STATE BOARD OF EDUCATION The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

WILLIAM C. HARRISON REGINALD KENAN ROBERT “TOM” SPEED Chairman:: Fayetteville Rose Hill Boone

WAYNE MCDEVITT KEVIN D. HOWELL MELISSA E. BARTLETT Vice Chair :: Asheville Raleigh Roxboro

WALTER DALTON SHIRLEY E. HARRIS PATRICIA N. Lieutenant Governor :: Troy WILLOUGHBY Rutherfordton Raleigh CHRISTINE J. GREENE JANET COWELL High Point State Treasurer :: Raleigh JOHN A. TATE III JEAN W. WOOLARD Charlotte Plymouth

NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825

In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to: Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support 6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065

Visit us on the Web :: www.ncpublicschools.org M0910 DISCLAIMER STATEMENT

Contributions of many individuals and from many written resources have collectively made this curriculum guide possible. The major authors, however, do not claim or guarantee that its contents will eliminate acts of malpractice or negligence. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This guide was developed with federal CARL D. PERKINS Career and Technical Education ACT of 2006 funds.

Career and Technical Education North Carolina Department of Public Instruction 6361 Mail Service Center Raleigh, NC 27699-6361

All materials in this guide may be reproduced for educational purposes only.

FOREWORD ® This curriculum guide, ProStart II, was adapted to assist teachers in preparing students to meet the North Carolina State Board of Education’s Guiding Mission “that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century.” The is rigorous and relevant, is based on state and national content standards, and engages technology to teach today’s generation of students. Related business and industry partners have endorsed this course as one that helps to prepare students for high-skill, high-wage, and/or high-demand occupational opportunities. This curriculum guide was adapted from the ProStart® Program, which is a part of the National Restaurant Association Educational Foundation.

In this national credentialing, one credit, and second level fundamental service course, students study advanced skills relevant to the hospitality industry, including tourism and the retail industry. Advanced food service skills include food and salads, basic nutrition, salads and garnishes, meat, poultry, seafood, and desserts, and baked goods. Service skills are refined through the art of service and communicating with customers. Students learn sustainability, purchasing and industry control, standard accounting practices and how to build restaurant sales through marketing and the menu. A heavy emphasis is placed on global . Students will complete the remainder of a required 400-hour paid or unpaid one-credit internship, which will count toward the National ProStart® Certificate of Achievement. Work-based learning strategies appropriate for this course include cooperative education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. Students are eligible to compete at the state and national levels of Family, Career and Community Leaders of America (FCCLA) and/or N.C. ProStart® Invitational and National ProStart® Invitational. Community service and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

This course content will enhance the core academic areas of reading, writing, and mathematics. It includes support materials that are aligned to the course content. Formative assessments provide continuous feedback to measure student learning throughout the course. Teachers are encouraged to utilize formative assessments as a method for preparing students for the final exam. A required secure ProStart® CTE Post-assessment is offered via Elements for the ProStart® II course. The ProStart® CTE Post-assessment will count as the CTE technical attainment measurement. Students also have the option of taking the National Restaurant Association Educational Foundation, National ProStart® Examination for ProStart® II. If students pass at a rate of 70% or greater they receive a ProStart® Certificate of Recognition from the National Restaurant Association plus the exam is a milestone students must complete to earn the ProStart® National Certificate of Achievement.

We trust these significant efforts will guide North Carolina’s teachers in their mission to prepare globally competitive students for a successful, 21st century life.

ACKNOWLEDGEMENTS Educators representing Family and Consumer Sciences Education areas and business and industry leaders have given a great deal of time and energy to the development of the blueprint and course materials for this course. Without the collaboration of knowledgeable and committed professionals, it would not be possible to provide current curriculum materials necessary for effective instruction in Family and Consumer Sciences Education programs. The continual advancement of technology and constant changes in the technology industry make collaboration an essential part of the process of preparing young people to become competent members of the workforce.

The following educators are commended for their professionalism in the process of researching, collaborating, developing, and editing the ProStart® II curriculum:

Curriculum Writers Takeda LeGrand – North Carolina Department of Public Instruction Suzanne Lujan – Wake County Public Schools Susan Seay – Retired, North Carolina Hospitality Education Foundation

Project Director Reno Palombit – Consultant, Family and Consumer Sciences Education

State Staff for Family and Consumer Sciences Education Reno Palombit-Consultant, Family and Consumer Sciences Education Sherry Williams-Consultant, Family and Consumer Sciences Education Janet Johnson-FCCLA State Adviser Atkins “Trey” Michael- Curriculum Specialist, CTE Carol Short- Curriculum Section Chief, CTE Jo Anne Honeycutt- Director, CTE

Family and Consumer Sciences Education Career and Technical Education North Carolina Department of Public Instruction 6361 Mail Services Center, Raleigh, NC

TABLE OF CONTENTS

ProStart® II

ProStart® II Curriculum Guide Cover and SBE List Disclaimer Foreword Internet Policy Acknowledgements Table of Contents Course Description ...... i Adapted CTE Course Blueprint ...... ii Post-Assessment Specifications ...... v Equipment List, DPI Facilities Guidelines, and Curriculum Resources ...... vi FACS Moodle PLC and NRAEF ProStart® Educator Community…….……….….vii Formative Assessment ……………………………………………………………..….viii Internet Policy …………………………………………………………………………...x Going Green: A Guide to using Curriculum for Environmental Sustainability ...... xi An Overview of Career and Technical Student Organizations ...... xii Family, Career, and Community Leaders of America (FCCLA) ……….………….xiii Integrating CTSO Competitive Events into ProStart® I ...... xv ProStart® I Course Outline ...... 1

COURSE DESCRIPTION ProStart ® II Course Number: FH72 Recommended Maximum Enrollment: 20* (or 4-5 per station) Hours of Instruction: 135 (block) 150 (regular) Prerequisite: FH71 ProStart® I

In this national credentialing, one credit, and second level fundamental food service course, students study advanced skills relevant to the hospitality industry, including tourism and the retail industry. Advanced food service skills include breakfast food and salads, basic nutrition, salads and garnishes, meat, poultry, seafood, and desserts, and baked goods. Service skills are refined through the art of service and communicating with customers. Students learn sustainability, purchasing and industry control, standard accounting practices and how to build restaurant sales through marketing and the menu. A heavy emphasis is placed on . Students will complete the remainder of a required 400-hour paid or unpaid one-credit internship, which will count toward the National ProStart® Certificate of Achievement. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, entrepreneurship, internship, mentorship, school- based enterprise, service learning, and job shadowing. Students are encouraged to compete at the state and national levels of Family, Career and Community Leaders of America (FCCLA) and/or N.C. ProStart® Invitational and National ProStart® Invitational. Community service and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

National ProStart® Certificate of Achievement ProStart® students enrolled in a full-ProStart® program will have an opportunity to earn the ProStart® National Certificate of Achievement (COA), an industry recognized certificate that signifies a strong foundation in the basic management and culinary skills considered critical to success by industry leaders. To earn the ProStart® National COA, a student must pass ProStart® I & II, Pass National ProStart I & II Examinations, and complete 400 hours of mentored work experience. Earning the COA offers benefits to ProStart® graduates that include scholarships, class credits, and credit towards work experience.

*For safety reasons, enrollment should not exceed 20 in this course.

Go to http://www.nraef.org/ProStart/Program-Overview for information on the student credentialing program.

Schools must have a North Carolina ProStart School Program Standards Agreement on file with the North Carolina Restaurant and Lodging Association ProStart Coordinator. Please visit www.ncrla.org/prostart select Teachers & CTE Directors Educators Resources North Carolina ProStart School Standards Handbook to download a copy of the agreement.

FH72 ProStart® II Summer 2012 i

Career and Technical Education Adapted CTE Course Blueprint of Essential Standards

Family and Consumer Sciences Education

FH72 ProStart® II

Public Schools of North Carolina State Board of Education • Department of Public Instruction Academic Services and Instructional Support Division of Career and Technical Education Reno Palombit, Project Director

Raleigh, North Carolina Summer 2012

Contact [email protected] for more information.

Special thanks to the following educators who developed this Adapted CTE Course Blueprint.

Takeda LeGrand – North Carolina Department of Public Instruction Suzanne Lujan – Wake County Public Schools Susan Seay – North Carolina Hospitality Education Foundation

This Adapted CTE Course Blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

FH72 ProStart® II Summer 2012 iii

Adapted CTE Course Blueprint of Essential Standards

Essential standards are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student’s career, in other courses, and translate to the next level of education or world of work.

This document lays out the essential standards for successfully completing the ProStart ® Program leading to a ProStart® National Certificate of Achievement (COA) certification. The certifying organization provides the curriculum, which is used to write the essential standards. The essential standards use Revised Bloom’s Taxonomy (RBT) category verbs (remember, understand, apply, analyze, evaluate, create) that reflect the overall intended cognitive outcome of the indicators written by the National Restaurant Association Educational Foundation. Each essential standard reflects the intended level of learning through two dimensions; The Knowledge Dimension is represented with letters A-C and the Cognitive Process Dimension by numbers 1-6.

The Adapted CTE Course Blueprint includes essential standards aligned with the ProStart® National Certificate of Achievement (COA) certification. Also included are the relative weights of the essential standards within the course. The industry certification reflected in this document is ProStart® National Certificate of Achievement (COA) certification.

This document will help teachers plan for curriculum delivery for the course, prepare daily lesson plans, and construct valid formative, benchmark, and summative assessments. Curriculum for this course is not provided by NCDPI. Assessment for this course is provided by the National Restaurant Association Educational Foundation and assesses the intended outcome of the sum of its standards.

For additional information about this blueprint, contact the Division of Career and Technical Education, North Carolina Department of Public Instruction, 6361 Mail Service Center, Raleigh, North Carolina 27699-6361.

Reference: Anderson, Lorin W. (Ed.), Krathwohl, David R. (Ed.), et al., A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Addison Wesley Longman, Inc., New York, 2001.

Interpretation of Columns on the NCDPI Adapted CTE Course Blueprint No. 1 2 3 4 Unit Titles, Essential RBT Heading Essential Std # Course Weight Standards, and Indicators Designation Column Unique course Statements of unit titles, Shows the relative Classification of outcome behavior in information identifier and essential standards per importance of each unit essential standards and indicators in essential standard unit, and specific and essential standard. Dimensions according to the Revised number. indicators per essential Course weight is used to Bloom’s Taxonomy. standard. If applicable, help determine the includes % for each percentage of total class Cognitive Process Dimension: indicator. time to be spent on each 1 Remember essential standard. 2 Understand 3 Apply 4 Analyze 5 Evaluate 6 Create

Knowledge Dimension: A Factual Knowledge B Conceptual Knowledge C Procedural Knowledge Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document. Career and Technical Student Organizations (CTSO) are an integral part of this curriculum. CTSOs are strategies used to teach course content, develop leadership, citizenship, responsibility, and proficiencies related to workplace needs.

FH72 ProStart® II Summer 2012 iii

Adapted CTE Course Blueprint of Essential Standards for FH72 ProStart® II (Recommended hours of instruction: 135-180)

Essential Units, Essential Standards, and Indicators Course RBT Std # (The Learner will be able to :) Weight Designation 1 2 3 4 Total Course Weight 100%

1.00 Apply techniques to prepare breakfast food and sandwiches. 5% C3

2.00 Understand basic nutrition. 10% B2

3.00 Understand foodservice costs. 8% B2

4.00 Apply techniques to prepare salads and garnishes. 11% C3

5.00 Understand essential elements of purchasing and inventory. 9% B2

6.00 Apply techniques to prepare meat, poultry, and seafood. 15% C3

7.00 Understand marketing and menu development. 10% B2

8.00 Apply techniques to prepare desserts and baked goods. 8% C3

9.00 Understand sustainability and foodservice industry. 7% B2

10.00 Understand global . 17% B2

FH72 ProStart® II Summer 2012 iv

Post-Assessment Specifications

A secure ProStart® CTE Post-assessment is offered via Elements for the ProStart® II course. The ProStart® CTE Post-assessment will be 100% aligned to the National ProStart® examination and will assist in identifying areas of strengths, weaknesses or demonstrate readiness for the National ProStart® examination. The ProStart® CTE Post-assessment will count as the CTE technical attainment measurement.

National ProStart® Examinations

The National Restaurant Association Educational Foundation (NRAEF) offers the National ProStart® Examination for the ProStart® II courses, a third-party assessment, in an online or paper format. The examination provides a means to gauge the knowledge students have gained throughout the year. For students, it provides an opportunity to leave the classroom with an industry-based certificate. When a student passes the exam, they receive a ProStart® certificate of recognition from the National Restaurant Association. The exam is also a milestone students must complete to earn the ProStart® National Certificate of Achievement (COA). Although it is not required for students to take the National ProStart exam, educators must offer all students the opportunity to take the exam.

Background Information on Essential Standards Essential standards are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student’s career, in other courses, and translate to the next level of education or world of work.

FH72 ProStart® II Summer 2012 v

Equipment Lists, DPI Facilities Guidelines, and Curriculum Resources

Access the equipment list, technical requirements, facilities guidelines, and curriculum resources using the following links:

CTE Equipment and Technical Guide http://ctpnc.org/cte/equipment/

Facilities guidelines http://www.schoolclearinghouse.org

Curriculum requirements http://www.nraef.org/Educators/Curriculum

Foundations of Restaurant Management & Culinary Arts

Student Resources • Student Edition Level 1 • Student Edition Level 2 • Activity Guide Level 1 • Activity Guide Level 2 • Online Exam Voucher or Paper/Pencil Answer Sheet (level 1 or 2) (optional)

Educator Resources • Teachers Wraparound Edition Level 1 • Teachers Wraparound Edition Level 2 • TestBook with ExamView Assessment Suite CD-ROM Level 1 • TestBook with ExamView Assessment Suite CD-ROM Level 2 • Teachers Resource DVD Level 1 • Teachers Resource DVE Level 2 • Recipe Bank/Recipe Cards (optional)

FH72 ProStart® II Summer 2012 vi

COURSE PROFESSIONAL LEARNING COMMUNITY (PLC) MOODLE

Please join the Family and Consumer Sciences Education Moodle PLC by following these steps:

1. Obtain the Enrollment Key supplied by your local CTE Director or Administrator or from the Program Area Consultant. Program Area Consultants may be reached by email at: [email protected] . 2. Create a LearnNC account by going to this website: https://moodle.learnnc.org/login/index.php . Follow the directions on the right-hand side of the screen . Click on New Account (if you have used Moodle in the past, you can use your existing username and password) . You pick your own username and password. . Enter your email address so that your username and password can be emailed to you.

3. Join the Moodle Class by going to Moodle's website: http://moodle.learnnc.org . Login using your username and password. . In the upper left corner, click on All Courses. . Click on DPI under the PLC tab. . Click on the course PLC key. . Enter the Enrollment Key supplied by your local CTE Director or Administrator or from the Program Area Consultant. The Program Area Consultant may be reached by email at: [email protected] . . Click on Enroll me in this Course

Teachers are encouraged to share ideas and activities in the course PLC and to participate in the discussion forums provided for each essential standard.

PROSTART EDUCATOR REGISTRATION INSTRUCTIONS FOR NRAEF.ORG

To develop a sense of national community the NRAEF has developed a web-based community for educators to allow them to share ideas, share files and build a national support network hosted on the NREAF.org.

1. Go to http://www.nraef.org/PS/UserProfile/UserLogin.aspx and select “Create New Profile.” 2. Fill out the User Registration Form. 3. Using your new login information, and log in to your account. 4. Once logged-in, go to the “Register as an Educator” section of our website (http://www.nraef.org/PS/services/proctor/default.aspx). 5. Under “Choose Your Program”, select ProStart Educator. 6. Select your school.* 7. After selecting your school, on the next page, select the curriculum you are using and how many students will be in each class level. 8. Fill out the reference section with two professional references’ contact information.

*If your school is not listed, please select School Request and click continue. There will be a form to complete and submit. Please be sure to fill-in your school’s contact information. Please note it may take up to four days before the new school will appear on the website.

Once your registration is complete, an email will be sent to your State ProStart® Coordinator for approval. It may take up three days to process your registration after it has been approved. FH72 ProStart® II Summer 2012 vii

FORMATIVE ASSESSMENT

Frequently Asked Questions Formative Assessment and North Carolina’s Formative Assessment Learning Community’s Online Network (NC FALCON)

1. What is formative assessment?

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve intended instructional outcomes (CCSSO FAST SCASS, 2006).

2. What is the primary purpose of the formative assessment process?

The primary purpose of the formative assessment process is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.

3. How does formative assessment fit into North Carolina’s next generation assessment system?

North Carolina’s next generation, comprehensive, balanced assessment system includes formative assessment, interim/benchmark assessments, and summative assessments that are aligned to state standards. Formative assessment is an essential component of this system because it forms the foundation of teaching and learning. In contrast to summative assessment, formative assessment is more focused on collaboration in the classroom and identifying learning gaps that can be addressed before end-of-year assessments. Formative assessment should occur in the classroom more often than any other assessment.

4. Are there “formative tests”?

The definition that North Carolina has adopted defines formative assessment as a process. With this in mind, there is no such thing as a “formative test.” Formative assessment is regarded as an ongoing process rather than a particular kind of test.

5. What formative assessment strategies can be implemented during classroom instruction?

There are a number of formative assessment strategies that can be implemented during classroom instruction. These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction. See the Collecting and Documenting Evidence professional development module on North Carolina’s Formative Assessment Learning Community’s Online Network (NC FALCON) for additional information on formative assessment strategies.

6. What resources are available to educators that will provide them with a basic understanding of formative assessment and illustrate the role it may play in a comprehensive, balanced assessment system?

The online professional development series modules located on NC FALCON are intended to serve as a primer for teachers wishing to learn more about how formative assessment can impact their instruction and help their students achieve targeted learning goals.

Continued, next page.

FH72 ProStart® II Summer 2012 viii FORMATIVE ASSESSMENT

7. What professional development modules are available to educators on NC FALCON?

There are currently five different formative assessment modules in the online professional development series located on NC FALCON. The following is a list and description of the modules: • Importance of Formative Assessment––An introduction to formative assessment and its role in North Carolina’s 21st century balanced assessment system. • Learning Targets and Criteria for Success––An exercise in writing clear learning targets and defining criteria for success to help students answer the question, Where am I going? • Collecting and Documenting Evidence––An exercise in collecting and documenting evidence of learning to help students answer the question, Where am I now? • Analyzing Evidence and Descriptive Feedback––An exercise in analyzing evidence and providing descriptive feedback to help students answer the question, How do I close the gap? • Administrator’s Role in Formative Assessment––An exploration of the administrator’s role in formative assessment, as outlined by the North Carolina Standards for School Executives, and its implementation in the school or district.

8. How much time does it take to complete the modules?

The modules and the activities contained within each module have been created so that the series can be completed in approximately seven hours. Approximately forty-five minutes to one hour of computer time is needed for each module. The modules are self-paced; therefore, individual participants control the pace and location of their learning.

9. Is it better to complete the modules individually or with a school or district learning team?

The modules have been designed so that they can be used by individual educators working independently or with a school or district learning team. The NCDPI recommends participants work collaboratively in learning teams. Working together, teachers may assist one another as they complete the modules and practice their formative assessment skills.

10. Is CEU credit available for participants who complete any or all of the NC FALCON modules?

At the completion of each module, participants will be able to print a certificate of completion which includes a recommendation for renewal credit or continuing education units (CEUs). Final awarding of CEUs must be approved by the local education agency (LEA). The LEA determines the content area and the number of CEUs granted.

11. How do educators access the modules on NC FALCON?

NC FALCON is located at http://center.ncsu.edu/falcon/. For more information about login and password access, please visit the website or contact your LEA/school test coordinator.

FH72 ProStart® II Summer 2012 ix INTERNET POLICY

Career and Technical Education curricula and 21st Century Skills require students to use many technologies, including the Internet. Each school should have an Internet use policy, and all students should sign the school Internet policy prior to beginning any class that uses such technologies. Students who violate the school’s Internet policy must be held accountable for his/her actions and face appropriate consequences deemed necessary by the school in accordance with the school’s policies.

Teachers must use extreme caution when assigning Internet activities to students. Teachers must preview sites, which can change daily, prior to ANY activity. If the teacher determines a website used in an activity is inappropriate, or students are not mature enough to behave properly and according to the school’s Internet policy, the teacher should make alternate arrangements for completing the activity.

FH72 ProStart® II Summer 2012 x GOING GREEN: A GUIDE TO USING CTE CURRICULUM FOR ENVIRONMENTAL SUSTAINABILITY

Many of the Instructional Support Materials (ISMs) are developed to help students organize and use the unpacked content relative to the designated Revised Bloom’s Taxonomy (RBT) verb. These are designed to help students study and retain relevant information.

Ideally, each ISM would be duplicated and handed to students in class. Realistically, teachers may have to find alternative approaches for implementing the ISMs in the classroom.

Teachers may have to “show” what each ISM looks like and rely on students drawing each in either a journal or on paper that is accumulated in a notebook.

Consider these alternative approaches for using the Instructional Support Materials in the classroom: • Draw the ISM on the board. • Duplicate the ISM and hand out one per group and collect at the end of class for use in another. To add longevity, consider laminating or using sleeve protectors for each ISM. • Laminate and have students use dry-erase marker pens if they need to write on the ISM. An alternative would be to place the ISM in a sleeve protector and have the students use dry-erase marker pens. • Prepare a transparency of the ISM and show it on an overhead projector. • Display the file in electronic form (PowerPoint or Word) through a digital projector. • Display the file in electronic form on an interactive whiteboard. • Display the file in electronic form via a document camera and digital projector. • Deliver the file electronically via an internal network, Blackboard, Moodle, or secure website. This would provide added benefit to homebound and absent students needing to make up work.

Other helpful conservation hints… • Always use both sides of the paper!! • If a student needs to redo an assignment, whenever possible, have the student use a different color pen or pencil and work on the same paper.

We hope these ideas will help conserve paper and other valuable resources!

FH72 ProStart® II Summer 2012 xi OVERVIEW OF CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSO)

Introduction Career and Technical Student Organizations provide the opportunity for students to connect to business and industry professionals and career options. Additionally, CTSOs motivate students to higher level academic achievement and build interpersonal and employability skills. CTSOs are co-curricular, meaning they complement the state curricula in the classroom and incorporate realistic educational experiences not available through classroom instruction alone. Teachers must coordinate with local CTE directors to enhance the delivery of state curricula through CTSO activities. Through this coordinated effort, teachers improve student achievement on state and national Career and Technical Education (CTE) accountability measures. The Carl D. Perkins Career and Technical Education Act of 2006 allows CTE directors to fund certain CTSO activities as identified in the 2009 NC CTE Fiscal and Policy Guide.

What are CTSOs?

The three components of a quality Career and Technical Education program include classroom instruction, workforce readiness and on-the-job training, and Career and Technical Student Organizations. CTSOs have been a part of Career and Technical Education since the passage of the Smith-Hughes Act of 1917. CTSOs are found in middle and high schools and post-secondary institutions throughout the nation and around the world. It is important to realize that CTSOs are not just “clubs”, but instructional tools that work best when integrated into the curricula. CTSOs:

• Support and enhance related school-based and work-based learning, • Provide students with skills and knowledge to succeed in the new global economy, • Provide career exploration and competence, • Provide students with the opportunity to experience competition related to classroom instruction, • Encourage students to experience community service projects, and • Provide and enhance the development of leadership skills in students.

Carl D. Perkins Career and Technical Education Act of 2006 Defined

“The Carl D. Perkins Career and Technical Education Act of 2006 (Public Law 109-270) is the vehicle through which federal support is distributed to states, local school districts, and postsecondary institutions to develop more fully the academic and technical skills of secondary and postsecondary students who elect to enroll in career and technical educations programs.” (Source: CTSO Guide to accessing Federal Perkins Funds, 2008)

What are the benefits of CTSOs?

• Develop meaningful business partnerships • Develop school and community leaders • Enable students to achieve high academic and occupational standards • Enhance student self-esteem and self-confidence • Help students to integrate contextual and academic learning • Link school-based learning to the real world of work and family • Motivate youth to become better students and productive citizens

FH72 ProStart® II Summer 2012 xii Family, Career and Community Leaders of America (FCCLA)

Mission Statement To promote personal growth and leadership development through Family and Consumer Sciences education. Focusing on the multiple roles of family member, wage earner and community leader, members develop skills for life through: character development, creative and critical thinking, interpersonal communication, practical knowledge, and career preparation.

What is FCCLA? The programs and philosophies of Family, Career and Community Leaders of America (FCCLA) support and enhance understanding of concepts taught in the Family and Consumer Sciences content areas. FCCLA provides opportunities for hands-on application of skills and knowledge to authentic situations. Issues of concern to members in each specific community can be addressed through local FCCLA projects. Students prepare for success in work and civic roles as they develop leadership skills and learn to work effectively in teams. FCCLA allows students to develop their individual skills and qualities to reach their highest potential while demonstrating the benefits of cooperative action to accomplish group goals that often could not be achieved by individuals working alone.

NC FCCLA is affiliated with the national FCCLA organization. All Family and Consumer Sciences curriculum in North Carolina is aligned with state and national FCCLA programs and projects to give students the full benefit of all available opportunities. The expectation is that every Family and Consumer Sciences Education program in North Carolina affiliate with FCCLA and NC FCCLA and actively participates in FCCLA programs and projects that best support their local course offerings. Chapter projects focus on a variety of youth concerns, including teen pregnancy, parenting, family relationships, substance abuse, peer pressure, environment, nutrition and fitness, teen violence, and career exploration. Involvement in FCCLA offers members the opportunity to expand their leadership potential and develop skills for life -- planning, goal setting, problem solving, decision making, and interpersonal communication -- necessary in the home and workplace.

FCCLA is an Integral Part of the Family and Consumer Sciences Education Program The three major components of a Family and Consumer Sciences Education program include:  Family and Consumer Sciences curriculum  Work-based learning experiences  FCCLA activities

FCCLA is co-curricular and its activities can be used as teaching tools or to reinforce skills. Integrating FCCLA into the Family and Consumer Sciences Education curriculum can be achieved successfully in many ways for meaningful learning experiences.

FCCLA Student Membership Benefits  FCCLA supports students define college and career goals and emphasizes the relevance of academic studies.  FCCLA promotes opportunity for personal development and preparation for adult life.  FCCLA directly serves Family and Consumer Sciences Education students.  FCCLA develops leadership skills by offering extensive training opportunities.  FCCLA offers state and national recognition through competition in several occupational areas.  FCCLA, Inc., awards scholarships each year.

FH72 ProStart® II Summer 2012 xiii Family, Career and Community Leaders of America (FCCLA) FCCLA Benefits from Business and Industry Participation  FCCLA is supported primarily by student membership dues.  Additional funds are raised from individuals, corporations, and foundations. FCCLA is endorsed by the U.S. Department of Education (Office of Vocational and Adult Education) and the American Association of Family and Consumer Sciences (AAFCS).  Thousands of business leaders support local FCCLA chapters as employers, guest speakers, competitive event judges, and sponsors.  Business leaders serve on local advisory committees.  Business involvement aids local and state members.

FCCLA National Programs:  Dynamic Leadership---enhance leadership development  Career Connection---link skills for success in careers, families, and communities  Leaders At Work---strengthen leadership skills on the job  Community Service---address a community need using FACS-related skills  FACTS --- Families Acting for Community Traffic Safety---improve traffic safety in communities  Families First---share concepts and skills for strong family life with other members  Financial Fitness---use peer education to help teens manage their finances  Japanese Exchange---spend six weeks as an exchange student in Japan  Power of One---complete individual projects for self-improvement in five areas  STOP the Violence-Students Taking On Prevention---prevent violence in homes and schools  Student Body---carry out projects in fitness, nutrition, and self-awareness

STAR Events-Students Taking Action with Recognition FCCLA offers a comprehensive program of competitive events based on the occupational goals of its student membership and on service learning activities of chapters in high schools. Competitive events offered by FCCLA are replicated at the state or national level, as well as at the chapter level.

FCCLA Websites The North Carolina FCCLA website: www.ncfccla.org The National FCCLA website: http://www.fcclainc.org

7171 ProStart® I Summer 2012 ivx Family, Career and Community Leaders of America (FCCLA) N.C. ProStart® Student Invitational (NCPI)

Brought to you by the N.C. Restaurant & Lodging Association/ N.C. Hospitality Education Foundation, the N.C. ProStart® Invitational (NCPI) is a high school competition that focuses on restaurant management and culinary arts. Through the competition, students have an opportunity to reinforce the skills and knowledge learned from the ProStart® curriculum, demonstrate their ability to work as a team, learn sportsmanship, communicate effectively and build leadership skills. An important objective of the NCPI is to inspire students to pursue hospitality related education and career paths.

The NCPI will be composed of two distinct competitions: management and culinary. Management teams develop a proposal for the next hot restaurant concept and present it to a panel of industry judges. Next, their ability to think on their feet is tested as they quickly solve challenges managers face on a daily basis.

The culinary competition highlights the creative abilities of each team through the preparation of a three-course in 60 minutes, using only two burners with no access to running water or electricity. There is no room for error as they are evaluated on taste, skill, teamwork, safety and sanitation.

The top three teams from culinary and management competitions are awarded generous educational scholarships to help further their careers in the restaurant and foodservice industry. The first place team from each competition will represent N.C. at the National ProStart® Invitational Annually, winning teams bring home scholarships totaling more than $1 million. In addition, all competitors are encouraged to take full advantage of competing at the NCPI by networking with other students and industry professionals in attendance.

National ProStart® Invitational (NPI) The National ProStart® Invitational (NPI) is the country’s premier high school competition focused on restaurant management and culinary arts. Annually, 350-student competitor put their skills to the test in front of industry leaders, National Restaurant Association Educational Foundation Trustees, state restaurant associations, and family and friends—all with hope of earning a coveted scholarship from one of the nation’s premier culinary and restaurant management programs.

The NPI is the finale of the nationwide series of state competitions hosted by partner state restaurant associations. For each respective competition—culinary or management—students must impress judges from leading industry corporations, colleges, and universities with skills they’ve developed through ProStart®.

The top five teams from the culinary and management competitions are awarded generous educational scholarships to help further their careers in the restaurant and foodservice industry. Annually more than 1.4 million in scholarships are awarded to students by the NRAEF and leading academic institutions.

7171 ProStart® I Summer 2012 ivx Integrating CTSO Competitive Events in Classroom Instruction

Go to http://www.ncfccla.com/about_stateevents.cfm and http://www.fcclainc.org/content/star- events for details on event (s) that best fit each of the Essential Standards for ProStart® II.

Go to www.ncrla.org/prostart →N.C. ProStart Invitational for details on state event (s) that best fit the ProStart Program Standards.

Go to http://www.nraef.org/ProStart/Invitational for details on national event(s) that best fit the ProStart® Program Standard.

FH72 ProStart® II Summer 2012 xv Course Outline

1.00 Apply techniques to prepare breakfast food and sandwiches

1.1 List the characteristics of milk and identify ways to keep it safe. 1.2 Identify the different forms of cream and their fat contents. 1.3 Differentiate between butter and butter substitutes and recognize the characteristics of each. 1.4 Identify the different types of cheese and give examples of each. 1.5 List the characteristics of eggs and identify ways to keep them safe. 1.6 Prepare and serve eggs using a variety of methods. 1.7 Prepare pancakes, crepes, waffles, and French toast. 1.8 Prepare ham, hash, grits, cold cereals, oatmeal, and sausage. 1.9 Prepare coffee, , and cocoa. 1.10 Give examples of different types of sandwiches, including simple hot, open- faced, hors d’oeuvres, grilled, deep-fried, and simple cold. 1.11 Explain the roles of the three components of a sandwich: , spread, and filling 1.12 Prepare common sandwich spreads and fillings. 1.13 List the necessary tools and equipment to make sandwiches at a sandwich station. 1.14 Demonstrate preparation of several types of sandwiches.

2.00 Understand basic nutrition

2.1 Explain why nutrition is important to the foodservice industry. 2.2 List the six basic types of nutrients found in food. 2.3 Describe how phytochemicals and fiber function in the body. 2.4 Name the types of carbohydrates and fats and describe their function in the body. 2.5 Identify food sources of carbohydrates and fats. 2.6 Describe cholesterol and identify its food sources. 2.7 Describe the makeup of proteins and their function in the body. 2.8 Identify food sources of proteins. 2.9 Describe the three major vegetarian diets. 2.10 List the functions of vitamins, minerals, and water in the body. 2.11 Identify food sources of vitamins, minerals, and water. 2.12 Explain what food additives are and how they function in food. 2.13 Explain the role of digestion in nutrition and health. 2.14 List and describe techniques for food preparation that preserve nutrients. 2.15 Suggest ways to make menus and recipes more healthful. 2.16 Suggest healthful substitutes for high-fat items. 2.17 List and define recent developments in food production that may affect nutrition.

FH72 ProStart® II Summer 2012 1 Course Outline 3.00 Understand foodservice costs

3.1 Identify the types of costs incurred by a foodservice business and give examples of each. 3.2 Explain the purposes of a budget. 3.3 Explain the purpose of a profit-and-loss report. 3.4 Identify methods for analyzing profit-and-loss reports. 3.5 Explain the purpose of invoices in a foodservice business. 3.6 Identify tools to help control costs. 3.7 Define and calculate food cost and food cost percentage. 3.8 Given a problem, calculate as purchased (AP) and edible portion (EP) amounts. 3.9 Calculate the total cost and portion costs of a standardized recipe. 3.10 Develop a recipe cost card for a standardized recipe. 3.11 Explain the importance of portion control to food cost. 3.12 Give examples of portion-control devices used in foodservice operations. 3.13 List the steps in the process to control food costs. 3.14 Forecast sales by analyzing and evaluating sales histories, popularity indices, and production sheets. 3.15 Calculate a recipe’s yield and the number of portions it will produce. 3.16 Use a conversion factor to calculate a new yield for an existing recipe. 3.17 Explain the importance of standards for controlling production volume. 3.18 List and describe standard procedures used for controlling production volume. 3.19 List and explain the various methods for menu pricing. 3.20 Explain the importance of standard labor costs to a business’s success. 3.21 List factors that affect labor costs. 3.22 Describe the relationship between sales volume and labor costs. 3.23 Explain the difference between a master schedule and a crew schedule. 3.24 Describe the components and factors to consider when developing labor schedules.

4.00 Apply techniques to prepare salads and garnishes

4.1 Identify and describe the various ingredients used to make salads. 4.2 List the four parts of a salad and explain the role of each. 4.3 Identify various types of salad and explain how to prepare them. 4.4 Explain the roles of salads on the menu. 4.5 Design attractive salads. 4.6 Identify proper procedures for cleaning salad greens. 4.7 Identify proper procedures for storing salads. 4.8 Differentiate among various oils and vinegars. 4.9 Prepare vinaigrettes and other emulsions. 4.10 Match dressings to salad ingredients. 4.11 Give examples of ingredients used to make dips. 4.12 Prepare several dips. 4.13 Give examples of garnishes. 4.14 Describe and prepare ingredients commonly used as garnishes.

FH72 ProStart® II Summer 2012 2 Course Outline 4.15 Garnish various items, including plates, desserts, and soups.

5.00 Understand essential elements of purchasing and inventory

5.1 Define the terms purchasing, selection, and procurement. 5.2 Outline the objectives of the purchasing function in a foodservice operation. 5.3 Explain the relationship between primary and intermediary sources and retailers. 5.4 Explain the differences between formal and informal buying and the formal bidding process. 5.5 List the types of goods and service that a foodservice operation might buy. 5.6 Describe the buyer’s role in a foodservice operation and explain the importance of ethical behavior to a buyer. 5.7 List the factors that help to determine an operation’s quality standards. 5.8 Identify ways to communicate quality standards and give examples of standards a foodservice operation might use. 5.9 Describe buyer considerations when conducting a make-or-buy analysis. 5.10 Outline the process for procuring products and services. 5.11 Identify production records used to calculate buying needs. 5.12 Write purchase orders to items to be purchased. 5.13 List ways to verify that supplier services meet an operation’s needs. 5.14 List factors that affect food prices. 5.15 List proper procedures for receiving deliveries. 5.16 List proper procedures for storing food and supplies. 5.17 Describe perpetual inventory and physical inventory systems. 5.18 Explain the difference between perishable and nonperishable food items.

6.00 Apply techniques to prepare meat, poultry, and seafood.

6.1 Outline the federal grading systems for meat. 6.2 Describe the various kinds of meat. 6.3 Identify the proper purchasing and storing procedures for meat. 6.4 List factors that affect purchasing decisions for meat. 6.5 Outline basic techniques for cooking meat. 6.6 Match various cooking methods with different forms of meat. 6.7 Outline the federal grading systems for poultry. 6.8 Describe the various kinds of poultry. 6.9 Identify the proper purchasing and storing procedures for poultry. 6.10 List factors that affect purchasing decisions for poultry. 6.11 Outline basic techniques for cooking poultry. 6.12 Match various cooking methods with different forms of poultry. 6.13 Outline the federal grading systems for seafood. 6.14 Describe the various kinds of seafood. 6.15 Identify the proper purchasing and storing procedures for seafood. 6.16 List factors that affect purchasing decisions for seafood. 6.17 Outline basic techniques for cooking seafood. 6.18 Match various cooking methods with different forms of seafood. 6.19 Identify and describe different types of charcuterie. 6.20 Explain garde manger and how it relates to charcuterie.

FH72 ProStart® II Summer 2012 3 Course Outline

7.00 Understand marketing and menu development

7.1 Define marketing, and list the steps in the marketing process. 7.2 Explain the role that marketing plays in determining products and services. 7.3 List factors that affect a market environment. 7.4 Define target market, and explain why it is important to a business. 7.5 Identify the parts of a SWOT analysis. 7.6 List ways to attract and keep customers. 7.7 List reasons why promotions are important. 7.8 Identify the steps in developing a promotion mix and a promotion plan. 7.9 Explain the importance of training to promotions. 7.10 Recognize different types of sales promotions. 7.11 List the benefits of public relations. 7.12 Identify opportunities for public relations. 7.13 Explain the importance of the menu to a foodservice operation. 7.14 Describe à la carte, table d’hote, California, limited, du jour, and cycle menus. 7.15 Organize the information on a menu. 7.16 Explain principles of menu layout and design. 7.17 Identify ways to test new menu items. 7.18 Explain the purposes of a menu sales mix analysis. 7.19 Define profitability and target margin. 7.20 Classify menu items according to their popularity. 7.21 List and compare basic pricing methods.

8.00 Apply techniques to prepare desserts and baked goods

8.1 Identify and use common ingredients in baking. 8.2 Calculate ingredient weights using baker’s percentages. 8.3 Convert baking recipes to a new yield. 8.4 Differentiate between lean , rich doughs, sponge doughs, and sourdoughs, and give examples. 8.5 Mix yeast using the straight mix method. 8.6 Proof bake shop items. 8.7 Prepare yeast . 8.8 Prepare different types of quick breads and cake batters. 8.9 Identify the functions of icings and determine which are best suited for different baked goods. 8.10 Describe and prepare steamed puddings and dessert soufflés. 8.11 Prepare pie dough using the 3-2-1 method. 8.12 Describe the procedure for baking blind. 8.13 Describe roll-in dough, phyllo dough, and pâte à choux. 8.14 Prepare cookies using various makeup methods. 8.15 Explain how chocolate is made, including chocolate liquor, cocoa butter, and cocoa powder. 8.16 Demonstrate how to store chocolate properly. 8.17 Explain how chocolate is tempered.

FH72 ProStart® II Summer 2012 4 Course Outline 8.18 Explain how crème anglaise, pastry creams, and Bavarian creams are made, and how they are used in desserts. 8.19 List the characteristics of ice cream and give examples of other frozen desserts. 8.20 List the steps for preparing poached fruits and tortes. 8.21 List guidelines for plating and presenting desserts.

9.00 Understand sustainability and foodservice industry

9.1 Define the terms sustainability and conservation. 9.2 Explain why water conservation is important. 9.3 List ways in which a restaurant or foodservice operation can improve the efficiency of its water usage. 9.4 Explain the differences between renewable and nonrenewable energy sources. 9.5 Explain why using energy efficiently is important. 9.6 List ways in which a restaurant or foodservice operation can improve the efficiency of its energy usage. 9.7 List ways in which a restaurant or foodservice operation can build or make structural improvements to its facility in a sustainable way. 9.8 Identify ways to reduce the total amount of waste in a restaurant or foodservice operation. 9.9 List items that a restaurant or foodservice operation can reuse. 9.10 List items that a restaurant or foodservice operation can recycle. 9.11 Define the term local sourcing. 9.12 Identify the steps a restaurant or foodservice operation should take to purchase and then promote the use of sustainable food products. 9.13 Identify the issues surrounding the global production of seafood, coffee, animals, and organic food.

10.00 Understand global cuisines

10.1 Identify the major influences, ingredients, flavors, and cooking techniques of Northeastern . 10.2 Identify the major influences, ingredients, flavors, and cooking techniques of Midwestern American cuisine. 10.3 Identify the major influences, ingredients, flavors, and cooking techniques of Southern American cuisine. 10.4 Identify the major influences, ingredients, flavors, and cooking techniques of Southwestern American cuisine. 10.5 Identify the major influences, ingredients, flavors, and cooking techniques of Pacific Coast/Rim cuisine. 10.6 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.7 Identify the major influences, ingredients, flavors, and cooking techniques of Central American cuisine. 10.8 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.9 Identify the major influences, ingredients, flavors, and cooking techniques of .

FH72 ProStart® II Summer 2012 5 Course Outline 10.10 Identify the major influences, ingredients, flavors, and cooking techniques of Bolivian cuisine. 10.11 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.12 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.13 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.14 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.15 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.16 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.17 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.18 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.19 Identify the major influences, ingredients, flavors, and cooking techniques of Saudi Arabian cuisine. 10.20 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.21 Identify the major influences, ingredients, flavors, and cooking techniques of . 10.22 Identify the major influences, ingredients, flavors, and cooking techniques of .

FH72 ProStart® II Summer 2012 6