Health Science Technology Education Content Standards and Objectives

Introduction to Medical Emergency Preparedness WVEIS 0791

Instructional content will focus on the emergency medical system and its position in the overall healthcare system, including the lines of authority and careers within emergency medical services. Additional content will include the recognition of disease transmission and prevention, the utilization of body mechanics and safety techniques, legal issues and ethical considerations as they relate to EMS, emergency assessment and intervention skills, emotional aspects of emergency care, disaster planning, and emergency childbirth skills. Knowledge of basic medical terminology will be gained by analyzing and interpreting medical elements. Students are provided the opportunity to acquire First Aid and CPR certification. Students will utilize problem-solving techniques and participate in hands-on activities to develop an understanding of course concepts. Teachers will provide each student with real world learning opportunities and instruction related to emergency care. The West Virginia Standards for 21 st Century Learning include the following components: 21st Century Content Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools, and content standards and objectives. Students are encouraged to become active members of Health Occupations Students of America (HOSA), the Career and Technical Student Organization (CTSO) for health science education students.*

*Admission to Emergency Medical Technician-Basic (the advanced course within the Medcial Emergency Concentration) requires a minimum course completion score of 80%.

Grade 11-12 Health Science Education: Introduction to Medical Emergency Preparedness Standard: 1 Introduction to Emergency Medical Systems HSE.S.MEP.1 Students will demonstrate knowledge of the Emergency Medical System and the roles of EMS providers. Objectives Students will HSE.O.MEP.1.1 compare health care systems and components of the Emergency Medical Services (EMS) systems. HSE.O.MEP.1.2 determine types of medical oversight that affect the practice of EMS providers. HSE.O.MEP.1.3 distinguish lines of authority or chain of command within the emergency medical services system. HSE.O.MEP.1.4 differentiate roles and responsibilities of the EMS providers. HSE.O.MEP.1.5 examine specific statutes and regulations within the state regarding the EMS system. Performance Descriptors (HSE.PD.MEP.1) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in Introduction to the standard in Introduction to the omissions in Introduction to the Emergency Medical System. The Emergency Medical System. The Emergency Medical System. The student can compare and contrast health student can compare health care student can discuss health care care systems and components of the systems and components of the systems and components of the Emergency Medical Services (EMS) Emergency Medical Services (EMS) Emergency Medical Services (EMS) system; differentiate types of medical system; determine types of medical system; identify types of medical oversight that affect the practice of EMS oversight that affect the practice of EMS oversight that affect the practice of EMS providers; evaluate lines of authority or providers; distinguish lines of authority providers; understand lines of authority chain of command within the EMS or chain of command within the EMS or chain of command within the EMS system; compare roles and system; differentiate roles and system; name roles and responsibilities responsibilities of EMS providers; and responsibilities of EMS providers; and of EMS providers; and recall specific interpret specific statutes and regulations examine specific statutes and statutes and regulations within the state within the state regarding the EMS regulations within the state regarding the regarding the EMS system. system. The student can independently EMS system. Application of knowledge Performance needs further solve problems and is self-directed. and skills is thorough and effective, and development and supervision. the student can work independently. Standard: 2 Careers HSE.S.MEP.2 Students will demonstrate knowledge of careers found within the Emergency Medical Services system. Objectives Students will HSE.O.MEP.2.1 determine the career opportunities within the Emergency Medical Services system, including duties and educational requirements of each career. HSE.O.MEP.2.2 analyze the differences between certification, registration, and licensure. Performance Descriptors (HSE.PD.MEP.2) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in careers. The student can standard in careers. The student can omissions in careers. The student can differentiate the career opportunities determine the career opportunities list the career opportunities within the within the Emergency Medical Services within the Emergency Medical Services Emergency Medical Services system, system, including duties and educational system, including duties and educational including duties and educational requirements of each career; and requirements of each career; and requirements of each career; and interpret the differences between analyze the differences between understand the differences between certification, registration, and licensure. certification, registration, and licensure. certification, registration, and licensure. The student can independently solve Application of knowledge and skills is Performance needs further problems and is self-directed. thorough and effective, and the student development and supervision. can work independently. Standard: 3 Disease Transmisson and Prevention HSE.S.MEP.3 Students will demonstrate knowledge and skills in principles of disease transmission and prevention. Objectives Students will HSE.O.MEP.3.1 differentiate the five main classes of microorganisms. HSE.O.MEP.3.2 examine the conditions necessary for microorganisms to grow, recognizing the cycle of microorganism transmission and prevention. HSE.O.MEP.3.3 apply principles of standard precautions. HSE.O.MEP.3.4 demonstrate proper handwashing technique. Performance Descriptors (HSE.PD.MEP.3) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated application thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in disease standard in disease transmission and standard in disease transmission and transmission and prevention. The prevention. The student can compare prevention. The student can differentiate student can identify the five main and contrast the five classes of the five classes of microorganisms; classes of microorganisms; name the microorganisms; assess the conditions examine the conditions necessary for conditions necessary for necessary for microorganisms to grow, microorganisms to grow, recognizing the microorganisms to grow, recognizing the recognizing the cycle of microorganism cycle of microorganism transmission and cycle of microorganism transmission and transmission and prevention; prevention; apply principles of standard prevention, recall principles of standard incorporate knowledge of standard precautions; and demonstrate proper precautions; and demonstrate proper precautions into practice; and perform handwashing technique. Application of handwashing technique. Performance proper handwashing technique. The knowledge and skills is thorough and needs further development and student can independently solve effective, and the student can work supervision. problems and is self-directed. independently. Standard: 4 Body Mechanics and Safety HSE.S.MEP.4 Students will demonstrate knowledge and skills in the use of body mechanics and environmental safety hazards. Objectives Students will HSE.O.MEP.4.1 articulate the meaning of terms related to body mechanics, applying principles to safe transfer. HSE.O.MEP.4.2 determine safety precautions during positioning and transferring patients. HSE.O.MEP.4.3 demonstrate common emergency and nonemergency moves. HSE.O.MEP.4.4 compare devices associated with moving a patient in the out-of-hospital environment. HSE.O.MEP.4.5 prioritize the components of scene size-up. HSE.O.MEP.4.6 analyze emergency scenarios, identifying potential hazards. HSE.O.MEP.4.7 examine medical and nonmedical equipment needed to respond to an emergency. HSE.O.MEP.4.8 determine phases through which all emergency medical services progress when responding to an out- of-hospital emergency. HSE.O.MEP.4.9 recognize steps to be taken by the rescuer at a motor-vehicle collision scene before gaining access to the victim/patient. HSE.O.MEP.4.10 relate the role of the rescuer in extrication. HSE.O.MEP.4.11 examine methods used to gain access to the victim/patient in various emergencies. HSE.O.MEP.4.12 examine the performance of the rescuer at the scene of a hazardous material situation until appropriately trained personal arrive. Performance Descriptors (HSE.PD.MEP.4) Above Mastery Mastery Partial Mastery The student demonstrates exceptional and The student demonstrates competent The student demonstrates basic but exemplary performance with distinctive and proficient performance and shows inconsistent performance of and sophisticated application of a thorough and effective application of fundamental knowledge and skills knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in body mechanics and safety. standard in body mechanics and safety. omissions in body mechanics and The student can interpret the meaning of The student can articulate the meaning safety. The student can define terms terms related to body mechanics, applying of terms related to body mechanics, related to body mechanics, understand principles to safe transfers; evaluate safety applying principles to safe transfers; principles to safe transfers; list safety precautions during positioning and determine safety precautions during precautions during positioning and transferring patients; demonstrate positioning and transferring patients; transferring patients; demonstrate common emergency and non-emergency demonstrate common emergency and common emergency and non- moves; compare and contrast devices non-emergency moves; compare emergency moves; list devices associated with moving a patient in the devices associated with moving a associated with moving a patient in the out-of-hospital environment; prioritize the patient in the out-of-hospital out-of-hospital environment; name the components of scene size-up; critique environment; prioritize the components components of scene size-up; discuss emergency scenarios, identifying potential of scene size-up; analyze emergency emergency scenarios, identifying hazards; select medical and non-medical scenarios, identifying potential hazards; potential hazards; review medical and equipment needed to respond to an examine medical and non-medical non-medical equipment needed to emergency; communicate phases through equipment needed to respond to an respond to an emergency; explain which all emergency medical services emergency; determine phases through phases through which all emergency progress when responding to an out-of- which all emergency medical services medical services progress when hospital emergency; assess steps to be progress when responding to an out-of- responding to an out-of-hospital taken by the rescuer at a motor-vehicle hospital emergency; recognize steps to emergency; recall steps to be taken by collision scene before gaining access to be taken by the rescuer at a motor- the rescuer at a motor-vehicle collision the victim/patient; interpret the role of the vehicle collision scene before gaining scene before gaining access to the rescuer in extrication; defend methods access to the victim/patient; relate the victim/patient; state the role of the used to gain access to the victim/patient in role of the rescuer in extrication; rescuer in extrication; explain methods various emergencies; and interpret the examine methods used to gain access used to gain access to the victim/ performance of the rescuer at the scene of to the victim/patient in various patient in various emergencies; and a hazardous material situation until emergencies; and examine the discuss the performance of the rescuer appropriately trained personal arrive. The performance of the rescuer at the at the scene of a hazardous material student can independently solve problems scene of a hazardous material situation situation until appropriately trained and is self-directed. until appropriately trained personal personal arrive. Performance needs arrive. Application of knowledge and further development and supervision. skills is thorough and effective, and the student can work independently. Standard: 5 Legal Issues and Ethics HSE.S.MEP.5 Students will demonstrate knowledge of legal responsibilities and ethics in the role of the Emergency Medical Services provider. Objectives Students will HSE.O.MEP.5.1 differentiate between laws and ethics as related to emergency care. HSE.O.MEP.5.2 determine scope of practice, standard of care, and the precedent of duty to act in relationship to the EMS provider. HSE.O.MEP.5.3 examine advance directives and their application to EMS. HSE.O.MEP.5.4 differentiate between implied and expressed consent. HSE.O.MEP.5.5 relate method for obtaining consent. HSE.O.MEP.5.6 examine implications surrounding patient refusal of care. HSE.O.MEP.5.7 differentiate abandonment, negligence, battery, and confidentiality. HSE.O.MEP.5.8 articulate conditions that require notification of law enforcement officials. HSE.O.MEP.5.9 relate actions taken to assist in the preservation of a crime scene. HSE.O.MEP.5.10 characterize signs and symptoms of child abuse and neglect. HSE.O.MEP.5.11 examine the medical-legal responsibility in suspected child abuse. HSE.O.MEP.5.12 determine basic components of documentation. HSE.O.MEP.5.13 interpret, pronounce and spell common terms related to legal responsibilities and ethics in emergency care. Performance Descriptors (HSE.PD.MEP.5) Above Mastery Mastery Partial Mastery The student demonstrates exceptional and The student demonstrates competent The student demonstrates basic but exemplary performance with distinctive and proficient performance and shows inconsistent performance of and sophisticated application of a thorough and effective application of fundamental knowledge and skills knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in legal issues and ethics. The standard in legal issues and ethics. omissions in legal issues and ethics. student can compare and contrast EMS The student can differentiate between The student can understand the laws and ethics as related to emergency EMS laws and ethics as related to difference between EMS laws and care; interpret scope of practice, standard emergency care; determine scope of ethics as related to emergency care; of care, and the precedent of duty to act in practice, standard of care, and the discuss scope of practice, standard of relationship to the EMS provider; assess precedent of duty to act in relationship care, and the precedent of duty to act advance directives and their application to to the EMS provider; examine advance in relationship to the EMS provider; EMS; evaluate implied and expressed directives and their application to EMS; recall advance directives and their consent; communicate method for differentiate between implied and application to EMS; define implied and obtaining consent; critique implications expressed consent; relate method for expressed consent; name method for surrounding patient refusal of care; obtaining consent; examine obtaining consent; understand interpret abandonment, negligence, implications surrounding patient refusal implications surrounding patient refusal battery, and confidentiality; assess of care; differentiate abandonment, of care; define abandonment, conditions that require notification of law negligence, battery, and confidentiality; negligence, battery, and confidentiality; enforcement officials; choose actions articulate conditions that require name conditions that require taken to assist in the preservation of a notification of law enforcement officials; notification of law enforcement officials; crime scene; evaluate signs and relate actions taken to assist in the recall actions taken to assist in the symptoms of child abuse and neglect; preservation of a crime scene; preservation of a crime scene; communicate the medical-legal characterize signs and symptoms of describe signs and symptoms of child responsibility in suspected child abuse; child abuse and neglect; examine the abuse and neglect; identify the incorporate basic components of medical-legal responsibility in medical-legal responsibility in documentation common terms related to suspected child abuse; determine basic suspected child abuse; report basic legal responsibilities and ethics in components of documentation; and components of documentation; and emergency care into practice. The student interpret, pronounce, and spell common define, pronounce, and spell common can independently solve problems and is terms related to legal responsibilities terms related to legal responsibilities self-directed. and ethics in emergency care. and ethics in emergency care. Application of knowledge and skills is Performance needs further thorough and effective, and the student development and supervision. can work independently. Standard: 6 Medical and Trauma Assessment HSE.S.MEP.6 Students will demonstrate knowledge and skills in medical and traumatic assessments. Objectives Students will HSE.O.MEP.6.1 measure and record vital signs for the adult, child, and infant. HSE.O.MEP.6.2 differentiate between a sign and a symptom. HSE.O.MEP.6.3 relate the reasons for forming a general impression of the patient. HSE.O.MEP.6.4 differentiate between common mechanisms of injury or nature of illness. HSE.O.MEP.6.5 differentiate between medical and traumatic assessment. HSE.O.MEP.6.6 demonstrate questioning of patient/family/bystanders to obtain a SAMPLE history. HSE.O.MEP.6.7 determine components of the initial assessment of the adult, child, and infant. HSE.O.MEP.6.8 differentiate between the assessment of mental status in the adult, child and infant. HSE.O.MEP.6.9 demonstrate techniques for assessing breathing/airway and circulation in the adult, child, and infant. HSE.O.MEP.6.10 examine the components of the physical exam for the adult, child, and infant. HSE.O.MEP.6.11 articulate the components of the on-going assessment. Performance Descriptors (HSE.PD.MEP.6) Above Mastery Mastery Partial Mastery The student demonstrates exceptional and The student demonstrates competent The student demonstrates basic but exemplary performance with distinctive and proficient performance and shows inconsistent performance of and sophisticated application of a thorough and effective application of fundamental knowledge and skills knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in medical and trauma standard in medical and trauma omissions in medical and trauma assessment. The student can measure assessment. The student can measure assessment. The student can and record vital signs for the adult, child, and record vital signs for the adult, measure and record vital signs for the and infant; compare a sign and a child, and infant; differentiate between a adult, child, and infant; define sign and symptom; assess the reasons for forming sign and a symptom; relate the reasons symptom; understand the reasons for a general impression of the patient; for forming a general impression of the forming a general impression of the communicate common mechanisms of patient; differentiate between common patient; discuss common mechanisms injury or nature of illness; compare and mechanisms of injury or nature of of injury or nature of illness; describe contrast medical and traumatic illness; differentiate between medical medical and traumatic assessment; assessment; demonstrate questioning of and traumatic assessment; demonstrate questioning of patient/family/bystanders to obtain a demonstrate questioning of patient/family/bystanders to obtain a SAMPLE history; select components of the patient/family/bystanders to obtain a SAMPLE history; list components of initial assessment of the adult, child, and SAMPLE history; determine the initial assessment of the adult, infant; evaluate the assessment of mental components of the initial assessment of child, and infant; understand the status in the adult, child, and infant; the adult, child, and infant; differentiate assessment of mental status in the demonstrate techniques for assessing between the assessment of mental adult, child, and infant; demonstrate breathing/airway and circulation in the status in the adult, child, and infant; techniques for assessing adult, child, and infant; communicate the demonstrate techniques for assessing breathing/airway and circulation in the components of the physical exam for the breathing/airway and circulation in the adult, child, and infant; recall the adult, child, and infant; and incorporate the adult, child, and infant; examine the components of the physical exam for components of the on-going assessment components of the physical exam for the adult, child, and infant; and state into practice. The student can the adult, child, and infant; and the components of the on-going independently solve problems and is self- articulate the components of the on- assessment. Performance needs directed. going assessment. Application of further development and supervision. knowledge and skills is thorough and effective, and the student can work independently. Standard: 7 Emergency Medical Care HSE.S.MEP.7 Students will demonstrate knowledge and skills in performing basic emergency medical care. Objectives Students will HSE.O.MEP.7.1 distinguish basic structure and functions of body systems relating to emergency care. HSE.O.MEP.7.2 relate the general principles of first aid. HSE.O.MEP.7.3 articulate routine precautions to be used in oxygen therapy. HSE.O.MEP.7.4 determine signs, symptoms, and treatment for shock. HSE.O.MEP.7.5 examine the signs and treatment for internal and external bleeding. HSE.O.MEP.7.6 determine first aid treatment for wounds and the terms associated with each. HSE.O.MEP.7.7 differentiate first aid measures for sudden illness and injury (i.e. fainting, stroke, seizures, insulin shock, and diabetic coma). HSE.O.MEP.7.8 demonstrate first aid measures for bone and joint injuries (i.e. fracture, dislocation, sprain, and strain). HSE.O.MEP.7.9 recognize first aid measures used for specific injuries involving the eyes, head, nose, ears, chest, abdomen, and genital organs. HSE.O.MEP.7.10 characterize signs and symptoms of a potential spinal injury. HSE.O.MEP.7.11 demonstrate first aid measures for temperature related injuries, including hot and cold exposure, and burns. HSE.O.MEP.7.12 determine first aid measures for poisoning, stings, bites, and allergic reactions. HSE.O.MEP.7.13 relate first aid measures for victims of electric shock. HSE.O.MEP.7.14 recognize signs and symptoms of an intoxicated/drug abuse/drug overdose patient. HSE.O.MEP.7.15 determine first aid measures for victims of drug and alcohol abuse. Performance Descriptors (HSE.PD.MEP.7) Above Mastery Mastery Partial Mastery The student demonstrates exceptional and The student demonstrates competent The student demonstrates basic but exemplary performance with distinctive and proficient performance and shows inconsistent performance of and sophisticated application of a thorough and effective application of fundamental knowledge and skills knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in emergency medical care. The standard in emergency medical care. omissions in emergency medical care. student can compare and contrast basic The student can distinguish basic The student can understand basic structures and functions of body systems structures and functions of body structures and functions of body relating to emergency care; interpret the systems relating to emergency care; systems relating to emergency care; general principles of first aid; formulate relate the general principles of first aid; discuss the general principles of first routine precautions to be used in oxygen articulate routine precautions to be aid; state routine precautions to be therapy; assess signs, symptoms, and used in oxygen therapy; determine used in oxygen therapy; explain signs, treatment for shock; communicate the signs, symptoms, and treatment for symptoms, and treatment for shock; signs and treatment for internal and shock; examine the signs and treatment identify the signs and treatment for external bleeding; interpret first aid for internal and external bleeding; internal and external bleeding; explain treatment for wounds and the terms determine first aid treatment for wounds first aid treatment for wounds and the associated with each; perform first aid and the terms associated with each; terms associated with each; measures for sudden illness and injury differentiate first aid measures for understand first aid measures for (i.e. fainting, stroke, seizures, insulin sudden illness and injury (i.e. fainting, sudden illness and injury (i.e. fainting, shock, and diabetic coma); perform first stroke, seizures, insulin shock, stroke, seizures, insulin shock, and aid measures for bone and joint injuries and diabetic coma); demonstrate first diabetic coma); demonstrate first aid (i.e. fracture, dislocation, sprain, and aid measures for bone and joint injuries measures for bone and joint injuries strain); interpret first aid measures used (i.e. fracture, dislocation, sprain, and (i.e. fracture, dislocation, sprain, and for specific injuries involving the eyes, strain); recognize first aid measures strain); indentify first aid measures head, nose, ears, chest, abdomen, and used for specific injuries involving the used for specific injuries involving the genital organs; interpret signs and eyes, head, nose, ears, chest, eyes, head, nose, ears, chest, symptoms of a potential spinal injury; abdomen, and genital organs; abdomen, and genital organs; describe perform first aid measures for temperature characterize signs and symptoms of a signs and symptoms of a potential related injuries, including hot and cold potential spinal injury; demonstrate first spinal injury; demonstrate first aid exposure, and burns; evaluate first aid aid measures for temperature related measures for temperature related measures for poisoning, stings, bites, and injuries, including hot and cold injuries, including hot and cold allergic reactions; prioritize first aid exposure, and burns; determine first aid exposure, and burns; identify first aid measures for victims of electric shock; measures for poisoning, stings, bites, measures for poisoning, stings, bites, communicate signs and symptoms of an and allergic reactions; relate first aid and allergic reactions; describe first aid intoxicated/drug abuse/drug overdose measures for victims of electric shock; measures for victims of electric shock; patient; and assess first aid measures for recognize signs and symptoms of an recall signs and symptoms of an victims of drug and alcohol abuse. The intoxicated/drug abuse/drug overdose intoxicated/drug abuse/drug overdose student can independently solve problems patient; and determine first aid patient; and explain first aid measures and is self-directed. measures for victims of drug and for victims of drug and alcohol abuse. alcohol abuse. Application of Performance needs further knowledge and skills is thorough and development and supervision. effective, and the student can work independently. Standard: 8 CPR and First Aid for Obstructed Airway HSE.S.MEP.8 Students will perform Cardiopulmonary Resuscitation (CPR) and first aid for Foreign Body Airway Obstruction (FBAO). Objectives Students will HSE.O.MEP.8.1 examine links in the adult and pediatric Chain of Survival. HSE.O.MEP.8.2 compare clinical and biological death. HSE.O.MEP.8.3 articulate the meaning of cardiopulmonary resuscitation. HSE.O.MEP.8.4 examine the acronym ABCD in regards to CPR. HSE.O.MEP.8.5 analyze risk factors for cardiovascular disease. HSE.O.MEP.8.6 determine signs and symptoms of a heart attack. HSE.O.MEP.8.7 examine cardiac arrest. HSE.O.MEP.8.8 articulate signs and symptoms of a stroke. HSE.O.MEP.8.9 analyze the impact of early intervention on the prognosis of stroke victims. HSE.O.MEP.8.10 demonstrate CPR for one-rescuer and two-rescuer infant, child, and adult. HSE.O.MEP.8.11 demonstrate the correct use of an Automated External Defibrillator (AED). HSE.O.MEP.8.12 determine the modifications of CPR for a drowning or near drowning victim. HSE.O.MEP.8.13 recognize the signs and symptoms of an obstructed airway. HSE.O.MEP.8.14 demonstrate the universal distress signal for obstructed airway. HSE.O.MEP.8.15 demonstrate procedures to relieve airway obstruction in an infant, child, and adult. HSE.O.MEP.8.16 examine devices used to relieve airway obstruction. HSE.O.MEP.8.17 determine the sequence of actions after relief of choking. HSE.O.MEP.8.18 analyze the use of Cricoid pressure or Sellick’s technique. HSE.O.MEP.8.19 demonstrate the procedure for opening the airway of a suspected head, neck, or spine injured victim/patient. HSE.O.MEP.8.20 characterize Agonal gasps. Performance Descriptors (HSE.PD.MEP.8) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in CPR and first aid for standard in CPR and first aid for omissions in CPR and first aid for obstructed airway. The student can obstructed airway. The student can obstructed airway. The student can communicate the links in the adult and examine the links in the adult and describe the links in the adult and pediatric Chain of Survival; interpret pediatric Chain of Survival; compare pediatric Chain of Survival; define clinical and biological death; evaluate the clinical and biological death; articulate clinical and biological death; explain the meaning of cardiopulmonary the meaning of cardiopulmonary meaning of cardiopulmonary resuscitation; assess the acronym ABCD resuscitation; examine the acronym resuscitation; explain the acronym in regards to CPR; evaluate risk factor ABCD in regards to CPR; analyze risk ABCD in regards to CPR; name risk for cardiovascular disease; interpret factor for cardiovascular disease; factor for cardiovascular disease; list signs and symptoms of a heart attack determine signs and symptoms of a signs and symptoms of a heart attack; and cardiac arrest; interpret signs and heart attack; examine cardiac arrest; explain cardiac arrest; articulate signs symptoms of a stroke; communicate the articulate signs and symptoms of a and symptoms of a stroke; identify the impact of early intervention on the stroke; analyze the impact of early impact of early intervention on the prognosis of stroke victims; demonstrate intervention on the prognosis of stroke prognosis of stroke victims; CPR for one-rescuer and two-rescuer victims; demonstrate CPR for one- demonstrate CPR for one-rescuer and infant, child, and adult; demonstrate the rescuer and two-rescuer infant, child, two-rescuer infant, child, and adult; correct use of an Automated External and adult; demonstrate the correct use demonstrate the correct use of an Defibrillator (AED); compare and contrast of an Automated External Defibrillator Automated External Defibrillator (AED); the modifications of CPR for a drowning (AED); determine the modifications of state the modifications of CPR for a or near drowning victim; interpret the CPR for a drowning or near drowning drowning or near drowning victim; state signs and symptoms of an obstructed victim; recognize the signs and the signs and symptoms of an airway; perform the universal distress symptoms of an obstructed airway; obstructed airway; demonstrate the signal for obstructed airway; perform demonstrate the universal distress signal universal distress signal for obstructed procedures to relieve airway obstruction for obstructed airway; demonstrate airway; demonstrate procedures to in an infant, child, and adult; assess procedures to relieve airway obstruction relieve airway obstruction in an infant, devices used to relieve airway in an infant, child, and adult; examine child, and adult; describe devices used obstruction; prioritize the sequence of devices used to relieve airway to relieve airway obstruction; report the actions after relief of choking; interpret obstruction; determine the sequence of sequence of actions after relief of the use of Cricoid pressure or Sellick’s actions after relief of choking; analyze choking; cite the use of Cricoid pressure technique; demonstrate the procedure the use of Cricoid pressure or Sellick’s or Sellick’s technique; demonstrate the for opening the airway of a suspected technique; demonstrate the procedure procedure for opening the airway of a head, neck, or spine injured for opening the airway of a suspected suspected head, neck, or spine injured victim/patient; and assess Agonal gasps. head, neck, or spine injured victim/patient; and describe Agonal The student can independently solve victim/patient; and characterize Agonal gasps. Performance needs further problems and is self-directed. gasps. Application of knowledge and development and supervision. skills is thorough and effective, and the student can work independently. Standard: 9 Emotional Aspects of Emergency Care HSE.O.MEP.9 Students will identify emotional aspects of the victim, victim’s family, and the care provider, associated with emergency care. Objectives Students will HSE.O.MEP.9.1 analyze possible emotional reactions the rescuer may experience when faced with trauma, illness, and death and dying. HSE.O.MEP.9.2 examine the possible emotional reactions the family member may exhibit when confronted with death and dying. HSE.O.MEP.9.3 assess the rescuer’s approach to the family confronted with death and dying. HSE.O.MEP.9.4 determine the signs and symptoms of critical incident stress. HSE.O.MEP.9.5 relate methods used by the rescuer to help reduce/alleviate stress. Performance Descriptors (HSE.PD.MEP.9) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent and The student demonstrates basic but and exemplary performance with proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated thorough and effective application of knowledge and skills characterized by application of knowledge and skills knowledge and skills that meet the errors and/or omissions in emotional that exceed the standard in emotional standard in emotional aspects of aspects of emergency care. The aspects of emergency care. The emergency care. The students can students can recall possible emotional students can evaluate the possible analyze the possible emotional reactions reactions the rescuer may experience emotional reactions the rescuer may the rescuer may experience when faced when faced with trauma, illness, and experience when faced with trauma, with trauma, illness, and death and dying; death and dying; explain the possible illness, and death and dying; anticipate examine the possible emotional reactions emotional reactions the family members the possible emotional reactions the the family members may exhibit when may exhibit when confronted with death family members may exhibit when confronted with death and dying; assess and dying; identify the rescuer’s confronted with death and dying; the rescuer’s approach to the family approach to the family confronted with critique the rescuer’s approach to the confronted with death and dying; death and dying; list the signs and family confronted with death and determine the signs and symptoms of symptoms of critical incident stress; and dying; interpret the signs and critical incident stress; and relate methods name methods used by the rescuer to symptoms of critical incident stress; used by the rescuer to help help reduce/alleviate stress. and communicate methods used by reduce/alleviate stress. Application of Performance needs further development the rescuer to help reduce/alleviate knowledge and skills is thorough and and supervision. stress. The student can independently effective, and the student can work solve problems and is self-directed. independently. Standard: 10 Emergency Preparedness and Disaster Planning HSE.S.MEP.10 Students will demonstrate knowledge and skills in emergency preparedness and disaster planning. Objectives Students will HSE.O.MEP.10.1 examine the meaning of disaster. HSE.O.MEP.10.2 differentiate types of potential disasters. HSE.O.MEP.10.3 recognize the importance of personal and community disaster planning. HSE.O.MEP.10.4 determine elements of a personal or community disaster plan. HSE.O.MEP.10.5 relate items essential in an emergency kit. HSE.O.MEP.10.6 prioritize the components of basic triage. HSE.O.MEP.10.7 articulate the criteria for Multiple-Casualty Incidents (MCIs). HSE.O.MEP.10.8 compare the Incident Management System (IMS) to the normal EMS operation. HSE.O.MEP.10.9 prepare a plan to perform triage in a given mass-casualty incident. HSE.O.MEP.10.10 examine the meaning of bio-terrorism. HSE.O.MEP.10.11 research the history of bio-terrorism. HSE.O.MEP.10.12 differentiate biological and chemical agents. HSE.O.MEP.10.13 characterize four common types of biological agents used in terrorism and as weapons of mass destruction. HSE.O.MEP.10.14 relate steps to be taken during a biological emergency. HSE.O.MEP.10.15 examine five classifications of chemical agents used in terrorism and as weapons of mass destruction. HSE.O.MEP.10.16 analyze possible signs of a chemical attack. HSE.O.MEP.10.17 prioritize actions to be taken following a chemical attack. HSE.O.MEP.10.18 differentiate two types of potential nuclear incidents. HSE.O.MEP.10.19 characterize three main types of radioactive particles released in a nuclear incident. HSE.O.MEP.10.20 determine the procedure for avoiding radiation after a nuclear incident. HSE.O.MEP.10.21 articulate the decontamination process. HSE.O.MEP.10.22 determine steps to be taken in the event of entrapment as a result of an explosion or fire. HSE.O.MEP.10.23 assess the FEMA guidelines for use after natural disasters. HSE.O.MEP.10.24 participate in a community disaster readiness program. Performance Descriptors (HSE.PD.MEP.10) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in emergency preparedness standard in emergency preparedness omissions in emergency preparedness and disaster planning. The student can and disaster planning. The student can and disaster planning. The student can communicate the meaning of disaster; examine the meaning of disaster; discuss the meaning of disaster; name compile types of potential disasters; differentiate types of potential disasters; types of potential disasters; describe defend the importance of personal and recognize the importance of personal the importance of personal and community disaster planning; reinforce and community disaster planning; community disaster planning; name elements of a personal and community determine elements of a personal and elements of a personal and community disaster plan; compile items essential in community disaster plan; relate items disaster plan; list items essential in an an emergency kit; interpret the essential in an emergency kit; prioritize emergency kit; sequence the components of basic triage; evaluate the the components of basic triage; components of basic triage; identify the criteria for a Multiple Casualty Incidents articulate the criteria for a Multiple criteria for a Multiple Casualty Incidents (MCIs); compare and contrast the Casualty Incidents (MCIs); compare the (MCIs); understand the difference Incident Management System to normal Incident Management System to normal between the Incident Management EMS operations; create a plan to perform EMS operations; prepare a plan to System and normal EMS operations; triage in a given mass-casualty incident; perform triage in a given mass-casualty identify a plan to perform triage in a interpret the meaning of bio-terrorism; incident; examine the meaning of bio- given mass-casualty incident; define assess the history of bio-terrorism; terrorism; research the history of bio- the meaning of bio-terrorism; discuss communicate the difference between terrorism; differentiate between the history of bio-terrorism; discuss the biological and chemical agents; biological and chemical agents; difference between biological and compare and contrast four common characterize four common types of chemical agents; list four common types of biological agents and five biological agents and examine five types of biological agents and five classifications of chemical agents used in classifications of chemical agents used classifications of chemical agents used terrorism and weapons of mass in terrorism and weapons of mass in terrorism and weapons of mass destruction; express steps to be taken destruction; relate steps to be taken destruction; explain steps to be taken during a biological emergency; interpret during a biological emergency; analyze during a biological emergency; state possible signs of a chemical attack; possible signs of a chemical attack; possible signs of a chemical attack; tell prioritize actions to be taken following a prioritize actions to be taken following a the sequence of actions to be taken chemical attack; assess two types of chemical attack; differentiate two types following a chemical attack; recall two potential nuclear incidents; evaluate of potential nuclear incidents; types of potential nuclear incidents; three main types of radioactive particles characterize three main types of name three main types of radioactive released in a nuclear incident; formulate radioactive particles released in a particles released in a nuclear incident; the procedure for avoiding radiation after nuclear incident; determine the state the procedure for avoiding a nuclear incident and the procedure for avoiding radiation after a radiation after a nuclear incident; decontamination process; critique steps nuclear incident; articulate the explain the decontamination process; to be taken in the event of entrapment as decontamination process; determine list steps to be taken in the event of a result of an explosion or fire; interpret steps to be taken in the event of entrapment as a result of an explosion the FEMA guidelines for use after natural entrapment as a result of an explosion or fire; understand the FEMA guidelines disasters and collaborate in a community or fire; assess the FEMA guidelines for for use after natural disasters and disaster readiness program. The student use after natural disasters and describe a community disaster can independently solve problems and is participate in a community disaster readiness program. Performance self-directed. readiness program. Application of needs further development and knowledge and skills is thorough and supervision. effective, and the student can work independently. Standard: 11 Childbirth Emergencies HSE.S.MEP.11 Students will demonstrate knowledge and skills in emergency childbirth. Objectives Students will HSE.O.MEP.11.1 examine the structure and functions of the female reproductive system. HSE.O.MEP.11.2 determine the meaning of common medical terms associated with labor and delivery. HSE.O.MEP.11.3 examine indications of an imminent delivery. HSE.O.MEP.11.4 recognize steps in the pre-delivery preparation of the mother. HSE.O.MEP.11.5 relate steps of the delivery process. HSE.O.MEP.11.6 analyze possible complications before, during, and after delivery. HSE.O.MEP.11.7 determine care of the baby during the delivery process. HSE.O.MEP.11.8 articulate steps in the delivery of the afterbirth. HSE.O.MEP.11.9 examine steps in the emergency medical care of the mother post-delivery. HSE.O.MEP.11.10 relate care of the newborn after delivery. HSE.O.MEP.11.11 correlate the terms miscarriage and spontaneous abortion. HSE.O.MEP.11.12 articulate care of the mother following spontaneous abortion. Performance Descriptors (HSE.PD.MEP.11) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent and The student demonstrates basic but and exemplary performance with proficient performance and shows a inconsistent performance of fundamental distinctive and sophisticated thorough and effective application of knowledge and skills characterized by application of knowledge and skills knowledge and skills that meet the errors and/or omissions in childbirth that exceed the standard in childbirth standard in childbirth emergencies. The emergencies. The student can examine emergencies. The student can student can examine the structure and the structure and functions of the female interpret the structure and functions of functions of the female reproductive reproductive system; define common the female reproductive system; system; determine the meaning of medical terms associated with labor and interpret the meaning of common common medical terms associated with delivery; identify indications of an medical terms associated with labor labor and delivery; examine indications of imminent delivery; list steps in the pre- and delivery; evaluate indications of an an imminent delivery; recognize steps of delivery preparation of the mother; imminent delivery; assess steps in the pre-delivery preparation of the mother; understand steps of the delivery pre-delivery preparation of the mother; relate steps of the delivery process; process; discuss possible complications communicate steps of the delivery analyze possible complications before, before, during, and after delivery; state process; anticipate possible during, and after delivery; determine care care of the baby during the delivery complications before, during, and after of the baby during the delivery process; process; name steps of delivering the delivery; perform care of the baby articulate steps of delivering the afterbirth; afterbirth; identify steps in the during the delivery process; choose determine steps in the emergency emergency medical care of the mother steps of delivering the afterbirth; medical care of the mother post-delivery; post-delivery; recall the care of the evaluate steps in the emergency relate the care of the newborn after newborn after delivery; define the terms medical care of the mother post- delivery; correlate the terms spontaneous spontaneous abortion and miscarriage; delivery; communicate the care of the abortion and miscarriage; and articulate and state the care of the mother newborn after delivery; interpret the the care of the mother following following spontaneous abortion. terms spontaneous abortion and spontaneous abortion. Application of Performance needs further development miscarriage; and anticipate the care of knowledge and skills is thorough and and supervision. the mother following spontaneous effective, and the student can work abortion. The student can independently. independently solve problems and is self-directed. Standard: 12 Certification HSE.S.MEP.12 Students will be provided the opportunity to obtain national certification in areas of emergency medical services. Objectives Students will HSE.O.MEP.12.1 secure national certification in First Aid. HSE.O.MEP.12.2 secure national certification for adult, child, and infant CPR and First Aid for Foreign Body Airway obstruction (FBAO). HSE.O.MEP.12.3 prepare for First Responder national certification. Performance Descriptors (HSE.PD.MEP.12) Above Mastery Mastery Partial Mastery The student demonstrates exceptional and The student demonstrates competent The student demonstrates basic but exemplary performance with distinctive and proficient performance and shows a inconsistent performance of and sophisticated application of thorough and effective application of fundamental knowledge and skills knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in certification. The student can standard in certification. The student omissions in certification. The student secure national certification in First Aid; can secure national certification in First may or may not secure national adult, child, and infant CPR and First Aid Aid; adult, child, and infant CPR and certification in First Aid; adult, child, for Foreign Body Airway Obstruction; and First Aid for Foreign Body Airway and infant CPR and First Aid for in First Responder. The student can Obstruction; and prepare for the Foreign Body Airway Obstruction; and independently solve problems and is self- national First Responder examination. prepare for the national First directed. Application of knowledge and skills is Responder examination. Performance thorough and effective, and the student needs further development and can work independently. supervision. Standard: 13 Information Technology Applications HSE.S.MEP.13 Students will:  use information technology applications.  demonstrate use as appropriate to healthcare applications. Objectives Students will HSE.O.MEP.13.1 implement the use of software, hardware, and the Internet. HSE.O.MEP.13.2 utilize the Internet as a resource/research tool. Performance Descriptors (HSE.PD.MEP.13) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in information technology standard in information technology omissions in information technology applications. The student can applications. The student can application. The student can use incorporate the use of software and implement the use of software and software and hardware to partially hardware to master standards within this hardware to master standards within master standards within this course. The course and interpret data. The student this course. The student can utilize the student can use the Internet as a can utilize the Internet as a resource/ Internet as a resource/research tool, resource/research tool. Performance research tool, consistently evaluating while understanding the importance of needs further development and validity. The student can independently validity. Application of knowledge and supervision. solve problems and is self-directed. skills is thorough and effective, and the student can work independently. Standard: 14 Career and Technical Student Organization HSE.S.MEP.14 Students will participate in the local chapter of the Career and Technical Student Organization (CTSO). Objectives Students will HSE.O.MEP.14.1 participate in the local chapter of the appropriate Career and Technical Student Organization (CTSO). HSE.O.MEP.14.2 use parliamentary procedures in chapter meetings. HSE.O.MEP.14.3 demonstrate team membership/leadership and problem solving skills. HSE.O.MEP.14.4 participate in local, state, and national projects impacting healthcare and healthcare education. Performance Descriptors (HSE.PD.MEP.14) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows a inconsistent performance of distinctive and sophisticated application thorough and effective application of fundamental knowledge and skills of knowledge and skills that exceed the knowledge and skills that meet the characterized by errors and/or standard in career and technical student standard in career and technical student omissions in career and technical organization. The student correlates organization. The student participates in student organization. The student participation in the local chapter of the the local chapter of the CTSO; use participates in the local chapter of the CTSO to classroom instruction; parliamentary procedure in CTSO; discusses the use of integrates parliamentary procedure in organizational meetings; demonstrates parliamentary procedure in organizational meetings; models team team membership skills, such as organizational meetings; understands membership skills, such as cooperation cooperation and leadership; and team membership skills, such as and leadership; and collaborates in local, participates in local, state, and national cooperation and leadership; and state, and national healthcare and healthcare and education projects. identifies local, state, and national education projects. The student can Application of knowledge and skills is healthcare and education projects. independently solve problems and is thorough and effective, and the student Performance needs further self-directed. can work independently. development and supervision. Standard: 15 Literacy and Numeracy HSE.S.MEP.15 Students will demonstrate the literacy and numeracy skills required to solve complex, real-world problems associated with their career/technical content area and improve their thinking and reasoning skills. Objectives Students will HSE.O.MEP.15.1 utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete career/technical assignments and projects. HSE.O.MEP.15.2 demonstrate writing skills required to complete career/technical assignments and projects. HSE.O.MEP.15.3 demonstrate accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects. HSE.O.MEP.15.4 analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and projects. Performance Descriptors (HSE.PD.MEP.15) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows inconsistent performance of fundamental distinctive and sophisticated application a thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in literacy and standard in literacy and numeracy. The standard in literacy and numeracy. The numeracy. The student selects a variety student chooses a variety of technical student utilizes a variety of technical of technical sources (e.g., Internet, sources (e.g., Internet, manuals, sources (e.g., Internet, manuals, manuals, journals, directions, reports, journals, directions, reports, etc.) to journals, directions, reports, etc.) to etc.) to complete career/technical complete career/technical assignments complete career/technical assignments assignments and projects; reproduces and projects; performs writing skills and projects; demonstrates writing skills writing skills required to complete required to complete career/technical required to complete career/technical career/technical assignments and assignments and projects; assignments and projects; projects; illustrates accuracy in communicates accuracy in calculating demonstrates accuracy in calculating calculating and measuring graphical and measuring graphical work required and measuring graphical work required work required to complete to complete career/technical to complete career/technical career/technical assignments and assignments and projects; and assignments and projects; and projects; and explains tables, charts, evaluates tables, charts, graphs and analyzes tables, charts, graphs and graphs and multiple data sources to multiple data sources to complete multiple data sources to complete complete career/technical assignments career/technical assignments and career/technical assignments and and projects. Performance needs further projects. The student can independently projects. Application of knowledge and development and supervision. solve problems and is self-directed. skills is thorough and effective and the student can work independently. Standard: 16 21st Century Learning Skills HSE.S.MEP.16 Students will  access and manipulate information for use in oral, written, or multimedia format using appropriate technology skills.  apply sound reasoning processes to solve complex real-world problems and develop new ideas.  exhibit leadership and ethical behavior in planning and executing tasks, as an individual or a group member. Objectives Students will HSE.O.MEP.16.1 search online using a range of technology tools and media to access relevant information needed for problem solving. HSE.O.MEP.16.2 create information for oral, written, and multimedia communications, adhering to copyright laws. HSE.O.MEP.16.3 engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to independently solve problems. HSE.O.MEP.16.4 adapt to new situations by considering multiple perspectives and a commitment to continued learning. HSE.O.MEP.16.5 exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community. HSE.O.MEP.16.6 model legal and ethical behaviors in the use of technology. Performance Descriptors (HSE.PD.MEP.16) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows inconsistent performance of fundamental distinctive and sophisticated application a thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in 21st century standard in 21st century learning skills. standard in 21st century learning skills. learning skills. The student explains The student assesses online technology The student searches online using a online technology tools and media to tools and media to access relevant range of technology tools and media to access relevant information needed for information needed for problem solving; access relevant information needed for problem solving; identifies information for critiques information for oral, written, problem solving; creates information for oral, written, and multimedia and multimedia communications, oral, written, and multimedia communications, adhering to copyright adhering to copyright laws; integrates communications, adhering to copyright laws; discusses problem solving and problem solving and critical thinking laws; engages in problem solving and critical thinking processes to create and processes to create and evaluate critical thinking processes to create and evaluate complex strategies in order to complex strategies in order to evaluate complex strategies in order to independently solve problems; discusses independently solve problems; interprets independently solve problems; adapts new situations by considering multiple new situations by considering multiple to new situations by considering perspectives and a commitment to perspectives and a commitment to multiple perspectives and a continued learning; reviews ethical continued learning; incorporates ethical commitment to continued learning; behavior and positive leadership while behavior and positive leadership while exhibits ethical behavior and positive working collaboratively in the school working collaboratively in the school leadership while working collaboratively and/or community; and describes legal and/or community; and reinforces legal in the school and/or community; and and ethical behaviors in the use of and ethical behaviors in the use of models legal and ethical behaviors in technology. Performance needs further technology. The student can the use of technology. Application of development and supervision. independently solve problems and is knowledge and skills is thorough and self-directed. effective and the student can work independently. Standard: 17 Entrepreneurship Skills HSE.S.MEP.17 Students will access the opportunities, concepts, processes, and personal traits/behaviors associated with successful entrepreneurial performance. Objectives Students will HSE.O.MEP.17.1 assess global trends in entrepreneurship that are related to their career/technical program. HSE.O.MEP.17.2 determine entrepreneurial opportunities in venture creation related to their career/technical program. HSE.O.MEP.17.3 examine desirable entrepreneurial personality traits. Performance Descriptors (HSE.PD.MEP.17) Above Mastery Mastery Partial Mastery The student demonstrates exceptional The student demonstrates competent The student demonstrates basic but and exemplary performance with and proficient performance and shows inconsistent performance of fundamental distinctive and sophisticated application a thorough and effective application of knowledge and skills characterized by of knowledge and skills that exceed the knowledge and skills that meet the errors and/or omissions in standard in entrepreneurship skills. The standard in entrepreneurship skills. The entrepreneurship skills. The student lists student critiques global trends in student assesses global trends in global trends in entrepreneurship that are entrepreneurship that are related to their entrepreneurship that are related to related to their career/technical program; career/technical program; evaluates their career/technical program; describes entrepreneurial opportunities entrepreneurial opportunities in venture determines entrepreneurial in venture creation related to their creation related to their career/technical opportunities in venture creation related career/technical program; and identifies program; and assesses desirable to their career/technical program; and desirable entrepreneurial personality entrepreneurial personality traits. The examines desirable entrepreneurial traits. Performance needs further student can independently solve personality traits. Application of development and supervision. problems and is self-directed. knowledge and skills is thorough and effective and the student can work independently.