Courses are aligned with state and national standards. Instruction utilizes best practice pedagogy. Lessons prepare students to be excellent entry level employees, both developing the soft skills of career readiness and capable of success in industry aligned credentials. 

Syllabus is appropriate (Is there more to this statement?)

Our Emergency Response Pathway consists of 2 Courses:

• Emergency Medical Responder (EMR), which is our introductory and prerequisite class for...(need to finish this sentence)

• Emergency Medical Technician (EMT), which is our capstone course, where students, typically seniors, can receive an EMT certificate of completion and sit for the NREMT Exam.  

Because of the close relationship between Fire and EMS Services, we also offer Fire Technology, which falls under the Public Safety Pathway, and students typically take this as an introductory course or as a bridge between EMR and EMT.

The Emergency Response Pathway is completed in 3 years. 

• Students are assessed with quizzes and tests, as well as hands on tests. Should a student not pass an exam they have the option to study further and retake it. 

EMT Course:

• EMT students must pass all skills test, block exams, and the final with a minimum of an 80%. If they fail to achieve an 80% on exams, they are afforded one retake. They can retake a skill 3 times before they're unable to pass. 

• EMT students who do not maintain the 80% proficiency can still receive high school credit for whatever grade they earn; however, they will be ineligible to take the NREMT Exam. 

• EMT students must also complete a minimum of 24 hours and 10 patient contacts in their field internships in order to be eligible to take the NREMT Exam in accordance with Title 22, Chapter 9.

• NOCROP facilitates these WBL experiences with industry leading professional ambulance companies through our Joint Venture Training Agreements. 

• A minimum of one teacher-created unit plan per course including developmentally appropriate practices and experiences supported by at least three examples of assessed student work relating to the unit plans. Unit plans should detail instructions and match standards. 

• For programs with multiple instructors, both instructors must submit showcase materials.

• Individual, differentiated materials/activities/projects are used to accommodate needs of high school students. (ex. alternate materials, modified instructional strategies, modified plans, etc.)

• Evidence indicates the instructor is aware of different learning styles and utilizes them in the instruction. The high school teacher provides instruction using different modalities including lecturing, demonstration, simulation, etc.

• The instructor utilizes a variety of curriculum materials and activities to encourage the acceptance of diversity as it relates to gender, age, language, ability, race, religion, family structure, or cultural background. Instructors avoid bias found in materials, displays, lesson plans, etc.

Academic Integration 

• The instructor provides learning experiences, group work, and projects that require higher-order academic skills beyond acquiring knowledge and understanding, such as application, analysis, synthesis, and evaluation. Include a lesson plan with assessed student work for each of the domains: application, analysis, synthesis, and evaluation

• Are multimedia and/or web-based materials used in the training process to meet individual learning styles? (Response missing?)

• Do performance and knowledge-based tests contain, in writing, the following?

  • Objectives of the test

  • Step-by-step instructions

  • Realistic time limit for completion

  • Indication of quality/exactness standard

  • Rating or grading scale

• Updated assorted specialized workbooks, manuals, textbooks and/or resource books (hardcopy or digital) are available to support the program goals.

A lesson per course per teacher which:

Adequately matches standards

Developmentally appropriate 

Evidence of differentiation 

Evidence of addressing different learning styles

Multiple modalities 

Bias free instruction and materials 

Academic integration 

Higher order assessment elements 

Multi-media and or technology-based elements 

Use of clear and easy to understand rubrics 

Clear instructions

Content is updated to industry standards 

Appropriate materials 

Assessments meet educational standards 

Evidence assessment is used to drive instruction 

Lesson plan is organized, well thought out, and clear