Course of Study - Findlay City Schools

Hospitality and Restaurant Service
Career Field: Hospitality and Tourism
Pathway: Food Service and Lodging
Specialization:
Subject Code #: 330005
Course of Study
Junior/Senior
Developed by:
Julie Lane
Millstream Career & Technology Center
Findlay City Schools
620 Lynn Street
419-422-6297
Fall 2009

Millstream’s Mission
Educating Students ~
Empowering Communities
Millstream’s Goals
1. All Millstream students will achieve career and education goals.
2. All communities in the Career-Technical Planning District will
perceive Millstream Career and Technology Center as a positive
leader in career-technical education.
3. All communities in the Career-Technical Planning District will
strengthen communication and collaboration with all stakeholders.
4. All Millstream students and staff will continually increase their
career-specific skill levels.
5. All members in the Career-Technical Planning District will ensure a
culture of continuous improvement and innovation to attract a broader
number of students.

Findlay City Schools
Mission Statement
The mission of the Findlay City Schools, a community partnership committed to
educational excellence, is to instill in each student the knowledge, skills and
virtues necessary to be lifelong learners who recognize their unique talents and
purpose and use them in pursuit of their dreams and for service to a global
society.
This is accomplished through a passion for knowledge, discovery and vision
shared by students, families, staff and community.
Beliefs
Our beliefs form the ethical foundation of the Findlay City Schools.
We believe…
• every person has worth.
• every individual can learn.
• family is the most important influence on the development of personal
values.
• attitude is a choice and always affects performance.
• motivation and effort are necessary to achieve full potential.
• honesty and integrity are essential for building trust.
• people are responsible for the choices they make.
• performance is directly related to expectations.
• educated citizens are essential for the survival of the democratic process.
• personal fulfillment requires the nurturing of the mind, body and spirit.
• every individual has a moral and ethical obligation to contribute to the wellbeing
of society.
• education is a responsibility shared by students, family, staff and
community.
• the entire community benefits by investing its time, resources and effort in
educational excellence.
• a consistent practice of shared morals and ethics is essential for our
community to thrive.

Approval by Advisory Committee
After reviewing this document, we recommend that the (name of your
program) Course of Study be approved and adopted.
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Millstream Director
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Millstream Assistant Director
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Curriculum Map
Hospitality and Restaurant Services
Week Unit Career-Technical Content Inquiry-Based Unit
1 15/5.2 Safety and Sanitation/Environmental Services - laundry
2 15/5.2 Safety and Sanitation/Environmental Services - laundry
3 15/5.2 Safety and Sanitation/Environmental Services - laundry
4 5 Safety, Health, and Environment Inquiry Based Lesson
5 5 Safety, Health, and Environment Inquiry Based Lesson
6 37 Safety, Health, and Security
7 37 Safety, Health, and Security
8 21 Equipment
9 21 Equipment
10 21 Equipment
11 22 Food Preparation Basics
12 22 Food Preparation Basics
13 22 Food Preparation Basics
14 22 Food Preparation Basics
15 22 Food Preparation Basics
16 22 Food Preparation Basics
17 22 Food Preparation Basics
18 22 Food Preparation Basics
Semester Exams
19 1 Career Exploration & Development
20 1 Career Exploration & Development
21 1 Career Exploration & Development
22 5.3 Environmental Service –Facility Care
23 5.3 Environmental Service –Facility Care
24 5.3 Environmental Service –Facility Care
25 5.3 Environmental Service –Facility Care
26 5.3 Environmental Service –Facility Care
27 5.3 Environmental Service –Facility Care
28 5.3 Environmental Service –Facility Care
29 13 Consumer Behavior & Customer Service Inquiry Based Lesson
30 13 Consumer Behavior & Customer Service Inquiry Based Lesson
31 13 Consumer Behavior & Customer Service Inquiry Based Lesson
32 18 Customer Relations and Quality Service Inquiry Based Lesson
33 18 Customer Relations and Quality Service Inquiry Based Lesson
34 3 Communications
35 3 Communications
36 3 Communications
End of Year Exams

Program Of Study

Millstream Career & Technology Center
Hospitality and Restaurant Services 1 & II
Instructor: Julie Lane Grade: 11 & 12
Length: Full year-3 periods a day-2 credits lab and 1 credit related Cost: $35.00
Units of Credit: 3 credits per year
$10.00 FCCLA Due
Prerequisite:
$16.00 classroom Fees
Program Location: Millstream South
$ 9.00 Technology Fee
Course Description:
HOSPITALITY & FOOD SERVICES I & II
Level I: Lab - 238 Related – 217
Level II: Lab - 239 Related – 218
Full year – 3 periods per day – 2 credits lab
1 credit related
This program is designed to prepare students for entry-level employment in the growing
hospitality industry. Training emphasis is on providing environmental services of room
keeping, laundry, banquet set-up, and food service in hotels, motels, hospitals, nursing
homes, and restaurants. Safe work habits and employability skills are learned. An inhouse
lab, as well as possible community sites, provides students with hands-on
experiences. Students are members of FCCLA and participate in related activities.
Course Goals: Students will learn how to operate and maintain an in house laundry business.
Cleaning duties of lab and related rooms will be learned and regularly practiced. They will learn
basic cooking techniques, various restaurant job descriptions and terminology related to the food
service industry. Employability skills for acquiring and securing a job position will be learned
and practiced through daily classroom and lab work.
Student Expectations/Responsibilities/Requirements: Students will be expected to be on time
and prepared for class. Attendance on a regular basis is mandatory. This program is designed
with participation as its core. Students will be provided with a pencil, blank paper, and notebook
which are to be kept in the classroom. Lab situations will require for shoulder length and longer
hair to be pulled back, and closed toe, rubber sole shoes to be worn. Aprons, gloves and goggles
will be provided and must be worn during appropriate lab situations. Classroom fees of $16.00
will be used for goggles, gloves, notebooks, paper and cooking supplies. These dues are due at
the beginning of the school year. $13.00 of the classroom fee will be attributed to FCCLA
dues. $9.00 for technology fee.

Student Behavior Management Plan:
Students will be required to follow all rules assigned by Findlay High School. Each student will
receive a handbook which states all policies and regulations. The students will also be expected
to follow classroom rules set up at the beginning of the year by each new class. Failure to oblige
with these policies will result in detention after school and a parent contact. Father discipline
infractions will result in administrative referral.
Grading Procedures:
A 100-92 %
B 91-82 %
C 81-72 %
D 71-62 %
F Below 62 %
Student Youth Organizations:
Each student will become a member of Family, Career and Community Leaders of
America. (FCCLA) The class will elect its own officers and hold meetings during class
time. Individuals will be encouraged to participate in the “Power of One” competition,
which is held at the end of the year. This is a project that encourages learning and
individual growth through special projects. Awards and merits can be won to enhance
senior passports.
C:\MyFiles\Word Syllabus Form.wpd
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Please acknowledge that you have fully read the requirements of the Hospitality and
Food Service Program syllabus and understand the expectations related to this course.
I have read and understand the requirements of the Hospitality and Food Service course
syllabus.
Name________________________________________________
Date_______________________

Ohio
Department
of
Education
Career
Content
Standards
Career-Technical
And Adult Education

Instructions for Review of the Technical Competencies
Essential Competencies
Those competencies marked Essential in the state profile were determined by the statewide
business panel to be necessary to ensure minimal levels of employability. Entry level employees
should be able to perform this competency without supervision; therefore, students must be
proficient in these competencies at least by the end of the Associate Degree.
Essential competencies must be included in all Tech Prep programs. Wording of essential
competencies may not be altered. The leveling may only be changed to deliver the competency
earlier during the educational process. For example, the leveling of an essential competency in the
state profile may be altered local from a P or Proficiency leveling at the end of the Associate
Degree to a P or Proficiency by the end of the 12 th grade. The reverse is not permissible. For
example, competency leveled P or proficient by the end of the 12 th grade in the state profile
cannot be changed locally to a P or proficiency by the end of the Associate Degree.
Competency descriptors are intended to help define each competency: therefore, the descriptors
may be modified as long as the modifications does not change or dilute the intent of the state
panel.
Recommended Competencies
The competencies marked Recommended are suggested additions to the state profile. Each of
these competencies will be reviewed during the local competency profile meetings; the joint
panel of business and education representatives will decide whether to include each competency
in the local curriculum. The decision should include consideration of local business needs, as well
as priorities and time constraints of the educational process. Wording and leveling of all
recommended competencies and builders may be modified.
Additional Units/Competencies/Descriptors
Competencies and/or descriptors may be added to any unit in the state profile Additional units
may also be added.
Occupational Definitions
Skills may be added to the occupation definitions based on the modifications made during the
competency review. Because the definition is based on the skills detailed in the competency
profile, only minor modifications should be necessary.

Unit 15:
BIL:
Safety and Sanitation
Essential
EDU: 12 AD
P
R
Competency 15.1: Examine safety procedures.
Descriptors:
15.1.1 Analyze the causes of accidents in culinary and foodservice operations.
15.1.2 Identify electrical, mechanical and chemical hazards.
15.1.3 Classify different types of fires and the appropriate extinguisher for each.
15.1.4 Identify proper fire evacuation procedures.
15.1.5 Maintain the traffic flow in compliance with established procedures.
15.1.6 Explain the safe use of ladders.
15.1.7 Detail proper lifting and carrying procedures.
15.1.8 Follow established procedures for reporting accidents.
Correlated Science Academic Content Benchmarks
• Participate in and apply the processes of scientific investigation to create models and to
design, conduct, evaluate and communicate the results of these investigations. (Scientific
Inquiry A, 9-10)
• Make appropriate choices when designing and participating in scientific investigations
by using cognitive and manipulative skills when collecting data and formulating
conclusions from the data. (Scientific Inquiry A, 11-12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 15.2: Maintain compliance with health codes.
Descriptors:
15.2.1 Explain how sanitation and health codes apply to specific culinary and
foodservice operations.
15.2.2 Summarize sanitation regulations and inspection requirements for receiving,
preparing, storing and serving food.
15.2.3 Describe procedures for controlling the spread of disease.
15.2.4 Demonstrate exemplary appearance and hygiene.
15.2.5 Illustrate the correct uses of various utensils and kitchen equipment.
15.2.6 Describe proper clothing and sanitation accessories.
15.2.7 Practice the hazard analysis critical control point (HACCP) system.
Correlated English Language Arts Academic Content Benchmarks
• Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10;
Reading Process C, 11-12)

Correlated Mathematics Academic Content Benchmarks
• Construct convincing arguments based on analysis of data and interpretation of graphs.
(Data Analysis and Probability F, 8-10)
BIL:
Essential
EDU: 12 AD
P
R
Competency 15.3: Practice sanitation duties.
Descriptors:
15.3.1 Clean and sanitize food contact surfaces.
15.3.2 Clean nonfood contact surfaces and equipment.
15.3.3 Wash, rinse, sanitize and store utensils and equipment.
15.3.4 Establish cleaning schedules for food and nonfood contact surfaces.
Correlated English Language Arts Academic Content Benchmarks
• Produce functional documents that report, organize and convey information and ideas
accurately, foresee readers’ problems or misunderstandings and that include formatting
techniques that are user friendly. (Writing Applications C, 11-12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 15.4: Control pests.
Descriptors:
15.4.1 Describe precautions that will help control pests.
15.4.2 Clean spills and store food items in accordance with established procedures.
15.4.3 Follow chemical labels and procedures.
15.4.4 Describe signs of insect and pest infestation.
BIL:
Essential
EDU: 12 AD
P
R
Competency 15.5: Follow the hazard analysis critical control point (HACCP) system.
Descriptors:
15.5.1 Identify reasons that many common foods are potentially dangerous.
15.5.2 Explain how time and temperature affect microorganism growth.
15.5.3 Distinguish among food poisoning, chemical poisoning and food infection.
15.5.4 Identify hazards related to food additives (e.g., monosodium glutamate (MSG).
15.5.5 Explain biological hazards (e.g., bacteria, viruses, parasites).
15.5.6 Summarize physical hazards (e.g., glass fragments, staples).
15.5.7 Describe chemical hazards (e.g., cleaning agents, pesticides).

15.5.8 Identify and comply with standards established for the safe heating, reheating and
cooling of foods.
15.5.9 Describe good personal hygiene and how it affects food safety.
15.5.10 List the steps in proper hand washing.
15.5.11 Categorize and describe the microorganisms that cause food borne illnesses.
15.5.12 Identify and list ways that chemical and physical hazards can contaminate food.
15.5.13 Distinguish between situations in which contamination and cross-contamination
can occur.
15.5.14 List the conditions under which bacteria multiply rapidly, and use the letters
FATTOM (food, acidity, time, temperate, oxygen, moisture).
15.5.15 Define the food temperature danger zone and list temperatures that fall within
that zone.
15.5.16 Differentiate among types of thermometers and demonstrate how to use them.
15.5.17 List the seven major steps in a HACCP food safety system.
15.5.18 Outline proper procedures that include use of proper tools and equipment for
receiving, storing, preparing, cooking, holding, cooling, reheating and serving
food.
15.5.19 Compare the different types of storage areas found in a culinary and foodservice
operation.
15.5.20 Define the difference between clean and sanitary.
15.5.21 Practice procedures for cleaning and sanitizing tools and equipment.
15.5.22 Maintain proper records.
Correlated English Language Arts Academic Content Benchmarks
• Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)
• Demonstrate comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading
Process B, 11-12)
Correlated Science Academic Content Benchmarks
• Explain how processes at the cellular level affect the functions and characteristics of an
organism. (Life Sciences A, 11-12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 15.6: Explain garbage disposal procedures.
Descriptors:
15.6.1 Summarize the standards established for safe handling, maintenance and disposal
of garbage, grease and refuse.
15.6.2 Describe garbage container sanitation and maintenance.
15.6.3 Explain established procedures for operating garbage disposals.
15.6.4 Comply with environmental guidelines related to the disposal of garbage and
wastes.

Correlated English Language Arts Academic Content Benchmarks
• Demonstrate comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading
Process B, 11-12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 15.7: Maintain a safe work environment.
Descriptors:
15.7.1 State the hazard communication standard required for employers.
15.7.2 Describe the ways of preventing burns.
15.7.3 Outline proper procedures for cleaning floors.
15.7.4 Locate and list hazards that can cause cuts.
15.7.5 Demonstrate correct and safe use of knives.
15.7.6 List safe driving techniques.
15.7.7 Explain the importance of the general safety audit.
15.7.8 List ways of using protective clothing and equipment to prevent injuries.
Correlated English Language Arts Academic Content Benchmarks
• Demonstrate comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading
Process B, 11-12)
Unit 5:
Safety, Health and Environment
Note: Throughout the “Safety, Health and Environmental” unit, students are expected to learn
and use vocabulary specific to the topic. Correlations to the English Language Arts Acquisition of
Vocabulary standard include the following benchmarks:
• Apply knowledge of roots, affixes and phrases to aid understanding of content area
vocabulary. (Acquisition of Vocabulary D, 11-12)
• Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 5.1: Follow safety procedures.
Descriptors:
5.1.1 Identify electrical and mechanical hazards.
5.1.2 Classify different types of fires and how to contain them.
5.1.3 Identify and follow proper fire evacuation procedures.
5.1.4 Outline proper response to emergency situations.

5.1.5 Apply basic first aid and CPR procedures in compliance with established
procedures.
5.1.6 Follow safety and security procedures.
Correlated English Language Arts Academic Content Benchmarks
• Demonstrate comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading
Process B, 11-12)
Correlated Science Academic Content Benchmarks
• Participate in and apply the processes of scientific investigation to create models and to
design, conduct, evaluate and communicate the results of these investigations. (Scientific
Inquiry, A, 9-10)
• Make appropriate choices when designing and participating in scientific investigations
by using cognitive and manipulative skills when collecting data and formulating
conclusions from the data. (Scientific Inquiry, A, 11-12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 5.2: Apply sanitation procedures.
Descriptors:
5.2.1 Outline the compliance requirements of sanitation, safety and health inspections.
5.2.2 Use appropriate safety equipment and clothing.
5.2.3 Identify and describe OSHA standards.
5.2.4 Contrast sanitizing and cleaning procedures.
5.2.5 Follow sanitizing procedures.
Correlated English Language Arts Academic Content Benchmarks
• Demonstrate comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading
Process B, 11-12)
BIL:
Recommended
EDU: 12 AD
P
R
Competency 5.3: Examine the impacts of life choices on careers.
Descriptors:
5.3.1 List the effects of exercise on job performance.
5.3.2 Discuss the effects of nutrition and dietary habits on job performance.
5.3.3 Interpret the effects of stress, fatigue and anxiety on job performance.
BIL:
Essential

EDU: 12 AD
P
R
Competency 5.4: Apply government and health regulations standards for hazardous
materials handling and storage.
Descriptors:
5.4.1 Identify types of hazardous materials.
5.4.2 Interpret container label precautions.
5.4.3 Interpret material safety data sheets (MSDS) and use materials accordingly.
5.4.4 Explain storage procedures for hazardous materials that are in accordance with
government regulations.
5.4.5 Describe disposal procedures for hazardous materials that are in accordance with
government regulations.
5.4.6 Examine a hazardous materials safety plan.
Correlated English Language Arts Academic Content Benchmarks
• Demonstrate comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading
Process B, 11-12)
• Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10;
Reading Process C, 11-12)
Correlated Science Academic Content Benchmarks
• Participate in and apply the processes of scientific investigation to create models and to
design, conduct, evaluate and communicate the results of these investigations. (Scientific
Inquiry, A, 9-10)
• Make appropriate choices when designing and participating in scientific investigations
by using cognitive and manipulative skills when collecting data and formulating
conclusions from the data. (Scientific Inquiry, A, 11-12)
BIL:
Recommended
EDU: 12 AD
I
P
Competency 5.5: Develop safety and security strategies to minimize risks for
individuals and groups in multiple environments.
Descriptors:
5.5.1 Create a solution for guests’ and customers’ exposure to a health hazard.
5.5.2 Suggest ways to manage guests and customers facing a threat.
5.5.3 Create ways to prevent common safety hazards.
5.5.4 Develop and role play mock emergency situations.
5.5.5 Outline how locking systems protect guests and/or customers.
5.5.6 Create a security system using surveillance cameras.
5.5.7 Design a security system using security personnel.
5.5.8 Detail ways to use lighting to increase security.
5.5.9 Identify liability responsibilities.

Correlated English Language Arts Academic Content Benchmarks
• Demonstrate an understanding of effective speaking strategies by selecting appropriate
language and adjusting presentation techniques. (Communication: Oral and Visual D, 8-
10)
• Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 11-12)
BIL:
Essential
EDU: 12 AD
I
P
Competency 5.6: Process safety documentation.
Descriptors:
5.6.1 Identify the forms required to document accidents and emergency events.
5.6.2 Complete and file accident reports in accordance with required standards.
5.6.3 Describe the impacts of accidents on workers’ compensation and insurance
bonding.
Correlated English Language Arts Academic Content Benchmarks
• Evaluate how features and characteristics make information accessible and usable and
how structures help authors achieve their purposes. (Reading Applications:
Informational, Technical and Persuasive Text A, 8-10)
• Produce functional documents that report, organize and convey information and ideas
accurately, foresee readers’ problems or misunderstandings and that include formatting
techniques that are user friendly. (Writing Applications C, 11-12)
BIL: Essential
EDU: 12 AD
P
R
Competency 5.7: Comply with emergency procedures.
Descriptors:
5.7.1 Maintain emergency exits.
5.7.2 Identify the location of power sources controls and communication equipment.
5.7.3 Demonstrate procedures for extinguishing class A, B and D fires.
5.7.4 Identify the location of fire suppression equipment.
5.7.5 Identify the procedures for weather emergencies.
5.7.6 Identify procedures to be followed in the event of a robbery.
5.7.7 Comply with the emergency medical plan in medical emergencies.
5.7.8 Specify procedures necessary based on the national threat level.
5.7.9 Examine and disseminate information to help customers deal with potential
safety hazards and security issues.
Correlated English Language Arts Academic Content Benchmarks

• Apply reading comprehension strategies to understand grade-appropriate text. (Reading
Process A, 8-10; Reading Process A, 11-12)
• Evaluate how features and characteristics make information accessible and usable and
how structures help authors achieve their purposes. (Reading Applications:
Informational, Technical and Persuasive Text A, 8-10)
BIL:
Essential
EDU: 12 AD
P
R
Competency 5.8: Explain safety and security polices and procedures.
Descriptors:
5.8.1 Formulate methods of resolution and/or alternatives for eliminating potential
safety hazards.
5.8.2 Describe sources to utilize in various emergency situations for self, co-workers,
and customers and/or guests.
Correlated English Language Arts Academic Content Benchmarks
• Apply reading comprehension strategies to understand grade-appropriate text. (Reading
Process A, 8-10; Reading Process A, 11-12)
• Evaluate how features and characteristics make information accessible and usable and
how structures help authors achieve their purposes. (Reading Applications:
Informational, Technical and Persuasive Text A, 8-10)
BIL:
Essential
EDU: 12 AD
P
R
Competency 5.9: Assess strategies for handling medical emergencies.
Descriptors:
5.9.1 Predict the range of medical emergencies that could occur.
5.9.2 Describe the equipment and materials that should be kept on hand.
5.9.3 Explain the policies and procedures for addressing a variety of medical
emergencies.
5.9.4 Identify the necessary contact information needed for medical emergencies.
5.9.5 Review the parameters and legal constraints of dealing with medical
emergencies.
BIL:
Essential
EDU: 12 AD
P
R
Competency 5.10: Assess strategies for handling demonstrations and confrontations
Descriptors:
5.10.1 Differentiate between demonstrations and confrontations.
5.10.2 Describe the emergency action plan for demonstrations and confrontations.

5.10.3 Explain the relationships with law enforcement officials when dealing with
situations.
5.10.4 Explain policies and procedures for accommodating the rights of demonstrators
(e.g., union strikes).
5.10.5 Describe strategies for preventing escalation of volatile situations
5.10.6 Outline safety and security issues for individuals and groups in multiple
environments to minimize risks
5.10.7 Explain potential, real and perceived natural, social and terrorism-related
emergency situations
Correlated English Language Arts Academic Content Benchmarks
• Apply reading comprehension strategies to understand grade-appropriate text. (Reading
Process A, 8-10; Reading Process A, 11-12)
• Evaluate how features and characteristics make information accessible and usable and
how structures help authors achieve their purposes. (Reading Applications:
Informational, Technical and Persuasive Text A, 8-10)
BIL:
Essential
EDU: 12 AD
P
R
Competency 5.11: Assess strategies for handling emergency evacuations.
Descriptors:
5.11.1 Identify situations that would require evacuation.
5.11.2 Explain the fire and environmental safety policies and evacuation procedures.
5.11.3 Explain the bomb threat policies and evacuation procedures.
5.11.4 Explain the emergency weather related policies and procedures.
5.11.5 Explain the procedures for dealing with unauthorized persons who pose a threat.
Unit 37:
BIL:
Safety, Health and Security
Essential
EDU: 12 AD
P
R
Competency 37.1: Explain general safety and security polices and procedures.
Descriptors:
37.1.1 Outline safety and security issues for individuals and groups in multiple
environments, to minimize risks.
37.1.2 Explain potential, real and perceived natural, social or terrorism emergency
situations.
37.1.3 Formulate methods of resolution and/or alternatives for eliminating potential
safety hazards.
37.1.4 Describe sources to utilize in various emergency situations for self, co-workers
and customers and guests.
37.1.5 Examine and disseminate information to help customers deal with potential
safety hazards and security issues.

Correlated English Language Arts Academic Content Benchmarks
• Apply reading comprehension strategies to understand grade-appropriate text. (Reading
Process A, 8-10; Reading Process A, 11-12)
• Evaluate how features and characteristics make information accessible and usable and
how structures help authors achieve their purposes. (Reading Applications:
Informational, Technical and Persuasive Text A, 8-10)
BIL:
Essential
EDU: 12 AD
P
R
Competency 37.2: Identify strategies for handling medical emergencies.
Descriptors:
37.2.1 Consider the range of medical emergencies that could occur.
37.2.2 Describe the appropriate equipment and materials that should be kept on hand.
37.2.3 Explain the policies and procedures for addressing a variety of medical
emergencies.
37.2.4 Identify the necessary contact information needed for medical emergencies.
37.2.5 Review the parameters and legal constraints of dealing with medical
emergencies.
Correlated English Language Arts Academic Content Benchmarks
• Demonstrate comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading
Process B, 11-12)
BIL:
Essential
EDU: 12 AD
I
P
Competency 37.3: Identify strategies for handling demonstrations and confrontations.
Descriptors:
37.3.1 Differentiate between a demonstration and a confrontation.
37.3.2 Describe the emergency action plan for demonstrations and confrontations.
37.3.3 Explain the relationships with law enforcement officials for dealing with
situations.
37.3.4 Explain policies and procedures for accommodating the rights of demonstrators
(e.g., union strikes).
37.3.5 Describe strategies for preventing escalation of volatile situations.
BIL:
Essential
EDU: 12 AD
P
R

Competency 37.4: Identify strategies for handling emergency evacuations.
Descriptors:
37.4.1 Identify situations that would require evacuation.
37.4.2 Explain the fire and environmental safety policies and evacuation procedures.
37.4.3 Explain the bomb threat polices and evacuation procedures.
37.4.4 Explain the emergency weather related policies and procedures.
37.4.5 Explain the procedures for dealing with unauthorized persons who pose a threat.
Correlated English Language Arts Academic Content Benchmarks
• Demonstrate comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading
Process B, 11-12)
BIL:
Essential
EDU: 12 AD
I
P
Competency 37.5: Develop and implement an individualized security program.
Descriptors:
37.5.1 Discuss the legal concerns involved with providing safe and secure
accommodations for guests.
37.5.2 Identify considerations in setting up a security program.
37.5.3 Compare and contrast the various methods of security staffing.
37.5.4 Describe the functions of a wide variety of security equipment (e.g. physical
security systems, surveillance systems, alarm systems, guestroom security
systems, communication systems).
37.5.5 Describe the purposes for security procedures that deal with guest protection.
37.5.6 Explain the values of and procedures for accurate report writing and
recordkeeping.
37.5.7 Identify the types of emergencies that need to be addressed in a crisis
management plan.
37.5.8 Create policies for guests and employees related to emergency procedures.
37.5.9 Train and drill staff on all policies and procedures.
37.5.10 Identify a media spokesperson for all crisis situations.
Correlated English Language Arts Academic Content Benchmarks
• Produce functional documents that report, organize and convey information and ideas
accurately, foresee readers’ problems or misunderstandings and that include formatting
techniques that are user friendly. (Writing Applications C, 11-12)

Unit 21:
BIL:
Equipment
Essential
EDU: 12 AD
I
P
Competency 21.1: Demonstrate operation of food preparation equipment.
Descriptors:
21.1.1 Arrange equipment for efficient access and use.
21.1.2 Operate ovens (e.g., standard, infrared, conventional).
21.1.3 Utilize a variety of food preparation equipment (e.g., ranges, mixers, fryer units,
toasters, grills).
21.1.4 Maintain food preparation equipment according to manufacturers’ specifications,
warranties and service agreements.
21.1.5 Troubleshoot equipment problems and employ preventive measures.
21.1.6 Use scales and carts to receive food and supplies.
21.1.7 Demonstrate measuring and portioning foods using ladles, measuring cups,
spoons, scales and scoops.
21.1.8 Cut and mix foods using standard kitchen equipment.
21.1.9 Maintain calibration of equipment, and log where required.
Correlated English Language Arts Academic Content Benchmarks
• Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10;
Reading Process C, 11-12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 21.2: Demonstrate operation of nonfood kitchen equipment.
Descriptors:
21.2.1 Describe the setup and function of compartment sinks.
21.2.2 Operate dishwashing machines, trash compactors and other equipment.
21.2.3 Maintain waste disposals, refrigerators, ventilation hoods and freezers according
to manufacturers’ specifications.
21.2.4 Follow established procedures for the safe handling and use of cleaning
equipment.

Unit 22:
BIL:
Food Preparation Basics
Essential
EDU: 12 AD
P
R
Competency 22.1: Apply calculations essential to culinary.
Descriptors:
22.1.1 Measure liquids and solids by weight or volume using appropriate equipment.
22.1.2 Measure food temperature.
22.1.3 Convert recipes to meet specific quantity needs.
22.1.4 Calculate nutritional information per serving (e.g., calories, fat grams).
22.1.5 Calculate menu and recipe costs.
Correlated Mathematics Academic Content Benchmarks
• Compare, order and determine equivalent forms of real numbers. (Number, Number
Sense and Operations E, 8-10)
• Estimate, compute and solve problems involving real numbers, including ratio,
proportion and percent, and explain solutions. (Number, Number Sense and Operations
G, 8-10)
• Write and solve real-world, multi-step problems involving money, elapsed time and
temperature, and verify reasonableness of solutions. (Measurement F, 8-10)
BIL:
Essential
EDU: 12 AD
P
R
Competency 22.2: Demonstrate artistic presentation.
Descriptors:
22.2.1 Explain how shapes, colors, textures and design relate to food preparation and
presentation.
22.2.2 Describe the importance of the senses as they relate to food preparation and
presentation.
22.2.3 Apply creativity during food preparation and presentation.
22.2.4 Determine themes for special occasions.
22.2.5 Enhance food presentations using various techniques.
22.2.6 Show consistent appearance in prepared foods.
22.2.7 Describe and prepare ingredients commonly used as garnishes.
22.2.8 Demonstrate garnishing plates.
BIL:
Essential
EDU: 12 AD
I
P

Competency 22.3: Demonstrate scientific knowledge of food preparation, storage and
presentation.
Descriptors:
22.3.1 Describe thermal energy transfer in the preparation, storage and presentation of
food.
22.3.2 Describe undesirable microbial growth in food.
22.3.3 Explain acidity as it relates to food preparation, storage and presentation.
22.3.4 Describe the action of water in food preparation, storage and presentation.
22.3.5 Recognize various types of chemical reactions during food preparation, storage
and presentation.
22.3.6 Explain how lipids affect the texture and tenderness of bakery products.
22.3.7 Differentiate among various solutions, colloids and emulsions.
22.2.8 Explain how oxidation affects foods.
22.3.9 Describe the effects of pressure, including altitude, on cooking.
Correlated Science Academic Content Benchmarks
• Explain how atoms react with each other to form other substances and how molecules
react with each other or other atoms to form even different substances. (Physical
Sciences B, 9-10)
• Describe the identifiable physical properties of substances (e.g., color, hardness,
conductivity, density, concentration and ductility). Explain how changes in these
properties can occur without changing the chemical nature of the substance. (Physical
Sciences C, 9-10)
• Explain how energy may change form or be redistributed but the total quantity of energy
is conserved. (Physical Sciences F, 9-10)
BIL:
Essential
EDU: 12 AD
P
R
Competency 22.4: Prepare mise en place.
Descriptors:
22.4.1 Select the utensils, containers and equipment appropriate for the task to be
performed.
22.4.2 Sanitize the utensils, containers, equipment and work space.
22.4.3 Assemble needed recipes and ingredients.
22.4.4 Apply work efficiency principles in setting up a work space.
22.4.5 Maintain food safety.
22.4.6 Restore the area to a sanitary condition.
BIL:
Essential
EDU: 12 AD
P
R
Competency 22.5:
Descriptors:
Demonstrate various cutting operations.

22.5.1 Identify tools for cutting by hand.
22.5.2 Identify the types of knives for specific cuts.
22.5.3 Employ standard safety precautions while performing classical cuts.
22.5.4 Demonstrate standard safety precautions while performing cuts using mechanical
cutting tools (e.g., mandolin, food processor, chopper).
22.5.5 Sharpen, wash, rinse, sanitize and store cutting tools according to standards.
22.5.6 Demonstrate established procedures for the safe handling and use of knives,
shredders, choppers and other cutting tools.
BIL:
Essential
EDU: 12 AD
P
R
Competency 22.6: Apply basic kitchen cooking techniques.
Descriptors:
22.6.1 Identify the components and functions of a standardized recipe.
22.6.2 Describe the uses for common liquid and dry measure tools.
22.6.3 Explain the difference between customary and metric units of measurement.
22.6.4 Apply effective misế en place through practice.
22.6.5 List common spices and herbs and describe their uses.
22.6.6 Describe and demonstrate several basic preparation techniques, including
clarifying butter, separating eggs, whipping egg whites and making parchment
liners.
22.6.7 Describe dry-heat cooking methods and list the foods for which they are suited.
22.6.8 Describe moist-heat cooking methods and list the foods for which they are suited.
22.6.9 Describe combination cooking methods and list the foods for which they are
suited.
Correlated Mathematics Academic Content Benchmarks
• Compare, order and determine equivalent forms of real numbers. (Number, Number
Sense and Operations E, 8-10)
• Apply mathematical knowledge and skills routinely in other content areas and practical
situations. (Mathematical Processes B, 8-10)
Unit 1:
BIL:
Career Exploration and Development
Essential
EDU: 12 AD
P
R
Competency 1.1: Examine the numerous career pathways within hospitality and
tourism.
Descriptors:
1.1.1 Identify current and future career options in hospitality and tourism.
1.1.2 Identify education and training needed for entry-level, skilled level and
supervisory level careers in hospitality and tourism.
1.1.3 Identify personal characteristics required for individuals working in this field.

1.1.4 Examine the advantages and disadvantages of working in independently-owned
facilities, non-profit associations or chain-affiliated facilities.
1.1.5 Match individual interests, abilities and preferences to career preferences.
1.1.6 Identify key terms and principles associated with the hospitality and tourism
industry.
Correlated English Language Arts Academic Content Benchmarks
• Use context clues and text structures to determine the meaning of new vocabulary.
(Acquisition of Vocabulary A, 8-10)
• Demonstrate comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading
Process B, 11-12)
• Evaluate the usefulness and credibility of data and sources. (Research B, 8-10)
• Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
• Evaluate the usefulness and credibility of data and sources and synthesize information
from multiple sources. (Research C, 11-12)
Correlated Mathematics Academic Content Benchmarks
• Apply mathematical knowledge and skills routinely in other content areas and practical
situations. (Mathematical Processes B, 8-10)
• Locate and interpret mathematical information accurately, and communicate ideas,
processes and solutions in a complete and easily understood manner. (Mathematical
Processes H, 8-10)
BIL:
Essential
EDU: 12 AD
I
P
Competency 1.2: Explore professional development opportunities.
Descriptors:
1.2.1 Research continuing education and professional development courses to advance
skills or remain current in the profession.
1.2.2 Identify licenses, certifications and credentials applicable to specific careers.
1.2.3 Maintain a résumé, a list of references, resource files, and a portfolio of work
experience, licenses and certifications.
1.2.4 Identify professional associations available in this industry.
1.2.5 Identify professional journals and publications.
1.2.6 Interact with hospitality and tourism professionals by building internal and
external mentor relationships.
Correlated English Language Arts Academic Content Benchmarks

• Produce functional documents that report, organize and convey information and ideas
accurately, foresee readers’ problems or misunderstandings and that include formatting
techniques that are user friendly. (Writing Applications C, 11-12)
• Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
• Use a variety of strategies to enhance listening comprehension. (Communication: Oral
and Visual A, 8-10; Communication: Oral and Visual A, 11-12)
BIL:
Essential
EDU: 12 AD
I
P
Competency 1.3: Examine the benefits and costs of the hospitality and tourism
industry at the local, regional, state, national and international
levels.
Descriptors:
1.3.1 Examine economic benefits and costs.
1.3.2 Examine social benefits and costs.
1.3.3 Examine cultural benefits and costs.
1.3.4 Examine environmental benefits and costs.
Correlated English Language Arts Academic Content Benchmarks
• Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
Correlated Mathematics Academic Content Benchmarks
• Create, interpret and use graphical displays and statistical measures to describe data;
e.g., box-and-whisker plots, histograms, scatterplots, measures of center and variability.
(Data Analysis and Probability A, 8-10)
• Construct convincing arguments based on analysis of data and interpretation of graphs.
(Data Analysis and Probability F, 8-10)
• Locate and interpret mathematical information accurately, and communicate ideas,
processes and solutions in a complete and easily understood manner. (Mathematical
Processes H, 8-10)
Correlated Science Academic Content Benchmarks
• Explain that humans are an integral part of the Earth’s system and the choices humans
make today impact natural systems in the future. (Earth and Space Sciences C, 11-12)
• Describe how human activities can impact the status of natural systems. (Life Sciences
G, 9-10)
BIL:
Recommended
EDU: 12 AD
I
P

Competency 1.4: Explore the characteristics and trends related to domestic and
international travelers.
Descriptors:
1.4.1 Explore demographics concerning domestic and international business and
leisure travelers.
1.4.2 Explore geographic origins of domestic and international business and leisure
travelers.
1.4.3 Explore the psychographic characteristics of and trends related to domestic and
international business and leisure travelers.
1.4.4 Explore travelers’ motivations, needs and expectations concerning international
and domestic business and leisure travel.
Correlated English Language Arts Academic Content Benchmarks
• Formulate open-ended research questions suitable for investigation and adjust questions
as necessary while research is conducted. (Research A, 8-10)
• Formulate open-ended research questions suitable for inquiry and investigation and
adjust questions as necessary while research is conducted. (Research A, 11-12)
• Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
Correlated Mathematics Academic Content Benchmarks
• Locate and interpret mathematical information accurately, and communicate ideas,
processes and solutions in a complete and easily understood manner. (Mathematical
Processes H, 8-10)
BIL:
Essential
EDU: 12 AD
I
P
Competency 1.5: Examine the development, growth and future of the hospitality and
tourism industry.
Descriptors:
1.5.1 Identify the origins of the hospitality and tourism industry.
1.5.2 Examine major growth stages in the industry and their causes.
1.5.3 Identify the scope of the industry and overall trends in the hospitality and tourism
industry at the local, state, national and international levels.
1.5.4 Identify major actions of the hospitality and tourism industry that create growth.
1.5.5 Describe the impact of local, state, national and international events on the
hospitality and tourism industry (e.g., impact of 9/11, natural disasters, personal
safety).
Correlated English Language Arts Academic Content Benchmarks

• Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
Correlated Mathematics Academic Content Benchmarks
• Apply mathematical knowledge and skills routinely in other content areas and practical
situations. (Mathematical Processes B, 8-10)
• Locate and interpret mathematical information accurately, and communicate ideas,
processes and solutions in a complete and easily understood manner. (Mathematical
Processes H, 8-10)
BIL:
Recommended
EDU: 12 AD
I
R
Competency 1.6: Participate in an organization’s community outreach involvement.
Descriptors:
1.6.1 Identify educational, environmental and community needs and social issues for
organizational involvement.
1.6.2 Describe issues on which to focus organizational support.
1.6.3 Participate in social and/or outreach activities.
1.6.4 Encourage staff involvement.
1.6.5 Recognize the importance of an organization’s social and community
relationships and their effects on the organization.
Correlated English Language Arts Academic Content Benchmarks
• Organize information from various resources and select appropriate sources to support
central ideas, concepts and themes. (Research C, 8-10)
• Communicate findings, reporting on the substance and processes orally, visually and in
writing or through multimedia. (Research E, 8-10; Research E, 11-12)
Unit 5-Environmental Services: Laundry and Linens
Suggested Projects/Activities
The following projects/activities represent various ways to assess student mastery of the
competencies in this unit. These activities enable a student to demonstrate what they have learned
while providing teachers the flexibility to change strategies as the tools and resources change in
the classroom.

Activity Description Resources Assessment Other Content Areas
Operate washers and
dryers
Prepare items for
washing
Care for items
properly after drying
Teacher
demonstration
Teacher assessment of
student performance
Communication
Unit 5: Environmental Services
Subunit 5.2: Laundry and Linens
Competency 5.2.1: Operate commercial laundry
Operate commercial laundry equipment in a laundry department according to
business/industry standards.
Competency Builders:
5.2.1.1 Operate washers
5.2.1.2 Operate dryers
5.2.1.3 Operate flatwork press
5.2.1.4 Operate flatwork ironer
5.2.1.5 Operate automatic folders
Competency 5.2.2: Launder linens
Without the use of references, sort and launder linens according to the guidelines
established in class.
Competency Builders:
5.2.2.1 Collect soiled linens
5.2.2.2 Sort soiled linens
5.2.2.3 Identify stains
5.2.2.4 Treat stains
5.2.2.5 Select type of detergent
5.2.2.6 Select water temperature
5.2.2.7 Select wash cycle
Competency 5.2.3: Maintain laundry equipment
Given a situation, clean laundry equipment as demonstrated by the instructor without
error.
Competency Builders:
5.2.3.1 Clean laundry equipment
5.2.3.2 Perform routine maintenance
Competency 5.2.4: Schedule laundry work assignments
Using available resources, schedule laundry and work assignments according to industry
standards.
Competency Builders:
5.2.4.1 Determine occupancy levels

5.2.4.2 Develop work schedules
5.2.4.3 Assign work schedules
5.2.4.4 Handle special requests
Competency 5.2.5: Control linens
Control linens by setting up inventory systems that tabulate daily usage, and distribute
linens according to industry standards.
Competency Builders:
5.2.5.1 Set up inventory system
5.2.5.2 Tabulate daily usage
5.2.5.3 Rotate inventory
5.2.5.4 Inventory linens
5.2.5.5 Distribute linens

Unit 5: Environmental Services-Facility Care
Suggested Projects/Activities
The following projects/activities represent various ways to assess student mastery of the
competencies in this unit. These activities enable a student to demonstrate what they have learned
while providing teachers the flexibility to change strategies as the tools and resources change in
the classroom.
Activity Description Resources Assessment Other Content Areas
Operate cleaning
equipment to care for
floors
Textbooks
Videos
Teacher assessment of
student performance
Reading
Communication
Clean classrooms,
restrooms, and other
public areas
Teacher-made
handouts
Demonstrations
Unit 5: Environmental Services
Subunit 5.3: Facility Care
Competency 5.3.1: Maintain uncarpeted areas
Given a situation, identify types of uncarpeted floors, follow correct floor cleaning
procedures, and use correct floor cleaning supplies and equipment according to industry
standards.
Competency Builders:
5.3.1. 1 Identify types of uncarpeted floor surfaces
5.3.1.2 Follow correct floor-cleaning procedures for each floor type
5.3.1.3 Use floor-cleaning supplies and equipment
Competency 5.3.2: Maintain carpeted areas
Given a situation, identify types of uncarpeted floors, follow correct floor cleaning
procedures, and use correct floor cleaning supplies and equipment according to industry
standards.
Competency Builders:
5.3.2.1 Identify types of carpets
5.3.2.2 Follow correct cleaning procedures for each type of carpet
5.3.2.3 Use carpet-cleaning supplies and equipment

Competency 5.3.3: Schedule housekeeping work
Given a situation, explain supervisory responsibility in identifying room status, developing
work schedule.
Competency Builders:
5.3.3. 1 Identify room status
5.3.3.2 Determine occupancy levels with registration
5.3.3.3 Develop work schedules
5.3.3.4 Assign work schedules
5.3.3.5 Handle special requests
Competency 5.3.4: Operate cleaning equipment
Using references, operate cleaning equipment after identifying, inspecting, cleaning, storing,
and performing routine maintenance on the equipment according to industry standards.
Competency Builders:
5.3.4.1 Identify cleaning equipment
5.3.4.2 Identify operating procedures for cleaning equipment
5.3.4.3 Inspect cleaning equipment
5.3.4.4 Clean equipment
5.3.4.5 Store cleaning equipment
5.3.4.6 Perform routine maintenance
Competency 5.3.5: Service guest rooms
Perform the tasks required to service guest rooms for entry-level jobs according to industry
standards.
Competency Builders:
5.3.5.1 Prepare cart for day’s work
5.3.5.2 Prepare equipment for day’s work
5.3.5.3 Follow recommended procedures for entering and leaving guest rooms
5.3.5.4 Make preliminary check
5.3.5.5 Follow sequence of cleaning
5.3.5.6 Use aseptic cleaning techniques
5.3.5.7 Follow safety procedures
5.3.5.8 Replace light bulbs
5.3.5.9 Replenish guest supplies, brochures, and amenities
5.3.5.10 Clean bathrooms
5.3.5.11 Clean furnishings
5.3.5.12 Spot-clean upholstered furnishings
5.3.5.13 Clean draperies and upholstery
5.3.5.14 Strip bed
5.3.5.15 Disinfect bed
5.3.5.16 Make bed
5.3.5.17 Collect soiled laundry
5.3.5.18 Clean drawers, shelves, and closets
5.3.5.19 Clean uncarpeted areas
5.3.5.20 Clean carpeted areas
5.3.5.21 Complete final room check

Competency 5.3.6: Clean public areas and offices
Without references apply the techniques used to clean public areas and offices according to
guidelines established in class.
Competency Builders:
5.3.6.1 Prepare cart for day’s work
5.3.6.2 Prepare cleaning equipment for day’s work
5.3.6.3 Follow recommended procedures for entering and leaving public areas and offices
5.3.6.4 Make preliminary check
5.3.6.5 Follow sequence of cleaning
5.3.6.6 Use aseptic cleaning techniques
5.3.6.7 Follow safety procedures
5.3.6.8 Clean light fixtures
5.3.6.9 Clean windows
5.3.6.10 Clean vents
5.3.6.11 Clean drinking fountains
5.3.6.12 Disinfect telephones
5.3.6.13 Clean ash receptacles
5.3.6.14 Clean trash containers
5.3.6.15 Clean elevators
5.3.6.16 Clean stairways
5.3.6.17 Clean baseboards, doors, and frames
5.3.6.18 Report insects and pests
5.3.6.19 Dust horizontal and vertical surfaces
5.3.6.20 Clean furnishings
5.3.6.2 1 Clean draperies and upholstery
5.3.6.22 Spot-clean upholstered furnishings
5.3.6.23 Clean uncarpeted areas
5.3.6.24 Clean carpeted areas
5.3.6.25 Complete final inspection
Competency 5.3.7: Clean employee areas
Given a situation, clean employee areas according to industry standards.
Competency Builders.
5.3.7.1 Follow recommended procedures for entering and leaving employees’ areas
5.3.7.2 Make preliminary check
5.3.7.3 Follow sequence of cleaning
5.3.7.4 Use aseptic cleaning techniques
5.3.7.5 Follow safety procedures
5.3.7.6 Clean rest rooms and showers
5.3.7.7 Clean carpeted areas
5.3.7.8 Clean uncarpeted areas
5.3.7.9 Clean draperies and upholstery
5.3.7.10 Clean furnishings
5.3.7.11 Clean appliances

Competency 5.3.8: Clean rest rooms
Apply techniques for cleaning restrooms according to guidelines provided.
Competency: Builders:
5.3.8.1 Follow recommended procedures for entering and leaving rest rooms
5.3.8.2 Make preliminary check
5.3.8.3 Follow sequence of cleaning
5.3.8.4 Use aseptic cleaning techniques
5.3.8.5 Follow safety procedures
5.3.8.6 Clean rest room partitions and accessories
5.3.8.7 Empty and clean sanitary napkin receptacle
5.3.8.8 Fill sanitary napkin dispensers
5.3.8.9 Empty and clean trash containers
5.3.8.10 Fill paper towel dispenser
5.3.8.11 Fill toilet paper holder
5.3.8.12 Fill hand soap dispenser
5.3.8.13 Clean and disinfect sink area
5.3.8.14 Clean and disinfect tub and shower
5.3.8.15 Clean and disinfect toilets and urinals
5.3.8.16 Clean furnishings
5.3.8.17 Wash walls
5.3.8.18 Clean mirrors
5.3.8.19 Clean plumbing traps and valves
5.3.8.20 Clean floors
5.3.8.21 Complete final inspection
Unit 13: Consumer Behavior and Customer Service
BIL:
Essential
EDU: 12 AD
I
P
Competency 13.1: Describe consumer behavior concepts.
Descriptors:
13.1.1 Explain the concept of consumer behavior.
13.1.2 Describe the role of consumer behavior in strategic planning.
13.1.3 Describe the three basic categories of consumer consumption activities (i.e.,
impulse buying, habitual purchase behavior, consumption problem-solving).
13.1.4 Identify the central variables that influence consumer behavior.
13.1.5 Explain the relationship between market segmentation and consumer research.
13.1.6 Describe the relationship between consumer needs and motivation.
BIL:
Essential

EDU: 12 AD
I
P
Competency 13.2: Discuss consumer behavior theories.
Descriptors:
13.2.1 Describe personality theories.
13.2.2 Explain the use of personality characteristics to segment markets.
13.2.3 Explain the relationship between consumer perception and marketing.
13.2.4 Describe the relationship between product symbolism and consumer behavior.
12.2.5 Describe the influence of perceived risk on purchase strategies.
13.2.6 Describe ways of measuring attitudes and the nature of consumer attitude
formation.
13.2.7 Explain types of audiences, the nature of group dynamics and attitude-change
strategies.
13.2.8 Explain the credibility of consumer communications sources.
Correlated English Language Arts Academic Content Benchmarks
• Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)
• Evaluate the usefulness and credibility of data and sources. (Research B, 8-10)
BIL:
Essential
EDU: 12 AD
I
P
Competency 13.3: Discuss culture and consumer behavior.
Descriptors:
13.3.1 Describe the roles of the family in the decision-making process.
13.3.2 Explain the concept of family life cycle (FLC) as a marketing tool.
13.3.3 Explain the relationship between social class and consumer behavior.
13.3.4 Describe the influence of culture on consumer behavior.
13.3.5 Explain sub-cultural aspects of consumer behavior.
13.3.6 Describe the concept of cross-cultural consumer behavior.
13.3.7 Describe the nature of consumer decision-making models.
13.3.8 Identify resources for obtaining consumer behavior information.
13.3.9 Explain buying trigger strategies.
Correlated English Language Arts Academic Content Benchmarks
• Evaluate the usefulness and credibility of data and sources. (Research B, 8-10)
BIL:
Essential
EDU: 12 AD

I P
Competency 13.4: Describe organizational buyer behavior.
Descriptors:
13.4.1 Explain the similarities and differences between organizational customers and
individual consumers.
13.4.2 Outline the organizational buying process.
13.4.3 Identify the internal and external factors that affect organizational buying
decisions.
13.4.4 Identify the functional areas of an organization that influence buying decisions.
13.4.5 Identify the roles assumed by members of the decision unit.
13.4.6 Describe an organizational buyer profile.
BIL:
Essential
EDU: 12 AD
P
R
Competency 13.5: Examine customer service skills to ensure satisfaction.
Descriptors:
13.5.1 Define customer service.
13.5.2 Explain the importance of positive customer and/or client relations.
13.5.3 Review customer service scenarios.
13.5.4 Explain the concept of service recovery.
13.5.5 Describe how customer service affects a company’s bottom line.
Correlated English Language Arts Academic Content Benchmarks
• Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 13.6: Deliver quality customer service.
Descriptors:
13.6.1 Determine how to exceed customer expectation to maintain the relationship.
13.6.2 Describe the organization and the types of customers.
13.6.3 Describe the chain of command when dealing with customer service issues.
13.6.4 Explain why company service standards and procedures are important to good
customer service.
13.6.5 Keep up to date on new products and services.
13.6.6 Demonstrate customer service attitude and behaviors.
13.6.7 Demonstrate empathy and listen effectively to customers who are difficult.
13.6.8 Handle customer enquiries with appropriate written responses (e.g., e-mail).
13.6.9 Respond to requests for facilities, services and community information.
13.6.10 Communicate effectively with colleagues.
13.6.11 Work flexibly to help individual customers when they need it.

13.6.12 Organize the work to provide the best customer service.
13.6.13 Attempt to identify problems before they become critical issues.
13.6.14 Demonstrate customer service recovery strategies.
13.6.15 Give customers a positive impression of oneself and one’s organization.
13.6.16 Implement customer service changes in a positive manner.
Correlated English Language Arts Academic Content Benchmarks
• Produce letters (e.g., business, letters to the editor, job applications) that follow the
conventional style appropriate to the text and that include appropriate details and
exclude extraneous details and inconsistencies. (Writing Applications C, 8-10)
• Use a variety of strategies to enhance listening comprehension. (Communication: Oral
and Visual A, 8-10; Communication: Oral and Visual A, 11-12)
• Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 11-12)
Correlated Mathematics Academic Content Benchmarks
• Create and analyze tabular and graphical displays of data using appropriate tools,
including spreadsheets and graphing calculators. (Data Analysis and Probability A, 11-
12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 13.7: Analyze and implement customer service standards.
Descriptors:
13.7.1 Collect and analyze customer service information.
13.7.2 Review customer behavior (e.g., habits, purchasing patterns, needs).
13.7.3 Describe ways to eliminate gaps in customer satisfaction, expectations, business
performance and customer-perceived value.
13.7.4 Describe the impact of management actions on all aspects of customer service.
13.7.5 Explain the expected customer service level, based on business mission,
positioning and branding.
13.7.6 Create visibility, ownership and commitment related to standards.
13.7.7 Address problems relating to customer service.
13.7.8 Use continuous improvement strategies and plans to consistently monitor
customer service.
Correlated English Language Arts Academic Content Benchmarks
• Formulate open-ended research questions suitable for investigation and adjust questions
as necessary while research is conducted. (Research A, 8-10)
• Formulate open-ended research questions suitable for inquiry and investigation and
adjust questions as necessary while research is conducted. (Research A, 11-12)
• Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)

• Evaluate the usefulness and credibility of data and sources and synthesize information
from multiple sources. (Research C, 11-12)
• Communicate findings, reporting on the substance and processes orally, visually and in
writing or through multimedia. (Research E, 8-10; Research E, 11-12)
Correlated Mathematics Academic Content Benchmarks
• Estimate, compute and solve problems involving real numbers, including ratio,
proportion and percent, and explain solutions. (Number, Number Sense and Operations
G, 8-10)
• Write and solve real-world, multi-step problems involving money, elapsed time and
temperature, and verify reasonableness of solutions. (Measurement F, 8-10)
• Create, interpret and use graphical displays and statistical measures to describe data;
e.g., box-and-whisker plots, histograms, scatterplots, measures of center and variability.
(Data Analysis and Probability A, 8-10)
• Construct convincing arguments based on analysis of data and interpretation of graphs.
(Data Analysis and Probability F, 8-10)
• Design and perform a statistical experiment, simulation or study; collect and interpret
data; and use descriptive statistics to communicate and support predictions and
conclusions. (Data Analysis and Probability C, 11-12)
• Apply mathematical knowledge and skills routinely in other content areas and practical
situations. (Mathematical Processes B, 8-10)
• Locate and interpret mathematical information accurately, and communicate ideas,
processes and solutions in a complete and easily understood manner. (Mathematical
Processes H, 8-10)
Unit 18:
BIL:
Customer Relations and Quality Services
Essential
EDU: 12 AD
I
P
Competency 18.1: Process orders.
Descriptors:
18.1.1 Open the sale.
18.1.2 Present and describe menu items.
18.1.3 Use feature and benefit selling.
18.1.4 Demonstrate product preparation.
18.1.5 Demonstrate ingredient knowledge.
18.1.6 Demonstrate nutritional product knowledge.
18.1.7 Employ suggestive selling techniques.
18.1.8 Promote feature items and signature items.
18.1.9 Record and repeat customers’ orders.
18.1.10 Record orders using a POS terminal.
18.1.11 Establish timing for order delivery.
18.1.12 Resolve customers’ complaints.
18.1.13 Transfer order information to the food and/or beverage area(s).
18.1.14 Check back soon after order delivery to verify satisfaction.

Correlated English Language Arts Academic Content Benchmarks
• Use a variety of strategies to enhance listening comprehension. (Communication: Oral
and Visual A, 8-10; Communication: Oral and Visual A, 11-12)
• Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 11-12)
• Give persuasive presentations that structure ideas and arguments in a logical fashion,
clarify and defend positions with relevant evidence and anticipate and address the
audience’s concerns. (Communication: Oral and Visual D, 11-12)
BIL:
Essential
EDU: 12 AD
I
P
Competency 18.2: Classify styles of service.
Descriptors:
18.2.1 List the varieties of service styles (e.g., fast casual, quick serve, curb service,
home meal replacement, take-out, personal chef, home delivery).
18.2.2 Explain the differences among styles of service.
BIL:
Essential
EDU: 12 AD
P
R
Competency 18.3: Provide table service.
Descriptors:
18.3.1 Describe different types of service (e.g., Oriental, French, Russian, American,
formal, informal).
18.3.2 Maintain the work area in accordance with established standards for cleanliness
and sanitation.
18.3.3 Demonstrate sensitivity to cultural differences during service.
18.3.4 Apply teamwork skills during service.
18.3.5 Serve beverages.
18.3.6 Serve multiple tables.
18.3.7 Prepare food at tableside.
18.3.8 Demonstrate food showmanship.
18.3.9 Serve special foods.
18.3.10 Package leftovers for customers.
18.3.11 Monitor customers’ dining experiences.
18.3.12 Remove dishes from the dining area when customers are finished.
18.3.13 Set tables for breakfast, lunch and dinner.
18.3.14 Clean spills, pre-bus tables and load bussing tray or tub.
Correlated English Language Arts Academic Content Benchmarks
• Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 11-12)

BIL:
Essential
EDU: 12 AD
I
P
Competency 18.4: Provide the services required by special situations.
Descriptors:
18.4.1 Resolve customer complaints (change the situation from negative to positive).
18.4.2 Resolve stressful situations (e.g., unruly customers, con artists, high-volume
periods, robberies).
18.4.3 Provide accommodations as required under the Americans with Disabilities Act
(ADA).
18.4.4 Provide services requested by customers with special requests.
18.4.5 Provide services requested by customers with children.
Correlated English Language Arts Academic Content Benchmarks
• Use a variety of strategies to enhance listening comprehension. (Communication: Oral
and Visual A, 8-10; Communication: Oral and Visual A, 11-12)
• Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 11-12)
BIL:
Essential
EDU: 12 AD
I
P
Competency 18.5: Provide banquet and catering services
Descriptors:
18.5.1 Set up serving and eating areas.
18.5.2 Demonstrate sensitivity to cultural differences during service.
18.5.3 Apply teamwork skills during service.
18.5.4 Maintain serving area (e.g., temperature, product quality).
18.5.5 Follow established procedures for using and maintaining of chafing dishes.
18.5.6 Break down eating and serving areas.
18.5.7 Order and receive special decorations, supplies and equipment.
18.5.8 Transport food and cater offsite.

Unit 3:
BIL:
Communications
Essential
EDU: 12 AD
P
R
Competency 3.1: Apply active listening skills to obtain and clarify information
provided in oral communication.
Descriptors:
3.1.1 Differentiate between hearing and listening.
3.1.2 Identify the effects of physical, social and psychological factors on the ability to
listen.
3.1.3 Paraphrase and repeat information to confirm understanding.
3.1.4 Ask questions to seek or confirm understanding.
3.1.5 Record and summarize information in written notes.
3.1.6 Follow directions and/or respond in a positive way with clear, concise comments.
Correlated English Language Arts Academic Content Benchmarks
• Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
• Use a variety of strategies to enhance listening comprehension. (Communication: Oral
and Visual A, 8-10; Communication: Oral and Visual A, 11-12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 3.2: Listen and speak effectively to contribute to group discussions and
meetings.
Descriptors:
3.2.1 Explain the nature of staff communications.
3.2.2 Clarify the purpose and goals of a discussion or meeting.
3.2.3 Demonstrate respect for diverse cultures.
3.2.4 Stay on subject and task.
3.2.5 Summarize the results of the meeting, including agreements and disagreements.
3.2.6 Speak succinctly and clearly to convey information.
3.2.7 Lead a staff meeting.
3.2.8 Defend ideas objectively.
3.2.9 Participate in group discussions.
Correlated English Language Arts Academic Content Benchmarks
• Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)

• Use a variety of strategies to enhance listening comprehension. (Communication: Oral
and Visual A, 8-10; Communication: Oral and Visual A, 11-12)
• Demonstrate an understanding of effective speaking strategies by selecting appropriate
language and adjusting presentation techniques. (Communication: Oral and Visual D, 8-
10)
BIL:
Essential
EDU: 12 AD
P
R
Competency 3.3: Interpret nonverbal behaviors to enhance communication.
Descriptors:
3.3.1 Identify nonverbal cues.
3.3.2 Observe eye contact, facial expressions, posture, gestures and other body
language.
3.3.3 Describe the message conveyed by nonverbal behaviors.
Correlated English Language Arts Academic Content Benchmarks
• Evaluate the content and purpose of a presentation by analyzing the language and
delivery choices made by a speaker. (Communication: Oral and Visual C, 8-10)
• Give persuasive presentations that structure ideas and arguments in a logical fashion,
clarify and defend positions with relevant evidence and anticipate and address the
audience’s concerns. (Communication: Oral and Visual D, 11-12)
BIL:
Recommended
EDU: 12 AD
P
R
Competency 3.4: Deliver presentations.
Descriptors:
3.4.1 Demonstrate appropriate usage of grammar, diction and sentence structure.
3.4.2 Identify characteristics of the audience and adjust to their ability to understand.
3.4.3 Communicate main ideas and supporting facts to achieve the communication’s
purpose.
3.4.4 Use visual aids and presentation technology to support formal presentations.
3.4.5 Use proper organization and structure to achieve coherence.
3.4.6 Use technical terms, references and quoted material properly.
3.4.7 Interpret tables, charts and figures used to support the communication.
3.4.8 Use verbal and nonverbal feedback strategies to engage discussion and adjust the
message and delivery.
3.4.9 Respond to questions and comments on a presentation.
Correlated English Language Arts Academic Content Benchmarks
• Analyze whether graphics supplement textual information and promote the author’s
purpose. (Reading Applications: Informational, Technical and Persuasive Text C, 8-10)

• Demonstrate an understanding of effective speaking strategies by selecting appropriate
language and adjusting presentation techniques. (Communication: Oral and Visual D, 8-
10)
• Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 11-12)
• Give informational presentations that contain a clear perspective; present ideas from
multiple sources in logical sequence; and include a consistent organizational structure.
(Communication: Oral and Visual E, 11-12)
• Give presentations using a variety of delivery methods, visual displays and technology.
(Communication: Oral and Visual G, 8-10; Communication: Oral and Visual F, 11-12)
Correlated Mathematics Academic Content Benchmarks
• Construct convincing arguments based on analysis of data and interpretation of graphs.
(Data Analysis and Probability F, 8-10)
• Use a variety of mathematical representations flexibly and appropriately to organize,
record and communicate mathematical ideas. (Mathematical Processes E, 8-10)
• Use precise mathematical language and notations to represent problem situations and
mathematical ideas. (Mathematical Processes F, 8-10)
• Locate and interpret mathematical information accurately, and communicate ideas,
processes and solutions in a complete and easily understood manner. (Mathematical
Processes H, 8-10)
BIL:
Essential
EDU: 12 AD
P
R
Competency 3.5: Write technical communications.
Descriptors:
3.5.1 Structure ideas and arguments in an organized manner that is supported by
relevant documentation and/or examples.
3.5.2 Use correct spelling, grammar, capitalization and punctuation.
3.5.3 Identify positions from relevant research and resources.
3.5.4 Calculate and interpret descriptive statistics to communicate and support
predictions and conclusions.
3.5.5 Utilize tables, charts and graphs to clarify textual explanations and support
arguments.
3.5.6 Write business letters, sales letters, informational messages, inquiries, persuasive
messages and proposals, and prepare simple and complex reports.
Correlated English Language Arts Academic Content Benchmarks
• Prepare writing for publication that is legible, follows an appropriate format and uses
techniques such as electronic resources and graphics. (Writing Process F, 8-10)
• Select and use an appropriate organizational structure to refine and develop ideas for
writing. (Writing Process B, 11-12)
• Produce letters (e.g., business, letters to the editor, job applications) that follow the
conventional style appropriate to the text and that include appropriate details and
exclude extraneous details and inconsistencies. (Writing Applications C, 8-10)

• Use documented textual evidence to justify interpretations of literature or to support a
research topic. (Writing Applications D, 8-10)
• Produce functional documents that report, organize and convey information and ideas
accurately, foresee readers’ problems or misunderstandings and that include formatting
techniques that are user friendly. (Writing Applications C, 11-12)
Correlated Mathematics Academic Content Benchmarks
• Create, interpret and use graphical displays and statistical measures to describe data;
e.g., box-and-whisker plots, histograms, scatterplots, measures of center and variability.
(Data Analysis and Probability A, 8-10)
• Evaluate different graphical representations of the same data to determine which is the
most appropriate representation for an identified purpose. (Data Analysis and
Probability B, 8-10)
• Find, use and interpret measures of center and spread, such as mean and quartiles, and
use those measures to compare and draw conclusions about sets of data. (Data Analysis
and Probability D, 8-10)
• Construct convincing arguments based on analysis of data and interpretation of graphs.
(Data Analysis and Probability F, 8-10)
• Use a variety of mathematical representations flexibly and appropriately to organize,
record and communicate mathematical ideas. (Mathematical Processes E, 8-10)
• Locate and interpret mathematical information accurately, and communicate ideas,
processes and solutions in a complete and easily understood manner. (Mathematical
Processes H, 8-10)
Correlated Science Academic Content Benchmarks
• Participate in and apply the processes of scientific investigation to create models and to
design, conduct, evaluate and communicate the results of these investigations. (Scientific
Inquiry, A, 9-10)
• Make appropriate choices when designing and participating in scientific investigations
by using cognitive and manipulative skills when collecting data and formulating
conclusions from the data. (Scientific Inquiry, A, 11-12)
BIL:
Essential
EDU: 12 AD
P
R
Competency 3.6: Communicate written information.
Descriptors:
3.6.1 Locate a variety of resources (e.g., books, journals, magazines, electronic
information).
3.6.2 Write specific steps for applying information learned to a task or a new situation.
3.6.3 Interpret recipes, operational manuals, inventory control sheets, menus,
correspondence, training manuals and other written documentation.
3.6.4 Analyze company resources to determine policies and procedures.
Correlated English Language Arts Academic Content Benchmarks

• Apply reading comprehension strategies to understand grade-appropriate text. (Reading
Process A, 8-10; Reading Process A, 11-12)
• Demonstrate comprehension of print and electronic text by responding to questions (e.g.,
literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading
Process B, 11-12)
• Synthesize the content from several sources on a single issue or written by a single
author, clarifying ideas and connecting them to other sources and related topics.
(Reading Applications: Informational, Technical and Persuasive Text D, 11-12).
• Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
• Evaluate the usefulness and credibility of data and sources and synthesize information
from multiple sources. (Research C, 11-12)
Correlated Mathematics Academic Content Benchmarks
• Use precise mathematical language and notations to represent problem situations and
mathematical ideas. (Mathematical Processes F, 8-10)
BIL:
Essential
EDU: 12 AD
P
R
Competency 3.7: Utilize communication technology.
Descriptors:
3.7.1 Communicate using electronic equipment (e.g., computer, fax, pagers, copier,
Internet, phone, print, PDA, e-mail).
3.7.2 Access information using electronic equipment.
3.7.3 Identify typical use and documentation policies regarding the use of
telecommunications tools.
Correlated English Language Arts Academic Content Benchmarks
• Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10;
Reading Process C, 11-12)