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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
SERVICE OCCUPATIONS TRAINING
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
HOSPITALITY AND TOURISM
SERVICE OCCUPATIONS TRAINING
WEST SHORE CAREER AND TECHNICAL DISTRICT
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
HOSPITALITY AND TOURISM
SERVICE OCCUPATIONS TRAINING
WEST SHORE CAREER AND TECHNICAL DISTRICT
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
HOSPITALITY AND TOURISM
SERVICE OCCUPATIONS TRAINING
WEST SHORE CAREER AND TECHNICAL DISTRICT
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
HOSPITALITY AND TOURISM
SERVICE OCCUPATIONS TRAINING
WEST SHORE CAREER AND TECHNICAL DISTRICT
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
HOSPITALITY AND TOURISM
SERVICE OCCUPATIONS TRAINING
WEST SHORE CAREER AND TECHNICAL DISTRICT
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
HOSPITALITY AND TOURISM
SERVICE OCCUPATIONS TRAINING
WEST SHORE CAREER AND TECHNICAL DISTRICT
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
HOSPITALITY AND TOURISM
SERVICE OCCUPATIONS TRAINING
WEST SHORE CAREER AND TECHNICAL DISTRICT
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.
Clear Learning Target: I can….
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.
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)
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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
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.
Correlated English Language Arts Academic Content Benchmarks
Analyze whether graphics supplement textual information and promote the author’s
purpose. (Reading Applications: Informational, Technical and Persuasive Text C, 8-10)
Demonstrate an understanding of effective speaking strategies by selecting appropriate
language and adjusting presentation techniques. (Communication: Oral and Visual D, 8-
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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
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).
Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
Evaluate the usefulness and credibility of data and sources and synthesize information
from multiple sources. (Research C, 11-12)
Correlated Mathematics Academic Content Benchmarks
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
Clear Learning Target: I can….
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.
Clear Learning Target: I can….
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.
Clear Learning Target: I can….
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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)
Evaluate the usefulness and credibility of data and sources and synthesize information
from multiple sources. (Research C, 11-12)
Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
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)
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.
Correlated English Language Arts Academic Content Benchmarks
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)
CS 5.12 Practice Personal Hygiene
TPO: Using examples presented, practice personal hygiene according to
hospital and school policies.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
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)
Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10;
Reading Process C, 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: 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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
Demonstrate an understanding of effective speaking strategies by selecting appropriate
language and adjusting presentation techniques. (Communication: Oral and Visual D, 8-
10)
Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 11-12)
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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
Apply reading comprehension strategies to understand grade-appropriate text. (Reading
Process A, 8-10; Reading Process A, 11-12)
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)
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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
Apply reading comprehension strategies to understand grade-appropriate text. (Reading
Process A, 8-10; Reading Process A, 11-12)
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)
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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
Apply reading comprehension strategies to understand grade-appropriate text. (Reading
Process A, 8-10; Reading Process A, 11-12)
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)
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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
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)
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.
Clear Learning Target: I can….
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.
Clear Learning Target: I can….
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.
Correlated English Language Arts Academic Content Benchmarks
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)
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.
Correlated English Language Arts Academic Content Benchmarks
Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)
Analyze whether graphics supplement textual information and promote the author’s
purpose. (Reading Applications: Informational, Technical and Persuasive Text C, 8-10)
Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 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)
Apply mathematical knowledge and skills routinely in other content areas and practical
situations. (Mathematical Processes B, 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
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).
Correlated English Language Arts Academic Content Benchmarks
Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
Correlated Mathematics Academic Content Benchmarks
Apply mathematical knowledge and skills routinely in other content areas and practical
situations. (Mathematical Processes B, 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
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.
Correlated English Language Arts Academic Content Benchmarks
Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
Correlated Mathematics Academic Content Benchmarks
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)
Construct convincing arguments based on analysis of data and interpretation of graphs.
(Data Analysis and Probability 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)
Correlated Science Academic Content Benchmarks
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.
Correlated English Language Arts Academic Content Benchmarks
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)
Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
Correlated Mathematics Academic Content Benchmarks
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
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.
Correlated English Language Arts Academic Content Benchmarks
Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)
Correlated Mathematics Academic Content Benchmarks
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
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.
Clear Learning Target, I can….
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.
Clear Learning Target, I can….
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.
Clear Learning Target, I can….
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.
Clear Learning Target, I can….
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.
Correlated English Language Arts Academic Content Benchmarks
Use context clues and text structures to determine the meaning of new vocabulary.
(Acquisition of Vocabulary A, 8-10)
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)
Evaluate the usefulness and credibility of data and sources. (Research B, 8-10)
Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
Evaluate the usefulness and credibility of data and sources and synthesize information
from multiple sources. (Research C, 11-12)
Correlated Mathematics Academic Content Benchmarks
Apply mathematical knowledge and skills routinely in other content areas and practical
situations. (Mathematical Processes B, 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
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.
Clear Learning Target, I can….
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.
Correlated English Language Arts Academic Content Benchmarks
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.
Correlated English Language Arts Academic Content Benchmarks
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)
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)
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
Analyze the features and structures of documents and critique them for their
effectiveness. (Reading Applications: Informational, Technical and Persuasive Text A,
11-12)
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 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..
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
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)
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)
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)
Compile, organize and evaluate information, take notes and summarize findings.
(Research B, 11-12)
Correlated Mathematics Academic Content Benchmarks
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
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
Compile, organize and evaluate information, take notes and summarize findings.
(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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
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)
Use a variety of strategies to enhance listening comprehension. (Communication: Oral
and Visual A, 8-10; Communication: Oral and Visual A, 11-12)
Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 11-12)
Correlated Mathematics Academic Content Benchmarks
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
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)
Evaluate the usefulness and credibility of data and sources and synthesize information
from multiple sources. (Research C, 11-12)
Correlated Mathematics Academic Content Benchmarks
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10;
Reading Process C, 11-12)
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 11-12)
Correlated Mathematics Academic Content Benchmarks
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)
Locate and interpret mathematical information accurately, and communicate ideas,
processes and solutions in a complete and easily understood manner. (Mathematical
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.
Clear Learning Target, I can…..
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)
Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 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.
Clear Learning Target, I can…..
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..
Clear Learning Target, I can…..
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.
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
SS 15.2: Maintain compliance with health codes.
TPO: Using guidelines taught in class, maintain compliance with
health codes, 100% of the time.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
Use appropriate self-monitoring strategies for comprehension. (Reading Process C, 8-10;
Reading Process C, 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)
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
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
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.
Clear Learning Target, I can…..
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..
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
Use a variety of strategies to enhance listening comprehension. (Communication: Oral
and Visual A, 8-10; Communication: Oral and Visual A, 11-12)
Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 11-12)
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Correlated Mathematics Academic Content Benchmarks
Estimate and compute various attributes, including length, angle measure, area, surface
area and volume, to a specified level of precision. (Measurement E, 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)
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
SS 31.5: Set up meeting and banquet rooms.
TPO: Given a case study, set up meeting and banquet rooms, according to
instructors directions.
Clear Learning Target, I can…..
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).
Correlated English Language Arts Academic Content Benchmarks
Analyze whether graphics supplement textual information and promote the author’s
purpose. (Reading Applications: Informational, Technical and Persuasive Text C, 8-10)
Use a variety of strategies to enhance listening comprehension. (Communication: Oral
and Visual A, 8-10; Communication: Oral and Visual A, 11-12)
Select and use effective speaking strategies for a variety of audiences, situations and
purposes. (Communication: Oral and Visual C, 11-12)
BIL: Essential
EDU: 12 AD
P R
SS 31.6: Cater banquets.
TPO: Given a job assignment, cater banquets, according to supervisors
directions.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Correlated English Language Arts Academic Content Benchmarks
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)
Correlated Mathematics Academic Content Benchmarks
Write and solve real-world, multi-step problems involving money, elapsed time and
temperature, and verify reasonableness of solutions. (Measurement F, 8-10)
Use a variety of mathematical representations flexibly and appropriately to organize,
record and communicate mathematical ideas. (Mathematical Processes E, 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)
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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..
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Correlated Science Academic Content Benchmarks
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)
Use multiple resources to enhance comprehension of vocabulary. (Acquisition of
Vocabulary F, 8-10; Acquisition of Vocabulary E, 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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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.
Clear Learning Target, I can…..
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
HOSPITALITY AND TOURISM
SERVICE OCCUPATIONS TRAINING
WEST SHORE CAREER AND TECHNICAL DISTRICT
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.
COMPETENCY CORRELATED
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
Science-Scientific Inquiry
Safety training videos
Fire safety scavenger
hunt
Teacher
demonstrations
CS 5.2 Apply sanitation
procedures
Science-Scientific Inquiry
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
COMPETENCY CORRELATED
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
Social Studies-Citizenship
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
COMPETENCY CORRELATED
ACADEMICS
INTEGRATION
STRATEGY
CS 5.11 Assess
strategies for handling
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
strategies for handling
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
hospitality and tourism
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.
COMPETENCY CORRELATED
ACADEMICS
INTEGRATION
STRATEGY
SS 27.5 Comply with
regulations, policies,
and standards of the
lodging segment.
Social Studies-Citizenship
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
Social Studies-Decision
Making and Resources
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
Social Studies-Decision
Making and Resources
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
hospitality and tourism
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
COMPETENCY CORRELATED
ACADEMICS
INTEGRATION
STRATEGY
CS 4.1 Practice
ethical and legal
guidelines
Social Studies-Citizenship
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
COMPETENCY CORRELATED
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
COMPETENCY CORRELATED
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
hospitality and tourism
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
COMPETENCY CORRELATED
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-Applications for
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
COMPETENCY CORRELATED
ACADEMICS
INTEGRATION
STRATEGY
SS 19.3 Maintain service
items
Science-Applications for
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-Applications for
Science Learning
Job training video:
floor care
Text reading
Operation of
industrial vacuum
cleaner, cleaning of
equipment
Operation of upright
vacuum cleaner
COMPETENCY CORRELATED
ACADEMICS
INTEGRATION
STRATEGY
SS 32.8 Handle
chemicals
Science-Scientific Inquiry
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-Scientific Inquiry
Science-Applications for
Science Learning
Text reading
Job training video
Mentor demo
Job site practice
SS 32.11 Service guest
rooms and maintain
public employee areas
Science-Scientific Inquiry
Science-Applications for
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-Applications for
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
COMPETENCY CORRELATED
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
HOSPITALITY AND TOURISM
SERVICE OCCUPATIONS TRAINING
WEST SHORE CAREER AND TECHNICAL DISTRICT
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.