Baking and Pastry Arts Self-Study

Baking and Pastry Arts Self-Study

Self Study Questionnaire

Background Data - Part I should be completed by the individual(s) most familiar with the overall curricula and the instructional delivery system of the school district.

1. Attach a copy of the program of study or course selection guide.

2015-2016 Course Book (Will be replaced with the new book as soon as it comes out. The changes can be viewed on the website here.)

2. Describe how the school provides a carefully planned curriculum consistent with its mission and which reflects the needs of students, community, business/industry and reform initiatives.

The mission of Steinmetz Career & Leadership Academy, a diverse academic, career and technical education program, is to graduate students with a foundation which balances academic and career opportunities that promote leadership, responsibility, and teamwork through lifelong learning characterized by:

· Challenging Curriculum

· 21^st Century Skills

· CTE Approved Programs

· Strong Community Relations

All curriculum is developed and aligned with NYS standards, 21^st Century Standards and Learning Goals. The Baking and Pastry Arts program is structured to meet the needs of the students to obtain their certification in Baking and Pastry Arts through the NOCTI exam as well as getting the ServSafe certification.

3. Explain how the curriculum delivery model is organized (e.g., department, team, house, cluster, and academy).

The courses offered for this program are available through the Culinary Arts Department and are open to all students at Steinmetz Career and Leadership Academy as well as students from Schenectady High School. The courses are taught by qualified Family and Consumer Science Teachers.

4. Indicate the types of programs offered (e.g., academic, technical, college preparatory, general, electives).

There are a variety of programs offered to meet the needs of the students. Students must include core academics in their high school education and they may choose a variety of options to enhance their education. These choices include but are not limited to technical classes, industry certification, College in High School credits and college prep courses with articulation agreements.

7. Describe the instructional material selection procedures (e.g., texts, software, commercially prepared materials).

Staff is provided budgetary amounts that they can purchase items at their discretion. Instructional material is purchased to replace old, follow trends and prepare students for success in the chosen career pathway. The Advisory Board assists the staff with industry trends for purchase considerations.

8. Describe and list affiliation and/or articulation agreements.

We currently have an articulation agreement with Schenectady County Community College. Students who successfully pass the ProStart Culinary class receive 2 credits from SCCC that are transcripted.

9. Indicate the average numbers of classes for which teachers are responsible.

Teacher are responsible for five (5) classes.

10. Indicate the average numbers of preparations for which teachers are responsible.

Teachers in this program are responsible for 3-5 preparations

11. Describe the school’s grading policy.

The school grading policy is based upon 4 quarters and a final exam. Interims are sent home at the 5^th week of each quarter.

The grading policy is based on a point system using numerical grades as follows:

Additionally our district has a research based grading policy that is a little more theoretical in nature. It is less about the ‘what’ and ‘how’, and more about the ‘why’. That can be found here attached.

12. Describe the student attendance policy.

Every student has a right to educational opportunities that will help develop his or her fullest potential. Regular attendance maximizes the student's interaction with his or her teachers and peers, contributes to increased academic achievement and is a prime factor in school success.

Successful implementation of any attendance policy requires cooperation among all members of the educational community, including parents, students, teachers, administrators, and support staff.

Good attendance, along with good instruction, enables a student to:

Under the New York State Education Law, parents are responsible for the regular attendance of their children.

13. Describe the following: graduation requirements, promotion requirements and/or retention policies.

A student must fulfill all diploma and test requirements to receive a diploma. To earn a diploma, students must earn the following:

English 4 units

Social Studies 4 units

Math 3 units

Science 3 units

Health ½ unit

Art/Music/DDP 1 unit

Foreign Language 1 unit

Physical education 2 units

Sequence, Course and Electives 3.5 units

Total 22 credits

A minimum of 5 points is required each school year to move up to the next grade

Students who are otherwise eligible to receive a high school diploma in June 2015 and thereafter must take and pass four required Regents Exams or Department-approved alternative assessments (one in each of the following subjects: English, math, science, and social studies) and either pass a comparably rigorous assessment for a fifth required exam, or in lieu of a fifth exam, complete the requirements to earn the CDOS Commencement Credential. Students may meet the fifth assessment required for graduation by passing a Department-Approved Pathway Assessment in Career and Technical Education (CTE) following successful completion of a CTE program approved pursuant to §100.5(d)(6) of Commissioner’s regulations. The following assessments and cut score requirements have been approved for use as Department-Approved Pathway Assessments in CTE.

NOCTI Retail Commercial Baking 4010 (Written Cut Score 56.9; Performance Cut Score 82.8) Student must pass both parts of either exam at the above cuts to count as a single Regents Equivalent.

14. Describe the philosophy, process and/or procedures utilized in the development of the master schedule. Please include the student course selection process, development of the master schedule and resolution of scheduling conflicts.

Students meet annually with a guidance counselor to discuss the specific graduation requirements and the student’s career goals. Once the courses are selected they are inputted by the Guidance Counselors into the SCSD master system called Infinite Campus. The master schedule is then produced and conflicts are resolved manually by the Guidance Counselors. The philosophy will remain the same though some procedures and details might change.

15. Describe the school's procedures for monitoring student progress (e.g., deficiency reporting, grade reporting, competency reporting).

Students receive an Interim Progress Report halfway through the quarter (approximately 10 weeks). The progress is entered into the Infinite Campus system by the teachers and mailed to the parents. Parents that have registered for the Parent Portal also receive real time updates instantly.

Student progress is also tracked by the student’s team of teachers Interventions are set with students throughout the quarter to touch base with students deemed at risk for failing and/or underachieving.

Students and parents may also monitor the Student/Parent Portal. Student/Parent Portal allows parents and students to view teacher grade books, attendance and discipline information.

16. Describe the school's homework policy.

The school has no official homework policy. It is at the discretion of the individual teacher.

17. Describe the school's response to educational reform initiatives and explain how it has affected or will affect the instructional delivery system.

The District Administration and the Teacher’s Union have been proactive in response to educational reform. Our building has been working with the NYU-Technical Assistance Center on Disproportionality to examine our discipline procedures and policies.

We have also been working on professional development on cognitive coaching including a building wide book study of “Teach Like a Pirate”. This followed a previous book study and PD on the district level centered around “Teach Like a Champion”.

At the highschool level we have been using the Power of Peace. This is a Student Leadership and anti-bullying program. We also work with the Anti-Defamation League Program, “Be an Ally”. We also have a Peer Mediation Program and Restorative Circles Initiative (targeting students attendance improvement).

We have also been at the forefront of teaching students with trauma, and are a trauma sensitive school. Some initiatives around this at SCLA are our "Zen Den" and mindfulness in the classroom. The "Zen Den" is a room within the school that students can go to in order to recenter themselves to learn. Similarly, the mindfulness allows students to get into the right mindset to learn.

The SCSD and SFT have worked together to come up with numerous APPR plans and revisions as the rules have changed in very fluid ways. Many of these top-down reforms from NYSED and the Federal Department of Education have had very detrimental effects on the students in our programs. Additionally the persistent underfunding of the Schenectady City School district by New York to the tune of over 50 million dollars each year has eroded our programs and opportunities for students in very serious ways.

18. Describe the school’s curriculum development process.

The Director of Instructional Support oversees all curriculum development. In addition, there is a new Council on Professional Practices and Growth, replacing the old curriculum committees, made up of the Director of Instructional Support, elementary and secondary level teachers and administrators and district-wide administrators chosen collaboratively by the President of the SFT and the Director of Instructional Support. This committee meets monthly and on an as needed basis to ensure a continuous improvement and development of curriculum in the School District. All curriculum is developed in accordance with the New York State Standards and other appropriate measurements.

Within the Culinary Arts program I use the NYS curriculum guides and the college syllabus. Classes are derived from National Restaurant Association and the Culinary Institutes of America curriculum. From these, the family and consumer science department develops UBD unit plans that are mapped to CC and other appropriate standards. From these unit plans, lesson plans are developed based on the individualized needs of the students within the classes.

19. Describe the level of budgetary support of the curriculum development process.

The process of supporting the curriculum development initiatives is recognized as a critical process in the overall development of student program offerings and achievement. This area is given the full support of the District Administration as well as the School Board.

20. Describe the school’s equipment replacement and modernization plan which includes physical plant considerations.

Infrastructure renovations in present facilities are regularly assessed and include compliance with state and ADA codes, as well as upgrades such as heating, ventilation, air conditioning, replacement of furniture and flooring.

Upkeep and purchasing of new equipment occurs every year in the Culinary Arts lab and classroom

21. Provide the school’s educational technology plan.

Technology Plan 2013-2016

22. Explain how adequate time is provided to ensure that an integrated program is ensured and that program objectives are met in the following areas: applied academics, technical education, student services, special education, student support services, student activities, English as a second language, and bilingual education.

Though we do not offer any integrated classes as the state defines them, we do have SPED and could have ELL students integrated within our CTE classes at any time. Students are provided with many after school programs to ensure that program objectives are met. ESL and Special Ed Students are integrated into classes where teachers apply multiple teaching techniques to reach a diversified student body.

23. Explain how the school encourages innovative and experimental programs designed to serve the needs of students and to contribute to the school’s stated mission.

The plan reflects changes in philosophy as well as programming changes and new initiatives, organizational and structural changes, increased resources and supports, increased staffing and enhanced professional development. The whole district is also in the midst of restructuring its elementary and middle schools which will have a ripple effect on the High School Programs.

Major education strategies include developing:

To Improve the School Environment and Student Behavior:

24. Explain how Individual Education Plans are implemented and maintained on file for each special needs student.

II. Educational Program: Self-Study Narrative - Part II must be completed by each department within the school responsible for curriculum and the delivery of instruction. That includes, but is not limited to, technical, academic, bilingual, special education, and other or unique programs.

Curriculum

1. Describe the school’s technology plan and explain how it is consistent with the school’s mission and curriculum.

2. Describe how the Program Advisory Committee is effectively utilized to recommend program modifications based on changing technology; assist with the development of an equipment acquisition plan; assist in the development of the educational technology plan; review both the technical and academic curricula and communicate recommendations to the appropriate authority.

The Culinary Arts Advisory committee meets three times during the school year. The committee is committed to achieving all of the objectives required to ensure the program’s success.

4. Describe how advisory committee minutes are developed and maintained.

Minutes will be maintained by the scribe of the advisory committee. A section of the CTE website includes the minutes.

5. Explain how the program design ensures that every student, regardless of gender, race, ethnicity and disabling condition is offered a quality education.

The academic portions of the Culinary Arts Program combine the skills needed to function independently in the workplace through a curriculum designed to align with the current NYS Learning Standards. This provides all students with the skills necessary to be successful in the workforce. Guidance and special education personnel work closely with the faculty to ensure students are placed in programs appropriate to their interests and ability. Special education staff meets frequently with teachers to monitor student progress, make modifications and to provide assistance to students and staff when necessary. Resources are available to meet students’ individual needs regardless of their gender, race, ethnicity, or handicapping condition.

6. Describe the process used to devise, update and revise or modify scope and sequences for your program.

The Culinary Arts teacher will seek continuous improvement by modifying the scope, sequence and levels of curriculum to meet the needs of the population. The advisory committee will make recommendations on the curriculum to meet industry and business standards. Updates, revisions, and modifications will be done in a like manner and with input from the advisory committee.

7. Explain how your curriculum design creates opportunities for students to understand educational expectations, to receive recognition for achievement, and guidance to improve performance.

The Culinary Arts program will provide clear and concise expectations to all students.

Course Content to the extent possible, is available online.

During opening days of school students will be provided with the following:

These expectations are further reinforced through timely meetings between teacher, student, guidance counselor, social worker and psychologist.

The Culinary Arts program will provide students with the opportunity to receive accolades for their achievement on a daily basis. The utilization of interpersonal communication skills between teacher and student will foster an environment that allows for verbal, non-verbal and written feedback concerning student performance. The feedback is delivered individually, in small groups and to the class as a whole. Further recognition of achievement is given by:

The culinary arts program will also provide ample guidance for the improvement of student performance. Students will receive constructive reviews of their performance. This feedback will be delivered in a tactful and efficient manner that boosters student confidence as they continue to progress in the proper direction. Additional reinforcement will be provided by:

Additionally the main pathway classes of Intermediate Culinary Arts and ProStart Culinary Arts have student leadership built into the classes. Within the Intermediate Culinary Arts/ProStart Culinary Arts class, the students run the class like a company, or multiple companies and complete manufacturing orders in the class. These student supervisors run the business, and in turn help to grade their employees. The employees help to grade their ‘bosses’. The students are allowed and encouraged to move to different jobs. Advance Culinary Arts class will have a similar setup with students taking turns to be foreman for each facet of the job. Each student has to lead some part. Additionally student are encouraged to participate in the advisory board. They are also encouraged to stay involved even after graduation.

8. Describe the competency based system utilized and how it is built upon clearly defined duties and/or tasks.

We will utilize and align the NYS Standard competencies with the curriculum to clearly define duties and/or tasks.

9. Describe how you, as a department, provide for expected student outcomes through your instructional design.

The culinary arts program utilizes the following learning outcomes when creating instructional design:

10. Describe how co-curricular activities within your program are provided to enhance students’ leadership, self-esteem and career awareness.

Students enrolled in the Culinary Arts Program are encouraged to help facilitate and cater the school events that happen during the year. This includes things that happen on campus during the school day such as the Career Fair held in the Gym and our back bus loop; on campus after school events such as our Awards Night; and off campus on weekends such as Moonlight Serenade event and the Schenectady Educational Foundation Gala. Additionally, students have the opportunity to participate on various job shadows and career focused field trips throughout the year.

11. Describe how your instructional program is designed to meet the licensure or certification requirements.

The culinary arts department is designed to meet the competencies aligned with the National Restaurant Association Educational Foundation certification Exam. Additionally all students in the Culinary arts program have the opportunity to earn their ServSafe certification. Students are required to take the certification exam at the completion of the program.

12. Describe procedures used in your program to promote student participation in school-to-work and cooperative work experiences. (Refer to I.6.)

Students are strongly encouraged to participate in school-to-work and cooperative work experiences. Students participate in annual Job Shadow Events, Experience your Future Day and participate in school wide and district wide events and Career Internship and Exploration Program

13. Explain those affiliations and/or articulation (i.e., Tech Prep) agreements appropriate to your program.

We have an articulation agreement with Schenectady County Community College. Students who successfully pass the ProStart Culinary class receive 2 credits from SCCC that are transcripted.

Instruction

14. Explain how the design of your instructional program reflects the mission of the school.

By offering students real world experiences and exposure to the computer aided manufacturing world students are given the opportunity to become responsible members of society through a system characterized by those defined in the school district’s mission.

15. Describe the strategies used within your program which provide for the integration of academic and technical instruction.

Below are the strategies used to provide for the integration of academic and technical instructions:

Help students to prepare for learning.

Establish the importance of the topic and the connection to what has been previously learned. Help the student to use prior knowledge about the topic through such questions as What do I already know about the topic?, What do I need to learn?, How does what I will learn relate to what I already know?, What is important about what I will learn?

Help students to organize learning. Show connections among new ideas and prior knowledge, and show how the new knowledge is organized and how parts are related. Call attention to key concepts and issues, and ask students to elaborate on what they are doing.

Help students to control their own learning. Assist students in acquiring the capability to plan their own activity, reflect on their performance, monitor success or failure, alter responses, and take corrective action. Help students to become aware of factors that affect their own thinking, and to take control of their own thinking. Have students identify what they already know and what they need to know. Have students identify the assumptions that they are making, and engage students in self-questioning. Have students determine what cues to look for, and how to tell if a task is satisfactorily completed.

Help students to attach meaning. Ask "why" questions; have students organize what they know into structures. Have students explain differences between their initial ideas and what actually happened, and to compare their explanations with formal explanations. Have students identify and compare their own problem-solving processes with those of an expert, or another student. Have students integrate their ideas into a body of prior knowledge. Encourage generalizations to other situations.

Help students to use learning. Relate what they already know to the to-be-learned information; ask students to go beyond the immediate problem originally addressed to solve related problems. Move in a series of steps to problems that are different from the first problem. Include activities requiring students to use new ideas in multiple contexts. Use the same learning to develop new ideas; have students construct solutions to new problems by recalling concepts previously learned.

16. Describe how teachers are fully utilizing available technology in their planning, teaching, and data collection, analysis and reporting.

Teachers utilize the following techniques:

17. Explain how the application of computers is integrated within your instructional program.

There are many opportunities to integrate technology into the instructional program by providing opportunities for students to use hardware and software for classroom learning experiences. Some examples include the following:

18. Explain how the learning resources required to implement your instructional program are made available to and utilized by you.

Learning resources are made available through a variety of methods including funding for textbooks and other resource materials through various grant programs.

19. Describe how you demonstrate creativity and initiative and utilize a variety of resources in the delivery of your instructional program.

A variety of resources are utilized to reach students at various levels of learning as well as on multiple intelligence levels. Integrating real world projects into the curriculum for the Culinary Arts Program is the best way to accomplish this.

20. Explain how instructional materials are developed to address a variety of learning styles and ability levels.

Instructional materials are developed with an emphasis on developing the skills necessary to create meaningful hands-on projects that builds on the skills learned. When presenting information a variety of techniques are utilized to insure that student needs will be addressed based on their learning styles. The learning styles considered as follows:

21. Where applicable, explain how you provide safety instruction, instruction in hazardous chemical awareness, and written and applied safety testing.

A key part of the curriculum of the baking and pastry arts is for the students to earn their ServSafe Certification which is good for 5 years. (Through National Restaurant Associaiton) Students are also ‘checked out’ on any tools or equipment that they might use in all classes before they use them.

22. Explain how you utilize IEPs or /504 Plans to maximize students’ success in your program.

The teachers work closely with the Special Ed teachers to insure that the IEPs or 504 Plans are being utilized and that the student is realizing the benefits from the modifications.

Evaluation

23. Explain the student assessment measures you have established to measure the attainment of expected performance levels in your program.

A variety of methods are utilized including student self-assessment, peer-to-peer evaluations, teachers developed tests, textbook exams, industry certification exams, performance-based activities and standardized tests. In addition, an employability profile is maintained for each student with the attainment of key skills and abilities noted.

24. Explain what measures you have instituted regarding the evaluation of student performance and how they are reviewed periodically to measure student achievement, design curriculum improvement strategies, and improve teaching and learning.

Benchmarks for student achievement and continuous improvement are established to ensure that measured learning is increased year over year. This is done by enhancing the curriculum and teaching techniques each year to improve results.

25. Describe the process you use to review your program(s) to guarantee effective program design.

The program is reviewed annually by the teachers, school and principals, the department coordinator and the Advisory committee.

26. If your state requires high stakes tests, report the testing program score results since the last decennial visit by year, by educational program and by subject area. Indicate how those results impacted the school’s educational program to improve the effectiveness of teaching and learning.

Applied Technology Centers have student populations that are not recorded by state high stake testing programs. That, however, does not excuse the Center from having an assessment program of its own which measures the effectiveness of teaching and learning.

27. In detail, describe how your school assesses the effectiveness of teaching and learning. Provide evidence that your school has implemented an assessment program designed to measure the effectiveness of teaching and learning in all educational program areas.

28. Describe the methods/types of assessments and the sources of data used by the school to determine the attainment of student academic and technical achievement.

29. Explain how the school currently evaluates its assessment program and list any possible changes for the future. Give timelines for such changes.

The school evaluates its assessment program through the analysis of the results achieved through standardized testing including the Regents Exams. These results are matched to teacher focused assessments and modifications are made as necessary.

The school has recently begun utilizing and training teachers on PerformancePlus as a way to evaluate its assessment program. This has allowed core content areas to give common assessment on a regular basis.

30. Explain the process utilized to communicate assessment results to parents, community members, teachers and governing boards.

The district’s current parent portal is called the Parent Portal enables parents to get daily access to their children’s school information including attendance records, grades, class work, discipline referrals, teacher contact information and more from their home computers. Students may also access the data through Parent Portal.

The district website as well as individual teacher websites are available to communicate information and results of assessments to parents.

In addition, the teachers utilize a variety of methods to communicate assessment results, including, AIS notification, CSE reports, interim reports, report cards, phone calls, email and letters home to parents. The PerformancePlus system allows teachers to access student test data

31. Describe how assessment results have been used to systematically improve teaching and learning. Cite examples of changes that have been made in curriculum and instruction in the last three years due to analysis of student and school performance data.

32. Indicate who is responsible for ensuring that assessment results and data sources are organized, analyzed, interpreted, reported and utilized in the evaluation of curriculum and instruction.

There is a curriculum review committee that is charged with continuous improvement of curriculum to match assessment results. This committee utilizes data from a variety of sources to analyze and interpret the impact that the curriculum has on the results.

Communication

33. Describe parental involvement in the IEP team process.

Parents are included in the initial process as well as the ongoing evaluation of the student.

34. Explain what measures are taken to insure that parents understand the program developed by the IEP process.

The special education teachers work closely with the parents and other interested parties to ensure that they fully understand the program being administered for his or her child.

III. Follow-up to Previous Evaluations - Part III must be completed by each department within the school responsible for curriculum and the delivery of instruction. That includes, but is not limited to, technical, academic, bilingual, special education, and other or unique programs.

1. Describe changes in your curriculum and instruction over the last three years and the rationale prompting those changes, i.e., previous accreditation evaluations, state educational agency reports, legislation, state or local assessments of teaching and learning effectiveness, follow-up studies, needs assessments, advisory committee recommendations, etc. (Specify the source of the impetus for change.)

The former curriculum has been replaced with the new curriculum to incorporate the Common Core Standards. Students demonstrate a progressively deeper learning using real-life scenarios integrated with math, literacy, technology and the 21^st century skills. Students apply what is known to the unknown. Students are prepared for more problem-based questions used in the industry or college.

The Baking and Pastry Arts proposed courses are

Introduction to Culinary Arts (1 credit)

Intermediate Culinary Arts (1 credit)

Advanced Culinary Arts (1 credit)

Baking and Pastry Arts (1 credit)

Career Exploration Internship Program/ Senior Seminar (1/2 to 1 credit)

Additionally, all students enrolled in the Culinary Arts program are also required to take the following classes:

Career and Financial Management (½ credit)

At the conclusion of their ProStart class, the students complete the National Restaurant Association written and performance assessment.

2. Describe any recommendations of more than three years standing resulting from accreditation evaluations that have not been implemented and indicate the rationale for those decisions.

Not Applicable

IV. School Initiatives - Part IV must be completed by each department within the school responsible for curriculum and the delivery of instruction. That includes, but is not limited to, technical, academic, bilingual, special education, and other or unique programs. Additionally, Part IV should be completed by the individual(s) most familiar with the overall curricula and the instructional delivery system of the school district. This should be written from a systemic and summative perspective.

Identify any existing or planned program restructuring or other reform initiatives which have implications for the curriculum. Describe the implications for curriculum and/or instruction for each of these initiatives and provide timelines for the changes.

The plan reflects changes in philosophy as well as programming changes and new initiatives, organizational and structural changes, increased resources and supports, increased staffing and enhanced professional development. The whole district is also in the midst of restructuring its elementary and middle schools which will have a ripple effect on the High School Programs

Major education strategies include developing:

To Improve the School Environment and Student Behavior:

Employment Strategies:

V. Summary - Part V must be completed by the individual who answered the self-study questionnaire under Roman Numeral I and by each department within the school responsible for curriculum and the delivery of instruction who responded to the self-study questionnaire Roman Numeral II, III and IV. That includes, but is not limited to, technical, academic, bilingual, special education, and other or unique programs. Additionally, Part V should be completed by the individual(s) most familiar with the overall curricula and the instructional delivery system of the school district. This summary should be written from a systemic and summative perspective.

1. Strengths/Commendations

List and prioritize major strengths or areas that warrant commendations with regard to this standard. Identify efforts which will be expended to maintain these.

2. Concerns/Problems to be Addressed

List the major concerns, needs or problems that have been identified in the questionnaire.

3. Recommendations to Resolve Concerns/Problems

List and prioritize major recommendations to address the identified needs, concerns or problems as they relate to maintaining strengths and addressing concerns.

4. Adherence to the Standard

VI. Materials for Accreditation Team

Program of Studies for the current school year

Teacher Handbook

Student Handbook

School Brochure/Pamphlets/Flyers

Competency based curriculum

Vocational Technical Task Listings

Scope and Sequences/Course Outlines

Competency Lists

Master Schedule

Faculty Contracts

Advisory Committee Agendas and Minutes

Advisory Committee Attendance Record by Program

System wide Assessment Batteries

School Technology Plan