2017 – 2018

Florida Department of Education
Curriculum Framework 

Program Title:	Health Unit Coordinator (Secondary)
Program Type:	Career Preparatory
Career Cluster:	Health Science

	Secondary – Career Preparatory	
Program Number	8417280	
CIP Number	0351070301	
Grade Level	9-12, 30, 31 	
Standard Length	4 credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	HOSA: Future Health Professionals	
SOC Codes (all applicable) 	31-9099 Healthcare Support Workers, All Other 
43-6013 Medical Secretaries	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Health Science career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of Health Science career cluster. 

This program is designed to prepare students for employment as health unit clerks or health unit coordinators SOC 43-6013 (Medical Secretaries).  Transcription of physicians' orders is an integral part of this course.  

The content includes but is not limited to planning, management, finance, technical and production skills, underlying principles of technology, labor issues, community issues and health, safety, and environmental issues, simulated practice with standard equipment and supplies used in a health care facility by the health unit coordinator.  Clinical learning experiences are an integral part of this program.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of four courses and two occupational completion points. The two credit core is required as a prerequisite for all programs and options.  Secondary students completing the two required courses will not have to repeat the core in postsecondary.  When the recommended sequence is followed, the structure allows students to complete at specified points for employment or remain for advanced training or cross-training.  A student who completes the applicable competencies at any occupational completion point may either continue with the training program or exit as an occupational completer.

The two courses in the core are:

	8417100 - Health Science Anatomy and Physiology (Previously titled Health Science 1)
	8417110 - Health Science Foundations (Previously titled Health Science 2) 

To teach the courses listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
A	8417100	Health Science Anatomy and Physiology	ANY HEALTH OCCUP G *(See DOE approved list)	1 credit	31-9099	3	EQ	
	8417110	Health Science Foundations		1 credit	31-9099	3	VO	
B	8417281	Health Unit Coordinator 1	REG NURSE 7 G 
MED RECTEC 7G
TEC MED !7 G
PRAC NURSE @7  %7%G *(Must be a Registered Nurse)	1 credit	43-6013	2	VO	
	8417282	Health Unit Coordinator 2		1 credit 	43-6013	2	VO	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Academic Alignment Table

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics	Integrated Science	Marine Science 1 Honors	Physical Science	Physics 1	
8417100	46/87
53%	6/80
8%	52/83
63%	7/69
10%	26/67
39%	8/70
11%	21/69
30%	34/82
41%	9/66
14%	29/74
39%	6/72
8%	
8417110	17/87
20%	16/80
20%	32/83
39%	13/69
19%	28/67
42%	15/70
21%	14/69
20%	28/82
34%	18/66
27%	31/74
42%	12/72
17%	
8417281	22/87
25%	26/80
33%	6/83
7%	25/69
36%	5/67
7%	23/70
33%	22/69
32%	7/82
9%	21/66
32%	7/74
9%	24/72
33%	
8417282	19/87
24%	19/80
24%	0/83
0%	19/69
28%	0/67
0%	19/70
27%	19/69
28%	0/82
0%	14/66
21%	0/74
0%	19/72
26%	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
8417100	21/67
31%	9/75
12%	18/54
33%	14/46
30%	14/45
31%	#	#	
8417110	25/67
37%	15/75
20%	18/54
33%	22/46
48%	22/45
49%	25/45
56%	25/45
56%	
8417281	11/67
16%	15/75
20%	8/54
15%	7/46
15%	7/45
16%	7/45
16%	7/45
16%	
8417282	8/67
12%	14/75
19%	8/54
15%	5/46
11%	5/45
11%	5/45
11%	5/45
11%	
**   Alignment pending review    			#   Alignment attempted, but no correlation to academic course

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above. These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. The FS for Mathematical Practices are designed for grades K-12 and describe varieties of expertise that educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.

Instructors must incorporate the Florida Standards for Technical Subjects and Mathematical Practices throughout instruction of this CTE program.  To access these standards, please click on the following link: http://www.fldoe.org/core/fileparse.php/5652/urlt/FloridaStandardsTechSubjects.rtf.  

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

Standards 1-27 encompass the Health Science Core: 

01.0	Analyze and interpret an overview of the human body, including organization and chemical process.
02.0	Apply correct medical terminology relating to body structure and function within a real-world application.
03.0	Evaluate cells and tissues microscopically and macroscopically and relate their specialized functions.
04.0	Analyze the integumentary system in relation to health and disease.
05.0	Analyze the skeletal system in relation to health and disease.
06.0	Analyze the muscular system in relation to health and disease.
07.0	Analyze the nervous system in relation to health and disease.
08.0	Analyze the endocrine system in relation to health and disease.
09.0	Analyze the cardiovascular/circulatory system in relation to health and disease.
10.0	Analyze the lymphatic and immune systems in relation to health and disease.
11.0	Analyze the respiratory system in relation to health and disease.
12.0	Analyze the digestive system in relation to health and disease.
13.0	Analyze the urinary system in relation to health and disease.
14.0	Analyze the both the male and female reproductive systems in relation to health and disease.
15.0	Identify and explain factors relating to genetics and disease.
16.0	Evaluate and apply the principles of disease transmission and control to real-world scenarios.
17.0	Demonstrate knowledge of the healthcare delivery system and health occupations.
18.0	Demonstrate the ability to communicate and use interpersonal skills effectively.
19.0	Demonstrate legal and ethical responsibilities.
20.0	Demonstrate an understanding of and apply wellness and disease concepts.
21.0	Recognize and practice safety and security procedures.
22.0	Recognize and respond to emergency situations.
23.0	Recognize and practice infection control procedures.
24.0	Demonstrate an understanding of information technology applications in healthcare.
25.0	Demonstrate employability skills.
26.0	Demonstrate knowledge of blood borne diseases, including HIV/AIDS.
27.0	Apply basic math and science skills. 

Standards 28-39 encompass Health Unit Coordinator: 

28.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas.
29.0	Describe the importance of professional ethics and legal responsibilities for the Health Unit Coordinator. 
30.0	Interpret and apply medical terminology specific to health unit clerks. 
31.0	Organize and maintain efficient work practices. 
32.0	Perform clerical duties. 
33.0	Perform patient admission, transfer and discharge procedures.
34.0	Prepare discharge/transfer chart for medical records/new unit.
35.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. 
36.0	Read, interpret, process, coordinate and transcribe physicians' orders. 
37.0	Demonstrate an understanding of the Health Unit Coordinators role in the Nutritional Care Department.
38.0	Demonstrate an understanding of the Health Unit Coordinators role in processing diagnostic orders.
39.0	Explain the importance of employability skills and entrepreneurship skills for the Health Unit Coordinator. 

2017 – 2018
Florida Department of Education
Student Performance Standards
Health Science Core: 

The first two courses in this program are referred to as the Health Science Core and consist of the courses Health Science Anatomy & Physiology (8417100) and Health Science Foundations (8417110). These courses were previously titled Health Science 1 and Health Science 2. To ensure consistency whenever these courses are offered, the standards and benchmarks for the health science core have been placed in a separate document. 

You can access the course outline by visiting this link: http://www.fldoe.org/core/fileparse.php/5652/urlt/health_sci_core_secondary_1718.rtf

The two credit core is required as a prerequisite for all secondary programs except for Practical Nursing and Pharmacy Technician.  Secondary students completing the two required courses will not have to repeat the core in postsecondary.  When the recommended sequence is followed, the structure allows students to complete at specified points for employment or remain for advanced training or cross-training.  

Course Title: 	Health Science Anatomy & Physiology 
Course Number: 	8417100
Course Credit:	1

Course Description:
This course is part of the secondary Health Core consisting of an overview of the human body, both structurally and functionally with emphasis on the pathophysiology and transmission of disease.  Medical terminology is an integral part of the course.

You can access the course standards and benchmarks by visiting this link: http://www.fldoe.org/core/fileparse.php/5652/urlt/health_sci_core_secondary_1718.rtf

Course Title: 	Health Science Foundations 
Course Number: 	8417110
Course Credit:	1

Course Description:
This course is part of the Secondary Health Core designed to provide the student with an in depth knowledge of the health care system and associated occupations.  Emphasis is placed on communication and interpersonal skills, use of technology, ethics and the development of critical thinking and problem solving skills.  Students may shadow professionals throughout the course.  

You can access the course standards and benchmarks by visiting this link: http://www.fldoe.org/core/fileparse.php/5652/urlt/health_sci_core_secondary_1718.rtf

2017 – 2018
Florida Department of Education
Student Performance Standards

Course Title:		Health Unit Coordinator 1 of 2
Course Number:	8417281
Course Credit:	1

Course Description:

This course prepares students to be employed as Health Unit Coordinators/Health Unit Clerks.  Content includes, but is not limited to, medical terminology, organization and efficiency in the workplace, computer operations, as well as aiding in Physicians’ orders. 

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
28.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas. The student will be able to:		SC.912.N.1.1
SC.912.N.1.6	
28.01	Apply basic speaking and active listening skills including reflection, restatement, and clarification techniques when using the telephone and answering patient call lights. 			
28.02	Recognize the importance of courtesy and respect for patients and other health care workers and maintain good interpersonal relationships. 			
28.03	Adapt communication skills to varied levels of understanding and cultural orientation including diverse age, cultural, economic, ethnic and religious groups. 			
28.04	Apply active listening skills to obtain and clarify information. 			
28.05	Exhibit public relations skills that aid in achieving customer satisfaction including face to face interactions. 			
28.06	Explain why implementation of the electronic medical record is requiring advanced communication skills for the health unit coordinator (HUC).			
28.07	Give instances that exemplify human needs, classify each according to Maslow’s hierarchy of human needs, and give appropriate responses to meet the listed needs.			
28.08	Define and explain the importance of culturally sensitive care in the health care setting.			
28.09	List five guidelines to follow that could improve intercultural communication.			
29.0	Describe the importance of professional ethics and legal responsibilities for the Health Unit Coordinator. –The student will be able to:			
29.01	List seven patient rights as outlined in HIPAA.			
29.02	Identify seven patient identifiers (individually identifiable health information [IIHI]).			
29.03	Explain two purposes of the Health Information Technology for Economic and Clinical Health (HITECH) Act.			
29.04	Explain the responsibilities the health unit coordinator (HUC) has for HIPAA compliance.			
29.05	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.
			
30.0	Interpret and apply medical terminology specific to health unit clerks. – The student will be able to:			
30.01	Identify components of medical terms.	LAFS.910.L.3.6 LAFS.910.L.2.3
LAFS.1112.L.3.6 LAFS.1112.L.2.3		
30.02	Spell, pronounce and define medical terms, as related to Health Unit Coordinator.	LAFS.910.L.3.4c,d
LAFS.1112.L.3.4c,d		
30.03	Relate medical terminology to the body systems.	LAFS.910.L.3.6
LAFS.1112.L.3.6		
30.04	Identify and define standard abbreviations and medical symbols.	LAFS.910.L.3.6
LAFS.1112.L.3.6		
30.05	Identify apothecary and metric systems.	MAFS.912.N-Q.1.2 MAFS.912.N-Q.1.3		
31.0	Organize and maintain efficient work practices. --The student will be able to:			
31.01	Arrange daily activities by priority.			
31.02	Prepare and post unit information lists.	LAFS.910.W.4.10
LAFS.1112.W.4.10		
31.03	Maintain a supply of assembled medical/surgical admission packets.			
31.04	Distribute forms and articles from in‑basket.			
31.05	Identify, store and maintain unit equipment/supplies in a neat and orderly manner.			
31.06	Sanitize nursing station equipment.			
31.07	Maintain par levels of supplies as required by the nursing unit			
31.08	Greet all visitors to the nursing unit and offer assistance as necessary.			
32.0	Perform clerical duties. – The student will be able to:		SC.912.N.1.3
SC.912.N.1.4
SC.912.N.1.6
SC.912.N.1.7	
32.01	Demonstrate knowledge of common software applications relevant to the role of the health unit coordinator.	LAFS.910.RI.2.4 LAFS.910.L.1.2 LAFS.910.L.3.6
LAFS.910.W.3.8
LAFS.1112.RI.2.4
LAFS.1112.L.1.2 LAFS.1112.L.3.6
LAFS.1112.W.3.8		
32.02	 Prepare, label and add forms to chart. 			
32.03	Record admission data on unit records.	LAFS.910.L.1.2
LAFS.1112.L.1.2
MAFS.912.N-Q.1.1		
32.04	Obtain previous admission records/X‑rays.			
32.05	Post all reports on charts.			
32.06	File and retrieve assorted forms.			
32.07	Maintain patient tracking for patients leaving the unit (electronic or paper log).			
33.0	Perform patient admission, transfer and discharge procedures.			
33.01	List four types of admissions and three types of patients.			
33.02	List the common components of a set of admission orders and common health unit coordinator (HUC) tasks regarding the patient’s admission when paper charts are used.			
33.03	Describe how a surgical patient’s admission orders differ from a medical patient’s admission orders and discuss three options for the way in which patient surgeries are performed.			
33.04	List the components that may be included in a set of pre/postoperative orders.			
33.05	Explain why it is important for the HUC to monitor the patient’s electronic medical record (EMR) consistently. 			
33.06	Explain the purpose and the benefits of the electronic patient status tracking board for the patient’s family and/or friends.			
33.07	Explain what the HUC’s responsibility would be regarding all medical records, including patient signed consent forms, handwritten progress notes, and reports faxed or sent from other facilities or brought in by a patient when the EMR with computer physician order entry (CPOE) is implemented.			
34.0	Prepare discharge/transfer chart for medical records/new unit.			
34.01	List the different types of discharges and explain the importance of communicating pending discharge information and bed availability to the admitting department or bed placement in a timely manner.			
34.02	List the tasks that may be required to complete a routine discharge.			
34.03	 List the additional tasks that may be required when a patient is discharged to another facility, discharged home with assistance, or when a patient dies (postmortem).			
34.04	Describe the tasks necessary to prepare the discharged patient’s medical record for the health information management services (HIMS) department when paper charts are used.			
34.05	List the tasks that are performed when a patient is transferred from one unit to another.			
34.06	List the tasks performed by the HUC when a patient is transferred from one room to another room on the same unit.			
34.07	Discuss the importance of reading the entire set of discharge or transfer orders prior to the patient being discharged or transferred.			

2017 – 2018
Florida Department of Education
Student Performance Standards

Course Title:		Health Unit Coordinator 2 of 2
Course Number:	8417282
Course Credit:	1

Course Description:

This course prepares students to be employed as Health Unit Coordinators/Health Unit Clerks.  Content includes, but is not limited to, medical terminology, organization and efficiency in the workplace, computer operations, as well as aiding in Physicians’ orders. 

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
35.0	 Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. – The student will be able to:			
35.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.			
35.02	Participate in emergency or disaster plan, CPR and first aid.			
35.03	Identify the location of emergency equipment on the nursing unit.			
35.04	Recognize and follow all appropriate emergent code protocols. 			
35.05	Comply with regulatory agency guidelines. 			
36.0	Read, interpret, process, coordinate and transcribe physicians' orders. – The student will be able to:			
36.01	Identify all types of physician's orders.	LAFS.910.RI.2.4
LAFS.1112.RI.2.4		
36.02	Prioritize orders for transcription.	LAFS.910.W.2.6 LAFS.910.L.3.6
LAFS.1112.W.2.
LAFS.1112.L.3.6		
36.03	Prepare and route requisitions manually or via computer.	LAFS.910.RI.2.4 LAFS.910.L.1.2 LAFS.910.L.3.6
LAFS.1112.RI.2.4
LAFS.1112.L.1.2; LAFS.1112.L.3.6		
36.04	Arrange for ordered consultations.	LAFS.910.SL.2.6
LAFS.1112.SL.2.6		
36.05	Schedule patients' treatments or therapy with other hospital departments.	LAFS.910.RI.2.4 LAFS.910.L.1.2 LAFS.910.L.2.6 LAFS.910.SL.2.6
LAFS.1112.RI.2.4
LAFS.1112.L.1.2 LAFS.1112.L.2.6 LAFS.1112.SL.2.6		
36.06	List the points of information that should be communicated to the consulting physician’s office when a consultation order is transcribed.
			
37.0	Demonstrate an understanding of the Health Unit Coordinators role in the Nutritional Care Department. – The student will be able to:			
37.01	Explain the importance of communicating diet changes and patient food allergies to the nutritional care department.			
37.02	List the groups of diets including nutritional supplements that may be ordered for the hospitalized patient. 			
37.03	List consistency changes that can be made to a standard diet and explain what is included in each.			
37.04	List diet options that may be selected for the patient who has started on clear liquids and has an order for diet as tolerated and explain how the selection would be made.			
37.05	Identify therapeutic diets that the patient’s doctor may order.			
37.06	Identify diets that may be requested by patients and assist them in ordering appropriate meals. 			
37.07	List the items an HUC may need to order when transcribing an order for tube feeding.			
37.08	Explain the purpose of the doctors’ orders force fluids, limit fluids, and calorie count and discuss the importance of sending all doctors’ orders regarding a patient’s diet or modifications to a patient’s diet to the nutritional care department.			
37.09	Discuss the importance of sending total parenteral nutrition (TPN) orders to the pharmacy in a timely manner.			
38.0	Demonstrate an understanding of the Health Unit Coordinators role in processing diagnostic orders. – The student will be able to:			
38.01	List the major divisions of the clinical laboratory and their functions.			
38.02	List six invasive procedures that would require a consent form signed by the patient.			
38.03	Describe the health unit coordinator’s responsibilities in ordering laboratory tests and sending specimens to the laboratory when EMR is used and when paper charts are used and describe how routine, stat, daily, and timed studies would be ordered and performed.			
38.04	Explain how the health unit coordinator’s responsibilities regarding diagnostic imaging orders differ with the implementation of the electronic medical record and computer physician order entry versus use of the paper chart.			
38.05	List the information regarding the patient that the health unit coordinator must include when ordering procedures to be performed by the diagnostic imaging department.			
38.06	Explain when a patient would be required to sign an informed consent before a diagnostic imaging procedure.			
38.07	Discuss sequencing or scheduling of multiple diagnostic imaging procedures ordered for the same patient.			
38.08	Demonstrate an understanding of other diagnostic studies. 			
39.0	Explain the importance of employability skills and entrepreneurship skills for the Health Unit Coordinator. – The student will be able to:			
39.01	Discuss benefits and responsibilities of the HUC for membership in a professional organization such as the National Association of Health Unit Coordinators.			
39.02	Determine how to apply for membership in a professional organization.			
39.03	List five benefits of becoming a certified HUC.			
39.04	Complete application for certification.			
39.05	List three positions in which the HUC may be cross-trained.			
39.06	Conduct a job search for HUC positions and complete a job application form correctly.  			
39.07	Compose written communication including emails using correct spelling, grammar, formatting and confidentiality.			
39.08	Observe professional e-mail practices and etiquette.			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

This program requires a clinical component of approximately 50% the length of the courses following the health science core. A portion of the clinical experience can be achieved through simulation when appropriate.  

Clinical courses require contact hours in the clinical setting in order to complete the health science program.  Hospitals, nursing homes, and other clinical facilities with clinical affiliation agreements limit the number of students that can rotate and/or be on site at one time.  Most facilities, including hospitals and nursing homes, limit the number of students to 15.  Due to these industry limitations, it is recommended that the student ratio be 15:1 (student/teacher) based on the clinical facilities that students attend to for clinical training.

Special Notes

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student.  Access MyCareerShines by visiting: www.mycareershines.org. 

The course Anatomy and Physiology (2000350) or Anatomy and Physiology Honors (2000360) may be substituted for the course Health Science Anatomy & Physiology (8417100).   

The course Health Science Anatomy & Physiology (8417100) is designated as an equally rigorous (EQ) science credit. 

Following the completion of Health Science Core, the student is eligible to take the National Health Care Foundation Skill Standards Assessment with instructor approval and the completion of a portfolio.

This program meets the Department of Health HIV/AIDS Domestic Violence and Prevention of Medical Errors education requirements.  Upon completion of this program, the instructor will provide a certificate to the student verifying that these requirements have been met.

If students in this program are seeking a licensure, certificate or registration through the Department of Health, please refer to 456.0635 F.S. for more information on disqualification for a license, certificate, or registration through the Department of Health. 

It is recommended that completers of this program take the National Association of Health Unit Coordinators Certification examination which is offered annually.

Career and Technical Student Organization (CTSO)

HOSA: Future Health Professionals is the intercurricular career and technical student organization(s) providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml