Guide Sheet for completing the Culinary Arts Self-Study

Culinary Arts

Guide to help you find the answers to the self-study check list. This page corresponds to the Google Form you need to complete.

(Created because I can’t add links in Google forms.)

Standards and Curriculum

1. Appropriate CIP codes (Culinary Arts code is 12.0599) Link
2. Course description for each course in the CTE program of study Link
3. Curriculum maps, crosswalks, scope and sequence, course outlines, and other curriculum documents Link
4. Documentation of integrated and specialized credit THIS ONE DOES NOT APPLY. PLEASE DO NOT CHECK THIS BOX AND NOTE IT IN THE COMMENTS.
5. Demonstrated alignment to industry, academic, and CDOS standards (These are listed within the unit plans, and are linked on the curriculum page.) Link
6. Coursework satisfies requirement for Career & Financial Management, either integrated in the curriculum or taught as a stand-alone course (Again, this is listed on the curriculum page. It is traditionally done as a stand-alone class, but we sometimes have students who missed it. Those we allow to complete it as an independent study.) Link
7. Courses demonstrate rigor for college and career readiness (This is demonstrated by a combination of the coursework and curriculum; the certification exam; and the portfolio)
8. Foundational coursework leads to more advanced coursework in sequential courses within the CTE program (Found on the curriculum page as well as the course description page.)
9. Lessons in one course are not duplicated in other courses in the CTE program (The unit plans are not, but there is often times when lessons themselves do get duplicated for review. I would also say that with our transient population as well as the horrible attendance to avoid doing this would be impossible. Answering for the scope and sequence of the curriculum only, and you can check the box.)
10. Minimum of 3.5 credits are awarded; minimum of 4 credits are awarded for programs offering integrated academic credit ( course description page.)

Teacher Certification

1. All CTE teachers hold appropriate New York State teacher certification for the program in which they will teach. (We include copies of all teacher’s certifications from the appropriate departments with our application. These are also public knowledge so anyone can look them up at the NYSED website. We will have an updated listing of the teachers that will be added to the website and application, but we no longer add the physical or digital copies of the certification on the site.)
2. All teachers of academic content hold appropriate New York State teacher certification for the program in which they will teach. (Because we do not do integrated course work, we do not have to include these. The answers to the above question still applies to this one though.)
3. Staff delivering instruction in programs with certification, licensure, or registration by an external entity have acquired the necessary credentials. (All of our programs are more toward the academic side and less toward the technical. We do include any external certifications that people have, but it is not a requirement for any of our current programs.)
4. Professional development opportunities exist within the school district or BOCES for instructional, paraprofessional, and support staff to acquire and improve skills and knowledge related to instructional enhancement of the CTE program. (Our school has its own PD through SCSD. It also has PD through the Schenectady Teacher Center, Model Schools and other organizations and colleges (Though NYS will not approve all of those anymore.)

Technical Assessment

1. An appropriate industry standard technical assessment measures student proficiency in the technical field for the program. The ServeSafe and the Qualters Performance Assessment are both used as part of this sequence. The students must pass both to earn their certification.
2. The scheduling and administration of the technical assessment is appropriate. It is not required that the technical assessment be administered at the conclusion of the program. Both exams are typically given in the senior year in May.
3. The number of times a student may take a particular technical assessment is determined. (They can take it as many times as they like. It is given once per year.)
4. Existing laws and regulations related to administration of technical assessments are followed. (Both companies have agreed that if a student receives a modification through an IEP or 504 they are allowed said modification on the exam.)
5. A system is developed to collect student-level and program-level data on performance on the technical assessment. (All testing data is reported through Karmen McEvoy-Bush in the office of planning and accountability at the end of each year.)

Postsecondary Articulation

1. The postsecondary articulation agreement is designed to prepare students for the transition from high school study to postsecondary study in the career area of the program seeking approval. (This is included within the application to State ED. It is also updated yearly and on file in the planning and accountability office. We are currently in negotiations with SCCC and SCSD about how this will all look in the future. There are currently some proposed changes that will hurt our students.)
2. The agreement that has been obtained offers direct benefits to students in the program seeking approval. (Currently students take CHS classes for free, and students achieving a grade of at least a “B” get a transcript from SCCC.)
3. The agreement includes prerequisite skills, knowledge, or coursework required of students to participate in the agreement (Our agreement with SCCC does not include that since they leave it up the SHS to determine these things.)
4. The agreement includes roles and responsibilities of each institution (This is outlined in the PDF of our original agreement. The updated letter that is done each year only lists the classes and instructors, including non-CTE courses.)
5. The agreement includes duration of the agreement (Both letters specify this.)
6. The agreement includes endorsement by officials of each institution (It does.)
7. Signed articulation agreements are on file within the school district or BOCES. (They are.)

Work-based Learning

1. The school and the employer cooperatively plan all work experiences. (They do. Sometimes it is classroom teachers, sometimes support people, and sometimes administration.)
2. Work-based learning coordinators are appropriately certified. (Laura Macey is the CEIP coordinator for SCLA)
3. Work-based learning experiences are provided for students with disabilities. (They are, including the LSI and ASU classes.)
4. The school complies with federal and state labor laws and the NYS Department of Labor regulations and guidelines. (Of course we do.)
5. Work-based learning experiences are relevant to the program. (Students work various catering events during and after school hours. There is a strong partnership with Whitsons Food Service (Our districts food service provider.)
6. The school complies with Commissioner’s Regulations and NYSED policy where credit towards graduation is being awarded. (We do through the office of planning and accountability.)

Employability Profile

1. An employability profile is developed for the program. (This can best be shown by our workshop from our earlier advisory board meeting.)
2. A profile of achievement is developed for each student in the program and is maintained in accordance with records and retention policies of the school district/BOCES. (This is our transcripts as well as our testing data records.)
3. The profile of student achievement is reviewed and updated on a continuous basis by the student and the appropriate program/guidance personnel. (It is through yearly meetings.)
4. The work skills to be mastered by students with disabilities should be aligned with the student’s Individualized Education Program (IEP). (Of course they are.)