NEWARK PUBLIC SCHOOLS
Curriculum Guide:
PRE-MEDICAL III
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, Chairperson
Mr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. Hasan
Mr. Alturrick Kenney
Ms. Eliana Pintor Marin
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Sabu Rashidi
Mr. Jordan Thomas, Student Representative
NEWARK PUBLIC SCHOOLS ADMINISTRATION
2013-2014
Cami Anderson, State District Superintendent
Chief of Staff & General Counsel: Charlotte Hitchcock
Assistant Superintendent: Mitchell Center
Assistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany Hardrick
Assistant Superintendent: Roger Leon
Assistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb Perkins
School Business Administrator: Valerie Wilson
TABLE OF CONTENTS
Course Description...................................................................................................................................................................................... 7
Recommended Textbooks/Resources ......................................................................................................................................................... 8
Course Proficiencies ................................................................................................................................................................................. 10
Curriculum Units ...................................................................................................................................................................................... 11
Unit 1: Health Assessment ........................................................................................................................................................................ 13
Unit 2: Physical Assessment .................................................................................................................................................................... 16
Unit 3: Pharmacology ............................................................................................................................................................................... 19
APPENDIX A: English Language Arts Alignments to Suggested Activities .......................................................................................... 27
APPENDIX B: Common Core Standards Aligned to Unit Objectives or Activities in Pre-Medical III.................................................. 28
APPENDIX C: NJ Core Curriculum Science Standards Aligned ............................................................................................................ 32
APPENDIX D: NJ Core Curriculum 21st Century Life and Careers Standards Aligned ......................................................................... 33
APPENDIX E: New Jersey High School Proficiency Assessment (HSPA) Content Found in Pre-Medical III ..................................... 35
THE NEWARK PUBLIC SCHOOLS DISTRICT
MISSION STATEMENT
The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects
of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that
our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven.
We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We
pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and
minds to value education.
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD
Program and Instruction Committee
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Rashidi
Dr. Caleb Perkins, NPS Special Assistant of Curriculum
Valerie Merritt, NPS Director of Board Relations
Newark Public Schools
Pre-Medical III
Course Description
Pre-Medical III is designed to introduce the student to the technical components of health care delivery. Students
will learn basic health assessment and physical assessment, and incorporate developmental considerations across
the life span. They will learn principles of pharmacology, classifications of medications and preparation of
medications using medical mathematics principles. Students will learn the intricate components of managing a
health care office, the legal and ethical considerations of health care employment, medical office management.
They will complete the principles and skills of basic care of clients in health care setting. In each section, students
will apply the theory to occupational practice through clinical experiences. They will engage in laboratory
exercises, further career exploration with professionals engaged in specific technical activities and prepare for the
SOCAT in Nursing Assistant Care. Students will prepare their resume, goals, objectives and internship agreements
for their 12th grade experience.
Recommended Textbooks/Resources
Textbooks:
Wilson, S. & J. Giddens. Health Assessment for Nursing Practice.3rd ed. 2005.Elsevier. Philadelphia.
Wilson, S. & J. Gidden. Student Lab Guide for Health Assessment 3rd ed. 2005. Elsevier, Philadelphia
Sorrentino, S. Assisting with Patient Care 2nd ed. 2005 Elsevier, Philadelphia
Gorek, B. Assisting with Patient Care Workbook. 2nd ed. 2005. Elsevier, Philadelphia
Klieger, D.M. Medical Assisting.2005. Elsevier.
Klieger, D.M. Student Workbook for Medical Assisting. 2005. Elsevier.Health Assessment: Wilson
Laboratory Guide
Student CD Rom: Wilson Health Assessment
Health Assessment: Wilson Laboratory Guide
Student CD Rom:Wilson Health Assessment
Multimedia:
www.evolve.elsevier.com
Student tutorial site
Interview Laboratory Guide
Web Sites:
www.derm-infont.com
www.ruralfamilymedical.org
www.nlm.nih.gov
www.bt.cdc.gov
www.cellsalive.com
www.info.med.yale.edu
www.brightfutures.org
www.asha.com
www.ucdm.ucdavis.edu
www.meddean.luc.edu
www.pbs.org
.
Course Proficiencies
1. Understand the purposes of health assessments.
2. Understand the purposes of physical assessments.
3. Demonstrate an understanding of pharmacological law, ethics, and safety.
4. Demonstrate knowledge of medical and pharmacological terminology.
5. Identify the basic aspects of medical office administration.
6. Demonstrate knowledge of managing medical records.
7. Demonstrate knowledge of insurance coding.
8. Understand the responsibilities of types of nursing care.
9. Understand nursing roles in clinical procedures and emergencies.
Curriculum Units
1. Health Assessment
2. Physical Systems Assessment
3. Pharmacology
a. Background
i. history of pharmacology
ii. law and ethics
b. Pharmaceuticals
i. pharmacological terminology
ii. classification of pharmaceuticals
c. Principles
i. management
ii. safety
iii. dosage
d. Classifications
4. Medical Administrative Services
a. Law and ethics
b. Records management
c. Insurance coding
d. Office procedures
e. Medical terminology
f. Career and educational paths in medical administration
5. Nursing and Clinical Procedures
a. Care settings
b. Communication skills
c.
Nursing assistant responsibilities
d.
Sanitation and infection control
e.
Patient/client needs and care
f. physical
ii. mental
iii. socio-cultural
g. Clinical Procedures
h. Vital signs
ii. Laboratory procedures
iii. Tests
iv. Medication
i. Emergencies
j. Care of instruments and equipment
Unit 1: Health Assessment
Essential Questions
How do individual health
needs affect assessments?
What kind of knowledge of
illness, injury, infection,
and disability is necessary
for health assessments?
What communication skills
are required in health
assessments?
What is the role of
nutrition in health
assessments?
What is the influence of a
patient’s age, gender and
cultural background in a
health assessment?
What are the basic
techniques and
documentation of a health
assessment?
What are the primary tests
given during a health
assessment, and why are
they important?
Instructional
Objectives/Skills and
Benchmarks
1. Identify rationale in
completion of health
assessment.
Types of Activities and
Assessments that could
illustrate Objectives
Note-taking
Group discussions and
presentations
2. Discuss the components
of health assessment.
Crosswords
Suggested Resources
Academic Alignments
Textbooks:
Wilson, S. & J. Giddens.
Health Assessment for
Nursing Practice. 3rd ed.
2005. Elsevier.
Philadelphia.
CPI
21st Century:
9.4.12.H.3
9.4.12.H.4
9.4.12.H.13
9.4.12.H.14
9.4.12.H.(1).4
9.4.12.H.(1).5
9.4.12.H.(1).6
9.4.12.H.(2).2
9.4.12.H.(2).3
9.4.12.H.(2).6
Written responses
3. Apply health assessment
to needs of client.
4. Accurately document
health assessment findings.
5. Discuss components of
health promotion and
health protection.
5. Discuss and analyze
developmental theories
(including statistical data)
as they apply to health
assessment.
Graphic organizers
Patient interview practice
Role playing
Students are evaluated
using the following
criteria:
Completion of Workbook
exercises, accuracy of
Quizzes and objective
tests.
Wilson, S. & J. Gidden.
Student Lab Guide for
Health Assessment 3rd ed.
2005. Elsevier,
Philadelphia
Sorrentino, S. Assisting
with Patient Care 2nd ed.
2005 Elsevier,
Philadelphia
Gorek, B. Assisting with
Patient Care Workbook.
2nd ed. 2005. Elsevier,
Philadelphia
6. Describe age appropriate
tools to use in health
assessment.
Klieger, D.M. Medical
Assisting.
2005. Elsevier.
7. Identify cultural
considerations in
assessment of children and
Klieger, D.M. Student
Workbook for Medical
Assisting. 2005. Elsevier.
SCI:
5.1.12.B.1
5.3.12.B.2
HSPA
Math:
III.B
ELA:
RS1
SS1
SK4
WK4
WS5
CCSS:
Math:
aged.
What psychological
aspects of a patient should
be considered during
interviews, data collection,
medical histories, and
assessments?
What are the primary
criteria for a health
assessment, and why are
they important?
8. Discuss rationale for use
of cultural template.
9. Recognize
communication skills
needed for cultural
competency.
10. Describe phases of an
interview.
11. Discuss components of
health history.
12. Describe the
components of mental
health assessment.
13. Differentiate among
confusion, delirium, and
disorientation.
Health Assessment:
Wilson
Laboratory Guide
Student CD Rom:
Wilson Health Assessment
Multimedia:
www.evolve.elsevier.com
student tutorial site
Interview Laboratory
Guide
Web Sites:
www.derm-infont.com
www.ruralfamilymedical.o
rg
www.nlm.nih.gov
www.bt.cdc.gov
14. Discuss criteria of pain
assessment scale
15. Prepare a dietary intake
log.
www.cellsalive.com
www.info.med.yale.edu
www.brightfutures.org
16. Identify appropriate
laboratory tests used to
determine nutritional
status.
17. Discuss various
www.asha.com
www.ucdm.ucdavis.edu
www.meddean.luc.edu
S.IC.6
S.ID.9
ELA:
RST.4
RST.7
SL.1
WHST.2
WHST.4
responses to pain.
www.pbs.org
18. Identify relationship
between phases and sleep
patterns.
19. Determine the
relationship in sleep
patterns and age.
Unit 2: Physical Assessment
Essential Questions
What are the basic
techniques of a physical
assessment?
What are the primary tests
given during a physical
assessment, and how do
they contribute to the
assessments?
What are the purposes of
various physical
assessments?
What are the methods used
in different types of tests
for physical assessment?
What are the symptoms or
indications of various
physical conditions
covered by a physical
assessment?
What are the basic forms
of documentation for a
physical assessment?
Instructional
Objectives/Skills and
Benchmarks
1. Demonstrate the four
basic assessment
techniques.
2. Discuss aberrant sounds
heard on auscultation.
Types of Activities and
Assessments that could
illustrate Objectives
Note-taking
Group discussions and
presentations
Crosswords
3. Discuss the proper uses
of the positions of
examination.
Graphic organizers
4. Describe various
methods for temperature
assessment.
Role playing
5. Demonstrate proper
application of blood
pressure cuff.
Written responses
6. Demonstrate correct
hand washing technique.
7. Discuss variations found
in skin and nails based on
age and ethnicity.
8. Describe various skin
variations resulting from
inflammation or infection.
9. Describe lymphatic
areas of nodes.
Patient interview practice
Workbook exercises
Students are evaluated
using the following
criteria: completion and
accuracy of workbook
exercises, accuracy of
quizzes and objective tests
Suggested Resources
Academic Alignments
Textbooks:
Wilson, S. & J. Giddens.
Health Assessment for
Nursing Practice. 3rd ed.
2005. Elsevier.
Philadelphia.
Wilson, S. & J. Gidden.
Student Lab Guide for
Health Assessment 3rd ed.
2005. Elsevier,
Philadelphia
CPI
21st Century:
9.4.12.H.3
9.4.12.H.4
9.4.12.H.13
9.4.12.H.14
9.4.12.H.(1).4
9.4.12.H.(1).5
9.4.12.H.(1).6
9.4.12.H.(2).2
9.4.12.H.(2).3
9.4.12.H.(2).6
Sorrentino, S. Assisting
with Patient Care 2nd ed.
2005 Elsevier,
Philadelphia
SCI:
5.3.12.A.6
5.1.12.D.3
5.1.12.B.1
Gorek, B. Assisting with
Patient Care Workbook.
2nd ed. 2005. Elsevier,
Philadelphia
HSPA
Math:
III.B
Klieger, D.M. Medical
Assisting.
2005. Elsevier.
Klieger, D.M. Student
Workbook for Medical
Assisting. 2005. Elsevier.
Health Assessment:
Wilson
ELA:
LS1
RS1
SK4
SK5
SS1
WS5
CCSS
Math:
10. Discuss the headache
triggering foods and
relationship to
hypersensitivity.
11. Discuss the primary
risk factors contributing to
hearing loss.
12. Describe the
relationship between
dizziness and auditory
system.
Laboratory Guide
S.IC.6
Student CD Rom:
Wilson Health Assessment
ELA:
RST.3
RST.4
SL.1
SL.6
WHST.2
Multimedia:
www.evolve.elsevier.com
student tutorial site
Interview Laboratory
Guide
Web Sites:
13. Discuss the risk factors
associated with the
development of visual
disorders.
14. Discuss the visual cues
that may indicate
suspected drug
intoxication.
15. Demonstrate the
correct techniques to
measure respiratory rate
and rhythm.
www.derm-infont.com
www.ruralfamilymedical.o
rg
www.nlm.nih.gov
www.bt.cdc.gov
www.cellsalive.com
www.info.med.yale.edu
www.brightfutures.org
16. Demonstrate the
correct technique to
measure heart rate and
pulses.
17. Describe the term
www.asha.com
www.ucdm.ucdavis.edu
www.meddean.luc.edu
“referred pain” in the
abdomen.
18. Discuss the common
risk factors that lead to
joint and muscle injury in
the elderly.
19. Demonstrate the range
of motion for each of the
types of joints.
20. Differentiate between
rheumatoid arthritis and
osteoarthritis.
21. Describe the purpose
of the reflex arc tests.
22. Describe the tests used
to assess each of the
special senses.
23. Discuss the factors that
can alter the sense of
smell, taste and touch.
24. Describe the points
needed to remember in
order to perform an
assessment.
25. Demonstrate accurate
and complete
documentation of the
assessment findings.
www.pbs.org
Unit 3: Pharmacology
Essential Questions
What mathematical and
skills are required for
employment in
pharmacology?
What communication skills
are required for
employment in
pharmacology?
Instructional
Objectives/Skills and
Benchmarks
1. Develop accurate
mathematical skills in
preparation of
pharmacyproducts.
2. Adapt verbal and
written communication
skills for different
purposes and audiences.
What are the basic
3. Apply medical and
administrative tasks and
pharmacological
financial skills required for terminology appropriately.
pharmacy management?
4. Demonstrate accuracy
What are basic legal and
in dosage calculations of
ethical considerations in
pharmacy products
pharmacy work?
including use of
appropriate units, and
What are the basic safety
creating equations using
requirements of a
one variable to calculate
pharmacy?
dosage rate.
Define medical and
pharmacological terms.
How are
pharmaceuticalsclassified?
5. Develop good
administrative skills in
pharmacy management.
6. Understand prescriptive
legal and ethical concepts.
7. Use proper safety
practices in workplace.
Types of Activities and
Assessments that could
illustrate Objectives
Activities:
Note-taking
Graphic organizer
Demonstrations of
procedures and skills
Computer instruction in
pharmacy documentation
Competency skills
checklist
Internet research
Practice in pharmacy lab
Assessments:
Participation in class,
completion of competency
checklist, accuracy of
written quizzes and tests,
performance assessment
Suggested Resources
Academic Alignments
Textbooks:
CPI
21st Century:
9.4.12.H.10
9.4.12.H.14
9.4.12.H.47
9.4.12.H.48
9.4.12.H.62
9.4.12.H.20
Gootblatt,L. Pharmacy
Technician Handbook.
2006. J.G. Custom
Greetings.
SCI:
5.1.12.A.2
5.1.12.D.1
HSPA
Math:
I.B
ELA:
LS1
RS1
SK4
WK3
WK4
WS3
CCSS
Math:
A.CED.1
N.Q.1
S.MD.7
SK.5
8. Discuss usage, adverse
reactions, and interactions
of pharmacy agents.
9. Discuss how the results
of probability calculations
are used to determine
probable outcomes of
prescribed dosage and
interactions.
9. Apply computer skills
in recording of pharmacy
activities.
10. Develop accurate
financial skills in
pharmacy management.
11. Classifications of
pharmaceuticals.
ELA:
L.6
RST.3
RST.4
SL.1
SL.6
WHST.4
WHST.6
Unit 4: Medical Administrative Services
Essential Questions
What is role of a medical
administrative services
worker as a member of a
medical facility team?
What are the legal and
ethical considerations in
medical administration?
What are the basic
responsibilities of a
medical administrative
services worker?
What safety and health
precautions should be
taken by a medical
administrative services
worker?
What technical skills are
necessary for various
medical administrative
service jobs?
What are the general
communication protocols
of a medical
administration office?
What are the general
procedural protocols of a
Instructional
Objectives/Skills and
Benchmarks
1. Develop critical
thinking and problem
solving strategies.
2. Identify primary duties
and responsibilities of
administrative medical
services worker and
medical assistant.
3. Use statistical data to
identify patterns and trends
that influence health and
illness.
Types of Activities and
Assessments that could
support Objectives
Activities:
Note-taking
5. Describe proper
universal precautions, as
well as medical and
surgical asepsis
procedures, of a health
care worker in the office
environment.
6. Define and use
common medical terms
and abbreviations used in a
health care environment.
Academic Alignments
Textbooks: Klieger, D.M.
Medical Assisting.
2005. Elsevier.
CPI
21st Century:
9.4.12.H.(3).1
9.4.12.H.(3).2
9.4.12.H.(3).3
9.4.12.H.(3).4
9.4.12.H.(3).5
9.4.12.H.(3).6
9.4.12.H.16
9.4.12.H.17
9.4.12.H.48
9.4.12.H.34
9.4.12.H.35
9.4.12.H.36
9.4.12.H.57
9.4.12.H.62
9.4.12.H.(1).3
Group discussions and
presentations
Student CD ROM
Role playing
www.evolve.elsevier.com
Visual aids, including
videos, handouts,
transparencies
Student resources via
internet with
1. chapter quizzes
2. internet research
activities
3. Weblinks for
topics
Guest speakers
Field trips
4. Discuss Code of Ethics
that apply to administrative
Medical services
assistants.
Suggested Resources
Internet research
Individual computer study
modules
Competency skills
checklist
Web Sites:
www.cdc.gov
www.hhs.gov
www.osha.gov
www.justcoding.com
www.healthchoices.org
www.census.gov
SCI:
5.1.12.B.1
HSPA
Math:
III.C
Performance assessment
Written responses
Assessments:
Participation, performance
assessments, accuracy of
written quizzes and tests
ELA:
LS1
RS1
SK4
SK5
SS1
WS3
medical administration
office?
Define basic medical
terminology and
abbreviations.
written quizzestests
7. Explain proper
communication techniques
used in office environment
including telephone, mail,
messages, receiving and
directing clients and
professionals.
8. Discuss responsibilities
for admissions, transfers
and discharges of clients.
9. Identify responsibilities
and functions involving
patient confidentiality and
maintaining client
confidentiality.
10. Explain the purpose
and process involved in
abstracting medical data.
11. Describe components
of medical transcription,
coding and processing
medical records.
12. Describe role of
administrative medical
assistant in financial
management of a
healthcare office.
13. Discuss the career
opportunities and
WS5
performance checklist
accuracy in completion of
written assignments
CCSS:
Math:
S.IC.6
ELA:
L.6
RST.3
RST.4
SL.1
SL.6
WHST.2
educational requirements
available in administrative
medical services.
14. Demonstrate patient
interviewing skills.
Unit 5: Nursing and Clinical Procedures
Essential Questions
What types of
physiological knowledge
are required of a nursing
assistant?
What types of knowledge
concerning illness,
infection, injury, and
disability are required of a
nursing assistant?
Instructional
Objectives/Skills and
Benchmarks
1.
Demonstrate the job
knowledge and related
skills of the nursing
assistant within the
health-care settings.
Types of Activities and
Assessments that could
illustrate Objectives
Activities:
Graphic organizers
Case Studies
Videos
2.
What are basic nutritional
requirements and food
preparation procedures?
3.
How can I support the
different kinds of patients’
physical and mental wellbeing?
Demonstrate
communication and
psychosocial skills
needed to function as
an effective nursing
assistant within the
health care setting.
Provide support and
activities that will
promote a positive
sense of well-being for
the client.
Demonstration of skills
Role Playing
Prepare interventions for
case studies
Re-demonstration of skills
Clinical practice at area
facilities
Group discussions
What communication and
social skills are required
of a nursing assistant?
What are the categories of
patient needs?
What types of responses
are appropriate to types of
patient needs?
What is a “systems
4.
Provide proper
interventions in
response to client’s
stress or unmet needs.
Written responses
Assessments:
Accuracy of quizzes and
5.
Provide a safe
tests, completion of
environment for the
worksheets and exercises,
client.
completion of skills
competency checklist,
6. Demonstrate the proper satisfactory score in
techniques for the
clinical evaluations
prevention of infection
Suggested Resources
Academic Alignments
Textbooks:
CPI
21st Century:
Sorrentino, S. A.
9.4.12.H.(2).7
Assisting with Patient
9.4.12.H.3
Care. 2nd ed. 2004 Elsevier 9.4.12.H.4
9.4.12.H.14
Student resource
9.4.12.H.(1).4
www.evolve.elsevier.com
9.4.12.H.(2).2
chapter quizzes
9.4.12.H.(2).6
research exercises
9.4.12.H.63
laboratory exercises
9.4.12.H.(4).1
web links
9.4.12.H.(4).3
Gorek, B.
Assisting with Patient Care
Workbook. 2004
Elsevier
SCI:
5.3.12.A.6
5.1.12.D.1
5.1.12.D.3
Student CD ROM
HSPA
Math: N/A
ELA:
LS1
SK4
SK5
RS1
SS1
CCSS
Math: N/A
ELA:
perspective”?
What are the types of
awareness and procedures
regarding safety and
hygiene?
What are the procedures
for using, cleaning, and
storing medical
instruments and
equipment?
to the client or the
caregiver, including
standard precautions,
hand washing
techniques, isolation,
and personal protective
equipment (PPE), and
why they are effective.
7. Discuss the guidelines
for responding to
client-related
emergencies and
demonstrate the
Heimlich maneuver.
8. Discuss the
physiological care of
the client from a
systems perspective.
9. Demonstrate proper
techniques in hygiene
care.
10. Demonstrate proper
care of client’s
personal environment.
11. Demonstrate proper
nutritional techniques
and food preparation.
12. Demonstrate proper
procedures for care for
client’s elimination
RST.3
RST.4
SL.1
SL.6
WHST.2
needs.
13. Identify interventions
to promote comfort,
rest and sleep.
14. Describe proper use of
medical equipment,
cleaning and storage
procedures.
15. Identify the physical
and emotional needs
of the dying patient.
16. Recognize
communication skills
needed for cultural
competency.
17. Identify and triage
signs and symptoms
of major medical
conditions.
18. Demonstrate proper
body mechanics,
including patient
transfer, positioning,
lifting, and moving.
APPENDIX A: English Language Arts Alignments to Suggested Activities
Example Activities
Note-taking
Group discussions
Crosswords
Patient Interview Practice
Presentations
Visual aids, including videos, handouts, transparencies
Guest speakers
Internet research
Role playing
Skill practice in health laboratory/Competency skills
checklist
Written responses
Academic Alignments to Common Core English language
arts/literacy and HSPA
CCSS: RST.2, RST.7
CCSS: SL.1
HSPA: SK4
CCSS: RST.4
HSPA: RS1
CCSS: SL.1, SL.6
HSPA: LS1, LS3, LS4
CCSS: SL.4-6
GEPA: SK5, SSI, SS2, SS3, SS4, SS5
CCSS: RST.7
CCSS: SL.2–3
HSPA: LS1, LS3, LS4
CCSS: WHST.7-9
HSPA: RK7, RS6, WK7, WS5, Extended Understanding
CCSS:SL.6
GEPA: SK5
CCSS: RST.3
HSPA: LS1
CCSS.WHST.2
HSPA: WS5
APPENDIX B: Common Core Standards Aligned to Unit Objectives or Activities in
Pre-Medical III
CCSS code
Math
S.ID.9
A.CED.1
A.SSE.4
N.Q.1
S.MD.7
Common Core State Standard
Distinguish between correlation and causation.
Create equations and inequalities in one variable and use them to solve problems.
Use the properties of exponents to transform expressions for exponential functions.
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data
displays.
Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a
hockey goalie at the end of a game).
English Language Arts and Literacy for Technical Subjects
Grades 9–10: Acquire and use accurately general academic and domain-specific words and phrases,
ELA.L.6
ELA.RST.3
Note: Aligns to
Objectives that
require students to
comprehend oral or
written instructions
in order to complete
a technical task.
ELA.RST.4
sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Grades 11–12: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
Grades 9–10: Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Grades 11–12: Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Grades 9–10: Determine the meaning of symbols, key terms, and other domain-specific words and phrases
ELA.RST.7
ELA.SL.1
as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
Grades 11–12: Determine the meaning of symbols, key terms, and other domain-specific words and phrases
as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Grades 9–10: Translate quantitative or technical information expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words.
Grades 11–12: Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual
roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in
light of the evidence and reasoning presented.
Grades 11–12: Initiate and participate effectively in a range of collaborative discussions (one on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all
sides of an issue; resolve contradictions when possible; and determine what additional information or
research is required to deepen the investigation or complete the task.
ELA.SL.6
ELA.WHST.2
Note: This standard
may apply whenever
the unit objective
states that students
describe, explain, or
summarize
information or ideas,
which implies that
they communicate
their knowledge
through either
speaking or writing.
To demonstrate full
knowledge on the
topic, students’
writing must include
all the main ideas
and relevant details
on the subject
(WHST.2.b). The
other subparts of this
standard may also
apply, depending on
the required length
and format of
Grades 9–10: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Grades 11–12: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)
Grades 9–10: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey
a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
Grades 11–12: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element
builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge
of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
students writing.
ELA.WHST.4
ELA.WHST.7
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy
to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the
discipline and context as well as to the expertise of likely readers.
Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Grades 9–12: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Grades 9–10: Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Grades 11–12: Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Grades 9–10: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
Grades 11–12: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
ELA.WHST.8
Note: the research
standards that apply,
will be determined
by the nature of the
task and the depth of
information needed
to answer the
research question.
ELA.WHST.9
Grades 9–10: Draw evidence from informational texts to support analysis, reflection, and research.
Grades 11–12: Draw evidence from informational texts to support analysis, reflection, and research.
APPENDIX C: NJ Core Curriculum Science Standards Aligned
CPI Number
5.1.12.A.2
5.1.12.B.1
5.1.12.D.1
5.1.12.D.3
5.3.12.A.6
5.3.12.B.2
2009 New Jersey Core Curriculum Science Standards
Develop and use mathematical, physical, and computational tools to build evidence-based models and to
pose theories.
Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of
central tendencies, causal/correlational relationships, and anomalous data.
Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas,
observations, and experiences.
Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with
respect for their safety and welfare.
Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible
treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).
Use mathematical formulas to justify the concept of an efficient diet.
APPENDIX D: NJ Core Curriculum 21st Century Life and Careers Standards Aligned
CPI Number
9.4.12.H.3
9.4.12.H.4
9.4.12.H.10
9.4.12.H.13
9.4.12.H.14
9.4.12.H.16
9.4.12.H.17
9.4.12.H.10
9.4.12.H.20
9.4.12.H.34
9.4.12.H.35
9.4.12.H.36
9.4.12.H.47
9.4.12.H.48
9.4.12.H.57
9.4.12.H.62
2009 21st Century Life and Careers Standards
Demonstrate science knowledge and skills required to pursue the full range of postsecondary education
and career opportunities.
Demonstrate knowledge of human structure and function as well as diseases and disorders to pursue the
full range of postsecondary education and career opportunities in this cluster.
Develop and deliver formal and informal presentations using appropriate media to engage and inform
audiences.
Develop and interpret tables, charts, and figures to support written and oral communications.
Listen to and speak with diverse individuals to enhance communication skills.
Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to
solve problems and make decisions.
Employ critical thinking and interpersonal skills to resolve conflicts.
Develop and deliver formal and informal presentations using appropriate media to engage and inform
audiences.
Employ technological tools to expedite workflow.
Demonstrate knowledge of employee rights and responsibilities and employers’ obligations to maintain
workplace safety and health.
Identify emergency procedures that are necessary to provide aid in workplace accidents.
Identify response techniques to create a disaster and/or emergency response plan.
Demonstrate an understanding of the legal responsibilities, limitations, and implications affecting
different types of workers in the healthcare delivery setting in order to ensure compliance with legal
requirements.
Demonstrate an understanding of accepted ethical practices with respect to cultural, social, and ethnic
differences, and explain how this understanding helps ensure delivery of quality healthcare.
Research professional development opportunities needed to keep current on relevant trends and
information within the cluster.
Demonstrate knowledge of technical skills required for career pathways in this cluster, including
occupational safety techniques, OSHA Standard Precautions, and safety procedures designed to protect
clients, co-workers, and self.
9.4.12.H.63
9.4.12.H.(1).3
9.4.12.H.(1).4
9.4.12.H.(1).5
9.4.12.H.(1).6
9.4.12.H.(2).2
9.4.12.H.(2).3
9.4.12.H.(2).6
9.4.12.H.(2).7
9.4.12.H.(4).1
9.4.12.H.(4).3
Demonstrate knowledge of technical skills required for career pathways in this cluster by obtaining
related certificates, such as Cardiopulmonary Resuscitation (CPR) and First Aid.
Demonstrate knowledge of facility protocol and regulatory guidelines for collecting patient/client
information.
Demonstrate knowledge of the process for assessing, monitoring, and reporting patient/client health status
to the treatment team within scope of practice.
Demonstrate knowledge of the protocols for using patient/client health status information within scope of
practice to document, evaluate, and adapt treatment plans.
Demonstrate knowledge of how to evaluate patient/client needs, strengths, and problems within scope of
practice to determine if treatment goals are being reached.
Demonstrate knowledge of how to explain procedures and goals to patients/clients accurately and
effectively, using a range of response strategies to address patient/client questions and concerns.
Interpret and respond to requests for procedures, plan implementation of services, and prepare for specific
procedures in the course of conducting regular diagnostic services.
Demonstrate knowledge of how to assess and report patient/client health status information to monitor
and document patient progress.
Demonstrate understanding of the principles of body mechanics for positioning, transferring, and
transporting patients/clients by performing them without injury to the patient/client or self.
Review, differentiate, assess, and enhance responsibilities and task performance in order to safely follow
established internal and external guidelines and provide effective, high quality support.
Adopt work practices to maintain a clean and healthy environment, and demonstrate best practices to
reduce or eliminate pathogenic organisms.
APPENDIX E: New Jersey High School Proficiency Assessment (HSPA) Content
Found in Pre-Medical III
HSPA
MTH.III.B
Macros
Understand and interpret statistical distributions and apply to real-world situations.
KNOWLEDGE: The student should have a conceptual understanding of correlation (4).
MTH.III.C
PROBLEM-SOLVING SKILLS: In problem settings, using abilities that comprise the power base, the
student should be able to 1) Make predictions from data and 2) Solve problems related to real-world
situations.
Collect, organize, represent, analyze, and interpret data.
KNOWLEDGE: The student should have a conceptual understanding of population, sample, measures
of central tendency, other statistical measures, and data displays.
MTH.I.B
PROBLEM-SOLVING SKILLS: In problem settings, using abilities that comprise the power base, the
student should be able to 1) design an experiment, 2) collect, organize, and analyze data and make
predictions, 3) select and use appropriate data displays, 4) select an appropriate measure of central
tendency or other statistical measure to describe data, and 5) make inferences and evaluate arguments
based on an analysis of data.
Apply ratios, proportions, and percents to a variety of situations.
KNOWLEDGE: The student should have conceptual understanding of ratio (2). The student should be
able to solve proportions (5)
ELA.LS1
ELA.LS3
ELA.LS4
ELA:.RK7
PROBLEM-SOLVING SKILLS: In problem settings, using abilities that comprise the power base, the
student should be able to illustrate and model ratios, proportions, and percents in real-life situations; solve
a variety of problems using proportions and percents (9)
Select, use, and adjust listening strategies to construct meaning for a variety of purposes.
Make connections between and among the perspectives of the speaker, listener, and other sources.
Listen attentively and critically to a variety of presentations.
[Students know] that critical reflection on multiple perspectives and texts helps readers construct
HSPA
Macros
meaning.
Select, organize, use, and adjust speech to convey meaning.
ELA.SS.1
Access and exchange information through verbal and nonverbal messages
ELA.SK.4
Critical reflection on multiple perspectives and texts helps readers construct meaning.
ELA.RK7
Select, apply, and adjust reading strategies to construct meaning.
ELA.RSI
Evaluate their own reading of text using multiple sources.
ELA.RS6
[Students know] that speakers access and exchange information through verbal and nonverbal messages
ELA.SK4
Speakers clarify, revise, and adjust through interaction with their audience.
ELA.SK.5
Know writing processes.
ELA.WK3
Know strategies for composing different modes of discourse.
ELA.WK4
[Students know] that critical reflection and analysis contribute to the writing experience.
ELA.WK7
select, use, and adjust strategies to compose and craft text.
ELA.WS3
select, organize, use, and adjust ideas to convey meaning in writing.
ELA.WS5
Extending Understanding of the Text
ELA: Extended
Understanding of the Extending understanding is a complex process through which students analyze, synthesize, and apply
their understanding of various text types and life experiences. For this component of the assessment,
Text
students will respond to multiple-choice and open-ended questions based on informational texts. Students
taking the GEPA and HSPA will also encounter everyday text that links to the informational text. As the
culminating activity in this language arts literacy component, students will complete a writing project in
which they make decisions and solve problems drawing upon the texts they have read.