16-17 Collaborative Teacher Team Essential Standard

Grade:9-12

Subject:
Foods

Semester and
Suggested
Timeframe:

What do we expect students to learn?

Prerequisite
Standard
Description
Targets
Example
of Rigor
What is the
essential Learning
smaller skills
that
does proficient
Skills
and/or
vocabulary
provide a clear path to
student work look
standard to be
is/are needed for a
mastery of the
like? Provide an
learned?
Students will learn Student is able to
prepare a food
Students
will: learn
how to avoid
Evaluate sources,
different
foodborne
kitchen accidents, item without time
symptoms, and
illnesses and apply
to respond to and temperature
prevention of food borne how
knowlege to food
abuse, proper
accidents
if they
Students
must
illnesses
none
preparation labs
crossoccur. Students will hygiene,
know
how
to
are able to
Students will select Students
contamination
demonstrate
clean and
complete a lab
the appropriate
and
leaving
work sanitize
sanitation
without
accidents
equipment, Studentclean
is able to
Demonstrate safety and kitchen
procedures before, station
and leaves the and
lab in equipment,
complete
a lab
sanatized.
sanitation procedures in including
during and at the
workspace and
a sanitary manner
measuring tools, for using the correct Students can
food preparation
end of labs.
without reminders. dishes.
the specific lab and equipment,
differentiate
be able to
measuring
between specific
Select and use
demonstate proper techniques, and equipment,
appropriate equipment, cooking techniques cooking terms
measuring
measuring techniques
expressed in a
layout be a
techniques and
and culinary terms
recipe.
recipe.
cooking terms.

Apply principles of
selection and preparation
to protein foods.

Apply principles of
selection and preparation
to fruits and
selection
andvegetables
preparation
to baked products.
selection
and preparation
to dairy
products.
by
referencing
nutritional
resources.
Demonstrate appropriate
table
etiquette.
Explore
careers related to
the food industry.

N/A
How will we know
they are learning
Common it?
Assessment

What assessment(s) will

be used to measure
student mastery?

lab rubric,
sanitation test and
final

lab rubric,
sanitation test and
final
lab rubric,
measuring test,
equipment test and
final

sential Standards Chart

N/A
How will we know
they are learning
Common it?
Assessment

Team
Members:

Link to Protocol
https://goo.gl/1H35yC
Jenee Cross, Lynn Flick, Megan

they do not
learn?
Reengagement

What assessment(s) will

be used to reengage
be used to measure
students when learning
student mastery?

respond when
they have already
Extension
we provide to students
who have already

lab rubric,
sanitation test and modeling,
final
prompting

additional cleaning
duties

lab rubric,
sanitation test and modeling,
final
prompting

model and reteach

proper safety and
sanitation
procedures to other
students

lab rubric,
measuring test,
modeling,
equipment test and prompting,
final
practicing

Standard

Date:
Number of Team Members:
Names of Team Members Present:
BASELINE DATA
youmeasuring
come to the
Proficient/Non-proficient (baseline data: make Entered
sure thatBEFORE
you are all
themeeting
same standard,
to meeting)
# of students
# of students not
Teacher
proficient
proficient

0
Total Percentage
Not Proficient

SMART GOAL
The number of students scoring proficient or higher in ___ will increase from __ to __ by __.
How do we respond when they have already learned?
Refer to "Extension" column in Step 1 to plan extensions

How do we respond when they haven't learned?

What Learning Target did students struggle with?

Set meeting objectives for next meeting on the alternate meeting tab.

A
o the
ng
themeeting
same standard, data should be filled in prior
Percentage Not
Proficient
Total
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
0

#DIV/0!

o __ by __.

ve already learned?
Detailed Description of Extension Activities

haven't learned?
What reteaching strategies will be used
to ensure student learning?

Standard
0
Alternate Meeting
Meeting Date
Members Present
Lesson Structure and Pacing
Highlight Focus Indicator from Rubric
Meeting Objective - Select one or
more to focus
on in the meeting
Differentiated
Professional
Development
Apply to classroom (lesson planning,
modeling,
videos,
demos,
role play)
teachers know
if their
instruction
was
effective?
changes need to be made? What
strategies are working?

Person Responsible and

Resources

Standard
0
Alternate Meeting

Academic Feedback

Teacher Knowledge of Students

Notes

Instructional decisions can be documented on Analysis and Strategies page.

Standards and Objectives

lysis and Strategies page.

Standard
0
Alternate Meeting
Meeting Date
Members Present
Lesson Structure and Pacing
Highlight Focus Indicator from Rubric
Meeting Objective - Select one or
more to focus
on in the meeting
Differentiated
Professional
Development
Apply to classroom (lesson planning,
modeling,
videos,
demos,
role play)
teachers know
if their
instruction
was
effective?
changes need to be made? What
strategies are working?

Person Responsible and

Resources

Standard
0
Alternate Meeting

Academic Feedback

Teacher Knowledge of Students

Notes

Instructional decisions can be documented on Analysis and Strategies page.

Standards and Objectives

lysis and Strategies page.

Standard
0
Date:
Number of Team Members: Names of Team Members Present:

Baseline
Data
Proficient/Non-proficient (baseline data: make sure
that you
are all measuring the same standard,
should be filled in prior to meeting)
# of students
# of students not
Teacher
proficient
proficient

0
Total Percentage
Not Proficient

rd

Data
ou
are all measuring the same standard, data
Percentage Not
Proficient
Total
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
0

#DIV/0!

Norms
Meeting 1Meeting 2Meeting 3Meeting 4Meeting 5
Preparation
Respect
Time on Task
Active Participation
Rate each meeting by putting a 1, 2, 3, or 4 in each box.
1 being poor and 4 being great.

Meeting 5

Standard
0
Alternate Meeting
Meeting Date
Members Present
Lesson Structure and Pacing
Highlight Focus Indicator from Rubric
Meeting Objective - Select one or
more to focus
on in the meeting
Differentiated
Professional
Development
Apply to classroom (lesson planning,
modeling,
videos,
demos,
role play)
teachers know
if their
instruction
was
effective?
changes need to be made? What
strategies are working?

Person Responsible and

Resources

Standard
0
Alternate Meeting

Academic Feedback

Teacher Knowledge of Students

Notes

Instructional decisions can be documented on Analysis and Strategies page.

Standards and Objectives

lysis and Strategies page.