HACCP

1. HACCP Keeping Food Safe in the Workplace

2. What does HACCP stand for? • H - Hazard • A - Analysis • C - Critical • C - Control • P - Points

3. What is it? • HACCP is a structured system that is put into place to stop or prevent potential problems before they happen • HACCP principles recognized by companies around the world, but each company has their own systems, and no two companies are the same.

4. History • Created in the 1960s by Pillsbury, the U.S. Army, and NASA to develop safe food for astronauts. • Pillsbury presented the concepts at a food safety conference in 1971, and the USDA adopted it for food manufacturing plants in 1974 • It then began to be adopted by other food organizations around the world , and soon became an accepted, standard practice. • www.youtube.com/watch?v=AZx0RIV0wss

5. HACCP systems • With a system in place, you can: • Identify foods and procedures most likely to cause food borne illness • Ex. Hamburger patty may contain E. Coli • Develop procedures to reduce the risk of an outbreak • Ex. Cook the Patty to 155 to kill bacteria • Monitor procedures that keep food safe • Ex. Hold patty above 140F to minimize bacteria growth • Verify the food served has been handled properly • Ex. Document food cooking and holding temperatures

6. 7 Steps of HACCP • Conduct a Hazard Analysis • Determine Critical Control Points (CCPs) • Establish critical limits • Establish monitoring procedures • Identify corrective actions • Establish procedures for record-keeping and documentation • Verify that the system works.

7. Let’s break it down!Number off in your group 1-4

8. Hazard Analysis • There are Hazard 3 categories. • Physical (material objects that can contaminate food) • Chemical • Biological

9. Round Robin • You are going to make a list of potential hazards that could be found in a commercial kitchen. • Person 1 starts, and gives one example in the physical category. Then 2 will give an example, etc. Once around the table, switch to the next category, and then the next. Repeat as time allows. • Person 1 - write down all responses for physical hazards • Person 2- write down all responses for chemical hazards • Person 3- write down all responses for biological hazards • Person 4 - You will be the spokesman. Be prepared to share.

10. Note on Biological Hazards • Biological hazards can be the most dangerous. • Bacteria is either pathogenic (organisms themselves cause an illness) or toxigenic (the bacteria releases a toxin or poison that makes people sick)

11. FATTOM • There are 6 factors that impact bacteria growth • F - food • A - acid • T - temperature • T - time • O - Oxygen • M - Moisture

12. Food • Like all living things, bacteria need food for nutrients • Some food provide friendlier environments for disease producing organisms to grow than others. These are called potentially hazardous foods • Examples of PHFs? • Dairy • Meat • Poultry • Eggs • Seafood • Sliced Melon

13. Acid • The measure of acidity or alkaline makes a difference! • Bacteria grows best in neutral foods.

14. Temperature • Try to avoid the Danger Zone! • Potentially hazardous foods should be kept below 41ºF and cooked above 135ºF.

15. Time • A single bacteria can multiply to over a million in 5 hours (if this is a pathogenic bacteria, food poisoning could be very real at this point!! • Time in danger zone is cumulative - from start to finish (including manufacturing and deliveries) should be no more than 4 hours.

16. Oxygen • Aerobic bacteria need oxygen to grow. • Anaerobicdoes not • Therefore, you cannot count on oxygen to control bacteria growth. You can’t see it, so you don’t know what you are dealing with!

17. Moisture • Moisture is necessary for bacteria growth. • All potentially hazardous foods have higher levels of water, creating ideal growing conditions. • Can you think of foods that are not considered potentially hazardous? • Can you think of any foods that are only potentially hazardous after they are cooked (start out dry but become wet in the cooking process)?

18. SuperSize Me • The Smoking Fry - Bonus Clip • www.youtube.com/watch?v=VMWq26zH_sU

19. Potentially Hazardous Foods Activity For each of the following menu items, indicate whether it is a potentially hazardous food. If it is, why? If it is not, why not? Menu Item Hazardous yes/no? Why/why not? Baked Chicken Pepperoni PizzaGreen BeansMacaroni Salad Lettuce Salad Cinnamon Applesauce Frech Fries Melon CubesFrozen Yogurt Chocolate Chip Cookie Milk, low fat chocolate

20. How does bacteria contaminate food? • We have talked about a few basics in class. However! A lot of people interact with food before it hits the table. Can you think of some?

21. Activity • With your kitchen group, make a time line of all the people that interact with your food before it hits the table.

22. Food Flow • The path food takes from receiving through serving is called food flow. • Every food prepared in the kitchen is effected by FATTOM because they all have their own food flow. • A HACCP plan should be identified for each potentially hazardous food. • 3 basic food process flows: • No cook - example: deli meat sandwiches • Same day service - example: an food cooked and served on the same day • Complex - example: slow roasted meats cooked over night and served the next day (prime rib, turkey, etc.)

23. 3 Kitchen types & food flow • Full Service Kitchen - kitchens that prepare, cook and serve food in their own kitchen. • Central Kitchen - Kitchens that prepare and cook food that is transported to and served by a Satellite Kitchen • Satellite Kitchen - Kitchens that receive hot food and hold it until serving, may receive cold food and hold it to serving, or reheat it before serving.

24. No Cook Food Flow • Receive • Prepare • Serve • Store • Hold

25. Same Day Service Food Flow • Receive • Prepare • Hold • Store • Cook • Serve

26. Complex Food Flow • Receive • Store • Prepare • Reheat • Cool/Store • Cook • Hold • Serve

27. What are CCPs? • Critical Control Points are the vital steps in food handling that prevent, eliminate, or reduce hazard potential • Where is the potential problem? • How can we stop it from happening?

28. CCPs continued • Usually time and temperature based (but not always). • Critical control points are the last point when food safety is at risk. All other risks are simply control points (CP) • After a hazard analysis is done, the CCP Decision Tree is used to determine where CCPs exist. • Not needed if a food is not potentially hazardous.

29. 4 Steps CCP Decision Tree 1. Does this step involve a hazard with enough risk to take action to control it? 2. Does a preventive measure for the hazard exist in this step? 3. Is control at this step necessary to prevent, eliminate, or reduce the risk of the hazard to consumers? 4. Will a in the future, prior to consuming food, eliminate the identified hazard or reduce the risk to an acceptable level? • Yes • No • Not a CCP • Not a CCP • Yes • Yes • No • Not a CCP • Not a CCP • Yes • No • This is a CCP

30. Critical Limits • Critical limits are set up to stop something from continuing • Example: Speed limits in school zones vs. highways. Each are a critical limit to help ensure safety in each place. • Same is true for critical limits in food. They are boundaries set to keep food safe. • Example: Bake chicken to internal temperature of 165ºF or higher for at least 15 seconds.

31. Critical Limits cont. • Critical limits must be specific and measurable. • The following are all statements often seen in home cooking recipes. Are they specific and measurable? • Cook for 45 minutes. • Cook until juices are clear. • Cook until fork tender. • Cook to an internal temperature of 155ºF or above for at least 15 seconds.

32. Critical Limit Rules

33. Critical Limit Rules • Cooling foods: • Must cool from 141ºF to 70ºF in 2 hours, and then 70 to 41 in an additional 4 hoursOr • Cools from 141ºF to 41ºF in 4 hours • Reheating • Food must be re-heated to above 165ºF for a minimum of 15 seconds.

34. Can you find the CCPs? • Look at the recipes for Nachos with Ground Beef, Chicken Salad, and Toasted Grilled Cheese Sandwich. • Read through the recipe. With each step, go through them and locate the CCP’s • Are the CCPs in the right places?

35. Your turn! • Read through the recipe you have been assigned. • Where should there be CCPs in the recipe? Write them down for yourthe recipe.

36. 4 - Executive Chef • In addition to 3, I can provide in- depth examples and applications beyond what has been taught. • 3 - Sous Chef • I understand and can demonstrate what was taught with no omissions or mistakes. • 2 - Line Cook • I understand the simple basics of the idea but still cannot demonstrate the more complex details. • 1 - Dishwasher • If given help, I am able to provide a partial demonstration of understanding. Learning Goal Check Where are you on the learning scale?