HEALTH SCIENCE UPDATE KARMEY OLSON, EDUCATION PROGRAM CONSULTANT KANSAS STATE DEPARTMENT OF EDUCATION ANNUAL K-ACTE CONFERENCE TUESDAY, AUGUST 2, 2011

Agenda  Health Science Career Cluster Design Sheet  National Health Science Education Cluster Update  Piloting National Cultural Differences Curriculum  Kansas Health Science Common Course Codes and Course Descriptions Update  Professional Learning Experience Handbook  Advisory Committee Guidance Handbook  Statewide Articulation Agreement for Health Science  National Health Science Assessment and Certificate Program  Kansas Health Profession Opportunity Project  Health Care Workforce Partnership Committee  Growing Doctors in Salina  Professional Development Opportunities

National Health Science Education Cluster Update  Biggest Change: Reducing the Number of Foundation Standards from 11 to 6!  The pathways will remain the same.  Academics-2 performance elements with accountability criteria: Human Structure and Function and Disease and Disorders. Medical Math is not included.  Systems-4 performance elements with additional content added to the knowledge and skills and many additional accountability indicators. Concern that this Foundation Standard will no longer align with the National Health Science Assessment and Certificate Program.  Safety, Health and Environment-6 performance elements; Communications has been blended with this topic. One of the performance elements is identified specifically for Personal Health and Wellness  Leadership and Teamwork-2 performance elements, one for each. Some communication woven through these sample indicators as well.  Ethics and Legal-6 performance elements; 4 for legal practices, one for ethics and one for cultural differences.  Technical Skills-1 performance element.

Next Steps!  Once released in Fall, 2011, workgroups will be formed to revisit the alignment of the Foundation Standards and Accountability Criteria to the Kansas Standards and Competencies.  Endorsed by KACCTE State-wide Advisory Committee for Career Clusters/Pathways  Implemented at the Local Level  The above plan is contingent upon the release of the work at the national level.

Piloting National Cultural Differences Curriculum  Laura Bottoms, Hutchinson Career and Technical Education Academy

Kansas Health Science Common Course Codes and Course Descriptions Update  Addition of Human Body Systems Course to technical level of a sequence of courses  New competency profile for Human Body Systems  Considered cross-over course to BioMedical Pathway  Districts may use as a whole or part of a Science credit – Local decision

Sample Course Sequences for Health Science Programs

Professional Learning Experience Handbook 

Application Level Courses Application level courses are to provide authentic application of the technical knowledge and skills in real world settings which can be… 1. Work based—Internships (paid) 2. Community based—volunteer (unpaid) 3. School based—industry experiences recreated within the school setting

 Work with adult mentors/school coordinators  Apply the technical skills using industry process, equipment and techniques Identify learning goals and plans to achieve them  Be willing to apply their technical knowledge and skills and practice work skills (i.e. on time, follow directions, stay on task)  Document experiences, reflect on experiences, complete exit evaluations and assessments  Meet the timeline set by the school and follow school and work site regulations.  Best practices students should follow include……

 Provide teacher coordinator with time to create, organize and implement a plan for all students enrolled  Ensure the professional learning experience is ready for implementation when school begins  Require a log or similar document to record experiences of students  Logs or similar document(s) are to begin when school begins and be available upon request by the auditors to indicate the experience and tasks they are completing.  A Professional Learning Experience Plan and Professional Learning Experience Agreement are encouraged to be completed by the student, school, parents and employer but will not be asked for by the auditors.  Best practices Districts/School Coordinators/Teachers should follow include……

 For school year, logs or similar documents will be asked for but are optional.  For FY school year, logs or similar documents will be asked for and will be required. Auditors will ask for the following…….

Professional Learning Experience Tool Kit Section 1: Guidance Section 2: Appendix

 Chapter 1—Role of the Experience, CTE and CTSO’s  Chapter 2—What is a Quality Experience?  Chapter 3—Preparation  Chapter 4—Seven Guidelines for Creating a Quality Experience  Chapter 5—Evaluation, Reflection, Debriefing Section 1: Guidance

 Glossary of Terms  Sample of Planning and Support Documents/Forms  Sample Reference Sheets (for reference and reproducing to share)  Sample Evaluations, Reflections and Assessment Rubrics Section 2: Appendix

Advisory Committee Guidance Handbook

Advisory Handbook – Page 5  Assist with the development, implementation and assessment of required annual pathway improvement plan (see page 9 for details)

Improvement plan – Pg. 9

Pathway Maintenance Pg. 9  KSDE Reporting Procedures

Plan of Improvement Pg. 20

State-Wide Articulation Agreement for Health Science  Conversation will begin late August with Hutchinson Community College

National Health Science Assessment and Certificate Program  Fact Sheet available at: 

What will the National Health Science Assessment and Certificate Program Do For You and Your Students?  Identify These standards identify the basic knowledge and skills that all entry-level healthcare workers need to be successful, regardless of the pathway or occupation they select.  Demonstrate Through the development of classroom and clinical rotations, student portfolios document performance in areas that are critically important to job success, including professional learning experiences, oral presentation skills, service learning, leadership, and earned credentials. Although it is not a required element of the certificate program, students are strongly encouraged to complete a portfolio. In fact, many of the portfolio components can be satisfied by participating in a student leadership organization, Health Occupations Students of America (HOSA). portfolio componentsHealth Occupations Students of America

What will the National Health Science Assessment and Certificate Program Do For You and Your Students?  Measure The National Health Science Assessment is available in two parts. The Pre-Test provides an indication of what students know upon entry into a health science education program of study, while the Post-Test measures student mastery of the basic knowledge and skills needed by all healthcare workers. Pre-testing is not a prerequisite for taking the National Health Science Assessment and Certificate Program (post-test). However, verification of knowledge gained by using both the pre- and post-tests likely provides a more meaningful measure of instructional effectiveness than the post-test score alone.  Recognize Students scoring 70% or higher on the National Health Science Assessment and Certificate Program (post-test) receive a certificate recognizing their accomplishment.

Kansas Health Profession Opportunity Project (KHPOP)  15.3 Million  Enhance training, education and employment of eligible populations interested in high demand health care occupations  Eligible Recipients include TANF (Temporary Assistance for Needy Families), Supplemental Nutrition Assistance Program (SNAP), and Individuals at or below 200% of poverty level.

KHPOP Goals  Provide training and employment opportunities for individuals facing barriers to finding well-paying health care jobs, leading to self sufficiency  Leveraging resources to strengthen Kansas families and communities and support health care employers with current and future workforce needs  Supporting career pathways that allow job seekers to earn multiple employer/industry recognized certificates and degrees as they achieve education goals

Health Care Workforce Partnership Committee (HCWPC)  Key Partners will develop a comprehensive strategic plan that increases primary health care professionals in Kansas by 10 – 25% over the next 10 years and to accomplish the grant’s 7 objectives

HCWPC Objectives  Analyze State labor market information in order to create health care career pathways for students and adults, including dislocated workers;  Identify current and projected high demand State or regional health care sectors for purposes of planning career pathways;  Identify existing Federal, State, and private resources to recruit, educate or train, and retain a skilled health care workforce and strengthen partnerships;  Describe the academic and health care industry skill standards for high school graduation, for entry into postsecondary education, and for various credentials and licensure;  Describe State secondary and postsecondary education and training policies, models, or practices for the health care sector, including career information and guidance counseling;  Identify Federal or State policies or rules to developing a coherent, comprehensive health care workforce development strategy and barriers and a plan to resolve these barriers; and  Participate in programmatic evaluation and reporting activities.

Professional Development Opportunities

Professional Development Opportunities – How Can I Help You?  Fall and Spring ITV Sessions?  What Topics?  How Long?

Questions?

Contact Information Karmey Olson Beverly Smith