<p> Medical Coding and Billing WVEIS 0728</p><p>Instructional content within this course will focus on policies and procedures necessary for ICD-9-CM and CPT-4 Coding and a tutorial of the billing software known as Medical Manager. Students will utilize problem-solving techniques and participate in hands-on activities to develop an understanding of course concepts. Teachers will provide each student with real world learning opportunities and instruction related to the study of medical information management. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools, and content standards and objectives. 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. </p><p>Grade 11-Adult Health Science Education: Medical Coding and Billing Standard: 1 ICD-9-CM Coding HSE.S.MCB.1 Students will implement official coding and reporting guidelines as approved by the American Hospital Association, American Health Information Management Association, Health Care Financing Administration, and National Center for Health Statistics. Objectives Students will HSE.O.MCB.1.1 utilize the official coding principles. HSE.O.MCB.1.2 use Volumes 1, 2, and 3 of the ICD-0-CM procedure codes for inpatient coding. HSE.O.MCB.1.3 prioritize principal and primary diagnosis. HSE.O.MCB.1.4 research reporting other (additional) diagnosis. HSE.O.MCB.1.5 assign ICD-9-CM codes to the highest level of specificity. HSE.O.MCB.1.6 prioritize ICD-9-CM codes. HSE.O.MCB.1.7 apply ICD-9-CM guidelines and coding conventions. HSE.O.MCB.1.8 apply basic coding guidelines to classifying outpatient services. HSE.O.MCB.1.9 recognize the importance of physician documentation in the coding process. HSE.O.MCB.1.10 relate the signature requirements component of the documentation process. HSE.O.MCB.1.11 determine components of the medical chart needed for documentation in both office and hospital settings. HSE.O.MCB.1.12 assess the importance of identifying documentation deficiencies. HSE.O.MCB.1.13 recognize the difference between signs, symptoms, and diagnoses. HSE.O.MCB.1.14 examine the reasons for the establishment of a uniform coding system. HSE.O.MCB.1.15 implement correctly locating diagnoses in the ICD-9-CM code book. HSE.O.MCB.1.16 recognize the use of the tabular and alphabetical sections of the code book. HSE.O.MCB.1.17 utilize the terminology unique to ICD-9-CM. HSE.O.MCB.1.18 differentiate diagnostic codes and procedural codes. HSE.O.MCB.1.19 determine use of V codes. HSE.O.MCB.1.20 determine use of E codes. HSE.O.MCB.1.21 determine use of the Drugs and Chemicals Table. HSE.O.MCB.1.22 use Hypertension Table located in the ICD-9-CM book. HSE.O.MCB.1.23 implement rules and guidelines for assigning codes to neoplasms. HSE.O.MCB.1.24 determine the use of the neoplasm table in the ICD-9-CM book. HSE.O.MCB.1.25 determine rules and guidelines for assigning codes for pregnancy and pregnancy complications. HSE.O.MCB.1.26 differentiate types of fractures and dislocations. HSE.O.MCB.1.27 determine correct terminology of first, second, and third degree burns and the ICD-9-CM codes that coincide. HSE.O.MCB.1.28 determine types of mental disorders defined for ICD-9-CM. HSE.O.MCB.1.29 demonstrate abstraction of medical data using the 3M Health Care Coding System. Performance Descriptors (HSE.PD.MCB.1) 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 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 ICD-9-CM. The student can standard in ICD-9-CM. The student can omissions in ICD-9-CM. The student interpret the official coding principles; utilize the official coding principles; use can understand the official coding incorporate the use Volumes 1, 2, and 3 Volumes 1, 2, and 3 of the ICD-9-CM principles; identify Volumes 1, 2, and 3 of the ICD-9-CM procedures codes for procedures codes for inpatient coding; of the ICD-9-CM procedures codes for inpatient coding; prioritize principal and prioritize principal and primary diagnosis; inpatient coding; select principal and primary diagnosis; research reporting research reporting other (additional) primary diagnosis; state reporting other other (additional) diagnosis; assign ICD- diagnosis; assign ICD-9-CM codes to the (additional) diagnosis; recall how to 9-CM codes to the highest level of highest level of specificity; prioritize ICD- assign ICD-9-CM codes to the highest specificity; prioritize ICD-9-CM codes; 9-CM codes; apply ICD-9-CM guidelines level of specificity; prioritize ICD-9-CM integrate ICD-9-CM guidelines and and coding conventions; apply basic codes with assistance; explain ICD-9- coding conventions and basic coding coding guidelines to classifying outpatient CM guidelines and coding conventions; guidelines to classifying outpatient services; recognize the importance of explain basic coding guidelines to services into practice; critique the physician documentation in the coding classifying outpatient services; importance of physician documentation process; relate the signature understand the importance of in the coding process; communicate the requirements component of the physician documentation in the coding signature requirements component of the documentation process; determine process; tell the signature documentation process; evaluate components of the medical chart needed requirements component of the components of the medical chart needed for documentation in both office and documentation process; state for documentation in both office and hospital settings; assess the importance components of the medical chart hospital settings; evaluate the of identifying documentation deficiencies; needed for documentation in both importance of identifying documentation recognize the difference between signs, office and hospital settings; describe deficiencies; compare and contrast the symptoms, and diagnoses; examine the the importance of identifying difference between signs, symptoms, reasons for the establishment of a documentation deficiencies; identify and diagnoses; formulate the reasons for uniform coding system; implement the difference between signs, the establishment of a uniform coding correctly locating diagnoses in the ICD-9- symptoms, and diagnoses; give the system; perform correctly locating CM code book; recognize the use of the reasons for the establishment of a diagnoses in the ICD-9-CM code book; tabular and alphabetical sections of the uniform coding system; discuss express the use of the tabular and code book; utilize the terminology unique correctly locating diagnoses in the ICD- alphabetical sections of the code book; to ICD-9-CM; differentiate diagnostic 9-CM code book; recall the use of the interpret the terminology unique to ICD- codes and procedural codes; determine tabular and alphabetical sections of the 9-CM; compare diagnostic codes and use of V codes; determine use of E code book; understand the terminology procedural codes; incorporate use of V, codes; determine use of the Drugs and unique to ICD-9-CM; define diagnostic codes E codes, Drugs and Chemicals Chemicals Table; use Hypertension Table codes and procedural codes; explain Table, and the Hypertension Table located in the ICD-9-CM book; implement use of V codes; explain use of E located in the ICD-9-CM book into rules and guidelines for assigning codes codes; explain identify use of the practice; interpret rules and guidelines to neoplasms; determine the use of the Drugs and Chemicals Table; describe for assigning codes to neoplasms; neoplasm table in the ICD-9-CM book; use Hypertension Table located in the communicate the use of the neoplasm determine rules and guidelines for ICD-9-CM book; identify rules and table in the ICD-9-CM book; compile assigning codes for pregnancy and guidelines for assigning codes to rules and guidelines for assigning codes pregnancy complications; differentiate neoplasms; state the use of the for pregnancy and pregnancy types of fractures and dislocations; neoplasm table in the ICD-9-CM book; complications; compare types of determine correct terminology of first, explain rules and guidelines for fractures and dislocations; interpret second, and third degree burns and the assigning codes for pregnancy and correct terminology of first, second, and ICD-9-CM codes that coincide; determine pregnancy complications; name types third degree burns and the ICD-9-CM types of mental disorders defined for ICD- of fractures and dislocations; state codes that coincide; express types of 9-CM; and demonstrate abstraction of correct terminology of first, second, mental disorders defined for ICD-9-CM; medical data using the 3M Health Care and third degree burns and the ICD-9- and perform abstraction of medical data Coding System. Application of CM codes that coincide; describe types using the 3M Health Care Coding knowledge and skills is thorough and of mental disorders defined for ICD-9- System. The student can independently effective, and the student can work CM; and demonstrate abstraction of solve problems and is self-directed. independently. medical data using the 3M Health Care Coding System. Performance needs further development and supervision. Standard: 2 CPT-4 Coding HSE.S.MCB.2 Students will demonstrate the use CPT-4 codes to communicate both effectively and efficiently to third- party payers such as Medicare, Medicaid, and insurance companies. Objectives Students will HSE.O.MCB.2.1 recognize the purpose of the CPT manual. HSE.O.MCB.2.2 articulate the importance of using the current-year CPT manual. HSE.O.MCB.2.3 recognize the symbols used in the CPT manual. HSE.O.MCB.2.4 examine the major sections found in the CPT manual. HSE.O.MCB.2.5 relate information in the appendices of the CPT manual. HSE.O.MCB.2.6 compare diagnostic codes and procedural codes. HSE.O.MCB.2.7 differentiate the levels of HCPCS codes used. HSE.O.MCB.2.8 compare global and starred procedures. HSE.O.MCB.2.9 establish the concept and application of modifiers. HSE.O.MCB.2.10 apply the concepts of evaluation and management coding to practical cases. HSE.O.MCB.2.11 examine types of evaluation and management. HSE.O.MCB.2.12 determine definitions of new and established patients for CPT-4 coding purposes. HSE.O.MCB.2.13 apply key concepts for determining evaluation and management levels of service. HSE.O.MCB.2.14 apply correct modifiers to evaluation and management service codes. HSE.O.MCB.2.15 characterize the relationship of time to levels of service for evaluation and management services. HSE.O.MCB.2.16 recognize the concepts of “covering physician” and “consultation” as it relates to CPT-4 evaluation and management. HSE.O.MCB.2.17 distinguish “critical care” as it pertains to evaluation and management services. HSE.O.MCB.2.18 apply the principal elements of anesthesia coding. HSE.O.MCB.2.19 apply the surgery coding guidelines including bundled services. HSE.O.MCB.2.20 use basic steps for coding radiology services. HSE.O.MCB.2.21 use basic steps for coding pathology services. HSE.O.MCB.2.22 demonstrate basic steps for coding medicine services. HSE.O.MCB.2.23 relate rules and application of modifiers to the coding process. HSE.O.MCB.2.24 contrast level I CPT-4 modifier codes and HCPCS modifier codes. HSE.O.MCB.2.25 differentiate significant differences between inpatient and physician coding. HSE.O.MCB.2.26 apply coding guidelines for assigning DRG codes. Performance Descriptors (HSE.PD.MCB.2) 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 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 CPT-4 Coding. The student standard in CPT-4 Coding. The student omissions inCPT-4 Coding. The can interpret the purpose of the CPT can recognize the purpose of the CPT student can identify the purpose of the manual; defend the importance of using manual; articulate the importance of using CPT manual; discuss the importance the current-year CPT manual; interpret the current-year CPT manual; recognize of using the current-year CPT manual; the symbols used in the CPT manual; the symbols used in the CPT manual; identify the symbols used in the CPT categorize the major sections found in examine the major sections found in the manual; recall the major sections found the CPT manual; communicate CPT manual; relate information in the in the CPT manual; name information information in the appendices of the CPT appendices of the CPT manual; compare in the appendices of the CPT manual; manual; critique diagnostic codes and diagnostic codes and procedural codes; identify diagnostic codes and procedural codes; choose the levels of differentiate the levels of HCPCS codes procedural codes; understand the HCPCS codes used; compare and used; compare global and starred levels of HCPCS codes used; describe contrast global and starred procedures; procedures; establish the concept and global and starred procedures; recall interpret the concept and application of application of modifiers; apply the the concept and application of modifiers; incorporate the concepts of concepts of evaluation and management modifiers; understand the concepts of evaluation and management coding to coding to practical cases; examine types evaluation and management coding to practical cases; assess types of of evaluation and management; practical cases; identify types of evaluation and management; interpret determine definitions of new and evaluation and management; state definitions of new and established established patients for CPT-4 coding definitions of new and established patients for CPT-4 coding purposes; purposes; apply key concepts for patients for CPT-4 coding purposes; communicate key concepts for determining evaluation and management explain key concepts for determining determining evaluation and management levels of service; apply correct modifiers evaluation and management levels of levels of service; initiate correct modifiers to evaluation and management service service; state correct modifiers to to evaluation and management service codes; characterize the relationship of evaluation and management service codes; evaluate the relationship of time time to levels of service for evaluation and codes; describe the relationship of time to levels of service for evaluation and management services; recognize the to levels of service for evaluation and management services; interpret the concepts of “covering physician” and management services; define the concepts of “covering physician” and “consultation” as it relates to CPT-4 concepts of “covering physician” and “consultation” as it relates to CPT-4 evaluation and management; distinguish “consultation” as it relates to CPT-4 evaluation and management; evaluate “critical care” as it pertains to evaluation evaluation and management; define “critical care” as it pertains to evaluation and management services; apply the “critical care” as it pertains to and management services; integrate the principal elements of anesthesia coding; evaluation and management services; principal elements of anesthesia coding apply the surgery coding guidelines identify the principal elements of and the surgery coding guidelines including bundled services; use basic anesthesia coding; recall the surgery including bundled services into practice; steps for coding radiology services; use coding guidelines including bundled perform basic steps for coding radiology basic steps for coding pathology services; services; state basic steps for coding services, pathology services, and demonstrate basic steps for coding radiology services; name basic steps medicine services; express rules and medicine services; relate rules and for coding pathology services; application of modifiers to the coding application of modifiers to the coding demonstrate basic steps for coding process; contrast level I CPT-4 modifier process; contrast level I CPT-4 modifier medicine services; explain rules and codes and HCPCS modifier codes and codes and HCPCS modifier codes; application of modifiers to the coding inpatient and physician coding; and differentiate significant differences process; discuss level I CPT-4 modifier interpret coding guidelines for assigning between inpatient and physician coding; codes and HCPCS modifier codes; tell DRG codes. The student can and apply coding guidelines for assigning significant differences between independently solve problems and is DRG codes. Application of knowledge inpatient and physician coding; and self-directed. and skills is thorough and effective, and identify coding guidelines for assigning the student can work independently. DRG codes. Performance needs further development and supervision. Standard: 3 Practice Management Software HSE.S.MCB.3 Students will demonstrate knowledge and skill in operation of practice management software used within medical practices. Objectives Students will HSE.O.MCB.3.1 determine the flow of information in a medical office. HSE.O.MCB.3.2 articulate the importance of the appointment schedule. HSE.O.MCB.3.3 differentiate three methods for collecting insurance payments. HSE.O.MCB.3.4 examine types of health insurance coverage. HSE.O.MCB.3.5 research the role of computers in today’s medical office including that of communicating medical information. HSE.O.MCB.3.6 demonstrate the inputting and processing of data. HSE.O.MCB.3.7 print reports from support files. HSE.O.MCB.3.8 implement back-up for daily data files. HSE.O.MCB.3.9 navigate through practice management software. HSE.O.MCB.3.10 demonstrate entering patient account information. HSE.O.MCB.3.11 demonstrate entering data into supplemental screens. HSE.O.MCB.3.12 relate the importance of entering data correctly. HSE.O.MCB.3.13 examine the use of help windows. HSE.O.MCB.3.14 demonstrate the retrieval of patient accounts. HSE.O.MCB.3.15 demonstrate running the daily report. HSE.O.MCB.3.16 articulate the process of posting accounts. HSE.O.MCB.3.17 modify or correct an account. HSE.O.MCB.3.18 demonstrate the scheduling and cancellation of individual and multiple appointments. HSE.O.MCB.3.19 demonstrate printing a list of daily appointments. HSE.O.MCB.3.20 examine the importance of insurance billing. HSE.O.MCB.3.21 prepare an insurance billing worksheet. HSE.O.MCB.3.22 demonstrate printing claim forms for insurance companies. HSE.O.MCB.3.23 post payments from patients and insurance carriers. HSE.O.MCB.3.24 demonstrate posting adjustments. HSE.O.MCB.3.25 examine the available reports function. HSE.O.MCB.3.26 prepare printed statements. HSE.O.MCB.3.27 demonstrate posting unique payments. HSE.O.MCB.3.28 characterize the account aging process. HSE.O.MCB.3.29 display and print patient data. Performance Descriptors (HSE.PD.MCB.3) 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 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 practice management standard in practice management omissions in practice management software. The student can interpret the software. The student can determine the software. The student can describe flow of information in a medical office; flow of information in a medical office; the flow of information in a medical judge the importance of the appointment articulate the importance of the office; explain the importance of the schedule; compare and contrast three appointment schedule; differentiate three appointment schedule; describe three methods for collecting insurance methods for collecting insurance methods for collecting insurance payments; critique types of health payments; examine types of health payments; discuss types of health insurance coverage; communicate the insurance coverage; research the role of insurance coverage; describe the role role of computers in today’s medical computers in today’s medical office of computers in today’s medical office office including that of communicating including that of communicating medical including that of communicating medical information; model the inputting information; demonstrate the inputting medical information; input and process and processing of data; print reports and processing of data; print reports from data; print reports from support files; from support files; plan for the back-up support files; implement back-up for daily implement back-up for daily data files; for daily data files; navigate through the data files; navigate through the practice navigate through the practice practice management software; management software; demonstrate management software; identify method incorporate entering patient account entering patient account information; for entering patient account information and entering date into demonstrate entering date into information; enter date into supplemental screens into practice, supplemental screens; relate the supplemental screens; discuss the defend the importance of entering data importance of entering data correctly; importance of entering data correctly; correctly; justify the use of help windows; examine the use of help windows; discuss the use of help windows; plan the retrieval of patient accounts; demonstrate the retrieval of patient retrieve patient accounts; demonstrate create the daily report; initiate the accounts; demonstrate running the daily running the daily report; explain the process of posting accounts; modify or report; articulate the process of posting process of posting accounts; modify or correct an account; perform the accounts; modify or correct an account; correct an account; demonstrate the scheduling and cancellation of individual demonstrate the scheduling and scheduling and cancellation of and multiple appointments; generate a cancellation of individual and multiple individual and multiple appointments; printed list of daily appointments; critique appointments; demonstrate printing a list demonstrate printing a list of daily the importance of insurance billing; of daily appointments; examine the appointments; explain the importance perform the preparation of an insurance importance of insurance billing; prepare of insurance billing; identify an billing worksheet; demonstrate printing an insurance billing worksheet; insurance billing worksheet; claim forms for insurance companies; demonstrate printing claim forms for demonstrate printing claim forms for post payment from patients and insurance companies; post payment from insurance companies; post payment insurance carriers; perform posting patients and insurance carriers; from patients and insurance carriers; adjustments; assess the available demonstrate posting adjustments; demonstrate posting adjustments; reports function; prepare printed examine the available reports function; describe the available reports function; statements; demonstrate posting unique prepare printed statements; demonstrate prepare printed statements; payments; interpret the account aging posting unique payments; characterize demonstrate posting unique payments; process; and display and print patient the account aging process; and display discuss the account aging process; data. The student can independently and print patient data. Application of and display and print patient data. solve problems and is self-directed. knowledge and skills is thorough and Performance needs further effective, and the student can work development and supervision. independently. Standard: 4 Information Technology Applications HSE.S.MCB.4 Students will:  use information technology applications.  demonstrate use as appropriate to healthcare applications. Objectives Students will HSE.O.MCB.4.1 implement the use of software and hardware. HSE.O.MCB.4.2 utilize the Internet as a resource/research tool. Performance Descriptors (HSE.PD.MCB.4) 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 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 information technology standard in information technology omissions in information technology applications. The student can incorporate applications. The student can use application. The student can use software and hardware to master software and hardware to master software and hardware to partially standards within this course and interpret standards within this course. The student master standards within this course. data. The student can utilize the Internet can utilize the Internet as a The student can use the Internet as a as a resource/research tool, consistently resource/research tool, while resource/research tool. Performance evaluating validity. The student can understanding the importance of validity. needs further development and independently solve problems and is self- Application of knowledge and skills is supervision. directed. thorough and effective, and the student can work independently. Standard: 5 Career and Technical Student Organization HSE.S.MCB.5 Students will participate in the local chapter of the Career and Technical Student Organization (CTSO). Objectives Students will HSE.O.MCB.5.1 participate in the appropriate Career and Technical Student Organization (CTSO). HSE.O.MCB.5.2 use parliamentary procedures in chapter meetings. HSE.O.MCB.5.3 demonstrate team membership/leadership and problem solving skills. HSE.O.MCB.5.4 participate in local, state, and national projects impacting healthcare and healthcare education. Performance Descriptors (HSE.PD.MCB.5) 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 can organization. The student can student organization. The student is incorporate team membership/ demonstrate team membership/ aware of the CTSO and active leadership and problem solving skills into leadership and problem solving skills participation is haphazard. The student participation in the CTSO; implement through participation in the CTSO; use is inconsistent in the application of team parliamentary procedure during chapter parliamentary procedures during chapter membership/leadership and problem meetings; and facilitate the participation meetings; and participate in various solving skills, as well as participation in of self and others in projects impacting projects impacting health care and health projects impacting health care and health care and health care education. care education. Application of health care education. Performance The student can independently solve knowledge and skills is thorough and needs further development and problems and is self-directed. effective, and the student can work supervision. independently. Standard: 6 Literacy and Numeracy HSE.S.MCB.6 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.MCB.6.1 utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete career/technical assignments and projects. HSE.O.MCB.6.2 demonstrate writing skills required to complete career/technical assignments and projects. HSE.O.MCB.6.3 demonstrate accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects. HSE.O.MCB.6.4 analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and projects. Performance Descriptors (HSE.PD.MCB.6) 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 work and measuring graphical work required and measuring graphical work required required to complete career/technical to complete career/technical to complete career/technical assignments and projects; and explains assignments and projects; and assignments and projects; and tables, charts, graphs and multiple data evaluates tables, charts, graphs and analyzes tables, charts, graphs and sources to complete career/technical multiple data sources to complete multiple data sources to complete assignments and projects. Performance career/technical assignments and career/technical assignments and needs further development and projects. The student can independently projects. Application of knowledge and supervision. solve problems and is self-directed. skills is thorough and effective and the student can work independently. Standard: 7 21st Century Learning Skills HSE.S.MCB.7 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.MCB.7.1 search online using a range of technology tools and media to access relevant information needed for problem solving. HSE.O.MCB.7.2 create information for oral, written, and multimedia communications, adhering to copyright laws. HSE.O.MCB.7.3 engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to independently solve problems. HSE.O.MCB.7.4 adapt to new situations by considering multiple perspectives and a commitment to continued learning. HSE.O.MCB.7.5 exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community. HSE.O.MCB.7.6 model legal and ethical behaviors in the use of technology. Performance Descriptors (HSE.PD.MCB.7) 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: 8 Entrepreneurship Skills HSE.S.MCB.8 Students will access the opportunities, concepts, processes, and personal traits/behaviors associated with successful entrepreneurial performance. Objectives Students will HSE.O.MCB.8.1 assess global trends in entrepreneurship that are related to their career/technical program. HSE.O.MCB.8.2 determine entrepreneurial opportunities in venture creation related to their career/technical program. HSE.O.MCB.8.3 examine desirable entrepreneurial personality traits. Performance Descriptors (HSE.PD.MCB.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 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 in entrepreneurial opportunities in venture determines entrepreneurial 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.</p>