reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 9 - Appendix › Section LXVII-909 - Scans Workplace Skills

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				Secretary's Commission on Achieving Necessary Skills (SCANS) was appointed by
				the U.S. Secretary of Labor in 1990 to determine the skills young people need
				to succeed in the world of work. Members of the commission were education
				experts, teachers, executives, and labor officials representing a variety of
				industries. The commission's purpose was to encourage a high-performance
				economy characterized by high-skill, high-wage employment.
B. The initial SCANS report,
What
				Work Requires of Schools,
was issued in 1991 and defines the five
				competencies and three-part foundation that compose the SCANS skills. SCANS
				skills are appropriate for all students, regardless of their high school
				programs or postsecondary plans. All students will work, and all work requires
				important common foundation skills. A high-performance workplace requires
				workers with a solid foundation in basic literacy and computational skills,
				thinking skills, and personal qualities. Equally important are the generic
				workplace competencies of managing resources, interpersonal relationships,
				acquiring and using information, managing systems, and working with a variety
				of technologies. These SCANS workplace skills form the underlying foundation
				upon which the entire business education curriculum is built.
C. Listed below are the foundation skills and
				workplace competencies identified by the SCANS commission and published in its
				first report,
What Work Requires of Schools: A SCANS Report for America
				2000,
a publication of the U.S. Department of Labor, June 1991.
				Business educators are encouraged to incorporate the SCANS skills and
				competencies throughout the curriculum.
D. Three-Part Foundation Skills
1. Basic Skills-reads, writes, performs
				arithmetic and mathematical operations, listens, and speaks.
a. Reading-locates, understands, and
				interprets written information in prose and in documents such as manuals,
				graphs, and schedules to perform tasks.
b. Writing-communicates thoughts, ideas,
				information, and messages in writing; and creates documents such as letters,
				directions, manuals, reports, graphs, and flow charts.
c. Arithmetic/Mathematics-performs basic
				computations and approaches practical problems by choosing appropriately from a
				variety of mathematical techniques.
d. Listening-receives, attends to,
				interprets, and responds to verbal messages and other cues.
e. Speaking-organizes ideas and communicates
				oral messages appropriate to listeners and situations.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 9 - Appendix › Section LXVII-913 - Future Business Leaders of America

Current through Register Vol. 50, No. 6, June 20, 2024
A. Membership in vocational student
				organizations is encouraged for individuals enrolled in vocational education
				programs which engage in activities as an integral part of the instructional
				program. The vocational student organization for Business Education at the
				secondary level is the Future Business Leaders of America (FBLA). In addition
				to FBLA for high school students (grades 9-12), there are three other
				divisions: FBLA-Middle Level for junior high and intermediate school students
				(grades 5-8); PBL (Phi Beta Lambda) for postsecondary students; and a
				Professional division for business people, educators, and parents who support
				the goals of the association.
B.
				FBLA contributes significantly to the motivation, education, and total
				development of students through activities that develop leadership abilities,
				citizenship skills, social competencies, and a wholesome attitude about living
				and working. As a unique teaching tool, FBLA enhances, enriches, complements,
				and supplements the business education program as indicated by the nine
				national goals of FBLA:
1. develop competent,
				aggressive business leadership;
2.
				strengthen the confidence of students in themselves and their work;
3. create more interest in and understanding
				of American business;
4. encourage
				members in the development of individual projects which contribute to the
				improvement of home, business and community;
5. develop character, prepare for useful
				citizenship and foster patriotism;
6. encourage and practice efficient money
				management;
7. encourage
				scholarship and promote school loyalty;
8. assist students in the establishment of
				occupational goals;
9. facilitate
				the transition from school to work.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 9 - Appendix › Section LXVII-915 - Professional Development

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Business Education teachers are encouraged to join professional organizations
				that can provide opportunities for professional development. The diverse and
				ever-changing subject area of Business Education makes it necessary for
				educators to remain current with advancing technology, the changing workplace,
				and meeting student needs. Professional organizations provide conferences and
				workshops, magazines and newsletters, and opportunities to network with peers
				to exchange ideas.
B. The following
				organizations are associated with Business Education and provide professional
				development opportunities for educators:
1.
				National Business Education Association;
2. Southern Business Education Association
				(Regional Affiliation for NBEA);
3.
				Louisiana Association of Business Educators;
4. Louisiana Association of Computer-Using
				Educators;
5. Region IV Division
				Louisiana Vocational Association; and
6. Delta Pi Epsilon (Professional Business
				Education fraternity).
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 1 - General › Section LXIX-103 - Hierarchic Structure of Subject Area

Current through Register Vol. 50, No. 6, June 20, 2024
A. Strands, Standards, Benchmarks, and
				Performance Activities
Definition
Example
Subject Area
domain or content area
Health Occupations
Strand
major category
1.0 Communication
Standard
description of what students should know and be able
							 to do through subject matter, knowledge, and proficiencies gained as a result
							 of their education
2.1 Health Occupations students will use appropriate
							 verbal and nonverbal communication to establish an effective therapeutic
							 relationship.
Benchmark
broad statement of process and/or content that is
							 used as a reference to develop curriculum and to assess student progress
5. Adapt to individual needs, including para-
							 phrasing or translating.
Sample Performance Activity
exemplar of things students could do to demonstrate
							 achievement of the benchmark
Students will role play situations in which they
							 must provide information to a variety of clients
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 1 - General › Section LXIX-105 - Louisiana Content Standards Foundation Skills *

Current through Register Vol. 50, No. 6, June 20, 2024
A. The following foundation skills have been
				identified as essential competencies needed to meet the demands of the
				classroom and the world beyond. These skills apply to all students in all
				disciplines.
1. Communication. A process by
				which information is exchanged and a concept of "meaning" is being created and
				shared between individuals through a common system of symbols, signs, or
				behavior. Students should be able to communicate clearly, fluently,
				strategically, technologically, critically, and creatively in society and in a
				variety of workplaces. This process can best be accomplished through use of the
				following skills: reading, writing, speaking, listening, viewing, and visually
				representing.
2. Problem Solving.
				The identifying of an obstacle or challenge and the application of knowledge
				and thinking processes which include reasoning, decision making, and inquiry in
				order to reach a solution using multiple pathways, even when no routine path is
				apparent.
3. Resource Access and
				Utilization. The process of identifying, locating, selecting, and using
				resource tools to help in analyzing, synthesizing, and communicating
				information. The identification and employment of appropriate tools,
				techniques, and technologies are essential to all learning processes. These
				resource tools include pen, pencil, and paper; audio/video material; word
				processors; computers; interactive devices; telecommunication; and other
				emerging technologies.
4. Linking
				and Generating Knowledge. The effective use of cognitive processes to generate
				and link knowledge across the disciplines and in a variety of contexts. In
				order to engage in the principles of continual improvement, students must be
				able to transfer and elaborate on these processes.
Transfer
refers to the ability to apply a strategy or content knowledge effectively in a
				setting or context other than that in which it was originally learned.
Elaboration
refers to monitoring, adjusting, and expanding
				strategies into other contexts.
5.
				Citizenship. The application of the understanding of the ideals, rights, and
				responsibilities of active participation in a democratic republic that includes
				working respectfully and productively together for the benefit of the
				individual and the community; being accountable for one's choices and actions
				and understanding their impact on oneself and others; knowing one's civil,
				constitutional, and statutory rights; and mentoring others to be productive
				citizens and lifelong learners.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 1 - General › Section LXIX-107 - Information Literacy Model for Lifelong Learning*

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students must become competent and
				independent users of information to be productive citizens of the 21st century.
				They must be prepared to live in an information-rich and changing global
				society. Due to the rapid growth of technology, the amount of information
				available is accelerating so quickly that teachers are no longer able to impart
				a complete knowledge base in a subject area. In addition, students entering the
				workforce must know how to access information, solve problems, make decisions,
				and work as a part of a team. Therefore, information literacy, the ability to
				recognize an information need, and then locate, evaluate, and use the needed
				information
,
is a basic skill essential to the 21st century
				workplace and home. Information literate students are self-directed learners
				who, individually or collaboratively, use information responsibly to create
				quality products and to be productive citizens. Information literacy skills
				must not be taught in isolation; they must be integrated across all content
				areas, utilizing fully the resources of the classroom, the school library media
				center, and the community. The Information Literacy Model for Lifelong Learning
				is a framework that teachers at all levels can apply to help students become
				independent lifelong learners.
1.
				Defining/Focusing. The first task is to recognize that an information need
				exists. Students make preliminary decisions about the type of information
				needed based on prior knowledge.
2.
				Selecting Tools and Resources. After students have decided what information is
				needed, they then develop search strategies for locating and accessing
				appropriate, relevant sources in the school library media center, community
				libraries and agencies, resource people, and others as appropriate.
3. Extracting and Recording. Students examine
				the resources for readability, currency, usefulness, and bias. This task
				involves skimming or listening for key words, "chunking" reading, finding main
				ideas, and taking notes.
4.
				Processing Information. After recording information, students must examine and
				evaluate the data in order to utilize the information retrieved. Students must
				interact with the information by categorizing, analyzing, evaluating, and
				comparing for bias, inadequacies, omissions, errors, and value judgments. Based
				on their findings, they either move on to the next step or do additional
				research.
5. Organizing
				Information. Students effectively sort, manipulate, and organize the
				information that was retrieved. They make decisions on how to use and
				communicate their findings.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 3 - National Health Care Skill Standards Project › Section LXIX-303 - Standards for All Health Care Workers

Current through Register Vol. 50, No. 6, June 20, 2024
A. The National Health Care Skill Standards
				are a broad set of standards that serve as a foundation for occupations and
				functions across the health services. These standards specify the knowledge and
				skills that the vast majority of health care workers should have. They are as
				follows.
1. Health care workers will know the
				academic subject matter required for proficiency within their area. They will
				use this knowledge as needed in their role.
2. Health care workers will know the various
				methods of giving and obtaining information. They will communicate effectively,
				both in speaking and in writing.
3.
				Health care workers will understand how their role fits into their department,
				their organization, and the overall health care environment. They will identify
				how key systems affect services they perform and quality of care.
4. Health care workers will understand how
				employability skills enhance their employment opportunities and job
				satisfaction. They will demonstrate key employability skills and will maintain
				and upgrade skills, as needed.
5.
				Health care workers will understand their legal responsibilities, limitations,
				and the implications of their actions within the health care delivery setting.
				They will perform their duties according to regulations, policies, laws, and
				legislated rights of clients.
6.
				Health care workers will understand accepted ethical practices with respect to
				cultural, social, and ethnic differences within the health care environment.
				They will perform their duties within established ethical guidelines,
				supporting sensitive and quality health care delivery.
7. Health care workers will understand the
				existing and potential hazards to clients, coworkers, and self. They will
				prevent injury or illness through safe work practices and follow health and
				safety policies and procedures.
8.
				Health care workers will understand the role and responsibilities of individual
				members as part of the health care team, including their ability to promote the
				delivery of quality health care. They will interact effectively and sensitively
				with all members of the health care team.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 3 - National Health Care Skill Standards Project › Section LXIX-305 - Standards for Direct Client Care

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				These standards apply to therapeutic and diagnostic occupations and functions.
				The standards focus, for the most part, on direct client care.
1. Therapeutic and diagnostic workers will
				understand the fundamentals of wellness and the prevention of disease
				processes. They will encourage the practice of preventive health behaviors
				among their clients.
2. Therapeutic
				and diagnostic workers will understand how to explain planned procedures and
				goals to clients. They will use various strategies to respond to client's
				questions and concerns.
3.
				Therapeutic and diagnostic workers will understand how to communicate client
				information within a team. They will convey this information to appropriate
				team members in a timely manner.
4.
				Therapeutic and diagnostic workers will understand the process for monitoring
				client health status. They will assess health status according to respective
				professional standards and report results to the treatment team.
5. Therapeutic and diagnostic workers will
				understand the principles of body mechanics for positioning, transferring, and
				transporting clients. They will perform these activities efficiently and
				without injury to clients or self.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 3 - National Health Care Skill Standards Project › Section LXIX-307 - Standards for Therapeutic Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				These standards apply to occupations or functions involved primarily in
				changing the health status of the client over time. The standards specify the
				knowledge and skills that the worker in the therapeutic cluster should have.
1. Therapeutic workers will understand the
				facility protocol and guidelines for collecting data.
2. They will participate in identifying
				client health care needs, strengths and problems, and report results.
3. Therapeutic workers will understand the
				general purpose and components of the treatment plan. They will assist in
				planning procedures according to facility protocol.
4. Therapeutic workers will understand the
				procedures within their scope of practice and the ways that these procedures
				relate to the goals and objectives of the treatment plan. They will complete
				procedures accurately and in a timely fashion, supporting the treatment
				team.
5. Therapeutic workers will
				know the client's needs, strengths, and problems. They will assist in the
				evaluation of client status in order to determine whether treatment goals are
				being reached.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 3 - National Health Care Skill Standards Project › Section LXIX-309 - Standards for Diagnostic Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				These standards apply to occupations or functions involved primarily in
				creating a picture of the health status of the client at a single point in
				time. The standards specify the knowledge and skills that the worker in the
				diagnostic cluster should have.
1. Diagnostic
				workers will understand the components and implications of requests for
				procedures. They will read the requests for services and plan when and how to
				implement the services.
2.
				Diagnostic workers will know the steps of procedural set-ups. They will prepare
				the supplies, equipment, and client for procedures, according to facility
				protocol.
3. Diagnostic workers
				will understand the logic and sequences of the procedures, including
				alternative methods. They will perform procedures to create precise and
				accurate products.
4. Diagnostic
				workers will understand the principles of quality assurance. They will
				continuously evaluate the procedures and their products.
5. Diagnostic workers will understand the
				need for precise, accurate, and timely reporting. They will produce and report
				results using appropriate communication channels.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 3 - National Health Care Skill Standards Project › Section LXIX-311 - Standards for Information Services Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
A. These standards apply to occupations or
				functions that document client care. The standards specify the knowledge and
				skills that workers in the information services cluster should have.
1. Information service workers will know the
				quantitative and qualitative requirements for client information. They will
				analyze that information for various purposes.
2. Information service workers will know how
				to read and interpret a medical record, using knowledge of medical terminology.
				They will extract required information from the medical record.
3. Information service workers will
				understand the sources, routes, and flow of information within the health care
				environment. They will contribute to the design and implementation of new or
				revised systems or processes within their scope of work.
4. Information service workers will
				understand the content and multiple uses of health information. They will
				document appropriate information.
5. Information service workers will
				understand the operations used to enter, retrieve, and maintain information.
				They will use health information equipment and materials safely and efficiently
				in daily operations.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 3 - National Health Care Skill Standards Project › Section LXIX-313 - Standards for Environmental Services Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
A. These standards apply to occupations or
				functions involving direct or indirect client care that create a therapeutic
				environment for providing that care. The standards specify the knowledge and
				skills that workers in the environmental services cluster should have.
1. Environmental service workers will
				understand the responsibilities of their assigned role. They will perform their
				tasks safely, following established internal and external guidelines.
2. Environmental service workers will know
				the work practices that maintain a clean and healthy environment. They will
				follow recommended practices to reduce or eliminate pathogenic
				organisms.
3. Environmental service
				workers will understand the principles and techniques of resource management.
				They will ensure the careful use of available resources to make timely
				decisions.
4. Environmental service
				workers will understand the importance of maintaining an environment that is
				aesthetically appealing. They will uphold facility standards for service,
				maintenance, and upkeep.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-501 - Curriculum Development and Design

Current through Register Vol. 50, No. 6, June 20, 2024
A. Job restructuring is a fact of life in
				today's continually changing health care industry. New health care roles demand
				a higher level of skill than ever before. Anticipating the increasing breadth
				of knowledge required by health care workers, the National Health Care Skills
				Standards Project developed standards that have been broadly drawn and that
				reflect higher-order thinking and performance skills. To train future health
				care workers to meet these standards, educators in all settings must rethink
				the ways in which they design curricula and courses.
B. Since the NHCSSP standards are neither
				basic skills checklists nor duty-task lists, but are instead broad statements
				of what students should know and be able to do to provide quality health care,
				they provide a template or starting point for the development and design of
				curriculum. Suggested steps for standards-based curriculum design are as
				follows:
1. establish project
				goals;
2. examine the
				standards;
3. consult with industry
				and labor partners;
4. investigate
				existing materials;
5. identify
				learning outcomes;
6. create course
				outline;
7. create individual
				lesson plans.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-503 - Health Occupations Strands and Standards Overview

Current through Register Vol. 50, No. 6, June 20, 2024
A. Health Occupations Strands
Strands
Standards
1. Academic Foundation
1.1 Health occupations students will know the
							 subject matter required for proficiency within their area and utilize this
							 knowledge as needed in their role.
2. Communication
2.1 Health occupations students will use appropriate
							 verbal and nonverbal communication to establish an effective therapeutic
							 relationship.
3. Health Care System
3.1 Health occupations students will understand how
							 their role fits into the overall health care environment.
3.2 Health occupations students will identify how
							 key systems affect services performed and quality of care.
4. Employability Skills
4.1 Health occupations students will understand how
							 employability skills enhance their employment opportunities and career
							 satisfaction.
4.2 Health occupations students will demonstrate key
							 employability skills and will maintain and upgrade skills as needed.
5. Ethics and Legal Responsibilities
5.1 Health occupations students will understand
							 their legal responsibilities, limitations, accepted ethical practices, and the
							 implications of their actions within the health care environment.
5.2 Health occupations students will perform their
							 duties according to regulations, policies, laws, ethical codes, and legislated
							 rights of patients, residents, and clients.
6. Safety Practices/ Infection Control
6.1 Health occupations students will understand the
							 rationale, regulations, recommendations, and training that govern safety
							 practices and infection control in health care facilities.
6.2Health occupations students will prevent injury
							 or illness by following approved health and safety policies and procedures.
7. Interpersonal Skills and Teamwork
7.1 Health occupations students will understand the
							 role and responsibilities of each member of the health care team and interact
							 professionally.
8. Procedure Implementation
8.1 Health occupations students will perform
							 procedures within their scope of career-specific practice, utilizing criteria
							 as established by governmental agencies and industry-specific standards.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-505 - Strand 1.0: Academic Foundation

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standard 1.1-Health occupations students will know the subject matter required
				for proficiency within their area and utilize this knowledge as needed in their
				role.
Benchmarks
*Denotes benchmarks that encourage critical
							 thinking.
Academic Cross-References
Louisiana
Foundation Skills
1. Read and write proficiently.
2. Interpret charts, graphs, reports, and manuals.*
3. Perform mathematical operations, including
							 computations and conversions, weights and measures. *
4. Master use of health care terminology, symbols,
							 and abbreviations specific to career area.
5. Apply knowledge of life sciences such as biology,
							 anatomy and physiology, chemistry, physics, and human growth and development. *
6. Utilize knowledge of disease processes relating
							 to body systems. *
7. Research the history and current trends specific
							 to career health occupations.
8. Identify career challenges, responsibilities, and
							 specific health occupations skills.
ELA
11, 2, 3, 4, 5
23, 4, 5, 6
31, 2, 3
51, 2, 3, 4, 6
Math
N1, 2, 3, 4, 5, 6, 7
A1, 2, 3, 4
M1, 2, 4
G6
D1, 2, 3, 6, 7, 8, 9
P2, 3, 4
Science
PSA2, C1, D7
LSA1, B2, C6, C7, E3, F1, F2,
F4, G1, G2, G3, G4, G5
SEA11
Social Studies
EA-3
EC-3
HA-2, 5
1, 2, 3, 4, 5
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-507 - Strand 2.0: Communication

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standard 2.1-Health occupations students will use appropriate verbal and
				nonverbal communication to establish an effective therapeutic relationship.
Benchmarks *Denotes benchmarks that encourage
							 critical thinking.
Academic Cross-References
Louisiana
Foundation Skills
1. Recognize the importance of effective
							 communication.
2. Evaluate others' ability to communicate and
							 comprehend.*
3. Demonstrate a knowledge of attitudes and
							 behaviors that act as communication barriers.
4. Identify elements necessary for meaningful
							 communication to take place.
5. Adapt to individual needs, including paraphrasing
							 or translating.*
6. Demonstrate an understanding of multicultural and
							 multilingual needs and capabilities.*
7. Use tools of communication specific to each
							 facility's policy and procedures.
8. Access and process electronically produced
							 information.
9. Practice confidentiality in all facets of
							 communication.*
ELA
31, 2
41, 2, 3, 4, 5, 6
54
71, 2
Math
N1, 2, 3, 4, 5, 7
A1, 3, 4
M4
D2, 7, 8
Science
SIA3, A6, B3, B5
ESSD7
SED2
Social Studies
GB-2
GC-6
HB-7, 16, 17
HC-3
1, 2, 3, 4, 5
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-509 - Strand 3.0: Health Care Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standard 3.1-Health occupations students will understand how their role fits
				into the overall health care environment.
Benchmarks
*Denotes benchmarks that encourage critical
							 thinking.
Academic Cross-References
Louisiana
Foundation Skills
1. Explain the organizational structure in health
							 care facilities.
2. Utilize facility resources, staff, policy, and
							 procedure manuals.*
3. Participate in career and technological student
							 organizations, such as VICA and HOSA.
ELA
11, 2, 3, 4, 5
41, 2
51, 2, 6
71, 4
Math
D3, 8
Science
LSC5, D3, E3
SEA7, A10
Social Studies
CA-1, 4, 7
CB-1
CD-3, 4
1, 2, 3, 4, 5
B.
				Standard 3.2-Health occupations students will identify how key systems affect
				services performed and quality of care.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
1. Explain the array of services available to
							 clients, patients, and residents.
2. Identify methods of reimbursements affecting the
							 quality of health care
delivery.
ELA
11, 3, 4, 5
41, 2, 4, 6
52
71, 2, 4
Math
M4
D7, 8, 9
Science
SIB3
LSD3, D4, G4, G5
SEA10
Social Studies
EA-1, 4, 7
EB-1, 2, 3
EC-4
1, 2, 3, 4, 5
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-511 - Strand 4.0: Employability Skills

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standard 4.1-Health occupations students will understand how employability
				skills enhance their employment opportunities and career satisfaction.
Benchmarks
*Denotes benchmarks that encourage critical
							 thinking.
Academic Cross-References
Louisiana
Foundation Skills
1. Research various health occupations, career
							 opportunities, employer expectations, and employment outlook.
2. Investigate various health occupations career
							 options and educational requirements.
3. Contrast certification, registration, and
							 licensure.*
ELA
11, 2, 3, 4, 5
21, 2, 3, 4
31, 2, 3
41, 4
51, 2, 3, 4, 5
74
Math
A1
D1, 3, 8
Science
SIA1, A2, A3, B3, B5
LSD3
SEA10
Social Studies
EA-3
EB-2, 6
HC-15
1, 2, 3, 4, 5
B.
				Standard 4.2-Health occupations students will demonstrate key employability
				skills and will maintain and upgrade skills as necessary.
Benchmarks *Denotes benchmarks that encourage
							 critical thinking.
Academic Cross-References
Louisiana
Foundation Skills
1. Utilize analytical skills to solve problems and
							 make decisions regarding employment.*
2. Exhibit personal skills, such as attendance, time
							 management, and individual responsibility.
3. Demonstrate professional conduct, integrity, and
							 appearance.
4. Acquire technology skills.
5. Practice flexibility in adapting to changing
							 situations.
6. Develop and complete professional portfolio.
ELA
11, 2, 3, 5
21, 2, 3, 4, 5, 6
31, 2, 3
41, 2, 3, 4, 5, 6
51, 2, 3, 4, 5
71, 2
Math
N1, 2
M4
D1, 8
Science
SIB3
LSD3
SEB4, B5, B6
Social Studies
GB-4
CA-1, 4
EA-6
HC-15
1, 2, 3, 4, 5
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-513 - Strand 5.0: Ethics and Legal Responsibilities

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 5.1-Health occupations students
				will understand their legal responsibilities, limitations, accepted ethical
				practices, and the implications of their actions within the health care
				environment.
Benchmarks
*Denotes benchmarks that encourage critical
							 thinking.
Academic Cross-References
Louisiana
Foundation Skills
1. Understand malpractice, negligence, and other
							 liability issues.
2. Demonstrate an understanding of the importance of
							 the Patient's Bill of Rights and Code of Ethics.*
3. Contrast "Scope of Practice" for specific
							 careers.
4. Recognize the significance of patients',
							 residents', and clients' confidentiality.*
ELA
11, 3, 4, 5
32
41, 4, 6
52, 3
Science
LSD3, F3, F4
SEA10
Social Studies
CA-5
D1, 2, 3
1, 2, 3, 4, 5
B.
				Standard 5.2-Health occupations students will perform their duties according to
				regulations, policies, laws, ethical codes, and legislated rights of patients,
				residents, and clients.
Benchmarks
*Denotes benchmarks that encourage critical
							 thinking.
Academic Cross-References
Louisiana
Foundation Skills
1. Operate within the scope of practice.*
2. Comply with legal requirements for documentation.
3. Report any activity that adversely affects the
							 health, safety, or welfare of clients or fellow workers.
4. Recognize and respect the patient's rights
							 associated with religious and cultural differences.
5. Promote justice and equal treatment for all
							 persons.
6. Maintain patient confidentiality.
ELA
13
21, 2, 4
31, 2, 3
71, 2, 4
Science
LSG1, G2, G4, G5
SEA10, A11, C2, C3, C4, C5
Social Studies
CA-4, 5
D1, 2, 3
1, 2, 3, 4, 5
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-515 - Strand 6.0: Safety Practices/Infection Control

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 6.1-Health occupations students
				will understand the rationale, regulations, recommendations, and training that
				govern safety practices and infection control in health care facilities.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
1. Identify the functions of OBRA, OSHA, and other
							 governing agencies.
2. Describe OSHA mandates and Standard Precautions
							 to control the spread of infection and prevent injury.
3. Identify principles for proper body mechanics for
							 patient and self.
4. Identify proper procedures in the event of fire
							 and other emergencies.
ELA
11, 3, 4
21, 2, 3, 4, 5
31, 2, 3
41, 2, 3, 4, 5, 6
51, 3, 4, 6
71, 2
Math
N1
A1
M1, 4
Science
SEC5
PSG4, F1, G3, D7
LSC4, C7
SEC1
Social Studies
CA-1, 2, 3, 4, 5, 7
1, 2, 3, 4, 5
B.
				Standard 6.2-Health occupations students will prevent injury or illness by
				following approved health and safety policies and procedures.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
1. Demonstrate standard precautions to control the
							 spread of infection.
2. Safely operate commonly used equipment.
3. Demonstrate proper emergency procedures and
							 protocols.
4. Apply the principles of proper body mechanics for
							 patient and self.
5. Comply with pertinent regulatory guidelines.
ELA
11, 3, 4, 5
51
72, 4
Math
N1
A1
M4
Science
PSG4
LSB2, B3, C4, C7, E3, G1, G3
ESSD6
SED3
Social Studies
CA-1, 2, 4, 5
CD-1, 2
1, 2, 3, 4, 5
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-517 - Strand 7.0: Interpersonal Skills and Teamwork

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 7.1-Health occupations students
				will understand the role and responsibilities of each member of the health care
				team and interact professionally.
Benchmarks *Denotes benchmarks that encourage
							 critical thinking.
Academic Cross-References
Louisiana
Foundation Skills
1. Respect interdisciplinary, cultural, and
							 religious differences among team members and health care recipients.
2. Practice team membership skills, such as
							 cooperation, leadership, and communication.
3. Effectively manage conflict within the
							 workplace.*
4. Interact consistently within the facility
							 guidelines and lines of authority.
ELA
11, 2, 3, 4, 5
21, 2
31, 2, 3
41, 2, 3, 4, 6
61
71, 2, 4
Math
M-4
D7, 8
Science
SED1, D2
LSF4
SEA8, A10
Social Studies
CB-1, 3
CC-2
HA-1, 6
HC-3
1, 2, 3, 4, 5
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-519 - Strand 8.0: Procedure Implementation

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 8.1-Health occupations students
				will perform procedures within their scope of career-specific practice,
				utilizing criteria as established by governmental agencies and
				industry-specific standards.
Benchmarks *Denotes benchmarks that encourage
							 critical thinking.
Academic Cross-References
Louisiana
Foundation Skills
1. Gather necessary equipment and supplies for
							 specific procedure.
2. Perform procedures accurately in a timely manner.
3. Clean and properly maintain equipment and work
							 area.
4. Document and report all actions, observations,
							 and results of procedures to instructor/supervisor.
5. Make suggestions to supervisor regarding
							 procedure modifications, if appropriate.*
ELA
13, 4, 5
22, 6
31, 2, 3
41, 2, 4, 6
51
72
Math
N1, 2, 3, 4, 5, 7
A1
M4
Science
LSD2, F3
SEB5, C3, D2, D5, D6
Social Studies
EC-4
HA-4, 5
HB-3, 9, 16
1, 2, 3, 4, 5
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-521 - Secondary Health Occupations Curriculum Course Titles

Current through Register Vol. 50, No. 6, June 20, 2024
Course Code Number
Course Title
Recommended Grade Level
Units
Bulletin
090100
Allied Health
9-12
1/2 or 3
1635
090201
Dental Assistant I
1012 1, 2, or 3
1635
090202
Dental Assistant II
1112
2 or 3
1635
090211
Nursing Assistant/Geriatric Aide
912
1, 2, or 3
1635
090210
Pre-Nursing (Introduction to Nursing)
912
1, 2, or 3
1635
090212
Medical Office Assistant (Physician's Office)
912
1, 2, or 3
1635
090220
Home Health Aide
912
1, 2, or 3
1635
090600
Hospital Ward Clerk
912
1, 2, or 3
1635
090960
Medical Terminology for the Health Professional
912
1or 2
1635
090931
Health Occupations General Cooperative
12
2 or 3
1635
090921
Health Services I
1012
1, 2, or 3
1635
090922
Health Services II
1112
1, 2, or 3
1635
090930
Introduction to Health Occupations I
912
1, 2, or 3
1635
090933
Introduction to Health
Occupations II
912
1, 2, or 3
1635
090901
Introduction to Health Science I
912
1, 2, or 3
1635
090902
Introduction to Health Science II
1012
1, 2, or 3
1635
090903
Introduction to Health Science III (Respiratory
							 Therapy Assisting, Occupational Therapy Assistant, Physical Therapist
							 Assisting)
12
1, 2, or 3
1635
090940
Introduction to Emergency Medical Technician (CPR)
912
1/2 or 1
1635
090950
Introduction to Health Insurance as a Career
1012
1/2, 1, or 2
1635
090230
Psychiatric Aide
912
1/2, 1, or 2
1689
090962
Medical Specialties
912
1/2 or 3
1635
Note: Level I courses shall be prerequisites for Level II
				  courses.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 5 - Curriculum › Section LXIX-523 - Health Occupations Career Majors and Course Titles

Current through Register Vol. 50, No. 6, June 20, 2024
A. Health Occupations Career Majors
Course Titles
Allied Health
Dental
Emergency Medical Services
Medical Information Systems
Nursing
Physician Services
Allied Health
*
*
*
Dental Assistant I
*
*
Dental Assistant II
*
*
Health Occupations Gen. Coop.
*
*
*
*
*
*
Health Services I
*
*
*
*
*
*
Health Services II
*
*
*
*
*
*
Home Health Aide
*
*
*
Hospital Ward Clerk
*
*
*
Intro. Emergency Medicine (CPR)
*
*
*
*
*
Intro. Health Science I
*
*
*
*
*
*
Intro. Health Science II
*
*
*
*
*
*
Intro. Health Science III
*
*
*
*
*
*
Intro. Health Insurance
*
Intro. Health Occupation I
*
*
*
*
*
*
Intro. Health Occupation II
*
*
*
*
*
Medical Specialties
*
*
*
*
*
*
Medical Terminology
*
*
*
*
*
*
Medical Office Assisting
*
*
Nursing
*
*
Pre-Nursing
*
Psychiatric Aide
*indicates courses in career major areas
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 7 - Referenced Content Standards › Section LXIX-701 - General

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Health
				Occupations Content Standards listed in this document were reinforced by cross
				referencing with academic standards in the areas of English-Language Arts,
				mathematics, science, and social studies. A comprehensive list of academic
				standards utilized, along with area specific codes, are listed below.
B.
1. The
				five Louisiana foundation skills developed by the Louisiana Content Standards
				Task Force which apply to all students in all disciplines were also referenced
				in the Health Occupations Content Standards. The foundation skills are:
a. communication;
b. problem solving;
c. resource access and utilization;
d. linking and generating knowledge;
				and
e. citizenship.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 7 - Referenced Content Standards › Section LXIX-703 - Area Specific Codes

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				English/Language Arts (ELA). The standard number is given; then the benchmark
				number.
B. Mathematics. The strand
				letter is given; then the benchmark number.
N Number and Number Relations
A Algebra
M Measurement
G Geometry
D Data Analysis, Probability, and Discrete Math
P Patterns, Relations, and Functions
C. Science. The strand letter is given; then
				the benchmark letter and number are given.
SI Science As Inquiry
PS Physical Science
LS Life Science
ESS Earth and Space Science
SE Science and the Environment
D. Social Studies. The strand letter is
				given; then the benchmark letter and number are given.
G Geography
C Civics
E Economics
H History
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 9 - Definitions › Section LXIX-901 - Glossary

Current through Register Vol. 50, No. 6, June 20, 2024
Academic Cross-Reference
-a reference to
				  related academic content Standards.
AHEC
-Area Health Education Center.
Articulation
-the process of linking two or
				  more educational systems to produce a smooth flow of students from one
				  institution to another without experiencing delays, duplication of courses, or
				  loss of credit.
Assessment
-a process through which evidence
				  is gathered in a range of content areas to determine both a student's
				  understanding and ability to apply that understanding.
Benchmark
-a broad statement of expected
				  skills and knowledge that is used as a reference to develop curriculum and
				  assess student progress.
Certification
-a statement attesting some
				  fact, especially the status and qualifications of the person holding it.
CNA
-certified nursing assistant.
Code of Ethics
-relating to morality of
				  behavior, conforming with an accepted standard of behavior.
CPR
-cardiopulmonary resuscitation.
Emergency First Responder
-first person on
				  the scene to provide care.
HOSA
-health Occupations Students of
				  America.
Licensure
-a right formally granted in
				  writing by an authority.
NHCSS
-National Health Care Skill
				  Standards.
OBRA
-Omnibus Budget Reconciliation Act of
				  1987.
OSHA
-United States Occupational Safety and
				  Health Administration.
Performance Activities
-actions students
				  could perform to demonstrate achievement of a benchmark.
Registration
-the placement of requested
				  data on formal or official record.
SCANS
-secretary's commission on Achieving
				  Necessary Skills.
Scope of Practice
-extent or range of
				  acceptable practices.
Standard Precautions
-practices used in
				  health care facilities to prevent the spread of infection via blood, body
				  fluids, secretions, excretions, mucous membranes, and non-intact skin.
Standards
-descriptions of what students
				  should know and be able to do through subject matter, knowledge, and
				  proficiencies gained as a result of their education.
Strand
-major category.
Subject Area
-domain or content area.
VICA
-Vocational Industrial Clubs of
				  America.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 1 - Marketing Education › Section LXXI-101 - Standards for Marketing Education*

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Marketing Education is a distinct discipline that integrates academic concepts
				and technology applications throughout the curriculum.
1. Academic Concepts. The study of marketing
				incorporates many academic understandings, including mathematics, reading,
				writing, speaking, sociology, psychology, geography, etc.
2. Technology Applications. The successful
				implementation of marketing-activities requires the use of
				technology.