quality control and implementing haccp - region 4 …€¦ · · 2013-10-03quality, presentation,...

1 Quality, Presentation, & HACCP Instructor Slides 2013

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Developed by:

Quality Control and Implementing HACCP

Culinary Skills WorkshopJune 2013

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Objectives

Explore quality standards in delivering fresh, appealing foods to students.

Review HACCP principles and tools to document and verify your district’s HACCP plan.


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Objectives

Discuss the manager’s role to ensure that safe, quality meals are provided to students.

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Manager’s Role

Oversee Program Identify Training NeedsMonitor ComplianceEvaluate Maintain Documentation

Students identify Responsibilities and Actions on Chart under “Food Quality” and HACCP Implementation” on page 1 of workbook. Table brainstorm then share, students take notes in workbook.


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What does “quality” mean to you?

Ask question on slide then - OPTIONAL - Scenario: Imagine you have just had lunch at a school in your district and your lasting impression was “Wow, that was really a quality meal.” Now, in a minute I am going to ask you to close your eyes, and remembering that you have just eaten a really good school meal, let me walk you through your selection. I want you to visualize what the cafeteria and line looked like and your impression of the environment. Lead them through entering the cafeteria, arriving at the line, looking at the selections, paying for the meal, sitting down at a table and eating your meal. What do you see, what do you smell, what do you taste. After the visualization ask members at each table to share their thoughts and come up with 3 statements that described their quality meal. Groups share – instructor records “What quality means” on flip chart and record on page 2 of their workbook. REFER TO Workbook page 2 – Read “All food…” Then talk about Quality scorecard –

refer to handouts – NFSMI, Healthy Cuisine. All food products have standards that are used to measure quality.

Then ask question in their workbook, “So what’s a Quality Score Card?” A quality score card tells what the quality standards of a food should be during preparation and what the finished product should look and taste like. Samples – Fruits and Vegetables Galore section Healthy Cuisine – NFSMI website. To consistently achieve quality products, a Quality Score Card should be established for each recipe produced. It tells what the quality standards of a food should be during preparation and what the finished product should look and taste like. Refer to Quality Score Card handouts.


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EVALUATION FACTORSAppearance How the food should look

Texture or Consistency

How the food should feel in the mouth and how it cuts

Flavor How the food tastes

Service Temperature

The ideal temperature for serving the food

What are evaluation factors to determine quality food? Participants record on page 2 in workbook. Aroma - The way food smells before we taste it. Also important factor to customers. Other ways to find out what is important to customers – Student and Staff surveys.


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Product Quality Factors During Production

Standardized recipesProduction equipmentProduction schedulesSanitation practicesFood production handling

techniques

What factors influence food quality during production? Ask question then show slide. This is printed on page 3 in the workbook. Then ask “What does food quality have to do with HACCP?” Talk about food temperatures for safety, how does that affect food quality if Mfg. instructions or recipes are not followed. Will talk more about this when we take a look at SOPs.


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PurchasingReceiving and StorageProper HandlingPreparation and Cooking

Eight Keys to Success

Page 3 - 4 Slide 9

ServingLine PresentationProper HandlingMarketing

Eight Keys to Success

Page 4 - 5


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Purchasing

Commodity dollars– What to process– Who to process with

Frozen vs. canned vegetables

Purchase from HACCP certified vendors

Page 3 in workbook. Slide 11

Receiving and Storage

Check temperatures immediately

Check datingCheck for any signs of

damage

Page 3 in workbook.


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Receiving and Storage

Store products appropriately

Practice FIFO


Proper Handling

Practice proper techniques for thawing according to Serve Safe– In refrigeration at or below

41°

– Running water at or below 70°

Page 3 in workbook.


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Preparation and Cooking

For all raw items follow guideline set forth by Serve Safe

Processed items follow the manufacturer’s instructions

Page 4 in workbook.

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Preparation and Cooking

Develop standards for batch cooking

Ensure ovens are properly calibrated

Enforce use of recipes – Standardized recipes

Page 4 in workbook.


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Proper Holding

Serve hot foods hot– Minimum temperature of 140°

– Hot wells controls– Holding cabinets

Serve cold foods cold– Maximum temperature 41°


Serving

Proper serving utensils– Storage and food– Heat resistant handles– Minimize bare hand

contact

Page 4 in workbook.


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Serving

Proper personal hygiene– No dangle earrings, fake

fingernails, polish, rings– Proper hand washing

Polite and courteous service


Line Presentation

Signage– All items should be labeled– Clean easy to read menu

boards with pricing

Page 4 in workbook.


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Line Presentation

Use garnishes when possible– elevators– risers

Keep serving line clean and free from debris

Page 4 in workbook.

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Marketing

Utilize promotions– To create excitement– To boost participation when

needed– Enhance awareness of the

Child Nutrition Department

Page 5 in workbook.


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Marketing

Solicit involvement from brokers and manufacturers

Communicate upcoming special events


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Actions to Ensure Quality

Plan food production for just-in-time service.

Review the recipe and organize equipment and ingredients before beginning production.

Always use the correct culinary technique.

Deliver only the products that meet quality standards.

Review - This is referred to on page 2 of the workbook.


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Food Presentation

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We have been talking about how to have quality food and now it’s time to turn our focus onto how to present the quality food that has been produced in our cafeteria. The presentation of the food plays an important role in getting our customers to buy and consume the quality and nutritious foods that we serve.


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Objectives

Identify key elements of food presentation.

Evaluate the atmosphere of the cafeteria serving line.

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Page 5 in workbook. Lets turn our focus onto the entire serving line and the atmosphere in the cafeteria. The serving line to creates an impression on our customers. The atmosphere of the serving line and cafeteria influences participation.


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The Serving Line

How does the line look?The entire serving area

should look nice and appealing, not just the food.

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Presenting food creatively can turn a dull looking foodservice line into a bountiful marketplace of healthful and appetizing eating opportunities. Students have the same impressions as most of us when deciding what they will select and eat as they come through the school meals serving line. It isn’t enough to have some items on the serving line dressed; the entire line should look good. When you go to church or to a wedding, do you put on a fancy dress or suit but leave your hair undone and wear just any shoes? The same should be done with the serving line. Remember, we eat with our eyes so the serving line needs to create the right impression! If food doesn’t look good a customer may not select it!


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The Serving Line

Use pans that fit properly into steam table wells.

Use appropriate serving tools and utensils

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Refer to Basics at a Glance Poster handout. Wearing gloves is part of using the appropriate serving utensil. Wearing gloves on the serving line demonstrates to our customers that we are presenting safe foods. That may influence their choices. If a customer sees a server touching foods without gloves they probably will not want to eat those foods.


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5 Key Elements of Presentation

COLOR

Shape

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Page 5 in workbook. Great food presentation includes several key principles. First, presentation must follow the basic rules of menu planning. Good menus have a variety of colors, textures, shapes, and heights. And don’t forget that simplicity plays a role. In the next few slides, you will see ways that the school nutrition service can present food to increase eye appeal and stimulate appetite. As you view the slides, you may think • We don’t have the materials, tools, or ingredients. • We can’t afford this. • We don’t have staff with the talent; after all, we do not employ professional chefs. You are right about the challenges, but think about this: Could your program partner with a local chef? Could you establish standards so your staff could do some of these things? Can you modify ideas to use in the cafeteria? For example, you can decorate the serving line or arrange the food in a more colorful and pleasing manner.


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Colorful Serving Line

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Second, there must be an organized and well decorated display or serving line. Fill the serving line with bright colors and have the food bountifully and attractively displayed.


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Color is always important in presentation. Color reinforces freshness, quality, and proper cooking. Show a variety of color without a circus effect. Usually foods that taste good together will harmonize in color.


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Color

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Using color to increase eye appeal is one of the basic principles of menu planning. ASK: How often do you observe the finished plates in the cafeteria line? Are you always pleased with the color? (Allow a few comments.) SAY: Sometimes color in food is changed based on how it’s prepared.


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Color: Preparation Techniques

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SAY: You can see from this slide how overcooking can change the color and appearance of food. ASK: Have you ever had this happen in one of the schools in your district? What can directors do to help the food preparation staff understand why overcooked food diminishes the appetite?


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Texture

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SAY: Did you know that texture is one of the most important attributes used by consumers to assess food quality? Think about how eating a taco gives your mouth a sensation of different textures. By combining crisp with soft foods, or vice versa, we get great presentation and it is a party in your mouth! Of course, you don’t have to combine the two textures in the same dish, but both should exist on the menu. When we go into a restaurant and order a green salad to go with our entrée, it’s often because we want a mixture of textures, though that particular thought may be more subconscious than conscious.


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Texture Names

Grilled Chicken Strips

Mild Mozzarella Cheese

Crisp Mixed Greens

Hearty Red Kidney Beans

Creamy Dressing

Crunchy Baby Carrots

Tender Corn

Ripe Green Tip Banana

Crusty Whole Wheat Roll

Cold Chocolate Milk

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ASK: How many of you use descriptive terms to describe the menu items when you publish the district menus? (Ask participants that answer yes if they would like to share some of their favorite descriptive terms with the group. Ask participants to make notes in their workbook if they hear descriptive terms they want to use.) SAY: The next presentation principle involves shapes in food. Have you ever thought about how combining shapes makes food more appealing? We can add eye appeal by combining natural shapes or creating new shapes.


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Shapes: Food Variety

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What shapes look appealing in this tray? Slide 37


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Simplicity

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SAY: Simple, clean lines and shapes are most pleasing to the eye. Too much food on a plate or a tray that is too small causes the food to look messy and unappetizing. Notice the clean-cut lines of the food and how the soup is merchandized to make it whet the appetite.


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Height

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SAY: A variety of heights is important for food presentation. Look at this slide and ask yourself “How can I apply this concept in my schools?” ASK: Do any of you have techniques that you would like to share about how you add height on the serving line to make the food presentation more appealing?


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Self-Serve Packaging

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SAY: Pre-prepared or prepackaged salads are a great merchandising option for schools. Healthy, tasty, and attractive prepackaged salads offer students variety and choices. Presentation makes a big difference in selling prepackaged meals. Part of the challenge is to showcase the food products in an appealing way. This slide shows a relatively simple way to make a variety of salads and display them in an appealing manner.


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Balance

Presentation must be balanced through the selection of food by choosing complementary flavors, seasonings, and food groups.

Food should be prepared using different but complementary cooking methods and arranging it in an appetizing presentation.

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Page 6 in workbook. These principles need to be considered in menu planning. •Avoid using the same herbs and spices to provide flavor. Flavors should be complementary.

•Rich with lean. •Spicy with bland. •Smoky (salt) with sweet. •Sweet with sour (acid). •Sweet with spicy

•A variety of cooking techniques will automatically add a variety of textures to the presentation.


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Flow

The focal point is the necessary starting point from which the flow should begin.

The sense of flow will be stronger with an interesting set up.

The customer should be led down the line by pleasant displays of food choices.

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Page 6 in workbook.


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Atmosphere

The atmosphere of the serving area and dining area influence customer participation.

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Page 6 in workbook. The atmosphere of your school cafeteria serving and dining area can have a negative or positive effect. Atmosphere can make or break the success of your school cafeteria.


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Take a Look at the Cafeteria

Is it well lit? Is the food inviting? Is there adequate room to sit? Do you have a smile on your face? Are the decorations cheerful? Do you show attention to detail? Are customers happy when they

enter the cafeteria?45

Say: Ask yourself these questions about your cafeteria. Tell participants to make notes in their workbook on page 6 about how their cafeteria looks and what needs to change.


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Take a Look Cont’d.

Is signage posted at or near the beginning of the serving line identify components of the reimbursable meal?

Does the serving line move quicklyand continuously?

Is the temperature of the room comfortable?

Does your cafeteria convey a positive atmosphere?

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New USDA regulations requires that we post information to help identify the components of the reimbursable meal a or near the beginning of the serving line. Show sign examples available through Region 4 Print Center. Review: Our role as child nutrition professionals is to encourage healthy eating by preparing healthy foods and presenting them in a clean, fresh, pleasing atmosphere. Encourage healthy eating Prepare healthy, tasty foods Enhance the line and cafeteria atmosphere Create an inviting environment Share your ideas with fellow workers in your cafeteria


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Why Implement HACCP?

To ensure that the food served to children is as safe as possible.

Federal regulationsrequire schools to have a HACCP Plan.

Page 7 in workbook. Explain that the Child Nutrition programs are reviewed by legislators and USDA every 5 years to update and revise guidelines. The latest revision was in 2004 and included food safety program requirements. This plan was to be in place by school year 05-06.


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What is HACCP?

A food safety systemthat focuses on food.

Page 7 in workbook. HACCP is a food safety system that focuses on food (participants should record this in their workbook). The program must be developed by the district with a HACCP team. Sanitation programs focus on equipment and facilities; making sure they are sanitized and functioning properly. Personal hygiene programs focus on employees. Handwashing and personal hygiene.


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What is HACCP?

H hazardA analysisC criticalC controlP points

HACCP stands for hazard analysis and critical control points. Two main concepts. Page 7 in student workbook. What is the goal of HACCP? To prevent food safety problems from happening.


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Hazard Analysis

Identification of hazards than can contaminate food.

HACCP isn’t just about taking temperatures and recording them. It’s about the identification of the hazards that can contaminate food as it flows through a facility. This is called a hazard analysis.


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Hazards

PhysicalChemical Biological

There are 3 categories of hazards. Page 7 in student workbook.


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Critical Control Points

Control hazards through critical control points.

Essential step in the food flow to prevent, eliminate or reduce a food safety hazard.

Control points are those steps in the flow of food where a chemical, physical, or biological hazard can be controlled. A critical control point is an essential step to prevent, eliminate, or reduce a food safety hazard. Page 7 in student workbook.


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Example

Hamburger might have harmful bacteria E.Coli.

Cooking to a hot enough temperature will kill the bacteria.

CCP is the cooking step.

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Seven Principles

1. Identify Hazards2. Identify Critical Control

Points3. Establish Critical Limits4. Establish Monitoring

Procedures

Refer to poster on wall. Students record on page 8 in workbook.


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Seven Principles

5. Establish Corrective Actions6. Establish Verification

Procedures7. Establish Record-Keeping

Procedures


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Advantages of HACCP

Improve control of food processes.

Help comply with government regulations.

Page 8 in student workbook.


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Advantages of HACCP

Provide continuous self-inspection and self improvement.

Help with complaints and legal action.


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Foodborne illness occurs when a person becomes ill from eating food that contains a biological, chemical, or physical hazard.

Why do you need to know about food safety?

Students should record in their workbook on page 9.


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Foodborne outbreak occurs when 2 or more people experience the same illness after eating the same food.

Why do you need to know about food safety?

Page 9 in workbook.

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Developed by:

Why Risk It?


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Lawsuits

Financialloss

Sickcustomers

Reputation

The Costs to Your District are Great

Video presentation (DVD) – Food Safe Schools. After the video, talk about what a powerful tool this is to support a HACCP program. Show participants the Food Safe Schools kit, if available. All materials and the video segment are available to download at http://www.foodsafeschools.org/ Page 9 in workbook.


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Actions Contributing to Foodborne Illnesses

Holding food too long in temperature zone (41oF to 135oF).

Not heating or cooking to proper temperature.

Not cooling properly (to 70oF or lower within 2 hours, and from 70oF to 41oF within 4 hours).


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Actions Contributing to Foodborne Illnesses

Not reheating properly (to at least 165oF for 15 seconds within 2 hours).

Poor personal hygiene. Cross-contaminating

food.

Page 9 in workbook.


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The Process Approach

HACCP principles are built into the Process Approach.

Page 9 in student workbook.


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Food Process Categories

1. No Cook Process2. Same Day Service Process3. Complex Food Process

Page 10 in student workbook. Students should record. Using the process approach, the team reviewed all food items and determined which category they belonged in. Each year the menu items needed to be reviewed so that any new items can be placed in the right process. There are 3 food process categories – 1. No Cook 2. Same Day 3. Complex


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Temperature Danger Zone

Identify the number of times each menu item goes up (heating) or comes down (cooling) through the danger zone (41 ºF to 135 ºF)

Menu items were identified by the number of times each menu item went through the TDZ.


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Control Point

Where a hazard can be controlled in the flow of food

CP

KEY TERMS TO KNOW - Page 10 in student workbook. After identifying hazards the steps in the food flow where these hazards can be prevented, eliminated, or reduced to an acceptable level is call a Control Point (CP). All of these are important but some are critical.


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Critical Control Point

Essential step to prevent, eliminate, or reduce a hazard to an acceptable level.

CCP

Page 10 in student workbook. A CCP is the last step at which an operation can intervene to control, prevent or eliminate a food safety hazard. Although every step in the flow of food may not necessarily be a CCP, there is a CCP in at least one or more steps.


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Control Points

CPs include:

Receiving Storing

Preparing Cooking Holding

CoolingServing

Reheating

Receiving, storing, preparing, cooking, holding, serving, cooling, and reheating. Critical control points generally focus on time and temperature controls. Activity – Group “Keeping Food Safe From Start to Finish” HANDOUT. Ask groups to take about 5 minutes and examine a hamburger patty as it is handled in their kitchen. The patty is a raw frozen product that will be panned, prepared, and served on the same day. Where do CCPs apply in this process? Decision tree is on the back of the activity handout.


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CCPs – Example

CCPs for raw hamburger patties in a full-service kitchen (hazard is harmful bacteria)

Receiving- not CCP Storing- not CCP Preparing- not CCP Cooking- CCP Holding – CCP Serving – not CCP

Participants may have selected more stages where they think a CCP should occur. Explain the definition again of a CCP – refer to wall poster. The CCP is the last step to prevent or eliminate a hazard before consumption.


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Process # 1 No Cook Preparation

Measure to assure safety of foods:

Employee health policyProper receiving and

storage procedures

The no cook process flow has no actual cooking step. Slide 72

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Process # 1 No Cook Preparation

Measure to assure safety of foods continued:

Temperature controlHandwashing

We still apply all those things that we’ve done before (pre-requisites) to ensure safe food.


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NO COOK Process Flow

Canned ------Liquid/Dry---------Receive----------Fresh VegetablesBeans Ingredients

Dry (on shelf)-----------------------Store-----------RefrigeratorRefrigerator (day before prep)

Drain beans---Mix liquid/dry----Prepare-------Chop and add

Hold (in refrigerator)

Serve (cold)

Three-Bean Salad, Full-Service Kitchen

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Process # 2Same Day Service Preparation


Temperature controlCooking foods Handwashing


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Process # 2Same Day Service Preparation


Employee health policyProper receiving and

storage procedures

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SAME DAY SERVICE Process Flow - Example

Oven Fried Chicken, Full-Service Kitchen

Frozen Chicken------------Receive---------Dry/Liquid Ingredients

Freezer----------------------Store----------------------Dry (on shelf)

Thaw in refrigerator-----Prepare------1. Drizzle oil over chicken2. Dip chicken in seasoning bread

Cook

Hold (hot)

Serve (hot)


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Process # 3 Complex Food Preparation


Temperature controlCooking foods Cooling foodsReheating foods

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Process # 3 Complex Food Preparation


HandwashingEmployee health policy Proper receiving and

storage procedures


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COMPLEX Process FlowChili Con Carne, Full Service Kitchen

Raw Ground Beef--------Receive------Fresh---------Canned-----------DryVegetables Vegetables Ingredients

Freezer--------------------Store------Refrigerator---------Dry (on shelf)

1. Thaw in Refrigerator-----Prepare---------Chop------Add to Ground Beef2. Brown Ground Beef and Drain

Cook


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COMPLEX Process Flow

Cool/store

Reheat

Hold (hot)

Chili Con Carne, Full Service Kitchen (con’t)

Serve (hot)

Idea for training - Tell managers they can do this activity with their own menu and staff.

Review Menu Items Activity with staff in each kitchen. Ask participants (individually or in a group) to review a lunch and identify which items

are: 1. Kept cold from prep. through service. (Process 1) 2. Prepared hot and served the same day. (Process 2) 3. Prepared hot and served cooled, or possibly reheated. (Process 3) Give them about 5 minutes to review then discuss. Tell managers they can do this

activity with their own menu and staff.


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Critical Limits

Upper boundary of safety.Time and temperature.Ex.- baked chicken cooked

to internal 165° for at least 15 seconds.

Page 10 in student workbook. Now that we know and understand CCPs for PHF we serve, it’s time to set the “critical limits”. (Point or line beyond which something cannot or may not proceed.) In foodservice operations, critical limits are minimum and maximum times and temperatures that must be met in order to keep a food safe. Remember FATTOM? Most bacteria causing disease can grow within the temperature range of 41°and 135°, the Temperature Danger Zone (TDZ). Bacteria need about 4 hours to multiply sufficiently to cause illness and this includes all the time the food is held from 41° to 135°, from delivery through service.


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Standard Operating Procedures (SOP)

SOPs will describe how to handle foods identified by each process.

SOPs will instruct personnel on proper food safety procedures at every stage of food preparation and service.

Page 11 in student workbook. Standard Operating Systems (SOPs) for food service operations are those practices and procedures in the food production process (receiving, storing, preparing, cooking, holding, serving, reheating, cleaning, sanitizing, etc.) that are basic to producing safe food in a facility. •SOPs must be written •SOPs must be available in the facility for all employees •Employees must receive training on SOPs, they must know where SOPs are located to use them. Ask participants if they have received training on their district HACCP Plan SOPs. Common SOPs were written by the National Food Service Management Institute (NFSMI) as samples for school food service. District SOPs should contain the same categories of information that the NFSMI samples contain. Refer to SOP example HANDOUT and review each part. Foodservice staff need to know where their HACCP SOPs are located and should be trained on using them. Suggested training for kitchen staff - SOP Activity Assign #1, #2, and #3 Processes to tables. Provide samples of all SOPs to each table. Ask them to identify which SOPs must be used for each process and list on chart paper. Ask them to select a scribe and a presenter for their group (dice, birthdays, cards, etc.) Give participants about 10 minutes to identify the SOPs needed then about 10-12 minutes for tables to share. If this is a manager training, explain that this is an activity they can conduct with kitchen personnel. As each group shares what SOPs they identified, emphasize why certain SOPs are used in complex but not in same day. When all have presented, ask what SOPs were common to all processes and emphasize why these are so important (Handwashing, cross contamination, personal hygiene, etc.)


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Monitoring

Monitor to make sure food safety practices are done properly. – Who will monitor– How – When

Page 11 in student workbook. Monitoring procedures help a CNP determine if the critical limits are being met. Monitoring means measuring or observing time and/or temperature to assess whether a CCP is under control and to produce an accurate record. Monitoring procedures can also alert you to problems with equipment. Daily monitoring logs will be written proof that your operation is meeting the critical limits. These can be very important if any problems should occur. Once completed, these logs are considered legal documents and should be completed in ink, not pencil.


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Corrective Action

Recognize when there is a problem.

Have a plan for corrections.Train employees.Document.

Page 11 in workbook. What should you do if you determine by your monitoring procedures that a critical limit is not being met? Example: Recipe says cook at 350 degrees for 20 minutes, should reach 165 degrees. If it does not, what should you do? What do you record? Recipe/Mfg. instructions/SOP comparison activity. Activity: Temperature log handout. Review and respond. You need to take immediate corrective action. Review HANDOUTS– Examples of Corrective Actions in packet and Summary handouts. Who will be responsible for the corrective action? Who will document the corrective action? This should be identified in your district’s HACCP Plan.


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Verification

ProceduresFrequencyDocumentationWeekly checklist

Verification procedures confirm that your HACCP Plan is working. It includes confirming that the CCPs and Critical limits are correct, that monitoring procedures are identifying potential hazards, corrective actions are adequate, and employees are following procedures. The Manager’s Weekly Checklist is a verification tool. Verification can be done daily, weekly, and annually as well. Each year your district’s HACCP Plan needs to be reviewed and revised. Review Manager’s Checklist HANDOUT.


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Recordkeeping

ComplianceActions takenDocuments that you are

serving safe food each day

Page 12 in workbook. •USDA and your local health department require that you keep accurate records of your HACCP program. •Records show critical limits at each CCP were met or appropriate corrective actions were taken when not met. •Helps you identify areas where food safety problems occur so you know what to do to correct these problems. •Good records document that you are conscientiously preparing and serving safe food each day.


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If it has not been documented, it has

not been done!

REMEMBER

It takes each one of us, every day, to serve safe food. When service is done well and documented, it is clear that food safety is a priority in our school foodservice operation.


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Records

District HACCP Plan Employee training logs SOPs Monitoring logs Corrective actions Calibration logs Receiving logs

Page 12 in student workbook. The HACCP Plan needs to be available in each kitchen. Ask – “What HACCP records need to be maintained in your kitchen?” Give them a few minutes to discuss in groups and record in workbook, then show slide. Employee training logs and monitoring logs must be maintained and available at each site. Temperatures need to be recorded in ink because logs are legal records.


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Health Inspections

HACCP Plan reviewMonitoring logsCalibration logsWeekly checklists

The Child Nutrition Reauthorization Act of 2004 requires all districts to be inspected twice during the school year by your local health department. Health Inspection reports must be posted in public view.

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Success of Your Food Safety Program

Provide on-going training.Review food safety

principles including SOPs on a regular basis.

Require employees to attend food safety training.


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Success of Your Food Safety Program, continued

Maintain training and attendance records.

Hold school nutrition managers responsible for maintaining employee training standards.

Page 13 in student workbook. Ask participants to take a few minutes to record their thoughts to the question on the last page of their workbook. What steps will you take to ensure

• the best quality food is prepared and served in your kitchen • a successful food safety program in each kitchen Slide 92

“In accordance with Federal law and U.S. Department of Agriculture policy, this

institution is prohibited from discriminating on the basis or race, color, national origin, sex,

age, or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, 1400 Independence Avenue, SW,

Washington, D.C. 20250-9410 or call (800) 795-3272 or (202) 720-6382 (TTY). USDA is an

equal opportunity provider and employer.”

Our services are provided through the Texas Department of Agriculture’s Food and Nutrition

programs funded by the U.S. Department of Agriculture, Food & Nutrition Service

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