course of study for hospitality and tourism … of study - sot.pdf · hospitality and tourism...

Course of Study

For

HOSPITALITY and TOURISM

SERVICE OCCUPATIONS TRAINING

Subject Code: 09.0205

CTPD 023

WEST SHORE CAREER AND TECHNICAL DISTRICT LAKEWOOD HIGH SCHOOL

14100 FRANKLIN BOULEVARD

LAKEWOOD, OHIO 44107

216-529-4151

TABLE OF CONTENTS

HOSPITALITY AND TOURISM


WEST SHORE CAREER AND TECHNICAL DISTRICT

PAGE

Acknowledgements

x

Resolution

1

Recommendation of Advisory Committee

2-3

Lakewood City Schools Mission Statement and Vision Statement

4

Career and Technical Education Goals

5

Program Design

6-10

Scope and Sequence

11-53

Curriculum Mapping

54-65

Student Assessment Policy

66-67

ACKNOWLEDGEMENTS




Sincere appreciation goes to the following individuals for their assistance and

cooperation in preparing this Service Occupations Training course of study.

Lakewood Board of Education

Dr. David Estrop, Superintendent, Lakewood City Schools

Mrs. Linda Thayer, Director, West Shore Career Technical District

Ms. Donna Richmond, Teacher Educator, Kent State University

Mrs. Patricia Hunter, Service Occupations Training Teacher

And the Service Occupations Training Advisory Committee:

Jackie Anderson, former SOT student, food service worker at Lakewood Hospital

Joe Gerchak, Director Environmental Services, Lakewood Hospital

Tabatha Devine, Work Study Coordinator, Westlake High School

Maureen Duffy, Manager Volunteer Services, Lakewood Hospital

Tabatha Devine, Work Study Coordinator, Westlake High School

Mary Caruso, Career Tech Assistant, West Shore Career Tech District

Cathy Calamia, Special Education Coordinator, Rocky River High School

Diane Kastelic, VOSE Coordinator, Lakewood High School

Tim Kaye, Director of Materials Management, Lakewood Hospital

Debra Perko, Activities Coordinator, SNF, Lakewood Hospital

Sue Windbigler, Food Service Director, Lakewood Hospital

Patricia Hunter, SOT teacher, West Shore Career Tech District

For his helpful suggestions and encouragement, Jim Hunter, husband of Pat Hunter.

RESOLUTION




LAKEWOOD CITY SCHOOLS

WHEREAS, the Service Occupations Training Advisory Committee of the Lakewood

City Schools has reviewed the Service Occupations Training Course of Study, and

WHEREAS, the course of study is based upon the State of Ohio Hospitality and Tourism

Career Field Technical Content Standards Document for Service Occupations Training,

and

WHEREAS, the Service Occupations Training Advisory Committee has reviewed and

modified these state competencies to address local labor market needs, and to

acknowledge the school districts’ ability to offer academic and specialized programs.

NOW, THEREFORE, BE IT RESOLVED, in accordance with the superintendent’s

recommendation, that the Lakewood City Schools adopt the Service Occupations

Training Course of Study.

Approval Date:___________________

_______________________________ _______________________________

District Superintendent Board President

RECOMMENDATION OF SERVICE OCCUPATIONS TRAINING ADVISORY

COMMITTEE




The Career and Technical Advisory Committee of the Service Occupations Training

Program, West Shore Career & Technical School District, has reviewed this course of

study and recommends it for use as the foundation for instruction in classroom and

laboratory work experiences.

The developers of the course of study have considered local labor market needs and the

school district’s ability to offer specialized programs. The competencies found on the

Hospitality and Tourism Career Field Technical Content Standards Document for this

program have been reviewed, modified, and accepted as being congruent with our school

district’s philosophy and student outcome measures.

We believe that this course of study adequately and correctly focuses upon the

development of technical competencies, attitudes, values, and appreciation’s critical to

successful employment in the hospitality services field.

The Service Occupations Training Advisory Committee recommended this course of

study on ____________________

(date)

Recommendation of Advisory Committee

Name Name

Committee Chairperson title

Name Name

title title

Name Name

title title

Name Name

title title

Name Name

title title

Name Name

title title

MISSION AND VISION STATEMENT




Lakewood City Schools Mission Statement

In partnership with our families and community, Lakewood City Schools will develop

responsible citizens, who are critical and creative thinkers, committed to life-long

learning, invested in a diverse society, and prepared for technological and global

opportunities.

Lakewood City Schools Vision Statement

In recognition of the need of the community for Life Long Learning, the Lakewood City

School district will become the primary provider of academic services for all learners

ranging in age from Pre-Kindergarten children through adults. In addition, the school

district will enhance academic services through improved coordination of social and

medical services in partnership with our community and other educational institutions.

CAREER AND TECHNICAL EDUCATION GOALS




To continue to infuse technology into the curriculum and meet industry standards

Continue to upgrade and modernize career and technical labs and offer a variety

of career training opportunities

To continue to partner with post-secondary education institutions to create

pathways to foster life-long learning

To develop and maintain active advisory committee member ship which offer

overall direction and specific occupational knowledge of competencies required

in business and industry

To continue to develop ties with parents and community to meet community

education needs.

PROGRAM DESIGN




Program Philosophy

We believe that the Service Occupations Training program’s primary focus is to

prepare students for job opportunities, lifelong learning, and economic

independence.

We believe that the Service Occupations Training program should foster the

development of students who possess employability skills leading them toward

fulfilling lives and productive jobs.

We believe the curriculum designed for this program focuses on career

opportunities in the hospitality industry, person qualities leading to job success,

and the development of skills necessary to attain and succeed in a hospitality and

facility care career position.

We believe this program will enable high school students to control their own

lives by developing a strong work ethnic, problem solving skills, and positive

self-esteem.

We believe this program prepares students to enter, compete in, and advance

through the present and future hospitality and facility workplace.

We believe that the career and technical education standards, guidelines and

policies established in the Service Occupations Training program are challenging,

attainable, relevant, affordable and measurable.

We believe these guidelines and policies will assure access and equity for all

students without regard to race, color, national origin, sex, religion, and age.

Program Goals

To prepare students for entry level jobs in the Hospitality Service industry.

To develop appropriate work habits and a positive cooperative attitude conducive

to maintaining good relationships with others.

To gain occupational safety habits and the knowledge of sanitation procedures.

To develop qualities of self-reliance and dependability.

To develop decision making and problem solving skills useful in the workplace.

To gain effective teamwork and leadership skills appropriate for the workplace.

To gain effective team work and leadership skills appropriate for the workplace.

To gain knowledge regarding employment opportunities in the Hospitality

industry.

To identify and develop personal qualities leading to job success.

To gain knowledge of security and emergency procedures used in the Hospitality

industry.

To gain knowledge of customer service expectations and customer relations

techniques.

To gain job seeking skills including designing a resume, completing job

applications, and learning interview techniques.

To gain an understanding of the need for lifelong learning and the willingness to

adapt to change.

To develop a job related vocabulary.

To develop knowledge of math principles as applied to tasks.

To apply standards of grooming and hygiene in a manner that will enable them to

maintain or advance in a job.

To perform selected skills within each worksite at entry level proficiency.

Program Overview

Service Occupation Training is a one year program that provides students with

classroom learning and real-life work experiences needed to take advantage of the

many opportunities in this field. This program is housed at Lakewood Hospital

where students train in food service, housekeeping, materials management, and

clerical positions. Guest service, career exploration, and professionalism are

other important components of this program.

Population to be Served

Open to all students junior status or higher who are interested in the hospitality

field.

Open to all students as long as they are not a safety hazard to self and others in the

class.

Special needs students are admitted with an IEP.

Housing of the Program

The program comprises classroom and laboratory experiences at Lakewood

Hospital.

Supervisor of the Program

West Shore Career Technical Principal

Occupations Addressed by the Program

Guest Room Attendant

Laundry Attendant

Public Space Cleaner

Food/Beverage Staff

Banquet Set Up Staff

Materials Handling Staff

Clerical Support Staff

Bus Person

Host/Hostess

Guest Service Clerk

Basic Program Operation

The SOT program provides classroom instruction five days a week from 8:00am

to 8:45am

The SOT program provides lab work experience five days a week from 8:45am to

10:45am. Students rotate to a new job site at the end of each grading quarter.

Class develops skills, knowledge, and attitudes needed to succeed in the

hospitality industry.

Field Experience and/or Early Placement

Field experience is an integral part of each student’s program provided through

Lakewood hospital job sites, service learning projects and guest speakers.

Students are supervised by SOT program teacher and hospital mentors.

Articulation Agreement

This program is an approved program under the Ohio Department of Education.

SOT assists students in preparation for the world of work and provides the

opportunity for transition to paid employment or advancement to another CTE

program.

Integrated Academics

Math, Science, Social Studies, and English Language Arts are considered as

essential and an integral part of the programs competencies.

Academics are taught outside the Service Occupations Training program by a

licensed teacher; however, it is integrated as part of SOT in order to raise

standards.

Technology

Technology is an ever changing part of the program and is as varied as the job

sites and classroom instruction involved.

Technology promotes knowledge and skill needed for advancement in the world

of work.

Student Leadership

Student participation in Family, Career, and Community Leaders of America

(FCCLA) is required as a part of this program.

Student officers are encouraged to participate in leadership academy activities at

Lakewood High School.

Critical Thinking and Decision Making

The Service Occupations Training program develops and uses critical thinking

skills to make wise decisions both in the classroom and laboratory learning

experiences.

Students learn decision making skills through the problem solving approach.

Statement of Modification

A collaborative effort will be made between the Service Occupations Training

teacher and the student’s case manager to adjust the curriculum according to the

student’s IEP.

With the recommendation of the SOT advisory committee, this course of study

has been reviewed, modified, and accepted as being congruent with our districts

philosophy and student outcome measures.

Minor modifications of competencies taught may be needed. Significant

academic accommodations and/or modifications of competencies in the Service

Occupations Training curriculum may limit or prevent successful training and/or

future employment options in this area. Also, accommodations and/or

modification necessary for physical limitations and/or social work behaviors may

also limit or prevent successful training and/or future employment options in this

area.

Disclaimer Statement

This course of study conforms to all federal, state and local laws and regulations

including Title IX and non discrimination against any student because of race,

color, creed, sex, religion, citizenship, economic status, married status, pregnancy,

handicap, other physical characteristics, age or national origin.

This policy of nondiscrimination shall also apply to otherwise qualified

handicapped individuals.

SCOPE AND SEQUENCE




ORIENTATION

BIL: Essential

EDU: 12 AD

P R

CS 3.1: Apply active listening skills to obtain and clarify information

provided in oral communication.

TPO: Given introduction and checklist, apply listening skills to

obtain and clarify information provided in oral communication, so

that all guidelines are met.

Clear Learning Target: I can….

3.1.1 Differentiate between hearing and listening.

3.1.2 Identify the effects of physical, social and psychological factors on the ability to

listen.

3.1.3 Paraphrase and repeat information to confirm understanding.

3.1.4 Ask questions to seek or confirm understanding.

3.1.5 Record and summarize information in written notes.

3.1.6 Follow directions and/or respond in a positive way with clear, concise comments.

Correlated English Language Arts Academic Content Benchmarks

Compile, organize and evaluate information, take notes and summarize findings.

(Research B, 11-12)

Use a variety of strategies to enhance listening comprehension. (Communication: Oral

and Visual A, 8-10; Communication: Oral and Visual A, 11-12)

BIL: Essential

EDU: 12 AD

P R

CS 3.2: Listen and speak effectively to contribute to group discussions and

meetings.

TPO: Given a group discussion activity, listen and speak effectively

to contribute to group discussions and meetings, based on standards

set by instructor.


3.2.1 Explain the nature of staff communications.

3.2.2 Clarify the purpose and goals of a discussion or meeting.

3.2.3 Demonstrate respect for diverse cultures.

3.2.4 Stay on subject and task.

3.2.5 Summarize the results of the meeting, including agreements and disagreements.

3.2.6 Speak succinctly and clearly to convey information.

3.2.8 Defend ideas objectively.

3.2.9 Participate in group discussions.



(Research B, 11-12)



Demonstrate an understanding of effective speaking strategies by selecting appropriate

language and adjusting presentation techniques. (Communication: Oral and Visual D, 8-

10)

BIL: Essential

EDU: 12 AD

P R

CS 3.3: Interpret nonverbal behaviors to enhance communication.

TPO: After viewing a body language video, interpret nonverbal

behaviors to enhance communication, according to criteria on

checklist.


3.3.1 Identify nonverbal cues.

3.3.2 Observe eye contact, facial expressions, posture, gestures and other body

language.

3.3.3 Describe the message conveyed by nonverbal behaviors.


Evaluate the content and purpose of a presentation by analyzing the language and

delivery choices made by a speaker. (Communication: Oral and Visual C, 8-10)

Give persuasive presentations that structure ideas and arguments in a logical fashion,

clarify and defend positions with relevant evidence and anticipate and address the

audience’s concerns. (Communication: Oral and Visual D, 11-12)

BIL: Recommended

EDU: 12 AD

P R

CS 3.4: Deliver presentations.

TPO:Given a hospitality topic, deliver presentations, according to

guidelines in rubric.

Clear Learning Target: I can…. 3.4.1 Demonstrate appropriate usage of grammar, diction and sentence structure.

3.4.3 Communicate main ideas and supporting facts to achieve the communication’s

purpose.

3.4.5 Use proper organization and structure to achieve coherence.

3.4.7 Interpret tables, charts and figures used to support the communication.

3.4.8 Use verbal and nonverbal feedback strategies to engage discussion and adjust the

message and delivery.

3.4.9 Respond to questions and comments on a presentation.


Analyze whether graphics supplement textual information and promote the author’s

purpose. (Reading Applications: Informational, Technical and Persuasive Text C, 8-10)



10)

Select and use effective speaking strategies for a variety of audiences, situations and

purposes. (Communication: Oral and Visual C, 11-12)

Give informational presentations that contain a clear perspective; present ideas from

multiple sources in logical sequence; and include a consistent organizational structure.

(Communication: Oral and Visual E, 11-12)

Give presentations using a variety of delivery methods, visual displays and technology.

(Communication: Oral and Visual G, 8-10; Communication: Oral and Visual F, 11-12)

Correlated Mathematics Academic Content Benchmarks

Construct convincing arguments based on analysis of data and interpretation of graphs.

(Data Analysis and Probability F, 8-10)

Use a variety of mathematical representations flexibly and appropriately to organize,

record and communicate mathematical ideas. (Mathematical Processes E, 8-10)

Use precise mathematical language and notations to represent problem situations and

mathematical ideas. (Mathematical Processes F, 8-10)

Locate and interpret mathematical information accurately, and communicate ideas,

processes and solutions in a complete and easily understood manner. (Mathematical

Processes H, 8-10)

BIL: Essential

EDU: 12 AD

P R

CS 3.6: Communicate written information.

TPO: Given a company policy manual, communicate written

information, answering questions on handout.


3.6.1 Locate a variety of resources (e.g., books, journals, magazines, electronic

information).

3.6.2 Write specific steps for applying information learned to a task or a new situation.

3.6.3 Interpret recipes, operational manuals, inventory control sheets, menus,

correspondence, training manuals and other written documentation.

3.6.4 Analyze company resources to determine policies and procedures.


Apply reading comprehension strategies to understand grade-appropriate text. (Reading

Process A, 8-10; Reading Process A, 11-12)

Demonstrate comprehension of print and electronic text by responding to questions (e.g.,

literal, inferential, evaluative and synthesizing). (Reading Process B, 8-10; Reading

Process B, 11-12)

Synthesize the content from several sources on a single issue or written by a single

author, clarifying ideas and connecting them to other sources and related topics.

(Reading Applications: Informational, Technical and Persuasive Text D, 11-12).


(Research B, 11-12)

Evaluate the usefulness and credibility of data and sources and synthesize information

from multiple sources. (Research C, 11-12)


Use precise mathematical language and notations to represent problem situations and

mathematical ideas. (Mathematical Processes F, 8-10)

CS 3.8 Read for information and understanding

TPO: Given a reading assignment, read for information and

understanding, by answering guided questions on class handout


3.8.1 Locate needed information in written materials using formatting cues,

skimming, and scanning.

3.8.2 Interpret written information, including manuals, graphs, and schedules.

3.8.3 Unlock the meaning of unknown or technical vocabulary using standard

strategies.

3.8.4 Locate key points, main ideas, relevant details, facts, and specifications in

written materials.

CS 3.9 Contribute to teamwork

TPO: Given a teambuilding activity, contribute to teamwork according

to procedures taught.


3.9.1 Demonstrate sensitivity to cultural, gender, and generational differences.

3.9.2 Demonstrate concern for each team member and for team goals.

3.9.3 Complete aspects of assigned tasks according to team-established

procedures and within specific timelines.

3.9.4 Employ group process techniques to solve problems, make decisions, build

consensus, resolve or manage conflicts, construct compromises, support

self-expression, and bring forth new ideas and opinions.

CS 3.10

Demonstrate Leadership

TPO: Presented with a group leadership situation, demonstrate

leadership according to guidelines taught.


3.10.1 Demonstrate leadership qualities.

3.10.2 Collaborate with others to accomplish goals.

CS 3.11 Solve Problems and Make Decisions In Work-Related Situations

TPO: Given job site scenarios, solve problems and make decisions in

work-related situations, in accordance with program guidelines.


3.11.1 Identify factors that influence problem solving and decision making.

3.11.2 Analyze the source of the problem or the situation requiring a decision.

3.11.3 Generate possible alternatives.

3.11.4 Analyze possible alternatives.

3.11.5 Match problem-solving and decision-making processes to the situation.

3.11.6 Use creative thinking processes to support solving problems and making

decisions.

3.11.7 Justify solution or decision with evidence to support or refute alternatives.

BIL: Essential

EDU: 12 AD

P R

CS 2.5: Analyze the role of creativity and innovation.

TPO: Given a simulated problem, analyze the role of creativity and

innovation, based on standards set by instructor.

Clear Learning Target: I can…. 2.5.1 Demonstrate brainstorming techniques.

2.5.2 Explain how creative problem solving can enhance one’s business.

2.5.3 Explain how positive employee attitude enhances creativity and innovation.


Use multiple resources to enhance comprehension of vocabulary. (Acquisition of

Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)





SAFETY, SANITATION, AND SECURITY

BIL: Essential

EDU: 12 AD

P R

CS 5.1: Follow safety procedures.

TPO: Using guidelines presented, follow safety procedures, 100% of

the time.


5.1.1 Identify electrical and mechanical hazards.

5.1.2 Classify different types of fires and how to contain them.

5.1.3 Identify and follow proper fire evacuation procedures.

5.1.4 Outline proper response to emergency situations.

5.1.6 Follow safety and security procedures.




Process B, 11-12)

Correlated Science Academic Content Benchmarks

Participate in and apply the processes of scientific investigation to create models and to

design, conduct, evaluate and communicate the results of these investigations. (Scientific

Inquiry, A, 9-10)

Make appropriate choices when designing and participating in scientific investigations

by using cognitive and manipulative skills when collecting data and formulating

conclusions from the data. (Scientific Inquiry, A, 11-12)

BIL: Essential

EDU: 12 AD

P R

CS 5.2: Apply sanitation procedures.

TPO: Using examples presented, apply sanitation procedures,

according to industry standards.

Clear Learning Target: I can…..

5.2.1 Outline the compliance requirements of sanitation, safety and health inspections.

5.2.2 Use appropriate safety equipment and clothing.

5.2.3 Identify and describe OSHA standards.

5.2.4 Contrast sanitizing and cleaning procedures.

5.2.5 Follow sanitizing procedures.




Process B, 11-12)

CS 5.12 Practice Personal Hygiene

TPO: Using examples presented, practice personal hygiene according to

hospital and school policies.


5.12.1 Identify scientific knowledge related to the practice of personal hygiene.

5.12.2 Comply with the dress code specific to the hospitality and tourism industry

segment.

5.12.3 Maintain body cleanliness

5.12.4 Wash hands in accordance with standards

5.12.5 Maintain personal health

5.12.6 Justify the merits of practicing personal hygiene

BIL: Essential

EDU: 12 AD

P R

CS 5.4: Apply government and health regulations standards for hazardous

materials handling and storage.

TPO: Given SOT on site lab safety regulations, apply government

and health regulations standards for hazardous materials handling

and storage, at all times without incident.

Clear Learning Target: I can…. 5.4.1 Identify types of hazardous materials.

5.4.2 Interpret container label precautions.

5.4.3 Interpret material safety data sheets (MSDS) and use materials accordingly.

5.4.4 Explain storage procedures for hazardous materials that are in accordance with

government regulations.

5.4.5 Describe disposal procedures for hazardous materials that are in accordance with

government regulations.

5.4.6 Examine a hazardous materials safety plan.




Process B, 11-12)

Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10;

Reading Process C, 11-12)




Inquiry, A, 9-10)



conclusions from the data. (Scientific Inquiry, A, 11-12)

BIL: Recommended

EDU: 12 AD

I P

CS 5.5: Develop safety and security strategies to minimize risks for

individuals and groups in multiple environments.

TPO: Using examples presented, develop safety and security

strategies to minimize risks for individuals and groups in multiple

environments.


5.5.2 Suggest ways to manage guests and customers facing a threat.

5.5.3 Create ways to prevent common safety hazards.

5.5.4 Develop and role play mock emergency situations.

5.5.5 Outline how locking systems protect guests and/or customers.




10)



BIL: Essential

EDU: 12 AD

I P

CS 5.6: Process safety documentation.

TPO: Given a simulated accident scenario, process safety

documentation, according to completed example.


5.6.1 Identify the forms required to document accidents and emergency events.

5.6.2 Complete and file accident reports in accordance with required standards.

5.6.3 Describe the impacts of accidents on workers’ compensation and insurance

bonding.


Evaluate how features and characteristics make information accessible and usable and

how structures help authors achieve their purposes. (Reading Applications:

Informational, Technical and Persuasive Text A, 8-10)

Produce functional documents that report, organize and convey information and ideas

accurately, foresee readers’ problems or misunderstandings and that include formatting

techniques that are user friendly. (Writing Applications C, 11-12)

BIL: Essential

EDU: 12 AD

P R

CS 5.7: Comply with emergency procedures.

TPO: Given SOT safety regulations, comply with emergency

procedures, according to hospital policy at all times without incident.


5.7.1 Maintain emergency exits.

5.7.3 Demonstrate procedures for extinguishing class A, B and D fires.

5.7.4 Identify the location of fire suppression equipment.

5.7.5 Identify the procedures for weather emergencies.

5.7.7 Comply with the emergency medical plan in medical emergencies.







BIL: Essential

EDU: 12 AD

P R

CS 5.8: Explain safety and security polices and procedures.

TPO: Given on site lab safety rules, explain safety and security

policies and procedures, according to Lakewood Hospital procedures

at all times without incident.


5.8.1 Formulate methods of resolution and/or alternatives for eliminating potential

safety hazards.

5.8.2 Describe sources to utilize in various emergency situations for self, co-workers,

and customers and/or guests.







BIL: Essential

EDU: 12 AD

P R

SS 37.1: Explain general safety and security polices and procedures.

TPO: Given on site lab rules, explain general safety and security

policies and procedures, according to Lakewood Hospital procedures

at all times without incident.


37.1.1 Outline safety and security issues for individuals and groups in multiple

environments, to minimize risks.

37.1.2 Explain potential, real and perceived natural, social or terrorism emergency

situations.

37.1.3 Formulate methods of resolution and/or alternatives for eliminating potential

safety hazards.

37.1.4 Describe sources to utilize in various emergency situations for self, co-workers

and customers and guests.

37.1.5 Examine and disseminate information to help customers deal with potential

safety hazards and security issues.







BIL: Essential

EDU: 12 AD

P R

SS 37.2: Identify strategies for handling medical emergencies.

TPO: Given SOT safety regulations, identify strategies for handling

medical emergencies, according to hospital policy at all times

without incident.


37.2.1 Consider the range of medical emergencies that could occur.

37.2.2 Describe the appropriate equipment and materials that should be kept on hand.

37.2.3 Explain the policies and procedures for addressing a variety of medical

emergencies.

37.2.4 Identify the necessary contact information needed for medical emergencies.




Process B, 11-12)

BIL: Essential

EDU: 12 AD

P R

CS 5.9: Assess strategies for handling medical emergencies.

TPO: Given job site regulations, assess strategies for handling

medical emergencies, according to hospital procedures at all times

without incident.


5.9.1 Predict the range of medical emergencies that could occur.

5.9.2 Describe the equipment and materials that should be kept on hand.

5.9.4 Identify the necessary contact information needed for medical emergencies.

BIL: Essential

EDU: 12 AD

P R

CS 5.11: Assess strategies for handling emergency evacuations.

TPO: Given hospital safety regulations, assess strategies for

handling emergency evacuations, according to policy manual at all

times without incident.

Clear Learning Target: I can…

5.11.1 Identify situations that would require evacuation.

5.11.2 Explain the fire and environmental safety policies and evacuation procedures.

5.11.4 Explain the emergency weather related policies and procedures.

5.11.5 Explain the procedures for dealing with unauthorized persons who pose a threat.

BIL: Essential

EDU: 12 AD

P R

SS 37.4: Identify strategies for handling emergency evacuations.

TPO: Given hospital safety regulations, identify strategies for

handling emergency evacuations, according to hospital policy at all

times without incident.


37.4.1 Identify situations that would require evacuation.

37.4.2 Explain the fire and environmental safety policies and evacuation procedures.

37.4.5 Explain the procedures for dealing with unauthorized persons who pose a threat.




Process B, 11-12)

INTRO TO THE HOSPITALITY INDUSTRY

BIL: Essential

EDU: 12 AD

I P

CS 2.1: Summarize the structure and functions of the hospitality and

tourism industry.

TPO: Using information from the text, summarize the structure and

functions of the hospitality and tourism industry, according to class

handout.

Clear Learning Target: I can…..

2.1.3 Use organizational charts to identify the workplace structure.

2.1.4 Explore the functions of the departments and units within the larger

organizations.

2.1.5 Identify ways in which organizational functions are interdependent.

2.1.6 Define stakeholder relationships (e.g., customer, employee, shareholder,

supplier).

2.1.7 Explain the importance of business partnerships and relationships.

2.1.8 Describe current and future business trends and their impact on hospitality and

tourism.







(Research B, 11-12)




Apply mathematical knowledge and skills routinely in other content areas and practical

situations. (Mathematical Processes B, 8-10)



Processes H, 8-10)

BIL: Essential

EDU: 12 AD

I P

CS 1.5: Examine the development, growth and future of the hospitality and

tourism industry.

TPO: Using examples presented, examine the development, growth

and future of the hospitality and tourism industry, answering

questions on handout.

Clear Learning Targets, I can…..

1.5.1 Identify the origins of the hospitality and tourism industry.

1.5.2 Examine major growth stages in the industry and their causes.

1.5.5 Describe the impact of local, state, national and international events on the

hospitality and tourism industry (e.g., impact of 9/11, natural disasters,

personal safety).



(Research B, 11-12)






Processes H, 8-10)

BIL: Essential

EDU: 12 AD

I P

CS 1.3: Examine the benefits and costs of the hospitality and tourism

industry at the local, regional, state, national and international

levels.

TPO: Using reference materials, examine the benefits and costs of

the hospitality and tourism industry at the local, regional, state,

national and international levels, summarizing answers in a written

assignment.

Clear Learning Targets, I can….

1.3.1 Examine economic benefits and costs.

1.3.2 Examine social benefits and costs.

1.3.3 Examine cultural benefits and costs.

1.3.4 Examine environmental benefits and costs.



(Research B, 11-12)


Create, interpret and use graphical displays and statistical measures to describe data;

e.g., box-and-whisker plots, histograms, scatterplots, measures of center and variability.

(Data Analysis and Probability A, 8-10)





Processes H, 8-10)


Explain that humans are an integral part of the Earth’s system and the choices humans

make today impact natural systems in the future. (Earth and Space Sciences C, 11-12)

Describe how human activities can impact the status of natural systems. (Life Sciences

G, 9-10)

BIL: Recommended

EDU: 12 AD

I P

CS 1.4: Explore the characteristics and trends related to domestic and

international travelers.

TPO: Upon completion of research, explore characteristics and

trends related to domestic and international travelers, completing

questions assigned by instructor.

Clear Learning Targets, I can….

1.4.1 Explore demographics concerning domestic and international business and

leisure travelers.

1.4.4 Explore travelers’ motivations, needs and expectations concerning international

and domestic business and leisure travel.


Formulate open-ended research questions suitable for investigation and adjust questions

as necessary while research is conducted. (Research A, 8-10)

Formulate open-ended research questions suitable for inquiry and investigation and

adjust questions as necessary while research is conducted. (Research A, 11-12)


(Research B, 11-12)




Processes H, 8-10)

BIL: Essential

EDU: 12 AD

I P

SS 27.2: Analyze the organizations and structures of different types of

lodging.

TPO: Using the course textbook, analyze the organizations and

structures of different types of lodging, answering questions at the

end of the chapter.

Clear Learning Target, I can…..

27.2.1 Explain how franchises and referral groups work.

27.2.2 Describe different ways that lodging properties can be owned (e.g., sole

proprietorship, partnership, limited liability corporation, corporation).

27.2.3 Identify the general classifications of lodging businesses and describe their most

distinctive features (e.g. airport, resort, bed and breakfast, conference, casino).

27.2.4 Identify the services offered by world-class, mid-range and economy service

properties.

27.2.5 Identify the common divisions or functional areas of lodging businesses, and

explain the responsibilities and activities of each.

27.2.6 Classify functional areas by revenue and support center and by front- and back-

of-house.

27.2.7 Analyze the importance of each division in achieving the objectives of a lodging

operation.

27.2.8 Describe the interactions between different departments or functional areas.







Processes H, 8-10)

BIL: Essential

EDU: 12 AD

P R

SS 27.4: Explain the product of the hotel

TPO: Using examples presented, explain the product of the hotel, according

to a workbook assignment.

Clear Learning Target, I can….

27.4.1 Identify the components of the hotel product.

27.4.2 Explain the role physical facilities play in creating the hotel product.

27.4.3 Explain the role of the hotel’s location in the development of its product.

27.4.4 Describe the impact destination features have on the product.

27.4.5 Describe the role services play in the hotel product.

27.4.6 Explain the role of the hotel’s guest mix in determining the hotel product.

SS 27.5 Comply with regulations, policies, and standards of the lodging

segment

TPO: After orientation, comply with regulations, policies, and

standards of the lodging segment, 100% of the time.


27.5.1 Identify company regulations, policies, and standards.

27.5.2 Identify governmental regulations and licensing standards

SS 27.6 Analyze factors affecting pricing

TPO: Using examples presented, analyze factors affecting pricing,

completing review questions in text.


27.6.1 Determine how supply and demand affect pricing

27.6.2 Analyze the effects of seasonality on pricing

SS 27.7 Analyze factors that influence profit and loss as they relate to lodging

operations

TPO: Provided with case studies, analyze factors that influence profit

and loss as they relate to lodging operations, completing workbook

assignment.


27.7.1 Identify how job performance affects profitability

27.7.2 Identify methods for assuring efficient use of time

27.7.3 Identify cost-effective methods for use of supplies and equipment

27.7.4 Identify the effect of guest relations on profit and loss

CS 10.12 Examine marketing concepts

TPO: Using information from text, examine marketing concepts,

completing review questions assigned.

4.2.1 Identify the importance of marketing

4.2.2 Analyze hospitality and tourism promotion

4.2.3 Analyze the role of visitor services in hospitality and tourism marketing

4.2.4 Identify the role of product and service planning in marketing efforts

4.2.5 Identify the role of distribution in marketing efforts

4.2.7 Analyze unique characteristics of hospitality and tourism marketing

4.2.8 Identify the unique characteristics of pricing in the hospitality and tourism

industry

HOSPITALITY CAREERS

BIL: Essential

EDU: 12 AD

P R

CS 1.1: Examine the numerous career pathways within hospitality and

tourism.

TPO: Using reference materials, examine the numerous career

pathways within hospitality and tourism, summarizing answers in

written assignment.


1.1.1 Identify current and future career options in hospitality and tourism.

1.1.2 Identify education and training needed for entry-level, skilled level and

supervisory level careers in hospitality and tourism.

1.1.3 Identify personal characteristics required for individuals working in this field.

1.1.4 Examine the advantages and disadvantages of working in independently-owned

facilities, non-profit associations or chain-affiliated facilities.

1.1.5 Match individual interests, abilities and preferences to career preferences.

1.1.6 Identify key terms and principles associated with the hospitality and tourism

industry.


Use context clues and text structures to determine the meaning of new vocabulary.

(Acquisition of Vocabulary A, 8-10)



Process B, 11-12)

Evaluate the usefulness and credibility of data and sources. (Research B, 8-10)


(Research B, 11-12)








Processes H, 8-10)

BIL: Essential

EDU: 12 AD

I P

SS 27.3: Describe career opportunities in the lodging industry.

TPO: After completing research, describe career opportunities in

the lodging industry, creating poster according to rubric.


27.3.1 Describe entry-level, supervisory and management careers in the lodging

industry at the state, national and international levels.

27.3.2 Research a variety of careers in this industry, both national and global.

27.3.3 Describe the education and training needed for careers in the lodging industry.

27.3.6 Describe the importance of work experience in this industry.

27.3.7 Describe multiple pathways to reach supervisory and management-level careers.

27.3.8 Identify the anticipated income, satisfaction and professional goals, and

determine which one takes priority.

27.3.9 Research potential employers in this industry.


Organize information from various resources and select appropriate sources to support

central ideas, concepts and themes. (Research C, 8-10)

BIL: Essential

EDU: 12 AD

I P

CS 1.2: Explore professional development opportunities.

TPO: Upon completion of research, explore professional

development opportunities, documenting findings in a written

assignment.

Clear Learning Target, I can….. 1.2.1 Research continuing education and professional development courses to advance

skills or remain current in the profession.

1.2.2 Identify licenses, certifications and credentials applicable to specific careers.

1.2.3 Maintain a résumé, a list of references, resource files, and a portfolio of work

experience, licenses and certifications.

1.2.4 Identify professional associations available in this industry.

1.2.5 Identify professional journals and publications.

1.2.6 Interact with hospitality and tourism professionals by building internal and

external mentor relationships.






(Research B, 11-12)



PROFESSIONALISM

BIL: Essential

EDU: 12 AD

P R

CS 4.1: Practice ethical and legal guidelines.

TPO: Using guidelines presented in class, practice ethical and legal

guidelines., 100% of the time.


4.1.1 Differentiate between legal and ethical issues and situations.

4.1.2 Respond to situations based on legal and ethical responsibilities and employer

policies.

4.1.3 Describe legal responsibilities, limitations and implications of actions.

4.1.4 Comply with legal responsibilities specified by state practice act(s) and other

pertinent legislation.

4.1.7 Describe regulations (e.g., personnel, workplace).

4.1.8 Complete reporting requirements.


Analyze the features and structures of documents and critique them for their

effectiveness. (Reading Applications: Informational, Technical and Persuasive Text A,

11-12)




BIL: Essential

EDU: 12 AD

P R

CS 4.2: Comply with legal policies and laws regarding hiring, harassment

and safety issues.

TPO: Given hospital regulations, comply with legal policies and

laws regarding hiring, harassment and safety issues, 100% of the

time..


4.2.1 Describe harassment and stereotyping as they apply to the work environment.

4.2.4 Explain the standards of confidentiality and privacy.

4.2.5 Adhere to company and governmental policies, procedures, rules and regulations.




Process B, 11-12)




BIL: Recommended

EDU: 12 AD

P R

CS 4.3: Discuss the implications of ethical and unethical behavior.

TPO: Using role playing, discuss the implications of ethical and

unethical behavior, according to standards.


4.3.1 Recognize personal, professional and organizational ethics.

4.3.2 Demonstrate respect for the property of customers, other professionals and

coworkers.

4.3.3 Resolve issues relating to any potential conflicts of interest between personal,

professional and organizational ethics.

4.3.4 Identify strategies for responding to the unethical actions of individuals and

organizations.

4.3.5 Identify the ramifications of unethical actions.

.

BIL: Essential

EDU: 12 AD

P R

CS 4.4: Assess legal standards.

TPO: Using examples presented, assess legal standards, recording

answers on class handout.


4.4.2 Identify the consequences of non-compliance for both employees and employers.

4.4.4 Identify legal responsibilities regarding substance abuse.

BIL: Essential

EDU: 12 AD

P R

CS 4.5: Explain employment liability.

TPO: Using guidelines presented in class, explain employment

liability, according to information presented.


4.5.1 Define liability and negligence.

4.5.2 Discuss protections against liability.

4.5.3 Explain the role of the Bureau of Workers’ Compensation in workplace injuries.

CS 3.8 Exhibit personal qualities and habits that lead to job success in the

lodging segment.

TPO: Using examples presented, exhibit personal qualities and habits

that lead to job success in the lodging segment, modeling these qualities

at the job site 100% of the time.


3.8.1 Show flexibility

3.8.2 Prioritize tasks

3.8.3 Assess own performance for quality of service

CS 4.6 Describe the ethical responsibilities of lodging employees.

TPO: Given guidelines set in class, describe the ethical responsibilities

of lodging employees, according to industry standards.

Clear Learning Target, I can….. 4.6.1 Demonstrate knowledge of how ethics apply to dealing with physical and

cultural differences

4.6.2 Demonstrate knowledge of how ethics apply to dealing with harassment of

guests and associates

4.6.3 Determine benefits and consequences of ethical action

4.6.4 Maintain guest confidentiality and privacy

CS 4.7 Comply with the confidentiality requirements of workplace policies and

procedures.

TPO: Given hospital regulations, comply with the confidentiality

requirements of workplace policies and procedures 100% of the time.

Clear Learning Target, I can….. 4.7.1 Identify types of confidential information (including mail and information

about personnel, customers, company)

4.7.2 Maintain records on the distribution of information using established format

and procedures

4.7.3 Provide information only to authorized personnel, whether transmitted

physically or via technology

4.7.4 Identify the consequences of a breach of confidentiality

BIL: Essential

EDU: 12 AD

P R

CS 6.1: Examine cultural diversity.

TPO: After a review of multicultural issues, examine cultural

diversity, and apply strategies for dealing with cultural diversity

100% of the time.


6.1.1 Define culture and cultural diversity.

6.1.2 Categorize components of culture, including religious customs, dietary habits and

traditions.

6.1.3 Design a method for increasing multicultural awareness.





(Research B, 11-12)




Processes H, 8-10)

BIL: Essential

EDU: 12 AD

I P

CS 6.3: Examine different cultural styles to explain the significance of body

language and personal space.

TPO: Given a role playing situation, examine different cultural

styles to explain the significance of body language and personal

space, according to information presented.


6.3.1 Identify common hand gestures and body language positions that are

unacceptable in another culture.

6.3.2 Illustrate personal space preferences when conversing with individuals from

other cultures (e.g., Latin Americans versus North Americans).

6.3.3 Examine cultural expectations of other areas, regions and countries to help avoid

social improprieties.

6.3.4 Examine behaviors and dress in other areas, regions and countries to appreciate

lifestyle preferences.



(Research B, 11-12)

CS 3.9 Apply self-management processes in the workplace.

TPO: After practicing skills, apply self-management processes in the

workplace 100% of the time.


3.9.1 Develop a system for organizing work

3.9.2 Apply time-management skills

3.9.3 Apply anger-management skills

3.9.4 Apply stress-management skills

3.9.5 Maintain a work area conducive to productivity (e.g., neat, orderly)

CUSTOMER SERVICE

BIL: Essential

EDU: 12 AD

P R

CS 13.5: Examine customer service skills to ensure satisfaction.

TPO: Using textbook, examine customer service skills to ensure

satisfaction, answering assigned questions at end of chapter.


13.5.1 Define customer service.

13.5.2 Explain the importance of positive customer and/or client relations.

13.5.3 Review customer service scenarios.

13.5.4 Explain the concept of service recovery.

13.5.5 Describe how customer service affects a company’s bottom line.




BIL: Essential

EDU: 12 AD

P R

CS 13.6: Deliver quality customer service.

TPO: Given a role playing situation, deliver customer service, according to

criteria in textbook.


13.6.1 Determine how to exceed customer expectation to maintain the relationship.

13.6.2 Describe the organization and the types of customers.

13.6.3 Describe the chain of command when dealing with customer service issues.

13.6.4 Explain why company service standards and procedures are important to good

customer service.

13.6.5 Keep up to date on new products and services.

13.6.6 Demonstrate customer service attitude and behaviors.

13.6.7 Demonstrate empathy and listen effectively to customers who are difficult.

13.6.8 Handle customer enquiries with appropriate written responses (e.g., e-mail).

13.6.9 Respond to requests for facilities, services and community information.

13.6.10 Communicate effectively with colleagues.

13.6.11 Work flexibly to help individual customers when they need it.

13.6.12 Organize the work to provide the best customer service.

13.6.13 Attempt to identify problems before they become critical issues.

13.6.14 Demonstrate customer service recovery strategies.

13.6.15 Give customers a positive impression of oneself and one’s organization.

13.6.16 Implement customer service changes in a positive manner.


Produce letters (e.g., business, letters to the editor, job applications) that follow the

conventional style appropriate to the text and that include appropriate details and

exclude extraneous details and inconsistencies. (Writing Applications C, 8-10)






Create and analyze tabular and graphical displays of data using appropriate tools,

including spreadsheets and graphing calculators. (Data Analysis and Probability A, 11-

12)

BUSINESS PROCESSES

BIL: Essential

EDU: 12 AD

P R

CS 2.13: Use computer-based technology.

TPO: Using resources available, use computer-based technology,

meeting standards set by instructor or mentor.


2.13.1 Access a Web site using the Internet.

2.13.2 Use e-mail to send and receive messages.

2.13.3 Collect data from the environment, people and instruments.

2.13.4 Use electronic sources to determine the quality, relevance or usefulness of a

product.

2.13.5 Use electronic sources to generate and access client and customer information for

evaluation.

2.13.6 Use a database to summarize, compare and contrast information.


Produce letters (e.g., business, letters to the editor, job applications) that follow the

conventional style appropriate to the text and that include appropriate details and

exclude extraneous details and inconsistencies. (Writing Applications C, 8-10)




Create and analyze tabular and graphical displays of data using appropriate tools,

including spreadsheets and graphing calculators. (Data Analysis and Probability A, 11-

12)

Use descriptive statistics to analyze and summarize data, including measures of center,

dispersion, correlation and variability. (Data Analysis and Probability B, 11-12)

BIL: Essential

EDU: 12 AD

P R

CS 3.7: Utilize communication technology.

TPO: Using classroom and job site electronic equipment, utilize

communication technology, according to criteria set by instructor or

job site mentor.


3.7.1 Communicate using electronic equipment (e.g., computer, fax, pagers, copier,

Internet, phone, print, PDA, e-mail).

3.7.2 Access information using electronic equipment.

3.7.3 Identify typical use and documentation policies regarding the use of

telecommunications tools.




CS 3.10 Analyze technology use in the hospitality and tourism industry.

TPO: Given a classroom assignment, analyze technology use in the

hospitality and tourism industry, according to instructor’s direction.


3.10.1 Identify the importance of technology

3.10.2 Identify trends of computerization by industry segments

3.10.3 Identify various technological systems used by industry segments

3.10.4 Analyze the costs and benefits of various technologies

3.10.5 Analyze the impact of the Internet on the hospitality and tourism industry.

CS 10.12 Examine marketing concepts

TPO: Using information from text, examine marketing concepts,

completing review questions assigned.


10.12.1 Identify the importance of marketing

10.12.2 Analyze hospitality and tourism promotion

10.12.3 Analyze the role of visitor services in hospitality and tourism marketing

10.12.4 Identify the role of product and service planning in marketing efforts

10.12.5 Identify the role of distribution in marketing efforts

10.12.7 Analyze unique characteristics of hospitality and tourism marketing

10.12.8 Identify the unique characteristics of pricing in the hospitality and tourism

industry

CS 3.11 Apply technology in the hospitality and tourism organization

TPO: While at selected job sites, apply technology in the hospitality

and tourism organization, according to company policy.


3.11.1 Increase organizational efficiency using technology

3.11.2 Keep technology skills up to date

3.11.3 Verify the accuracy of data entry

BIL: Essential

EDU: 12 AD

P R

CS 2.8: Explain material control and product inventories necessary to meet

customer and business requirements.

TPO: Given a job site in materials management, explain material

control and product inventories necessary to meet customer and

business requirements, according to hospital policy.


2.8.1 Explain the relationship between quality control and supply of materials.

2.8.2 Describe and utilize inventory control systems used in hospitality and tourism.

2.8.3 Explain the impact of inventory control systems on productivity and profit.





Estimate, compute and solve problems involving real numbers, including ratio,

proportion and percent, and explain solutions. (Number, Number Sense and Operations

G, 8-10)

Write and solve real-world, multi-step problems involving money, elapsed time and

temperature, and verify reasonableness of solutions. (Measurement F, 8-10)

Create, interpret and use graphical displays and statistical measures to describe data;

e.g., box-and-whisker plots, histograms, scatterplots, measures of center and variability.

(Data Analysis and Probability A, 8-10)



Processes H, 8-10)

CS 2.14 Control inventory of products and services

TPO: Given a job site in materials management, control inventory of

products and services, according to company policy.


2.14.1 Identify the organization’s inventory-control procedures

2.14.2 Receive products and services in accordance with established verification

and storage procedures

2.14.3 Identify service inventory(e.g., hotel rooms, air space to sell)

2.14.5 Perform stock counts

2.14.6 Maintain stock levels

2.14.8 Facilitate inventory control using technology

FOOD AND BEVERAGE OPERATIONS

Note: Throughout the “Food and Beverage Operations” unit, students are expected to learn and

use vocabulary specific to the topic. Correlations to the English Language Arts Acquisition of

Vocabulary standard include the following benchmarks:

Apply knowledge of roots, affixes and phrases to aid understanding of content area

vocabulary. (Acquisition of Vocabulary D, 11-12)



BIL: Essential

EDU: 12 AD

P R

SS 31.1: Describe the importance of the food and beverage departments in

the lodging industry.

TPO: Using resources available, describe the importance of the food

and beverage departments in the lodging industry, based on criteria

specified in class.


31.1.1 Identify the five primary departments in large hotel food and beverage divisions.

31.1.2 Discuss the profit contributions of food and beverage departments.

31.1.3 Describe the impact of food and beverage services on the guest experience and

satisfaction.

31.1.4 Explain the role of food and beverage in the customer’s perception of hotel

quality.

31.1.5 Discuss the importance of food and beverage personnel in guest services.

BIL: Essential

EDU: 12 AD

P R

SS 15.1: Examine safety procedures.

TPO: While working in food service, examine safety procedures,

following hospital policy 100% of the time..


15.1.1 Analyze the causes of accidents in culinary and foodservice operations.

15.1.2 Identify electrical, mechanical and chemical hazards.

15.1.3 Classify different types of fires and the appropriate extinguisher for each.

15.1.4 Identify proper fire evacuation procedures.

15.1.5 Maintain the traffic flow in compliance with established procedures.

15.1.6 Explain the safe use of ladders.

15.1.7 Detail proper lifting and carrying procedures.

15.1.8 Follow established procedures for reporting accidents.




Inquiry A, 9-10)



conclusions from the data. (Scientific Inquiry A, 11-12)

BIL: Essential

EDU: 12 AD

P R

SS 15.2: Maintain compliance with health codes.

TPO: Using guidelines taught in class, maintain compliance with

health codes, 100% of the time.


15.2.1 Explain how sanitation and health codes apply to specific culinary and

foodservice operations.

15.2.3 Describe procedures for controlling the spread of disease.

15.2.4 Demonstrate exemplary appearance and hygiene.

15.2.6 Describe proper clothing and sanitation accessories.







BIL: Essential

EDU: 12 AD

P R

SS 15.3: Practice sanitation duties.

TPO: While working in food service, practice sanitation duties,

100% of the time.


15.3.1 Clean and sanitize food contact surfaces.

15.3.2 Clean nonfood contact surfaces and equipment.

15.3.3 Wash, rinse, sanitize and store utensils and equipment.

15.3.4 Establish cleaning schedules for food and nonfood contact surfaces.





BIL: Essential

EDU: 12 AD

P R

SS 31.2: Review the functions of the food and beverage department.

TPO: Using resources available, review the functions of the food and

beverage department, based on criteria specified in class.


31.2.1 Describe the functions of the restaurant.

31.2.2 Detail the functions of room service.

31.2.3 Describe the functions of the lounge(s) or bar(s).

31.2.4 Describe the functions of the catering department.

BIL: Essential

EDU: 12 AD

I P

SS 31.3: Assess the role of the menu as a marketing and planning tool.

TPO: Following classroom instruction, Assess the role of the menu as a

marketing and planning tool, summarizing findings in oral report..


31.3.1 Explain the importance of the menu.

31.3.2 Describe the menu’s role in communicating an image.

31.3.3 Assess the use of the menu in driving purchases of food, beverages, equipment

and staffing.

BIL: Essential

EDU: 12 AD

P R

SS 31.4: Provide services to guests.

TPO: Given a case study, provide services to guests, according to textbook

criteria.


31.4.1 Describe customer service standards.

31.4.2 Follow procedures when serving guests in the dining room, guest room and/or

lounge, banquet room, and catering facilities.

31.4.3 Serve food in a timely fashion.

31.4.4 Respond promptly to customer requests.

31.4.5 Represent the company image.

31.4.6 Cross sell other food and beverage services when appropriate.






SS 15.8 Demonstrate the procedures for operating and maintaining nonfood

equipment in a kitchen.

TPO: Given a rotation in food service, demonstrate the procedures for

operating and maintaining nonfood equipment in a kitchen, according

to company standards.

Clear Learning Target, I can

15.8.1 Operate dish machines

15.8.2 Follow established procedures for the safe handling and use of cleaning

equipment

BIL: Essential

EDU: 12 AD

P R

SS 19.1: Maintain the dining room.

TPO: Given a rotation in food service, maintain the dining room, according

to company standards.


19.1.1 Maintain the work area in accordance with established standards for cleanliness

and sanitation.

19.1.2 Stock and restock service stations.

19.1.6 Fill salt and pepper shakers and condiment containers.

19.1.7 Place condiments, candles, centerpiece, point-of-purchase (POP) displays, and

salt and pepper shakers for dining.

BIL: Essential

EDU: 12 AD

P R

SS 19.2: Maintain the beverage station

TPO: Given a rotation in food service, maintain the beverage

station, according to company standards.


19.2.1 Stock and restock beverage supplies.

19.2.2 Prepare hot, cold and reconstituted beverages using different types of equipment.

19.2.4 Dispense beverages from hot and cold beverage equipment.

BIL: Essential

EDU: 12 AD

P R

SS 19.3: Maintain service items.

TPO:Given a rotation in food service, maintain service items, according to

company standards


19.3.1 Maintain textile items in accordance with established procedures for use, storage

and loss prevention.

19.3.2 Maintain flatware and glassware (e.g., storage, disposal).

19.3.4 Maintain napkin containers (e.g., clean, refill).

19.3.5 Maintain condiment containers (e.g., clean, refill).

19.3.6 Maintain single-service items (e.g., disposable items, portion packs).

BIL: Essential

EDU: 12 AD

P R

SS 34.7: Determine requirements for room setups.

TPO: Given a case study, determine requirements for room setups,

according to BEO.


34.7.1 Establish the function and number of people the room is intended to serve.

34.7.2 Explain the factors to be considered (e.g., numbers, safety, comfort, audiovisual,

accessibility).

34.7.3 Describe the possible setup configurations.

34.7.4 Estimate setup and dismantle time.

34.7.5 Describe strategies for accommodating attendees with disabilities.


Estimate and compute various attributes, including length, angle measure, area, surface

area and volume, to a specified level of precision. (Measurement E, 8-10)





Processes H, 8-10)

BIL: Essential

EDU: 12 AD

P R

SS 31.5: Set up meeting and banquet rooms.

TPO: Given a case study, set up meeting and banquet rooms, according to

instructors directions.


31.5.1 Identify the type of event and set up as diagramed.

31.5.4 Solve customer problems.

31.5.5 Respond promptly to customer requests.

31.5.6 Analyze banquet event order (BEO).








BIL: Essential

EDU: 12 AD

P R

SS 31.6: Cater banquets.

TPO: Given a job assignment, cater banquets, according to supervisors

directions.


31.6.1 Set up serving and eating areas.

31.6.2 Demonstrate sensitivity to cultural differences.

31.6.4 Transfer food to the site.

SS 31.7 Break down meeting and banquet rooms

TPO: Given a job assignment, break down meeting and banquet rooms,

according to supervisors directions.


31.7.1 Follow established procedures for removing table settings and linens

31.7.2 Clean tables and chairs

31.7.3 Store tables and chairs

31.7.4 Store audiovisual equipment

31.7.5 Clean floors

ENVIRONMENTAL SERVICES

BIL: Essential

EDU: 12 AD

P R

SS 32.1: Describe the role of the housekeeping department in hotel

operations.

TPO: Using resources available, describe the role of the

housekeeping department in hotel operations, based on criteria

specified in class.


32.1.1 Identify typical cleaning responsibilities in guestrooms, public areas, back-of-

house and other facilities.

32.1.2 Describe the importance of housekeeping staff in providing quality guest

services.

32.1.3 Explain the importance of effective communication between housekeeping, front

office, and engineering and maintenance.

BIL: Essential

EDU: 12 AD

I P

SS 32.2: Create standards for effective operations.

TPO: Using examples presented, create standards for effective

operations, meeting standards set by Lakewood Hospital.


32.2.4 Develop procedures for cleaning of all cleaning areas.

32.2.5 Explain the tradeoff between quality and quantity in planning housekeeping

activities.

32.2.6 Explain infection and infection control procedures.

32.2.7 Describe types of transmittable infections.

32.2.8 Set standards for protective clothing, and handle chemicals appropriately.

32.2.9 Explain how safety and security issues affect housekeeping personnel.

32.2.10 Describe the impact on housekeeping of the Occupational Safety and Health

Administration (OSHA) hazard communication standard.

32.2.14 Inspect a guestroom.








Use a variety of mathematical representations flexibly and appropriately to organize,

record and communicate mathematical ideas. (Mathematical Processes E, 8-10)



Processes H, 8-10)

SS 32.6 Follow established procedures for operating and maintaining cleaning

equipment.

TPO: Given a rotation in housekeeping, follow established procedures

for operating and maintaining cleaning equipment, according to

company standards.


32.6.1 Identify cleaning equipment, supplies, and solutions needed

32.6.2 Inspect cleaning equipment

32.6.3 Operate cleaning equipment in accordance with manufacturer’s

recommended procedures

32.6.4 Clean equipment in accordance with established procedures

32.6.5 Store cleaning equipment, supplies and solutions

32.6.6 Troubleshoot equipment problems

SS 32.7 Prepare for property care work

TPO: Given a rotation in housekeeping, prepare for property-care

work, according to company policy.


32.7.1 Prepare cart for day’s work

32.7.2 Prepare equipment for day’s work

32.7.3 Follow required procedures for entering and leaving guest rooms, public

restrooms, and employee areas

32.7.4 Complete end-of shift duties

SS 32.8 Handle chemicals

TPO: Given a job in housekeeping, handle chemicals with 100%

accuracy.


32.8.1 Identify scientific knowledge related to the handling of chemicals

32.8.2 Identify chemical hazards

32.8.3 Justify selected procedures for handling chemicals

32.8.4 Follow manufacturer’s materials safety data sheets (MSDSs)

32.8.5 Follow procedures designed to prevent chemical accidents

SS 32.9 Maintain Public Areas

TPO: Given a rotation in housekeeping, maintain public areas,

meeting guidelines set by the hospital.


32.9.1 Make preliminary check of all locations to be cleaned

32.9.2 Use aseptic cleaning techniques

32.9.3 Replenish supplies, brochures, and amenities

32.9.4 Maintain furnishings

32.9.5 Disinfect frequently touched items (e.g., tables, upholstery, draperies,

carpeted and uncarpeted areas, lamps, trash containers, walk-off mats)

32.9.6 Identify liability responsibilities

SS 32.10 Maintain Floors

TPO: Given a rotation in housekeeping, maintain floors, according to

company policy.


32.10.1 Identify types for floor surfaces (carpeted, uncarpeted)

32.10.2 Identify scientific knowledge related to maintaining various floor surfaces

32.10.3 Follow correct floor-cleaning procedures for various floor surfaces

SS 32.11 Service guest rooms and maintain public employee areas

TPO: Given a rotation in housekeeping, service guest rooms and

maintain public employee areas, according to hospital policy.


32.11.1 Follow room assignment sheet

32.11.2 Make preliminary check of all locations to be cleaned

32.11.3 Use aseptic cleaning techniques

32.11.4 Follow sequence of cleaning and servicing guest rooms according to

company policies

32.11.5 Maintain fixtures

32.11.6 Replenish room supplies, brochures, and amenities

SS 32.12 Demonstrate procedures for operation and maintaining commercial

laundry equipment.

TPO: Given directions from linen room staff, demonstrate procedures

for operation and maintaining commercial laundry equipment,

according to department guidelines.


32.12.1 Operate washers

32.12.2 Operate dryers

32.12.3 Clean equipment in accordance with established procedures

SS 32.13 Launder linens

TPO: Given directions from linen room staff, launder linens,

according to procedures taught.


32.13.1 Demonstrate knowledge of chemicals and their properties

32.13.2 Identify scientific knowledge related to fabric care and sanitation

32.13.3 Identify scientific knowledge related to handling of infectious materials

32.13.4 Collect soiled items

32.13.5 Sort soiled items

32.13.6 Identify stains

32.13.7 Treat stains

32.13.8 Select types of detergent appropriate for fabrics being cleaned

32.13.9 Select water temperature appropriate for fabrics being cleaned

32.13.10 Select wash cycle appropriate for fabrics being cleaned

BIL: Essential

EDU: 12 AD

P R

SS 33.1: Assess the importance of physical facilities in the guest experience.

TPO: In a simulated case study, assess the importance of physical

facilities in the guest experience, according to examples presented..


33.1.1 Describe the relationships among a lodging facilities appearance, customer

expectations and customer satisfaction.

33.1.2 Identify the basic facilities concerns associated with guestrooms, corridors,

public space, recreation and exterior areas, back-of-the-house areas, and the

building’s structure and external appearance.

33.1.3 Evaluate the role of heating, ventilation and air conditioning (HVAC) systems in

customer comfort.

33.1.4 Identify the role of lighting systems in guest comfort.

33.1.5 Evaluate the role of the exterior facilities (e.g. parking, landscaping) in the

overall guest experience.

33.1.6 Identify the activities necessary for maintaining the building and grounds.

33.1.7 Describe the functions of general, grounds and emergency maintenance.

33.1.8 Discuss the functions of the engineering department.

BIL: Essential

EDU: 12 AD

P R

SS 33.3: Identify ways of managing waste.

TPO: Given a rotation in housekeeping, identify ways of managing waste,

according to hospital policy.


33.3.1 Identify types of waste.

33.3.2 Identify disposal procedures for hazardous waste.

33.3.3 Practice safe and sanitary handling and disposal of wastes, chemicals and

recyclables.

33.3.4 Discuss ways of minimizing waste.


Describe the finite nature of Earth’s resources and those human activities that can

conserve or deplete Earth’s resources. (Earth and Space Sciences D, 9-10)

Explain that humans are an integral part of the Earth’s system and the choices humans

make today impact natural systems in the future. (Earth and Space Sciences C, 11-12)

FRONT DESK

Note: Throughout the “Front Office Business Processes” unit, students are expected to learn and

use vocabulary specific to the topic. Correlations to the English Language Arts Acquisition of

Vocabulary standard include the following benchmarks:

Apply knowledge of roots, affixes and phrases to aid understanding of content area

vocabulary. (Acquisition of Vocabulary D, 11-12)



BIL: Essential

EDU: 12 AD

P R

CS 30.1: Summarize front office processes.

TPO: Upon completion of front office instruction, summarize front

office processes, according to the question sheet provided.


30.1.1 Describe how front offices are organized.

30.1.2 Describe the tasks and services performed during the pre-arrival, arrival,

occupancy and departure stages.

30.1.3 Describe the importance of quality service during each of these stages.

30.1.4 Describe the concept of “moment of truth” as it relates to successful guest

services.

30.1.5 Identify and solve common problems.

30.1.6 Explain the importance of service recovery in the event of a mistake or error.

CS 30.13 Process Reservations

TPO: In a simulated case study, process reservations, according

to examples presented.


30.13.1 Determine guest needs

30.13.2 Determine availability

30.13.3 Sell products, services, amenities, and features

30.13.4 Take reservations according to the sales plan

30.13.5 Change guest reservations

30.13.6 Cancel guest reservations

CS 30.14 Register Guests

TPO: In a simulated case study, register guests, according to

activity checklist.


30.14.1 Greet guests

30.14.2 Complete registration information

30.14.3 Describe room accommodations and locations (without advance reservations)

CS 30.15 Process Guest Departure

TPO: In a simulated case study, process guest departure,

according to company guidelines.


30.15.1 Verify guest identity

30.15.2 Ask for comments

30.15.3 Process check-out according to company policy and procedure

CURRICULUM MAPPING




COMPETENCY CORRELATED

ACADEMICS

INTEGRATION

STRATEGY

CS 3.1: Apply active

listening skills to obtain

and clarify information

English/Language Arts Peer interviewing

practice

CS 3.2 Listen and speak

effectively to contribute

to group discussions and

meetings.

English/Language Arts Get to know my

partner activity.

Demonstrate

appreciation for

others through role

playing

CS 3.3 Interpret

nonverbal behaviors to

enhance communication

English/Language Arts Watch non verbal

communication video,

discuss and evaluate

CS 3.4 Deliver

presentations

English/Language Arts Students give oral

presentations on

hospitality topics

CS 3.6 Communicate

written information

English/Language Arts Oral and silent

reading of text

assignment, answer

questions and discuss

CS 3.9 Contribute to

teamwork

Social Studies-

Democratic Processes &

Citizenship Rights and

Responsibilities

Participation in career

education team

building activities.


ACADEMICS

INTEGRATION

STRATEGY

CS 3.10 Demonstrate

Leadership

Social Studies-Citizenship

Rights and

Responsibilities

Officers attend

leadership meetings

Collaborate with

partner to accomplish

stated goals

CS 3.11 Solve Problems

and Make Decisions In

Work-Related Situations

Social Studies-Decision

Making and Resources

Science-Scientific Inquiry

Job training videos

Employment case

studies

CS 2.5 Analyze the role

of creativity and

innovation

English/Language Arts Role play with

simulated case study

situations

CS 5.1 Follow safety

procedures


Safety training videos

Fire safety scavenger

hunt

Teacher

demonstrations

CS 5.2 Apply sanitation

procedures


Demonstration and

practice of workplace

cleaning procedures

Analysis and

identification of

sanitizing solutions

used

CS 5.12 Practice Personal

Hygiene

Science—Applications for

Science Learning Presentation by

infection control

nurse at hospital

Inspection of uniform

cleanliness

Completion of daily

checklist


ACADEMICS

INTEGRATION

STRATEGY

CS 5.4 Apply

government and health

regulations standards for

hazardous materials

English/Reading Process Students will

interpret safe

handling from

MSDS sheets

CS 5.5 Develop safety

and security strategies to

minimize risks for

individuals and groups

in multiple

environments.

English/Communication Emergency

procedure case

studies and reports

CS 5.6 Process safety

documentation

English/Writing Applications Students will

complete a

simulated accident

report

CS 5.7 Comply with

emergency procedures


Rights and Responsibilities

Science/Scientific Inquiry

Practice emergency

exit procedures at

hospital job sites

Report violations of

unobstructed

emergency exits

Demonstration of

fire extinguisher use

CS 5.8 Explain safety

and security polices and

procedures

English/Reading Process Text reading and

follow up role

playing and

discussion

SS 37.1 Explain general

safety and security

polices and procedures

English/Language Arts Presentation by

hospital security

officer

SS 37.2 Identify

strategies for handling

medical emergencies.

English/Reading Process Textbook reading

Workbook

assignment


ACADEMICS

INTEGRATION

STRATEGY

CS 5.11 Assess


emergency

evacuations

Language Arts-Oral

Communication/Application

Science-Applications for

Science Learning

Tour of hospital

hallways and

identification of

emergency exits

Computer activity

Fire Safety online

SS 37.4 Identify


emergency

evacuations

English/Reading Process Textbook reading

Workbook

assignment

CS 2.1 Summarize the

structure and functions

of the hospitality and

tourism industry

English/Reading

Applications/Research Textbook reading

Student reports on

sectors of

hospitality industry

CS 1.5 Examine the

development, growth

and future of the

hospitality and tourism

industry

English/Research Internet research:

Find web sites for 3

examples of each of

the segments of the

hospitality industry

CS 1.3 Examine the

benefits and costs of the


industry at the local,

regional, state, national

and international levels.

English/Research

Mathematics

Internet assignment:

Use search engine to

collect and analyze

information about

hotel ownership and

reservations.

CS 1.4 Explore the

characteristics and

trends related to

domestic and

international travelers

English/Research Text and journal

reading and writing

assignment

SS 27.2 Analyze the

organizations and

structures of different

types of lodging

English/Acquisition of

Vocabulary Daily vocabulary

word to develop and

use increasingly

sophisticated words

gained through

context.


ACADEMICS

INTEGRATION

STRATEGY

SS 27.5 Comply with

regulations, policies,

and standards of the

lodging segment.


Rights and Responsibilities Go over hospital

employee handbook

Comply with both

hospital and school

rules and

regulations

SS 27.6 Analyze

factors affecting

pricing

Math-Problem Solving

strategies



Internet assignment:

Compare hotel prices in

different locations and

different times of the

year. Use calculator to

determine differences in

pricing.

Describe how supply

and demand together

affect price.

SS 27.7 Analyze

factors that influence

profit and loss as they

relate to lodging

operations



Language Arts-

Reading/Meaning Construction

Case study activity:

Consider potential

amenities, facilities

and services

property may offer.

Discuss in

cooperative learning

CS 1.1 Examine the

numerous career

pathways within


English/Research Research

information for

career report

SS 27.3 Describe

career opportunities in

the lodging industry

English/Research Research topic

Create poster

CS 1.2 Explore

professional

development

opportunities

English/Writing

Applications/Research Research topic

Written report


ACADEMICS

INTEGRATION

STRATEGY

CS 4.1 Practice

ethical and legal

guidelines


Rights and Responsibilities

Daily classroom

checklist

Workbook activity

“discipline or

dismissal” and “

points for

professionalism”

Job site practice

CS 4.2 Comply with

legal policies and laws

regarding hiring,

harassment, and safety

issues

Social Studies-Democratic

Processes Hospital orientation

Confidentiality

contract

CS 4.3 Discuss the

implications of ethical

and unethical behavior

Language Arts/Oral

Communication Role play anger and

stress management

skills

CS 3.8 Exhibit

personal qualities and

habits that lead to job

success in the lodging

segment

Language Arts-

Listening/Visual

Literacy/Multidisciplinary

Foreign Language-Cultural

Knowledge

Language Arts-

Reading/Multidisciplinary

Role play sensitivity

to cultural

differences in

workplace

Role play handling

guest complaints

Practice

professionalism at

job sites

Read and respond to

guest service case

studies

CS 6.1 Examine

cultural diversity

Language Arts/Research Using the internet

locate several sites

that focus on

dealing with

diversity and

differences in the

workplace

Students complete

“Diversity Coat of

Arms” to represent

their own cultural

heritage


ACADEMICS

INTEGRATION

STRATEGY

CS 6.3 Examine

different cultural styles

to explain the

significance of body

language and personal

space

Language Arts Video on body

language. Discuss

video and role play

situations.

CS 3.9 Apply self-

management processes

in the workplace

Language Arts-Oral

Communication/Structure Time management

activity: prioritize

tasks

Maintain SOT

binder to help

develop a system for

organizing work

CS 13.5 Examine

customer service skills

to ensure satisfaction

Language Arts Find articles that

discuss the

importance of guest

service

Fill out guest

comment cards for

simulated workplace

situations

CS 13.6 Deliver

quality customer

service

Language Arts/Communication Workbook activity

“Special guests,

special service”

Role play:

Handling guest

complaints

Phone skills

activity, practice

answering according

to company policy

CS 2.13 Use

computer-based

technology

Language Arts/Writing

Applications Internet assignment

to create job resume


ACADEMICS

INTEGRATION

STRATEGY

CS 3.7 Utilize

communication technology

Language Arts

Operate copier at

clerical job site

Use the internet for

classroom

assignments

CS 3.10 Analyze

technology use in the


industry

Math-Data Analysis and

Probability Database use-

Admitting Office to

verify patient

information

CS 3.11 Apply technology

in the hospitality and

tourism organization

Math-Data Analysis Check patient

records in clerical

job sites

CS 2.8 Explain material

control and product

inventories necessary to

meet customer and

business requirements

Math-Mathematical

Processes Follow assigned

tasks in storeroom

job site. Count

stock, fill orders

SS 15.1 Examine safety

procedures

Science-Scientific Inquiry Complete fire safety

scavenger hunt at all

job sites

Practice safe lifting

and carrying

procedures at job

site

Complete and

present safety

posters in class


ACADEMICS

INTEGRATION

STRATEGY

SS 15.2 Maintain

compliance with health

codes

English/Language Arts Job site practice

Case study “Food

safety signs”

Discuss in

cooperative learning

groups

Worksheet “What

would you do?”

Response to

sanitation and health

issues in workplace.

SS 15.3 Practice

sanitation duties


Science Learning

Wear latex gloves

and hair covering

when applicable at

job site

Students will

practice safe

decisions regarding

personal & public

health

Case study: Find

safety procedure

corrections

SS 31.4 Provide services

to guests

Language Arts Students will view

training video and

discuss

Practice service

skills with case

studies

SS 15.8 Demonstrate the

procedures for operating

and maintaining nonfood

equipment in a kitchen

Science-Application for

Science Learning Training by mentor,

Job site practice

loading and

unloading

dishwashing

machine


ACADEMICS

INTEGRATION

STRATEGY

SS 19.3 Maintain service

items


Learning Science Training video

Mentor instruction

Job site practice:

sort silverware,

stock condiments

and disposable

items

SS 34.7 Determine

requirements for room

setups

Mathematics-Measurement Calculator activity:

“Squeezing in tables

and chairs”

Worksheet:

Banquet gone bad,

find mistakes

SS 31.5 Set up meeting

and banquet rooms

English Language Arts

Reading Applications Case study:

Identify diagram set

up for different

events

SS 32.2 Create standards

for effective operations

Social Studies

Government Regulations Job site practice

following OSHA

regulations

SS 32.6 Follow

established procedures for

operating and maintaining

cleaning equipment

Language Arts-

Reading/Meaning

Construction


Science Learning

Job training video:

floor care

Text reading

Operation of

industrial vacuum

cleaner, cleaning of

equipment

Operation of upright

vacuum cleaner


ACADEMICS

INTEGRATION

STRATEGY

SS 32.8 Handle

chemicals


Math-Data Analysis and

Probability

Interpret chemical

solution chart

Math activity:

Prepare cleaning

solutions

Dispense chemicals

for cleaning

SS 32.9 Maintain

public areas



Science Learning

Text reading

Job training video

Mentor demo

Job site practice

SS 32.11 Service guest

rooms and maintain

public employee areas



Science Learning

Language Arts-

Reading/Meaning

Construction

Check accuracy of

chemicals used for

cleaning at job sites

Follow checklist

and carry out

practices that

contribute to

sanitary

environment

Case study “What a

Day” Read and

respond to

workplace

situations.

SS 32.13 Launder

linens

Language Arts-

Reading/Application


Science Learning

Laundry video

Teacher

demonstration

Laundry sorting

activity

Worksheet activity:

Using a washer

Job site practice

CS 30.1 Summarize

front office processes

Language Arts-Acquisition of

Vocabulary Student will write

sentences for front

office related

vocabulary words


ACADEMICS

INTEGRATION

STRATEGY

CS 30.13 Process

Reservations

Language Arts-

Reading/Multidisciplinary

Language Arts-Oral

Communication/Structure

Text reading

Role playing:

Customer and

reservationists with

partner

STUDENT ASSESSMENT POLICY




The students shall perform competencies and key indicators in a manner acceptable to the

business community. SOT students through job site assignments will attain these

competencies at beginning levels of proficiency. The standards set for these

competencies are recommended by the advisory committee members, cooperating

teachers, and job site mentors. Students are evaluated by the teacher following these

guidelines. Competencies will be identified which must be mastered in order to receive

credit for the course.

In order to measure the progress of each student in the SOT Program and to measure the

effectiveness of the total program, the following procedure will be used:

Daily attendance and punctuality

Daily checklist

Skill test/timings

Job site checklists

Class discussions

Written tests

Workbook assignments

Oral tests

Mentor evaluations

Teacher observation and evaluations

Job site performance

Oral reports

Board adopted rules and regulations

Ohio Career Technical Competency Assessment (OCTCA

testing)

Measurement of learning will be an ongoing activity with emphasis on job site activities

and competency improvement. Evaluation will be accomplished through pre-assessment

of student skills, frequent formative assessment, both visual and written, and summative

evaluations to determine mastery of competencies. The number of competencies

mastered will be translated into appropriate grades consistent with the school’s grading

system and consistent with district and school policy.

Letter Grade Percentage Grade

A+ 97-100

A 93-96

A- 90-92

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C- 70-72

D+ 67-69

D 63-66

D- 60-62

F 00-59

At the completion of the program each student will receive a Career Passport indicating

competencies in which student is proficient.

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