ServSafe Food Safety Licensure Program by cqe15118


Food Safety Licensure
       For ABE and ELL Learners

       Elizabeth Andress, St. Paul ABE
 Understand pilot project
 Gain skills to adapt technical materials for
  ABE/ELL learners
 Identify critical issues for ABE student
  success in pre-occupational courses
 Consider possibilities for your own program
ServSafe Food Safety Course
 What
 How much
 Where
 Why
 Who
 When
 How
ServSafe - WHAT

 Formal training program to prepare for official
  ServSafe exam
 Success on exam leads to MN Food
  Manager Certification
 Certification opens doors to supervisor /
  manager-level positions in food industry
 All aspects of food safety – temperatures,
  pathogens, hygiene, pests, sanitation, etc.
ServSafe – HOW MUCH

 12-week course is free
 Pilot year – St. Paul College provided final
  test review and proctored test, $80 fee
 On-going – SPPS-ABE administers the exam
  at cost, ServSafe exam is $40
 MN Certified Food Manager license is $28
 Other expenses – textbooks are $50+
ServSafe - WHERE
 St. Paul Adult Basic Education
 Hubbs Center for Lifelong Learning, St. Paul
 Field trips to St. Paul College, St. Paul Public
  Schools nutrition services, Shalom Center
  (nursing home), Regions Hospital
ServSafe - WHY
 MN ABE transitions to work initiative  ETC
 St. Paul College – 1-day, 8-hour class 
  many failed exam
 Workforce Center, VocRehab, SPPS
  Transitions Plus – clients want food manager
  certification / need step on job pathway, need
  support for success
 ServSafe - WHO
 St. Paul ABE – curriculum design, recruitment,
  teaching, classroom space; now have certified
 St. Paul College – official ServSafe
  instructor/proctor – prior consultation, taught
  select portions, arranged field trip, proctored
 VocRehab – client referral
 SPPS Transitions Plus – client referral
ServSafe - WHO
 ELL (L2) and native speaker (L1) students
 Prerequisites: CASAS reading 226,    TABE
  reading 6.0
 Wide range of reasons for taking class,
  notions of career or academic “pathway” (or
  ServSafe - WHEN
 Offered four times in pilot grant year
 Morning, afternoon, evening offerings
 2 hours/day, 4 days/week, 12-week session =
  100 hours of instruction
 Official ServSafe exam offered on site at end of
 Now integrated into Hubbs course offerings,
  trimester schedule, will run 2 sections each term
ServSafe – HOW
 38 learners completed the course
    9 L1, 29 L2
 23 passed the ServSafe exam
 Solid curriculum in place, trained teachers
 Recruitment/referral paths strong
 Sustainable course, regular course offering
 Job placement still lacking
Q&A / Comments
 About the pilot project
Curriculum Design Guidelines
Small group task
  You receive the ServSafe textbook and need
   to support student success on the official
   exam (see sample Ch. 8).
  How do you go about the process?
  Decide on at least 4 things you’d do
Curriculum Design Guidelines
1.   Vocabulary development
2.   Summary sheets, graphic organizers
3.   Active / experiential learning
4.   Talk about it
5.   Reading comprehension skills
6.   Test-taking skills
7.   Job-related skill-building
8.   Regular, formal assessment
1. Vocabulary development
 15 vocabulary words per chapter (p2)
 Flashcards (p3-4)
 Quia on-line independent practice (demo)
 Quia on-line in-class vocab tests weekly
2. Summary sheets,
graphic organizers
 Summarize / synthesize key information
 Pull out key concepts
 Memorize information in manageable chunks
 Create for students (p5-6)
 Have students create themselves, share
  strategies for memory / recall with others
 Model / practice using as self-study tools
   3. Active/experiential learning
 Field trips
 Visuals, realia
 Create manipulatives from worksheets (e.g.,
  cards to categorize)
 Role plays (p7-9)
 Hands-on practice (e.g., calibrate therm.)
 ServSafe Activity Bank has many activities
 Creates positive emotions, aids learning
4. Talk about it
 Create discussion cards per unit (p10)
 Have students teach each other
 Constantly use / reinforce vocabulary
 Use as preparation for quizzes
 Full set serves as end-of-session review for
  final exam
5. Reading comprehension skills
 SQ3R – study reading strategy (p11)
 Understand and use layout cues in text
 Differentiate between concepts and facts
 Tap your ABE / college prep teachers for
  advice / materials
6. Test-taking skills
 Create unit tests with similar items to official exam
  (see end of Ch. 8)
 Model / practice think-alouds for comprehending and
  answering test items
 Practice using bubble sheets / format of official exam
 Ask early in session re documented learning
  disabilities for accommodation
7. Job-related skill-building
 Explicitly integrate job-related soft skills
 Attendance, punctuality
 Classroom norms / expectations
 Conflict-resolution
 Teamwork
 Presentation / training in front of class
8. Regular, formal assessment
 Ensure students are acquiring content, step-
  by-step (p12 – ServSafe materials)
 Unit tests on Quia, require 80% (demo)
 Multi-unit review quizzes, loop back, integrate
 Clear feedback on likelihood of success on
  final exam
Q & A / Comments
 About curriculum design guidelines
Critical issues
 What do you see as the biggest challenges to
  establishing and running this kind of
Critical Issues
1. Effective collaboration
2. Sustainability
3. L1 and L2 learners combined
4. Meaningful career pathways
1. Effective collaboration
 Know self-interest of each party
 Clear roles / responsibilities
 Deliberate attention to relationship
 On-going communication
 Mutual problem-solving with focus on student
2. Sustainability
 Grant supported curriculum and materials
  development, collaborative relationship-
  building, teacher training / certification,
  course promotion, recruitment, textbook set
  for classroom
 Now sustainable based on enrollment head-
3. L1 and L2 learners combined
 Create opportunities for teamwork,
  relationship-building, tapping each students’
 Be aware of and address different styles of
  learning and engagement with content in
 Challenging to address all language / vocab
  needs of L2 learners
4. Meaningful career pathways
 Certification + strong academic skills 
  transition to post-secondary
      Hospitality management
      Culinary arts
 Certification + no job experience + good soft
  skills  entry-level food service job
 Certification +little job experience + job
  placement obstacles  no job
4. Meaningful pathways (cont.)
 Students vary in their notions about if they are on /
  embarking on a pathway, and what the pathway is
 Where on “pathway” does certification fit?
 Lack adequate support for job placement
 Students with criminal records, religious restrictions
  on handling food have additional blocks to
  employment options
Discussion: critical issues
 Your response to issues identified
 Other critical issues you see or have
  encountered in similar projects
 Key learnings
Apply your knowledge
 Work alone or with a partner
 Use the planning sheet (p15)
 Relevance for your program
 Potential partners
 Possible challenges
 Next steps
Evaluation / wrap-up
 Feedback on session
     Information is relevant for me / my program.
     Presentation was clear.
     I was engaged as a learner.
 Curriculum design guidelines (p16)
 Contact information (p17)
     Me
     ServSafe
     Quia
Thank you!

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