U.S. Department of Labor 

Employment and Training Administration 

Allied Health Access 

How to Develop Programs for

Youth in Allied Health Careers

This guidebook was prepared by TATC Consulting, Inc. under Contract No. 

DOLJ061A20356, Task Order DOLB091A20980, for ETA’S Division of Youth 

Services. While our intent was to accurately represent information 

obtained from State and local program operators and other sources, the 

content does not necessarily represent the official opinion or policy of the 

U.S. Department of Labor, Employment & Training Administration. 
TABLE OF CONTENTS

Introduction............................................................................................................................1

Allied Health Program Development Checklist ......................................................................4 

What Is Allied Health?............................................................................................................5

Allied Health Occupations ......................................................................................................7

�	 Allied Health Categories ...........................................................................................7

� In-Demand Occupations ........................................................................................ 10

Developing Programs for Youth in Allied Health Careers ................................................... 13

�	 Guidance in Planning the Program........................................................................ 14

�	 Step 1: Local Area LMI Research................................................................... 14

�	 Step 2: Partnership Building.......................................................................... 15

�	 Guidance in Administering Programs .................................................................... 17

�	 Step 1: Informing Youth about Opportunities in Allied Health....................... 17

�	 Step 2: Assessment ....................................................................................... 18

�	 Step 3: The Career Pathway and Career Planning ........................................ 19

�	 Step 4: Managing the Transition Process...................................................... 22

� Step 5: Supporting and Training Staff ........................................................... 23

Case Studies ....................................................................................................................... 24

�	 Baltimore, MD - Securing Strong Hospital Partners .............................................. 25

�	 Eugene, OR - Using Technology to Introduce 

Allied Health in a Summer Program ...................................................................... 28

�	 Lehigh Valley, PA - A Community-wide 

Transformation to Focus on Health Careers ......................................................... 31

�	 Los Angeles, CA - A Major Urban Commitment to 

Preparing Older Out-of-School Youth for Allied Health Opportunities ................... 35

�	 Louisiana - Area Health Education Centers (AHECs) Have a

Positive Impact on Summer Programs ................................................................. 39

�	 Northern Virginia - A Strong Community College and 

WIB Initiative.......................................................................................................... 42

�	 Salem, OR - WIB, Community College, and Medical Center

Collaborate on Curriculum Development ............................................................. 45

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page i
APPENDIX 

� LEARN MORE ABOUT ALLIED HEALTH/ALLIED HEALTH OCCUPATIONS ................................... 47

� LABOR MARKET INFORMATION ...................................................................................... 48

� FULL OCCUPATION TABLES ........................................................................................... 50

� ADDITIONAL OCCUPATION TABLES.................................................................................. 54

� CAREER PATHWAYS..................................................................................................... 56

PICTURED ON COVER: 

�	 Robert Avery 

U. of MD Hospital – Baltimore 

�	 Tiffany Monroe 

U. of MD Hospital - Baltimore 

�	 Ahrea Felton-Hynes 

Health Occupation Career Academy - Lane Workforce Partnership, Eugene, Oregon 

�	 Juan Hernandez 

Health Occupation Career Academy - Lane Workforce Partnership, Eugene, Oregon 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page ii
INTRODUCTION

Setting the Context 

On May 23rd, President Obama signed the Patient Protection and Affordable Care Act of 

2010 into law. This landmark health care reform bill is one of the most expansive pieces 

of legislation enacted in decades and requires the federal government, as well as the 

private sector, to implement numerous changes to existing policies and practices over the 

next several years. Through its measures, this legislation will greatly increase the need for 

primary care in this country; thereby increasing the number of jobs in allied health in 

support of primary care. In response to the bill’s passage, and consequently, the need to 

meet the demand for skilled workers in the health care industry, the Department of Labor 

is making considerable investments in projects that focus on preparing participants for 

employment in the health care sector. This guidebook is one of many resources in support 

of that effort. 

The health care industry as a whole – and especially the allied health care sector – has 

great promise for employing youth and young adults. Occupations in the allied health care 

field are not only in hospitals and doctors’ offices. There are growing numbers of positions 

needed in long-term care facilities, rural and urban health care centers and clinics, specialty 

facilities in rehabilitation therapies, firms providing administrative services to insurance 

companies, medical and dental practices, and many more. 

While some allied health opportunities are in highly technical, demanding specialties, many 

allied health careers are open to anyone with a good basic education (e.g. a high school 

diploma or GED), good work habits – the “soft skills” of punctuality, communication, 

teamwork and reliability – and a modest amount of training. Just as important, many of 

these jobs can be used as excellent entry points to a career pathway leading to better pay 

and a bright future. National credentials, which can be earned in as little as six months to 

two years, are offered as alternatives to more lengthy and costly undergraduate degrees. 

For these reasons, an allied health career can be an excellent field for youth who are at-risk, 

out-of-school, or have some other barrier to employment. Initial entry into the field is 

relatively easy, but it is important that the various career pathways that are available beyond 

these entry-level positions are presented. With the right support and encouragement, many 

individuals may find a successful long-term career in allied health. Although the beginning 

of the path may be an entry-level position, additional education and professional 

development can quickly lead to ever-increasing levels of responsibility and compensation. 

The purpose of this guidebook is to provide youth program planners and service providers 

with practical information about allied health occupations in order to create or expand 

programs and services leading to allied health opportunities. The guidebook has five 

sections: 

� What is Allied Health? 

Description of the industry as well as the current and projected demand 

� Allied Health Occupations 

Basic labor market information on specific occupations and various career pathways 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 1 
� Developing Programs for Youth in Allied Health Careers 

Practical steps to creating a program in your local area 

� Case Studies 

Examples of programs developed around the country with valuable lessons learned 

� Appendix 

Many more resources to help you develop a program 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 2 
We hope this guidebook proves to be a useful tool as you start to:

1) Assess the potential for an allied health program in your area,

2) Develop your program, and 

3) Implement your plan.

To help you, a sample checklist is provided on the next page. We recommend you print this 

page out and offer it to your entire team. It may prove useful as you think about what is 

needed to start an allied health program in your community as well as a simple scratch 

sheet for you to jot down notes as you go through the rest of this guidebook.

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 3
ALLIED HEALTH PROGRAM DEVELOPMENT CHECKLIST

Initiate Project � Assemble Team 

� Review this Guidebook 

� Conduct Research: 

� Labor Market Information 

� Market Research 

� Assess resource requirements 

Plan Program � Build Partnerships: 

� Community­Based Organizations 

� Educational institutions 

� Employers 

� Unions 

� Workforce system 

� Others 

� Develop Program: 

� Determine Occupation Targets/Pathways 

� Develop Curriculum and Materials 

� Establish Application Requirements 

� Define Credentials 

� Develop Outreach Plan: 

� Determine Target Audience 

� Select Distribution Channels 

Execute Program � Train Staff 

� Distribute Outreach Materials 

� Begin Enrollment 

� Prepare Program Assessment and Evaluation 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 4 
WHAT IS ALLIED HEALTH?

The occupation titles doctors and nurses usually come to mind when we think of the health 

care industry. Although lists differ, allied health represents at least 40 different 

professions.1 Generally speaking, allied health encompasses the broad range of support 

services associated with providing health care. So what exactly is allied health? 

The Patient Protection and Affordable Care Act (HR 3590) defines the term 

“allied health professional” as meaning an individual who graduated with an allied 

health professions degree or certificate, and is employed as an allied health professional 

in a health care setting. The Association of Schools of Allied Health Professionals expands 

upon its definition to include occupational titles and categories of services within the health 

care field. 

DEFINITION OF ALLIED HEALTH 

Allied Health professionals are involved with the delivery of health or 

related services pertaining to the identification, evaluation and 

prevention of diseases and disorders; dietary and nutrition services; 

rehabilitation and health systems management, among others. Allied 

health professionals, to name a few, include dental hygienists, diagnostic 

medical sonographers, dietitians, medical technologists, occupational 

therapists, physical therapists, radiographers, respiratory therapists, and 

speech language pathologists. 

Allied health workers are found in virtually every sector of the health care industry. 

Metropolitan areas, which service larger populations, usually offer many different health 

service jobs due to the presence of: 

� larger hospitals, 

� more clinics, 

� rehabilitation centers, and 

� nursing and long-term care facilities. 

Rural areas are also experiencing a critical shortage of allied health professionals for their 

operations. These settings include: 

� community health centers, 

� walk-in clinics, and 

� private medical, dental, and mental health practices. 

Also, a number of positions exist outside the traditional patient care environment. For 

example, public and private entities provide ambulances; medical equipment and supply 

manufacturers produce and sell products which require sales and maintenance 

professionals. 

1 http://www.healthpronet.org/ahp_month 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 5 
Health care as a whole is one of the fastest growing industry sectors in the nation. In 

December, 2009, Bureau of Labor Statistics predicted that of the 30 fastest-growing 

occupations from 2008 to 2018, 17 will be in health care or medical research and that 

employment in health care is projected to increase by 21 

percent or 1.6 million jobs. Acute workforce shortages and RESOURCE LINK 

projected growth exist for allied health occupations in 

particular, such as medical assistants, respiratory therapists, “The allied health professions 

pharmacy technicians, diagnostic medical sonographers, represent about 60 percent of the 

health care workforce and paramedics, and radiological and other technicians. BLS 

about 6 million jobs.” projects that by 2016 medical assistant occupations are 

expected to grow by 35 percent, paramedic occupations are Health Professions Network 

expected to grow by 19 percent and radiological technicians http://www.healthpronet.org/

by 15 percent.

Allied health specifically is likely to evolve over the next several years, and it will almost

certainly continue to grow with the rest of the health care industry. There is a strong present

demand for allied health workers and the current trends suggest dynamic growth in the near

and medium future. Part of the reason for this growth is that a “graying” population of baby 

boomers will require and demand more medical care, more rehabilitation, nursing and longterm care. This increasing demand will involve not only new facilities and services, but more 

employees needed across a wide range of occupations requiring varying levels of education 

and training.

Of the 24 occupations identified in this guidebook as being in-demand, all but one are 

projected to experience double digit growth from 2008 to 2018 (see Appendix). The

projected need over this same period, due to growth and replacement needs, is estimated at

a staggering 2.45 million positions. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 6
ALLIED HEALTH OCCUPATIONS

The workforce system can play a vital role to help meet the needs of the allied health field by 

creating a pipeline of candidates prepared for these jobs. Assisting young adults at the 

outset to prepare for entry-level positions and guide them through the career planning 

process will help to ensure that a steady flow of trained workers are available. In order to 

help you understand the allied health industry, this section further defines the field and 

provides examples of several potential career pathways. 

Allied Health Categories 

Understanding the occupations in allied health is a first step in determining the possible 

pathways. There are a variety of ways to view the allied health care sector. For example, 

ExploreHealthCareers.org suggests that “allied health professions fall into two broad 

categories: technicians (assistants) and therapists/technologists.” 

AllAlliedHealthSchools.com organizes their school listings as follows: 

� Health Programs (e.g. dental assistant, medical transcription, etc.), 

� Communication Sciences (e.g. audiology), 

� Health Administration, 

� Laboratory Sciences (e.g. medical lab technician, phlebotomy technician), 

� Public Health, 

� Physical Therapy, and 

� Occupational Therapy. 

This guidebook offers the categories of Diagnostic, IMPORTANCE OF ALLIED HEALTH 

Medical Services, Non-Direct Care and Rehabilitation 

as suggested by a report titled An Analysis of Allied “The Governor and the PCHC 

recognize the importance of allied Health Occupations in the Commonwealth: Technical health occupations across the 

Report of the Allied Health Working Group produced by Commonwealth, especially given 

the Pennsylvania Center for Health Careers in May, the growing shortages facing allied 

20082. health workers who provide patient 

care and perform behind­the­scenes These categories will form the basis for additional functions that enable the discussion on potential pathways later in this health care system to function 

guidebook. Again, this list is not definitive and you effectively and efficiently.” 

may find other groupings that are more readily 

recognized by employers and/or educational An Analysis of Allied Health 

institutions in your area. Occupations in the Commonwealth: 

Technical Report of the Allied Health 

The tables on the next two pages are from this report. Working Group, p. 1.

The categories they use to describe allied health are 

provided with a sampling of occupations in that

category and a brief description.

Note: Page numbers referenced in parentheses on the charts on the next page indicate the page in 

the original report. 

2 http://www.portal.state.pa.us/portal/server.pt?open=18&objID=490346&mode=2 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 7 
Diagnostic Medical Services 

Cardiovascular Technologists and Dental Assistants 

Technicians “The duties of a dental assistant are among the 

“Cardiovascular technologists and technicians most comprehensive and varied in the dental 

assist physicians in diagnosing and treating office and may include patient care, office, and 

cardiac (heart) and peripheral vascular (blood laboratory tasks.” (p. 62) 

vessel) ailments.” (p. 18) 

Medical/Clinical Lab Technicians 

“Medical and clinical laboratory technicians 

prepare specimens and operate automated 

analyzers and perform manual tests in 

accordance with detailed instructions.” (p. 28) 

Emergency Medical Technicians and 

Paramedics 

“Emergency medical technicians and 

paramedics determine the nature and extent of 

the patient’s condition while trying to ascertain 

whether the patient has preexisting medical 

problems at the scene of an emergency. 

Emergency medical technicians and 

paramedics provide appropriate emergency 

care and, when necessary, transport the patient 

to a hospital.” (p. 82) 

Radiological Technologists 

“Radiological Technologist is the term that 

describes the medical personnel working in 

various imaging disciplines and specialties that 

use ionizing radiation (x-ray) and non-ionizing 

radiation for diagnostic medical imaging, 

interventional procedures, and radiation 

therapy.” (p. 49) 

Medical Assistants 

“Medical assistants perform administrative and 

clinical tasks to keep the offices of physicians, 

podiatrists, chiropractors, and other health 

practitioners running smoothly.” (p. 93) 

Note: See also the Additional Occupation Descriptions section in the Appendix, page 52. 

TECHNICIANS 

“Technicians are trained to perform procedures, and their education lasts less than two 

years. They are required to work under the supervision of technologists or therapists. This 

part of the allied health field includes physical therapy assistants, medical laboratory 

technicians, radiological technicians, occupational therapy assistants, recreation therapy 

assistants, and respiratory therapy technicians.” 

http://ExploreHealthCareers.org/alliedhealthprofessions 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 8 
Non­direct Care Rehabilitation 

Dental Lab Technicians 

“Dental laboratory technicians fill prescriptions 

from dentists for crowns, bridges, dentures, and 

other dental prosthetics. Dentists send a 

specification of the item to be manufactured, 

along with an impression (mold) of the patient’s 

mouth or teeth. Then they create the crowns, 

bridges, dentures, and dental prosthetics by 

manipulating molds, pouring the prosthetic 

materials, and shaping the prosthetics” (p. 

137) 

Occupational Therapists 

“Occupational therapists help people improve 

their ability to perform tasks in their daily living 

and working environments. Occupational 

therapists work with individuals who have 

conditions that are mentally, physically, 

developmentally, or emotionally disabling.” 

(p. 208) 

Medical Appliance Technicians 

“Medical appliance technicians construct, fit, 

maintain, and repair braces, artificial limbs, 

joints, arch supports, and other surgical and 

medical appliances....Medical appliance 

technicians are also referred to as orthotic and 

prosthetic technicians.” (p. 156) 

Speech­language Therapists 

“Speech-language therapists assess, diagnose, 

treat, and help to prevent speech, language, 

cognitive-communication, voice, swallowing, 

fluency, and other related disorders. They 

counsel individuals and their families 

concerning communication disorders and assist 

them in learning communication-enhancing 

techniques to use at home.” (p. 233) 

Pharmacy Technicians 

“Pharmacy technicians perform routine tasks to 

help prepare prescribed medication for patients 

such as counting tablets and labeling bottles. 

They work under the supervision of a 

pharmacist and refer questions regarding 

prescriptions, drug information, or health 

matters to a pharmacist” (p. 190) 

Respiratory Therapists 

“Respiratory therapists evaluate, treat, and care 

for patients with breathing or other 

cardiopulmonary disorders. Respiratory 

therapists assume primary responsibility for all 

respiratory care therapeutic treatments and 

diagnostic procedures.” (p. 117) 

THERAPISTS & TECHNOLOGISTS 

“The educational process for therapists or technologists is more intensive and includes 

acquiring procedural skills. In addition, students of therapy/technology learn to evaluate 

patients, diagnose conditions, develop treatment plans, and understand the rationale 

behind various treatments in order to judge their appropriateness and potential side 

effects. Educational curricula teach students to evaluate patients’ responses to therapy 

and make appropriate decisions about continued treatment or modification of treatment 

plans.” 

http://ExploreHealthCareers.org/alliedhealthprofessions 

Note: See also the Additional Occupation Descriptions section in the Appendix, page 52. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 9 
In­Demand Occupations 

With the sample occupations referenced on the previous page in mind, here is more specific 

data, at the national level, about occupations for which demand is generally the highest. In 

the tables on the following pages, information 

is drawn from the Bureau of Labor Statistics 

(BLS) regarding the most in-demand KEY TERM 

occupations that fall within the allied health SOC: Standard Occupational Classification 

sector (see the Appendix for complete tables, “... used by Federal statistical agencies to 

including SOC numbers). classify workers into occupational 

These tables show the full depth and breadth categories for the purpose of collecting, 

calculating, or disseminating data.” of opportunities in allied health at a national 

level. It is important to note that, as these http://www.bls.gov/SOC/ 

lists demonstrate a full range of education and 

training options make entry into allied health possible. A few occupations are included even 

though they are technically not allied health - nursing aides and home health aides -

because they are often a first step on a career path to an allied health opportunity. 

There are two tables dividing the occupations into two tiers. The First Tier represents those 

occupations for which many in the field (field, generally speaking, refers to the workforce 

system and educational institutions) have indicated they have or are developing programs to 

meet a need in their area. These occupations also require less extensive training and/or 

education than other allied health occupations, making them more accessible to youth 

program target populations. The Second Tier represents those occupations for which 

Bureau of Labor Statistics data indicates a demand. Demand in your local area may be 

different, therefore only use this information as a starting point for your own research and 

development purposes. 

DEMAND 

“These are jobs that are indemand. Participants who 

pursue these careers can 

write their own ticket.” 

Career Coach

Sinai Hospital ­ Baltimore

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 10 
FIRST TIER (Numbers rounded to nearest thousand) 

2008 National Employment Matrix 

Occupation Title 

Total Job 

Openings* 

Median 

Annual 

Wages 

Typical Education and 

Training Category 

Nursing Aides, Orderlies, and Attendants 422,000 $23,850 Post-secondary vocational award 

Medical assistants 218,000 $28,300 Moderate-term on-the-job training 

Pharmacy Technicians 182,000 $27,710 Moderate-term on-the-job training 

Medical and health services managers 99,000 $80,240 Bachelor's or higher degree, plus 

work experience 

Medical records and health information 

technicians 

70,000 $30,610 Associate degree 

Radiologic Technologists and Technicians 68,000 $52,210 Associate degree 

Emergency Medical Technicians and 

Paramedics 

62,000 $29,330 Post-secondary vocational award 

Surgical Technologists 46,000 $38,740 Post-Secondary vocational award 

Respiratory Therapists 41,000 $52,200 Associate degree 

Medical Transcriptionists 24,000 $32,060 Post-Secondary vocational award 

Cardiovascular Technologists and 

Technicians 

19,000 $47,010 Associate degree 

Diagnostic Medical Sonographers 17,000 $61,980 Associate degree 

Note: See also the Additional Occupation Descriptions section in the Appendix, page 52. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 11 
SECOND TIER (Numbers rounded to nearest thousand) 

2008 National Employment 

Matrix Occupation Title 

Total Job 

Openings* 

Median 

Annual 

Wages 

Typical Education and Training 

Category 

Home Health Aides 553,000 $20,460 Short-term on-the-job training 

Medical Secretaries 189,000 $29,680 Moderate-term on-the-job training 

Dental Assistants 161,000 $32,380 Moderate-term on-the-job training 

Dental Hygienists 98,000 $66,570 Associate degree 

Medical and Clinical Laboratory Technicians 55,000 $35,380 Associate degree 

Medical and Clinical Laboratory 

Technologists 53,000 $53,500 Bachelor's degree 

Physical Therapist Assistants 31,000 $46,140 Associate degree 

Dental Laboratory Technicians 15,000 $34,170 Moderate-term on-the-job training 

Occupational Therapist Assistants 12,000 $48,230 Associate degree 

Dietetic Technicians 10,000 $26,080 Post-Secondary vocational award 

Ambulance drivers and attendants, except 

Emergency Medical Technicians* 6,000 $22,410 Moderate-term on-the-job training 

Orthotic and Prosthetic Practitioner 2,000 $62,590 Bachelor's degree 

* Due to both growth and replacement needs (2008-2018)

Note: See also the Additional Occupation Descriptions section in the Appendix, page 52.

KEY TERMS 

Short­term on­the­job training: Skills needed for a worker to become fully qualified 

can be acquired during a short demonstration of job duties or during 1 month or less 

of on­the­job experience or instruction. 

Moderate­term on­the job training: Skills needed for a worker to become fully 

qualified can be acquired during 1 to 12 months of combined on­the­job 

experience and informal training. 

Post­secondary vocational award: These programs lead to a certificate or other 

award, but not a degree. Some such programs last only a few weeks, while others 

may last more than a year. 

Occupations in this category include some that require only the completion of a 

training program and some that require individuals to pass a licensing exam after 

completion of the program before they can work. 

http://www.bls.gov/emp/ep_nem_definitions.htm#education 

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DEVELOPING PROGRAMS FOR YOUTH IN ALLIED HEALTH CAREERS

This section provides information for local planners on developing allied health career 

programs for youth with barriers to employment. It also provides guidance on administering 

programs, particularly for staff providing services to participants. This process starts with an 

analysis of the local labor market to determine the presence of opportunities in the various 

allied health occupations. 

The next step is securing the fundamental partnerships that are essential for a successful 

program. As set out in the graphic below, those partners include: services supporting youth 

entering into the program, the service providers, trainers, and educators for activities during 

the program, and the employers - in most cases hospitals and other health care facilities. 

In this section we start with labor market information analysis, focus on partnership 

development, and then examine the features required for the administration of a successful 

program that provides the career pathway for participants through to employment in an 

allied health occupation. For each step, we will reflect the experience of seven local areas 

which have been successfully supporting youth through their career pathway. The full case 

studies for these local programs are included in the next section of the guidebook. 

CASE­IN­POINT: USING LABOR MARKET INFORMATION 

The Lehigh Valley Workforce Investment Board has worked to align education and training 

institutions with employer and employee needs. Education, workforce planning and economic 

development have been interconnected to ensure that workers have the skills training and 

educational background needed to be competitive for higher wage jobs and career advancement. 

See A COMMUNITY-WIDE TRANSFORMATION TO FOCUS ON HEALTH CAREERS Case Study, p. 31 for 

more information. 

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Guidance in Planning the Program 

An important first step is determining the level of employment and future opportunities in 

allied health in your community. 

Step 1: Local Area LMI Research 

Start by going to the CareerOneStop.org Web site and conduct research on your state as well 

as neighboring states. 

Click the State Profile link and after selecting the state of interest, you will find radio button 

options to see which occupations have: 

� the fastest growth rate, � declining employment, and 

� the most openings, � highest pay. 

� the largest employment, 

CASE­IN­POINT: USING LABOR MARKET INFORMATION 

Lehigh Valley, Pennsylvania is a good example of an area taking a comprehensive approach to 

labor market planning. With the closure of several major industries, including Mack Trucks, 

Mont Blanc Pens, and Circuit City’s distribution centers, the area undertook a comprehensive 

survey and study of labor market projections to determine the economic impact, identify future 

employment opportunities, and determine potential business opportunities and jobs which 

might provide a livable wage for community residents. 

The educational and skills requirements of the jobs were also assessed. The study determined 

that health careers offered not only a solution to the “jobs” crisis in the community, but also 

provided an opportunity to address concerns with the quality of health care as well. It was 

determined that the Lehigh Valley would need to develop a comprehensive health system in the 

counties that make up the Valley, with a primary feature being the training and development of 

a health care workforce. 

See A COMMUNITY-WIDE TRANSFORMATION TO FOCUS ON HEALTH CAREERS Case Study, p. 31 for 

more information. 

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In addition, you can search occupations by the amount/type of education and training 

needed (e.g. post-secondary education, or bachelor’s degree or higher). Finally, you can find 

the largest employers and other state information resources. 

Clicking the Labor Market Information (LMI) link will take you to a list of states. Select the 

one of interest and you will be presented with a summary list of resources that will give you 

state specific LMI. Most states have a wide array of LMI resources available to the public 

and are happy to help provide as much targeted data as possible. 

Every jurisdiction and workforce area should build its strategy on local and regional realities. 

In no occupational area is this truer than in allied health. Inform yourself on the specifics in 

your area in order to develop a program that meets employer needs and provides 

opportunities for young adults in your community. 

Step 2: Partnership Building 

Developing an allied health program for youth requires the inclusion of three principal 

partners: 

�	 The agencies responsible for recruiting and enrolling the youth, and supporting them 

on their career pathway 

�	 The institution responsible for training and/or educating the youth 

�	 The health industry employers 

In most situations, recruiting and enrolling the youth will be the responsibility of communitybased organizations. Training and education for allied health occupations is often provided 

by community colleges, but this can vary based on the specific occupation. Employers are 

most often hospitals and other major health care providers. Other partners can be included, 

such as agencies providing supportive services. 

Partnering is critical because taking a young person through an extended career pathway to 

eventual employment in an allied health occupation can involve several steps along the way, 

and the path needs to be coordinated and integrated whenever possible. 

What are the incentives for partnering? In many if not most communities, there is a 

shortage of candidates for allied health occupations. Hospitals and other health care 

employers should be interested in programs and services that can help them recruit 

candidates to address those shortages. Those same institutions are also concerned about 

community relations, and want to be involved with programs that serve the needs of the 

community as well. Partnerships can also serve to leverage services and resources that 

extend the reach of the program. 

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CASE­IN­POINT: DEVELOPING PARTNERSHIPS 

The City of Baltimore's Health Care Careers Alliance program includes strong partnering 

arrangements. Their program has been operating for nearly six years, and includes features that 

reflect their commitment to continuous improvement. 

�	 Strategic planning - all of the partners, including the three hospitals, are members of the 

WIB Youth Council 

�	 Program design - with the support of the Mayor's Office of Employment Development 

(MOED), each partner participated in curriculum design and they developed the system for 

credentialing 

�	 Coordinating services - the hospitals employ career coaches who work with participants 

from the time that they are recruited and enrolled, through their training, hiring, and 

subsequent education 

�	 Leveraging resources - MOED cooperates with the Department of Social Services and other 

agencies to make their services available to the program at no cost to the project 

See SECURING STRONG HOSPITAL PARTNERS Case Study, p. 25 for more information. 

Partnering in rural settings and other underserved areas can be enhanced through area 

health education centers (AHECs). AHECs are academic and community partnerships that 

provide health career recruitment programs for K-12 students and increase access to health 

care in medically underserved areas. AHECs address health care workforce issues by 

exposing students to health care career opportunities that they otherwise would not have 

encountered, establishing community-based training sites for students in service-learning 

and clinical capacities, providing continuing education programs for health care 

professionals, and evaluating the needs of underserved communities. 

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Guidance in Administering Programs 

Programs guiding youth through a pathway to employment in allied health occupations take 

many forms, as exemplified by the case studies in the next section. Such programs can 

focus on in-school youth as early as middle school to point students in the direction of allied 

health opportunities. In contrast, programs can be directed to older out-of-school youth who 

require specific assistance to transition them through education and training and on to 

employment in an allied health occupation or one leading to allied health. The following 

sections provide information to assist program staff, particularly those offering direct 

services to participants. 

Step 1: Informing Youth about the Opportunities in Allied Health 

A critical first step is to inform a young person about health occupations and specifically 

about allied health opportunities. The purpose of this guidebook is to introduce staff to 

allied health in order to be better prepared to guide youth. Young people will want to know: 

� What do people do in an allied health occupation? 

� How much do these jobs pay? 

� How long do I have to go to training or school to qualify? 

� Will I be able to get a job after I prepare? 

CASE­IN­POINT: OUTREACH 

The Lane Workforce Partnership in Lane County, Oregon provides information through a Web-based 

tool on the career pathway for several allied health occupations. The Web site identifies the 

starting options on the career pathway, points to the course work required for certification, and 

then points to the target occupation. When you click on the occupation, the site links you to a full 

description of the job that is provided by the Oregon Employment Department. 

See USING TECHNOLOGY TO INTRODUCE ALLIED HEALTH IN A SUMMER PROGRAM Case Study, p. 28 for 

more information. 

The Baltimore Alliance for Careers in Health Care offers a Web-based tool providing career maps 

and information on available services. This tool organizes health careers (including allied health) 

into three categories - technician, patient care, and administrative, and groups occupations by the 

length of training required. It also lists the most in-demand occupations in the Baltimore area, and 

links to the U.S. Department of Labor Career One Stop Web site which provides full information on 

each of those occupations. 

See SECURING STRONG HOSPITAL PARTNERS Case Study, p. 25 for more information. 

Two of the case study sites use charts and posters that have proven helpful in informing young 

people and providing answers to the questions above. 

There are other excellent techniques for introducing young 

people to allied health. Job shadowing is an approach being 

used by the Lehigh Valley, Pennsylvania Workforce Investment 

Board program and the ECHO program in Lafayette, Louisiana. 

Several of the case study sites also use work experience and 

internships to expose participants to health care work 

settings. 

RESOURCE LINK 

Lane County, Oregon 

http://www.lanecc.edu/pathw 

ays/maps/healthservicesoverview.html 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 17 
Step 2: Assessment 

An objective assessment is a fundamental aspect of all youth employment programs. It is 

particularly important when entering a career pathway to an allied health opportunity. 

The following elements should be considered when designing the assessment feature 

of an allied health program: 

�	 Interest in entering the allied health field - Candidates for programs leading to allied health 

opportunities should first understand health occupations in general in order to express their 

interest in entering the field. A variety of career discovery tools are available to help guide young 

people and potentially spark their interest in the field. One example is the "Discover Career 

Planning Tool" (http://actapps.act.org/eDISCOVER) used by the Reconnections Health Care 

Training Academy in Los Angeles. 

�	 Knowledge of what is involved and expected of personnel working in the health care 

field - Assessment can be undertaken with the support of Web-based information and videos, or 

directly through job shadowing or work experience. Information on requirements for entering the 

field, such as being “drug free” or having no criminal history are also available on these sites. See 

the appendix under "Learn More About Allied Health/Allied Health Occupations" for sources of 

Web-based information. 

�	 Basic skills capabilities - Specific allied health occupations and the training to prepare for 

those jobs often require a specific skill level in reading and mathematics. Assessing basic skills 

levels is the first step in addressing deficiencies. Several of the case studies include the capability 

to assess basic skills competencies and the programs providing basic skills remediation. 

�	 Commitment to the field, employer, and specific occupation - As participants proceed 

through the steps in their program, there should be a mutual assessment of the degree of 

commitment to the field, occupation, and anticipated employment site. Allied health involves a 

wide variety of work situations, many of which are very rewarding but demanding and stressful. 

Many young people will be drawn to the challenge and stimulated by it, but others may find that 

this is not the type of work they want to pursue. The Baltimore Health Care Careers Academy 

provides the opportunity to learn about several occupations before committing to a specific career 

pathway. The Los Angeles Reconnections Health Care Training Academy uses a "Most to Benefit” 

rating tool and interviews to discern the participant's anticipated level of engagement in the 

program before proceeding with the occupational training phase. 

CASE­IN­POINT: ASSESSMENT 

Participants in the Los Angeles program are enrolled initially with no stipends in a 20 hour 

orientation period. During this period candidates take the CASAS test, sign into the Discover 

Career Planning Tool, which is the foundation for the Individual Educational Plan, participate in a 

psychometric assessment, and complete the "Most to Benefit" rating tool. The rating tool is used to 

assess the candidate's readiness for the Reconnections Academy. Participants also take a work 

readiness assessment prior to transitioning into the classroom activity. 

Discover Career Planning Tool: http://actapps.act.org/eDISCOVER 

See A MAJOR URBAN COMMITMENT TO PREPARING OLDER OUT-OF-SCHOOL YOUTH FOR ALLIED HEALTH 

OPPORTUNITIES Case Study, p. 35 for more information. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 18 
Step 3: The Career Pathway and Career Planning 

A career pathway is, simply put, a road map that helps a person considering entering a 

particular field understand the full range of jobs available to them. Like a road map, career 

pathways do not necessarily prescribe any particular path a person should take. Rather, it 

provides information on the additional education and training needed to advance within a 

field and what increase in wages can be expected. For example, a person may start as a 

medical records clerk but with experience and ongoing education, he/she can move up the 

career ladder, becoming a medical records technician, then a medical record coder, and 

ultimately a certified medical record coder. 

Career pathways are particularly important for 

young adults with barriers to employment. By 

understanding that an entry-level position is 

just a first step, youth can realistically plan for 

their future and have a better understanding of 

what is needed for long-term success. This 

approach also benefits employers who need a 

steady pipeline of workers at all levels of their 

organization. 

While numerous examples of career pathways 

exist, you should work with local employers and 

educational institutions to develop career 

pathways most relevant to your area. A 

number of resources are available to help you 

do this (see Appendix, p. 54). In particular, 

Jobs For the Future offers a guide specifically 

for helping low-skilled workers understand 

career pathway opportunities and bases their 

work on a project in a hospital. 

RESOURCE LINK 

http://www.workforce3one.org/view/1834/info 

Please note: Workforce3One is a free resource 

but requires registration. 

A systematic approach calls for the careful judgment of program designers to assemble all 

the tools needed, then the informed judgment of case managers or other front-line workers 

with youth in assembling an individualized plan. Based on the case studies and other 

sources, the following is a menu for program and service strategies along the allied health 

career pathway: 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 19
SERVICES AND STRATEGIES: EXAMPLE OR RESOURCE: 

Short-term subsidized or 

unsubsidized placement 

(summer or otherwise) 

� Internships in a range of occupational areas 

The Baltimore Health Care Careers Alliance provides 

internships in a range of occupational areas, such as: 

� Admitting Specialist 

� Patient Care Technician 

� Radiology Patient Aide (see the Baltimore case study) 

� The ECHO program in Lafayette, Louisiana provides 

training in a clinical setting, including such areas as 

pharmacy and dietetics (see the Louisiana case study) 

Work readiness training 

� Initial six-week period in Baltimore includes work readiness 

and other pre-placement skills such as CPR and first aid 

(see the Baltimore case study) 

� The ECHO program in Lafayette, Louisiana provides work 

readiness training in such areas as job applications, 

interviewing, understanding employer expectations, and 

problem solving skills. 

Literacy and numeracy 

remediation, based on academic 

assessments 

� The Los Angeles " Reconnections Health Care Training 

Academy " provides a focus on basic skills remediation 

based on the CASAS assessment completed at program 

entry (see the Los Angeles case study) 

Bridge programs 

� Northern Virginia Community College (NOVA) and the 

Northern Virginia WIB administer a "bridge" program that 

allows high school seniors interested in health careers to 

be co-enrolled in NOVA during their senior year, and upon 

graduation receive certification in an allied health 

occupation (see Northern Virginia case study) 

GED and high school options for 

those without diplomas 

� Baltimore provides GED preparation support during the 

initial six-week cycle of their program (see the Baltimore 

case study) 

Career fairs with allied health 

employers, matching openings 

with candidates 

� Area Health Education Centers provide a wide range of 

information on local health careers and employers (see 

http://bhpr.hrsa.gov/grants/area.htm) 

� The Baltimore program provides an opportunity for 

participants to explore a range of opportunities at the three 

hospitals, including eight occupational areas. During the 

initial six weeks of training, they have the opportunity to 

interview and match with the job that best fits their interest 

(see Baltimore case study) 

Short-term, certificate training 

� The Los Angeles Reconnections Health Care Training 

Academy provides the most comprehensive pathway to 

allied health opportunities. Their program includes five 

specific training courses leading to certification and 

placement (see the Los Angeles case study and flow chart) 

Long(er)-term, certificate training 

� The Northern Virginia Community College Bridge program 

provides longer-term certificate training in radiology (see 

the Northern Virginia case study) 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 20 
SERVICES AND STRATEGIES: EXAMPLE OR RESOURCE: 

Baltimore through its hospital partners supports program 

graduates in the pursuit of longer-term certificate training. 

(see the Baltimore case study) 

Apprenticeships 

� Apprenticeship offers important career pathway 

opportunities in several allied health occupations (see the 

two briefing papers and other apprenticeship information 

at http://www.doleta.gov/OA/) 

See Appendix, p. 46 for more information on these 

papers. 

Enrollment in associate degree 

community college programs 

� The three case studies that feature community colleges -

Lane, Chemeketa, and Northern Virginia Community 

College all have extensive AA degree programs in allied 

health (see the case studies) 

Enrollment in bachelors degree 

college programs 

� Baltimore's career pathway opens up the possibilities of 

long-term training, including a bachelors degree (see the 

Baltimore case study) 

Retention support activities and 

follow up with all placement 

sources 

� Baltimore works effectively at supporting participants 

during their follow-up period. Career coaches continue to 

guide program graduates and encourage them to continue 

on their career pathway (see the Baltimore case study) 

Importance of Post­Secondary Education 

A major concept and foundation for expanding allied health careers in Lehigh Valley 

is the notion that “the new high school diploma is an associate degree”. It is reinforced 

and discussed with students, older and out­of­school youth, displaced workers and 

mature workers. This AA degree along with certified training in allied or professional 

health careers and jobs in the expanding regional health system, guarantees that 

workers will receive a livable and expanding wage in the Lehigh Valley community. 

Executive Director ­ Lehigh Valley WIB 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 21 
Step 4: Managing the Transition Process 

The journey from program entry through to employment in an allied health occupation is 

often a long one, and providing for a smooth transition from one stage to the next is critical 

to the success of the journey. Three program features can help make the transition 

succeed. 

�	 A carefully designed program. The key element to 

success is a carefully and thoroughly designed 

program that details how participants move from 

one activity to the next. The Los Angeles 

Reconnections Health Care Training Academy is 

an excellent example. Following initial 

recruitment and orientation to the world of work 

and health care, participants spend 167 hours in 

work experience, job shadowing and occupational 

mentoring. These activities are followed by a transition point when the case manager 

and participant review the experience to date and jointly make a decision whether to 

continue on the health care career track. If the decision is to continue, then the next 

stage of the program is entry into the formal training period, with assessment and 

testing to determine which career area is best for the participant, and whether basic 

skills remediation is needed to ensure success in the specific health care training. At 

each stage, the participant and case manager work closely together to set the plan 

for the next stage, and ultimate employment in the allied health job. 

�	 A strong case manager or career coach. Another key element to successful 

transitioning is the role of a case manager or career coach that can assist the young 

person throughout the process. The career coach for the Baltimore Health Care 

Careers Alliance is involved with the participant each step along the way. The coach 

is employed by the hospital where the participant will be placed in their internship 

and is involved with the initial selection of participants. The coach then guides the 

youth in determining which hospital and set of occupations best suits their skills and 

interest. This includes arranging visits to the hospitals and interviews with the coach 

at that hospital. When participants complete their initial six weeks of training, they 

transition to their six weeks of work experience at the selected hospital. By this time, 

they are well acquainted with their coach and with their work at the hospital. During 

the six week internship, participants and coaches work on placement in full-time 

employment. Once placed, the coach continues to work with them during the one 

year follow up period and beyond. During this timeframe, they progress along their 

career pathway with the support of the coach and the employing hospital. 

Participants are guided into training opportunities that will enable them to reach their 

career goal. 

�	 A committed and enthusiastic participant who is involved in his or her case 

management. Key to successful transitioning is a participant who fully understands 

the pathway, is involved with the decision making, and is enthused about the 

opportunities ahead of them. The effective provision of information and support can 

help a youth become prepared and excited for the journey. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 22 
Step 5: Supporting and Training Staff 

Preparing and supporting staff is critical to creating and maintaining a successful program. 

It is essential for all staff providing direct services to participants to have a full picture of the 

resources available in the community, both specific to allied health as well as the health 

care industry as a whole. This broad context will ensure staff understand and appreciate all 

of the potential career pathways that their participants may undertake. The workforce 

investment board and its related organization are the primary source of information about 

the community and as such can be instrumental in supporting your staff. The information 

they have and acquire on an ongoing basis can be readily shared with staff through periodic 

in-service training, social service requests or other supports. Community colleges, often key 

partners in the workforce development system, can do the same through recommending 

current and upcoming course offerings and career pathway developments. 

Another important resource in many areas is the area health education center (AHEC). 

AHECs are academic and community partnerships that provide health career recruitment 

programs for K-12 students and increase access to health care in medically underserved 

areas. The work of the AHECs can be seen in their role in the ECHO program in Lafayette, 

Louisiana (see the case study). Staff development and training for ECHO is coordinated by 

the local AHEC and conducted through state trainings, in-service sessions, and 

parent/student orientations. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 23 
CASE STUDIES

The following section presents case studies on seven programs which have successfully 

incorporated opportunities for access to allied health occupations into their youth services 

design. These programs are cited in several places in the first section of the guidebook. 

The studies represent a range of strategies. Some are specifically summer programs and 

others focus on older out-of-school youth. The case studies provide a variety of approaches 

that can assist local officials in planning programs, resources for more information about 

allied health and contact information for each of the studies. 

�	 Baltimore, Maryland – Page 25 

Health Care Careers Alliance 

Securing strong hospital partners 

�	 Eugene, Oregon – Page 28 

Lane Workforce Partnership 

Using technology to introduce allied health in a summer program 

�	 Lehigh Valley, Pennsylvania – Page 31 

Lehigh Valley Workforce Investment Board 

A community-wide transformation to focus on health careers 

�	 Los Angeles, California – Page 35 

Reconnections Health Care Training Academy 

A major commitment to preparing older out-of-school youth for allied health 

opportunities 

�	 Louisiana – Page 39 

ECHO (Exploring Careers in Health Occupations) 

Area Health Education Centers (AHECs) have a positive impact on summer programs 

�	 Northern Virginia – Page 42 

NOVA (Northern Virginia Community College) and The SkillSource Group (WIB) 

A strong community college and WIB initiative 

�	 Salem, Oregon – Page 45 

Enterprise for Employment and Education (Workforce Investment Board), Chemeketa 

Community College, and the Willamette Valley Medical Center 

WIB, community college, and medical center collaborate on curriculum development 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 24 
SECURING STRONG HOSPITAL PARTNERS 

RESOURCE LINK 

BACH Career Guide 

www.baltimorealliance.org/careers/index.html 

enrolled in post-secondary education or advanced occupational skills training related to 

� Health Care Careers Alliance 

Baltimore Workforce Investment Board Youth Council 

Baltimore, MD 

The Health Care Careers Alliance is a partnership among Civic Works (Baltimore’s Urban 

Service Corps) and three leading Baltimore hospitals (Johns Hopkins Health Systems, Sinai 

Hospital of Baltimore, and the Incorporated University of Maryland Medical System) that 

prepares youth, ages 18 – 21, for entry-level jobs in the health care industry. The alliance 

provides job training sessions for 75 participants each year and then places them in 

internships at the partner hospitals. Upon successful completion of an internship, Health 

Care Careers Alliance participants are offered full-time jobs earning a minimum of $8.50 per 

hour with benefits. Since its inception in 2004, the Health Care Career Alliance has served 

537 out-of-school youth: 91% completed the training; 84% received credentials in Allied 

Health; 81% were placed in unsubsidized employment related to allied health; and 43% 

allied health upon completion of the 

program. 

PLANNING 

In 2004, the Baltimore Workforce 

Investment Board identified the six principle growth industries. Health care represented the 

industry with the greatest growth potential. Through a competitive request for proposal, the 

Health Care Careers Alliance, Civic Works and three local hospitals responded. The program 

has been in operation for six years; and has expanded to include the Baltimore Alliance for 

Careers in Health Care (BACH). Founded in 2005, BACH is dedicated to eliminating the 

critical shortage of qualified health care workers in Baltimore by working with local agencies, 

health care institutions and other organizations to create opportunities for residents to 

pursue careers in health professions. 

PARTNERS 

The strength of the Health Care Careers Alliance is in its partnerships. The three hospitals 

represent the major health care providers in the city. The strong partnership is exemplified 

by the cooperative development of a common program design utilized by all three hospitals, 

the commitment to hire graduates, and the leveraging of resources such as the mutual 

development of certification requirements and working together to place participants in the 

most appropriate internship. 

In addition, all of the partners serve on the Workforce Investment Board‘s Youth Council, 

where they have the opportunity to work on strategic issues together. The Mayor's Office of 

Employment Development (MOED) provides oversight, policy leadership, and guidance to 

the project. Technical support is provided to the partnership by the MOED Youth Career 

Development Services Division. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 25 
THE PROGRAM DESIGN AND CAREER PATHWAY 

The program is divided into two six week segments. The first segment includes work 

readiness, CPR certification, academic classes including GED preparation, and 

communications. After the first two weeks, participants receive a stipend. During the fifth 

week, participants tour the three hospitals and have an opportunity to observe the variety of 

internship assignments available to them. 

These include: 

� Admitting Specialist � Patient Care Technician 

� Client Services Representative � Patient Transporter 

� Floor Technician � Radiology Patient Aide 

� Medical Records Clerk � Materials Management 

HEALTH CARE CAREERS ALLIANCE 

CAREER PATHWAY 

Hospital 

internship 

Six weeks 

Full-time 

permanent 

placement at 

hospital 

Meeting training 

and experience 

requirements 

for allied health 

occupation – 

On-site or at 

community 

college 

Initial 

allied 

health 

placement 

Outreach 

Intake 

Orientation 

CPR 

Work readiness 

Six weeks 

A career coach is designed to serve the participants enrolled at each of the hospitals. 

During the first six week phase, the career coach interviews and assesses participants, 

assists with securing support services such as child care, and assists participants with the 

selection of an appropriate internship. During the second six weeks, the career coach 

assists the participants and site-supervisors to ensure the success of the internship. During 

the course of the internship, the career coach develops the full-time employment 

opportunity for the participant. 

The career coach utilizes the credentialing tool that has been developed and approved by all 

three hospital partners to ensure the integrity of the credential. These industry credentials 

expand the opportunity for participants to work in the partner network of hospitals as well as 

their additional facilities associated with each partner hospital. Permanent placement most 

often occurs in the hospital where the internship was provided. 

Career coaches have also been successful in guiding youth to careers that require formal 

education in a post-secondary setting such as surgical technician and respiratory therapist. 

These career occupations require two years of study at the local college or community 

college in addition to on-site work experience before certification can be achieved. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 26 
Once employed, youth are eligible for career development through their employing health 

care facility. Career coaches continue to support their developmental growth by promoting 

additional training and education at local colleges and the Baltimore City Community College 

which offers a wide array of allied health training programs. This follow-up service is 

provided for a minimum of 12 months. 

SKILLS TRAINING 

Initial skills training is provided by Civic Works and occurs during the first six weeks of the 

program. During this time, participants receive instruction in first aid, CPR, and soft skills; 

which staff prefer to call "essential skills". Training in specific occupational areas is provided 

through the subsequent six week internship. Skills training beyond the point of permanent 

hire are supported by the respective hospitals, and can include in-house training and, more 

importantly, tuition reimbursement at local colleges and institutions for further training in 

their career path. 

PREPARING STAFF 

The three career coaches are the core staff for the program. Career coaches must have 

expertise in providing services to youth as well as comprehensive knowledge of the health 

care facilities in the area and in-depth knowledge of community resources. MOED provides 

regular in-service training on administrative requirements and current information on 

available social services in the community. 

CONTACT: Alice Cole Mayor's Office of Employment Development 

Director, Youth Career 101 W. 24th Street 

Development Services Division Baltimore, Maryland 21218 

Telephone: 410.396.6722 

acole@oedworks.com 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 27
USING TECHNOLOGY TO INTRODUCE ALLIED HEALTH IN A SUMMER PROGRAM

� Health Occupations Career Academy Program 

Lane Workforce Partnership 

Eugene, OR 

The Lane Workforce Partnership is the workforce board serving residents in the Lane county 

area. The Partnership implemented a summer youth employment experience which utilized 

technology to introduce youth to careers and career pathways in health careers that 

included a wide variety of careers in allied health. This summer employment program 

enrolled 19 youth, 12 (63%) in school and 7 (37%) out of school. Of the youth enrolled in 

the Academy, 95% completed the training component and 100% went into subsidized 

training. 

The nature of this program was to RESOURCE LINKS 

introduce youth to careers in allied 

health over a short period of time Lane Workforce Partnership’s Health Care 

Workforce Report which did not result in credentialing 

or unsubsidized employment. http://www.laneworkforce.org/Press_Publications/ 

HealthCareReport.pdf 

PLANNING Labor Market Information 

In 2009, the Lane Workforce http://www.qualityinfo.org/olmisj/OlmisZine 

Partnership’s “Health Care 

Workforce Report” was conducted, 

emphasizing health care as one of 

the top growing industries; with growth projections of 23% from 2008 to 2018. Lane 

Community College was awarded a grant to develop career pathways in three of the targeted 

areas: health care, green jobs and construction/trades. 

PARTNERS 

Partners included the Health Occupations Career Academy Program (CAP) which provided 

training and educational instructors from Lane Community College; and the Lane Workforce 

Partnership, which provided contract management. Formal training classes were held at the 

Community College, while work experience and job shadowing sites were developed at 

health care facilities throughout Eugene and Springfield. 

THE PROGRAM DESIGN AND CAREER PATHWAY 

CAP provided an introduction to a variety of careers in the field of allied health. The 

participants spent their classroom time in a technology environment studying the 

Community College’s standard medical terminology curriculum. They spent four hours per 

day, four days per week, for four weeks until they demonstrated mastery of the curriculum. 

The Career Pathways information was an integral part of the instruction. Each youth was coenrolled in the WIA program and as a Lane Community College Academy student. The 

benefit of co-enrollment was that participants were able to earn dual credits for both high 

school and college. The college is a long-term partner in local workforce development 

efforts and answered the Summer Jobs and Careers Program RFP from the local area WIB. 

CAP developed integrated pathways to educate youth on the variety of opportunities in the 

health industry. The models include training and education requirements needed to acquire 

each progressive step. The Visual Integrated Health Career Pathways can be viewed online. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 28 
The career-centered pathway model allows youth with varied levels of education and 

experience to enter the pathway at the appropriate entry point. This model provides 

information on: educational requirements, types of careers and current job openings within 

each cluster, and certifications and/or degrees required. CAP’s electronic pathways model 

illustrates how post-secondary education and unsubsidized employment are aligned through 

a pathway schematic. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 29
CAP’s seven week schedule included: 

• Hands-on Lab at Lane Community College: Monday and Tuesday - 9 am – 12 noon. 

• Co-op Seminar: Wednesday - 9 am – 11 am. Explore workplace readiness, personal 

finance, health careers exploration, career pathways, résumé writing and mock 

interviews. 

• Work Experience: Thursday. 

The primary focus of this summer program 

was to provide paid work experience and 

occupational training in health care careers 

and introduce participants to career pathway 

models identifying additional certificate 

training or post-secondary education required 

to advance in this field. At the conclusion of 

the summer program eligible older youth, ages 

22-24, were enrolled in the WIA Adult program, where they could be afforded the opportunity 

to enroll in training programs in the health care industry. All participants received the 

opportunity to earn up to five college credits from Lane Community College: one college 

credit for every 36 hours spent at the work experience location and two college credits for 

the “Hands-on Lab”. 

Local health care providers benefited from this program by utilizing the CAP summer 

program participants as their pool of prospective employees. 

SKILLS TRAINING 

Students learned basic health/patient care skills, explored a variety of health professions, 

developed skills in workplace readiness, and completed a First Aid/Adult CPR course. After 

completion of the medical terminology class, participants were provided work experience or 

job shadowing in a health care setting supervised by a preceptor/mentor. Participants were 

able to utilize their basic skills training at their worksites. Lane Community College provided 

these opportunities at its own Health and Dental Clinics and through cooperative education 

placement and the college’s strong relationship with area health care facilities such as 

Peace Health Hospital, Cascade Occupational Health, Good Samaritan and Eugene Speech 

and Hearing. 

CONTACT: Paula M. Medaglia Lane Workforce Partnership 

Senior Program Coordinator 300 Country Club Road, Suite 120 

paulam@laneworkforce.org Eugene, OR 97401 

Telephone: (541) 682-7225 

Fax: (541) 686-3570 

RESOURCE LINKS 

CAP Pathway Schematic 

http://www.lanecc.edu/pathways/map 

s/healthservices­overview.html 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 30 
A COMMUNITY­WIDE TRANSFORMATION TO FOCUS ON HEALTH CAREERS 

�	 Lehigh Valley Workforce Investment Board, Inc. 

Lehigh Valley, PA 

The Lehigh Valley Workforce Investment Board, Inc. has given priority to the development of 

health careers to enhance employment opportunities and to support the needs of residents 

of the community. All programs include a focus on the health field, including summer youth 

employment and several other youth serving activities. 

PLANNING 

A focus on health occupations became paramount in the Lehigh Valley when several large 

corporations closed, relocated or downsized, including Mack Trucks and Circuit City’s 

distribution centers and a number of others. The Lehigh Valley WIB developed a strategy for 

this large group of newly unemployed workers that included determining the economic 

impact and identifying potential employment and business opportunities that could provide 

a livable wage for community residents. Through this process, the Lehigh Valley WIB 

determined that health careers offered not only a solution to the jobs crisis, but also an 

opportunity to address concerns with the quality of health care as well. It was determined 

that the Lehigh Valley would need to develop a comprehensive health system, including 

capacity for employment and training. The WIB has worked to align education and training 

institutions with employer and employee needs. 

A survey conducted by the Lehigh Valley WIB suggested that the following careers are high 

priority in the Lehigh Valley Community. These include: home health aides, nursing aides, 

orderlies and attendants, medical and clinical laboratory assistants, radiologic technologists, 

respiratory technicians, dental hygienists and assistants, pharmacy technicians, 

phlebotomists, medical transcriptionists and medical record and health information 

technicians. 

According to the Lehigh Valley WIB, allied health career clusters were targeted because they: 

�	 Provide above average wages. 

�	 Incorporate high-technology knowledge. 

�	 Have synergy with existing Lehigh Valley assets to minimize impact on land, energy 

and other resources. 

�	 Expand upon established positive competitive positioning in the U.S. and globally. 

�	 Have a high value-added component in the local economy. 

PARTNERS 

A partnership with existing health providers became the foundation for the system. These 

partners include but are not limited to: the Lehigh Valley Health Care Industry Partnership, 

the Community Action Committee of Lehigh Valley, Lehigh Valley Health Network, St. Luke’s 

Hospital and Health Network, Cetronia Ambulance Corps, Health Network Laboratories, and 

Coordinated Health Services to name a few. Lehigh Valley’s public school districts, career 

and technical schools, community colleges and four year institutions remain vital partners 

within the Valley’s health care network. Employer partners include all hospitals, all 

ambulatory health care facilities, nursing and residential care facilities, and research 

facilities and are the basis for the development of the Valley’s new regional health system 

and health services network. The Executive Director of the Lehigh Valley WIB stated that a 

major concept for expanding allied health careers in the Valley is the idea that “the new high 

school diploma is an associate's degree.” It is reinforced and discussed with students, older 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 31 
and out-of-school youth, displaced workers and mature workers. An associate's degree, 

along with certified training in allied or professional health careers and jobs in the expanding 

regional health system, ensures that workers will receive a livable and expanding wage in 

the Lehigh Valley community. 

THE PROGRAM DESIGN AND CAREER PATHWAY 

The Lehigh Valley WIB has developed a career pathways program that provides a scope and 

sequence of academic and technical courses to prepare students for careers based on their 

interests and abilities. The Lehigh Valley program has been designed to help elementary 

and middle school students learn about themselves and careers, and allows high school 

students to take courses in one of four career clusters, including Arts/Humanities, Health 

Sciences and Human Services, Engineering/Industrial and Business/Communications. 

Youth are provided with a variety of options that guide them as they develop pathways, 

career ladders and portfolios that will enable them to grow in selected career areas. These 

include: 

�	 Career Force is the PA CareerLink® Lehigh Valley youth programming brand 

strategically targeted to ages 14-24 and designed for youth with barriers to 

employment. PA CareerLink® Lehigh Valley provides youth with opportunities for: 

work experience, career awareness, education, basic skills training, occupational 

training, internships, and job shadowing and community service projects. 

Other components of Career Force include: 

�	 Summer Youth Employment activities are designed to offer and engage youth in work 

readiness, job information and career exploration. For example, St. Luke’s Hospital 

and Health Network’s Next Step Health Career Program prepared youth to transition 

into successful entry-level careers in the health care environment. Participants 

received training and work experience in occupations such as Patient Care Assistant, 

Unit Clerk, Dental Assistant, Office Assistant, Security, Emergency Department 

Admissions Attendant and Laboratory Assistant. 

�	 School-to-Careers Program engages in-school youth in work experience activities 

during their 11 th and 12th grade. These activities provide a hands-on task oriented 

experience in selected careers. Youth who remain in this activity for the two year 

period are generally employed by the health care or public agency to which they are 

assigned. Many receive tuition support to attend technical or community colleges. 

�	 The Health Care Exploration Program is an out-of-school youth program with St. 

Luke’s Hospital and Health Network that provides an externship, targeted training 

and clinical activities for youth who have dropped out of school as well as those who 

have completed their secondary education or GED. Youth participate in classroom, 

clinical and externship activities for certification and practical experience. Most are 

employed by the externship site and/or are provided with scholarships to area 

community colleges. 

�	 Career Gates Educational Media Series was developed by the Lehigh Valley WIB, 

Lehigh Valley Business Education Partnership, PA CareerLink® Lehigh Valley and the 

Public Broadcasting System. This multi-part series provides students with a glimpse 

inside local companies creating awareness about growth industries in the Lehigh 

Valley and is a model that has been implemented across Pennsylvania. Career Gates 

provides a virtual tour of the Lehigh Valley industry clusters, including health care. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 32
�	 Career Cruising is a web-based network that brings together education and industry 

to help students achieve their goals and address the communities’ workforce 

development needs. The network provides tools for students and young adult career 

searchers. 

�	 CareerLinking Academy is an innovative career exploration program, targeted for 

students in grades 10-12, aligned to the Pennsylvania Department of Education's 

Academic Standards for Career Education and Work. The Academy assists students 

in making quality career decisions with interactive activities including career 

assessments, interviewing techniques, résumé and application preparation, job 

shadowing, college tours and employability skills. This successful model has been 

implemented with a focus on health careers in partnership with employers such as 

Good Shepherd Rehabilitation Network. 

The Lehigh Valley WIB supports an integrated education, economic and workforce 

development transformation strategy that begins in high school, develops pathways into 

post-secondary education, work readiness, and provides access to the Lehigh Valley’s 

workforce system, PA CareerLink® Lehigh Valley. The Health Career Pathway begins with 

the 19 High Schools and three Career and 

Technical schools that utilize Career 

Pathways, Career Cruising and Career Gates. 

These career-focused educational resources 

reach 47,375 secondary students. 

CareerLinking Academy has served 687 

students by offering presentations by allied health business and industry leaders, workbased learning opportunities and tours of local health care facilities. The 665 youth served 

through the workforce system, Lehigh Valley Career Force, received career awareness 

activities with an emphasis on allied health occupations. Fifty-five youth received targeted 

allied health training through initiatives at local hospitals, health focused work experiences 

and individual training opportunities. Of these youth: 84% completed training; 24% received 

a certificate or credential; 65% youth were placed in subsidized employment related to allied 

health; 31% of youth placed in unsubsidized employment related to allied health during or 

upon completion of the program; and 20% of youth were enrolled in post-secondary 

education or advanced training/occupational skills training related to allied health upon 

completion of the program. 

SKILLS TRAINING 

Public schools and career and technical schools are the major educators and trainers of inschool youth in the Lehigh Valley Community. Youth have access to training in most allied 

health career areas. In-school youth are introduced to health careers by workforce 

coordinators that are assigned by the Lehigh Valley WIB to provide career exploration 

activities, job preparation and referrals for tutorial services that are career-related. They 

also provide referrals to skills development in targeted careers. Schools in Lehigh Valley 

host, with area health education centers and hospitals, career days for youth beginning in 

middle school. The WIB hosts industry tours, job shadowing days, and targeted career 

information days and assigns mentors to participants, who display an interest, for up to two 

weeks per school year. Youth are engaged in summer employment activities and many opt 

to engage in the school-to-career program during their 11th and 12th grade school year. This 

program provides on-site work experience in health careers including allied health. Upon 

graduation, several youth are hired by the health care facility and/or given scholarships to 

area community colleges with the provision that they will continue to work or return to work 

RESOURCE LINKS 

Career Cruising www.careercruising.com 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 33 
at the externship site after they have completed a specified certification or degree. Youth 

who are out-of-school are often referred by PA CareerLink® Lehigh Valley for training via 

Individual Training Accounts or industry sponsored scholarships to technical schools and 

community colleges. 

The Lehigh Valley Community Health Connectors is a collaborative partnership designed to 

develop and educate six community health workers for the Lehigh Valley region. The Lehigh 

Valley WIB is the fiscal agent for the project as well as the recruiter for potential trainees. 

The community health workers serve in the following capacities: 

�	 serving as personal connectors who advocate for the newly unemployed, 

�	 assisting clients in accessing support for identified needs and linking with resources, 

�	 assisting clients in completing forms as well as help with navigating through the 

social service and health care systems. 

Upon completing training, the Community Health Workers are placed in not-for-profit health 

and human services agencies across the Valley. These workers continue to receive support 

and mentorship from the Area Health Education Center (AHEC). 

CONTACT: Nancy Dischinat Lehigh Valley Workforce Investment Board, Inc 

Executive Director 1601 Union Boulevard, PO Box 20490 

ndischinat@lvwib.org Lehigh Valley, PA 18002-0490 

Telephone: 610-432-4087 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 34
A MAJOR URBAN COMMITMENT TO PREPARING OLDER OUT­OF­SCHOOL YOUTH 

FOR ALLIED HEALTH OPPORTUNITIES 

� Reconnections Health Care Training Academy 

Los Angeles Community Development Department 

Los Angeles, CA 

By virtue of its extensive experience with programs for out-of-school youth and its knowledge 

of the opportunities in the health field, the Los Angeles Community Development 

Department has developed a comprehensive program designed to support youth through a 

whole career pathway to allied health employment. 

PLANNING 

In 2004, the City of Los Angeles Workforce 

Investment Board Youth Council, the Greater Long 

Beach Workforce Investment Board Youth Council, 

and the U. S. Conference of Mayors commissioned 

a “One Out of Five” report on youth that were outof-school and out-of-work in Los Angeles and Long 

Beach. The report stated that “additional 

schooling is clearly an important pathway to developing the literacy and occupational skills 

that are demanded in the labor market." The report noted, however, that an alternative to 

developing these in-demand skills is through work experience. Work experience offers the 

opportunity for youth and young adults to develop the skills and behavioral traits such as 

teamwork, communication skills and punctuality that are highly prized by employers. A large 

body of evidence suggests that early work experience can have a significant long-term 

impact on the future labor market outcomes of youth. 

Over the next 20 years, California’s population will grow by 10.2 million people, and at the 

same time, the numbers of residents over 65 will more than double. The State projects that 

it will need more than 340,029 new allied health workers in the next 10 years. 

The documented need has motivated the city to address the challenge of gaps of qualified 

workers in the allied health field by developing quality programs for its disconnected and 

dropout youth. In particular, these programs have been designed to address the challenges 

of low educational levels and high unemployment rates of youth ages 16-24. 

The Reconnections Health Care Training Academy (Reconnections Academy) has become 

the City of Los Angeles’ allied health career training program for older and out-of-school 

Youth ages 21-24. The Reconnections Academy has been designed to provide: educational 

upgrades, training in an allied health career, an internship, certification and employment in 

allied health career occupations. The Reconnections Academy has enrolled 150 out-ofschool youth in its first year of operation. At the time of this report, the Academy had set a 

goal to enroll at least 120 (80%) of its youth at the community college to receive skill 

credentials. Of those who complete their occupational skills training, the Academy’s goal is 

to place at least 80% in subsidized employment in allied health positions. 

PARTNERS 

The Reconnections Academy involves multiple partners to support not only the operation of 

the program, but a diverse set of agencies to enhance each of the communities where the 

RESOURCE LINK 

“One Out of Five” 

http://cdd.lacity.org/pdfs/wib/Yout 

hSummit_Report_2004.pdf 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 35 
project is administered. The program is designed to support these health care partners with 

a flow of trained and prepared health care employees. 

The program partners with the Los Angeles Community College system, the Youth 

Opportunity Movement (YOM) sites, faith-based partners, local hospitals and care facilities 

and community-based organizations in the community. The YOM includes over 30 partners 

in education and employment. These partners include employers, the Los Angeles school 

district and Board of Education and East Los Angeles Community College. 

In addition, the Reconnections Academy has been developed with multiple administrative 

partners such as community and faith-based organizations and YOM’s in Watts and Boyle 

Heights. Additional partners include but are not limited to Managed Career Solutions, Los 

Angeles City College, City of Los Angeles Health Care Career Ladder Training Program, East 

Los Angeles Doctor’s Hospital, The Watts Heath Center, St. Francis Hospital, Good Samarian 

Hospital, UCLA Geffen School of Pre-Hospital Medicine, other private and public health care 

employers, The City of Los Angeles (Community Development Department and other 

departments), the WIB and numerous other community and neighborhood organizations and 

groups. 

THE PROGRAM DESIGN AND CAREER PATHWAY 

The primary goal of the Reconnections Academy is to combine employment opportunities, 

training in sectors with a high-growth potential (allied health), and basic skills remediation. 

The intent is to serve 1,100 older out-of-school and out-of-work disconnected youth who are 

not being served either through the workforce system or education system from January 1, 

2010 to March 31, 2011. The Academy will start by helping participants earn their high 

school diploma or GED. The Reconnections Academy directly links the city’s workforce 

system to the public education system. The Academy includes a combination of subsidized 

employment, with training in high-growth, private sector businesses. The program will assist 

the participant in obtaining a good job that will place them on a pathway to a career. 

The Reconnections Academy is conducted in four stages: orientation, classroom training, 

work experience and job placement. The program cycles last about six months. New 

cohorts of 20 to 30 participants start about every 30 days. Although multiple allied health 

trainings are available through community colleges and technical schools, the primary 

occupations of choice for the Reconnections Academy are Certified Nursing Assistant, Home 

Health Aides, Emergency Medical Technician, Dental Hygiene, Respiratory Therapy and 

Medical Assistant. Participants are engaged in orientation and assessment at the YOM 

Boyle Heights and YOM Watts centers. The orientation, which includes assessments and 

general academic testing, is a joint effort conducted by YOM case managers, designated 

program administrative staff and members of the job prep and placement team. Classroom 

training is taught on-site. Selected trainings are held at partner community colleges and at 

the training schools affiliated with the Reconnections Academy. Clinical and work 

experience activities are done at partner hospitals, health care centers and medical facilities 

in the Los Angeles area. 

Supportive services, directed counseling and case management activities are ongoing to 

enhance retention and to resolve long-term challenges which could hamper job placement 

and retention. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 36
LOS ANGELES “Reconnections Health Care Training Academy" FLOW CHART 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 37
RESOURCE LINK 

Discover Career Planning Tool 

http://actapps.act.org/eDISCOVER 

SKILLS TRAINING 

The Reconnection Academy’s mission is to 

upgrade the educational level and provide skills 

training and work experience for youth and to 

transition and place participants into allied health 

occupations. Participants are enrolled in a 20 

hour orientation period. During this period candidates take the CASAS test, sign into the 

Discover Career Planning Tool, which is the foundation for the Individual Educational Plan, 

participate in a psychometric assessment, and complete the "Most to Benefit" rating tool. 

The rating tool is used to assess the candidate's readiness for the Reconnections Academy. 

This includes a review of the candidate's progress and an interview to confirm their 

commitment to the allied health field. Participants also take a work readiness assessment 

prior to transitioning into the classroom activity. A review is done to determine if 

participants have a criminal record that will hinder their entry in an allied health occupation. 

An interview is conducted with each participant to determine their commitment to the field 

and the Reconnections Academy. As participants successfully complete the orientation 

process (stage 1), they are enrolled in the classroom training component (stage 2), which 

lasts 90 days. Upon completion of the classroom training activity, participants are enrolled 

in the work experience segment for 140 hours (stage 3). After completing their work 

experience, participants are moved to job placement (stage 4). Participants are paid for 

stages 1 through 3. They are also given incentives which can include: cash bonuses, 

support services, fees for certifications, uniforms and transportation. The classroom training 

curriculum is employer driven. Skills training is provided in: 

� Phlebotomy 

� Pharmacy Technician 

� Emergency Medical Technician 

� Certified Nurse Assistant 

� Health Care Document Imaging 

PREPARING STAFF 

Ongoing staff development takes place at each center to support quality program 

development and performance. Each partner involved with the Reconnections Academy and 

the City of Los Angeles provides: on-going staff trainings; bridge phone calls to provide 

technical training and information; Web conferences and Department of Labor Webinars; 

and social services networking meetings. The Los Angeles City Training Academy provides 

training activities and staff development in areas that will enhance performance and staff 

growth and development. 

CONTACT:	 Lisa Salazar, Director City of Los Angeles Community Development 

Telephone: 213-744-7191 Department 

lisa.salazar@lacity.org OneSource Youth Opportunity System 

Human Services & Family Development 

Division 

1200 W 7th Street, 6th Floor 

Los Angeles, CA 90017 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 38 
AREA HEALTH EDUCATION CENTERS (AHECS) 

HAVE A POSITIVE IMPACT ON SUMMER PROGRAMS IN LOUISIANA 

� ECHO (Exploring Careers in Health Occupations) 

Lafayette, LA 

Exploring Careers in Health Occupations (ECHO) is a six week summer program developed to 

enable in-school and out-of-school youth to learn about and experience career opportunities 

in health care. Participants do so by taking part in classroom instruction, work experience 

and job shadowing at local hospitals and health care facilities in several parishes (counties) 

in southwest Louisiana. ECHO and other programs in Louisiana were strongly influenced, 

coordinated and implemented by the Area Health Education Centers (AHECs). AHECs are 

academic and community partnerships that provide health career recruitment programs for 

K-12 students and increase access to health care in medically underserved areas. AHECs 

address health care workforce issues by exposing students to health care career 

opportunities that they otherwise would not have encountered, establishing communitybased training sites for students in service-learning and clinical capacities, providing 

continuing education programs for health care professionals, evaluating the needs of 

underserved communities and placing health care professionals in those communities. 

PLANNING 

Surveys and studies conducted by U.S. Department of Labor’s Bureau of Labor Statistics, 

the Louisiana Workforce Commission, the AHECs and Louisiana State University all indicate 

that health care occupations will show major growth and opportunities in the allied health 

field and in other professional health occupations. As a result of Southwest Louisiana 

AHEC’s and Central Louisiana AHEC’s emphasis on recruiting for health care occupations, 

68% of the youth in high schools in the Lafayette and Alexandria area are considering health 

occupations as a career goal. 

The Southwest Louisiana Area Health Education 

Center has had a substantial impact on the area RESOURCE LINK 

with its focus on recruitment into health careers. Area Health Education Centers 

The organization was formed in 1991 to fill a 

recognized need for better coordination of http://bhpr.hrsa.gov/grants/area.htm) 

regional health and education programs. Southwest Louisiana AHEC 

Southwest Louisiana Area Health Education http://www.swlahec.com 

Center has a 19 year history of administering The Central Louisiana AHEC 

numerous grants and contracts to coordinate, http://www.clahec.org 

implement, and evaluate community-based 

health and education programs for target 

populations. 

PARTNERS 

The ECHO partnership is a collaboration of the local Workforce Investment Boards (WIB), 

Southwest Louisiana AHEC, Goodwill Industries, Acadian Ambulance, Inc. and their 

Emergency Medical Services (EMS) training center, the National EMS Academy (NEMSA), 

and the support and cooperation of a vast array of community medical facilities. The ECHO 

partnership grew out of another Southwest Louisiana AHEC program, HeaRTS (Health Care 

Recovery Training Systems), a grant administered by Southwest Louisiana AHEC that places 

individuals in free health care training for a variety of occupations. More than 30 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 39 
organizations from the health care industry, education and training, workforce development 

and community-based organizations have been active in HeaRTS. The partners support the 

project’s activities through recruitment, providing education and training, hiring completers 

of the program and mentoring. ECHO 2009 participants who chose to pursue a health care 

career were eligible to take advantage of free health care education and training through 

HeaRTS. Thus, ECHO served as a feeder program for HeaRTS. 

THE PROGRAM DESIGN AND CAREER PATHWAY 

The goals of the ECHO program are to: 

�	 Provide opportunities for students to work in a health care environment, 

�	 Expose students to career opportunities in health care, 

�	 Provide students with positive health care role models, 

�	 Educate students about skills and requirements for health care professions, 

�	 Increase the participant’s work awareness and positive work habits and attitudes 

that will assist the participant in demonstrating an understanding the world of work 

and employer expectations. 

During the first week, students participate in an orientation at the National EMS Academy 

and while there, they receive skills training. During the second week, the students 

participate in Goodwill Industries’ Work Readiness Program. During the third through sixth 

week, students receive two hours each day of classroom health career instruction at a 

health care provider worksite and six hours per day of on-site work experience. Classroom 

instruction is provided in conjunction with the clinical worksite work experience which 

includes general information on health careers and occupations. This component 

supplements the clinical and experiential learning of the program. The on-site work 

experience allows participants to rotate among certain designated career areas, such as 

surgery, nursing stations, physical therapy, pharmacy, ICU, and dietetics. Participants are 

able to job shadow a variety of professionals, with the opportunity to ask questions and 

determine if they are interested in one or more health careers. To round out the 

participants’ clinical experience, field trips are made to other types of facilities, such as longterm nursing centers, funeral homes, rehab centers, and forensic laboratories. Many 

participants, who were enrolled in ECHO and have obtained a high school diploma or GED, 

have chosen to enter the health care field. Selected careers include but are not limited to: 

Emergency Medical Technician, Certified Nursing Assistant, Nursing and Radiology. Overall, 

ECHO has served 70 youth; 60% in-school youth and 40% out-of-school youth. Over 90% of 

the youth completed skills training. All of the youth became certified in Cardiopulmonary 

Resuscitation (CPR), First Aid, Health Insurance Portability and Accountability Act (HIPAA), 

Occupational Safety and Health Administration (OSHA) and Blood Borne Pathogen training 

and were employed in allied health positions during the program. Upon program 

completion, approximately 8% were placed in employment related to allied health, 17% 

students enrolled in allied health training and another 13% enrolled in post-secondary 

education unrelated to health care. 

SKILLS TRAINING 

Skills training at the National EMS Academy include: 

�	 American Heart Association Cardiopulmonary Resuscitation (CPR) certification training; 

�	 American Heart Association First Aid certification training; 

�	 HIPAA - The Health Insurance Portability and Accountability Act of 1996 compliance 

review; 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 40
�	 OSHA - Occupational Safety and Health Administration standards training as well as 

Bloodborne Pathogens safety training; 

�	 HAZMAT - Hazardous Materials and Items safety training; 

�	 Vital signs presentation; 

�	 Proper technique for lifting, moving, and positioning patients. 

Skills training for Goodwill Industries’ Work Readiness Program include: 

�	 How to complete a job application; 

�	 Preparing a professional résumé; 

�	 Writing a cover and follow-up letter; 

�	 Developing interviewing skills; 

�	 Recognizing and utilizing a variety of job search methods; 

�	 Comprehension of employment related laws; 

�	 Understanding employer expectations: attendance, punctuality, positive attitude, and 

dependability; 

�	 Identifying effective coping and problem solving skills. 

PREPARING STAFF 

Staff development and training is coordinated and conducted via state trainings, in-service 

sessions, and parent/student orientations by the local Area Health Education Centers. The 

ECHO Program’s HeaRTS partnership actively provides training and support for the ECHO 

team as they work with participants to assist in career path development, admission criteria 

as well as financial assistance information. Staff and partners regularly interact to ensure 

compliance with occupational requirements and are a part of the didactic training to ensure 

that they can support participants in literacy and other academic areas that might hinder 

comprehension or advancement. 

CONTACTS: ECHO 

Mimi Fuselier, Director 

Workforce Development 

Southwest Louisiana AHEC 

Telephone: 337-989-0001 

careers@swlahec.com 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 41 
A STRONG COMMUNITY COLLEGE AND WIB INITIATIVE 

�	 NOVA (Northern Virginia � The SkillSource Group / Northern Virginia 

Community College)	 Workforce Investment Board 

Springfield, VA Vienna, VA 

Community colleges are major providers of allied health care training. Northern Virginia 

Community College (NOVA) and the Northern Virginia Workforce Investment Board (WIB) 

through its agent the SkillSource Group (SSG) are developing a strong working relationship 

around training and placement in health care careers. The goal of this program is to offer 

training and support to youth to ensure their entrance into the healthcare career tacks in the 

community college system. As a result of this program there are 300 to 350 students 

placed into Allied Health programs each year. 

PLANNING 

In 2005, Northern Virginia Community College, in collaboration with the Northern Virginia 

Workforce Investment Board and major regional health care providers and educators, 

commissioned a study to determine the scope and impact of the nursing and allied health 

care worker shortage in northern Virginia. This empirical study determined the current and 

future demand (to 2020) for registered nurses and twenty-three allied health professions 

and resulted in a 14-step action plan to address the following goals: 

�	 Increase capacity within the health care education and training system 

�	 Develop and sustain an on-going supply of people interested in pursuing health care 

careers 

�	 Nurture Innovation 

This study resulted in the expanded training, recruitment and placement of qualified staff. 

From 2006 to 2010 the Virginia General Assembly awarded $1.945 million to increase 

educational capacity in the region’s colleges and universities with nursing programs, to both 

maximize the number of new registered nurses and increase the supply of nursing faculty. 

The region’s health care providers contributed $2.4 million. These funds were distributed to 

the five colleges and university nursing programs; each focused on expanding enrollment in 

different aspects of nursing education. 

Now known as NoVaHealthFORCE, this collaborative effort of northern Virginia leaders in 

health care, business, colleges and universities, government, community organizations, and 

economic development authorities recognizes the need to develop a long-term, businessdriven, sustainable strategy to address the shortage. NOVA’s Medical Education Campus 

(MEC) has taken the lead in training older youth, displaced workers and individuals who 

seek educational upgrades to expand their career options. 

PARTNERS 

The strength of NOVA’s allied health occupations training development is the strong 

partnership developed by NOVA‘s MEC, which has also developed an extensive number of 

employer partners, hospitals and health care providers. Students placed in clinical training 

with these employers often receive a job offer upon graduation. The SSG and the Northern 

Virginia WIB leverage the NOVA MEC in collaborating on behalf of the jobseekers within the 

Northern Virginia Workforce System. Partners include but are not limited to most hospitals 

and health centers in the Northern Virginia and the Metropolitan Washington, DC area, the 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 42 
Northern Virginia Training Center, Inova Health Systems, Health Care Corporation of 

America, the Virginia Community College System (includes NOVA MEC) and a number of 

physician’s offices in the community. NOVA MEC hosts job fairs, has career counselors and 

coaches on staff and an extensive workforce development unit to support placement. Most 

students are placed at the end of their clinical rotation by their host site. The WIB is 

assessing the possibility of placing a One-Stop Center at the MEC campus. 

THE PROGRAM DESIGN AND CAREER PATHWAY 

Through a U.S. Department of Labor Community-Based Jobs Training Grant, the college 

partners with the Fairfax County Public Schools to provide a high school Bridge Transitional 

Program in radiology. This high school transitional program offers participants dual 

enrollment through their high school (if applicable) or the nearest NOVA campus. It enables 

youth to take the prerequisites for radiology while in high school. Upon graduation, students 

who participate and complete the prerequisites for radiology will be eligible for program 

placement for the fall semester. Program placement is contingent upon applying and 

receiving acceptance into the radiology program. As a result of the Bridge Program, new 

entrants in radiography have increased from 30 to 35 per year to 45 new entrants per year. 

Participants receive academic support and advisement as well as individual support from 

the MEC Bridge coordinator. This coordinator provides advising, career exploration 

activities, and tutorial support, if needed, and coordinates participant activities and services 

at the MEC for these young people. 

The nursing and allied health programs at the MEC are supported by career counselors and 

faculty in each curriculum. Students are introduced to career ladders for each occupation, 

specific classes that are required, salary levels and educational and skills levels needed to 

grow in each field. 

A good example of an allied health career at MEC is health information management. This 

allied health course specifically targets individuals that are interested in health careers that 

are more non-clinical in nature. An example of an educational ladder that leads to a career 

ladder is: 

�	 Coding – Certification 

�	 Health Information Management–Associate Degree can lead to certification as a 

Registered Health Information Technician 

�	 Health Information Management: Bachelors Degree can lead to certification as a 

Registered Health Information Administrator 

SKILLS TRAINING 

NOVA has several allied health careers programs in its portfolio. These include: 

Associate Degrees offered in Nursing (RN), Medical Laboratory Technology (MLT-ASCP), 

Physical Therapist Assistant (PTA), Radiography-Diagnostic Imaging (RT-R), Diagnostic 

Medical Sonography (RDMS), Respiratory Therapy (CRT) and (RRT), Health Information 

Management (RHIT), Dental Hygiene (RDH), and Emergency Medical Services (EMT-P). 

Certificate Programs offered in Credit - Radiation Oncology, Clinical Coding, Phlebotomy, and 

Basic Emergency Medical Technician (EMT-B). Advanced (RT-R required) - Breast Imaging, 

Computer Tomography and Magnetic Resonance Imaging. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 43
Numerous pre-employment and health care career enhancement programs are offered by 

the MEC's Workforce and Continuing Education Division. 

Each program has a curriculum committee that offers input in course and curriculum. This 

ensures that the curriculum meets the needs of the prospective employers. Some courses 

are available online. All of the allied health classes are held on the MEC campus in 

Springfield, VA. In fact, the MEC is the only community college campus in Virginia that is 

solely dedicated to nursing and allied health education. General education courses may be 

taken at any of the six NOVA campuses. The College contracts with a large number of 

Metropolitan Washington, DC health care facilities and community-based agencies for 

clinical instruction. Human patient simulation laboratories also serve to augment clinical 

education. 

PREPARING STAFF 

Professional staff development is ongoing at NOVA to meet accreditation requirements. The 

MEC works continually to expand the choices of occupational areas that are available for 

potential students. The administration has been successful in its effort to ensure that the 

team is current on new trends in instruction, that equipment is modern and up-to-date and 

that participants are competitive when they graduate. 

CONTACT: David A. Hunn Ms. Gerry Hofler 

President and CEO Program Manager 

Telephone: 703-752-1606 NOVAHealthForce 

David.hunn@myskillssource.org 8300 Boone Blvd., Suite 450 

Vienna, VA 22182 

Telephone: 703-822-6528 

ghofler@nvcc.edu 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 44
WIB, COMMUNITY COLLEGE, AND MEDICAL CENTER 

COLLABORATE ON CURRICULUM DEVELOPMENT 

� Enterprise for Employment and Education (Workforce Investment Board - WIB) 

� Chemeketa Community College 

� Willamette Valley Medical Center 

Salem, OR 

Collaboration among the local WIB, the Chemeketa Community College, and the Willamette 

Valley Medical Center to develop a curriculum for Certified Nursing Assistant (CNA) II created 

new opportunities under constrained circumstances. This project opened the way for CNA I's 

to move from their current positions at nursing homes and other health care centers to 

qualify for CNA II positions at hospitals. In doing so, their pay was improved and there was 

much greater opportunity to access career pathways into other allied health occupations. 

PLANNING 

Enterprise for Employment & Education (Enterprise) is the Workforce Investment Board for 

Region 3 which includes Yamhill, Polk and Marion Counties. The health care industry 

contributes significantly to the area’s economy, employing over 22,000 persons in August 

2009, 13 percent of Marion, Polk and Yamhill county employment. Of the 25 occupations 

with the most vacancies, six were health care occupations, specifically: registered nurses, 

medical and health services managers, nursing aides, radiology, CAT and MRI technicians, 

licensed practical and vocational nurses, and physical therapists. The area has eight 

hospitals, and the Salem hospital in the state capital is one of the area’s three largest 

employers. The state psychiatric hospital in Salem is expanding and will have a huge need 

for health care professionals, including Certified Nurse Assistants (CNA) and Psychiatric 

Technicians. There are also 22 nursing homes, 32 mental retardation, mental health and 

substance abuse facilities, and 140 community care facilities for the elderly in the threecounty area. More than 800 CNAs will be needed in the area over the next ten years. 

Health care is the only industry in the three-county area that has gained jobs over the past 

year. According to area industry projections for 2008-2018, the health care industry will 

have a growth rate nearly triple that of all-industry growth. 

Enterprise and Chemeketa Community College (CCC) have an extended history of 

collaboration in providing education, training and placement to jobseekers. They work 

together on grants, special projects, customized training, and economic development to 

recruit business to the area, and have a partnership that is instrumental to supporting the 

local workforce. 

PARTNERS 

Enterprise, Chemeketa Community College and other local training providers developed a 

project that will serve and train participants in selected specialty areas. The program works 

with area high schools to provide career exploration/pathways and training in selected allied 

health fields that will lead to certifications or post-secondary diplomas/degrees. The 

program’s objective is to utilize a wide range of activities in different colleges which include 

curriculum development, weekend classes and WIA and industry partner recruitment, 

retention and job placement. The project works with more than 4,600 participants at 

several colleges and training schools in the region. The program has proven successful in 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 45 
its effort to educate and train large numbers of health care professionals. The college has 

worked hard to meet the workforce needs of the community and has gained the support of 

the employer and health care community that it was designed to serve. 

Chemeketa Community College designed a number of short-term certificate programs to 

enhance their career opportunities, provide a ladder for growth in the health field and to 

provide its participants with a livable wage. From this partnership experience emerged the 

commitment to develop the Certified Nursing Assistant (CNA) II training. 

The following Certificates and/or AA Degree trainings are also offered by Chemeketa 

Community College: Dental Assisting, Emergency Medical Service, Health Information 

Technology, Medical Transcription, Medical Coding, Basic Nursing Assistant, Nursing and 

Pharmacy Technician/Pharmacy Management, Speech-Language Pathology Assistant. 

THE PROGRAM DESIGN AND CAREER PATHWAY 

Chemeketa Community College received American Recovery and Reinvestment Act funding 

from the WIB to provide a Certified Nursing Assisting Level II (CNAII) program that was 

Oregon State Board of Nursing (OSBN) approved. The purpose of the project was to give 

Certified Nursing Assistants Level I the opportunity to develop their career path and skill sets 

from being able to work in long-term facilities to working in expanded hospital settings and 

having the ability to move up a career path in the hospital. Enterprise and Chemeketa 

enrolled 10 youth in the program. The contract included 66 hours of training, 24 in a clinical 

setting. 

The staff of Willamette Valley Medical Center, Chemeketa Community College and Enterprise 

wrote the curriculum, recruited currently certified CNA Level I youth between the ages of 16 

and 24, hired OSBN approved faculty to teach the course, contracted with Willamette Valley 

Medical Center to provide the clinical sites, and arranged the classroom and skills lab 

training rooms at Chemeketa’s McMinnville Health Care Education Center. 

Eleven youth were trained in the CNA Level II curriculum and participated in training and 

observation for a total of 24 hours in a clinical setting at the Willamette Valley Medical 

Center. One hundred percent of the students completed the CNA Level II class and were 

awarded state certifications of Certified Nursing Assistant Level II. These youth will be able 

to work in hospitals where they can earn a better wage and have better opportunities for job 

advancement. 

While this project was modest in RESOURCE LINK 

size, it required significant http://www.chemeketa.edu/classes/catalog/progra 

coordination and commitment ms.html 

among the three agencies to 

succeed. II Curricula 

CNA Level I and 

SKILLS TRAINING 

This case study focuses on the 

http://www.state.or.us/OSBN/CNAInformationPage.sh 

tml 

development of the CNA II 

curriculum which was used for the 

first time in the training of the summer participants. The full curriculum can be found at 

http://www.osbn.state.or.us/OSBN/CNA_InformationPage.shtml. For students who 

complete an initial certification along their career pathway, the college works to provide 

other options beyond the college both formally and informally. Students are also connected 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 46 
to the employer community while completing their clinical trainings. Coursework at the 

college covers the following occupations: 

• Nursing 

• Pharmacy Technician/Pharmacology 

• Dental Assistant 

• Health Services Management 

• Health Information Technology 

• Medical Transcription 

• Emergency Medical Service 

CONTACTS:	 Pat Grose, Executive Director Holly Nelson, Coordinator 

Enterprise Employment & Training Chemeketa Community College 

626 High St NE Suite 305 McMinnville Health Care Education Center 

Salem, OR 97301 306 NE Norton Lane 

pgrose@workforce-solutions.net McMinnville, OR 97128 

Telephone: 503-581-4505 holly.nelson@chemeketa.edu 

Telephone: 503-584-7542 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 47
APPENDIX

LEARN MORE ABOUT ALLIED HEALTH/ALLIED HEALTH OCCUPATIONS 

COMMISSION ON ACCREDITATION OF ALLIED HEALTH EDUCATION PROGRAMS: 

�	 Twenty Allied Health Occupations with Additional Sources of Information 

�	 “CAAHEP is the largest programmatic accreditor in the health sciences field. In 

collaboration with its Committees on Accreditation, CAAHEP reviews and accredits 

over 2000 educational programs in twenty-two (22) health science occupations.” 

http://www.caahep.org/ 

HEALTH PROFESSIONS NETWORK 

“The Health Professions Network is a group of health care professionals who represent the 

diverse specialties of allied health professions, including provider organizations, educators, 

accreditors, credentialing agencies and administrators. The group works together in a 

cooperative and interactive manner on issues relevant to workforce development and the 

delivery of health care in the United States.” 

http://www.healthpronet.org/ 

ASSOCIATION OF SCHOOLS OF ALLIED HEALTH PROFESSIONALS 

ASAHP offers this site as a comprehensive resource for current professionals, students, and 

anyone generally interested in the allied health field. Specific areas of interest are the Links 

and Resources and Students sections of the site. 

http://www.asahp.org 

EXPLOREHEALTHCAREERS.ORG 

“ExploreHealthCareers.org is a free, multi-disciplinary, interactive health careers Web site 

designed to explain the array of health professions and provide easy access to students 

seeking information about health careers. This Web site is a joint initiative involving national 

foundations, professional associations, health career advisors, educational institutions, and 

college students.” 

Allied Health Professions - http://www.explorehealthcareers.org/en/Field.1.aspx 

American Medical Association – Health Care Careers Directory 

The AMA's Health Care Careers Directory lists information about 81 careers in health care 

and more than 8,100 accredited educational programs in those fields. 

Listed under Allied Health are files for the following: 

� Anesthesiologist assistant � Medical illustrator 

� Anesthesia technologist/technician � Orthotics and prosthetics 

� Athletic trainer � Polysomnographic technologist 

� Cardiovascular technologist � Respiratory therapist 

� Electroneurodiagnostic technologist � Surgical assistant 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 48 
` Emergency medical technician-paramedic ` Surgical technologist 

` Exercise science Kinesiotherapist ` Perfusionist 

` Medical assistant 

http://www.ama-assn.org/ama/pub/education-careers/careers-health-care.shtml 

APPRENTICESHIP: 

`	 Two new briefing papers issued by the Office of Apprenticeship, Employment and 

Training Administration, U. S. Department of Labor include a listing of 

apprenticeships in health care. 

o Using Registered Apprenticeship to Build and Fill Health Care Career Paths. 

http://www.doleta.gov/OA/ 

o Using Registered Apprenticeship to Build and Fill Career Paths in Health 

Information Technology. http://www.doleta.gov/OA/ 

LABOR MARKET INFORMATION 

`	 Bureau of Labor Statistics (BLS) 

BLS provides extensive amounts of information on occupations in terms of 

employment size, projected employment growth, earnings, the most significant 

source of post-secondary education or training, educational attainment, opportunities 

for self-employment and part-time work, and unemployment rate. See also the full 

tables for the occupations referenced in this guidebook below, starting on page 48. 

	 Industry at a Glance: Health Care and Social Assistance 


http://www.bls.gov/iag/tgs/iag62.htm

	 Projections Data


http://www.bls.gov/data/#projections

	 Regional Resources 


http://www.bls.gov/data/#regions

`	 Career One Stop 

The CareerOneStop Web site is a tool to help job seekers, students, businesses, and 

career professionals. Sponsored by the U.S. Department of Labor, it provides 

information on the following: 

	 Exploring careers 

	 Education and Training 

	 Résumés and interviews 

	 Salary and benefits 

	 Job Search 

 People and places to help

www.careeronestop.org

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 49 
�	 Job Corps 

Job Corps is a free education and training program that helps disadvantaged young 

people, ages 16-24, learn a career, earn a high school diploma or GED, and find and 

keep a good job. Job Corps is a residential program that offers training in a variety of 

health care careers including allied health. Information on the occupational training 

offered in the Job Corps Center nearest a young person’s residence can be located 

on the official Job Corps website. 

http://www.jobcorps.gov. 

�	 State and Regional Labor Market Information Web Sites 

While we cannot provide an exhaustive list here, be sure to investigate the 

information available on your state labor market information Web site. 

� State Labor Market Information Locator 

http://www.careeronestop.org/red/StateLaborMarketInformation.aspx 

�	 O*Net Online 

“The O*NET program is the nation's primary source of occupational information. 

Central to the project is the O*NET database, containing information on hundreds of 

standardized and occupation-specific descriptors. The database, which is available 

to the public at no cost, is continually updated by surveying a broad range of workers 

from each occupation. The database also provides the basis for our Career 

Exploration Tools, a set of valuable assessment instruments for workers and 

students looking to find or change careers.” 

�	 Health Care and Social Assistance 

http://online.onetcenter.org/find/industry?i=62&g=Go 

Note on Tables that Follow: Job openings are all in thousands and are a combination of 

growth and replacement needs. 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 50 
FULL OCCUPATION TABLES ­ SORTED BY PROJECTED TOTAL JOBS OPENINGS 

2008 National Employment Matrix Title and SOC Employment 

(thousands) 

2008 2018 

Total job 

openings* 

Percent 

Growth 

Rate 

Median 

annual 

wages 

Most significant source of 

education and training category 

Home Health Aides 31-1011 921.7 1,382.6 552.7 50 $20,460 Short-term on-the-job training 

Nursing Aides, Orderlies and Attendants 31-1012 1,469.8 1,745.8 422.3 19 $23,850 Post-secondary vocational award 

Medical assistants 31-9092 483.6 647.5 217.8 34 $28,300 Moderate-term on-the-job training 

Medical Secretaries 43-6013 471.1 596.6 189.0 27 $29,680 Moderate-term on-the-job training 

Pharmacy Technicians 29-2052 326.3 426.0 182.0 31 $27,710 Moderate-term on-the-job training 

Dental Assistants 31-9091 295.3 400.9 161.0 36 $32,380 Moderate-term on-the-job training 

Medical and health services managers 11-9111 283.5 328.8 99.4 16 $80,240 Bachelor's or higher degree, plus 

work experience 

Dental Hygienists 29-2021 174.1 237.0 98.4 36 $66,570 Associate degree 

Medical records and health information technicians 29-2071 172.5 207.6 70.3 20 $30,610 Associate degree 

Radiologic Technologists and Technicians 29-2034 214.7 251.7 68.0 17 $52,210 Associate degree 

Emergency Medical Technicians and Paramedics 29-2041 210.7 229.7 62.0 9 $29,330 Post-secondary vocational award 

Medical and Clinical Laboratory Technicians 29-2012 155.6 180.7 54.6 16 $35,380 Associate degree 

Medical and Clinical Laboratory Technologists 29-2011 172.4 193.0 53.3 12 $53,500 Bachelor's degree 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 51 
2008 National Employment Matrix Title and SOC Employment 

(thousands) 

2008 2018 

Total job 

openings* 

Percent 

Growth 

Rate 

Median 

annual 

wages 

Most significant source of 

education and training category 

Surgical Technologists 29-2055 91.5 114.7 46.3 25 $38,740 Post-secondary vocational award 

Respiratory Therapists 29-1126 105.9 128.1 41.4 21 $52,200 Associate degree 

Physical Therapist Assistants 31-2021 63.8 85.0 30.5 33 $46,140 Associate degree 

Medical Transcriptionists 31-9094 105.2 116.9 23.5 11 $32,060 Post-secondary vocational award 

Cardiovascular Technologists and Technicians 29-2031 49.5 61.4 19.1 24 $47,010 Associate degree 

Diagnostic Medical Sonographers 29-2032 50.3 59.5 16.5 18 $61,980 Associate degree 

Dental Laboratory Technicians 51-9081 46.0 52.4 15.3 14 $34,170 Moderate-term on-the-job training 

Occupational Therapist Assistants 31-2011 26.6 34.6 11.8 30 $48,230 Associate degree 

Dietetic Technicians 29-2051 25.2 28.7 9.9 14 $26,080 Vocational award 

Ambulance drivers and attendants, except Emergency 

Medical Technicians 

53-3011 22.2 24.5 6.2 10 $22,410 Moderate-term on-the-job training 

Orthotic and Prosthetic Practitioner 29-2091 5.9 6.8 2.1 15 $62,590 Bachelor's degree 

*FOR ALL TABLES, ALL JOB OPENINGS DUE TO GROWTH AND REPLACEMENT NEEDS (THOUSANDS) 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 52
SORTED BY MEDIAN ANNUAL WAGE 

2008 National Employment Matrix Title and SOC 

Employment 

(thousands) 

2008 2018 

Total job 

openings* 

Median 

annual 

wages 

Most significant source of education and 

training category 

Medical and health services managers 11-9111 283.5 328.8 99.4 $80,240 Bachelor's or higher degree, plus work exp. 

Dental Hygienists 29-2021 174.1 237.0 98.4 $66,570 Associate degree 

Orthotic and Prosthetic Practitioner 29-2091 5.9 6.8 2.1 $62,590 Bachelor's degree 

Diagnostic Medical Sonographers 29-2032 50.3 59.5 16.5 $61,980 Associate degree 

Medical and Clinical Laboratory Technologists 29-2011 172.4 193.0 53.3 $53,500 Bachelor's degree 

Radiologic Technologists and Technicians 29-2034 214.7 251.7 68.0 $52,210 Associate degree 

Respiratory Therapists 29-1126 105.9 128.1 41.4 $52,200 Associate degree 

Occupational Therapist Assistants 31-2011 26.6 34.6 11.8 $48,230 Associate degree 

Cardiovascular Technologists and Technicians 29-2031 49.5 61.4 19.1 $47,010 Associate degree 

Physical Therapist Assistants 31-2021 63.8 85.0 30.5 $46,140 Associate degree 

Surgical Technologists 29-2055 91.5 114.7 46.3 $38,740 Post-secondary vocational award 

Medical and Clinical Laboratory Technicians 29-2012 155.6 180.7 54.6 $35,380 Associate degree 

Dental Laboratory Technicians 51-9081 46.0 52.4 15.3 $34,170 Moderate-term on-the-job training 

Dental Assistants 31-9091 295.3 400.9 161.0 $32,380 Moderate-term on-the-job training 

Medical Transcriptionists 31-9094 105.2 116.9 23.5 $32,060 Post-secondary vocational award 

Medical records and health information technicians 29-2071 172.5 207.6 70.3 $30,610 Associate degree 

Medical Secretaries 43-6013 471.1 596.6 189.0 $29,680 Moderate-term on-the-job training 

Emergency Medical Technicians and Paramedics 29-2041 210.7 229.7 62.0 $29,330 Post-secondary vocational award 

Medical assistants 31-9092 483.6 647.5 217.8 $28,300 Moderate-term on-the-job training 

Pharmacy Technicians 29-2052 326.3 426.0 182.0 $27,710 Moderate-term on-the-job training 

Dietetic Technicians 29-2051 25.2 28.7 9.9 $26,080 Post-secondary vocational award 

Nursing Aides, Orderlies, and Attendants 31-1012 1,469.8 1,745.8 422.3 $23,850 Post-secondary vocational award 

Ambulance drivers and attendants, except Emergency 

Medical Technicians 

53-3011 22.2 24.5 6.2 $22,410 Moderate-term on-the-job training 

Home Health Aides 31-1011 921.7 1,382.6 552.7 $20,460 Short-term on-the-job training 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 53 
SORTED BY EDUCATION & TRAINING NEEDED 

2008 National Employment Matrix Title and SOC 

Employment 

(thousands) 

2008 2018 

Total job 

openings* 

Median 

annual 

wages 

Most significant source of education and 

training category 

Dental Hygienists 29-2021 174.1 237.0 98.4 $66,570 Associate degree 

Diagnostic Medical Sonographers 29-2032 50.3 59.5 16.5 $61,980 Associate degree 

Radiologic Technologists and Technicians 29-2034 214.7 251.7 68.0 $52,210 Associate degree 

Respiratory Therapists 29-1126 105.9 128.1 41.4 $52,200 Associate degree 

Occupational Therapist Assistants 31-2011 26.6 34.6 11.8 $48,230 Associate degree 

Cardiovascular Technologists and Technicians 29-2031 49.5 61.4 19.1 $47,010 Associate degree 

Physical Therapist Assistants 31-2021 63.8 85.0 30.5 $46,140 Associate degree 

Medical and Clinical Laboratory Technicians 29-2012 155.6 180.7 54.6 $35,380 Associate degree 

Medical records and health information technicians 29-2071 172.5 207.6 70.3 $30,610 Associate degree 

Orthotic and Prosthetic Practitioner 29-2091 5.9 6.8 2.1 $62,590 Bachelor's degree 

Medical and Clinical Laboratory Technologists 29-2011 172.4 193.0 53.3 $53,500 Bachelor's degree 

Medical and health services managers 11-9111 283.5 328.8 99.4 $80,240 Bachelor's or higher degree, plus work 

experience 

Dental Laboratory Technicians 51-9081 46.0 52.4 15.3 $34,170 Moderate-term on-the-job training 

Dental Assistants 31-9091 295.3 400.9 161.0 $32,380 Moderate-term on-the-job training 

Medical Secretaries 43-6013 471.1 596.6 189.0 $29,680 Moderate-term on-the-job training 

Medical assistants 31-9092 483.6 647.5 217.8 $28,300 Moderate-term on-the-job training 

Pharmacy Technicians 29-2052 326.3 426.0 182.0 $27,710 Moderate-term on-the-job training 

Ambulance drivers and attendants, except Emergency 

Medical Technicians 

53-3011 22.2 24.5 6.2 $22,410 Moderate-term on-the-job training 

Surgical Technologists 29-2055 91.5 114.7 46.3 $38,740 Post-secondary vocational award 

Medical Transcriptionists 31-9094 105.2 116.9 23.5 $32,060 Post-secondary vocational award 

Emergency Medical Technicians and Paramedics 29-2041 210.7 229.7 62.0 $29,330 Post-secondary vocational award 

Dietetic Technicians 29-2051 25.2 28.7 9.9 $26,080 Post-secondary vocational award 

Nursing Aides, Orderlies, and Attendants 31-1012 1,469.8 1,745.8 422.3 $23,850 Post-secondary vocational award 

Home Health Aides 31-1011 921.7 1,382.6 552.7 $20,460 Short-term on-the-job training 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 54 
Additional Occupation Descriptions 

Note: This list is a continuation of the occupation descriptions offered on pages 7 and 8.

Ambulance Drivers and Attendants, Except Emergency Medical Technicians


Drive ambulance or assist ambulance driver in transporting sick, injured, or convalescent

persons. Assist in lifting patients. 

Dental Hygienists


Clean teeth and examine oral areas, head, and neck for signs of oral disease. May educate 

patients on oral hygiene, take and develop X-rays, or apply fluoride or sealants.

Diagnostic Medical Sonographers


Produce ultrasonic recordings of internal organs for use by physicians. 

Dietetic Technicians


Assist dietitians in the provision of food service and nutritional programs. Under the 

supervision of dietitians, may plan and produce meals based on established guidelines,

teach principles of food and nutrition, or counsel individuals.

Home Health Aides


Provide routine, personal health care, such as bathing, dressing, or grooming, to elderly,

convalescent, or disabled persons in the home of patients or in a residential care facility.

Medical and Clinical Laboratory Technologists


Perform complex medical laboratory tests for diagnosis, treatment, and prevention of 

disease. May train or supervise staff.

Medical and Health Services Managers


Plan, direct, or coordinate medicine and health services in hospitals, clinics, managed care 

organizations, public health agencies, or similar organizations. 

Medical Records and Health Information Technicians


Compile, process, and maintain medical records of hospital and clinic patients in a manner

consistent with medical, administrative, ethical, legal, and regulatory requirements of the 

health care system. Process, maintain, compile, and report patient information for health 

requirements and standards.

Medical Secretaries


Perform secretarial duties utilizing specific knowledge of medical terminology and hospital,

clinic, or laboratory procedures. Duties include scheduling appointments, billing patients,

and compiling and recording medical charts, reports, and correspondence.

Medical Transcriptionists


Use transcribing machines with headset and foot pedal to listen to recordings by physicians 

and other health care professionals dictating a variety of medical reports, such as 

emergency room visits, diagnostic imaging studies, operations, chart reviews, and final

summaries. Transcribe dictated reports and translate medical jargon and abbreviations into

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 55 
their expanded forms. Edit as necessary and return reports in either printed or electronic

form to the dictator for review and signature, or correction.

Nursing Aides, Orderlies, and Attendants


Provide basic patient care under direction of nursing staff. Perform duties, such as feed,

bathe, dress, groom, or move patients, or change linens.

Occupational Therapist Assistants


Assist occupational therapists in providing occupational therapy treatments and procedures. 

May, in accordance with State laws, assist in development of treatment plans, carry out

routine functions, direct activity programs, and document the progress of treatments. 

Generally requires formal training.

Orthoticts and Prosthetics


Assist patients with disabling conditions of limbs and spine or with partial or total absence of 

limb by fitting and preparing orthopedic braces or prostheses.

Physical Therapist Assistants


Assist physical therapists in providing physical therapy treatments and procedures. May, in 

accordance with State laws, assist in the development of treatment plans, carry out routine 

functions, document the progress of treatment, and modify specific treatments in 

accordance with patient status and within the scope of treatment plans established by a

physical therapist. Generally requires formal training.

Surgical Technologists


Assist in operations, under the supervision of surgeons, registered nurses, or other surgical

personnel. May help set up operating room, prepare and transport patients for surgery,

adjust lights and equipment, pass instruments and other supplies to surgeons and 

surgeon's assistants, hold retractors, cut sutures, and help count sponges, needles, 

supplies, and instruments. 

Source: http://online.onetcenter.org

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 56
Career Pathways 

State Career Clusters 

“The States’ Career Clusters Initiative (SCCI) is an initiative established under the National 

Career Technical Education Foundation (NCTEF) to provide Career Clusters as a tool for 

seamless transition from education to career in this era of changing workplace demands. 

SCCI helps states as they connect career technical education (CTE) to education, workforce 

preparation, and economic development.” 

� Health Science 

http://www.careerclusters.org/clusters/16cc.php?cluster=hs 

� Therapeutic Services Pathway 

http://www.careerclusters.org/resources/pos_ks/KSChart/2008/HS-148-

KSCHART.pdf 

� Diagnostic Services Pathway 

http://www.careerclusters.org/resources/pos_ks/KSChart/2008/HS-149-

KSCHART.pdf 

� Health Informatics 

http://www.careerclusters.org/resources/pos_ks/KSChart/2008/HS-150-

KSCHART.pdf 

� Support Services 

http://www.careerclusters.org/resources/pos_ks/KSChart/2008/HS-151-

KSCHART.pdf 

� Biotechnology Research and Development Pathway 

http://www.careerclusters.org/resources/pos_ks/KSChart/2008/HS-152-

KSCHART.pdf 

National Consortium for Health Science Education 

The National Consortium for Health Science Education (NCHSE) serves as the cluster lead 

for the health science career cluster....NCHSE’s role as the cluster lead is to serve as a 

clearinghouse for health science research, products, services and technical assistance for 

the implementation of the health science framework. The consortium develops new 

products and promotes information-sharing, techniques, and methods to aid in the 

development and implementation of the health science career cluster. 

http://www.healthscienceconsortium.org/health_science_cluster.php 

� Health Science Career Specialties/Occupations Model 

http://www.healthscienceconsortium.org/docs/health-science-model-9-09.pdf 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 57 
Creating Pathways to Advancement: A Manual for Project Developers 

“Pathways to Advancement” exemplifies a growing field of practice in career ladders and 

low-skilled worker advancement models. The Pathways model presents a framework for 

providing publicly funded employment and training services that meet the needs of 

employers, job seekers, and incumbent workers - particularly those in low-wage, low-skill 

jobs. ‘Creating Pathways to Advancement’ is a guide for Workforce Development Councils 

and Workforce Investment Boards.” 

http://www.workforce3one.org/view/1834/info 

Please note: Workforce3One is a free resource but requires registration. 

Partnership Development 

United States Department of Labor, Employment and Training Administration 

� Ideas for Developing Partnerships with Community Colleges 

“Community colleges are working with local workforce development entities to 

provide an academic bridge to out-of-school youth. Below are some specific tips for 

partnering with workforce communities with community colleges. Further information 

on connecting to community colleges can be found on the Community College 

Initiative Web site.” 

http://www.doleta.gov/youth_services/connect_community_colleges.cfm 

� Ideas for Partnering with Employers 

“State and local workforce investment systems are partnering with businesses 

nationwide. Workforce development professionals are building effective collaborative 

efforts to prepare youth to respond to business needs and skill demands in the labor 

market. To obtain information about employer/workforce partnerships, visit 

The Business Relations Group or Workforce3One Web sites.” 

http://www.doleta.gov/youth_services/employers_coner.cfm 

Area Health Education Centers 

Area Health Education Centers (AHECs) are academic and community partnerships that 

provide health career recruitment programs for K-12 students and increase access to health 

care in medically underserved areas. AHECs address health care workforce issues by 

exposing students to health care career opportunities that they otherwise would not have 

encountered, establishing community-based training sites for students in service-learning 

and clinical capacities, providing continuing education programs for health care 

professionals, and evaluating the needs of underserved communities. 

http://bhpr.hrsa.gov/grants/area.htm 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 58 
CVS Workforce Initiatives 

CVS has developed a number of public and private partnerships in order to recruit talent 

that reflects the communities where CVS stores are located. 

Their partners include nonprofits, schools, faith-based organizations and government 

agencies to find applicants who want to work but face barriers to employment. Through a 

variety of programs, they provide job skills training, work experience, and vocational and 

career advancement opportunities. 

Some of these programs include: 

• CVS Regional Learning Centers 

• Welfare to Work 

• Job Corps Pharmacy Technician Training Programs 

• Workforce Development Partnership Programs 

• CAPS (Career Prescription for Success): 

Given the growing needs of an aging population and the greater use of medication in 

general, employment of pharmacy technicians is expected to grow faster than 

average for all occupations through 2012. The Employer Handbook for CVS's Career 

Prescription for Success (CAPS) program details a Registered Apprenticeship 

program for pharmacy technicians. CAPS targets 

recruitment in neighborhoods with high 

unemployment rates and provides paid 

apprenticeships for the occupations of Pharmacy 

Associate and Pharmacy Technician. 

• Pathways to Pharmacy: 

Pathways to Pharmacy is a nationwide internship 

program started in 2002. It aims to help 

disadvantaged youth get started in a pharmacy career. Participants get training, 

mentoring and support, as well as financial assistance. Since its inception, the 

program, now located in almost 40 cities, has 

RESOURCE LINK 

CVS Workforce Initiatives 

http://info.cvscaremark.com/ourcompany/corporateresponsibility/workplace/workforceinitiatives 

helped approximately 1,800 high school 

students a year. 

For more information on CVS Caremark Workforce 

Initiatives, contact PJHarbour@cvs.com. 

Or by mail at: CVS Caremark Workforce Initiatives, 939 

Route 146, Bldg. 600, Clifton Park, N.Y. 12065 

RESOURCE LINK 

Employer Handbook 

http://wfsolutions.workforce3one. 

org/page/details/20009141501 

31264288 

U.S. DOL/ETA | Allied Health Access Guidebook | TATC Consulting | July 2010 | Page 59