Idaho State Department of Education s1

IDAHO STATE DEPARTMENT OF EDUCATION Professional Technical Education Program Area(s): ______Course Title(s): ______Title of Material: ______Author: ______Publisher: ______ISBN #: ______Copyright______Reviewers: ______

Met Content Standards Alignment: ______Yes ______No

Meets Literacy Standards Alignment: ______Yes ______No Materials Analysis Evaluation: ______Yes ______No

_____ Comprehensive Program

_____ Component Program

_____ Intervention Program

_____ Resource/Supplemental

_____ Not Recommended

IDAHO DIVISION OF PROFESSIONAL TECHNICAL EDUCATION Learning Resources Evaluation Rubric

Publisher/Provider: List units with specific examples of where standards are Introduced/Taught/Assessed. Reviewer: Add additional examples, explanations, and notes as needed.

PROFESSIONAL TECHNICAL EDUCATION- Food Production, Management and Service Family and Consumer Science Advanced Food Production, Management and Service Skills and Knowledge Publisher/Provider: List units with specific examples of where Point Value standards are Introduced/Taught/Assessed. Include a narrative 0/.5/1 explanation. (Reviewer)

01. Explore Career Pathways a. Food Production, Management and Services Careers

b. Impact of Food Production, Management and Services career on the economy

02. Safety and Sanitation procedures a. Pathogens found in food and their role in illness

b. Food Safety regulations

c. Personal safety and first aid procedures

03. Kitchen Basics for Food a. Components and functions of Production standard recipes b. Effective “mise en place”

c. Basic cooking methods

d. Meal planning principles to develop and modify menus

e. Menu layout and design

04. Select Use and Maintain a. Use of commercial food Equipment production equipment

b. Cleaning and sanitizing equipment and tools

c. Safety procedures to maintain equipment

d. Commercial equipment purchasing

e. Select and use commercial cookware and bake ware

f. Selection, care and use of knives

05. Cooking methods a. Basic cooking methods and rationale for methods

b. Scratch versus speed preparation methods

c. Cooking methods: bake, barbeque, baste, blanch, boil, braise, broil, convection, deep fry, grill, microwave, pan fry, poach, roast, sauté, simmer, smoke, steam, stew, stir fry

d. Preparation of meat, fish and poultry e. Preparation of stocks, soups and sauces

f. Preparation of combination foods

06. 5. Preparation methods a. Preparation of fruits and vegetables

b. Preparation of salads

c. Preparation of sandwiches, canapés, appetizers and hors d’oeuvres

Standards Alignment Evaluation Rubric 0 = No Alignment– Not Evident: ELA/Literacy content as described in the Standards is not evident.

.5 = Partial Alignment- Partially Evident: ELA/Literacy content as described in the Standards is partially evident and there are few gaps.

1 = High Alignment – Clearly Evident: ELA/Literacy content is fully aligned as described in the Standards and repeatedly included to guarantee extensive opportunities for students to work with the content. Alignment is clearly evident.

N/A = Not applicable for standard. CCSS ELA/Literacy in Science & Technical Subjects Grade 9-10 Provider: List units with specific examples of where standards are Point Value ANCHOR STANDARD: Key Ideas and Objectives Introduced/Taught/Assessed. 0/.5/1 Details Grade 9-10 Include a narrative explanation. (Reviewer) CCRA.R.1 Read closely to determine RST.9-10.1 Cite specific textual evidence what the text says explicitly and to to support analysis of science and make logical inferences from it; cite technical texts, attending to the precise specific textual evidence when writing or details of explanations or descriptions. speaking to support conclusions drawn from the text. CCRA.R.2 Determine central ideas or RST.9-10.2 Determine the central ideas themes of a text and analyze their or conclusions of a text; trace the text’s development; summarize the key explanation or depiction of a complex supporting details and ideas. process, phenomenon, or concept; provide an accurate summary of the text. CCRA.R.3 Analyze how and why RST.9-10.3 Follow precisely a complex individuals, events, and ideas develop multistep procedure when carrying out and interact over the course of a text. experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Provider: List units with specific examples of where standards are Point Value ANCHOR STANDARD: Craft and Objectives Introduced/Taught/Assessed. 0/.5/1 Structure Grade 9-10 Include a narrative explanation. (Reviewer) CCRA.R.4 Interpret words and phrases RST.9-10.4 Determine the meaning of as they are used in a text, including symbols, key terms, and other domain- determining technical, connotative, and specific words and phrases as they are figurative meaning or tone. used in a specific scientific or technical context relevant to grades 9–10 texts and topics. CCRA.5 Analyze the structure of texts, RST.9-10.5 Analyze the structure of the including how specific sentences, relationships among concepts in a text, paragraphs, and larger portions of the including relationships among key terms text (e.g., a section, chapter, scene, or (e.g., force, friction, reaction force, stanza) relate to each other and the energy). whole. CCRA.R.6 Assess how point of view or RST.9-10.6Analyze the author’s purpose purpose shapes the content and style of in providing an explanation, describing a a text. procedure, or discussing an experiment in a text, defining the question the author seeks to address. Provider: List units with specific examples of where Point Value ANCHOR STANDARD: Integration of Objectives standards are Introduced/Taught/Assessed. 0/.5/1 Knowledge and Ideas Include a narrative explanation. (Reviewer) Grade 9-10 CCRA.R.7 Integrate and evaluate RST.9-10.7 Translate quantitative or content presented in diverse formats technical information expressed in words and media, including visually and in a text into visual form (e.g., a table or quantitatively, as well as in words. chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. CCRA.R.8 Analyze how two or more RST.9-10.8 Assess the extent to which texts address similar themes or topics in the reasoning and evidence in a text order to build knowledge or to compare support the author’s claim or a the approaches the authors take. recommendation for solving a scientific or technical problem. CCRA.R.9 Analyze how two or more RST.9-10.9 Compare and contrast texts address similar themes or topics in findings presented in a text to those order to build knowledge or to compare from other sources (including their own the approaches the authors take. experiments), noting when the findings support or contradict previous explanations or accounts. Provider: List units with specific examples of where Point Value ANCHOR STANDARD: Range of Objectives standards are Introduced/Taught/Assessed. 0/.5/1 Reading and Level of Text Grade 9- Include a narrative explanation. (Reviewer) 10 CCRA.R.10 Read and comprehend RST.9-10.10 By the end of grade 10, complex literary and informational texts read and comprehend science/technical independently and proficiently. texts in the grades 9–10 text complexity band independently and proficiently. *#3 Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. * Provider: List units with specific examples of where standards are Point Value ANCHOR STANDARD: Text Types and Objectives Introduced/Taught/Assessed. 0/.5/1 Purposes Grade 9-10 Include a narrative explanation. (Reviewer) CCRA.W.1 Write arguments to support WHST.9-10.1 Write arguments focused claims in an analysis of substantive on discipline-specific content. topics or texts using valid reasoning and a. Introduce precise claim(s), distinguish relevant and sufficient evidence. the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. CCRA.W.2 Write informative/ WHST.9-10.2 Write explanatory texts to examine and informative/explanatory texts, including convey complex ideas and information the narration of historical events, clearly and accurately through the scientific procedures/ experiments, or effective selection, organization, and technical processes. analysis of content. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain- specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). CCRA.W.3 Write narratives to develop WHST.9-10.3 (See note; not applicable real or imagined experiences of events as a separate using effective technique, well, chosen requirement) details and well-structured event sequences. Provider: List units with specific examples of where standards are Point Value ANCHOR STANDARD: Production and Objectives Introduced/Taught/Assessed. 0/.5/1 Distribution of Writing Grade 9-10 Include a narrative explanation. (Reviewer) CCRA.W.4 Produce clear and coherent WHST.9-10.4 Produce clear and writing in which the development, coherent writing in which the organization, and style are appropriate development, organization, and style are to task, purpose, and audience. appropriate to task, purpose, and audience. CCRA.W.5 Develop and strengthen WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, writing as needed by planning, revising, editing, rewriting, or trying a new editing, rewriting, or trying a new approach. approach, focusing on addressing what is most significant for a specific purpose and audience. CCRA.W.6 Use technology, including the WHST.9-10.6 Use technology, including Internet, to produce and publish writing the Internet, to produce, publish, and and to interact and collaborate with update individual or shared writing others. products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Provider: List units with specific examples of where Point Value ANCHOR STANDARD: Research to Objectives standards are Introduced/Taught/Assessed. 0/.5/1 Build and Present Knowledge Include a narrative explanation. (Reviewer) Grade 9-10 CCRA.W.7 Conduct short as well as more WHST.9-10.7 Conduct short as well as sustained research projects based on more sustained research projects to focused questions, demonstrating answer a question (including a self- understanding of the subject under generated question) or solve a problem; investigation. narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCRA.W.8 Gather relevant information WHST.9-10.8 Gather relevant from multiple print and digital sources, information from multiple authoritative assess the credibility and accuracy of print and digital sources, using advanced each source, and integrate the searches effectively; assess the information while avoiding plagiarism. usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCRA.W.9 Draw evidence from literary WHST.9-10.9 Draw evidence from or informational texts to support informational texts to support analysis, analysis, reflection, and research. reflection, and research.

Provider: List units with specific examples of where Point Value ANCHOR STANDARD: Range of Objectives standards are Introduced/Taught/Assessed. 0/.5/1 Writing Grade 9-10 Include a narrative explanation. (Reviewer)

CCRA.W.10 Write routinely over WHST.9-10.10 Write routinely over extended time frames (time for extended time frames (time for research, reflection, and revision) and reflection and revision) and shorter time shorter time frames (a single sitting or a frames (a single sitting or a day or two) day or two) for a range of tasks, for a range of discipline-specific tasks, purposes, and audiences. purposes, and audiences.

Standards Alignment Evaluation Rubric 0 = No Alignment– Not Evident: ELA/Literacy content as described in the Standards is not evident. .5 = Partial Alignment- Partially Evident: ELA/Literacy content as described in the Standards is partially evident and there are few gaps. 1 = High Alignment – Clearly Evident: ELA/Literacy content is fully aligned as described in the Standards and repeatedly included to guarantee extensive opportunities for students to work with the content. Alignment is clearly evident. N/A = Not applicable for standard.

CCSS ELA/Literacy in Science & Technical Subjects Grade 11-12 Provider: List units with specific examples of where standards are Point Value ANCHOR STANDARD: Key Ideas and Details Objectives Introduced/Taught/Assessed. 0/.5/1 Grade 11-12 Include a narrative explanation. (Reviewer) CCRA.R.1 Read closely to determine what the RST.11-12.1 Cite specific textual evidence to text says explicitly and to make logical support analysis of science and technical texts, inferences from it; cite specific textual evidence attending to important distinctions the author when writing or speaking to support conclusions makes and to any gaps or inconsistencies in drawn from the text. the account. CCRA.R.2 Determine central ideas or themes RST.11-12.2 Determine the central ideas or of a text and analyze their development; conclusions of a text; summarize complex summarize the key supporting details and concepts, processes, or information presented ideas. in a text by paraphrasing them in simpler but still accurate terms. CCRA.R.3 Analyze how and why individuals, RST.11-12.3 Follow precisely a complex events, and ideas develop and interact over the multistep procedure when carrying out course of a text. experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Provider: List units with specific examples of where standards are Point Value ANCHOR STANDARD: Craft and Structure Objectives Introduced/Taught/Assessed. 0/.5/1 Grade 11-12 Include a narrative explanation. (Reviewer)

CCRA.R.4 Interpret words and phrases as they RST.11-12.4 Determine the meaning of are used in a text, including determining symbols, key terms, and other domain-specific technical, connotative, and figurative meaning words and phrases as they are used in a or tone. specific scientific or technical context relevant to grades 11–12 texts and topics. CCRA.R.5 Analyze the structure of texts, RST.11-12.5 Analyze how the text structures including how specific sentences, paragraphs, information or ideas into categories or and larger portions of the text (e.g., a section, hierarchies, demonstrating understanding of the chapter, scene, or stanza) relate to each other information or ideas. and the whole. CCRA.R.6 Assess how point of view or purpose RST.11-12.6 Analyze the author’s purpose in shapes the content and style of a text. providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Provider: List units with specific examples of where standards are Point Value ANCHOR STANDARD: Integration of Objectives Introduced/Taught/Assessed. 0/.5/1 Knowledge and Ideas Include a narrative explanation. (Reviewer) Grade 11-12 CCRA.R.7 Integrate and evaluate content RST.11-12.7 Integrate and evaluate multiple presented in diverse formats and media, sources of information presented in diverse including visually and quantitatively, as well as formats and media (e.g., quantitative data, in words. video, multimedia) in order to address a question or solve a problem. CCRA.R.8 Analyze how two or more texts RST.11-12.8 Evaluate the hypotheses, data, address similar themes or topics in order to analysis, and conclusions in a science or build knowledge or to compare the approaches technical text, verifying the data when possible the authors take. and corroborating or challenging conclusions with other sources of information. CCRA.R.9 Analyze how two or more texts RST.11-12.9 Synthesize information from a address similar themes or topics in order to range of sources (e.g., texts, experiments, build knowledge or to compare the approaches simulations) into a coherent understanding of a the authors take. process, phenomenon, or concept, resolving conflicting information when possible. ANCHOR STANDARD: Range of Reading Provider: List units with specific examples of where standards are Point Value and Level of Text Objectives Introduced/Taught/Assessed. 0/.5/1 Grade 11-12 Include a narrative explanation. (Reviewer) CCRA.R.10 Read and comprehend complex RST.11-12.10 By the end of grade 12, read and literary and informational texts independently comprehend science/technical texts in the and proficiently. grades 11–12 text complexity band independently and proficiently.

*#3 Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. * Provider: List units with specific examples of where standards are Point Value ANCHOR STANDARD: Text Types and Objectives Introduced/Taught/Assessed. 0/.5/1 Purposes Grade 11-12 Include a narrative explanation. (Reviewer) CCRA.W.1 Write arguments to support claims WHST.11-12.1 Write arguments focused on in an analysis of substantive topics or texts discipline-specific content. using valid reasoning and relevant and a. Introduce precise, knowledgeable claim(s), sufficient evidence. establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented CCRA.W.2 Write informative/ explanatory texts WHST.11-12.2 Write informative/explanatory to examine and convey complex ideas and texts, including the narration of historical information clearly and accurately through the events, scientific procedures/ experiments, or effective selection, organization, and analysis of technical processes. content. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CCRA.W.3 Write narratives to develop real or WHST.11-12.3 (See note; not applicable as a imagined experiences of events using effective separate requirement) technique, well, chosen details and well- structured event sequences. ANCHOR STANDARD: Production and Provider: List units with specific examples of where standards are Point Value Distribution of Writing Objectives Introduced/Taught/Assessed. 0/.5/1 Grade 11-12 Include a narrative explanation. (Reviewer) CCRA.W.4 Produce clear and coherent writing WHST.11-12.4 Produce clear and coherent in which the development, organization, and writing in which the development, organization, style are appropriate to task, purpose, and and style are appropriate to task, purpose, and audience. audience.

CCRA.W.5 Develop and strengthen writing as WHST.11-12.5 Develop and strengthen writing needed by planning, revising, editing, rewriting, as needed by planning, revising, editing, or trying a new approach. rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCRA.W.6 Use technology, including the WHST.11-12.6 Use technology, including the Internet, to produce and publish writing and to Internet, to produce, publish, and update interact and collaborate with others. individual or shared writing products in response to ongoing feedback, including new arguments or information. Provider: List units with specific examples of where standards are Point Value ANCHOR STANDARD: Research to Build Objectives Introduced/Taught/Assessed. 0/.5/1 and Present Knowledge Include a narrative explanation. (Reviewer) Grade 11-12 CCRA.W.7 Conduct short as well as more WHST.11-12.7 Conduct short as well as more sustained research projects based on focused sustained research projects to answer a questions, demonstrating understanding of the question (including a self-generated question) subject under investigation. or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCRA.W.8 Gather relevant information from WHST.11-12.8 Gather relevant information multiple print and digital sources, assess the from multiple authoritative print and digital credibility and accuracy of each source, and sources, using advanced searches effectively; integrate the information while avoiding assess the strengths and limitations of each plagiarism. source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCRA.W.9 Draw evidence from literary or WHST.11-12.9 Draw evidence from informational texts to support analysis, informational texts to support analysis, reflection, and research. reflection, and research.

Provider: List units with specific examples of where standards are Point Value ANCHOR STANDARD: Range of Writing Objectives Introduced/Taught/Assessed. 0/.5/1 Grade 11-12 Include a narrative explanation. (Reviewer)

CCRA.W.10 Write routinely over extended time WHST.11-12.10 Write routinely over extended frames (time for research, reflection, and time frames (time for reflection and revision) revision) and shorter time frames (a single and shorter time frames (a single sitting or a sitting or a day or two) for a range of tasks, day or two) for a range of discipline-specific purposes, and audiences. tasks, purposes, and audiences.

Please double check the material’s alignment to standards.

Alignment to Idaho Content Standards: _____% correlation

**If the material aligns to the Idaho Content Standards with at least an 80%, move on to: Material Analysis. If the material has less than an 80% alignment, please notify your team leader. Materials Analysis: Directions: Complete one form for each textbook /program you evaluate. In your evaluation, you are asked to consider the materials according to the criteria below. First, take each individual criterion and rate the material using the following standard: 0 (Inadequate), .5 (Partially Meets), and 1.0 (Meets or Exceeds). Use the comment and notes sections to give the reasons for your ratings, citing unit/lesson whenever possible.

Inadequate Partially Meets or A. Objectives Comments/Examples 0 Meets Exceeds (Publisher and Reviewer) 0.5 1.0 Objectives are generally aligned with Idaho Professional-Technical Education Performance Standards. The scope and sequence of the content is well organized and comprehensive. The objectives covered require the students to use higher level cognitive skills (analysis, synthesis, evaluations, etc.). Instructional plans and teaching suggestions provide for efficient adaptation of materials for a variety of performance skill levels and learning styles. Objectives integrate relevant performance, creative, and assessment. Quality supplemental teacher materials are available for this text.

Inadequate Partially Meets or B. Content 0 Meets Exceeds 0.5 1.0 The content incorporates and supports current performance practices. The teacher’s guide provides opportunities for differentiation. Concepts and skills are presented in tandem. The text effectively integrates technology. All materials develop student vocabulary and background knowledge. Activities apply to diverse student abilities, interests, and learning styles. Activities include guiding questions which encourage the development of higher-level thinking and performance skills. Subject matter covers a spectrum of accomplishments and contributions by all sexes, races and physical conditions. Students of both sexes and various cultures and physical conditions will be able to use the materials without feeling excluded, estranged, or diminished. The resources/materials use references and timelines that feature events from various parts of the world and a variety of time periods and cultures, where appropriate. The program makes connections to other content areas and real-world applications. The textbook/resources/materials include activities, support, and development of leadership skills. Inadequate Partially Meets or C. Organization of Publication 0 Meets Exceeds 0.5 1.0 The scope and sequence of the standards based content is well-organized and comprehensive. The text provides opportunities for direct instruction as well as guided and independent practice. The layout is consistent, clear, and understandable. Chapters are logically arranged, and contain clear and comprehensive introductions and summaries. Text provides a useful table of contents, glossary and index. Text contains references, bibliography and resources. Textbook provides a separate teacher edition with resource package. Non-text content (performance clips, images, maps, graphs, pictures) are accurate and well integrated into the text. Construction of text appears durable and able to withstand normal use. Supplementary materials listed below are well organized, of high quality, and are useful in enhancing instruction (rate all that apply): On line access to textbook, student materials, resources, etc. Videos, Workbooks, Manipulatives, Prepared Kits Assessment Materials Software (CD-ROMs, DVDs, USB Flash drives, etc.)

TOTALS D. Overall Evaluation Inadequate Partially Meets or Meets Exceeds How do you rate these materials overall? Check one.   

COMMENTS: STRENGTHS WEAKNESSES