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Carolina Mejia Velasquez

Section 4

Quality and Process/Performance Improvement Project

Hazard Analysis Critical Control Point

I. Executive Summary

Objectives:

1. To improve the daily use of HACCP control logs by following the HACCP Monitoring Log in

school kitchens.

2. To reinforce temperature logs monitoring in school kitchens.

3. To reinforce the importance of HACCP operating procedures in order to reduce the risk of food

borne hazards and help ensure the safety of the school meals served to children and other

customers in the Chatham County Public Schools.

4. To save the cost of food borne illnesses that is estimated at tens of billions of dollars.

5. To reduce the amount of food waste due to non-compliance with the correct temperatures.

The study design method was through specific observations of kitchen staff, verbal interviews

and by doing the food safety checklist in different school kitchens. After doing the study it was

determined what needs to be reinforced in the school kitchens in order to have a safer

environment. A proposal was submitted to some of the school kitchens to see if they complied

with the HACCP monitoring suggestions.

By doing this proposal to the school kitchens there will be a reduced rate of food borne

hazards, the school meals will be safer, there will be a reduce amount of waste food and the

kitchen staff will be able to follow the HACCP operating procedures. The school kitchens can

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benefit from this project by ensuring a safer and better food service environment and by having

a better quality of food.

II. Introduction

The Hazard Analysis Critical Control Point project had the purpose of reinforcing the

importance of HACCP operating procedures in order to reduce the risk of food borne hazards

and helped ensure the safety of the school meals served to children and other customers in the

Chatham County Public Schools. HACCP is a systematic approach to construct a food safety

program designed to reduce the risk of food borne hazards by focusing on each step of the

food preparation process, from receiving the products to service to the students and other

customers. Serving safe food is a serious and critical responsibility for our nutrition and food

service professionals and is a key aspect of a healthy school environment. This is important to

the school kitchens to keep the business open and have a safe quality and control of food.

Also, there will be a reduced of waste food due to the good compliance of the kitchen staff

following and doing the temperature logs correctly. The food will be safer and the customers

will be purchasing food daily due to the quality of it.

Performance Improvement (PI) is a method for analyzing performance problems and

setting up systems to ensure good performance. PI is applied most effectively to groups of

workers within the same organization or performing similar jobs. (Performance

Improvement.Stages Steps and Tools.Introduction to Performance Improvement. Available from:

www.intrahealth.org ) Process improvement means making things better, not just fighting fires

or managing crises. It means setting aside the customary practice of blaming people for problems

or failures. It is a way of looking at how we can do our work better. Process improvement

requires everyone to become a problem preventer, rather than a problem fighter.

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http://www.intrahealth.org/


The focus is on improving a process over the long term, not just patching up procedures

and work routines as problems occur. A standardized process improvement methodology allows

us to look at how we perform work. When all of the major players are involved in process

improvement, they can collectively focus on eliminating waste of money, people, materials,

time, and opportunities. The ideal outcome is that jobs can be done cheaper, quicker, easier, and

most importantly, safer.

A committed and involved leadership group is a key ingredient to a successful

performance improvement culture and initiatives. The entire organization must be trained and

educated about performance improvement methods and tools. Teamwork is an absolute must in

order to succeed in improving performance. The teams should be multifunctional,

multidisciplinary and made up of the appropriate members. Team members should be

knowledgeable of the process and be enthusiastic about participating.

Communication among leadership, team members and the organization must be effective.

Communication is vital at all steps of the improvement process.

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III. Materials and Methods

The second week of the rotation I was assigned to visit a school (Hubert Middle School)

to do a School Review Worksheet. This helped me to observe and gather more information about

the food service process. The review sheet contained steps to calculate how the school meals

were prepared, how they record the pre-production and post-production values, handling of the

leftovers, analyze how the kitchen personnel worked based on number and schedule times, and

food safety checklist.

The review sheet was an important material to analyze the current process of the school’s

kitchens. I could observe how the food service managers performed as well as the kitchen staff. I

was able to do the food safety checklist for three schools. This checklist was very helpful to

observe and analyze how the kitchen staff was following the correct safety procedures. The food

safety checklist included personal hygiene, food preparation, hot holding, cold holding,

refrigerator, freezer, and milk cooler, food storage and dry storage, cleaning and sanitizing,

utensils and equipment, large equipment, garbage storage and disposal and pest control. During

the process of doing the School Review Sheets I could interview the food service managers, food

service leaders and the kitchen personnel about how they were following the HACCP process

and how the food service operated by each of the schools.

An inventory audit was done at Southwest Middle School. The storeroom inventory was

audited with the food service manager. I learned the process of inventory in schools and how the

count of food was done as well as the organization of food in the storeroom. A complete

inventory of the freezer, cooler, storeroom was done with kitchen staff and the manager’s help.

The orders after the inventory were submitted in the computer.

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Assisting in the serving line and in the back at the preparation area of the kitchen was a

good experience to observe and practice how the process of serving food is done .It helped me

understand how important is to appreciate every job of each of the kitchen staff because all of

them contribute to a better service for the student’s cafeteria and the other customers. While

helping in the service line I could observe how they were following the HACCP procedures

during the preparation, serving and cooling process of the food.

The Hazard Analysis Critical Control Point standard operating procedure manual of

Savannah-Chatham County school nutrition program (See Appendix B) was used as a tool to re-

enforce the concepts of safety guidelines and temperature control at two of the county schools:

Gadsden Elementary School and Hesse Elementary School with the food service manager. A

HACCP monitoring log was created to keep a daily better control and follow up of the HACCP

procedures for the project. See Appendix A

IV. Expected outcomes

A. Data Collected.

1 dietitian was interviewed and she guided me through the whole project process. She is

the school nutrition director of the Savannah-Chatham county and my preceptor. I

interviewed 7 food service managers and kitchen leaders.

Name Description School

Lydia Martin School Nutrition Director,

RD,LD,SNS

Savannah-Chatham County

School System

Petris Rivers Kitchen Leader Gadsden Elementary School

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Trachea Williams Food Service Manager Hesse Elementary School

Beverly Brigham Food Service Manager Hubert Middle School

Patricia Lonnon Food Service Manager Jenkins High School

Jessica Ingram Food Service Manager Southwest Middle School

B. Cost Outcomes.

Estimates of the present value of 20 years of HACCP program benefits reported in

Crutchfield et al. (1997) range from $1.9-$171.8 billion in 1995. These benefits are the

expected cost savings due to reduced foodborne illness resulting from the HACCP system.

The estimates measure the benefits of reductions in illness caused by only four foodborne

pathogens (Salmonella, Escherichia coli O157:H7, Campylobacter jejuni or coli, and Listeria

monocytogenes). According to the Journal of the royal society of tropical medicine and

hygiene nontyphoidal Salmonella which is one of the most common bacterial pathogens,

accounts for ∼1.4 million foodborne infections and roughly one-quarter (26%) of the

∼323,000 hospitalizations for food borne infections. It is estimated that food-related

Salmonella infections cost $0.5–$2.3 billion annually.

C. Additional Quantitative Benefits.

One of the quantitative benefits expected of the HACCP project is to reduce the amount

of waste food due to spoilage on a daily basis and have a better log control. See

Appendix A.

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D. Qualitative Benefits.

Based on the data taken in the surveys done by high school students about their food

service satisfaction in their school, it can be said that by following the HACCP project for

the school kitchens there will be a better food quality and the students can spread the

word in the school when they enjoy their experience as customers. Kitchen managers and

staff will be satisfied to be serving a safe, healthy and good quality food. Parents as well

will see the difference when their kids spread the word about how good their food at the

school is. See Appendix C

V. Discussion and Recommendations.

A. Process Outcomes Assessment:

Some of the HACCP temperature controls of the school kitchens were not being

recorded by the kitchen manager or the kitchen staff of the county schools. Through

observation, analysis, and audits it was noticed that they were not taking the food

temperatures. In some of the schools they did not have “the check food temperatures”

on their daily to-do list. Lack of time, not having in mind the importance of the

HACCP control was the issue to be reinforced in the school kitchens for the quality

and process/performance improvement project.

By doing the food safety checklist, the inventory audit, and by working in the serving

line it was observed the lack of effort from the kitchen staff and manager to check the

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temperatures. Since there was no reinforcement from the kitchen manager, they just

skipped the step. A HACCP Monitoring Log sheet was created to have a better

control from the manager side to have the temperatures taken on a daily basis for a

good quality of food and a safer environment of the food and the kitchen. A follow up

of this process is recommended to be done by the School Nutrition Coordinators of

the schools.

The HACCP project was implemented at two of the Savannah-Chatham county

schools. The expected outcomes of the project are to be observed and analyzed by the

school nutrition director and the school nutrition coordinators and it would be

recommended to implement the HACCP project on the rest of the schools of the

county based on the results of the project and how well the manager and kitchen staff

will be following the procedure. Also, it would be recommended to ask some of the

students about the quality of food for a couple of days after the school kitchen staff do

the temperature logs.

B. Structure Outcomes Assessment:

The School Nutrition Coordinators have the ability to ensure the effectiveness of the

SNP operations by monitoring, training, coaching managers and staff at the assigned

locations (schools). One of the recommendations would be for the coordinators to be

on top of the schools and notice any changes or steps of food safety or regulations

they should be following. The coordinators should ensure the compliance with all

HACCP and Standard Operating Procedures (SOP) of the schools on a regular basis.

Verification and auditing methods, procedures and tests, including random sampling

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and analysis, can be used to determine if the HACCP system is working correctly.

(Agriculture and Consumer Protection)

VI. References

Agriculture and Consumer Protection. Hazard Analysis and Critical Control Point (HACCP) and

guidelines. Rev.2 (1997)

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Crutchfield, Stephen R, et al. 1997. An Economic Assessment of Food Safety Regulations.

Agricultural Economic Report No. 755. Washington, DC: U.S. Department of

Agriculture, Economic Research Service.

Education Coordinator, April 10, 2003. Performance Improvement. A change for the Better.

Available at: RN.com

Kennedy, M, et al. 1996-1999. Hospitalizations and Deaths due to Salmonella infections.

Journals of the royal society of tropical medicine and hygiene. Vol. 38. Issue supplement

3. Pp. S142-S148

Knight, John B and Kotschevar, Lendal H. Quantity Food Planning- A Systems Approach.

Quantity Food Production, Planning and Management. 2nd ed. Van Nostrand Reinhold.

New York, New York, 1989. 15-30

Performance Improvement. Stages steps and tools. Introduction to Performance Improvement.

Available from: www.intrahealth.com

Safe Minimum Cooking Temperatures. U.S. Department of Health & Human Services. Available

from: www.foodsafety.gov

Savannah-Chatham County School Nutrition Program. Hazard Analysis Critical Control Point

Standard Operating Procedures Manual. July 2010.

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http://www.foodsafety.gov/

http://www.intrahealth.com/


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Appendix

Appendix A

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Appendix B

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Appendix C

Category Food Temperature (°F) Rest Time Ground Meat & Meat Mixtures

Beef, Pork, Veal, Lamb

160 None

Turkey, Chicken 165 NoneFresh Beef, Veal, Steaks, roasts, chops 145 3 minutes

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LambPoultry Chicken & Turkey,

whole165 None

Poultry breasts, roasts 165 NonePoultry thighs, legs, wings

165 None

Duck & Goose 165 NoneStuffing (cooked alone or in bird)

165 None

Pork and Ham Fresh pork 145 3 minutesFresh ham (raw) 145 3 minutesPrecooked ham (to reheat)

140 None

Eggs & Egg Dishes Eggs Cook until yolk and white are firm NoneEgg dishes 160 None

Leftovers & Casseroles

Leftovers 165 NoneCasseroles 165 None

Seafood Fin Fish 145 or cook until flesh is opaque and separates easily with a fork.

None

Shrimp, lobster, and crabs

Cook until flesh is pearly and opaque. None

Clams, oysters, and mussels

Cook until shells open during cooking. None

Scallops Cook until flesh is milky white or opaque and firm.

None

VII. Abstract

Hazard Analysis Critical Control Point

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The principal objective of this project is to improve the daily use of HACCP control

logs by following the HACCP Monitoring Log in school kitchens. Some of the HACCP

temperature controls of the school kitchens were not being complaint by the kitchen manager

or the kitchen staff of the county schools. Through observation, analysis, and audits it was

noticed that they were not taking the food temperatures. The study design method was

through specific observations of kitchen staff, verbal interviews and by doing the food safety

checklist in different school kitchens. After doing the study it was determined that the

monitoring of the HACCP logs needed to be reinforced in the school kitchens in order to have

a safer environment. The HACCP project was implemented on two of the Savannah-Chatham

county school system. The expected outcomes of the project are to be observed and analyzed

by the school nutrition director and the school nutrition coordinators. Through this project

there is an expected cost savings due to reduced food borne illness resulting from the HACCP

procedures; to reduce the amount of waste food due to spoilage on a daily basis and have a

better log control; and a better food quality so the students can spread the word in the school

when they enjoy their experience as customers.

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