Standard:
Concepts Of Health Care* WVEIS 0715
Instructional content will focus on healthcare communications and principles of leadership and teamwork needed to work successfully in a healthcare environment. The course will build on knowledge of healthcare systems, examining the impact of 21st century issues on all aspects of the industry. The course integrates advanced medical terminology, building upon basic terminology from the Health Care Fundamentals course. Additional areas of instruction include: expanded and enhanced biology content specific to human structure and function and common diseases/disorders, health maintenance practices, and medical mathematics. Instruction will incorporate project- and problem-based healthcare practices and procedures to demonstrate the criticality of these skills. Students will utilize problem-solving techniques and participate in hands-on activities to develop an understanding of course concepts. Teachers will provide each student with real world learning opportunities and instruction related to the study of health occupations. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools, and content standards and objectives. Opportunity is provided for participation in Health Occupations Students of America (HOSA), the Career and Technical Student Organization (CTSO) for health science technology education students.**
*Prerequisite: Health Care Fundamentals
**Admission to Clinical Concepts and Diversified Clinical Applications (the advanced courses within the Health Occcupations Science Technology concentration) requires a minimum course completion score of 80% in both Healthcare Fundamentals and Concepts of Healthcare.
|Grade 11-12 |Health Science Technology Education: Concepts of Healthcare |
|Standard: 1 |Academic Foundation |
|HSTE.S.CHC.1 |Students will: |
| |demonstrate knowledge of the academic subject matter required for proficiency in Health Science Technology Education. |
| |utilize academic knowledge to perform skills required in the role of the healthcare profession for which they are being trained. |
|Objectives |Students will |
| |Human Structure and Function |
|HSTE.O.CHC.1.1 |classify the basic structural and functional organization of the human body including chemical, cellular, |
| |tissue, organ, and system. |
|HSTE.O.CHC.1.2 |determine the interdependence of body systems as they relate to wellness, disease, disorders, therapies, |
| |and care/rehabilitation. |
|HSTE.O.CHC.1.3 |distinguish body planes, directional terms, quadrants, and cavities. |
|HSTE.O.CHC.1.4 |analyze basic structure and function of the human body. |
|HSTE.O.CHC.1.5 |compare the structure and function of the human body across the lifespan. |
| |Diseases and Disorders |
|HSTE.O.CHC.1.6 |compare common diseases and disorders of each body system (prevention, pathogenesis, diagnoses, |
| |treatment). |
|HSTE.O.CHC.1.7 |recognize emerging diseases and disorders. |
|HSTE.O.CHC.1.8 |research biomedical therapies as they relate to the prevention, pathology, and treatment of disease. |
|HSTE.O.CHC.1.9 |recognize complementary/alternative health practices as they relate to the prevention and treatment of |
| |disease. |
| |Medical Mathematics |
|HSTE.O.CHC.1.10 |apply mathematical principles to computations related to healthcare procedures (metric and household, |
| |conversions and measurements). |
|HSTE.O.CHC.1.11 |analyze diagrams, charts, graphs, and tables to interpret healthcare data. |
|HSTE.O.CHC.1.12 |record time using 24-hour clock. |
|Performance Descriptors (HSTE.PD.CHC.1) |
|Above Mastery |Mastery |Partial Mastery |
|The student demonstrates exceptional and exemplary performance with |The student demonstrates competent and proficient performance and|The student demonstrates basic but inconsistent performance of |
|distinctive and sophisticated application of knowledge and skills that|shows a thorough and effective application of knowledge and |fundamental knowledge and skills characterized by errors and/or |
|exceed the standard in academic foundation. The student can interpret|skills that meet the standard in academic foundation. The |omissions in academic foundation. The student can describe the |
|the basic structural and functional organization of the human body |student can classify the basic structural and functional |basic structural and functional organization of the body; |
|including chemical, cellular, tissue, organ, and system; distinguish |organization of the human body including chemical, cellular, |identify the interdependence of body systems as they relate to |
|the interdependence of body systems as they relate to wellness, |tissue, organ, and system; determine the interdependence of body |wellness, disease, disorders, therapies, and care/rehabilitation;|
|disease, disorders, therapies and care/rehabilitation; distinguish |systems as they relate to wellness, disease, disorders, therapies|recall body planes, directional terms, quadrants, and cavities; |
|body planes, directional terms, quadrants, and cavities; and assess |and care/rehabilitation; distinguish body planes, directional |and describe the structure and function of the human body across |
|the structure and function of the human body across the life span. |terms, quadrants, and cavities; and compare the structure and |the life span. The student can describe common diseases and |
|The student can evaluate common diseases and disorders of each body |function of the human body across the life span. The student can|disorders of each body systems (prevention, pathogenesis, |
|systems (prevention, pathogenesis, diagnoses and treatment); evaluate |compare common diseases and disorders of each body systems |diagnoses and treatment); identify emerging diseases and |
|emerging diseases and disorders; compare and contrast biomedical |(prevention, pathogenesis, diagnoses and treatment); recognize |disorders; list biomedical therapies as they relate to the |
|therapies as they relate to the prevention, pathology, and treatment |emerging diseases and disorders; research biomedical therapies as|prevention, pathology, and treatment of disease; discuss |
|of disease; and assess complimentary/ alternative health practices as |they relate to the prevention, pathology, and treatment of |complimentary/alternative healthcare practices as they relate to |
|they relate to the prevention and treatment of disease. The student |disease; and recognize complimentary/ alternative health |the prevention and treatment of disease. The student can apply |
|can apply mathematical principles to computations related to |practices as they relate to the prevention and treatment of |some mathematical principles to computations related to |
|healthcare procedures (metric and household, conversions and |disease. The student can apply mathematical principles to |healthcare procedures (metric and household, conversions and |
|measurements); interpret diagrams, charts, graphs, and tables to |computations related to healthcare procedures (metric and |measurements); analyze some diagrams, charts, graphs and tables; |
|interpret healthcare data; and record time using 24-hour clock. The |household, conversions and measurements); analyze diagrams, |and record time using 24-hour clock. Performance needs further |
|student can independently solve problems and is self-directed. |charts, graphs, and tables to interpret healthcare data; and |development and supervision. |
| |record time using 24-hour clock. Application of knowledge and | |
| |skills is thorough and effective, and the student can work | |
| |independently. | |
|Standard: 2 |Communications |
|HSTE.S.CHC.2 |Students will: |
| |demonstrate knowledge of various methods of giving and obtaining information. |
| |communicate effectively, both orally and in writing. |
|Objectives |Students will |
| |Concepts of Effective Communication |
|HSTE.O.CHC.2.1 |interpret verbal and nonverbal communication. |
|HSTE.O.CHC.2.2 |recognize barriers to communication. |
|HSTE.O.CHC.2.3 |recognize resources to assist in overcoming communication barriers. |
|HSTE.O.CHC.2.4 |report relevant information in order of occurrence. |
|HSTE.O.CHC.2.5 |analyze communications for appropriate response and feedback. |
|HSTE.O.CHC.2.6 |differentiate subjective and objective information. |
|HSTE.O.CHC.2.7 |demonstrate the elements of communication using a sender-receiver process. |
|HSTE.O.CHC.2.8 |adapt communication to assure understanding including alternate methods of communication |
| |with the hearing, vision, or speech impaired. |
|HSTE.O.CHC.2.9 |apply speaking and active listening skills (i.e. reflection, restatement, and clarification techniques). |
| |Written Communication Skills |
|HSTE.O.CHC.2.10 |recognize the elements of written and electronic communication (spelling, grammar, formatting, and |
| |confidentiality). |
|HSTE.O.CHC.2.11 |determine techniques for planning and organizing written documents. |
| |Medical Terminology |
|HSTE.O.CHC.2.12 |interpret, pronounce, and spell medical terms to communicate information. |
|HSTE.O.CHC.2.13 |use medical abbreviations and terminology to communicate information. |
|Performance Descriptors (HSTE.PD.CHC.2) |
|Above Mastery |Mastery |Partial Mastery |
|The student demonstrates exceptional and exemplary performance with |The student demonstrates competent and proficient performance and|The student demonstrates basic but inconsistent performance of |
|distinctive and sophisticated application of knowledge and skills that|shows a thorough and effective application of knowledge and |fundamental knowledge and skills characterized by errors and/or |
|exceed the standard in communications. The student can evaluate |skills that meet the standard in communications. The student can|omissions in communications. The student can identify verbal and|
|verbal and nonverbal communication; interpret barriers to |interpret verbal and nonverbal communication; recognize barriers |nonverbal communication; discuss barriers to communication and |
|communication and resources to assist in overcoming them. The student|to communication and resources to assist in overcoming them. The |resources to assist in overcoming them. The student can report |
|can communicate relevant information in order of occurrence; assess |student can report relevant information in order of occurrence; |relevant information in order of occurrence; understand |
|communication for appropriate response and feedback; compare and |analyze communication for appropriate response and feedback; |communication for appropriate response and feedback; identify |
|contrast objective and subjective information; demonstrate the |differentiate objective and subjective information; demonstrate |objective and subjective information; name the elements of |
|elements of communication using the sender-receiver process; adapt |the elements of communication using the sender-receiver process; |communication using the sender-receiver process; restate |
|communication to assure understanding including alternate methods of |adapt communication to assure understanding including alternate |communications to assure understanding including alternate |
|communication with the hearing, vision or speech impaired; and apply |methods of communication with the hearing, vision or speech |methods of communication with the hearing, vision or speech |
|speaking and active listening skills (i.e. reflection, restatement, |impaired; and apply speaking and active listening skills (i.e. |impaired; and apply speaking and active listening skills (i.e. |
|and clarification techniques). The student can evaluate the elements |reflection, restatement, and clarification techniques). The |reflection, restatement, and clarification techniques). The |
|of written and electronic communication (spelling, grammar, |student can recognize the elements of written and electronic |student may or may not recognize the elements of written and |
|formatting, and confidentiality), and formulate techniques for |communication (spelling, grammar, formatting, and |electronic communication (spelling, grammar, formatting, and |
|planning and organizing written documents. The student can interpret,|confidentiality), and determine techniques for planning and |confidentiality), and determine techniques for planning and |
|pronounce, and spell medical terms and medical abbreviations and |organizing written documents. The student can interpret, |organizing written documents. The student can use, pronounce, |
|terminology to communicate information. The student can independently|pronounce, and spell medical terms and medical abbreviations and |and spell medical terms and medical abbreviations and terminology|
|solve problems and is self-directed. |terminology to communicate information. Application of knowledge|to communicate information. Performance needs further |
| |and skills is thorough and effective, and the student can work |development and supervision. |
| |independently. | |
|Standard: 3 |Systems |
|HSTE.S.CHC.3 |Students will: |
| |understand their role in the general purposes, organization, and the overall healthcare environment of various types of healthcare systems. |
| |identify how key systems affect services they perform and quality of care. |
|Objectives |Students will |
| |Healthcare Delivery Systems |
|HSTE.O.CHC.3.1 |examine the role and impact of religious, cultural, social, and ethnic diversity within the healthcare |
| |environment. |
|HSTE.O.CHC.3.2 |determine responsibilities of consumers within the healthcare system. |
|HSTE.O.CHC.3.3 |assess the impact of 21st century emerging issues such as technology, epidemiology, bioethics, and |
| |socioeconomics on health care systems. |
|Performance Descriptors (HSTE.PD.CHC.3) |
|Above Mastery |Mastery |Partial Mastery |
|The student demonstrates exceptional and exemplary performance with |The student demonstrates competent and proficient performance and|The student demonstrates basic but inconsistent performance of |
|distinctive and sophisticated application of knowledge and skills that|shows a thorough and effective application of knowledge and |fundamental knowledge and skills characterized by errors and/or |
|exceed the standard in systems. The student can evaluate the role and|skills that meet the standard in systems. The student can |omissions in systems. The student can discuss the role and |
|impact of religious, cultural, social, and ethnic diversity within the|examine the role and impact of religious, cultural, social, and |impact of religious, cultural, social, and ethnic diversity |
|healthcare environment; communicate responsibilities of consumers |ethnic diversity within the healthcare environment; determine |within the healthcare environment; name responsibilities of |
|within the healthcare system; and anticipate the impact of 21st |responsibilities of consumers within the healthcare system; and |consumers within the healthcare system; and identify the impact |
|century emerging issues such as technology, epidemiology, bioethics, |assess the impact of 21st century emerging issues such as |of 21st century emerging issues such as technology, epidemiology,|
|and socioeconomics on health care systems. The student can |technology, epidemiology, bioethics, and socioeconomics on health|bioethics, and socioeconomics on health care systems. |
|independently solve problems and is self-directed. |care systems. Application of knowledge and skills is thorough |Performance needs further development and supervision. |
| |and effective, and the student can work independently. | |
|Standard: 8 |Teamwork |
|HSTE.S.CHC.8 |Students will: |
| |understand the roles and responsibilities of individual members as part of the healthcare team and in their ability to promote the delivery of quality healthcare. |
| |interact effectively and sensitively with all members of the healthcare team. |
|Objectives |Students will |
| |Healthcare Teams |
|HSTE.O.CHC.8.1 |recognize characteristics of effective teams. |
|HSTE.O.CHC.8.2 |differentiate roles and responsibilities of team members. |
| |Team Member Participation |
|HSTE.O.CHC.8.3 |recognize methods for building positive team relationships. |
|HSTE.O.CHC.8.4 |demonstrate respect for the expertise and contributions of all team members. |
|HSTE.O.CHC.8.5 |analyze attributes and attitudes of an effective leader. |
|HSTE.O.CHC.8.6 |recognize factors and situations that may lead to conflict. |
|HSTE.O.CHC.8.7 |apply effective techniques for managing team conflict. |
|Performance Descriptors (HSTE.PD.CHC.8) |
|Above Mastery |Mastery |Partial Mastery |
|The student demonstrates exceptional and exemplary performance with |The student demonstrates competent and proficient performance and |The student demonstrates basic but inconsistent performance of |
|distinctive and sophisticated application of knowledge and skills |shows a thorough and effective application of knowledge and skills|fundamental knowledge and skills characterized by errors and/or |
|that exceed the standard in teamwork. The student can incorporate |that meet the standard in teamwork. The student can recognize |omissions in teamwork. The student can identify characteristics |
|characteristics of effective teams into practice; communicate roles |characteristics of effective teams; differentiate roles and |of effective teams; discuss roles and responsibilities of team |
|and responsibilities of team members; integrate methods for building|responsibilities of team members; recognize methods for building |members; name methods for building positive team relationships; |
|positive team relationships in the work environment; incorporate |positive team relationships, demonstrate respect for the expertise|show respect for the expertise and contributions of all team |
|respect for the expertise and contributions of all team members into|and contributions of all team members; analyze the attributes and |members; list the attributes and attitudes of an effective leader;|
|practice; model the attributes and attitudes of an effective leader;|attitudes of an effective leader; recognize factors and situations|recognize factors and situations that may lead to conflict; and |
|anticipate factors and situations that may lead to conflict; and |that may lead to conflict; and apply effective techniques for |understand effective techniques for managing team conflict. |
|evaluate effective techniques for managing team conflict. The |managing team conflict. Application of knowledge and skills is |Performance needs further development and supervision. |
|student can independently solve problems and is self-directed. |thorough and effective, and the student can work independently. | |
|Standard: 9 |Health Maintenance Practices |
|HSTE.S.CHC.9 |Students will: |
| |understand the fundamentals of wellness and the prevention of disease processes. |
| |practice preventive health behaviors among the clients. |
|Objectives |Students will |
| |Healthy Behaviors |
|HSTE.O.CHC.9.1 |apply behaviors that promote health and wellness. |
|HSTE.O.CHC.9.2 |articulate factors which influence consumer attitudes toward health maintenance practices. |
|HSTE.O.CHC.9.3 |determine strategies for the prevention of diseases including health screenings and examinations. |
|HSTE.O.CHC.9.4 |apply practices that promote the prevention of disease and injury. |
|HSTE.O.CHC.9.5 |apply appropriate safety practices as related to high-risk behaviors. |
|HSTE.O.CHC.9.6 |examine complementary and alternative health practices as they relate to wellness and disease |
| |prevention. |
|Performance Descriptors (HSTE.PD.CHC.9) |
|Above Mastery |Mastery |Partial Mastery |
|The student demonstrates exceptional and |The student demonstrates competent |The student demonstrates basic but |
|exemplary performance with distinctive |and proficient performance and shows |inconsistent performance of |
|and sophisticated application of knowledge |a thorough and effective application of |fundamental knowledge and skills |
|and skills that exceed the standard in |knowledge and skills that meet the |characterized by errors and/or |
|health maintenance practices. The |standard in health maintenance |omissions in health maintenance |
|student can critique behaviors that |practices. The student can apply |practices. The student can |
|promote health and wellness, evaluate |behaviors that promote health and |identify behaviors that promote health |
|factors which influence consumer attitudes |wellness, articulate factors which |and wellness, list factors which |
|toward health maintenance practices, |influence consumer attitudes toward |influence consumer attitudes toward |
|devise strategies for the prevention of |health maintenance practices, and |health maintenance practices, and |
|diseases. The student can evaluate |determine strategies for the prevention |define strategies for the prevention of |
|practices that promote the prevention of |of diseases. The student can apply |diseases. The student can list |
|disease and injury, integrate appropriate |practices that promote the prevention |practices that promote the prevention |
|safety practices as related to high-risk |of disease and injury, apply appropriate |of disease and injury, describe |
|behaviors and compare and express |safety practices as related to high-risk |appropriate safety practices as related |
|complementary and alternative health |behaviors, and examine |to high risk behaviors, and recall |
|practices as they relate to wellness and |complementary and alternative health |complementary and alternative health |
|disease prevention. The student can |practices as they relate to wellness and |practices as they relate to wellness and |
|independently solve problems and is self- |disease prevention. Application of |disease prevention. Performance |
|directed. |knowledge and skills is thorough and |needs further development and |
| |effective, and the student can work |supervision. |
| |independently. | |
|Standard: 11 |Information Technology Applications |
|HSTE.S.CHC.11 |Students will: |
| |use information technology applications required within all career specialties. |
| |demonstrate use as appropriate to healthcare applications. |
|Objectives |Students will |
| |Information Technology |
|HSTE.O.CHC.11.1 |execute the use of software and hardware. |
|HSTE.O.CHC.11.2 |utilize the Internet as a resource/research tool. |
|Performance Descriptors (HSTE.PD.CHC.11) |
|Above Mastery |Mastery |Partial Mastery |
|The student demonstrates exceptional and exemplary performance with |The student demonstrates competent and proficient performance |The student demonstrates basic but inconsistent performance of |
|distinctive and sophisticated application of knowledge and skills that |and shows a thorough and effective application of knowledge and |fundamental knowledge and skills characterized by errors and/or |
|exceed the standard in information technology application. The student |skills that meet the standard in information technology |omissions in information technology applications. The student |
|utilizes software and hardware to create, manipulate, and design |applications. The student can execute the use of software, |can inconsistently use software, hardware, and the Internet as a|
|electronic products. The student utilizes the Internet as a |hardware, and utilize the Internet to as a resource/research |resource/research tool. Performance needs further development |
|resource/research tool. The student can independently solve problems |tool. The student requires minimal supervision. Application of |and supervision. |
|and is self-directed. |knowledge and skills is thorough and effective, and the student | |
| |can work independently. | |
|Standard: 12 |Career and Technical Student Organization |
|HSTE.S.CHC.12 |Students will participate in the local chapter of the Career and Technical Student Organization (CTSO). |
|Objectives |Students will |
|HSTE.O.CHC.12.1 |participate in the local chapter of the appropriate Career and Technical Student Organization (CTSO). |
|HSTE.O.CHC.12.2 |use parliamentary procedures in chapter meetings. |
|HSTE.O.CHC.12.3 |demonstrate team membership/leadership and problem solving skills. |
|HSTE.O.CHC.12.4 |participate in local, state, and national projects impacting healthcare and healthcare education. |
|Performance Descriptors (HSTE.PD.CHC.12) |
|Above Mastery |Mastery |Partial Mastery |
|The student demonstrates exceptional and exemplary performance with |The student demonstrates competent and proficient performance and|The student demonstrates basic but inconsistent performance of |
|distinctive and sophisticated application of knowledge and skills that |shows a thorough and effective application of knowledge and |fundamental knowledge and skills characterized by errors and/or|
|exceed the standard in career and technical student organization. The |skills that meet the standard in career and technical student |omissions in career and technical student organization. The |
|student correlates participation in the local chapter of the CTSO to |organization. The student participates in the local chapter of |student participates in the local chapter of the CTSO; |
|classroom instruction; integrates parliamentary procedure in |the CTSO; uses parliamentary procedure in organizational |discusses the use of parliamentary procedure in organizational |
|organizational meetings; models team membership skills, such as |meetings; demonstrates team membership skills, such as |meetings; understands team membership skills, such as |
|cooperation and leadership; and collaborate in local, state, and |cooperation and leadership; and participates in local, state, and|cooperation and leadership; and identifies local, state, and |
|national healthcare and education projects. The student can |national healthcare and education projects. Application of |national healthcare and education projects. Performance needs |
|independently solve problems and is self-directed. |knowledge and skills is thorough and effective, and the student |further development and supervision. |
| |can work independently. | |
|Standard: 13 |Literacy and Numeracy |
|HSTE.S.CHC.13 |Students will demonstrate the literacy and numeracy skills required to solve complex, real-world problems associated with their career/technical content area and |
| |improve their thinking and reasoning skills. |
|Objectives |Students will |
|HSTE.O.CHC.13.1 |utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete career/technical assignments and projects. |
|HSTE.O.CHC.13.2 |demonstrate writing skills required to complete career/technical assignments and projects. |
|HSTE.O.CHC.13.3 |demonstrate accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects. |
|HSTE.O.CHC.13.4 |analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and projects. |
|Performance Descriptors (HSTE.PD.CHC.13) |
|Above Mastery |Mastery |Partial Mastery |
|The student demonstrates exceptional and exemplary performance with |The student demonstrates competent and proficient performance and|The student demonstrates basic but inconsistent performance of |
|distinctive and sophisticated application of knowledge and skills |shows a thorough and effective application of knowledge and |fundamental knowledge and skills characterized by errors and/or |
|that exceed the standard in literacy and numeracy. The student |skills that meet the standard in literacy and numeracy. The |omissions in literacy and numeracy. The student selects a variety |
|chooses a variety of technical sources (e.g., Internet, manuals, |student utilizes a variety of technical sources (e.g., Internet, |of technical sources (e.g., Internet, manuals, journals, |
|journals, directions, reports, etc.) to complete career/technical |manuals, journals, directions, reports, etc.) to complete |directions, reports, etc.) to complete career/technical |
|assignments and projects; performs writing skills required to |career/technical assignments and projects; demonstrates writing |assignments and projects; reproduces writing skills required to |
|complete career/technical assignments and projects; communicates |skills required to complete career/technical assignments and |complete career/technical assignments and projects; illustrates |
|accuracy in calculating and measuring graphical work required to |projects; demonstrates accuracy in calculating and measuring |accuracy in calculating and measuring graphical work required to |
|complete career/technical assignments and projects; and evaluates |graphical work required to complete career/technical assignments |complete career/technical assignments and projects; and explains |
|tables, charts, graphs and multiple data sources to complete |and projects; and analyzes tables, charts, graphs and multiple |tables, charts, graphs and multiple data sources to complete |
|career/technical assignments and projects. The student can |data sources to complete career/technical assignments and |career/technical assignments and projects. Performance needs |
|independently solve problems and is self-directed. |projects. Application of knowledge and skills is thorough and |further development and supervision. |
| |effective and the student can work independently. | |
|Standard: 14 |21st Century Learning Skills |
|HSTE.S.CHC.14 |Students will |
| |access and manipulate information for use in oral, written, or multimedia format using appropriate technology skills. |
| |apply sound reasoning processes to solve complex real-world problems and develop new ideas. |
| |exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a group member. |
|Objectives |Students will |
|HSTE.O.CHC.14.1 |search online using a range of technology tools and media to access relevant information needed for problem solving. |
|HSTE.O.CHC.14.2 |create information for oral, written, and multimedia communications, adhering to copyright laws. |
|HSTE.O.CHC.14.3 |engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to independently solve problems. |
|HSTE.O.CHC.14.4 |adapt to new situations by considering multiple perspectives and a commitment to continued learning. |
|HSTE.O.CHC.14.5 |exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community. |
|HSTE.O.CHC.14.6 |model legal and ethical behaviors in the use of technology. |
|Performance Descriptors (HSTE.PD.CHC.14) |
|Above Mastery |Mastery |Partial Mastery |
|The student demonstrates exceptional and exemplary performance with |The student demonstrates competent and proficient performance and|The student demonstrates basic but inconsistent performance of |
|distinctive and sophisticated application of knowledge and skills |shows a thorough and effective application of knowledge and |fundamental knowledge and skills characterized by errors and/or |
|that exceed the standard in 21st century learning skills. The student|skills that meet the standard in 21st century learning skills. |omissions in 21st century learning skills. The student explains |
|assesses online technology tools and media to access relevant |The student searches online using a range of technology tools and|online technology tools and media to access relevant information |
|information needed for problem solving; critiques information for |media to access relevant information needed for problem solving; |needed for problem solving; identifies information for oral, |
|oral, written, and multimedia communications, adhering to copyright |creates information for oral, written, and multimedia |written, and multimedia communications, adhering to copyright |
|laws; integrates problem solving and critical thinking processes to |communications, adhering to copyright laws; engages in problem |laws; discusses problem solving and critical thinking processes to|
|create and evaluate complex strategies in order to independently |solving and critical thinking processes to create and evaluate |create and evaluate complex strategies in order to independently |
|solve problems; interprets new situations by considering multiple |complex strategies in order to independently solve problems; |solve problems; discusses new situations by considering multiple |
|perspectives and a commitment to continued learning; incorporates |adapts to new situations by considering multiple perspectives and|perspectives and a commitment to continued learning; reviews |
|ethical behavior and positive leadership while working |a commitment to continued learning; exhibits ethical behavior and|ethical behavior and positive leadership while working |
|collaboratively in the school and/or community; and reinforces legal |positive leadership while working collaboratively in the school |collaboratively in the school and/or community; and describes |
|and ethical behaviors in the use of technology. The student can |and/or community; and models legal and ethical behaviors in the |legal and ethical behaviors in the use of technology. Performance |
|independently solve problems and is self-directed. |use of technology. Application of knowledge and skills is |needs further development and supervision. |
| |thorough and effective and the student can work independently. | |
|Standard: 15 |Entrepreneurship Skills |
|HSTE.S.CHC.15 |Students will access the opportunities, concepts, processes, and personal traits/behaviors associated with successful entrepreneurial performance. |
|Objectives |Students will |
|HSTE.O.CHC.15.1 |assess global trends in entrepreneurship that are related to their career/technical program. |
|HSTE.O.CHC.15.2 |determine entrepreneurial opportunities in venture creation related to their career/technical program. |
|HSTE.O.CHC.15.3 |examine desirable entrepreneurial personality traits. |
|Performance Descriptors (HSTE.PD.CHC.15) |
|Above Mastery |Mastery |Partial Mastery |
|The student demonstrates exceptional and exemplary performance with |The student demonstrates competent and proficient performance and|The student demonstrates basic but inconsistent performance of |
|distinctive and sophisticated application of knowledge and skills |shows a thorough and effective application of knowledge and |fundamental knowledge and skills characterized by errors and/or |
|that exceed the standard in entrepreneurship skills. The student |skills that meet the standard in entrepreneurship skills. The |omissions in entrepreneurship skills. The student lists global |
|critiques global trends in entrepreneurship that are related to |student assesses global trends in entrepreneurship that are |trends in entrepreneurship that are related to their |
|their career/technical program; evaluates entrepreneurial |related to their career/technical program; determines |career/technical program; describes entrepreneurial opportunities |
|opportunities in venture creation related to their career/technical |entrepreneurial opportunities in venture creation related to |in venture creation related to their career/technical program; and |
|program; and assesses desirable entrepreneurial personality traits. |their career/technical program; and examines desirable |identifies desirable entrepreneurial personality traits. |
|The student can independently solve problems and is self-directed. |entrepreneurial personality traits. Application of knowledge and |Performance needs further development and supervision. |
| |skills is thorough and effective and the student can work | |
| |independently. | |
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