National Food Service Management Institute The University of Mississippi BASICS. Project Coordinator. Liz Dixon, MS. Executive Director

Transcription

1 National Food Service Management Institute The University of Mississippi FOOD SAFETY BASICS Project Coordinator Liz Dixon, MS Executive Director Katie Wilson, PhD, SNS ET Instructor s Manual Time: 4 Hours

2 Food Safety Basics 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 The mission of the National Food Service Management Institute is to provide information and services that promote the continuous improvement of child nutrition programs. VISION The vision of the National Food Service Management Institute is to be the leader in providing education, 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/TitleVI/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 or call (202) (voice and TDD). USDA is an equal opportunity provider and employer. 2012, 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. (2012). Food Safety Basics. 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 nfsmi@olemiss.edu. 05/2014 ii National Food Service Management Institute

3 TABLE OF CONTENTS Table of Contents Introduction... 1 Overview of the Food Safety Basics Course... 2 Introduction Lesson-at-a-Glance Preparation Checklist Pre-Course Assessment Opening Activity Resources and References Lesson 1: Staff Training Basics Lesson Plan Activities Manager s Corner Lesson 2: Food Safety Digest Lesson Plan Activities Manager s Corner Lesson 3: Tayloring Standard Operating Procedures Lesson Plan Activities Manager s Corner Lesson 4: HACCP Every Day Lesson Plan Activities Manager s Corner Lesson 5: Inspect What You Expect Lesson Plan Activities Course Wrap Up Post-Course Assessment Session Evaluation Food Safety Basics Participant s Guide iii

4 Food Safety Basics iv National Food Service Management Institute

5 INTRODUCTION Introduction Food Safety Basics has been developed for new school nutrition managers, employees, and substitute cooks by providing a basic understanding of food safety enabling them to begin the job using safe food handling practices. This Food Safety Basics course Instructor s Manual has been developed to assist trainers in providing face-to-face food safety training programs and skill development to routinely monitor food safety based on elements in Serving It Safe. Training is presented in one four hour period. Tools and checklists provide school nutrition directors, trainers, and lead personnel methods to monitor food safety habits, train personnel, and design successful food safety practices. Training methods from Foundations of Training Excellence were applied throughout this course. There is an overview, pre-assessment, five lessons, and a post-assessment. Each lesson includes the following components: Lesson Plan with learning activities Power Point slides Managers Corner A pre-assessment is conducted at the beginning of the course. A post-assessment is conducted at the end of the course. A session evaluation is completed and certificates are provided to each participant. Food Safety Basics Instructor s Manual 1

6 Food Safety Basics Lesson at a Glance 4 hours minutes Time Topic Task Materials 15 minutes Welcome Opening Activity, Collect Trainer s Guide and Introduction Pre-Course Assessment, Handout Introduce topic Lesson 1: Staff Training Basics - Total Time - 45 minutes 15 minutes Objective 1: Review importance of personal hygiene, employee health, proper hand washing, and proper glove use. Hand Washing Skit Audience Review Participant s Guide Appendix: Personal Hygiene (Sample SOP) Use Disposable Gloves Properly - Poster 2 minutes Objective 2: Review Employee Health and Personal Hygiene Agreement. Audience Review Sample School Nutrition Employee Health and Personal Hygiene Agreement 5 minutes Objective 3: Demonstrate the steps to calibrate a bi-metallic stem (dial) thermometer. Thermometer Calibration Drill Participant s Guide Appendix: Tool 1 Food Thermometer; Tool 2 Thermometer Use; Thermometer Calibration Log 3 minutes Objective 4: Review the definition of PHF/TCS. Audience Review Power Point slides 2 National Food Service Management Institute

7 INTRODUCTION 10 minutes Objective 5: Demonstrate keeping food safe throughout the cooking and serving process. Case Study: George School Lunch Menu Temperature Danger Zone; Temperature Requirements: Cooking for Foodservice 5 minutes Objective 6: Review logs to monitor safe food handling. Audience Participation The Importance of Logs Participant s Guide Appendix: HACCP-Based SOP Logs for Receiving, Refrigeration, Cooling, Cooking, and Reheating. 4 minutes Objective 7: Review methods to prevent equipmentto-food crosscontamination. Audience Participation Sanitation is Important, Oh My! Participant s Guide Appendix: Food Safety Fact Sheet Cleaning and Sanitizing 5 minutes Objective 8: Review checklists to maintain safe food handling. Audience Review Participant s Workbook Appendix: Food Safety Checklist 5 minutes Manager s Corner Review Audience Review Review training and Employee Training Record Participant s Workbook and Appendix: Employee Training Record Food Safety Basics Instructor s Manual 3

8 Food Safety Basics Lesson 2: Food Safety Digest - Total Time - 25 minutes & 15 minute break 15 minutes Objective 9: Recognize the growth of foodborne pathogens. Audience Participation Audience Pathogen Sharing Participant s Guide Check Your Knowledge Foodborne Illnesses & Pathogens 2 minutes Objective 10: Identify food safety resources. Audience Review Participant s Guide Resources for Foodborne Safety Information 5 minutes Objective 11: Demonstrate safe food end-point cooking temperatures. Skill Practice What s Cooking! Participant s Guide Pre-Break Activity 15 minutes Break 2 minutes Managers Corner Participant s Guide Lesson 3: Tailoring Standard Operating Procedures - Total Time - 25 minutes 2 minutes Objective 12: Recognize the importance of Standard Operating Procedures. Audience Participation Participant s Guide Appendix: Washing Hands (SOP) 3 minutes Objective 13: Recognize the imformation needed in Standard Operating Procedures. Audience Participation Participant s Guide Appendix: Washing Hands (SOP) 8 minutes Objective 14: Identify how to access the NFSMI website and locate sample Standard Operating Procedures. Audience Review Participant s Guide Power Point slides showing website pages 4 National Food Service Management Institute

9 INTRODUCTION 20 minutes Objective 15: Tailor existing food safety Standard Operating Procedures to individual school nutrition programs. Demonstration and Group-centered Participant s Guide Appendix: Personal Hygiene (SOP) p. 1; other SOPs for activity Participant s Workbook Standard Operating Procedures Checklist 2 minutes Manager s Corner Review Lesson 4: HACCP Every Day - Total Time - 45 minutes 10 minutes Objective 16: Identify the 7 HACCP principles. Audience Review Participant s Guide HACCP principles 10 minutes Objective 17: Recognize the Process Approach to HACCP Audience Participation Group-centered Participant s Guide Appendix: Fact Sheets, Worksheets, and Process Worksheets for the Process Approach to HACCP 20 minutes Objective 18: Demonstrate application of the Process Approach to HACCP. Project: Strengthen a Recipe use the Process Approach to HACCP Participant s Guide Chicken Stir Fry; Spaghetti and Meat Sauce; Macaroni Salad 2 minutes Managers Corner Food Safety Basics Instructor s Manual 5

10 Food Safety Basics Lesson 5: Inspect What You Expect - Total Time - 55 minutes 30 minutes Objective 19: Apply skillls learned to design training program on CCPs for PHF/TCS. Demonstration and group-centered Aid Comes to Angel School Participant s Guide Angel School Scenario Angel School Task List Objective 20: Demonstrate knowledge of Standard Operating Procedures. Participant s Guide Appendix Objective 21: Demonstrate knowledge of using a food safety checklist ot monitor a school nutrition program. Objective 22: Apply knowledge of the Process Approach to HACCP. 15 minutes Closing Post-Course Assessment complete, review, and collect; distribute course evaluation; participants complete course evaluation and collect course certificate Handout: Post- Assessment; Course Evaluation; Course Certificate 6 National Food Service Management Institute

11 INTRODUCTION Preparation Checklist Directions: Use the preparation checklist to prepare for the training session. Lesson Tasks Gather Materials Materials Needed: Instructor s Manual Handouts Handout: Pre-Assessment Handout: Post-Assessment Participant s Guide (one for each participant) Pencils (one for each participant) Flip Chart Paper, Markers, Blue Tape, and Note Cards Sign In sheet Place card (one for each participant) Session Evaluation Form (one for each participant) Materials for Activity in Lesson 1 Pitcher quart size Bi-metallic stem (dial) thermometer Ice and Water (check on availability at training location) Review the following website documents prior to training: /ucm htm HACCPPrinciples/Operators/default.htm HACCPPrinciples/Operators/ucm htm Food Safety Basics Instructor s Manual 7

12 Food Safety Basics Pre-lesson Activity As participants check in for the class request that each participant opens the Participant s Guide and complete the Pre-Assessment. Pre-Assessment 1. Which of the following statements is true about food safety? a. School nutrition employees have no control over the safety of food served. b. Children are young and healthy, so they are not likely to get foodborne illnesses. c. A food safety program must be maintained in all school buildings. d. It is difficult to follow good food handling techniques. 2. Which of the following temperature ranges represents the temperature danger zone? a. 35ºF-140ºF b. 50ºF-70ºF c. 41ºF-135ºF d. 50ºF-140ºF 3. How long should employees wash their hands? a. 10 seconds b. 20 seconds c. 30 seconds d. 40 seconds 4. Which of the following statements is true about thermometer calibration? a. Thermometers should be calibrated each time they are dropped. b. Thermometers should be calibrated at least monthly. c. Thermometers do not need to be calibrated because they are guaranteed to be accurate. d. Cold water calibration is the only acceptable method. 5. What is the most common cause of foodborne illness? a. Bacteria b. Mold c. Virus d. Yeast 8 National Food Service Management Institute

13 INTRODUCTION 6. What are the recommended holding temperatures for cold and hot foods based in the Food Code? a. 41 ºF or below for cold foods, 135 ºF or above for hot foods b. 45 ºF or below for cold foods, 140 ºF or above for hot foods c. 41 ºF or below for cold foods, 140 ºF or above for hot foods d. 45 ºF or below for cold foods, 135 ºF or above for hot foods 7. Best practices in Standard Operating Procedures may include: a. Introduction, Instructions, Corrective Action, and Summary b. Guidelines, Monitoring Procedure, and Record Keeping c. Purpose, Instructions, Monitoring, Corrective Action, Verification and Record Keeping d. Goals and Objectives, Instructions, and Verification 8. What statement is true about a food safety program based on HACCP principles? a. It is a proactive program to prevent foodborne illness. b. It is a reactive program developed to prevent foodborne illness. c. It is based on results of health department inspections. d. It is designed to be the responsibility of the district school nutrition director. 9. Menu items that go through the temperature danger zone 2-3 times are called a. No Cook items, b. Same Day Service items, c. Complex Food Preparation items, d. Cooked items. 10. What is the recommended cooking temperature for a raw hamburger patty based on the Food Code? a. 135ºF b. 145ºF c. 155ºF d. 165ºF Food Safety Basics Instructor s Manual 9

14 Food Safety Basics Resources and References RESOURCES National Food Service Management Institute. (2009). Serving it safe (3rd ed.). University, MS: Author. National Food Service Management Institute. (2009) Serving it safe text book (3rd ed.). University, MS: Author. National Food Service Management Institute. (2009) Serving it safe participant s workbook (3rd ed.). University, MS: Author. National Food Service Management Institute. (2006). HACCP-based standard operating procedures. University, MS: Author. Available from National Food Service Management Institute at National Food Service Management Institute. (2005). Thermometer information resource. University, MS. Author. U.S. Department of Health and Human Services, Food and Drug Association. (2009). Food Code. College Park, MD: Author. REFERENCES National Food Service Management Institute. (2009). Serving it safe (3rd ed.). University, MS: Author. National Food Service Management Institute. (2009) Serving it safe text book (3rd ed.). University, MS: Author. National Food Service Management Institute. (2009) Serving it safe participant s workbook (3rd ed.). University, MS: Author. National Restaurant Association Educational Foundation (2008). ServSafe (5th ed.). Chicago: Author. U.S. Department of Health and Human Services, Food and Drug Administration. (2009). Food Code. College Park, MD: Author. 10 National Food Service Management Institute

15 INTRODUCTION Welcome Welcome and thank you for taking part in the Food Safety Basics course. At the end of this course, we will have discussed food safety, why food safety is important, methods for training school nutrition staff on food safety, how to prevent foodborne illness, and checklists to monitor food safety throughout the eight steps of the food service process in the school nutrition department. You will have the tools for basic practices in food safety for your school nutrition program. Let s get started. Do: Introduce other trainers and special guests. I d like to address housekeeping before we begin. Please pass your pre-assessment to the left for collection. Make certain your cell phone is turned off. The restrooms are located (share where to locate restrooms for men and women). A break is planned after Lesson 2. On the wall we have a Bike Rack posted where questions will be listed and reviewed before the course is finished. Let s take a few minutes to get to know each other. Do: Complete the Opening Activity. Opening Activity: Materials needed: Place cards (one per participant) Pens (one per participant) Do: Distribute a place card to each participant. Please write your name on the front of the place card. On the back of the place card, write your food safety strength and a foodborne pathogen fact. For example, I might write: I am very good about washing hands. Chicken carries Salmonella. Please stand, introduce yourself, and state your food safety strength. Please do not share your foodborne pathogen fact at this time. Food Safety Basics Instructor s Manual 11

16 Food Safety Basics Lesson 1: Staff Training Basics SHOW SLIDE: Staff Training Basics SHOW SLIDE: Learning Objectives Review the importance of personal hygiene employee health proper hand washing proper glove use. Review Employee Health and Personal Hygiene Agreement. Demonstrate the steps to calibrate a bi-metallic stem (dial) thermometer. Review definition of PHF/TCS. Demonstrate keeping food safe throughout the cooking and serving process. Review logs to monitor safe food handling. Review methods to prevent equipment-to-food cross-contamination. Review checklists to maintain safe food handling. Objective 1: Review the importance of personal hygiene, employee health, proper hand washing, and proper glove use. SHOW SLIDE: It All Begins With Personal Hygiene Grooming clean hair and body Clean uniform and apron Apron changed when soiled Close toed shoes Hair controlled Nails trimmed short with no nail polish Limit jewelry Proper hand washing Follow guidance of local health department 12 National Food Service Management Institute

17 LESSON 1 STAFF TRAINING BASICS Do: Review personal hygiene points with participants. Provide examples of good personal hygiene. Answer all questions. Employees must be responsible for their own personal hygiene. Hair, body, uniform, apron, and shoes should be clean and well cared for. School nutrition policies for hygiene and dress code should be enforced. SHOW SLIDE: Employee Health Symptoms of illness -Vomiting, diarrhea, sore throat with fever, jaundice, or open wounds Illness diagnosed by doctor Exposure - eating or preparing food that caused a foodborne illness Exposure - residing with a person with a foodborne illness Open sores, burns, boils Do: Review all employee health points with participants. The health of employees in the school nutrition program is important for maintaining safe food handling. An ill employee may spread foodborne illness to other employees and customers they serve. Everyone is responsible for being conscientious about their health and communicating to their manager/director if they are ill. In your Participant s Guide Appendix locate Personal Hygiene (Sample SOP). Consider having a SOP on Personal Hygiene for your school nutrition program. SHOW SLIDE: Hand Washing Wet hands with warm water Use soap and wash hands, nails, and arms Rinse with warm water Dry with disposable towel Wash hands for 20 seconds Do: Review proper hand washing steps with participants. Food Safety Basics Instructor s Manual 13

18 Food Safety Basics Ask: What are the steps in proper hand washing? How long should you wash your hands? Activity: Skit Wash Your Hands For this next activity we will need three volunteers to come to the front of the room. One will pretend to wash your hands at a sink in the restroom. The other two will observe and time the process. Ask: Observers: What did you see? Were steps followed in the correct sequence? How long did the volunteer wash his/her hands? Is there anything you might suggest be changed? Thank you for volunteering. We are now going to discuss proper glove use. Activity: Audience Review Glove Use Etiquette In your Participant s Guide Appendix locate the poster Use Disposable Gloves Properly. SHOW SLIDE: Proper Glove Use When to wash hands When to wear gloves When not to wear gloves When to change gloves Never re-use gloves Dispose of soiled gloves 14 National Food Service Management Institute

19 LESSON 1 STAFF TRAINING BASICS Do: Review proper glove use slide with participants. Ask: Do you have this poster available in your kitchen? How do you monitor proper glove use? Do: Listen to participant responses. Answer all participant questions. This poster may be downloaded at and can serve as a visual reminder to your staff. SHOW SLIDE: No Bare Hand Contact Ready-to-eat foods = No washing or cooking Safely handle with: Spatulas Gloves Tongs Dispensing Equipment Do: Review No Bare Hand Contact slide. Answer all participant questions. Bare hand contact with ready-to-eat foods may result in contamination of food and contribute to foodborne illness outbreaks. Ready-to-eat foods are those foods eaten without further washing or cooking. School nutrition employees should always use suitable utensils such as spatulas, tongs, singleuse gloves, or dispensing equipment when handling ready-to-eat foods. Objective 2: Review Employee Health and Personal Hygiene Agreement. SHOW SLIDE: Employee Health and Personal Hygiene Agreement In the Participant s Guide Appendix locate Sample School Nutrition Employee Health and Personal Hygiene Agreement. Take a few moments and review this agreement. Food Safety Basics Instructor s Manual 15

20 Food Safety Basics Do: Review Employee Health and Personal Hygiene Agreement. Ask: What major points do you like in this agreement? Do you presently have an agreement similar to this? If you do, would you like to share? Does anyone have any questions? Answer all questions. Consider addressing this agreement in your Standard Operating Procedures. Objective 3: Demonstrate the steps to calibrate a bi-metallic stem (dial) thermometer. Properly calibrating a thermometer is a necessary skill for all school nutrition employees. Do: Gather materials for activity and place on table in front of room: pitcher, water, ice, bi-metallic stem (dial) thermometer. Go over the steps listed on the slide to demonstrate the proper method to calibrate a thermometer. SHOW SLIDE: Calibrate Thermometer Fill glass with crushed ice. Add water until the glass is full. Place thermometer in center of ice water, not touching the bottom or sides of the glass. Agitate ice water to ensure even temperature distribution throughout. Wait until the indicator stops. The temperature should register 32 F. If not, adjust the calibration nut by holding it with pliers or a wrench and turning the face of the thermometer to read 32 F. Activity: Drill Thermometer Calibration In your Participant s Guide locate Tool 1: Steps to Calibrate Food Thermometers. I would like a volunteer to come to the front of the room. Would you please demonstrate the steps in calibrating a bi-metallic stem (dial) thermometer using the Ice Point Method? Thank you for volunteering. 16 National Food Service Management Institute

21 LESSON 1 STAFF TRAINING BASICS Ask When was the last time you checked to see if your staff were calibrating thermometers correctly? In your Participant s Guide locate Tool 2: Food Thermometers How to Use a Thermometer. Thermometers are a necessary tool in the kitchen. All school nutrition staff should know the proper steps to calibrate and use a thermometer. SHOW SLIDE: Thermometer Calibration Log In your Participant s Guide Appendix locate Thermometer Calibration Log. This Thermometer Calibration Log may be used to record the date, thermometer being calibrated, corrective action taken, employee and manager initials, and date reviewed. You may wish to modify to meet your school nutrition program. Consider addressing this log in your Standard Operating Procedures. Objective 4: Review the definition of PHF/TCS. SHOW SLIDE: PHF (Potentially Hazardous Food) Changed to: PHF/TCS (Potentially Hazardous Food/Time and Temperature Control for Safety Food) Why has the name Potentially Hazardous Foods (PHF) changed? Time is used in combination with temperature to control bacterial growth in potentially hazardous foods. In the 2009 Food Code PHF was changed to PHF/TCS to further clarify that time and temperature controls are important to limiting the growth of microorganism or toxin formation. If time alone is the control then foods must be cooked and served, served ready-to-eat, or discarded within 4 hours from the point of time the food was removed from heat. Once the 4 hours are completed the foods must be discarded. Foods controlled by time may not be reheated for temperature control and served. Temperatures for cooking and holding foods provide guidance to maintain safe food. SHOW SLIDE: PHF/TCS Support Growth of Bacterial Pathogens Nutrients Energy source (sugars, alcohols, amino acids) Nitrogen source (amino acids) Vitamins and growth factors Minerals Available water (a w ), acidity (ph), etc. Food Safety Basics Instructor s Manual 17

22 Food Safety Basics Why do we worry about PHF/TCS foods? Nutrients, water, and acidity of PHF/TCS foods support bacterial growth. Studies have shown a direct correlation between food and foodborne illness outbreaks. PHF/ TCS foods must be controlled by time and temperature to alleviate foodborne illness outbreaks. School nutrition staff must follow established guidelines to maintain safe food. Objective 5: Demonstrate keeping food safe throughout the cooking and serving process. In your Participant s Guide Appendix locate the Temperature Danger Zone thermometer. SHOW SLIDE: Temperature Danger Zone Control The PowerPoint slide shows the Temperature Danger Zone. Keeping foods out of the temperature danger zone is a priority in school nutrition. PHF/TCS foods must be monitored each time they go through the temperature danger zone. It is important to always minimize the time PHF/TCS are in the temperature danger zone. Activity: Case Study George School s Safe Lunch In the Participant s Guide Appendix locate Temperature Requirements Cooking for Foodservice. Cooking temperatures for all foods is an important step in maintaining food safety. Do: Review Temperature Requirements Cooking for Foodservice. Ask: Looking at Temperature Requirements Cooking for Foodservice: What is the cooking temperature for a raw hamburger patty? (155 F) How long should it be held at this cooking temperature? (15 seconds) We are now going to complete a case study. Let s start by counting off from one to six. Each group will pull your chairs together around a table for this activity. 18 National Food Service Management Institute

23 LESSON 1 STAFF TRAINING BASICS SHOW SLIDE: George School Lunch Menu Unbreaded Baked Chicken Baked Sweet Potato Wedges Romaine & Spinach Salad Ranch Dressing Fresh Berries Fat Free Chocolate Milk We have discussed the steps to maintain a safe environment for food. We have addressed personal hygiene employee health and hygiene, hand washing, use of gloves, proper thermometer calibration, and PHF/TCS. Now we will look at the temperature we would cook and hold foods during lunch service for George School. Please select a spokesperson from your group to share with all participants in the room. On the Power Point screen I have a lunch menu for George School. Table 1 will take Unbreaded Baked Chicken, Table 2 will take Baked Sweet Potato Wedges, Table 3 will take Romaine and Spinach Salad, Table 4 will take Ranch Dressing, Table 5 will take Fresh Berries, and Table 6 will take Fat Free Chocolate Milk. Discuss the menu item. Note the correct cooking and holding temperature. If the item is not cooked, at what temperature should you hold the item during storage and lunch service? Each table will share their menu item and the proper cooking and holding temperature. We will begin with Table 1. Ask: Does anyone have any questions? Answer all questions. Objective 6: Review logs to monitor safe food handling. Activity: Audience Participation The Importance of Logs In your Participant s Guide Appendix locate the HACCP-Based SOP Logs for Receiving, Refrigeration, Cooling, Cooking and Reheating. These logs are available on the NFSMI website as PDF s and as a Word document. These logs may be modified for use throughout your school nutrition program. Food Safety Basics Instructor s Manual 19

24 Food Safety Basics SHOW SLIDE: Temperature Log Ask: How might you modify these temperature logs for a freezer and dry storage area? What modifications would you need for use in your school nutrition program? Do: Listen to participant responses. Answer all questions. Consider addressing these logs in your Standard Operating Procedures. We are now going to discuss the importance of temperature logs during the production process.in your Participant s Guide Appendix locate the Production Log. SHOW SLIDE: Production Log Activity: Audience Participation Production Sheet Temperature Records Ask: Would this log work for cold preparation and hot preparation? Would this log work for cooling foods after service? Do you include temperature recording for cold preparation, hot preparation, and cooling foods after service on your production sheets? Consider adding temperature recording to your production sheets. This may eliminate one log to be completed. Do: Listen to participant responses. Answer all questions. Objective 7: Review methods to prevent equipment-to-food cross-contamination. We are now going to discuss the importance of sanitizing equipment, food-contact surfaces, and utensils. Do: Review Food Safety Fact Sheet Cleaning and Sanitizing. Locate the Material Safety Data Sheets information. 20 National Food Service Management Institute

25 LESSON 1 STAFF TRAINING BASICS In your Participant s Guide Appendix locate the Food Safety Fact Sheet Cleaning and Sanitizing. Take a few moments to review. Ask: What key areas are addressed in the Food Safety Fact Sheet Cleaning and Sanitizing? Activity: Audience Participation Sanitation Is Important, Oh My! Ask: Do staff know where to find and store chemicals including sanitizers? How does staff know the proper dilution for the sanitizer used in sanitizer buckets? How do you ensure a proper dilution? How do you ensure equipment, food surfaces, and utensils are cleaned correctly? What method do you use for monitoring? SHOW SLIDE: Material Safety Data Sheets (MSDS) How to handle an accident using a chemical or toxic substance Ingredients in the chemical or toxic substance Emergency contact information Material Safety Data Sheets (MSDS) provide information on proper use of the chemical, proper dilution if required, and how to handle an accident while using the chemical. As an example: If the sanitizing solution splashed into an employee s eyes, the MSDS would provide the proper steps to take. The steps may include how to rinse the eye, what solution may be used for the rinse, and additional recommended steps. It will also list the ingredients in the chemical. This information would be important to share if emergency medical staff were contacted for assistance. Finally, an emergency phone number for additional information is provided. Ask: Do you have Material Safety Data Sheets (MSDS) for all chemicals? Do all employees know where the MSDS sheets are located? Do you provide training on MSDS for all chemicals in your school nutrition program? Do you update MSDS sheets routinely? The MSDS file should be accessible at all times to everyone in the school nutrition program. This should be reviewed and updated routinely. All chemicals should have a MSDS sheet. Consider including information on MSDS in your Standard Operating Procedures. Food Safety Basics Instructor s Manual 21

26 Food Safety Basics Objective 8: Review checklists to maintain safe food handling. In your Participant s Guide Appendix locate the Food Safety Checklist. SHOW SLIDE: Food Safety Checklist Personal Hygiene Food Preparation Hot Holding Cold Holding Refrigerator, Freezer, And Milk Cooler Food Storage And Dry Storage Cleaning And Sanitizing Utensils And Equipment Large Equipment Garbage Storage And Disposal Pest Control This checklist provides a convenient method to check on food safety in your school nutrition program. You would use the Food Safety Checklist daily. Review the checklist and modify to meet your school nutrition program. Ask: As you review the checklist do you find areas that you would modify for your school nutrition program? Would anyone like to share the changes they would make? Does anyone have any questions? Answer all questions. Consider including all or part of the checklist when developing your Standard Operating Procedure. We are going to briefly discuss methods to train school nutrition staff on the information we have covered. In your Participant s Guide locate the Manager s Corner at the end of this lesson. Do: Review the training activity for Personal Hygiene. Be prepared to read the activity, discuss the training steps that would be taken, how to access the NFSMI video, and discuss the Video Viewing Guide and Video Viewing Guide Answer Sheet. 22 National Food Service Management Institute

27 LESSON 1 STAFF TRAINING BASICS You will find a number of training activities in the Manager s Corner that can be accomplished in approximately 15 minutes. These training activities are developed for ease in preparation and instruction. Let s look at Personal Hygiene. As you read the instructions you see that you are going to train on proper hand washing. You will use the NFSMI video, Video Viewing Guide, and Video Viewing Guide Answer Sheet for the trainer. Also, notice that there is a note stating how to access the video on the NFSMI website. In the Participant s Guide Appendix locate the Employee Training Record. SHOW SLIDE: Manager s Corner Employee Food Safety Training Record Do: Review the employee food safety training record. It is important to maintain a record of attendance at each training session in your school nutrition program. Use this to track attendance at food safety training sessions. Ask: Are there any questions on the Manager s Corner? Are there any questions on Staff Training Basics? Do: Answer all questions. You have done a great job of reviewing Staff Training Basics. We are now going to move on to Lesson 2 Food Safety Digest. Food Safety Basics Instructor s Manual 23

28 Food Safety Basics Manager s Corner The manager s corner for this section will provide brief guidance on conducting 15 minute training sessions on each of the following topics: Calibrate Thermometer; Personal Hygiene; Temperature Danger Zone; and Cleanliness. The following training sessions are an option to the activities provided in the Food Safety Basics course. Calibrate Thermometer: Show video of calibrating a bi-metallic stem (dial) thermometer using the Ice Point Method: Video Clip Calibrating Thermometers. Provide staff with copy of Calibrating Thermometers Video Viewing Guide to complete during the video. Discuss answers upon completion of the video. Request a staff member demonstrate how to calibrate a bi metallic stem (dial) thermometer. Answer all questions. Manager s Corner Calibrating Thermometer Video Viewing Guide and Answers for Trainers. Personal Hygiene: Show video of proper hand washing. Video Clip Wash Your Hands: Educating the School and Community. Provide staff with copy of Wash Your Hands: Educating the School and Community Video Viewing Guide to complete during the video. Discuss answers upon completion of the video. Request a staff member demonstrate proper hand washing. Post a hand washing poster at every sink in the kitchen and restrooms. Discuss steps for proper glove use. Reinforce proper glove use with a poster in the kitchen. Answer all questions. Manager s Corner Wash Your Hands: Educating the School and Community Video Viewing Guide and Answers for Trainers. Temperature Danger Zone: Provide staff with copy of a completed production sheet and handout of the Temperature Danger Zone. Demonstrate the temperature danger zone using the handout. Explain what happens when foods are in the temperature danger zone. Discuss keeping hot food hot and cold foods cold. Using Power Point or poster paper provide the production sheet that all staff received. Demonstrate where to locate temperature information on the production sheet. Ask the staff: What is the proper serving temperature for each item on the production sheet? Where was the serving temperature information located on the production sheet? Were any temperatures in the temperature danger zone? If a food is held at 45 F is it in the temperature danger zone? If a food is held at 165 F is it in the temperature danger zone? Answer all questions. Reinforce using temperature information on production sheets to help keep hot foods hot and cold foods cold. Post a temperature poster in the kitchen. Manager s Corner Temperature Danger Zone handout. 24 National Food Service Management Institute

29 LESSON 1 STAFF TRAINING BASICS Cleanliness: Demonstration: A supervisor will demonstrate the proper method of mixing the sanitizer solution and how to test with a test kit. Using poster paper: record the appropriate steps to mix, test, and store sanitizer solution. Discuss proper first aid steps and location of MSDS sheets. Group discussion: Ask the staff: When would you use sanitizer solution during the work day? What equipment would you clean with sanitizing solution? What surfaces would you clean with sanitizing solution? Why is using sanitizer solution important? Record all responses on poster paper. Answer all questions. Emphasize the importance of cleanliness in personal work habits and in cleaning equipment and food surfaces. Answer all questions. Post a chemical safety poster where chemicals are stored and mixed. Note: The video clips: Calibrating Thermometers and Wash Your Hands: Educating the School and Community are available on the NFSMI website. Prior to training get the video ready to play. Go to to download the video. When you get to the Web page, go to the Document Library. In the Education and Training Resources by Title listing, find the Serving It Safe, link. On the Serving It Safe page, select the video. Use the WMV version to download and save to your computer. Have this clip ready to play on your computer before the seminar begins. If you have any problems accessing the video, please contact NFSMI for additional help at Food Safety Basics Instructor s Manual 25

30 Food Safety Basics Calibrating Thermometers Video Viewing Guide (Answers for Trainers) 1. What tools or supplies did you observe being used? a. b. c. d. e. 2. What were the steps used to calibrate the thermometer using the ice-water method? a. Fill a with crushed ice. b. Add to within 1 of the top of container. c. Stir. d. Let sit for minute(s). e. Place in container so that the is completely submerged. f. Let the thermometer stay in the ice-water mixture for second(s). g. Place the on the hex adjusting nut and rotate until the thermometer reads 32 ºF. 26 National Food Service Management Institute

31 LESSON 1 STAFF TRAINING BASICS Calibrating Thermometers Video Viewing Guide (Answers for Trainers) 1. What tools or supplies did you observe being used? a. Container b. Ice c. Cold Water d. Thermometer e. Calibration Tool or Wrench 2. What were the steps used to calibrate the thermometer using the ice-water method? a. Fill a Container with crushed ice. b. Add Water to within 1 of the top of container. c. Stir Ice and Water Mixture. d. Let sit for 1 minute(s). e. Place Thermometer _in container so that the Sensing Area _is completely submerged. f. Let the thermometer stay in the ice-water mixture for 30 second(s). g. Place the Calibration Tool on the hex adjusting nut and rotate until the thermometer reads 32 ºF. Food Safety Basics Instructor s Manual 27

32 Food Safety Basics Wash Your Hands: Educating the School Community Video Viewing Guide Directions: As you view the video, Wash Your Hands: Educating the School Community, look for examples of when hands are washed and how hands are washed. Record them on the form below. When Hands Are Washed How Hands Are Washed 28 National Food Service Management Institute

33 LESSON 1 STAFF TRAINING BASICS Wash Your Hands: Educating the School Community Video Viewing Guide (Answers for Trainers) Directions: As you view the video, Wash Your Hands: Educating the School Community, look for examples of when hands are washed and how hands are washed. Record them on the form below. When Hands Are Washed How Hands Are Washed After sneezing When reporting to work Before putting gloves on After taking gloves off Before food preparation After putting ground beef in tilting skillet After handling money After cleaning After taking out the garbage After handling dirty dishes Used soap Rubbed soapy water up to elbows Used warm, running water Washing for 20 seconds Rubbed hands together Rubbed between fingers Used single-use disposable towels to dry Turned off faucet with disposable towel Used paper towel to open door Used foot pedal on trash can to dispose of paper towel Food Safety Basics Instructor s Manual 29

34 Food Safety Basics Lesson 2: Food Safety Digest SHOW SLIDE: Food Safety Digest SHOW SLIDE: Learning Objectives Recognize the growth of foodborne pathogens. Identify food safety resources. Demonstrate safe food end-point cooking temperatures. Throughout this lesson our focus will be on how and where to access food safety information and prevent foodborne illness. We know that when two or more people become ill from eating the same food this is called a foodborne illness. We will participate in activities which may be used in training school nutrition staff to assist in maintaining safe food handling practices. Objective 9: Recognize the growth of foodborne pathogens. Activity: Audience Participation Knowledge Check In your Participant s Guide, locate Check Your Knowledge Growth of Harmful Microorganisms. Take five minutes and complete this quiz. Circle the answers. Let s take a few minutes and look at the answers which are posted on the PowerPoint slide. SHOW SLIDE: Check Your Knowledge: Growth of Harmful Microorganisms 1. A 2. D 3. A 4. A 5. C 6. B 7. B 8. B 9. C 10. A 30 National Food Service Management Institute

35 LESSON 2 FOOD SAFETY DIGEST Do: Read each question and the answer shown on the slide. Ask: Do you have any questions? In your Participant s Guide, locate the Check Your Knowledge Growth of Harmful Microorganisms answer key. Use this quiz with your management team. Follow the quiz with a discussion of each question. This provides a great opportunity to discuss foodborne pathogens, foodborne illness, and food safety. SHOW SLIDE: Common Foodborne Illnessess/Pathogens Bacteria, viruses, fungi, and parasites In your Participant s Guide, locate Common Foodborne Illness/Pathogens Symptoms and Prevention. This chart is a great summary of common foodborne illnesses. You will notice that the chart covers bacteria, viruses, fungi, and parasites. We often hear about bacteria causing foodborne illnesses. As we review this chart, note the different bacteria, viruses, fungi, and parasites. Notice the illness, symptoms, where found, and prevention steps. When we review this chart we understand how important a food safety program is to the student(s) and other guests served in our school nutrition programs. Take a few moments and look at the information contained in this chart. Does anyone have any questions? Do: Allow Participants an opportunity to review the chart and discuss a few pathogens. SHOW SLIDE: Share Your Pathogen Fact We are now going to share your pathogen fact from the back of your place card. Food Safety Basics Instructor s Manual 31

36 Food Safety Basics Activity: Audience Participation Do: Have Participants refer back to their pathogen fact from the opening activity. Please look at the pathogen fact you wrote on the back of your place card. Write on your place card if the pathogen you selected is a bacteria, virus, fungi, or parasite. Raise your hand when I state the pathogen you have written: Bacteria, Virus, Fungus, and Parasite. Do: Note which pathogens are represented by the participants. Have participants who would like to share state the pathogen they had on their place card. If the group is large ask 4 or 5 to share. Ask: Share the pathogen you had on your place card. What bacteria? What virus? What fungus? What parasite? Would anyone like to share their pathogen? Objective 10: Identify food safety resources. In your Participant s Guide, locate Resources for Food Safety Information. SHOW SLIDE: Resources Food Safety You ll find a list of government agencies; associations; publications; and web sites rich in food safety information. Use these resources when you are looking for current information on food safety. 32 National Food Service Management Institute

37 LESSON 2 FOOD SAFETY DIGEST Objective 11: Demonstrate knowledge of safe end-point food cooking temperatures. We are going to take a 15 minute break. Before the break we are going to set everything up for an activity when we return. Activity: Skill Practice What s Cooking! Do: Refer to directions in the Pre-Break activity. Post note cards on the wall with different temperatures. Distribute note cards that list a menu item. One note card per pair of participants. Have blue tape available for participants to use when posting their note card. See Pre-Break Activity at the end of the lesson for instructions. I would like you to partner with the person on your immediate right. On your way out of the room, take the note card that lists a menu item I have placed by your place card. You and your partner will determine the appropriate safe end-point cooking temperature for the menu item and post under the appropriate temperature on the wall as you exit the room. When you return from break we will begin our discussion. Plan to return in 15 minutes. BREAK 15 minutes I would like all participants to make a half circle around the wall where the end-point cooking temperatures and menu items are posted. I would like the reviewers to come forward to address the group. Food Safety Basics Instructor s Manual 33

38 Food Safety Basics The reviewers will now report back what they found. I would like everyone to listen as they provide us their report. We discussed proper cooking temperatures in Lesson 1. Addressing it now reinforces the importance of proper cooking temperatures to maintain safe food. In your Participant s Guide Appendix, locate the Temperature Requirement Cooking for Foodservice. We referred to this document earlier for cooking and holding temperatures. This is a great reference guide to post in your school nutrition department. Ask: Are there any questions? Do: Answer all questions. This is a great activity to conduct at a school nutrition team training session. In your Participant s Guide, locate the Manager s Corner at the end of this lesson. You will find a number of training activities in the Manager s Corner that can be accomplished in approximately 15 minutes. These training activities are developed for ease in preparation and instruction. Do: Refer participants to the video viewing guide and answer sheet. We are now going to move to Lesson 3 Tailoring Standard Operating Procedures. 34 National Food Service Management Institute

39 LESSON 2 FOOD SAFETY DIGEST Check Your Knowledge Growth of Harmful Microorganisms Directions: This is a self-assessment for you to determine your own level of knowledge. Circle the letter of the one best answer for each item in the box provided. 1. A pathogen is a. A harmful microorganism b. Any microorganism c. Always a harmful bacteria d. All of the above 2. The one way to be sure that bacteria are killed is to a. Cook at low temperature for a long period of time b. Keep the food out of the temperature danger zone c. Freeze the food for four hours d. Heat to the required safe temperature for the required time 3. The conditions that favor the growth of most foodborne microorganism (excluding viruses) are a. Food, acidity, temperature, time, oxygen, moisture b. Food, time, and temperature c. Food and temperature d. Food, temperature, and moisture 4. Which of the foods listed below would not be considered a potentially hazardous food? a. Lemon b. Sliced melon c. Baked potato d. Cooked rice Food Safety Basics Instructor s Manual 35

40 Food Safety Basics 5. Bacteria grow best at what ph level? a. Very alkaline b. Very acidic c. Neutral to slightly acidic d. Water 6. A food is in the temperature danger zone when the internal temperature is between a. 165 F to 212 F b. 41 F to 135 F c. 65 F to 165 F d. 0 F to 40 F 7. When cooling a hot food from 135 F down to 41 F, it must be reheated immediately to 165 F for 15 seconds if it has not reached 70 F within a. 1 hour b. 2 hours c. 4 hours d. 6 hours 8. Which of the following foods would be most like to support bacterial growth if contaminated? a. Dry rice b. Cooked rice c. Fresh fruit d. Bread 9. All of the following behaviors would help prevent foodborne illness except a. Washing hands b. Avoiding jewelry except a plain ring, such as a wedding band c. Wearing closed toe shoes d. Using single-use gloves correctly 10. Four types of pathogens that cause foodborne illness include a. Bacteria, viruses, fungi, and parasites b. Viruses, fungi, bone chips, larvae c. Bacteria, viruses, fungi, insecticide d. All of the above Answers: 1-a; 2-d; 3-a; 4-a; 5-c; 6-b; 7-b; 8-b; 9-c; 10-a 36 National Food Service Management Institute

41 Common Foodborne Illnesses/Pathogens Symptoms and Prevention Illness/Bacteria Symptoms Where the Bacteria Can Be Found Prevention Botulism Clostridium botulinum Symptoms begin 18 to 36 hours after eating contaminated food and include diarrhea or constipation; weakness; dizziness; double vision or blurred vision; difficulty speaking swallowing, breathing; and paralysis. Home-canned foods Improperly processed foods Sausages and meats Canned low-acid foods, such as some vegetables Untreated garlic in oil Leftover, unrefrigerated foilwrapped baked potatoes Sautéed onions in butter sauce Discard damaged cans. Do not use home-canned foods in a foodservice establishment. Do not mix and then store oil and garlic. Follow rules for time and temperature control. Sauté onions as needed; do not sauté and then store unrefrigerated for later use. Do not store leftover baked potatoes in foil wrapping. Unwrap and chill correctly. Chill foods properly. Campylobacteriosis Campylobacter jejuni Symptoms begin 2 to 5 days after eating contaminated food, can last 7 to 10 days, and include diarrhea (watery or bloody), fever, nausea and vomiting, abdominal pain, headache, and muscle pain. Unpasteurized milk and dairy products Raw poultry Raw beef Nonchlorinated or fecalcontaminated water Birds and flies can carry and contaminate food Practice good personal hygiene. Follow hand washing guidelines. Follow procedures to avoid crosscontamination. Cook all poultry, meat, and other foods to appropriate internal temperature and test with a thermometer. Maintain good pest control. Use only pasteurized dairy products. Use water from approved sources.

42 Illness/Bacteria Symptoms Where the Bacteria Can Be Found Prevention Escherichia coli O157:H7 Symptoms begin 3-8 days after eating contaminated food, can last 2-9 days, and include cramping, diarrhea (watery or bloody), vomiting, and hemolytic uremic syndrome (hus). In intestinal tract of animals, particularly cattle and humans Raw or undercooked ground beef Raw milk or dairy products Unpasteurized apple cider or juice Imported cheeses Dry salami Uncooked fruits and vegetables Practice good personal hygiene. Follow hand washing guidelines. Follow procedures to avoid crosscontamination. Cook all poultry and meat to correct internal temperature, and test with a thermometer. Use only pasteurized milk, dairy products, or juices. Wash all produce in cold, running water. Cool foods properly. Listeriosis Listeria monocytogenes Symptoms begin 3 to 70 days after eating contaminated food; 21-day onset is most common. Symptoms include sudden onset of fever, muscle aches, diarrhea or vomiting, headaches, stiff neck, confusion, loss of balance, and convulsions In soil, ground water, plants, and intestinal tracts of humans and animals Unpasteurized milk and cheese Ice cream Raw vegetables Raw and cooked poultry Raw meat and fish Prepared and chilled ready-to-eat foods Deli meats, luncheon meats, hot dogs Soft cheese such as feta, Brie, Mexican-style cheeses Practice good personal hygiene. Follow hand washing guidelines. Follow procedures to avoid crosscontamination. Cook all poultry and meat to correct internal temperature and test with a thermometer. Use only pasteurized milk, dairy products, or juices. Wash all fresh produce in cold, running water. Clean and sanitize food contact surfaces. Maintain temperatures of food.

43 Illness/Bacteria Symptoms Where the Bacteria Can Be Found Prevention Clostridium perfringens Symptoms begin 8 to 24 hours after eating contaminated food, last 24 hours, and include abdominal cramping and diarrhea. In intestinal tracts of humans and animals Cooked meat and poultry Gravy Beans Practice good personal hygiene. Follow hand washing guidelines. Follow procedures to avoid cross-contamination. Cook all foods to correct internal temperature and test with a thermometer. Hold food at 135 or above. Cool foods properly. Salmonellosis Salmonella spp. Symptoms begin 6-48 hours after eating contaminated food, last 1-2 days, and include stomach cramps, headache, nausea, fever, diarrhea, vomiting, and severe dehydration (infants and elderly). Raw meats and poultry Milk and dairy products Fish, shrimp Sauces and salad dressing Cake mixes Cream-filled desserts and toppings Peanut butter Cocoa and chocolate Sliced fresh fruits and vegetables such as melons, strawberries, tomatoes Raw sprouts Practice good personal hygiene. Follow hand washing guidelines. Follow procedures to avoid crosscontamination. Cook all foods to correct internal temperature and test with a thermometer. Hold food at 135 ºF or above. Cool foods properly.

44 Illness/Bacteria Symptoms Where the Bacteria Can Be Found Prevention Shigellosis Shigella spp Symptoms begin hours after eating contaminated food, last up to 2 weeks, and include abdominal pain, diarrhea containing blood and mucus, fever, nausea, vomiting, chills, fatigue, and dehydration. In intestinal tract of humans and polluted water; spread by flies and food handlers Meat Salads Potato and pasta salads Lettuce and other raw vegatables Milk and dairy products Ready-to-eat foods Practice good personal hygiene. Follow hand washing guidelines. Follow procedures to avoid crosscontamination. Use water from approved sources. Control flies. Maintain storage temperatures. Cool foods properly. Staphylococcus Aureus Symptoms begin 1 to 4 hours after eating contaminated food, last 2-3 days, and include nausea, vomiting, stomach cramping, and exhaustion. Humans and animals main carriers Leftovers Meat and poultry Eggs and egg products Milk and dairy products Meat and potato salads Salad dressings Sandwich fillings Practice good personal hygiene. Cover burn, cut, or wound with waterproof bandage and wear disposable gloves. Follow hand washing guidelines. Follow procedures to avoid cross-contamination. Cook all foods to correct internal temperature and test with a thermometer. Hold food at 41 or below or at 135 or above. Cool foods properly.

45 Illness/Viruses Symptoms Where the Virus May Be Found Prevention Gastroenteritis from Noroviruses Norwalk and Norwalk-Like Viral Agents Symptoms begin from 1to 2 days after eating contaminated food or water, and include nausea, vomiting, diarrhea abdominal pain, headache, and mild fever. Drinking water Shellfish from contaminated water Raw vegetables, fresh fruit, and salads contaminated by dirty hands Practice good personal hygiene. Follow procedures for avoiding cross-contamination. Wash all fresh produce which will be served whole, peeled, or cooked, in cold, running water. Use water from approved sources. Obtain shellfish from approved health-inspected sources and cook thoroughly. Cook all foods to required safe internal temperatures and test with a food thermometer. Hepatitis A Hepatovirus Symptoms may be seen 10 days to almost 2 months after eating contaminated food or water fever, fatigue, headache, nausea, loss of appetite, vomiting, stomach pain, and later jaundice (yellow skin and eyes). Human intestinal tract Human urinary track Contaminated water Foods contaminated by food handlers, processing plants, foodservice facilities Foods of particular concern prepared foods requiring no additional cooking: deli meats, salads, sandwiches, fruit and fruit juices, milk and dairy products, raw fruits and vegetables Practice good personal hygiene Follow procedures for avoiding cross-contamination Wash all fresh produce, which will be served whole, peeled, or cooked, in cold, running water Use water from approved sources Cook all foods to the required safe internal temperature and test with a food thermometer

46 Food Spoilage/Fungi Conditions Toxins May Be Dangerous Prevention Molds Can grow on almost any food in any condition Moist Dry Acidic Non-Acidic Salty Sweet Cold Warm Heat stable and not destroyed by heating to 140 F for 10 minutes Linked to cancer in animals Infections and allergies Aflatoxin can cause liver disease Discard food with visible mold unless is a natural part of the food. Examples: Brie, Camembert, Gorgonzola, and blue cheese. Yeasts Sugar-loving Spoil foods Discard food with unnatural color or smell

47 Illness/Parasites Symptoms Where the Parasites May Be Found Prevention Cyclospora cayetanensis Symptoms appear 7 days after parasite ingested and can last from 7 to 30 days, and include watery diarrhea, stomach cramps, nausea, vomiting, muscle aches, low-grade fever, and fatigue Contaminated water Anything that has touched the stool of a person or animal with cyclosporiasis Recent years involved with berries from outside the United States, mixed lettuce products, and fresh herbs Practice good personal hygiene Follow procedures for avoiding cross-contamination Wash all fresh produce, served whole, peeled, or cooked in cold running water Use water from approved sources Purchase food from reputable sources Giardia dyodenalis Symptoms appear 1 to 2 weeks after parasite ingested and can last from 4 to 6 weeks or may be no symptoms. Adults and children in daycare centers are at risk. Contaminated water Anything that has touched the stool of a person or animal with giardiasis Practice good personal hygiene Use only pasteurized milk, dairy products, and juices Wash all fresh produce, which be served whole, peeled, or cooked, in cold, running water Use water from approved sources Trichinella spiralis Symptoms appear from 2 to 28 days after eating infected meat, and include nausea, vomiting, fever, abdominal pain, followed by headaches, eye swelling, aching joints, and muscles, weakness, and itchy skin, and later symptoms include sore muscles, fever or rash. Undercooked pork Game meat infested with Trichinella larvae Foods that could contain Trichinella larvae include undercooked pork and pork sausage Ground meats contaminated through meat grinders that have been used to grind contaminated pork

48 Food Safety Basics Resources for Food Safety Information Following are some resources you will find helpful when developing a food safety program for your foodservice facility. 1. Title: 2009 U.S. FDA Food Code and Supplement to the 2009 Food Code Source: Food and Drug Administration Description: The Food Code is a reference document for regulatory agencies responsible for overseeing food safety in retail outlets such as restaurants and grocery stores and institutions such as nursing homes and child care centers. The Food Code is updated every 2 years, and state, local, and some tribal jurisdictions may use the Food Code as a model for their sanitation codes. The most recent Food Code is available from the Web site below. Web Site: 2. Title: ServSafe Manager, 6th Edition Source: Chicago: National Restaurant Association Educational Foundation Phone: Description: References and course books for the ServSafe training course. Web Site: 3. Title: Thermometer Education Campaign as Thermy Art and Educational Materials Source: U.S. Department of Agriculture, Food Safety Education Office, Washington, D.C. Phone: Description: Consumer art and educational materials featuring Thermy, a messenger for food safety. The materials can be reproduced for use with consumer education. Note that because these materials were designed for the public, some temperatures may not be consistent with state and local public health department regulations for institutional foodservice. Always refer to state and local public health department regulations. Web Site: 4. Title: Using Partnerships to Fight BAC! A Workbook for Local Food Safety Educators Source: Partnership for Food Safety Education, New York, NY Fax: USDA Meat and Poultry Hotline: Description: A Workbook for Local Food Safety Educators describes how to partner in a community to promote food safety. The workbook includes examples of community programs, reproducible worksheets, and other information to use at state and local partner meetings. Web Site: 44 National Food Service Management Institute

49 RESOURCES 5. Title: Food safety resources from the National Food Service Management Institute include: Child Care Mini-Posters Child Care Tips Poster Developing a School Food Safety Program Employee Health and Personal Hygiene Food Safety and Sanitation Food Safety Fact Sheets Food Safety in the Child Care Food Program Food Safety Mini-Posters Food Safety Standard Operating Procedures (SOPs) Food Safety Standard Operating Procedures Record Keeping Serving It Safe Wash Your Hands: Educating the School Community Source: National Food Service Management Institute, University, MS Phone: Fax: or Description: NFSMI disseminates quality publications at an affordable cost in media appropriate to the needs of child nutrition program personnel. All published materials are available on the NFSMI Web site. Web Site: 6. Title: Bad Bug Book, 2nd edition Source: Food and Drug Administration Description: This handbook has recently been updated and provides basic facts regarding foodborne pathogenic microorganisms and natural toxins. A new feature is brief consumer sections which will be of interest to consumers, providing information and links to information on safe food handling. Web Site: BadBugBook/default.htm Food Safety Basics Instructor s Manual 45

50 Food Safety Basics Food Safety Web Sites The Healthy School Meals Resource System (HSMRS) is a searchable Web site, providing information to persons working in USDA s Child Nutrition Programs. This Web site includes a Food Safety button that links to resources, current food safety information, and activities. The Center of Excellence for Food Safety Research in Child Nutrition Programs at Kansas State University provides science-based solutions to problems impacting food safety in child nutrition programs across the United States. Additional Resources for Food Safety Materials The following federal agencies and private organizations offer food safety materials. For statespecific resources, contact state and local agriculture and public health agencies. Academy of Nutrition and Dietetics 120 South Riverside Plaza Suite 2000 Chicago, IL Phone: Web Site: American Public Health Association (APHA) 800 I Street NW Washington, DC Phone: Web Site: American Society for Microbiology 1752 N Street, NW Washington, DC Phone: Web Site: Centers for Disease Control and Prevention (CDC) 1600 Clifton Road Atlanta, GA Phone: Web Site: Food Allergy Research and Education Lee Jackson Highway Suite 160 Fairfax, VA Phone: Web Site: 46 National Food Service Management Institute

51 RESOURCES Food and Drug Administration Office of Regulatory Affairs Phone: Web Site: National Center for Infectious Diseases: CDC Diseases and Conditions: NCIRD: NCHHSTP: National Environmental Health Association (NEHA) 720 South Colorado Boulevard Suite 1000-N Denver, CO Phone: Web Site: Food Safety Basics Instructor s Manual 47

52 Food Safety Basics Manager s Corner The manager s corner for this section will provide brief guidance on how to conduct a 15 minute training session on the following topics: Prevent foodborne illness through Personal Hygiene; and Foodborne Illness Prevention Is OUR Business. Posters will be used during training and posted in the kitchen for reference during the work day. Prevent Foodborne Illness Through Personal Hygiene: Discuss the importance of personal hygiene and proper hand washing. Show video on proper hand washing. Video Clip Wash Your Hands: Educating the School Community. Ask the staff: How do you wash your hands? When should you wash your hands? What symptoms of an illness should be reported to your supervisor? Record the answers on poster paper for everyone to see. Discuss answers recorded. Show Personal Appearance poster. Discuss the importance of Personal Appearance. Answer all questions. After training post a poster on personal appearance in the employee break room. Foodborne Illness Prevention Is OUR Business Part 1: Post posters on walls in the training room. Posters may include: Keep Hot Foods Hot! Keep Cold Foods Cold!; Hand Washing The number 1 Defense Against Foodborne Illness; Refrigerate for Safety; Use That Thermometer; Cutting Boards; and Reheating Foods. Ask a volunteer to read the information on the poster assigned. Ask the staff: How can they prevent foodborne illness? What are the temperatures in the temperature danger zone? If a refrigerator thermometer is reading 45 F is this safe? A calibrated thermometer is at 30 F in an ice-water bath. Is this thermometer calibrated correctly? Reinforce prevention and steps to maintain a safe food preparation and service environment. Answer all questions. After training post all posters in the kitchen. Foodborne Illness Prevention Is OUR Business Part 2: Schedule all staff to meet in the center of the kitchen. Walk around kitchen and stop at each of the following: Refrigerator/Walk in Freezer/Walk in Cutting Boards Hand Sink Smallwares Equipment. At each stop ask a volunteer to share how to prevent foodborne illness at this location. Ask staff if they 48 National Food Service Management Institute

53 LESSON 2 FOOD SAFETY DIGEST have any other suggestions to prevent foodborne illness. Summarize the information that was shared. Answer all questions. Note: The Video clip Wash Your Hands: Educating the School and Community is available on the NFSMI website. Prior to training get the video ready to play. Go to to download the video. When you get to the Web page, go to the Document Library. In the Education and Training Resources by Title listing, find the Serving It Safe link. On the Serving It Safe page, select the video. Use the WMV version to download and save to your computer. Have this clip ready to play on your computer before the seminar begins. If you have any problems accessing the video, please contact NFSMI for additional help at Food Safety Basics Instructor s Manual 49

54 Food Safety Basics Wash Your Hands: Educating the School Community Video Viewing Guide Directions: As you view the video, Wash Your Hands: Educating the School Community, look for examples of when hands are washed and how hands are washed. Record them on the form below. When Hands Are Washed How Hands Are Washed 50 National Food Service Management Institute

55 LESSON 2 FOOD SAFETY DIGEST Wash Your Hands: Educating the School Community Video Viewing Guide (Answers for Trainers) Directions: As you view the video, Wash Your Hands: Educating the School Community, look for examples of when hands are washed and how hands are washed. Record them on the form below. When Hands Are Washed How Hands Are Washed After sneezing When reporting to work Before putting gloves on After taking gloves off Before food preparation After putting ground beef in tilting skillet After handling money After cleaning After taking out the garbage After handling dirty dishes Used soap Rubbed soapy water up to elbows Used warm, running water Washing for 20 seconds Rubbed hands together Rubbed between fingers Used single-use disposable towels to dry Turned off faucet with disposable towel Used paper towel to open door Used foot pedal on trash can to dispose of paper towel Food Safety Basics Instructor s Manual 51

56 Food Safety Basics Pre-Break Activity Materials needed Four signs with the following temperatures on them (one temperature per sign): 135 F, 145 F, 155 F, 165 F List of menu items on sticky notes 1. Post the four temperature signs on the wall near the exit. 2. Ask participants to partner with the person on their right. If class is twenty or less this step is not necessary. 3. Distribute a sticky note with one menu item written on it to each pair of participants (each participant if less than twenty). Menu items include: canned green beans, frozen chicken patties, taco filling, leftover lasagna, frozen broccoli, pork roast, sausage, chicken noodle casserole, hamburger patties, ham, roast beef, sloppy joes, canned corn, leftover chili, stuffed pasta shells, roasted turkey. 4. Assign two pairs (four participants) to be the reviewers. 5. Ask participants to place their menu item under the appropriate end-point cooking temperature. 6. Provide the review pairs with the answer key Temperature-Rules Cooking for Foodservice. They will share with all participants what menu items are placed under the correct temperature. If not, they will share where the menu item should be placed. 135 F 145 F 155 F 165 F Canned green beans Pork roast Sausage Roast Turkey Scrambled Eggs, cooked & held for service Stuffed Pasta Shells Frozen Chicken Patties (precooked) Taco filling Leftover Lasagna Frozen Broccoli Roast beef Sloppy Joes Chicken Noodle Casserole Canned Corn Hambuger Patties Leftover Chili 52 National Food Service Management Institute

57 LESSON 3 TAILORING STANDARD OPERATING PROCEDURES Lesson 3: Tailoring Standard Operating Procedures SHOW SLIDE: Tailoring Standard Operating Procedures SHOW SLIDE: Learning Objectives Recognize the importance of Standard Operating Procedures. Recognize the information needed in Standard Operating Procedures. Identify how to access the NFSMI website and locate sample Standard Operation Procedures. Tailor existing Standard Operating Procedures to individual school nutrition programs. Objective 12: Recognize the importance of Standard Operating Procedures. We have worked with Standard Operating Procedures in Lessons 1 and 2. Now we are going to tailor food safety Standard Operating Procedures for your school nutrition program. Standard Operating Procedures are also referred to as SOPs. Food safety related SOPs are important in providing direction to staff on critical tasks to keep food safe. They guide all staff in the school nutrition program to maintain a safe food environment. SOPs are the foundation upon which to build a food safety program. SHOW SLIDE: Standard Operating Procedures (SOPs) Purpose Instructions Monitoring Corrective Action Verification and Record Keeping SOPs have no set format. In your Participants Guide Appendix, locate the SOP on Washing Hands. Take a few minutes and review this SOP. Food Safety Basics Instructor s Manual 53

58 Food Safety Basics Ask: What are some of the areas covered in this particular SOP? Answers may include: purpose, instructions, monitoring, corrective actions, verification, and record keeping Objective 13: Recognize the information needed in Standard Operating Procedures. Do: Review the following slide. Go through this slide with the participants. This Power Point slide provides a brief description of areas that are covered in the SOP on Washing Hands. SHOW SLIDE: Standard Operating Procedures Purpose Tells why the SOP is important and what it is used for Instructions Step-by-step procedures Monitoring The requirements are explained Corrective Action Details are given for when the food safety goals are not being met Verification and Record Keeping Provides a place for monitoring activities and corrective actions taken Objective 14: Identify how to access the NFSMI website and locate sample Standard Operating Procedures. The next few PowerPoint slides show how to access the NFSMI website where you can locate the SOPs provided by NFSMI and USDA. In your Participant s Guide, locate the pages that show Power Point slides of a computer screen. 54 National Food Service Management Institute

59 LESSON 3 TAILORING STANDARD OPERATING PROCEDURES Do: Review the following PowerPoint slides. As you discuss each slide show the participants the information available on each slide. The first step is to open your internet browser. SHOW SLIDE Type the website address in the box: Click to open. The home page appears. There is an arrow on the slide to show you where the website address should be placed. On the home page you will see a dark blue and light blue bar. In the light blue bar note the location for Resource Center. Click on Resource Center. SHOW SLIDE The NFSMI Resource Center appears. On the far left side notice the yellow bar that states Resources. Scroll down until you see Standard Operating Procedures in the listing below Resources. Click on Standard Operating Procedures. SHOW SLIDE The NFSMI & USDA Standard Operating Procedures appear. On the far left, you will see a list that includes List of SOPs. Click on List of SOPs. SHOW SLIDE The list of Food Safety Standard Operating Procedures (SOPs) appears. You will notice the list of SOPs. By each SOP is a box with a W or a Star. The W stands for Word document. The Star stands for a PDF. The Word file you will allow to tailor the document to your school nutrition program. The PDF does not allow for any modifications. SHOW SLIDE As you scroll through the Food Safety Standard Operating Procedures (SOPs) you will come to Food Safety Standard Operating Procedures Record Keeping. Many of the record keeping logs from Lesson 1, 2, and 3 are from this site. These Food Safety Standard Operating Procedures Record Keeping logs are also provided as a Word document or a PDF. Remember, a Word document may be tailored to your school nutrition program. The PDF does not allow for any modifications. These slides provide a snapshot of the screens you will see as you locate the SOPs for food safety and record keeping. Use these slides to assist you in locating Standard Operating Procedures (SOPs). Ask: Does anyone have any questions? Answer all questions. Food Safety Basics Instructor s Manual 55

60 Food Safety Basics In your Participant s Guide Appendix, locate Personal Hygiene (Sample SOP). Objective 15: Tailor existing Standard Operating Procedures to individual school nutrition programs. Let s look at the Standard Operating Procedure for Personal Hygiene (Sample SOP). Take a few moments and read this SOP. SHOW SLIDE: Standard Operating Procedures Personal Hygiene Activity: Audience participation SOP for Personal Hygiene Discussion Now, let s talk about the SOP for Personal Hygiene. Ask: What do you like about this SOP? Would you need to make any changes prior to implementing this SOP in your school nutrition program? Do you have a similar SOP in place now? Do you need any additional information? If you were to make changes to the SOP, what would you change? How would you use this SOP? Do: As participants make comments on the SOP, write them on flip chart paper readily visible to all participants. 56 National Food Service Management Institute

61 LESSON 3 TAILORING STANDARD OPERATING PROCEDURES SHOW SLIDE: Standard Operating Procedures Checklist Purpose Instructions Monitoring Corrective Action Verification and Record Keeping In your Participant s Guide, locate Standard Operating Procedures Checklist. On the flip chart, I noted your comments while we reviewed the SOP for Personal Hygiene. After reviewing the Standard Operating Procedures Checklist what other areas might you modify before implementing the SOP Personal Hygiene in your school nutrition program? Think about procedures you have in place in your school nutrition program. And, think about what we have been discussing. Now, lift your hands in the air and say food safety SOPs are important in keeping food safe. I would like you to count off by table counting 1 6. Now move to the appropriate table. You will need your Participant s Guide. Activity: Demonstration & group-centered Tailoring SOPs Made Easy Do: Place a note card on each table listing a Sample SOP. The Sample SOPs include: Storing and Using Poisonous or Toxic Chemicals; Serving Food; Receiving Deliveries; Handling a Food Recall; Cleaning and Sanitizing Food Contact Surfaces; and Hot and Cold Potentially Hazardous Foods. Open your Participant s Guide to the Standard Operating Procedures Checklist. On your table I have placed a note card that lists a SOP. Locate the SOP in your Participant s Guide Appendix. Each group will review their SOP. Using the checklist, tailor the SOP to one of the school nutrition programs represented at your table. Each table will share their SOP and how they tailored the SOP to meet a school nutrition program. Please assign a spokesperson for your table. You will have ten minutes for this activity. Food Safety Basics Instructor s Manual 57

62 Food Safety Basics Each table will share their SOP and areas they tailored for a school nutrition program. You will each have 1 minute to share. Ask: Do you have any questions? I hope you will find these SOPs and record keeping logs offered by NFSMI a helpful tool. Consider using these tools when tailoring SOPs for your school nutrition program. In your Participant s Guide, locate the Manager s Corner for Tailoring Standard Operating Procedures. Included is a training session on food safety Standard Operating Procedures for managers and lead personnel. The training session includes a video, a sample SOP, and questions to ask during the training session. We are now going to move on to Lesson 4: HACCP Every Day. 58 National Food Service Management Institute

63 LESSON 3 TAILORING STANDARD OPERATING PROCEDURES Website Resource Center Standard Operating Procedures Food Safety Basics Instructor s Manual 59

64 Food Safety Basics List of SOP s 60 National Food Service Management Institute

65 LESSON 3 TAILORING STANDARD OPERATING PROCEDURES Food Safety Basics Instructor s Manual 61

66 Food Safety Basics Standard Operating Procedures Checklist Directions: Use this checklist when creating, tailoring, reviewing, or updating Standard Operating Procedures for food safety. Completed Comments PURPOSE Explains why Standard Operating Procedures are important o Explains what it is used for o INSTRUCTIONS Step-by-step procedures o Monitoring Monitoring requirements explained in writing o CORRECTIVE ACTION Steps to be taken if upon observation instructions are not followed and food safety goals are not met o VERIFICATION AND RECORD KEEPING A place to record monitoring activities: who is responsible for monitoring, was SOP followed, and any corrective action taken. The school nutrition director verifies that action has been taken, and dates and initials the verification. o 62 National Food Service Management Institute

67 LESSON 3 TAILORING STANDARD OPERATING PROCEDURES Manager s Corner The manager s corner for this section will provide brief guidance on how to conduct a training session on the importance of food safety Standard Operating Procedures for managers and lead personnel. View video clip: Quick Reference Video: Standard Operating Procedures. Discuss the importance of Standard Operating Procedures. Provide the current Standard Operating Procedure for Holding Hot and Cold Potentially Hazardous Foods. Have staff read and discuss. Ask the following questions: What steps must be taken to properly calibrate and use a thermometer? How do you monitor that the proper steps are taking to maintain hot food outside the temperature danger zone? What records would provide you the temperature of a hot food during production and service? How do you monitor that cold foods are kept outside the temperature danger zone? What corrective action would you take if the cold food records showed the walk in refrigerator to be at 45 F? Show staff where to locate Standard Operating Procedures in the kitchen. Answer all questions. Annually, schedule managers and lead personnel to review Standard Operating Procedures. Document the date and time the review of Standard Operating Procedures was completed by all mangers and lead personnel. Manager s Corner Appendix Holding Hot and Cold Potentially Hazardous Foods (Sample SOP) Note: The video clip Quick Reference Video: Standard Operating Procedures is available on the NFSMI website. Prior to training get the video ready to play. Go to to download the video. When you get to the Web page, go to the Document Library. In the Education and Training Resources by Title listing, find the Serving It Safe link. On the Serving It Safe page, select the video. Use the WMV version to download and save to your computer. Have this clip ready to play on your computer before the seminar begins. If you have any problems accessing the video, please contact NFSMI for additional help at Food Safety Basics Instructor s Manual 63

68 Food Safety Basics Lesson 4: HACCP Every Day SHOW SLIDE: HACCP Every Day SHOW SLIDE: Learning Objectives Identify the 7 HACCP principles. Recognize the Process Approach to HACCP. Demonstrate application of the Process Approach to HACCP. Do: Review Power Point notes for each slide 6 total slides. Objective 16: Identify the 7 HACCP principles. SHOW SLIDE: HACCP What is HACCP? Hazard Analysis Critical Control Points Why is it important? Provides a systematic approach to identifying food safety hazards SHOW SLIDE What is its purpose? Control specific, measurable hazards What is the key to HACCP application? Hazards must be measurable through: Critical Control Points (CCP) Critical Limits SHOW SLIDE: HACCP in School Nutrition Programs Schools are required by federal law to have a food safety program based on HACCP principles USDA guidance for SFA is available at: HACCPGuidance.pdf 64 National Food Service Management Institute

69 LESSON 4 HACCP EVERY DAY HACCP stands for Hazard Analysis and Critical Control Point. It is a specific approach to identifying measurable food safety hazards. Combined with SOPs, a food safety program based on HACCP principles will prevent, eliminate, or reduce the occurrence of foodborne illness risk factors. SOPs control nonspecific hazards; HACCP controls specific, measurable hazards. The key application of HACCP principles is that the hazards must be measurable through Critical Control Points (CCPs) and critical limits. Schools are required (by federal law) to have a written school food safety program based on HACCP principles. USDA issued guidance for SFAs: SHOW SLIDE: HACCP Principles Conduct a hazard analysis Determine critical control points Establish critical limits Establish monitoring procedure SHOW SLIDE: HACCP Principles continued Identify corrective actions Keep records Review and revise your overall food safety program periodically School food safety programs need to be based on HACCP principles. These principles apply to the Process Approach to HACCP. We are going to review these principles. In your Participants Guide, locate the HACCP Principles. Follow along as we discuss each principle. Conduct a Hazard Analysis: The first step is to determine how the menu item is prepared in your school nutrition program. Was it prepared and served without cooking? Was it prepared and cooked for same-day service? Was it prepared, cooked, held, cooled, reheated, and served? What menu items are prepared similarly? Identify those with PHF/TCS and where the food safety hazard may be during the process. Food Safety Basics Instructor s Manual 65

70 Food Safety Basics Determine critical control points (CCP): Identify the points during the process where PHF/TCS can be prevented, eliminated, or reduced to safe levels. Depending on the food there may be more than one CCP. Establish critical limits: Determine the minimum or maximum limits that must be met to prevent, eliminate, or reduce the hazard to a safe level. Establish monitoring procedures: Once the critical limit is established determine how best to check that limits are consistently met. Identify who will monitor and how often. Identify corrective actions: What steps must be taken if a critical limit is not met? In advance, determine what steps would be taken. Keep records: Maintain your HACCP plan like you do your SOPs. Maintain all documentation created when developing you HACCP plan. Additional records to maintain include: monitoring activities completed; corrective action taken; equipment is checked for accuracy &/or good working order; working with suppliers on shelf life studies, invoices, specifications, etc. Review and revise your overall food safety program periodically: Ask yourself if the plan is working as intended. Plan to evaluate monitoring charts, records, and how you conducted the hazard analysis. Review all records when updating the HACCP plan. 66 National Food Service Management Institute

71 LESSON 4 HACCP EVERY DAY Objective 17: Recognize the Process Approach to HACCP. SHOW SLIDE: The Process Approach to HACCP Now that we have a clear understanding of the HACCP principles we will discuss the Process Approach to HACCP. As you can see on this graph there are 3 different processes: No Cook, Same Day Service, and Complex. The Process Approach to HACCP addresses menu items that are PHF/TCP. Each process is differentiated by the number of times it goes completely through the danger zone. Activity: Audience Participation and group-centered discussion SHOW SLIDE: Process 1 - Preparation with No Cook Step Example Flow / Operational Steps to Consider Receive Store Prepare Hold Serve Spinach and Romaine Salad SHOW SLIDE: Process 2 - Preparation for Same Day Service Example Flow / Operational Steps to Consider Receive Store Prepare Cook Hold Serve Hamburger Patty SHOW SLIDE: Process 3 - Complex Preparation Example Flow / Operational Steps to Consider Receive Store Prepare Cook Cool Reheat Hot Hold Serve Baked Lasagna Food Safety Basics Instructor s Manual 67

72 Food Safety Basics Do: Review Process 1, 2, and 3. Walk the participants through the HACCP principles for the food shown on each slide. We are going to review each process and walk a food item through the HACCP principles. Ask: What food would you select for Process 1, 2, and 3? Why do you feel that food fits the process you have selected? Do you have any questions? We are now going to apply the information we have just reviewed on HACCP. Objective 18: Demonstrate application of the Process Approach to HACCP. In your Participant s Guide Appendix, locate Food Safety Fact Sheets, Worksheets, and Process Worksheets for No Cook, Same Day Service, and Complex Food Preparation for the Process Approach to HACCP. Our next activity will be to Strengthen a Recipe Use the Process Approach to HACCP. SHOW SLIDE: Process Approach to HACCP Recipe Activity Chicken Stir Fry Recipe D - 39 Spaghetti and Meat Sauce D - 35 Macaroni Salad E National Food Service Management Institute

73 LESSON 4 HACCP EVERY DAY Activity: Project Strengthen A Recipe Use HACCP Do: Assign recipe to each table. Each table should include 6 8 participants. Multiple tables may be assigned the same recipe. Distribute note cards with the recipe name: Chicken Stir Fry, Spaghetti and Meat Sauce, and Macaroni Salad. In your Participant s Guide Appendix, locate the recipes for Chicken Stir Fry, Spaghetti and Meat Sauce, and Macaroni Salad. Each table has a note card with the activity your table will complete. You will have 10 minutes for this activity. You may also need to refer to other materials in your Participants Guide Appendix so keep it handy. Please assign a spokesperson for your table. I would like for each table to share their work. You will each have 1 minute to share. Do: Check each table and answer questions and provide guidance. Remind participants as the time for sharing nears. Have participants report their work. Plan to discuss differences if more than one table completed the same recipe and have different results. The Process Approach to HACCP is an excellent tool to ensure food safety in your school nutrition program. Consider addressing the Process Approach to HACCP in your school nutrition programs Standard Operating Procedures. Do: Review the Manager s Corner. In your Participant s Guide, locate the Manager s Corner for HACCP Every Day. Included are training sessions on the Process Approach to HACCP. Each session addresses a different process. The lessons utilize the NFSMI videos to assist with training. A series of questions are provided to stimulate discussion after viewing each video. Now we are going to move to Lesson 5 Inspect What You Expect. Food Safety Basics Instructor s Manual 69

74 Food Safety Basics HACCP Principles Completed Comments 1. Conduct a Hazard Analysis How is the menu item prepared: Prepared and served without cooking o Prepared and cooked for same day service o Prepared, cooked, held, reheated and served o Check your menu What items are similarly prepared: What items are PHF/TCS? o Where is the food safety hazard during the process? o Where may food safety hazards occur for each item? o 2. Determine Critical Control Points (CCPs) Find points in process where hazards can be prevented, eliminated, or reduced to safe levels o Some foods may have more than one CCP o 3. Establish Critical Limits Minimum or maximum limit that must be met to prevent, eliminate, or reduce the hazard to a safe level. o 4. Establish Monitoring Procedure Determine best way to check procedures and monitor for consistency. o Identify who will monitor and how often o 5. Identify Corrective Actions Establish steps that must be taken when a critical limit is not met o 70 National Food Service Management Institute

75 LESSON 4 HACCP EVERY DAY Completed Comments 6. Keep Records Maintain you HACCP plan o Maintain all documentation during the HACCP creation process o Keep all records Monitoring activities o Corrective action o Equipment is in working condition o Working with suppliers o 7. Review and verify your overall food safety program periodically Is your plan working as intended? o Plan to evaluate Monitoring charts o Records o How you performed your hazard analysis o Review all records when updating HACCP plan o Food Safety Basics Instructor s Manual 71

76 Food Safety Basics Manager s Corner The manager s corner for this section will provide brief guidance on how to conduct a 15 minute training session on each segment of The Process Approach of HACCP. Session One: The Process Approach: No Cook Provide all staff the Food Safety Fact Sheet for the No Cook Process. Show Video Clip: The Process Approach: No Cook. Review information discussed in the video and the Food Safety Fact Sheet. Ask staff: What are the temperatures in the temperature danger zone? What steps do you take to keep foods safe? Are the steps you take keeping foods out of the danger zone? Provide all staff a lunch menu. Write the lunch menu on poster paper and post at front of room. Ask staff to share which foods on the lunch menu are the No Cook Process. Circle the menu items on the poster papers. Discuss what they learned. Answer staff questions. Session Two: The Process Approach: Same Day Service Provide all staff the Food Safety Fact Sheet for Same Day Service. Show Video Clip: The Process Approach: Same Day Service. Review information from the video and the Food Safety Fact Sheet. Provide all staff a completed production sheet. Ask staff: What steps do you take during food preparation to prevent cross contamination? What are the temperatures in the temperature danger zone? How do you limit the time food is in the temperature danger zone? What information is available on the production sheet to assist you in maintaining the proper temperature of foods? How does personal hygiene affect keeping foods safe during same day service? Answer staff questions. 72 National Food Service Management Institute

77 LESSON 4 HACCP EVERY DAY Session Three: The Process Approach: Complex Provide all staff the Food Safety Fact Sheet for Complex Process. Show video clip: The Process Approach: Complex Review information from the video and the Food Safety Fact Sheet. Show video clip: Cooling. Provide staff a completed production sheet. Select an item on the production sheet and write the item on posted poster paper. Ask staff: What are the temperatures in the temperature danger zone? What steps do you take to check the end-point cooking temperature of the complex food listed on the production sheet? Where do you record the temperature of the complex food? What steps do you take in cooling the complex cooked food? Why is proper cooling of cooked food important? What steps do you take in reheating food? What is the holding temperature for complex menu items? Answer staff questions. This session may take more than 15 minutes to cover the topic. A recommendation may be minutes. This will provide staff ample time to absorb all the material covered. Note: The video clips The Process Approach: No Cook; The Process Approach: Same Day Service; The Process Approach: Same Day Service; The Process Approach: Complex; Cooling are available on the NFSMI website. Prior to training get the video ready to play. Go to org to download the video. When you get to the Web page, go to the Document Library. In the Education and Training Resources by Title listing, find the Serving It Safe link. On the Serving It Safe page, select the video. Use the WMV version to download and save to your computer. Have this clip ready to play on your computer before the seminar begins. If you have any problems accessing the video, please contact NFSMI for additional help at Food Safety Basics Instructor s Manual 73