Hospitality and Human Services & Education
Staff
EPHS Hospitality & Human Services Requirements
Hospitality & Foods Course Descriptions
Hospitality & Foods Courses
- Baking & Pastries A
- Baking & Pastries A & B
- Culinary Essentials A
- Culinary Essentials A & B
- Prostart A and B
- Catering 1 and 2 A and B
Baking & Pastries A
Grade: 10, 11, 12
Duration & credit: 1 semester | .5 credit
Credit type: CTE
Students will learn to create foundation recipes and complex baked goods. Topics include the baking profession, ingredients and equipment, the principles behind baking formulas, sustainability, seasonality, volume production, décor techniques, and new trends in plated desserts and special occasion cakes.
Baking & Pastries A & B
Grade: 10, 11, 12
Duration & credit: 2 semesters | 1.0 credit
Credit type: CTE
Pre-requisite: Culinary Essentials A & B
Pathway: Hospitality & Food
The Baking & Pastry Arts course is a hands-on, career-focused program designed for high school students interested in the fundamentals of baking, pastry preparation, and professional kitchen operations. This course provides students with the technical skills and knowledge required for success in the baking and pastry industry, preparing them for post-secondary education or entry-level careers in the culinary field.
Students will explore key concepts such as ingredient functions, mixing methods, baking techniques, food safety, and proper kitchen etiquette. Through practical lab experiences, they will create a variety of baked goods, including breads, cakes, cookies, pastries, and specialty desserts. Additionally, students will learn about presentation, plating, and decorating techniques essential for high-quality pastry production.
Culinary Essentials A
Grade: 9, 10, 11, 12
Duration & credit: 1 semester | .5 credit
Credit type: CTE
This course is designed to introduce students to a variety of culinary skills and food preparation. Through instruction and culinary lab practice, this class will provide an opportunity for students to learn food preparation and demonstrate food safety. Some topics include introductory culinary skills and preparation of items such as quick breads, yeast breads, and eggs; as well as meal and menu planning, nutrition, and food borne illnesses. Students will be able to: Demonstrate the correct procedures’ and techniques in introductory culinary labs. Analyze nutritional guidelines and plan menus that are nutritionally balanced. Demonstrate food safety standards.
Culinary Essentials A & B
Grade: 9, 10, 11, 12
Duration & credit: 2 semesters | 1.0 credit
Credit type: CTE
Pathway: Hospitality/Foods
This course is designed to introduce students to a variety of culinary skills and food preparation. Through instruction and culinary lab practice, this class will provide an opportunity for students to learn food preparation and demonstrate food safety. Some topics include introductory culinary skills and preparation of items such as quick breads, yeast breads, and eggs; as well as meal and menu planning, nutrition, and food borne illnesses. Students will be able to: Demonstrate the correct procedures’ and techniques in introductory culinary labs. Analyze nutritional guidelines and plan menus that are nutritionally balanced. Demonstrate food safety standards.
This intermediate culinary course is designed for students interested in exploring culinary careers, and to advance them to the next level of food preparation. The students will have the opportunity to prepare menu items that involve more detailed procedures, and practice techniques used in the culinary field. They will: Classify pasta types and create fresh pasta dishes. Prepare and evaluate nutritional value of various types of meats. Select herbs and spices to enhance flavors of foods. Apply techniques used in cake and cookie decorating. Develop skills in preparing advanced yeast breads and pastries. Identify the origins and prepare foods from different regions and cultures. Emphasize presentation throughout the course.
Prostart A and B
Grade: 10, 11, 12
Duration & credit: Year Long, 2 Credits
Credit type: CTE
Prerequisites: Culinary Essentials A and B
This course from the National Restaurant Association Educational Foundation and Colorado Restaurant Foundation introduces students to a competency-based foodservice & hospitality management curriculum offered to students in grades 10-12. It is a study of culinary arts, restaurant and lodging management, employability skills, and business entrepreneurship coupled with paid mentored work internships in a broad spectrum of industry restaurant, foodservice, and lodging operations. Students who wish to obtain the national ProStart certification must complete a 400 - hour guided internship and pass the exams for both ProStart 1 & 2. Successful participants in the program will have the opportunity to receive college credits, earn industry certifications and credentials, compete in the ProStart Invitational Competitions, and apply for industry scholarships. FCCLA is also an integral part of this course.
Catering 1 and 2 A and B
Grade: 10, 11, 12
Duration & credit: Year Long, 2 Credits
Credit type: CTE
Prerequisites: Culinary Essentials A and B
Catering 1 This two semester program is designed for students with career interests in the food industry as well as owning their own catering business. The purpose of this course is to develop skills in quantity food preparation, safety and sanitation, planning, customer service, business plans and entrepreneurship. FCCLA is also an integral part of this course
Catering 2 This two-semester program is designed for students with career interests in the food industry as well as owning their own catering business. The purpose of this course is to develop skills in quantity food preparation, safety and sanitation, planning, customer service, business plans and entrepreneurship.
EPHS Education Requirements
Pathways of Teaching (P-TEACH) Course Descriptions
Pathways to Teaching (P-Teach) Courses
- P-Teach: Children's Literature
- P-Teach: Field Experience
- P-Teach: Internship
- P-Teach: Introduction to Special Education
- P-Teach: Universal Design for Learning
- P-Teach: Lifespan Development
P-Teach: Children's Literature
Grade: 11, 12
Duration & credit: 1 semester | .5 credit (3 college credits)
Credit Type: English 12 or English Elective
Would you like to dive into learning more about children’s literature? This course explores both classic and contemporary children’s and adolescent literature and media in traditional and digital texts, specifically focusing on developing literary understandings, exploring perspectives and personal responses to literature, and inquiring into trends and issues. This course is offered as concurrent enrollment through CU Denver and is a statewide Guaranteed Transfer course. To earn CU Denver credit, students must earn at least a C in this course.
Would you like to dive into learning more about children’s literature? This course explores both classic and contemporary children’s and adolescent literature and media in traditional and digital texts, specifically focusing on developing literary understandings, exploring perspectives and personal responses to literature, and inquiring into trends and issues. This course is offered as concurrent enrollment through CU Denver and is a statewide Guaranteed Transfer course. To earn CU Denver credit, students must earn at least a C in this course.
P-Teach: Field Experience
Grade: 11, 12
Duration & credit: 1 semester | .5 credit (3 college credits)
Credit Type: Elective
Want to see what the profession of teaching looks and feels like while earning college credit? Work in a classroom, helping a teacher, and gain invaluable experience with students. This field experience and seminar is designed to support your first foray into educator preparation. You will be introduced to the wide array of skills and practices that support working effectively with youth in the context of their local community. Working within the community to support children’s academic and social development requires a disposition of being grounded in the community—the experiences of this seminar, paired with your work at a local school or community organization will help you to develop this grounding. This course requires 45 hours of meeting time with student and instructor per semester for 0.5 credits and completion of a meeting log with specific meeting times and dates. This course is offered as concurrent enrollment through CU Denver and is a statewide Guaranteed Transfer course. To earn CU Denver credit, students must earn at least a C in this course.
Want to see what the profession of teaching looks and feels like while earning college credit? Work in a classroom, helping a teacher, and gain invaluable experience with students. This field experience and seminar is designed to support your first foray into educator preparation. You will be introduced to the wide array of skills and practices that support working effectively with youth in the context of their local community. Working within the community to support children’s academic and social development requires a disposition of being grounded in the community—the experiences of this seminar, paired with your work at a local school or community organization will help you to develop this grounding. This course requires 45 hours of meeting time with student and instructor per semester for 0.5 credits and completion of a meeting log with specific meeting times and dates. This course is offered as concurrent enrollment through CU Denver and is a statewide Guaranteed Transfer course. To earn CU Denver credit, students must earn at least a C in this course.
P-Teach: Internship
Grade: 10, 11, 12
Duration & credit: 1 semester | .5 credit
Credit Type: Elective
Want to explore what the profession of teaching looks and feels like? Work in a classroom, helping a teacher, and gain invaluable experiences with students. Students are eligible to participate in an education specific internship in the P-Teach pathway of their choice. Internship opportunities are individualized to match the interests of students. Current internship opportunities range from Elementary, Secondary, Music, Art, Special Education, Project Launch during the summer, etc. This course requires 45 hours of meeting time with student and instructor per semester for 0.5 credits and completion of a meeting log with specific meeting times and dates.
Want to explore what the profession of teaching looks and feels like? Work in a classroom, helping a teacher, and gain invaluable experiences with students. Students are eligible to participate in an education specific internship in the P-Teach pathway of their choice. Internship opportunities are individualized to match the interests of students. Current internship opportunities range from Elementary, Secondary, Music, Art, Special Education, Project Launch during the summer, etc. This course requires 45 hours of meeting time with student and instructor per semester for 0.5 credits and completion of a meeting log with specific meeting times and dates.
P-Teach: Introduction to Special Education
Grade: 11, 12
Duration & credit: 1 semester | .5 credit (3 college credits)
Credit Type: Elective
Would you like to learn more about the world of Special Education and the strengths and needs of students with special needs? This course is designed to provide a basic introduction to special education and the needs of students who have disabilities. It includes introductory material regarding legal and historical foundations of special education, human growth and development, the nature of disabilities, and an introduction to the basic human needs that must be addressed.
Would you like to learn more about the world of Special Education and the strengths and needs of students with special needs? This course is designed to provide a basic introduction to special education and the needs of students who have disabilities. It includes introductory material regarding legal and historical foundations of special education, human growth and development, the nature of disabilities, and an introduction to the basic human needs that must be addressed.
P-Teach: Universal Design for Learning
Grade: 11, 12
Duration & credit: 1 semester | .5 credit (3 college credits)
Credit Type: Elective
How do teachers set up all students for success in the classroom? This course introduces Universal Design for Learning (UDL), an important educational philosophy and set of principles & techniques that focuses on strategies and tools to help all students by accommodating their differences in inclusive classroom settings. This course is offered as concurrent enrollment through CU Denver and is a statewide Guaranteed Transfer course. To earn CU Denver credit, students must earn at least a C in this course.
P-Teach: Lifespan Development
Grade: 11, 12
Duration & credit: 1 semester | .5 credit (3 college credits)
Credit Type: Elective
Want to understand the connections of human development and learning in the classroom? This course is designed to introduce students to human development in ecological settings in particular family, school and community contexts as it occurs across the lifespan, including emotional, physical, and cognitive development, and emphasizes personal adjustment and achievement.
Want to understand the connections of human development and learning in the classroom? This course is designed to introduce students to human development in ecological settings in particular family, school and community contexts as it occurs across the lifespan, including emotional, physical, and cognitive development, and emphasizes personal adjustment and achievement.
High School Hospitality & Foods Curriculum
Baking & Pastries A&B
Quarter 1
Unit 1: Safety & Sanitation
Learning Targets
- Students discuss the different types of food-borne illness and their sources
-
Students explain how to avoid cross contamination
-
Students identify the temperature danger zone
-
Students discuss how to keep a safe kitchen, including health and hygiene and proper attire
Unit 2: Functions of Ingredients
Learning Targets
- Students discuss basic baking ingredients and how these ingredients interact with each other
-
Students describe different types of shortening agents and fats, as well as their role in baking
-
Students explain types of leavening- such as mechanical and chemical- and how leavening ingredients differ
-
Students discuss the role of sweeteners in baking, as well as types of sweeteners and their properties
-
Students discuss tempering chocolate and how it is used
-
Students discuss healthy concepts in baking and the different types of special diets for whom products might be designed
-
Students define the different types of flour commonly used in bakeshops
-
Students explain the types of buttercreams and the techniques for preparing them
-
Students describe the technique for preparing whipped cream
Quarter 2
Unit 3: Yeast Breads
Learning Targets
- Students discuss scaling baking formulas and the different units and tools they might employ
-
Students find the formula conversion factor and explain its application
-
Students convert formulas to a common unit of measure
-
Students calculate the as-purchased cost per unit and the edible portion cost of an item
-
Students determine yield percentage of fresh fruits and vegetables
-
Students explain baker’s percentage and calculate percentage values and weight measures of ingredients
Unit 4: Pastry Doughs & Batters, Cookies, Quick Breads
Learning Targets
- Students describe the proper pan preparation, cooling, and storing techniques for various mixing methods
-
Students explain the blending method of mixing
-
Students explain the creaming, two-stage method of mixing
-
Students explain the combination mixing method
-
Students describe the basic principles of cheesecake preparation
-
Students explain how to roll out dough, and line a pie or tart pan
-
Students explain the technique for filling a cake
-
Students discuss types of muffins and their methods
-
Students explain the differences between croissant and Danish Dough and how to work with both
Culinary Nutrition A&B
Quarter 1
Unit 1: Safety & Sanitation
Learning Targets
- Students discuss causes, symptoms, and treatment of common foodborne illnesses
-
Students list the four key steps to food safety and give examples of each
-
Students give examples of how following good safety practices can help you prevent kitchen accidents
-
Students apply basic first aid measures
Unit 2: Kitchen Equipment & Knife Skills
Learning Targets
- Students measure liquid, dry, and moist ingredients for use in recipes
-
Students identify various small kitchen utensils and discuss their functions
-
Students demonstrate basic knife skills and cuts
-
Students use various pieces of small kitchen equipment, cookware, and bakeware
-
Students identify abbreviations and define cooking terms used in recipes
-
Students change the yield of a recipe
-
Students determine the cost per serving of a recipe
Quarter 2
Unit 3: The Preparation of Foods
Learning Targets
- Students identify various methods of heat transfer
-
Students differentiate between dry-heat and moist-heat cooking methods
-
Students demonstrate correct food preparation techniques, including nutrient retention
-
Students list a variety of cereal products
-
Students describe how heat and liquids affect starches
-
Students prepare cooked breakfast cereals, rice, and pasta
-
Students recall nutrients found in vegetables
-
Students identify methods for cooking vegetables
-
Students prepare vegetables, preserving their colors, textures, flavors, and nutrients
-
Students distinguish among herbs, spices, and blends
-
Students compare the preparations of stock soups and cream soups
-
Students prepare nutritious salads, casseroles, and soups
Unit 4: Nutrition & Wellness
Learning Targets
- Students name the energy nutrients, describe their functions, and list important sources of each
-
Students discuss the effects of deficiencies and excesses of the energy nutrient
-
Students explain the processes of digestion, absorption, and metabolism
-
Students identify key vitamins and minerals, explain their functions, and name. important sources of each
-
Students discuss the roles of water in the body
-
Students name the benefits of making healthy choices
-
Students choose healthy options when eating out
Lodging & Resort Management A&B
Pathways to Teaching (P-TEACH) Curriculum
- P-TEACH Children's Literature
- P-TEACH Field Experience
- P-Teach Internship
- P-TEACH: Introduction to Special Education
- P-TEACH Lifespan Development
- P-TEACH Universal Design for Learning
P-TEACH Children's Literature
Quarter 1
Learning Targets
-
Students understand the expectations for this class.
-
Students can consider how children’s and adolescent literature shape children’s understanding of the world and, conversely, how their lives are shaped by the texts they read.
-
Students can articulate the purposes that literature serves across children’s and adolescents’ lives and how it enables them to interpret their worlds.
-
Students can engage with texts to develop supported meaningful readings.
-
Students can identify the cultural, historical, and intellectual influences on a text .
-
Students can explore children’s and adolescent literacy development through text.
-
Students can analyze texts of a variety of types, distinguishing the various philosophical, historical, and/or literary elements.
-
Students can construct the many dimensions of youth culture through reading key topics in children’s and adolescent literature.
-
Students can define the multiple genres of literature for children and adolescents, including digital format.
Global Outcomes
-
Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally.
-
Critical Thinking and Problem Solving: Students ask challenging questions, analyze complex information, and find solutions.
Real World Learning
-
Students understand what a college level course entails and what they need to do to be successful.
-
Students can apply the following ideas in the classroom setting through an educator lens.
-
Students can analyze a wide range of children’s literature using multiple lenses in order to deepen knowledge, appreciation, and critical thinking.
-
Students can respond critically, analytically, and aesthetically to children’s and adolescent literature.
-
Students can articulate the strengths and benefits of literature for youth.
Quarter 2
Learning Targets
-
Students can identify the cultural, historical, and intellectual influences on a text.
-
Students can recognize various ethical situations and ideas, and distinguish viable ethical positions from simple opinions or self-interest.
-
Students can examine the transformation of children’s and adolescent literature over the last century, including the impact of digital devices.
-
Students can identify, select, discuss, and analyze a broad range of children’s and adolescent literature representing a variety of time periods, diverse cultures, and authors.
-
Students can use new literacies such as digital resources and media in conjunction with children’s and adolescent literature.
Global Outcomes
-
Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally.
-
Critical Thinking and Problem Solving: Students ask challenging questions, analyze complex information, and find solutions.
Real World Learning
-
Students can apply the following ideas in the classroom setting through an educator lens:
-
they can analyze a wide range of children’s literature using multiple lenses in order to deepen knowledge, appreciation, and critical thinking
-
they can respond critically, analytically, and aesthetically to children’s and adolescent literature.
-
they can select a range of literature for children and adolescents that represents multiple viewpoints on a topic and multiple genres of literature
-
P-TEACH Field Experience
Quarter 1
Learning Targets
-
Students can show professionalism as an educator in their placement classroom
-
Students understand the requirements in the Syllabus and the Time Log
-
Students seek to understand themselves from a cultural perspective to better understand others
-
Students understand Bronfenbrenner’s Ecological Systems Theory and how it applies to being a teacher
-
Students recognize the value of community engagement within schools
-
Students can explain how current events within a larger and smaller community influence our schools and students
-
Students can analyze a case study through the lens of ecological systems
-
Students can write an APA formatted paper
-
Students can show their understanding of ecological systems through a photo story of themselves
Global Outcomes
-
Collaboration: Students build from diverse perspectives and assets when working together toward a common goal
-
Compassion & Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally
Real World Learning
-
Students can engage in a deep examination of the ecological context of themselves
-
Students can develop an awareness of the community’s ecological system/context
-
Students understand how organizations engage and support the academic and social development of youth
-
Students can develop dispositions of a community-grounded educator
-
Students can develop and demonstrate an asset-based approach to working within a community
Quarter 2
Learning Targets
-
Students can ask questions of problems outside of schools that affect students inside schools
-
Students can reflect on their field experience and develop a legacy project in appreciation
-
Students can develop an inquiry question that is important to their development as a teacher
-
Students can create a legacy project to leave in their field experience classroom
-
Students can evaluate their field experience
-
Students can practice their Inquiry Project presentation and give feedback to a peer
-
Students can present their Inquiry Project presentation to others and show others their thought process
Global Outcomes
-
Collaboration: Students build from diverse perspectives and assets when working together toward a common goal
-
Compassion & Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally
-
Critical Thinking and Problem Solving: Students ask challenging questions, analyze complex information, and find solutions
-
Creativity: Students explore their curiosities and passions in order to produce innovative-imaginative products
-
Perseverance: Students strive to take on challenges knowing they have the capacity to grow
Real World Learning
-
Students understand how organizations engage and support the academic and social development of youth
-
Students can inquire into the ways in which students function outside of school context
-
Students can develop an organizational understanding of mission/vision/philosophy/work/etc. of a local community agency
-
Students can develop dispositions of a community grounded educator
P-Teach Internship
Quarter 1
Learning Targets
-
Students can show professionalism as an educator in their placement classroom
-
Students understand the requirements in the Syllabus and the Time Log
-
Students seek to understand themselves from a cultural perspective to better understand others
Global Outcomes
-
Collaboration: Students build from diverse perspectives and assets when working together toward a common goal
-
Compassion & Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally
Real World Learning
-
Students can develop dispositions of an effective educator
-
Students can develop and demonstrate an asset-based approach to working within a community
-
Students understand how organizations engage and support the academic and social development of students
Quarter 2
Learning Targets
-
Students can show professionalism as an educator in their placement classroom
-
Students can reflect on their field experience for the first quarter
-
Students can evaluate their field experience
Global Outcomes
-
Collaboration: Students build from diverse perspectives and assets when working together toward a common goal
-
Compassion & Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally
P-TEACH: Introduction to Special Education
Quarter 1
Learning Targets
-
Students understand the expectations for this class
-
Students can explain their ‘why’ for taking this class
-
Students can evaluate the different perceptions of people with disabilities, including their own
-
Students can explain what disabilities are, how related services in Special Education support students, and identify program models that support students with disabilities
-
Students can explain Special Education policies including IDEA and Section 504
-
Students understand the IEP process
-
Students can explain what culturally and linguistically diverse means
-
Students can discuss why there are disproportionate numbers of CLD students in Special Education and Gifted Education
-
Students can discuss the evolution of the parent-professional partnerships
-
Students can outline ways for establishing effective partnerships with families
-
Students can explain what makes a technology an assistive technology for students with disabilities
-
Students can identify the key elements of intellectual disabilities
-
Students can summarize what learning disabilities and ADD/ADHD are and effective instructional approaches for students with learning disabilities or ADD/ADHD
-
Students can explain what emotional and behavior disorders are and what behavioral interventions can be used to support students with these disorders
Global Outcomes
-
Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally
Real World Learning
-
Students will be able to answer, "What do I know and believe about myself, my students, their families, and their communities within the larger social context?"
-
Students will be able to answer, "How do I act on these beliefs to create inclusive and responsive learning opportunities and transform inequities?"
Quarter 2
Learning Targets
-
Students can reflect on observations they've made in a Special Education classroom
-
Students can discuss what Autism Spectrum Disorder (ASD) is and isn’t
-
Students can outline supports for students with ASD
-
Students can describe what giftedness is
-
Students can identify service delivery options for students who are gifted and talented
-
Students can think critically about the stereotypes presented in the mass media about people with disabilities
-
Students can explain the roles and responsibilities of the different teachers who support students who are visually impaired
-
Students can explain what a speech/language and hearing impairment is
-
Students can outline educational supports for students with speech/language or hearing impairments
-
Students can list the conditions associated with physical and health disabilities
-
Students can explain the educational supports for students with physical or health disabilities
-
Students can explain the basics of Special Education
-
Students can reflect on their own learning throughout this course
-
Students can apply what they have learned in this course to ask a focused question of interest
Global OutcomesStudents
- Compassion & Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally
Real World Learning
-
Students will be able to answer, "What do I know and believe about myself, my students, their families, and their communities within the larger social context?"
-
Students will be able to answer, "How do I act on these beliefs to create inclusive and responsive learning opportunities and transform inequities?"
P-TEACH Lifespan Development
Quarter 1
Learning Targets
-
Students understand the expectations for this class.
-
Students can describe human development across the life-span; including prenatal, infancy, early & middle childhood, adolescence, early and middle adulthood, and late adulthood.
-
Students can demonstrate knowledge and understanding of the major developmental theories related to human growth and development.
-
Students can describe development as an ongoing process, or set of processes, involving both continuity and change, by giving examples of social, cognitive and personality development.
-
Students can apply what I’ve learned about prenatal development to impacts on lifespan development.
-
Students can describe human development across infancy and toddlerhood.
-
Students can analyze different developmental events using the four major theoretical perspectives: cognitive, behavioral, humanistic, and psychodynamic.
-
Students can demonstrate knowledge and understanding of the major developmental theories related to human growth and development and apply theory to practical concerns of counselors and educators.
-
Students can demonstrate an understanding of the varieties of cultural experience and the influence of such experience upon human development.
Global Outcomes
-
Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in my own community and globally.
Real World Learning
-
Students understand what a college level course entails and what I need to do to be successful.
-
Students can apply theory to practical concerns of counselors, educators, or in a field I’m interested in pursuing.
-
Students can analyze the holistic nature of development in systems.
-
Students can recognize, apply, and synthesize developmental concepts in a variety of situations.
-
Students can evaluate and critique developmental theories from a cross-cultural and multicultural perspective.
-
Students can describe how research contributes to our knowledge of development.
Quarter 2
Learning Targets
-
Students can describe development as an ongoing process, or set of processes, involving both continuity and change, by giving examples of social, cognitive and personality development.
-
Students can explain how research methodologies are used in the study of human development.
-
Students will demonstrate an understanding of the varieties of cultural experience and the influence of such experience upon human development.
-
Students will evaluate and critique developmental theories from a cross-cultural and multicultural perspective.
-
Students can recognize, apply, and synthesize developmental concepts in a variety of situations.
-
Students can analyze different developmental events using the four major theoretical perspectives: cognitive, behavioral, humanistic, and psychodynamic.
-
Students can describe human development across the life-span; including prenatal, infancy, early & middle childhood, adolescence, early and middle adulthood, and late adulthood.
-
Students can demonstrate knowledge and understanding of the major developmental theories related to human growth and development.
Global Outcomes
-
Compassion and Global Awareness: I seek to understand, value and advocate for, and engage with others in my own community and globally.
Real World Learning
-
Students can describe how research contributes to our knowledge of development.
-
Students can analyze the holistic nature of development in systems.
-
Students can use what I know about the holistic nature of development in systems and how that connects to my future career path.
-
Students can apply theory to practical concerns of counselors, educators, or in a field I’m interested in pursuing.
P-TEACH Universal Design for Learning
Quarter 1
Learning Targets
-
Students understand the expectations for this class.
-
Students understand and can apply the principles of Universal Design for Learning (UDL).
-
Students can explain and integrate UDL principles to Special Education.
-
Students understand how UDL principles are a benefit to all students.
-
Students can connect and analyze theoretical perspectives and UDL.
-
Students can deepen their understanding of assistive technology practices and the use of digital resources to enhance learning for all students.
-
Students can understand how to meet the needs of diverse learners.
-
Students understand and can explain the value of family and community partnerships in a UDL classroom.
Global Outcomes
-
Critical Thinking and Problem Solving: Students ask challenging questions, analyze complex information, and find solutions.
Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally.
Real World Learning
-
Students can connect the foundations of UDL to my own experiences in classrooms, as a student and/or as a field experience candidate.
Quarter 2
Learning Targets
-
Students can apply knowledge of the UDL framework to reflective practitioner practices including using standards and differentiation.
-
Students can identify the affordances and constraints of various curricular goals, materials, methods, and assessments.
-
Students can integrate UDL principles to the foundations of both MTSS and PBIS within an MTSS framework.
-
Students understand the relationship of UDL and teaching literacy.
-
Students can apply the principles of UDL to teaching literacy.
-
Students understand the relationship of UDL and teaching math.
-
Students can apply the principles of UDL to teaching math.
-
Students understand the relationship of UDL and teaching science and social studies.
-
Students can apply the principles of UDL to teaching science and social studies.
-
Students can apply knowledge of the UDL framework to reflective practitioner practices, such as lesson planning in various subject areas, according to the UDL guidelines.
Global Outcomes
-
Critical Thinking and Problem Solving: Students ask challenging questions, analyze complex information, and find solutions.
-
Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally.
Real World Learning
-
Students can connect the foundations of UDL to their own experiences in classrooms, as a student and/or as a field experience candidate.