School Food Service Certification

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Welcome
School Food Service Certification Level 1 Training
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School Food ServicesLevel 1 Courses

• Rules Regulation
• Sanitation
• Safety and First Aid
• Food Preparation Merchandising

• Equipment Use and Care
• Efficient Use of Resources
• Nutrition Education

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Rules RegulationsObjectives

• Become aware of the background and goals of
  school food service
• Gain a working knowledge of the school breakfast
  and lunch meal patterns
• Understand the concept of Offer versus Serve
• Realize the importance of source documentation in
  claims for reimbursement and Production records
• Become aware of USDA donated foods and their
  importance
• Recognize that school meals are funded through
  several methods at varying rates

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Rules and Regulations

• The goal of the Child Nutrition Programs is to
  safeguard the health and well being of the
  nations children

• Work is governed by federal, state, local rules
  regulations
• Programs are subsidized intended to provide
  nutritional needs of all children

• Food and Nutrition Service of US Dept of
  Agriculture administer program in cooperation
  with the Kentucky Department of Education

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Child Nutrition Programs

• The National School Lunch Act was passed by
  Congress in 1946
• Malnutrition in enlisted men in WWII
• Dual purpose
• Using surplus agriculture products
• Provide improved nutrition for nations children

• Child nutrition Programs
• School Lunch Program
• School Breakfast Program
• Special Milk Program
• Child Care Food Program
• Summer Food Service Program

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Meal Pattern Requirements

• The school lunch meal pattern is designed to
  ensure that approximately 1/3 of a childs
  dietary requirements are met.
• The meal pattern requirements address 5 food
  groups
• The meal pattern requirements serve as minimum
  standards
• They are the basis of meeting the nutritional
  requirements of the children we serve

• Example of Production Plan

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Offer Versus Serve

• Allows students to choose less than all of the
  food items offered within the lunch pattern.
• Reduces plate waste
• All Senior high schools must allow students to
  refuse to take food they will not eat
• Can agree to Offer vs Serve at lunch for
  Elementary Middle Schools

• Can refuse any of the 5 items, but at least 3
  must be chosen
• All schools grade levels have the Offer Versus
  Serve option for breakfast
• Milk is NOT required to be taken

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Offer Versus Serve

• USDA purchases surplus food from farmers
• While schools receive reimbursement for student
  meals, they receive nothing for adult meals
• Adults should be charged highest student rate
  reimbursement
• Family size/income are used to determine
  eligibility for free/reduced lunch
• All students must be treated the same.
• No separate tables, lines or food choices
• Also eligible for free/reduced breakfast

• Accountability is important with such resources
  as donated foods and reimbursement.
• Schools receive aid from the Federal Government
  in the form of
• Reimbursement money
• Donated Commodities
• Nutrition Information
• Schools must supply Production Records, including
• Quantities of food used
• Number meals served
• Use of leftovers

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SanitationObjectives

• Become aware of food-borne illnesses
• Become aware of personal appearance of food
  service employees
• Become aware of sanitary procedures

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Sanitation

• Four areas critical to food service sanitation
• Food borne illness
• Personal Hygiene
• Food Storage
• Pest Control
• Food borne illness is caused by foods containing
  bacteria harmful to the body

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Bacteria

• Bacteria multiply under warm, humid conditions,
  especially when foods are allowed to stand at
  room temperature.
• Keep hot foods HOT, and cold foods COLD
• Bacteria grows in temperatures between 40 degrees
  and 140 degrees F (The DANGER ZONE)

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Food Borne Illness

• Information you must get
• Name, address, phone
• When person ate (date/time)
• Everything person ate
• Time person got sick
• Symptoms
• About Foods Involved
• Keep all leftovers of suspected food and mark DO
  NOT USE
• Whom to call
• Health Department
• School Officials

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Personal Hygiene

• Personal Appearance
• Wear clean clothes Uniforms are better
• Use a hair net
• Firm supportive shoes
• Bathe/shower daily
• Use deodorant
• Wear moderate jewelry no dangling necklaces or
  loose jewelry

• Personal Habits to Avoid
• Sneezing/coughing
• Scratching hair/fixing hair
• Wiping mouth/nose with fingers
• Smoking in non-designated areas
• Nibbling in food preparation or service area

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Personal HygienePersonal Requirements of a Food
Service Worker

• Wash Hands
• Reporting to work
• When dirty
• After using handkerchief, visiting restroom,
  eating, or smoking
• Handling produce garbage cans
• After mopping
• Smoking Eating
• Use designated areas, at designated times
• Wash hands
• Handling Food
• Avoid if boil, cut, sore, or rash is present
• Avoid if employee has a cold, nausea, diarrhea,
  fever, or sore throat.

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Personal Hygiene

• Four ways to prevent the transmission of bacteria
• Personal Appearance
• Personal habits to avoid
• Personal requirements of food service workers
• Food Storage
• Protection of food from contamination during
  storage is the beginning of good sanitation

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Ten Commandments of Sanitation

• Make certain internal temperature of 45 degrees F
  (7.2 degrees C) or less
• Use extreme care in storing/handling food
  prepared
• Cook or heat-process food to recommended
  temperatures
• Relieve infected employees of food handling
• Require strict personal hygiene
• Heat leftovers to internal temperature of 165
  degrees F (73.9 degrees C).

• Make certain that hot holding devices maintain
  food temperatures of 140 degrees F (60 degrees C)
  or higher
• Give attention to inspection cleaning of raw
  ingredients that require little/no cooking
• Avoid carrying contamination from raw to cooked
  read-to-serve foods via hands, equipment, and
  utensils.
• Clean/sanitize surfaces

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Eight Capital Offenses of Sanitation

• Failure to properly refrigerate food
• Failure to thoroughly heat or cook food
• Infected employees who practice poor hygiene
• Preparing foods a day or more before they are
  served
• Incorporating raw, contaminated ingredients into
  foods that receive no further cooking

• Allowing foods to remain at bacteria-incubating
  temperatures
• Failure to reheat cooked foods that kill
  vegetative bacteria
• Cross contamination of raw foods with cooked
  items by workers who mishandle foods or through
  improperly cleaned equipment

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Dry Food Storage

• Keep foods at room temperature (70 degrees F or
  lower)
• Higher temperatures cause
• Bacteria to multiply rapidly
• Foods to rot and mold
• Weevils other insects
• Vitamins destroyed
• Foods lose color
• Dry storage should be inspected regularly for
  structural damage, infestation and damaged foods.

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Cold Storage

• Frozen foods should be stored in their original
  container
• Maintain temperatures of 0 degrees F (-18 degrees
  C)
• Thaw all frozen foods in the refrigerator
• NEVER thaw at room temperature

• Maintain a temperature of 45 degrees F (7 degrees
  C) or lower
• Wash highly soiled fruits/vegetables before
  refrigerating
• Refrigerate ground meat, salad, cooked foods in
  shallow pans
• Never cover shelves with foil, paper, or other
  material that will interfere with adequate
  air circulation

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Cooking

• Cook potentially hazardous foods to an internal
  temperature of 165 degrees F (74 degrees C)
• Maintain hot foods held for serving or being
  transported at or above 140 degrees F (60 degrees
  C)

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Facility Equipment

• Dishwashers should wash at 150 degrees F (66
  degrees C) Rinse 180 degrees F (83 degrees C)
• Sanitize food contact surfaces (1/2 oz of 5
  bleach)
• Clean tables, stoves, sinks, peelers, choppers,
  mixers, and cooking and eating utensils after
  each use
• Clean storerooms keep orderly
• Scrub restrooms daily. Paper towels and soap
  should be available at all times

• Keep floors free from dirt and in good repair
• Clean walls/ceilings.
• Keep windows, doors, screens, and light fixtures
  in working order
• Use exhaust fans to remove odors, smoke,
  insects
• Use hoods over cooking areas dishwashing
  equipment
• In a food-safe facility, exhaust fans and hoods
  are kept clean and in good operating order

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SafetyObjectives

• Identify major types of injuries which occur in
  food service.
• Identify major causes of accidents in food
  service
• Identify types of fires and fire extinguishers in
  the workplace
• Identify chemicals used in food service that
  could be potentially dangerous.

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SafetyInjuries

• Six major types of injuries
• Sprains
• Strains
• Cuts/punctures
• Blows/bruises
• Burns (Heat Chemical)
• Broken Bones

• Most common accidents
• Overexertion
• Falls
• Cuts
• Fires
• Mistakes using equipment/chemicals
• burns

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Accident PreventionOver-exertion

• Learn the right way to handle heavy objects
• Lift with the legs, not the back
• Use carts to transport items
• Get help from another employee to carry heavy
  objects
• The back is the part of the body most affected by
  strains
• Think before you lift
• Safe lifting

Size Up The Job
Lifting
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Accident PreventionFalls

• Clean up spills dropped food immediately
• Always walk, do not run
• Always use ladder or stepping stool for climbing
• Never climb on boxes

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Accident PreventionCuts

• Use proper knife
• Use cutting board
• Carry knives by handle with blade away from body
• Never put knives in bottom of sink
• Peel away from the body
• Treat can openers opened cans carefully

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Accident PreventionBurns

• Caused by fires, chemicals, electricity, or
  contact with hot items (most common)
• Burns can be reduced
• Consider every pot as hot
• Handle pots/lids with care
• Open oven/steamers carefully
• Get help to carry large pots
• Use hot pads or gloves. Do ot use aprons or
  towels
• Keep handles out of aisles

Burns can be prevented
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Accident PreventionFire

• Types of Fire
• Class A
• Fires in wood, paper, rags, cloth
• Class B
• Flammable liquids, such as gas, grease, fuel,
  cleaning solvent
• Class C
• Electrical fires

Know About Fires Extinguishers
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Accident PreventionFire Prevention

• Keep equipment free of grease clean
• Store chemicals properly
• Make sure that all electrical cords are in proper
  condition
• All employees should know the locations of all
  fire extinguishers

• Keep storeroom free from paper, boxes and rags
• Keep hot fats grease from splattering
• Light matches before turning on gas when lighting
  equipment
• Be careful if or when smoking and do so only in
  areas approved for smoking

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Accident PreventionChemicals

• Food service employees come in contact with
  chemicals daily
• There are chemicals in the kitchen are
  potentially dangerous
• Bleach
• Dishwasher detergent
• Oven cleaner
• De-limer
• De-greaser
• Drying agents
• Cleanser

• Liquid detergent
• Glass cleaner
• Laundry detergent
• Insecticides
• Rodent bait
• Disinfectant
• Lemon oil polish
• WD-40
• Each kitchen must have chemical data sheets for
  potential dangerous substances

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Food Preparation MerchandisingObjectives

• Become aware of basic food preparation to enable
  personnel to read recipes and follow directions
• Develop skills in using standardized recipes
• Become knowledgeable of merchandising
  opportunities that exist

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Standardized Recipes

• The process of quantity food preparation requires
  an employee to be able to read and interpret
• standardized recipes
• Food Buying Guides
• Charts
• Equipment
• Instructions
• Directives
• A standardized recipe is made up of a list of
  ingredients and a detailed instruction for
  preparation

• Information found in a standardized recipe
  includes
• Name of recipe
• Classification of nutritional contributions
• Ingredients by form order of use
• Weights and measures Directions
• Savings yielded
• Variations
• Purchasing units.

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Example Recipe
Lasagna Recipe

• How many servings will this recipe yield?
• How many lbs of fresh onions would I need for 50
  servings?
• How much raw ground beef would I need for 50
  servings?
• How many cans of tomato paste would I need for 50
  servings?

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Food Preparation Terms

• To bake is to cook by dry heat
• To bread is to coat with bread crumbs
• To chop is to cut into small pieces with a sharp
  tool
• To deep fry is to cook in deep fat.

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Food PreparationTerms

• To sauté is to brown lightly in a small amount of
  fat
• Au gratin is food covered with a sauce and
  covered with crumbs
• Condiments are food seasonings

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Merchandising Hints

• Look Good with garnishes, clean neat uniforms
  and decorations
• Ask for student reactions
• Cooperation with school staff
• Present at civic group programs
• Attend PTA
• Dress in school colors and themes
• Fast Service
• Food arranged attractively on plate
• Positive attitude toward students and staff
• Smile
• Color and Texture are important elements of
  merchandising

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Equipment Identification and UsesObjectives

• To identify the type and uses of food service
  equipment necessary for the correct production of
  food.
• To identify potentially hazardous pieces of
  equipment and how to prevent accidents.

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Equipment Identification

• There is some equipment that is essential for the
  productivity of the food service program
• The appropriate operation of equipment is
  dependent upon proper training
• Some pieces of equipment can be potentially
  hazardous

• Most common equipment
• Cutter or chopper
• Cutter/Mixer
• Garbage Disposal
• Knives
• Mixer and Attachments
• Slicer
• Steam-jacketed kettle

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Cutter/Chopper

• Used for
• Dry bread
• crumbs
• Cooked meats
• Vegetables
• Cabbage
• Potatoes
• A guard should always be used to feed food into a
  chopper
• Blades from slicers and choppers should be kept
  sharp

View FACT SHEET
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Cutter/MixerVertical Cutter Mixer

• Includes vertical cutter.
• Can be used for
• Bakery products
• Meats
• Salad dressing
• Cutting fresh vegetables
• Pureeing fruits

View FACT SHEET
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Garbage Disposal

• Used to grind most food waste with running water
  to flush grounds through unit to sewer line

View FACT SHEET
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Knives

• Types of Knives
• Boning
• French
• Paring
• Bread
• Slicer
• Some Important Points
• Be careful that blades do not strike against each
  other
• Never use a knife to cut string, rope, or tape

View FACT SHEET
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Mixer and Attachments

• Used for combining or blending food materials
• Two types
• Bench type
• Floor type

View FACT SHEET
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Slicer

• A slicer is an adjustable power knife with a
  revolving blade.
• Always unplug the slicer before cleaning

View FACT SHEET
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Steam Jacketed Kittle

• Large cooking pot used for
• Steaming
• Boiling
• Simmering large amounts of food
• Eliminates the need for heavy stock pots
• Easy to clean
• Heats up quickly

View FACT SHEET
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Efficient Use of Resources Objectives

• To understand the significance of efficient use
  of available resources
• To know what a job description is
• To be able to read a work schedule and know what
  is expected
• To be able to use work simplification procedures
• To know the difference between measuring by
  volume and by weight
• Identify characteristics of a good food service
  employee

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Efficient Use of Resources

• Work simplification is the process of eliminating
  nonessential work.
• Some steps to take at the beginning of the day
  could be
• Check the work schedule menu for the day
  determine the tasks to be done
• If cooking, find the right recipe first
• Determine all foods needed for preparation
• Using a cart, pick up all food needed and take it
  to the food preparation area
• Make sure all tools/equipment are available
• Start preparation

• Job Description
• Written list of duties/tasks that an employee is
  expected to do
• See example
• Work Schedule
• An outline of work to be performed with time
  requirements and procedures to follow
• See example

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Measuring Food

• Measuring by weights (pounds and ounces)
• Must know how scale works
• Measuring by Volume (tablespoon, cup, pint,
  quart, gallon)
• Must know the difference between liquid and dry
  measuring tools
• You must keep the various equivalencies in mind

• When using Volume, it is always quicker and more
  accurate to use the largest volume measure
  available
• Example 1 ½ quarts instead of 6 cups

Basics at a Glance
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Characteristics of a Good Food Service Employee
A good food service employee has the following
characteristics

• Friendliness
• Its easier to work with a friendly co-worker
  than a grumpy, nasty one.
• Self Confidence
• Have the confidence to do it.
• No one respects a person who acts like a door
  mat.
• Humor
• Remember everyone makes mistakes. Laugh at yours,
  ask for help correct them.
• It is better to have people laugh with you than
  at you

• Tolerance
• Remember that everyone will not do things the way
  you would, but that doesnt mean it is the wrong
  way.
• Nobody likes someone who knows it all-all of the
  time.
• Assertiveness
• If you see something that needs to be done and
  you know how do it!
• Dont hang back and wait to be asked

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Nutrition EducationObjectives

• Understand that the Child Nutrition meal patterns
  are based on the Basic 5 food Group guidelines
• Learn food preparation techniques which will
  assure nutrient retention
• Understand the Dietary Guidelines for Americans
  as they specifically relate to controlling
  sodium, sugar, fat, and increasing fiber in
  school meals
• Gain knowledge to help students make more
  healthful food choices
• Work cooperatively with classroom teachers in
  promoting good nutrition practices

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USDA FOOD PYRAMID
http//www.mypyramid.gov
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Child Nutrition Meal Pattern Basic 5 Food Groups
The Child Nutrition Meal Pattern and the Basic
Five (5) Food Group plan share these components
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Nutrition EducationMeal Patterns

• Meal Patterns are based on the Food-Group-Plan.
• The plan categorizes tools by similar origins and
  nutrients provided.
• Both plans describe a specific number of servings
  and amount of servings for each group based on
  the age of the child
• The meal pattern for lunch provides approximately
  1/3 of daily nutrient needs for both children and
  teens.

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Nutrient Loss

• Nutrient loss in foods results from exposure to
  air, heat, light and water.
• Food handling preparation techniques which
  protect nutrients
• Storage
• Washing fruits
• Store covered, refrigerate
• Cooking
• Raw/frozen vegetables prepared with minimum
  amount of liquid
• Canned vegetables are already cooked and only
  need to heated
• Serving
• Batch cooking techniques should be used to keep
  food fresh

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Dietary Guidelines

• The Dietary Guidelines for Americans serves as a
  nutrition guide
• Child Nutrition Programs should control amounts
  of sodium, sugar, and fat, while increasing fiber
• The USDA recipe card has been standardized
• School meals should provide a variety of foods in
  moderate amounts

Click graphic to view Guidelines
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Nutrition Education

• It is possible to obtain all the nutrients needed
  for good health by eating a variety of foods in
  moderate amounts.
• School food service personnel and teachers can
  assist students in making healthful food choices.

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Nutrition EducationImplementing Dietary
Guidelines

• Sodium
• Remove salt shakers from the tables
• Do not add salt to canned or frozen vegetables
• Adhere to amounts of salt recommended in new USDA
  recipe card file in preparing meats and breads
• Limit serving frequency for cured meats and
  luncheon meats

• Sugar
• Use the USDA recipe card file for baked and
  dessert products
• In other recipes, decrease sugar amount by 20
• Serve juice-pack or light syrup canned fruit
• Limit serving frequency for high sugar breakfast
  cereals or dessert products

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Nutrition EducationImplementing Dietary
Guidelines

• Fat
• Limit use of deep- fat and grills
• Use moderate amounts of butter to season cooked
  vegetables
• Oven fry meats. Remove from baking pans to
  prevent re- absorption of fat
• Substitute vegetable shortening for part of
  butter to decrease use of saturated fat
• Limit serving frequency for cured meats and
  luncheon meats

• Fiber
• Increase use of fresh fruits and vegetables
• Incorporate whole grains in baked products meat
  mixtures
• Offer whole grain sandwich breads/buns
• Do not peel fruits and vegetables

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Nutrition Education

• Child nutrition programs must be perceived as a
  part of the total educational effort.