HPE Step 1+2.docx

Gulf Coast Health Promotion and Education Project

Annie Marhula, Emily Marshall, Lisa Christopher, Molly Chaffin

The University of Southern Mississippi

Table of Contents

1. Step 1: Community Needs Assessment p. 32. Step 2: Program Goals and Objectives... p. 153. Literature Review.p. 174. Step 3: Develop a Program Planp. 21a. Session 1 Lesson Plan: Hand Washing, Cross-Contamination Prevention, and Food Allergiesp. 33b. Session 2 Lesson Plan: Cleaning & Sanitizing and Temperature Control p. 43c. Session 3 Lesson Plan: Healthy Eating with Offer Versus Servep. 62d. Session 4 Lesson Plan: Application and Problem Solving of OVSp. 675. Step 4/5: Management Systemp. 736. Step 6: Implement the Interventionp. 777. Step 7: Evaluate the Interventionp. 958. Referencesp. 1069. Appendixp. 108

Step 1: Community Needs AssessmentWhat is the name of the organization/group with which you will implement the HPE project?Pascagoula School District, Child Nutrition

What is the name & contact information for the individual with whom you will collaborate to complete the HPE project?Assistant Director of Child Nutrition Sarah Steinberger, MS, RD, LDEmail: ssteinberger@psd.msPhone: (228) 938-6209

What is your PRIORITY ISSUE that you plan to address with this group?Foodservice training (including food safety behaviors, safe working practices, and culinary skills) does not adequately promote a healthy work environment and individual behaviors of foodservice employees.

Gather the perspective of the key stake holders: Write a summary of the views of the stakeholders related to your intended project related to their interest in this type of project and their areas of concernMs. Steinberger recognized a need for education for cafeteria employees in the Pascagoula School District focusing on teaching proper food safety practices, work-related injury prevention, offer versus serve, good attitudes, and improvement of culinary skills. This is due to a high turnover rate of employees and a lack of frequent training of employees. Why does she feel these are areas of concern with her population?

Examine the Literature Examine the literature for research about projects, communities, and issues related to your priority issue Examine previous evaluation findings of similar projects Review the literature regarding similar types of projects and recommendations for designs/appropriate interventions(Review 3-5 articles related to the topics listed to the left, and write a 150-200 word abstract of each below)ReferenceBrown, B.J. & Herman, J.R. (2005). Cooking classes increase fruit and vegetable intake and food safety behaviors in youth and adults. Journal of Nutrition Education and Behavior, 37(2), 104-105. Retrieved from: http://web.b.ebscohost.com.lynx.lib.usm.edu/ehost/detail/detail?vid=18&sid=1f190426-26e0-4381-aaa6-fc0050bff8fa%40sessionmgr110&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=17041069

Background: According the 2004 Behavioral Risk Factor Surveillance System, less than 23% of Americans are consuming five servings of fruits and vegetables each day. A contributing factor to this is the foodborne illnesses that are associated with fruits and vegetables. These illnesses are often attributed to improper handling of food, improper hygiene, poor sanitation, and cross-contamination.Purpose: The purpose of this study is to increase fruit and vegetable consumption and increase food safety knowledge and behaviors in fruit and vegetable preparation and cooking techniques in both youth and adults. Methods/Analysis: This research experiment consisted of an education program intervention along with a pre-education and post-education questionnaire. The program was conducted in 28 counties by the Oklahoma County Extension over a two month period. The classes were focused on fruit and vegetable preparation and cooking skills, food safety practices, and general nutrient information. The analysis of the questionnaire included means, frequencies, and paired t-tests. Results: Both fruit and vegetable intake increased significantly for both adults and females. In addition, there was also a significant increase in safe food-handling techniques such as washing hands, washing produce, and using a clean knife and cutting board to avoid cross contamination.Conclusion: In conclusion, the results of this study indicate that educational classes on fruit and vegetable cooking and food safety can increase fruit and vegetable consumption and food safety behaviors in youth and adults.

ReferenceMedeiros, C., Cavalli, S., Salay, E., & Proena, R. C. (2011). Assessment of the methodological strategies adopted by food safety training programmes for food service workers: A systematic review. Food Control, 22(8), 1136-1144. doi:10.1016/j.foodcont.2011.02.008 Background: Foodservice employees directly involved in food handling have a responsibility to minimize foodborne disease outbreaks. Training aimed at changing practices and building skills has been identified as the most crucial tactic to decrease risk of contamination.Purpose: The purpose of this review was to evaluate the various methodological strategies used to train food service employees in food safety.Methods/Analysis: This was a systematic review in which researchers searched for articles related to studies concerning food safety training for food service employees. After eliminating all studies that did not meet inclusion criteria (for example, all studies had to offer a training program to employees), the 14 remaining studies were analyzed using double data extraction. Aspects of the studies such as method, length, and effectiveness of training were identified for each study. Training programs were compared among the studies based on the topic, method, and length of each studys program. Programs were evaluated for the knowledge, practices, and attitudes of employees.Results: The most frequently used topic in the training programs among the studies was hygiene. Some training methods were used more often than others, with the method used most being audiovisual media (71 percent of studies). Every study used more than one single method to train employees. Hand washing was the most commonly assessed topic.Conclusion: The most accepted teaching method was the use of interactive media. Post-intervention, employees exemplified an increase in knowledge along with improved attitudes and behaviors.

ReferenceCekal, N. (2012). The effect of a nutrition education programme on cooks knowledge of nutrition and food preparation-cooking methods. International Journal of Academic Research, 4(3). 66-74.

Background: Collective nutrition involves places that provide food and service to a number of individuals. The meals served in collective nutrition settings should be well-balanced be of high quality and adequate quantity to properly nourish those receiving the meal. Therefore, the methods used to prepare and cook these meals are critical in maintaining the nutritional value. Purpose: The purpose of this study was to evaluate the nutrition knowledge, cooking methods, and nutrition attitudes of cooks and to determine whether an education session on these topics improved the cooks knowledge and attitude in these areas.Methods/Analysis: A total of 442 cooks and students studying cookery from various foodservice institutions participated in the research study. The cooks completed a pre-test questionnaire to evaluate their nutritional knowledge level. The cooks then participated in a half-day education session that discussed food elements and functions, food groups, and methods of correct food preparation and cooking. A post-test questionnaire was then given to assess the cooks knowledge and determine if their knowledge increased after the education session. The data was analyzed using SPSS 11.00 and utilized a t-test to analyze the results. Results: The results acknowledge a significant difference in pre-test and post-test scores of the cooks nutritional knowledge. Food nutrition-related knowledge as well as knowledge regarding food preparation and cooking methods increased. Conclusion: The results of this study indicate that educating cooks on proper preparation and cooking techniques can improve their knowledge and ability to prepare quality meals with minimal nutrient losses.

ReferenceRoberts, K. R., Barrett, B. B., Howells, A. D., Shanklin, C. W., Pilling, V. K., and Brannon, L. A. (2008). Food safety training and foodservice employees knowledge and behavior. Food Protection Trends, 28(4). 252-260. Background: Safe food service practices are of great importance in preventing foodborne illnesses. However, employee knowledge and compliance to the learned materials does not always meet food safety guidelines.Purpose: This study attempted to determine if food safety training improved employee knowledge and behavior.Methods/Analysis: A total of 160 employees from 31 restaurants in Kansas and Iowa completed a pre-assessment quiz to determine knowledge of food safety practices. Trained researchers then observed employees for 3 hours and recorded each behavior regarding food handling, thermometer use, and handwashinghand washing. Behaviors were analyzed as a percentage: behaviors performed correctly compared to total behaviors observed. Employees later completed a four-hour Servsafe course. A follow-up test and 3-hour observation was then completed.Results: Knowledge scores improved overall according to the pre- and post-assessments (M=42.8 to M=44.1). The overall percentage of behaviors performed correctly also improved significantly (P < 0.001). When analyzed independently, however, only hand washing behaviors significantly improved, specifically to prevent cross contamination and proper hand washing techniques. Although knowledge and behavior changes were statistically significant, scores that were initially low did not improve substantially.Conclusion: Knowledge and behavior can be improved by proper food safety training; however, increased knowledge does not necessarily improve food safety behaviors.

Reference:Manes, M.R., Liu, L.C., Dworkin, M.S. (2013). Baseline knowledge survey of restaurant food handlers in suburban chicago: do restaurant food handlers know what they need to know to keep consumers safe? Journal of Environmental Health, 76 (1), 18-26. Retrieved from: http://web.a.ebscohost.com.lynx.lib.usm.edu/ehost/detail/detail?vid=4&sid=46e35609-6531-4238-802a-cc2804508b9a%40sessionmgr4004&hid=4109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=88899620

Background: Food handler behaviors are a major contributing factor to the thousands of outbreaks of foodborne illnesses each year. Food handling techniques such as correct hand hygiene, maintaining proper cooking and food handling temperatures of food and decreasing cross contamination are often causes of such outbreaks. Some of these improper techniques can be attributed to a lack of knowledge of food handlers on how to correctly handle food. Purpose: To determine areas where suburban foodservice workers have limited knowledge of proper food handling techniques. Additionally, to create targeted educational materials to increase food service workers knowledge in these areas. Methods: A cross-sectional survey of 729 food handlers by collecting data from a 50-question survey about baseline food handler knowledge. The surveys were graded according to the number of correct answers given by the food service worker to provide a food safety knowledge score. Results: The average foodservice knowledge score was 72%. The areas where the most nutrition knowledge was lacking included optimal cooking, holding and refrigeration temperatures, cross-contamination and hygiene. English-speaking food handlers scored higher than spanishSpanish-speaking employees. Conclusion: In order to decrease foodborne illness outbreaks, foodservice workers should be provided with education in the areas of food temperatures and storage, cross-contamination and hygiene.

Collect Health Related Data About your Issue Morbidity & Mortality reports related to your primary issue Health behavior & practices related to your primary issue found in research journals Health status data related to your primary issue (including social, economic, & environmental indicators)(Review 5-7 articles/reports related to the topics listed to the left, and write a 150-200 word abstract of each below) ReferenceUnited States Department of Labor, Bureau of Labor Statistics. (2014). Food services and drinking places: North American Industry Classification System 722. Retrieved from http://www.bls.gov/iag/tgs/iag722.htm The Bureau of Labor Statistics (BLS) identifies the number of work-related fatalities, injuries, and illnesses per 100 full-time food service employees from 2010 to 2012. Only preliminary data concerning fatalities exists for 2013. BLS defines work-related injury or illness to mean any factor in the workplace that either caused or contributed to the injury or illness or worsened the state of an injury or illness. Work-related fatalities increased from 2011 to 2012 (105 to 120 employees); however, the number of fatalities decreased from 2012 to 2013 (120 to 112 employees). The total number of work-related injuries and illnesses out of 100 employees decreased from 2011 to 2012 (3.6 to 3.4). The number of employees with injuries and illnesses with resulting days off increased from 0.8 to 0.9 (out of 100 employees) from 2011 to 2012. The number of employees with work-related injuries and illnesses with related job restrictions or transfers remained constant from 2011 to 2012 at 0.3 employees. ReferenceFood and Drug Administration. (2009). FDA report on the occurrence of foodborne illness risk factors in selected institutional foodservice, restaurant, and retail food store facility types. Retrieved from http://www.fda.gov/downloads/Food/GuidanceRegulation/RetailFoodProtection/FoodborneIllnessRiskFactorReduction/UCM224682.pdf The Food and Drug Administration conducted a 10-year study to measure the frequency of behaviors known to cause foodborne illness in food service operations. These behaviors included: food procurement from unsafe sources, personal hygiene, cross-contamination, improper holding time or temperature, and inadequate cooking. Observations were conducted at over 800 establishments in three different categories of food service operations: retail, restaurants, and institutional food service. Compliance to food safety guidelines was measured as a percentage comparing the amount of behaviors observed out of compliance to the total observations of each of the behaviors. In elementary school foodservice operations, noncompliance was as follows:27.5% improper holding14.9% poor personal hygiene14.7% cross-contamination11.8% inadequate cooking3.7% unsafe food sourcesThe FDA also found improper storage of chemical to be an additional out of compliance behavior in need of improvement. Materials were improperly stored 14% of the time. Results from this study indicate that the recommendations made following the first phase of the study should be reemphasized; management should more actively control the risk factors by proper training and frequent inspections. Reference: Smith, L.P., Ng, S.W., Popkin, B.M. (2013). Trends in US home food preparation and consumption: Analysis of national nutrition surveys and time use studies from 1965-1996 to 2007-2008. Nutrition Journal, 12(45). doi: 10.1186/1475-2891-12-45Background: As technology advances, more Americans shift toward quicker and faster ways of preparing foods. Assessing and identifying home food production trends is necessary to evaluate goals of public health programs in different socioeconomic groups.Purpose: To find trends among differing socioeconomic groups regarding home food production and home food consumption, and how these variables have changed from 1965 to 2008.Methods: A cross-sectional analysis was completed on data from 6 surveys representing individuals across the country in 2007-2008, and 6 surveys representing individuals over time. The source of food individuals consumed was analyzed and compared to calculate a daily proportion of energy consumed for each individual. Some data was excluded if the content or source of a food was unavailable. Each survey was weighted according to Census data of the years the survey was collected. Information about the amount of time spent preparing food was used only if the individual spent time preparing or cleaning up after the meal. Each person's gender, age group and income level was considered in order to classify individuals as low, middle or upper socioeconomic class.Results: Individuals have decreased the amount of time spent at home preparing foods, as well as the amount of food consumed at home. There has been a gradual decrease in home food preparation and consumption from 1965-2008, but the most significant decline was seen from 1965-1992. In 2007-2008 only 54-57% of individuals reported cooking from home and only 65-72% of food was eaten at home.Conclusion: People spend less time cooking at home or eating at home than they did in 1965. In order to encourage people to eat a healthy diet, education on home cooking must be given.

Review Existing Mandates Mandate of the organization/group with which you are working Legislation, regulations, and/or health policies Professional standards and ethical guidelines Political agendas Mandates of potential partners and/or competitors(Summarize findings from 1-2 of the bullets listed to the left) In the Pascagoula School District, all managers and assistant managers must be ServSafe certified and certified in Mississippi Department of EducationDE Child Nutrition. All food service employees of the school district must complete a TrainSmart online training program. This program educates new employees on customer service, teamwork and places an emphasis on improving leadership, management and communication skills.The high employee turnover rate is the reason employees are not automatically trained prior to starting work. All employees, however, are first introduced in the facilities in substitute positions for absent employees. EmployeesThey are selected for hire if they demonstrate good work performance. Formal training begins when employees are offered a permanent position. And then when does the formal training begin?

Write a 2-3 page community needs assessment using the data collected above, using APA format & provide a reference list(Attached)

Write 3 PES statements that summarize the priority issue and tie with the information collected in the community needs assessment.1. Inadequate food safety knowledgeknowledge RT limited employee training practices AEB high employee turnover rate, delayed initial training following employment, and required training program for all employees related to Point of SaleOS system (unrelated to food safety)2. Inadequate training of employees RT high employee turnover rate AEB minimal training requirements.Limited adherence to food safety practice RT lack of value of consequences of inappropriate food safety practices AEB research indicating that increased food safety knowledge does not necessarily correlate with food safety behaviors.3. Lack of knowledge of culinary skills RT need for additional culinary training AEB key informants report of lack of culinary skills and decreased national home meal preparations according to statistics.Inadequate enforcement of Offer Versus Serve (OVS) RT lack of knowledge regarding the importance of OVS AEB key informants reports of desire to increase knowledge of OVS Policies

Step 2: Program Goals & Objectives Goal 1Promote food safety knowledge and behaviors.Promote culinary skills to increase knowledge of how to prepare healthy foods.

Objective 1a. Improve food safety knowledge of foodservice employees according to a 10% improvement between pre-test and post-test scores on food safety knowledge assessments. Improve knowledge of culinary skills in 80% of Pascagoula foodservice employees who attend all sessions.

Objective 1b. Improve foodservice safety behaviors in foodservice employees by documentation of an observed 10% increase in proper food safety behaviors through food safety behavior assessment. Improve employee intake of meals prepared at home by 50% to decrease overall consumption of undesirable foods and nutrients.

Goal 2Improve compliance with OVS policies through increasing knowledge of importance of OVS policies.Promote food safety knowledge and behaviors and improve self efficacy of healthy meal preparations.

Objective 2a.Ensure that 80% of employees have the ability to recognize and enforce that a students meal tray has all necessary components of a reimbursable meal. Improve food safety knowledge and food safety behavior compliance by 25% of food service employees to improve food quality and work environment within the Pascagoula school foodservice.

Objective 2b.Following the intervention, 90% of employees will score 80% or higher on the OVS post-test assessment.Improve foodservice safety in foodservice employees by documentation of less than 25% of employees experiencing a work-related injury.

Based on the PES statements created in step 1 (specifically the signs and symptoms) and the objectives list all of the data that you will need to collect and how it will be collected before, during, and/or after the program. In other words, how will you know if your program was a success?

Data/measure/monitor needed (list ALL data that you will need to collect as part of your HPE project)How will it be collected?Interviews, pre-/post-test, game, contest, anthropometric data, demographic data, etc.When will the data be collected?Before, during, and/or after the intervention

Assessment of Knowledge of Food Safety PracticesPre and Post testBefore and after

Assessment of knowledgeFood Safety behaviors of Culinary Skills Pre and Post testobservation Before and after

HEALTH PROMOTION AND EDUCATION PROJECT103 HEALTH PROMOTION AND EDUCATION PROJECT 102

Literature ReviewAs technology advances, Americans begincontinue to develop thea need for speed and ease. In the last 50 years, new inventions have created an opportunity for Americans to eliminate the task of buying, preparing and eating foods, andwhile replacing this experience with the ease and convenience of dining away from the home. Since 1965, a significant decrease has occurred in the amount of time Americans spend preparing and eating food at home. In the years 2008-2009 only 54-57% of people reported cooking from home, and only 65-72% of foods eaten daily came from home. This is a significant decrease from the 92% of women who cooked from home in 1965-1966 (Smith, Ng, & Popkin, 2009). As more Americans follow the trend of dining out, meal preparation at home is declining. Although many foodservice workers are knowledgeable about preparing and serving convenience food items, the skills and knowledge necessary to prepare home cooked or scratch meals is scarce. An increase in the knowledge of culinary skills and food safety is vital in improving the foodservice system of public schools and the health of foodservice workers. Need a transition sentence to get to the topic of foodborne illness. Poor food safety practices can lead to fFoodborne illness, is a great concern in foodservice operations, especially in school cafeterias. The top risk factors of foodborne illnesses are directly related to unsafe practices in food production, which include; these practices include improper food holding (time and temperature), inadequate cooking, cross contamination, poor employee hygiene, and procurement from unsafe sources (Food and Drug Administration [FDA], 2009). According to a ten-year study conducted by the FDA, foods were held at either an unsafe temperature or for an extended amount of time 27.5% of the time during observations in over 800 foodservice operations. Poor personal hygiene and cross-contamination behaviors were observed almost 15% of behaviors.. Inadequate cooking of the foods was observed 11.8%,, and unsafe food sources were used almost 4% of the time. This study revealed that food safety training should be strongly emphasized and reviewed often in all foodservice operations (FDA, 2009).A study done by Manes, Liu and Dworkin (2013) surveyed and assessed which areas foodservice workers were lacking the most nutrition knowledge in order to create educational materials to provide to foodservice workers. The survey assessed the knowledge of two different demographics of foodservice workers, certified managers and non-certified employees to compare differences in food handling knowledge. Although the average food handler knowledge score was 72%, the majority of workers answered poorly to questions regarding storage and cooking temperatures, cross-contamination and hygiene. English-speaking foodservice workers scored higher on the majority of questions compared to Spanish-speaking employees (Manes, Liu, Dworkin, 2013). A difference in knowledge was also noted between certified and non-certified employees. On average, certified managers scored between 1.42 and 3.6 points higher on the survey than non-certified employees (Manes, Liu, Dworkin, 2013). In order to increase food safety knowledge,decrease the amount of foodborne illnesses each year, educational materials and training sessions appropriate for that target Spanish-speaking populations should be created. Increasing the amount of employees that are foodservice certified can also increase food safety knowledge, which should consequently lead to an improvement in food safety practices. Foodservice certification training is a necessity in foodservice operations; however, employee knowledge of safe food practices does not always correlate to food safety behaviors. Roberts et al. (2006) determined that although food safety training, specifically Servsafe training, increased employee knowledge, compliance to the Servsafe guidelines did not significantly improve. Employees must not only understand the information, but also attribute value to these actions by realizing the consequences of poor food safety practices. If employees realize the importance of food safety, they may be more committed to following practices.Frequent food safety training and compliance to learned behaviors are highly needed in foodservice operations. Training techniques should be individualized to reach the learners, and training should be reviewed often. Foodservice managers should also employ motivational techniques to promote employee compliance for the prevention of foodborne illnesses.The evaluation in a review study of various methodological strategies for food safety training for foodservice employees used in 14 different studies found that hygiene was the topic most frequently used in education. The training method most commonly used was training with audiovisual media. The topic most commonly assessed in employees was hand washing. In each study evaluated, more than one training method was used to teach employees about food safety (Medeiros, Cavalli, Salay, & Proena, 2011). These results can be used to guide the curriculum and methods for training programs in foodservice establishments. Food safety, however, is not the only type of safety education which should be taught to foodservice employees. Workplace safety is evidently an important concern in foodservice, as well, as indicated by the rise from 2011 to 2012 in the number of foodservice employees with work-related injuries and illnesses resulting in days off increasing from 0.8 to 0.9 out of 100 employees (United States Department of Labor, 2014). The kitchen can be a high-risk environment, and foodservice employees should be taught proper procedures and appropriate precautions for operating equipment, handling hot pans, lifting heavy items, and using sharp knives.It is reported that less than 23% of Americans are consuming five servings of fruits and vegetables each day. A contributing factor in this is the association of fruits and vegetables with foodborne illnesses. These illnesses are often attributed to improper handling of food, improper hygiene, poor sanitation, and cross-contamination (Brown & Herman, 2005).Research investigating the improvement of food safety behaviors and fruit and vegetable consumption indicates that an education program on fruit and vegetable preparation and cooking skills along with food safety practices and general nutrient information can increase the knowledge and skills of those who participate in these programs (Brown & Herman, 2005). This is supporting evidence to research how food safety and cooking techniques can increase the nutrition knowledge and health of foodservice employees. If such program is effective in both youth and adults, it is necessary to evaluate the effectiveness of a similar program in foodservice employees. In addition, there is supporting evidence that nutrition education and cooking education can improve nutrition knowledge. Cekal (2012) reportsed that following a nutrition education session, cooks post-test scores increased significantly compared to their pre-test scores regarding their nutrition-related knowledge. Therefore, after the education session, the cooks had a greater knowledge of how the preparation and cooking of foods can impact the nutrients that are either still intact or destroyed for the final product. These are positive results that support the need for continuing research of how cooking and food safety education can improve the foodservice workers outcomes both at their job and in their everyday lives.

Step 3: Develop a Program Plan (Intervention/Nutrition Education Component)

Intervention StrategyConduct a Target Contextual Analysis

How many people might be involved?Approximately 109 foodservice employees from the Pascagoula School District are expected to be involved in the project.

At what times are the potential participants able to attend sessions?Participants will be able to attend the sessions between three and four oclock on Friday afternoons.

What are the ages of the potential participants?Ages of the potential participants range from approximately 18 to 65 years of age.

What race, gender, ethnicity, and social class are the potential participants?Participants are male and female middle class workers of various ethnicities.

What is the best way to disseminate the information to the participants (based on type of information and demographic characteristics of the participants)?Based upon the information we wish to teach the participants, and based on their demographic characteristics, the best way to relay this information to the foodservice staff is through mandatory inservices. These inservices will focus on two educational lessons and two hands on experience lessons.

Why do the potential participants want to enroll or be involved in the program?Potential participants have incentive to participate because they will be required for their job and will be payed for their time. Additionally, these education lessons will increase their knowledge and understanding of the importance and standards involved in food safety and offer versus serve guidelines. We will also be doing prize drawings to give some incentive for employees to participate as well as attend.

Are the potential participants motivated to learn this material, and if so, what are the primary motivators?The potential participants are motivated to learn this material in order to be productive at their job as well as be compliant with health codes and government regulation standards. The primary motivators are that they must fulfill their job requirements in order to get paid.

What are the costs (for example, for fees, loss of job time, travel, and childcare) to the potential participants for attending the program?There are no fees to participants. The participants will attend the lessons during non-working hours. Travel costs will be minimal for participants because the location of the project is in Pascagoula, and therefore, will not be far from their place of work. Childcare costs may be increased to allow participants to attend the lessons. The participants will be getting paid to attend the session, so the participants will make up for some of the travel and childcare costs.

Outline the Instructional Plan

Course/Session Title(s)List the titles for the overall HPE project and the titles for each individual sessionPower and Performance: Winners Work is the title for the overall HPE project.

Proposed date(s) and timeframe for implementation of the interventionThe implementation and education series will span over a one month period. Proposed dates include February 6, 17, and 24. The session on the 24th will include 2 lessons because of time restraints.

Learning Objectives for EACH sessionWhat the participant will learn as a result of attending the education or training session? These should tie back to the program objectives. These should be written as, The participants will(A minimum of 3 requiredthere are 5 major categories of learning outcomes: acquisition of knowledge, enhancement of cognitive skills, development of psychomotor skills, strengthening of problem-solving and finding capabilities, and changing attitudes, beliefs, values, and/or feelings)

Lesson 1 Learning Objectives: - 70% of participants will be able to correctly identify the correct order of steps to use a three-compartment sink on their post-test assessment. - 70% of participants will correctly identify the danger zone on their post-test assessment. - 70% of participants will correctly identify 70% of correct temperature questions on the post-test assessment. - Improve food-safety knowledge by 10% between pre-test and post-test scores of food safety assessment.

Lesson 2 Learning Objectives:-Learners will score an average of 10% higher from pre- and post-test scores regarding nutritional needs and obesity prevention in children. -Learners will score an average of 10% high from pre- and post-surveys on the value of promoting healthy options for school lunch and likeliness to encourage fruit and vegetable intake in the cafeteria. -Learners will score an average of 10% higher on knowledge-based pre- and post-test questions regarding offer versus serve guidelines. -Learners will score an average of 10% high from pre- and post-surveys on the value of the offer versus serve program and confidence in helping students select reimbursable meal components

Lesson 3, Part 1 Learning Objectives:-90 % of the learners will be able to correctly identify the 5 food groups in OVS reimbursable meals, know the minimum and maximum number of food item selections and know the stipulations for creating a reimbursable meal.-95% of the learners will be able to identify the meal components in food items that contain one or more food components (casseroles, tacos, desserts with grains, etc.) -85% of the learners will be able to visually identify meals that are considered reimbursable. -75% of learners will be able to state what component is missing from a reimbursable meal.Lesson 3, Part 2 Learning Objectives:-85% of participants will score a 90% or higher on the assessment quiz.-85% of participants will be able to identify all five steps of proper hand washing procedure.-85% of participants will be able to identify one way to prevent cross-contamination.-85% of participants will be able to list two common food allergens.

Proposed activities for EACH sessionLesson 1 Proposed Activities:An interactive activity at the opening session will require one volunteer to place the steps to clean and sanitize in order and ask the audience if they agree or disagree with the volunteers order. A PowerPoint presentation will be used to improve knowledge of food safety workers. Quick Reviews throughout the presentation will incorporate audience participation and reiterate main points by testing their knowledge. Participants will also have to take a post-test at the end of the session.

Lesson 2 Proposed Activities:The lesson will begin with a few interactive questions to engage the audience and help the learners personally relate to the lesson being taught. The instructor will ask the audience to raise their hand if they have kids or have kids in their lives that they care a lot about. Learners will then be asked if they want said kids to be happy and healthy. Learners will then be shown the picture of MyPlate examples and asked to raise their hand if their childs meals always look similar to these pictures. This introduction will initiate the discussion that fruit and vegetable intake is often difficult for school aged children. Learners will be shown a short video detailing some national statistics on childhood obesity. Instructor will discuss the five food groups and why a varied diet containing appropriate servings from each food group and a variety of food items is important for children to meet nutritional needs. Photos will then be shown of unhealthy breakfast and lunch meals and the number of servings from each food group. These photos will illustrate that unhealthy breakfasts and lunches make meeting the recommended serving size for fruits and vegetables nearly impossible.This will transition into discussing the importance of the offer versus serve program. The instructor will discuss how offer versus serve allows students to select their meal components instead of making all meal components necessary for reimbursement. By allowing the students to choose what they prefer or what they think they will eat, this will cut down on food waste. Although students may select their components, they must select items from at least three of the five groups for reimbursement. The students meal must also contain at least one serving (1/2 cup) of fruit, fruit juice, vegetables, or combined fruit and vegetable to qualify for reimbursement. Multiple foods in each food group may be offered, with the condition that students may select up to two items from this food group. However, this reinforces the need for foodservice workers to recognize what food groups each item falls under and whether or not the meal qualifies for reimbursement. The lesson will conclude with a choose this, not that game. Participants will be asked to recall the child or children they thought of at the beginning of the lesson, and then select which meal (between two options) they would prefer their child choose. Participants will be asked to call out A or B. Each plate will be discussed briefly regarding nutritional content and food groups.

Lesson 3 Proposed Activity 1:A trivia spin-off game will be played to assess the learners ability to demonstrate principles learned in the previous lesson pertaining to OVS and the learners ability to recognize and create trays that are considered reimbursable. Each round will serve as a round of trivia, and the group with the most points at the end of the game will receive a small prize. The learners will be asked to sit at the tables in groups of 6. A dry erase board and marker will be given to each group. Each group will work as a team to do each assignment. After each question is asked, the group will have 30 seconds to come up with an answer. The questions will be displayed on a projector at the front of the room. The interns and key informants will walk around the room to check the answers of each team for correctness. After the interns and key informants check each question, the answer will be shared and discussed with the group. Round 1: Principles of OVSQuestions:1. Write out the 5 food groups used in offer versus serve.2. Give an example food in each food group.3. What are the minimum and maximum number of selections a child can put on their plate during a meal?4. If a student chooses only 3 components, what component MUST be on their tray? What is the serving size of that component?5. By allowing students to choose the items on their tray, what element is reduced? Or what does OVS prevent? Round 2: Combination dishes in OVSQuestions:1. What food groups are found in a taco (like the one on the screen)?2. Name a dish that contains more than 1 food group.3. Name a dish that contains both a fruit and grain component.4. What food groups are found in a fruit and yogurt parfait?5. If a student chooses a dish that contains cup of vegetables in a mixed dish, does that student still need to select another item with either fruit or vegetables? Round 3: Identify the reimbursable mealQuestions: For each question here, the food items on 3 trays will be listed, but only 1 will contain the correct components of a reimbursable meal. Learners will have to write 1, 2, or 3 to show which tray they choose as the reimbursable tray. Round 4: Whats missing?Questions: Each question in this round will list the items on a tray and the learners will have to identify what food group is missing and what item they can offer the child.

Lesson 3 Proposed Activity 2: Hand Washing DemoAsk for a volunteer from the audience to come up to the front of the class and demonstrate with the teacher proper hand washing procedure. If there is no sink available, use two large bowls, two empty soap dispensers, and paper towels and act out the procedure. Thank them for their participation.

Lesson 3 Proposed Activity 3: Cross-Contamination IdentificationShow a video of a foodservice worker who does not take any precautions in the kitchen to prevent cross-contamination. After the video ends, ask audience what that individual did wrong. Then discuss what the person should have done instead to prevent cross-contamination.

Assessment plan for EACH session (these should tie back to your objectives for each session)Lesson 1 Assessment:Informal: This will be assessed through observation of participants engagement in the session, volunteering for the activity, and answering the quick reviews.Formal: The formal assessment will be a post-test that will be taken at the end of the session. The questions will assess participants knowledge of the material presented in the session. Questions included in the assessment pertain to the temperature danger zone; the proper steps in cleaning and sanitizing; and proper internal temperatures.

Lesson 2 Assessment:Informal- Engagement and participation during lesson by show of hands, nodding, answering questions. The closing activity will also assess whether or not learners have gained a basic understanding of the food groups and reimbursable meals. Formal-The formal assessment will be conducted by a post-test following the final lesson. This post test will ask questions regarding simple child nutrition and offer versus serve guidelines. This post-test will also contain a survey regarding the likeliness of learners to practice this knowledge in their work environment. Questions will inquire of the learners likeliness to encourage fruit and vegetable consumption and confidence in each individuals knowledge of the offer versus serve guidelines. 80% of the participants will be expected to pass the post test with an 80% score or higher. 1. True/False: According to MyPlate, half of your plate should be filled with whole grains. 2. School age children need how many servings of vegetables per day? a. 1-2 b. 2-3 c. 3-5 d. 6-7 3. True/False: The recommended servings of fruits and vegetables can easily be met in the dinner meal alone. 4. How likely are you to encourage fruit and vegetable intake to the students in the school cafeteria? Not Likely Somewhat Likely Very likely Undecided 4. Which of the following is NOT true of offer versus serve? a. Students are required to choose at least one serving (or cup) of fruit, fruit juice, and/orvegetables.b. Offer versus serve helps to prevent waste by allowing students to choose which items they prefer.c. Students must select at least one item from all five food groups for a reimbursable meal.d. Students may select up to two items from one food group as long as the meal has items from at least three food groups. 5. Which of the following represents your feelings regarding the following statement? The offer versus serve guidelines are important for promoting nutritious school meals.Strongly Disagree Disagree Neutral Agree Strongly Agree

Lesson 3, Part 1 Assessment:Informal- The learners participation in the opening activity as well as the answers to the questions in the activity will allow the intern to asses how much the learners have learned throughout the intervention. Formal- The formal assessment will be conducted by a post-test following the final lesson. This post-test will ask situational questions and questions regarding offer versus serve guidelines. This post-test will also contain a survey regarding the likeliness of learners to enforce this knowledge in their work environment. Questions will inquire of the learners likeliness to enforce students choice of reimbursable trays and confidence in each individuals knowledge of the offer versus serve guidelines. 80% of the participants will be expected to pass the post test with an 80% score or higher.

Lesson 3, Part 2 Assessment:Informal - Ask questions at the end of the presentation to check audiences comprehension.Formal - Ask audience to complete a three-question, short answer quiz. The questions are as follows:1. Please list the five steps of proper handwashing.2. Please describe two ways to prevent cross-contamination.3. Please identify four common allergens in food.

Estimated time for each major part of the learning activity or activities to be completedLesson 1 Time Schedule:- 10 minutes for pre-test assessment- 5 minute introduction/opening activity- 30 minute presentation/review questions- 5 minute closure/questions- 10 minutes for post-test formal assessment

Lesson 2 Time Schedule:-10 minute introduction/opening activity-30 minute presentation/activity-10 minute closure/questions-10 minute formal assessment

Lesson 3, Part 1 Time Schedule:-5 minute introduction-20 minute trivia game/discussion of answers-5 minute closure/ question and answer timeLesson 3, Part 2 Time Schedule:-5 minute introduction-20 minute lesson/activities-5 minute closure/question and answer time

Lesson Plan for EACH lessonAttach a copy of the lesson plan

Marketing the Program (The 4 Ps)Product (Comprehensive description of the program)Four education sessions (one hour each) will be conducted to all food service workers providing knowledge and practice of food safety and offer versus serve. Two sessions will provide general information and practice of safe food handling, preparation, and distribution techniques. Two sessions will provide information on the offer versus serve program and requirements with practice recognizing reimbursable meals.

Price (The cost charged to the participants)Employees will not be charged for the session, but will instead be paid hourly wage for each session attended. Training will be a requirement for all food service employees, and no additional cost will be charged to the school district for the educational sessions provided.

Place (The location must be consistent with the program design, audience, and budget)Pascagoula School District Central Office Board Room

Promotion (Strategies and materials aimed at generating or increasing enrollment)See Appendix

Marketing/Promotion PlanName of Program and Proposed DatesPower and Performance: Winners Work

Target AudienceCafeteria workers in Pascagoula School System

List of promotional materials used to advertise (e.g. Newspaper, posters, personal contacts, websites, flyers, etc.) and sample copiesPosters for managers office (See Appendix)Flyers in school cafeteria kitchen (See Appendix)Emails from CNP to cafeteria managers to make announcements about meetingsBreakroom Bulletin Boards

Timeline for dissemination of promotional materialsJanuary 23- begin distributing promotional materials to all school cafeterias send email to key informants to send to cafeteria managers informing employees of meetingsJanuary 30- send a second email to key informants to send to cafeteria managers informing employees of meetingsFebruary 6th-send an email to key informants to send to cafeteria managers informing employees of the first meeting that afternoonFebruary 13- send an email to key informants to send to cafeteria managers informing employees of meeting that afternoonFebruary 20- send an email to key informants to send to cafeteria managers informing employees of meeting that afternoon

Session 1 Lesson Plan: Hand Washing, Cross-Contamination Prevention, and Food Allergies Name of Intern: Emily Marshall Setting: Pascagoula Family Interactive Center Time Allotment: 30 minutes Estimated Number of Learners: 109 I. Goals and Rationale (5 points)II. #GoalRationale for Goal

1.The goal of this lesson is to promote food safety knowledge and behaviors of foodservice employees in the Pascagoula School District.Food safety knowledge is necessary in the foodservice establishments to decrease the spread of foodborne illnesses. There is a wide variety of food safety practices, including hand washing and cross contamination prevention. Education should stress not only what constitutes food safety, but why it is important to adopt food safety practices. If the consequences of improper food safety are not emphasized, then individuals may not fully understand implications, making behavior change less likely.

I. Objectives (5 points)II. #Objective

1.By the end of the session, 85% of participants will score a 90% or higher on the assessment quiz.

2.By the end of the session, 85% of participants will be able to list all five steps of proper hand washing procedure.

3.By the end of the session, 85% of participants will be able to describe one way to prevent cross-contamination.

4.By the end of the session, 85% of participants will be able to list two common food allergens.

I. Teaching/Learning Procedures (5 points)

Motivation/IntroductionStart by introducing self and the topics for the lesson: proper hand washing procedures, cross contamination, and food allergies. Ask audience if they have ever gone to a restaurant and noticed that the servers failed to wash their hands at a critical time. Explain that some common instances observed in commercial foodservice are handling both money and food without washing hands in between and sneezing without washing hands immediately afterwards. Ask audience if they have ever been to a foodservice establishment that was out of soap in the bathroom, yet there is a sign that says employees MUST WASH HANDS. Ask audience if these experiences have made them think twice about going back to that restaurant. Ask audience why washing hands is important. Explain that washing hands can help to prevent the spread of bacteria and foodborne diseases (World Health Organization, n.d.). This is why it is important to always wash hands during appropriate times using the correct procedure.

Teaching/Learning ActivitiesBegin PowerPoint slides that follow along with the lesson. Ask audience if they can identify times when it is necessary to wash hands. Explain that we should wash hands: before, while, and after preparing food prior to eating before and after taking care of a sick person before and after treatment of cuts after using the bathroom after sneezing, coughing, or blowing nose after handling trash (Centers for Disease Control and Prevention, 2011) in between touching soiled trays and clean traysAsk audience how many steps are in the hand washing process and if anyone can identify them. Explain each step in the process while demonstrating each step.1. Run hands under either warm or cold clean water, turn off the water, and put soap on hands.2. Rub hands together to completely lather hands with the soap, including the back of hands, under nails, and in between the fingers.3. Scrub hands for a minimum of 20 seconds. Can time this by humming or singing the Happy Birthday song two times in a row.4. Run hands under clean water until all soap is rinsed away.5. Air dry hands or use a clean towel to dry them (Centers for Disease Control and Prevention, 2011).Note: NEVER wash hands in a sanitizer bucketonly wash hands in a sink!Ask for a volunteer from the audience to come up to the front of the class and demonstrate with the teacher proper hand washing procedure. If there is no sink available, use two large bowls, two empty soap dispensers, and paper towels and act out the procedure. Thank them for their participation.Next, explain that washing hands with soap and water is the best way to decrease the amount of microorganisms on hands. If soap and water are unavailable, then a hand sanitizer consisting of at least 60 percent alcohol should be used; however, it should be noted that hand sanitizers do not remove all types of germs from the hands (Centers for Disease Control and Prevention, 2011).Introduce the next topic of cross-contamination prevention. Explain that cross contamination is the transference of microorganisms from one object to another. Foodborne illness can occur if:1. Contaminated foods are added to another food and that food is not cooked2. Contaminated food drips on or comes in contact with foods that are ready-to-eat.3. A person touches a contaminated food and then touches another food that is ready-to-eat without washing their hands in between.4. A food that is ready-to-eat comes in contact with a contaminated surface.5. A contaminated towel touches or is used to clean surfaces that will come in contact with food (National Restaurant Association, 2010b).Ask if anyone can name a way to prevent cross-contamination. Cross-contamination can be prevented by using physical and procedural barriers. Physical barriers are:1. Color code or assign certain equipment (cutting boards, containers, and utensils) for specific uses in the kitchen. For example, a yellow cutting board can be used for raw chicken, a purple cutting board can be used for raw beef, and a pink cutting board can be used for produce.2. Wash, rinse, and sanitize all surfaces, equipment, and utensils after use.Procedural barriers are:1. Prepare raw meats/seafood at different times than ready-to-eat foods if using the same work surface. For example, potatoes can be peeled in the morning on a prep table and raw hamburgers can be assembled on the same prep table in the afternoon as long as the prep table and utensils are cleaned and sanitized in between uses.2. Choose ingredients more often that need minimal preparation. For example, precooked meatballs instead of raw beef pose less risk of cross-contamination (National Restaurant Association, 2010c).Next, show a video of a foodservice worker who does not take any precautions in the kitchen to prevent cross-contamination. After the video ends, ask audience what that individual did wrong. Then discuss what the person should have done instead to prevent cross-contamination.Introduce the last topicfood allergies. Ask audience to define food allergy. Explain that it is a negative reaction by the body to a certain protein. Reactions can start immediately after contact with the protein or several hours after contact. The most common food allergens are: Milk and dairy products Eggs and egg products Fish and shellfish Wheat Soy and soy products Peanuts and tree nuts (National Restaurant Association, 2010a)Ask audience why it is important to be aware of the most common food allergens and know what menu items contain them. Explain that symptoms of food allergies can be very serious, even life-threatening. Symptoms may include itching, tightening of the throat, wheezing, shortness of breath, hives, swelling in the eyes, face, hands, or feet, abdominal cramps, vomiting, diarrhea, unconsciousness, and death. Foodservice employees can help prevent allergic reactions from occurring. Service staff should be able to communicate to customers any items on the menu that contain potential allergens. Staff should be able to: Explain to customers how a menu item is made and mention the inclusion of sauces, marinades, and garnishes which may have allergens Note any secret ingredients which may have potential allergens. If a customer has an allergy and is concerned, suggest simpler foods on the menu for them to order. The simpler foods will have fewer ingredients and it will be easier to pinpoint the presence of potential allergens in these foodsKitchen staff must be careful not to transfer an allergen from one food to a food that does not contain the allergen. Cross-contact can occur if different foods are cooked in the same fryer oil or food is placed on surfaces that have come in contact with allergens. Kitchen staff should: Wash, rinse, sanitize all cookware, equipment, and utensils prior to food preparation Wash hands and change gloves prior to food preparation Use specific equipment to prepare food for customers with food allergies (National Restaurant Association, 2010a)

ClosureSummarize main points, ask if there are any questions, and thank audience for their participation. Pass out quiz. Once audience has completed the quiz, pick up the quiz and pass out the handouts which include main points from the lesson.

Informal AssessmentAsk questions to check understanding throughout the lesson.

Formal AssessmentPass out the quiz (copy provided below). The quiz will assess the participants knowledge of the steps of proper hand washing, how to prevent cross contamination, and common food allergens.

II. Materials/Media (5 points) (attach a sample)

Cross-contamination videoPens/pencilsHandouts

2 Large bowlsComputer

2 Empty soap dispensersProjector

Paper towelsQuizzes

Assessment of Participants Learning (5 points) (attach sample and summarize results)

Quiz1. Please identify the 5 steps of proper hand washing:a. Lather, rinse, dryb. Wet, lather, scrub for 20 seconds, rinse, air dryc. Sanitize and rinsed. Wet, lather, scrub for 10 seconds, rinse, air dry2. Jill is getting ready to prepare a chicken Cobb salad. Please identify one way Jill can prevent cross-contamination: a. Prepare the salad and raw chicken on opposite ends of the cutting board.b. Prepare the raw chicken first on the cutting board, and then chop the ingredients for the salad on the cutting board.c. Use two separate, color-coded cutting boards for the raw chicken and the salad ingredients.d. Rinse the cutting board after prepping the raw chicken and before prepping the salad.3. Please identify two common allergens in food:__________________________________________________

__________________________________________________

Thank you for your participation!!!

Session 2 Lesson Plan: Cleaning & Sanitizing and Temperature Control

Name of Intern: Annie Marhula

Setting: Pascagoula Community Center

Time Allotment: 60 minutes

Estimated Number of Learners: 100

I. Goals and Rationale

#GoalRationale for Goal

1.Promote food safety knowledge and behaviors regarding cleaning and sanitizing along with temperature control.Key informant Ms. Steinberger recognized a need for cafeteria employees in the Pascagoula School District to avoid contamination and serve the children safe and nutritious food.

II. Objectives

#Objective

1.70% of participants will correctly identify the danger zone on their post-test assessment.

2.70% of participants will correctly identify 70% of correct temperature questions on the post-test assessment.

3.70% of participants will be able to correctly identify when food temperatures must be taken.

4.Improve food-safety knowledge by 10% between pre-test and post-test scores of food safety assessment.

III. Teaching/Learning Procedures

Motivation/IntroductionI. Participants will be asked to take a pre-test before the start of the session. II. Introduce self. Our series of lessons called Power & Performance: Winners Work. By the end of this session I hope you feel comfortable and confident with your knowledge and ability to apply the skills and practices we will discuss to day about cleaning and sanitizing along with temperature control. III. Interactive Activity:a. Ask one volunteer to come up and place the steps to clean and sanitize in the correct order.b. Ask the rest of the participants if they think the person put the steps in the correct order.c. Thank the volunteer for coming up.IV. Overall, this presentation will cover information and practices on cleaning and sanitizing along with temperature control in foodservice.

Teaching/Learning ActivitiesPowerPoint presentation will be used to improve knowledge of food safety workers. Quick Reviews throughout the presentation will incorporate audience participation and reiterate main points. Have participants take post-test.

Outline:

Interactive QuizNeed 1 volunteer!Come place the steps to clean and sanitize in the correct order.Are the steps in order?

Overview:

Cleaning and SanitizingTemperature ControlCleaning & Sanitizing GoalsKnow how and when to clean and sanitize both food and non-food surfaces.Know how to clean and sanitize items in a three-compartment sink.

How to Clean and SanitizeWhat surfaces should be cleaned and rinsed?Walls, storage shelves, and garbage containers.Any surface that touches food:Knives, stockpots, cutting boards, and prep-tables

How to Clean and SanitizeStep 1: Scrape or remove foodStep 2: Wash the surfaceUse correct cleanerStep 3: Rinse the surfaceUse clean waterStep 4: Sanitize the surfaceUse correct sanitizing solutionStep 5: Allow surface to air dry

When to Clean & SanitizeFood-Contact Surfaces:After they are usedBefore food handler starts working with a different foodAny disruption in food handlers task that could cause items to be contaminatedAfter four hours if items are in constant use

Quick ReviewWhat surfaces should be cleaned and sanitized?What is one time when food surfaces should be cleaned and sanitized?

Temperature Control GoalsKnow the temperature Danger ZoneKnow when time-temperature abuse can occurKnow ways to avoid time-temperature abuseKnow what the correct temperatures certain foods must be cooked to

TCS Food?What is this?Time-temperature control foodMust monitor foods temperature to prevent growth of microorganisms

Danger ZoneAvoid TCS food entering the danger zone41F to 135F (5C to 57C)Pathogens grow in this range 40F to 125F (21C to 52C)Pathogens grow rapidly in this range

When time-temp abuse can occurFood is not cooked to proper minimum internal temperatureFood is not held at proper temperatureShould not be in danger zone for more than 4 hoursFood is cooled or reheated inappropriately

How to avoid time-temp abuseMonitorWho, what foods, how oftenProper ToolsRecordTemperature, when the temp was taken, and who took the tempTime-temp controlLimit danger zone time

Corrective ActionsWhat do you do?

Quick ReviewWhat is the danger zone temperature?List one time that time-temperature abuse can occur.What are two ways to avoid time-temperature abuse?

Correct temperaturesThawingCoolingReheatingMinimal Internal Cooking Temps

Correct TemperaturesTHAWING:Cooler (41F)Running Water (70F or lower)Food temp cannot get above 41 for 4+ hoursMicrowave (food must be cooked immediately)Cooking (Frozen food can go from freezer to being cooked)COOLING:Cool TCS food must be cooled from 135F to 41F or lower within 6 hoursFirst 2 hours: Cool from 135F to 70FIf it does not reach 70F cool or Reheat and cooled againNext 4 hours: Cool from 70F to 41F REHEATING:Served ImmediatelyHot-holdingTCS food to internal temp of 165F for 15 secondsMust reach 165F within 2 hours of reheating processCommercial processed and ready-to-eat foods:Cooked to internal temp of 135F or greaterEx: cheese sticks and deep-fried vegetablesMinimal Internal Cooking Temps165F for 15 seconds:Poultry (whole or ground chicken, turkey, or duck), stuffing, stuffed meat, and dishes that include TCS foods that have been previously cooked155F for 15 seconds:Ground meat, injected meat, mechanically tenderized meat, ratites (ostrich and emu), ground seafood, and shell eggs (hot held)145F:15 seconds: steaks/chops of pork, beef, veal, and lamb; seafood; commercially raised game, and shell eggs (served immediately)4 minutes: Roasts of pork, beef, veal, and lamb135F:Fruit, vegetables, grains, and legumes (all hot-held for service)175F:Tea

Quick ReviewWhen thawing food under running water what temperature must the water be at?What temperature must cold food be cooled to within the first two hours?When reheating food to be held hot what internal temperature must it reach and for how long must it stay at this temperature?What internal temperature do ground meats need to be cooked to?

What did you learn?

ClosureAsk participants what they learned and thank them for their time.

Informal AssessmentThroughout the PowerPoint the Quick Review questions will informally assess participants knowledge. If participants answer questions correctly, the presentation will continue; however, if participants continue to struggle the presenter will review the concepts that the participants are having difficulty with.

Formal AssessmentThe same test about food safety practices and behaviors given prior to the intervention presentation will be given as a post-test to assess if the participants knowledge improved from the course or not.

IV. Materials/Media (attach a sample)

Paper cards: Scrape and remove food bits from the surface, wash the surface, rinse the surface, sanitize the surface, allow surface to air dry.

PowerPoint with computer and projectorPens and pencils for quiz

V. Assessment of Participants Learning (attach sample)Power & Performance: Winners Work Pre-test

True or False

1. _____ A whole turkey should be cooked to a minimum internal cooking temperature of 165 F for 15 seconds.

2. _____ Hamburger patties should be cooked to a minimum internal cooking temperature of 135F for 15 seconds.

3. _____ A steak should be cooked to a minimal internal temperature of 155F for at least 15 seconds.

4. _____ Time-temperature abuse can occur when food is cooked to the proper minimum internal temperature.

Place the steps in order:

_____ Scrape or remove food _____ Allow surface to air dry _____ Rinse the surface _____ Wash the surface _____ Sanitize the surface

Multiple Choice:

1. _____ Water in the sink used for washing should be replaced whena. it feels too hotb. it becomes dirtyc. the water level is at the top of the sinkd. it is diluted with bleach

2. _____ Chicken should be cooked to an internal temperature of a. 135 F for 15 secondsb. 155 F for 15 secondsc. 165 F for 15 secondsd. 145 F for 15 seconds

3. What is the temperature danger zone?a. 41 F to 135 F b. 41 F to 0 F c. 30 F to 40 F d. 140 F to 165 F

4. Time temperature abuse can occur with all of the following EXCEPT:a. Food is not cooked to proper minimum internal temperatureb. Food is not held at proper temperaturec. Food is cooled or reheated inappropriately d. Food temperature is held outside of the danger zone

Fill in the blank

1. What is one way to avoid time-temperature abuse? _______________________

2. What temperature should the water be when thawing foods? __________________

3. How many hours do you have total to cool TCS food from 135 F to 41 F? ____________________

Power & Performance: Winners Work Post-test

True or False

5. _____ A whole turkey should be cooked to a minimum internal cooking temperature of 165 F for 15 seconds.

6. _____ Hamburger patties should be cooked to a minimum internal cooking temperature of 135F for 15 seconds.

7. _____ A steak should be cooked to a minimal internal temperature of 155F for at least 15 seconds.

8. _____ Time-temperature abuse can occur when food is cooked to the proper minimum internal temperature.

Place the steps in order:

_____ Scrape or remove food _____ Allow surface to air dry _____ Rinse the surface _____ Wash the surface _____ Sanitize the surface

Multiple Choice:

5. _____ Chicken should be cooked to an internal temperature of a. 135 F for 15 secondsb. 155 F for 15 secondsc. 165 F for 15 secondsd. 145 F for 15 seconds

6. What is the temperature danger zone?a. 41 F to 135 F b. 41 F to 0 F c. 30 F to 40 F d. 140 F to 165 F

7. Time temperature abuse can occur with all of the following EXCEPT:a. Food is not cooked to proper minimum internal temperatureb. Food is not held at proper temperaturec. Food is cooled or reheated inappropriately d. Food temperature is held outside of the danger zone

Fill in the blank

4. What is one way to avoid time-temperature abuse? _______________________

5. What temperature should the water be when thawing foods? __________________

6. How many hours do you have total to cool TCS food from 135 F to 41 F? ____________________

a. Pre-test i. Key: ii. T, F, F, T, F, iii. Step 1: Scrape or remove food iv. Step 2: Wash the surface v. Step 3: Rinse the surface vi. Step 4: Sanitize the surface vii. Step 5: Allow surface to air dry viii. B, C, D, ix. Monitor, Proper tools, Record, Time-temp control, or corrective actionsx. 70 degrees or lessxi. 6 hoursb. Post-testi. Key: ii. T, F, F, T, Fiii. Step 1: Scrape or remove food iv. Step 2: Wash the surface v. Step 3: Rinse the surface vi. Step 4: Sanitize the surface vii. Step 5: Allow surface to air dry viii. B, C, D, ix. Monitor, Proper tools, Record, Time-temp control, or corrective actionsx. 70 degrees or lessxi. 6 hours

Scrape and remove food bits from the surface

Wash the surface

Rinse the surface

Sanitize the surface

Allow surface to air dry

Session 3 Lesson Plan: Healthy Eating with Offer Versus Serve

Name of Intern: Molly Chaffin

Setting: Pascagoula Community Center

Time Allotment: 1 hour

Estimated Number of Learners: 100

VI. Goals and Rationale (5 points)

#GoalRationale for Goal

1.Learners will gain understanding on the importance of nutritious meals and healthy food choices in school foodservice programs.Proper nutrition for children is extremely important in promoting adequate growth, maintaining health, and preventing childhood obesity. Many children, especially in low-income areas, consume 2/3 of their daily meals at school; therefore, cafeteria meals play the largest role in a childs dietary intake. Healthy meals should be provided in schools to promote proper nutrition and health in school-aged children.

2.Learners will better understand the basic concepts of offer versus serve and gain value and understanding of the necessity of its proper implementation. Basic guidelines of offer versus serve (OVS) must be understood to be able to effectively enact the program and help students select reimbursable meals. The rationale for implementation of the offer versus serve program must be well understood to gain value for the program. If foodservice workers do not value the program and understand the need for this program, implementation will be less effective.

VII. Objectives (5 points)

#Objective

1.Learners will score an average of 10% higher from pre- and post-test scores regarding nutritional needs and obesity prevention in children.

2.Learners will score an average of 10% high from pre- and post-surveys on the value of promoting healthy options for school lunch and likeliness to encourage fruit and vegetable intake (according to the OVS regulations) in the cafeteria.

3.Learners will score an average of 10% higher on knowledge-based pre- and post-test questions regarding offer versus serve guidelines.

4.Learners will score an average of 10% high from pre- and post-surveys on the value of the offer versus serve program and confidence in helping students select reimbursable meal components

VIII. Teaching/Learning Procedures (5 points)

Motivation/IntroductionThe lesson will begin with a few interactive questions to engage the audience and help the learners personally relate to the lesson being taught. The instructor will ask the audience to raise their hand if they have kids or have kids in their lives that they care a lot about. Learners will then be asked if they want said kids to be happy and healthy. Learners will then be shown the picture of MyPlate examples and asked to raise their hand if their childs meals always look similar to these pictures. This introduction will initiate the discussion that fruit and vegetable intake is often difficult for school aged children.

Teaching/Learning ActivitiesLearners will be shown a short video detailing some national statistics on childhood obesity. Instructor will discuss the five food groups and why a varied diet containing appropriate servings from each food group and a variety of food items is important for children to meet nutritional needs. Photos will then be shown of unhealthy breakfast and lunch meals and the number of servings from each food group. These photos will illustrate that unhealthy breakfasts and lunches make meeting the recommended serving size for fruits and vegetables nearly impossible. This will transition into discussing the importance of the offer versus serve program. The instructor will discuss how offer versus serve allows students to select their meal components instead of making all meal components necessary for reimbursement. By allowing the students to choose what they prefer or what they think they will eat, this will cut down on food waste. Although students may select their components, they must select items from at least three of the five groups for reimbursement. The students meal must also contain at least one serving (1/2 cup) of fruit, fruit juice, vegetables, or combined fruit and vegetable to qualify for reimbursement. Multiple foods in each food group may be offered, with the condition that students may select up to two items from this food group. However, this reinforces the need for foodservice workers to recognize what food groups each item falls under and whether or not the meal qualifies for reimbursement.

ClosureThe lesson will conclude with a choose this, not that game. Participants will be asked to recall the child or children they thought of at the beginning of the lesson, and then select which meal (between two options) they would prefer their child choose. Participants will be asked to call out A or B. Each plate will be discussed briefly regarding nutritional content and food groups.

Informal AssessmentEngagement and participation during lesson by show of hands, nodding, answering questions. Closing activity will also assess whether or not learners have gained a basic understanding of the food groups and reimbursable meals.

Formal AssessmentThe formal assessment will be conducted by a post-test following the final lesson. This post test will ask questions regarding simple child nutrition and offer versus serve guidelines. This post-test will also contain a survey regarding the likeliness of learners to practice this knowledge in their work environment. Questions will inquire of the learners likeliness to encourage fruit and vegetable consumption and confidence in each individuals knowledge of the offer versus serve guidelines. 80% of the participants will be expected to pass the post test with an 80% score or higher.

IX. Materials/Media (5 points) (Sample attached)

ComputerInternet AccessProjectorQuizzes (pre/post) 200 (sample attached)Pens (100)

Session 4 Lesson Plan: Application and Problem Solving of OVS Name of Intern: Lisa Christopher Setting: Family Interactive Center, Pascagoula, MS Time Allotment: 30 minutes (combined session with another intern). Estimated Number of Learners: 100 I. Goals and Rationale (5 points) #GoalRationale for Goal

1.Learners will demonstrate understanding of basic principles of OVS policiesIn addition to knowing and understanding the policies of OVS, foodservice workers need to be able to enforce these policies in order for the school to be reimbursed for the meals that are served in the cafeteria.

2.Learners will demonstrate ability to differentiate between the 5 meal components of OVSThe 5 meal components that make up OVS reimbursable meals can sometimes be confusing because one food may contain 2 components. Employees need to be able to know which foods count as a reimbursable component for each meal.

3.Learners will be able to identify reimbursable mealsPutting together all the components of a meal that is reimbursable for OVS can be confusing, especially when there are several options. Employees need to be able to quickly identify a meal as students pay for their meals.

4.Learners will be able to identify the missing components of a reimbursable mealEmployees should be trained to be able to tell students which components of a meal are missing. If a student tries to take a meal that is missing a reimbursable component, the foodservice worker needs to be able to quickly identify what components are missing so the student can fix his meal and check out.

II. Objectives (5 points) #Objective

1.90 % of the learners will be able to correctly identify the 5 food groups in OVS reimbursable meals, know the minimum and maximum number of food item selections and know the stipulations for creating a reimbursable meal.

2.95% of the learners will be able to identify the meal components in food items that contain one or more food components (casseroles, tacos, desserts with grains, etc.)

3.85% of the learners will be able to visually identify meals that are considered reimbursable.

4.75% of learners will be able to state what component is missing from a reimbursable meal.

III. Teaching/Learning Procedures (5 points) Motivation/IntroductionEach learner will be given pencil and a piece of paper that has a picture of a compartmentalized tray on it. The learners will be asked to fill in the compartments of the tray will food items that they think fit the criteria for a reimbursable meal. After 1 minute, 3 learners will be chosen to share what they wrote on their tray. If an employee shares the items on their tray, and a component of the reimbursable meal is missing, the intern will ask the group what component is missing. This will give an opportunity for the crowd to interact and share with the group an item that would fulfill the requirements for a reimbursable tray.

Teaching/Learning ActivitiesA trivia spin-off game will be played to assess the learners ability to demonstrate principles learned in the previous lesson pertaining to OVS and the learners ability to recognize and create trays that are considered reimbursable. Each round will serve as a round of trivia, and the group with the most points at the end of the game will receive a small prize. The learners will be asked to sit at the tables in groups of 6. A dry erase board and marker will be given to each group. Each group will work as a team to do each assignment. After each question is asked, the group will have 30 seconds to come up with an answer. The questions will be displayed on a projector at the front of the room. The interns and key informants will walk around the room to check the answers of each team for correctness. After the interns and key informants check each question, the answer will be shared and discussed with the group. Round 1: Principles of OVSQuestions:1. Write out the 5 food groups used in offer versus serve.2. Give an example food in each food group.3. What are the minimum and maximum number of selections a child can put on their plate during a meal?4. If a student chooses only 3 components, what component MUST be on their tray? What is the serving size of that component?5. By allowing students to choose the items on their tray, what element is reduced? Or what does OVS prevent? Round 2: Combination dishes in OVSQuestions:1. What food groups are found in a taco (like the one on the screen)?2. Name a dish that contains more than 1 food group.3. Name a dish that contains both a fruit and grain component.4. What food groups are found in a fruit and yogurt parfait?5. If a student chooses a dish that contains cup of vegetables in a mixed dish, does that student still need to select another item with either fruit or vegetables? Round 3: Identify the reimbursable mealQuestions: For each question here, the food items on 3 trays will be listed, but only 1 will contain the correct components of a reimbursable meal. Learners will have to write 1, 2, or 3 to show which tray they choose as the reimbursable tray. Round 4: Whats missing?Questions: Each question in this round will list the items on a tray and the learners will have to identify what food group is missing and what item they can offer the child.

ClosureThe group with the most correct answers will be given a small prize. A time for any final questions will be allowed. The post-test for the intervention will be distributed to participants.

Informal AssessmentThe learners participation in the opening activity as well as the answers to the questions in the activity will allow the intern to assess how much the learners have learned throughout the intervention.

Formal AssessmentThe formal assessment will be conducted by a post-test following the final lesson. This post-test will ask situational questions and questions regarding offer versus serve guidelines. This post-test will also contain a survey regarding the likeliness of learners to enforce this knowledge in their work environment. Questions will inquire of the learners likeliness to enforce students choice of reimbursable trays and confidence in each individuals knowledge of the offer versus serve guidelines. 80% of the participants will be expected to pass the post test with an 80% score or higher.

IV. Materials/Media (5 points) (attach a sample) ProjectorDry Erase BoardSmall Prizes

ScreenMarkers

TablesTray component Sheet

ChairsPencils

Steps 4/5: Management System

BudgetBudget (see below)

Budget justificationfor each item in the budget, complete a narrative explaining the rationale for the item(s)The two large plastic bowls will act as hand sinks for the teacher and the class volunteer to use during the hand washing demonstration. The ducky soap dispenser will be used by the teacher and volunteer during the hand washing demonstration to pump the imaginary soap. The paper towels will be used by the teacher and volunteer to dry their hands at the end of the demonstration. The thermometer will be used to show the class how to properly use the thermometer. The white boards and markers will be used for the OVS Trivia game. Participants will be divided into groups and each group will get one white board and one marker to write the answers to the questions for the trivia game. The plate activity sheets will be used for audience members to label a tray that meets OVS guidelines. The hand washing handout and food safety handout will be used as reference materials for the audience. The pre- and post-tests will be used to assess the knowledge of the audience before and after the presentation to determine if the presentation is effective. The pens will be used for the audience to fill out the pre- and post-assessments. The salaries for the Child Nutrition Director, Assistant Child Nutrition Director, and foodservice employees will be for their time spent during the presentation. The mileage encompasses travel costs for the teachers (interns) to the Pascagoula School District Central Office. The refreshments and cookies will be snacks for the audience. The candy will be given out as prizes to audience members who volunteer during the presentation and to the winning team of the OVS Trivia Game. The office space rental will secure the appropriate location for the presentation at the Pascagoula School District Central Office. The utilities will include the electricity and air conditioning during the presentation to allow for a comfortable, well lit environment.

Potential funding sourceswrite a summary of the type of funding that is required to achieve the goals and objectives of your projectBecause the goals and objectives of this project concern food safety and offer versus serve at a school district participating in the National School Lunch Program (NSLP) and the National School Breakfast Program (NSBP), possible funding sources would be food companies and the United States Department of Agriculture (USDA) who are interested in promoting healthy, balanced school lunch meals that resemble the MyPlate model. The Champions for Healthy Kids Grant from the General Mills Foundation awards grants to organizations that promote healthy nutrition and physical activity for children and their parents. The goal of the foundation is to bridge communication between registered dietitians and students to encourage healthy eating and physical activity behaviors in children ages two to eighteen.

Grant application/descriptionAttach

Sample Budget

Expenses

Salaries and wages (list specific positions below)

Child Nutrition Director(Average wage for 4 hours based on salary)$255.00

Assistant Child Nutrition Director(Average wage for 4 hours based on salary)$215.00

Employees (87)$29/each (4 hours @ $7.25/hr)$2,523.00

Travel

Air fare

Mileage (total miles X $.55)$141.02

Hotels

Meals

Other ground transportation

Equipment and supplies (list items below)

White Boards10$10.00

Markers5 packs$5.00

Pens4 packs$4.00

Bowls2$2.00

Ducky Soap Dispenser 1$1.00

Thermometer (lent item)1$0.00

Paper Towels1$1.00

Education Materials (list items below)

Pre and Post Tests600 copies$8.00

Plate Activity Sheets200 copies$2.66

Hand washing Handout100 copies$1.33

Food Safety Handout100 copies$1.33

Miscellaneous Costs

Refreshments and Cookies$30.00

Candy$5.00

Office Space Rental$249

Utilities$4.71

Other indirect costs$0.00

Total Expenses$3,459.05

Step 6: Implement the Intervention

Content AreaProposed Intervention (Copy from Step 3)Actual Intervention

Course/Session Title(s)List the titles for the overall HPE project and the titles for each individual sessionPower and Performance: Winners Work is the title for the overall HPE project. Individual Presentation Topics: Sanitizing & Temperatures Healthy Eating with Offer Versus Serve OVS Trivia Hand washing, Cross Contamination Prevention, and Food AllergiesPower and Performance: Winners Work is the title for the overall HPE project. Individual Presentation Topics: Hand washing, Cross Contamination Prevention, and Food Allergies Sanitizing & Temperatures Healthy Eating with Offer Versus Serve OVS Trivia

Proposed date(s) and timeframe for implementation of the interventionJanuary 23- begin distributing promotional materials to all school cafeterias send email to key informants to send to cafeteria managers informing employees of meetingsJanuary 30- send a second email to key informants to send to cafeteria managers informing employees of meetingsFebruary 6th-send an email to key informants to send to cafeteria managers informing employees of the first meeting that afternoonFebruary 13- send an email to key informants to send to cafeteria managers informing employees of meeting that afternoonFebruary 20- send an email to key informants to send to cafeteria managers informing employees of meeting that afternoonDecember 17- Two interns visited 1 elementary school and 1 high school cafeteria to observe cafeteria staff and managers. Pre-intervention survey distributed to all school cafeteria managers in the district via mail currierDecember 17 January 6 Pre-intervention survey collected between these datesJanuary 6- 7:30am- 11:30am - Power and Performance: Winners Work Inservice 1 12:00pm- 4:00pm Power and Performance: Winners Work Inservice 2 All Pre-Intervention Surveys were due/collected on this dateFebruary 20- Post-Intervention survey distributed to managers at each school via mail curriersMarch 20- Two interns visit 1 elementary school and 1 high school cafeteria to observe cafeteria staff and managers. Post-intervention survey due/collected on this date

Proposed activities for EACH sessionLesson 1 Proposed Activities:An interactive activity at the opening session will require one volun