Foodservice Management Practices
WVEIS Code 1016
Foodservice Management Practices is an elective course geared toward students interested in managing a foodservice
operation. Management roles and financial responsibilities, staff supervision and training, marketing and advertising,
menu planning, food safety, sanitation, labor rules and regulations, and HACCP planning are incorporated in the
curriculum. The West Virginia Standards for 21st Century Learning include the following components: 21 st Century
Content Standards and 21 Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for
classroom instruction that integrates learning skills, technology tools, content standards and objectives.
Grade: 10-12
Standard: 1
HS.S.FMP.1
Foodservice Management Practices
Foodservice Management Roles and Financial Responsibilities
Students will demonstrate knowledge and skill in performing foodservice management roles and
responsibilities.
Objectives
Students will
HS.O.FMP.1.1 outline the qualities of an effective manager.
HS.O.FMP.1.2 articulate the concept of leadership.
HS.O.FMP.1.3 create an effective manager’s time management profile.
HS.O.FMP.1.4 relate the role of communication in a foodservice operation.
HS.O.FMP.1.5 illustrate the management structure in a food production and service operation.
HS.O.FMP.1.6 demonstrate the use of different types of foodservice computerized point-of-sale software programs.
HS.O.FMP.1.7 compute food, beverage and labor cost percentages.
HS.O.FMP.1.8 create a profit and loss statement.
HS.O.FMP.1.9 relate the role of forecasting and breakeven analysis used in foodservice operations.
HS.O.FMP.1.10 outline the process used in determining purchasing decisions.
HS.O.FMP.1.11 create a list of criteria used for inspecting food at delivery.
HS.O.FMP.1.12 demonstrate effective inventory control procedures using an inventory control tracking system.
HS.O.FMP.1.13 articulate the importance of portion control and how to minimize waste in an operation.
Performance Descriptors (HS.PD.FMP.1)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard in performing foodservice
standard in performing foodservice
omissions in performing foodservice
management roles and responsibilities
management roles and responsibilities. management roles and responsibilities.
The student will research the qualities of The student will outline the qualities of
The student will list the qualities of an
an effective manager; demonstrate the
an effective manager; articulate the
effective manager; define leadership;
concept of leadership; evaluate an
concept of leadership; create an
answer questions about a time
effective manager’s time management
effective manager’s time management
management profile; define
profile; report on the role of
profile; relate the role of communication communication in a foodservice
communication in a foodservice
in a foodservice operation; illustrate the operation; answer questions about the
operation; create organization of the
management structure in a food
management structure in a food
management structure in a food
production and service operation;
production and service operation;
production and service operation; create illustrate the management structure in a answer questions about the
organization of the management
food production and service operation;
management structure in a food
structure in a food production and
demonstrate the use of different types of production and service operation; talk
service operation; evaluate the use of
foodservice computerized point-of-sale
about the use of different types of
different types of foodservice
software programs; compute food,
foodservice computerized point-of-sale
computerized point-of-sale software
beverage and labor cost percentages;
software programs; define food,
programs; analyze computations of
create a profit and loss statement; relate beverage and labor cost percentages;
food, beverage and labor cost
the role of forecasting and breakeven
answer questions about a profit and loss
percentages; analyze a profit and loss
analysis used in foodservice operations; statement; define forecasting and
statement; evaluate the role of
Outline the process used in determining breakeven analysis used in foodservice
forecasting and breakeven analysis
purchasing decisions; create a list of
operations; list the steps in the process
used in foodservice operations; create a criteria used for inspecting food at
used in determining purchasing
process to be used in determining
delivery; demonstrate effective inventory decisions; inspect food at delivery;
purchasing decisions; develop a list of
control procedures using an inventory
define inventory control procedures and
criteria used for inspecting food at
control tracking system; and articulate
inventory control tracking system; and
delivery; evaluate effective inventory
the importance of portion control and
define portion control and list ways to
control procedures using an inventory
how to minimize waste in an operation.
minimize waste in an operation.
control tracking system; and analyze the Application of knowledge and skills is
Performance needs further development
importance of portion control and how to thorough and effective, and the student and supervision.
minimize waste in an operation. The
can work independently.
student can independently solve
problems and is self-directed.
Standard: 2
Management Supervision and Training Responsibilities
HS.S.FMP.2
Students will demonstrate knowledge and skills in management supervision and training responsibilities.
Objectives
Students will
HS.O.FMP.2.1 relate the challenges that managers face daily.
HS.O.FMP.2.2 outline the process used in employee selection including job description, job applications and interviewing
skills.
HS.O.FMP.2.3 participate in a mock interview role play.
HS.O.FMP.2.4 articulate the importance of positive reinforcement and mentorship.
HS.O.FMP.2.5 articulate the standards of conduct manager’s use in supervising employees.
HS.O.FMP.2.6 create an employee work schedule.
HS.O.FMP.2.7 develop the criteria used when evaluating employees.
Performance Descriptors (HS.PD.FMP.2)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard in demonstrating management standard in demonstrating management omissions in demonstrating
supervision and training responsibilities. supervision and training responsibilities management supervision and training
The student will report on the
and procedures. The student will
responsibilities. The student will list
challenges that managers face daily;
relate the challenges that managers
challenges that managers face daily;
develop a process to use in employee
face daily; outline the process used in
describe how workers are selected in
selection including job description, job
employee selection including job
the job market; define positive
applications and interviewing skills;
description, job applications and
reinforcement and mentorship; list the
develop positive reinforcement and
interviewing skills; articulate the
standards of conduct manager’s use in
mentorship skills; report on the
importance of positive reinforcement
supervising employees; answer
standards of conduct managers should and mentorship; articulate the standards questions about a employee work
use in supervising employees; evaluate of conduct manager’s use in supervising schedule; and answer questions about
an employee work schedule; and
employees; create an employee work
the criteria used when a manager
evaluate the criteria used when
schedule; and as a team develop the
evaluates employees. Performance
evaluating employees. The student can criteria used when evaluating
needs further development and
independently solve problems and is
employees. Application of knowledge
supervision.
self-directed.
and skills is thorough and effective, and
the student can work independently.
Standard: 3
Evaluating Safety, Workplace Design, and Purchasing Practices
HS.S.FMP.3
Students will demonstrate knowledge and skills when evaluating safety, workplace design, and purchasing
practices in a workplace environment.
Objectives
Students will
HS.O.FMP.3.1 research how workplace design impacts employees’ performance and success in a foodservice operation.
HS.O.FMP.3.2 relate the two elements of an effective work area.
HS.O.FMP.3.3 chart the six prevention factors.
HS.O.FMP.3.4 discuss management’s responsibility for implementing loss prevention factors.
HS.O.FMP.3.5 impart the importance of effective equipment handling, maintenance and repairs.
HS.O.FMP.3.6 conduct a commercial kitchen inspection.
HS.O.FMP.3.7 research the considerations of a foodservice operation when purchasing business and facility insurance.
Performance Descriptors (HS.PD.FMP.3)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard when evaluating safety,
standard when evaluating safety,
omissions when evaluating safety,
workplace design, and purchasing
workplace design, and purchasing
workplace design, and purchasing
practices in a workplace environment.
practices in a workplace environment.
practices in a workplace environment.
The student will create a presentation
The student will research how
The student will list ways workplace
on how workplace design impacts
workplace design impacts employees’
design impacts employees’
employees’ performance and success in performance and success in a
performance and success in a
a foodservice operation, and how a
foodservice operation; relate the two
foodservice operation; list two elements
manager effectively evaluates safety,
elements of an effective work area;
of an effective work area; summarize
workplace design, and purchasing
chart the six prevention factors; impart
the six prevention factors; tell why
practices in a workplace environment;
the importance of effective equipment
equipment handling, maintenance and
evaluate a commercial kitchen; and
handling, maintenance and repairs;
repairs are important; look at a
evaluate the considerations of a
conduct a commercial kitchen
commercial kitchen; and list reasons a
foodservice operation when purchasing inspection; and research the
foodservice operation must purchase
business and facility insurance. The
considerations of a foodservice
business and facility insurance.
student can independently solve
operation when purchasing business
Performance needs further
problems and is self-directed.
and facility insurance. Application of
development and supervision.
knowledge and skills is thorough and
effective, and the student can work
independently.
Standard: 4
Food and Beverage Menu Planning and Development
HS.S.FMP. 4
Students will demonstrate knowledge and skills when planning and developing food and beverage me
Objectives
Students will
HS.O.FMP.4.1 articulate basic menu planning principles.
HS.O.FMP.4.2 summarize the factors that influence a menu.
HS.O.FMP.4.3
HS.O.FMP.4.4
HS.O.FMP.4.5
HS.O.FMP.4.6
HS.O.FMP.4.7
HS.O.FMP.4.8
HS.O.FMP.4.9
HS.O.FMP.4.10
HS.O.FMP.4.11
HS.O.FMP.4.12
research different menu types with their advantages and disadvantages.
outline the Truth-In-More Guidelines.
develop a list of effective menu item descriptions.
research the element that influences menu style and design.
contrast basic menu formats.
create a chart of the basic menu categories and how they are organized.
relate the influences that affect menu pricing.
use the factor method and markup-on-cost method of pricing to determine menu costs.
contrast the competitors’ pricing method with the psychological pricing method.
create a menu for a foodservice operation incorporating; menu influences, menu type, menu style and
design, menu format, types of meals to be served, menu categories, and menu pricing considerations.
Performance Descriptors (HS.PD.FMP.4)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard when planning and developing standard when planning and developing omissions when planning and
food and beverage menus. The
food and beverage menus. The
developing food and beverage menus.
student will analyze basic menu
student will articulate basic menu
The student will list menu planning
planning principles; research the factors planning principles; summarize the
principles; list the factors that influence
that influence a menu; evaluate
factors that influence a menu; research
a menu; summarize different menu
different menu types with their
different menu types with their
types with their advantages and
advantages and disadvantages; present advantages and disadvantages; outline disadvantages; describe the Truth-Inon the Truth-In-More Guidelines;
the Truth-In-More Guidelines; develop a More Guidelines; gather samples of
evaluate a list of effective menu item
list of effective menu item descriptions;
effective menu item descriptions; list the
descriptions; evaluate the element that
research the element that influences
element that influences menu style and
influences menu style and design;
menu style and design; contrast basic
design; show samples of basic menu
analyze basic menu formats; organize
menu formats; create a chart of the
formats; describe how basic menu are
a basic menu with basic categories;
basic menu categories and how they
organized; list factors that affect menu
analyze the influences that affect menu are organized; relate the influences that pricing; define the factor method and
pricing; analyze the factor method and
affect menu pricing; use the factor
markup-on-cost method of pricing;
markup-on-cost method of pricing to
method and markup-on-cost method of
define the competitors’ pricing method
determine menu costs; evaluate the
pricing to determine menu costs;
define the psychological pricing method;
competitors’ pricing method with the
contrast the competitors’ pricing method and choose sample menus to put
psychological pricing method; and
evaluate a menu for a foodservice
operation incorporating menu
influences, menu type, menu style and
design, menu format, types of meals to
be served, menu categories, and menu
pricing considerations. The student can
independently solve problems and is
self-directed.
with the psychological pricing method;
together a menu for a foodservice
and create a menu for a foodservice
operation. Performance needs further
operation incorporating; menu
development and supervision.
influences, menu type, menu style and
design, menu format, types of meals to
be served, menu categories, and menu
pricing considerations. Application of
knowledge and skills is thorough and
effective, and the student can work
independently.
Standard: 5
Management and Marketing Responsibilities
HS.S.FMP.5
Students will demonstrate knowledge and skills in management and marketing responsibilities.
Objectives
Students will
HS.O.FMP.5.1 report on the purpose of marketing a foodservice operation.
HS.O.FMP.5.2 chart the three types of business ownerships with their advantages and disadvantages.
HS.O.FMP.5.3 analyze location, customer base, competition and trends used to develop a marketing strategy.
HS.O.FMP.5.4 discuss how positioning, atmosphere and customer needs influence marketing.
HS.O.FMP.5.5 develop a position statement for a restaurant.
HS.O.FMP.5.6 contrast advertising and publicity.
HS.O.FMP.5.7 design an ad for a restaurant.
HS.O.FMP.5.8 chart advantages and disadvantages of direct marketing.
HS.O.FMP.5.9 create a customer comment card.
Performance Descriptors (HS.PD.FMP.5)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard in demonstrating management standard in demonstrating management omissions in demonstrating
and marketing responsibilities. The
and marketing responsibilities. The
management and marketing
student will justify purpose of marketing student will report on the purpose of
responsibilities. The student define
a foodservice operation; present on
marketing a foodservice operation; chart marketing relevant to a foodservice
three types of business ownerships with the three types of business ownerships
operation; list the three types of
their advantages and disadvantages;
with their advantages and
business ownerships with their
evaluate a marketing strategy; research disadvantages; analyze location,
advantages and disadvantages; define
how positioning, atmosphere and
customer needs influence marketing;
evaluate a position statement for a
restaurant; differentiate between
advertising and publicity; evaluate an ad
for a restaurant; research advantages
and disadvantages of direct marketing;
and evaluate a customer comment card.
The student can independently solve
problems and is self-directed.
customer base, competition and trends
used to develop a marketing strategy;
discuss how positioning, atmosphere
and customer needs influence
marketing; develop a position statement
for a restaurant; contrast advertising
and publicity; design an ad for a
restaurant chart advantages and
disadvantages of direct marketing; and
create a customer comment card.
Application of knowledge and skills is
thorough and effective, and the student
can work independently.
location, customer base, competition
and trends used to develop a marketing
strategy; define positioning, atmosphere
and customer needs; define position
statement for a restaurant; define
advertising and publicity; find sample
ads for a restaurant; list advantages and
disadvantages of direct marketing; and
gather samples of customer comment
cards. Performance needs further
development and supervision.
Standard: 6
Safe Food Guidelines
HS.S.FMP.6
Students will demonstrate knowledge and skills relative to safe food guidelines.
Objectives
Students will
HS.O.FMP.6.1 outline the standards of quality used to evaluate food.
HS.O.FMP.6.2 explain the various government agencies that regulate the foodservice industry.
HS.O.FMP.6.3 describe food grading and food inspection and why they are used.
HS.O.FMP.6.4 report on industry standards for handling food safely.
Performance Descriptors (HS.PD.FMP.6)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that relates to
knowledge and skills that exceeds the
characterized by errors and/or
management and marketing
standard that relates to management
omissions that relates to management
responsibilities. The student will analyze and marketing responsibilities. The
and marketing responsibilities. The
the standards of quality used to
student will outline the standards of
student will list the standards of quality
evaluate food; prepare a presentation
quality used to evaluate food; explain
used to evaluate food; list the various
on food safety that incorporates the
the various government agencies that
government agencies that regulate the
various government agencies that
regulate the foodservice industry;
foodservice industry; define food
regulate the foodservice industry, food
differentiate between food grading and
grading and food inspection; and list
grading and food inspection and
food inspection and why they are used; industry standards for handling food
industry standards for handling food
and report on industry standards for
safely. Performance needs further
safely. The student can independently
solve problems and is self-directed.
handling food safely. Application of
development and supervision.
knowledge and skills is thorough and
effective, and the student can work
independently.
Standard 7
Labor Rules and Regulations
HS.S.FMP.7
Students will demonstrate knowledge and skills relative to labor rules, worker’s rights and regulations in the
workplace.
Objectives
Students will:
HS.O.FMP.7.1 chart regulations about worker’s rights, safety, discrimination, sexual harassment, The Americans with
Disability Act and how they affect all public and private employers.
HS.O.FMP.7.2 create a chart listing the employment laws and their provisions.
HS.O.FMP.7.3 examine the three laws that all foodservice workers should be aware of and the rights that each law
protects.
HS.O.FMP.7.4 use the Internet to research a court case about worker’s compensation.
Performance Descriptors (HS.PD.FMP.7)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard relative to labor rules, worker’s standard relative to labor rules, worker’s omissions relative to labor rules,
rights, and regulations in the workplace. rights and regulations in the workplace.
worker’s rights, and regulations in the
The student will organize information
The student will chart regulations about workplace. The student will list
about regulations relative worker’s
worker’s rights, safety, discrimination,
regulations about worker’s rights,
rights, safety, discrimination, sexual
sexual harassment, The Americans with safety, discrimination, sexual
harassment, and The Americans with
Disability Act and how they affect all
harassment, The Americans with
Disability Act. The presentation will
public and private employers; create a
Disability Act; list the employment laws
include information about how they
chart listing the employment laws and
and their provisions; list the three laws
affect all public and private employers.
their provisions; examine the three laws that all foodservice workers should be
The student will evaluate employment
that all foodservice workers should be
aware of and the rights that each law
laws and their provisions; present on
aware of and the rights that each law
protects; and discuss court cases about
the three laws that all foodservice
protects; and use the Internet to
worker’s compensation. Performance
workers should be aware of and the
research a court case about worker’s
needs further development and
rights that each law protects; analyze a compensation. Application of knowledge supervision.
court case about worker’s
and skills is thorough and effective, and
compensation. The student can
the student can work independently.
independently solve problems and is
self-directed.
Standard: 8
Safety Procedures in the Workplace
HS.S.FMP.8
Students will demonstrate knowledge and skills which relate to safety procedures in the workplace.
Objectives
Students will
HS.O.FMP.8.1 outline work place safety guidelines and needed equipment.
HS.O.FMP.8.2 report on the eight ways to prevent fires.
HS.O.FMP.8.3 create a chart identifying class of fire, type of flammable materials and the type of extinguisher.
HS.O.FMP.8.4 demonstrate using a fire extinguisher.
HS.O.FMP.8.5 demonstrate fire emergency procedures to be used in the event of fire.
HS.O.FMP.8.6 compile a list of emergency phone numbers.
HS.O.FMP.8.7 outline first aid measures for burns and wounds.
HS.O.FMP.8.8 determine eight ways to prevent falls.
HS.O.FMP.8.9 demonstrate the Heimlich Maneuver and CPR.
HS.O.FMP.8.10 perform a safety audit in a commercial kitchen.
Performance Descriptors (HS.PD.FMP.8)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard when determining and
standard when determining and
omissions performing safety
applying safety procedures in the
applying safety procedures in the
procedures. The student will list work
workplace. The student will evaluate
workplace. The student will outline work place safety guidelines and needed
work place safety guidelines and
place safety guidelines and needed
equipment; list eight ways to prevent
needed equipment; present on eight
equipment; report on the eight ways to
fires; discuss a chart identifying class of
ways to prevent fires including
prevent fires; create a chart identifying
fire, type of flammable materials and the
identification and class of fire, type of
class of fire, type of flammable materials type of extinguisher; discuss how to
flammable materials and the type of
and the type of extinguisher;
use a fire extinguisher; summarize fire
extinguisher; organize rules for
demonstrate using a fire extinguisher;
emergency procedures to be used in
employees about using a fire
demonstrate fire emergency procedures the event of fire; relate location and
extinguisher; present fire emergency
to be used in the event of fire; compile a procedure to use a list of emergency
procedures to be used in the event of
list of emergency phone numbers;
phone numbers; list first aid measures
fire; develop a health and safety plan
outline first aid measures for burns and
for burns and wounds; list eight ways to
which includes a list of emergency
wounds; research eight ways to
prevent falls; demonstrate the Heimlich
phone numbers, first aid measures for
prevent falls; demonstrate the Heimlich Maneuver and CPR with assistance as
burns and wounds, eight ways to
Maneuver and CPR; and perform a
needed; and use a chart to perform a
prevent falls, and procedures to
safety audit in a commercial kitchen.
safety audit in a commercial kitchen
complete the Heimlich Maneuver and
Application of knowledge and skills is
with assistance as needed.
CPR; and evaluate a safety audit in a
thorough and effective, and the student
Performance needs further
commercial kitchen. The student can
can work independently.
development and supervision.
independently solve problems and is
self-directed.
Standard: 9
Food Safety Hazards
HS.S.FMP.9
Students will demonstrate knowledge and skill about food safety hazards in the workplace.
Objectives
Students will
HS.O.FMP.9.1 compare sources of cross contamination and direct contamination.
HS.O.FMP.9.2 classify biological, chemical and physical hazards by definition and types of hazards.
HS.O.FMP.9.3 chart foodborne illnesses, their symptoms and the foods involved.
HS.O.FMP.9.4 outline the necessary procedures to be followed when responding to a foodborne illness outbreak.
HS.O.FMP.9.5 report on the function of a sound pest management program.
HS.O.FMP.9.6 research a safety manual for a foodservice operation.
Performance Descriptors (HS.PD.FMP.9)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard when analyzing food safety
standard when determining food safety
omissions in listing food safety
hazards in the workplace. The student hazards in the workplace. The student
hazards in the workplace. The student
will research sources of cross
will compare sources of cross
will list sources of cross contamination
contamination and direct contamination; contamination and direct contamination; and direct contamination; define
differentiate between biological,
classify biological, chemical and
biological, chemical and physical
chemical and physical hazards by
physical hazards by definition and types hazards by definition and types of
definition and types of hazards; present of hazards; chart foodborne illnesses,
hazards; list foodborne illnesses, their
a presentation on foodborne illness,
their symptoms, and the foods involved; symptoms, and the foods involved;
their symptoms, and the foods involved; outline the necessary procedures to be
discuss the necessary procedures to be
develop a plan of necessary procedures followed when responding to a
followed when responding to a
to be followed when responding to a
foodborne illness outbreak; report on
foodborne illness outbreak; list elements
foodborne illness outbreak; develop a
the function of a sound pest
important to a sound pest management
sound pest management program;
management program; research a
program; discuss information in a
develop a safety manual for a
safety manual for a foodservice
safety manual for a foodservice
foodservice operation. The student can operation. Application of knowledge
operation. Performance needs further
independently solve problems and is
and skills is thorough and effective, and development and supervision.
self-directed.
the student can work independently.
Standard: 10
Employee Personal Hygiene Responsibilities
HS.S.FMP.10
Students will demonstrate knowledge and skills when applying good personal hygiene responsibilities in
the workplace.
Objectives
Students will
HS.O.FMP.10.1 demonstrate appropriate grooming practices for the workplace.
HS.O.FMP.10.2 determine when and why gloves are used in the workplace.
HS.O.FMP.10.3 demonstrate proper hand washing procedures.
Performance Descriptors (HS.PD.FMP.10)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard when analyzing good personal standard when applying good personal
omissions when listing good personal
hygiene responsibilities in the
hygiene responsibilities in the
hygiene responsibilities in the
workplace. The student will develop a
workplace. The student will demonstrate workplace. The student will list
presentation that includes appropriate
appropriate grooming practices for the
appropriate grooming practices for the
grooming practices for the workplace,
workplace; determine when and why
workplace; list when gloves are used in
when and why gloves are used in the
gloves are used in the workplace; and
the workplace; and list proper hand
workplace and proper hand washing
demonstrate proper hand washing
washing procedures. Performance
techniques. The student can
procedures. Application of knowledge
needs further development and
independently solve problems and is
and skills is thorough and effective, and supervision.
self-directed.
the student can work independently.
Standard: 11
HACCP
HS.S.FMP.11
Students will demonstrate knowledge and skills about HACCP in the food safety process.
Objectives
Students will:
HS.O.FMP.11.1 articulate the concept of HACCP.
HS.O.FMP.11.2 outline the seven steps necessary in setting up a HACCP system.
HS.O.FMP.11.3 determine food safety hazards.
HS.O.FMP.11.4 relate the purpose of a critical control point.
HS.O.FMP.11.5 create an HACCP analysis chart, illustrating the flow of food with potential hazards, control points and
corrective actions.
HS.O.FMP.11.6 chart the safe internal cooking temperatures and times for poultry, meats, fish and eggs.
HS.O.FMP.11.7 Research the role of thermometers in keeping food safe and how they are calibrated.
Performance Descriptors (HS.PD.FMP.11)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard in planning and implementing standard in determining HACCP
omissions in listing HACCP procedures
HACCP procedures in the workplace.
procedures in the workplace. The
in the workplace. The student will define
The student will create a presentation
student will articulate the concept of
the concept of HACCP; list the seven
on the concept of HACCP, including the HACCP; outline the seven steps
steps necessary in setting up a HACCP
seven steps necessary to determine
necessary in setting up a HACCP
system; pick out food safety hazards
food safety hazards, relate the purpose system; determine food safety hazards; when given various situations; define
of a critical control point and explain an relate the purpose of a critical control
critical control point; discuss a HACCP
HACCP analysis chart describing the
point; create an HACCP analysis chart,
analysis chart; list the flow of food with
flow of food with potential hazards,
illustrating the flow of food with potential potential hazards, control points and
control points and corrective actions;
hazards, control points and corrective
corrective actions; list the safe internal
demonstrate how to check safe internal actions; chart the safe internal cooking
cooking temperatures and times for
cooking temperatures and times for
temperatures and times for poultry,
poultry, meats, fish and eggs; and
poultry, meats, fish and eggs; and
meats, fish and eggs; and research the
discuss the role of thermometers in
demonstrate ways they are calibrated.
role of thermometers in keeping food
keeping food safe and how they are
The student can independently solve
safe and how they are calibrated.
calibrated. Performance needs further
problems and is self-directed.
Application of knowledge and skills is
development and supervision.
thorough and effective, and the student
can work independently.
Standard: 12
Maintenance and Sanitation
HS.S.FMP.12
Students will demonstrate skills and knowledge in the maintenance, sanitation, and food safety
procedures.
Objectives
Students will:
HS.O.FMP.12.1 inspect all food products for damage and spoilage when they are received.
HS.O.FMP.12.2 outline the potential problem areas when receiving food.
HS.O.FMP.12.3
HS.O.FMP.12.4
HS.O.FMP.12.5
HS.O.FMP.12.6
HS.O.FMP.12.7
HS.O.FMP.12.8
chart the twelve general preparation and cooking guidelines.
demonstrate the correct procedures for holding foods, serving foods, cooling foods and reheating foods.
show the proper procedure for setting up a three bowl sink for manual dishwashing.
chart types of sanitizers and their advantages and disadvantages.
demonstrate the proper way to use, clean and maintain a commercial dishwasher.
create a safety poster illustrating where potential problems can occur in receiving, storing, preparing,
cooking, holding and serving food.
Performance Descriptors (HS.PD.FMP.12)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows a inconsistent performance of
distinctive and sophisticated application thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the knowledge and skills that exceeds the
characterized by errors and/or
standard in analyzing maintenance,
standard in maintaining maintenance,
omissions in listing maintenance,
sanitation, and food safety procedures. sanitation and food safety procedures.
sanitation and food safety procedures.
The student will develop an inspection
The student will inspect all food
The student will inspect all food
checklist for employees to inspect all
products for damage and spoilage when products for damage and spoilage when
food products for damage and spoilage they are received; outline the potential
they are received with assistance as
when they are received; develop a plan problem areas when receiving food;
needed; list potential problem areas
which shows the potential problem
chart the twelve general preparation
when receiving food; discuss the twelve
areas employees should look for when
and cooking guidelines; demonstrate
general preparation and cooking
receiving food; the student will prepare the correct procedures for holding
guidelines; talk about the correct
an employee guide that includes the
foods, serving foods, cooling foods and
procedures for holding foods, serving
twelve general preparation and cooking reheating foods; show the proper
foods, cooling foods and reheating
guidelines, the correct procedures for
procedure for setting up a three bowl
foods; show the proper procedure for
holding foods, serving foods, cooling
sink for manual dishwashing; chart
setting up a three bowl sink for manual
foods and reheating foods; and the
types of sanitizers and their advantages dishwashing with assistance as needed;
proper procedure for setting up a three
and disadvantages; demonstrate the
list types of sanitizers and their
bowl sink for manual dishwashing. The proper way to use, clean and maintain a advantages and disadvantages;
student will evaluate types of sanitizers commercial dishwasher; and create a
demonstrate the proper way to use,
and their advantages and
safety poster illustrating where potential clean and maintain a commercial
disadvantages; develop training for the problems can occur in receiving, storing, dishwasher with assistance as needed;
proper way to use, clean and maintain a preparing, cooking, holding and serving and in teams create a safety poster
commercial dishwasher; and present on food. Application of knowledge and
illustrating where potential problems can
safety identifying where potential
skills is thorough and effective, and the
occur in receiving, storing, preparing,
problems can occur in receiving,
student can work independently.
cooking, holding and serving food.
storing, preparing, cooking, holding and
Performance needs further
serving food. The student can
development and supervision.
independently solve problems and is
self-directed.
Standard: 13
Literacy and Numeracy
HS.S.FMP.13
Students will demonstrate the literacy and numeracy skills required to solve complex, real-world problems
associated with their career/technical content area and improve their thinking and reasoning skills.
Objectives
Students will
HS.O.FMP.13.1 utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete
career/technical assignments and projects.
HS.O.FMP.13.2 demonstrate writing skills required to complete career/technical assignments and projects.
HS.O.FMP.13.3 demonstrate accuracy in calculating and measuring graphical work required to complete career/technical
assignments and projects.
HS.O.FMP.13.4 analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and
projects.
Performance Descriptors (HS.PD.FMP.13)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows
inconsistent performance of fundamental
distinctive and sophisticated application a thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the knowledge and skills that meet the
errors and/or omissions in literacy and
standard in literacy and numeracy. The standard in literacy and numeracy. The numeracy. The student selects a variety
student chooses a variety of technical
student utilizes a variety of technical
of technical sources (e.g., Internet,
sources (e.g., Internet, manuals,
sources (e.g., Internet, manuals,
manuals, journals, directions, reports,
journals, directions, reports, etc.) to
journals, directions, reports, etc.) to
etc.) to complete career/technical
complete career/technical assignments complete career/technical assignments assignments and projects; reproduces
and projects; performs writing skills
and projects; demonstrates writing skills writing skills required to complete
required to complete career/technical
required to complete career/technical
career/technical assignments and
assignments and projects;
assignments and projects;
projects; illustrates accuracy in
communicates accuracy in calculating
demonstrates accuracy in calculating
calculating and measuring graphical
and measuring graphical work required and measuring graphical work required work required to complete
to complete career/technical
to complete career/technical
career/technical assignments and
assignments and projects; and
assignments and projects; and
projects; and explains tables, charts,
evaluates tables, charts, graphs and
analyzes tables, charts, graphs and
graphs and multiple data sources to
multiple data sources to complete
multiple data sources to complete
complete career/technical assignments
career/technical assignments and
career/technical assignments and
and projects. Performance needs further
projects. The student can
projects. Application of knowledge and
development and supervision.
independently solve problems and is
skills is thorough and effective and the
self-directed.
student can work independently.
Standard: 14
21st Century Learning Skills
HS.S.FMP.14
The student will
 access and manipulate information for use in oral, written, or multimedia format using appropriate
technology skills.
 apply sound reasoning processes to solve complex real-world problems and develop new ideas.
 exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a
group member.
Objectives
Students will
HS.O.FMP.14.1
search online using a range of technology tools and media to access relevant information needed for
problem solving.
HS.O.FMP.14.2
create information for oral, written, and multimedia communications, adhering to copyright laws.
HS.O.FMP.14.3
engage in problem solving and critical thinking processes to create and evaluate complex strategies in
order to independently solve problems.
HS.O.FMP.14.4
adapt to new situations by considering multiple perspectives and a commitment to continued learning.
HS.O.FMP.14.5
exhibit ethical behavior and positive leadership while working collaboratively in the school and/or
community.
HS.O.FMP.14.6
model legal and ethical behaviors in the use of technology.
Performance Descriptors (HS.PD.FMP.14)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows
inconsistent performance of fundamental
distinctive and sophisticated application a thorough and effective application of
knowledge and skills characterized by
of knowledge and skills that exceed the knowledge and skills that meet the
errors and/or omissions in 21st century
standard in 21st century learning skills.
standard in 21st century learning skills.
learning skills. The student explains
The student assesses online
The student searches online using a
online technology tools and media to
technology tools and media to access
range of technology tools and media to access relevant information needed for
relevant information needed for
access relevant information needed for problem solving; identifies information for
problem solving; critiques information
problem solving; creates information for oral, written, and multimedia
for oral, written, and multimedia
oral, written, and multimedia
communications, adhering to copyright
communications, adhering to copyright
laws; integrates problem solving and
critical thinking processes to create and
evaluate complex strategies in order to
independently solve problems;
interprets new situations by considering
multiple perspectives and a
commitment to continued learning;
incorporates ethical behavior and
positive leadership while working
collaboratively in the school and/or
community; and reinforces legal and
ethical behaviors in the use of
technology. The student can
independently solve problems and is
self-directed.
Standard: 15
HS.S.FMP.15
communications, adhering to copyright
laws; engages in problem solving and
critical thinking processes to create and
evaluate complex strategies in order to
independently solve problems; adapts
to new situations by considering
multiple perspectives and a
commitment to continued learning;
exhibits ethical behavior and positive
leadership while working collaboratively
in the school and/or community; and
models legal and ethical behaviors in
the use of technology. Application of
knowledge and skills is thorough and
effective and the student can work
independently.
laws; discusses problem solving and
critical thinking processes to create and
evaluate complex strategies in order to
independently solve problems; discusses
new situations by considering multiple
perspectives and a commitment to
continued learning; reviews ethical
behavior and positive leadership while
working collaboratively in the school
and/or community; and describes legal
and ethical behaviors in the use of
technology. Performance needs further
development and supervision.
Entrepreneurship Skills
Students will access the opportunities, concepts, processes, and personal traits/behaviors associated
with successful entrepreneurial performance.
Objectives
Students will
HS.O.FMP.15.1
assess global trends in entrepreneurship that are related to their career/technical program.
HS.O.FMP.15.2
determine entrepreneurial opportunities in venture creation related to their career/technical program.
HS.O.FMP.15.3
examine desirable entrepreneurial personality traits.
Performance Descriptors (HS.PD.FMP.15)
Above Mastery
Mastery
Partial Mastery
The student demonstrates exceptional
The student demonstrates competent
The student demonstrates basic but
and exemplary performance with
and proficient performance and shows
inconsistent performance of
distinctive and sophisticated application a thorough and effective application of
fundamental knowledge and skills
of knowledge and skills that exceed the
knowledge and skills that meet the
characterized by errors and/or
standard in entrepreneurship skills. The standard in entrepreneurship skills. The omissions in entrepreneurship skills.
student critiques global trends in
student assesses global trends in
The student lists global trends in
entrepreneurship that are related to their entrepreneurship that are related to
entrepreneurship that are related to
career/technical program; evaluates
their career/technical program;
their career/technical program;
entrepreneurial opportunities in venture
determines entrepreneurial
describes entrepreneurial opportunities
creation related to their career/technical
program; and assesses desirable
entrepreneurial personality traits. The
student can independently solve
problems and is self-directed.
opportunities in venture creation related
to their career/technical program; and
examines desirable entrepreneurial
personality traits. Application of
knowledge and skills is thorough and
effective and the student can work
independently.
in venture creation related to their
career/technical program; and identifies
desirable entrepreneurial personality
traits. Performance needs further
development and supervision.