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NEWARK PUBLIC SCHOOLS

Curriculum Guide: PRE-MEDICAL III

NEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD MEMBERS

2013-2014

Ms. Antoinette Baskerville-Richardson, ChairpersonMr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. HasanMr. Alturrick Kenney

Ms. Eliana Pintor MarinMs. DeNiqua Matias

Dr. Rashied McCrearyMs. Ariagna Perello

Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative

NEWARK PUBLIC SCHOOLS ADMINISTRATION

2013-2014

Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell CenterAssistant Superintendent: Brad Haggerty

Assistant Superintendent: Tiffany HardrickAssistant Superintendent: Roger LeonAssistant Superintendent: Aqua Stovall

Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb PerkinsSchool Business Administrator: Valerie Wilson

TABLE OF CONTENTS

Course Description......................................................................................................................................................................................7Recommended Textbooks/Resources..........................................................................................................................................................8Course Proficiencies..................................................................................................................................................................................10Curriculum Units.......................................................................................................................................................................................11Unit 1: Health Assessment.........................................................................................................................................................................13Unit 2: Physical Assessment.....................................................................................................................................................................16Unit 3: Pharmacology................................................................................................................................................................................19APPENDIX A: English Language Arts Alignments to Suggested Activities...........................................................................................27APPENDIX B: Common Core Standards Aligned to Unit Objectives or Activities in Pre-Medical III..................................................28APPENDIX C: NJ Core Curriculum Science Standards Aligned.............................................................................................................32APPENDIX D: NJ Core Curriculum 21st Century Life and Careers Standards Aligned..........................................................................33APPENDIX E: New Jersey High School Proficiency Assessment (HSPA) Content Found in Pre-Medical III......................................35

THE NEWARK PUBLIC SCHOOLS DISTRICTMISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects

of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that

our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven.

We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We

pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and

minds to value education.

NEWARK PUBLIC SCHOOLS

SCHOOL ADVISORY BOARD

Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations

Newark Public SchoolsPre-Medical III

Course Description

Pre-Medical III is designed to introduce the student to the technical components of health care delivery. Students will learn basic health assessment and physical assessment, and incorporate developmental considerations across the life span. They will learn principles of pharmacology, classifications of medications and preparation of medications using medical mathematics principles. Students will learn the intricate components of managing a health care office, the legal and ethical considerations of health care employment, medical office management. They will complete the principles and skills of basic care of clients in health care setting. In each section, students will apply the theory to occupational practice through clinical experiences. They will engage in laboratory exercises, further career exploration with professionals engaged in specific technical activities and prepare for the SOCAT in Nursing Assistant Care. Students will prepare their resume, goals, objectives and internship agreements for their 12th grade experience.

Recommended Textbooks/Resources

Textbooks:

Wilson, S. & J. Giddens. Health Assessment for Nursing Practice.3rd ed. 2005.Elsevier. Philadelphia.

Wilson, S. & J. Gidden. Student Lab Guide for Health Assessment 3rd ed. 2005. Elsevier, Philadelphia

Sorrentino, S. Assisting with Patient Care 2nd ed. 2005 Elsevier, Philadelphia

Gorek, B. Assisting with Patient Care Workbook. 2nd ed. 2005. Elsevier, Philadelphia

Klieger, D.M. Medical Assisting.2005. Elsevier.

Klieger, D.M. Student Workbook for Medical Assisting. 2005. Elsevier.Health Assessment: Wilson Laboratory Guide

Student CD Rom: Wilson Health Assessment

Health Assessment: Wilson Laboratory Guide

Student CD Rom:Wilson Health Assessment

Multimedia:

www.evolve.elsevier.comStudent tutorial site

Interview Laboratory Guide

http://www.evolve.elsevier.com/

Web Sites:

www.derm-infont.com

www.ruralfamilymedical.org

www.nlm.nih.gov

www.bt.cdc.gov

www.cellsalive.com

www.info.med.yale.edu

www.brightfutures.org

www.asha.com

www.ucdm.ucdavis.edu

www.meddean.luc.edu

www.pbs.org

.

http://www.pbs.org/

http://www.meddean.luc.edu/

http://www.ucdm.ucdavis.edu/

http://www.asha.com/

http://www.brightfutures.org/

http://www.info.med.yale.edu/

http://www.cellsalive.com/

http://www.bt.cdc.gov/

http://www.nlm.nih.gov/

http://www.ruralfamilymedical.org/

http://www.derm-infont.com/

Course Proficiencies

1. Understand the purposes of health assessments.2. Understand the purposes of physical assessments.3. Demonstrate an understanding of pharmacological law, ethics, and safety.4. Demonstrate knowledge of medical and pharmacological terminology.5. Identify the basic aspects of medical office administration.6. Demonstrate knowledge of managing medical records. 7. Demonstrate knowledge of insurance coding.8. Understand the responsibilities of types of nursing care.9. Understand nursing roles in clinical procedures and emergencies.

Curriculum Units

1. Health Assessment

2. Physical Systems Assessment

3. Pharmacology

a. Background

i. history of pharmacology

ii. law and ethics

b. Pharmaceuticals

i. pharmacological terminology

ii. classification of pharmaceuticals

c. Principles

i. management

ii. safety

iii. dosage

d. Classifications

4. Medical Administrative Services

a. Law and ethics

b. Records management

c. Insurance coding

d. Office procedures

e. Medical terminology

f. Career and educational paths in medical administration

5. Nursing and Clinical Procedures

a. Care settings

b. Communication skills

c. Nursing assistant responsibilities

d. Sanitation and infection control

e. Patient/client needs and care

f. physical

ii. mental

iii. socio-cultural

g. Clinical Procedures

h. Vital signs

ii. Laboratory procedures

iii. Tests

iv. Medication

i. Emergencies

j. Care of instruments and equipment

Unit 1: Health AssessmentEssential Questions Instructional

Objectives/Skills and Benchmarks

Types of Activities and Assessments that could illustrate Objectives

Suggested Resources Academic Alignments

How do individual health needs affect assessments?

What kind of knowledge of illness, injury, infection, and disability is necessary for health assessments?

What communication skills are required in health assessments?

What is the role of nutrition in health assessments?

What is the influence of a patient’s age, gender and cultural background in a health assessment?

What are the basic techniques and documentation of a health assessment?

What are the primary tests given during a health assessment, and why are they important?

1. Identify rationale in completion of health assessment.

2. Discuss the components of health assessment.

3. Apply health assessment to needs of client.

4. Accurately document health assessment findings.

5. Discuss components of health promotion and health protection.

5. Discuss and analyze developmental theories (including statistical data) as they apply to health assessment.

6. Describe age appropriate tools to use in health assessment.

7. Identify cultural considerations in assessment of children and

Note-takingGroup discussions and presentations

Crosswords

Written responses

Graphic organizers

Patient interview practice

Role playing

Students are evaluated using the following criteria:Completion of Workbook exercises, accuracy of Quizzes and objective tests.

Textbooks:Wilson, S. & J. Giddens. Health Assessment for Nursing Practice. 3rd ed. 2005. Elsevier. Philadelphia.





Klieger, D.M. Student Workbook for Medical Assisting. 2005. Elsevier.

CPI21st Century:9.4.12.H.39.4.12.H.49.4.12.H.139.4.12.H.149.4.12.H.(1).49.4.12.H.(1).59.4.12.H.(1).69.4.12.H.(2).29.4.12.H.(2).39.4.12.H.(2).6

SCI:5.1.12.B.15.3.12.B.2

HSPAMath:III.B

ELA:RS1SS1SK4WK4WS5

CCSS:Math:

What psychological aspects of a patient should be considered during interviews, data collection, medical histories, and assessments?

What are the primary criteria for a health assessment, and why are they important?

aged.

8. Discuss rationale for use of cultural template.

9. Recognize communication skills needed for cultural competency.

10. Describe phases of an interview.

11. Discuss components of health history.

12. Describe the components of mental health assessment.

13. Differentiate among confusion, delirium, and disorientation.

14. Discuss criteria of pain assessment scale

15. Prepare a dietary intake log.

16. Identify appropriate laboratory tests used to determine nutritional status.

17. Discuss various

Health Assessment: WilsonLaboratory Guide


Multimedia:www.evolve.elsevier.comstudent tutorial site


Web Sites:www.derm-infont.com


www.nlm.nih.gov

www.bt.cdc.gov

www.cellsalive.com



www.asha.com


www.meddean.luc.edu

S.IC.6S.ID.9

ELA:RST.4RST.7SL.1WHST.2WHST.4













responses to pain.

18. Identify relationship between phases and sleep patterns.

19. Determine the relationship in sleep patterns and age.

www.pbs.org

http://www.pbs.org/

Unit 2: Physical AssessmentEssential Questions Instructional




What are the basic techniques of a physical assessment?

What are the primary tests given during a physical assessment, and how do they contribute to the assessments?

What are the purposes of various physical assessments?

What are the methods used in different types of tests for physical assessment?

What are the symptoms or indications of various physical conditions covered by a physical assessment?

What are the basic forms of documentation for a physical assessment?

1. Demonstrate the four basic assessment techniques.

2. Discuss aberrant sounds heard on auscultation.

3. Discuss the proper uses of the positions of examination.

4. Describe various methods for temperature assessment.

5. Demonstrate proper application of blood pressure cuff.

6. Demonstrate correct hand washing technique.

7. Discuss variations found in skin and nails based on age and ethnicity.

8. Describe various skin variations resulting from inflammation or infection.

9. Describe lymphatic areas of nodes.

Note-taking

Group discussions and presentations

Crosswords

Graphic organizers

Patient interview practice

Role playing

Workbook exercises

Written responses

Students are evaluated using the following criteria: completion and accuracy of workbook exercises, accuracy of quizzes and objective tests

Textbooks:Wilson, S. & J. Giddens. Health Assessment for Nursing Practice. 3rd ed. 2005. Elsevier. Philadelphia.





Klieger, D.M. Student Workbook for Medical Assisting. 2005. Elsevier.Health Assessment: Wilson

CPI21st Century:9.4.12.H.39.4.12.H.49.4.12.H.139.4.12.H.149.4.12.H.(1).49.4.12.H.(1).59.4.12.H.(1).69.4.12.H.(2).29.4.12.H.(2).39.4.12.H.(2).6

SCI:5.3.12.A.65.1.12.D.35.1.12.B.1

HSPAMath:III.B

ELA:LS1RS1SK4SK5SS1WS5

CCSSMath:

10. Discuss the headache triggering foods and relationship to hypersensitivity.

11. Discuss the primary risk factors contributing to hearing loss.

12. Describe the relationship between dizziness and auditory system.

13. Discuss the risk factors associated with the development of visual disorders.

14. Discuss the visual cues that may indicate suspected drug intoxication.

15. Demonstrate the correct techniques to measure respiratory rate and rhythm.

16. Demonstrate the correct technique to measure heart rate and pulses.

17. Describe the term

Laboratory Guide


Multimedia:

www.evolve.elsevier.comstudent tutorial site


Web Sites:

www.derm-infont.com


www.nlm.nih.gov

www.bt.cdc.gov

www.cellsalive.com



www.asha.com


www.meddean.luc.edu

S.IC.6

ELA:RST.3RST.4SL.1SL.6WHST.2













“referred pain” in the abdomen.

18. Discuss the common risk factors that lead to joint and muscle injury in the elderly.

19. Demonstrate the range of motion for each of the types of joints.

20. Differentiate between rheumatoid arthritis and osteoarthritis.

21. Describe the purpose of the reflex arc tests.

22. Describe the tests used to assess each of the special senses.

23. Discuss the factors that can alter the sense of smell, taste and touch.

24. Describe the points needed to remember in order to perform an assessment.

25. Demonstrate accurate and complete documentation of the assessment findings.

www.pbs.org

http://www.pbs.org/

Unit 3: PharmacologyEssential Questions Instructional




What mathematical and skills are required for employment in pharmacology?

What communication skills are required for employment in pharmacology?

What are the basic administrative tasks and financial skills required for pharmacy management?

What are basic legal and ethical considerations in pharmacy work?

What are the basic safety requirements of a pharmacy?

Define medical and pharmacological terms.

How are pharmaceuticalsclassified?

1. Develop accurate mathematical skills in preparation of pharmacyproducts.

2. Adapt verbal and written communication skills for different purposes and audiences.

3. Apply medical and pharmacological terminology appropriately.

4. Demonstrate accuracy in dosage calculations of pharmacy products including use of appropriate units, and creating equations using one variable to calculate dosage rate.

5. Develop good administrative skills in pharmacy management.

6. Understand prescriptive legal and ethical concepts.

7. Use proper safety practices in workplace.

Activities:Note-taking

Graphic organizer

Demonstrations of procedures and skills

Computer instruction in pharmacy documentation

Competency skills checklist

Internet research

Practice in pharmacy lab

Assessments:Participation in class, completion of competency checklist, accuracy of written quizzes and tests, performance assessment

Textbooks:

Gootblatt,L. Pharmacy Technician Handbook. 2006. J.G. Custom Greetings.

CPI21st Century:9.4.12.H.109.4.12.H.149.4.12.H.479.4.12.H.489.4.12.H.629.4.12.H.20

SCI:5.1.12.A.25.1.12.D.1

HSPAMath:I.B

ELA:LS1RS1SK4WK3WK4WS3

CCSSMath:A.CED.1N.Q.1S.MD.7SK.5

8. Discuss usage, adverse reactions, and interactions of pharmacy agents.

9. Discuss how the results of probability calculations are used to determine probable outcomes of prescribed dosage and interactions.

9. Apply computer skills in recording of pharmacy activities.

10. Develop accurate financial skills in pharmacy management.

11. Classifications of pharmaceuticals.

ELA:L.6RST.3RST.4SL.1SL.6WHST.4WHST.6

Unit 4: Medical Administrative ServicesEssential Questions Instructional


Types of Activities and Assessments that could support Objectives


What is role of a medical administrative services worker as a member of a medical facility team?

What are the legal and ethical considerations in medical administration?

What are the basic responsibilities of a medical administrative services worker?

What safety and health precautions should be taken by a medical administrative services worker?

What technical skills are necessary for various medical administrative service jobs?

What are the general communication protocols of a medical administration office?

What are the general procedural protocols of a

1. Develop critical thinking and problem solving strategies.

2. Identify primary duties and responsibilities of administrative medical services worker and medical assistant.

3. Use statistical data to identify patterns and trends that influence health and illness.

4. Discuss Code of Ethics that apply to administrativeMedical services assistants.

5. Describe proper universal precautions, as well as medical and surgical asepsis procedures, of a health care worker in the office environment.

6. Define and use common medical terms and abbreviations used in a health care environment.

Activities:Note-taking

Group discussions and presentations

Role playing

Visual aids, including videos, handouts, transparencies

Guest speakers

Field trips

Internet research

Individual computer study modules

Competency skills checklist

Performance assessment

Written responses

Assessments:Participation, performance assessments, accuracy of written quizzes and tests

Textbooks: Klieger, D.M. Medical Assisting.2005. Elsevier.

Student CD ROM

www.evolve.elsevier.com

Student resources via internet with1. chapter quizzes2. internet research activities3. Weblinks for topics

Web Sites:www.cdc.govwww.hhs.govwww.osha.govwww.justcoding.comwww.healthchoices.orgwww.census.gov

CPI21st Century:9.4.12.H.(3).19.4.12.H.(3).29.4.12.H.(3).39.4.12.H.(3).49.4.12.H.(3).59.4.12.H.(3).69.4.12.H.169.4.12.H.179.4.12.H.489.4.12.H.349.4.12.H.359.4.12.H.369.4.12.H.579.4.12.H.629.4.12.H.(1).3

SCI:5.1.12.B.1

HSPAMath:III.C

ELA:LS1RS1SK4SK5SS1WS3

http://www.census.gov/

http://www.healthchoices.org/

http://www.justcoding.com/

http://www.osha.gov/

http://www.hhs.gov/

http://www.cdc.gov/


medical administration office?Define basic medical terminology and abbreviations.

7. Explain proper communication techniques used in office environment including telephone, mail, messages, receiving and directing clients and professionals.

8. Discuss responsibilities for admissions, transfers and discharges of clients.

9. Identify responsibilities and functions involving patient confidentiality and maintaining client confidentiality.

10. Explain the purpose and process involved in abstracting medical data.

11. Describe components of medical transcription, coding and processing medical records.

12. Describe role of administrative medical assistant in financial management of a healthcare office.

13. Discuss the career opportunities and

written quizzestests

performance checklist

accuracy in completion of written assignments

WS5

CCSS:Math:S.IC.6

ELA:L.6RST.3RST.4SL.1SL.6WHST.2

educational requirements available in administrative medical services.

14. Demonstrate patient interviewing skills.

Unit 5: Nursing and Clinical ProceduresEssential Questions Instructional




What types of physiological knowledge are required of a nursing assistant?

What types of knowledge concerning illness, infection, injury, and disability are required of a nursing assistant?

What are basic nutritional requirements and food preparation procedures?

How can I support the different kinds of patients’ physical and mental well-being?

What communication and social skills are required of a nursing assistant?

What are the categories of patient needs?

What types of responses are appropriate to types of patient needs?

What is a “systems

1. Demonstrate the job knowledge and related skills of the nursing assistant within the health-care settings.

2. Demonstrate communication and psychosocial skills needed to function as an effective nursing assistant within the health care setting.

3. Provide support and activities that will promote a positive sense of well-being for the client.

4. Provide proper interventions in response to client’s stress or unmet needs.

5. Provide a safe environment for the client.

6. Demonstrate the proper techniques for the prevention of infection

Activities:Graphic organizers

Case Studies

Videos

Demonstration of skills

Role Playing

Prepare interventions for case studies

Re-demonstration of skills

Clinical practice at area facilities

Group discussions

Written responses

Assessments:Accuracy of quizzes and tests, completion of worksheets and exercises, completion of skills competency checklist, satisfactory score in clinical evaluations

Textbooks:

Sorrentino, S. A.Assisting with Patient Care. 2nd ed. 2004 Elsevier

Student resourcewww.evolve.elsevier.com chapter quizzes research exerciseslaboratory exercisesweb links

Gorek, B.Assisting with Patient Care Workbook. 2004Elsevier

Student CD ROM

CPI21st Century:9.4.12.H.(2).79.4.12.H.39.4.12.H.49.4.12.H.149.4.12.H.(1).49.4.12.H.(2).29.4.12.H.(2).69.4.12.H.639.4.12.H.(4).19.4.12.H.(4).3

SCI:5.3.12.A.65.1.12.D.15.1.12.D.3

HSPAMath: N/A

ELA:LS1SK4SK5RS1SS1

CCSSMath: N/A

ELA:

perspective”?

What are the types of awareness and procedures regarding safety and hygiene?

What are the procedures for using, cleaning, and storing medical instruments and equipment?

to the client or the caregiver, including standard precautions, hand washing techniques, isolation, and personal protective equipment (PPE), and why they are effective.

7. Discuss the guidelines for responding to client-related emergencies and demonstrate the Heimlich maneuver.

8. Discuss the physiological care of the client from a systems perspective.

9. Demonstrate proper techniques in hygiene care.

10. Demonstrate proper care of client’s personal environment.

11. Demonstrate proper nutritional techniques and food preparation.

12. Demonstrate proper procedures for care for client’s elimination

RST.3RST.4SL.1SL.6WHST.2

needs.

13. Identify interventions to promote comfort, rest and sleep.

14. Describe proper use of medical equipment, cleaning and storage procedures.

15. Identify the physical and emotional needs of the dying patient.

16. Recognize communication skills needed for cultural competency.

17. Identify and triage signs and symptoms of major medical conditions.

18. Demonstrate proper body mechanics, including patient transfer, positioning, lifting, and moving.

APPENDIX A: English Language Arts Alignments to Suggested ActivitiesExample Activities Academic Alignments to Common Core English language

arts/literacy and HSPANote-taking CCSS: RST.2, RST.7

Group discussionsCCSS: SL.1HSPA: SK4

Crosswords CCSS: RST.4HSPA: RS1

Patient Interview Practice CCSS: SL.1, SL.6HSPA: LS1, LS3, LS4

Presentations CCSS: SL.4-6GEPA: SK5, SSI, SS2, SS3, SS4, SS5

Visual aids, including videos, handouts, transparencies CCSS: RST.7

Guest speakers CCSS: SL.2–3HSPA: LS1, LS3, LS4

Internet research CCSS: WHST.7-9HSPA: RK7, RS6, WK7, WS5, Extended Understanding

Role playing CCSS:SL.6GEPA: SK5

Skill practice in health laboratory/Competency skills checklist

CCSS: RST.3HSPA: LS1

Written responses CCSS.WHST.2HSPA: WS5

APPENDIX B: Common Core Standards Aligned to Unit Objectives or Activities in Pre-Medical III

CCSS code Common Core State StandardMath

S.ID.9 Distinguish between correlation and causation.A.CED.1 Create equations and inequalities in one variable and use them to solve problems.A.SSE.4 Use the properties of exponents to transform expressions for exponential functions.N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and

interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

S.MD.7 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).

English Language Arts and Literacy for Technical SubjectsELA.L.6 Grades 9–10: Acquire and use accurately general academic and domain-specific words and phrases,

sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Grades 11–12: Acquire and use accurately general academic and domain-specific words andphrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ELA.RST.3Note: Aligns to Objectives that require students to comprehend oral or written instructions in order to complete a technical task.

Grades 9–10: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Grades 11–12: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

ELA.RST.4 Grades 9–10: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.Grades 11–12: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

ELA.RST.7 Grades 9–10: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.Grades 11–12: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

ELA.SL.1 Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that

preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader

APPENDIX C: NJ Core Curriculum Science Standards Aligned

CPI Number 2009 New Jersey Core Curriculum Science Standards5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to

pose theories.5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of

central tendencies, causal/correlational relationships, and anomalous data.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas,

observations, and experiences.5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with

respect for their safety and welfare.5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible

treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).5.3.12.B.2 Use mathematical formulas to justify the concept of an efficient diet.

APPENDIX D: NJ Core Curriculum 21st Century Life and Careers Standards Aligned

CPI Number 2009 21st Century Life and Careers Standards9.4.12.H.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education

and career opportunities.9.4.12.H.4 Demonstrate knowledge of human structure and function as well as diseases and disorders to pursue the

full range of postsecondary education and career opportunities in this cluster.9.4.12.H.10 Develop and deliver formal and informal presentations using appropriate media to engage and inform

audiences.9.4.12.H.13 Develop and interpret tables, charts, and figures to support written and oral communications.9.4.12.H.14 Listen to and speak with diverse individuals to enhance communication skills.9.4.12.H.16 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to

solve problems and make decisions.9.4.12.H.17 Employ critical thinking and interpersonal skills to resolve conflicts.9.4.12.H.10 Develop and deliver formal and informal presentations using appropriate media to engage and inform

audiences.9.4.12.H.20 Employ technological tools to expedite workflow.9.4.12.H.34 Demonstrate knowledge of employee rights and responsibilities and employers’ obligations to maintain

workplace safety and health.9.4.12.H.35 Identify emergency procedures that are necessary to provide aid in workplace accidents.9.4.12.H.36 Identify response techniques to create a disaster and/or emergency response plan.9.4.12.H.47 Demonstrate an understanding of the legal responsibilities, limitations, and implications affecting

different types of workers in the healthcare delivery setting in order to ensure compliance with legal requirements.

9.4.12.H.48 Demonstrate an understanding of accepted ethical practices with respect to cultural, social, and ethnic differences, and explain how this understanding helps ensure delivery of quality healthcare.

9.4.12.H.57 Research professional development opportunities needed to keep current on relevant trends and information within the cluster.

9.4.12.H.62 Demonstrate knowledge of technical skills required for career pathways in this cluster, including occupational safety techniques, OSHA Standard Precautions, and safety procedures designed to protect clients, co-workers, and self.

9.4.12.H.63 Demonstrate knowledge of technical skills required for career pathways in this cluster by obtaining related certificates, such as Cardiopulmonary Resuscitation (CPR) and First Aid.

9.4.12.H.(1).3 Demonstrate knowledge of facility protocol and regulatory guidelines for collecting patient/client information.

9.4.12.H.(1).4 Demonstrate knowledge of the process for assessing, monitoring, and reporting patient/client health status to the treatment team within scope of practice.

9.4.12.H.(1).5 Demonstrate knowledge of the protocols for using patient/client health status information within scope of practice to document, evaluate, and adapt treatment plans.

9.4.12.H.(1).6 Demonstrate knowledge of how to evaluate patient/client needs, strengths, and problems within scope of practice to determine if treatment goals are being reached.

9.4.12.H.(2).2 Demonstrate knowledge of how to explain procedures and goals to patients/clients accurately and effectively, using a range of response strategies to address patient/client questions and concerns.

9.4.12.H.(2).3 Interpret and respond to requests for procedures, plan implementation of services, and prepare for specific procedures in the course of conducting regular diagnostic services.

9.4.12.H.(2).6 Demonstrate knowledge of how to assess and report patient/client health status information to monitor and document patient progress.

9.4.12.H.(2).7 Demonstrate understanding of the principles of body mechanics for positioning, transferring, and transporting patients/clients by performing them without injury to the patient/client or self.

9.4.12.H.(4).1 Review, differentiate, assess, and enhance responsibilities and task performance in order to safely follow established internal and external guidelines and provide effective, high quality support.

9.4.12.H.(4).3 Adopt work practices to maintain a clean and healthy environment, and demonstrate best practices to reduce or eliminate pathogenic organisms.

APPENDIX E: New Jersey High School Proficiency Assessment (HSPA) Content Found in Pre-Medical III

HSPA MacrosMTH.III.B Understand and interpret statistical distributions and apply to real-world situations.

KNOWLEDGE: The student should have a conceptual understanding of correlation (4).

PROBLEM-SOLVING SKILLS: In problem settings, using abilities that comprise the power base, the student should be able to 1) Make predictions from data and 2) Solve problems related to real-world situations.

MTH.III.C Collect, organize, represent, analyze, and interpret data.

KNOWLEDGE: The student should have a conceptual understanding of population, sample, measures of central tendency, other statistical measures, and data displays.

PROBLEM-SOLVING SKILLS: In problem settings, using abilities that comprise the power base, the student should be able to 1) design an experiment, 2) collect, organize, and analyze data and make predictions, 3) select and use appropriate data displays, 4) select an appropriate measure of central tendency or other statistical measure to describe data, and 5) make inferences and evaluate arguments based on an analysis of data.

MTH.I.B Apply ratios, proportions, and percents to a variety of situations.

KNOWLEDGE: The student should have conceptual understanding of ratio (2). The student should be able to solve proportions (5)

PROBLEM-SOLVING SKILLS: In problem settings, using abilities that comprise the power base, the student should be able to illustrate and model ratios, proportions, and percents in real-life situations; solve a variety of problems using proportions and percents (9)

ELA.LS1 Select, use, and adjust listening strategies to construct meaning for a variety of purposes.ELA.LS3 Make connections between and among the perspectives of the speaker, listener, and other sources.ELA.LS4 Listen attentively and critically to a variety of presentations.ELA:.RK7 [Students know] that critical reflection on multiple perspectives and texts helps readers construct

HSPA Macrosmeaning.

ELA.SS.1 Select, organize, use, and adjust speech to convey meaning.ELA.SK.4 Access and exchange information through verbal and nonverbal messagesELA.RK7 Critical reflection on multiple perspectives and texts helps readers construct meaning.ELA.RSI Select, apply, and adjust reading strategies to construct meaning.ELA.RS6 Evaluate their own reading of text using multiple sources.ELA.SK4 [Students know] that speakers access and exchange information through verbal and nonverbal messagesELA.SK.5 Speakers clarify, revise, and adjust through interaction with their audience.ELA.WK3 Know writing processes.ELA.WK4 Know strategies for composing different modes of discourse.ELA.WK7 [Students know] that critical reflection and analysis contribute to the writing experience.ELA.WS3 select, use, and adjust strategies to compose and craft text.ELA.WS5 select, organize, use, and adjust ideas to convey meaning in writing.

ELA: Extended Understanding of the

Text

Extending Understanding of the TextExtending understanding is a complex process through which students analyze, synthesize, and apply their understanding of various text types and life experiences. For this component of the assessment, students will respond to multiple-choice and open-ended questions based on informational texts. Students taking the GEPA and HSPA will also encounter everyday text that links to the informational text. As the culminating activity in this language arts literacy component, students will complete a writing project in which they make decisions and solve problems drawing upon the texts they have read.

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