HARTFORD PUBLIC SCHOOLS
2007 School Design Specifications: Hartford Culinary Arts Academy
Overview of School Model
 School type, accreditation & affiliations, theme/content focus, grade configuration, size, major school partner(s)
The Hartford Culinary Arts Academy is a college preparatory small school for 400 students in Grades 10-12. The
Academy will engage students in a 21st Century learning environment that combines rigorous academic courses with
a related sequence of career pathway courses focused on Culinary Arts and related business fields. Students will earn
an industry recognized ProStart Certificate by meeting the applied learning standards set forth by the National
Restaurant Association Educational Foundation. Students may also be eligible for certification in culinary careers
and degree/credit programs at area colleges.
The school will be partnered with the Connecticut Culinary Institute and will have programmatic affiliations with
Central Connecticut State University, Manchester Community College, the Connecticut Restaurant Association, the
Center for Culinary Arts, Johnson & Wales University, the Culinary Institute of America, as well as local businesses
through Capital Workforce Partners (CWP).
The Hartford Public School District and the Connecticut Culinary Institute located at 85 Sigourney Street in Hartford
are engaged in ongoing exploratory discussions around plans to locate this academy at CCI’s facility. This proposal
includes moving the Academy after incubation at Weaver High School to the CCI facility in August 2009 or 2010.
This partnership will provide a pipeline for Academy students to experience programs at CCI to gain industry
insights and prepare for entrance into a post secondary institution in order to achieve a degree in a Culinary Arts or
related business field. These degrees provide exiting career opportunities for students in a range of areas such as
Restaurant Managers, Sous Chefs, Food and Beverage Directors, Catering and Event Managers, Hotel Management,
Resort Management, Food and Product Development, Nutrition, Baking and Pastry Chef, and so forth. The
partnership between Hartford Public Schools and CCI will also provide an exceptional opportunity for Academy
teachers to interact with and learn from CCI staff.
Additional partnering with CWP will provide a further opportunity to assure that all students receive the core set of
career competencies and business engagements needed to be ready for college and long-term successful careers.
School Mission & Vision
 School purpose
The mission of the Hartford Culinary Arts Academy is to empower all students to be college ready while developing
skills that will help them actualize their personal and professional goals in their field of interest. The focus of the
school is to prepare students to meet the high academic standards set forth by the State of Connecticut, making
connections for students between math, science, history, art, and English and the culinary fields and helping students
build relationships with Academy staff and industry professionals.
This school will offer students access to educational and career opportunities at entry and management levels. The
Academy’s college preparatory academic program combined with the culinary curricula prepares students for the
challenges of the current and future job markets. A rigorous curriculum will include high level literacy skills,
effective communication, social skills, critical thinking, problem solving and technology literacy. Students will
practice these skills during internship opportunities, youth employment programming, job shadowing, mentoring and
other real life applications that the Academy offers.
Governance Structure
 Leadership model, decision-making approach, school council role, school Compact
The Hartford Culinary Arts Academy will be led by an Academy Principal with expertise in culinary arts who will
work closely with industry and higher education partners to offer a unique and outstanding high school program for
Hartford students. The Academy Principal will organize a School Governance Council that will bring representation
of teachers, administrators, parents, students and external partners together whose purpose will be to follow the
mission and purpose of the school and implement the strategies and activities to accomplish that mission. The
Academy will also explore the development of an external Advisory Board with membership from business and
industry to provide guidance on contemporary issues in the field that can be infused into the curriculum and to assist
with applied learning and job opportunities.
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The Academy will meet the accountability measures set forth by the Hartford Public Schools system which will
ensure autonomy in the following areas:
 Budget. The school may allocate funding received through the Student Based Budgeting system in the
manner that provides the best programs and services to students and their families to meet the school’s
mission.
 School Calendar. The school will continuously examine how time is organized and used in the school
to ensure that the schedule maximizes learning time for students and collaborative planning time for
faculty. The academic year, including summer school, will be designed to provide multiple
opportunities for students to participate in authentic applied learning opportunities while meeting high
school graduation requirements.
 Governance. The school will create its own governance structures that will give school leadership staff
increased decision-making powers and accountability over budget, principal selection, program content
and quality.
 Curriculum. The school will have the freedom to structure curriculum and assessment practices to best
meet and monitor the learning needs of students.
The following groups will contribute to the shared leadership and decision making process:
 Design Team. The design team will assist in the initial planning and design of the school. Membership
includes educators from the local school district, students, parents, and community, business,
nonprofit and college partners. The Design Team will serve as a proxy for the School Governance
Council until the Academy Principal is selected.
 The Principal. A strong principal is essential to the success of the Academy. The Principal should
demonstrate:
o knowledge and experience in the areas of Culinary Arts
o the ability to implement and manage change
o the ability to communicate effectively
o skills in school operations and management
o effective use of data and expertise in instructional strategies and assessment
o effective working relationships with families, business, community and higher ed partners
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School Governance Council. The School Governance Council will serve in an advisory capacity to the
school leadership in matters of school improvement planning, annual budget development, and setting
of school expectations. The Council will play an important role in the selection of the Academy
Principal.
Data Teams. The full faculty will be involved in data teams to review data and make timely
instructional decisions that meet the learning needs of students.
Advisory Board. An Advisory Board will organize input from experts in the field to provide guidance
in the accomplishment of the academy’s stated vision.
The School Compact
The school will devise a Compact committing families, students, and school staff to work in equal partnership to help
each student reach his or her potential. Constituents must agree to uphold and sustain a participatory learning
environment. The compact will establish agreed targets that define success including pathways for improving student
outcomes and will identify conditions which must be created in the school to engage students as a community of
learners.
Student Body
 Student profile, student roles and responsibility, homework expectations, student voice and leadership
Student Profile
The student body will be comprised of Grade 10-12 students from the Hartford Public School District who have an
interest in pursuing a college-readiness curriculum with a future focus on a career in the culinary arts and related
business fields.
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Student Roles and Responsibilities
Students will benefit most from this school design by being involved in the array of curricular and co-curricular
offerings of the Academy. A defined course sequence will provide all students with a wealth of core and themed
curriculum offerings including a senior capstone internship/seminar applied learning opportunity. The Academy
encourages students to take responsibility for their performance while exploring the foodservice industries. Each
student will be expected to:
 Demonstrate specified learning outcomes by achieving classroom learning goals and achieving grade level
expectations on state and district mastery tests.
 Engage actively in the classroom and in extended learning opportunities.
 Explore foodservice and related business careers and identify the skills and further education necessary to enter
those careers.
 Contribute to a positive culture of learning and collaboration in school.
 Complete a Personalized Learning Plan that allows them to plan their course of study, track their career
aspirations, and participate in supporting activities.
 Become part of the student government and other leadership forums to contribute to decisions regarding
important school issues.
 Talk with teachers, staff and supervisors in a timely manner regarding questions about assignments,
expectations, or appropriate behavior.
 Follow directions at school and the workplace related to punctuality, performance, and personal
hygiene, etc.
 Understand and comply with school policies and safety procedures.
Advisories
The Academy will institute a student advisory system. High school students often feel disconnected and have few
personalized relationships with the adults who educate them. Student advisories offer a formal way to overcome this
anonymity. This system will provide the opportunity for students to develop trusting relationships with adult
educators and a social network with peer groups. It gives students an adult who knows them well and who can offer
advocacy and support in difficult social and academic situations. Advisories support the research that posits a direct
link between a student’s emotional and social experiences and academic achievement.
School Uniform Policy
A mandated school dress code will assist students in making apparel choices that are appropriate for both a school
and business setting. Students will be required to wear traditional checkered pants and a chef coat during food
laboratory days.
Student Portfolios/Personalized Learning Plans
Each student will keep a portfolio that will record interests, talents, course of study, post secondary aspirations, and
demonstrated competencies. The student’s Personalized Learning Plan will be one component of the Student
Portfolio. The teacher and student will review the portfolio regularly to evaluate progress on personal, academic and
professional goals. The portfolio will serve as a self-evaluation, planning and goal-setting tool.
Parental Role
 Parent commitment, opportunities for parents, parent voice
Parent involvement is essential to the success of Academy students. Parents are expected to:
 Understand the Academy learning outcome expectations on order to encourage and support their children at
home.
 Participant on or through the School Governance Council.
 Encourage their children to explore career options and the requirements of those fields.
 Discuss program offerings with Academy teachers in order to help their children make appropriate decisions
matching their interests.
 Partner with the Academy to provide support and guidance in the transition from high school to the post
secondary environment.
 Assist their children in learning/practicing financial responsibility.
 Encourage their children to develop self-sufficiency taking the initiative to seek out career exploration support.
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Offer feedback about their children’s experiences and development to Academy teachers.
Impress upon their children the need to continue learning and developing new skills.
Volunteer at school based events.
Contribute with other parents to the Academy’s continued development.
Teacher Capacity
 Pre-certification and training, professional development, collaborative planning process, C&I expectations &
roles such as joint interdisciplinary unit development & team teaching
Staff will be required to attend professional development regarding the alignment of national and state standards with
the curriculum, the incorporation of life skills, the use of technology to learn content and skills, and interdisciplinary
strategies that embed the thematic curriculum of the culinary industries and related business fields into the context of
learning core subjects. All staff at the Hartford Culinary Arts Academy will be required to attend culinary workshops.
Other professional development will include but is not be limited to the Career Pathway Conference, CWP Career
Competency Development Workshops, Foodservice Educators Network International (FENI), food shows and local
conferences.
The Academy staff will use a tuning protocol to collaboratively review students’ work within the context of course
learning outcomes and the school’s vision and goals. Each teacher will use a Personal Learning Plan to address his or
her own learning and professional development needs as they relate to improved student learning that allows teachers
to also differentiate their professional development.
The Professional Learning Plan may include:
 Portfolios that each teacher maintains of their teaching activities and model lessons
 Observations by supervisors
 Observations by colleagues of model lessons
 Teacher reflections on applied professional development
 Externship and research
 Progress on National Board Certification
All staff are expected to participate in:
 A formal orientation program for new and transfer teachers
 A “teachers to teach teachers” program for modeling instructional strategies
 A turnkey to staff on what is learned from professional development
 A Culinary Arts Academy Teacher Mentoring Program. The school will align the hiring process and subsequent
professional development to ensure that the skills of new teachers meet the goals of the academy and its use of
innovative instructional strategies to accommodate individual learning styles and engage students.
 CWP Career Competency program review activity that strengthens key learning strategies between classroom
activities and experiential learning that further enables and advances student academic performance in culinary
competencies.
 Summer externship opportunities in the culinary sectors.
Hartford Culinary Arts Academy staff will:
 Serve as coaches and facilitators of learning to promote more active involvement of students in their own
learning within a heterogeneous environment.
 Collaborate using a structured protocol to analyze student work as a means to improve learning and
teaching.
 Develop interdisciplinary curriculum that focuses on essential questions.
 Engage in on-going, sequential professional development that builds professional knowledge.
 Support the academy’s beliefs in rigorous and relevant instruction.
 Implement performance-based, summative and formative assessments.
 Work collaboratively to implement interdisciplinary curriculum for core and pathway courses.
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Curriculum & Instruction
 Pedagogical approach, curriculum design, learning environment & classroom design, field trips & extended
classrooms, language requirements, technology
The Hartford Culinary Arts Academy will academically challenge all students so that they can meet the high
standards set by the Academy. The Academy will serve students of diverse abilities and support the development of
academic and career technical skills required for careers in the food service industries. The curriculum will be driven
by industry and national standards and will provide students with an integration of career and academic educational
experiences. Students will develop a solid understanding of the professional world of culinary arts and related
business services and the expectations they must meet to be successful. While the Culinary Arts demand certain skill
sets that have in the past been described as "vocational", the cultural and economic impacts of the food and beverage
industry today are significant and are infused with a demand for a knowledge base in business and management,
microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Examining
these impacts offers an excellent opportunity to educators to cultivate holistic and critical thinking skills in the
students. Therefore, the Academy curriculum will be rich in science, English, math, art, history and world languages
and will include the following curricular and extended curriculum highlights:
Technology Literacy
Students will learn how to apply 21st Century technology skills in their field of study for planning, managing,
researching, promoting/marketing and running a business.
English
The English curriculum will be aligned with Connecticut Language Arts Standards. Coursework will involve
writing across the curriculum, communications and cross-curricular activities as demonstrated in the following
examples:
Cross-curricular activities
o A Grade 10 English curriculum that integrates required college ready reading such as Macbeth with
culinary arts activities, i.e. researching Elizabethan kitchens and cooking, designing menus fit for a
king, experiencing an Elizabethan feast, preparing services needed for the king and his entourage when
he visits Macbeth. Students will apply the higher order thinking skills to examine the responsibilities of
the king and his sub-structure of power and leadership and how authority is delegated in order to
provide culinary and other related business services for a standing army entering into battle and
compare it with our modern day army with its structure of power that designates authority and
responsibility.
o A Grade 11 English curriculum with a focus on Urban Literature and Contemporary American
Literature. This literature covers the influence of the different immigrant groups and their American
experience as well as African American Literature and the African American Experience in America.
This literature fits easily into interdisciplinary units with culinary studies since the foods America loves
best come from its immigrant roots and the experiences of American slaves as well as the many
different regional adaptations of the culinary dishes brought here from around the world.
The ProStart Program
The ProStart program introduces high school students to careers in the restaurant and foodservice industry and
teaches them the basic skills and knowledge they will need to achieve success. On-the-job training and
experience, coupled with a dynamic and comprehensive curriculum, fuel the ProStart program. The program
encourages high school students to experience all aspects of operating and managing a food service
establishment, and also helps students build good business and management skills. These skills are as vital to all
other industries as they are to food service.
The ProStart program is implemented through the National Restaurant Association Education Foundation
(NRAEF) and State Restaurant Associations. Each restaurant association implementing ProStart has a
designated ProStart program coordinator to oversee the program.
…Through the ProStart program, a partnership is created between schools and their local restaurateurs to
provide job related education at the high school level. During internships, job-site mentors work with students
to help them put into practice the skills and foodservice concepts they have learned in the classroom. This two
year program provides instruction in 25 subject areas, ranging from basic food preparation, accounting and
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cost control, to sanitation and workplace safety. The classroom comes alive with job-relevant lessons, and the
workplace provides hands-on learning and training.
The ProStart program includes the industry-driven curriculum designed by the NRAEF to teach, test, and award
industry recognized certificates to students meeting high standards in restaurant food service education.
The ProStart program was developed to increase the quality and employability of today’s high school graduates
by providing them with training related to important job skills as well as opportunities for careers and higher
education. It was also developed to encourage young people to explore foodservice as a career option.
…The foodservice industry is experiencing tremendous growth and is expected to continue growing rapidly into
the next century. The skills and training that students will gain through the ProStart program will enable them
to capitalize on these opportunities.
(Description taken from the National Restaurant Association Educational Foundation ProStart Tool Kit, “What is the ProStart Program”,
page 2)
The Student Run Restaurant
This state-of-the-art facility will offer Academy students actual dining room experiences and apply the theory
and techniques presented in the classroom. Menus will focus on regional foods as well as international dishes.
Students will have the opportunity to gain valuable experience in both areas of the front and back of the house in
a fine dining establishment. Students will have the opportunity to enroll in a class in which students run every
aspect of a restaurant operation, from choosing recipes, to hosting, to preparing, to serving in addition to
experiencing the business aspects of running a restaurant, such as pricing, promotions, and advertising. This
class enables students to gain experience in all areas of a restaurant operation in an applied environment. The
Academy will explore the implementation of this course in year one or two.
Bakery
This retail venue will be designed to allow our Pastry and Baking Students to showcase their talents. Students
will have the opportunity to take their classroom theory and techniques and apply them to actual production
work in our bakery. Special opportunities will be provided for students to showcase their specialty work in the
areas of cakes, tarts and chocolate. The Academy will explore the implementation of this course in year one or
two.
Internships
The Dean of Culinary Arts will ensure that all students will have meaningful internship experiences to
complement their classroom learning. CWP working with the Dean, the Connecticut Restaurant Association, the
CWP Employer Engagement Committee (composed of HRACC, Junior Achievement, Governor’s Prevention
Partnership, CBIA and local Chambers of Commerce) and area businesses will assist in providing internship
opportunities, job shadowing and business engagement opportunities. Students will be exposed first hand to
some of the areas top restaurants, hotel chains, and other culinary institutions. This experience will enable
students to develop their portfolios which can be an advantage in their admission process to top culinary schools
around the country.
Bridge Program
A summer bridge program will provide academic, career, and academy orientation for all students enrolling as
Grade 10 students into the Academy.
Summer School and After School Programs
Summer school classes and after-school sessions will provide flexible time for students to meet course
requirements as well as opportunities for enrichment courses. This will include CWP funded opportunities and
linkages to programs that provide age-appropriate employment and learning opportunities.
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English
Sample Course Schedule By Grade
Mathematics
Science
Social
Language
Studies
Academy
Electives
Plus Art
Phys
Ed
Grade
10:
English 10 or
higher
(1)
Geometry
or higher
(1)
Biology
w/Lab
(1.5)
Civics/Foundations
of American
History
(.5) (.5)
French
(1)
Food
Technology
and
Nutrition
(1)
Phys Ed
(.5)
Grade
11:
English 11 or
AP English
(1)
Algebra II
or higher
(1)
Chemistry
w/Lab
(1.5)
U.S. History
or
AP U.S. History
(1)
French 2
(1)
Phys Ed
(.5)
Grade
12:
English 12 or
AP English
(1)
Pre-Calculus or
higher
(1)
Physiology
(1)
Sociology
(.5)
ProStart I
(1)
or
Baking I
(1)
ProStart II
(1) and
Edible Art &
More
(1) and
Capstone
Course
(1.5)
Community Partnerships
 Internships, job shadows, mentoring, after-school and weekend programming, job placements, college
sponsorships, interdisciplinary community experiences
The Hartford Culinary Arts Academy is partnered with the Connecticut Culinary Institute, Capital Workforce
Partners, Central Connecticut State University, Manchester Community College, Goodwin College,
Connecticut Restaurant Association, Center for Culinary Arts, Johnson & Wales University, Culinary Institute of
America as well as local businesses. Internships are built into the curriculum of Prostart One and Prostart Two
classes. The partnerships will allow the students the opportunity to earn college credit for courses taken in high
school, provide internships, mentoring and other work experiences.
The Connecticut Culinary Institute (CCI)
CCI will serve as a major partner with the Academy in the development of coursework, connections with
industry networks, development of the new building plans (potentially on the CCI campus), and professional
development opportunities.
Capital Workforce Partners (CWP)
CWP will partner with the Academy to help develop and identify theme related internships, summer work
opportunities, after-school career competency development, job shadowing, company tours and career mentoring
options. The Academy will benefit from CWP’s extensive industry and higher education networks.
Learning Outcomes & Assessment Design
 By grade, by grade grouping, readiness for feeder school
Grade 10:
At the 10th grade level, students will take the CAPT test as well as the PSAT test.
Grade 11:
By 11th grade the students will take the SAT test. Also 11th graders taking Prostart One will take the Year One
Prostart National Competency test at the end of the year.
Grade 12:
In the 12th grade students will have to complete a culminating Senior Project and Portfolio. Students in the 12th
grade taking Prostart Two will take the Year Two Prostart National Competency test at the end of the year.
The Academy will develop learning outcomes per course and will use end of course exams.
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College Readiness
 Career explorations, Plan of Study, college visits, mentoring programs, dual credit opportunities, AP courses,
college advisory
Post-Secondary Schools Events
Students will have opportunities to visit area post-secondary schools. Unique events will be planned to allow
students to have full exposure to academic and campus life. Students will participate in special tours, classroom
audits, access to residence life and more. In addition, the Academy will develop opportunities for students who are
interested in culinary and related business programs in other states to visit these schools.
1. Support for a college-ready curriculum:
 College visits
 Core curriculum integrated with college and career opportunities and activities
 College mentors and tutors
 Business and career mentors
 Dual enrollment classes
 AP and Honors classes
 Personalized Learning Plans/Portfolios
2. Post Secondary Preparation
The Academy curriculum will prepare students for a post-secondary/college program and a career in the culinary
fields and related business careers. Post secondary opportunities include:

Bachelor of Science Degree (four-year college program)
o Hotel and Lodging Management
o Restaurant, Food and Beverage Management
o Sports, Entertainment or Event Management
o Travel and Tourism Management
Careers as: Sous Chef, Restaurant Manager, Banquet Manager, Catering Manager, Food and Beverage
Director, Dining Room Manager, Media Relations, Professional Sports Management, etc.

Associate Degree in Science or Business (two-year college program)
o Culinary Arts
o Hotel and Resort Management
o Travel and Tourism positions
Careers as: Chefs, Chefs/Managers, Restaurant Chef/Owner, Assistant Pastry Chef, Tourist Offices and
Resorts, Travel Industry Supplier, Tour Operators, etc.
3. College Center
The Academy will have a College Center that will assist students and parents in developing post-secondary plans
and seeking/securing financial resources for post secondary schooling. Students and parents will have
professional assistance in applying and processing scholarships, financial aid forms and loan applications. This
will ensure early financial planning to ensure that students have full access to post secondary opportunities.
School Culture & Climate
 Code of conduct & behavior expectations, orientation and bridge programs, learning expectations, school
uniform
Before Entering the Academy:
It is important to develop programming at the middle school level to expose students as early as the 6th grade to
career opportunities in the culinary industries so that they can make an informed choice in Grade 8.
Students in the 9th Grade Academy will tour the Hartford Culinary Arts Academy. Faculty from the Hartford
Culinary Arts Academy will visit the 9th Grade Academy to assist the students in gaining a better understanding of
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the fields in the culinary arts. Students will learn about the School Compact and the mandatory Summer Bridge
Program that will provide a full orientation to the expectations of the Academy. The Academy will seek to develop a
.5 credit course as part of the Summer Bridge Program.
Becoming a Culinary Arts Academy Student:
Setting the school culture and climate of the Hartford Culinary Arts Academy will begin with:
 Signing the School Compact which will outline the roles and responsibilities of students as learners and
entrepreneurs.
 Meeting with the faculty to discuss learning outcome expectations and the student Personalized Learning
Plan.
 Participating in the Summer Bridge Program and becoming part of the Academy family.
Expectations for student code of conduct and behavior will include those expected in a business environment or a
successful school environment:
 Punctuality at school, in class, and at internships.
 Readiness for learning.
 Respect for self and others.
 Parent and student participation in all school orientation programs.
 Positive attitude and willingness to learn.
 Participation in the Summer Bridge Program.
 Wearing the student uniform with pride for self and the Academy.
Community, business and academic partners will help the Academy set the tone for the business environment.
School Schedule
 Length of day, co-curriculum, Saturday academies, optional programming, Summer School
The school day at the Hartford Culinary Arts Academy will be 6 ½ hours long for students. The students will attend
school Monday through Friday. There will be ample opportunities for engaging after school and weekend events.
Service learning opportunities will also exist throughout the school year. Saturday academies and summer school will
provide students with extra assistance in developing academic or professional skills. Students entering the Academy
will be required to attend a Summer Bridge Program that will provide orientation to the school as well as a creditbearing academic component.
The school will operate on a Block Schedule to optimize applied learning opportunities and to provide sufficient time
for in-depth study. For example, this may be a variation of an A/B plan operating on two 90 minute blocks every
morning and three 60 minute blocks every afternoon.
Support Services
 Tutoring, special education, community services, parent support programs
Special Education Inclusion Classes, co-teaching, and parallel teaching with block scheduling will provide a
structured and rigorous environment ensuring students maximum course selection and participation while receiving
instruction with their peers. The Special Education teacher and content area teacher will work collaboratively with all
special needs students to empower them to achieve success within the Academy and meet IEP goals. Special
education services will provide the least restrictive learning environment for special need students in accordance with
state mandates.
Tutoring services will be designed to ensure academic success for all students. Tutoring may be provided through
Math labs, after-school small-group and one-on-one tutors, and peer tutoring. The Academy will seek external
partnerships to provide academic support for its students.
English Language Learners (ELL) support will be designed based on the needs of the Academy students to ensure
full access to the Academy’s this rich, engaging curriculum and applied learning opportunities.
Staff will be available to all parents as resources and provide them with support through the program to ensure
student success. Organizations such as the PTSO will provide for an inviting forum for parent to give their input.
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Application Process
 Process, timeline, and requirements
The Hartford Culinary Arts Academy will enroll students through the process for the All Choice System of Schools
in Hartford.
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