ServSafe Food Safety Licensure Program For ABE and ELL Learners Elizabeth Andress, St. Paul ABE Objectives 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 grant 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 instructors/proctors St. Paul College – official ServSafe instructor/proctor – prior consultation, taught select portions, arranged field trip, proctored exam 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 not) 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 session 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 (p13-14) 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 program? 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 success 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- count 3. L1 and L2 learners combined Create opportunities for teamwork, relationship-building, tapping each students’ strengths Be aware of and address different styles of learning and engagement with content in classroom 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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