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Student Learning Outcomes

Student Learner Goal # 1

All 9th grade students will pass the gateway classes of Algebra 1 or Geometry and English 9A/B with a grade of C or better as evidenced by: a) Final Report Card Grades b) Performance Assessment Data


Student Learner Goal #2

Under construction


Student Learner Goal #3

All 11th grade mainstream students will take the SBAC/Early Assessment Program tests and receive an exemption or conditional status as evidenced by a) Results of EAP essay and multiple-choice sections administered to 11th grade students b) Increased proficiency on in-house and practice EAP exercises.


Student Learner Goal #4

All students will accumulate at least 55 credits per year as evidenced by a) Counselor records b) Enrollment in the proper classes and maintenance of passing grades.


Student Learner Goal #5

All students will garner at least 30 hours of Health Science or Medical Technology work place exposure in 10th, 11th, and 12th (guest speakers, tours, HOSA involvement, internships, job shadowing, conferences, and virtual programs) as evidenced by a) Student Work Logs and reflections b) Teacher attendance and field trip slips


Student Learner Goal #6

All students will have period-by-period attendance of 96% or better and have 98% period by period on time records as evidenced by a) District and School records b) Teacher attendance records


Student Learner Goal #7

All students will display a thirst for knowledge and a desire to internalize their learning as evidenced by a) Participating in projects, bringing supplies and homework to school b) Serving on school and community committees c) Post graduation surveys


Student Learner Goal #8

All students will be on target for graduation, career, and college as evidenced by a) Having completed A-G requirements by the end of junior year b) Participation in an internship following the junior year c) HOSA activities d) CDE administered surveys.

HOSA and the Common Core Standards

The Common Core State Standards are education standards that were developed by two national organizations in 2010 and adopted by 45 states. What is the role of HOSA – Future Health Professionals, in helping students meet the standards?
It is important to understand the mission of HOSA and the role of HOSA as a partner in the instructional process. HOSA’s mission includes a clear educational purpose, to provide: OPPORTUNITIES FOR KNOWLEDGE, SKILL AND LEADERSHIP DEVELOPMENT OF ALL HEALTH SCIENCE EDUCATION STUDENTS.
When it comes to helping students achieve the Common Core State Standards, HOSA can play a very significant role. In order to understand just how effective HOSA can be, it is helpful to take a look at the intended outcomes of the Common Core.
HOSA participation can lead to the attainment of the Common Core State Standards... HOSA – Future Health Professionals, is not about “content learning” alone, but rather focuses on the whole student; his or her attitudes, character traits, and behavior. We believe that the descriptions that follow are EXACTLY what we expect from future healthcare professionals and seek to develop these characteristic through HOSA activities and competitive events.
This portrait was developed by:
National Governors Association Center for Best Practices, Council of Chief State School Officers Common Core State Standards Published by the National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010
1) They demonstrate independence.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

HOSA – Future Health Professionals, requires independent action on the part of students. A HOSA member who participates in a competitive event does so by choice. Quite often, all the work that goes into preparing for an event is entirely on the shoulders of the HOSA member. Not all Health Science students choose to be involved in HOSA, but those who do are clearly acting independently as self-directed learners, finding the resources they need to prepare for competition in their chosen event.

2) They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.


3) They refine and share their knowledge through writing and speaking.
HOSA – Future Health Professionals, offers competitive events that cover a wide range of learning outcomes. Learning starts in the classroom where students are introduced to all aspects of health care. HOSA gives those students an opportunity to select a specific area of study and then expand his/her learning in a specialty area. Content knowledge is as important as skill development, and in all of HOSA’s regular skill events, HOSA members take a written test of content knowledge before advancing to the skill demonstration part of event.


4)They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).
HOSA – Future Health Professionals, actually provides an audience for the purpose of sharing ideas with the public. Events such as Community Awareness, Health Education, Public Health and Public Service Announcement all ask students to understand complex health issues, and to adapt their audience presentation to the composition of their audience.


5) They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
HOSA – Future Health Professionals, sponsors a national competitive events program that encourages students to take a stand in responding to what they read or hear. Competitors in Biomedical Debate are required to question the assumptions and premises of opposing team members. In Researched Persuasive Speaking, students are required to comprehend a health issue in order to take a stand in favor of, or against, the issue. The essay questions in Medical Reading challenge students to comprehend and critique an author’s writing.


6) They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.
HOSA – Future Health Professionals members in Forensic Medicine must analyze scientific evidence to determine the cause of death, manner of death, and favors that contributed to the death.

7) They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
HOSA – Future Health Professionals, members are actively engaged in using technology for research and learning. Events such as Healthy Lifestyle, Epidemiology, CERT Skills, Public Service Announcement, Public Health, and Biomedical Debate depend extensively on web-based resources for event preparation. Students choose to use computers in events such as Career Health Display and Health Education when the computer adds to the effectiveness of their presentation.

8) They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.
HOSA recognizes the responsibility that Future Health Professionals have in working with and caring for people from all cultures, in all settings. Transcultural understanding is critical to the delivery of effective health care. Healthcare professionals don’t just learn about cultures and world views – but they practice cultural understanding through their HOSA experiences that give them opportunities to work in a health care setting.

• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.
• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.
• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.
Speaking and Listening
• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
• An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.
• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.
Media and Technology
• Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.
• The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.