Food Services: Coordinated Vocational Academic Texas
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DOCUMENT RESUME ED 099 526 CE 002 607 TITLE Food Services: Coordinated VocationalAcademic Education.. INSTITUTION Texas Education Agency, Austin. Dept. ofOccupational Education and Technology.; Texas Tech Univ., Lubbock. Home Economics Instructional Materials Center. PUB DATE 74 NOTE 412p.; For other guides in the series, see CE002 606-608 EDRS PRICE MF-$0.75 HC-$19.80 PLUS POSTAGE DESCRIPTORS Career Education; *Curriculum Guides;*Disadvantaged Youth; Food Processing Occupations; *FoodService; Food Service Occupations; *Foods Instruction; Handicapped Students; Home Economics Education; *Occupational Home Economics; Reference Materials; Secondary Education; Service Occupations; Vocational Education IDENTIFIERS Texas ABSTRACT Designed for junior or senior high school students with academic, socio-economic or otherhandicaps, the Coordinated Vocational-Academic Education (CVAE) Food Services course isalso useful in other vocational education programs.Information in the curriculum guide is presented in threesections. Section one is an overview for teacher preparation; suggestions forplanning, teaching, and evaluating CVAE programs; and suggestionsfor using the guide. Section two includes the following concepts: jobopportunities in food services, equipment for commercial foodproduction, sanitation, safety, food production, customer servicetechniques, and the receiving, storing, and issuing of food and supplies.Section three aids the teacher in planning laboratoryexperiences which simulate actual job situations. The role of the CVAE foodservice teacher is compared to the role of the food service manager.Information is included to aid in menu planning, using standardizedrecipes, altering recipes, purchasing food, production,serving, and cleaning up. A detaileddescription of plans for one meal function isincluded as a further aid inplanning. A 16-page annotated reference list concludes the document and offers studentreferences, books, audiovisual aids, pamphlets, and other instructionalmaterials. (MN) U.S DEPARTMENT EDUCATIONL HEALTH, NATIONAL WELFARE THIS INSTITUTEOF EDUCATION DUCEDDOCUMENTHAS THE EXACTLY BEEN PERSON AS OR RECElyt. DREPRO ATiND IT FROM STATEDPOINTSOF vIENI SENT DO NOTORGANIZATioNORIGINOR OFFICIAL NECESSARILYOPINIONS EDUCATION NATIONAL wrplot: POSITIONORINSTITUTE POLICY OF COORDINATED. VOCAl'IONAL 5 t. Homemcicing Education oi Public .)chool Occupational Piograms 1)000T to14ni Oi ..-LliJCIT'01101. Ectuc cition clad Technology itc, V (location Agency IA oiccst, FOOD SERVICES Materials Developed and Distributed by Home Economics Instructional Materials Center Texas Tech University Box 4067 Lubbock, Texas 79409 Directed by In Cooperation with Texas Tech University Texas Education Agency College of Home Economics Department of Occupational Department of Education and Technology Home Economics Education Homemaking Education Lubbock, Texas Austin, Texas DESCRIPTION OF HOME ECONOMICS INSTRUCTIONAL MATERIALS CENTER The Home Economics Instructional Materials Center was established September 1, 1967, as a continuing project. It is a cooperative project between Homemaking Education in the Texas Education Agency, and the College of Home Economics, Home Economics Education Department, Texas Tech University at Lubbock, Texas. The instructional materials which are being developed at the Center are intended to assist teachers and coordinators in promoting and teaching home economics gainful employment programs or homemaking education. To provide a background of information for the establishment of the Home Economics Instructional Materials Center, a Planning Grant Project was approved by the Texas Education Agency for February 1through August 31, 1967. The major purposes of the Planning Grant Project were (1) to assemble and catalog an occupational reference library, (2) to develop procedural steps for preparation of instructional materials, and (3) to illustrate the first sequence of these steps, that is, to develop job analyses and to list competencies needed for employability of students. The present major objectives of the Home Economics Instructional Materials Center are (1) to develop instructional materials designed for use by students enrolled in cooperative part-time training programs and in pre- employment laboratory training programs in preparation for employment in occupations requiring home economics knowledge and skills, (2) develop materials in homemaking education, and (3) to develop at a later time materials designed for use in home and community service programs. Acknowledgement is given to: Mrs. Elizabeth F. Smith, Director, Homemaking Education, Texas Education Agency, who conceived the original plan for establishing the Center and continues to determine ways in which the Center can meet the needs of Homemaking Education in Texas. Dr. Camille G. Bell, Chairman, Department of Home Economics Education, who continues to serve in an advisory capacity. Linda Glosson, Acting Director Betty Robinson, Assistant Director Home Economics Instructional Home Economics Instructional Materials Center Materials Center iii ACKNOWLEDGMENTS This guide for CVAE Food Services, preparedby the Home Economics Instructional Materials Center at Texas Tech University, is the result ofthe combined efforts and ideas of many people, namely: Mrs. Sandra Honeycutt, Lubbock, Texas; Mrs. Bette Ramsey, Amarillo,Texas; and Miss Betty Sadberry, Fort Worth, Texas, CVAE Teachers, whospent a month at the Center helping with the writing of these materials. Mrs. Ann Spikes, Department of Food and Nutrition, Texas TechUniversity, who served as subject matter specialist in food services. Mrs. Virginia Thompson, Lubbock, Texas, who drew the illustrationsfor the instructional materials and designed thecover. Miss Gay Nell McGinnis, Mrs. Sharla Becton, Mrs. LyndaFerguson, Miss Vicki Reid, and Mrs. Rella Peterson, Graduate ResearchAssistants, Texas Tech University, Lubbock, Texas who helped with the developmentof this guide. iv PREFACE "Coordinated Vocational-Academic Education is designed for students with special learning needs. The program is fcr in-school youth possessing acedemic, socio-economic, or other handicaps which prevent them from succeeding in traditional educational endeavors. The program includes vocational instruction that provides opportunities of achieving a saleable vocational skill and modified academic instruction that provides basic knowledge in the fields of mathematics, science, English, and social studies. The dual-phase approach enables students enrolled to reach maximum personal development, including employment potential, within their abilities in the shortest possible time. The program must be supported by a specialized guidance and counselingprogram." "Coordinated vocational-academic education is designed for the following purposes: To provide students with education preparing them for gainful employment in jobs requiring semi-skilled knowledge and training. To prepare students, when feasible, for entry into a regular high school vocational program preparing for gainful employment. To provide students with an academic curriculum, that departs from traditional content and methods of teaching, at a level where students can succeed."' CVAE Food Services is designed for use in teaching the food servicephase of General Home and Community Services at the junior or seniorhigh school level or in teaching Commercial Food Services at the high school level. Although the materials were designed specifically for CVAE Programs, they should be equally useful to teachers of Pre-employment Laboratory Training Programs, Vocational Education for the Handicapped, Home Economics Cooperative Education, and adult vocational education programs. The following concepts are included: job opportunities in food services, equipment for commerical food production; sanitation; safety; receiving, storing, and issuing food and supplies; food production; and customer service techniques. The information included in this publication is presented in threesections. Section One is an overview for preparing teachers to teach CVAE students; suggestions for planning, teaching, and evaluating CVAE programs; and sug- gestions for using this guide. Section Two includes concepts and subconcepts in food services. Orientation to CVAE Food Services introduces the student to CVAE Food Services through displays and shows relationship of job op- portunities in Food Services and students' ability to perform necessary tasks in those jobs. lVocational Homemaking Education Program Standards. Revised May 1973. Austin, Texas: Texas Education Agency, 1973. p. 29. Ability to safely use andcare for equipment for commercial food produc- tion contributes to the student'semployability. Emphasis is placed on learning correct names of tools and equipmentand of parts essential in their operation. The student learns when touse each equipment, how to use it safely and correctly, how to care for it, andwhere to store it. Sanitation is an essential aspect ofany food service operatiw. The legal implications of sanitationare explained. The importance of personal sanitation is stressed. Procedures are given for sanitary preparation and storage of food andfor sanitizing physical facilities in the food service establishment. Sanitary dish washing proceduresare also detailed. The frequency of accidents caused byburns, cuts, and falls in food service establishments necessitatesa strong emphasis on safety. This unit stresses precautions for preventingaccidents, but also includes information on procedures