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1 Learn from Culinary Professionals Learn from Culinary Professionals Become skilled in commercial cooking, basic baking and pastry development. Become skilled in commercial cooking, basic baking and pastry development. Nationally certified through the National Restaurant Association. Nationally certified through the National Restaurant Association. call (315) for more information or visit call (315) for more information or visit

2 The Foodservice Industry Quality Foodservice Practices Culinary Safety The Professional Kitchen COURSE OUTLINE Culinary careers Professionalism Interviewing and orientation Training and evaluation Customer service Service styles Global cuisines The lodging industry Communication Learning to work together Marketing Purchasing Inventory Sanitation Kitchen safety Hazard analysis critical control points application Using standardized recipes Foodservice equipment Cooking methods Nutrition Cost control Restaurant design CERTIFICATIONS ProStart National Certificate of Achievement. Through partnerships with: Alfred State University Johnson and Whales University Paul Smith s College Schenectady County Community College SUNY Delhi POTENTIAL COLLEGE CREDIT EARNED Minimum: 4* Maximum: 9* CLASS ALUMNI WHERE ARE THEY NOW? * Amount of credit transferred dependent upon college, program of study, and performance in the Culinary and Hospitality program. Recent graduates have continued their education at: SUNY Alfred, Culinary Institute of America, Johnson and Wales, Paul Smith s College, and Mohawk Valley Community College. Others work in local restaurants including Crazy Otto s Empire Diner.

3 Culinary Hospitality (CUL) This program prepares students for a variety of careers in the culinary field. Skills taught include: basic cooking methods, techniques in food preparation, food presentation and serving techniques. Special emphasis is placed on good personal hygiene and becoming aware of industry standards. Stress is placed on following recipes accurately, using resources wisely and correct and safe food handling and storage. A successful clinical experience is required for students to obtain a Career /Technical endorsement for this program (Local/Regents Diploma only). Certification is not required for employment in many careers in culinary. Thoughts to Consider for Special Education Students Students with disabilities can be successful in Culinary. When considering placement, review the PLOPs: ( Present Levels of Performance) Academics: Is the student able to read basic sight words, and words such as those found in simplified recipes? Can the student interpret and follow basic picture guides or charts? Is the student able to use basic measurement for baking, including increments of cups, spoons, quarts etc? Does the student have potential to understand the career specific language of this program? Does the student have the potential to master multi-step tasks and execute them with minimal support? Does the student have adequate auditory processing skills to take in information and respond quickly? Does the student have memory and sequencing skills needed to learn the use of kitchen equipment and other commercial kitchen processes? Management: Is the student able to accept a series of directives and act on directives without frustration? Is the student able to interact with others in a positive manner? Is the student able to maintain good personal hygiene? Is the student able to accept feedback and improve performance based on that feedback? Is the student able to self-monitor and apply safety procedures while working in the kitchen? Does the student have tolerance for noise and a busy/fast paced atmosphere? Is the student able to transition quickly from one task to another? Acceptance and patience with simple, redundant/repetitive tasks? Physical: Does the student have average fine motor/gross motor/balance? Able to lift and handle hot pans etc? Does the student have the ability to stand for extended periods of time? Does the student have the ability to tolerate heat in a kitchen environment? Social: Is the student able to work independently with minimal support? Is the student able to work cooperatively and in pairs to complete a cooking project? Is the student able to speak in front of an audience? Is the student able to clearly communicate to others? What Level of Support Does the Student Require? Class size varies, but is sometimes up to 40 students (approximately), with 1-2 instructors. Instruction is done in large group, with a lecture/demonstration of content presented visually and orally. Hands-on cooking activities are done in the (lab)kitchen. Student is required to work collaboratively and cooperatively in small groups and in pairs with other students. The (lab) kitchen is a smaller area, which is separated from the classroom. Students must be aware of safety and able to work with limited line of vision and supervision from the instructors. Career Opportunities: Hotels Restaurants Health Care Facilities Fast Food Industries Transportation Industries Supermarkets

4 Skill Profiles for Culinary (CUL) KEY: The IMPACT each SKILL/COMPONENT will have on success in this program, relative to other CTC programs: 1= Low Impact- Minimal effect on safety/success-weakness has minimal impact; 2= Moderate Impact- Average skills and ability needed in this skill area. Deficits will have SOME effect on safety/success 3= High Impact- Strong Influence on safety/success; average strong skills needed/potential to develop this area further is helpful.

5 Analysis of Sample Reading Material- CUL Program These samples were provided by the instructor. An internet-based readability program was used to determine approximate grade level of the material. The following formulas were used, as they are the 2 most common. These scores are intended as samples of the reading and academic concepts required by this program. 1. The Flesch Reading Ease formula : A scale from 0 to can be understood by an average 5th grader can be understood by 8th and 9th grade students 0-30 can be understood by college graduates 2. The Flesch-Kincaid Grade Level : Indicates the average student in that grade level can read the text. For example, a score of 7.4 indicates that the text is understood by an average student in 7th grade. Passage 1: Culinary Essentials Years l and 2 Page 193 It is important that you learn how to hold foods properly. Foods are extremely susceptible to microorganism growth during holding. Here are general guidelines you can follow to ensure that food is held safely: Keep foods covered to reduce contamination. Take the internal food temperature regularly (a minimum of every two hours). Hold cooked foods at 140 degrees F or above. If the temperature drops below 140 degrees F reheat the food to 165 degrees F for 15 seconds. Hold it again at 140 degrees F. If the temperature drops below 140 degrees F for a second time, discard the food. Do not reheat it again. Flesch Reading Ease: 49 Flesch-Kincaid Grade Level: 10 Passage 2: Culinary Essentials Years l and 2 Page 345 Like baking, roasting, usually uses dry heat in a closed environment. Foods commonly roasted include meat and poultry. These foods are placed on top of a rack that is inside a pan. This allows air to circulate all the way around the food. In general, roasting involves longer cooking times than baking. Carryover cooking also applies to roasting. Remove roasted foods from the oven just before they reach the desired doneness. Remember to use a thermometer to check the internal temperature. The remaining heat will complete the cooking process. Roasting also differs from baking in that sometimes the outside of the food is seared, or quickly browned. Flesch Reading Ease: 70 Flesch-Kincaid Grade Level: 6 Typical Requirements for this Program Include: Ability to: perform multi-step directions, in a fast paced kitchen listen to verbal instructions and follow the steps given problem solve situations including previously taught concepts convert fractions, measurements, and other units of measurement read and understand basic recipes, cleaning and storage instructions. follow pictures, charts, and other guides perform redundant, routine tasks daily maintain safe and reliable behavior when out of teacher sight assume leadership roles, managing a team in a fast paced kitchen setting

6 CULINARY Integrated Academics Sample English Language Arts Objectives: research and write an essay detailing a specific job in food service and the education and training requirements. develop a job description and work schedule give a how-to speech demonstrating the proper cleaning and sanitizing of dishware, dinnerware and cookware, as well as, food preparation surfaces, and walls and floors in writing, develop personal and customer safety rules Sample Math Objectives: convert recipe yields from customary to metric units determine dollar value of inventory analyze the relationship between cost and sales to determine food cost percentage determine selling prices using food cost percentage, average check, contribution margin and straight mark-up pricing method Sample Technical Objectives: identify, describe and demonstrate the preparation of different types of fruit and vegetables demonstrate how -to mix and handle pie dough, quick bread ingredients, cake batters, yeast dough and sweet dough describe and demonstrate tableside preparation such as, carving meats and slicing desserts demonstrate how to prepare a variety of recipes using beef, seafood, fish, poultry and fowl Sample Science Objectives: describe and explain the food safety risks associated with meat and seafood use knowledge of lag time in microbial growth dynamics in food preparation to limit the spread of food-borne illness utilize protocols for cleaning and sanitizing food contact surfaces, equipment, utensils and storage areas know the recommended holding temperatures for soups, stocks, and sauces to reduce the risk of spoilage