Syllabus is appropriate 

Pathway Description:

The Emergency Response pathway encompasses standards for designing student coursework in preparation for a number of careers in this field. The standards provide the foundation for further professional education and training at a postsecondary level, leading to certification and employment. By mastering these standards, students gain critical knowledge and skills through classroom and job-site experiences, simulations, and other learning modalities. Careers in this pathway include those in fire services, emergency medical services, wildland services, and

emergency management.

These courses integrate the California Career Technical Education Model Curriculum Standards, which are aligned with the Common Core State Standards. Instruction reinforces core skills in reading, writing, speaking, listening, and mathematics. Course instruction emphasizes career-ready behavior in communication, ethics, interpersonal/team skills, critical thinking and problem-solving, safety, technology, and employability skills.

Enhancing Literacy in ROP Fire Classes

Our ROP Fire classes incorporate structured reading and writing assignments to support student learning and skill development. These activities not only reinforce key firefighting concepts but also strengthen students’ literacy skills, ensuring they can effectively comprehend technical materials and communicate in professional settings.

By integrating literacy into our curriculum, we help students build essential reading and writing abilities that will benefit them throughout their firefighting careers and beyond.

o 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. 

o 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 gender, age, language, ability, race, religion, family structure, background, or culture. No evidence of bias was 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 multi-media and/or web-based materials used in the training process to meet individual learning styles?

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

o Objectives of the test

o Step-by-step instructions

o Realistic time limit for completion

o Indication of quality/exactness standard

o 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 

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