CTE Health Services Core Standards- Common Core Alignment
September 26, 2013
Content Standard
Concepts
Benchmarks
Standard 1 – HCO-1.0
Analyze the
interrelationship of
anatomy, physiology,
body systems and
homeostasis for their
role in the human
body.
 Anatomy &
Physiology
HCO 1.1 Analyze anatomy and physiology for their relationship to
the human body.
 Differentiate anatomy and physiology as they relate to the human
body.
o Define anatomy as it relates to the physiology and human
body.
o Define physiology as it relates to the anatomy and human
body.


 Body
Systems
Analyze the structure and functions of cells, tissues, organs to
determine their relationship to each other and the human body.
o Describe the structure, types and functions of cells
(nervous, epithelial, muscle) as they relate to tissues.
o Describe the structure, types and functions of tissues
(connective, epithelial, muscle, nervous) as they relate to
organs.
o Describe the main organs (heart, brain, lungs, liver,
stomach, small intestines, large intestines) and their
functions as they relate to the human body.
Identify anatomical positions to communicate points of care.
o Identify directional terms, planes, body cavities to
describe positions and locations on the body.
 Relate body cavities to the organs associated with
each.
HCO-1. 2 Analyze the body systems for their role in the health and
wellness of the human body.
Alignment
Common Core State Standards(C.C.S.S.)
Next Generation Science Standards (N.G.S.S.)
N.G.S.S.HS-LS1-2 Develop and use a model to
illustrate the hierarchical organization of interacting
systems that provide specific functions within
multicellular organisms.
N.G.S.S.HS-LS 1-3 Plan and conduct an
investigation to provide evidence that feedback
mechanisms maintain homeostasis.
C.C.S.S.RST.9-10.1: Cite specific textual evidence
to support analysis of science and technical texts,
attending to the precise details of explanations or
descriptions.
C.C.S.S.RST.9-10.2: Determine the central ideas or
conclusions of a text; trace the text’s explanation or
depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text.
C.C.S.S.RST.9-10.4: 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 9–10 texts and
topics.
C.C.S.S.RST.9-10.5: Analyze the structure of the
relationships among concepts in a text, including
relationships among key terms (e.g., force, friction,
reaction force, and energy).
C.C.S.S.RST.9-10.6: Analyze the author’s purpose
in providing an explanation, describing a procedure,
or discussing an experiment in a text, defining the
question the author seeks to address.
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013


 Homeostasis

Interdependence
Distinguish the organs, components of the body systems for
their role in the human body.
o Cardiovascular
o Reproductive
o Urinary
o Respiratory
o Digestive
o Muscular
o Skeletal
o Nervous
o Endocrine
o Sensory
o Integumentary
o Lymphatic and immune
Analyze the basic function of the body systems for their role
in the health and wellness of the human body.
HCO-1. 3 Analyze homeostasis for its impact on the human body.
 Define the role of homeostasis in the human body.
 Distinguish how positive and negative feedback is involved in
homeostasis regulation.
 Describe how various body systems use homeostasis to maintain
health and wellness.
 Compare and contrast how different body systems attain
homeostasis.
HCO-1.4 Analyze the interdependence of homeostasis and body
systems for their role in the health and wellness of the human body.

Discriminate how multiple body systems are affected by
normal daily activities such as running, eating, sleeping.
C.C.S.S.RST.9-10.7: 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.
C.C.S.S.RST.9-10.8: Assess the extent to which the
reasoning and
evidence in a text support the author’s claim
or a recommendation for solving a scientific or
technical problem.
C.C.S.S.RST.9-10.9: Compare and contrast findings
presented in a text
to those from other sources (including their own
experiments), noting when the findings support or
contradict previous explanations or accounts.
C.C.S.S.RST.9-10.10: By the end of grade 10, read
and comprehend science/technical texts in the grades
9–10 text complexity band independently and
proficiently.
C.C.S.S.WHST.9-10.2: Write
informative/explanatory texts, including the narration
of historical events, scientific
procedures/experiments, or technical processes.
C.C.S.S.W.9-10.2d: 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.
C.C.S.S.WHST.9-10.4: Produce clear and coherent
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013



Discriminate how multiple body systems are affected by
different situations such as having a common cold or fever,
hiking in higher altitudes vs. lower altitudes.
Discriminate how multiple body systems might be impacted
by trauma such as starvation, drowning, suffering a concussion,
heart attack, heatstroke and fracture.
Trace the development of body systems for their role in
infants, adults and the elderly.
o Trace the development of body systems in infants from
birth to a year.
o Trace the impact of changing body systems from teens
through adult years. (e.g., puberty, menopause)
o Identify the effects of aging on the body systems.
writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
C.C.S.S.WHST.9-10.7: 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.
C.C.S.S.WHST.9-10.8: 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.
C.C.S.S.WHST.9-10.9: Draw evidence from
informational texts to support analysis, reflection,
and research.
C.C.S.S.WHST.9-10.10: Write routinely over
extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks,
purposes, and audiences.
C.C.S.S.SL.9-10.4:Present information, findings, and
supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning
and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013
Standard 2- HCO-2.0
Utilize safety practices
to protect self and
other individuals in the
delivery of quality
health care.
 Infection
Control
 Hazardous
Conditions
HCO-2.1 Apply principles of infection control, including the
appropriate handling of infectious waste, sterilization, cleansing, and
isolation to ensure quality health care.
 Distinguish between clean, aseptic, and sterilization procedures to
ensure delivery of quality health care.
 Examine safety practices to minimize or mitigate growth and
transmission of infectious agents to ensure safety practices.
 Explain the background and applicability of the “Standard
Precaution Guidelines” for its impact on the safety of self and
others.
 Evaluate health care organization policies regarding professional
appearance (proper attire, jewelry, hair, etc.) and personal
hygiene in the care of patients.
HCO-2.2 Assess and appropriately respond to potential safety
hazards.
 Explain the function of the Occupational Safety and Health
Administration (OSHA) in providing health care safety.
 Clarify the purpose of personal protective equipment (such as
gloves, mask, gowns, etc.) and demonstrate proper protocol to
ensure safety.
 Analyze fire safety drills in various health care setting to
recognize the impact of safety procedures.
 Examine the Materials Safety Data Sheets (MSDS), its purpose
and use for its role in facilitating safety in the health care setting.
 Body
Mechanics
HCO-2.3 Apply principles of proper body mechanics in the health
care workplace.
 Demonstrate the proper use of body mechanics to safely move
patients and objects such as lifting, bending, and carrying.
C.C.S.S.RI.9-10.1: Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
C.C.S.S.RI.9-10.2: Determine a central idea of a text
and analyze its development over the course of the
text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text.
C.C.S.S.RST.9-10.3: 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.
C.C.S.S.RI.9-10.10: By the end of grade 9, read and
comprehend literary nonfiction in the grades 9–10
text complexity band proficiently, with scaffolding as
needed at the high end of the range.
C.C.S.S.W.9-10.4: Produce clear and coherent
writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
C.C.S.S.W.9-10.7: 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.
C.C.S.S.W.9-10.8: 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;
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013

Standard 3- HCO 3.0
Assess body systems to
determine status of the
human body and
possible need for
emergency care.
 Vital Signs
integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
C.C.S.S.SL.9-10.4:Present information, findings, and
supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning
and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
C.C.S.S.MP1 Make sense of problems and persevere
HCO 3.1 Evaluate body systems to determine the health and status
in solving them.
of the human body.
C.C.S.S.MP2 Reason abstractly and quantitatively.

Define vital signs for their purpose and relation to the body
C.C.S.S.MP4 Model with mathematics.
systems.
C.C.S.S.MP5 Use appropriate tools strategically.

Compare and contrast methods of assessing vital signs
(temperature, pulse, blood pressure, respiratory rate) and general C.C.S.S.MP6 Attend to precision.
C.C.S.S.MP7 Look for and make use of structure.
indicators (height, weight) to determine status of body systems.
C.C.S.S.MP8 Look for and express regularity in
o Differentiate methods to measure the cardiovascular and
repeated reasoning.
respiratory systems to analyze status of the human body.
N.G.S.S.HS-LS1-2 Develop and use a model to
o Compare and contrast methods to measure the body’s
illustrate the hierarchical organization of interacting
temperature to analyze status of the human body.
o Analyze methods to measure the body’s height and weight systems that provide specific functions within
multicellular organisms.
to determine the status of the human body and correlate
N.G.S.S.HS-LS 1-3 Plan and conduct an
findings to relevant body systems.
investigation to provide evidence that feedback

Use the proper equipment to measure vital signs and general
mechanisms maintain homeostasis.
indicators using accurate units of measurement to inform status
C.C.S.S.RST.9-10.1: Cite specific textual evidence
of health.
to support analysis of science and technical texts,
o Document vital signs and general indicators using
accurate common terminology and abbreviations and unit attending to the precise details of explanations or
descriptions.
measurement.
C.C.S.S.RST.9-10.3: Follow precisely a complex
o Convert units of measurement to document proper data.
(e.g., Fahrenheit to Celsius, metric conversions of length, multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks,
volume and weight, standard time vs. military time).
Distinguish between good body mechanics and poor body
mechanics in the health care setting for their impact on physical
wellness of both self and patient.
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013

 CPR
Determine if vital signs and general indicators fall within
normal range values to inform status of body systems.
o Explain the effects of abnormal values on the human body
such as hi/low blood pressure, high fever, shallow
breathing, racing pulse.
HCO 3.2 Analyze the status of the body systems to determine if
Cardio Pulmonary Resuscitation (CPR) should be administered.
 Analyze the procedure to apply CPR for its impact on the
cardiovascular and respiratory systems to sustain life.
o Apply CPR when appropriate and determine its impact on
the cardiovascular and respiratory systems.
o Compare CPR procedures for infants, children and adults.
o Analyze the effects of the body systems if CPR is not
administered in a timely manner to determine impact on
victims.
attending to special cases or exceptions defined in the
text.
C.C.S.S.RST.9-10.4: 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 9–10 texts and
topics.
C.C.S.S.RST.9-10.5: Analyze the structure of the
relationships among concepts in a text, including
relationships among key terms.
C.C.S.S.RST.9-10.7: 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.
C.C.S.S.RST.9-10.8: Assess the extent to which the
reasoning and evidence in a text support the author’s
claim or a recommendation for solving a scientific or
technical problem.
C.C.S.S.W.9-10.4: Produce clear and coherent
writing in which the development, organization, and
style are appropriate to task, purpose, and audience
C.C.S.S.W.9-10.7: 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.
C.C.S.S.W.9-10.8: Gather relevant information from
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013
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.
C.C.S.S.SL.9-10.4:Present information, findings, and
supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning
and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
Standard 4-HCO-4.0
Analyze and apply
mathematical concepts
to solve problems in a
health setting.
 Quantitative
Reasoning
HCO-4.1 Apply appropriate quantitative reasoning skills to inform
decision-making, solve problems and communicate data that lead to
quality health care.

Apply mathematical computations and formulas to measure
and convert health care data such as vital signs and medical
information to inform decisions.

Distinguish and convert metric/standard units of weight,
volume and length in health care settings.

Evaluate data acquired through mathematical skills to make
informed decisions that impact health care.

Use mathematical skills to create diagrams, charts, graphs and
tables to inform decision making.
C.C.S.S.MP 1 Make sense of problems and persevere
in solving them.
C.C.S.S.MP2 Reason abstractly and quantitatively.
C.C.S.S.MP4 Model with mathematics.
C.C.S.S.MP5 Use appropriate tools strategically.
C.C.S.S.MP6 Attend to precision.
C.C.S.S.MP7 Look for and make use of structure.
C.C.S.S.MP8 Look for and express regularity in
repeated reasoning.
N.G.S.S.HS-LS 1-3 Plan and conduct an
investigation to provide evidence that feedback
mechanisms maintain homeostasis.
C.C.S.S.RST.9-10.7: 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.
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013
Standard 5-HCO-5.0
Apply medical
terminology in
effective
communication in the
delivery of quality
health care.
 Technical
Reading
HCO- 5.1 Read and interpret health-related information to
communicate information, data and observations precisely.

Interpret basic medical terms with word roots, combining
forms, prefixes, and suffixes to accurately communicate within
the health care industry.

Analyze diagrams, charts, graphs and tables and medical
information to extract relevant and reliable data to communicate
health information.
 Technical
Writing
HCO- 5.2 Transcribe health-related information to communicate
information, data and observations precisely.

Accurately write medical abbreviations and medical
terminology to communicate and provide quality health care.

Synthesize relevant and reliable data to create reports,
diagrams, charts, graphs and tables to communicate health
information.


Oral
Communication
Interpersonal
Communication
HCO-5.3 Use correct medical terminology in a clear, concise,
accurate and persuasive manner to gain or transfer information,
express ideas or solve problems.

Use correct medical terminology pronunciation and Standard
English in a professional manner to convey data and information.
 Use questioning techniques to gather information and assess a
health care problem.
 Use reflection, restatement, and clarification techniques to
improve communication in a health care setting.
HCO-5.4 Apply interpersonal communication styles to gain or
transfer information, express ideas or solve problems.
 Adapt communication strategies in writing, speaking, and active
C.C.S.S.RI.9-10.4: Identify and correctly use
patterns of word changes that indicate different
meaning or parts of speech.
C.C.S.S.L.9-104c: Consult general and specialized
reference materials. (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its
precise meaning, its part of speech, or its etymology.
C.C.S.S.RI.9-10.1: Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
C.C.S.S.WHST.9-10.2: Write
informative/explanatory texts, including the narration
of historical events, scientific
procedures/experiments, or technical processes.
C.C.S.S.W.9-10.2d: 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.
C.C.S.S.WHST.9-10.4: Produce clear and coherent
writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
C.C.S.S.WHST.9-10.7: 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.
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013




listening to a specific audience with sensitivity to age, gender,
and cultural variation.
Identify ways to show empathy in the health care setting for its
impact in providing quality health care.
Identify communication barriers and ways to overcome them in a
health setting.
Describe conflict resolution strategies that promote solutions and
positive outcomes.
Explain how each health care team member contributes to
effectively communicate with patients.
C.C.S.S.WHST.9-10.8: 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.
C.C.S.S.WHST.9-10.9: Draw evidence from
informational texts to support analysis, reflection,
and research.
C.C.S.S.SL.9-10.1: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, wellreasoned 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
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013
incorporate others into the discussion; and
d. clarify, verify, or challenge ideas and
conclusions.
C.C.S.S.SL.9-10.1d: 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.
C.C.S.S.SL.9-10.4:Present information, findings, and
supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning
and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
C.C.S.S.SL.9-10.3: Evaluate a speaker’s point of
view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated
or distorted evidence.
Standard 6 – HCO-6.0
Evaluate legal and
ethical issues as it
 Legal &
Ethical
Principles
HCO-6.1 Analyze legal, ethical and personal behaviors affecting the
decisions of health care providers.
 Analyze the Good Samaritan Law for its role in providing
C.C.S.S.RI.9-10.1: Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013
relates to the role of the
healthcare provider in
the delivery of quality
health care.



emergency first aid care.
 Define the purpose of the Good Samaritan Law.
 Explain who the Good Samaritan Law protects.
 Describe the rights of victims vs. the rights of the
responder(s).
Give examples of behavior and practices that could result in
liability or negligence.
Explain the “Code of Ethics” as it relates to the health care
environment.
Explain the role of confidentiality as it relates to the health care
industry.
C.C.S.S.WHST.9-10.2: Write
informative/explanatory texts, including the narration
of historical events, scientific
procedures/experiments, or technical processes.
C.C.S.S.W.9-10.2d: 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.
C.C.S.S.WHST.9-10.4: Produce clear and coherent
writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
C.C.S.S.WHST.9-10.7: 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.
C.C.S.S.WHST.9-10.8: 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.
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013
Standard 7- HCO 7.0
Evaluate personal
interests and strengths
for compatibility with
the skills and attitudes
essential to the delivery
of quality health care.
 Health Care
Services
Careers
 Health Care
Settings
HCO 7.1 Compare and contrast careers in the health services for
their role in providing quality health care.

Analyze skills, knowledge, licensure and/or certification
needed to determine compatibility with personal interests, values,
goals, and strengths in the following health care careers:
o Diagnostics: Medical Laboratory, Medical Testing,
Radiology, Ophthalmic Care
o Therapeutic: Emergency Medical Services, Nursing,
Mental Health, Pharmacy, Respiratory Care,
Rehabilitation, Sports Medicine, Dental Care, Animal
Health Care, Alternative Medicine, Physician, Assistant,
Med-Assist
o Health Informatics: Health Information, Medical Office
(insurance specialist, manager, billing)
o Support Services: Biomedical Technology, Central
Supply/Processing, Dietetics
HCO 7.2 Compare and contrast health facilities for their impact on
the health care industry.

Examine health care facilities for their role in the health care
industry.
o Hospitals
o Long-Term Care
o Practitioner's Office
o Clinics
o Laboratories
o Emergency Medical Services (EMS)
o Home Health Care
o Rehabilitation
o Hospice
C.C.S.S.RST.9-10.1: Cite specific textual evidence
to support analysis of science and technical texts,
attending to the precise details of explanations or
descriptions.
C.C.S.S.RST.9-10.9- Compare and contrast finding
presented in a text to those from other sources, noting
when the findings support of contradict previous
explanations or accounts.
C.C.S.S.WHST.9-10.2: Write
informative/explanatory texts, including the narration
of historical events, scientific
procedures/experiments, or technical processes.
C.C.S.S.W.9-10.2d: 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.
C.C.S.S.WHST.9-10.4: Produce clear and coherent
writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
C.C.S.S.WHST.9-10.7: 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.
C.C.S.S.WHST.9-10.8: Gather relevant information
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013
 Coping
Skills
 Team
Work
&
Diversity
HCO 7.3 Employ strategies to resolve issues and problems that arise
in a stressful environment in the health care industry.

Identify common stressful situations in the health care setting
that may impact physical, emotional and service ability of
workers in the health care industry.

Evaluate coping skills to deal with the strain of various
situations related to illness.
HCO 7.4 Demonstrate the ability to work collaboratively with
persons from diverse backgrounds to deliver quality health care.
 Compare and contrast values, cultural sensitivity, beliefs and
practices of different religions, cultures, generations, socioeconomic for their effect on delivery of quality health care.
 Evaluate diverse cultural values and how they affect one’s ability
to work effectively on a team to administer quality patient care.
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.
C.C.S.S.SL.9-10.1d: 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.
C.C.S.S.SL.9-10.1: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, wellreasoned 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
CTE Health Services Core Standards- Common Core Alignment
September 26, 2013
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.