Food Defense Food Defense Tabletop Food Defense Food Defense - - PowerPoint PPT Presentation

Food Defense Food Defense Tabletop Tabletop Food Defense Food Defense Tabletop Tabletop Exercise: Exercise: Schools as a Target Schools as a Target

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National Food Service Management I nstitute National Food Service Management I nstitute National Food Service Management I nstitute National Food Service Management I nstitute

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What I s Food Defense?

FOOD DEFENSE is defined as the protection of food products from i t ti l d lt ti b bi l i l intentional adulteration by biological, chemical, physical or radiological agents In contrast FOOD SAFETY is defined as In contrast, FOOD SAFETY is defined as the protection of food products from unintentional contamination by agents unintentional contamination by agents

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Why Target the NSLP? Why Target the NSLP? Why Target the NSLP? Why Target the NSLP?

NSLP NSLP offers:

• ffers:

V l bl l ti V l bl l ti – Vulnerable population Vulnerable population – Major emotional impact of harming Major emotional impact of harming children children l b f d l b f d – Very large numbers of servings per day Very large numbers of servings per day – Very large batches of single food dispensed in Very large batches of single food dispensed in i d i d any given day any given day – Transportation of foods Transportation of foods l / f h l l / f h l – Approximately 1/3 of the U.S. population Approximately 1/3 of the U.S. population attends, works for, or has children in schools attends, works for, or has children in schools

Who? Who? Who? Who?

T i t T i t

 Terrorists

Terrorists

 Activists

Activists

 Activists

Activists

 Disgruntled insiders

Disgruntled insiders

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How? How? How? How?

 They can choose:

They can choose:

–A contaminant A contaminant A contaminant A contaminant –A food A food –A place A place

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FDA Vulnerable Foods FDA Vulnerable Foods

Produce Produce

 Infant formula

Infant formula

 Breaded food

Breaded food

 Produce

Produce

 Canned food

Canned food H

 Baby food

Baby food

 Milk

Milk

 Honey

Honey

 Peanut butter

Peanut butter

 Yogurt

Yogurt

 Ice cream

Ice cream

 Seafood, cooked

Seafood, cooked

 Deli salad

Deli salad

 Soft drinks

Soft drinks

 Water, bottled

Water, bottled

 Fruit juice

Fruit juice

 Flour

Flour Water, bottled Water, bottled

Food Defense: FDA’s Role in Protecting America’s Food Supply; International Symposium on Agroterrorism; May 3, 2005; LeeAnne Jackson, PhD; FDA

Where Are We Vulnerable? Where Are We Vulnerable? Where Are We Vulnerable? Where Are We Vulnerable?

 Opportunity for

Opportunity for attack attack at at several levels several levels

– Crops Crops Crops Crops – Livestock Livestock – Processing Processing Processing Processing – Distribution Distribution – Storage Storage – Storage Storage – Transportation Transportation Foodservice Foodservice – Foodservice Foodservice

Central Kitchens as a Target Central Kitchens as a Target Central Kitchens as a Target Central Kitchens as a Target

 4 factors make certain operations a

4 factors make certain operations a more likely target: more likely target: y g y g Large Batches Large Batches – Large Batches Large Batches – Uniform Mixing Uniform Mixing – Short Shelf Short Shelf-

• Life

Life – Easy Access Easy Access y

Central Kitchen Central Kitchen Vulnerabilities Vulnerabilities

 High

High-

• risk areas in Central Kitchen operation:

risk areas in Central Kitchen operation:

– Transport

Transport

– I ngredients

I ngredients

– I ngredients

I ngredients

 Measuring liquid and dry

Measuring liquid and dry

– Mixing and Cooking

Mixing and Cooking– – large batch large batch S

– Storage

Storage

 Dry

Dry

 Cooler

Cooler

 Freezer

Freezer

Central Kitchen Central Kitchen C t M C t M Counter Measures Counter Measures

i hli h i hli h Highlights: Highlights:

D l t l D l t l 2 l l t 2 l l t

 Dual control

Dual control – 2 people always present 2 people always present

 Retrofit open systems (kettles mixers)

Retrofit open systems (kettles mixers)

 Retrofit open systems (kettles, mixers)

Retrofit open systems (kettles, mixers)

 Restrict access in critical areas; secure

Restrict access in critical areas; secure ; when not in use when not in use D l P li i d P d D l P li i d P d

 Develop Policies and Procedures

Develop Policies and Procedures

Warehouse Vulnerabilities Warehouse Vulnerabilities Warehouse Vulnerabilities Warehouse Vulnerabilities

 Personnel

Personnel

 Personnel

Personnel

 Receiving

Receiving

 Storage/Access

Storage/Access

Counter Measures: Counter Measures: Personnel Personnel

 Screening

Screening

 Daily work schedules

Daily work schedules

 Daily work schedules

Daily work schedules

 Identification

Identification

 Training

Training Unusual behavior Unusual behavior

 Unusual behavior

Unusual behavior

Counter Measures: Counter Measures: Receiving Receiving

 Request locked and sealed

Request locked and sealed vehicles/containers vehicles/containers vehicles/containers vehicles/containers

 Look for evidence of tampering or

Look for evidence of tampering or t f iti t f iti counterfeiting counterfeiting

 Reject suspect food

Reject suspect food eject suspect ood eject suspect ood

 Establish pick

Establish pick-

• up and delivery

up and delivery schedules schedules schedules schedules

Counter Measures: Counter Measures: Storage/ Access Storage/ Access Storage/ Access Storage/ Access

 Establish product tracking

Establish product tracking procedures procedures procedures procedures

 Secure and limit facility access

Secure and limit facility access

 Investigate missing or extra

Investigate missing or extra stock/chemical stock/chemicals stoc /c e ca stoc /c e ca s

 Secure hazardous chemicals

Secure hazardous chemicals

We All Have a Part in We All Have a Part in Food Defense Food Defense

 Your Part:

Your Part: –Train Train –Plan Plan Drill Drill –Drill Drill –Repeat Repeat

Train Train Train Train

Food Defense Training: Food Defense Training: Food Defense Training: Food Defense Training:

• Include food defense in food safety

Include food defense in food safety d f iliti it t i i d f iliti it t i i and facilities security training and facilities security training

• Heighten employee awareness

Heighten employee awareness

• Be proactive rather than reactive

Be proactive rather than reactive

• ALERT and FIRST

ALERT and FIRST -

• FDA materials

FDA materials

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FI RST I nitiative – for front line staff for front line staff

 Follow company food defense plans and

procedures

I

k d di

 I nspect your work area and surrounding

areas

 Recognize anything out of the ordinary  Recognize anything out of the ordinary  Secure all ingredients, supplies, and finished

product product

 Tell management if you notice anything

unusual or suspicious

Plan Plan Plan Plan

C t f f d d f l C t f f d d f l Components of a food defense plan: Components of a food defense plan:

• Assessment of operation

Assessment of operation

• Identification of strategies

Identification of strategies

• Implementation

Implementation

• Coordination with state/county/district

Coordination with state/county/district

• Includes training schedule and drills or

Includes training schedule and drills or tabletop exercises tabletop exercises

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Definition of Tabletop Definition of Tabletop E i (TTX) E i (TTX) Exercise (TTX) Exercise (TTX)

 Tabletop

Tabletop Exercise (TTX Exercise (TTX)--

• -A

 Tabletop

Tabletop Exercise (TTX Exercise (TTX) A A tabletop exercise involves key tabletop exercise involves key personnel discussing simulated personnel discussing simulated personnel discussing simulated personnel discussing simulated scenarios scenarios in an informal setting. in an informal setting. TTX b d t l TTX b d t l TTXs can be used to assess plans, TTXs can be used to assess plans, policies, and policies, and procedures.* procedures.*

* https * https:// ://hseep.dhs.gov/support/HSEEP_101/pdf hseep.dhs.gov/support/HSEEP_101/pdf

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Drill Drill Drill Drill

Why Conduct a Table Top Exercise (TTX)? Why Conduct a Table Top Exercise (TTX)?

 Dispels the myth

Dispels the myth “It can It can’t happen here t happen here” Provides good first step to exercise plans and Provides good first step to exercise plans and

 Provides good first step to exercise plans and

Provides good first step to exercise plans and identify strengths and gaps identify strengths and gaps

 Defines stakeholder roles and responsibilities for

Defines stakeholder roles and responsibilities for food safety/food defense food safety/food defense

 Establishes your contacts in the event of a real

Establishes your contacts in the event of a real incident incident

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What is the TTX Package? What is the TTX Package? What is the TTX Package? What is the TTX Package?

A t A t k TTX k th t St t k TTX k th t St t

 A turn

A turn-

• key TTX package that States or

key TTX package that States or districts can use to conduct a TTX concerning districts can use to conduct a TTX concerning f d t i ti i h l f d t i ti i h l food contamination in schools food contamination in schools

 Compliant with Department of Homeland

Compliant with Department of Homeland p p p p Security requirements so grant funding could Security requirements so grant funding could be sought from DHS to conduct the exercise be sought from DHS to conduct the exercise g

 Available mid

Available mid-

• 2013

2013

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Food Defense Activity Food Defense Activity

Terrific Town School District Terrific Town School District Terrific Town School District Terrific Town School District

 26 schools in the district

26 schools in the district

 26 schools in the district

26 schools in the district

 15,000 students enrolled

15,000 students enrolled

 NSLP participation (

NSLP participation (avg avg) = 12,150 ) = 12,150

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Week 1 Week 1 Current Status Current Status Week 1 Week 1 – Current Status Current Status

 Week 1 absenteeism in Terrific Town

Week 1 absenteeism in Terrific Town Week 1 absenteeism in Terrific Town Week 1 absenteeism in Terrific Town school district including students, school district including students, teachers and food service staff. teachers and food service staff. teachers and food service staff. teachers and food service staff. Symptoms: nausea, vomiting, diarrhea Symptoms: nausea, vomiting, diarrhea

 Total number ill = 35

Total number ill = 35

Week 1 Week 1 Discussion Discussion Week 1 Week 1 – Discussion Discussion

1. 1.

What do you do and who do you report to What do you do and who do you report to y y p y y p regarding this level of absenteeism? regarding this level of absenteeism?

2. 2.

Are there existing plans, policies, or procedures Are there existing plans, policies, or procedures that might be triggered by an increased level of that might be triggered by an increased level of absenteeism? absenteeism?

Week 2 Week 2 Current Status Current Status Week 2 Week 2 – Current Status Current Status

 9 deaths of ill children

9 deaths of ill children

 Total number ill = 880

Total number ill = 880

 Total number ill = 880

Total number ill = 880

 Food histories point to food served in

Food histories point to food served in school school school school

 Food samples are being tested

Food samples are being tested

 Parents stop sending children to sch

Parents stop sending children to school

• ol

Week 2 Week 2 – Discussion Discussion Week 2 Week 2 Discussion Discussion

1.

• 1. Do you have plans that cover handling a large

Do you have plans that cover handling a large foodborne illness outbreak? foodborne illness outbreak?

2.

• 2. What actions do you take? What other state/local

What actions do you take? What other state/local l d l d agencies are involved? agencies are involved?

3.

• 3. Who is the lead spokesperson and who decides

Who is the lead spokesperson and who decides what the key message is? what the key message is?

Week 3 Week 3 Current Status Current Status Week 3 Week 3 – Current Status Current Status

 53 deaths of children or adults who had been ill

53 deaths of children or adults who had been ill with the symptoms with the symptoms

 Total number ill = 2118

Total number ill = 2118

 Schools in the district are closed by the

Schools in the district are closed by the superintendent superintendent

 A terrorist group claims responsibility for

A terrorist group claims responsibility for contaminating a food product shipped to schools contaminating a food product shipped to schools

 CDC confirms a substance found in the suspect

CDC confirms a substance found in the suspect f d d h ld f d d h ld food product was an agent that could cause food product was an agent that could cause death. death.

Week 3 Week 3 Discussion Discussion Week 3 Week 3 – Discussion Discussion

1

Do you have plans, policies, and procedures to Do you have plans, policies, and procedures to

1.

• 1. Do you have plans, policies, and procedures to

Do you have plans, policies, and procedures to respond to food defense issues? How are respond to food defense issues? How are activities coordinated? Are law enforcement activities coordinated? Are law enforcement agencies involved? agencies involved?

2.

• 2. What actions are taken to track, locate and recall

What actions are taken to track, locate and recall food products? Who is involved? food products? Who is involved?

3.

• 3. Where does the community go for information?

Where does the community go for information? What information is released? How is that What information is released? How is that determined and coordinated? Authorized? determined and coordinated? Authorized?

Week 10 Week 10 Current Status Current Status Week 10 Week 10 – Current Status Current Status

Ten weeks post Ten weeks post-

• event

event

 176 deaths (5% of the 3 530 who fell ill)

176 deaths (5% of the 3 530 who fell ill)

 176 deaths (5% of the 3,530 who fell ill)

176 deaths (5% of the 3,530 who fell ill)

 Suspects arrested

Suspects arrested

 No new cases many still hospitalized

No new cases many still hospitalized

 No new cases, many still hospitalized

No new cases, many still hospitalized – Several hundred suffered permanent Several hundred suffered permanent damage to their respiratory and nervous damage to their respiratory and nervous damage to their respiratory and nervous damage to their respiratory and nervous system system – Dozens remain on respirators and in long Dozens remain on respirators and in long- Dozens remain on respirators and in long Dozens remain on respirators and in long term care facilities term care facilities

Week 10 Week 10 – Discussion Discussion Week 10 Week 10 Discussion Discussion

1. 1.

What actions are taken to recover from the incident? What actions are taken to recover from the incident? What has to occur to allow the schools to re What has to occur to allow the schools to re-

• open and
• pen and

provide food again? provide food again? provide food again? provide food again?

2. 2.

What was the impact on your department? What did this What was the impact on your department? What did this p y p p y p do to staffing, budget, supplies, etc.? do to staffing, budget, supplies, etc.? Wh t t i l l t t f d l t f Wh t t i l l t t f d l t f

3. 3.

What triggers local, state or federal support for recovery What triggers local, state or federal support for recovery

• perations? What support is available?
• perations? What support is available?

4. 4.

How can you regain the confidence of the community? How can you regain the confidence of the community?

Creating Your Own Food Defense Plan Creating Your Own Food Defense Plan Creating Your Own Food Defense Plan Creating Your Own Food Defense Plan

 ‘Creating Your School Food

‘Creating Your School Food Defense Plan’ Defense Plan’ – template on the template on the Defense Plan Defense Plan template on the template on the USDA/FNS website USDA/FNS website

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FNS Resources FNS Resources FNS Resources FNS Resources

34 34

http:/ / www.fns.usda.gov/ fns/ food_safety.htm

Four Steps to Creating Your S h l F d D f Pl School Food Defense Plan

 Step 1 – Assess School Food

Defense Measures

 Step 2 –Assemble the Pieces  Step 3

Complete Your Plan

 Step 3 – Complete Your Plan  Step 4 – Use and Maintain Your

Pl Plan

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Step 1 – Assess School p Food Defense Measures

a) Outside Security What food defense measures does your school have in place for the exterior of the building? the exterior of the building?

36 36

The school grounds and/ or buildings are secured (e.g., by locks, seals, or sensors) during the school day to prevent entry by unauthorized persons through:  Outside doors and gates  Windows Windows  Roof openings  Vent openings The school grounds and/ or buildings are secured (e.g., by g g ( g , y locks, seals, or sensors) after hours and on weekends to prevent entry by unauthorized persons through:  Outside doors and gates  Windows  Roof openings  Vent openings Access to external refrigeration and/ or storage facilities for school nutrition programs is restricted to designated employees only? Access to the following systems or controls for the following systems is restricted, controlled, or monitored (e.g., by locked door/ gate or limiting access to designated employees, seals, equipped with a sensor device) to prevent access by equipped with a sensor device) to prevent access by unauthorized persons:  Heating, ventilation and A/ C systems  Propane Gas/ Natural Gas Wate s stems 37 37  Water systems  Electricity  Chemical/ disinfection supplies and systems The school has procedures for all visitors.

Step 1 – Assess School Food p Defense Measures (con’t)

b) I nside Security What food defense measures does your school or school foodservice operation have in foodservice operation have in place inside the building?

38 38

Yes No N/ A

There is an emergency lighting system in the school. The school has monitored security cameras. The school has an emergency alert system that is tested regularly. The locations of controls for emergency alert systems are clearly marked. All restricted areas (i.e., areas where only authorized employees have access) are clearly marked. Visitors are restricted to specific areas or accompanied by school personnel. Maintain inventory of keys to secured/ sensitive areas of the school. E it l d d lf l ki d l bl Emergency exits are alarmed and self-locking doors are only able to be opened from the inside per local and state fire and building codes. The agency or authority that would serve as a first responder(s) based on specific emergency situations has been determined. There are procedures for communicating with students, parents, and with the media when necessary (for example, notices of incidents or a press release). There is a list of emergency contact information for local, state, and federal government homeland security authorities and public h l h ffi i l health officials. Someone in the school has called each emergency contact to verify they are the correct point of contact. The contact information is reviewed and updated regularly. 39 39 There are procedures for notifying appropriate law enforcement and public health officials when our school receives a threat about food contamination, as well as when a member of the school community observes or suspects food tampering.

Step 1 – Assess School Food p Defense Measures (con’t)

c) Foodservice Operations: c) Foodservice Operations:

 Foodservice Areas

Foodservice Areas

 Foodservice Areas

Foodservice Areas

 Foodservice Storage

Foodservice Storage

 Food and Supplies

Food and Supplies

 Hazardous Materials/Chemicals

Hazardous Materials/Chemicals /

 Shipping/Receiving Security

Shipping/Receiving Security

 Personnel Security and Training

Personnel Security and Training

 Personnel Security and Training

Personnel Security and Training

40 40

Four Steps to Creating Your School Food Defense Plan School Food Defense Plan

 Step 1 – Assess School Food

Defense Measures

 Step 2 –Assemble the Pieces  Step 3

Complete Your Plan

 Step 3 – Complete Your Plan  Step 4 – Use and Maintain Your

Pl Plan

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Wrap Wrap Up ( Up (Hotwash Hotwash) Wrap Wrap-Up ( Up (Hotwash Hotwash)

Each group will report on the following: Each group will report on the following:

 What surprises did you learn today?

What surprises did you learn today?

 What have you learned about your

What have you learned about your

• wn district?
• wn district?

42 42

I n conclusion I n conclusion

T l bl T l bl To protect vulnerable To protect vulnerable populations: populations: populations: populations: Add food defense to your Add food defense to your professional tool box professional tool box professional tool box professional tool box

Questions or to Discuss Conducting Questions or to Discuss Conducting an Exercise in Your District an Exercise in Your District an Exercise in Your District an Exercise in Your District

National Food Service Management I nstitute National Food Service Management I nstitute

The University of Mississippi The University of Mississippi The University of Mississippi The University of Mississippi 6 Jeanette Phillips Drive 6 Jeanette Phillips Drive P.O. Drawer 188 P.O. Drawer 188 University, MS 38677 University, MS 38677-0188 0188 University, MS 38677 University, MS 38677 0188 0188

Telephone: (662) 915 Telephone: (662) 915-

• 7658

7658

• r
• r toll free at (800)

toll free at (800) 321 321-

• 3054

3054 f i f i www.nfsmi.org www.nfsmi.org

• r
• r

Marion Hinners, MS Marion Hinners, MS Food Safety Specialist Food Safety Specialist Office of Food Office of Food Safety, USDA Safety, USDA Food and Nutrition Service Food and Nutrition Service Alexandria, VA Alexandria, VA (703) 305 (703) 305 2647 2647 (703) 305 (703) 305-2647 2647 marion.hinners@fns.usda.gov marion.hinners@fns.usda.gov

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