Career and Technical Education Program of Study Application (Perkins Eligible)2012 Version

Transcription

1 Department of Office of Educational Improvement and Innovation Public Service Building 255 Capitol Street NE Salem, OR Fax Oregon Department of Community Colleges and Workforce Development Public Service Building 255 Capitol Street NE Salem, OR Fax Career and Technical Education Program of Study Application (Perkins Eligible)2012 Version Directions please enter information into ALL the fields in this application. application, contact Ron Dodge , (If you have technical problems with this (For detailed information on how to complete this application consult the Guide to Using the Oregon CTE Program of Study Application 2012, available at CTE POS Title: Career Area: Cluster Area: Focus Area (if applicable): Culinary Business and Management Hospitality and Tourism Restaurants, Food and Beverage Services Secondary CIP Code: (Link to CIP website) Community College CIP Code: (Link to CIP website) Strand Code (Link to Strand code list) 211 Secondary School Name: Secondary School District: Tualatin High School Tigard Tualatin School District Secondary School ID Number: 1301 Secondary teacher: Teacher CTE Endorsement: Heidi Larson Hospitality and Tourism Secondary/Post-secondary CTE POS Visual/Pathway Map Hyperlink: (or include a file copy of visual in Addendum B) 0Ai61ZEn3SbtzdGdqcWRSZFVIM3dHVW0xal hcafqwu2c&hl=en_us#gid=0 No link, but secondary/post-secondary visual included in Addendum B

2 Community College Name: College Point of Contact: Community College CTE Program Title: Community College Award: Mt Hood Community College Courtland Carrier/Mark Wreath Hospitality and Tourism Management - Culinary/Catering Associate of Applied Sciences Community College CTE POS Visual/Pathway Map Hyperlink: (if different than visual link in secondary section above) 6 No link, but secondary/post-secondary visual included in Addendum B Regional Coordinator/Contact: Lynn Wilson-Dean CTE Teacher: Submit complete electronic application materials to your CTE Regional Coordinator. Regional Coordinator: application and addenda to this mailbox-- POS.Application@state.or.us), or follow an alternative process described in Step 8 of the Submission Process on the last page of this application.

3 CTE POS Course Lists Secondary Directions Please list below the CTE Program of Study Secondary Courses in which the instructor will: Teach with intent and purpose the CTE POS knowledge and skills identified in the CTE POS Skill Set Assess and record student achievement of those standards Note: Additional CTE courses may be listed (and supported with Perkins funds) if they support the identified skill set; but do not mark those as TSA Required Secondary Core CTE Courses (Please be complete; this information will be entered into the CTE Program Update database and all fields are required) TSA* Required School Course # Secondary Course Name # of Credit s 5-digit NCES Code Course Description (brief) (boxes below will expand) Articulating College (if applicable) College Course # College Course Name Yes 16056A Culinary Arts I Culinary Arts I makes up a two-year school-tocareer program, which may lead to certification by the National Restaurant Association. This is the introductory course to culinary arts. Students will study nutrition, career management, sanitation and safety practices, food preparation and service, and management and marketing strategies. Students will work in labs to create food that meets culinary standards No articulation until Culinary II is completed. Yes 16056B Culinary Arts II This is the second course in the ProStart program in a series of four. Prostart is a curriculum written by the National Restaurant Association. Major industry segments such as travel, food and beverage, and hospitality careers will be explored. The major emphasis of the course is communication skills, career management, sanitation and safety practices, food preparation and service, and marketing strategies If TSA is passed then students can receive MHCC Credit HT 105 Catering, Restaurant and Food Management: Concept to Customers (4 credits) Yes 16056C Culinary Arts III In this course students will get hands on experience in the world of culinary arts. Students will participate in an internship if they choose, and work in the student run enterprise. Students will develop menus, plan, implement and operate a lunch cafe open to staff and students. Students will continue studies in food service management and prearation. College credit is available after the completion of Culinary IV No articulation until Culinary III is completed.

4 Yes 16056D Culinary Arts IV This is the final course offered in the ProStart Hospitality curriculum. In this course students will gets hands on experience in the world of culinary arts. Students will manage and operate the Lunch Café. Students will prepare their career pathway. If TSA is passed then students can receive MHCC Credit. HT 236 WEHT280 ABC CO-OP Culinary Arts Meal Planning and Preparation(4 credits) Internship (1-3 credits) *TSA required Technical Skill Assessment required course required courses that, when completed, trigger TSA assessment eligibility for the student

5 CTE POS Course Lists Post-Secondary Post-secondary Core CTE Courses: List all courses that complete the delivery of the identified Skill Set these courses should be included in the Course/Skill Set crosswalk matrix Name of Certificate or Degree Program: Hospitality and Tourism: Culinary and Catering - Mt Hood Com Coll. Degree or Certificate: Associate of Applied Sciences College Course # Post-Secondary Course Name Number of Credits *College Now? HT 105 Catering, Restaurant and Food Management: Concept to Customers 4 CN HT 108 Introduction to the Hospitality and Tourism Industry 4 HT 112 Essential Etiquette for Business and Hospitality 2 HT 234 Sanitation and Safety 2 HT 140 Travel and Tourism Geography 3 MTH 065 Beginning Algebra II (or higher) 4 HT 141 Customer Service Management 3 HT 236 Culinary Arts: Meal Planning and Preparation 4 CN HT 107 Introduction to Leisure Recreation Management 3 HT 181 Computer Applications in the Hospitality Industry 3 HT 133 Convention and Meetings Management 3 WR 121 English Composition (or WR Workplace Communications I) 3-4

6 HT 229 Beverage Management: Alcoholic and Non-Alcoholic Beverages 2 HT 237 Culinary Arts: Restaurant and Banquet Operations 4 WR 122 English Composition: Critical Thinking (or SP 111, 112, 115 or BA 205) 3-4 WEHT280ABC COOP Internship 3 CN * CN = College Now course identification as College Now (or articulated courses) Course-to-Skill Set Crosswalk/Matrix Please use the Excel spreadsheet posted online at ( (or use one you ve created locally) to crosswalk the identified skill set to the listed secondary and post-secondary courses. You may use the same matrix for both secondary and post-secondary courses. It is only required to map courses to the standards (Knowledge and Skill Statements); it is not necessary to map the performance indicators, duties, or tasks. Be sure to identify the selected skill set in your matrix. If your selected skill set is not from the Oregon Skill Sets website, please identify its origin and how it was industry validated. Secondary: (check this box to indicate secondary course-to-skills crosswalk is complete and attached) Post-secondary: (check this box to indicate post-secondary course-to-skills crosswalk is complete and attached)

7 Standards and Content are the foundational elements for designing Perkins-eligible Programs of Study Element 1: Standards & Content This POS design includes: x A. Relevant, rigorous technical skill standards-based content, including or aligned with challenging academic standards x B. Shared secondary and post-secondary technical content which incorporates the knowledge and skills identified in the Oregon Skill Sets or other industry-based standards, which are validated through national and state employer input x C. Sufficient size, scope and sequence to include curriculum and instruction leading to student attainment of academic and technical knowledge and skills for high school graduation, college entry, and careers within high wage, high demand fields x D. A systemic approach to instructional delivery of academic and technical knowledge and skills where student performance is demonstrated through valid and reliable technical skill assessments (TSA) aligned to industry standards x E. A program design and instructional delivery plan that provide the opportunity for each CTE POS student to: x Meet diploma requirements, post-secondary entry requirements, and/or certificate/degree requirements x Demonstrate mastery of academic and technical content that is aligned with industry standards x Apply learning through authentic experiences x Develop skills and build confidence to compete in high wage, and/or high demand occupations. Directions for using the Comment box Expandable space is provided for comments. This Box is intended for explanations for missing checks above, or notes regarding program strengths worth consideration during POS review. If you already have documents or files that do this more quickly, simply attach those documents or files to this application in the appropriate Addendum folder. (Consult the Guide to Using the Oregon CTE Program of Study Application 2012, for more details.) Please address these questions through your comments in Element 1 Comment Box below (or attach documentation in an appropriately identified file/folder): Address any unchecked box above Explain how this POS is aligned with challenging academic standards at the HS and CC levels Identify those who participated in the decision of which skill set to use for this POS Who participated in the crosswalk of the skill sets to HS and CC courses Element 1 Comment Box: Tualatin High School Culinary Arts program uses the ProStart Curriculum, Foundations of Restaurant Management. The curriculum is extremely rigorous and provides students with diverse opportunities to experience the Hospitality Industry. Our curriculum is aligned with the Oregon Skill Sets as well Mt. Hood Community College s (MHCC) Hospitality Program, where the students can earn college credit and continue their studies in post-secondary opportunities. While many people view the hospitality industry as a low-wage career, it is one of my goals as an educator to help students learn about the potential and the diversity of career experiences in the hospitality industry. Fortunately, Tualatin High School has many parents who work in high-wage careers in the hospitality industry and who are willing to come in and share their experiences with my students. The ProStart curriculum studies many different parts of the industry to expose students to the diverse career path within the industry. The program design at Tualatin allows students to experience the industry and prepare for high-wage careers through the hands-on experience of catering, cafes, field trips and competitions. I also align with common core standards and help students to achieve their High School Diploma requirements as well. The Oregon skill set was adopted in collaboration with the counselors, business department, Principal of Curriculum at Tualatin High School and other ProStart Teachers. The crosswalk of the skill sets from HS to CC was established through collaboration between MHCC instructor of Hospitality program, Courtland Carrier.

8 Tualatin High School Advisory Board Marcia Bates: Sam Barlow High School Culinary Arts Teacher Evenly Mast: Sr. Software Engineer at Mentor Graphics Leif Benson: Executive Chef Timberline Lodge Rodney Barker: PSU Business Professor/Mustard Seed Publishing Bette Cameron: David Douglas High School Hospitality and Culinary Teacher Melanie Hammericksen: Oregon Culinary Instiute Pastry Instructor Andrea Phillips: Waverly Country Club Kitchen Manager Courtland Carrier: Hospitality and Tourism Program Coordinator and Instructor, Mt. Hood Community College Lora Wells: Westview High School Culinary Arts Instructor Erica Benston: Finales NW, Owner

9 Alignment and Articulation are key to getting Program of Study partners working together to build career pathways for CTE students Element 2: Alignment and Articulation The alignment of this POS includes: x A. A unified, cohesive sequence of content among secondary and post-secondary partners contained in a non-duplicative sequence of courses or learning experiences. x B. Alignment of content between secondary and post-secondary education partners may include course articulation or other ways to acquire post-secondary education credits (e.g. Oregon s Credit for Proficiency, Dual Credit, Oregon Transfer credit, etc.). x C. Articulation agreements are developed, implemented and supported at the institutional level to ensure long-term sustainability and cross-sector cooperation. x E. Based on the program design and instructional plan, each student will: x Continually progress in knowledge and skills when ready; x Earn high school or college credit based on performance; and x Make the connection between educational preparation and entry into a career. Directions for using the Comment box Expandable space is provided for comments. This Box is intended for explanations for missing checks above, or notes regarding program strengths worth consideration during POS review. If you already have documents or files that do this more quickly, simply attach those documents or files to this application in the appropriate Addendum folder. (Consult the Guide to Using the Oregon CTE Program of Study Application 2012, for more details.) Please address these questions through your comments in Element 2 Comment Box below (or attach documentation in an appropriately identified file/folder): Address any unchecked box above Briefly describe the level of alignment and/or articulation that exists for this POS (you may also identify non- Perkins eligible alignments that exist with private schools, universities, etc.) Briefly describe the alignment and/or articulation activities that have occurred, and who participated from HS and CC levels Element 2 Comment Box: Click here to enter information... Tualatin High School is aligned with MHCC curriculum and there is an articulation agreement with MHCC too. After year 1 of ProStart the students are eligible to receive college credit from MHCC for four credits. At the end of year 2 students are eligible to receive an additional 4 credits as well as Internship credit (1-4 credits) if they choose to complete the Internship portion of ProStart. In total, students can walk away with up to 12 credits with MHCC, so they would clearly have a jump start heading into the MHCC Hospitality program, as well as other university programs. Students who complete all of the ProStart requirements, passing year 1 & 2 exams and an Internship, also have the opportunity for scholarships to many other schools who recognize ProStart students such as Le Cordon Bleu, Oregon Culinary Institute, Oregon Hospitality and Air Academy, and Culinary Institute of America. The alignment and articulation activities decisions have been made in conjunction with other high school ProStart Teachers, as well as Mark Wreath, the regional coordinator at MHCC and Court Carrier, the Director of the Hospitality program at MHCC. Alignment and articulation meetings take place 1-2 times per year, which provides a good opportunity to address changes in common core standards and make sure that we are adopting and teaching new practices correctly and maintaining alignment. The MHCC Hospitality College works in conjunction with all of the high schools to provide an advisory board. We meet two times a year to discuss program changes, recommendations, challenges and good news. The advisory board is a combination of business, hospitality and culinary professionals.

10 Tualatin High School Advisory Board Marcia Bates: Sam Barlow High School Culinary Arts Teacher Evenly Mast: Sr. Software Engineer at Mentor Graphics Leif Benson: Executive Chef Timberline Lodge Rodney Barker: PSU Business Professor/Mustard Seed Publishing Bette Cameron: David Douglas High School Hospitality and Culinary Teacher Melanie Hammericksen: Oregon Culinary Instiute Pastry Instructor Andrea Phillips: Waverly Country Club Kitchen Manager Courtland Carrier: Hospitality and Tourism Program Coordinator and Instructor, Mt. Hood Community College Lora Wells: Westview High School Culinary Arts Instructor Erica Benston: Finales NW

11 Accountability and Evaluation are core elements for Perkins eligibility they provide data illustrating the value of CTE to students future plans Element 3: Accountability & Assessment In this POS design: X A. Business, community and education partners (specifically, an Advisory Committee) participate in CTE Program of Study design and development, including: X Assistance in evaluating program vision, goals and priorities X Validation of industry skill standards for curriculum content and technical skill assessment, where appropriate X Participation in the CTE teacher recruitment, instructor appraisal process, and ongoing faculty professional development X B. Performance will be measured against the Perkins-required performance measures as described in Perkins IV Measurement Definitions identified in Oregon s State Plan X C. Perkins performance data is used for data-driven, CTE program of study design and improvement decisions X D. Students have the opportunity to learn in a contextual career related environment that allows them to: X Monitor their own progress through their demonstration of attaining technical and academic skill standards X Demonstrate their technical and academic proficiency in meaningful ways X Adapt their program to meet personal goals based on industry requirements and performance outcomes Directions for using the Comment box Expandable space is provided for comments. This Box is intended for explanations for missing checks above, or notes regarding program strengths worth consideration during POS review. If you already have documents or files that do this more quickly, simply attach those documents or files to this application in the appropriate Addendum folder. (Consult the Guide to Using the Oregon CTE Program of Study Application 2012, for more details.) Please address these questions through your comments in Element 3 Comment Box below (or attach documentation in an appropriately identified file/folder): Address any unchecked box above Identify the data used in designing this POS, and the effect that the data had on the design Identify the members of the Business Advisory Committee How will the POS be evaluated, and by whom? How will you know if the POS is successful? What process will you use to decide any changes that need to occur because of the POS evaluation? List the TSA(s) used for this POS Element 3 Comment Box: This program of study was developed around the National Restaurant Association s ProStart curriculum. This National Restaurant Association created this curriculum to increase awareness of high wage, high demand careers in the Hospitality Industry. The curriculum design is based upon the data information below: Data from ProStart website (listed above): The restaurant industry is expected to add 1.3 million jobs over the next decade, with employment reaching 14 million by That includes an 11%-plus growth in management positions. But ProStart is answering the challenge. It s already working for 90,000 students in more than 1,700 schools across 47 states with additional programs in Guam and U.S. Military bases. Five years after earning the ProStart National Certificate of Achievement and competing in the National ProStart Invitational, 81 and 78 percent of students, respectively, are still studying and/or working in the industry. The business advisory board is in conjunction with Mt. Hood Community College s advisory board. This board is made up of a variety of industry leaders that have careers in the Hospitality Industry from around the Portland-Metropolitan area. Many of the industry leaders act as volunteer guest speakers in the

12 classroom, which also provides feedback to the instructor as to current issues and trends to address in the curriculum. The POS is evaluated through a Technical Skill Assessment (TSA) that is provided by the ProStart curriculum. Students take an exit exam at the end of Year 1 and Year 2. The TSA results are examined by ProStart as well as by the Instructor providing immediate feedback as to the success of the program. Program Changes can be made immediately as to areas that are lacking in coverage or need to be more developed. ProStart also tracks students as they exit the program to identify future plans in the industry (see statistics above). As the Instructor, I also track students as they graduate and pursue further education or employment in the Hospitality Industry. This is my 10th year of teaching and to this day I still have students from my first year of teaching who me for advice, recommendations, and to keep me updated in their current endeavours in the hospitality industry. The POS success is based upon many factors. One being the many assessments that students are given throughout the courses. The courses are built on a proficiency-based grading system so it is very clear to students what standards they are exceeding in and those they need to improve. This type of grading also indicates where standards are being addressed well and what needs to be adapted. The proficiency-based grading system allows students to re-learn information and demonstrate competency. This type of grading also indicates where standards are being addressed well and what areas can be improved. The TSA shows overall test results and provides valuable statistical information. The number of students that enroll and continue their studies in the POS are also indicators of success. Last year we had over 700 students sign up for Culinary Arts I out of a student body of 1,900. Over the last four years I have been able to build the program from a part time to a ⅔ time program, eventually hoping that funding will come through for a full-time program. The POS is successful based upon statistical data, project information, community support, and student engagement. TSA s: National ProStart Exam Year 1 National ProStart Exam Year 2 Additionally, in order to keep the Culinary POS strong in all academic areas ODE provides writing, math, and reading data along with other Perkins benchmarks that I use when I review my lessons for each year. If we are below target in any of these areas, I work with my fellow teachers to provide lessons that will increase student skills in those core areas. Tualatin High School Advisory Board Marcia Bates: Sam Barlow High School Culinary Arts Teacher Evenly Mast: Sr. Software Engineer at Mentor Graphics Leif Benson: Executive Chef Timberline Lodge Rodney Barker: PSU Business Professor/Mustard Seed Publishing Bette Cameron: David Douglas High School Hospitality and Culinary Teacher Melanie Hammericksen: Oregon Culinary Instiute Pastry Instructor Andrea Phillips: Waverly Country Club Kitchen Manager Courtland Carrier: Hospitality and Tourism Program Coordinator and Instructor, Mt. Hood Community College Lora Wells: Westview High School Culinary Arts Instructor

13 Erica Benston: Finales NW

14 Student Support Services include the ways that all students are made aware of the career and education opportunities available in the CTE career Pathway that is the focus of this POS. Element 4: Student Support Services In this POS design: X A. All CTE students will have informational guidance support and advising to assist them in progressing through a CTE program of study in an efficient and seamless manner (e.g. Career Pathway Templates, Education Plan and Profile, POS visual guides, Career Information System, etc.). X B. Each student will be able to: X Identify the career path options he/she can follow to a chosen career; X Receive consistent and informed messages about career and possible financial options for post-secondary education; X Take ownership of their education through maintaining a current education plan; X C. Compliance is evident with Federal regulations, including Title VI- Civil Rights Act of 1964; Title IX Education Amendments of 1972; Section 504 of the Rehabilitation Act of 1973; Vocational Education Programs Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, Sex, Religion, National Origin, Age or Disability; Title II of the Americans with Disabilities Acts of 1990; therefore, this POS provides: X Appropriate access for all students, including non-traditional and special populations. X A non-biased and non-discriminating learning environment (race, color, national origin, gender and disability status). X Program facilities with physical access and instruction that accommodates students with disabilities, including various learning styles (e.g. the use of visual, auditory, tactile, and kinesthetic teaching methods, and other appropriate forms of instruction). X Responsiveness to the needs of students for whom English is a second language. X D. Student organizations are an available program component and integrated into CTE programs of study instruction. The student organization structure provides leadership development opportunities that meet the following expectations: X Context related instruction, career development, and assessment X Community-based learning experiences X Organizational management and administrative experiences Directions for using the Comment box Expandable space is provided for comments. This Box is intended for explanations for missing checks above, or notes regarding program strengths worth consideration during POS review. If you already have documents or files that do this more quickly, simply attach those documents or files to this application in the appropriate Addendum folder. (Consult the Guide to Using the Oregon CTE Program of Study Application 2012, for more details.) Please address these questions through your comments in Element 4 Comment Box below (or attach documentation in an appropriately identified file/folder): Address any unchecked box above Briefly describe the POS-specific student support services that HS and CC students will receive in this POS that will support their success in the courses How will those student support services help prepare HS and CC students for their next educational and career steps? Briefly describe the specific efforts that will be made to recruit all types of students into this POS (both HS and CC levels) Briefly describe any student leadership opportunities that will be available for both HS and CC Element 4 Comment Box: Students receive counseling services for guidance in their high school career paths as part of the regular services to provided to all of our students at Tualatin High School. Students also take an introductory class as a Freshmen that helps them to explore support services and the career center, use technology and plan their education and career path at Tualatin H.S. All students at TuHS have multiple, built-in opportunities to meet with counselors and the school-to-career counselor to provide information about courses that match students interests. I meet with the counselors regularly to advise them on the POS and how to best support students interested in the hospitality industry. Students in the Culinary POS

15 receive on-going support, direction, and guidance regarding their career and college options in the hospitality industry. Students are also given additional support services for learning disabilities through the counseling office. As the instructor, I am trained in ESL, differentiation, and I use proficiency-based grading, which allows students of all learning styles to be accommodated and successful in the Culinary classes. Fortunately, the TuHS POS is attracting all levels of the student body, ranging from Special Education students to TAG students, to students of color that represent the minorities at TuHS. The classes are made up of about a 50/50 ration of males and females. This has happened because of recruitment opportunities for students and parents who see our program through catering, fundraising and competitions. Students also have the opportunity to visit Mt. Hood Community College and connect with counselors, professors and students from the hospitality program. Students have multiple leadership opportunities through the TuHS Culinary POS. Students have leadership opportunities to manage and plan catering events, cafes, and competitions. Students also have the opportunity to be involved with FBLA and the Advanced Business Procedures class where they work to produce, market, and sell products. Student leadership opportunities are diverse and unique to fit individual student interests, while overlapping with other CTE programs. The MHCC hospitality program has a very specific leadership team that guides their program, fundraisers and students clubs.

16 Professional Development for POS teachers should be designed on the needs identified by data, and should focus on continuous improvement of student opportunities within this POS. Element 5: Professional Development The planned professional development for this POS will: X A. Help teachers and administrators develop and improve standards-based curriculum and learning experiences that promote the integration of coherent and challenging academic content and industry-based technical standards, including opportunities for the appropriate academic and CTE instructors to jointly develop and implement classroom-based curriculum and instructional strategies. X B. Include professional development that is high quality, sustained, intensive, and focused on instruction designed to increase the academic knowledge and understanding of industry standards X C. Encourage applied learning methodology that contributes to the academic and CTE knowledge of the student X D. Provide research and training opportunities that help teachers develop appropriate and useful assessment tools and strategies. X E. Provide training and guidance geared to help improve instructional delivery methodology that helps improve student performance and skill acquisition, particularly skills needed to work with and improve instruction for special populations. X F. Assist teachers in accessing and utilizing CTE accountability data, student achievement data, and data from assessments Directions for using the Comment box Expandable space is provided for comments. This Box is intended for explanations for missing checks above, or notes regarding program strengths worth consideration during POS review. If you already have documents or files that do this more quickly, simply attach those documents or files to this application in the appropriate Addendum folder. (Consult the Guide to Using the Oregon CTE Program of Study Application 2012, for more details.) Please address these questions through your comments in Element 5 Comment Box below (or attach documentation in an appropriately identified file/folder): Address any unchecked box above Briefly describe how PD will be planned and implemented, based on the needs of the POS Briefly describe any planned joint PD ventures for HS and CC teachers, as well as regional trainings Element 5 Comment Box: We have chosen to adopt the ProStart National Restaurant Curriculum for the TuHS POS. Fortunately, the ProStart program in Oregon is very well supported by the Oregon Restaurant and Lodging Association. We have two professional development trainings per year. These trainings are a great way to keep up on industry standards, curriculum adoptions, competition plans, and to network with other teachers and professionals in the field. Currently, we are learning about the Common Core Standards, and this spring we are tackling how we will be addressing and implementing common core standards within our departments. Professional development at the school level is supported by our Instructional Coach. Professional development is focused on instructional strategies and building standards in

17 our curriculum, as well as proficiency-based grading. The CTE instructors at Tualatin HS have also taken college courses together, offered by the district, to help bind our programs together and seek opportunities for the students to work together across the programs offered at our school. For example, the Marketing CTE program and the Culinary CTE program work together to sell items in the student store. Students are addressing the math common core standards through learning profit and loss, percentage of retail mark up, etc. Portland Community College CTE regional leaders provide multiple opportunities to seek professional development through courses, networking, and training. PCC-PAVTEC not only allows us professional development time within our CTE programs but has also provided us with opportunities for learning current technology trends to utilize in our programs. Due to the fact that TuHS culinary program cannot articulate with PCC, I also have the opportunity to network with MHCC and attend their professional development trainings and work with their instructors to continue to stay current on issues and trends in the hospitality industry.