Food Safety Basics Instructor Manual

Food Safety Basics THE
UNIVERSITY
Instructor Guide OF RHODE ISLAND
THE
UNIVERSITY
OF RHODE ISLAND
Food Safety Basics

Instructor Guide
FOOD
SAFETY
CA
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IN
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RHODE ISLAND
UNIVERSITIES
OF MASSACHUSETTS AND
Food Safety Education
for Residential Childcare Institutions
Food Safety Basics
Instructor Guide
Table of Contents
i Introduction Appendices
iii Acknowledgements A-1 Food Safety Education for Residents
v How to use the Instructor Guide
A-7 Fact Sheets
Module 1 Food Safety Basics A-8 Food Allergens
1-1 Overview A-10 Food Safety Fact Sheet: Calibrating a Thermometer
1-2 Training Outline A-13 Food Safety Facts for Workers
1-3 Power Point Presentation A-17 How to Sanitize With Chemical Sanitizers
1-4 Introductory Activity 1: Pass the Apple A-18 Microbiological Foodborne Illness Chart
1-5 Introductory Activity 2: Remain Standing A-21 Potentially Hazardous Foods (Time Temperature Control
1-6 Participant Activity 1 for Safety Foods (TSC Foods)
1-7 Participant Activity 2, Trainer Notes A-23 Recommended Storage Times
1-8 Frequently Asked Questions A-31 What Happens When a Fly Lands on Your Food
1-10 Learn More About It A-32 Data Collection Tools
1-11 Power Point Presentation A-33 Monthly Audit Checklist
Module 2 Developing a Written Food Safety Plan Log Sheets
A-35 Food Contact Surfaces Cleaning and Sanitizing Log
2-1 Introduction A-36 Food Temperature Log
2-2 Training Outline A-37 Hot Holding Food Temperature Log
2-3 Participant Activity 1, Trainer Notes A-38 Refrigerator Temperature Log
2-4 Participant Activity 1, Description of the Facility A-39 Thermometer Accuracy/Calibration Log
2-6 Participant Activity 2, Trainer Notes A-40 Time/Temperature Cooling Log
2-7 Participant Activity 2, Your Menu Items
A-41 Food Safety Kit
2-8 Participant Activity 3, Trainer Notes
2-9 Participant Activity 3, Critical Control Points A-46 References
2-10 Participant Activity 4, Trainer Notes
2-11 Participant Activity 4, Checking the Accuracy
of a Food Thermometer
2-12 Participant Evaluation
2-13 Certificate of Completion
2-14 Frequently Asked Questions
2-15 Learn More About It
2-16 Power Point Presentation
Module 3 Food Safety Plan Development
3-1 Introduction
3-2 Section 1: Description of Facility
Section 2: Standard Operating Procedures (SOPs)
3-4 Section 3: Food Safety Plan
3-6 Section 4: Food Safety File Record Keeping
3-7 Section 5: References and Resources
3-8 Participant Activity 1, Food Safety File Record Keeping
3-12 Certificate of Completion
3-13 Frequently Asked Questions
3-14 Learn More About It
3-15 Food Safety Plan Development
Introduction
Project Background
The National School Lunch Program (NSLP) is a federally assisted meal program that operates in public and non-profit
private schools and Residential Child Care Institutions (RCCI). NSLP provides nutritionally balanced low-cost or free
breakfasts, lunches, and after school snacks. While the Food and Nutrition Service (FNS) branch of the USDA administers
the program at the Federal level, State education agencies administer the program at the State level through agreements
with the local or district level school food authorities. In 2004, the Child Nutrition and WIC Reauthorization Act amended
the National School Lunch Act by requiring the state school food authorities to implement a Hazard Analysis Critical
Control Point (HACCP) based food safety program for the preparation and service of meals served during the school year
beginning July 1, 2005 for all institutions that participate in either the NSLP or School Breakfast Programs (SBP). The Act
also required that schools participating in these meal programs to undergo a minimum of two health inspections each
year with State standards, such as the Food Code, used to guide the inspection process. As of January 14, 2010, the Food
and Nutrition Service implemented the final rule which codifies the requirements regarding schools food safety program
based on HACCP principles (7 CFR Parts 210 and 220). Since all NSLP and SBP recipients must comply with the food
safety requirements, this new reauthorization requirement not only impacts public and private school based foodservice
operations but also Residential Child Care Institutions (RCCI) that participate in these programs.
The term Residential Child Care Institutions refers to institutions that provide short or long term residential and care
services to children who, because of their circumstances, do not or cannot live in their family home. Such institutions
meet a broad definition of “school” for purposes of providing Child Nutrition Programs — the National School Lunch
Program, the School Breakfast Program, and in some cases, the After School Snack Program. RCCIs, by definition,
can include homes for the mentally, emotionally or physically impaired, unmarried mothers and their infants, group
homes, halfway houses, orphanages, temporary shelters for abused and/or runaway children, long term care facili-
ties for the chronically ill and juvenile detention centers (7 CFR part 210) (Office of Federal Register, 2006). The RCCI
definition allows hospitals for chronically ill children to qualify to participate in the federally funded meal program. The
definition also includes group homes or shelters serving as few as four children.
As RCCI clientele vary, so does their foodservice operation and staffing. RCCIs include hospitals or training schools,
where designated staff is trained and already following HACCP principles. Many are classified as a “group home” or
environment or transitional or “shelter” living program where the residents are active participants in food preparation and
service (from shopping to preparation). This environment allows caregivers to make the setting more “home-like”. In
other settings, RCCIs may have staff professionals who prepare meals in addition to other duties, while still others have
a home-type setting but have foodservice professionals preparing meals. In an effort to help RCCIs successfully comply
with the Federal requirement for a HACCP-based food safety plan at all locations serving food under the NSLP and/or the
SBP programs, in 2007, food safety experts at the universities of Rhode Island and Massachusetts received CSREES/
USDA funding to design and pilot test a hands-on instructional program for personnel and residents at RCCI facilities.
The training resources were developed following a needs assessment of RCCIs, regardless of size, considered by FNS
to be in the northeast region — New England (CT, RI, MA, NH, VT and ME) and New York. The survey was designed to
collect information relating to RCCI foodservice/kitchen operations, food safety training needs and desired formats,
site food safety procedures/practices and attitudes of site managers toward food safety implementation. Forty-four
knowledge-based operational questions for 186 respondents were assessed using the Fight BAC!/Be Food Safe food
safety categories as well as receiving/general food storage statements. Knowledge and attitude questions had reli-
ability scores of .89 and .97, respectively. Of over 1200 surveys distributed, 186 were successfully completed and
returned (return rate of 15%). Of the respondents, 48% had 20 or fewer residents at the site and 52% had over 20
clients. Using 80% as subject mastery standard for knowledge, the overall knowledge base for food safety practices of
sites with more then 20 residents was significantly higher (p<.05) then those of 20 or less for all categories assessed.
Smaller institutions received low scores for cook (59%), chill/cool (61%) and receiving/storage (71%). However,
larger facilities still did not reach the standard, receiving scores of 72%, 73%, and 78%, respectively, in the same three
categories. Smaller RCCIs were less likely to have a food safety plan (67% vs. 83% for larger) and recipes based on
HACCP (28% vs. 64% for larger); both required to meet the regulatory requirements outlined by the USDA. Results of
i
the survey supported the need for outreach programming and training targeting RCCIs of 20 residents or less. Overall,
there was a positive attitude toward the need to implement food safe practices, provide food safety training for staff
and residents and to comply with health regulatory requirements.
Using the results of the survey, outreach strategies and training formats/resources were developed were pilot tested
in five small (20 or fewer residents) RCCI sites in both RI and MA (total of 10 RCCI facilities). After modifications
suggested during the pilot, the program was conducted by Tennessee State University and Kansas State University.
Program evaluation results were utilized in the development of the final project materials.
Finally, while the target audiences for the project were small RCCI facilities of 20 residents or less, the materials and
resources developed during this project are applicable to any RCCI foodservice operation.
Each RCCI that participated in the pilot project received a Food Safety Kit. The kit contained digital thermometers, sani-
tizer test strips, date labels, single use gloves and data collection logs. The logs are essential to the implementation of
a food safety plan and process HACCP. It the content of the kit were intended for use by the RCCI staff for training as
well as when they receive, prepare and store food items in their facility. A complete listing of contents of the kit may be
found in the Appendix.
Finally, it should be noted that the information and resources presented in these resources included in both the RCCI Food
Safety Basics Staff Training Manual and the Instructor Guide are current as of its issue. However, food safety resources
and research based information are constantly changing and evolving, it might be necessary to seek out the most current
information in order to provide program participants with the latest research-based food safety information.
Project Goal
The overall goal of this project was to train and assist Residential Child Care Institution personnel to develop and imple-
ment a HACCP-based food safety plan as required by the Section 111 of the Child Nutrition and WIC Reauthorization Act
of 2004 (Public Law 108-265). Special emphasis was directed to smaller RCCI facilities of 20 residents or less.
Note: The websites listed in this document were assessed on 12/15/2011.
12/11
ii
Acknowledgements
Overall Project Directors and Rhode Island State Project Directors

Lori F. Pivarnik, PhD, Coordinator, Food Safety Outreach/Research Program
Nutrition and Food Sciences Department, University of Rhode Island
Martha Smith Patnoad, MS, CP-FS, Cooperative Extension Professor/Food Safety Education Specialist
Nutrition and Food Sciences Department, University of Rhode Island
Massachusetts State Project Director

David Nyachuba, PhD, Department of Nutrition University of Massachusetts

Evaluation Consultant
Dr. Robert Gable, PhD, Professor Emeritus, Educational Psychology, University of Connecticut
and Educational Leadership Doctoral Program, Johnson and Wales University
Project Staff
Marti Breau, MBA, RD, Food Safety Education Consultant
Stephen Couto, BS, Research Assistant, Nutrition and Food Sciences Department
University of Rhode Island
John Fratiello, Inspector, Kids First, Providence, RI
Elsina E. Hagan, Graduate Student, Department of Food Science
University of Massachusetts
Lynne McLandsborough, PhD, Associate Professor Department of Food Science
Nicole Richard, MS Research Assistant, Department of Nutrition and Food Sciences
University of Rhode Island
Project Advisory Committee, Massachusetts

Sue Barry, Key Program, Inc., Framingham, MA
Rita Brennan Olson, Office of Nutrition, Health and Safety
Massachusetts Department of Elementary and Secondary Education
Diane Bernazzani, Bureau of Environmental Health, Food Protection Program
Massachusetts Department of Public Health
Kelly Ross, Health and Education Services, Inc., Solstice Program, Rowley, MA

Project Advisory Committee, Rhode Island
Marti Breau, MBA, RD, Food Safety Education Consultant
Stephen Carey, MS, RD, Child Nutrition Programs, Office of Finance, R.I. Department of Education
iii
Residential Childcare Facilities in Pilot Project
The project directors would like to thank the management and staff of residential childcare facilities
in Massachusetts and Rhode Island.
Massachusetts
Community Care Services Lindencroft Program, Berkley, MA
Community Care Services, Inc. (Crossroads), Taunton, MA
The Home for Little Wanderers, Knight Children’s Center, Jamaica Plain, MA
The Home for Little Wanderers Long View Farm, Walpole, MA
The Home for Little Wanderers Plymouth, MA
Institute for Developmental Disabilities, Inc., Assonet, MA
Rhode Island
Tannerhill, Pascoag, RI
Community Solutions, Coventry, RI
Whitmarsh Corp., Providence, RI
Phoenix House at Wallum Lake, Pascoag, RI
Greenville House, Greenville, RI
Mention of a commercial product in this document is not an endorsement by the University of Rhode Island.
iv
How to Use the Instructor Guide
The information and resources included in the RCCI staff training program are designed to:
• Provide staff with an understanding of basic food safety principles and their application in a foodservice
environment
• Provide staff with the resources necessary to develop and implement a HACCP based food safety plan as
mandated by The Child Nutrition and WIC Reauthorization Act.
• Provide resources for RCCI staff to train residents on basic food safety principles.
The food safety information and resources presented in this staff training program are focused on two strategies for
food safety 1. Fight BAC!/ Be Food Safe and 2. Hazard Analysis Critical Control Point (HACCP). Fight BAC!/ Be Food Safe
ʔ ʔ
is a national food safety campaign designed to educate consumers about the four food safety principles: Clean, Sepa-
rate, Cook and Chill. HACCP is a food safety management system that focuses on product, preparation and production
to reduce food safety hazards. The process approach to HACCP is utilized in this RCCI staff training.
The materials and resources presented in this staff training program reflect food safety principles applicable to a food-
service environment. The temperatures, handwashing times and cooling times included are based on the current FDA
Model Food Code. A copy of the current FDA Model Food Code may be found at: http://www.fda.gov/Food/FoodSafety/
RetailFoodProtection/FoodCode/FoodCode2009. To insure that you are providing correct information, check with your
local/state health regulatory authority concerning regulations relating to foodservice operations.
Before the first training session, contact the supervisor at each RCCI training site to confirm the date time and location
of the training. For the first training session, ask the supervisor to bring site menus that will be used to complete train-
ing activities. At the end of the modules remind staff to bring materials for the next session.
The training is divided into three modules:
1. Food Safety Basics for Residential Child Care Institutions (RCCI)
2. Developing a Written Food Safety Plan
3. Food Safety Plan Development
Modules 1 and 2 are general food safety staff training. Module 1 focuses on the cause and prevention of foodborne
illness using the four Fight BAC!/ Be Food Safe Principles: Clean, Separate, Cook and Chill. Module 2 focuses on the
development of a food safety plan using process Hazard Analysis Critical Control Points (HACCP). Participant activi-
ties, along with charts and fact sheets necessary to complete them are located in the training manual.
Module 3 focuses on the contents and development of the food safety plan. Included in this module are sample docu-
ments and data collection forms that are required for the completion and implementation of the plan. Sample docu-
ments and data collection forms should be pre-loaded onto a flash drive and given to each RCCI participating in the
training program for their use in developing their food safety plan.
Information is presented in a sequential format. Therefore, attendance at the Module 1 training is required before
participants can attend Module 2. Modules 1 and 2 are required for participation in Module 3.
A flash drive containing all of the resources included in Module 3: Food Safety Plan Development as a word document
should be given to each RCCI participating in the training.
Finally, while the target audience for the project was small RCCIs, the materials developed in this module are applicable
to an RCCI foodservice operation of any size. For example, an RCCI with less than ten residents may purchase food
from a warehouse or grocery store, therefore the Standard Operating Procedures for Receiving Deliveries and Trans-
porting Food to Remote Sites (Satellite Kitchens) may not be applicable.
v
Appendix includes:
• Information and resources on using the “Food Safety Smart” video with RCCI residents. This information is
also included in the Appendix of the Staff Training Manual.
• Fact sheets needed to complete the Participant Activities in each module, and provide additional food safety
resources. They are also included in the Appendix of the Staff Training Manual.
• Data collection forms that support the food safety plan which are also included in the Staff Training Manual.
• A booklet listing of the contents of a food safety kit. A kit was given to each RCCI that participate in the pilot
project for use by the RCCI staff. The instructors used the items included in the kit to demonstrate specific
food safety practices i.e. checking digital food thermometers for accuracy. The kit included “food safety
utensils/measuring tools: food thermometers, sanitizer test strips, dishwasher water temperature test strips
and refrigerator temperature logs and other data collection logs.
Planning and Implementing RCCI Staff Food Safety Basics Training and Food Safety Plan Development
• Well in advance of the scheduled training session(s), contact the supervisor at each RCCI training site to
confirm the date time and location of the training. For the first training session, ask the participants to bring
site menus to the training They will be needed to complete training activities.
• The temperatures, handwashing times and cooling times included are based on the current FDA Model Food
Code. A copy of the current FDA Model Food Code may be found at: http://www.fda.gov/Food/FoodSafety/
RetailFoodProtection/FoodCode/FoodCode2009.
• Make any changes necessary to reflect state/local specific food safety regulations to the power point pre-
sentations and other program materials
• Review all the instructor/ staff training resources for all the modules. All of the power point presentations
include trainer notes. There is space for an instructor to add additional notes if needed. The complete staff
training module is located at the end of each of the module in the instructor guide.
• Make extra copies of participant resource materials, etc. as needed.
• After each training session, review the results of the session evaluation forms and plan for any adjustments
that need to be made for the next training session
vi
The guide includes the following for each module:

1. Introduction
2. Objective(s)
3. Materials Checklist: The materials needed to teach each module are listed in this section. Their location
in the Staff Training Manual is listed in parenthesis after the name of the item. i.e. (STM P)

4. Approximate Training Time

5. Training Outline

6. Trainer Notes are included in the power point presentations for Modules 1 and 2. Space is provided for
Instructors to add additional notes.

7. Participant Activities including trainer notes (Note: the times listed for the participant activities are an
approximation). The location of each Participant Activity in the Staff Training Manual is listed in this sec-
tion. A copy of each Participant Activity from the Staff Training Manual is included.

8. Assignment
9. Evaluation Form
10. Certificate of Completion

11. Frequently Asked Questions
12. Learn More About lists sources of additional information about the topics covered in the module including
sources
for food safety posters.
13. Staff Training Manual Contents are included at the end of each module.
vii
Food Safety Basics
Module 1
Overview, 1-1
Training Outline, 1-2
Introductory Activity 1:
Pass the Apple, 1-3
Introductory Activity 2:
Remain Standing, 1-4
Participant Activity 1, 1-5
Participant Activity 1, Trainer Notes, 1-6
Frequently Asked Questions, 1-7
Learn More About It, 1-9
Power Point Presentation, STM 1, 10-40
Certificate of Completion
RHODE ISLAND
UNIVERSITIES
Module 1
Food Safety Basics
Overview
Introduction
RCCI staff is responsible for effectively planning, preparing and serving “safe meals.” Therefore, it is essential that they
have an understanding of food safety principles. This module provides an overview of the four Fight BAC!/Be Food
Safe principles: Clean, Separate, Cook, and Chill.
Objective
Participants will become familiar with the causes and prevention of foodborne illness in a foodservice environment.
Training Time
1-1/2 – 2 hours (approximate)
Materials Checklist
1. Introductory Activities:
q Instructor Guide p. 1-3. Pass the Apple
q Instructor Guide p. 1-4. Remain Standing
2. Participant Activities from Food Safety Basics Staff Training Manual (STM):
q STM p. 1-12. Assess Your Menus for Food Safety Hazards
q STM p. 1-29. Go With the Flow to Keep Food Safe
q STM p. 1-31. Participant Evaluation Form, Module 1
3. Fact Sheets provide participants with additional information on topics presented in Module 1
(Note. Fact Sheets are also included in the Instructor Guide Appendix.):
q STM p. A-18. Food Allergens
q STM p. A-18. Microbial Foodborne Illness Chart Fact Sheet
q STM p. A-13. Food Safety Facts for Food Workers
q STM p. A-17. How to Sanitize with Chemical Sanitizers
q STM p. A-21. Potentially Hazardous Foods (TCS Foods) Fact Sheet
q STM p. A-23. Recommended Food Storage Times Cold and Dry Refrigerated and Forzen Food
4. q Power Point Presentation, Module 1 (80 slides)
5. q Evaluation Form
6. q Certificate of Completion

1-1
Module 1
Food Safety Basics
Training Outline
1. Distribute a Staff Training Manual to participants.
2. Review the purpose of the training program. This information is located in “Overview of the Food Safety Basics RCCI
Staff Training" on p. ii of the Staff Training Manual. Also, indicate more information about the program will be ex-
plained during the power point presentation.
3. Ask participants to introduce themselves using the “Pass the Apple” activity found on p. 1-3 in the Instructor Guide
4. Do Introductory Activity “Remain Standing” activity found on p. 1-4 in the Instructor Guide
1-2
Module 1
Food Safety Basics
Power Point Presentation
Training Outline
Trainer Notes
The 80 slide Power Point presentation, containing notes, is divided into two sections:
Section 1: Introduction provides a brief overview of the USDA funded project that developed the training materials. A
brief explanation of the federal mandate requiring food safety programs for all institutions who participate in National
School Lunch and Breakfast Programs is also included in this section.
Section 2: Food Safety Basics is a review of the cause and prevention of foodborne illness. This section discusses
food safety practices that will reduce the risk of foodborne illness. The four Fight BAC!/ Be Food Safe principles: Clean,
Separate, Cook, and Chill are used to discuss prevention, intervention principles, and techniques. It should be noted
the temperatures, handwashing times, and cooling times included are based on the current FDA Food Code, a copy of
which may be found at: www.fda.gov/Food/FoodSafety/RetailFoodProtection/FoodCode/FoodCode2009
Check with the local / state health regulatory authority concerning regulations relating foodservice operations. It may be
necessary to modify the Power Point presentation to reflect local / state regulations.
Activity 1: Assess Your Menu for Food Safety Hazards (STM p. 1-12)
Activity 2: “Go With the Flow to Keep Food Safe” (STM p. 1-29) should be completed after Slide 78. There are
opportunities throughout the presentation to discuss the Fact Sheets listed in the materials needed to teach this
module.
At the conclusion of the training session:

1. Spend a few minutes reviewing the highlights of the information presented.
2. Remind participants of the assignment for the next training session and remind them to bring their Staff Training
Manual.
3. Have participants complete the Session Evaluation Form (STM p. 1-31)
4. Distribute Certificates of Completion.
Assignment for Module 2 (outlined on Slide 79)

Bring the following to the next training session:
• Staff Training Manual
• Current menu and recipes
• Completed Facility Equipment List (STM p. 3-2)
1-3
Introductory Activity 1
Pass the Apple
Objectives
1. To give participants an opportunity to introduce themselves to others attending the training
session.
2. To help participants understand how easily food can become contaminated with germs from
person to person and person to food.
Materials Checklist
q 1 fresh red apple
q 1/2-inch yellow circle stickers
Training Time
10 minutes
Training Outline
1. Give each participant a 1/2-inch round, yellow sticker.
2. Beginning with the instructor, introduce yourself by giving your name and employer and place a
sticker on the apple.
3. Pass the apple around the room having each participant place their sticker on the apple and
introduce themselves.
4. When all participants have placed a sticker on the apple ask:
Question: What has happened to the fruit by the time it has gone around the room?
Discussion: Think about the grocery store and the number of people who have touched the fresh
fruit and vegetables you have purchased. Discuss how fresh produce should be handled—stored,
cleaned, and prepared.
1-4
Remain Standing
Objectives
1. To help participants realize the importance of practicing correct food safety principles.
Training Time
10 minutes
Trainer Instructions
1. Ask all participants to stand up.
Explain the goal of the activity is to be the last person to remain standing or the person who
follows the most food safety practices.
2. Say: “Remain standing if you...” and read the first item. Instruct people to sit down if they don’t
follow the food safety practice you read. Wait until they sit down, or continue to next item if
no one sits down.
3. Continue with the second item and so forth until the last item or no one remains standing.
Add and/or change questions appropriately.
Remain standing if you…

…Wash hands with soap and warm water before handling food.
…Check the temperature of the refrigerator daily.
…Know what FIFO means.
…Freezer has a food appliance thermometer.
…All dry foods are stored 6" off the floor, 3" from the wall and 18” from the ceiling.
…Inspect refrigerator and freezer gaskets regularly for adequate seal and cleanliness.
…Record refrigerator and freezer temperatures onto a log at least daily.
…All food in the refrigerator and freezer is labeled and dated.
…Know what to do if the refrigerator temperature is 50°F.
…Keep cold foods cold (below 41°F) and hot foods hot (above 135°F).
...Don’t defrost meat on the counter.

URI/RCCI/Kid Firstmmbreau:4/09
1-5
Module 1
Participant Activity 1
Food Safety Basics
Objectives
1. To identify potentially hazardous foods (referred to by the FDA Food Code as Time-Temperature
Control for Safety or TCS-Food) in relation to potential biological hazards (pathogens related to
foodborne illness).
2. To determine if appropriate food safety measures can be applied to various steps in “the flow of
food” in order to prevent, eliminate, or control these hazards.
Materials Checklist
q Assess Your Menus for Food Safety Hazards (STM p. 1-21)
q Sample menus may be found on the National School Foodservice website, www.nfsmi.org/
ResourceOverview.aspx?ID=196, or check the local school district’s website for school lunch
menus.
q Fact Sheets
A. Microbiological Foodborne Illnesses Chart (STM p. A-18)
B. Potentially Hazardous Foods (TCS Foods), (STM p. A-21)
Training Time
15 minutes
Training Outline
1. Review directions for the Participant Activity.
2. Divide the participants into small working groups.
Instructions to Participants
In your working group:
1. Select a group leader, note taker, and spokesperson
2. Choose a menu
• Review menus. Find five potentially hazardous foods (TCS-Foods) and list them in first column.
• Use the Microbiological Foodborne Illness Chart (STM p. A-18) to identify one (1) pathogen
most commonly found in the food you listed in the first column. Write the name of the pathogen
in the second column.
• In the third column, list potential sources of contamination for each food, especially in relation
to your program and/or kitchen.
• Report back to the group for discussion and comments.
Discussion Questions
1. What was the pathogen you found to be most common to the foods you listed?
2. Why do you think that is?
3. What “controls” could you put in place to control that pathogen during the flow of food through
your foodservice operation?
4. In general, the causes of foodborne illness fall into five major categories. Can you name those
categories?
Answer: According to the Centers for Disease Control (CDC), the major causes of foodborne
illness are: food from unsafe sources, lack of temperature control, contamination/cross
contamination, lack of cleaning and sanitizing, and poor personal hygiene practices.
1-6
Module 1
Participant Activity, Trainer Notes

Food Safety Basics
Go With the Flow to Keep Food Safe
Trainer Notes
Objective
To determine the appropriate food safety measures that can be applied at various steps in the flow
of food in order to prevent, eliminate, or control any potential biological hazards.
Materials Checklist
q Completed Participant Activity 1, Assess Your Menus for Food Safety Hazards (STM p. 1-12)
q Participant Activity 2, Go With the Flow to Keep Food Safe (STM p. 1-29)
Training Time
15 minutes
Instructions to Trainer
Participants can remain in same working group.
In your working group:
1. Select a group leader, note taker, and spokesperson.
2. Choose one (1) food item from the Completed Participant Activity 1, Assess Your Menus for Food
Safety Hazards.
• Write the name of the selected food item in the space provided on Participant Activity 2, Go With
the Flow to Keep Food Safe.
• Describe the food safety measures you would use to keep food safe, prevent, eliminate, or
control biological hazards at each stage in the flow of food.
• In the second column, at each stage in the flow of food, list what you would do to prevent the
food item from becoming unsafe, i.e. list the food safety measures that can be applied at each
step in the flow of food to:
1. control time-temperature abuse
2. prevent cross-contamination
• Report back to the group for discussion and comments
Discussion Question
Ask each group to report back 2 new strategies they learned and will use to keep food safe in their
program/foodservice environment.
1. “Go With the Flow to Keep Food Safe”, Participant Activity 2, (STM p. 1-29)
1-7
Module 1
Food Safety Basics
Frequently Asked Questions
1. At what ages are people at the greatest risk for foodborne illness?
People who are at the greatest risk of foodborne illness are infants and very young children. Other high risk groups
include pregnant women, the elderly, and individuals of any age with weakened immune systems.
2. Should we use wooden, plastic, or glass cutting boards?
Cutting boards made of materials that can be easily cleaned and sanitized are recommended. The current FDA
Food Code does allow for the use of wooden cutting boards if they have no seams. Color coded cutting boards
can be helpful—red: meat, yellow: poultry, green: fruits and vegetable, etc. Cutting boards should be cleaned and
sanitized after each use.(See Module 1, slides 41– 48 for more information on cleaning and sanitizing).
3. How long can foods be safely kept in the freezer?
It depends on the food item and the type of freezer.You can keep most foods in your refrigerator/freezer for up to
12 months. Most foods may be kept frozen in an upright or chest type freezer for 2 months to a year, depending on
the food. The Fact Sheet, “Recommended Food Storage Times Cold and Dry Refrigerated and Frozen Foods” (A-23),
lists a wide variety of foods and their optimum storage times.(It is included in the Appendix.) More information on
food storage times may be found at the Fight Bac!/Be Food Safe, USDA, and FDA websites listed on page 1-11.
4. Can we use scented disinfectant wipes to sanitize a countertop?
No. Scented sanitizers of any kind may not be used. If disinfectant wipes are used, the concentration of the sanitizer
must be the same as required by the current FDA Food Code. Using disinfectant wipes alone does not take the
place of the process of cleaning and sanitizing. This process includes washing the area with hot water and soap,
rinsing with hot water, and wiping with a sanitizing solution.
5. Should we use a "fruit and vegetable cleaner" to rinse our fruits and vegetables?
It is not necessary to use a “fruit and vegetable cleaner” to rinse fruits and vegetables. Research has shown that a
simple, effective way to clean fruits and vegetables is by using cool running tap water. All fresh fruits and
vegetables, even those with rinds and skin that are not eaten, should be rinsed before eating. Very cold water may
cause pathogens to be absorbed into certain produce through the stem or blossom end. While it is recommended
that water should be no more than 10 degrees cooler than the produce being washed, make sure the water is
as least close to the temperature of the produce as you can. A clean bristle brush should be used to scrub the rinds
under cool running water. Washing before storage requires thorough drying to prevent spoilage and mold growth.
Some produce, e.g. berries, should not be washed prior to storage.
6. What is the ratio of chlorine to water if we choose to make our own sanitizing solution?
The ratio of chlorine bleach to water should be 2 teaspoons of chlorine beach to a gallon of water. More information
on using chemical sanitizers is included in the Fact Sheet, “How to Sanitize with Bleach Fact Sheet” found in the
Appendix (A-17). Also, chlorine bleach that is specifically approved for institutional use must be used. The strength
of the sanitizing solution should be tested using the test strips provided in the food safety kit, (see Module 1, slides
46 and 47).
7. Do we have to take the internal temperature of a food every time after it has been cooked or cooled?
Yes. The temperature should be taken every time is food prepared. This insures that the food is cooked/cooled to the
proper temperature, (see Module 1, slides 55–62).
8. Why can't we leave meat on the counter to thaw...my parents always did!
Food thaws from the outside in, therefore the outside of the food could be at room temperature while the center
of the food is still frozen. Room temperature is the optimum temperature at which pathogenic bacteria can multiply
and become present in large enough numbers to make someone ill. The best way to thaw foods is in the
refrigerator; however, foods can also be thawed in cool running potable water or the microwave. If food is thawed in
the microwave, the food should be immediately cooked. (See Module 1, slide 69)
1-8
Module 1
Food Safety Basics
9. Where can I get Material Safety Data Sheets (MSDS) for the cleaning and sanitizing chemicals we use in the
kitchen?
Copies of MSDSs may be found on the product manufacturer’s website. Also, the website: www.msdsprovider.com
includes MSDS for most chemicals used for cleaning and sanitizing. To assess the website information, you will
need to register, which is free.
10. Sometimes, community members ask about donating prepared food to our RCCI. Is it okay to accept and use
the donated prepared food?
No, you should not accept and serve donated prepared food. You have not been in control of purchasing,
preparing, serving and storing this food item. It would be okay to accept donations of packaged food items that
don’t require refrigeration if the packaging is still intact. This may be an opportunity to develop a policy on donated
foods.
1-9
Module 1
Food Safety Basics
Learn More About It
General Food Safety Information

Gateway to Federal Government Food Safety Information
A vast collection of food safety resources made available by all federal agencies. www.foodsafety.gov
FDA Center for Food Safety and Applied Nutrition
Under the food safety heading, provides Product-specific information on seafood, fruits, vegetables, milk, canned
foods, and infant formula. http://www.fda.gov/Food/default.htm
Massachusetts Partnership for Food Safety Education
General food safety education materials including fact sheets and training modules for foodservice.
www.mafoodsafetyeducation.info
Rhode Island Cooperative Extension Food Safety Education Program
Fact sheets on general food safety topics. www.uri.edu/ce/ceec/foodsafety.shtml
Posters
National Foodservice Management Institute
Colorful 8-1/2" x 11" mini-posters provide information at a glance on current food safety topics that are designed for
use in the food preparation and service areas. www.nfsmi.org/ResourceOverview.aspx?ID=74
Penn State Cooperative Extension Foodservice Food Safety
Series of black and white mini posters addressing basic food safety topics: cooking, cooling and personal hygiene.
Also available in Spanish and Chinese. http://extension.psu.edu/food-safety/educators/posters
Food Storage Information

University of Kentucky Cooperative Extension
Recommended Food Storage Times Cold and Dry Refrigerated and Frozen Foods includes charts listing refrigerator
and freezer storage for cold foods as well as storage times for dry foods. A copy of this Fact Sheet is located in the
Appendix. www.ca.uky.edu/HES/fcs/factshts/FN-SSB.085.PDF
Still Tasty—Your Ultimate Shelf Life Guide
Storage information on hundreds of food items. www.stilltasty.com
Posters
Food storage charts for dry, fresh and frozen foods. www.foodsafety.gov/keep/charts/storagetimes.html
Food Allergens
The Food Allergy and Anaphylaxis Network
Information, programs, and resources related to food allergy and anaphylaxis. www.foodallergy.org/
This website includes a large collection of fact sheets and resources concerning all aspects of food allergens. The
website also provides a link to a website which “sign-up” for automatic notifications of allergy alerts issued by the
FDA. www.foodsafety.gov/poisoning/causes/allergens
Mass. Dept. of Education: Managing Life Threatening Allergies in Schools
Includes guidelines to assist Massachusetts school districts and nonpublic schools to develop and implement
policies and comprehensive protocols for the care of students with life-threatening allergic conditions.
www.doe.mass.edu/cnp/allergy.pdf
1-10
Module 1
Food Safety Basics
Food Safety Basics for Residential

Child Care Institutions (RCCI)
Staff
Training:
Module 1
Funded by CSREES/USDA Project 2007-51110-03816 1

Food Safety Basics for

Residential Child Care
Institutions (RCCI)
Introduction

2
Food Safety Education:

RCCI Staff
 USDA funded project
 Multistate Development
 Rhode Island
 University of Rhode Island
 RI Department of Education
 Massachusetts
 University of Massachusetts
 MA Department Elementary and Secondary
Education
3

(STM 1-1) 1-11
Module 1
Food Safety Basics
Why now?
FEDERAL MANDATE
 Child Nutrition Act of 2004 requires school
foodservice authorities to implement a food
safety program beginning July 1,2005 and fully
implemented by the end of the 2005/2006 school
year. Final rule: 1/14/2010.
 Includes any agency participating in the

National School Lunch and Breakfast Programs
such as Residential Child Care Institutions
(RCCI)
4

Why now?
FEDERAL MANDATE
Food safety program to be based on
Hazard Analysis Critical Control
Points (HACCP) and conforms to
guidance issued by USDA
 Requires two inspections by local

health regulatory agency each year
5

After this program you will

be able to…
 Understand food safety principles
 Develop a written food safety plan
 Implement food safety HACCP plan
 Comply with USDA regulations
6

(STM 1-2) 1-12
Module 1
Food Safety Basics
Training program
Module 1
 Cause and prevention of foodborne illness
 Strategies to reduce the risk of foodborne illness
Module 2
 Components of an effective Food Safety Plan (HACCP)
 Components of effective Standard Operating
Procedures (SOP’s)
Module 3
 Developing a HACCP-based Food Safety Plan and SOP’s
 Implementing monitoring strategies
 Using HACCP /food safety resources
7

Results of on-site pre-audits

Ten RCCI’s evaluated: 5 RI, 5 MA
Common microbiological contaminated
areas in kitchen:
• Refrigerator/freezer – shelfs, drawers
(cold storage areas)
• Preparation areas/cutting boards
• Handles – sink, refrigerator, microwave
keypad etc.
8

Results of on-site pre-audits

Common deficiencies in inspection reports:
• No Food Safety Plans
• No Standard Operating Procedures (SOP)
• Lack of internal temperature monitoring of food
and lack of thermometer calibration
• No records for proper re-heating
• Lack of wrapping and dating – impacts FIFO
• No refrigerator/freezer records for temperature
monitoring
• Food storage problems
• No MSDS
• Lack of monitoring sanitizer strength: no test strips
9

(STM 1-3) 1-13
Module 1
Food Safety Basics
10
Food Safety Basics
10

11
You won’t spot unsafe food
by using your senses
Sight
Smell
Taste
From: http://lancaster.unl.edu/food/pizza.shtml 11

12
Foodborne Illness: Symptoms

 Nausea
 Vomiting
 Diarrhea
 Headache
 Fever
A “tiny taste” will not protect you …
… as few as 10-100 bacteria or

viruses could make you sick!
12

(STM 1-4) 1-14

Module 1
Food Safety Basics
13
Foodborne Illness:
People at Greatest Risk
Infants & Children
Pregnant women
Elderly
People with weakened

immune systems
13

14
Foodborne Illness: Dangers
• Cases: 48 million per year*

• Hospital: 127,000 per year
• Deaths: 3,000 per year
• Cost: Billions per year
* Scallan E. and others. 2011. Foodborne illness aquired in the US – unspecified agents.
www.cdc.gov/EID/content/17/1/pdfs/09-1101p2.pdf
Scallan E. and others. 2011. Foodborne illness aquired in the US – major pathogens.

www.cdc.gov/EID/content/17/1/pdfs/09-1101p1.pdf
14
15
Foodborne Illness:
Food Safety
Food SafetyEducation:
Hazards:
RCCI Staff
 Rhode Island
Biological Chemical
 RI Department of Education Physical
 Massachusetts Plastic
Parasites Allergens
Glass
Metal
Pesticides
Viruses MA Department Elementary and Secondary
Wood
Education Sanitizers Bandages
Lubricants
Bacteria Jewelry and other
personal items
315

(STM 1-5) 1-15
Module 1
Food Safety Basics
16
Biological Food Safety Hazards:

What are the differences?
 Bacteria Salmonella spp.
 Viruses
 Parasites
Norwalk virus
 Fungi
Cryptosporidium parvum
(yeast and mold)

Penicillium spp.
16
17
Sources of Biological Contamination
 Animals
 People
 Environment
17

18
Source of pathogenic or harmful

bacteria/viruses
Animal/human intestinal tract
 Salmonella
 E.coli O157:H7
Human
 Shigella
 Hepatitis A virus
 Norovirus
 Staphylococcus
Environment
 Listeria
 Clostridium
 E.coli O157:H7
Water
 Most of the above 18

(STM 1-6) 1-16
Module 1
Food Safety Basics
19
Foodborne Illness:
Most likely sources
 Potentially Hazardous Foods*
 Ready to Eat Foods
* Time/Temperature Control for Safety Foods (TCS-Food)

19

20
Viruses
 Need suitable host in which to grow
 Does not require food, air, water to survive
 Spread via poor hygiene - fecal/oral
 Infect living cells, reproduce inside host cell
 Do not cause spoilage
 Survive in human intestines, water
or food for months
 Heat resistant

Norwalk virus
20
21
To Grow,
Food Bacteria
Safety Need: FAT TOM
Education:
RCCI Staff
 Food
 Acidity
 TimetoRhode
growIsland
 Temperature
 Oxygen RI Department of Education
 Massachusetts
 Moisture E. Coli 0157:H7
Not all bacteria are created
 MA Department
Education
equal
Elementary and -
Secondary
different bacteria have different

requirements 321

(STM 1-7) 1-17
Module 1
Food Safety Basics
22
Food
 Protein
 Carbohydrates
 Minerals
 Vitamins
Everything we eat
22

23
Acidity Vineg
ar
 Acidity measurement = pH
 Low pH values = high amount of acidity
 pH 7.0 - Neutral
 Bacteria can grow between pH 4.6 and
pH 9.0
 Pathogens grow best between pH 4.6
and pH 7.5. It depends on the
pathogen.
23

24
Acidity
Acid Alkaline
0 1.0 2.0 3.0 4.0 4.6 5.0 6.0 6.4 7.0 8.0 8.5 9.0 10.0 11.0 12.0 13.0 14.0
Distilled Egg White
Commercial Orange Water
Mayonnaise Juice
Chicken
Soda
Apples Beef, Milk Crackers
Limes Veal Corn
Pickles Pork
Vinegar Carrots,
Pumpkins
Sweet Potatoes
 Acidity levels affect
Cheddar Cheese
bacterial growth
 Different bacteria,
different acid tolerance
24

(STM 1-8) 1-18
Module 1
Food Safety Basics
25
28
The Right Temperature

Oxygen
 Three groups of bacteria
135
Some must have
 º Fto grow
oxygen
 Some can grow with or without oxygen
“Danger Zone”
 Some can only grow without oxygen
 Many harmful 41 ºF
bacteria “swing”
either way
Temperatures based on current FDA
Food Code/USDA Guidance.

State regulations may differ.
25
28
26
29
Moisture
Bacteria Growth
Water Activity Minimum
needed for
bacteria to
grow Fresh and canned
Dried fruit Fruits and vegetables
Cocoa
0 0.1 0.2 0.3 0.4 0.5 0.6 0.67 0.7 0.75 0.8 0.85 0.9 0.92 0.95 0.98 1.0
Meats, Fish
Dry Egg Jams &
Noodles Jellies Poultry
Dried Whole Crackers Distilled
Milk Water
Potentially
Sugar Flours Hazardous Foods
Candy
29
26

27
30
How do
Time bacteria
and grow?
Temperature
 If the right conditions exist (FAT TOM),

bacteria will grow very quickly –
doubling
95º every 20 minutes50ºF
or faster.
F
 One bacteria can multiply to more than
30,000 in 5 hours or 44ºF
millions in just 8 hours
42ºF
0 1 2 3 4 5
Days 30
27

(STM 1-9) 1-19
Module 1
Food Safety Basics
28
Oxygen
 Three groups of bacteria
 Some must have oxygen to grow
 Some can grow with or without oxygen
 Some can only grow without oxygen
 Many harmful
bacteria “swing”
either way
28

29
Moisture
Water Activity Minimum
needed for
bacteria to
grow Fresh and canned
Dried fruit Fruits and vegetables
Cocoa
0 0.1 0.2 0.3 0.4 0.5 0.6 0.67 0.7 0.75 0.8 0.85 0.9 0.92 0.95 0.98 1.0
Meats, Fish
Dry Egg Jams &
Noodles Jellies Poultry
Dried Whole Crackers Distilled
Milk Water
Potentially
Sugar Flours Hazardous Foods
Candy
29

30
How do bacteria grow?
 If the right conditions exist (FAT TOM),

bacteria will grow very quickly –
doubling every 20 minutes or faster.
 One bacteria can multiply to more than
30,000 in 5 hours or
millions in just 8 hours
30

(STM 1-10) 1-20
Module 1
Food Safety Basics
31
Potentially Hazardous Foods

(TCS-Food) are:
Foods that support the growth of
pathogenic microorganisms are usually
high protein, high moisture and/or low
in acid such as:
• Raw or cooked meat
• Cooked vegetables
• Cooked pasta, beans and rice
• Other foods that have history of foodborne
illness
31

32
Food Safety Basics:

Activity 1
Menu assessment:
• Examine your group menu set (all available
menus/recipes)
• Identify and list five (5) potentially hazardous
foods (TCS-Food) among foods used in your group
menu set
• Using the Microbiological Foodborne Illness
Chart, found in the Appendix, identify the
pathogen(s) associated with each food and
potential sources of contamination for each food
32

(STM 1-11) 1-21

Food Safety Basics Module 1
Assess Your Menu
for Food Safety Hazards
Instructions
1. In your working group:
2. Select a menu from among the available set for your group.
2. Look at your menu. Find five potentially hazardous foods (TCS Foods) and list them
in the first column. Information about TCS Foods can be found on page A-21.
3. Use the Microbiological Foodborne Illness Chart found on page A-18 to identify
one (1) pathogen most commonly found in the food you listed in the first column.
Write the name of the pathogen in the second column.
4. In the third column, list at least five potential sources of contamination for each food.
5. Report back to the group for discussion and comments.
Food Pathogen Potential Source(s) of Biological Contamination
Adapted from:
University of Massachusetts Nutrition/ Food Safety Program
Food Safety Education to Assist Residential Child Care Institutions (RCCI)
in the Development and Implementation of a HACCP-based Food Safety
(STM 1-12) Plan, 2008. 1-22
Module 1
Food Safety Basics
33
Food Safety Basics
Food safety
practices to
reduce the
risk of
foodborne
illness
33

34
Food Safety Basics:

Goals
• Prevent contamination
 Practice good personal hygiene
 Clean and sanitize
 Separate, don’t cross-contaminate
• Prevent/Eliminate microbial growth

 Practice the four food safety principles
34

35
Food Safety Basics:

Goals
• Prevent contamination
 Practice good personal hygiene
 Clean and sanitize
 Separate, don’t cross-contaminate
• Prevent/Eliminate microbial growth

 Practice the four food safety principles
34

(STM 1-13) 1-23
Module 1
Food Safety Basics
36
Food Safety Basics - Clean

 Pathogenic or harmful
bacteria can spread
throughout the kitchen and
get on hands, cutting
boards, knives and
countertops.
 Cleaning can keep that
from happening
36

37
Wash hands
 Before handling food
 After using the bathroom
 Between tasks
 After eating or drinking
 Before putting on single
use, disposable gloves
37

38

WASH hands with warm water and soap for
20 seconds before and after handling food
 Wet hands
 Apply soap
 Scrub thoroughly
 Rinse
 Dry 38

(STM 1-14) 1-24
Module 1
Food Safety Basics
39

WASH food preparation
utensils/equipment:
 in hot soapy water and
rinse with hot water
 or wash in the
dishwasher
 after preparing each
food item and before you
use it for the next food.
39

40
FoodSafety
Food SafetyBasics
Basics for- Clean
Residential
WASH Child
countertops with Carewater and
hot soapy
rinse after preparing each food item and
Institutions (RCCI)
before preparing the next food.
Introduction

2
40
41

RINSE fruits and vegetables
under running tap water,
including those with skins
and rinds that are not eaten.
SCRUB fruits with rinds
with a brush under running
water
41

(STM 1-15) 1-25
Module 1
Food Safety Basics
42
Food Safety Basics –

Clean and Sanitize
Cleaning and
sanitizing food
preparation
equipment and
utensils is an
important part of
keeping food safe
Dishwashing
42

43
What is the difference between

cleaning and sanitizing?
Clean:
Physical removal of soil and food
residues from the surfaces of equipment
and utensils.
Sanitize:
Treatment of cleaned surfaces with a
sanitizer or high heat to eliminate or reduce
the number of harmful microorganisms to a
safe level.
43

44

Clean and Sanitize
• Food-contact surfaces
must be thoroughly
cleaned prior to sanitizing
• Sanitizers do not work
well on dirty surfaces
• Remember to use new
paper towels or clean
cloths to wipe spills and
clean areas
44

(STM 1-16) 1-26
Module 1
Food Safety Basics
45

Clean and Sanitize
Sanitize with chemicals:
• Chlorine, commonly used
• Others (Quats, Iodine)
• Household, scented, sanitizers not
acceptable
• Verify concentrations using
appropriate test kits/strips
Note: Material Safety Data Sheets (MSDS) are

required, on-site, for chemicals used.
45

46
Measuring sanitizer strength

 Test strips
 Chlorine: 50 – 200 ppm
 Quats: 200 – 400 ppm
 More is NOT better.
 More or less is NOT allowed
46

47

Clean and Sanitize
Sanitize with heat:

• Dishwasher: 165oF
• Varies with dishwasher type
• Verify temperatures
47

(STM 1-17) 1-27
Module 1
Food Safety Basics
48

Clean and Sanitize: 4 Steps
• Wash hot soapy water

• Rinse hot water
• Sanitize
• Air Dry
48

49
Food Safety Basics - Separate

Cross-contamination
occurs when
pathogenic bacteria
are passed from one
food or object to
another
49

50
For example,
when tomatoes are cut on
the same cutting
board as raw chicken
without the cutting board
being properly cleaned
and sanitized cross-
contamination occurs
50

(STM 1-18) 1-28
Module 1
Food Safety Basics
51

Harmful bacteria can
be transferred by
 People
 Equipment
 Utensils
 Other foods
 Pests
51

52

WASH cutting boards,
dishes, utensils, and
counter tops with hot soapy
water after preparing each food
item and before you go
on to the next food.
USE one cutting board for raw meat, poultry
and seafood and another for salads and ready-
to-eat food
STORE raw meat, poultry, and seafood in a
container or on a plate so juices can't drip on
other foods. 52

53

When shopping, keep
raw meat, poultry,
seafood and their
juices apart from
other, ready to eat, or
unpackaged food
items in your grocery
cart
53

(STM 1-19) 1-29
Module 1
Food Safety Basics
54
Food Safety Basics
To prevent microbial growth:
Keep it Hot,
Keep it Cold,
or
Don’t Keep It!!!
54

55
Food Safety Basics - Cook

Thorough cooking
and reheating food to
the right temperature
is essential to destroy
harmful
microorganisms that
could cause
foodborne illness.
55

56
Food is SAFELY
COOKED when it
reaches a high
enough internal
temperature to kill the
pathogenic bacteria
that cause illness.
56

(STM 1-20) 1-30
Module 1
Food Safety Basics
57

Keeping foods above
135oF will:
 Prevent growth of
microorganisms
 Destroy harmful
microorganisms
Keeping foods below
41oF will:
 Prevent or slow down
the growth of bacteria.
Temperatures based on current FDA Food
Code/USDA Guidance. State regulations may

differ. 57
58

Food has potential to cause illness if:
 It is exposed to  It is not cooked
temperatures in or reheated
the danger zone sufficiently to
41oF-135oF for destroy harmful
more than 4 microorganisms.
hours
58

59

USING a food thermometer is the only
way to ensure that food is
thoroughly cooked
59

(STM 1-21) 1-31
Module 1
Food Safety Basics
60
The range of
safe cooking
temperatures
can vary from:
145oF
To
165oF
60

61

Safe Cooking Temperatures
 Ground Meat & Meat Mixtures 155° F *
 Poultry ( Chicken & Turkey) 165° F *
 Egg Dishes 145° F *
 Fish 145° F *
 Casseroles and Leftovers 165°F *
* All for at least 15 seconds

Temperatures based on current FDA Food
Code/USDA Guidance. State regulations may

differ. 61
62
• ROTATE and STIR

food cooked in the
microwave midway
during cooking due
to cold spots
• Final internal
temperature :165oF
• Stand 2 minutes
62

(STM 1-22) 1-32
Module 1
Food Safety Basics
63
Food Safety Basics - Chill
 Pathogenic bacteria
multiply rapidly at
temperatures between
41°F and 135 °F
 Keeping foods cold is

the most effective way
to reduce the risk of
foodborne illness.
63

64
Pass foods through the temperature

danger zone quickly and as few
times as possible!
64

65

Two step process – total 6 hours:
Step 1: 135oF to 70oF within 2 hours
Step 2: 70oF to 41oF or less within 4
hours
Note: If Step 1 takes less then 2 hours,
the complete cooling process still
can be completed in 6 hours
Cooling temperature process based on current FDA Food

Code/USDA Guidance. State regulations may differ.
65
(STM 1-23) 1-33

Module 1
Food Safety Basics
66
CHILL leftovers within

4 hours
KEEP the refrigerator

at 41 °F or below
USE a refrigerator
thermometer
66

67

 The temperature of a
refrigerator: 41°F or below.
 Place a thermometer on a
middle shelf at the rear of
the unit
 Check often
and record at least
2 times/day
67

68
THAW frozen meat,

poultry, and seafood
in the refrigerator
on a shelf below
ready-to-eat foods
and fresh produce.
68

(STM 1-24) 1-34
Module 1
Food Safety Basics
69

Other ways to thaw:
Submerged under
cool running water
As part of
In a microwave for the cooking
food cooked process
immediately
69

70
How long would it take

to cool this large
stockpot of thick beef
stew in a refrigerator
at 41°F?
70

71

It would take 6 days to cool the
beef stew in this large pot to 41°F!
Temperature (°F)
160
150
140
16”
120
100 16”
80
60 41°F
40
1 2 3 4 5
Day 6
Time (Days) 71

(STM 1-25) 1-35
Module 1
Food Safety Basics
72
Food Safety Basics -
Keep Pests out of the Kitchen
No pests in the foodservice or
kitchen area
Foodborne illnesses may be
passed on by pests like rodents,
flies and cockroaches and their
droppings and urine
72

73
What happens when a fly

lands on your food ?
 Flies can’t eat solid food, so to soften it up,
they vomit on it
 Then they stamp the vomit in until it’s
liquid, usually stamping in a few germs for
good measure
 Then, when it’s good and runny, they suck
it all back again, probably dropping some
excrement at the same time
 And then, when they’ve finish eating, it’s
your turn
73

74
Food Safety Basics:

Follow Flow of Food
 Purchasing
 Receiving
 Storage
 Preparation
 Cooking
 Holding/Serving
 Cooling/Storage
 Reheating
74

(STM 1-26) 1-36
Module 1
Food Safety Basics
75
FIFO
 First In First Out: Dry and Cold
• Storing
• Wrapping/Covering
• Labeling
• Dating
• Rotating
 Food Storage Times – Dry and Cold
• University of Kentucky handout
75

76
Recipes Wanted
 Do you have written recipes?
 You need them!
• Uniform production
• Used during Food Safety Plan
assessments
76

77
Recipe Sources
 http://www.allrecipes.com
 http://www.fns.usda.gov/fdd/recipes/
schrecipes.htm
 http://www.fns.usda.gov/tn/Resources/
usda_recipes.html
 http://www.nfsmi.org/ResourceOverview.
aspx?ID=115
77

(STM 1-27) 1-37
Module 1
Food Safety Basics
78
Food Safety Basics:

Activity 2
Determine food safety measures
that can be applied at various steps in
the flow of food in order to prevent,
eliminate or control food safety
hazards
78

(STM 1-28) 1-38

Go With the Flow
to Keep Food Safe
Instructions
1. In your working group:
2. Choose one (1) food item from the Menu Assessment (Activity 1, pp 1-1 to 1-12).
2. Write the name of the food item you have chosen at the top the chart.
3. Describe the food safety measures you would use to keep food safe,
including preventing, eliminating, or controlling biological hazards at each stage in the
flow of food.
4. Next, list the food safety measures that can be applied at each stage in the flow of food
to prevent the food from becoming unsafe. For example:
• control time-temperature abuse
• prevent cross-contamination
5. Report back to the group for discussion and comments
Food: _____________________________________
Food safety measures to prevent food from becoming unsafe
Purchasing
Stages in the Flow of Food
Receiving
Storage
Preparation
Cooking
Holding/Serving
Cooling/Storage
Reheating
Adapted from:
University of Massachusetts Nutrition/ Food Safety Program
Food Safety Education to Assist Residential Child Care Institutions (RCCI)
in the Development and Implementation of a HACCP-based Food Safety
(STM 1-29) Plan, 2008. 1-39
Module 1
Food Safety Basics
79
Homework
 Bring Menu and recipes
 Bring Facility Equipment List
• If don’t have one, take a look and list
 Bring staff training notebook to the
next session
79

80
Resources for Illustrations

1. International Association for Food
Protection
http://www.foodprotection.org/aboutIAFP/S
afetyIcons.asp
2. National Registry of Food Safety
Professionals, Essentials of Food Safety &
Sanitation, 2004
3. Partnership for Food Safety Education. Be
Food Safe. http://www.befoodsafe.gov
80

(STM 1-30) 1-40

Participant Evaluation
Please take a moment to complete this evaluation.
Strongly Agree Undecided Disagree Strongly
We are interested in your thoughts on today’s presentation. Agree Disagree
1. Information was presented in a clear, organized manner.
2. Presenters were organized and well prepared.
3. Handouts and materials are relevant to the information presented.
4. Important points were reviewed and emphasized.
5. Group Participation and questions were encouraged.
6. Questions were answered sufficiently.
7. Handouts will be useful.
8. Food safety principles are understood.
9. What did you like most and/or least about today’s sessions?
10. What new information did you learn today?
11. What could presenters do differently to deliver this information more effectively?
Universities of Rhode Island and Massachusetts

Nutrition / Food Safety Program
Residential Child Care Institutions (RCCI) 1-41
Name of University
This is to certify that

________________________________
Participated in a 2-hour, Module 1
Food Safety Basics Training for Residential Childcare Institutions
( add date here)
_____________ _____________
Instructor Program Co-coordinator
Developing a Written Food Safety Plan
Module 2
Introduction, 2-1
Training Outline, 2-2
Participant Activity 1, Description of the Facility, 2-4
Participant Activity 2, Your Menun Items, 2-7
Participant Activity 3, Critical Control Points, 2-9
Participant Activity 4, Checking the Accuracy of a Food Thermometer, 2-11
Participant Evaluation, 2-12
Certificant of Completion, 2-13
Power Point Presentation, 2-16
RHODE ISLAND
UNIVERSITIES
Module 2
Introduction
Module 2 focuses on the components of an effective food safety plan based on HACCP principles that address the
control of food safety hazards throughout the foodservice environment from receiving raw ingredients to serving and
storing food. The principles of the process approach to HACCP are also explained in this module.
Note: While the target audience for the project was small RCCIs of less than 20 residents, the materials developed
in this module are applicable to an RCCI foodservice operation of any size. For example, an RCCI with less than 10
residents may purchase food from a warehouse or grocery store, therefore the Standard Operating Procedures for
Receiving Deliveries and Transporting Food to Remote Sites (Satellite Kitchens) may not be applicable.
Objectives
Participants will become familiar with the elements of a HACCP based food safety plan and the process HACCP ap-
proach to the control of food safety hazards.
Training Time
2 – 2-1/2 hours (approximate)
Materials Checklist
11. Participant Activities from Food Safety Basics Staff Training Manual (STM):
q STM p. 2-19. Description of the Facility/Standard Operating Procedures Checklist
q STM p. 2-20. Your Menu Items
Weekly / Monthly Menus
q STM p. 2-26. Determine Critical Control Points (CCPs) and Critical Limits (CLs)
for one food from the Process 2 items
1 q STM p. 2-29. Food Safety Fact Sheet, Calibrating a Thermometer
12. q Digital food thermometer (from Food Safety Kit)
13. q 2 quart glass container
14. q Crushed ice
15. q Cold water
16. q Power Point Presentation, Module 2 (76 slides)
17. q Evaluation Form
8. q Certificates of Completion

2-1
Module 2
Participant Activity 1, Training Outline

Training Outline
1. Give a brief review of Module 1.

2. Review the purpose of the training program. This information is located in Overview of the Food Safety Basics RCCI
Staff Training on p. ii of the Staff Training Manual. Also, indicate more information about the program will be ex-
plained during the power point presentation.
Trainer Notes
The 76 slide power point presentation (some slides with notes) is divided into two sections.
Section 1. Introduction includes a brief review of the federal mandate requiring food safety plans and the brief over-
view of the USDA funded project which developed the training materials.
Section 2. Getting Started on a Food Safety Plan describes the fundamentals of food safety plan development and
implementation:
1. Standard Operating Procedures
2. Process Approach to HACCP
Activity 1: Description of the Facility/ Standard Operating Procedures (SOP) Checklist should be completed after
viewing Slide 22 (STM p. 2-9).
Activity 2: Your Menu Items should be completed after viewing Slide 47 (STM p. 2-20).
Activity 3: Determining Critical Control Points (CCPs) and Critical Limits (CLs) should be completed after viewing
Slide 61 (STM p. 2-26).
Activity 4: Checking the Accuracy of a Food Thermometer using the ice bath method should be completed after
Slide 65 (STM p. 2-29). Note: This activity may be done as a demonstration or group activity by following the instruc-
tions on the Food Safety Fact Sheet: Calibrating a Thermometer (STM p. 2-29).

Assignment for Module 3
Bring the following to the next training session:
• Staff Training Manual
• Current menu and recipes
• Description of the Facility and SOP checklist (completed Module 2 Participant Activity 1 (STM, P 2-9)
• Copies SOPs
Note: If Module 3 is going to be taught as a large session with representatives from various RCCIs, it might be a good
idea to ask each RCCI to bring a laptop computer if possible. The work of the actual development of the necessary
SOPs could be completed during this session in small groups. If this is not possible, the paper copies could be used.
At the conclusion of the training session

1. Spend a few minutes reviewing the highlights of the information presented.
2. Remind participants of the assignment for the next session and their staff training notebooks.
3. Have participants complete the Evaluation Form for Module 2, (STM, P 2-34)
4. Distribute Certificates of Completion.
2-2
Module 2
Participant Activity 1, Trainer Notes

Trainer Notes
Objectives
• To develop a complete written description of the RCCI foodservice operation including number
of meals served, number of staff and all food preparation, serving and storage equipment (kitchen
equipment) as the first step in the development and implementation of a comprehensive food
safety plan.
• To determine those standard operating procedures already in place and those that need to be
developed.
Materials Checklist
q Participant Activity 1, Description of the Facility/Standard Operating Procedures
Checklist (STM p. 2-9)
Inform participants that the information collected during this activity is the first step in the food
safety plan development process and will be used in Module 3.
Note: If participants are all from one facility and depending on the number of participants, this
activity could be a group activity.
Training Time
10 minutes
Complete the worksheet, describing the number of meals served, the food service staff and the
kitchen equipment needed.
2-3
Food
Food Safety
Safety Basics
Basics Module
Module 22
Participant
ParticipantActivity
Description
Description of
of the
the Facility
Facility
Overview / Description
Activity 11
Date developed Foodservice Director Facility
The program follows the USDA guidance on developing a food safety program based on the Pro-
cess Approach to HACCP.
Average Daily Participation
Breakfasts Lunches Dinners
Foodservice Staff
Manager/Supervisor Baker Dish washer
Line worker Server Driver
Other
Kitched Equipment
Food Preparation Equipment
r Mixer r Toaster r Slicer
r Commercial can opener r Food processor/Blender r Other (list)_____________
Cooking Equipment: gas/electric/steam
r Range r Convection oven r Cook chill system
r Deck oven r Broiler r Crock pot
r Fryer r Pressure steamer r Impinger/Conveyor oven
r Ovens: gas or electric r Braising pan/Tilting skillet
Serving Equipment
r Cold table r Hot food table
Small Wares
r Knives r Serving utensiles
Refrigeration
r Reach-in refrigerator and freezer r Ice machine, Ice storage bin, Ice dispenser
r Walk-in coolers and freezers r Milk dispensers
r Carbonated beverage dispenser
Other
r Dishasher r Garbage disposal r Pot and pan sink
r Pot machine r Trash compactor and can crusher
Menu
r Week/Month Cycle with recipes/instructions in notebook in manager’s office
2-4
Description of the Facility
Required Standard Operating Procedures Checklist
(Check all that currently apply)
Policy Policy Don’t

Standard Operating Procedure (SOP)
is in is not in Know
Place Place
1. General Food Safety Practices
a. Personal Hygiene e.g. Washing Hands
b. Calibrating a Thermometer
c. Operating Without Power
d. Operating Without Hot Water
e. Storing and Using Chemicals
f. Implementing an Employee Health Policy
g. Practicing first-in-first-out (FIFO) Product Rotation
h. Preventing Cross-Contamination
2. The Flow of Food

a. Purchasing Food from Reputable Vendors
b. Receiving Deliveries
c. Storing Food in Appropriate Storage Containers
and Keeping Food Covered At All Times during Storage
d. Washing Fresh Fruits and Vegetables
e. Thawing Food Properly
f. Cooking Potentially Hazardous Foods (TCS Foods)
g. Cooling Potentially Hazardous Foods (TCS Foods)
h. Labeling and Date Marking Ready-to-Eat, Potentially
Hazardous Foods (TCS Foods)
i. Holding Cold and Hot Potentially Hazardous Foods
(TCS Foods)
j. Reheating Potentially Hazardous Foods (TCS Foods)
k. Handling Ready-to-Eat Foods e.g. Preventing Bare Hand
Contact with Ready-to-Eat Foods
l. Transporting Food
2-5
Module 2

Trainer Notes
Your Menu Items
Objective
• To begin the process of developing process HACCP based plans for the various categories of food
items prepared and served.
Materials Checklist
q Participant Activity 2, Your Menu Items (STM p. 2-20)
q Weekly/Monthly Menus
Training Time
15 minutes
1. In section A list 8 menu items on the current weekly/monthly menu.
2. In section B list the menu items in section A by process:
1. no cook
2. cook and serve the same day, or
3. complex food preparation
If there is question about the food item, review Module 2, slides 33 – 46.
Discussion Questions
1. Review the basics of the three processes. In which process area were most of your menu items?
2. Where there any items you were not sure about?
3. Based on completing this activity, are their any menu items you plan to change and why?
2-6
Your Menu Items
Instructions
1. In section A, list 8 menu items from a current weekly/monthly menu.
2. In section B, list the menu items in section A by process—1( no cook), 2 (cook and serve
the same day), or 3 ( complex food preparation) categories. If there is question about the
food item, review slides # 39-45.
Section A: List at least eight (8) menu items in your facility
Section B: Sort by Process

Group your menu items into process 1, process 2, or process 3.
Process 1 Process 2 Process 3

(No cook) (Cook and serve same day) (Complex food preparation)

2-7
Module 2

Trainer Notes
Determining Critical Control Points

and Critical Limits
Objective
Participants will begin to understand how to develop and implement a food safety plan by
identifying hazards and the points in the process where these hazards can be prevented,
eliminated, or reduced to safe levels.
Materials Checklist
q Participant Activity 3, Determine Critical Control Points (CCPs) and Critical Limits (CLs) for One
Food from the Process 2 Items Worksheet (STM p. 2-26)
q Completed Participant Activity 2, Your Menu Items Worksheet (STM p. 2-20)
Training Time
20 minutes
1. List the food item in the blank provided
2. Briefly describe the steps in the preparation of the food item
3. List the Critical Control Point in the first column, next list the Critical Limit in the second col-
umn. Under the comments section, describe the hazard and how it will be prevented, eliminated, or
reduced to safe levels by applying CCPs and CLs.
Discussion Question
What criteria did you use to determine which preparation steps were Critical Control Points and
which were Critical Limits?
2-8
Determine Critical Control Points
and Critical Limits for One Food
from the ‘Process 2’ Items
Instructions
1. List the food item in the blank provided.
2. Briefly describe the steps in the preparation of the food item.
3. List the Critical Control Point (CCP) in the first column, list the Critical Limit (CL) in the
second column. Under the Coments section describe the hazard and how it will be prevent-
ed, eliminated, or reduced to safe levels by applying the CCP(s) and CL(s).
Food Item ____________________________________
Briefly describe how the food item is prepared.
Identify hazards and find the points in the process where identified hazards
can be prevented, eliminated, or reduced to sfae limits.
Please note there may be more than one CCP.
CCP CL Coments

2-9
Module 2

Trainer Notes
Checking the Accuracy of a Food Thermomenter

Ice Bath Method
Objective
Participants will understand how to check the accuracy of a food thermometer using
the ice bath method.
Materials Checklist
q Food Safety Fact Sheet, Calibrating a Thermometer, (STM p. 2-29)
q Digital Food Thermometer (from Food Safety Kit)
q Beaker or large deep glass bowl (at least two quarts)
q Crushed ice
q Cool water
Training Outline
20 minutes
Note: This activity may be done as a demonstration or group activity.
1. Follow the directions for the ice water method on the Food Safety Fact Sheet, Calibrating a
Thermometer
2. Explain how to read if the thermometer is not accurate. Adjust up or down.
Note: if it is off by 10 degrees, check the manufacturer warranty as you should discard the
thermometer and get a new one.
3. Review the record keeping forms located in the Appendix related to temperature control,
refrigerator and food temperature logs, cooling charts, and thermometer accuracy logs
(STM pp. A-36 – 40).
2-10
Checking the Accuracy
of a Food Thermometer
Calibrating Thermometer, continued
Ice Water Method

1. Fill a 2-quart measure with ice.
2. Add water to within 1 inch of top of container.
3. Stir mixture well.
4. Let sit for one minute.
5. Place thermometer in container so that the
sensing area of stem or probe is completely
submerged over the dimple.
6. Keep the thermometer from touching sides or
bottom of container. Thermometer Information Resource (2005).
7. Let thermometer stay in ice water for 30 seconds
or until the dial stops moving.
8. Place the calibration tool on the hex adjusting nut
and rotate until the dial reads 32 °F, while in ice water.
9. Some digital stemmed thermometers (thermistors) and thermocouples have a reset button
which should be pushed.
10. Repeat process with each thermometer.
Boiling Water Method

1. Fill a saucepan or stockpot with water.
2. Bring water to a rolling boil.
3. Place thermometer in the container so that
the sensing area of the stem or probe is
completely submerged over the dimple.
4. Do NOT let the thermometer stem/probe touch
sides or bottom of container.
5. Let thermometer stay in the boiling water for
30 seconds or until the dial stops moving.
6. Place the calibration tool on the hex adjusting
nut and rotate until the thermometer dial reads Thermometer Information Resource (2005).
212 °F, while in boiling water.
7. Some digital thermometers (thermistors) and
thermocouples have a reset button which
should be pushed.
Note: The boiling point of water is about 1 °F lower for every 550 feet above sea level. If you
are in high altitude areas, the temperature for calibration should be adjusted. For example, if
you were at 1100 feet above sea level, the boiling point of water would be 210 °F.
For more information, contact NFSMI

2 at 800-321-3054 or www.nfsmi.org.
2-11
Participant Evaluation
Please take a moment to complete this evaluation. We are interested in your thoughts on today’s presentation.
Strongly Agree Undecided Disagree Strongly

Agree Disagree
1. Information was presented in a clear, organized manner.
2. Presenters were organized and well prepared.
3. Handouts and materials are relevant to information presented.
4. Important points were reviewed and emphasized.
5. Group Participation and questions were encouraged.
6. Questions were answered sufficiently.
7. Handouts will be useful.
8. Food safety principles are understood.
9. What did you like most and/or least about today’s sessions?
10. What new information did you learn today?
11. What could presenters do differently to deliver this information more effectively?
Universities of Rhode Island and Massachusetts

Nutrition / Food Safety Program
Residential Child Care Institutions (RCCI) 2-12
Name of University
This is to certify that

________________________________
Participated in a 2-hour, Module 2
Food Safety Basics Training for Residential Childcare Institutions
( add date here)
_____________ _____________
Instructor Program Co-coordinator
Module 2
1. Why do we need written recipes?

In order to develop the food safety plan, you must know the ingredients and preparation steps for the food items
that are prepared in your facility. The ingredients and preparation steps will determine how the food item should be
categorized (process 1, 2 or 3). Additionally, the process identifies the steps that need to be taken from the time all
ingredients arrive at your facility, through preparation, service, and storage of leftovers. (See Module 2, Slides #33-46).

2. Is recording the temperature of refrigerator(s) and freezer(s) once a day sufficient?

Refrigerator temperatures should be recorded at least twice a day- before breakfast and at mid-afternoon.
Opening and closing the refrigerator causes the temperature to rise and fall. You want to insure that the refrigerator
unit is maintaining a constant temperature between 32° F and 41° F.

3. What type of food thermometer should we use?

It is recommended that a digital thermometer be used. It is considered to be more accurate than a bimetallic dial
thermometer. More information on the various types of thermometer may be found at www.fsis.usda.gov, click on
thermometer (see Module 2, slides 63 – 64).
2-14
Module 2
Developing a Food Safety Plan
Learn More About It
USDA Food and Nutrition Service Guidance for School Food Authorities: Developing Food Safety Program
Based on the Process Approach to HACCP.
The guidance document for implementation of HAACP-based food safety programs participating in the National
School Lunch and Breakfast Programs. www.fns.usda.gov/fns/safety/pdf/HACCPGuidance.pdf
National Foodservice Management Institute: Developing a Food Safety Plan
Includes all the elements needed to develop and implement a food safety plan, including staff training resources,
forms, and other resources. http://nfsmi-web01.nfsmi.olemiss.edu/ResourceOverview.aspx?ID=57
Process Hazard Analysis Critical Control Points (HACCP)

Iowa State University Hazard Analysis Critical Control Point Information Center
Provides resources for the development of HACCP programs in foodservice establishments including schools, as-
sisted living, childcare, and restaurants. www.iowahaccp.iastate.edu
FDA: Managing Food Safety: A Manual for the Voluntary Use of HACCP Principles for Operators of Food Service
and Retail Establishments
The site is a “roadmap” for writing and implementing a food safety management system based on HACCP principles.
www.fda.gov/Food/FoodSafety/RetailFoodProtection/ManagingFoodSafetyHACCPPrinciples/Operators/default.htm
Recipes
National School Food Service Management Institute, USDA recipes for Schools
This site includes numerous recipes that include Critical Control Point information according to the current FDA
Food Code. www.nfsmi.org/ResourceOverview.aspx?ID=115
USDA Food and Nutrition Service Food Distribution Programs, Recipes for Schools
This site links to recipes that are intended to assist school food service personnel and household program adminis-
trators find new and different ways to prepare USDA commodities. www.fns.usda.gov/fdd/recipes/schrecipes.htm
AllRecipes.Com
Is a collection of recipes for a wide variety of foods. A calculator included with each recipe allows you to calculate
the ingredients needed for a specific number of servings. www.allrecipes.com
Standard Operating Procedures

USDA/National Foodservice Management Institute, HACCP Based Standard Operating Procedures
This site includes an extensive collection of sample HACCP-based Standard Operating Procedures and worksheets
that list the minimum elements necessary to develop and implement a food safety program. http://nfsmi-web01.
nfsmi.olemiss.edu/ documentlibraryfiles/PDF/20080207024226.pdf
Thermometers
USDA Safety Food and Inspection Service
Click on Thermometers and Food Safety for information on how to use a thermometer, types of food thermom-
eters, research on thermometers, and correct thermometer placement. www.fsis.usda.gov/Food_Safety_Education/
Thermometers_&_Food_Safety/index.asp
2-15
Module 2
Developing a Written
Food Safety Plan
1
Food Safety Basics for Residential

Child Care Institutions (RCCI)
Staff
Training:
Module 2
Funded by CSREES/USDA Project 2007-51110-03816 1

Food Safety Basics for

Residential Child Care
Institutions (RCCI)
Food Safety Plan

2
FEDERAL
MANDATE
 Child Nutrition Act of 2004 requires
school foodservice authorities to
implement a food safety program
beginning July 1,2005 and fully
implemented by the end of the 2005/2006
school year. Final rule: 1/14/2010.
 Includes any agency participating in the

National School Lunch and Breakfast
Programs such as Residential Child Care
Institutions (RCCI)
3

(STM 2-1) 2-16
Module 2
Food Safety Plan
4
Training program
Module 1
 Strategies to reduce the risk of foodborne illness
Module 2
 Components of effective Standard Operating
Module 3
4

Getting Started:
Purpose of a Food Safety Plan
Control of food safety hazards:

• From receiving of ingredients to
serving and storing food
• Throughout the food service
environment - personal hygiene,
sanitation, cross-contamination,
pests etc.
5

Getting Started:
Fundamentals of the Program
Two parts to a food safety

program:
• Standard Operating Procedures

(SOP’s)
• Process Approach to HACCP
6

(STM 2-2) 2-17
Module 2
Food Safety Plan
7
Let’s Review:
Training FAT TOM
program
 What does bacteria need to
grow?
Module 1
• Food
• Acidityto reduce the risk of foodborne illness
 Strategies
• Time to grow
Module 2
• Temperature
• Oxygen of effective Standard Operating
 Components
• Moisture

Module 3
7

Let’s Review:
Four Food Safety Principles
 Clean
 Separate
 Cook
 Chill
8

Step 1: Getting Started on a

Food Safety Plan
Describe the
Foodservice Operation
9

(STM 2-3) 2-18
Module 2
Food Safety Plan
10
Getting Started on a Food

Safety Plan
• Describe Facility/Equipment
• Describe Employees
• Describe Residents role
• Review current food preparation
activities
• Review current food safety
practices
10

11
Facility/Equipment
 Describe facility (e.g. central
kitchen, self preparation,
satellite)
 Average number of meals
served – breakfast, lunch,
dinner
 Inventory of food preparation
equipment
11

12
Employees/Residents
 Number of employees/residents at each

site and their responsibilities
 Records of employee/residents training,
topics, attendees
 Any documentation required by
state/local health regulatory authority
(e.g. food safety manager certification,
employee illness reporting agreements)
12

(STM 2-4) 2-19
Module 2
Food Safety Plan
13
Current Food
Preparation Activities
• Assemble and organize

menus and recipes
13

14
Recipes Wanted - Reminder

 You need them!
• Uniform production
• Used during Food Safety Plan
assessments
14

15
Recipe Sources - Reminder

 http://www.allrecipes.com
 http://www.fns.usda.gov/fdd/recipes/
schrecipes.htm
 http://www.fns.usda.gov/tn/Resources/
usda_recipes.html
 http://www.nfsmi.org/ResourceOverview.
aspx?ID=115
15

(STM 2-5) 2-20
Module 2
Food Safety Plan
16
Current Food
Safety Practices: What is in place?
• Are there any food safety-related
records?
• Are there any written food safety
policies?
• Are there any written purchasing
policies?
• What are the standard operating
procedures related to food safety for the
facility? Are they written?
• Is there a food safety plan? Is this
written?
16

17
Step 2: Implementing a Food

Safety Program
Developing and
Implementing Standard
Operating Procedures
(SOP’s)
17

18
What are SOP’s?

• Practices that support process HACCP
and help reduce food safety hazards
• Based on food safety guidance or
regulation
• In place before HACCP can be effective
• Non-specific and specific SOP’s
• Foundation for employee food safety
training
18

(STM 2-6) 2-21
Module 2
Food Safety Plan
19
SOP’s: Non-specific or
Facility-Wide
• Written instruction for operations that
impact the foodservice environment
regardless of product or preparation
o Examples of topics for SOP’s
 Personnel hygiene
 Cleaning and sanitizing
 Pest control
 Preventing cross-contamination
 Calibration of thermometers
 Date-marking
 Storing and labeling chemicals
 Receiving deliveries
19

20
SOP’s: Specific
 General written instructions for the
different food preparation processes
o Not specific menu items
o Includes written procedures for monitoring
and corrections
o Examples of topics for SOP’s
 Cooking potentially hazardous food *
 Cooling potentially hazardous food *
 Hot and cold holding
 Reheating
 Transporting food to satellite sites
* TCS - Food
20

21
Format for Written SOP’s

 Purpose
 Instructions
 Monitoring
 Corrections
 Verification/Records
 Date implemented and by whom
 Date reviewed and by whom
 Date revised (if necessary), reviewed and
by whom
• Signatures
21

(STM 2-7) 2-22
Module 2
Food Safety Plan
22
Group Activity 1
 Description of facility
 Required SOP’s
 Checklist
22

(STM 2-8) 2-23

Overview / Description
Date developed Foodservice Director Facility
The program follows the USDA guidance on developing a food safety program based on the Pro-
cess Approach to HACCP.
Average Daily Participation
Breakfasts Lunches Dinners
Foodservice Staff
Manager/Supervisor Baker Dish washer
Line worker Server Driver
Other
Kitched Equipment
Food Preparation Equipment

r Mixer r Toaster r Slicer
r Electric can opener r Food processor/Blender r Other (list)_____________
Cooking Equipment
r Range / oven r Grill r Other (list)
r Microwave oven r Crock pot ___________________
r Electric fry pan r Other (list) ___________________
Small Wares
r Knives r Serving utensiles
Refrigeration
r Refrigerator and freezer r Ice machine, Ice storage bin, Ice dispenser
r Milk dispensers r Other (list)_____________
r Beverage dispenser _______________________
Other
r Dishasher r Garbage disposal
r Trash compactor r Trash barrels
and can crusher
Menu
r Week/Month Cycle with recipes/instructions in notebook in manager’s office
(STM 2-9) 2-24

Required
Checklist
(Check all that currently apply)
Policy Policy Don’t

Standard Operating Procedure (SOP)
is in is not in Know
Place Place
1. General Food Safety Practices
a. Personal Hygiene e.g. Washing Hands
b. Calibrating a Thermometer (Check fo Accuracy)
c. Operating Without Power
d. Operating Without Hot Water
e. Storing and Using Chemicals
f. Implementing an Employee Health Policy
g. Practicing first-in-first-out (FIFO) Product Rotation
h. Preventing Cross-Contamination
2. The Flow of Food

a. Purchasing Food from Reputable Vendors
b. Receiving Deliveries
c. Storing Food in Appropriate Storage Containers
and Keeping Food Covered At All Times during Storage
d. Washing Fresh Fruits and Vegetables
e. Thawing Food Properly
f. Cooking Potentially Hazardous Foods (TCS Foods)
g. Cooling Potentially Hazardous Foods (TCS Foods)
h. Labeling and Date Marking Ready-to-Eat, Potentially
Hazardous Foods (TCS Foods)
i. Holding Cold and Hot Potentially Hazardous Foods
(TCS Foods)
j. Reheating Potentially Hazardous Foods (TCS Foods)
k. Handling Ready-to-Eat Foods e.g. Preventing Bare Hand
Contact with Ready-to-Eat Foods
l. Transporting Food
(STM 2-10) 2-25

Module 2
Food Safety Plan
23
Step 3: Implementing a Food

Safety Plan
Developing and
Implementing the Process
HACCP Approach
23

24
Hazard Analysis
and Critical Control Point
(HACCP)
25
HACCP Purpose: Food Safety

Management
Control/prevent/minimize food safety
hazards that may cause illness or injury:
Biological: bacteria, viruses, parasites
Chemical: compounds causing illness
either immediately or from
long-term exposure
Physical: foreign objects
like metal or glass
25

(STM 2-11) 2-26
Module 2
Food Safety Plan
26
The HACCP System: A
Food Safety Management Tool
• Focuses on factors that cause

foodborne illness
• Analyzes potential hazards
• Determines critical points in process
that assures food safety
• Develops monitoring procedures to
confirm safety control
26

27
HACCP is NOT:
• Crisis management
• About quality
 Quality issues do not mean
safety problems
 Safety issues could be present without
clear quality indicators
27

28
HACCP DOES:
• Emphasize process control
• Concentrate on the points in the
process that are critical to the safety
of the product
• Work to prevent rather then react
• Minimize risk and maximize safety
28

(STM 2-12) 2-27
Module 2
Food Safety Plan
29
STEPS IN
DEVELOPING A
HACCP PLAN
30
1) Conduct hazard analysis and identify prevention

or control measures
2) Identify critical control points (CCPs)
3) Determine critical limits (CL)
4) Monitor each critical control point/process step
5) Establish corrective action with a critical limit
deviation
6) Verify that the food safety plan is working
7) Recordkeeping for critical control points,
corrective action and verification
31
HACCP
Risk Assessment = Evaluation
• Hazard Analysis
Risk Management = Control
• Critical Control Points
• Critical Limits
• Monitoring
• Corrective Action
• Verification
• Recordkeeping
31

(STM 2-13) 2-28
Module 2
Food Safety Plan
32
What is Process HACCP?

• HACCP: Food safety management
system that focuses on product,
preparation and production to reduce
food safety hazards
• Process HACCP: Basic HACCP

principles that are modified for
foodservice operations
32

33
STEPS IN
DEVELOPING A
PROCESS
HACCP PLAN
34
Process HACCP for

Foodservice
• Assessment (Hazard Analysis)
 Menu review and group by Process
 Identify control measures
• Identifying Critical Control Points (CCP)
• Identifying Critical Limits (CL)
• Monitoring Critical Control Points
• Recordkeeping
• Review
34

(STM 2-14) 2-29
Module 2
Food Safety Plan
35
Getting Started
Beginning risk assessment
Procedural Step #1
Group menu items into one (1) of three

(3) preparation processes that
reflects trips through the
“temperature danger zone”. This
will begin to group hazards.
35

36
Categorize Menu Items

Trips Through the Danger Zone
135 o F
First Second Third
41o F
1No Cook Step COOK COOL REHEAT
2Same Day Service 3Complex Food Prep
FDA, Managing Retail Food Safety. FD 2015 36

37
Food Preparation Action Plan
Review menu items and sort by process
Process I Process II Process III

No Cook Cook & Serve Same Complex Food
Day Preparation
37

(STM 2-15) 2-30
Module 2
Food Safety Plan
38
Flow charts
Diagrams that show step-by-step
progression of food preparation
• Will help to group menu items
• May help develop SOP’s (prerequisite
programs) common to recipes
• Will help identify food flow in recipe/prep
procedures into major operational steps
 Receiving, storing, preparing,

cooking, holding etc. 38

39
Examples of Major Operational Steps

Used for Flow Charts
• Receiving
• Storing
• Preparing
• Cooking
• Cooling
• Assembling
• Reheating
• Holding
• Serving

FDA, Managing Retail Food Safety. FD 2015
39
40
Process 1:
Food Preparation with No Cook Step
Receive Store Prepare Cold Hold

Serve
Example: Sandwiches w/ “Ready-to-Eat”
(RTE) Fillings
Canned Tuna
Canned Chicken
Lunch Meat
Fruit salad

(STM 2-16) 2-31
Module 2
Food Safety Plan
41
Process 2:
Preparation for Same Day Service
Receive Store Prepare Cook Hot Hold

Serve
Example: Hamburgers
Baked Chicken

41

42
Process 3:
Complex Food Preparation
Receive Store Prepare Cook Cool
Reheat Hot Hold Serve
Example: Baked pasta with sauce

42
43
Categorize Menu Items

Trips Through the Danger Zone
135 o F
First Second Third
41o F
1No Cook Step COOK COOL REHEAT
2Same Day Service 3Complex Food Prep

(STM 2-17) 2-32
Module 2
Food Safety Plan
44
Example:
Flow Chart from Recipe
Baked Chicken
1. Chicken breasts are received frozen and stored in
the refrigerator until thawed.
2. Chicken is dipped in milk and seasoned bread
crumbs.
3. Chicken is baked for 30 minutes at 375o F.
4. Chicken is placed to metal sheet pan and placed

under a heat lamp/steam table until served.
5. Chicken is placed on clean plates using tongs and

is immediately picked up by residents.
44

45
Flow Chart for Baked

Chicken
RECEIVE STORE PREPARE
COOK HOT HOLD SERVE
SAME DAY PREP

45
46
Example:
 Menu Items Sorted by Process
PROCESS 1 PROCESS 2 PROCESS 3

(NO COOK) (COOK AND SERVE (COMPLEX FOOD
SAME DAY) PREPARATION)
Milk Green Beans in Cheese Bean Burrito
Sauce
Juice Chili Bean Soup
Tuna Salad Sandwich Macaroni and Cheese Potato Salad
Waldorf Fruit Salad Scrambled Eggs Baked Pasta
Cole Slaw Sloppy Joe on Roll Hot turkey sandwich
from leftovers
Fresh Fruit Fried Chicken
Egg Salad Sandwich Scalloped Potatoes
Broccoli Salad Chicken Taco
Three Bean Salad Taco Salad
Store purchased Hamburger Chicken or Turkey
Chicken or Turkey salad made from
Salad cooked leftovers
Source: Modified from Guidance for School Food Authorities. USDA/FNS June 2005
46

(STM 2-18) 2-33
Module 2
Food Safety Plan
47
Group Activity 2
Sorting menu items in
process categories
47

(STM 2-19) 2-34

Your Menu Items
Instructions
1. In section A, list 8 menu items from a current weekly/monthly menu.
2. In section B, list the menu items in section A by process—1( no cook), 2 (cook and serve
the same day), or 3 ( complex food preparation) categories. If there is question about the
food item, review slides # 39-46.
Section A: List at least eight (8) menu items in your facility
Section B: Sort by Process

Group your menu items into process 1, process 2, or process 3.
Process 1 Process 2 Process 3

(No cook) (Cook and serve same day) (Complex food preparation)

(STM 2-20) 2-35

Module 2
Food Safety Plan
48
Identifying control measures

Procedural Step #2
• Identify significant hazards
 Biological, Chemical, Physical
• Assess likelihood of occurrence
• Determine control or prevention
methods to eliminate or minimize
identified hazards
48

49
Recognize the Problems:

Foodborne illness risk factors
Specific – Preparation Process
• Inadequate cooking
• Inadequate cooling
• Improper holding/time-temperature
Non-specific – SOP’s (Facility-wide)
• Contaminated equipment
• Poor personal hygiene
• Food from unsafe sources

50
Recognize the Problems:

Control Measures for HACCP:
• Proper time/temperature for cooking

• Proper temperature for hot/cold hold
• Proper time/temperature for cooling
• Proper time/temperature for reheating
• Proper temperature for thawing

50
(STM 2-21) 2-36

Module 2
Food Safety Plan
51
Procedural Step #3
• Identify and implement Control

Measures
• Determine Critical Control Points
• Establish Critical Limits
51

52
Critical Control Point

(CCP)
An operational step in
a food preparation
process where control
measures must be
applied to prevent or
eliminate or reduce a
food safety hazard to
an acceptable level.
52

53

(STM 2-22) 2-37
Module 2
Food Safety Plan
54
Process 2:
Same day service
55
Process 3:
Complex Food
Preparation
56
Receiving
Ready-to-Eat (RTE) Food
CCP for
temperature
control
should be at
receipt
56

(STM 2-23) 2-38
Module 2
Food Safety Plan
57
Critical Limits
• A critical limit is a criteria or boundary
that must be met for each control measure
at a CCP.
• A maximum and/or minimum value to
ensure that the biological, chemical or
physical hazard identified at
the CCP is controlled.
Critical Limit
Hazard
57

58
Determining Critical Limits

• Usually established by a regulatory standard -
FDA Food Code/State-Local regs/USDA
• Can be measured, quantified, monitored

• Based solely on food safety
• May need >1 CL to control a hazard

Time and Temperature
• Critical Limits vs. Operational Goals
 Safety vs. Quality
58

59
Recipes as a Guide
• Using recipes as part of the food
safety plan
• Include critical temperature and
time at appropriate food preparation
step(s)
Preparation steps = CCP
Temperature/time = CL
59

(STM 2-24) 2-39
Module 2
Food Safety Plan
60
USDA: Quantity Recipes for

School Food Service
National Food Service Management Institute’s

website (University of Mississippi):
http://www.nfsmi.org/Information/
school_recipe_index_alpha.html
Recipes with CCP and CL that fulfill process

approach requirements to HACCP
60

61
Group Activity 3
Determining CCP(s) in one of the
menu items from those sorted
into process category 2 from
Group Activity 2
61

(STM 2-25) 2-40

Determine Critical Control Points
and Critical Limits for One Food
from the ‘Process 2’ Items
Instructions
1. List the food item in the blank provided.
2. Briefly describe the steps in the preparation of the food item.
3. List the Critical Control Point (CCP) in the first column, list the Critical Limit (CL) in the
second column. Under the Coments section describe the hazard and how it will be prevent-
ed, eliminated, or reduced to safe levels by applying the CCP(s) and CL(s).
Food Item ____________________________________
Briefly describe how the food item is prepared.
Identify hazards and find the points in the process where identified hazards
can be prevented, eliminated, or reduced to sfae limits.
Please note there may be more than one CCP.
CCP CL Comments

(STM 2-26) 2-41

Module 2
Food Safety Plan
62
Procedural Steps #4 and #5

• Establish Monitoring Procedures
Who, What, When, How
Visual, temperature, time
 Document
 Track operation/assess that CCP in control
• Develop Corrective Actions
 Correct deviations from CL
 Determine disposition of food
 What to do if something goes wrong?
 Document
62

63
Thermometer
Accuracy/Calibration
 Importance
• Cannot evaluate hot or cold temperature
of food without accurate thermometer
• Internal temperature only as good as the
accuracy and calibration of the
thermometer
 Bimetallic and Digital
 Ice water or boiling water ?
63

64
Measuring accuracy of
thermometers
Recommendations:
 Measuring cold internal temperature of
food:
• Ice bath accuracy check
• 32 o F
 Measuring hot internal temperature of
food:
• Boiling water
• 212 o F
64

(STM 2-27) 2-42
Module 2
Food Safety Plan
65
Group Activity 4
 Checking the accuracy of a
food thermometer using ice
bath
 Group or Demonstration
65

(STM 2-28) 2-43

Checking Food Thermometer Accuracy
Ice Water Method

which should be pushed.

thermocouples have a reset button which
should be pushed.
For more information, contact NFSMI

2 at 800-321-3054 or www.nfsmi.org.
(STM 2-29) 2-44

Module 2
Food Safety Plan
66
Scenario 1
PRODUCT: Raw hamburger patty

CCP: Cooking*
CL: 155ºF for 15 seconds internal
temperature and time
Burger internal temperature was only 140ºF
CA: Continue cooking until patty reaches

an internal temperature 155oF for 15
seconds
66

67
Scenario 2
PRODUCT: Leftover chili
CCP: Cooling
CL: Cool 135oF to 70oF in 2 hours
and 41oF or below within 4 hours
Chili is placed in refrigerator in large
container and was at 80oF after 1.5 hours
CA: Reheat chili to 165 ºF for 15 seconds. Divide
and place in small containers in refrigerator,
loosely covered. Cool to 70 ºF within 2 hours or
less, and to 41 ºF or less in an additional 4 hours. If
these times and temperatures are not met, discard
67

68
Procedural Steps #6 and #7

• Keep Records
• Review
 To validate that the food preparation
process chosen results in safe food
 To routinely verify that the food safety
plan is:
o being followed
o working
o resulting in a safe product
o being revised as necessary
68

(STM 2-30) 2-45
Module 2
Food Safety Plan
69
Review to validate
• Initially – to make sure the food
preparation or process is doing what it is
supposed to do
• New processes or menu items
• Changes in suppliers, equipment
• New food safety information
• Periodic, at least yearly
Monthly audit check recommended
69

70
Examples of Validation Review

• Cooling Chart – Product specific
• Chicken soup made with broth and
vegetables
• Chicken soup made with cream,
(thickened) and vegetables
• Cooling time records (Appendix) to
document rate
• Cooking time/temperatures from
the Food Code and/or USDA/FNS
70

71
Review to verify
• On-going - daily, weekly, monthly
 Monthly audit checklist
• Review CCP monitoring logs
 Receiving/storage temperature
 Cooking temperature
 Cooling temperature
 Reheating temperature
• Review menus periodically
71

(STM 2-31) 2-46
Module 2
Food Safety Plan
72
Records
• Records documenting SOP’s
• Monitoring records (e.g. temperature)
• Corrective Action records
• Calibration records
• Review of records (verification)
72

73
Examples of Records
 Food temperature logs
 Refrigerator temperature logs
 Freezer temperature logs
 Sanitizer concentration logs
73

74
Recipes Wanted – Don’t forget

 You need them for Module 3
 Bring staff training notebook to
next training
74

(STM 2-32) 2-47
Module 2
Food Safety Plan
75
Questions ???
75

76
Resources for Illustrations

1. International Association for Food
Protection
http://www.foodprotection.org/aboutIAFP/S
afetyIcons.asp
2. National Registry of Food Safety
Professionals, Essentials of Food Safety &
Sanitation, 2004
3. Partnership for Food Safety Education. Be
Food Safe. http://www.befoodsafe.gov
76

(STM 2-33) 2-48

Food Safety Plan Development
Module 3
Introduction, 3-1
Section 1: Description of the Facility, 3-2
Section 2: Standard Operating Procedures (SOPs), 3-2
Section 3: Food Safety Plan, 3-4
Section 4: Food Safety File Record Keeping, 3-6
Section 5: References and Resources, 3-7
Participant Activity 1, Food Safety File Record Keeping, 3-8
Food Safety Development Plan, 3-16
RHODE ISLAND
UNIVERSITIES
Module 3
Introduction
This module is designed to help participants develop a in the facility. SOPs for specific hazards address those
food safety plan tailored to their facility. The two previ- food preparation activities that are specific to preparing
ous modules provided participants with information and and serving a particular food item. Examples are cooking
resources on the application of food safety principles and cooling procedures. SOPs for nonspecific hazards
and process HACCP. This module contains all the neces- address those operations that impact the foodservice
sary forms, etc. for the development and implementation environment regardless of product or preparation.
of a workable food safety plan. After completion of this Examples include personal hygiene, cleaning and sanitiz-
module and follow-up consultations with the Instructor, ing, and pest control. Many of the SOPs include the
RCCI staff should be able to develop and implement a necessary record-keeping documents required to docu-
workable food safety plan tailored to their facility. ment the SOP. The final item in this section is a listing of
general responsibilities for the foodservice manager and
The Standard Operating Procedures and the record
workers.
sheets/logs included in this module are sample docu-
ments that may be modified to address the specific Section 3 includes instructions for
operational needs of the facility. The exceptions are those 1. categorizing menu items
operational procedures or critical limits that are man- 2. identifying critical control measures and critical con-
dated by the current model FDA Food Code or the state/ trol points
local health regulatory authority. 3. using standard operating procedures to complement
the process approach
A flash drive should be provided that includes the tem-
4. establishing monitoring procedures
plates for SOPs, record sheets, and logs.
5. establishing corrective actions
6. recordkeeping procedures
Module 3 is divided into five sections:
7. revising the food safety plan if necessary (validation/
Section 1 is a detailed description of the foodservice fa- verification)
cility including the number of meals served and a listing Also included in this section are examples of menu
of all the food preparation equipment. This should have items for all three processes, as well as blank forms
been completed during Module 2, Participant Activity 1, which may be used to categorize a menu items by pro-
Description of the Facility (STM p. 2-9). cess.
Section 2 begins with a Standard Operating Procedures Section 4 includes all the logs/records needed to verify
Checklist to help identify those specific SOPs that are that the food safety principles addressed in the HACCP/
needed for the facility. Note; The Checklist should have SOP are being followed.
been completed during Module 1 (STM p. 2-10). Fol-
lowing the Checklist is a collection of various SOPs that Section 5 includes a listing of references and resources
address both specific hazards and nonspecific hazards specific to the development of a food safety plan.
3-1
Module 3
Section 1
Identifying Critical Control Measures

and Critical Control Points
This activity is designed to help participants begin the process of identifying and including Critical
Control Points and Critical Limits in recipes.
Objectives
• Participants will be provided the necessary tools and resources to develop a facility-specific food
safety plan.
• Participants will begin the development of facility-specific food safety plan with HACCP and SOP
components.
Training Time
2–3 hours
Materials Checklist
q Staff Training Manual
q Food Safety Smart DVD: Food Safety Education for Residential Childcare Institutions
q Sample menus if needed, may be found on the National School Foodservice website, www.nfsmi
org/ResourceOverview.aspx?ID=196 or on the local school district’s website for school lunch
menus.
q Collection of various colors of small post-it notes
q Flash drives for each facility participating in the training containing the food safety
plan resources
Note: The flash drive should be given to the person in charge of the RCCI foodservice
operation who attended the training. Take a moment to review its contents.
q Copies of data collection forms found in Module 3, Section 4 (STM pp.3-5, 6-3–68), and the
Appendix (STM pp. A-32–A-40)
q Lap-top computer (if available) and/or extra of printed forms (samples are included in the Staff
Training Manual and on the flash drive as word documents)
q Power point presentations from previous modules: Module 2, slides 16–21
q Participant Activity 1, Identifying Control Measures and Critical Control Points (STM p. 3-69)
q Evaluation Form (STM p. 3-73)
q Certificates of Completion
Training Outline
1. If time allows, show the Food Safety Smart: Food Safety Education for Residential Childcare Insti-
tutions 15 minute video and review the resources found in the Appendix of the Staff Training
Manual for food safety education for RCCI residents (STM pp. A-1– A-6).
2. Give a brief review of the information and resources presented and discussed in the previous two
modules.
3. Review and discuss the resources contained in each section of Module 3 and their specific uses.
3-2
Module 3
Section 1
Trainer Notes
Section 1. Description of Facility
• Description of Facility is a detailed description of the facility, including the number of meals served
and a listing of all the food preparation equipment. This activity should have been completed during
Module 2, Participant Activity 1 (STM p. 2-9).
• Ask participants to review Module 2, Participant Activity 1, Description of the Facility (STM p. 2-9)
and make any changes if necessary.
Section 2. Standard Operating Procedures

• What are Standard Operating Procedures? (see Module 2, slide 18)
Standard Operating Procedures are:
1. Practices that support process HACCP and help to reduce food safety hazards
2. Based on food safety guidance or regulation
3. Must be in place and followed before HACCP can be effective
4. Either specific or non specific
5. Foundation for employee food safety training
• SOPs for specific hazards address those food preparation activities that are specific to preparing and
serving a particular food item. Examples are cooking and cooling procedures.
• SOPs for non specific hazards address those operations that impact the foodservice environment
regardless of product or preparation. Examples include personal hygiene, cleaning and sanitizing
and pest control.
• SOPs Should Include: (see Module 2, slide 21)
1. Purpose
2. Instructions
3. Monitoring
4. Corrections
5. Verification/Records
6. Date Implemented and by whom
7. Date revised (if necessary), reviewed and by whom
8. Signatures
• Refer to the checklist completed in Module 2, Participant Activity 1, Part 2: Required Standard
Operating Procedures (STM p. 2-10).
• Ask participants to use the completed checklist to determine those SOPs that are already in place,
those that need to be developed or modified. Emphasize that current SOPs might be reviewed
and modified. It is only necessary to develop SOPs for those areas that have not been previously
addressed.
• Discuss the sample SOPs located in Section 2 of Module 3 (STM pp. 3-3–5-31).
• Participants from each facility can work together to review this section of the module and indicate
the status of their facilities SOPs. (Note: Participants might find it helpful to use colored post-it notes
to determine the status of each SOP (i.e. pink: completed, blue: needs to be modified, yellow: need
to develop, and green: n/a.)
Reminder: Procedures and critical limits required by the current FDA Model Food Code and/
or your state/local regulatory agency cannot be changed. The SOPs are sample documents.
Modify them to meet the operational needs of your facility.
3-3
Module 3
Food Safety Plan
Introduction
• The menu should be posted in the food preparation area.
• Each menu item must be included in the food safety plan.
• The food safety plan should be updates/changed when menu items/ingredients change. Information on menu items
removed from the menu should be kept for a short period of time.
• Each menu item must be reviewed to determine which process is applicable and to identify control measures, critical
control points (CCPs) and critical limits (CLs).
• The foodservice manager is responsible for providing the food preparation staff with the information about the
correct food safety control measures for each food item on the menu.
• The foodservice manager is responsible for keeping a copy of the current food safety plan and supporting
documentation.
• Training of new foodservice staff should include an overview of the process approach to HACCP before they engage
in any food preparation activities. This same training/information must be given to substitute foodservice staff.
• All foodservice staff should receive continuous training on the process approach to HACCP emphasizing the
importance of recordkeeping as well how to record the necessary information on the forms provided.
3-4
Module 3
Section 3
Section 3. Categorize Menus

Identify Critical Control Points (CCP) and Critical Limits (CL)
Review instructions
• Documenting CCP and CL – this must be done for all menu items in each PROCESS category
• Bridging Gaps: Connect the specific and/or facility wide SOP
• Monitoring: Monitor/control/document
1. Time and Temperature
2. Who – Food Service Director/ Staff member
• Corrective Actions
1. Food Service Director – develops corrective action plans
2. Staff – documents corrective action taken and results
Complete Module 3, Participant Activity 1:

Identifying Control Measures, Critical Control Points, Monitor Procedures, Corrective Actions, and Record Keeping
(STM pp. 3-69 – 3-72)
3-5
Module 3
Section 4
Trainer Notes
Section 4. Food Safety File Record Keeping (Weekly/Monthly Recordkeeping)
• Review importance of Record Keeping – needed to verify that Food Safety Plan is working
• Staff will document results
• Food Service Director is ultimately responsible for documentation being completed and documents filed
• Menu Items by Process
• Review Processes 1, 2 and 3 from Module 2, slides #40-47
• Category that menu item/recipe falls into depends on the number of trips through the Danger Zone
Process 1 – no cook
Process 2 – same day cook and serve
Process 3 – complex food preparation
• Emphasize all menu items and recipes need to be in the Food Safety Plan. As new menu items/recipes are added
the Food Safety Plan needs to be updated. Likewise, as menu items/recipes are deleted the Food Safety Plan needs
to be updated.
• Control Measures. Identify measures CCP/CL and corresponding SOPs that directly tie into CCP identified
• Process 1
• Chart – menu item
• Recipe – include the CCP/ CL and Monitor within recipe for each item

Assignment
Make arrangements for follow-up contacts with a responsible individual from each RCCI participating in the training
for an on-site visit. Also, be sure to provide them with your contact information so they can be in touch if they have
questions. Follow-up is essential to the plan development process. Contact should be made prior to the on-site visit. It
may be necessary to make a number of visits to complete the plan.
At the conclusion of the training session

1. Spend a few minutes reviewing the highlights of the information presented
2. Have participants complete the Module 3 Evaluation Form
3. Distribute Certificates of Completion
3-6
Module 3
Section 4
Participants Activity 1
Identifying Control Measures, Critical Control Points, Monitor Procedures, Corrective Actions,
and Record Keeping
Trainer Notes
Objectives
• To identify the appropriate control measures and critical control points (CCPs) using the process
approach
• To evaluate each menu item to determine which of the three processes is applicable
Materials Checklist
q Participant Activity 1 (STM pp. 3-69 – 3-72). Identifying Control Measures, Critical Control Points,
Monitoring Procedures, Corrective Actions, and Record Keeping
q Current menu and recipes for all menu items
Training Time
30 minutes
Teaching Outline
1. Review the examples with participants following the instructions to participants. Break into work
groups and complete the worksheet for one food item from each of processes 1, 2, and 3.
Note: The participant activity includes examples of recipes for food items for each of processes 1,
2, or 3. Participants may use the sample recipes to complete the activity, or use recipes from their
facilities’ menu. Blank forms are located on pp. 3-49 and 3-50 in the Staff Training Manual.
2. After the completion of the activity, review and point out that in order to complete this for each
food item, recipes are needed.
1. Using your current menu, list the menu items by process (1, 2,or 3) on the Menu Items/Recipes
by Process sheet (STM p. 3-70)
2. List all the food items for each process on the Menu Items by Process Charts (STM pp. 3-43)
3. Use one Recipe Sheet (STM pp. 3-44 – 3-45) for each food item.
A. List all the ingredients.
B. List the preparation steps and indicate whether they are a Critical Control Point (CCP),
Critical Limit (CL), or a Monitoring Step.
4. List Corrective Actions
3-7
Module 3
Section 4
Participants Activity 1
Identifying Control Measures , Critical Control Points, Monitor Procedures, Corrective Actions,
and Record-keeping
Instructions
1. Using your current menu, list the menu items by process (1, 2,or 3) on the Menu Items/Recipes
by Process sheet (STM p. 3-70)
2. List all the food items for each process on the Menu Items by Process Charts (STM pp. 3-43)
3. Use one Recipe Sheet (STM pp. 3-44 – 3-45) for each food item.
A. List all the ingredients.
B. List the preparation steps and indicate whether they are a Critical Control Point (CCP),
Critical Limit (CL), or a Monitoring Step.
4. List Corrective Actions
3-8
Module 3
Section 4
Example Recipe Name: Tuna Salad

Process 1 2 3 (circle process)

Ingredients
1 can tuna, drained
3 T mayonnaise
2 T finely chopped celery
Preparation
CCP CL Monitor
1. Drain and flake tuna

2. Combine tuna, celery and mayonnaise

3. Mix lightly until all ingredients are well blended

4. Cover and refrigerate until ready to use

Corrective Action

Records Kept
3-9
Module 3
Section 4
Example Recipe Name: Baked Chicken

Process 1 2 3 (circle process)

Ingredients
4 chicken breasts
Coating mixture: 1 cup flour, 1 t onion powder, 1/4 t black pepper, 1 t paprika, large plastic bag
2 T finely chopped celery
Preparation
CCP CL Monitor
1. Preheat oven 375°

2. Combine dry ingredients in large plastic bag and shake

3. Use tongs or other cooking utensil to place chicken in bag

4. Shake until all chicken pieces are coated

5. Use tongs or other cooking utensils to remove the

coated chicken pieces and place in a 13 x 9 baking dish

6. Bake 20–30 minutes

Corrective Action

Records Kept
3-10
Module 2
Developing a Food Safety Plan
Learn More About It
USDA Food and Nutrition Service Guidance for School Food Authorities: Developing Food Safety Program
Based on the Process Approach to HACCP.
The guidance document for implementation of HAACP-based food safety programs participating in the National
School Lunch and Breakfast Programs. www.fns.usda.gov/fns/safety/pdf/HACCPGuidance.pdf
National Foodservice Management Institute: Developing a Food Safety Plan
Includes all the elements of needed to develop and implement a food safety plan, including staff training resources,
forms, and other resources. http://nfsmi-web01.nfsmi.olemiss.edu/ResourceOverview.aspx?ID=57
Process Hazard Analysis Critical Control Points (HACCP)

Iowa State University Hazard Analysis Critical Control Point Information Center
Provides resources for the development of HACCP programs in foodservice establishments including schools, as-
sisted living, childcare, and restaurants. www.iowahaccp.iastate.edu
FDA: Managing Food Safety: A Manual for the Voluntary Use of HACCP Principles for Operators of Food Service
and Retail Establishments
The site is a “roadmap” for writing and implementing a food safety management system based on HACCP principles.
www.fda.gov/Food/FoodSafety/RetailFoodProtection/ManagingFoodSafetyHACCPPrinciples/Operators/default.htm
Recipes
National School Food Service Management Institute, USDA recipes for Schools
This site includes numerous recipes that include Critical Control Point information according to the current FDA
Model Food Code. www.nfsmi.org/ResourceOverview.aspx?ID=115
USDA Food and Nutrition Service Food Distribution Programs, Recipes for Schools
This site links to recipes that are intended to assist school food service personnel and household program adminis-
trators find new and different ways to prepare USDA commodities. www.fns.usda.gov/fdd/recipes/schrecipes.htm
AllRecipes.Com
Is a collection of recipes for a wide variety of foods. A calculator included with each recipe allows you to calculate
the ingredients needed for a specific number of servings. www.allrecipes.com

USDA/National Foodservice Management Institute, HACCP Based Standard Operating Procedures
This site includes an extensive collection of sample HACCP-based Standard Operating Procedures and worksheets
that list the minimum elements necessary to develop and implement a food safety program. http://nfsmi-web01.
nfsmi.olemiss.edu/ documentlibraryfiles/PDF/20080207024226.pdf
Thermometers
USDA Safety Food and Inspection Service
Click on Thermometers and Food Safety for information on how to use a thermometer, types of food thermom-
eters, research on thermometers, and correct thermometer placement. www.fsis.usda.gov/Food_Safety_Education/
Thermometers_&_Food_Safety/index.asp
3-11
Appendicies
Appendicies
1. Food Safety Education for RCCI Residents

Using the Food Safety Smart Video, A-1

Resident Food Safety Activity 1, A-2
Resident Food Safety Activity 2, A-6
2. Fact Sheets, A-7

1. Food Allergens, A-8

2. Calibrating a Thermometer, A-10
3. Food Safety Facts for Food Service Workers, A-13
4. How to Sanitize by Hand with Chemical Sanitizers, A-17
5. Microbiological Foodborne Illness Chart, A-18
6. Potentially Hazardous Foods (TCS Foods), A-21
7. Recommended Food Storage Times
Cold and Dry Refrigerated and Frozen Foods, A-23
8. This Is What Happens When a Fly Lands on Your Food, A-31
3. Data Collection Tools, A-32

Monthly Audit Checklist, A-33

Log Sheets
1. Food Contact Surfaces Cleaning and Sanitizing Log, A-35
2. Hot Holding Food Temperature Log, A-36
3. Food Temperature Log, A-37
4. Refrigeration Temperature Log, A-38
5. Thermometer Calibration Accuracy Log, A-39
6. Time/Temperature Cooling Log, A-40
4. Food Safety Kit, A-41
5. References, A-46
RHODE ISLAND
UNIVERSITIES
Food Safety Education for RCCI Residents
Appendix 1
Using Food Safety Smart Video
Introduction
The food safety principles presented in Module 1: Food Safety Basics are based on the four FIGHT
BAC!/ Be Food Safe principles: Clean, Separate, Cook and Chill. FIGHT BAC is a food safety initiative
designed to educate consumers of all ages about steps they can take to reduce the risk of foodborne
illness.
The 15 minute Food Safety Smart video features four students preparing a simple meal during which
the FIGHT BAC!/ Be Food Safe principles are addressed. The video is divided into seven chapters:
Planning, Proper Storage, Preparation, Cooking, Serving, Refrigerate and Cleaning. Each chapter of the
video is divided into two sections. The first showing incorrect food safety behaviors and the second
demonstrating correct food safety behaviors. Following the incorrect behaviors there is an opportunity
to pause the video for discussion.
The video can be found at http://www.uri.edu/ce/ceec/food/educ.html. Scroll down to Food Safety
Education for Residential Child Care Institutions.
Food Safety Education Activities using the Food Safety Smart Video
Asking these 3 questions for each topic portrayed in the video would take about 10 minutes. The
video can be found at www.uri.edu/ce/ceec/foodsafety.shtml. Click on Food Safety Education for
Residential Child Care Institutions.
1. Play the first part of each chapter of the video.
2. Ask residents to list what food safety behaviors need to be changed and why.
3. Continue the video showing the correct food safety behaviors and discuss why they are correct.
A-1
Appendix 1
Resident Food Safety Activity 1

Below is a series of multiple choice questions pertaining to the food safety concepts presented in the
video. The correct answer is highlighted. Also at the end of each question, the part of the video which
explains the concept is listed.
A listing of these questions as an interactive power point can be found at: http://www.uri.edu/ce/ceec/
food/educ.html Scroll down to Food Safety Education for Residential Child Care Institutions.
Interactive Power Point

The food safety concepts presented in this Interactive Power Point Presentation include FIGHT
BAC! / Be Food Safe principles: Cook, Chill, Clean, and Separate. The correct answer is highlighted.
Following each question is location in the video (minutes) of the food safety concept.
1. You can tell when food is unsafe to eat by using:
a. your sight
b. your smell
c. your taste
d. none of your senses
2. Bacteria and viruses that can get into food and make you sick can come from:
a. only animals
b. only people
c. only equipment
d. everywhere
(Video – 5:38)
3. Harmful bacteria can spread throughout your kitchen by:
a. only dirty hands
b. only dirty utensiles (knives, forks, spoons)
c. only dirty countertops
d. only uncooked food
e. all of the above
(Video – 5:38)
4. For bacteria to grow quickly, it needs:
a. food, water and very hot temperatures
b. food, no water and warm temperatures
c. food, water, warm temperatures and time
d. water, warm temperatures, time and no food
5. The Temperature "Danger Zone" is:

a. the temperature range where bacteria are killed
b. the temperature range where bacteria like to grow
c. the temperature range where bacteria cannot live
d. the temperature range that food should be cooked
(Video – 9:08, 9:45)
A-2
Appendix 1
6. The temperature range for the “Danger Zone” is:

a. 70°F – 140°F
b. 40°F – 140°F
c. 72°F – 165°F
d. 100°F – 140°
7. Microorganisms can grow rapidly in the:
a. in the Temperature Danger Zone
b. refrigerator
c. hot oven
d. freezer
8. Your hands should be washed using:
a. warm water and soap, rubbing your hands together for 10 seconds
b. warm water only
c. cold water only
d. cold water only
(Video – 4:30)
9. You should always wash your hands before preparing food.
a. Yes
b. No
(Video –4:21)
10. You should clean pots and pans, utensiles and dishes that were used to prepare food by:
a. washing with cold water and soap and rinsing in cold water
b. washing with hot water and soap and rinsing in hot water
c. washing with cold water and wiping with a dishcloth or towel
d. wiping with a clean dishcloth or towel
(Video –16:00)
11. The most important reason to thoroughly cook chicken or beef is to:
a. Make sure it is warm enough for you to eat
b. destroy harmful microorganisms that can make you sick
c. make sure it is the right color
d. make sure it tastes good
(Video – 9:45)
12. You know a food is cooked correctly:
a. when it reaches the correct internal temperature using a food thermometer
b. after it has been cooked for a certain amount of time using a timer
c. after it has been cooked at a certain oven temperature
d. after you taste it
(Video – 9:08)
13. The temperature of you refrigerator should be no higher than:
a. 0°F
b. 40°F
c. 50°F
d. 60°F
(Video – 14:07)
A-3
Appendix 1
14. Storing foods in the refrigerator is important to food safety because cold temperature:
a. will kill bacteria
b. will make food taste better
c. will prevent or slow the growth of bacteria
d. will make the food look better
(Video – 13:45)
15. After cooking chicken or meat, where should you place a food thermometer to check the temperature to see if it is
thoroughly cooked?
a. all the way through to the other side
b. at the edge of the food
c. in the middle of the food
d. in the thickest part of the food
(Video – 9:27)
16. After cooking a casserole, where should you place a food thermometer to check the temperature to see if it is
thoroughly cooked?
a. all the way through to the other side
b. at the edge of the food
c. in the middle of the food
d. in the thickest part of the food
17. If cooked chicken is left out on the table overnight, the best thing to do so you don’t get sick is to:
a. reheat it so it is very hot
b. put it in the refrigerator right away
c. throw it out
d. put it in the freezer
18. It is okay to put a large amount of hot cooked soup in one big container in the refrigerator soo all the soup can be
in one place and take up less room.
a. true
c. false
(Video – 13:53)
19. It is safe to thaw frozen meat, chicken or fish:
a. only in the refrigerator
b. only under cold running water
c. only in the microwave oven
d. all of the above
20. If juices from uncooked (raw) chicken or beef drop on fresh fruit that will be served for a dessert, you should:
a. rinse with cool water and store in refrigerator
b. wipe it off with a clean paper towel and serve
c. throw the fruit away
d. the fruit should be served right away
(Video – 2:43))
21. Cutting boards should be thoroughly cleaned after cutting raw chicken and before cutting veretables that you will
be using in a salad.
a. true
b. false
(Video – 4:58, 7:00)
A-4
Appendix 1
22. When you go shopping, put raw mwat and chicken:

a. in your shopping cart anyplace there is room
b. with all other foods that need to be kept cold
c. away from all ready to eat foods in your cart or in a seperate bag
d. with your fruits and vegetables
23. Keeping yourself clean will help keep food safe when you prepare a meal.
a. true
b. false
(Video – 4:11, covers wearing clean clothes)
24. Keeping food safe is simple if you know the following:
a. only cooking thoroughly
b. only chilling quickly
c. only practicing good hygiene and cleaning
d. only separating uncooked, raw food that is ready to eat
e. all of the above

A-5
Appendix 1
Resident Food Safety Activity 2
If allowed, residents could assist in the planning, preparation, serving and clean-up of a meal. Dur-
ing the various meal preparations, serving and clean-up activities meal, the following questions
could be discussed and answered in by the residents:
1. Which steps in the recipes being prepared are important to the food safety of the recipe?
2. What food safety steps are needed at each point in the recipe directions where food safety steps
are important to the safety of the final recipe? (Have residents think about food safety principles that
apply to the cooking and chilling steps in the recipe.
3. Review all the activities and the food safety principles that applied to each food purchase, stor-
age, preparation, serving and clean-up activity
A-6
Appendix 2
Fact Sheets
1. Food Allergens
2. Calibrating Thermometers
3. Food Safety Facts for Food Workers
4. How to Sanitize With Chemical Sanitizers
5. Microbiological Foodborne Illness Chart
6. Potentially Hazardous Foods (Time / Temperature Control for Safety Foods (TSC Foods))
7. Recommended Storage Times Cold and Dry Refrigerated and Frozen Foods
8. This Is What Happens When A Fly Lands On Your Food
A-7
Fact Sheet 1, Part 1
Appendix 2
Food Allergens
THE
UNIVERSITY
OF RHODE ISLAND
COLLEGE OF
THE ENVIRONMENT
AND LIFE SCIENCES
COOPERATIVE EXTENSION FOOD SAFETY EDUCATION PROGRAM
Food Allergens
A food allergy is the negative reaction to an otherwise harmless food protein (food allergen). FDA believes there is
scientific consensus that the following foods can cause serious allergic reactions in some individuals and account
for more than 90 percent of all food allergies:
• Peanuts
• Soy and soy products
• Milk and dairy products
• Eggs and egg products
• Fish
• Shellfish
• Tree nuts
• Wheat
One third of all adults believe they have some sort of a food allergy. True food allergies affect less than two percent
of the population. Only five percent of young children are diagnosed with food allergies and many of those outgrow
them by the time they reach adulthood. However, to this small percentage of the population, food allergies can be fatal.
People have died because they have disregarded food allergy-related symptoms.
Typically, an allergic reaction begins within minutes to a few hours after the food. However, in very sensitive
individuals, just touching or smelling the food can result in an allergic reaction. Most often, but not always, the
symptoms of an allergic reaction begin with: a sensation that the lips and tongue are swelling; itching or tingling in the
mouth; sensation of warmth; redness to the skin or hives; tightness in the throat; itchy, watery or swollen eyes; nausea,
vomiting, cramping, or diarrhea. Anaphylaxis occurs when several parts of the body have food-allergic reactions at the
same time. This condition is rare, but can be fatal.
Symptoms of food allergy vary among individuals as to the severity, when they begin, and the amount of food
that is eaten. The same food can produce different reactions in different people and different foods can cause the
same reaction in one person. Individuals with asthma appear to be at greater risk of food allergies.
Diagnosing and managing a food allergy requires medical treatment. People with known food allergies and
those that have been diagnosed with food allergies through an examination including a complete medical history and
a series of specialized tests should avoid the foods.
To eliminate the offending food from the diet it is necessary to read and understand food ingredient labels. By
law, a list of ingredients in each food product should be listed on the label. Labels should be re-checked regularly as
the ingredients in products change. Specific information about the ingredients is available from the company producing
or processing the food product.
The August 2004 Food Allergen Labeling and Consumer Protection Act (Public Law 108-282, Title II) defines
the term “major food allergen.” This definition is included in the current FDA Model Food Code. The Food Allegen and
Consumer Protection Act includes the following requirements for foods labeled on or after January 1, 2006:
• Food manufacturers must identify in plain language on the label of the food any major food allergen used as
an ingredient in the food, including a coloring, flavoring, or incidental additive.
• FDA is to conduct inspections to ensure that food facilities comply with practices to reduce or eliminate cross-
contact of a food with any major food allergens that are not intentional ingredients of the food. Within 18 months
of the date of enactment of the new law (i.e., by February 2, 2006).
• FDA must submit a report to Congress that analyzes the results of its food inspection findings and addresses a
number of specific issues related to the production, labeling, and recall of foods that contain an undeclared major
food allergen.
• Within two years of the date of enactment of the new law (i.e., by August 2, 2006), FDA must issue a proposed
rule, and within four years of the date of enactment of the new law (i.e., by August 2, 2008), FDA must issue a
final rule to define and permit the use of the term “gluten-free” on food labeling. (2005 FDA Model Food Code,
Annex 4, p 483).
Food service establishments have a responsibility to provide correct and up to date information about food items on
the menu. “Secret” ingredients which are considered allergens such as peanuts, nuts, eggs, milk, shellfish, and fish
should not be used in any food items.
A-8
Appendix 2
Food Allergens
Wait staff should take customer inquires about allergies seriously. They should be familiar with all the ingredients
in the food items on the menu and how they are prepared. For example, waitstaff should know the ingredients in a
batter used to bread meats or fish. If the ingredients change, they should be advised of the change.
Avoid cross contact during food preparation. Cross contact is the transfer of a food allergen from one food or
surface to another (i.e. human hands, cooking utensils, frying different foods in the same oil). An individual had an
allergic reaction when he ate a sandwich that had been made with a knife that had been used to make a peanut butter
sandwich.
If a patron has an allergic reaction, respond quickly. Ask if there is a history of food allergies and check for a
medical bracelet or necklace. Call 911 for immediate medical assistance. The sooner the reaction is treated, the less
severe it will be.
Persons sensitive to these specific allergens should avoid the following foods / ingredients:
Eggs Albumin
Egg (including whites and yolk)
Eggnog
Mayonnaise and other dressings
Ovalvumin
Ovomucoid
Simplesse
Egg-based glaze on baked goods
Fish Anchovy (including anchovy paste)
Caviar
Fish byproducts
Imitation crab (surimi)
Roe
Oil used to fry fish would cause a reaction
Milk Cream
Curds
Dry milk solids
Lactalbumin, lactalbumin phosphate
Lactose
Milk (derivative, protein, solids)
Artificial butter flavor
Butter, butter fat
Buttermilk
Casein, rennet casein
Cheese
Sour cream or milk solids
Caseinates (ammonium, calcium, magnesium, potassium, sodium)
Whey (delactosed, demineralized, protein concentrate)
Yogurt
Peanuts Cold pressed peanut oil
Mixed nuts
Nu-nutsâ flavored nuts
Peanut butter
Peanut flour
Foods containing peanut protein including:
Chinese and Thai dishes: egg rolls
Baked goods: pastries, cookies, danish
Candy
Chili
Marzipan
Soups
Tree nuts Almonds / / Almond paste
Brazil nuts
Cashews
Chestnuts
Filberts/Hazelnuts
Hickory nuts
Giandiju (chocolate nut mix)
Macadamia nuts
Revised 5/06, 06/09

The University of Rhode Island and Cooperative Extension in Rhode Island provides equal opportunity without regard
to race, age, religion, national origin, sex or preference, or disability and is an equal opportunity employer.
A-9
Appendix 2
Calibrating a Thermometer
ice Mana
rv ge
Se
od
m
en
ional Fo
t
Institu
at
te
N
Food Safety
The
Unive ssip
pi
2009
rsity of Missi
Calibrating Thermometers
Introduction
Food temperatures must be checked throughout the food preparation process, and the
thermometers used must be accurate. Child nutrition employees are responsible for checking
the accuracy of thermometers and calibrating them if they are not accurate.
Here Are the Facts
Thermometers that are not accurate will give misleading information. For example, if you use
a thermometer that registers 10 °F higher than the actual temperature, you would cook ground
beef to 145 °F rather than 155 °F. That would be inadequate cooking to make sure the ground
beef is safe to serve. If the thermometer registers too low, you could easily overcook food.
Application
It is important for child nutrition employees to know when and how to calibrate bimetallic
stemmed and digital (that can be calibrated) thermometers. Follow state or local health
department requirements.
How to Take Temperatures
When?
Thermometers are sensitive and can lose calibration. It is important to calibrate them:
• Weekly,
• When they are dropped,
• More often if specified by local policy.
How?
There are two methods that can be used to calibrate thermometers.
National Food Service Management Institute • The University of Mississippi

1
A-10
Appendix 2
Ice Water Method

that should be pushed.

thermocouples have a reset button that
should be pushed.
A-11
Appendix 2
Documenting Calibration
Each time thermometers are calibrated, the
process should be documented. The food
safety program should include a form for
documenting the calibration process of
each thermometer.
HACCP-Based Standard Operating Procedures:

Thermometer Calibration Log (2005).
Remember, follow state or

local health department requirements.
References
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2005). HACCP-based standard operating procedure: Thermometer
calibration log. Retrieved January 8, 2009, from
http://www.nfsmi.org/documentLibraryFiles/PDF/20080213013307.pdf
Management Institute. (2005). HACCP-based standard operating procedure: Using and
calibrating thermometers. University, MS: Author.
Management Institute. (2005). Thermometer information resource. University, MS: Author.
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant
agreement with The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of
Mississippi is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA Employer.
For more information, contact NFSMI at 800-321-3054 or www.nfsmi.org.

3
A-12
Appendix 2
Food Safety Facts for Food Service Workers
A-13
Appendix 2
A-14
Appendix 2
A-15
Appendix 2
A-16
Fact Sheet 4
Appendix 2
How to Sanitize by Hand with Chemical Sanitizers
How to Sanitize by Hand with Chemical Sanitizers

There are three common types of chemical sanitizers that are approved for use with food contact surfaces:
1. Chlorine (institutional bleach) 2. Quaternary ammonium compounds (quats) 3. Iodine
When you use these chemicals correctly they will reduce the number of germs to a safe level.
FOLLOW THESE 4 STEPS

1. MAKE A SANITIZING SOLUTION.
• Read the container label
• Be sure it has instructions for use on food equipment and utensils
• Mix according to the manufacturer’s directions
2. CHECK THE CONCENTRATION WITH A TEST KIT.

This way you will know if it is too weak or too strong.
3. USE WITH FOOD CONTACT SURFACES SUCH AS:
a. pots, pans, dishes, cutting boards and utensils
1. WASH with hot 2. RINSE in clean water 3. SANITIZE 4. AIR DRY

detergent solution.
b. countertops, tables or other stationary equipment
1. WASH with hot 2. RINSE in clean water 3. SANITIZE with spray 4. AIR DRY
detergent solution. or wiping cloth
4. Monitor with a test kit to check concentration.

Any sanitizing solution can lose strength over time. To be effective it must be clean and at proper
strength.
For the person in charge. When ordering and receiving sanitizers, look for EPA approval for food contact surfaces. Make sure that the
recommended water temperature, contact time and concentration of the solution are followed to ensure that the sanitizing solution
will be effective. Make sure that the correct test kit is available for the type of sanitizer used.
Developed by the MA Partnership for Food Safety Education with support from the Massachusetts
Department of Elementary and Secondary Education in cooperation with the University of Massachusetts
Extension Nutrition Education Program. UMass Extension is an equal opportunity provider and employer,
Massachusetts Department of United States Department of Agriculture cooperating. Contact your local Extension office for information
ELEMENTARY & SECONDARY on disability accommodations or the UMass Extension Director if you have complaints related to
discrimination, 413-545-4800. revised 3/08
A-17
Appendix 2
Microbiological Foodborne Illnesses
MicrobiologicalFoodborne
Illnesses UMass Extension Nutrition
Education ProgramNutrition
UMass Extension
Education Program
ILLNESSES/ ONSET/DURATION
SOURCE SYMPTOMS COMMON FOODS PREVENTION
MICROORGANISMS OF ILLNESS (other than nausea, vomiting,
(without complications) SYMPTOMS
INVOLVED
COMMON FOODS
MICROORGANISMS SOURCE OF ILLNESS diarrhea & cramps) PREVENTION
SOURCE
INFECTIONS (other than nausea, vomiting, INVOLVED
(without complications) diarrhea & cramps)
SOURCE
INFECTIONS Raw and undercooked
SALMONELLOSIS Intestinal tract of onset: 5–36 hours “Flu,” headache, fever, eggs, poultry, meat, fish,
Raw and undercooked
(Salmonella species) animals and humans lasts: 2–7 days dehydration; may dressings, meat, pies,
SALMONELLOSIS Intestinal tract of onset: 5–36 hours “Flu,” headache, fever, eggs, poultry, meat, fish,
trigger arthritis cream desserts, dairy
(Salmonella species) animals and humans lasts: 2–7 days dehydration; may dressings, meat, pies, • Cook animal foods
products
trigger arthritis cream desserts, dairy thoroughly
products • •Prevent
Cook animal
cross foods
CAMPYLOBACTERIOSIS Intestinal tract of onset: 2–5 days “Flu,” fever, bloody Undercooked meat, thoroughly
contamination
(Campylobacter animals, soil and water lasts: 2–7 days stools; complications: poultry, fish, raw dairy • Prevent cross
CAMPYLOBACTERIOSIS
jejuni) Intestinal tract of onset: 2–5 days “Flu,” fever, arthritis
meningitis, bloody Undercooked
products meat, contamination
(Campylobacter animals, soil and water lasts: 2–7 days stools; complications: poultry, fish, raw dairy
jejuni) meningitis, arthritis products
LISTERIOSIS Soil, intestinal tract onset: 24 hours Headache, fever; in Raw milk, cheeses made
(Listeria of animals to 3 weeks immunocompromised from raw milk, cabbage, • Good Sanitation
LISTERIOSIS
monocytogenes) Soil, intestinal tract onset:
lasts: 242–7
hours
days Headache, fever; in
possible meningitis, Raw milk, cheeses
undercooked meat made
and • Use only pasteurized
(Listeria of animals to 3 weeks immunocompromised
blood poisoning, from raw
poultry, hotmilk,
dogs,cabbage,
cold •milk
Good Sanitation
& milk products,
monocytogenes) lasts: 2–7 days possible
abortion,meningitis,
death undercooked
smoked fish meat and • •Cook meatpasteurized
& poultry
Use only
blood poisoning, (grows @hot
poultry, dogs, F)
34º–113º cold thoroughly
milk & milk products,
abortion, death smoked fish • •Prevent cross-& poultry
Cook meat
YERSINIOSIS Intestinal tract of onset: 3–7 days Fever; bloody stools, (grows @ 34º–113º
Meat, esp. pork, F) contamination
thoroughly
(Yersinia animals, esp. pork, lasts: 2–3 weeks pseudoappendicitis poultry, shellfish, • •Limit refrigerator
Prevent cross-
enterocolitica)
YERSINIOSIS raw milk,
Intestinal water
tract of onset: 3–7 days Complications:
Fever; blood
bloody stools, raw milk and
Meat, esp. pork,vegetables storage – watch
contamination
animals, esp. pork, lasts: 2–3 weeks poisoning, arthritis,
pseudoappendicitis poultry, 32º–113º F)
(grows @shellfish, •“use-by” dates
Limit refrigerator
(Yersinia
raw milk, water meningitis, liverblood
Complications: disease raw milk and vegetables storage – watch
enterocolitica)
poisoning, arthritis, (grows @ 32º–113º F) “use-by”
• Cook dates
all seafood
VIBRIOSIS Seawater onset: 2–76 hours Chills, fever; dehydration, Undercooked seafood:
(esp. warm months) meningitis, liver disease thoroughly
(Vibrio species) lasts: 3–8 days weakness, blood oysters, shrimp, crabs
poisoning and clams • Prevent cross-
Seawater onset: 2–76 hours Chills, fever; dehydration, Undercooked seafood: • Cook all seafood
VIBRIOSIS contamination
(esp. warm months) lasts: 3–8 days weakness, blood oysters, shrimp, crabs thoroughly
(Vibrio species) • Keep cold foods cold
poisoning and clams •(below
Prevent40ºcross-
F)
contamination
HEMORRHAGIC COLITIS Intestinal tract of onset: 3–8 days Bloody stools, urinary Undercooked meats • •Cook
Keepmeats
cold foods cold
(E.coli O157-H7) animals and humans lasts: 2–10 days infection & kidney and poultry, ground thoroughly
(below 40º F)
failure, strokes, seizures, beef, raw milk & cheeses, • Prevent cross-
HEMORRHAGIC COLITIS onset: 3–8 days Bloody •contamination
Cook meats
Intestinal tract of coma &stools,
deathurinary Undercooked
unpasteurized meats
apple juice
(E.coli O157-H7) animals and humans lasts: 2–10 days infection & kidney and thoroughly
• Keep cold foods cold
and poultry,
cider ground
failure, strokes, seizures, beef, raw milk & cheeses, • Prevent
(below 40ºcross-
F)
coma & death unpasteurized apple juice contamination
SHIGELLOSIS Intestinal tract of humans onset: 1–57 days Fever, pus or blood in Salads, seafoods, milk, • •Good
KeepSanitation
cold foods cold
and primates stools, asymptomatic
and cider
Bacillary dysentery lasts: 3–14 days dairy products, poultry, (below 40º
• Minimize F)
contact
(Shigella species) to months carrier state in potato salad, parsley of hands with food
SHIGELLOSIS Intestinal tract of humans onset: 1–57 days convalescence
Fever, lasting
pus or blood in days Salads, seafoods, milk, • •Keep
Goodcold foods cold
Sanitation
Bacillary dysentery and primates lasts: 3–14 days to months,
stools, secondary
asymptomatic dairy products, poultry, •(below 40º F)
Minimize contact
(Shigella species) to months
Adapted from S.A.F.E., Colorado State University infection
carrier frequent
state in potato salad, parsley * Toxin heat
of hands withresistant
food
Cooperative Extension, by UMass Extension, June, 1999. convalescence lasting days • Keep cold foods cold
to months, secondary (below 40º F)
Adapted from S.A.F.E., Colorado State University infection frequent * Toxin heat resistant
Cooperative Extension, by UMass Extension, June, 1999.
A-18
Appendix 2
Microbiological Foodborne Illnesses UMass Extension Nutrition

Education Program
SOURCE SYMPTOMS COMMON FOODS PREVENTION
MICROORGANISMS OF ILLNESS (other than nausea, vomiting, INVOLVED
(without complications) diarrhea & cramps)
ILLNESSES/
SOURCE
INFECTIONS ONSET/DURATION SYMPTOMS COMMON FOODS
MICROORGANISMS SOURCE PREVENTION
OF ILLNESS (other than nausea, INVOLVED
Raw and undercooked
(without complications) vomiting, diarrhea & cramps)
SALMONELLOSIS
INTOXICATIONS Intestinal tract of onset: 5–36 hours “Flu,” headache, fever, eggs, poultry, meat, fish,
(Salmonella species) lasts: 2–7 days dehydration; dressings, meat, pies,
STAPHYLOCOCCAL
animals and humans
onset: 1–6 hours Usually no fevermay Ham, processed
• Minimize hand
Skin, nose, throat, trigger arthritis cream desserts,meat,
dairy contact with food
INTOXICATION hands (coughs & lasts: 1–2 days tuna, poultry, red meat,
products • Cook animal foods
(Staphylococcus aureus) • Keep foods hot (>140º F)
thoroughly
sneezes), hair, sores, sandwich fillings, potato
or cold (< 40º
• Prevent cross F)
pimples, raw tract
Intestinal milk;ofand onset: 2–5 days “Flu,” fever, bloody and meat salads,meat,
Undercooked dairy
CAMPYLOBACTERIOSIS • Cool leftovers quickly
contamination
sewage
animals, soil and water lasts: 2–7 days stools; complications: products,
poultry, imitation dairy
fish, raw dairy
(Campylobacter * Toxin heat resistant
meningitis, arthritis products,
productsraw milk
jejuni)
BOTULISM onset: 12–72 hours Headache, dizziness, Smoked and home • Can foods properly
(Clostridium botulinum)
LISTERIOSIS Soil Soil, intestinal tract onset:to 14
24 days
hours Headache,
tired, double fever;
vision,in Raw milk,
canned and made • Prepare and store
meatcheeses
(Listeria daystoto
3 weeks immunocompromised foods
of animals lasts: muscle weakness and from raw milk,
vegetables, low-acidcabbage, • Goodproperly
Sanitation
monocytogenes) 2–7 days
lasts: months/years possiblespeaking,
difficulty meningitis, undercooked
cooked meat
foods held atand • Boil home canned
• Use only pasteurized
10% death rate blood poisoning,
swallowing and poultry,
room hot dogs,in
temperature cold vegetables and meats
milk & milk products,
abortion,death
death smoked fish 15–20
breathing, low-oxygen environment • Cookminutes
meat & before
poultry
without antitoxin (grows @ 34º–113º F) tasting
thoroughly
• Prevent cross-
C. PERFRINGENS FOOD Improperly held, cooled • Keep foods hot (>140º F)
Intestinal tract onset: 3–7 days Fever; bloody stools, Meat, esp. pork, contamination
YERSINIOSIS
POISONING Intestinal tract of of onset: 8–24 hours Acute abdominal pain, and/or reheated meat or cold refrigerator
(< 40º F)
animals, lasts: 2–3 weeks pseudoappendicitis poultry, shellfish, • Limit
(Yersiniaperfringens)
(Clostridium humans andesp. pork,
animals, lasts: 1–2 days fever and poultry, stews, meat • Cool quickly in small
enterocolitica) raw milk, water Complications: blood raw milk and vegetables storage – watch
soil, dust, water pies, casseroles and portions
poisoning, arthritis, (grows @ 32º–113º F) “use-by” dates
meningitis, liver disease gravies • Reheat to 165º F
B. CEREUS FOOD Two types of illness: • Good

• CookSanitation
all seafood
VIBRIOSIS Seawater onset: 2–76 hours Chills, fever; dehydration, Cereal and rice dishes,
Undercooked seafood:
POISONING Soil,(esp.
dust,warm
water
months) onset: hours
lasts: 1–5 3–8 days Mild: abdominal pain macaroni
oysters, and cheese,
shrimp, crabs
• Keep foods hot (>140º F)
thoroughly
(Vibrio species) weakness, blood
(Bacillus cereus) lasts: 1–2 days andpoisoning
diarrhea spices, dairy products,
and clams or cold
• Prevent(< cross-
40º F)
puddings, soups, sauces, • Cool leftovers quickly
contamination
Severe: nausea and
mashed potatoes, meat • Reheat
• Keep tocold165º F cold
foods
vomiting
(below
* Spores40º
veryF)heat resistant
VIRAL
INFECTIONS • Cook meats
HEMORRHAGIC COLITIS Intestinal tract of onset: 3–8 days Bloody stools, urinary Undercooked
Raw oysters andmeats
clams, • Good personal hygiene
thoroughly
(E.coli O157-H7) lasts: 2–10 days infection
INFECTIOUS HEPATITIS animals
Infected and humans
workers, onset: 15–30 days Fever; loss of& appetitie,
kidney and handled
foods poultry, ground
and not • Minimize
• Prevent hand
cross-
failure, strokes, seizures, beef, raw milk & cheeses,
(Hepatitis A virus) contaminated water, lasts: weeks/months fatigue, jaundice, cooked after handling contact with food
contamination
coma & death unpasteurized apple juice
shellfish from darkened urine, such as bakery products, • Separate infected
• Keep cold foods cold
and cider
contaminated water enlarged liver luncheon meats, salads, persons
(belowfrom
40º F)food
sandwiches, fruits, raw preparation
SHIGELLOSIS Intestinal tract of humans onset: 1–57 days Fever, pus or blood in Salads,
milk seafoods, milk,
or water • Cook
• GoodallSanitation
foods
Bacillary dysentery and primates lasts: 3–14 days stools, asymptomatic dairy products, poultry, properly,
• Minimize esp. seafood
contact
(Shigella species) to months carrier state in potato salad, parsley of hands with food
VIRAL Infected workers, convalescence lasting days • Keeppersonal
cold foods cold
onset: 1–2 days Mild fever, headache, Raw or undercooked • Good hygiene
GASTROENTERITIS contaminated water, to months, secondary (below 40º F)
lasts: 1–2 days pains shellfish, sandwiches, • Minimize hand
(norovirus) shellfish
Adapted from infection frequent * Toxin
from S.A.F.E., Colorado State University salads, etc. contact with heat
foodresistant
contaminated
Cooperative water
Extension, by UMass Extension, June, 1999.
• Cook shellfish well
PARASITIC
INFECTIONS
3 stages: Intestinal: flu-
like; Muscle invasion: • Cook all pork
TRICHINOSIS Muscle of meat-eating onset: 3–30 days fever, puffy eyes, sweat- Raw and undercooked products to 160º F
(Trichinella spirella) animals, esp. pigs and lasts: weeks/months ing, weakness, muscle pork, bear and game • Prevent cross-
bears pain; Convalescence: contamination
toxemia, myocarditis
A-19
Appendix 2
ILLNESSES/ ONSET/DURATION SYMPTOMS COMMON FOODS

MICROORGANISMS SOURCE PREVENTION
OF ILLNESS (other than nausea, INVOLVED
(without complications) vomiting, diarrhea & cramps)
INTOXICATIONS
STAPHYLOCOCCAL Usually no fever • Minimize hand
Skin, nose, throat, onset: 1–6 hours Ham, processed meat,
INTOXICATION contact with food
hands (coughs & lasts: 1–2 days tuna, poultry, red meat,
(Staphylococcus aureus) • Keep foods hot (>140º F)
sneezes), hair, sores, sandwich fillings, potato
or cold (< 40º F)
pimples, raw milk; and and meat salads, dairy
• Cool leftovers quickly
sewage products, imitation dairy
* Toxin heat resistant
products, raw milk
BOTULISM onset: 12–72 hours Headache, dizziness, Smoked and home • Can foods properly
(Clostridium botulinum) Soil to 14 days tired, double vision, canned meat and • Prepare and store
lasts: days to muscle weakness and vegetables, low-acid foods properly
months/years difficulty speaking, cooked foods held at • Boil home canned
10% death rate swallowing and room temperature in vegetables and meats
breathing, death low-oxygen environment 15–20 minutes before
without antitoxin tasting
C. PERFRINGENS FOOD Improperly held, cooled • Keep foods hot (>140º F)
POISONING Intestinal tract of onset: 8–24 hours Acute abdominal pain, and/or reheated meat or cold (< 40º F)
(Clostridium perfringens) humans and animals, lasts: 1–2 days fever and poultry, stews, meat • Cool quickly in small
soil, dust, water pies, casseroles and portions
gravies • Reheat to 165º F
B. CEREUS FOOD Two types of illness: Cereal and rice dishes, • Good Sanitation
POISONING Soil, dust, water onset: 1–5 hours Mild: abdominal pain macaroni and cheese, • Keep foods hot (>140º F)
(Bacillus cereus) lasts: 1–2 days and diarrhea spices, dairy products, or cold (< 40º F)
puddings, soups, sauces, • Cool leftovers quickly
Severe: nausea and
mashed potatoes, meat • Reheat to 165º F
vomiting
* Spores very heat resistant
VIRAL
INFECTIONS
Raw oysters and clams, • Good personal hygiene
INFECTIOUS HEPATITIS Infected workers, onset: 15–30 days Fever; loss of appetitie, foods handled and not • Minimize hand
(Hepatitis A virus) contaminated water, lasts: weeks/months fatigue, jaundice, cooked after handling contact with food
shellfish from darkened urine, such as bakery products, • Separate infected
contaminated water enlarged liver luncheon meats, salads, persons from food
sandwiches, fruits, raw preparation
milk or water • Cook all foods
properly, esp. seafood
VIRAL Infected workers,
onset: 1–2 days Mild fever, headache, Raw or undercooked • Good personal hygiene
GASTROENTERITIS contaminated water,
lasts: 1–2 days pains shellfish, sandwiches, • Minimize hand
(norovirus) shellfish from
salads, etc. contact with food
contaminated water • Cook shellfish well
PARASITIC
INFECTIONS
3 stages: Intestinal: flu-
like; Muscle invasion: • Cook all pork
TRICHINOSIS Muscle of meat-eating onset: 3–30 days fever, puffy eyes, sweat- Raw and undercooked products to 160º F
(Trichinella spirella) animals, esp. pigs and lasts: weeks/months ing, weakness, muscle pork, bear and game • Prevent cross-
bears pain; Convalescence: contamination
toxemia, myocarditis
A-20
Appendix 2
THE
UNIVERSITY
OF RHODE ISLAND
COLLEGE OF
THE ENVIRONMENT
AND LIFE SCIENCES
COOPERATIVE EXTENSION FOOD SAFETY EDUCATION PROGRAM
POTENTIALLY HAZARDOUS FOODS

(TIME/TEMPERATURE CONTROL FOR SAFETY FOODS)
Potentially hazardous food (time/temperature control for safety) is any food that requires time/temperature control
for safety (TCS) to limit the growth of pathogenic microorganisms or the production of toxins.
Potentially hazardous foods (time/temperature control for safety) are:

• of animal origin, e.g., meat, poultry, milk, fish, shellfish, crabs, and lobster
• of plant origin and has been heat treated
• raw seed sprouts
• cut melons
• garlic-in-oil mixtures
There is an additional approach used in the 2005 RI Food Code to determine if a food should be treated as a poten-
tially hazardous food (time/temperature control for safety food). This approach takes into consideration the interac-
tion and level of pH and water activity. If time and temperature controls are not going to be used, then the Tables A
and B apply (below). These tables are from Chapter 1- Purpose and Definitions of the 2007 RI Food Code.
These tables are the result of a study undertaken at the request of FDA, by International Food Technologists
(IFT). IFT-member food scientists developed a framework that could be used to determine whether a food is a
PHF (TCS food) or not. This framework includes the two tables that consider the interaction of pH and water activ-
ity in a food, whether the food is heat treated, and whether it is packaged. These tables also provide guidance as
to when a food must undergo microbiological challenge studies.
Table A. Interaction of PH and A W for control of spores in FOOD

heat-treated to destroy vegetative cells and subsequently
PACKAGED
AW values PH values
4.6 or less > 4.6 - 5.6 > 5.6
<0.92 non-PHF*/non- non-PHF/non- non-PHF/non-
TCS FOOD ** TCS FOOD TCS FOOD
> 0.92 - .95 non-PHF/non- non-PHF/non- PA***
TCS FOOD TCS FOOD
> 0.95 non-PHF/non- PA PA
TCS FOOD
* PHF means POTENTIALLY HAZARDOUS FOOD
** TCS FOOD means TIME/TEMPERATURE CONTROL FOR SAFETY FOOD
*** PA means Product Assessment required
A-21
Appendix 2
Table B. Interaction of PH and AWW for control of vegetative cells and spores in FOOD not
heat-treated or heat-treated but not PACKAGED
AW values PH values
< 4.2 4.2 - 4.6 > 4.6 - 5.0 > 5.0
non-PHF*/ non-PHF/ non-PHF/ non-PHF/

< 0.88 non-TCS non-TCS non-TCS food non-TCS food
food** food
non-PHF/ non-PHF/ non-PHF/

0.88 – 0.90 non-TCS non-TCS non-TCS food
PA***
food food
non-PHF/ non-PHF/
> 0.90 – 0.92 non-TCS non-TCS
PA PA
food food
non-PHF/
> 0.92 non-TCS
PA PA PA
food
* PHF means POTENTIALLY HAZARDOUS FOOD

** TCS FOOD means TIME/TEMPERATURE CONTROL FOR SAFETY FOOD
*** PA means Product Assessment required
Often Overlooked Time/Temperature Control for Safety Foods

• Bacon - if not fully cooked.
• Mayonnaise or other acidified salad dressings - if pH is above 4.5 and/or combined with other food products.
• Onions - cooked or reconstituted dehydrated onions.
• Beans - all types of cooked beans.
• Eggs - fresh egg shells, fresh eggs with outer shell removed, and hard-boiled eggs.
• Whipped butter - whipping introduces bacteria.
• Cheese - soft unripened cheese such as cottage, ricotta, Brie, and cream cheese are more hazardous than hard
cheese. All cheeses should be refrigerated.
• Coffee creaming agents - all non-dairy coffee creaming agents in liquid form, except those approved by food
safety authorities (labeled UHT only).
• Pasta – cooked.
• Pastries - meat, cheese, and cream filled
• Pies - meat, fish, poultry, natural cream, synthetic cream, custard, pumpkin, and pies covered with toppings that
support microbial growth
• Garlic - garlic in oil products.
• Potatoes - baked, boiled, or fried.
• Refried beans - all varieties.
• Rice - boiled, steamed, fried, Spanish, and cooked rice used in sushi.
• Sauces - Hollandaise and other sauces that contain potentially hazardous ingredients.
• Sour cream - if the pH is above 4.6 and/or combined with other food products.
• Soy protein - tofu and other moist soy protein products.
• Seed sprouts - all types
The University of Rhode Island and Cooperative Extension in Rhode Island provides equal opportunity without regard
to race, age, religion, national origin, sex or preference or disability and is an equal opportunity employer.
A-22
Appendix 2
Recommended Food Storage Times
Cold and Dry Refrigerated and Frozen Foods
FN-SSB.085
FN-SSB.085
Recommended Food Storage Times Cold and Dry

Refrigerated
Recommended and Frozen
Food Storage Foods
Times Cold and Dry
Americans lose Refrigerated
money every day because and ofFrozen Foods
improper storage of food. The
recommended storage time of food depends on what kind of food it is and the length of time
and temperature
Americansthe food
lose is stored,
money everybefore and after
day because of you purchase
improper it. Properly
storage of food. storing
The food
results in improved
recommended nutritional
storage time ofquality, reducedonwaste
food depends whatfromkind spoilage, decreased
of food it is risk inof time
and the length
foodborne illness the
and temperature when eaten,
food and fresher,
is stored, better
before and tasting
after food. Food
you purchase it. that is held
Properly past the
storing food
recommended storage time may still be safe, but the quality may have
results in improved nutritional quality, reduced waste from spoilage, decreased risk in begun to deteriorate.
The tables illness
foodborne below give
whenthe recommended
eaten, and fresher, storage
better times
tasting forfood.
maintaining
Food thatgood quality.
is held pastAlways
the
recommended
start storagefood.
with high quality time Refrigerator
may still be safe, but the quality
temperature should may have
be kept begun
below to deteriorate.
40°F and freezer
The tables below
temperature belowgive
0°F.theSome
recommended
food may not storage
freezetimes
well,for maintaining
resulting good quality.
in changes Always
in appearance,
texture, color, or moisture, but they may still be safely frozen. Remember
start with high quality food. Refrigerator temperature should be kept below 40°F and freezer to rotate your foods
using the FIRST IN, FIRST OUT rule.
temperature below 0°F. Some food may not freeze well, resulting in changes in appearance,
texture, color, or moisture, but they may still be safely frozen. Remember to rotate your foods
using the FIRST IN, FIRST OUT rule.
Dairy Products
Food Product Dairy Products
Refrigerator Storage Freezer Storage
Butter or margarine 1-3 months 6-9 months
Food Product
Buttermilk Refrigerator
1-2 weeks Storage Freezer
FreezesStorage
poorly
Butter orspread,
Cheese margarine
opened 1-3 months
2 weeks 6-9 months
Freezes poorly
Buttermilk milk, opened
Condensed 1-2
3-5weeks
days Freezes poorly
1 month
Cheese or
Cottage spread, opened
farmer’s cheese 21 weeks
week Freezes poorly
Freezes poorly
Condensed
Cream, milk,half
half and opened 3-5 days
3-4 days 41months
month
Cottagecheese
Cream or farmer’s cheese 21weeks
week Freezes poorly
Freezes poorly
Cream, half milk,
Evaporated and half
opened 3-4 days
3-5 days 4 months
Freezes poorly
Cream
Fluid cheese
milk 5-7 days 2after
weeks
sell-by date Freezes poorly
1-3 months
Evaporated
Hard cheesemilk, opened 3-5 days
6 months(unopened), Freezes poorly
6 months
Fluid milk 5-73-4 weeks
days after(opened)
sell-by date 1-3 months
Ice
Hardcream
cheeseand sherbet 6 Do not refrigerate
months(unopened), 26 months
months
Nonfat Dry Milk (NFDM) 3-4 weeks (opened)
5-6 months 10-12 months
Ice cream and
Processed sherbet
cheese Do 3-4
not weeks
refrigerate 42 months
months
Nonfat Dry Milk (NFDM)
Pudding 5-6after
2 days months
opening 10-12 months
Freezes poorly
Processed cheese
Reconstituted NFDM 3-4
3-5weeks
days 4 months
Freezes poorly
Pudding
Sour cream 2 days after
7-21 opening
days Freezes poorly
Freezes poorly
Reconstituted
Whipped cream NFDM 3-5hours
2-3 days Freezes poorly
1 month
Sour cream
Whipping cream 7-21 days
10 days Freezes poorly
2 months
Whipped cream
Yogurt 1 week 2-3
afterhours
sell-by date 1 month
1-2 months
Whipping cream 10 days 2 months
Yogurt 1 week after sell-by date 1-2 months
A-23
Appendix 2
Some foods may have open dates on the package to assist the consumer in proper
storage. The most commonly used open dates are the sell-by date, use-by date, expiration
date, or pack date. The sell-by date is the last recommended day of sale, but it allows for
home storage and use. Breads and baked goods commonly have sell-by dates. Use-by dates
recommend how long the food will retain top quality after you buy it. Packaged foods often
have use-by dates. An expiration date indicates the last day the food should be eaten,
commonly found on egg cartons. Canned or packaged foods may have pack dates that
indicate the date of processing or the food may have a coded date that only the manufacturer
understands. These dates offer no safety or quality information.
Eggs
Food Product Refrigerator Storage Freezer Storage

Fresh in shell 3-5 weeks Freeze poorly
Raw yolks, whites 2-4 days 1 year
Liquid pasteurized eggs, egg 10 days (unopened) 1 year (unopened)
substitutes 3 days (opened) Freeze poorly
Hard cooked 1 week Freeze poorly
Meat Products
Roasts and steaks 3-5 days 6-12 months
Chops 3-5 days 4-6 months
Ground and stew meats 1-2 days 3-4 months
Bacon 1 week 1 month
Canned ham 6-9 months (unopened) Freezes poorly
3-5 months (opened) 1-2 months
Corned beef, in pouch 5-7 days 1 month, drained
Ham, slices (fully cooked) 3-4 days 1-2 months
Ham, half (fully cooked) 3-5 days 1-2 months
Ham, whole (fully cooked) 1 week 1-2 months
Hotdogs 2 weeks (unopened) 1-2 months
1 week (opened) 1-2 months
Sausage 1-2 days 1-2 months
Smoked breakfast links, patties 7 days 1-2 months
Organ meats 1-2 days 3-4 months
Lunch meats 2 weeks (unopened) 1-2 months
3-5 days (opened) 1-2 months
Vacuum-packed dinners with 2 weeks (unopened) Do not freeze
USDA seal
Cooked meats, casseroles, soups, 3-4 days 2-3 months
stews
Gravy and meat broth 1-2 days 2-3 months
A-24
Appendix 2
Poultry Products
Chicken or turkey, whole 1-2 days 1 year
Chicken or turkey, pieces 1-2 days 9 months
Ground poultry and giblets 1-2 days 3-4 months
Duck, goose, game birds 1-2 days 9 months
Fried or boiled chicken 3-4 days 4 months
Cooked poultry casseroles 3-4 days 4-6 months
Cooked poultry with broth or gravy 1-2 days 6 months
Nuggets or patties 1-2 days 1-3 months
Fish and Shellfish

Lean Fish – cod, flounder, 1-2 days 6 months
haddock, halibut, pollack, ocean
perch, rock fish, sea trout, sole
Fatty fish – bluefish, mackerel, 1-2 days 2-3 months
mullet, salmon, smelt, swordfish,
tuna
Cooked fish 3-4 days 4-6 months
Smoked fish, vacuum packaged 14 days or date on package 2 months
Surimi 2 weeks 9 months
Breaded fish Do not refrigerate 3 months
Shrimp 1-2 days 3-6 months
Scallops 1-2 days 3-6 months
Crayfish 1-2 days 3-6 months
Squid 1-2 days 3-6 months
Clams 1-2 days (shucked) 3-6 months
2-3 days (live) 2-3 months
Mussels 1-2 days (shucked) 3-6 months
Oysters 1-2 days (shucked) 3-6 months
Lobster 1-2 days (live) 2-3 months
Crab 1-2 days (in shell) 2-3 months
Cooked shellfish 3-4 days 3 months
A-25
Appendix 2
Fruits

Apples 1 month 8-12 months
Apricots 3-5 days 8-12 months
Avocados 5 days 8-12 months
Bananas 5 days at room temperature Freeze poorly
Berries 2-3 days 8-12 months
Cherries 2-3 days 8-12 months
Cranberries 1 week 8-12 months
Grapes 5 days 10-12 months
Guavas 1-2 days 8-12 months
Kiwis 6-8 days 4-6 months
Lemons, limes, oranges, grapefruit 2 weeks 4-6 months
Mangos Ripen at room temperature 8-12 months
Melons 1 week 8-12 months
Nectarines 5 days 8-12 months
Papayas Ripen at room temperature 8-12 months
Peaches 2-3 days 8-12 months
Pears 5 days 8-12 months
Pineapples 5-7 days 4-6 months
Plantains Ripen at room temperature 8-12 months
Plums 5 days 8-12 months
Rhubarb 1 week 8-12 months
Canned fruits 2-4 days (opened) 2-3 months
Frozen juice concentrate Do not refrigerate 2 years
Frozen juice reconstituted 6 days 6-12 months
Power Outages
• Without power a full upright chest freezer or refrigerator freezer, will keep food frozen
about two days, if you do not open the lid. If the freezer is only half-full, it will keep for
one day. If the power will be off for an extended period, transport food to freezers
where there is electricity or use block or dry ice. Handle dry ice according to
instructions. Do not touch or breathe fumes.
• Without power, a refrigerator will keep food cool for four to six hours, depending on the
kitchen temperature. Use block or dry ice to keep food cold for long periods.
• When the electricity returns, if ice crystals are present in food or the food feels
refrigerator-cold, it can be refrozen, but there may be a loss of quality in color, texture,
flavor, and nutrient content. Any thawed food that has risen above room temperature
and remained there for two hours or more should be discarded. Foods with a strange
color or odors should be discarded.
• IF IN DOUBT, THROW IT OUT!
A-26
Appendix 2
Vegetables

Artichokes 2-3 days Freeze poorly
Asparagus 2-3 days 8-12 months
Beets 2 weeks 8-12 months
Broccoli 3-5 days 8-12 months
Brussels sprouts 3-5 days 8-12 months
Cabbage 1 week 8-12 months
Carrots 2 weeks 8-12 months
Cauliflower 1 week 8-12 months
Celery 1 week 8-12 months
Corn, in husks 1-2 days 8-12 months
Cucumbers 1 week 8-12 months
Eggplant 2-3 days 8-12 months
Green beans 1-2 weeks 8-12 months
Greens 3-5 days 8-12 months
Jicama 2-3 weeks 8-12 months
Kohlrabi 1 week 8-12 months
Lettuce and salad greens 3-5 days Freeze poorly
Lima beans 3-5 days 8-12 months
Mushrooms 1-2 days 8-12 months
Okra 3-5 days 8-12 months
Onions, green 3-5 days Freeze poorly
Parsley 2-3 days 3-4 months
Peas 3-5 days 8-12 months
Peppers 1 week 8-12 months
Radishes 2 weeks Freeze poorly
Squash, winter Store in a dry place 8-12 months
Squash, summer 3-5 days 8-12 months
Tomatillos 1 week 8-12 months
Tomatoes 1 week 8-12 months
Yuca 1-2 days 8-12 months
Zucchini 3-5 days 8-12 months
Frozen vegetables Do not refrigerate 8 months
Canned vegetables 1-4 days (opened) 2-3 months
A-27
Appendix 2
Baked Products
Refrigerated storage of breads promotes staleness. Store breads at room temperature
for 3 to 7 days unless otherwise indicated.

Bread, yeast Room temperature 4-6 months
Biscuits Room temperature 2-3 months
Muffins Room temperature 2-3 months
Quick breads Room temperature 2-3 months
Pancakes and waffles Room temperature 1-2 months
Rolls, yeast Room temperature 2-3 months
Refrigerated biscuits Use-by date Do not freeze
Cakes and Cookies

Angel 1-3 days at room temperature 2 months
Chiffon and sponge 1-3 days at room temperature 2 months
Cheesecake 3-7 days 2-3 months
Fruitcake 6-8 months 1 year
Pound 3-5 days at room temperature 6 months
Iced layer cake 1-3 days at room temperature 6 months
Baked cookies 5-7 days at room temperature 4-6 months
Unbaked cookie dough Use-by date 2 months
Pastries and Pies

Danish and doughnuts 1-3 days at room temperature 3 months
Chiffon pie 2-3 days 1 month
Fruit pie 2-3 days 1 year
Mincemeat pie 2-3 days 4-8 months
Pumpkin pie 2-3 days 1 month
Unbaked fruit pie Do not refrigerate 8 months
A-28
Appendix 2
Baby Food

Expressed breast milk 3-5 days 3 months
Formula mixed with water 2 days DO NOT FREEZE
Strained fruits and vegetables 2-3 days 6-8 months
Strained meat and eggs 1 day 1-2 months
Strained meat and vegetable 1-2 days 1-2 months
combination
Homemade baby foods 1-2 days 1-2 months
Miscellaneous

Fresh Pasta 1 week 1 month
Mayonnaise 2 months Freeze poorly
Nuts 6 months 1 year
Sandwiches 1-2 days 1 week
Tofu 1 week 1 month
Coffee and tea 4-6 weeks 1 year
Peanut butter 6-8 months 6-8 months
Catsup, chili, cocktail sauce 6 months (opened) Freeze poorly
Mustard 6-8 months 8-12 months
Coconut, shredded, opened 8 months 1 year
Honey, jams, jellies, syrup 6-8 months (opened) Freeze poorly
Bottled salad dressing 3 months Freeze poorly
Vegetable shortening 6-9 months Freeze poorly
Canned Goods
Food Product Shelf Life

High acid canned foods and juices including tomatoes, grapefruit, 1 year
apple products, mixed fruit, berries, pickles, sauerkraut, and
vinegar-based products
Low acid canned foods including meat and poultry products, 2-5 years
vegetable soups (not tomato), all vegetables
Home-canned products – all types 1 year
A-29
Appendix 2
Dry Good Shelf Storage
Staples Shelf Life

Baking powder and soda 18 months
Barley 2 years
Bread crumbs 6 months
Bulgar 5-6 months
Cereal, ready-to-eat 2-3 months (opened)
6-12 months (unopened)
Cereal, ready-to-cook 6 months
Chocolate, baking 6-12 months
Cornstarch 18 months
Flour, bleached 6-8 months
Flour, whole wheat 6-8 months
Honey and syrup 1 year
Noodles, egg 6 months
Noodles, plain 1-2 years
Olive oil 6 months
Pasta 2 years
Rice 2 years
Rice, brown or wild 6 months
Sugar, brown 4 months
Sugar, granulated 2 years +
Sugar, powdered 18 months
Pasta 2 years
Wheat germ 8-12 months (unopened)
Yeast, dry Expiration date
References
-Arizona Department of Health Services (2005), Safe Food Storage Times and Temperatures.
-National Restaurant Association Educational Foundation (2002), Be Cool-Chill Out! Refrigerate Promptly.
-United States Department of Agriculture (2001), Cold Storage Chart.
Clip art Microsoft® 2007.
Sandra Bastin, PhD, RD, LD, CCE

Extension Food and Nutrition Specialist
May 1998; Revised July 2007

Copyright © 2007 for materials developed by University of Kentucky Cooperative Extension. This publication may be reproduced in portions or its
entirety for educational or nonprofit purposes only. Permitted users shall give credit to the author(s) and include this copyright notice.
Educational programs of Kentucky Cooperative Extension serve all people regardless of race, color, age, sex, religion, disability, or national origin.
A-30
Fact Sheet 8
Appendix 2
This Is What Happens When a Fly Lands on Your Food
THIS IS WHAT HAPPENS

WHEN A FLY LANDS
ON YOUR FOOD:
Flies can’t eat solid food, so to soften it
up they vomit on it.
Then they stamp the vomit in

until it’s a liquid, usually
stamping in a few germs for
good measure.
Then when it’s good and runny,

they suck it all back up again,
probably dropping some
excrement at the same time.
And then when they’ve finished

eating, it’s your turn.
From Prize Winning Poster Health Education Council
United States Department of Agriculture cooperating.

UMass Extension offers equal opportunity in programs and employment.
This project is funded in part by USDA CSREES Grant Number 2003-51110-02080
A-31
Data Collection Tools
Appendix 3
Monthly Audit Checklist
Log Sheets
1. Food Contact Surfaces Cleaning and Sanitizing Log
2. Hot Holding Food Temperature Log
3. Food Temperature Log
4. Refrigeration Temperature Log
5. Thermometer Accuracy/Calibration Log
6. Time/Temperature Cooling Log
A-32
page 1 of 2
NOT
A-33
YES NO OBSERVED COMMENTS
I. Food Safety Plan
There is a food safety plan in place
Documentation is collected as required by the food safety plan
II. Personal Hygiene/Employee Health
SOPs relating to personal hygiene and employee health are in place and
adhered to
Staff/residents wear clean clothing when preparing and serving food
Hair is covered/restrained
Fingernails are trimmed with no polish
Jewelry is limited to plain ring, watch
Hands are washed properly, frequently and at appropriate times
Chewing gum, smoking, eating or drinking while preparing and serving
food is not allowed
Sinks used for handwashing are stocked with single-use paper towels,
and soap
Water used for handwashing is at least 100° F
People who are sick are not allowed in the kitchen to prepare and/or
serve food
Cuts and other wounds are properly bandaged and covered with
a waterproof bandage
III. Food Preparation
SOPs relating to all aspects of food preparation are in place and adhered to
There is no bare-hand contact with ready-to-eat foods
Single-use gloves properly are used
Frozen food is properly thawed
Fresh fruits and vegetables are washed before preparing and/or severing
Food is tasted using the proper procedure
Food is cooked to the required internal temperature and is tested with a
calibrated food thermometer and final cooking temperature is recorded
in food temperature logs
Leftovers and food prepared for reheating are properly cooled
Leftovers and other foods are reheated to the proper temperature and
final reheat temperature is recorded in food temperature logs
Adapted from: RI Food Establishment Inspection Form, RIDOH, 10/08; Food Safety Checklist, Guidance for School Food Authorities: Developing a School Food Safety Program MSP/2/09
Based on the Process Approach to HACCP Principles, United States Department of Agriculture, Nutrition Service, June 2005, pp 70–73.
page 1 of 2
NOT
A-34
YES NO OBSERVED COMMENTS
I. Food Safety Plan
There is a food safety plan in place
Documentation is collected as required by the food safety plan
II. Personal Hygiene/Employee Health
SOPs relating to personal hygiene and employee health are in place and
adhered to
Staff/residents wear clean clothing when preparing and serving food
Hair is covered/restrained
Fingernails are trimmed with no polish
Jewelry is limited to plain ring, watch
Hands are washed properly, frequently and at appropriate times
Chewing gum, smoking, eating or drinking while preparing and serving
food is not allowed
Sinks used for handwashing are stocked with single-use paper towels,
and soap
Water used for handwashing is at least 100° F
People who are sick are not allowed in the kitchen to prepare and/or
serve food
Cuts and other wounds are properly bandaged and covered with
a waterproof bandage
III. Food Preparation
SOPs relating to all aspects of food preparation are in place and adhered to
There is no bare-hand contact with ready-to-eat foods
Single-use gloves properly are used
Frozen food is properly thawed
Fresh fruits and vegetables are washed before preparing and/or severing
Food is tasted using the proper procedure
Food is cooked to the required internal temperature and is tested with a
calibrated food thermometer and final cooking temperature is recorded
in food temperature logs
Leftovers and food prepared for reheating are properly cooled
Leftovers and other foods are reheated to the proper temperature and
final reheat temperature is recorded in food temperature logs
Adapted from: RI Food Establishment Inspection Form, RIDOH, 10/08; Food Safety Checklist, Guidance for School Food Authorities: Developing a School Food Safety Program MSP/2/09
Based on the Process Approach to HACCP Principles, United States Department of Agriculture, Nutrition Service, June 2005, pp 70–73.
Instructions: Record sanitizer concentration and any corrective action taken on this form. The foodservice manager will
verify that food workers have taken the required information by visually monitoring foodservice employees and preparation
procedures during the shift and by reviewing, initialing, and dating this log daily. Maintain this log for a minimum of 90 days.
SANITIZER
CONCENTRATION VERIFIED BY/
DATE AND TIME (IN PPM) CORRECTIVE ACTION TAKEN INITIAL DATE
University of Massachusetts Extension Education Program

Funded by: CSREES/USDA Project 2007-51110-03816
A-35
Product must be held at a minimum temperature of 135° F. If below 135° F, product may be reheated to 165° F for 16 seconds. If
product is below 135° F for 4 hours or more, dispose of product and record in the corrective action column above.
DATE
TIME
PRODUCT
INITIAL
TEMP
INITIALS
TEMP
2 HR
INITIALS
TEMP
4 HR
INITIALS
TEMP
6 HR
Reviewed by:
INITIALS
CORRECTIVE ACTION TAKEN
Date:
State of Rhode Island and Providence Plantations

Department of Health
CSREES/USDA Project 2007-51110-03816
A-36
DATE
INTERNAL
TIME FOOD PRODUCT TEMP ACTION TAKEN INITIAL
University of Rhode Island Cooperative Extension

CSREES/USDA Project 2007-51110-03816
A-37
AM PM
DATE ACTION TAKEN INITIAL
time temp time temp
IF AIR TEMPERATURE IS ABOVE 41° F, NOTIFY MANAGER IMMEDIATELY

University of Rhode Island Cooperative Extension
Project funded by: A-38
Rhode Island Department of Environmental Management, Division of Agriculture
U.S. Department of Agriculture
CALIBRATION STANDARD USED
Thermometer Calibration Accuracy Log

ICE SLUSH BOILING
DATE 32° F 212° F CORRECTIVE ACTION TAKEN INITIAL
Instructions: Record sanitizer concentration and any corrective action taken on this form. The foodservice manager will
verify that food workers have taken the required information by visually monitoring foodservice employees and preparation
procedures during the shift and by reviewing, initialing, and dating this log daily. Maintain this log for a minimum of 90 days.
Extension Education Program
Funded by: CSREES/USDA Project 2007-51110-03816 A-39
Time / Temperature Cooling Log
A-40
Appendix 4
Fact Sheets
Food Safety Kit
A-41
THE
UNIVERSITY
OF RHODE ISLAND
FOOD
SAFETY
CA
D
IL
RE
CH
IN
L
IA
ST
NT
IT
UT
DE
IO
SI
RE
NS
RHODE ISLAND
UNIVERSITIES
Funded by CSREES/USDA
Rhode Island Cooperative Extension provides equal program opportunities. Project 2007-5110-03816
Sources
Audit Monthly Checklist
amazon.com The audit checklist is used by managers/leads to en-
www.amazon.com sure proper techniques are followed when handling
food, equipment, utensils, etc. The checklist is an au-
Hubert dit for food safety assessment and should be built into
9555 Dry Fork Road the facility Standard Operating Procedures and should
Harrison, OH 4530-1994 be conducted monthly. The checklist is included in the
Phone: 866-482-4357 food safety kit.
Fax: 513-367-8603
www.hubert.com
GLO-GERM
P.O. Box 189
Moab, UT 84532
Phone: 800-842-6622
Fax: 435-259-5930
www.glogerm.com
Miljoco Corporation
14335 East Nine Mile Road
Warren, MI 48089
Phone: 888-888-1498
Fax: 586-777-7891
www.miljoco.com
Disclaimer: Specific items included in this kit are not endorsed by
the Universities of Rhode Island and Massachusetts. Similar items
are available from other vendors. You should consult your vendor
to find the product that is best for your use.
12/11
Charts and Logs Alcohol Towelettes
Logs and Audit Forms Alcohol wipes should be used to wipe off the food
The following forms are included in the food safety kit. thermometer probe after use to prevent cross contam-
It is suggested to keep copies of the completed forms ination. Always throw away the towelette after it has
for at least 30 days. They should also be reviewed peri- been used.
odically to insure that Stanadard Operating Procedures
and correct food safety practices are being followed. Source: Hubert
If not, the proper steps should be taken to correct the
practices.
Refrigerator Temperature Log
Refrigerator temperatures should be taken twice a day
to ensure proper temperature and control of bacte- Disposable Gloves
ria growth. The temperature of the refrigerator should Disposable gloves should be worn when handling ready-
be checked at least twice a day, in the morning and af- to-eat foods. To use disposable gloves properly:
ternoon. The temperature should be recorded in a Re- n Wash and dry hands thoroughly before using gloves,
frigerator Temperature Log sheet included in the food when changing to a new pair, and after removing gloves.
safety kit. Deviations and corrective actions should be n Use a new pair of disposable gloves: when chang-
noted in the log. It is suggested that logs should be ing tasks; after blowing your nose, touching hair, or go-
saved for at least 30 days. Refrigerator temperature ing to the bathroom; after four hours of continuous use;
should be between 34° and 40°F. when torn, etc.
Disposable gloves are not to be used in place of prop-
Food Temperature Log er hand washing. Check local regulations about the use
Food temperatures should be taken with a food ther- (and non-use) of latex gloves.
mometer to ensure foods are cooked or served at the
proper temperature to control or destroy the growth of Source: Hubert
bacteria. Once taken, food temperatures should be re-
corded on a Food Temperature Log sheet included in Colored Cutting Boards
the food safety kit. For temperatures that do not meet Although colored cutting boards are included in your
the requirements, corrective action should be noted. It kit as an added protection against cross-contamination,
is suggested that logs should be saved for at least 30 they are not necessary. Any cutting boards can be used
days. with proper cleaning and sanitizing. It is imperative to
wash ALL cutting boards with soap and hot water and
Log for Thermometer Accuracy to sanitize them between each use!
Thermometers should be checked for accuracy or a
regular basis and the results recorded. This chart is in- When using colored cutting boards, designate a color
cluded in the food safety kit. for a specific use and post the information in your food
service establishment. For example:
Sanitation Log Use the Green board for chopping vegetables/fruits
After checking the sanitizer concentration of the wa- Use the Blue board for preparing fish
ter used to sanitize pots, pans, dishes, etc. the level Use the Red for preparing meat
should be recorded on the sanitation log. Sanitizer lev- Use the Yellow for preparing poultry
els should be checked using a test strip every time sani- Use the White for other foods such as cheese, breads, etc.
tizer is prepared, used or the sanitizing sink refilled.
Source: amazon.com
Dishwasher test strips Day of the Week Dots
A dishwasher test strip should be used to verify the water Day of the Week Dots are used for inventory control
temperature. To use the test strip, place one on a plate, cup, and to control food quality as well as food safety. They
etc. to be washed. Following the dishwasher cycle the strip should be used after opening a product and before plac-
should be bright orange indicating the water temperature ing it in the refrigerator for storage. The labels should
has reached 165° F. If the strip does not turn orange it indi- be marked with the date and time the food product was
cates the water temperature is not high enough and there- originally opened. Use older foods first: First In First
fore cannot be used to sanitize. Have maintenance check Out. Labels like these are used to determine how old the
your dishwasher. product is and when it should be reused or discarded.
Source: Day Dots Source: Hubert
Test Strips for Determining Sanitizer Strength Refrigerator Thermometer
Refrigerator thermometers are used to measure the air
Test strips are used to determine sanitizer strength of temperature of the refrigerator. Controlling tempera-
the water being used to sanitize clean dishes, pots, ture is one of the critical factors in controlling bacteri-
utensils, etc. These strips are used to test for the proper al growth in food. The thermometer should be hung in
concentration of the sanitizing agent being used. Place the center of your refrigerator. The temperature should
a droplet of water onto the strip and wait for the color to be checked in the morning and afternoon to ensure that
change. The strip can also be dipped into a clean, small the refrigerator is maintaining the proper temperature
container of sanitizer. Color change reflects the sanitizer between 34°and 40°F. Temperatures should be record-
concentration. Match the color on the strip to the packed on the Refrigerator Temperature Log sheet which is
age to find chemical strength in ppms. included in the food safety kit.
Chlorine: 50–200 ppm Quats: 200–400 ppm Source: Miljoco Corporation
The results should be recorded on the Food Contact
Surfaces Cleaning and Sanitizing Log which is included Food Thermometer
in the food safety kit. A food thermometer is used to ensure foods are cooked
Source: Hubert to an internal temperature high enough to destroy harm-
ful bacteria. The sensor of a digital thermometer is locat-
Glo-Germ Kit ed at the tip of the probe so inserting the thermometer
one-half inch into the food is sufficient. When using a bi-
The GLO-GERM kit can be used to demonstrate proper metallic thermometer be sure the “dimple”(indentation
handwashing. Apply a small amount of lotion to hands on the stem of the thermometer) is completely inserted
and rub in. Shine UV light onto hands. White spots indi- into the center of the meat or casserole. A digital thermo
cate improper handwashing and the possibility of bac- meter is preferred for measuring temperatures of thin foods
teria that could be transferred to food and cause illness. such as hamburger patties; however, if only a bi-metallic
Wash hands and view again with UV light. thermometer is available the probe should be inserted
Source: Glo-Germ sideways with the dimple in the very center of the patty.
Calibrate/test thermometers frequently to ensure ac-
curacy. Use an ice bath or boiling water to check tem-
peratures: ice bath should have a reading of 32°F and
boiling water should read 212° F.
Source: Miljoco Corporation
References
Appendix 5
Developing a School Food Safety Program Participant’s Workbook, The National Food Service
Management Institute, University of Mississippi, 2006.
FDA, Managing Food Safety: A Manual for the Voluntary Use of HACCP Principles for Operators
of Food Service and Retail Establishments. www.fda.gov/Food/FoodSafety/RetailFoodProtection/
ManagingFoodSafetyHACCPPrinciples/Operators/default.htm
Massachusetts Partnership for Food Safety Education. www.mafoodsafetyeducation.info
National Registry of Food Safety Professionals, Essentials of Food Safety & Sanitation, 2004.
Partnership for Food Safety Education, Be Food Safe. www.befoodsafe.gov
Rhode Island Cooperative Extension Food Safety Education Program.

www.uri.edu/ce/ceec/foodsafety.shtml
USDA Food and Nutrition Service Guidance for School Food Authorities: Developing a Food Safety
Program Based on the Process Approach to HACCP. www.fns.usda.gov/cnd/Lunch/Downloadable/
HACCPGuidance.pdf
A-46

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What is the purpose of developing a food safety program?

What is the purpose of developing a food safety program?

What tools are described that can be used to monitor food safety?

What tools are described that can be used to monitor food safety?

Food Safety Basics THE

Food Safety Basics

Note: The websites listed in this document were assessed on 12/15/2011.

Overall Project Directors and Rhode Island State Project Directors

Massachusetts State Project Director

Project Advisory Committee, Massachusetts

10. Certificate of Completion

1. Distribute a Staff Training Manual to participants.

At the conclusion of the training session:

Assignment for Module 2 (outlined on Slide 79)

Remain standing if you…

Participant Activity, Trainer Notes

General Food Safety Information

Food Storage Information

Food Safety Basics for Residential

Funded by CSREES/USDA Project 2007-51110-03816 1

Food Safety Basics for

Food Safety Education:

 Includes any agency participating in the

 Requires two inspections by local

After this program you will

Results of on-site pre-audits

Results of on-site pre-audits

Food Safety Basics

Foodborne Illness: Symptoms

A “tiny taste” will not protect you …

… as few as 10-100 bacteria or

(STM 1-4) 1-14

People with weakened

Foodborne Illness: Dangers

• Cases: 48 million per year*

Biological Food Safety Hazards:

 Bacteria Salmonella spp.

(yeast and mold)

Sources of Biological Contamination

Source of pathogenic or harmful

 Potentially Hazardous Foods*

 Ready to Eat Foods

* Time/Temperature Control for Safety Foods (TCS-Food)

different bacteria have different

The Right Temperature

 If the right conditions exist (FAT TOM),

How do bacteria grow?

 If the right conditions exist (FAT TOM),

Potentially Hazardous Foods

Food Safety Basics:

(STM 1-11) 1-21

Food Pathogen Potential Source(s) of Biological Contamination

Food Safety Basics

Food Safety Basics:

• Prevent/Eliminate microbial growth

Food Safety Basics:

• Prevent/Eliminate microbial growth

Food Safety Basics - Clean

Food Safety Basics - Clean