Food Safety Basics - National Food Service Management ... · using safe food handling practices. This Food Safety Basics course ... Instructor’s Manual Handouts • Handout:

Food Safety Basics Instructor’s Manual

WRITTEN AND DEVELOPED BY Hope Hale, MS, RD, CD, SNS

PROJECT COORDINATOR Aleshia Hall-Campbell, PhD, MPH

EXECUTIVE DIRECTOR Katie Wilson, PhD, SNS

National Food Service Management Institute The University of Mississippi

2012


National Food Service Management Institute 1

TABLE OF CONTENTS

INTRODUCTION

OVERVIEW OF THE FOOD SAFETY BASICS COURSE 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: TAILORING 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



OVERVIEW OF FOOD SAFETY BASICS 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 COURSE

Lesson at a Glance

4 hours - 240 minutes

Time Topic Task Materials

15 minutes Welcome and Opening Activity, Collect Trainer’s Guide Introduction Pre-Course Assessment, Handout Introduce topic

LESSON 1: STAFF TRAINING BASICS-Total Time- 45 minutes 15 minutes Objective 1: Review importance of Hand Washing Skit Participant’s Guide personal hygiene, Audience Review Appendix: Personal employee health, Hygiene (Sample SOP) proper hand washing, and proper glove use. Use Disposable Gloves Properly - Poster

2 minutes Objective 2: Review Employee Audience Review Sample School Nutrition Health and Personal Employee Health and Hygiene Agreement. Personal Hygiene

Agreement

5 minutes Objective 3:

Demonstrate the steps Thermometer Calibration Drill Participant’s Guild to calibrate a bi-metallic Appendix: Tool 1 Food stem (dial) thermometer. Thermometer; Tool 2

Thermometer Use; Thermometer Calibration Log

3 minutes Objective 4: Review the definition of PHF/TCS. Audience Review Power Point slides



10 minutes Objective 5: Demonstrate keeping Case Study: Temperature Danger food safe throughout the George School Lunch Menu Zone; Temperature cooking and serving Requirements: Cooking process. For Foodservice

5 minutes Objective 6: Review logs to monitor Audience Participation Participant’s Guide safe food handling. The Importance of Logs Appendix: HACCP-

Based SOP Logs for Receiving,

Refrigeration, Cooling, Cooking, and Reheating.

4 minutes Objective 7: Review methods to prevent Audience Participation Participant’s Guide equipment-to-food Sanitation is Important, Appendix: Food Safety cross-contamination. Oh My! Fact Sheet Cleaning and Sanitizing

5 minutes Objective 8: Review checklists to Audience Review Participant’s Workbook

maintain safe food Appendix: Food Safety handling. Checklist

5 minutes Manager’s Corner Audience Review Participant’s Workbook Review Review training and and Appendix: Employee

Employee Training Record Training Record

LESSON 2: FOOD SAFETY DIGEST- Total Time- 25 minutes & 15 minute break 15 minutes Objective 9: Recognize the growth of Audience Participation Participant’s Guide foodborne pathogens. Audience Pathogen Sharing Check Your Knowledge

Foodborne Illnesses & Pathogens



2 minutes Objective 10:

Identify food Audience Review Participant’s Guide safety resources. Resources for Foodborne Safety Information

5 minutes Objective 11: Demonstrate safe Skill Practice Participant’s Guide food end-point What’s Cooking! Pre – Break Activity cooking temperatures.

15 minutes Break

2 minutes Manager’s Corner Participant’s Guide

LESSON 3: TAILORING STANDARD OPERATING PROCEDURES- Total Time- 25 minutes 2 minutes Objective 12: Recognize the Audience Participation Participant’s Guide importance of Appendix: Washing Standard Operating Hands (SOP) Procedures.

3 minutes Objective 13: Recognize the information Audience Participation Participant’s Guide needed in Standard Appendix: Washing Operating Procedures. Hands (SOP)

8 minutes Objective 14: Identify how to access Audience Review Participant’s Guide the NFSMI website and Power Point slides locate sample Standard showing website pages Operating Procedures.

20 minutes Objective 15: Tailor existing food safety Demonstration and Participant’s Guide Standard Operating Group-centered Appendix: Personal Procedures to individual Hygiene (SOP) p. 1; school nutrition programs. other SOPs for activity



Participant’s Workbook Standard Operating Procedures Checklist

2 minutes Manager’s Corner

LESSON 4: HACCP EVERY DAY- Total Time- 45 minutes

10 minutes Objective 16: Identify the 7 Audience Review Participant’s Guide HACCP principles. HACCP principles

10 minutes Objective 17: Recognize the Process Audience Participation Participant’s Guide Approach to HACCP. Group-centered Appendix: Fact Sheets, Worksheets, and Process Worksheets for the Process Approach to HACCP

20 minutes Objective 18: Demonstrate application Project Participant’s Guide of the Process Approach Strengthen a Recipe – use Chicken Stir Fry; to HACCP. the Process Approach Spaghetti and Meat to HACCP Sauce; Macaroni Salad

2 minutes Manager’s Corner

LESSON 5: INSPECT WHAT YOU EXPECT- Total Time- 55 minutes 30 minutes Objective 19: Apply skills learned Demonstration and Participant’s Guide to design training group-centered Angel School Scenario program on CCPs for Aid Comes to Angel Angel School Task List . PHF/TCS. School Objective: 20 Participant’s Guide Demonstrate knowledge Appendix of Standard Operating Procedures.



Objective: 21 Demonstrate knowledge of using a food safety checklist to monitor a school nutrition program. Objective: 22 Apply knowledge of the Process Approach to HACCP.

15 minutes Closing Post-Course Assessment Handout: Post- complete, review, and Assessment; Course collect; distribute course Evaluation; Course evaluation; participants Certificate complete course evaluation and collect course certificate



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:

• http://www.nfsmi.org/documentlibraryfiles/pdf/20120627040315.pdf • http://www.fns.usda.gov/fns/safety/pdf/HACCPGuidance.pdf • http://www.fda.gov/Food/FoodSafety/RetailFoodProtection/FoodCode/FoodCode20

09/ucm188363.htm • http://www.fda.gov/Food/FoodSafety/RetailFoodProtection/ManagingFoodSafetyH

ACCPPrinciples/Operators/default.htm • http://www.fda.gov/Food/FoodSafety/RetailFoodProtection/ManagingFoodSafetyH

ACCPPrinciples/Operators/ucm078074.htm

http://www.nfsmi.org/documentlibraryfiles/pdf/20120627040315.pdf

http://www.fns.usda.gov/fns/safety/pdf/HACCPGuidance.pdf

http://www.fda.gov/Food/FoodSafety/RetailFoodProtection/FoodCode/FoodCode20

http://www.fda.gov/Food/FoodSafety/RetailFoodProtection/ManagingFoodSafetyH

http://www.fda.gov/Food/FoodSafety/RetailFoodProtection/ManagingFoodSafetyH



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. 35 ºF-140 ºF b. 50 ºF-70 ºF c. 41 ºF-135 ºF d. 50 ºF-140 ºF

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

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. 135 ºF b. 145 ºF

c. 155 ºF d. 165 ºF



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 www.nfsmi.org. 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.

http://www.nfsmi.org



Welcome

Say: 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. Say: 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 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.

Say: 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. Say: Please write your name on the front of the place card. Say: 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.

Say: Please stand, introduce yourself, and state your food safety strength. Please do not share

your foodborne pathogen fact at this time.



Lesson 1: Staff Training Basics

Slide Staff Training Basics Slide Learning Objectives

Review 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 the 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. 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 Do: Review personal hygiene points with participants. Provide examples of good personal

hygiene. Answer all questions.



Say: 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.

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. Say: 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.

Say: In your Participant’s Guide Appendix locate Personal Hygiene (Sample SOP). Consider

having a SOP on Personal Hygiene for your school nutrition program. 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. Ask: What are the steps in proper hand washing. How long should you wash your hands? Activity: Skit – Wash Your Hands Say: 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?

Say: Thank you for volunteering. Say: We are now going to discuss proper glove use. Activity: Audience Review – Glove Use Etiquette Say: In your Participant’s Guide Appendix locate the poster Use Disposable Gloves Properly. 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 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. Say: This poster may be downloaded at www.nfsmi.org/resourceoverview.aspx?id=58 and can

serve as a visual reminder to your staff.

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.

http://www.nfsmi.org/resourceoverview.aspx?id=58



Say: 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, single-use gloves, or dispensing equipment when handling ready-to-eat foods.

Objective 2: Review Employee Health and Personal Hygiene Agreement. Slide Employee Health and Personal Hygiene Agreement Say: In the Participant’s Guide Appendix locate Sample School Nutrition Employee Health and

Personal Hygiene Agreement. Take a few moments and review this agreement. 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.

Say: Consider address this agreement in your Standard Operating Procedures. Objective 3: Demonstrate the steps to calibrate a bi-metallic stem (dial) thermometer. Say: 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.

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 Say: In your Participant’s Guide locate Tool 1: Steps to Calibrate Food Thermometers. Say: 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.

Ask: When was the last time you checked to see if your staff were calibrating thermometers correctly?

Say: 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.

Slide Thermometer Calibration Log Say: 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. Slide PHF (Potentially Hazardous Food) Changed to: PHF/TCS (Potentially Hazardous Food/Time and Temperature Control for Safety Food) Say: 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.

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 (aw ), acidity (pH), etc.

Say: 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.

Say: In your Participant’s Guide Appendix locate the Temperature Danger Zone thermometer. Slide Temperature Danger Zone Control Say: 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 Say: 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)

Say: 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.

Slide George School Lunch Menu

Unbreaded Baked Chicken

Baked Sweet Potato Wedges

Romaine & Spinach Salad

Ranch Dressing

Fresh Berries

Fat Free Chocolate Milk Say: 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.

Say: 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.

Say: 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 Say: 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.



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. Say: Consider addressing these logs in your Standard Operating Procedures.

Say: We are now going to discuss the importance of temperature logs during the production

process. Say: In your Participant’s Guide Appendix locate the Production Log. 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?

Say: 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. Say: 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 MSDS information. Say: 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?

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 Say: 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?

Say: 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.

Objective 8: Review checklists to maintain safe food handling. Say: In your Participant’s Guide Appendix locate the Food Safety Checklist. 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 Say: 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.

Say: Consider including all or part of the checklist when developing your Standard Operating Procedure.

Say: We are going to briefly discuss methods to train school nutrition staff on the information we have covered.

Say: 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.

Say: 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.

Say: In the Participant’s Guide Appendix locate the Employee Training Record. Slide Manager’s Corner

Employee Food Safety Training Record



Do: Review the employee food safety training record. Say: 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. Say: You have done a great job of reviewing Staff Training Basics. We are now going to move

on to Lesson 2 Food Safety Digest. .



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. Answer all questions. Post a temperature poster in the kitchen. Manager’s Corner Temperature Danger Zone handout. 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 www.nfsmi.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 1-800-321-3054.




Calibrating Thermometers

Video Viewing Guide

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.



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.



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




Video Viewing Guide

(Answers for Trainers)



After sneezing

Used soap

When reporting to work

Rubbed soapy water up to elbows

Before putting glove on

Used warm, running water

After taking gloves off

Washing for 20 seconds

Before food preparation

Rubbed hands together

After putting ground beef in tilting skillet

Rubbed between fingers

After handling money

Used single-use disposable towels to dry

After cleaning

Turned off faucet with disposable towel

After taking out the garbage

Used paper towel to open door

After handling dirty dishes

Used foot pedal on trash can to dispose of paper towel



Lesson 2: Food Safety Digest

Slide Food Safety Digest Slide Learning Objectives

Recognize the growth of foodborne pathogens.

Identify food safety resources.

Demonstrate safe food end-point cooking temperatures. Say: 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 Say: In your Participant’s Guide, locate Check Your Knowledge Growth of Harmful

Microorganisms. Say: Take five minutes and complete this quiz. Circle the answers. Say: Let’s take a few minutes and look at the answers which are posted on the PowerPoint slide. Slide

Check Your Knowledge Growth of Harmful Microorganisms 1. A 6. B 2. D 7. B 3. A 8. B 4. A 9. C 5. C 10. A

Do: Read each question and the answer shown on the slide. Ask: Do you have any questions?



Say: In your Participant’s Guide, locate the Check Your Knowledge Growth of Harmful Microorganisms answer key.

Say: 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.

Slide Common Foodborne Pathogens Bacteria, viruses, fungi, and parasites Say: In your Participant’s Guide, locate Common Foodborne Illness/Pathogens Symptoms and

Prevention. Say: 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. Slide Share Your Pathogen Fact Say: We are now going to share your pathogen fact from the back of your place card. Activity: Audience Participation Do: Have Participants refer back to their pathogen fact from the opening activity. Say: 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. Say: In your Participant’s Guide, locate Resources for Food Safety Information. Slide Resources Food Safety Say: 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.

Objective 11: Demonstrate knowledge of safe end-point food cooking temperatures. Say: 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.

Say: I would like you to partner with the person on your immediate right. Say: 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.

Say: When you return from break we will begin our discussion. Plan to return in 15 minutes. BREAK – 15 minutes Say: 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.



Say: The reviewers will now report back what they found. I would like everyone to listen as they

provide us their report. Say: We discussed proper cooking temperatures in Lesson 1. Addressing it now reinforces the

importance of proper cooking temperatures to maintain safe food. Say: 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. Say: This is a great activity to conduct at a school nutrition team training session. Say: In your Participant’s Guide, locate the Manager’s Corner at the end of this lesson. Say: 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. Say: We are now going to move to Lesson 3 Tailoring Standard Operating Procedures.



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

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



Common Foodborne Illnesses/Pathogens

Symptoms and Prevention

Illness/Bacteria

Symptoms Where the Bacteria

Can 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,

Home-canned foods Improperly

processed foods Sausages and meats Canned low-acid

foods, such as some vegetables

Untreated garlic in oil Leftover,

unrefrigerated foil-wrapped 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



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),

Unpasteurized milk and dairy products

Raw poultry Raw beef Nonchlorinated

or fecal-contaminated

Practice good personal hygiene. Follow hand washing guidelines. Follow procedures to

avoid cross-contamination.

Cook all poultry, meat, nausea and

vomiting, abdominal pain, headache, and muscle pain.

Birds and flies can carry and contaminate food

with a thermometer. Maintain good pest control. Use only pasteurized

dairy products. Use water from

approved sources.



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



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

In soil, ground water, plants, and intestinal tracts of humans and animals

Unpasteurized milk and cheese



Cook all poultry and meat to



muscle aches, diarrhea or vomiting, headaches, stiff neck, confusion, loss of balance, and convulsions.

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-

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.

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



Cook all foods to correct internal temperature and test with a thermometer.

Hold food at 135 oF or above. Salmonellosis Salmonella spp.

Symptoms begin 6 to 48 hours after eating contaminated food, last 1-2 days, and include

Raw meats and poultry Milk and dairy products Fish, shrimp




Shigellosis Shigella spp.

Symptoms begin 12-50 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

d h d i

In intestinal tract of humans and polluted water; spread by flies and food handlers Meat salads Potato and pasta salads Lettuce and other raw

vegetables Milk and dairy

products Ready-to-eat foods

Practice good personal hygiene. Follow hand washing

guidelines. Follow procedures to avoid-

cross contamination. 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


Cook all foods to correct internal temperature and test with a thermometer.

Illness/Viruses Symptoms Where the Virus May Prevention



Be Found 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, 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

Human intestinal tract

Human urinary track


Follow procedures for avoiding cross-



fever, fatigue, headache, nausea, loss of appetite, vomiting, stomach pain later jaundice

(yellow skin and eyes)

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

contamination Wash all fresh produce,

which will be served whole, peeled, or cooked, in cold, running water


Cook all foods to the required safe internal temperature and test with a food thermometer

Food Spoilage/Fungi

Conditions Toxins May be Dangerous

Prevention

Molds Can grow on almost any food in any condition

Moist Dry Acidic Non-Acidic

Heat stable and not destroyed by heating to 140° F for 10 minutes

Linked to cancer in animals

Discard food with visible mold unless is a natural part of the food. Examples: Brie, Camembert, Grogonzola, and blue cheese.



Salty Sweet Cold Warm

Infections and allergies

Aflotoxin can cause liver disease

Yeasts Sugar-loving Spoil foods

Discard food with unnatural color or smell

Illness/Parasites Symptoms Where the Parasite May Be Found

Prevention

Cyclospora cayetanensis

Symptoms appear 7 days after parasite ingested and can last from 7 to 30 days

watery diarrhea

stomach cramps

nausea

vomiting

muscle aches

low-grade fever

fatigue

Contaminated water

Anything that has touched the stool of a person or animal with cyclsporiasis

Recent years involved with berries from outside the United States, mixed lettuce products, and fresh herbs


Follow procedures for avoiding cross-contamination

Wash all fresh produce, served whole, peeled, or cooked in cold running water


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

Contaminated water

Anything that has touched the stool


Use only pasteurized milk, dairy products, and juices



no symptoms. Adults and children in daycare centers are at risk.

of a person or animal with giardiasis

Wash all fresh produce, which be served whole, peeled, or cooked, in cold, running water


Trichinella spiralis Symptoms appear from 2 to 28 days after eating infected meat

nausea vomiting fever abdominal pain followed by

headaches, eye swelling, aching joints, and muscles, weakness, and itchy skin

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



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: http://www.fda.gov/food/foodsafety/retailfoodprotection 2. Title: ServSafe Manager, 6th Edition Source: Chicago: National Restaurant Association Educational Foundation Phone: 800-765-2122 Description: References and course books for the ServSafe training course. Web Site: http://www.servsafe.com 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: 301-344-4755 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: http://www.fsis.usda.gov/Food_Safety_Education/Thermy/Note.asp 4. Title: Using Partnerships to Fight BAC!—A Workbook for Local Food Safety Educators Source: Partnership for Food Safety Education, New York, NY FAX: 301-504-2092 USDA Meat and Poultry Hotline: 800-535-4555 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: www.fightbac.org

http://www.fda.gov/food/foodsafety/retailfoodprotection

http://www.servsafe.com

http://www.fsis.usda.gov/Food_Safety_Education/Thermy/Note.asp

http://www.fightbac.org



5. Titles: 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: 800-321-3054 FAX: 800-321-3061 or 662-915-5615 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: www.nfsmi.org 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: www.fda.gov/.../FoodborneIllness/FoodborneIllnessFoodbornePathogensNaturalToxins/BadBugBook/default.htm

Food Safety Web Sites http://healthymeals.nal.usda.gov 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.


http://www.fda.gov/.../FoodborneIllness/FoodborneIllnessFoodbornePathogensNaturalToxins/BadBug

http://healthymeals.nal.usda.gov



Additional Resources for Food Safety Materials The following federal agencies and private organizations offer food safety materials. For state-specific resources, contact state and local agriculture and public health agencies. Academy of Nutrition and Dietetics 120 South Riverside Plaza Suite 2000 Chicago, IL 60606-6995 Phone: 800-877-1600 Web Site: www.eatright.org American Public Health Association (APHA) 800 I Street, NW Washington, DC 20001 Phone: 202-777-2742 Web Site: www.apha.org American Society for Microbiology 1752 N Street, NW Washington, DC 20036 Phone: 202-737-3600 Web Site: www.asm.org Centers for Disease Control and Prevention (CDC) 1600 Clifton Road Atlanta, GA 30333 Phone: 404-639-3311 Web Site: www.cdc.gov Food Allergy and Anaphylaxis Network 11781 Lee Jackson Highway Suite 160 Fairfax, VA 22030-3309 Phone: 800-929-4040 Web Site: www.foodallergy.org Food and Drug Administration Office of Regulatory Affairs Phone: 301-827-3101 Web Site: www.fda.gov/ora/inspect_ref/iom

http://www.eatright.org

http://www.apha.org

http://www.asm.org

http://www.cdc.gov

http://www.foodallergy.org

http://www.fda.gov/ora/inspect_ref/iom



National Center for Infectious Diseases Web Sites: CDC Diseases and Conditions: http://www.cdc.gov/DiseasesConditions/ NCIRD: http://www.cdc.gov/ncird/Note.html NCHHSTP: http://www.cdc.gov/nchhstp/ National Environmental Health Association (NEHA) 720 South Colorado Boulevard Suite 1000-N Denver, CO 80246-1926 Phone: 303-756-9090 Web Site: http://www.neha.org

http://www.cdc.gov/DiseasesConditions/

http://www.cdc.gov/ncird/Note.html

http://www.cdc.gov/nchhstp/

http://www.neha.org



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 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, and Equipment. At each stop ask a volunteer to share how to prevent foodborne illness at this location. Ask staff if they 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 www.nfsmi.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 1-800-321-3054.





Video Viewing Guide






Video Viewing Guide



After sneezing

Used soap

When reporting to work

Rubbed soapy water up to elbows

After using the restroom

Used warm, running water

Before putting gloves on

Washed for 20 seconds

After taking gloves off Rubbed hands together Before food preparation

Used single-use disposable towels to dry

After putting ground beef in the tilting skillet

Turned off faucet with disposable towel

After handling money

Used paper towel to open door

After cleaning

Used foot pedal on trash can to dispose of Paper towel

After taking out the garbage After handling dirty dishes



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 note cards 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.

ANSWERS 135 °F 145 °F 155 °F 165 °F Canned green beans Pork roast Sausage Roast Turkey Stuffed Pasta Shells Scrambled Eggs,

cooked & held for service

Frozen Chicken Patties (precooked)

Taco filling Leftover Lasagna

Frozen Broccoli Roast beef Sloppy Joes Chicken Noodle Casserole

Canned Corn Hamburger Patties Leftover Chili



Lesson 3: Tailoring Standard Operating Procedures Slide Tailoring Standard Operating Procedures 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. Say: 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.

Slide Standard Operating Procedures (SOPs)

Purpose

Instructions

Monitoring

Corrective Action

Verification and Record Keeping Say: SOPs have no set format. In your Participants Guide Appendix, locate the SOP on

Washing Hands. Take a few minutes and review this SOP. 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. Say: This Power Point slide provides a brief description of areas that are covered in the SOP

on Washing Hands. 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 Actions 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. Say: The next few PowerPoint slides show how to access the NFSMI website where you can

locate the SOPs provided by NFSMI and USDA.

Say: In your Participant’s Guide, locate the pages that show Power Point slides of a computer screen.

Do: Review the following PowerPoint slides. As you discuss each slide show the participants

the information available on each slide. Say: The first step is to open your internet browser. Slide

Type the website address in the box: www.nfsmi.org. 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.




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.

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.

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.

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. Say: In your Participant’s Guide Appendix, locate Personal Hygiene (Sample SOP). Objective 15: Tailor existing Standard Operating Procedures to individual school nutrition programs. Say: Let’s look at the Standard Operating Procedure for Personal Hygiene (Sample SOP). Say: Take a few moments and read this SOP.



Slide Standard Operating Procedure Personal Hygiene Activity: Audience participation – SOP for Personal Hygiene Discussion Say: 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. Slide Standard Operating Procedures Checklist

Purpose Instructions Monitoring Corrective Action Verification and Record Keeping

Say: 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?

Say: 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.

Say: 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.

Say: Each table will share their SOP and areas they tailored for a school nutrition program.

You will each 1 minute to share. Ask: Do you have any questions? Say: 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. Say: 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.

Say: We are now going to move on to Lesson 4: HACCP Every Day.



Website

Resource Center

Standard Operating Procedures



List of SOPs





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 SOPs are important □ _____________

Explains what it is used for □ _____________

INSTRUCTIONS Step-by-step procedures □ _____________

Monitoring Monitoring requirements explained in writing □ _____________

CORRECTIVE ACTION Steps to be taken if upon observation instructions

are not followed and food safety goals are not met □ _____________

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. □ _____________



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 www.nfsmi.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 1-800-321-3054.




Lesson 4: HACCP Every Day Slide HACCP Every Day

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. Slide HACCP

What is HACCP? Hazard Analysis Critical Control Points

Why is it important? Provides a systematic approach to identifying food safety hazards 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 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: http://www.fns.usda.gov/fns/safety/pdf/HACCPGuidance.pdf




Say: 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 non-specific 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: http://www.fns.usda.gov/fns/safety/pdf/HACCPGuidance.pdf

Slide HACCP Principles Conduct a hazard analysis Determine critical control points Establish critical limits Establish monitoring procedure Slide HACCP Principles continued Identify corrective actions Keep records Review and revise your overall food safety program periodically Say: 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. 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.

Objective 17: Recognize the Process Approach to HACCP.

Slide The Process Approach to HACCP Say: 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 Slide Process 1 – Preparation with No Cook Step

• Example Flow / Operational Steps to Consider Receive – Store – Prepare – Hold – Serve Spinach and Romaine Salad



Slide Process 2 – Preparation for Same Day Service

• Example Flow / Operational Steps to Consider Receive – Store – Prepare – Cook – Hold – Serve Hamburger Patty

Slide Process 3 – Complex Preparation

• Example Flow / Operational Steps to Consider Receive – Store – Prepare – Cook – Cool – Reheat – Hot Hold – Serve Baked Lasagna

Do: Review Process 1, 2, and 3. Walk the participants through the HACCP principles for the

food shown on each slide. Say: 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? Say: We are now going to apply the information we have just reviewed on HACCP. Objective 18: Demonstrate application of the Process Approach to HACCP Say: 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.

Say: Our next activity will be to Strengthen a Recipe – Use the Process Approach to HACCP. Slide Process Approach to HACCP Recipe Activity Chicken Stir Fry Recipe D - 39 Spaghetti and Meat Sauce D - 35 Macaroni Salad E - 07 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.

Say: 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.

Say: The Process Approach to HACCP is an excellent tool to ensure food safety in your school

nutrition program. Say: Consider addressing the Process Approach to HACCP in your school nutrition programs

Standard Operating Procedures. Do: Review the Manager’s Corner. Say: 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.

Say: Now we are going to move to Lesson 5 Inspect What You Expect.



HACCP Principles Completed Comments

1. Conduct a Hazard Analysis How is the menu item prepared:

Prepared and served without cooking □ _____________ Prepared and cooked for same day service □ _____________ Prepared, cooked, held, reheated and served □ _____________

Check your menu

What items are similarly prepared □ ________________

What items are PHF/TCS? Where is the food safety hazard during

the process? □ ________________

Where may food safety hazards occur

for each item? □ _____________ 2. Determine Critical Control Points (CCPs) Find points in process where hazards can be prevented, eliminated, or reduced

to safe levels □ _____________ Some foods may have more than one



CCP □ _____________ 3. Establish Critical Limits Minimum or maximum limit that must be met to prevent, eliminate, or reduce the hazard to

a safe level. □ _____________

4. Establish Monitoring Procedure Determine best way to check procedures and

monitor for consistency. □ _____________ Identify who will monitor and how often □ _____________

5. Identify Corrective Actions

Establish steps that must be taken when a critical

limit is not met □ _____________

6. Keep Records

Maintain you HACCP plan □ _____________ Maintain all documentation during the

HACCP creation process □ _____________ Keep all records

Monitoring activities □ _____________ Corrective action □ _____________ Equipment is in working condition □ _____________

Working with suppliers □ _____________ 7. Review and verify your overall food safety program periodically

Is your plan working as intended? □ _____________

Plan to evaluate

Monitoring charts □ _____________

Records □ _____________

How you performed your hazard analysis □ _____________ Review all records when updating HACCP plan □ _____________



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.



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 20 – 30 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 www.nfsmi.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 1-800-321-3054.




Lesson 5: Inspect What You Expect Slide Inspect What You EXPECT Slide Learning Objectives

Apply skills learned to design a training program on CCPs for PHF/TCS.

Demonstrate knowledge of SOPs.

Demonstrate knowledge of food safety checklist usage to monitor a school nutrition program.

Apply knowledge of the Process Approach to HACCP.

Say: Over the last few hours we have discussed Staff Training, Food Safety Digest, Tailoring Standard Operating Procedures, and HACCP Every Day

Activity: Audience Participation Ask: What did you learn that you plan to apply when you return to your school nutrition

program? List the comments on a flip chart visible to all participants. What programs do you presently have that you would like to share? Thank you for sharing.

Say: Now we are ready to apply the knowledge you have learned.



Objective 19: Apply skills learned to design a manager training program on CCPs for PHF/TCS. Objective 20: Demonstrate knowledge of Standard Operating Procedures. Objective 21: Demonstrate knowledge of food safety checklist usage to monitor a school nutrition program. Objective 22: Apply knowledge of The Process Approach to HACCP. Activity: Demonstration & group-centered – Aid Comes To Angel School Do: Check the number of participants in the class prior to having the count off for the

following activity. Count would be 1 – 8 for 40 people; 1 – 6 or 1 – 7 if less than 40. There are 5 activities that need to be assigned for this activity. Review the Angel School Scenario and Task List. Distribute a note card with a task letter (Task A, B, C, D, E) to each of the 4 tables.

Say: Let’s count off from 1 – 8 (if less than 40 have the participant’s count off 1 – 6 or 7).

Table 1 will be Task A, Table 2 will be Task B, Table 3 will be Task C, Table 4 will be Task D, and Table 5 will be Task E. Please take your Participant’s Guide and gather around a table with all 1’s together, etc.

Slide Angel School Prepares For New School Year Say: In your Participant’s Guide, locate Angel School Scenario and Angel School Task List.

Each table has been assigned a task to assist Angel School in preparation for the new school year. As a table, read the scenario and the task you have been assigned. You will use the checklists and information you have learned throughout this course to develop your task for implementation. Refer to your Participants Guide Appendix as you work on this project. You will have 20 minutes to work on this project. Please select a spokesperson who will share with all participants your assigned task and what you developed. There is flip chart paper and markers available for your use.

Do: Check each table and answer questions as they work on their respective task. Let

everyone know when they have 2 minutes left to complete their task.



Say: It is time for everyone to prepare for sharing. Each group will have five minutes to share what you developed.

Do: The tasks should be presented in the following order: A, B, C, D, and E. Say: We will start with task A. All members of your group will come to the front of the room

to present. Ask: As each group finishes their presentation, ask the audience if they have any questions of

the group. Say: Everyone did a great job. Thank you for your hard work. Do: Ask participants to share success stories with the other participants. Say: As you were working on this project did anyone have a success story you would like to

share for past experiences? Thanks for sharing. Slide “Best of Class” School Nutrition Food Safety Program

Resources – NFSMI – Developing Food Safety Program Worksheets – USDA – Healthy Meals Resource System – FDA – Food Code & Bad Bug Book – State Child Nutrition Program – Local/Regional Health Department

Say: In your Participant’s Guide Appendix locate, the Template for Developing a Food Safety

Program. Say: The Template for Developing a Food Safety Program provided on the NFSMI website

contains worksheets that will provide you guidance as you design your food safety program. On the PowerPoint slide I have listed other valuable resources to use in developing you food safety program. These and other resources are listed in Lesson 2 Food Safety Digest.

Say: Let’s look at the Bike Rack and see if all the questions have been answered. Do: Review the questions and answer any remaining questions not addressed.



Say: As we wrap up Lesson 5, I want to share that everyone in this room will strengthen their food safety program by implementing and maintaining the information you have learned today. Have fun and be proud of the work you accomplish every day to provide safe food in your school nutrition program. Strive to build a “Best of Class” school nutrition food safety program.



Closing & Wrap Up Do: Distribute a Post-Assessment to each participant. Say: I am distributing a Post-Assessment. You will have a few minutes to complete. Activity: Audience participation – Check Your Knowledge Do: Read all questions and give the participants an opportunity to answer each question.

If there is discussion on which answer is correct allow the audience to discuss. If the correct answer is not selected discuss the correct answer and why.

Do: Collect the Post-Course Assessments from all participants. Say: You have been a great group of participants. I have enjoyed working with all of you.

Thank you for your participation and attention. Activity: Group – centered – Share Your New Knowledge Say: I would like everyone to stand. Please share with the person on your right one new skill

you have learned. And, please have the person on your right share a new skill they have learned.

Say: Congratulations to all of you. Job well done! Say: Before you leave we have a few housekeeping items to complete. Say: Please complete the NFSMI course evaluation. Leave the evaluation at the back of the

room on the table as you pick up your certificate. Please remember to take your Participant’s Guide with you.

Say: Have a wonderful day and I hope to see everyone again in the near future. Again, thank

you for participating in Food Safety Basics.



Angel School Scenario

Angel School is gearing up for the coming school year. Work is in progress to review and update the school nutrition food safety program. Recipes have never been evaluated to include CCPs for PHF/TCS. Managers do not know definition of a CCP! A SOP for Cold Holding needs to be developed. Training on personal hygiene, thermometer calibration, and recording temperature information on logs is planned before school begins. Angel’s director has been looking for a good Food Safety Checklist to use this fall. All checklists have needed changes made for the Angel School Nutrition Program. A decision was made to modify the Food Safety Checklist available on the NFSMI website.

You will be helping to complete tasks before school begins September 1st.

Angel School Task List

A. Design a training program to educate managers on including CCPs for PHF/TCS.

Include a sample recipe that includes CCPs and the steps taken to determine each CCP. B. Design a training program on the Process Approach to HACCP. Include a sample menu

where the Process Approach to HACCP has been applied showing examples of the processes.

C. Create an outline to train staff on personal hygiene, proper thermometer calibration and use, and recording temperature information on logs. Show examples of tools to be used during the training session. What other training might you suggest?

D. Review the Food Safety Checklist – What modifications would you suggest to the director?

E. Develop a SOP for Cold Holding.



Food Safety Basics

Appendix

Documents

Food Safety Basics - National Food Service Management ... · using safe food handling practices. This Food Safety Basics course ... Instructor’s Manual Handouts • Handout: