2009). Mealtime Memo for Child Care: USDA’s food buying guide for child nutrition programs. Retrieved from http://www.nfsmi.org/documentlibraryfiles/PDF/20090803041151.pdf



Convert to Calculate Method There are several methods for calculating food quantities, including the Convert to Calculate Method. This method is designed to convert multiple serving sizes to one single size and then calculate the total purchase amount. The Convert to Calculate Method consists of the following five steps. Step 1: Identify the Child and Adult Care Food Program (CACFP) age groups and the

projected total servings. CACFP for Infants Age Groups: Birth-3 months, 4-7 months, and 8-11 months. CACFP for Children Age Groups include 1-2 years and 3-5 years. Identify the total amount of caregivers participating in meal service.

Step 2: Identify the total serving sizes needed for each CACFP age group, using the

CACFP Meal Patterns. Then, convert the fractions to decimal numbers.

Fraction to Decimal Formula (Top number Bottom number = Whole number)

Example: ½ cup or 0.5 cup (1 2 = 0.5) Step 3: Multiply each age group’s projected servings by the serving sizes to determine

Total Projected Quantity. Formula: Projected Total Servings x Serving Sizes Needed = Total Projected Quantity

Step 4: Calculate the number of servings to meet the Serving Size per Meal

Contribution. This step is only required when calculating fruits and vegetables in ¼ cup servings. Skip this step when calculating ounces, such as meats or

beverages. Formula: Total Projected Quantity Serving Size per Meal Contribution = Total Servings

Step 5: Calculate the total purchase amount.

Refer to the Food Buying Guide’s Column 2 for the Purchase Unit and Column 3 for the Servings per Purchase Unit, EP.

Formula: Total Servings Servings Per Purchased Unit, EP = Total Amount to Purchase

For additional methods for estimating quantities, review the USDA’s Food Buying Guide for Child Nutrition Professionals at http://www.fns.usda.gov/tn/foodbuying-guide-child-nutrition-programs.

http://www.fns.usda.gov/tn/foodbuying-guide-child-nutrition-programs

http://www.fns.usda.gov/tn/foodbuying-guide-child-nutrition-programs



To convert a fraction to a decimal number, divide the top number by the bottom number

(i.e. ½, 1 2 = 0.5).

Decimal Equivalents of Commonly Used Fractions

1/8 = 0.125 1/3 = 0.333 2/3 = 0.666

1/4 = 0.250 1/2 = 0.500 3/4 = 0.750

3/8 = 0.375 5/8 = 0.625 7/8 = 0.875



Care Academy Information Sheet: Fresh Oranges Enrollment Information

Age Group Breakfast Lunch Snack

1-2 Years 20 26 26

3-5 Years 13 13 18

Caregivers 7 7 11

TOTALS 40 46 55

Snapshot: CACFP Meal Patterns for Children – Breakfast

Meal Component Serving Size: 1-2 Years Serving Size: 3-5 Years

Milk 1/2 cup 3/4 cup

Fruit/Vegetable 1/4 cup 1/2 cup

Grains/Bread 1/4 cup 1/4 cup

Other

Food Buying Guide for Child Nutrition Programs

1. Food As Purchased, AP

2. Purchase Unit

3. Servings per Purchase Unit, EP


5. Purchase Units for 100 Servings


Oranges, fresh 125 count Florida or Texas Whole

Pound

2.90

1 orange (about 5/8 cup fruit and liquid)

34.5

Pound 7.02 ¼ cup fruit and liquid (about1/2 orange)

14.3

1 lb= about 0.76lb (about 1 ¾ cups) ready to serve peeled oranges



Calculating Food Quantities: Fresh Oranges Instructions: Care Academy recently completed their grocery list. They are planning to

serve fresh oranges for one breakfast meal during the cycle menu. As the Instructor

reviews each step of the Convert to Calculate Method, fill in the worksheet to determine

the total purchase amount for fresh oranges. Refer to the Care Academy Information

Sheet: Fresh Oranges for enrollment information, Child and Adult Care Food Program

(CACFP) Meal Pattern, and the Food Buying Guide for Child Nutrition Programs (FBG)

to help you determine the total purchase amount.

Step 1: Identify the age groups and the projected total servings.

Step 2: Identify the serving size needed and convert fractions into decimal numbers.

Step 3: Multiply the projected servings by the serving size, then total the age groups.

Age Groups Projected Servings

x Serving Size (CACFP Meal Pattern)

= Total Projected Quantity

x

=

x

=

x

=

Total:

Step 4: Calculate the number of servings to meet the Serving Size per Meal Contribution.

Total Projected Quantity (In the space below, list

the Total Projected Quantity from Step 3.)

÷ Serving Size per Meal Contribution

(FBG, Column 4)

= Total Servings

÷ =

Step 5: Calculate the total amount to purchase.

Total Servings (In the space below, list the Total

Servings from Step 4.)

÷ Servings per Purchase Unit, EP (FBG, Column 3) & Purchase Unit (FBG,

Column 2)

= Total Purchase Amount

÷ =



Care Academy Information Sheet: Fresh Blueberries Enrollment Information


1-2 Years 20 26 26

3-5 Years 13 13 18

Caregivers 7 7 11

TOTALS 40 46 55

Snapshot: CACFP Meal Patterns for Children – Lunch






Meat/Meat Alternate 1 oz. 1-1/2 oz.



2. Purchase Unit





Blueberries, fresh Whole Includes USDA Foods

Pint (14-1/4 oz)

10.7 1/4 cup raw fruit 9.4 1 pt AP = 0.87 lb (about 2-2/3 cups) ready-to-serve raw berries

Pound 11.9 1/4 cup raw fruit 8.5 1 lb AP = 0.96 lb ready-to serve raw berries



Calculating Food Quantities: Fresh Blueberries Instructions: Care Academy recently completed their grocery list. They are planning to

serve fresh blueberries for one lunch meal during the cycle menu. Refer to the Care

Academy Information Sheet: Fresh Blueberries for enrollment information, Child and

Adult Care Food Program (CACFP) Meal Pattern, and the Food Buying Guide for Child

Nutrition Programs (FBG) to help you determine the total purchase amount.







x

=

x

=

x

=

Total:



the Total Projected Quantity from Step 3.)


(FBG, Column 4)

= Total Servings

÷ =




÷ Servings per Purchase Unit, EP (FBG, Column 3) & Purchase Unit (FBG,

Column 2)


÷ =



Care Academy Information Sheet: Chicken Tenders Enrollment Information


1-2 Years 20 26 26

3-5 Years 13 13 18

Caregivers 7 7 11

TOTALS 40 46 55

Snapshot: CACFP Meal Patterns for Children – Lunch






Meat/Meat Alternate 1 oz. 1-1/2 oz.



2. Purchase Unit





Chicken ,boneless, fresh or frozen Tenders Tenderloins (boneless, chicken breast pieces without skin)

Pound 11.6 1 oz cooked poultry

8.7 1 lb AP = 0.73 lb cooked chicken meat

Pound 7.78 1-1/2 oz cooked poultry

12.9



Calculating Food Quantities: Chicken Tenders Instructions: Care Academy recently completed their grocery list. They are planning to

serve Chicken Tenders for one lunch meal during the cycle menu. Refer to the Care

Academy Information Sheet: Chicken Tenders for enrollment information, Child and

Adult Care Food Program (CACFP) Meal Pattern, and the Food Buying Guide for Child

Nutrition Program (FBG) to help you determine the total purchase amount. Remember

to skip Step 4: Calculate the number servings to meet the Serving Size per Meal

Contribution, as this step is not required when calculating foods measured in ounces.







x

=

x

=

x

=

Total:


Total Projected Quantity ÷ Serving Size per Meal Contribution

= Total Servings

÷ =

Step 5: Calculate the total purchase amount.



÷ Servings per Purchase Unit, EP (FBG, Column

3) & Purchase Unit (FBG, Column 2)


÷ =

SKIP STEP 4 WHEN CALCULATING OUNCES.



Food Buying Guide Calculator

The National Food Service Management Institute and Team Nutrition developed an

online calculator to be used with the Food Buying Guide for Child Nutrition Programs

(FBG). This interactive and simple to use calculator allows child care professionals and

other child nutrition professionals to build shopping lists of foods from the FBG. Also,

the calculator is designed to determine how much of each food item to purchase to

provide enough servings for the children in child nutrition programs.

Using the Food Buying Guide Calculator

The online calculator includes the yield data of at least 1,200 items from the published

FBG. Yield data refers to the amount of a specific food available to serve after the item

is cooked or prepared. When you select the food group, it lists the top 10 most

searched items for that food group. These items will change as the calculator is used.

You can reduce your search results by selecting a specific food category. Amounts can

be calculated ranging from 1 to 5,000 servings.

To calculate how much food to purchase, begin by answering the following questions.

How many servings will I need?

Will different serving sizes be used for various age groups?

What is my planned serving size for this food?

In what form will I purchase this food?

What serving size is listed in Column 4?

Is the listed serving size the same as my planned serving size?

How many purchase units of the food will I need to buy?

Once the questions are answered, manually calculate how much food to purchase.

Then use the FBG Calculator as a tool to check your calculations and to confirm the

quantities to purchase.

To use the FBG Calculator, follow these steps.

1. Log on to or just go to: http://fbg.nfsmi.org.

2. Choose the food group by clicking on the image link or enter the keyword or

food item in the search field to the right; then, click on Go. Do not use

punctuation.

3. Use the item description to select the desired food item for your planned menu.

4. Select the planned serving size from the drop down list.

5. Enter the planned number of servings.

6. Click on Add to List.

7. The amount to purchase and prepare will appear in the table.



Food Buying Guide Calculator (cont.)

NOTE: The FBG Calculator rounds up to the nearest whole purchase unit or next ¼

(.25) pound. The whole purchase unit refers to how the food item is packaged for sale.

For example, meat is packaged in units of pounds; vegetables and fruits in pounds and

cans; milk in ½ pints, gallons, ½ gallons, quarts, and pints; and breads by the pound.

If you need to add more food items, select Add More Items.

To edit a food item on your Shopping List, click Edit to the right of the food item

entry.

To remove a food item on your Shopping List, click Remove to the right of the

food item.

If you are finished, select Print List or Email List.

You must print or email your shopping list before exiting the calculator

browser because it will not be saved.

Whether serving food to a small or large number of children, think carefully about each

meal. The FBG Calculator will help you determine the correct amount to purchase,

prepare, and serve to meet the CACFP meal pattern requirements.

Source: National Food Service Management Institute. (2011) Food buying guide

calculator. Retrieved from http://fbg.nfsmi.org/.



Best Buy for the Size

Instructions: Read the scenario below. Use the information in the chart to calculate

the extended price for each item. Then, place a check mark beside the best buy. After

you have finished, read and answer each question.

Scenario: The director of Care Academy is planning to serve corn on the lunch menu.

Unfortunately, the food pantry is under construction, forcing her to store all dry foods in

a small closet with limited shelf space. She estimated that she needs three number 10

cans or thirteen number 300 cans to meet the meal pattern requirements. However,

she needs to determine the best buy for the price and if she can safely store the cans.

Multiply the extended price and then determine the best buy for Care Academy.

Size Total Needed x Price = Extended

Price

Number 10 3 x $3.79 =

Number 300 13 x $1.08 =

1. Which can size should the director of Care Academy purchase and why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. What are some examples where purchasing the higher extended price item is more

cost-efficient?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



Key Messages – Estimating Quantities Instructions: Think about the information discussed in this lesson. In the space provided, write down the key points learned and how you will apply them in your child care program.




Lesson 4: Following the Rules

Table of Contents

Note Page: Following the Rules ................................................................................. 67

Think, Write, and Share – Following the Rules ........................................................... 68

Laws, Regulations, Policies, and Procedures ............................................................. 69

Sample Standard of Conduct ...................................................................................... 70

Writing a Standard of Conduct .................................................................................... 71

Ron’s Grocery Market: Is It Free and Open Competition? .......................................... 72

Procurement Process: Informal and Formal Methods ................................................ 73

Sample Federal Purchasing Documentation Checklist ............................................... 74

Federal Procurement Requirements ......................................................................... 75

Geographic Preference Rule ...................................................................................... 76

Key Messages – Following the Rules ......................................................................... 77



Note Page: Following the Rules


Introduction:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 1: Explain where to find the laws, regulations, polices, and procedures

for different types of child care programs.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 2: Describe practical application for Federal purchasing principles.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Conclusion:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Think, Write, and Share – Following the Rules

Instructions: In the space provided, list why food purchasing rules are important in child care programs. When you are finished, share your responses with at least two participants.



Laws, Regulations, Policies, and Procedures

U.S. Congress or State Legislators write laws.

National School Lunch Act was written by Congress and signed by President Harry Truman in 1946. In this Act, the Child and Adult Care Food Program was established.

Federal agencies write regulations (or rules).

The USDA’s Food and Nutrition Service writes Federal regulations and administers the Child and Adult Care Food Program through grants to states.

State agencies write additional regulations (as needed), policies, and procedures.

State agencies administer the Child and Adult Care Food Program using Federal regulations and additional state regulations, policies, and procedures.

Local agencies write additional policies and procedures.

Facility’s board of directors, sponsoring organizations, and other agencies write local policies and procedures for ensuring all laws, regulations, policies, and procedures are followed.



Care Academy

No employee or member of the board of directors (owner) of Care Academy shall participate in the selection, award, or administration of a contract if a real or apparent conflict of interest would be involved. Such a conflict would arise when:

the employee or board member (owner) or any immediate family member of the employee or board member (owner) has financial interest or other interest in the potential vendor,

the organization employs or is about to employ any employee or board member (owner) of Care Academy, or

the organization employs or is about to employ any member of the immediate family of an employee or board member (owner).

Employees, board members (owners), and their immediate families shall neither ask nor accept gratuities, favors, or anything of monetary value from vendors. Employees and board members (owners) may:

accept unsolicited gifts with a monetary value less than $15.00, but they cannot accept these unsolicited gifts more than two times per year, and

may not use any unsolicited gift which contains a brand name in areas occupied by children or parents.

At all times, employees and board members (owners) should be aware of how their actions appear to members of the community. Any employee or board member (owner) who violates any of these standards of conduct shall:

receive a written warning the first violation, and

be terminated for any future violation. If an owner should violate any of these standards of conduct, the person observing the violation should report it to the CACFP state agency. Note: Contact your state agency to discuss which family members are considered immediate family.

Sample Standard of Conduct



Writing a Standard of Conduct

All child care centers must have a written standard of conduct for their employees to

follow. It is a good practice for family child care providers to have a written standard of

conduct. The standard should have the following features:

It should specifically state that no employee or board member should be involved

in an activity that is a real or apparent conflict of interest (7CFR226.22).

It should set forth the center’s guidelines for vendor gifts and gratuities that

include:

o a dollar limit on the value of unsolicited gifts,

o a limit on the frequency with which gifts can be accepted, and

o restrictions on accepting branded items.

It should define the disciplinary action that will be taken if the standard of conduct

is violated.

It should name a person to contact if an employee has a question about the

standard of conduct or wishes to report a potential violation of the standard. This

person should not work for, or sit on the board of the child care center.

Note: It is up to the management team, such as the board of directors to establish

specific thresholds for standards of conduct. While the Federal procurement rule

requires that these components be part of the standard, they leave it to the center to

establish thresholds on how often unsolicited gifts can be accepted, the maximum dollar

value of unsolicited gifts, whether or not branded items can be accepted or used, and

the disciplinary sanctions for violations.



Ron’s Grocery Market: Is It Free and Open Competition?

Instructions: Read the scenario and answer the questions in the space provided. Don runs a child care center in a very small community. There is only one local grocery market in town, and it is owned by Don’s brother, Ron. The nearest market is a supermarket located in a city that is more than 60 miles away. Is it a conflict of interest for Don to buy groceries for his child care center at Ron’s grocery market? ________________________________________________________________ ________________________________________________________________ Why or why not? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ What do you think Don should do to resolve this issue? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________



Procurement Process: Informal and Formal Methods

Informal Procurement Process

Step 1: Draft specifications in writing, evaluating your child care program and its needs.

Step 2: Identify vendor sources eligible, able, and willing to meet your food purchasing

needs.

Step 3: Contact at least three vendor sources for bids.

Step 4: Evaluate their response to your written specifications.

Step 5: Determine most responsive and responsible bidder at the lowest price.

Formal Procurement Process

Step 1: Write specification and determine evaluation criteria for items to be purchased.

Step 2: Publicly announce Invitation for Bid or the Request for Proposal.

Step 3: Evaluate bidders using established scoring criteria as outlined in the IFB or

RFP. Locally grown or raised unprocessed agricultural products may receive extra

points in scoring.

Step 4: Determine the most responsive and responsible bidder, at the lowest price, and

who can meet the technical requirements of the proposal.

Note: The steps listed on this handout may vary from state to state. For the most

accurate steps for completing informal and formal purchases, contact your state agency

or sponsoring organization.



Sample Federal Purchasing Documentation Checklist Food Purchased

Procurement documents, including bids and contracts

Purchase orders

Delivery receipts

Invoices

Canceled checks

Itemized cash receipts

Purchase records

Cost records for transporting, storing, handling and processing, not included in the purchase price

Credits, returns and rebates

Inventory Records

Purchased Meals/Food from Schools, Institutions, or Food Service Management Companies

Procurement documents, including a minimum of three bids requests for proposals and contracts

Order forms

Delivery notices signed by a designee of the institution verifying:

The itemized number of meals of each type delivered;

For bulk deliveries, the type and amounts of food included in each delivery; and

The number or amount of any missing, spoiled, or rejected meals or foods.

Records of returns, allowances, cash discounts taken, refunds, rebates and other credits when the credit is not shown on the invoice or delivery notice

Canceled checks or other payment receipts.

Other Records

Planned Menus with substitutions, outlining the actual foods served

Any other food service records required by the State agency

Other___________________________________________________

Other___________________________________________________

Other___________________________________________________

Other___________________________________________________

Other___________________________________________________

Source: United States Department of Agricultures, Food, and Nutrition Services. (2014). Financial management –

child and adult care food program 796-2 rev.4. Retrieved from http://www.fns.usda.gov/sites/default/files/796-

2%20Rev%204.pdf



Federal Procurement Requirements

Instructions: List one key point learned for each Federal requirement in the space provided. One key point has been completed for you.

Requirement Key Points

Written Standard of Conduct

Less-than-arm’s length transactions

Written Procurement

Procedures

Free and Open Competition

Purchasing Types

Maintain Purchasing Records

Debarred or Suspended

Companies



Geographic Preference Rule The Geographic Preference Rule is designed to encourage child nutrition professionals

to purchase locally grown and locally raised products. Key aspects of the geographic

preference rule include the following:

Products must be unprocessed and locally grown or raised, such as fruits,

vegetables, fish, meats, milk, eggs, poultry, or grains. Even unprocessed foods

may be prepared for sale and shipping, such as washing, cutting, slicing,

packaging, pasteurization and butchering. Foods with added fillers or additives

do not qualify as unprocessed.

The discretion to define local by distance (for example, grown within 50 miles) or

based on geographic region (for example, grown in Washington or Warren

counties) is up to the institution (not state or local rules).

You have the ability to decide how to apply the geographic preference. For

example, you might provide extra points in your scoring scale to local products,

or you might allow a cost that is a certain percentage higher than non-locally

grown products. When issuing a written solicitation, you must describe the

evaluation criteria you will use and ensure that it does not restrict free and open

competition. It is important to include the evaluation tool in the solicitation

document.

Remember: geographic preference does not always have to be used. If three

local providers can provide bids for desired goods – regardless if they are

processed or not, these three documented bids will meet the Federal

Procurement Rules.

For additional information, contact your state agency or sponsoring organization.



Key Messages – Following the Rules





Lesson 5: Understanding Ethics

Table of Contents

Note Page: Understanding Ethics ............................................................................... 81

Think, Write, and Share – Understanding Ethics ........................................................ 82

Is It Ethically Based? .................................................................................................. 83

Good Ethical Practices ............................................................................................... 84

Key Messages – Understanding Ethics ...................................................................... 85



Note Page: Understanding Ethics


Introduction:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 1: Define ethics as it relates to the food purchasing process.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 2: Apply the ethical standard of conduct to food purchasing scenarios. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Conclusion:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Think, Write, and Share – Understanding Ethics

Instructions: In the space provided, define ethics in your own words. When you are finished, share your responses with at least two participants.



Is It Ethically Based? Instructions: Read each scenario. Determine if it is a conflict of interest, unethical behavior, or ethically based and why. Write your response in the space provided.

Scenario 1: A child care center employee is at a local grocery store purchasing items

for her child care facility. The manager of the store offers to buy her a cup of coffee.

She accepts his offer, and they walk over to the coffee shop. She orders the largest

coffee on the menu.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Scenario 2: A new vendor to the community just learned a center was having an

educational awareness fair for the children and their families. He offers to provide all

the free chicken tenders necessary to feed everyone if the center agrees to place an

order today. He will even come on the day of the event and grill the chicken tenders

himself.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________



Good Ethical Practices

Instructions: In your small groups, think about some ways you ensure good ethical practices are incorporated into your operation. Compile a list of good ethical practices.

Good Ethical Practices



Key Messages – Understanding Ethics





Lesson 6: Vendor Choices

Table of Contents

Note Page: Vendor Choices ....................................................................................... 89

Think, Write, and Share – Vendor Choices................................................................. 91

Sample Food Vendor Information Sheet .................................................................... 92

Vendor Choices .......................................................................................................... 95

Vendor Types – Advantages and Disadvantages ....................................................... 96

Vendors Galore .......................................................................................................... 97

Local Farms and Community Resources .................................................................... 98

Key Messages – Vendor Choices ............................................................................... 99



Note Page: Vendor Choices


Introduction:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 1: Distinguish between the two categories of vendor choices: retail and

wholesale.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 2: Identify food vendor types and explain the advantages and

disadvantages.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 3: Identify methods for identifying the most appropriate food vendors

based on facility’s needs.

______________________________________________________________________

______________________________________________________________________



______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Conclusion:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Think, Write, and Share – Vendor Choices

Instructions: Think of all the places you use to purchase foods and why. Write down the places in the space provided. Then, pair up with one or two people and share your responses.



Sample Food Vendor Information Sheet

Name: ______________________________________________________________

Address: ____________________________________________________________

Surveyor: ________________________________Date:_______________________

Start Time: am/pm End Time: ____________________ am/pm Type of Vendor (mark all that apply):

Specialty Store

Local Grocery Store

Supermarket Wholesale Club

Institutional Jobber

Wholesale Grocery Distributor

Institutional Distributor

Other:___________

1. Indicate the hours of operation:

Monday to

Tuesday to

Wednesday to

Thursday to

Friday to

Saturday to

Sunday to

2. Briefly describe the signage visible outside the vendor. What products or services

are being advertised? Where are the signs located? (Example: Potato chips/ large sign/ window)

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. Child care facility’s distance from site:

1-2 miles

3-5 miles

6-10 miles

10+ miles



4. Minimum purchase requirement: _________________

5. Membership Fee: ______________

6. What major goods and services does the store offer? Mark all that apply.

ATM/Bank Fresh fruits Pasta (uncooked)

Books/cards/gifts Fresh vegetables Pharmacy

Bread (loaf) Frozen fruits Photo development

Café/Restaurant (inside,

attached)

Frozen vegetables Rice (uncooked)

Canned fruits Fuel School or office supplies

Canned vegetables Hardware supplies Self-serve snacks/drinks

Catering Meat (fish, pork, beef, chicken

etc.)

Tortillas (any kind)

Cereal (boxed or bagged) Meat alternatives (eggs, beans,

etc.)

Vending machines

Dairy products (only milk or

cheese)

Newspapers/magazines Other:

Delicatessen (fine foods) Packaged food Other:

7. Does the vendor sell locally produced food? □ Yes □ No If yes, which products? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

8. Does the vendor offer a delivery service? □ Yes □ No

If yes, what are the requirements? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



9. What percentage of the vendor’s goods are the following? Circle approximate percentage range.

Prepared foods (convenience) 0% 1-24% 25-49% 50-74% 75-99% 100%

Packaged foods 0% 1-24% 25-49% 50-74% 75-99% 100%

Fresh produce 0% 1-24% 25-49% 50-74% 75-99% 100%

Milk and other beverages 0% 1-24% 25-49% 50-74% 75-99% 100%

Wholesale pack sizes 0% 1-24% 25-49% 50-74% 75-99% 100%

10. Which of the following forms of payment does the store accept? Mark all that apply.

Check Cash only Credit cards (Visa/MasterCard/American Express/ Other) Store credit Other: __________________________

11. Does the store appear clean and does the food appear safe to eat? □ Yes □ No

If no, explain why?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

12. Are there any other comments?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Source: Adapted from Healthy Kids, Healthy Communities. (2010). Food vendor assessment tool. Retrieved from http://www.healthykidshealthycommunities.org/resources/food-vendor-assessment-tool-march-2010



Vendor Choices

Your choice of places to buy food and supplies depends on the community where your

child care facility is located.

Small or rural communities have fewer choices.

If the center is close to a large community, the choices increase.

Many terms are used to describe the businesses where a center might purchase food

and supplies. Words that mean “a business that sells food and supplies” include

vendors,

suppliers,

stores,

distributors,

direct from farmers,

retail vendors, and

wholesale vendors.

Identifying your choices is called a market area analysis. Possible choices may include

Specialty stores

Local grocery stores

Supermarkets

Wholesale clubs

Institutional jobbers

Institutional distributors



Vendor Types – Advantages and Disadvantages

Instructions: Identify the advantages and disadvantages of the assigned vendor in the

space provided.

Type of Vendor: ____________________________________________________

Advantages:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Disadvantages:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________



Vendors Galore

Instructions: Think about your child care program. Identify the most appropriate vendor choice for your child care facility and place an X in the box. Then list a few reasons why. Remember, depending on your facility’s needs, more than one type of vendor may be appropriate.

Specialty Stores ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Local Grocery Stores ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Supermarkets ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Wholesale Clubs ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Institutional Jobbers ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Institutional Distributors ___________________________________________________________ ___________________________________________________________ ___________________________________________________________



Local Farms and Community Resources

Farmers Markets and Local Food Marketing - National Farmers Market Search Engine

http://www.ams.usda.gov/AMSv1.0/farm

ersmarkets

USDA Farm to School Census http://www.fns.usda.gov/farmtoschool/c

ensus#/

USDA Risk Management Agency – List of Local Farmers

http://www.rma.usda.gov/other/stateag.

html

Farm to Preschool http://www.uepi.oxy.edu/

Grow It, Try It, Like It! Preschool Fun with Fruits and Vegetables

http://www.fns.usda.gov/tn/grow-it-try-it-

it

Farm to Preschool: Curriculum

http://www.agri.ohio.gov/public_docs/Fa

rmToSchool/Farm%20to%20Preschool

%20Curriculums.pdf

National Food Service Management Institute (NFSMI): Farm to School and Farm to Child Care Resources

http://www.fns.usda.gov/sites/default/file

s/NFSMI_FarmtoSchool%20FactSheet_

120711.pdf



Key Messages – Vendor Choices





Lesson 7: Receiving and Storing

Table of Contents

Note Page: Receiving, Storing, and Preparing Meals ............................................... 103

Think, Write, and Share – Receiving, Storing, and Preparing Meals ........................ 104

Steps for Safely Receiving Food .............................................................................. 106

Steps for Safely Storing Food ................................................................................... 107

Safe Refrigerator Shelves......................................................................................... 107

Key Messages – Receiving, Storing, and Preparing Meals ...................................... 110



Note Page: Receiving, Storing, and Preparing Meals


Introduction:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 1: Identify actions to take when receiving food.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 2: Identify safe methods for properly storing foods. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Objective 3: Summarize the goals for the food purchasing process. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Conclusion:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Think, Write, and Share – Receiving, Storing, and Preparing Meals Instructions: Think about the importance of receiving and storing food properly. Then list those steps you take to ensure your foods are stored properly in the space provided. When you are finished, share your responses with at least two participants.



Steps for Safely Receiving Food

Retail Vendors:

Check off items on grocery list. Remember not to discard your grocery list, as

you will use this to justify purchasing substituted items.

Separate food by placing raw meat, poultry, and seafood in plastic bags.

Keep hazardous foods separate from ready-to-eat foods in your shopping cart.

Visually inspect all items and look for signs of damage before purchasing items

and upon arrival at the child care facility.

Transport perishable foods in a cooler or thermal bag.

Check and record temperatures of frozen and refrigerated items upon arrival at

the child care facility.

Date the food packages prior to properly storing them.

Properly store foods immediately after receiving.

File receipts with other required purchasing documentation.

Wholesale Vendors

Plan for all deliveries and have tools, such as thermometers and temperature

logs, available for receiving.

Visually inspect all items and look for signs of container damage.

Check and record temperatures of frozen and refrigerated items.

Check off received items on invoice and file invoices with other purchasing

documentation.

Check for substituted products.

Reject unacceptable goods and note this rejection on the invoice.

Sign the invoice (meaning you agree to pay the bill).

Date the food packages prior to properly storing.

Properly store foods immediately after receiving.



Safe Refrigerator Shelves The placement of food in the refrigerator unit is extremely important. Food should be

stored based on the end-point cooking temperatures. For example, ready-to-eat foods

should be stored on the top shelf because they do not require cooking to specific

temperatures to safely serve the food. When you store foods in this form, this aids in

killing pathogens that may drip/fall onto foods from higher shelves. In return, this

reduces the risk of cross-contamination and food borne illnesses. Review the chart

below, for safely storing foods in the refrigerator.

Food Category Examples

Ready-to-Eat Foods Milk

Fruits and vegetables

Cook to 140 °F Precooked food (to reheat)

Precooked ham

Cook to 145 °F Fresh beef Seafood

Cook to 160 °F Ground beef Egg dishes

Pork

Cook to 165 °F Raw poultry

Leftovers Casseroles



Steps for Safely Storing Food

Freezer

Begin by storing frozen foods at 0 degrees Fahrenheit or below (having a

thermometer in the freezer will help).

Keep freezer door(s) closed as a means of maintaining the internal temperature.

Use the FIFO method.

Store foods properly to prevent freezer burn.

Have a routine defrosting method for removing any ice formed on the walls of the

freezer.

Maintain a clean freezer.

Refrigerator

Start by setting the refrigerator’s temperature to 40 degrees Fahrenheit or below.

Always check with your local health and safety regulations for the most

appropriate temperatures.

When possible, store dairy products away from strong-odor foods.

Always store raw meat and poultry in a spill proof container on the lowest shelf,

away from ready to eat foods.

Use the FIFO method.

Store foods to allow cool air circulation on all surfaces.

Prevent condensation from dripping on food.

Check and record temperatures frequently.

Keep refrigerator doors closed.

Maintain a clean refrigerator.

Dry Storage Area

First, store foods in a well-ventilated room, at least six inches off the floor, and

away from the walls.

Maintain the storage area temperature between 50 degrees and 70 degrees

Fahrenheit.



Use the FIFO method, which means first in, first out. Properly rotating products

ensures the oldest foods are used first, reducing the possibility of spoilage and

waste.

Store all opened packaged foods in closed, sturdy, labeled containers that have

National Sanitation Foundation (NSF) certification stamped on the bottom.

Reusing single-use food containers (originally cottage cheese, catsup, etc.

containers) is not an acceptable practice.

Store foods away from chemicals, cleaners, and pesticides.

Maintain a clean storage area.



Key Messages – Receiving, Storing, and Preparing Meals Instructions: Think about the information discussed in this lesson. In the space provided, write down the key points learned and how you will apply them in your child care program.


FOOD PURCHASING FOR CHILD CARE Participant’s Workbook - Post-Assessment


Post-Assessment Identifier: ________ Instructions: Place the same non-name identifier, used on the Pre-Assessment in the space provided at the top of the page. Then, read each question and select the best answer.

1. Which of the following is NOT one of the four goals of successful food purchasing?

a. Obtain food that is safe. b. Purchase food at a cost-efficient price. c. Choose locally-grown and seasonal foods. d. Obtain food that is nutritious.

2. A CACFP meal is reimbursable when the meal_______________________. a. meets the minimum portion size for all required components and ages. b. is served family style. c. is planned in advance. d. contains a CN product.

3. A cycle menu_______________________. a. offers the same foods each week. b. helps control food costs. c. repeats the same menu every 52 days. d. does not accommodate holidays or special celebrations.


are___________________. a. Formal and Invitation for Bid b. Request for proposal and formal c. Informal and formal d. Informal and Invitation for Bid


a. contains 600 recipes. b. provides information on brand name and store brand foods. c. lists the ingredients in processed foods. d. helps calculate the amount of a menu item to add to the grocery list.

6. A food inventory consists of the following two parts: ________________________.

e. menu items and product items f. menu-driven items and stock items g. product-driven items and stock items h. none of the above

FOOD PURCHASING FOR CHILD CARE Participant’s Workbook - Post Assessment



recently raised to_______________________. a. $150,000 b. $50,000 c. $10,000 d. $25,000


to_______________________. a. Purchase locally grown or raised processed foods b. Pay 10% more for locally grown products c. Purchase foods grown locally with no regard to price d. Establish a geographic preference factor for locally grown unprocessed

foods

9. Which of the following statements is NOT a good practice for receiving foods from retail vendors?

a. Check and record temperatures of frozen and refrigerated items upon arrival at the child care facility.

b. Date the food packages after storing. c. Properly store foods immediately after receiving. d. File receipts with other required purchasing documentation.


a. Front In First Off b. First In Front Out c. First In First Out d. Front In First Out

FOOD PURCHASING FOR CHILD CARE Participant’s Workbook - Appendix


Appendix

Answer Key .............................................................................................................. 115

Pre/Post-Assessment Answer Key ........................................................................... 126

Glossary ................................................................................................................... 129

Regulations ............................................................................................................... 132

References ............................................................................................................... 133



Answer Key

Lesson 1: Working With the Menu

Activity: Reviewing Menus for Success

YES NO The menus meet the U.S. Department of Agriculture (USDA) Child and Adult Care Food Program (CACFP) Meal Pattern requirements.

The menu items are foods from all of the components required for each meal and snack.

The serving sizes are correct for the ages of the children. Foods included have been approved as creditable by the USDA and my state

agency.

YES NO The menus provide healthful foods.

The menu includes a variety of foods each day.

The main dishes for the week contain a variety of Meat/Meat Alternates.

The menu includes a variety of Fruits/Vegetables for the week.

Several fresh fruits and vegetables are included in meals and snacks.

The menu includes a variety of Grains/Breads for the week. The menu includes some raw vegetables, fruits, and whole-grain breads and

cereals for fiber.

The menu limits the number of fried and high-fat foods on the week’s menu.

The menu limits the number of sweets such as cookies, cakes, brownies, doughnuts, and sweet cereals.

The menu includes few high salt (sodium) foods such as luncheon meats, wieners, and processed foods.

The menu includes good sources of vitamin A such as sweet potatoes and romaine lettuce.

The menu includes good sources of vitamin C such as oranges, pineapple, and kiwi.

The menu includes good sources of iron such as red meat, egg yolks, and legumes (e.g., lentils, and chickpeas.)

The menu does not include foods that could cause choking in young children.

YES NO The menus appear to look and taste good.

The menu includes foods that have different shapes.

The menu includes foods that are different colors.

The menu includes foods that have different textures.

The menu includes foods that have different tastes. The menu reflects the likes and dislikes of the children and their parents. The menu reflects some favorite items in each meal.

The menu introduces new and seasonal foods.

YES NO The menus work for the children and staff.

The menu includes some foods that take longer to prepare with foods that are easy to prepare.

The menu includes foods that can be prepared with the facility’s equipment.



The menu can be prepared in the time I have available. The menu balances higher-cost foods with lower-cost foods over the weeks. Standardized recipes are available for menu items. The menu can be served family style. Foods are incorporated in a cycle menu.

Evaluate Did you answer “NO” to the first three questions? If so, STOP! Meals must meet CACFP Meal Pattern requirements to be claimed for reimbursement. Review your copy of the USDA guidance materials on menu planning. Contact your sponsor or state agency if you need help. How did you score? Count the number of “YES” boxes checked and write your score here. ___14____ Score 20 or above: You are doing great! Look at the items to which you answered NO. What can you change in your menus to make them a YES? Score 15-19: You have learned a lot about menu planning. To keep improving, think about each item to which you answered NO. Review CARE Connections to learn some ways that you can make your answer a YES. Score 14 or below: You could use some help with menu planning. Go over the above checklist with a representative from your sponsoring organization or state agency. Look for ways to improve your menus.

Activity: Find the Solution

Lesson 2: Preparing Grocery Lists

Ways to improve the Sample Practice Menu

The fresh carrot cubes can be a choking hazard; replace with cooked carrot cubes (less than ½ inch in size).

Replace applesauce with another fruit.

Replace the sweetened foods with unsweetened items.

Replace applesauce and mixed fruit with another fruit to add variety to the menu.

Replace buttered foods and use herbs and spices to add flavor.

Replace fried or deep fried foods.

Add whole grain-rich foods.

Add fresh fruits and vegetables.

Add dark green vegetables.



Activity: Name that Stock

Some possible answers may include the following:

Flour

Dried herbs and spices

Catsup

Salad dressings, mayonnaise, and vinegar

Vegetable oil and butter

Jams and jellies

Honey and maple syrup

Peanut butter or other nut butters

Infant formula

Crackers

Activity: Selecting Stock and Menu-Driven Items

Food Item Stock Items Menu-Driven Items

Black beans, whole, 15.5 oz. can X

Brown rice,1 lb. X

Catsup, 24 oz. X

Cheese, shredded partially skimmed mozzarella, 2 lb. X

Chicken broth, low-sodium, 2-15.5 oz. can X

Crackers, whole wheat, 14 oz. X

Graham crackers, enriched 14 oz. X

Green beans, frozen, 1 lb. X

Ground turkey, fresh 3 lb. X

Hamburger buns, whole wheat, 16 each X

Jam, strawberry, 15 oz. X

Milk, 1%, 2 gallons X

Onions, fresh, 2 lb. Bag X

Oregano leaves, crushed, 1 oz. X

Parsley flakes, 2 oz. X

Peanut butter, creamy, 18 oz. X



Low-fat salad dressing, ranch, 16 oz. X

Tomatoes, diced, 3-15.5 oz. can X

Tomatoes, fresh, 1 lb. X

Activity: My Grocery List

Grocery List

Bread:

16 each whole wheat hamburger buns

Produce:

2 lb. bag, onions, fresh

1 lb. tomatoes, fresh

Canned Vegetables:

2- 15.5 oz. can black beans, whole

3-15.5 oz. can diced tomatoes

Frozen Foods:

1 lb. frozen green beans

Canned Soups:

2-15.5 oz. can chicken broth

Refrigerated Foods:

2 gallons of milk, 1%

2 lb. shredded, partially skimmed mozzarella cheese

3 lb. fresh, ground turkey

Dry Goods:

1-14 oz. crackers, whole wheat

1-14 oz. graham crackers, enriched

1-15 oz. jam, strawberry

1-18 oz. peanut butter, creamy

Other:

N/A

Lesson 3: Estimating Quantities

Activity: Calculating Food Quantities: Fresh Oranges




Age Groups Projected x Serving Size (CACFP = Total Projected



Servings Meal Pattern) Quantity

1-2 Years 20 x ¼ or 0.25 cup = 5 cups

3-5 Years 13 x ½ or 0.5 cup = 6.5 cups

Caregivers 7 x ½ or 0.5 cup = 3.5 cups

Total: 15 cups



the Total Projected Quantity from Step 3)


(FBG, Column 4)

= Total Servings

15 cups ÷ ¼ cup or .25 cups = 60 cups



Servings from Step 4)

÷ Servings Per Purchased Unit, EP (FBG, Column 3) & Purchase Unit (FBG,

Column 2)


60 cups ÷ 7.02 lbs = 8.55 lbs

Activity: Calculating Food Quantities: Fresh Blueberries





x Serving Size = Total Projected Quantity

1-2 Years 26 x 1/8 cup or .125 = 3.25 cups

3-5 Years 13 x 1/4 cup or .25 = 3.25 cups

Caregivers 7 x 1/4 cup or .25 = 1.75 cups

Total: 8.25 cups

Step 4: Calculate the number servings to meet the Serving Size per Meal Contribution.

Total Projected Quantity


= Total Servings

8.25 cups ÷ ¼ or .25 cups = 33 cups

Step 5: Calculate the Total Purchase Amount.

Total Servings ÷ Servings Per

Purchased Unit, (EP) & Purchase




Unit

33 cups ÷ 11.9 lbs = 2.77 lbs

Activity: Calculating Food Quantities: Chicken Tenders



Step 3: Multiply the projected servings by the serving size.


x Serving Size = Total Projected Quantity

1 – 2 years 26 x 1 oz = 26 oz

3 – 5 years 13 x 1 ½ or 1.5 oz = 19.5 oz

Caregivers 11 x 1 ½ or 1.5 oz = 16.5 oz

Total: 62 oz

Step 4: Calculate the number servings to meet the serving size per meal contribution.

Total Projected Quantity ÷ Serving Size per Meal Contribution

= Total Servings

÷ =

Step 5: Calculate the Total Purchase Amount.

Total Servings ÷ Servings Per Purchased

Unit, (EP) & Purchase Unit


62 oz ÷ 11.6 lbs = 5.31 lbs

Activity: Best Buy for the Size

Size Total Needed x Price = Extended

Price

Number 10 3 x $3.79 = $11.37

Number 300 13 x $1.08 = $14.04

1. Which can size should the director of Care Academy purchase and why?

The director of Care Academy should purchase three number 10 cans

because the extended price is lower than the number 300 can.

2. What are some examples where purchasing the higher extended price item is more

cost-efficient?

Number 10 cans are not always available.

SKIP STEP 4, WHEN CALCULATING OUNCES



You might operate a small child care center or family child care home and not

need the approximately 40 servings in a Number 10 can. You would waste a

lot of food if you used such a large can.

You might have to overbuy to meet the minimum purchasing requirements of

a wholesale distributor in order to purchase a case of Number 10 cans.

You might not have the storage space for such large food containers.

If you need just a little more than one Number 10 can provides, it might be

more cost-efficient to purchase smaller cans. For example, if you need 50

Lesson 4: Following the Rules

Activity: Ron’s Grocery Market: Is It Free and Open Competition?

Don runs a child care center in a very small community. There is only one local grocery

market in town, and it is owned by Don’s brother, Ron. The nearest market is a

supermarket located in a city that is more than 60 miles away.

Is it a conflict of interest for Don to buy groceries for his child care center at

Ron’s grocery market?

Yes, it is a conflict of interest for Don to buy groceries from his brother’s grocery market.

Why or why not?

His brother is an immediate family member, making this a less-than-arm’s-length

transaction. He will be in violation of Federal purchasing requirements if he purchases

groceries from his brother.

What do you think Don should do to resolve this issue?

Don should bring this conflict of interest up to his board of directors. They might choose

to ask the state agency to rule on this dilemma. If he does not have a board of director,

he should contact his state agency or sponsoring organization for clarification.



Don might consider doing a market analysis of the cost of purchasing groceries from the

local market versus the distant supermarket.

Activity: Federal Procurement Requirements

Requirement Factors

Written Standard of Conduct

Less-than-arm’s length transactions

Accepting gifts or gratuities

Consequences of failure to comply

Trained staff on standard of conduct

Written Purchasing Procedures

Food budget

Internal controls

Vendor selection

Standard of conduct

Bids and proposals

Free and Open Competition

Free and open competition for vendors

Does not restrict or eliminate competition

Free of conflicts of interest, collusion,

unrealistic requirements, or bonding

requirements

Small Business, Minority Owned Firms, and

Women Owned Business

Purchasing Types

Small purchases (Informal)

Invitation for Bid – IFB (Formal)

Request for Proposal – RFP (Formal)

Geographical preference

Maintain Purchasing Records

Maintain procurement documentation

Maintain source documentation of

purchases

Debarred or Suspended

Companies

Avoid doing business with such companies

Obtain written documentation

Excluded Parties Listing Systems

Lesson 5: Understanding Ethics

Activity: Is It Ethically Based?

Scenario 1: A child care center employee is at a local grocery store purchasing items

for her child care facility. The manager of the store offers to buy her a cup of coffee.



She accepts his offer, and they walk over to the coffee shop. She orders the largest

coffee on the menu.

Answer: Although the cost of the coffee is relatively small, the purchase of the coffee

may be perceived as a gratuity, which could be a conflict of interest. At all times,

employees and board members (owners) should be aware of how their actions appear

to members of the community.

Scenario 2: A new food vendor to the community just learned a center was having an

educational awareness fair for the children and their families. He offers to provide all

the free chicken strips necessary to feed everyone if the center agrees to place an order

today. He will even come on the day of the event and grill the chicken tenders himself.

Answer: This would be a conflict of interest because the center was required to get at

least three bids from responsible and responsive vendors. Ordering the chicken

tenders from one vendor, does not give all vendors the same opportunity to bid. The

issue is not the free tenders, as long as all vendors understand this is a criterion for bid

evaluation and all additional benefits go back to the CACFP. It is important to ensure

fair and open competition with all vendors when procuring items for the center’s

operation.

Activity: Good Ethical Practices-Examples

Write and implement a Standard of Conduct.

Provide clear and accurate documentation.

Avoid procurement transactions with immediate family.

Practice fair and open competition.

Do not accept gratuities/gifts.

Serve wholesome foods.

Invite families to visit your operation.

Participate in training of new policies and procedures.

Report discrepancies.



Lesson 6: Vendor Choices

Activity: Vendor Type: Advantages and Disadvantages

Specialty Stores

Advantages Disadvantages

Sell only a specific type of food, and the staff is generally very knowledgeable about the items

Allow you to purchase exactly what you want – in terms of the items and the amount

Often have fresh food

May have locally grown and culturally relevant food

May be able to answer questions related to gardening practices

Might offer special pricing for products they are trying to sell quickly, such as soon to expire bread

Can be more expensive (although they may be more flexible if you develop a relationship and explain what you’re looking for and at what price range)

Might have a wonderful selection of one type of food, such as fish, but may not have a large selection of other types of food

May cause you to make multiple stops while shopping, which means that your shopping trip can take more time

Local Grocery Stores


Typically offer fresh, frozen, and canned foods

Are locally owned in many cases

May offer foods not normally stocked in store

Offer food in small quantities

May have a butcher or baker on staff

Typically offer a limited variety of food

May be more expensive

May require adjusting menus due to

product limitation

Generally do not offer CN labeled foods

Generally only have small cans and

frozen foods in small packages

May have limited hours of operation

Supermarkets


Usually sell a wide variety of fresh, frozen, and canned foods and often even sell commercially packed foods, such as canned fruit in a Number 10 can

May have delivery and online price information

Tend to have lower prices than a local grocery store or specialty store and often have sales and other promotions and coupons to encourage store loyalty

Are generally open 24 hours per day, 7

May offer limited delivery

May be located in a different city

May not be locally owned

Shopping may be difficult to navigate due to their size

Generally do not offer CN labeled foods



days per week

Wholesale Clubs


Offer food in both retail and wholesale packaging and often Number 10 cans

Offer wholesale pricing

Generally allow for online and phone purchases

May offer food items for considerably low-prices

May require out-of-pocket membership fees

May be located in a different city

May not stock CN labeled foods

Rarely offer delivery services

May not stock fresh foods

May only have very large quantities

Institutional Jobbers


Immediately delivers food in stock on their truck

Often sell both retail and wholesale package sizes

Generally require payment upon delivery

Have a very limited selection of food; you might not know what they are selling that day until they are at your child care facility

May try to sell items, such as milk with expired dates, resulting in food safety issues

Institutional Distributors


Allow orders to be placed online via the internet or over the phone for on-site delivery

Have packaged foods that include CN labeled foods

Often have lower prices than retail stores

Generally have nutritional and allergy information

Packages may be too large for all but the largest child care centers

Minimum delivery requirements might apply

May not carry desired product, if their focus is on another market, such as healthcare

Generally require formal purchasing (bidding procedures)

May be inflexible

May require extended contracts that are longer than desired



Pre/Post-Assessment Answer Key Instructions: Select the best answer to the following multiple-choice questions. Then

place a non-name identifier, such as a number or letter at the top of the page. Use the

same identifier, when completing the post assessment.

1. Which of the following is NOT one of the four goals of successful food

purchasing?

a. Obtain food that is safe.

b. Purchase food at a cost-efficient price.

c. Choose locally-grown and seasonal foods.

d. Obtain food that is nutritious.

2. A CACFP meal is reimbursable when the meal_______________________.

a. meets the minimum portion size for all required components and

ages.

b. is served family style.

c. is planned in advance.

d. contains a CN product.

3. A cycle menu_______________________.

a. offers the same foods every week.

b. helps control food costs.

c. repeats the same menu every 52 days.

d. does not accommodate holidays or special celebrations.


are___________________.

a. Formal and Invitation for Bid

b. Request for proposal and formal

c. Informal and formal

d. Informal and Invitation for Bid


a. contains 600 recipes.

b. provides information on brand name and store brand foods.

c. lists the ingredients in processed foods.

d. helps calculate the amount of a menu item to add to the grocery list.



6. A food inventory consists of the following two parts:

________________________.

a. menu items and product items b. menu-driven items and stock items c. product-driven items and stock items d. none of the above


recently raised to_______________________.

a. $150,000

b. $50,000

c. $10,000

d. $25,000


to_______________________.

a. Purchase locally grown or raised processed foods

b. Pay 10% more for locally grown products

c. Purchase foods grown locally with no regard to price

d. Establish a geographic preference factor for locally grown

unprocessed foods

9. Which of the following statements is NOT a good practice for receiving foods

from retail vendors?

a. Check and record temperatures of frozen and refrigerated items upon

arrival at the child care facility.

b. Date the food packages after storing.

c. Properly store foods immediately after receiving.

d. File receipts with other required purchasing documentation.


a. Front In First Off

b. First In Front Out

c. First In First Out

d. Front In First Out



Glossary

CACFP

The Child and Adult Care Food Program (CACFP), a U.S. Department of Agriculture-funded child nutrition program that provides reimbursement for meals and snacks served in participating child care centers, family child care homes, outside-school-hours programs, Head Start sites, and adult day care centers. Child Nutrition (CN) Labeling Program The U.S. Department of Agriculture (USDA), Child Nutrition (CN) Labeling Program provides food manufacturers the option to include a standardized food crediting statement on their product label. Labels must be authorized by Food and Nutrition Service (FNS) prior to use and manufacturers must have quality control procedures and inspection oversight that meet the FNS requirements. Products produced in accordance with the CN Labeling Program are generally purchased by providers for USDA meal programs. For additional information, see http://www.fns.usda.gov/cnd/cnlabeling/default.htm.

Cycle Menu Cycle Menus are a set of planned menus that are repeated on a periodic basis. Many child care providers utilize a three or four-week cycle menus. Distributor A distributor is a commercial food company that purchases, receives, and/or stores commercial food products and supplies. Distributors sell, deliver, and bill the Recipient Agency for goods and/or services provided. A distributor sells the products made by manufacturers. Ethics Ethics can be defined as the moral standards individuals use to guide decisions in their personal and professional lives. In the business world, ethical behaviors are practices that promote free and open competition. Child nutrition professionals have a responsibility to act ethically in accordance with all Federal , state, and local guidelines Extended price The extended price is the total price of a food item. It is calculated by multiplying the unit price times the number of units you intend to purchase. FDA The Food and Drug Administration is a part of the U.S. Department of Health and Human Services. Food component The CACFP meal pattern groups foods into four components: fruits/vegetables, meat/meat alternates, breads/grains, and milk to facilitate menu planning.



Food product description A food product description is a concise explanation of the product or service to be rendered by the vendor. The description includes the product name and quality indicators such as product grade, size, and prohibited ingredients. Ingredient list The ingredient list identifies the ingredients in a food, in order by weight. All commercially prepared foods in the U.S. must have an ingredient list, whether sold retail or wholesale. Inventory The foods or supplies a facility has in dry or cold storage. In child care, a 7-14 day inventory is preferred. Local grocery market A small market, such as a bodega or convenience mart, that sells a limited number of basic food items. They may charge higher prices than supermarkets. Menu A menu is a list of food items that will be served at a meal or snack. In CACFP, the menu must meet the Meal Pattern requirements in order for the meal or snack to be reimbursable. NFSMI The National Food Service Management Institute is the national center for USDA’s child nutrition programs. It provides education, research, and resources in support of the child nutrition programs. Nutrition facts label a standardized label that provides serving size, calorie, and nutrient information on processed foods sold in the U.S. Vendor A vendor sells food and supplies to consumers, including child care providers. Vendors include convenient stores, farmers’ markets, grocery stores, supermarkets, wholesale clubs, specialty markets, and distributors. Specialty market A specialty market is a retail vendor that specializes in one type of food, such as a farmers’ market, bakery, or cultural foods. Standardized recipe A standardized recipe is a recipe that has been tried, adapted, and retried several times for use by a given child care provider. The recipe has been found to produce the same results and yield every time when the exact procedures are used with the same type of equipment and the same quantity and quality of ingredients.



Supermarket A supermarket is a retail vendor that sells many types and brands of food and non-food products to consumers, including child care providers. They may have specialty departments such as bakery, deli, and fresh meats. Unit price The unit price is the cost for a single unit (i.e., 100 count, or quart) of a food. A unit price shelf tag allows a comparison of the cost of similar products, packaged in different sizes made by different companies. USDA The United States Department of Agriculture is the Federal agency that administers the Child Nutrition Programs, including the Child and Adult Care Food Program.



Regulations

7CFR part 3016

Federal purchasing regulations guiding public (government) centers in CACFP.

7CFR part 3019

Federal purchasing regulations guiding private, non-profit centers in CACFP.

7CFR part 226

Federal regulations guiding CACFP child care centers and family child care homes. These regulations also include the Federal purchasing regulations for for-profit centers.

7CFR part 226.22 Federal regulations define the process for purchasing foods, supplies, equipment, and other goods and services for the following CACFP institutions:

sponsoring organizations,

child care centers,

at-risk afterschool care centers,

outside-school hours care centers,

emergency shelters, and

adult day care centers.

Guidance

796-2 Revision 4

Financial Management Child and Adult Care Food Program

MEMO: CACFP 02-2013 Procurement Geographic Preference Q & As – Part II MEMO: CACFP 15-2013 Existing Flexibilities in the Child and Adult Care Food Program MEMO: CACFP 01-2013 Federal Small Purchase Threshold Adjustment



References Ethics Resource Center. (2014). Conflicts of interest. Retrieved from

http://www.ethics.org/resource/conflicts-interest Idaho State Department of Education, Child Nutrition Program. (n.d.) CACFP: Healthy

menu planning guide. Retrieved from http://healthymeals.nal.usda.gov/hsmrs/Idaho/CACFP%20Menu%20Planning%20Guide.pdf

Institute of Medicine, Murphy, S. P., Yaktine, A. L., Suitor, C. W. & Moats, S. A. (2011). Child and Adult Care Food Program: Aligning dietary guidance for all. Washington, D.C: National Academies Press.

Iowa State University Extension and Outreach. (n.d.).Compare unit prices for best buy. Retrieved from http://www.extension.iastate.edu/foodsavings/page/compare-unit-prices-best-buy

National Food Service Management Institute. (2009). Mealtime Memo for Child Care: Using cycle menus to control food costs. University, MS: National Food Service Management Institute.

National Food Service Management Institute. (2010). CARE Connection – Menu Planning Grab and Go Lesson: Planning cycle menus for child care. Retrieved from http://www.nfsmi.org/documentlibraryfiles/PDF/20100916051200.pdf

National Food Service Management Institute. (2010). Food buying guide calculator for child nutrition programs. University, MS: Author. Retrieved from http://fbg.nfsmi.org

National Food Service Management Institute. (2011). Food buying guide calculator for child nutrition programs. Retrieved from http://www.nfsmi.org/ResourceOverview.aspx?ID=400

National Food Service Management Institute. (2011). Mealtime Memo for Child Care: Cost effective shopping for child care. Retrieved from http://www.nfsmi.org/documentlibraryfiles/PDF/20111031104334.pdf

Office of the Federal Register, National Archives and Records Administration. (2013). Standard of Federal Regulations 7CFR210. Retrieved from http://www.gpo.gov/fdsys/pkg/CFR-2013-title7-vol4/pdf/CFR-2013-title7-vol4-sec210-10.pdf

Office of the Federal Register, National Archives and Records Administration (OFR). (2010). Standard of Federal Regulations 48CFR2.101. Retrieved from http://www.gpo.gov/fdsys/pkg/CFR-2002-title48-vol1/pdf/CFR-2002-title48-vol1-sec2-101.pdf

Office of the Federal Register, National Archives and Records Administration (OFR). (2013). Standard of Federal Regulations 7CFR226. Retrieved from http://www.gpo.gov/fdsys/pkg/CFR-2013-title7-vol4/pdf/CFR-2013-title7-vol4-subtitleB-chapII-subchapA.pdf

Office of the Federal Register, National Archives and Records Administration (OFR). (2012). Standard of Federal Regulations 7CFR part 3106. Retrieved from http://www.gpo.gov/fdsys/pkg/CFR-2012-title7-vol15/pdf/CFR-2012-title7-vol15-part3016.pdf



Office of the Federal Register, National Archives and Records Administration (OFR). (2011). Standard of Federal Regulations 7CFR part 3019. Retrieved from http://www.gpo.gov/fdsys/pkg/CFR-2011-title7-vol15/pdf/CFR-2011-title7-vol15-part3019.pdf

United States Department of Agriculture & United States Department of Health and Human Services. (2010). Dietary Guidelines for Americans, 2010. Washington, D.C.: Author.

United States Department of Agriculture & United States Department of Health and Human Services. (2012). Nutrition and Wellness Tips for Young Children: Provider handbook for the Child and Adult Care Food Program. Alexandria, VA: U.S. Department of Agriculture.

United States Department of Agriculture & United States Department of Health and Human Services. (2010). Dietary Guidelines for Americans, 2010. Washington, D.C.: Author. Retrieved from http://www.cnpp.usda.gov/dgas2010-policydocument.htm

United States Department of Agriculture, Food and Nutrition Service. (2011). Child Nutrition Reauthorization 2010: Nutrition requirements for fluid milk and fluid milk substitutions in the Child and Adult Care Food Program, questions and answers CACFP 21-2011. Retrieved from http://www.fns.usda.gov/cnd/care/Regs-Policy/policymemo/2011/CACFP-21-2011.pdf

United States Department of Agriculture, Food and Nutrition Service. (2011). Child Nutrition Reauthorization 2010: Water availability in the Child and Adult Care Food Program CACFP 20-2011. Retrieved from http://www.fns.usda.gov/cnd/care/Regs-Policy/policymemo/2011/CACFP-20-2011.pdf

United States Department of Agriculture, Food and Nutrition Service. (2012). Procurement Geographic Preference Q & As – Part II, CACFP 02-2013. Retrieved from http://www.fns.usda.gov/cnd/Governance/Policy-Memos/2013/SP03-2013os.pdf

United States Department of Agriculture, Food and Nutrition Service. (2012). Procurement Geographic Preference Q & As – Part II, CACFP 02-2013. Retrieved from http://www.fns.usda.gov/cnd/Governance/Policy-Memos/2013/SP03-2013os.pdf

United States Department of Agriculture, Food and Nutrition Service. (2012). Federal small purchase threshold adjustment, CACFP 01-2013. Retrieved from http://www.fns.usda.gov/cnd/Care/Regs-Policy/policymemo/2013/SP01_CACFP 01_SFSP01-2013.pdf

United States Department of Health and Human Services & United States Department of Agriculture. (2006). Eating healthier and feeling better using the Nutrition Facts label. Retrieved from http://www.fda.gov/Food/IngredientsPackagingLabeling/LabelingNutrition/ucm266853.htm

National Food Service Management Institute The University of Mississippi

www.nfsmi.org

Headquarters Administration Division

Education and Training Division Information Services Division

The University of Mississippi 6 Jeanette Phillips Drive

P.O. Drawer 188 University, MS 38677-0188

Applied Research Division The University of Southern

Mississippi 118 College Drive #5060 Hattiesburg, MS 39406 Phone: 601-266-5773

Fax: 888-262-9631

© 2014 National Food Service Management Institute

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