CCCS

Major Outcomes

Assessments/Materials/Strategies

9.2.12.F.1-5

The students will learn food service safety skills by:

• demonstrating simple first aid procedures.

• demonstrating knowledge of universal precautions.

• demonstrating knowledge of warning labels and allergy alerts.

• demonstrating ways to prevent injuries to self and other related to store tools, equipment, and appliances.

• demonstrating safe and proper assembly and operation of store tools, equipment, and appliances.

•Amendola, J. (1972, Revised Third Edition) The Bakers’ Manual

Hayden Book Company, Inc.

•Dover, W. (1999) Inclusion: The Next Step, The MASTER Teacher, Inc., Kansas

•Food Handlers Best Practices in Food Safety (2001) New Jersey Food Council, New Jersey

•Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum, Attainment Company, Inc., Wisconsin

•Semple, D. & Lechler, S. (2005) Getting Real Program: Measurable Functional Academics for IEPs.

Attainment Company, Inc., Wisconsin

•Sexon, S. (1950) The Sexton Cook Book. John Sexton & Company, Chicago

•West, B., Shugart, G. and Wilson, M., (1979, 6^th Edition) Food For Fifty, John Wiley & Sons, New York

•See Appendix A for Competency Based Progress Charts

9.2.12.F.1-5

Students will learn to maintain a safe and healthy work environment by:

• wearing appropriate clothing, gloves and headwear.

• maintaining a clean and orderly work area.

• identifying and using safe work procedures.

• applying safety and hygiene precautions required of the food service industry.

• demonstrating safety procedures to prevent personal injury such as cuts, burns, and/or back injury.

• identifying and properly handling hazardous substances in the workplace.

• selecting and using correct tools and equipment to complete specified tasks.

• maintaining tools and equipment.

• following appropriate security procedures.

• following fire prevention procedures.

• following fire/emergency procedures.

• reporting safety hazards and/or broken tools and equipment to supervisor.

• clearing off worktables and meat blocks, cleaning and sanitizing thoroughly.

• washing and disinfecting surfaces used for cooking and food preparation.

• washing and disinfecting refrigerator.

• removing and replacing food.

•Amendola, J. (1972, Revised Third Edition) The Bakers’ Manual

Hayden Book Company, Inc.

•Dover, W. (1999) Inclusion: The Next Step, The MASTER Teacher, Inc., Kansas

•Food Handlers Best Practices in Food Safety (2001) New Jersey Food Council, New Jersey

•Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum, Attainment Company, Inc., Wisconsin

•Semple, D. & Lechler, S. (2005) Getting Real Program: Measurable Functional Academics for IEPs.

Attainment Company, Inc., Wisconsin

•Sexon, S. (1950) The Sexton Cook Book. John Sexton & Company, Chicago

•West, B., Shugart, G. and Wilson, M., (1979, 6^th Edition) Food For Fifty, John Wiley & Sons, New York

•See Appendix A for Competency Based Progress Charts

9.2.12.F.1-5

Students will demonstrate food service sanitation guidelines by:

• demonstrating hygiene and sanitation policies and procedures required of food service facilities in compliance of the New Jersey Food Council.

• performing dish-room responsibilities including sorting, scraping, rinsing and racking of food service materials, tools, and equipment.

• storing/shelving materials, tools, and equipment.

• cleaning and sanitizing of work surfaces, materials, tools and equipment.

• disinfecting chairs and tables in eating area.

• separating trash and recyclables.

• disposing of trash according to recycling policies and procedures.

• sweeping vacuuming, and mopping floors.

• performing laundry tasks for items such as work cloths, uniforms, aprons, napkins, and tablecloths.

• preparing and maintaining food stations according to proper temperature control.

•Amendola, J. (1972, Revised Third Edition) The Bakers’ Manual

Hayden Book Company, Inc.

•Dover, W. (1999) Inclusion: The Next Step, The MASTER Teacher, Inc., Kansas

•Food Handlers Best Practices in Food Safety (2001) New Jersey Food Council, New Jersey

•Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum, Attainment Company, Inc., Wisconsin

•Semple, D. & Lechler, S. (2005) Getting Real Program: Measurable Functional Academics for IEPs.

Attainment Company, Inc., Wisconsin

•Sexon, S. (1950) The Sexton Cook Book. John Sexton & Company, Chicago

•West, B., Shugart, G. and Wilson, M., (1979, 6^th Edition) Food For Fifty, John Wiley & Sons, New York

•See Appendix A for Competency Based Progress Charts

9.2.12.F.1-5

Students will learn to maintain food service supplies and materials by:

• inventorying supplies (such as paper products and gloves) and ingredients (such as consumable food items).

• ordering necessary supplies and ingredients.

• sorting food and non-food items received according to storage needs and procedures.

• stocking supplies and ingredients.

• filling orders for items needed from storage areas.

• maintaining cleanliness of storage areas.

• laundering food service materials (such as aprons and napkins).

•Amendola, J. (1972, Revised Third Edition) The Bakers’ Manual

Hayden Book Company, Inc.

•Dover, W. (1999) Inclusion: The Next Step, The MASTER Teacher, Inc., Kansas

•Food Handlers Best Practices in Food Safety (2001) New Jersey Food Council, New Jersey

•Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum, Attainment Company, Inc., Wisconsin

•Semple, D. & Lechler, S. (2005) Getting Real Program: Measurable Functional Academics for IEPs.

Attainment Company, Inc., Wisconsin

•Sexon, S. (1950) The Sexton Cook Book. John Sexton & Company, Chicago

•West, B., Shugart, G. and Wilson, M., (1979, 6^th Edition) Food For Fifty, John Wiley & Sons, New York

•See Appendix A for Competency Based Progress Charts

9.2.12.F.1-5

Students will learn kitchen maintenance skills such as:

• hand washing.

• scraping and rinsing dishes, utensils, pots, and pans.

• hand washing dishes, utensils, pots, and pans.

• operating an automatic dishwasher.

• wringing cloths for appropriate amounts of water.

• sweeping floors until clean.

• dry and/or wet mopping floors.

• washing windows using window cleaner and wipes.

• clearing and washing tables/chairs with cloth, soap, and water.

• sorting, washing, drying, folding, and putting away laundry.

• removing and disposing of trash/recycling.

• storing clean dishes, utensils, and pans.

• setting up and/or replenishing condiments for meal service.

• sorting, stocking, and wrapping silverware.

• rolling silverware for special use.

• delivering lunch trays to dish room.

• setting tables for a specified number of people.

• sorting and stocking supplies and materials.

• cleaning storage areas.

•Amendola, J. (1972, Revised Third Edition) The Bakers’ Manual

Hayden Book Company, Inc.

•Dover, W. (1999) Inclusion: The Next Step, The MASTER Teacher, Inc., Kansas

•Food Handlers Best Practices in Food Safety (2001) New Jersey Food Council, New Jersey

•Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum, Attainment Company, Inc., Wisconsin

•Semple, D. & Lechler, S. (2005) Getting Real Program: Measurable Functional Academics for IEPs.

Attainment Company, Inc., Wisconsin

•Sexon, S. (1950) The Sexton Cook Book. John Sexton & Company, Chicago

•West, B., Shugart, G. and Wilson, M., (1979, 6^th Edition) Food For Fifty, John Wiley & Sons, New York

•See Appendix A for Competency Based Progress Charts

9.2.12.F.1-5

Students will learn proper and safe food service equipment selection through:

• demonstrating care and safe use of kitchen tools, equipment, and appliances.

• identifying kitchen tools, equipment and appliances necessary for specified food service tasks.

• identifying and utilizing tools used to portion food.

• selecting proper measuring tools and equipment.

• assembling kitchen tools and equipment.

• operating equipment necessary to perform kitchen tasks.

• cleaning and storing kitchen tools and equipment.

•Amendola, J. (1972, Revised Third Edition) The Bakers’ Manual

Hayden Book Company, Inc.

•Dover, W. (1999) Inclusion: The Next Step, The MASTER Teacher, Inc., Kansas

•Food Handlers Best Practices in Food Safety (2001) New Jersey Food Council, New Jersey

•Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum, Attainment Company, Inc., Wisconsin

•Semple, D. & Lechler, S. (2005) Getting Real Program: Measurable Functional Academics for IEPs.

Attainment Company, Inc., Wisconsin

•Sexon, S. (1950) The Sexton Cook Book. John Sexton & Company, Chicago

•West, B., Shugart, G. and Wilson, M., (1979, 6^th Edition) Food For Fifty, John Wiley & Sons, New York

•See Appendix A for Competency Based Progress Charts

9.2.12.F.1-5

Students will perform food service preparation and responsibilities such as:

• demonstrating comprehension of food service vocabulary and terminology.

• applying food service vocabulary such as abbreviations, measurements, and equipment terms.

• demonstrating understanding of dry and wet ingredient preparation and weighing.

• demonstrating an understanding of equivalents when increasing and decreasing recipes.

• following recipe directions and sequencing required of food preparation.

• demonstrating cooking modalities such as toasting, grilling, and/or baking.

• performing food-portioning tasks.

• demonstrating server responsibilities such as preparation of eating area.

• preparing food stations according to nutrition and aesthetics.

• taking of food orders and special requests from patrons.

• preparing and delivering requested food items to patrons.

• maintaining prepared food supply for patrons.

• demonstrating comprehension of portion control in combination with factors such as customer satisfaction and profit margins.

•Amendola, J. (1972, Revised Third Edition) The Bakers’ Manual

Hayden Book Company, Inc.

•Dover, W. (1999) Inclusion: The Next Step, The MASTER Teacher, Inc., Kansas

•Food Handlers Best Practices in Food Safety (2001) New Jersey Food Council, New Jersey

•Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum, Attainment Company, Inc., Wisconsin

•Semple, D. & Lechler, S. (2005) Getting Real Program: Measurable Functional Academics for IEPs.

Attainment Company, Inc., Wisconsin

•Sexon, S. (1950) The Sexton Cook Book. John Sexton & Company, Chicago

•West, B., Shugart, G. and Wilson, M., (1979, 6^th Edition) Food For Fifty, John Wiley & Sons, New York

•See Appendix A for Competency Based Progress Charts

9.2.12.F.1-5

Students will learn food preparation skills such as:

• demonstrating the care and use of small equipment such as peelers, scoops, and graters.

• demonstrating the care and use of large equipment such as sinks, dishwashers, grills, and mixers.

• setting up food items for cafeteria counters, salad bars, and buffets.

• taking and placing food orders.

• washing, peeling, and/or slicing vegetables and fruits.

• preparing beverages, sandwiches, salads, snack foods, entrees, and desserts.

• preparing breakfasts, lunches, and/or dinners.

• using a recipe to read and follow directions.

• using a recipe to gather ingredients.

• using a recipe to measure and combine ingredients..

• using a recipe to cook to specifications.

• using a timer or clock to monitor cooking.

• cooking food according to directions using a microwave oven, stovetop, toaster oven, grill, and/or oven.

• portioning foods for serving.

• wrapping leftover food for proper storage.

•Amendola, J. (1972, Revised Third Edition) The Bakers’ Manual

Hayden Book Company, Inc.

•Dover, W. (1999) Inclusion: The Next Step, The MASTER Teacher, Inc., Kansas

•Food Handlers Best Practices in Food Safety (2001) New Jersey Food Council, New Jersey

•Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum, Attainment Company, Inc., Wisconsin

•Semple, D. & Lechler, S. (2005) Getting Real Program: Measurable Functional Academics for IEPs.

Attainment Company, Inc., Wisconsin

•Sexon, S. (1950) The Sexton Cook Book. John Sexton & Company, Chicago

•West, B., Shugart, G. and Wilson, M., (1979, 6^th Edition) Food For Fifty, John Wiley & Sons, New York

•See Appendix A for Competency Based Progress Charts

9.2.12.F.1-5

9.2.12.F.1-5

Students will learn work place ethics such as:

• arriving at the work place on time.

• storing personal belongings appropriately.

• demonstrating use of clock for arrival, time, breaks, and quitting time.

• demonstrating an understanding of good attendance.

• demonstrating an understanding of rules of the workplace.

• demonstrating initiative at work such as setting up without reminders, cleaning up without being asked.

• following directions to complete tasks such as verbal/written directions or picture sequencing.

• working through distractions.

• demonstrating the stamina and endurance necessary to complete tasks.

• maintaining a steady work pace without disturbing others.

• producing work to meet specifications based on supervisor’s directions.

• requesting assistance when needed.

• initiating contact with supervisor in an appropriate manner to communicate needs.

• limiting personal conversation during work.

• interacting with customers, supervisors, and/or co-workers using social courtesies.

• limiting display of physical affection toward customers, supervisors, and/or co-workers.

• exhibiting mature behavior refraining from horseplay or whining.

• demonstrating independent quality control of work performance.

• correcting errors when self discovered or when pointed out by supervisor .

• accepting criticism from a supervisor.

• demonstrating the ability to solve work problems.

• replenishing and/or requesting materials as needed.

• returning materials and/or equipment to a storage area.

• cleaning up work materials and equipment.

• using a time clock or completing time sheets.

• demonstrating an understanding of performance and payment.

• demonstrating comprehension of available employee supports.

• demonstrating comprehension of employee rights.

• demonstrating knowledge of an appropriate procedure to resign.

•Amendola, J. (1972, Revised Third Edition) The Bakers’ Manual

Hayden Book Company, Inc.

•Dover, W. (1999) Inclusion: The Next Step, The MASTER Teacher, Inc., Kansas

•Food Handlers Best Practices in Food Safety (2001) New Jersey Food Council, New Jersey

•Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum, Attainment Company, Inc., Wisconsin

•Semple, D. & Lechler, S. (2005) Getting Real Program: Measurable Functional Academics for IEPs.

Attainment Company, Inc., Wisconsin

•Sexon, S. (1950) The Sexton Cook Book. John Sexton & Company, Chicago

•West, B., Shugart, G. and Wilson, M., (1979, 6^th Edition) Food For Fifty, John Wiley & Sons, New York

•See Appendix A for Competency Based Progress Charts

•Amendola, J. (1972, Revised Third Edition) The Bakers’ Manual

Hayden Book Company, Inc.

•Dover, W. (1999) Inclusion: The Next Step, The MASTER Teacher, Inc., Kansas

•Food Handlers Best Practices in Food Safety (2001) New Jersey Food Council, New Jersey

•Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum, Attainment Company, Inc., Wisconsin

•Semple, D. & Lechler, S. (2005) Getting Real Program: Measurable Functional Academics for IEPs.

Attainment Company, Inc., Wisconsin

•Sexon, S. (1950) The Sexton Cook Book. John Sexton & Company, Chicago

•West, B., Shugart, G. and Wilson, M., (1979, 6^th Edition) Food For Fifty, John Wiley & Sons, New York

•See Appendix A for Competency Based Progress Charts