Course Descriptions

ECE 136 - Early Childhood STEAM

1.   Demonstrate methods of communicating the scientific process to young children and integrate with math, technology, art, and engineering as a developmentally effective practice through strategies, learning areas, and approaches. (National Association for the Education of Young Children (NAEYC) 1a, 1b, 1c, 4b, 5a, 5b, 5c)

2.   Identify and describe the role of the teacher while using technology in the classroom and integrate with math, science, art, and engineering as a developmentally effective practice through strategies, learning areas, and approaches. (NAEYC 4b, 4c, 4d, 5a, 5b, 5c)

3.   Identify and discuss how children acquire knowledge using engineering concepts and integrate into the curriculum as a developmentally effective practice through strategies, learning areas, and approaches. (NAEYC 1a, 1b, 1c, 4b, 4c, 5a, 5b, 5c)

4.   Discuss the integration and use of developmentally effective practices, approaches, strategies, and tools through lesson plans, learning centers and activities, using art while integrating with math, technology, science and engineering. (NAEYC 1b, 1c, 4b, 4c, 4d, 5a, 5b, 5c)

5.   Demonstrate the use of developmentally effective practices, approaches, strategies, and tools through, learning centers and activities, using math and numbers theory for young children while making connections across the curriculum. (NAEYC 1a, 1b, 1c, 4b, 4c, 4d, 5a, 5b, 5c)

1. Integrating Central Concepts in Science Across the Curriculum
   1. Investigating, questioning, problem solving, analyzing, reasoning
   2. Communicating the scientific process
   3. Curiosity and critical thinking, hypothesizing, and controlling variables
   4. Developmentally effective practices
2. Integrating Central Concepts of Technology Across the Curriculum
   1. Types of technology
   2. Producer vs consumer
   3. Innovative teaching and classroom design
   4. Developmentally effective practices
3. Integrating Central Concepts of Engineering Across the Curriculum
   1. Elements of engineering
   2. Innovative teaching and classroom design
   3. Building and imagination
   4. Developmentally effective practices
4. Integrating Central Concepts in the Arts Across the Curriculum
   1. Elements of art, music, movement
   2. Process vs product
   3. Developmental stages
   4. Developmentally effective practices
5. Integrating Central Concepts in Math Across the Curriculum
   1. Classifying, measuring, comparing
   2. Predicting, seriation
   3. Numbers theory
   4. Developmentally effective practices

ECE 211 - Inclusion of Young Children with Special Needs

1. Discuss the historic and current public policies that affect exceptional children. (National Association for the Education of Young Children (NAEYC) 6b, 6c, 6d, 6e)
2. Explain typical developmental milestones and how they guide the understanding of atypical and exceptional development. (NAEYC 1a, 1b)
3. Describe the processes of identification, referral and assessment. (NAEYC 3a, 3b, 3d)
4. Explain specific areas of exceptional functioning in young children. (NAEYC 1a, 1b)
5. Describe and define a variety of service plans, and delivery and intervention approaches. (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 3b, 3d, 4c)
6. Identify support systems for families. (NAEYC 2a, 2b, 2c, 3c)

1. Historical Perspectives and Public Policy Related to Exceptional Children
   1. Interpretation of exceptionality
   2. Response and responsibility
   3. Delivery approaches
   4. Program models  
   5. Legislation
   6. Litigation
   7. Professional organizations
2. Typical and Atypical Development
   1. Developmental milestones
   2. Atypical development
   3. Exceptional development
   4. Risk factors
3. Assessment
   1. Initial identification
   2. Referral processes
   3. Assessment options
   4. Ethics and confidentiality
4. Curriculum development based on assessment results
   1. IV. Specific Areas of Exceptional Functioning
   2. Speech and language
   3. Learning disabilities
   4. Sensory and communication disorders
   5. Social/emotional problems
5. Physical and health-related issues
   1. Giftedness
   2. Other disabilities
   3. V. Service Plans and Intervention
   4. Family services plan (IFSP)
   5. Individual education plan (IEP)
   6. 504 plan
   7. Early intervention
6. Support Systems for Families
   1. Unique needs of families
   2. Social supports
   3. Emotional supports
   4. Financial needs and resources
   5. Participation and rights in planning
   6. Respite services  

ECE 226 - Positive Child Guidance

1. Examine key developmental theories and guidance practices from practicum experiences, and reflect on and apply them in one’s current or perceived classroom practice. (NAEYC 1a, 1b, 1c, 4c, 4d)
2. Apply developmentally appropriate practices in the early childhood classroom, by creating environments that promote the value of relationships, engagement of families, social and emotional competence, and intentional support of uninterrupted play. (NAEYC 1a, 1b, 1c, 2b, 4a, 4b, 4c, 4d)
3. Identify and discuss environmental, developmental, and cultural factors that impact children’s behavior and support a community of learners. (NAEYC 1a, 1b, 1c, 2a, 2b, 4a, 4d)
4. Describe the positive benefits of guidance and discipline, and the negative affects of punishment for children from birth through eight years of age. (NAEYC 1a, 1b, 4a, 4b, 6b, 6c)
5. Explain the impact of stress and trauma on children, and ways to effectively respond using appropriate teaching and learning approaches. (NAEYC 1a, 1b, 1c, 4a, 4b, 4c, 4d)

1. Developmental Theories and Guidance Practices
   1. Key theories and their ideas
   2. Styles of caregiving and guidance
   3. Application in practice
2. Developmentally Appropriate Strategies and Applications
   1. Developmental stages and appropriate strategies
   2. Responsive curriculum, routines and transitions
   3. Supportive physical environments
   4. Observation and assessing needs
   5. Inclusion
   6. Relationships
   7. Self-regulation
   8. Internal v. external motivation
3. Influences on Children’s Behaviors
   1. Physical environments
   2. Stress
   3. Developmental abilities
   4. Family and culture
4. Guidance, Discipline and Punishment
   1. Definitions
   2. Forms of punishment, including time-out
   3. Benefits of guidance and discipline
5. Trauma Informed Care (TIC)
   1. Impact of stress and trauma on children
   2. Trauma sensitive classrooms
   3. Approaches compatible with TIC

ECE 228 - The Young Child: Family, Culture, and Community

1. Create a personal framework for understanding cultural differences in childrearing practices (NAEYC 2a, 2b, 5b, 5d).
2. Identify cultural differences in attitudes about play (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d).
3. Identify age and culturally appropriate classroom materials and activities for use in the ECE classroom (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d).
4. Create an anti-bias learning community including curriculum, the visual and material environment, and relationships with families (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d).
5. Identify a variety of techniques for resolving cross-cultural communication conflicts resulting from cultural attitudes about personal space, smiling, eye contact, touch, and silence. (NAEYC 2a, 2b, 2c, 5b, 5d).

1. Cultural Differences in Play
   1. Adult and cultural attitudes about play
   2. Baby play
   3. Preschool play
   4. School age play
2. Cultural Differences in Childrearing Practices
   1. Identity development
   2. Language development
   3. Gender identity
   4. Economic class influences
   5. Differing abilities
   6. Guidance and discipline
3. Culturally Appropriate Classroom Materials
   1. Selecting materials
   2. Making materials
   3. Repurposing stereotyped materials
   4. Anti-bias books
   5. Anti-bias themes
   6. Curricular planning approaches
4. Creating an Anti-bias Learning Community
   1. Interactions with children
   2. Interactions with families
   3. Interactions with community
   4. Teachers’ developmental journey
5. Cross-cultural Communication Techniques and Conflicts
   1. Interpreting behavior
   2. Influences of negotiation, compromise, teachers’ attitudes
   3. Personal space, touch, and silence
   4. Eye contact, facial expressions, time concepts
   5. Ongoing management of unresolved conflict

ECE 240 - Assessment of Young Children

1. Compare the purpose, value and use of formal and informal observation methods (NAEYC 1c, 3a, 3b, 3c, 4b).
2. Apply understandings of children’s development when interpreting assessment data (NAEYC 1a, 1b, 1c, 2c, 4b, 4c).
3. Demonstrate an understanding of legal and ethical issues of observing and assessing young children (NAEYC 3d, 5b).
4. Compile and apply assessment data (NAEYC 1a, 1b, 2a, 3a, 3b, 3c, 3d).
5. Apply assessment methods and strategies to one’s professional development (NAEYC 4a, 5a, 5b, 5c, 5d).

1. Observation Instruments
   1. Anecdotal 
   2. Checklists and rating scales
   3. Event sampling
   4. Frequency and duration counts
   5. Running records        
   6. Work sampling/portfolios/photographic images
   7. Video and audio taping
2. Assessment
   1. Fundamental principles
      1. Child growth and development, including domains
      2. Key theorists and their ideas
      3. Developmental checklists and milestone charts
   2. Interpretation
   3. Play
   4. Standardized
3. Ethics and Legal Issues 
   1. Biases
   2. No Child Left Behind
   3. Educational plan process
   4. IEP’s and IFSP’s
   5. Standardized testing
4. Using Assessment Data
   1. Individually appropriate practices
   2. Curriculum planning
   3. Environment/setting planning
5. Personal and Professional Applications
   1. Philosophy of early childhood education observation and assessment
   2. Reflective practices
   3. Professional collaboration

ECE 248 - Early Childhood Curriculum

1. Identify and discuss developmental theories of language and emergent literacy; concepts of math and science acquisition; and the application of art and music genres, social studies, and technology when working with children in the early years. (NAEYC 1a, 1b, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 6c)   
2. Explore, design, and implement methods of integrating literacy, math, science, art, music, social studies, and technology development across the curriculum. (NAEYC 1b, 2a, 4b, 4c, 4d, 5b, 5c, 6c)
3. Develop and implement experiences to create rich and challenging learning environments including second language acquisition in literacy, math, science, art, and music, social studies, and technology. (NAEYC 1a, 1b, 1c,4a, 4b, 5a, 5b, 5c, 6c)
4. Measure learning experiences using informal assessment tools and connect to learning objectives and standards that inform teaching and learning. (NAEYC 1a, 1b, 3a, 3b,3c, 4c, 4d, 5a, 5b, 5c, 6c)
5. Involve families and communities in children’s curriculum literacy development. (NAEYC 2a, 2b, 2c, 4a, 5a)
6. Identify the role of the teacher in supporting the children’s understanding and development across the curriculum through scaffolding and meaningful planning. (NAEYC 4a, 4b, 4c, 4d, 6d)

1. Developmental Theories, Approaches, Concepts Across the Early Childhood Curriculum
   1. Theories and learning
   2. Concepts and stages of development
   3. Critical/higher order thinking
2. Integrated Curriculum Across the Curriculum
   1. Literacy
   2. Math
   3. Science
   4. Art
   5. Music
   6. Technology
   7. Social Studies
3. Environment
   1. Authentic integrated learning environments
   2. Inclusion of second language development
   3. Developmentally effective practices
4. Curriculum Assessment
   1. Objectives and clear language
   2. Authentic assessment tools
   3. Measurements to inform teaching and learning
   4. Early learning standards
5. Family and Community
   1. Families/community involvement
   2. Resources/early learning standards
   3. Home-school communication
   4. Reflective practices
6. Teacher Roles
   1. Observer
   2. Responder
   3. Participator
   4. Facilitator

ECE 292 - Early Childhood Education: Theory to Practice

4 Credits, 16 Contact Hours
1 lecture period 15 lab periods

Practical experience in early child care and education. Includes developmentally appropriate practices, evaluation techniques, portfolio development, child advocacy, and self-evaluation. Also includes observation, assessment, documentation techniques, and 100 hours of documented work with children birth through prekindergarten.

Prerequisite(s): ECE 115 , ECE 125 , ECE 211 , ECE 226 , ECE 228 , ECE 240 , and ECE 248 .

 
Information: Consent of instructor or program coordinator before enrolling in this course. A fingerprint clearance card, TB test, and certain immunizations are required. Students must have college-level reading and writing skills to be successful in ECE courses. National Association for the Education of Young Children (NAEYC) key assessments 1-4 must be completed before enrolling in this course. 

1. Review principles, knowledge, and developmentally appropriate practices in an early childhood setting (NAEYC 1a, 1b, 1c, 2a, 4a, 4b, 4c, 4d).
2. Design, implement, and evaluate developmentally appropriate teaching strategies and plans that promote successful learning in field experience. (NAEYC 1a, 1b, 1c, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 5c).
3. Compile a professional work sample (NAEYC 6a, 6b, d).
4. Demonstrate an understanding of the ethics and core principles of the early childhood education profession (NAEYC 6a, 6b, 6d). 
5. Engage in informed advocacy for children and the profession (NAEYC 6e).
6. Develop, implement, and self-evaluate 100 hours of required fieldwork (NAEYC 2b, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 6d). 
7. Demonstrate the goals, benefits and uses of systematic observation, documentation, and assessment (NAEYC 3a, 3b, 3c, 3d).

1. Early Childhood Principles, Knowledge, and Practices
   1. Community of learners
   2. Families
   3. Teaching
   4. Assessment
   5. Curriculum
2. Developmentally Appropriate Practices
   1. Adaptations for children with differing abilities
   2. Lesson Plans
3. Professional Work Sample
   1. Resume
   2. Parent-community-family communication artifact
   3. Samples of lesson plans
   4. Certificates
   5. Statement of philosophy

1. Professionalism
   1. Code of conduct
   2. Ethical standards and professional guidelines
   3. State and national requirements
   4. Arizona early learning standards
   5. NAEYC standards
2. Children’s Advocacy
   1. Professional affiliations/organizations
   2. Laws and regulations
   3. Accreditation organizations
3. Fieldwork
   1. Journal/self-evaluation
   2. Detailed teaching plans
   3. Code of ethical conduct
   4. Documentation
4. Observation, Documentation, and Assessment
   1. Standardized assessment tools
   2. Record keeping

ECN 150 - An Economic Perspective

1. Identify underlying concepts used in economics, the philosophy of economics, and the history of economic thought. 
2. Distinguish between the production possibilities curve (PPC) and market analysis.
3. Examine contemporary microeconomic issues, including income distribution, market power, and the environment. 
4. Debate contemporary macroeconomic issues, including deficits and debt, international trade, and inflation and unemployment. 
5. Specify the ways in which economic policies impact diverse populations. 
6. Determine views on contemporary economic issues as a result of exposure to economic ways of thinking. 

1.  Introduction
   1. Underlying concepts used in economics
   2. Philosophy of economics
   3. History of economic thought
2.  Conventional Economic Theory
   1. Production possibilities curve (PPC)
   2. Market analysis: supply and demand
3.  Economic Policies and Diverse Populations
   1. The role of government
   2. Efficiency vs. equity
   3. The interplay between politics and economics
4.  Contemporary Microeconomic Issues
   1. Income distribution  
   2. Market power
   3. The environment
   4. Analyses of other microeconomic issues
5.  Contemporary Macroeconomic Issues
   1. Deficits and debt
   2. International trade
   3. Inflation and unemployment
   4. Analyses of other macroeconomic issues
6.  Practical Applications  
   1. Participant views on contemporary economic issues
   2. Civic engagement

ECN 150HC - An Economics Perspective: Honors

1. Identify underlying concepts used in economics, the philosophy of economics, and the history of economic thought. 
2. Distinguish between the production possibilities curve (PPC) and market analysis.
3. Examine contemporary microeconomic issues, including income distribution, market power, and the environment. 
4. Debate contemporary macroeconomic issues, including deficits and debt, international trade, and inflation and unemployment. 
5. Specify the ways in which economic policies impact diverse populations. 
6. Determine views on contemporary economic issues as a result of exposure to economic ways of thinking.
7. Students will engage in intensive research using highest standards and best practices for the discipline. 

1. Introduction
   1. Underlying concepts used in economics
   2. Philosophy of economics
   3. History of economic thought
2. Conventional Economic Theory
   1. Production possibilities curve (PPC)
   2. Market analysis: supply and demand
3. Economic Policies and Diverse Populations
   1. The role of government
   2. Efficiency vs. equity
   3. The interplay between politics and economics
4. Contemporary Microeconomic Issues
   1. Income distribution 
   2. Market power
   3. The environment
   4. Analyses of other microeconomic issues
5. Contemporary Macroeconomic Issues
   1. Deficits and debt
   2. International trade
   3. Inflation and unemployment
   4. Analyses of other macroeconomic issues
6. Practical Applications 
   1. Participant views on contemporary economic issues
   2. Civic engagement

ECN 201 - Microeconomic Principles [SUN# ECN 2202]

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

The study of individual markets, which is where supply meets demand and prices and quantities are determined. Includes an examination of the production possibilities curve, market analysis, consumer theory, theory of the firm, conclusions, and contemporary microeconomic issues.

Recommendation: MAT 092 . If any recommended course is taken, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate.
Gen-Ed: Meets AGEC - SBS; Meets CTE - SBS.

1. Match descriptive changes to graphical changes on a production possibilities curve. 
2. Explain market changes, specifically changes in equilibrium price and quantity brought about by shifts in market demand and market supply.
3. Utilize the law of diminishing marginal utility to illustrate an inverse relationship between price and quantity demand for households, and thus begin to derive the downward sloping demand curve. 
4. Compare different points of production to determine if and when a firm should expand output or shut down, showing that at higher prices firms supply more, and thus begin to derive the upward sloping supply curve.
5. Construct an argument drawing the conclusions that free market firms make the most possible products, make the products that people want, and distribute products to those who want them the most.    
6. Evaluate free market solutions to contemporary microeconomic issues of income distribution, the environment, health care, etc.    

1. Definition and characteristics
2. Points on, inside, outside
3. Inward and outward shifts

II. Market Analysis

1. Equilibrium, shortage, surplus
2. Shifts in supply
3. Shifts in demand
4. Elasticity
5. Market failures

III. Consumer Theory

1. The law of diminishing marginal utility
2. Utility maximization
3. Derivation of demand

IV. The Theory of the Firm

1. The law of diminishing marginal returns
2. Profit maximization: minimizing costs and maximizing sales
3. Derivation of supply
4. Market structures

V. Conclusions

1. Production
2. Consumption
3. Distribution

VI. Contemporary Microeconomic Issues

1. Income distribution
2. The environment
3. Health care
4. Analysis of other issues

ECN 201HC - Microeconomics Principles: Honors

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

The study of individual markets, in which supply meets demand and prices and quantities are determined. Includes an examination of the production possibilities curve, market analysis, consumer theory, theory of the firm, conclusions, and contemporary microeconomic issues. Also Includes additional Honors content.

Recommendation: MAT 092  
Information: Must quality for Honors program and obtain instructor or advisor/counselor approval to register for this course. Honors Content: Intensive research using highest standards and best practices for the discipline, and a significant number/variety of readings of both primary and secondary sources; a high quality, peer reviewed paper or project in a format appropriate for the discipline; presentation of research, in class or to a wider audience.
Gen-Ed: Meets AGEC - SBS; Meets CTE - SBS.

1. Match descriptive changes to graphical changes on a production possibilities curve. 
2. Explain market changes, specifically changes in equilibrium price and quantity brought about by shifts in market demand and market supply.
3. Utilize the law of diminishing marginal utility to illustrate an inverse relationship between price and quantity demand for households, and thus begin to derive the downward sloping demand curve. 
4. Compare different points of production to determine if and when a firm should expand output or shut down, showing that at higher prices firms supply more, and thus begin to derive the upward sloping supply curve.
5. Construct an argument drawing the conclusions that free market firms make the most possible products, make the products that people want, and distribute products to those who want them the most.    
6. Evaluate free market solutions to contemporary microeconomic issues of income distribution, the environment, health care, etc.
7. Students will engage in intensive research using highest standards and best practices for the discipline. 

1. Definition and characteristics
2. Points on, inside, outside
3. Inward and outward shifts

II. Market Analysis

1. Equilibrium, shortage, surplus
2. Shifts in supply
3. Shifts in demand
4. Elasticity
5. Market failures

III. Consumer Theory

1. The law of diminishing marginal utility
2. Utility maximization
3. Derivation of demand

IV. The Theory of the Firm

1. The law of diminishing marginal returns
2. Profit maximization: minimizing costs and maximizing sales
3. Derivation of supply
4. Market structures

V. Conclusions

1. Production
2. Consumption
3. Distribution

VI. Contemporary Microeconomic Issues

1. Income distribution
2. The environment
3. Health care
4. Analysis of other issues

ECN 202 - Macroeconomic Principles [SUN# ECN 2201]

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

The study of the economy as a whole. Includes an examination of the production possibilities curve, market analysis; definitions of gross domestic product, inflation, and unemployment; fiscal policy, monetary policy; and contemporary macroeconomic principles.

Recommendation: MAT 092 . If any recommended course is taken, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate.
Gen-Ed: Meets AGEC - SBS; Meets CTE - SBS.

1. Match descriptive changes to graphical changes on a production possibilities curve.
2. Explain market changes, specifically change in equilibrium price and quantity brought about by shifts in market demand and market supply.
3. Use definitions of gross domestic product, inflation, and unemployment as a foundation for the investigation of current economic realities.
4. Contrast Classical vs. Keynesian ideas about the effects on the economy in regards to fiscal policy (government spending and taxes).
5. Formulate alternative understandings of the effects on the economy in regards to monetary policy, including the role of the Federal Reserve.
6. Evaluate free market solutions to contemporary macroeconomic issues, including deficits and debt, international trade, retirement security, etc.

1. Definition and characteristics
2. Points on, inside, outside
3. Inward and outward shifts

II. Market Analysis

1. Equilibrium, shortage, surplus
2. Shifts in supply
3. Shifts in demand

III. Definitions

1. Gross domestic product
2. Unemployment
3. Inflation

IV. Fiscal Policy

1. Effects on the economy
2. Government spending
3. Taxes

V. Monetary Policy

1. Effects of the economy
2. Money supply
3. The Federal Reserve

VI. Contemporary Macroeconomic Issues

1. Deficits and debt
2. International trade
3. Retirement security
4. Analysis of other macroeconomic issues

ECN 202HC - Macroeconomics Principles: Honors

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

The study of the economy as a whole. Includes the production possibilities curve, market analysis; definitions of gross domestic product, inflation, and unemployment; fiscal policy, monetary policy; and contemporary macroeconomic issues. Also includes additional Honors content.

Recommendation: MAT 092 . If any recommended course is taken, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate.
Information: Must quality for Honors program. Instructor or advisor/counselor approval may be required before registering for this course. Honors Content may include: Intensive research using highest standards and best practices for the discipline, and a significant number/variety of readings of both primary and secondary sources. Also may include a high-quality, peer reviewed paper or project in a format appropriate for the discipline with research presented in class or to a wider audience.
Gen-Ed: Meets AGEC - SBS; Meets CTE - SBS.

1. Match descriptive changes to graphical changes on a production possibilities curve.
2. Explain market changes, specifically change in equilibrium price and quantity brought about by shifts in market demand and market supply.
3. Use definitions of gross domestic product, inflation, and unemployment as a foundation for the investigation of current economic realities.
4. Contrast Classical vs. Keynesian ideas about the effects on the economy in regards to fiscal policy (government spending and taxes).
5. Formulate alternative understandings of the effects on the economy in regards to monetary policy, including the role of the Federal Reserve.
6. Evaluate free market solutions to contemporary macroeconomic issues including deficits and debt, international trade, retirement security, etc.
7. Students will engage in intensive research using highest standards and best practices for the discipline.

1. Definition and characteristics
2. Points on, inside, outside
3. Inward and outward shifts

II. Market Analysis

1. Equilibrium, shortage, surplus
2. Shifts in supply
3. Shifts in demand

III. Definitions

1. Gross domestic product
2. Unemployment
3. Inflation

IV. Fiscal Policy

1. Effects on the economy
2. Government spending
3. Taxes

V. Monetary Policy

1. Effects of the economy
2. Money supply
3. The Federal Reserve

VI. Contemporary Macroeconomic Issues

1. Deficits and debt
2. International trade
3. Retirement security
4. Analysis of  other macroeconomic issues     

EDU 200 - Introduction to Education

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Provides students with an introductory overview of Education. Includes purposes of schools and schooling; characteristics of effective schools; diversity and its effects on schools, teachers, and students; social problems affecting schools; comparative education; curriculum issues and controversies; and technology’s impact on schools and schooling. Also includes philosophical, legal, and financial issues facing today’s schools; history of American education; and current trends in education reform.

  

2.   Explain the effects of diversity on schools, teachers, and students.

3.   Explain the effects of social problems on schools, teachers, and students.

4.   Compare and analyze educational problems and trends throughout the world.

5.   Discuss curriculum controversies surrounding standards-based practices and current educational reform initiatives.

6.   Articulate a personal philosophy of education that demonstrates 1) a commitment to engaging and supporting all students actively; 2) an understanding of the teaching/learning/evaluation process; 3) a dedication to the teaching profession; and 4) a desire to grow and develop professionally.

1. Defining Schools/Foundations of Education
   1. Overview: education and schooling
   2. Purposes of schools
   3. Models of schools
   4. Schools as cultures
   5. Schools as transmitters of culture
   6. Examining the nature of schools
   7. What is a good school?
   8. Governance, influences, and finances
   9. Technology and education
2. Today’s Student
   1. Student diversity
   2. Racial, ethnic, and cultural diversity
   3. Diverse needs
   4. Diverse abilities
   5. School’s response to diversity
   6. Teacher’s response to diversity
3. Social Problems Affecting Today’s Students/Ethical and Legal Issues
   1. Family patterns
   2. Poverty
   3. Homelessness
   4. Teen pregnancy
   5. Abuse
   6. Violence
   7. School dropouts
4. Curriculum
   1. Curriculum defined
   2. Standards-based movement
   3. Assessment
   4. Curriculum controversies
   5. Influences on curriculum development and management
5. Comparative Education
   1. What is comparative education?
   2. Key problems and trends throughout the world
   3. Education reform worldwide
6. Effective Teaching and the Profession
   1. Effective decision making
   2. Attitudes
   3. Subject matter knowledge
   4. Theoretical knowledge
   5. Practical knowledge
   6. Basic teaching skills
   7. Status of the teaching profession
   8. Professional development
   9. Examining personal motives for entering the field
   10. Rewards of teaching

EDU 201 - Diversity in Education

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Exploration of diversity represented in the school community, including culture, language, ethnicity, socio-economic status, ability, age, sexual orientation, and lived experiences. Includes factors that impact educational practices, shape our educational system, and influence student achievement. Also includes the application of knowledge of diversity to the teaching/learning process and the facilitation of positive interactions within the learning community; the development of collaborative relationships; and the support of student development and well-being.

2. Discuss how issues of social justice relative to educational practices in a multicultural, democratic society influence student achievement and shape our education system.

3. Apply knowledge of cultural diversity and how students differ in both their development and approaches to learning to instructional preparation, delivery, and assessment practices.

4. Describe and employ a variety of approaches to foster positive social interaction and relationships among members of a learning community that create a supportive and affirming learning environment for all   students.

5. Discuss the importance of establishing and maintaining positive, collaborative relationships with families, school colleagues, and agencies in the community to promote the intellectual, social, emotional, and   physical development and well-being of all students.

EDU 202 - Introduction to the Exceptional Learner

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Foundations of special education, encompassing the characteristics of students with exceptionalities, laws governing special education, the role of the teacher working with exceptional learners, Individual Education Plans (IEPs), and the Special Education process. Includes current educational practices and theories related to instruction, classroom management, and assessment in special education. Also includes collaboration and communication supporting the success of students with exceptionalities.

2. Describe the role and function of the teacher working with exceptional learners and select or create teaching methods, learning activities, instructional materials, and lesson plans appropriate for students with specific       exceptionalities.

3. Describe Individualized Education Programs (IEPs), discuss the roles of stakeholders in the development and execution of IEPs, and identify measurable IEP annual goals that align with Arizona standards and the      school district’s core curriculum.

4. Use a variety of assessment methods to determine student progress and adjust instructional strategies to address student needs.

5. Recognize classroom management strategies and discuss the creation of a positive learning environment for diverse learners.

6. Describe community resources that serve students with exceptionalities and how teachers can collaborate with them.

1. The Exceptional Learner
   1. Children whose exceptionalities necessitate accommodation
      1. Children with learning and/or behavior problems
      2. Children with physical disabilities and/or or sensory impairment
      3. Children who are intellectually gifted and/or have a special talent
   2. Laws governing special education
      1. Definition of special education
      2. Section 504 of the Rehabilitation Act of 1973
      3. Americans with Disabilities Act (ADA)
      4. Individuals with Disabilities Education Act (IDEA)
      5. Family Educational Rights and Privacy Act (FERPA)
      6. No Child Left Behind (NCLB)
2. Role and Function of the Teacher Serving Students with Exceptionalities
   1. The teacher and student advocacy
   2. The teacher and collaborative teams
   3. The teacher and instruction
      1. Teaching methods and modalities
      2. Assistive and instructional technology
      3. Lesson plans
      4. Instructional materials
      5. Learning activities
   4. The teacher and learner accommodation
      1. Facilitating access to general education curriculum
      2. Ensuring compliance to applicable laws and adherence to individualized education plans
      3. Individualization of instruction
   5. The teacher and communication
3. Individual Education Plans (IEPs)
   1. The Special Education process
   2. IEP stakeholders
   3. Development of IEPs
      1. Measurable annual goals and objectives
      2. IEP goal alignment with state standards and core curriculum
   4. Executing IEPs
   5. Annual review
   6. Transition plans
4. Assessment
   1. Methods of assessment to determine student progress
   2. Monitoring student progress and adjusting instruction to address student needs
5. Classroom Management
   1. Identifying appropriate classroom management strategies and techniques
   2. Community building and inclusive learning environment development
   3. Communication skills and techniques
   4. Approaches to motivation and behavior
6. Collaboration Supporting Success of Exceptional Students
   1. Collaboration with community resources
   2. Collaboration with colleagues
   3. Collaboration with parents and guardians

EDU 206 - Relationships in Classroom Settings

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Introduction to basic classroom management principles. Includes management of curriculum, instruction, the physical environment, psychosocial factors, student motivation, and special groups. Also includes a focus on disruptive family involvement, managing student behavior, communication, stress management, and appropriate record keeping.

Information: This class requires 60 hours of volunteering in a local K-8 school. Students must select their site by the first EDU206 class session and must have a fingerprint clearance card and background check before participation. This process could take four weeks (students should check with the school district where they will be volunteering for details).

2. Describe the role and challenges of the professional educator.

3. Identify and describe elements that foster a community of learners in the classroom and how differentiated instruction is supported.

4. Identify, describe, and assess a variety of strategies that support the development of effective and efficient classroom operations.

5. Model a variety of instructional strategies used with direct teaching, facilitated teaching, and computer based teaching.

1. Management Overview
   1. Purpose of classroom management
   2. Preparation- before school starts/first days of school
   3. C.Daily organization/conferences
   4. D.Curriculum management (mapping, standards, curriculum, thematic units)
   5. Planning for the school year
2. Managing the Physical and Psychosocial Environment
   1. Floor, wall, shelf, and countertop space; classroom ambience
   2. Human relation skills and building positive relationships
   3. Teacher and student responsibilities
   4. Teacher-student/parent-teacher communication
   5. Maintaining a positive psychosocial environment
   6. Working with support staff/communication with colleagues
   7. Strategies for motivating students (a look at William Glasser, Howard Gardner, Fredric Jones, Spencer Kagan)
3. Managing Instruction, Student Behavior, and Student Work
   1. Direct, facilitative, and computer assisted teaching
   2. Routines and procedures
   3. Strategies for correcting students’ work-related problems
   4. Cooperative/participative discipline techniques and strategies
   5. Providing assistance and useful feedback
   6. Review of programs and philosophies (Driekurs, Ginott, Canter, Jones, Glasser, Kyle, Kagan,  and Scott)
   7. Stress assessment and management strategies
4. Special Groups
   1. Intellectual and communicative exceptionality
   2. Sensory and behavioral exceptionality
   3. Physical and multiple exceptionality
   4. Language and family diversity
   5. Homelessness
5. Assessment and Record Keeping
   1. Key elements of assessment
   2. Authentic assessment and portfolios
   3. Rubrics and other tools

EDC 250 - Introduction to Teaching

1. Discuss the history of education in the United States. (Interstate Teacher Assessment and Support Consortium (InTASC) 10; Council for Exceptional Children (CEC) 6)
2. Identify ethical and legal issues in education. (InTASC 9; CEC 6)
3. Describe strategies to promote a positive school culture & climate. (InTASC 3; CEC 2)
4. Explain data literacy and assessment literacy. (InTASC 6; CEC 4)
5. Identify components of Essential Elements of Instruction. (InTASC 7; CEC 6)
6. Develop a professional learning plan. (InTASC 9; CEC 6)

1. Teaching as a Profession
   1. Standards Continuum Guide for Reflective Teaching Practice
   2. Rewards and challenges of teaching
   3. Teachers as lifelong learners
2. Student Diversity
   1. Understanding student differences
   2. Culturally responsive pedagogy
   3. Impact of diversity on instructional decision making
   4. Strategies for accessing learners’ prior knowledge and interests
   5. Encouraging learners to respect and value each other
3. History of Education
   1. History of education in the U.S.
   2. Educational reforms in the U.S.
   3. Standards and accountability
      1. No Child Left Behind (NCLB)
      2. Every Student Succeeds Act (ESSA)
      3. Common Core State Standards (CCSS)
      4. Arizona’s College and Career Ready Standards (AZCCRS)
   4. Alternative school settings
4. School Governance and Ethics
   1. Governing entities in the U.S. school system
   2. Educational funding
   3. Ethical and legal issues in education
      1. Code of ethics
      2. FERPA
      3. Mandatory reporting
5. School Culture and Climate
   1. Culture vs. climate
   2. Characteristics of effective teachers
   3. Strategies for creating positive learning environments
   4. Creating a communal atmosphere
   5. Classroom management
6. Data Literacy
   1. Data literacy vs. assessment literacy
   2. Formative vs. summative assessment
   3. Portfolios, rubrics, & performance assessments
   4. Teacher feedback
   5. Students’ role in data-driven instruction
      1. Students analyzing their own data
      2. Students setting learning goals
7. Lesson Planning
   1. Essential Elements of Instruction (EEI)
   2. Student engagement
   3. Technology integration
8. Professional Learning
   1. Reasons for entering the teaching profession
   2. Strategies for remaining in the profession
   3. Using student/parent feedback to improve practice
   4. Setting professional goals

EDC 254 - Classroom Management: Elementary

1. Explain strategies for building positive relationships. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
2. Describe effective classroom rules and procedures. (InTASC 3)
3. Explain the continuum of restorative practices. (InTASC 3)
4. Identify appropriate responses to behavior issues. (InTASC 3)
5. Describe strategies to support learners with special needs. (InTASC 2, 7)
6. Synthesize key concepts in classroom management. (InTASC 2, 3, 7)

1. Organizing the Physical Space
   1. Arranging the room
   2. Storing and accessing materials
2. Establishing Classroom Rules and Procedures
   1. Encouraging student participation in rule development
   2. Establishing, practicing and reinforcing procedures
3. Procedures for Managing Student Work
   1. Communicating high expectations
   2. Providing effective feedback to students
4. Planning Instruction
   1. Differentiating instructional activities
   2. Making learning engaging and meaningful
5. Conducting Instruction
   1. Utilizing group attention signals
   2. Implementing smooth transitions
   3. Maintaining momentum
   4. Managing whole group instruction
   5. Managing cooperative learning groups
   6. Managing individual and small group instruction
6. Building Relationships
   1. Establishing a positive climate
   2. Using praise, incentives and rewards
   3. Implementing Positive Behavioral Interventions and Supports (PBIS)
   4. Implementing restorative practices
7. Working with Diverse Learners
   1. English language learners
   2. Socioeconomic status (SES)
   3. Students with Individual Education Plans (IEPs)
8. Responding to Student Behavior
   1. Differentiating between minor problems, and major problems
   2. Avoiding power struggles
   3. Solving problems privately
   4. Implementing consequences
   5. Discussing concerns with caregivers

EDC 256 - Classroom Management: Secondary

1. Explain strategies for building positive relationships. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
2. Describe effective classroom rules and procedures. (InTASC 3)
3. Explain the continuum of restorative practices. (InTASC 3)
4. Identify appropriate responses to behavior issues. (InTASC 3)
5. Describe strategies to support learners with special needs. (InTASC 2, 7)
6. Synthesize key concepts in classroom management. (InTASC 2, 3, 7)

1. Working with Diverse Learners
   1. English language learners
   2. Diverse cultures
   3. Socioeconomic Status (SES) 
   4. Students with Individualized Education Programs (IEPs)
   5. Low achievers, underachievers, and high achievers
2. Establishing the Learning Environment
   1. Planning for the first days of school
   2. Communicating effectively with parents/guardians
   3. Teaching students to take responsibility
3. Establishing Classroom Rules and Procedures
   1. Encouraging student participation in rule development
   2. Rules, procedures, and routines
4. Organizing the Physical Space
   1. Arranging the room
   2. Storing and accessing materials
5. Classroom and Behavior Management Strategies
   1. Managing student work
   2. Managing cooperative learning groups
   3. Maintaining appropriate student behavior
   4. Managing problem behaviors
   5. Managing special groups
6. Building Relationships
   1. Establishing a positive climate
   2. Practicing empathetic listening
   3. Tapping intrinsic motivation
   4. Using praise, incentives and rewards
   5. Implementing restorative practices
   6. Making connections
   7. Effective communication
7. Responding to Undesirable Behavior
   1. Differentiating between non-problems, minor problems, and major problems
   2. Maintaining objectivity
   3. Handling issues firmly and consistently
   4. Solving problems privately
   5. Implementing consequences
   6. Discussing concerns with caregivers
8. Effective Instruction
   1. Making learning engaging and meaningful
   2. Keeping learners on task
   3. Cooperative learning groups
   4. Feedback

EDC 257 - 21st Century Learning

1. Examine learning standards. (Interstate Teacher Assessment and Support Consortium (InTASC) 4; Council for Exceptional children (CEC) 5)
2. Identify the components of a lesson plan. (InTASC 7; International Society for Technology in Education (ISTE) 5; CEC 5)
3. Analyze assessment data. (InTASC 6; CEC 4)
4. Design an online survey. (InTASC 6; ISTE 2; CEC 5)
5. Navigate educational technologies. (InTASC 5, 8; ISTE 5; CEC 5)
6. Create a digital video or website. (InTASC 5, 8; ISTE 5; CEC 5)

1. K-12 Content Standards
   1. Arizona K12 Content Standards and Common Core Standards
   2. ISTE Standards for Teachers and Students
   3. 21st Century Learning FrameworkUsing standards to drive instruction
2. Instructional Objectives
   1. Bloom’s Revised Taxonomy
   2. Performance objectives
   3. Goals vs. Objectives
   4. Smart goals
   5. Task analysis
3. Unit and Lesson Planning
   1. Long range planning
   2. Essential elements of instruction
   3. Developing and adapting lesson plans
   4. Choosing resources and activities
4. Data Literacy
   1. Types of student data
   2. Using data to drive instruction
   3. Aligning assessments with goals
   4. Evaluating learner progress against standards
5. 21^st Century Learning
   1. Interdisciplinary themes
   2. Learning and innovation
   3. Life and career skills
   4. Information, media and technology Skills
6. Challenges of Technology Integration
   1. Social and educational issues
   2. Cultural and equity issues
   3. Legal and ethical issues
7. Benefits of Technology Integration
   1. Engaging learners
      1. Diverse modalities
      2. Real-world relevance
      3. Authentic audiences for student work
      4. Leveraging out-of-school practices
   2. Supporting individual needs
      1. Differentiated instruction
      2. Universal design for learning
8. Technology Functions
   1. Listening/viewing
   2. Searching/annotating
   3. Communicating/collaborating
   4. Producing/presenting
   5. Sharing/networking
   6. Storing/curating
9. Technology Tools
   1. Types of technology (drills, tutorials, simulations, games)
   2. Basic tools (word processing, spreadsheets, presentation tools)
   3. Advanced software tools
   4. Teacher productivity tools
   5. Web-based tools

EDC 266 - Internship Practicum

1. Describe basic classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3; Council for Exceptional Children (CEC) 2)
2. Develop learning objectives tied to content standards. (InTASC 4; CEC 3)
3. Use formative and summative assessments. (InTASC 5, 6; CEC 4)
4. Create lesson plans with varied instructional strategies. (InTASC 7, 8; CEC 5)
5. Identify differentiation strategies for diverse learners. (InTASC 1, 2; CEC 1)
6. Collaborate with students, parents, colleagues and mentors. (InTASC 10; CEC 7)
7. Explain relevant educational laws. (InTASC 9; CEC 6)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Locating relevant content standards
   2. Using content standards and learner data to write objectives
   3. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues and mentors
7. Education Laws
   1. Family Educational Rights and Privacy Act (FERPA)
   2. Mandatory reporting
   3. Individualized Education Plans (IEPs), 504 Plans, and Individual Language Learner Plans (ILLPs)

EDC 267 - Traditional Practicum

1. Identify classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) Standard 3; Council for Exceptional Children (CEC) Standard 2)
2. Describe instructional strategies. (InTASC 8, CEC 5)
3. Explain how teachers plan instruction. (InTASC 4, 7; CEC 5)
4. Identify classroom assessments. (InTASC 6; CEC 4)

1. Classroom Observation & Reflection
2. Classroom Management
   1. Classroom organization
   2. Rules and procedures
   3. Classroom culture and climate
   4. Behavior management
3. Instructional Strategies
   1. Motivation and engagement
   2. Lesson flow
   3. Instructional grouping
4. Lesson Planning
   1. Content standards
   2. Bloom’s Taxonomy
   3. Learning objectives
   4. Lesson structure
5. Assessment
   1. Formative assessments
   2. Summative assessments
   3. Data-driven instruction
6. Differentiation Strategies
7. Collaboration in School Settings
8. Educational Technologies
9. Education Laws
   1. Family Educational Rights and Privacy Act (FERPA)
   2. Mandatory reporting
   3. Individualized Education Programs (IEPs), 504 Plans, and Individual Language Learner Plans (ILLPs)

EDC 270 - Elementary Methods: English Language Arts

1. Summarize the developmental stages of literacy. (Interstate Teacher Assessment and Support Consortium (InTASC) 1)
2. Develop congruent learning objectives. (InTASC 4)
3. Design lesson plans for ELA. (InTASC 4, 7)
4. Identify methods to assess literacy development. (InTASC 6)
5. Integrate 21^st century learning into lessons. (InTASC 5; International Society for Technology in Education (ISTE) 5)
6. Explain the content standards for ELA. (InTASC 4)

1. Content Standards for English Language Arts and Literacy
   1. Standards-based planning
   2. Anchor standards and grade-specific standards
   3. Balance of informational and literary text
   4. Text complexity
2. Effective Teaching
   1. Applying learning theories
   2. Strategy instruction
   3. Integrated learning
   4. 21^st century skills
   5. Organizing for instruction
3. Essential Elements of Instruction
   1. Bloom’s Revised Taxonomy
   2. Learning objectives
   3. Lesson components
4. Differentiated Instruction
   1. Universal Design for Learning (UDL)
   2. Differentiation by content, process, and/or product
   3. Tiered activities
   4. Grouping for instruction
5. Assessment
   1. Formative
   2. Summative
   3. Portfolio assessment
   4. High-stakes
6. English Language Arts (ELA) Instruction
   1. Content knowledge
   2. Balanced literacy
   3. Reading and writing processes
   4. Technology resources for ELA

EDC 271 - Elementary Methods: Math

1. Examine math content standards and progressions. (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
2. Discuss the Standards for Mathematical Practice.  (InTASC 4)
3. Identify methods to assess math development. (InTASC 6)
4. Design lesson plans for math. (InTASC 4, 7)
5. Describe differentiation strategies for math. (InTASC 2, 7)
6. Develop a unit plan for math. (InTASC 4, 7)

1. Content Standards for Mathematics
   1. Standards for mathematical practice
   2. Clusters and domains
   3. Instructional shifts
   4. Progressions
2. Effective Teaching
   1. Developmental stages of math acquisition
   2. Accessing prior knowledge
   3. 21^st century skills
3. Essential Elements of Instruction
   1. Congruency
   2. Learning objectives
   3. Active participation strategies
   4. Checking for understanding
   5. Unit and lesson planning
4. Differentiated Instruction
   1. Diverse learners: culture, language, gender, abilities
   2. Differentiation by content, process, and/or product
   3. Tiered activities
5. Assessment
   1. Formative
   2. Summative
   3. High-stakes
6. Mathematics Instruction
   1. Content knowledge
   2. Students’ analyzing their own data
   3. Math vocabulary
   4. Technology resources for math

EDC 272 - Elementary Methods: Reading/Phonics

1. Describe the developmental stages of literacy. (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
2. Examine concepts associated with phonology. (InTASC 4)
3. Analyze running records. (InTASC 6)
4. Analyze Informal Reading Inventories. (InTASC 6)
5. Interpret literacy data. (InTASC 6)
6. Plan data-driven instruction. (InTASC 6)

1. Literacy Development
   1. Developmental Stages
   2. Text Types
      1. Narrative
      2. Explanatory
      3. Persuasive
      4. Functional
2. Informal Reading Assessments
   1. Concepts about print
   2. Letter and word identification
   3. Writing/dictation
   4. Running records
   5. Reading inventories
3. Commercial Reading Assessments
   1. Developmental Reading Assessment 2^nd (DRA2)
   2. Qualitative Reading Inventory 5^th (QRI-5)
   3. Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next)
4. Instructional Strategies for Foundational Skills
   1. Alphabet books
   2. Predictable texts
   3. Rhyming/word families
   4. Word building
   5. Elkonin boxes
   6. Cut-up sentences
   7. Language experience approach
   8. Word walls
   9. Word sorts
   10. Cloze passages
   11. Semantic maps
   12. Frayer model
5. Instructional Strategies for Fluency & Comprehension
   1. Read aloud
   2. Prompting
   3. Shared reading
   4. Buddy reading
   5. Independent reading
   6. Reader’s theatre
   7. Reciprocal teaching
   8. Retrospective miscue analysis
   9. Reader Response
6. Instructional Approaches
   1. Balanced literacy
   2. Reading recovery
   3. Guided reading
   4. Literature circles
   5. Daily 5

EDC 273 - Elementary Methods: Science/Social Studies

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Emphasizes the application of theories, methods, and techniques for teaching Science and Social Studies in the elementary grades. Includes standards-based instruction, inquiry learning, problem-based learning, strategies to increase student engagement, 21st century learning, and digital technologies for Science and Social Studies instruction.

Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.

2. Describe strategies to promote self-regulated learning. (InTASC 3)

3. Evaluate digital tools and resources. (InTASC 5, 8; International Society for Technology in Education (ISTE)6)

4. Design lesson plans for science and social studies. (InTASC 4)

5. Discuss strategies to promote higher-order thinking. (InTASC 8)

6. Develop a unit plan for social studies or science. (InTASC 4, 7, 8)

1. Content Standards
   1. Arizona K12 Social Studies Standards
   2. Arizona K12 Science Standards
2. Science Domains
   1. Earth/space sciences
   2. Life sciences
   3. Physical sciences
3. Social Studies Domains
   1. History
   2. Geography
   3. Civics
   4. Economics
   5. Anthropology/sociology
4. Standards-Based Instruction
   1. Instructional objectives
   2. Essential Elements of Instruction (EEI)
   3. Short- and long-range planning
   4. Integrated learning
5. Instructional Approaches
   1. Learner-centered
   2. Inquiry learning
   3. Discovery learning
   4. Authentic learning
   5. Global learning

EDC 274 - Elementary Methods: Instruction Across the Curriculum

1. Explain how to promote independent learning. (Interstate Teacher Assessment and Support Consortium (InTASC) 3, 7, 8)
2. Create focus lessons in English Language Arts (ELA) and math. (InTASC 4, 7)
3. Design project-based lesson plans. (InTASC 5, 7)
4. Design integrated lesson plans. (InTASC 5, 7)
5. Describe strategies to develop literacy and numeracy. (InTASC 5; International Society for Technology in Education (ISTE) 4)
6. Develop an interdisciplinary unit plan. (InTASC 4, 5, 7, 8)

1. Interdisciplinary Teaching
   1. Interdisciplinary themes
   2. Inquiry learning
   3. Project-Based Learning (PBL)
   4. Literacy across the curriculum
2. Organizing for Literacy Instruction
   1. Literacy Daily 5
      1. Student stamina and independence
      2. Managing transitions
      3. Anchor charts
      4. Check-ins
      5. Focus lessons
      6. Guided reading
   2. 6+1 Traits of writing
      1. Ideas
      2. Organization
      3. Voice
      4. Word choice
      5. Sentence fluency
      6. Conventions and presentation
   3. Assessing student writing
3. Organizing for Math Instruction
   1. Math Daily 3 structure
   2. Math groups
   3. Math across the curriculum
4. Assessment
   1. Preparing learners for high-stakes assessments
   2. Using formative and summative data to plan instruction
5. Unit Planning
   1. Cross-curricular
   2. 21^st century learning
6. Essential Elements of Instruction
   1. Teach to the objective
   2. Level of difficulty
   3. Effective questioning
   4. Active participation
   5. Check for understanding
   6. Monitor and adjust
7. Technology Integration
   1. Evaluating and modifying instructional resources
   2. Using technology to engage learners
   3. Teacher fluency with technology tools

EDC 275 - Secondary Methods: English Language Arts/Social Sciences

1. Identify domains and concepts that are central to the discipline (ELA or Social Studies). (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
2. Use the Standards Continuum Guide for Reflective Teaching Practice to self-assess content knowledge and application related to ELA/SS. (InTASC 4)
3. Describe the ways in which cross-curricular instruction and 21^st century learning skills can be integrated into ELA/SS. (International Society for Technology in Education (ISTE) 2)
4. Identify a variety of methods to informally and formally assess student learning in ELA/SS. (InTASC 6)
5. Describe how formal assessments drive instructional decisions in ELA/SS and identify strategies for  engaging learners in analyzing their own data. (InTASC 6)
6. Describe strategies for differentiated instruction in ELA/SS. (InTASC 7)
7. Develop standards-based lessons and objectives for ELA/SS using Essential Elements of Instruction (EEI). (InTASC 7)
8. Discuss and analyze current and relevant social, cultural, and academic trends in general education and how they impact lesson planning. (InTASC 7)
9. Identify effective instructional strategies for ELA/SS. (InTASC 8)

EDC 276 - Secondary Methods: Math/Science

1. Identify domains and concepts that are central to the discipline (Math or Science). (Interstate Teacher Assessment and Support Consortium (InTASC) 4)  
2. Use the Standards Continuum Guide for Reflective Teaching Practice to self-assess content knowledge and application related to Math/Science. (InTASC 4)
3. Describe the ways in which cross-curricular instruction and 21^st century learning skills can be integrated into Math/Science. (InTASC 5; International Society for Technology in Education (ISTE) 2)
4. Identify a variety of methods to informally and formally assess student learning in Math/Science. (InTASC 6)
5. Describe how formal assessments drive instructional decisions in Math/Science and identify strategies for engaging learners in analyzing their own data. (InTASC 6)
6. Describe strategies for differentiated instruction in Math/Science. (InTASC 7)
7. Develop standards-based lessons and objectives for Math/Science using Essential Elements of Instruction (EEI). (InTASC 7)
8. Discuss and analyze current and relevant social, cultural, and academic trends in general education and how they impact lesson planning. (InTASC 7)
9. Identify effective instructional strategies for Math/Science. (InTASC 8)

EDC 277 - Secondary Methods: Instruction Across the Curriculum

1. Use the Standards Continuum Guide for Reflective Teaching Practice to self-assess content knowledge and application. (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
2. Incorporate 21st century learning skills in cross-curricular instruction. (InTASC 5)
3. Identify strategies that help learners develop diverse social and cultural perspectives and expand understanding of local and global issues. (InTASC 5)
4. Analyze strategies related to data literacy and their impact on assessment across the curriculum. (InTASC 6)
5. Develop standards-based lessons and objectives using Essential Elements of Instruction (EEI). (InTASC 7)
6. Develop a standards-based cross-curricular unit. (InTASC 7)
7. Analyze the practice of integrating content literacy practices and strategies into lesson plans and cross-curricular instruction. (InTASC 8)
8. Evaluate and modify technology resources and curriculum materials for quality, accuracy, effectiveness, and potential to engage learners. (InTASC 8)

EDC 278 - Secondary Teaching Methods

1. Identify domains and concepts that are central to the content area. (Interstate Teacher Assessment and Support Consortium (InTASC 4)
2. Self-assess content knowledge and application related to the content area. (InTASC 4)
3. Describe the ways in which cross-curricular instruction and 21^st century learning skills can be integrated into the content area. (InTASC 5); International Society for Technology in Education Standards for Educators (ISTE) 5)
4. Identify a variety of methods to informally and formally assess student learning. (InTASC 6)
5. Describe how formal assessments drive instructional decisions in the content area and identify strategies for engaging learners in analyzing their own data. (InTASC 6)
6. Describe strategies for differentiated instruction. (InTASC 7)
7. Develop standards-based lessons and objectives using Essential Elements of Instruction (EEI). (InTASC 7)
8. Discuss and analyze current and relevant social, cultural, and academic trends in general education and how they impact lesson planning. (InTASC 7; ISTE 4)
9. Identify effective instructional strategies. (InTASC 8)

1. Content Knowledge
   1. Discipline Domains
   2. Central Concepts
2. Interstate Teacher Assessment and Support Consortium (InTASC) Standards
   1. Content knowledge self-assessment
   2. Application self-assessment
3. Instruction
   1. Developing standards-based lessons and objectives
   2. Differentiated instruction
   3. 21^st century learning skills
   4. Effective instructional strategies
4. Assessment
   1. Informal and formal assessment strategies
   2. Analyzing data

EDC 286 - Structured English Immersion Methods

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Introduction to Structured English Immersion (SEI) methods, designed to meet state standards for pre-service and in-service educators of English Language Learners (ELLs). Includes SEI foundations, ELL proficiency standards, second language acquisition, home/school partnerships, assessment, data analysis, instructional strategies, digital tools, and lesson planning.

Information: Meets SEI Endorsement requirements for the Arizona Department of Education.
  

2. Identify strategies for cultivating home/school partnerships. (InTASC 3)

3. Identify developmental stages of second language acquisition. (InTASC 1)

4. Compare the English Language Learner Proficiency (ELP) Standards with the Arizona K12 Standards for English/Language Arts (ELA). (InTASC 4)

5. Describe instructional strategies for fostering student achievement. (InTASC 5, 8)

6. Adapt curricular materials and lesson plans for ELLs. (InTASC 2, 7)

7. Examine and interpret assessments for ELLs. (InTASC 6)

1. Foundations of Structured English Immersion (SEI)
   1. The legal, historical, and educational reasons for SEI
   2. Basic SEI terminology
   3. Language acquisition theoretical principles
   4. The role of culture in learning
2. ELL Proficiency Standards
   1. Comparison of English Language Learner Proficiency (ELP) Standards and the Arizona K12 Standards for ELA/Literacy
   2. Domains of the ELP Standards
   3. Integration of ELP Standards across content areas
   4. Use of ELP Standards to plan, deliver, and evaluate instruction
3. Second Language Acquisition
   1. Developmental stages of language acquisition
   2. The silent period
   3. Students’ pre- and early- production strategies
   4. Vocabulary development approaches in the content areas
   5. Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)
4. Home/School Partnerships
   1. Sociocultural influences on ELLs and the role of culture in learning
   2. The impact of bilingualism and home language use
   3. Parental and community sources for aiding English acquisition
   4. Strategies for cultivating home/school partnerships for ELLs
5. Formal and Informal Assessment
   1. Diagnostic, formative, and summative assessments for ELLs
   2. Importance of creating and offering multiple assessments
   3. Use of assessment results for placement and accommodation of special education and gifted students
   4. Use of standardized testing and language proficiency as methods for monitoring student progress
6. Data Analysis and Application
   1. Examination of the Arizona English Language Learner Assessment (AZELLA)
   2. The AZELLA Student Report
   3. Examination and interpretation of snapshots of longitudinal data
   4. Tracking student status and progress on the ELP standards using AZELLA results
   5. Analysis and application of disaggregated data to differentiate instruction
7. Instructional Strategies
   1. Strategies for engaging ELL

EDC 287 - Structured English Immersion – Elementary

1. Explain the legal and historical foundations of Structured English Immersion (SEI) [Interstate Teacher Assessment and Support Consortium (InTASC) 9; Council for Exceptional Children (CEC) 6]
2. Describe Arizona’s Language Development Approach (LDA) (InTASC 2; CEC 1)
3. Identify elements of language acquisition and development (InTASC 1; CEC 1)
4. Analyze English Language Proficiency Standards (ELPS) (InTASC 4; CEC 3)
5. Examine the role of culture in learning (InTASC 3; CEC 2)
6. Apply strategies for teaching and assessing ELs (InTASC 6, 7, 8; CEC 4, 5)

1. Structured English Immersion (SEI) Foundations
   1. Legal cases
   2. Federal and state laws
   3. Societal trends and issues
2. Arizona’s Language Development Approach (LDA)
   1. SEI terminology
   2. Principles of Arizona’s LDA
   3. Arizona’s SEI models for elementary grades
3. Program Placement of ELs
   1. Identification and Assessment
   2. AZELLA
   3. Diversity of ELs
4. Elements of Language Development
   1. Language acquisition theories
   2. English Language Proficiency Standards (ELPS)
   3. Relationship between ELPS and English Language Arts (ELA) standards
   4. Foundations of language
5. Instructional Practices
   1. Reading foundational skills for elementary ELs
   2. Research-based reading instruction
   3. Vocabulary development
   4. Writing development
6. Asset-Based Behaviors and Expectations
   1. Cultural influences
   2. Cultural competence
   3. Celebrating cultural diversity
   4. Leveraging cultural assets
   5. Social and emotional learning (SEL)
7. Home and School Connections
   1. Funds of knowledge
   2. Family engagement
   3. Parental rights
8. Integrated and Targeted Instruction in Elementary Settings
   1. Receptive communication
   2. Productive communication
   3. Interactive communication
   4. Language skills
   5. Differentiation strategies
9. Assessment, Monitoring, and Feedback
   1. Response to Intervention (RTI) and Multitiered Systems of Supports (MTSS)
   2. Types of assessments
   3. Data-driven instruction
   4. Timely and meaningful feedback
   5. Student self-reflection
   6.   Testing accommodations for ELs

EDC 288 - Structured English Immersion – Secondary

1. Explain the legal and historical foundations of Structured English Immersion (SEI) [Interstate Teacher Assessment and Support Consortium (InTASC) 9; Council for Exceptional Children (CEC) 6]
2. Describe Arizona’s Language Development Approach (LDA) (InTASC 2; CEC 1)
3. Identify elements of language acquisition and development (InTASC 1, CEC 1)
4. Analyze English Language Proficiency Standards (ELPS) (InTASC 4; CEC 3)
5. Examine the role of culture in learning (InTASC 3; CEC 2)
6. Apply strategies for teaching and assessing ELs (InTASC 6, 7, 8; CEC 4, 5)

1. Structured English Immersion (SEI) Foundations
   1. Legal cases
   2. Federal and state laws
   3. Societal trends and issues
2. Arizona’s Language Development Approach (LDA)
   1. SEI terminology
   2. Principles of Arizona’s LDA
   3. Arizona’s SEI models for secondary grades
3. Program Placement of ELs
   1. Identification and Assessment
   2. AZELLA
   3. Diversity of ELs
4. Elements of Language Development
   1. Language acquisition theories
   2. English Language Proficiency Standards (ELPS)
   3. Relationship between ELPS and English Language Arts (ELA) standards
   4. Foundations of language
5. Instructional Practices
   1. Reading foundational skills for secondary ELs
   2. Research-based reading instruction
   3. Vocabulary development
   4. Writing development
6. Asset-Based Behaviors and Expectations
   1. Cultural influences
   2. Cultural competence
   3. Celebrating cultural diversity
   4. Leveraging cultural assets
   5. Social and emotional learning (SEL)
7. Home and School Connections
   1. Funds of knowledge
   2. Family engagement
   3. Parental rights
8. Integrated and Targeted Instruction in Secondary Settings
   1. Receptive communication
   2. Productive communication
   3. Interactive communication
   4. Language skills
   5. Differentiation strategies
9. Assessment, Monitoring, and Feedback
   1. Response to Intervention (RTI) and Multitiered Systems of Supports (MTSS)
   2. Types of assessments
   3. Data-driven instruction
   4. Timely and meaningful feedback
   5. Student self-reflection
   6.   Testing accommodations for ELs

EDC 291 - Student Teaching: Elementary

1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) Standard 3)
2. Develop learning objectives tied to content standards. (InTASC 4)
3. Implement formative and summative assessments. (InTASC 6)
4. Develop and implement lesson plans with varied instructional strategies. (InTASC 5, 7, 8; International Society for Technology in Education (ISTE) 5)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Choosing relevant content standards
   2. Using content standards to write objectives
   3. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with mentors

EDC 291A - Student Teaching I: Elementary

1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
2. Develop learning objectives tied to content standards. (InTASC 4)
3. Develop formative and summative assessments. (InTASC 6)
4. Implement lesson plans with varied instructional strategies. (InTASC 7, 8; International Society for Technology in Education (ISTE) 5)
5. Implement differentiation strategies for diverse learners. (InTASC 1, 2)
6. Collaborate with students, parents, colleagues, and mentors. (InTASC 10)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Choosing relevant content standards
   2. Using content standards and learner data to write objectives
   3. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues & mentors

EDC 291B - Student Teaching II: Elementary

4 Credits, 10 Contact Hours
1 lecture period 9 lab periods

Continuation of the student teaching experience in an elementary Educator Preparation Program (EPP) Internship classroom. Includes classroom management, learning objectives, assessment, lesson planning, differentiation, and collaboration.

Prerequisite(s): EDC 291A  
Information: Admission to the Post-Degree Teacher Certification Program and EPP Internship approval are required before enrolling in this course. EDC 291A  and EDC 291B together constitute EDC 291 . A grade of B or better in this course is required.

2.   Develop congruent learning objectives tied to content standards. (InTASC 4)

3.   Use data to drive instruction. (InTASC 6)

4.   Implement effective lessons with varied instructional strategies. (InTASC 7, 8; (International Society for Technology in Education (ISTE) 5)

5.   Implement appropriate differentiation strategies for diverse learners. (InTASC 1, 2)

6.   Collaborate with students, parents, colleagues and mentors. (InTASC 10)

1. Classroom Management
   1. Establishing and reinforcing procedures
   2. Maintaining a positive classroom culture
   3. Responding to challenging behaviors
2. Learning Objectives
   1. Using content standards and learner data to write objectives
   2. Determining cognitive complexity using Bloom’s Revised Taxonomy
   3. Developing assessments that align with objectives
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues & mentors

EDC 292 - Student Teaching: Secondary

1. Review principles, knowledge, and developmentally appropriate practices in an early childhood setting (NAEYC 1a, 1b, 1c, 2a, 4a, 4b, 4c, 4d).
2. Design, implement, and evaluate developmentally appropriate teaching strategies and plans that promote successful learning in field experience. (NAEYC 1a, 1b, 1c, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 5c).
3. Compile a professional work sample (NAEYC 6a, 6b, d).
4. Demonstrate an understanding of the ethics and core principles of the early childhood education profession (NAEYC 6a, 6b, 6d). 
5. Engage in informed advocacy for children and the profession (NAEYC 6e).
6. Develop, implement, and self-evaluate 100 hours of required fieldwork (NAEYC 2b, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 6d). 
7. Demonstrate the goals, benefits and uses of systematic observation, documentation, and assessment (NAEYC 3a, 3b, 3c, 3d).

1. Early Childhood Principles, Knowledge, and Practices
   1. Community of learners
   2. Families
   3. Teaching
   4. Assessment
   5. Curriculum
2. Developmentally Appropriate Practices
   1. Adaptations for children with differing abilities
   2. Lesson Plans
3. Professional Work Sample
   1. Resume
   2. Parent-community-family communication artifact
   3. Samples of lesson plans
   4. Certificates
   5. Statement of philosophy

1. Professionalism
   1. Code of conduct
   2. Ethical standards and professional guidelines
   3. State and national requirements
   4. Arizona early learning standards
   5. NAEYC standards
2. Children’s Advocacy
   1. Professional affiliations/organizations
   2. Laws and regulations
   3. Accreditation organizations
3. Fieldwork
   1. Journal/self-evaluation
   2. Detailed teaching plans
   3. Code of ethical conduct
   4. Documentation
4. Observation, Documentation, and Assessment
   1. Standardized assessment tools
   2. Record keeping

EDC 292A - Student Teaching I: Secondary

1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
2. Develop learning objectives tied to content standards. (InTASC 4)
3. Develop formative and summative assessments. (InTASC 6)
4. Implement lesson plans with varied instructional strategies. (InTASC 7, 8; International Society for Technology in Education (ISTE) 2)
5. Implement differentiation strategies for diverse learners. (InTASC 1, 2)
6. Collaborate with students, parents, colleagues, and mentors. (InTASC 10)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Choosing relevant content standards
   2. Using content standards and learner data to write objectives
   3. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues and mentors

EDC 292B - Student Teaching II: Secondary

1. Implement proactive classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
2. Develop congruent learning objectives tied to content standards. (InTASC 4)
3. Use data to drive instruction. (InTASC 6)
4. Implement effective lessons with varied instructional strategies. (InTASC 7, 8; International Society for Technology in Education (ISTE) 2)
5. Implement appropriate differentiation strategies for diverse learners. (InTASC 1, 2)
6. Collaborate with students, parents, colleagues and mentors. (InTASC 10)

1. Classroom Management
   1. Establishing and reinforcing procedures
   2. Maintaining a positive classroom culture
   3. Responding to challenging behaviors
2. Learning Objectives
   1. Using content standards and learner data to write objectives
   2. Determining cognitive complexity using Bloom’s Revised Taxonomy
   3. Developing assessments that align with objectives
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues and mentors

ESE 251 - Educational Psychology

1. Examine major theories of human development. (Interstate Teacher Assessment and Support Consortium (InTASC) 1; Council for Exceptional Children (CEC) 1)
2. Describe the role of teacher bias and expectations. (InTASC 2; CEC 1)
3. Explain major learning theories. (InTASC 1; CEC 2)
4. Identify strategies for motivating learners. (InTASC 3; CEC 2)
5. Define terms related to educational assessment. (InTASC 6; CEC 4)
6. Synthesize key concepts in educational psychology. (InTASC 1, 2, 3; CEC 1, 2, 4)

1. Theories of Development
   1. Psychosocial (Erickson)
   2. Cognitive (Piaget)
   3. Social Cognitive (Vygotsky)
   4. Developmental stages
   5. Moral development
2. Student Differences
   1. Mindsets and teacher bias
   2. Multiple intelligences and learning styles
   3. Gender, socioeconomic status, ethnicity, culture
   4. Disabilities and giftedness
3. Learning Theories
   1. Behavioral
   2. Information-processing
   3. Social cognitive
   4. Constructivist
4. Motivation and Engagement
   1. Maslow’s Hierarchy of Needs
   2. Building relationships
   3. Classroom management
   4. Bullying and violence
5. Assessment
   1. Formative vs. summative assessment
   2. Classroom-based vs. high-stakes testing
   3. Assessment/evaluation vocabulary
   4. No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA)
   5. Technology based
6. Approaches to Instruction
   1. Inclusion
   2. Grouping
   3. Differentiated instruction
   4. Metacognition and self-regulated learning

ESE 252 - Survey of Exceptional Education

1. Examine laws and policies governing exceptional education. (Interstate Teacher Assessment and Support Consortium ( InTASC) 9; Council for Exceptional Children (CEC) 6)
2. Identify characteristics of learners with special needs. (InTASC 1, 2; CEC 1)
3. Describe the role of collaboration among stakeholders. (InTASC 3, 10; CEC 7)
4. Identify strategies and resources for exceptional learners. (InTASC 5, 8; CEC 5)
5. Identify appropriate accommodations and modifications. (InTASC 6, 7; CEC 3)
6. Synthesize key concepts in exceptional education. (InTASC 1, 2, 3, 7, 9; CEC 6)

1. Introduction to Exceptional Education
   1. History
   2. People-first language
   3. Disabilities
2. Special Education Laws, Policies, and Procedures (State and Federal)
   1. Individuals with Disabilities Education Act (IDEA)
   2. Americans with Disabilities Act (ADA) - Section 504 plans
   3. Referral process
   4. Individualized Education Plan (IEP) development and implementation
3. Collaboration with Families
   1. Roles and responsibilities
   2. Impact of disability on families
4. Collaboration with Colleagues
   1. Co-teaching
   2. Teacher roles and responsibilities
5. Supporting All Learners - Effective Instructional Strategies for Differing Needs
   1. Differentiated instruction
   2. Universal design for learning
   3. Accommodations and modifications
   4. Response to Intervention (RTI)
6. Key Characteristics of Exceptionalities
7. High incidence
   1. Specific Learning Disabilities (i.e. Reading, Writing, Math, Dyslexia)
   2. Speech/Language Disorders
   3. ADHD/ADD
   4. Autism
   5. Developmental Disabilities
8. Low incidence
   1. Visual Impairments
   2. Deaf and Hard of Hearing
   3. Deaf/Blindness
   4. Physically Impaired
   5. Severe Multiple Impairment
9. Current and Relevant Social, Cultural, and Academic Trends
   1. Grading
   2. Service delivery models
   3. Biases/perceptions
10. Technology
    1. Digital tools
    2. Assistive technology
11. Reflecting on Practice
    1. CEC
    2. InTasc

ESE 254 - Foundations of Instruction: Mild-Moderate Disabilities

1. Analyze relevant laws, policies, and procedures associated with educating/working with students with mild-moderate disabilities. (Council for Exceptional Children (CEC) 5, 6); (Interstate Teacher Assessment and Support Consortium (InTASC) 9)
2. Use various accommodations and modifications to differentiate and modify curriculum for individuals with mild-moderate disabilities. (CEC 5; InTASC 7)
3. Use various instructional strategies and resources to create appropriate instruction for individuals with mild-moderate disabilities. (CEC 5; InTASC 8)
4. Use positive communication and collaboration practices among all members of the learning community to support students with mild-moderate disabilities. (CEC 2, 7; InTASC 3)
5. Identify and evaluate technological resources to support the learning of students with mild-moderate disabilities. (CEC 5; InTASC 8; International Society for Technology in Education (ISTE) 5)

1. Special Education Policies, Procedures, and Practices
   1. Referral process
   2. Individualized Educational Plans (IEPs)
   3. Transition Plans
2. Communication and Collaboration with Parents and Colleagues
3. Accommodations and Modifications
4. Instruction and Assessment
   1. Task analysis
   2. Pre-assessment
   3. Self-assessment
   4. Think-alouds
5. Technology
   1. Assistive
   2. Educational

ESE 255 - Classroom Management for Mild-Moderate Disabilities

1. Identify rules, procedures, and organizational strategies for creating and maintaining a productive,      engaging, and motivating learning environment. (Interstate Teacher Assessment and Support          Consortium (InTASC) 3; Council for Exceptional Children (CEC) 2; International Society for Technology     in Education (ISTE) 3)
2. Evaluate how ongoing, positive communication with students, families, and colleagues can foster a     constructive and productive learning environment and build positive relationships. (InTASC 3; Initial     Specialty Curriculum Individual (ISCI) 7)
3. Analyze effective behavior and motivational strategies and supports used to create and maintain a      positive learning environment for students with mild-moderate disabilities. (InTasc 3; CEC 2.2, 2.3; ISCI    2; Individualized General Curriculum (IGC) 4)

1. Productive Learning Environments
   1. Rules
   2. Policies and procedures
   3. Organizational strategies
2. Positive Communication and Relationships
   1. Paraprofessionals
   2. Parents
   3. Students
3. Behavioral and Motivational Strategies
   1. Restorative Practices
   2. Positive Behavior Supports and Interventions (PBIS)
   3. Functional Behavioral Assessment
   4. Behavior Intervention Plan

ESE 270 - Methods of Instruction: Students/Mild-Moderate Disabilities

1. Incorporate knowledge of Arizona Academic Standards (AAS) into lesson planning. (Interstate Teacher Assessment and Support Consortium (InTASC) 4, 7; Council for Exceptional Children (CEC) 5)
2. Identify effective assessment measures to be used in lesson planning. (InTASC 6, 7; CEC 4; Initial Specialty Curriculum Individual (ISCI) 4)
3. Identify effective technology tools and resources to customize learning materials and experiences for students with mild-moderate disabilities. (InTASC 4; CEC 5; ISCI 5; International Society for Technology in Education (ISTE) 2)
4. Design lesson plans that incorporate effective instructional strategies, techniques, resources, and materials to create learning experiences that differentiate instruction and promote mastery of learning and active engagement for individuals with mild-moderate disabilities. (InTASC 7; CEC 3; ISCI 5; Individualized General Curriculum (IGC) 5)

1. Arizona Academic Standards
2. Assessment
3. Technology Tools for Teaching
4. Lesson Plan Design
   1. Differentiation
   2. Materials
   3. Essential elements of instruction
      1. Objectives
      2. Anticipatory set
      3. Modeling
      4. Guided practice
      5. Independent practice
      6. Check for understanding
      7. Assessment
      8. Closure
5. Lesson Presentation
6. Reflecting on Practice-CEC Standards

ESE 271 - Mild-Moderate Methods: K-12 Inst. Across the Curriculum

1. Demonstrate content knowledge central to Math Instruction by identifying evidence-based instructional strategies for increasing proficiency in math calculations, applications, critical thinking, and problem solving. (Council for Exceptional Children (CEC) 3, 5; Individualized General Curriculum (IGC) 5; Interstate Teacher Assessment and Support Consortium (InTASC) 4, 5, 7)
2. Demonstrate content knowledge central to ELA by identifying instructional strategies and resources for increasing proficiency in written and spoken communication. (CEC 3, 5; Initial Specialty Curriculum Individual (ISCI) 5); InTASC 4)
3. Evaluate writing assessment data to identify gaps in learning and provide appropriate instruction in organizing, composing, and correcting written products. (IGC 5)
4. Explore assistive and augmentative digital tools and resources which support the communication and learning of students with exceptionalities. (InTASC 3; CEC 5; ISCI 5; IGC 5; International Society for Technology in Education (ISTE) 1)

1. Math Content Knowledge
   1. Calculations
   2. Applications
   3. Critical thinking
   4. Problem solving
2. ELA Content Knowledge
   1. Instructional Strategies and Resources
      1. Writing
      2. Communication
3. Writing Assessment
4. Assistive and Augmentative Tools and Resources

ESE 272 - Developmental Reading, Instruction, Assessment, Remediation

1. Engage in activities which demonstrate an understanding of phonics, fluency, phonemic awareness, comprehension, and vocabulary through appropriate use of various teaching methods, materials, and techniques to create appropriate instruction for students with mild-moderate disabilities (Council for Exceptional Children (CEC) 5; Individualized General Curriculum (IGC) 5; Interstate Teacher Assessment and Support Consortium (InTASC) 4,7)
2. Evaluate data from various formal and informal reading assessments to monitor progress, provide feedback, and create appropriate learning opportunities and experiences (CEC 4; Initial Specialty Curriculum Individual (ISCI) 4; IGC 4; InTASC 6)
3. Identify effective technological materials and resources to use in reading remediation and instruction. (CEC 5; ISCI 5; ISTE 1; InTASC 5, 8)

1. Characteristics
   1. Data evaluation
   2. Research-based instructional methods and materials
   3. Accommodations
2. Characteristics
   1. Data evaluation
   2. Research-based instructional methods and materials
   3. Accommodations
3. Characteristics
   1. Data evaluation
   2. Research-based instructional methods and materials
   3. Accommodations
4. Characteristics
   1. Data evaluation
   2. Research-based instructional methods and materials
   3. Accommodations
5. Vocabulary and Oral Language
   1. Research-based instructional methods and materials
   2. Accommodations
6. Comprehension
   1. Characteristics
   2. Data evaluation
   3. Research-based instructional methods and materials
   4. Accommodations
7. Evaluating Data
   1. Progress monitoring
   2. Feedback
   3. Instructional planning
8. Technology for Reading Instruction - Home/School Connection

ESE 273 - Diagnosis and Assessment of Mild-Moderate Disabilities

1. Identify implications, recommendations, and accommodations/modifications for instruction and           assessment based on cognitive processes which influence learning for students with mild-moderate    disabilities. (Council for Exceptional Children (CEC) 6; Initial Specialty Curriculum Individual (ISCI) 1;       Interstate Teacher Assessment and Support Consortium (InTASC) 1, 6) M2A1
2. Utilize effective technology to support assessment practices to communicate feedback to learners on their progress. (CEC 4; InTASC 6; International Society for Technology in Education (ISTE) 2; ISCI 4)
3. Select and design assessments to address specific learning goals and individual differences. (InTASC 6;        ISCI 4)
4. Use knowledge of multiple types of assessments and measurement principles and practices to examine          and interpret assessment data; to guide instructional decisions and planning; and support, verify, and document learning. (CEC 4; ISCI 4; IGC 4; InTASC 6, 7)

1. Assessment Types
2. Measurement Principles and Practices
3. Uses for Assessment
   1. Monitoring student progress
   2. Instructional decision making and planning
   3. Document learning
4. Using Technology to Support Assessment
5. Design and Administration of Informal Assessments
6. Accommodations and Modifications
7. Cognitive Processing

ESE 280 - Moderate/Severe Disabilities Practicum

1. Analyze the role of the family in an effort to build team capacity and jointly address students’ instructional and behavioral needs. (CEC 7)
2. Identify appropriate assessment and measurement strategies for educational and behavioral purposes and needs (CEC 4)
3. Identify appropriate inclusive practices and strategies (CEC 2)
4. Utilize varied individualized instructional strategies. (CEC 3; 5)
5. Develop and implement an individualized behavioral support plan. (CEC 6)
6. Identify effective, safe, and inclusive health care methods, skills, and procedures for students with moderate to severe disabilities (CEC 2)
7. Incorporate essential elements of effective transition planning procedures (CEC 7)
8. Synthesize information about students with moderate-severe disabilities to address their needs and further each learner’s development (CEC 1)

1. Foundational Concepts and Family and Professional Partnerships
   1. Characteristics of Students with Moderate-Severe Disabilities
   2. Advancements, areas of concern, and principles regarding promoting and improving educational access
   3. Parental roles, responsibilities, resources, and system framework
2. Assessment, Planning, and Student Behavior
   1. IEP Goals and Objectives
   2. Appropriate Assessment/Measurement Tools and Strategies
      1. Educational
      2. Behavioral
3. Teaching Environment: Inclusive Education
   1. Benefits
   2. Inclusive Academic Practices and Strategies
      1. Teaching Arrangements and Formats
      2. Modifying content
      3. Creating content
   3. Inclusive Social Practices and Strategies
4. Individualized Instructional Strategies
   1. Systematic Instruction
   2. Task Analysis
   3. Lesson Planning
      1.  Performance-Based Skills
      2. Self-Care Skills
      3. Communication Skills
      4. Home and Community Skills
5. Designing and Implementing Individualized Positive Behavioral Supports
   1. Positive Behavioral Supports
      1. Components
      2. Phases of Implementation
   2. Functional Behavioral Assessment
      1. Overview of Components
      2. Data Collection
      3. Plan Development
      4. Technology Supports
6. Understanding Health Care Needs and Mobility Disabilities
   1. Health Care Needs
      1. General Knowledge
      2. Roles and Responsibilities of School Personnel
      3. Essential Methods, Procedures, and Strategies
         1. Education
         2. Peer Acceptance
   2. Motor Disabilities
      1.  Impact on Education and Participation
      2. Meeting Student Needs
7. Transition Planning
   1. Components
   2. Preparing for Employment
   3. Preparing for Post-Secondary Education
   4. Meaningful Outcomes
   5. Family Collaboration
   6. Inter-Agency Collaboration
8. Self-Reflection
   1. Synthesis of Key Course Topics
   2. Self-Reflection of Practice, Knowledge and Abilities

ESE 290 - Student Teaching: Mild-Moderate Disabilities

1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) Standard 3; Council for Exceptional Children (CEC) Standard 2)
2. Develop learning objectives tied to Individualized Education Programs (IEPs) and content standards. (InTASC 4; CEC 3)
3. Implement formative and summative assessments. (InTASC 6)
4. Develop and implement lesson plans with varied instructional strategies. (InTASC 5, 7, 8; International Society for Technology in Education (ISTE) 2)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Choosing relevant content standards
   2. Using content standards and IEPs to write objectives
   3. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with mentors

ESE 290A - Student Teaching I: Mild-Moderate Disabilities

1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3; Council for Exceptional Children (CEC) 2)
2. Develop learning objectives tied to content standards and Individual Education Plans (IEPs). (InTASC 4; CEC 3)
3. Develop formative and summative assessments. (InTASC 6; CEC 4)
4. Implement lesson plans with varied instructional strategies. (InTASC 7, 8; ISTE 2; CEC 5)
5. Implement differentiation strategies for diverse learners. (InTASC 1, 2; CEC 1)
6. Collaborate with students, parents, colleagues and mentors. (InTASC 10; CEC 7)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Choosing relevant content standards
   2. Using content standards and learner data to write objectives
   3. Using IEPs to develop learning goals
   4. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Using varied instructional strategies
   3. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues and mentors

ESE 290B - Student Teaching II: Mild-Moderate Disabilities

1. Implement proactive classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3; Council for Exceptional Children (CEC) 2)
2. Develop congruent learning objectives tied to content standards and Individual Education Plans (IEPs). (InTASC 4; CEC 3)
3. Use data to drive instruction. (InTASC 6; CEC 4)
4. Implement effective lessons with varied instructional strategies. (InTASC 7, 8; ISTE 2; CEC 5)
5. Implement appropriate differentiation strategies for diverse learners. (InTASC 1, 2; CEC 1)
6. Collaborate with students, parents, colleagues, and mentors. (InTASC 10; CEC 7)

1. Classroom Management
   1. Establishing and reinforcing procedures
   2. Maintaining a positive classroom culture
   3. Responding to challenging behaviors
2. Learning Objectives
   1. Using content standards and learner data to write objectives
   2. Determining cognitive complexity using Bloom’s Revised Taxonomy
   3. Using IEPs to develop learning goals
   4. Developing assessments that align with objectives
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Using varied instructional strategies
   3. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues and mentors

ETT 101 - Introduction to Educational Technology

1. Discuss and apply theoretical foundations of educational technology to current classroom practices.  (ISTE 2; 3)
2. Design and plan technology enhanced instruction.  (ISTE 2; 3; 4)
3. Use technology operations and concepts to support student-centered learning strategies. (ISTE 1; 3)
4. Demonstrate an understanding and working knowledge of digital technologies in the classroom.  (ISTE 1; 2; 3)
5. Utilize productivity, school, and classroom management software.  (ISTE 1; 5) 
6. Utilize a variety of academic software. (ISTE 2; 3; 4) 

1. Theoretical Foundations of Educational Technology
   1. Educational technology organizations
   2. Learning styles and technology
   3. Learning theory and technology
   4. Bridging learning and technology theory and practice
2. Technology Enhanced Instruction
   1. The instructional design process
   2. Lesson planning
   3. Components of best practices instruction
   4. Connecting instruction planning, implementation, and technology
3. Technology and Student-Centered Learning Strategies
   1. Components of computer systems for classroom applications
   2. Input and output devices for classroom application
   3. Understanding storage devices for classroom applications
   4. Relating computer components and functions to teaching and learning
4. Digital Technologies
   1. Digital input technologies used in teaching and learning
   2. Digital output technologies used in teaching and learning
   3. Issues and concerns related to diverse technologies in the classroom.
   4. Emerging digital technologies
5. Productivity, School, and Classroom Management Software
   1. Academic and administrative software
   2. Administrative software and professional accountability
   3. Enhancing the learning environment with administrative software
   4. Selecting software for classroom and administrative functions
6. Academic Software
   1. Major categories and types of academic software
   2. Use of academic software in diverse classrooms
   3. Evaluating and selecting software 

EUT 103 - Generation Steam Systems

1. Explain the basics of steam systems, including temperature measurement, pressure measurement, and thermal expansion.
2. Explain the science of steam as an energy source.
3. Describe boiler types and components and their functions.
4. Demonstrate basic steam system operation, including strainers, air, condensate, pressure and temperature controls.
5. Describe the operation of a condensate recovery system.
6. Explain steam system performance.

1. Introduction to Steam Systems
   1. Basic operation
   2. Temperature measurement
   3. Pressure measurement
   4. Thermal expansion
2. Science of Steam Systems
   1. Steam states
   2. Internal energy and enthalpy
   3. Steam tables and diagrams
   4. Steam power
3. Boilers
   1. Types
   2. Boiler subsystems
   3. Boiler operation
   4. Boiler pressure
   5. Boiler components
      1. Safety devices
      2. Water column
      3. Blowdown
      4. Chemical treatment
4. Steam Systems
   1. Operation
   2. Outside stem and yoke valves
   3. Strainers
   4. Pressure control
   5. Regulator valve operation
   6. Temperature control
      1. Heat exchangers
      2. Temperature regulation
5. Air and Condensate Control
   1. Steam trap types
   2. Steam trap testing and maintenance
   3. Air vents
   4. Condensate recovery systems
      1. Condensate pump operation
      2. Condensate pump maintenance
      3. Globe valves
      4. Check valves
6. Steam System Performance
   1. Performance measurement
   2. Effects of air
   3. Troubleshooting steam systems

EUT 104 - Overhead and Underground Systems, Hardware, and Equipment

1. Identify pole hardware and installation techniques.
2. Identify overhead conductors and use proper splicing techniques.
3. Identify various types of porcelain or polymer equipment and overhead, and underground installation techniques.
4. Demonstrate the hook up of electrical connections to overhead transformers and test for proper voltage.
5. Install underground cables, transformers, and switchgear with proper techniques.
6. Explain utility disciplines as it relates to the specific crafts.
7. Describe safety as it relates to the electric utility industry.

1. Pole Hardware
   1. Overhead conductors
   2. Down guys and risers
   3. Various  bolt, nuts, and washers
   4. Installation techniques
2. Overhead Conductors
   1. Transmission
   2. Distribution
   3. Primary and secondary
   4. Spicing techniques
3. Porcelain or Polymer Equipment
   1. Insulators
   2. Arrestors
   3. Cutouts
   4. Overhead and underground installation techniques
4. Overhead Transformers
   1. Single phase connections
   2. Three phase connections
   3. Test for voltage
5. Underground Equipment Installation
   1. Transformers
   2. Switchgear
   3. Cable
6. Electrical Utility Disciplines
   1. Lineman/cableman
      1. Climbing equipment
      2. Pole setting
   2. Substation electrician
   3. Journeyman meterman technician
   4. Electronics technician
   5. Relay technician
   6. Journeyman shop electrician
7. Safety
   1. Personal Protective Equipment (PPE)
   2. Equipment and personal grounding protection
   3. Tail board briefing
   4. Handline
      1. Makeup
      2. Use
      3. Storage

EUT 106 - Measuring Electricity

1. Identify pole hardware and installation techniques.
2. Identify transmission conductors and use proper splicing techniques.
3. Identify various types of porcelain equipment and overhead and underground installation techniques.
4. Hook up electrical connections to overhead transformers and test for proper voltage.
5. Install underground cables, transformers, and switchgear with proper techniques.

1. Pole Hardware
   1. Crossarms and braces
   2. Down guys and risers
   3. Various bolts, nuts, and washers
2. Overhead Conductors
   1. Transmission
   2. Distribution
   3. Primary and secondary
3. Porcelain Equipment
   1. Insulators
   2. Arrestors
   3. Cutouts
4. Overhead Transformers
   1. Single phase connections
   2. Three phase connections
5. Underground Equipment
   1. Transformers
   2. Switchgear
   3. Cable

EMT 089 - Skills Reinforcement for EMT 100

1. Demonstrate airway assessment and management techniques.
2. Demonstrate the proper placement and operations of an Automatic External Defibrillation for adult, child, and infant.
3. Demonstrate the use of personal protective equipment for Body Substance Isolation.
4. Demonstrate patient packaging and techniques for vehicular extrication.
5. Demonstrate proper assessment of medical patient.
6. Demonstrate proper assessment of trauma patient.

1. Introduction to Emergency Care Training
2. Scene Assessment and Response
   1. Standard precautions
   2. Hazardous materials
3. Assessment Baseline Vitals
4. Operations
   1. Ambulance
   2. Equipment
   3. Communication and documentation
   4. Extrication
5. Airway Assessment, Obstruction, and Respiratory Arrest 
   1. Practical use of airway adjuncts
   2. Practical use of oxygen therapy
6. Patient Assessment and Evaluation
   1. Triage
   2. Trauma
   3. Medical
7. Evaluation and Treatment of Injuries 
   1. Bleeding, wounds, and shock
   2. Soft tissue injury care
   3. Musculoskeletal care
8. Joint Immobilization
9. Long Bone Immobilization
10. Traction Splinting
    1. Spinal care
11. Long Spine board
12. KED’s
13. Helmet Removal
14. Evaluation and Treatment of Medical Emergencies 
    1. Poison
    2. Bites and stings
    3. Cardiac
    4. Respiratory compromise
    5. Altered loc
    6. Diabetes
    7. Acute abdominal problems
    8. Seizures
15. Emergency Childbirth 
16. Environmental Emergencies

EMT 090 - National Registry Skills Preparation

1. Explain the critical criteria for all National Registry testing.
2. Name the seven (7) testing modules of National Registry.
3. Identify the proper application of a cervical collar, and long spine board.
4. Identify proper assessment of medical patient.

1. Introduction to National Registry Testing Process
2. EMT-B Requirements in Arizona
3. Scene Safety and Body Substance Isolation (BSI)
4. Skills Stations
   1. Medical
   2. Trauma
   3. Spine board and cervical collars
   4. AED Automated External Defibrillators
   5. Oxygen administration
   6. Long bone immobilization
5. Mock Patient Scenarios and Moulage Application
6. Time in Each Station as Patient During Open Lab Day

EMT 091 - Ambulance Operations

1. Explain when and why lights and sirens are operated.
2. Demonstrate, with a partner, how to properly load and off load a patient.
3. Demonstrate safe gurney operation with and without a patient.
4. Perform CPR in a moving ambulance.
5. Describe safety requirements for operating an ambulance, with focus on driving with due regard for the safety of others.
6. Demonstrate how to safely operate an ambulance, and maneuver through an obstacle course.

1. Ambulance Operations: Code Driving, Lights, and Sirens
   1. Code 2
   2. Code 3
   3. When lights are used
   4. When siren is used
   5. Different tones
   6. Intersections
   7. Following another unit
2. Tiered Response System
   1. What is it?
   2. Types of calls for Code 2
   3. Types of calls for Code 3
3. Gurney Operations and Loading/Off Loading Patients
   1. How the gurney works
   2. Gurney color codes: what they mean
   3. Weight limits
   4. IV placement
   5. Storage
   6. Direction of the patient (head first)
   7. Trendelenburg position
   8. Positioning difficult airway patient (short of breath)
   9. CPR in the ambulance
4. Driver Training and Obstacle Course
   1. Orientation to vehicle
   2. Safety checks
      1. Fuel
      2. Lights
      3. Sirens
      4. Oil
      5. H2O
      6. Belts
      7. Equipment
   3. Starting a diesel engine
   4. Mirror checks
   5. Serpentine
   6. Backing the vehicle
   7. Acting as the patient while someone else drives (experiencing due regard) for safety
   8. Close stop (stop close to cone without assistance)
   9. Close backing (same as stop but in reverse)

EMT 100 - Emergency Medical Technology

1. Perform one and two person CPR: Adult, Child, and Infant based on the American Heart Association current standards.

2. Appropriately manage scene safety including proper placement and removal of personal protective gear in the workplace.

3. Define priorities of care and the components of a tiered response system.

4. Define the role, scope of practice. Legal and ethical responsibilities of the Emergency Medical Technician.

5. Perform and appropriately manage and stabilize patients of all ages suffering from airway obstructions, respiratory arrests, and cardiac arrest.

6. Perform and appropriately manage and stabilize patients of all ages suffering from bleeding, soft tissue injuries, burns, fractures, shock, and nervous system injuries.

1. Emergency Medical Technician Preparation
   1. Emergency medical care – origin and structure
   2. Well-being of the EMT
   3. Medical, legal and ethical issues
   4. The human body
   5. Baseline vital signs and SAMPLE history
2. Airway
   1. Obstruction
   2. Use of airway adjuncts
   3. Oxygen delivery
3. Patient Assessment
   1. Assessment
   2. Communication
      1. Communication systems and equipment
      2. Regulations and protocol for radio communication
      3. Effective communication with patients from all segments of population
      4. Psychological aspects of emergency care
   3. Documentation:  written reports
4. Evaluating Injuries: Bleeding, Wounds, and Shock
   1. Soft tissue injuries
   2. Musculo-skeletal care and fractures of the upper extremities
   3. Fractures of the pelvis, hip and lower extremities
   4. Injuries to head, neck, face, and spine
   5. Injuries to chest, abdomen, and genitalia
   6. Dressing and bandaging
   7. Spine and fracture immobilization
   8. Pneumatic counter-pressure devices (MAST)
   9. Shock: signs, symptoms, and emergency care.
5. Medical Emergencies
   1. General pharmacology
   2. Respiratory emergencies
      1. Characteristics
      2. Significance
   3. Cardiovascular emergencies
      1. Symptoms
      2. Use of automated external defibrillator (AED)
      3. General patient care
   4. Neurologic emergencies
   5. The acute abdomen
      1. Definition
      2. Symptoms
      3. Treatment
      4. Potential causes
      5. Referred pain
   6. Diabetic emergencies
      1. Two types of emergencies
      2. Patient assessment
      3. Treatment
      4. Blood glucose monitoring procedures
      5. Indications and contraindications
      6. Regulatory issues
   7. Allergic reactions, stings, and bites
      1. Causes, signs, and symptoms
      2. Anaphylaxis
      3. Interventions including the use of epinephrine auto-injectors
   8. Substance abuse and poisoning
   9. Environmental emergencies
      1. Burns
      2. Hazardous materials
      3. Drowning
   10. Behavioral emergencies
       1. Acute psychological disturbances
       2. Chronic psychological disturbances
       3. Techniques for interaction with emotionally disturbed patients
       4. Critical incidence stress debriefing
   11. Obstetrics and gynecological emergencies
       1. Childbirth in the field
       2. Breech delivery
       3. Prolapsed umbilical cord
       4. Spontaneous abortion
   12. Sudden Infant Death Syndrome SIDS
6. Transporting Patients
   1. Principles of extrication
   2. Patient packaging
   3. Lifting and moving patients
7. Ambulance Operations and Safe Driving
   1. Regulations
   2. Forms and reporting
   3. Maintenance of vehicle and equipment
   4. Emergency procedures
   5. Scene control
   6. Special scene situation
8. Disaster Management
   1. Triage
   2. WMD’s
9. Assisting with Advanced Life Support (ALS)
   1. Intravenous lines
      1. Purpose of intravenous lines and the monitoring of intravenous lines by the Emergency Medical Technician
      2. Types and sizes of intravenous cannulas, tubing, etc.
      3. Intravenous fluids the Emergency Medical Technician is approved to monitor
      4. Assessment and monitoring
      5. Trouble-shooting intravenous lines
   2. Cardiac monitoring
   3. Intubation

EMT 109 - Human Anatomy and Physiology for EMT

1. Describe the basic physiology of the body systems.
2. Utilize medical terminology within the parameters of NREMT/AZDHS.
3. Relate the main structures and functions of the body organs and systems to patient assessment, differential diagnosis (field impressions), and treatment pathways.
4. Describe basic anatomy of the body systems.
5. Compare normal basic anatomy and physiology to common pathology

1. Cellular structure and cellular metabolism
2. Hematology
   1. Red Blood Cells
   2. White blood cells
   3. Plasma Platelets
   4.  Disorders of the blood
   5.  Blood as a transport mechanism
3. Skeletal system
4. Muscular System
5. Lymphatic system
6. Nervous system
   1. Sympathetic
   2. Parasympathetic
7. Endocrine system
8. Integumentary system
9. Respiratory system
10. Cardiac/ Vascular system
    1. Electrical conduction system of the heart
11. GI system
12. Reproductive system
13. Metabolism and Homeostasis
14. Bacteria and Viruses
15. Lifespan developmental changes
    1. Anatomical changes
    2. Behavioral changes
    3. Common disease processes

EMT 110 - Emergency Medical Responder

1. Perform one and two person CPR: Adult, Child, and Infant based on the American Heart Association current standards.
2. Appropriately manage scene safety including proper placement and removal of personal protective gear in the workplace.
3. Define priorities of care and the components of a tiered response system.
4. Define the role, scope of practice. Legal and ethical responsibilities of the Emergency Medical Technician.
5.  Perform and appropriately manage and stabilize patients of all ages suffering from airway obstructions, respiratory arrests, and cardiac arrest.
6. Perform and appropriately manage and stabilize patients of all ages suffering from bleeding, soft tissue injuries, burns, fractures, shock, and nervous system injuries.
7. Perform and appropriately manage and stabilize patients of all ages suffering from medical emergencies and childbirth relate complications.

1. Preparatory
   1. The Emergency Medical Service system and the First Responder
   2. The well-being of the First Responder
   3. Legal and ethical issues for the First Responder
   4. The human body
   5. Body substance isolation
   6. Lifting and moving patients
   7. Patient management strategies
   8. Scene size-up
2. Airway
   1. Anatomy and physiology of respiration
   2. Airway and breathing management
3. Patient Assessment
   1. Overview of initial assessment
   2. The physical exam
   3. Ongoing assessment
   4. Patient transfer
4. Circulation
   1. Anatomy and physiology of circulatory system
   2. Cardiopulmonary resuscitation
   3. Shock and bleeding control
5. Illness and Injury
   1. Overview of managing medical patients
   2. Chest pain
   3. Shortness of breath
   4. Altered mental status
   5. Abdominal pain
   6. Poisoning and overdose
   7. Allergic reactions
   8. Environmental emergencies
   9. Behavioral emergencies
   10. Overview to managing trauma patients
   11. Injuries to the head and spine
   12. Muscle and bone injuries
   13. Soft tissue injuries
6. Childbirth and Children
   1. Childbirth
   2. Infants and Children
   3. Emergency Medical Service Operations
   4. Patient management strategies
   5. Scene size-up and interaction

EMT 140 - Pre-Hospital Trauma Life Support

1. Formulate a field impression for a trauma patient through a systemic approach/patient assessment.
2. Implement a field treatment plan for a trauma patient to include:
   1. Management of the airway through ventilation.
   2. Management of shock.
   3. Management of tissue and burn.
3. Recognize multi-systems trauma patients.
4. Recognize and implement a field treatment plan for mass casualty incidents.

1. Apply the principles of kinematics to enhance the patient assessment and predict the likelihood of injuries based on the patient’s mechanism of injury, address special safety criteria, and manage special operations.
2. Explain and perform the systematic approaches to patient assessment and management.
3. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for airway management, ventilation and oxygen therapy.
4. State and utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient in shock.
5. Synthesize and utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with soft tissues and burn injuries.
6. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with isolated and multi-systems trauma.
7. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving the pediatric patient.
8. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving the geriatric patient.
9. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving the obstetric patient.
10. Name and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving patients under the influence of alcohol and drugs.
11. Utilize assessment findings to formulate a field impression and implement the treatment plan for traumatic cardiac arrest.
12. Identify common communicable diseases and explain blood and body fluid precautions.
13. Examine common trends and changes in healthcare, and demonstrate the ability to integrate roles and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.

1. Introduction
   1. Definition of trauma and societal impacts
   2. Scene size-up, safety and infection control
   3. Mechanisms of injury and building on the indices of suspicion
2. Systematic Approach To Patient Assessment And Management
   1. Initial assessment and managing life threatening conditions to airway, breathing, and circulation
   2. Focused physical exam and managing potentially life-threatening injuries
3. Airway and Ventilation
   1. Anatomy and physiology
   2. Techniques for opening and clearing an airway
   3. Basic airway adjuncts
   4. Advanced airway adjuncts
   5. Invasive procedures for airway and ventilation
   6. Ventilation and oxygen therapy
4. Shock                
   1. Definition, stages and signs and symptoms of shock.
   2. Shock classifications and assessment and management-specific criteria for the different classifications of shock.
   3. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the shock patient.
5. Soft Tissues And Burn Injuries
   1. Definition, mechanisms, and classifications
   2. Assessment and management-specific criteria for the different classifications of soft tissue and burn injuries.
   3. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the burn patient.
6. Isolated And Multi-Systems Trauma
   1. Head and facial injuries
   2. Spinal cord injuries
   3. Thoracic trauma
   4. Abdominal-pelvic injuries
   5. Musculo-skeletal trauma
   6. Multi-systems trauma
   7. Medical insult and trauma
   8. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the burn patient.
7. Pediatric Trauma
   1. Communications and the historian
   2. Physical, psychological, and social considerations
   3. Anatomical features and assessment considerations
   4. Common injuries and their management
   5. Child safety restraint systems
8. Geriatric Trauma
   1. Pathophysiology of aging
   2. Assessment and management considerations
   3. Rapid survey and the focused exam
9. Obstetrical Trauma
   1. Maternal and fetal anatomy and physiology
   2. Compensatory mechanisms for the injured mother and fetus
   3. Assessment and management considerations
   4. Types of injury and their management
10. Trauma Patients Under The Influence Of Alcohol And Drugs
    1. Physiological and behavioral complications
    2. Assessment and management considerations
11. Traumatic Cardiopulmonary Arrest
    1. Priority in care and communications
    2. Assessment and management considerations
12. Infectious Diseases And Prevention Of Transmission
    1. Airborne Diseases
    2. Blood borne diseases
    3. Body substance isolation and infection control
13. Integration
    1. Current trends and changes
    2. Demonstration of skills and knowledge competencies

EMT 141 - Pre-Hospital Trauma Life Support Refresher

1. Apply the principles of kinematics to enhance the patient assessment and predict the likelihood of injuries based on the patient’s mechanism of injury, address special safety criteria, and manage special operations.
2. Explain and perform the systematic approaches to patient assessment and management.
3. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for airway management, ventilation and oxygen therapy.
4. State and utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient in shock.
5. Synthesize and utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with soft tissues and burn injuries.
6. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with isolated and multi-systems trauma.
7. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving the pediatric patient.
8. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving the geriatric patient.
9. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving the obstetric patient.
10. Name and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving patients under the influence of alcohol and drugs.
11. Utilize assessment findings to formulate a field impression and implement the treatment plan for traumatic cardiac arrest.
12. Identify common communicable diseases and explain blood and body fluid precautions.
13. Examine common trends and changes in healthcare, and demonstrate the ability to integrate roles and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.

1. Pre-Hospital Life Support
   1. Definition of trauma and societal impacts
   2. Scene size-up, safety and infection control
   3. Mechanisms of injury and building on the indices of suspicion
2. Systematic Approach to Patient Assessment and Management
   1. Initial assessment and managing life threatening conditions to airway, breathing, and circulation
   2. Focused physical exam and managing potentially life-threatening injuries
3. Airway and Ventilation
   1. Anatomy and physiology
   2. Techniques for opening and clearing an airway
   3. Basic airway adjuncts
   4. Advanced airway adjuncts
   5. Invasive procedures for airway and ventilation
   6. Ventilation and oxygen therapy
4. Shock                
   1. Definition
   2. Stages and signs and symptoms of shock.
   3. Shock classifications and assessment and management-specific criteria for the different classifications of shock.
   4. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the shock patient.
5. Soft tissues and Burn Injuries
   1. Definition, mechanisms, and classifications
   2. Assessment and management-specific criteria for the different classifications of soft tissue and burn injuries.
   3. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the burn patient.
6. Isolated and Multi-Systems Trauma
   1. Head and facial injuries
   2. Spinal cord injuries
   3. Thoracic trauma
   4. Abdominal-pelvic injuries
   5. Musculo-skeletal trauma
   6. Multi-systems trauma
   7. Medical insult and trauma
   8. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the burn patient.
7. Pediatric Trauma
   1. Communications and the historian
   2. Physical, psychological, and social considerations
   3. Anatomical features and assessment considerations
   4. Common injuries and their management
   5. Child safety restraint systems
8. Geriatric Trauma
   1. Pathophysiology of aging
   2. Assessment and management considerations
   3. Rapid survey and the focused exam
9. Obstetrical Trauma
   1. Maternal and fetal anatomy and physiology
   2. Compensatory mechanisms for the injured mother and fetus
   3. Assessment and management considerations
   4. Types of injury and their management
10. Trauma Patients Under the Influence of Alcohol and Drugs
    1. Physiological and behavioral complications
    2. Assessment and management considerations
11. Traumatic Cardiopulmonary Arrest
    1. Priority in care and communications
    2. Assessment and management considerations
12. Infectious Diseases and Prevention of Transmission
    1. Airborne diseases
    2. Blood borne diseases
    3. Body substance isolation and infection control
13. Integration
    1. Current trends and changes
    2. Demonstration of skills and knowledge competencies

EMT 155 - Advanced Medical Life Support (AMLS) Provider

1. Perform a pragmatic approach and systematic format regarding medical patient assessment.
2. Implement patient management through formulation of a general impression.
3. Determine the patient’s stability.
4. Explore the possibilities of differential diagnoses and treatment plans.

1. Given an assessment of the medical patient scenario, the participant will be able to apply critical thinking skills to integrate pathophysiology with assessment and history findings to determine actual and potential patient problems, differential diagnoses, and management strategies. 
   1. Demonstrate with proficiency an appropriate, safe scene size up.
   2. Differentiate treatment and transport criteria for stable and unstable adult patients with medical complaints.
   3. Obtain a comprehensive patient assessment using appropriate interviewing techniques.
   4. Demonstrate the ability to recognize and explain different pathophysiology responses found during the comprehensive assessment of patients with medical complaints.
   5. Describe the rationale for assessment modifications used for the elderly patient.
   6. Describe the rationale for assessment modifications used for the elderly patient.
   7. Demonstrate an efficient, focused physical examination technique for evaluating patients with neurological, respiratory, cardiac, and abdominal complaints.
2. Given an airway management, ventilation, and oxygen therapy scenario, the participant will be able to apply critical thinking skills to integrate pathophysiology with assessment and history findings to determine actual and potential problems, differential diagnoses, and management strategies.
   1. Demonstrate with proficiency an appropriate, safe scene size up.
   2. Demonstrate the ability to recognize patient presentations that require the need for aggressive airway management.
   3. Identify different clinical situations that determine utilization of a variety of options for airway management devices.
   4. Explain the indications and contra-indications for each airway management technique or device.
   5. Demonstrate with proficiency the appropriate use of airway management techniques that include: oral tracheal intubation, nasal tracheal intubation, rapid sequence intubation, digital intubation, lighted stylet intubation, alternative airway devices ( PtL, Combitube, LMA) and surgical airway alternatives.
3. Given a hypoperfusion (shock) scenario, the participant will be able to apply critical thinking skills to integrate pathophysiology with assessment and history findings to determine actual and potential problems, differential diagnoses, and management strategies.
   1. Demonstrate with proficiency an appropriate, safe scene size up.
   2. Identify differences in patient presentations in compensated, progressive, irreversible shock.
   3. Use, with proficiency, a comprehensive assessment technique to identify differences in patient presentations and management strategies for hypovolemic, obstructive, distributive, and cardiogenic shock.
   4. Identify and explain different pathophysiological responses found during the comprehensive assessment of patients exhibiting hypovolemic, obstructive, distributive, and cardiogenic shock.
   5. Develop management alternatives for probable differential diagnoses of hypoperfusion to include as needed: airway management, respiratory and/or ventilatory support, fluid therapy, pharmacological support, and transportation to an appropriate facility.
4. Given a dyspnea scenario, the participant will be able to apply critical thinking skills to integrate pathophysiology with assessment and history findings to determine actual and potential problems, differential diagnoses, and management strategies.
   1. Demonstrate with proficiency an appropriate, safe scene size up.
   2. Identify differences in patient presentation and management strategies for patients that exhibit respiratory distress and respiratory failure.
   3. Determine and explain with accuracy different pathophysiological responses found during the comprehensive assessment of patients exhibiting airway obstruction, asthma, chronic obstructive pulmonary disorder (COPD), pneumonia, pleural effusion, tension Pneumothorax, pulmonary embolism, pleuritis, ARDS, CHF, AMI, neuromuscular dystrophies, hyperthyroidism, and psychogenic etiologies.
   4. Use a comprehensive assessment technique to identify differences in patient presentations and management strategies for airway obstruction, asthma, chronic obstructive pulmonary disorder (COPD), pneumonia, pleural effusion, tension Pneumothorax, pulmonary embolism, pleuritis, ARDS, CHF, AMI, neuromuscular dystrophies, hyperthyroidism, and psychogenic etiologies.
   5. Develop management alternative for probable differential diagnoses of dyspnea to include as needed: airway management, respiratory and/or ventilatory support, fluid therapy, pharmacological support, and transportation to an appropriate facility.
5. Given a chest pain scenario, the participant will be able to apply critical thinking skills to integrate pathophysiology with assessment and history findings to determine actual and potential problems, differential diagnoses, and management strategies.
   1. Demonstrate with proficiency an appropriate, safe scene size up.
   2. Identify differences in patient presentation and management strategies for patients that exhibit AMI, unstable angina, aortic dissection, pulmonary embolism, esophageal disruption, cardiac tamponade, pericarditis, costochondritis, gastrointestional disease, and mitral valve prolaspe.
   3. Determine and explain with accuracy different pathophysiological responses found during a comprehensive assessment of patients exhibiting AMI, unstable angina, aortic dissection, pulmonary embolisim, esophageal disruption, cardiac tamponade, pericarditis, costochondritis, gastrointestional disease, and mitral valve prolapse.
   4. Develop management alternatives for probable differential diagnoses of chest pain to include as needed: airway management, respiratory and/or ventilatory support, fluid therapy, pharmacological support, and transportation to an appropriate facility.
6. Given an altered mental status scenario, the participant will be able to apply critical thinking skills to integrate pathophysiology with assessment and history findings to determine actual and potential problems, differential diagnoses, and management strategies.
   1. Demonstrate with proficiency an appropriate, safe scene size up.
   2. Identify differences in patient presentation and management strategies for patients that exhibit a cerebral vascular accident (CVA), transient ischemic attack (TIA), cranial infections, cranial tumors, diabetes mellitus, hyperglycemic hyperosmolar nonketotic syndrome, hepatic encephalopathy, uremic encephalopathy, electrolyte imbalances, acidodsis and alkalosis, thyroid disorders, Wernicke’s encephalopathy, Korsakoff’s psychosis, toxicologic encephalopathy, and environmental etiologies.
   3. Identify and explain with accuracy different pathological responses found during the comprehensive assessment of patients exhibiting a cerebral vascular accident (CVA), transient ischemic attack (TIA), cranial infections, cranial tumors, diabetes mellitus, hyperglycemic hyperosmolar nonketotic syndrome, hepatic encephalopathy, uremic encephalopathy, electrolyte imbalances, acidodsis and alkalosis, thyroid disorders, Wernicke’s encephalopathy, Korsakoff’s psychosis, toxicologic encephalopathy, and environmental etiologies.
   4. Develop management alternatives for probable differential diagnoses of alter mental status to include as needed airway management, respiratory and/or ventilatory support, fluid therapy, pharmacological support, and transportation to an appropriate facility.
7. Given a seizures and seizure disorders scenario, the participant will be able to apply critical thinking skills to integrate pathophysiology with assessment and history findings to determine actual and potential problems, differential diagnoses, and management strategies.
   1. Demonstrate with proficiency an appropriate, safe scene size up.
   2. Identify differences in patient presentation and management strategies for patients that exhibit generalized, simple or partial complex seizures, status epilepticus, metabolic disorders, and infectious diseases.
   3. Identify and explain with accuracy different pathophysiological responses found during a comprehensive assessment of patients exhibiting generalized simple or partial complex seizures, status epilepticus, metabolic disorders, and infectious diseases.
   4. Develop management alternatives for probable differential diagnoses of alter mental status to include as needed airway management, respiratory and/or ventilatory support, fluid therapy, pharmacological support, and transportation to an appropriate facility.
8. Given an acute abdominal pain and GI bleeding scenario, the participant will be able to apply critical thinking skills to integrate pathophysiology with assessment and history findings to determine actual and potential problems, differential diagnoses, and management strategies.
   1. Demonstrate with proficiency an appropriate, safe scene size up.
   2. Identify differences in patient presentation and management strategies for patients that exhibit right and left hypochondriac, epigastric, umbilical, hypogastric, aortic aneurysm, gastric-esophageal reflux disease (GERD), and right and left iliac region etiologies.
   3. Identify differences in patient presentation and management strategies for patients that exhibit right and left hypochondriac, epigastric, umbilical, hypogastric, aortic aneurysm, gastric-esophageal reflux disease (GERD), and right and left iliac region etiologies.
   4. Identify and explain with accuracy different pathophysiological responses found during a comprehensive assessment of patients exhibiting right and left hypochondriac, epigastric, umbilical, hypogastric, aortic aneurysm, gastric-esophageal reflux disease (GERD), and right and left iliac region etiologies.
   5. Identify anatomical locations that are at risk for gastrointestinal bleeding.
   6. Determine and explain with accuracy different pathophysiological responses found during a comprehensive assessment of patients exhibiting presentations and predisposing conditions to gastrointestional bleeding.
   7. Develop management alternatives for probable differential diagnoses of acute abdominal pain and gastrointestinal bleeding to include as needed: airway management, respiratory and/or ventilatory support, fluid therapy, pharmacological support, and transportation to an appropriate facility.
9. Given a syncope scenario, the participant will be able to apply critical thinking skills to integrate pathophysiology with assessment and history findings to determine actual and potential problems, differential diagnoses, and management strategies.
   1. Demonstrate with proficiency an appropriate, safe scene size up.
   2. Identify differences in patient presentation and management strategies for patients that exhibit vasovagal and vasopressor syncope, orthostatic hypotension, and metabolic and neurologic syncope etiologies.
   3. Identify and explain with accuracy different pathophysiological responses found during a comprehensive assessment of patients exhibiting vasovagal and vasopressor syncope, orthostatic hypotension, and metabolic and neurologic syncope etiologies.
   4. Develop management alternatives for probable differential diagnoses of syncope to include as needed: airway management, respiratory and/or ventilatory support, fluid therapy, pharmacological support, and transportation to an appropriate facility.
10. Given a headache, nausea, and vomiting scenario, the participant will be able to apply critical thinking skills to integrate pathophysiology with assessment and history findings to determine actual and potential problems, differential diagnoses, and management strategies.
    1. Demonstrate with proficiency an appropriate, safe scene size up.
    2. Identify differences in patient presentation and management strategies for patients that exhibit tension headaches, migraine, subarachnoid and intracerebral hemorrhage, subdural hematoma, meningitis, pre-eclampsia, carbon monoxide poisoning, and brain abscess, nausea, and vomiting.
    3. Identify and explain with accuracy different pathophysiological responses found during a comprehensive assessment of patients exhibiting tension headaches, migraine, subarachnoid and intracerebral hemorrhage, subdural hematoma, meningitis, pre-eclampsia, carbon monoxide poisoning, and brain abscess, nausea, and vomiting.
    4. Develop management alternatives for probable differential diagnoses of headache, nausea, and vomiting to include as needed: airway management, respiratory and/or ventilatory support, fluid therapy, pharmacological support, and transportation to an appropriate facility.

1. Assessment of the Medical Patient
   1. Components of the medical assessment
   2. Dispatch information
   3. Scene size-up
   4. Physiologically stable or unstable criteria
   5. Initial assessment
   6. Focused history and physical exam
   7. Possibilities to probabilities: forming a differential field diagnosis
   8. Detailed exam
   9. Ongoing assessment
2. Airway Management, Ventilation, and Oxygen Therapy
   1. Anatomy and physiology
   2. Oxygen supplementation
   3. Airway management
3. Ventilation Equipment and Techniques
   1. Tracheal Intubation
   2. Equipment
4. Alternative Methods of Intubation
   1. Alternative airway devices
   2. Surgical techniques of airway control
   3. Rapid sequence intubation
   4. Guidelines for airway and ventilation support
5. Access and Medication Administration
   1. Medication administration
   2. Medication administration methods
   3. Venous access
   4. Intraosseous infusion
   5. Delivering medications by injection
   6. Other methods of medication administration
6. Hypoperfusion (Shock)
   1. Defining hypoperfusion and shock
   2. Anatomy and physiology of tissue perfusion
   3. Pathophysiology of shock
   4. Differential diagnosis
   5. Assessment priorities
   6. Management priorities
7. Dyspnea, Respiratory Distress, or Respiratory Failure
   1. Anatomy and physiology
   2. Determining the severity of respiratory distress or failure
   3. Differential diagnosis and management priorities
8. Chest Discomfort or Pain
   1. Anatomy and physiology
   2. Initial approach to chest discomfort or pain
   3. Differential diagnoses and management priorities     
   4. Altered mental status
   5. The pathophysiology of altered mental status
   6. General assessment and management of altered mental status
   7. Differential diagnosis: intracranial causes of altered mental status
   8. Differential diagnosis: extra-cranial causes of altered mental status
9. Acute Abdominal Pain
   1. Anatomy and physiology of the abdomen
   2. Pathophysiology of the abdomen
   3. Differential diagnosis
   4. Assessment
   5. Treatment
10. Gastrointestional Bleeding
    1. Anatomy, physiology, and pathophysiology
    2. Characteristics of blood in the GI tract
    3. Assessment
    4. Treatment
11. Seizures and Seizure Disorders
    1. Anatomy and physiology of the brain
    2. Classification and terminology
    3. Pathophysiology
    4. Differential diagnosis
    5. Assessment and management priorities
12. Syncope
    1. Pathophysiology
    2. Mechanism of syncope
    3. Patient assessment and differential diagnosis
    4. Prehospital management
13. Headache, Nausea, and Vomiting
    1. Headache
    2. Nausea and Vomiting
14. Putting It All Together:  Scenarios
    1. Difficulty breathing
    2. Difficulty breathing
    3. Shock
    4. Shock
    5. Abdominal pain
    6. Altered mental status
    7. Altered mental status
    8. Chest pain
    9.     Sudden onset paraplegia
    10. Unconscious women

EMT 159 - Cardiopulmonary Resuscitation: Healthcare Provider

1. Define the disease states and risk factors, which can lead to cardiac arrest, respiratory arrest, and stroke.
2. Demonstrate the assessment and management of a foreign body airway obstruction in the infant, child and adult patient.
3. Demonstrate the assessment and management of respiratory arrest in the infant, child and adult patient.
4. Demonstrate the assessment and management of cardiac arrest in the infant, child and adult patient.

1. Identify the major body systems associated with respiration and central circulation.
2. Define the disease states and risk factors, which can lead to cardiac arrest, respiratory arrest, and stroke.
3. Restate the signs and symptoms of a heart attack.
4. Explain how to activate the Emergency Medical Services System.
5. List several ways to “child proof” the home to prevent childhood injury.
6. Discuss injury prevention for infants and children.
7. Demonstrate the assessment and management of a foreign body airway obstruction in the infant, child and adult patient.
8. Demonstrate the assessment and management of respiratory arrest in the infant, child and adult patient.
9. Demonstrate the assessment and management of cardiac arrest in the infant, child and adult patient.

1. Cardiopulmonary Resuscitation (CPR) Steps
   1. When to start CPR
   2. When to give breaths, including with barrier devices
   3. When to check for a pulse
   4. How to give compressions at the proper depth and rate and with complete chest recoil
   5. When to use an Automated External Defibrillator (AED)
2. Signs and actions for severe airway obstruction
   1. Responsive victims
   2. Unresponsive victims
3. Links in the Chain of Survival and Importance
   1. Activating the appropriate emergency response system
   2. Performing CPR
   3. Providing early defibrillation
   4. Ensuring the arrival of early advanced care by activating the appropriate emergency response system
4. Signs of 4 Common Life-Threatening Emergencies in Adults
   1. Cardiac arrest
   2. Choking
   3. Stroke
   4. Heart attack
5. Injury Prevention
   1. Infants
   2. Children
6. Manikin Demonstration of Foreign Body Airway Obstruction
   1. Assessment
   2. Management
7. Manikin Demonstration of Rescue Breathing
   1. Infants
   2. Children
   3. Adult patient
8. Manikin Demonstration of CPR
   1. Infants
   2. Children
9. Manikin Demonstration of the Adult Patient
   1. One CPR
   2. Two rescue CPR

EMT 170 - Advanced Life Support Operations

1. Demonstrate the ability to assess victims of crash incidents.
2. Demonstrate the ability to extricate victims of crash incidents.
3. Demonstrate the ability to care for victims of crash incidents.
4. Utilize the following management skills;
   1. scene size-up
   2. disentanglement
   3. victim stabilization for single and multi-victim situations
   4. hazardous materials incident
   5. integration of local emergency medical services (EMS) for patient assessment and management standard operating procedures to selected victim scenarios.

1. Identify current local and state standards which influence ambulance design, equipment requirements, and staffing of ambulances.
2. List the guidelines and standards that help ensure safe and effective ground and air medical transport.
3. Identify the principles of general incident management techniques in order to function effectively at major incidents.
4. Describe the role and function of command managing a major medical incident.
5. Differentiate and list the types of TRIAGE levels.
6. Define Critical Incident Stress Management.
7. List the principles of rescue awareness and operations to safely rescue a patient from water, hazardous atmospheres, trenches, highways, and hazardous terrain.
8. Identify hazardous materials emergencies.
9. Identify the poisonous gases commonly found in confined spaces.
10. Describe the human hazard of crime and violence and the safe operation at crime scenes and other emergencies.

1. Ambulance Operations
   1. Ambulance standards, statutes, and operations
   2. Checking ambulances
   3. Ambulance stationing
   4. Safe ambulance operation
2. Utilizing Air Medical Transport
   1. Types
   2. Advantages
   3. Disadvantages
   4. Activation
   5. Indications
   6. Patient transfer
3. Medical Incident Command System (ICS)
   1. Need for ICS
   2. FEMA ICS
   3. ICS elements
      1. Command
      2. Finance
      3. Logistics
      4. Operations
      5. Planning
      6. Role and functions of command
      7. Group or sector functions
   4. Preplanning
   5. Drills and critiques
4. On-scene Physicians in Multiple Causality Incident (MCI) Management
   1. Triage
      1. Principles
      2. Techniques
   2. Treatment
   3. Medical direction
5. Critical Incident Stress Management (CISM) and MCIs
   1. CISM in personnel exposed to major events
   2. CISM debriefing
   3. Access to defusing during the MCI
   4. Role of debriefing for an MCI
   5. Access to debriefing
6. Role of ALS in Rescue Operations
   1. Definition of rescue
   2. Phases of a rescue operation
7. Rescuer Personal Protective Equipment (PPE)
   1. Rescuer protection
   2. Head, eye, hearing, hand, and foot protection
   3. Flame and flash protection
   4. Personal flotation devices (PFD)
   5. Visibility
   6. Extended, remote or wilderness protection
8. Surface Water Rescue
   1. Moving water and common hazards
   2. Flat water
   3. Water temperature
   4. Cold protective response
   5. Scenario options for water rescue training
9. Hazardous Atmospheres
   1. Oxygen deficient environments
   2. Confined spaces
   3. Safe entry
   4. Trenches and cave-ins
10. Hazardous Terrain
    1. Types of hazardous terrain
    2. Patient access in hazardous terrain
    3. Patient packaging
    4. Patient movement
    5. Use of helicopters in hazardous terrain rescue
11. Highway Operations
    1. Hazards in highway operations
    2. Auto anatomy
    3. Rescue strategies
    4. Vehicle rescue
       1. Stabilization of vehicles
       2. Gaining access
       3. Package and extricate simulated patients
       4. Hydraulic equipment
    5. Assessment procedures
12. Role of ALS in Hazardous Materials Response
    1. Toxicologic risk
    2. Decontamination methods and approaches
       1. Purpose
       2. Environmental considerations
       3. Methods
       4. Decision-making
    3. Treatment
    4. Transportation
    5. NFPA levels of response
    6. Monitoring
13. Hazardous Materials Size-up
    1. Identification
    2. Issues
14. Contamination and Toxicology Review
    1. Types of contamination
    2. How poisons are absorbed
    3. Cycle of poison actions
    4. Poison actions
    5. Treatment
15. Medical Monitoring and Rehabilitation
16. Hazard Awareness Control and Avoidance
    1. Determining the need
    2. Approach to the scene
    3. Specific dangerous scenes
    4. Violent groups and situations
17. Tactical Considerations for Safety and Patient Care
    1. Tactics for safety
    2. Tactical patient care
18. Emergency Medical Services (EMS) at Crime Scenes
    1. Definition
    2. Evidence
    3. Preserving evidence
    4. Documentation

EMT 205 - ALS Pharmacology and Medication Administration

1. Describe basic pharmacological background.
2. Describe the actions of drugs, regulations, and human body systems.
3. Define pharmacokinetics.
4. Show evidence of understanding how to do drug calculations.

1. Differentiate among the chemical, generic, and trade names of a drug.
2. List the four main sources of drug products.
3. Describe how drugs are classified.
4. Discuss standardization of drugs.
5. Discuss special consideration in drug treatment with regard to pregnant, pediatric, and geriatric patients.
6. Discuss the ALS professional’s responsibilities and scope of management pertinent to the administration of medications.
7. List and describe general properties of drugs.
8. List and differentiate routes of drug administration.
9. List and differentiate the phases of drug activity, including the pharmaceutical, pharmacokinetic, and pharmacodynamic phases.
10. List and describe drugs that the ALS professional may administer according to local protocol.
11. Identify the mathematical principles used in pharmacology.
12. Differentiate temperature readings between the Centigrade and Fahrenheit scales.
13. Describe the indications, equipment needed, technique used, precautions, and general principles of peripheral venous or external jugular cannulation.
14. Discuss legal aspects affecting medication administration.
15. Discuss the “six rights” of drug administration and correlate these with the principles of medication administration.
16. Describe medical asepsis and the differences between clean and sterile techniques.
17. List the uses of antiseptics and disinfectants.
18. Describe body substance isolation.
19. Describe the equipment needed, techniques used, complications, and general principles for the preparation and administration of Parenteral medications.
20. Describe the purpose, equipment needed, techniques used, complications, and general principles for obtaining a blood sample.
21. Identify the steps to disposal of contaminated items and sharps.

1. Historical Trends in Pharmacology
2. Pharmacology: Names of Drugs
   1. Chemical name
   2. Generic name
   3. Trade name
   4. Official name
3. Sources of Drugs
   1. Plants
   2. Animals
   3. Minerals
   4. Chemical
4. United States Legislation Impact: Schedule of Controlled Substances
   1. Schedule I
   2. Schedule II
   3. Schedule III
   4. Schedule IV
   5. Schedule V
5. Other Drug Areas
   1. Standardization of drugs
   2. Investigational drugs
   3. Special considerations in drug therapy
   4. Pregnancy
   5. Pediatric patients
   6. Geriatric patients
   7. Scope of management
6. Autonomic Pharmacology
   1. Nervous system
   2. Peripheral nervous system
   3. Autonomic nervous system
   4. Sympathetic influences
   5. Neurochemical transmission
7. Properties, Forms, Routes, Mechanism, and Pharmacokinetics
   1. General properties of drugs
   2. Drug forms
   3. Liquid
   4. Solid
   5. Gas
   6. Routes of drug administration
      1. Inhalation
      2. Parenteral
      3. Endotracheal
   7. Mechanism of drug action
   8. Pharmacokinetics
      1. Absorption
      2. Distribution
      3. Biotransformation
      4. Excretion
8. Other Drug Areas
   1. Classifications of drugs
   2. Mathematical equivalents used in pharmacology
      1. Metric system
      2. Fahrenheit scale
      3. Celsius scale
      4. Converting between Fahrenheit and Celsius
   3. Calculating drug dosages
      1. Methods
      2. Dosages
   4. Medical direction
   5. Principles of medication administration
      1. Responsibility
      2. “six rights”
   6. Medical Asepsis
   7. Universal precautions and Body Substance Isolation (BSI) in medication administration
   8. Venous access
      1. Intravenous cannulation
      2. Intraosseous
   9. Medication administration by the inhalation route
   10. Enteral medication administration
   11. Parental administration of medications
   12. Obtaining a blood sample
   13. Disposal of contaminated items and sharps

EMT 214 - ALS Advanced Special Considerations

1. Demonstrate the advanced life support skills approach to emergency care of the emotionally disturbed.
2. Recognize the emotional aspects in an emergency situation with a special needs patient.
3. Demonstrate the steps to approach patients with special considerations.
4. Identify psychiatric emergencies and techniques of management.

1. Define behavior and distinguish between normal and abnormal behavior.
2. Discuss the prevalence of behavior and psychiatric disorders.
3. Discuss the psychopathology of behavioral and psychiatric disorders.
4. List and describe the categories of abuse.
5. Describe the characteristics associated with the profile of the typical abuser of a spouse, elder, child, or sexual assault.
6. Identify community resources that are able to assist victims of abuse and assault.
7. Differentiate the various etiologies and types of hearing impairments.
8. Describe mental illnesses.
9. Describe the various etiologies and types of speech impairments.
10. List pathologies and complications typical to home care patients.
11. Discuss the rights of the terminally ill.

1. Behavioral and Psychiatric Disorders
   1. Behavior
   2. Epidemiology
   3. Psychopathology
   4. Assessment
   5. Specific behavioral and psychiatric disorders
      1. Cognitive disorders
      2. Schizophrenia
      3. Anxiety disorders
      4. Mood disorders
      5. Substance related disorders
      6. Somatoform disorders
      7. Factitious disorders
      8. Dissociative disorders
      9. Eating disorders
      10. Impulse control disorders
      11. Personality disorders
   6. Special behavioral problems
      1. The suicidal patient
      2. The violent patient
      3. Behavioral problems in children
2. Abuse and Assault
   1. Epidemiology
   2. The battered spouse
      1. Battered women
      2. Battered men
      3. Homosexual relationships
      4. Identifying the battered patient
      5. Approaching the battered patient
      6. Legal considerations
      7. Victim-witness assistance programs
   3. The abused elder
   4. The abused child
      1. Overview
      2. Characteristics of abusers
      3. Characteristics of the abused child
      4. Physical examination
   5. Sexual assault
      1. Overview
      2. Legal aspect of sexual assault
      3. Characteristics of sexual assault
      4. Psychosocial aspect of care
      5. The child victim
3. Patients with Special Challenges
   1. Physical challenges
      1. Hearing impairments
      2. Visual impairments
      3. Speech impairments
      4. Obesity
      5. Paraplegia and quadriplegia
      6. Other physically challenged patients
   2. Mental challenges
      1. Mental illness
      2. Developmental disabilities
      3. Emotional impairments
      4. Emotional and Mental Impairments (EMI)           
   3. Pathological challenges
      1. Arthritis
      2. Cancer (malignant tumor)
      3. Cerebral palsy
      4. Cystic fibrosis (mucoviscidosis)
      5. Multiple sclerosis
      6. Muscular dystrophy
      7. Poliomyelitis
      8. Patients with previous head injuries
      9. Spina bifida
      10. Myasthenia gravis
   4. Culturally diverse patients
      1. Variables
      2. Recognition
      3. Accommodations
   5. Terminally ill patients
      1. Variables
      2. Accommodations
   6. Patients with communicable diseases
      1. Review of etiologies
      2. Accommodations
   7. Financial challenges
4. Acute Interventions for the Chronic Care Patient
   1. Epidemiology of home care
   2. Types of home care patients
   3. General system pathophysiology
   4. Assessment
   5. Management and treatment plan
   6. Specific acute home health situations
      1. Inadequate respiratory support
      2. Acute cardiovascular and vascular access
      3. Gastrointestinal and genitourinary (gi/gu) crisis
      4. Acute infections
      5. Maternal and child
      6. Hospice and comfort care

EMT 218 - Paramedic National Registry Preparation

1. Demonstrate the cognitive (knowledge) learning domains while performing all patient care assessments and therapeutic modalities.
2. Demonstrate the psychomotor (skills) learning domains while performing all patient care assessments and therapeutic modalities.
3. Demonstrate the affective (behavior) learning domains while performing all patient care assessments and therapeutic modalities.

1. Describe the procedures that National Registry uses to test Paramedics.
2. List the subject areas included in the National Registry written test.  
3. Perform an assessment, identify, and treat a trauma victim.
4. Complete oral board medical patient scenarios.
5. Initiate and maintain an advanced airway on an adult mannequin.
6. Identify cardiac rhythms and implement the appropriate treatment during static and dynamic cardiac station.
7. Initiate an IV on a mannequin and administer a medication bolus.
8. Obtain and maintain an advanced airway on a pediatric mannequin.
9. Initiate an Intra Osseous (I.O.) line on a pediatric mannequin.
10. Package for transport a supine and seated simulated patient having cervical and spinal injuries.
11. Identify and treat bleeding, wounds, and shock on a simulated patient.

1. National Registry Overview
   1. Certification requirements
   2. Re-certification
   3. Written exam
   4. Practical exams
   5. Re-testing
2. Trauma Assessment
   1. Scene safety
   2. Transport decision
   3. Treatment
3. Oral Board Medical Assessment
   1. Scene safety
   2. Transport decision
   3. Treatment
4. Ventilatory Management
   1. Endotracheal intubation
   2. Dual lumen intubation
5. Cardiac Management
   1. Static
   2. Dynamic
6. IV and Medication Skills
   1. Establishment of patent IV
   2. Administration of appropriate medication
7. Pediatric Skills
   1. Intra Osseous ( I.O.)
   2. Ventilatory management
8. Random Skills
   1. Supine spinal immobilization
   2. Seated spinal immobilization
   3. Bleeding, wounds and shock

EMT 219 - ALS Foundations

1. Identify the roles and responsibilities of an Emergency Medical Technician.
2. Identify the Emergency Medical Services (EMS) components to include:
   1. Well-being
   2. Illness and injury prevention
   3. Ethics
   4. Medical and legal considerations.
3. Identify the credentialing and regulatory organizations within the industry.
4. Identify the components of initial and continuing education requirements.

1. Describe the role of the ALS professional today as compared to the “ambulance driver” of yesterday.
2. Describe key historical events that influenced the development of National Emergency Medical Services (EMS) systems.
3. List the EMS provider levels.
4. Identify the benefits of national EMS group involvement.
5. Explain the components of education, both initial and continuing, for ALS professionals.
6. Describe the recognized levels of EMS training and education leading to licensure and certification in Arizona.
7. Describe the attributes of professionalism that are applied to the role of ALS professional.
8. Identify the responsibilities of the ALS professional.
9. Describe the role of the EMS physician in providing medical direction.
10. Identify a system for continually evaluating and improving care.
11. Analyze the role of continuous quality improvement with respect to continuing medical education and research.
12. Identify the three components of wellness.
13. Define Critical Incident Stress Management (CISM).
14. Describe the common needs when dealing with death and dying.
15. Identify ways to prevent disease transmission.
16. Identify and define terms used with epidemiology.
17. Describe the leadership activities of the ALS professional.
18. Identify the legal issues involved in the decision not to transport a patient.
19. Synthesize ethical concepts and apply to different environments.

1. Introduction
   1. Role of the ALS professional today
   2. Professional activities
   3. Roles and responsibilities
2. Current EMS System
   1. Network of coordinated services
   2. Work as a unified whole
   3. Standards of an EMS system
   4. EMS system operation
   5. EMS provider levels
3. National EMS Group Involvement
   1. Development, education, and implementation of EMS
   2. Benefits of involvement
   3. Roles of various EMS standard setting groups
   4. Licensure
   5. Certification
   6. Registration
   7. Education
   8. Professionalism
   9. System Quality: Continuous Improvement
4. Medical Direction
   1. Services provided
   2. Physician extension
   3. Physician authority
   4. Role of the EMS physician
   5. Benefits of medical direction
   6. Interacting with a physician on scene
5. EMS Research
   1. Benefits of research
   2. Basic principles
   3. Conducting research
   4. Examples
   5. EMS providers and their role in data collection
   6. Evaluating and interpreting research
6. Wellness
   1. Components
   2. Implementing lifestyle changes
   3. Enhancing personal wellness
7. Stress
   1. Phases of stress response
   2. Triggers of stress response
   3. Physiological and psychological effects
   4. Causes of stress in EMS
   5. Reactions to stress
   6. Stress management techniques
   7. Critical incident stress management (CISM)
8. Dealing with Death, Dying, Grief and Loss
   1. Patient and family needs
   2. ALS Professional needs
   3. Developmental considerations
9. Preventing Disease Transmission
   1. Terminology
   2. Common sources of exposure
   3. Protection from air/ blood borne pathogens
   4. Periodic risk assessment
   5. Documenting and managing an exposure
10. Resuscitation Issues
    1. Withholding and stopping resuscitation
    2. Advance directives
    3. Potential organ donation
    4. Death in the field
11. Documentation
    1. Importance
    2. Patient care report
    3. Patient’s hospital record
    4. Maintaining appropriate records
12. Ethics Overview
    1. Ethics defined
    2. Answering ethical questions
    3. The need for an out-of-hospital ethical code
    4. Ethical impact on individual practice
    5. Ethical impact on institutional practice
    6. Ethical dilemmas
    7. Ethical tests in healthcare
    8. Ethical issues in contemporary paramedic practice

EMT 221 - ALS Airway and Ventilation

1. Identify the anatomy of the respiratory system at differing ages.
2. Identify the respiratory system physiology at different ages.
3. Demonstrate age specific techniques and procedures in order to establish and/or maintain a patient’s airway.
4. Properly administer respiratory pharmacology for specific conditions and age’s.

1. Explain the roles and responsibilities of the Advanced Life Support (ALS) Professional within an Emergency Medical Service (EMS) system while establishing and or maintaining a patent airway, ventilation, and providing oxygenation.
2. Identify and explain the anatomy and physiology of the respiratory system as it relates to the other levels of body organization, pathophysiology, patient assessment, management, and age-related considerations.
3. List and explain the age-specific indications, contraindications, special considerations, the safe and precise techniques and procedures for opening an airway, suctioning, utilizing basic airway adjuncts, utilizing advanced airway adjuncts, invasive airway and ventilation management, oxygen delivery devices and oxygen therapy, auto-transport ventilators.
4. List and explain the naming of drugs, classifications, sources, regulations, the profiling, pharmacokinetics, and pharmacodynamics of respiratory drugs.
5. Describe and perform the techniques to safely and precisely gain access for medication administration via the respiratory system.
6. Develop a drug profile for common respiratory emergency drugs and patient-prescribed medications.
7. Formulate a field impression, develop and implement a treatment plan for a patient requiring airway and ventilation management and oxygen therapy.
8. Discuss common trends and changes in healthcare, and demonstrate the ability to integrate your role and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders. 

1. Roles and Responsibilities for Airway and Ventilation Management and Oxygen Therapy
   1. Priorities in managing airway, breathing, and circulation
   2. Scopes of practice and standards of care for the Intermediate EMT
   3. Medical direction, guidelines, protocols, and standing orders
   4. Medical-legal aspects in performing invasive procedures
   5. Safety precautions
2. Anatomy and Physiology
   1. Medical terms (prefixes, suffixes, and common root words) as they relate to the respiratory system
   2. Respiratory system
   3. Pathophysiology and impacts of airway and ventilation compromise on the chemical, cellular, tissue, organ, organ-systems, and organism levels of body organization
   4. Homeostasis and the compensatory mechanisms involving all levels of body organization
   5. Pediatric respiratory considerations
3. Age Specific Techniques and Procedures
   1. Opening an airway
   2. Suctioning
   3. Utilizing basic airway adjuncts
   4. Utilizing advanced airway adjuncts
   5. Invasive airway and ventilation management
   6. Oxygen delivery devices and oxygen therapy
   7. Auto-transport ventilators
   8. Transtracheal jet insufflation
4. Introduction to Respiratory Pharmacology
   1. Names, classifications, sources, regulations, forms, and the profiling of drugs
   2. Pharmacokinetics
   3. Pharmacodynamics
5. Routes of Medication Administration via the Respiratory System
   1. The “rights” and routes of medication administration
   2. The anatomy, indications and contraindications, preparation, techniques, safety and implementation for drugs administered by:
      1. Nasally
      2. Orally
      3. Metered-dose inhalers and small volume nebulizer
      4. Endotracheal tube
6. Respiratory Drug Profiling
   1. Emergency drug profiles
      1. Name(s) and classification(s)
      2. Dosage forms, packaging, and standard supply
      3. Mechanism(s) of action, distribution, metabolism, elimination and common organ-systems effects
      4. Desired and undesired effects
      5. Indications, contraindications, and adverse reactions for field use
      6. Age-dependent doses and routes of administration
      7. Route and health-dependent onset, half-life, peak, and duration of drug action
      8. Medication preparation
      9. Special considerations
   2. Profiles of patient-prescribed medications
   3. Profiles of homeopathic medications
7. Medication Preparation and Administration
   1. Pharmacology mathematics
   2. Drug administration
8. Integration
   1. Current trends and changes
   2. Demonstration of skills and knowledge competencies

EMT 222 - ALS Patient Assessment and Assessment Based Management

1. Perform an advanced physical assessment on an emergency patient.
2. Perform integrative and on-going exams after treatment modalities have been administered,
3. Communicate the findings to the patient and others health care providers
4. Document the findings and your treatment.

1. Utilize the appropriate techniques to obtain a medical history from a patient, addressing age-specific considerations.
2. Explain the significance of physical exam findings commonly found in emergency situations and address age-specific considerations.
3. Integrate the principles of history taking and techniques of the physical exam to perform a patient assessment on an emergency patient.
4. Apply a process of clinical decision making to use the assessment findings to help form a field impression.
5. Identify an accepted format for the dissemination of patient information in verbal form, over the radio and in person.
6. Document the essential elements of patient assessment, care, and transport, along with special considerations and operations.
7. Demonstrate the ability to integrate your role and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.
8. Properly communicate, prepare for, and respond to an emergency based on the dispatch information.
9. Perform a scene size-up, stage for safety, call for the necessary resources, and gain safe access to the patient(s).
10. Form a generalized impression and make a transport decision based on the initial patient size-up.
11. Utilize assessment findings to formulate a field impression and implement the treatment plan for the patient suffering from an illness and injury.
12. Communicate and document the assessment and management of a patient suffering from an illness and injury.

1. Patient Assessment Introduction and the Focused History Assessment
   1. The flow of a patient exam and transport decision making
   2. Human growth and development
   3. Therapeutic communications
   4. The scene survey
   5. Obtaining a focused history involving specific age and developmental considerations, as well as utilizing historians, scene evidence, alert devices, documentation and advanced directives
   6. Forming a general field impression and developing and implementing a treatment plan for a patient based on the historical findings
2. The Physical Exam
   1. The initial exam (primary and secondary)
   2. Age-specific initial vital signs
   3. The focused physical exam and secondary vital signs
   4. The on-going physical exam
   5. Medical emphasis in performing the physical exam
   6. Performing the physical exam on a trauma patient
   7. The integrative physical patient exam
3. The Integrative and On-going Exam
   1. Preparatory activities
   2. Integrative history, initial, physical, and on-going exams
   3. Unexpected changes in patient condition
   4. Transport considerations
4. Clinical Decision Making and Formulating a Field Impression
   1. The dispatch
   2. Special scene hazards and operations
   3. Infectious diseases and body-substance isolation
   4. The mechanism of illness/injury
   5. The focused history and physical findings
   6. The medical emergency
   7. The trauma patient
   8. Integration
5. Communications
   1. The patient cycle, chain of survival and the importance of communication
   2. Communications equipment/systems
   3. Emergency medical dispatch
   4. Radio communications techniques, terminology and codes
   5. Biotelemetry
   6. The patient report
   7. Special considerations in communications
   8. Medical-legal considerations
6. Documentation
   1. Purpose
   2. The patient report and format
   3. Attachments, amendments, and transfer
   4. Legal abbreviations, correct spelling, and legibility
   5. Special considerations and scene operations
   6. Medical-legal considerations
7. Integration
   1. Current trends
   2. Changes
8. Demonstration of Skills and Knowledge Competencies
   1. Proper communications
   2. Prepare the proper resources
   3. Prepare age-specific criteria involving anticipated patient care
9. The Scene Size-up
   1. Call for and utilize the proper resources
   2. Approach and safely gain access to the patient with the proper equipment
10. Forming a Generalized Impression
    1. Determine patient stability
    2. Make a transport decision
11. Field Impression and Treatment Implementation
    1. Formulate a field impression
    2. Implement a treatment plan based on the mechanism(s) of illness and injury
12. Assessment and Management of Patient Care
    1. Communication
    2. Documentation

EMT 223 - ALS Trauma Emergencies and Systems

1.      Formulate a field impression of a trauma patient.

2.      Implement a field treatment plan for a trauma patient through a systemic approach.

3.      Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with a burn injury.

4.      Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with the isolated/ multi-systems trauma.

5.      Discuss common trends and changes in healthcare, and demonstrate the ability to integrate roles and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.

1.      Apply the principles of kinematics to enhance the patient assessment and predict the likelihood of injuries based on the patient’s mechanism of injury.

2.      Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient in shock.

3.      Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with a burn injury.

4.      Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with isolated/multi-systems trauma.

5.      Discuss common trends and changes in healthcare, and demonstrate the ability to integrate roles and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.

I.        Introduction and the Kinematics of Trauma

A.     Definition of trauma and societal impacts

B.     Mechanisms of injury and building on the indices of suspicion

C.     Age-specific and cultural considerations

D.     Mechanisms of illnesses and injuries

E.     Field impressions, treatment plans, communications and transport decisions

F.      Guidelines, protocols, standing orders, and the trauma network

II.       Shock

A.     Overview

B.     Pathophysiology and compensatory mechanisms throughout the levels of body organization

C.     Stages and signs and symptoms of shock

D.     Shock classifications and assessment and management-specific criteria for the different classifications of shock

E.     Age-specific and cultural considerations

F.      Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the shock patient

G.     Guidelines, protocols, and standing orders

III.      Burn Injuries

A.     Definition, mechanisms, and classifications

B.     Pathophysiology and compensatory mechanisms throughout the levels of body organization

C.     Assessment and management-specific criteria for the different classifications of burn injuries

D.     Age-specific and cultural considerations

E.     Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the burn patient

F.      Guidelines, protocols, and standing orders

IV.      Isolated and Multi-systems Trauma

A.     Head and facial injuries

B.     Spinal cord injuries

C.     Thoracic trauma

D.     Abdominal-pelvic injuries

E.     Musculo-skeletal trauma

F.      Multi-systems trauma

G.     Medical insult and trauma

H.     Age-specific and cultural considerations

I.       Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the burn patient

J.      Guidelines, protocols, and standing orders

V.      Integration

A.     Current trends and changes

B.     Demonstration of skills and knowledge competencies

EMT 224 - ALS Medical Emergencies

1. Perform a pragmatic approach for a medical patient.
2. Assessment and manage a medical patient through a formulation of a general impression.
3. Determine the patient’s stability.
4. Identify the possibilities of differential diagnoses and treatment plans.

1. Utilize findings to formulate a field impression and implement the treatment plan for the patient with respiratory emergencies.
2. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with cardiovascular emergencies.
3. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with neurological emergencies.
4. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with endocrine emergencies.
5. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with an allergic and or anaphylactic reaction.
6. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with a toxic exposure.
7. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with abdominal-pelvic emergencies.
8. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with environmentally induced or exacerbated emergencies.
9. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with behavioral emergencies.
10. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with gynecological emergencies.
11. Discuss common trends and changes in healthcare, and demonstrate the ability to integrate roles and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.

1. Respiratory Emergencies
   1. Anatomy and physiology
   2. Respiratory pathophysiology and compensatory mechanisms throughout the levels of body organization
   3. Assessment and management-specific criteria for different respiratory emergencies
   4. Age-specific and cultural considerations
   5. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the patient with respiratory difficulties
   6. Guidelines, protocols, and standing orders
2. Cardiovascular Emergencies       
   1. Anatomy and physiology
   2. Cardiac, hematological, and vascular pathophysiology and compensatory mechanisms throughout the levels of body organization
   3. Assessment and management-specific criteria for different cardiac, hematological, and vascular emergencies
   4. Age-specific and cultural considerations
   5. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the patient with cardiovascular emergencies
   6. Guidelines, protocols, and standing orders
3. Neurological Emergencies
   1. Anatomy and physiology
   2. Neurological pathophysiology and compensatory mechanisms throughout the levels of body organization
   3. Assessment and management-specific criteria for different neurological emergencies
   4. Age-specific and cultural considerations
   5. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness/injury for the patient with neurological emergencies
   6. Guidelines, protocols, and standing orders
4. Endocrine Emergencies
   1. Anatomy and physiology
   2. Endocrine pathophysiology and compensatory mechanisms throughout the levels of body organization
   3. Assessment and management-specific criteria for different endocrine emergencies
   4. Age-specific and cultural considerations
   5. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the patient with endocrine emergencies
   6. Guidelines, protocols, and standing orders
5. Allergies and Anaphylaxis
   1. Anatomy and physiology of the immune system
   2. Immune system pathophysiology and compensatory mechanisms throughout the levels of body organization
   3. Assessment and management-specific criteria for generalized allergies
   4. Assessment and management-specific criteria for anaphylaxis
   5. Assessment and management-specific criteria for sepsis
   6. Age-specific and cultural considerations
   7. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the patient with neurological emergencies
   8. Guidelines, protocols, and standing orders
6. Toxic Exposures
   1. Toxins, routes of exposures, and societal impacts
   2. Review of anatomy and physiology for immune responses and homeostasis
   3. Assessment and management-specific criteria for ingested poisons
   4. Assessment and management-specific criteria for inhaled poisons
   5. Assessment and management-specific criteria for injected poisons
   6. Assessment and management-specific criteria for envenomation
   7. Assessment and management-specific criteria for surface-absorbed poisons
   8. Assessment and management-specific criteria for radiation exposures
   9. Classification, identification, safety protocols, and management of hazardous scenes
   10. Assessment and management of patients exposed to hazardous materials
   11. Mass casualty incidents and triage
   12. Weapons of mass destruction and biological weapons
7. Abdominal and Urologic Emergencies
   1. Anatomy and physiology
   2. Pathophysiology and compensatory mechanisms throughout the levels of body organization
   3. Assessment and management-specific criteria for different abdominal-pelvic emergencies
   4. Age-specific and cultural considerations
   5. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the patient with abdominal-pelvic emergencies
   6. Guidelines, protocols, and standing orders
8. Environmental Emergencies
   1. Homeostasis and thermal regulation
   2. Thermal emergencies
   3. Assessment and management-specific criteria for specific thermal emergencies
   4. Water-related emergencies
   5. Assessment and management-specific criteria for drowning and aspiration emergencies
   6. Electrocution and lightning strikes
   7. Assessment and management-specific criteria for electrocution and triage
   8. Age-specific and cultural considerations
   9. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness/injury for patients suffering from an environmental emergency
   10. Guidelines, protocols, and standing orders
9. Behavioral Disorders, Crisis Prevention and Intervention
   1. Anatomy and physiology of the nervous system
   2. Pathophysiology
   3. Assessment and management-specific criteria for different behavioral emergencies
   4. Age-specific and cultural considerations
   5. Safety approach, de-escalation, and non-harmful restraint of the acting-out patient
   6. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness/injury for the patient with behavioral emergencies
   7. Guidelines, protocols, and standing orders
10. Gynecological Emergencies
    1. Anatomy and physiology
    2. Pathophysiology
    3. Assessment and management-specific criteria for different gynecological emergencies
    4. Age-specific and cultural considerations
    5. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness/injury for the patient with gynecological emergencies
    6. Guidelines, protocols, and standing orders
11. Integration
    1. Current trends and changes
    2. Demonstration of skills and knowledge competencies

EMT 225 - ALS Special Medical Considerations

1. Utilize assessment findings to formulate a field impression.
2. Identify the treatment plan for obstetric, neonatal, and pediatric patients.
3. Identify the treatment plan for geriatric patients.
4. Identify the treatment plan for chronic-care patients.

1. Utilize the assessment findings to formulate a field impression and implement the management of a normal and abnormal labor.
2. Utilize the assessment findings to formulate a field impression and implement the management of the healthy neonate, premature infant, and the infant in need of resuscitation.
3. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the pediatric patient.
4. Utilize the assessment findings to formulate a field impression and implement the treatment plan for the geriatric patient in need of emergent medical or long-term care/assistance.
5. Discuss common trends and changes in healthcare, and demonstrate the ability to integrate roles and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.

1. Obstetrics
   1. Maternal anatomy and physiology
   2. Stages of labor
   3. Assessment and management-specific criteria for an uncomplicated, natural childbirth
   4. Assessment and management-specific criteria for antepartum emergencies
   5. Assessment and management-specific criteria for postpartum emergencies
   6. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness/injury for the patient with a normal and abnormal pregnancy
   7. Guidelines, protocols, and standing orders
2. Neonatal Emergencies
   1. Fetal and neonatal anatomy and physiology
   2. Assessment and management-specific criteria for the healthy neonate
   3. Assessment and management-specific criteria for neonatal resuscitation
   4. Special considerations involving neonatal resuscitation
   5. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the neonate
   6. Guidelines, protocols, and standing orders
3. Pediatric Emergencies
   1. Stages, behavioral and developmental characteristics, and cultural considerations of human growth and development
   2. Assessment and management considerations of the pediatric patient
   3. Assessment and management-specific criteria for different respiratory emergencies
   4. Assessment and management-specific criteria for cardiovascular emergencies
   5. Assessment and management-specific criteria for neurological emergencies
   6. Assessment and management-specific criteria for diabetic emergencies
   7. Assessment and management-specific criteria for sepsis and dehydration
   8. Assessment and management-specific criteria for toxic and environmental exposures
   9. Assessment and management-specific criteria for sudden infant death syndrome
   10. Pediatric shock
   11. Pediatric trauma and soft tissue injuries
   12. Children with special health-care needs
   13. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the pediatric patient
   14. Guidelines, protocols, and standing orders
4. Geriatrics
   1. Anatomy and physiology of aging
   2. Cultural and legal considerations dealing with lifestyles, death and dying
   3. Assessment and management-specific criteria for common geriatric emergencies
   4. Assessment and management-specific criteria for common injuries involving the elderly
   5. Special considerations and complications involving the assessment and management for the elderly and chronic-care patients
   6. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the geriatric patient
   7. Guidelines, protocols, and standing orders
5. Integration
   1. Current trends and changes
   2. Demonstration of skills and knowledge competencies

EMT 227LC - ALS Practicum: Clinical Lab-Emergency Room

1. Identify skills appropriate to the scope of practice for the Advanced Life Support (ALS) Professional.
2. Apply skills to patients under medical supervision in accordance with established protocols.
3. Utilize techniques for performing and documenting in the following areas: critical care, emergency, labor and delivery.
4. Utilize techniques for performing and documenting in the pediatrics and specialty unit areas.

1. Demonstrate the cognitive (knowledge) learning domain while performing all patient care assessments and therapeutic modalities in out of classroom environments (patient care settings) as well as case based scenario labs.
2. Demonstrate the psychomotor (skills) learning domains while performing all patient care assessments and therapeutic modalities in out of classroom environments (patient care settings) as well as case based scenario labs.
3. Demonstrate the affective (behavior) learning domains while performing all patient care assessments and therapeutic modalities in out of classroom environments (patient care settings) as well as case based scenario labs.
4. Demonstrate the ability to lead and work as a team in a patient care setting.

1. Critical Care Unit
   1. Cardiac Catheter Lab
   2. Newborn Intensive Care
   3. Operating Room
   4. Pediatric Intensive Care
   5. Other intensive care units
2. Emergency Department
   1. Main
   2. Pediatrics
   3. Trauma
   4. Triage
3. Labor and Delivery
   1. Main
   2. Nursery
4. Pediatrics
   1. Unit
   2. Department
5. Specialty Units
   1. Anesthesiology and post anesthesiology
   2. Cardiac telemetry
   3. Emergency Medical Dispatch Center
   4. Psychiatry

EMT 228LC - ALS Practicum: Vehicular Lab-Team Member

1. Identify skills appropriate to the ALS Professional scope of practice in the pre-hospital setting.
2. Apply skills to patients under medical supervision in the pre-hospital setting and in accordance with established protocols.
3. Complete training with teams of qualified personnel on the ambulance, under the supervision of a qualified preceptor.

1. Demonstrate the cognitive (knowledge) learning domain while performing all patient care assessments and therapeutic modalities in out of classroom environments (pre-hospital setting) as well as case based scenario labs.
2. Demonstrate the psychomotor (skills) learning domains while performing all patient care assessments and therapeutic modalities in out of classroom environments (pre-hospital setting) as well as case based scenario labs.
3. Demonstrate the affective (behavior) learning domains while performing all patient care assessments and therapeutic modalities in out of classroom environments (pre hospital setting) as well as case based scenario labs.
4. Demonstrate the ability to lead and work as a team in a patient care setting.

1. Ambulance Services
   1. Municipalities
   2. Private sector
   3. Sole provider
2. Fire and Rescue
   1. Behavioral health services
   2. Fire department
   3. Search and rescue
   4. Other rescue services

EMT 230 - Basic ECG Interpretation

1. Interpret basic electrocardiographic (ECG) rhythm analysis.
2. Identify related care in a clinical and pre-hospital setting.
3. Identify cardiovascular pharmacology.
4. Identify emergent versus non emergent cardiovascular conditions.

1. Identify and describe the structures of the cardiovascular system.
2. State the causes and effects of heart disease.
3. Identify and describe the heart’s electrical conduction system.
4. Explain and differentiate each of the ECG waveforms.
5. Perform basic ECG rhythm analysis, calculating rate, and rhythm.
6. Correctly apply electrocardiograph leads and monitor.
7. Identify each of the basic dysrhythmia.
8. Explain the relationship between ECG waveforms and complexes and the corresponding hemodynamic response.
9. List the treatment protocols for the patient with the basic dysrhythmia.
10. Identify the medications used in the treatment of a patient with a cardiac emergency according to the most current America Heart Associations (AHA) Advanced Cardiac Life Support (ACLS) guidelines.
11. List the indications, contraindications, and modes of electronic pacemakers.

1. Cardiovascular Anatomy
   1. Physical characteristics and functions of the heart
   2. Cardiac position and movement
   3. Chambers
2. Cardiovascular Pathophysiology
   1. Systole and diastole
   2. Coronary circulation
   3. Vascular system
3. Electrophysiology
   1. Properties of cardiac muscle
   2. Nervous control of the heart
   3. Monitor
   4. Lead systems
   5. Surfaces of the heart
   6. Calculations
4. Rhythm Analysis
   1. Sinus rhythm, arrhythmia, bradycardia, tachycardia, arrest and block
   2. Junctional escape, accelerated and ectopic
   3. Atrial escape, ectopic, tachycardia, flutter and fibrillation
   4. Supraventricular, tachycardia, atrioventricular (AV) nodal reentry
   5. Premature atrial complexes with aberrant ventricular conduction
   6. Ventricular escape, ectopic, tachycardia, flutter and fibrillation
   7. Wide-complex tachycardia of uncertain origin
   8. Pulseless electrical activity
   9. Asystole
   10. Electronic pacemakers
   11. Synchronized, unsynchronized cardioversion and automatic defibrillation
5. Causes and Hemodynamic Effects
   1. Sinus rhythm, arrhythmia, bradycardia, tachycardia, arrest, and block
   2. Junctional escape, accelerated, and ectopic
   3. Atrial escape, ectopic, tachycardia, flutter, and fibrillation
   4. Supraventricular tachycardia; atrioventricular (AV) nodal reentry
   5. Premature atrial complexes with aberrant ventricular conduction
   6. Ventricular escape, ectopic, tachycardia, flutter, and fibrillation
   7. Wide-complex tachycardia of uncertain origin
   8. Pulse less electrical activity
   9. Asystole
   10. Electronic pacemakers
   11. Synchronized, unsynchronized cardioversion, and send-automatic defibrillation
6. Patient Interventions
   1. Mechanical
   2. Pharmacological
   3. Electrical

EMT 233 - Basic Cardiac Life Support Instructor

0.75 Credits, 0.75 Contact Hours
.75 lecture periods 0 lab periods

Concepts, techniques, and skills in how to teach the Basic Cardiac Life Support of the Heartsaver First Aid Provider course. Includes basic principles, course management, personnel issues, time and resource management, and remediation.

Information: Provides the challenge portion of the American Heart Association (AHA) online course in Advanced Cardiac Life Support (ACLS). AHA certificate is required at the beginning of class.

1. Define the disease states and risk factors, which can lead to cardiac arrest, respiratory arrest, and stroke.
2. Demonstrate the assessment and management of a foreign body airway obstruction in the infant, child and adult patient.
3. Demonstrate the assessment and management of respiratory arrest in the infant, child and adult patient.
4. Demonstrate the assessment and management of cardiac arrest in the infant, child and adult patient.
5. State the philosophy and teaching methods for the American Heart Association.

1. Demonstrate proficiency of skills to include Basic Life Support (BLS) Cardiopulmonary Resuscitation (CPR), Foreign Body Airway Obstruction (FBAO), and Automatic External Defibrillator (AED) operation.
2. Demonstrate cognitive knowledge by achieving a minimum score of 90% on the Basic Cardiac Life Support (BCLS) Provider test A or B.
3. Define adult learning.
4. List a minimum of five factors that contribute to long-term retention.
5. Explain the concept of lifelong learning for adults.
6. Discuss the use of learning objectives in (BCLS) courses.
7. State a minimum of three types of adult learning objectives.
8. Cite a minimum of five core objectives of BCLS training.
9. Explain how learning objectives determine learning evaluation.
10. Differentiate types of motivation for the adult learner and participant.
11. Indicate a minimum of three major needs of the adult learner and participant.
12. Evaluate instructor qualities as a Basic Cardiac Life Support Instructor (BCLSI) using the instructor’s self-evaluation checklist.
13. Discuss how changes in science result in changes in BCLS guidelines.

Student lead performance objectives that demonstrate case-based teaching, the BCLSIC will be able to:

1. Describe the educational philosophy behind small group case-based teaching for healthcare professionals.
2. Tell why case-based teaching has advantages over subject-based teaching.
3. Indicate the responsibilities and expectations of the BCLSI.
4. Offer several helpful hints for conducting case-based teaching.
5. Explain the important role of the BCLS Provider Manual as a tool for instructors.
6. Practice general format for instructors and follow in small-group case discussions.
7. Diagram the important prep steps each instructor should review before the course.
8. Examine the role of video presentations in BCLSP courses.
9. Relate the key steps in teaching psychomotor skills.
10. Defend the major evaluation responsibilities of BCLSI.
11. Perform case-based evaluation.
12. Use the annotated exam as a teaching tool.
13. Differentiate between certification and successful completion.
14. Illustrate the goal of remediation in the BCLS course.

1. Prove Proficiency in Skills
   1. Each instructor candidate will be tested at beginning of course in all Health Care Program (HCP) BLS skills and evaluated by Regional Faculty (RF) or Training Center Faculty (TCF).
   2. A written Provider Exam either A or B will be given and each BLSIC will pass with a score of 90% or better.
2. Learning
   1. How to Teach
   2. Learning methods
3. Observation
   1. Lecture
   2. Skills demonstration
   3. Peer skill observation
4. Discussing
   1. Small group practice
   2. Interaction during lecture portion
5. Psychomotor
   1. View video segments
   2. Practicing actual skills in stations
6. Key Skills the BCLSI will guide Provider Candidates to learn
   1. BLS Skills
      1. Adult; pediatric and infant CPR and other related skills
      2. Basic Airway Management including Oralphyaryngeal Airway OPA;NPA; Pocket Mask; Oxygen; Basic Valve Mask (BVM)
      3. Use of AED
      4. Basic airway management
      5. FBAO management skills
         1. Following the Follow ADCDE approach
         2. How to facilitate family presence at resuscitation attempt
         3. ABCD Objectives
      6. Primary ABCD
         1. A-airway
         2. B-breathing
         3. C-circulation
         4. D-defibrillation
   2. Teaching the BCLS Algorithms
      1. Successful teaching approach
      2. Able to move in and out of different algorithms
      3. Support tools
      4. Should have immediate access to them
   3. Teaching environment
      1. Kinder, gentler BCLS
         1. Should not be intimidating atmosphere
         2. Encourage participation
         3. No embarrassment
7. How to Direct Courses
   1. Overview of courses
      1. One day Courses
   2. Pre-course preparation
      1. Setting dates
      2. Pre-course letters out
      3. Gaining instructors
      4. AHA student to teacher ratios
   3. Conducting course
      1. Prerequisites
         1. Must be current active healthcare provider
         2. Course director has final say
         3. Current BLS card
      2. Creativity and flexibility
         1. Required video
         2. Share with others
         3. Post course critique
         4. Use course evaluations to improve
      3. Time management
         1. Select major points to cover thoroughly
         2. Don’t cram all material in if cannot do methodically
         3. Be thoughtful, creative, and flexible
      4. Stations
         1. Use skill stations for practice if lack of experience
         2. Find weakness based on job description-assist here
         3. Use small groups of six or less to one instructor
         4. Present scenarios to review teaching points
         5. Allow for ample practice time
         6. If evaluating:
            1. Should be done during practice also
            2. If demonstrates command of knowledge, no further testing is needed
         7. Use remediation station for those needing it
         8. Must be evaluated on each skill
   4. Post course evaluation
      1. Use it to improve
      2. Do not take personally
      3. Give credence to all comments
      4. Use instructors for feedback
8. Adult Learning
   1. Define adult learning
   2. List a minimum of five factors that contribute to long-term retention
   3. Explain the concept of lifelong learning for adults
   4. Discuss the use of learning objectives in BCLS courses
   5. List a minimum of three types of adult learning objectives
   6. List a minimum of five core objectives of BCLS training
   7. Explain how learning objectives determine learning evaluation
   8. Discuss types of motivation for the adult learner and participant
   9. Discuss the major needs of the adult learner and participant
   10. Evaluate individual qualities as an BCLSI using the instructor’s self-evaluation checklist
   11. Discuss how changes in science result in changes in BCLS guidelines

EMT 242 - ALS Advanced Foundations

1. Define medical terminology.
2. Identify the human body structures.
3. Identify physiology foundations in Paramedicine.
4. Identify pathophysiology foundations in Paramedicine.

1. Discuss cellular adaptation.
2. Describe cellular injury and cellular death.
3. Discuss analyzing disease risk.
4. List types of tissues.
5. Describe the inflammation process.
6. Describe the phases of communications necessary to complete a typical Emergency Medical Services (EMS) event.
7. Identify the general principles regarding the importance of EMS documentation and ways in which documents are used.

1. General Principles
   1. Pathophysiology
   2. ALS applications
2. Basic Cellular Review
   1. Classes of cells
   2. Chief cellular functions
   3. Cellular components
   4. Tissue types
3. Alterations in Cells and Tissues
   1. Cellular adaptation
   2. Cellular injury
   3. Manifestations of cellular injury
   4. Cellular death/ necrosis
4. The Cellular Environment
   1. Aging and distribution of body fluids
   2. Water movement between Intracellular Fluids (ICF) and Extracellular Fluids (ECF)
   3. Water movement between plasma and interstitial fluid
   4. Alterations in water movement
   5. Water balance and the role of electrolytes
   6. Acid-base balances
5. Genetics and Familial Diseases
   1. Factors causing disease
   2. Analyzing disease risk
   3. Combined effects and interaction among risk factors
   4. Common familial disease and associated risk factors
6. Hypo Perfusion
   1. Pathogenesis
   2. Types of Shock
   3. Multiple Organ Dysfunction Syndrome (MODS)
   4. Cellular metabolism impairment
7. Self-Defense Mechanisms
   1. Lines of defense
   2. Characteristics of the immune response
   3. Induction of the immune response
   4. Humoral immune response
   5. Cell-mediated immune response
   6. Cellular interactions
   7. Fetal and neonatal immune function
   8. The immune response in elderly
8. Inflammation
   1. Acute inflammatory response
   2. Mast cells
   3. Plasma protein systems
   4. Cellular components of inflammation
   5. Cellular products
   6. Systemic responses of acute inflammation
   7. Chronic inflammation responses
   8. Local inflammation responses
   9. Phases of resolution and repair
   10. Aging and self-defense mechanisms
   11. Immunity and Inflammation Variances

EMT 244 - ALS Advanced Medical Emergencies

1. Recognize medical emergencies related to toxicology, hazardous materials, infectious disease, and hematology.
2. Recognize the effect of poisoning, drug overdose, and transmission of infectious diseases.
3. Demonstrate the ability to mitigate an medical emergency involving toxic substances.
4. Demonstrate appropriate personal protection equipment application needs for toxic emergencies.

1. Describe the incidence, morbidity and mortality of toxic emergencies.
2. List the most common poisonings by inhalation.
3. Discuss the management of toxic substances.
4. Identify the anatomy of the hematopoietic system.
5. Describe normal red blood cell production, function and destruction.
6. Identify the characteristics of the inflammatory process.
7. Apply public heath principles relevant to infectious and communicable disease.
8. Discuss what constitutes a significant exposure to an infectious agent.
9. Describe the specific anatomy and physiology pertinent to infectious and communicable diseases.

1. Toxicology
   1. Types of toxicological emergencies
   2. Use of poison control centers
   3. Routes of absorption
   4. Poisoning by ingestion
   5. Poisoning by inhalation
   6. Poisoning by injection
   7. Poisoning by absorption
   8. Drugs abuse
   9. Alcoholism
   10. Toxic syndromes
   11. Specific toxicology, assessment and management
       1. Cocaine
       2. Marijuana and cannabis compounds
       3. Amphetamines and amphetamine-like drugs
       4. Barbiturates
       5. Sedative-hypnotics
       6. Cyanide
       7. Narcotics and opiates
       8. Cardiac medications
       9. Caustics
       10. Common household poisonings
       11. Drugs abused for sexual purposes/ sexual gratification
       12. Carbon monoxide
       13. Alcohols
       14. Hydrocarbons
       15. Psychiatric medications
       16. Non-prescription pain medications
       17. Theophylline
       18. Metals
       19. Plants and mushrooms
       20. Food poisoning
       21. Bites and stings
2. Hematology
   1. Epidemiology
   2. Anatomy and physiology review
   3. Pathophysiology
   4. Assessment of the hematopoietic system
   5. Focused history
   6. Detailed physical examination
   7. Management
   8. Specific illnesses and injuries
      1. Anemia
      2. Leukemia
      3. Lymphomas
      4. Polycythemia
      5. Disseminated intravascular coagulopathy
      6. Hemophilia
      7. Sickle cell disease
      8. Multiple myeloma
      9. Integration
3. Public Health Principles Relative to Infectious Diseases
   1. Demographic characteristics
   2. Relationships between populations
   3. Infectious disease cluster
4. Public Health Agencies
   1. Local
   2. State
   3. Private
   4. Federal and national
5. Exposure
   1. Infection
   2. Infectious Agents
   3. Pathogenicity
6. Host Defense Mechanisms
   1. Nonspecific and surface defense mechanisms
   2. Overview of the immune system
   3. Immune system defenses
7. Responsibility Relative to Isolation from Infectious Agent Exposure
   1. Healthcare agency’s exposure plan
   2. Individual responsibilities
   3. ALS Approach: Call with a Suspected Infectious or Communicable Disease
8. Specific Infectious and Communicable Diseases
   1. Human immunodeficiency virus (HIV)
   2. Hepatitis A
   3. Hepatitis B
   4. Hepatitis C
   5. Hepatitis non-ABC
   6. Tuberculosis
   7. Meningococcal meningitis
   8. Pneumonia
   9. Tetanus
   10. Rabies
   11. Viral diseases of childhood
       1. Chicken Pox
       2. Mumps
       3. Rubella
       4. Measles
       5. Pertussis
   12. Other viral diseases
       1. Influenza
       2. Mononucleosis
       3. Herpes simplex virus type 1
   13. Sexually transmitted diseases
       1. Syphilis
       2. Gonorrhea
       3. Chlamydia
       4. Herpes simplex virus type 2
   14. Scabies and Lice
   15. Lyme disease
   16. Gastroenteritis
9. Reporting an Exposure to an Infectious and  Communicable Disease
   1. Definition of exposure
   2. Reporting an exposure
   3. Medical evaluation and follow up
   4. Written opinion and confidentiality
   5. Preventing disease transmission
   6. Medical and legal aspects

EMT 247LC - ALS Advanced Practicum: Clinical Lab-Specialized Care

1. Identify skills appropriate to the ALS professional’s scope of practice.
2. Apply ALS skills to patients under medical supervision in accordance with established protocols.

1. Demonstrate the advanced cognitive (knowledge) learning domain while performing all patient care assessments and therapeutic modalities in out of classroom environments (patient care settings) as well as case based scenario labs.
2. Demonstrate the advanced psychomotor (skills) learning domains while performing all patient care assessments and therapeutic modalities in out of classroom environments (patient care settings) as well as case based scenario labs.
3. Demonstrate the advanced affective (behavior) learning domains while performing all patient care assessments and therapeutic modalities in out of classroom environments (patient care settings) as well as case based scenario labs.
4. Demonstrate the ability to lead and work as a team in a patient care setting.

1. Critical Care Unit
   1. Cardiac Catheter Lab
   2. Newborn Intensive Care
   3. Operating Room
   4. Pediatric Intensive Care
   5. Other Intensive Care Units
2. Emergency Department
   1. Main
   2. Pediatrics
      1. Trauma
      2. Triage
3. Labor and Delivery
   1. Main
   2. Nursery
4. Pediatric
   1. Services
5. Specialty Units
   1. Anesthesiology and post anesthesiology
   2. Cardiac telemetry
   3. Dialysis
   4. Emergency medical dispatch center
   5. Phlebotomy
   6. Psychiatry
   7. Respiratory therapy  

EMT 248LC - ALS Advanced Practicum: Vehicular Lab-Team Lead

1. Identify skills appropriate for the ALS scope of practice in the pre-hospital setting.
2. Apply ALS skills to patients under medical supervision in the pre-hospital setting in accordance with established protocols.
3. Complete training with teams of certified ALS Preceptors on the ambulance, under the supervision of Preceptors, as well as nurses and doctors.

1. Demonstrate the advanced cognitive (knowledge) learning domain while performing all patient care assessments and therapeutic modalities in out of classroom environments (pre-hospital setting) as well as case based scenario labs.
2. Demonstrate the advanced psychomotor (skills) learning domains while performing all patient care assessments and therapeutic modalities in out of classroom environments (pre-hospital setting) as well as case based scenario labs.
3. Demonstrate the advanced affective (behavior) learning domains while performing all patient care assessments and therapeutic modalities in out of classroom environments (pre hospital setting) as well as case based scenario labs.
4. Demonstrate the ability to lead and work as a team in a patient care setting.

1. Ambulance Services
   1. Municipalities
   2. Private sector
   3. Sole provider
2. Fire and Rescue
   1. Behavioral health services
   2. Fire department
   3. Search and rescue
   4. Other rescue services

EMT 250 - Advanced Cardiac Care

1. Identify pathophysiological principles of the cardiovascular system.
2. Describe the assessment findings to formulate a field impression and implement the treatment plan for the patient with cardiovascular disease/injury based on 3-lead and 12-lead cardiac monitoring and interpretation.
3. Define cardiovascular anatomy and physiology.
4. Identify cardiovascular pathologies and management, and adjunctive diagnostics.

1. Identify and explain the importance for each component of the chain of survival, with special focus involving the first 10 minutes of a witnessed cardiopulmonary arrest.
2. Describe cardiovascular disease and injury as well as the importance of basic and advanced cardiac monitoring as integrated in patient assessment and management.
3. Identify and describe the anatomy and physiology of the cardiovascular system throughout the levels of body organization, including mechanical and electrophysiology.
4. Identify and explain abnormal 3-lead electrocardial tracings as they relate to pathophysiology for rhythms originating from the atria, atrio-ventrical junction, and the ventricles. 
5. Identify and explain abnormal 12-lead electrocardial tracings and axis deviations as they relate to the anatomy and pathophysiology of the cardiovascular system.
6. Discuss common pathologies and emergency management of cardiovascular diseases and injuries utilizing electrocardial monitoring.
7. Explain additional diagnostic assessments and tools utilized in confirming cardiovascular emergencies.
8. Explain the importance of proper electrocardial monitoring as it relates to initial and on-going patient assessment, management, and legal documentation.
9. Explain the proper systematic approaches in patient assessment, formulating a field impression and implementing a treatment plan based on the mechanisms of illness and injury for the patient with cardiovascular and pulmonary compromise utilizing basic skills.
10. Explain the important role and operation of the automated external defibrillator (AED).
11. Differentiate and explain cardioversion, defibrillation, and cardiac pacing.
12. Identify and explain the names, classes, mechanisms, dosing, indications, contraindications, preparations, and administration of common drugs used in cardiovascular and pulmonary emergencies.
13. Explain the proper systematic approaches in patient assessment, formulating a field impression and implementing a treatment plan based on the mechanisms of illness and injury for the patient with cardiovascular and pulmonary compromise utilizing advanced skills.
14. Discuss current trends and changes in healthcare, and demonstrate the ability to integrate roles and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.

1. Introduction
   1. The chain of survival
   2. Early defibrillation
2. Cardiovascular Disease and Cardiac Monitoring
   1. Incidence and types of disease/injury
   2. Importance of cardiac monitoring and interpretation
3. Cardiovascular Anatomy and Physiology
   1. The vascular system
   2. Myocardial placement, location, and positioning.
   3. Levels of body organization relating to the myocardium
   4. Myocardial circulation
   5. Electrophysiology of the heart
   6. Autonomic nervous system
4. Normal and Abnormal 3-lead Electrocardial Tracings as They Relate to Anatomy and Pathophysiology
   1. Systematic approach to 3-lead electrocardial interpretation
   2. Sinoatrial
   3. Atrial
   4. Atrioventricular junction
   5. Ventricular
   6. Excitation rhythms
   7. Heart blocks
   8. Abnormal wave characteristics and changes
5. 12-lead Placement, Axis Determination, Axis Deviation, and Augmented Lead Placement
   1. Systematic approach to 12-lead electrocardial interpretation
   2. Electrocardial tracings  and axis determination
   3. Electrocardial tracings and axis deviation
   4. Augmented lead placement and electrocardial tracings
6. Cardiovascular Pathologies and Management
   1. Ischemia, injury, infarction (with normal and abnormal electrocardial tracings)
   2. Electrolyte imbalances
   3. Hypertrophy and cardial myopathies
   4. Pericarditis
   5. Trauma
   6. Thermal
   7. Neurological impacts
   8. Blocks and hemi-blocks
   9. Emboli
   10. Artifact
   11. Age-specific variants
   12. Pharmacology
7. Adjunctive Diagnostics
   1. Physical signs and symptoms
   2. Patient medical history
   3. Comparative electrocardial analysis
   4. Blood gasses, metabolic pane, cultures, enzyme, drug levels, and clotting factors.
   5. Radiography, echocardiogram, scanning, and catheterization
8. Special Considerations in Electrocardial Monitoring
   1. Initial 3 and 12 lead electrocardial analysis
   2. Comparative electrocardial analysis from previous tracings
   3. Electrocardial changes before, during, and after patient interventions
   4. Proper patient information and documentation
9. Systematic Approach to Patient assessment and Management Utilizing Basic Skills
   1. Opening an airway and basic adjuncts.
   2. Rescue breathing, ventilation, and oxygen therapy
   3. Cardiopulmonary resuscitation
   4. Develop and execute a patient management plan based on field impression
10. The Automated External Defibrillator (AED)
    1. Definition and importance
    2. Operations
    3. Implementation
11. Electrical Management Involving Cardiac Dysrhythmias and Arrhythmias
    1. Cardioversion
    2. Defibrillaiton
    3. Cardiac Pacing
12. Common Drugs Used in the Emergency Management of Cardiovascular and Pulmonary Emergencies
    1. Names and classes
    2. Mechanisms
    3. Dosing
    4. Indications and contraindications
    5. Preparations and administration
13. Systematic Approach to Patient Assessment and Management Utilizing Advanced Skills
    1. Advanced airway management, ventilation and oxygen therapy
    2. Vascular access and medication administration
    3. Chemical and electrical cardioversion
    4. Management of cardiac dysrhythmias and arrhythmias
    5. Automated external defibrillator (AED) and Defibrillation
    6. Transcutaneous external pacing
    7. Develop and execute a patient management plan based on field impression
14. Integration
    1. Current trends and changes
    2. Demonstration of knowledge and skills competencies

EMT 251 - Advanced Cardiac Care Refresher

1. Identify pathophysiological principles of the cardiovascular system.
2. Describe the assessment findings to formulate a field impression and implement the treatment plan for the patient with cardiovascular disease/injury based on 3-lead and 12-lead cardiac monitoring and interpretation.
3. Define cardiovascular anatomy and physiology.
4. Identify cardiovascular pathologies and management, and adjunctive diagnostics.

1. Identify and explain the importance for each component to the chain of survival, with special focus involving the first 10 minutes of a witnessed cardiopulmonary arrest.
2. Describe cardiovascular disease and injury and the importance of basic and advanced cardiac monitoring as integrated in patient assessment and management.
3. Identify and describe the anatomy and physiology of the cardiovascular system throughout the levels of body organization, including mechanical and electrophysiology.
4. Identify and explain abnormal 3-lead Electrocardial Graph (ECG) tracings as they relate to pathophysiology for rhythms originating from the atria, atrioventricular junction, and the ventricles. 
5. Differentiate abnormal 12-lead ECG tracings and axis deviations as they relate to the anatomy and pathophysiology of the cardiovascular system.
6. Discuss common pathologies and emergency management of cardiovascular diseases/injuries utilizing ECG monitoring.
7. Explain additional diagnostic assessments and tools utilized in confirming cardiovascular emergencies.
8. State the importance of proper ECG monitoring as it relates to initial and on-going patient assessment, management, and legal documentation.
9. Explain the proper systematic approaches in patient assessment, formulating a field impression and implementing a treatment plan based on the mechanisms of illness/injury for the patient with cardiovascular and pulmonary compromise utilizing basic skills.
10. State the important role of the automated external defibrillator (AED) and AED operations.
11. Differentiate between cardioversion, defibrillation, and cardiac pacing.
12. Identify and explain the names, classes, mechanisms, dosing, indications, contraindications, preparations, and administration of common drugs used in cardiovascular and pulmonary emergencies.
13. Explain the proper systematic approaches in patient assessment, formulating a field impression and implementing a treatment plan based on the mechanisms of illness and injury for the patient with cardiovascular and pulmonary compromise utilizing advanced skills.
14. Discuss current trends and changes in healthcare, and demonstrate the ability to integrate roles and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.

1. Introduction
   1. The chain of survival
   2. Early defibrillation
2. Cardiovascular Disease and Cardiac Monitoring
   1. Incidence and types of disease and injury
   2. Importance of cardiac monitoring and interpretation
3. Cardiovascular Anatomy and Physiology
   1. The vascular system
   2. Myocardial placement, location, and positioning.
   3. Levels of body organization relating to the myocardium
   4. Myocardial circulation
   5. Electrophysiology of the heart
   6. Autonomic nervous system
4. Normal and Abnormal 3-Lead ECG Tracings as They Relate to Anatomy and Pathophysiology
   1. Systematic approach to 3-lead ECG interpretation
   2. Sinoatrial
   3. Atrial
   4. Atrioventricular junction
      1. Ventricular
      2. Excitation rhythms
   5. Heart blocks
   6. Abnormal wave characteristics and changes
5. 12-Lead Placement, Axis Determination, Axis Deviation, and Augmented Lead Placement
   1. Systematic approach to 12-lead ECG interpretation
   2. ECG tracings and axis determination
   3. ECG tracings and axis deviation
   4. Augmented lead placement and ECG tracings
6. Cardiovascular Pathologies and Management
   1. Ischemia, injury, infarction (with normal and abnormal ECG tracings)
   2. Electrolyte imbalances
   3. Hypertrophy and cardial myopathies
   4. Pericarditis
   5. Trauma
   6. Thermal
   7. Neurological impacts
   8. Blocks and hemi-blocks
   9. Emboli
   10. Artifact
   11. Age-specific variants
   12. Pharmacology
7. Adjunctive Diagnostics
   1. Physical signs and symptoms
   2. Patient medical history
   3. Comparative ECG analysis
   4. Blood gasses: metabolic panel, cultures, enzyme and drug levels, clotting factors
   5. Radiography, echocardiogram, scanning, and or catheterization
8. Special Considerations in ECG Monitoring
   1. Initial 3 and 12 lead ECG analysis
   2. Comparative ECG analysis from previous tracings
   3. ECG changes before, during, and after patient interventions             
   4. Proper patient information and documentation
9. Systematic Approach to Patient Assessment and Management Utilizing Basic Skills
   1. Opening an airway and basic adjuncts.
   2. Rescue breathing, ventilation, and oxygen therapy
   3. Cardiopulmonary resuscitation
   4. Develop and execute a patient management plan based on field impression
10. The Automated External Defibrillator (AED)
    1. Definition and importance
    2. Operations
    3. Implementation
11. Electrical Management Involving Cardiac Dysrhythmias and Arrhythmias
    1. Cardioversion
    2. Defibrillation
    3. Cardiac Pacing
12. Common Drugs Used in The Emergency Management of Cardiovascular and Pulmonary    Emergencies
    1. Names and classes
    2. Mechanisms
    3. Dosing
    4. Indications and contraindications
    5. Preparations and administration
13. Systematic Approach to Patient Assessment and Management Utilizing Advanced Skills
    1. Advanced airway management, ventilation and oxygen therapy
    2. Vascular access and medication administration
    3. Chemical and electrical cardioversion
    4. Management of cardiac dysrhythmias and arrhythmias
    5. AED and Defibrillation
    6. Transcutaneous external pacing
    7. Develop and execute a patient management plan based on field impression
14. Integration
    1. Current trends and changes
    2. Demonstration of knowledge and skills competencies

EMT 252 - Pediatric Advanced Life Support

1. Perform a pediatric assessment.
2. Identify techniques for airway management in respiratory emergencies, cardiovascular emergencies, and neonatal emergencies.
3. Identify techniques in managing children with special healthcare needs.
4. Define Sudden Infant Death Syndrome (SIDS).

1. Describe the emergency medical services for children in association with common illnesses and injuries and prevention strategies.
2. Explain the physiological, psychological, and social changes throughout human growth and development with assessment and communication strategies for patients of all ages.
3. State the steps for pre-arrival preparation of a pediatric emergency, the scene size-up, and the assessment flow integrating the patient assessment triangle (PAT).
4. Apply the pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the pediatric patient with airway complications and respiratory difficulties.
5. Apply the pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the pediatric patient with a cardiovascular emergency.
6. Differentiate and apply the pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the pediatric patient with common medical emergencies.
7. Describe and apply the pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the pediatric patient experiencing a toxic exposure.
8. Synthesize and apply the pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for common trauma emergencies involving the pediatric patient.
9. Describe and apply the pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the neonate.
10. Review and apply the pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for children with special healthcare needs.
11. State and apply the pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for sudden infant death syndrome (SIDS).
12. Explain the Medical-legal considerations in the care for pediatric patients.
13. Demonstrate the ability to integrate roles and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.

1. Introduction
   1. Emergency Medical Services for Children
   2. Injury and illness prevention
   3. The pre-hospital professional’s role in prevention
   4. Children in disasters
2. Human Growth and Development
   1. Responses to illness
   2. Growth and developmental characteristics and age-specific assessment considerations.
3. Pediatric Assessment
   1. Assessment flow chart
   2. Pre-arrival preparation
   3. Scene size-up
   4. Initial assessment
   5. Additional assessment
4. Airway Management and Respiratory Emergencies
   1. Respiratory distress and failure
   2. Evaluating the presenting complaint
   3. General noninvasive treatment
   4. Specific treatment
   5. Management of respiratory failure
   6. The transport decision
   7. Additional assessment
5. Cardiovascular Emergencies
   1. Shock
   2. Hypovolemic shock
   3. Cardiovascular assessment
   4. Distributive shock
   5. Cardiogenic shock
   6. Classifications of shock
   7. Dysrhythmias
   8. Cardiopulmonary arrest
6. Medical Emergencies
   1. Seizures
   2. Altered levels of consciousness
   3. Hyperglycemia
7. Toxic Exposures
   1. Age-related differences
   2. Pre-arrival preparation and scene size-up
   3. Assessment flow
   4. Toxicological management
   5. Role of poison control centers
8. Pediatric Trauma
   1. Fatal injury mechanisms
   2. Unique anatomical features
   3. Mechanisms of injury
   4. Assessment flow
   5. Special airway considerations
   6. Transport decisions
   7. Immobilization and splints
   8. Burns
   9. Multi-casualty incidents
9. Neonatal Management
   1. Immediate care of the neonate
   2. Depressed neonatal resuscitation
   3. Stabilization for transport
10. Children with Special Healthcare Needs
    1. Assessment considerations
    2. Transport considerations
    3. Technology assisted children
11. Sudden Infant Death Syndrome (SIDS) and Death of a Child
    1. Defining SIDS
    2. Common clinical presentation
    3. Epidemiology and risk factors
    4. Actions in suspected SIDS
    5. Information collection
    6. Potential responses to child and infant death
12. Medical-Legal Considerations
    1. Rationale for protocols, policies, and procedures
    2. Treatment protocols
    3. Pediatric focus on policies and procedures
13. Procedures
    1. Communications
    2. Airway management, ventilation, and oxygen therapy (advanced and basic skills)
    3. Vascular access, fluid resuscitation, and medication administration
    4. Cardiopulmonary management and resuscitation (advanced and basic skills)
    5. Immobilization and splints