Academic Foundations

HS –PPM-1:  Students will demonstrate knowledge and understanding of the academic subject matter required for proficiency within their area.  Academic Standards are integrated throughout the standard statements within their discipline areas and documented immediately following the standard statement.

Foundations of Structural Kinesiology

HS-PPM-2: Students will analyze anatomic positions, directional terms, movements, and postures as related to the appendicular skeleton.

1. Identify the anatomy of the skeleton system.
2. Identify and understand the terminology used to describe body part locations, reference positions, anatomical directions, and planes of motion, with their respective axis of rotation in relation to human movement.
3. Define and understand the various types of bones and joints in the human body, and their characteristics.
4. Define demonstrate the joint movement of the skeletal system.

Documentation Within Physical Medicine

HS-PPM-3.  Students will utilize correct terminology, abbreviations, and symbols to appropriately communicate oral and written information within the physical medicine team.

  1. Interpret common terminology, abbreviations, symbols, and acronyms related to physical medicine.
  2. Explain the importance of reporting and recording information within the physical medicine team.
  3. Evaluate a variety of methods for recording patient information including SOAP notes and special considerations for electronic information  and records.
  4. Analyze the legal responsibilities regarding privacy for patient information (HIPAA regulations).
  5. Organize thoughts and information to develop clear and accurate reports both verbal and written.

Introduction to Injury Classification

HS-PPM-4: Students will demonstrate knowledge and understanding of injury classifications.

  1. Differentiate between evaluate and diagnose.
  2. Differentiate between a sign and a symptom.
  3. Compare and contrast injuries based upon the onset and duration of symptoms.
  4. Classify and explain the various degrees of tissue injury both open and closed.
  5. Classify and explain the various injuries to the bone and joint articulations.
  6. Classify nerve injuries according to mechanism, severity, signs and symptoms.
  7. Identify signs and symptoms of skin infections, and other dermatological conditions, and will be able to outline the proper treatment procedures for these conditions.

Community First Aid

HS-PPM-5: Students will demonstrate the performance of first aid procedures meeting and/or exceeding all standards of the American Red Cross (ARC) and/or American Heart Association’s (AHA) utilizing personal protection devices and equipment in compliance with all OSHA regulatory guidelines. Situations may be used when necessary.

  1. Demonstrate the assessment of a victim requiring first aid, identification of the signs and symptoms, and how to locate the victim’s injuries.
  2. Demonstrate the ability to adapt resources at the scene of injury for the provision of first aid techniques as necessary.
  3. Perform basic triage techniques for emergency situations involving multiple victims.
  4. Complete the American Red Cross (ARC) and/or American Heart Association’s (AHA) First Aid Training.

Introduction to Injury Evaluation

HS-PPM-6: Students will demonstrate knowledge and understanding of injury evaluation.

  1. Demonstrate the ability to obtain and document client history, observation, palpation, and specific tests.
  2. Define and demonstrate the Subjective, Objective, Assessment and Plan (SOAP) that is standard note writing in patient documentation.
  3. Identify and demonstrate appropriate anatomical structures to palpate during an injury evaluation.
  4. Administer active and passive ROM tests using standard goniometric techniques.
  5. Demonstrate the use of proper manual muscle testing techniques.

Injury Assessment, Evaluation, Prevention and Treatment

HS-PPM-7:  Students will analyze the anatomy, muscular structure, vascular structure, Range of Motion (ROM),Manual Muscle Tests (MMT) and special tests, as well as prevention and  treatment, of the shoulder joint.

  1. Identify and locate the bones associated with the shoulder joint on either a human skeleton or subject.
  2. Identify and locate the muscle origins and insertions of the shoulder joint on either a human skeleton or subject.
  3. Demonstrate muscle actions associated with the shoulder joint.
  4. Identify the primary blood vessels and nerves that innervate the shoulder joint.
  5. Administer Passive Range of Motion (PROM) and Active Range of Motion ( AROM) tests special to the shoulder joint
  6. Administer MMT specific to the shoulder joint
  7. Identify specific type of injuries that occur to the shoulder.
  8. Define the proper evaluation procedures and special tests specific to injuries associated with the shoulder.
  9. Identify and demonstrate proper preventative techniques to the shoulder joint
  10. Utilize proper treatment techniques specific to the shoulder joint.
  11. Participate in mock examinations and practical simulations.

HS-PPM-8: Students will analyze the anatomy, muscular structure, vascular structure, ROM, MMT and special tests, as well as prevention and treatment of the elbow joint.

  1. Identify and locate the bones associated with the elbow joint on either a human skeleton or subject.
  2. Identify and locate the muscle origins and insertions of the elbow joint on either a human skeleton or subject.
  3. Demonstrate muscle actions associated with the elbow joint.
  4. Identify the primary blood vessels and nerves that innervate the elbow joint.
  5. Administer PROM and AROM tests special to the elbow joint
  6. Administer MMT specific to the elbow joint
  7. Identify specific type of injuries that occur to the elbow.
  8. Define the proper evaluation procedures and special tests specific to injuries associated with the elbow.
  9. Identify and demonstrate proper preventative techniques to the elbow joint.
  10. Utilize proper treatment techniques specific to the elbow joint.
  11. Participate in mock examinations and practical simulations.

HS-PPM-9: Students will analyze the anatomy, muscular structure, vascular structure, ROM, MMT and special tests, as well as prevention and treatment of the wrist/hand.

  1. Identify and locate the bones associated with the wrist and hand on either a human skeleton or subject.
  2. Identify and locate the muscle origins and insertions of the wrist and hand on either a human skeleton or subject.
  3. Demonstrate muscle actions associated with the wrist and hand.
  4. Identify the primary blood vessels and nerves that innervate the wrist and hand joint.
  5. Administer PROM and AROM tests special to the wrist and hand
  6. Administer MMT specific to the wrist and hand.
  7. Identify specific type of injuries that occur to the wrist and hand.
  8. Define the proper evaluation procedures and special tests specific to injuries associated with the wrist and hand.
  9. Identify and demonstrate proper preventative techniques to the wrist and hand j.
  10. Utilize proper treatment techniques specific to the wrist and hand.
  11. Participate in mock examinations and practical simulations.

HS-PPM-10: Students will analyze the anatomy, muscular structure, vascular structure, ROM, MMT and special tests, as well as prevention and treatment of the hip joint.

  1. Identify and locate the bones associated with the hip joint on either a human skeleton or subject.
  2. Identify and locate the muscle origins and insertions of the hip joint on either a human skeleton or subject.
  3. Demonstrate muscle actions associated with the hip joint.
  4. Identify the primary blood vessels and nerves that innervate the hip joint.
  5. Administer PROM and AROM tests special to the hip joint.
  6. Administer MMT specific to the hip joint.
  7. Identify specific type of injuries that occur to the hip.
  8. Define the proper evaluation procedures and special tests specific to injuries associated with the hip.
  9. Identify and demonstrate proper preventative techniques to the hip joint.
  10. Utilize proper treatment techniques specific to the hip joint.
  11. Participate in mock examinations and practical simulations.

HS-PPM-11: Students will analyze the anatomy, muscular structure, vascular structure, ROM, MMT and special tests, as well as prevention and treatment of the knee joint.

  1. Identify and locate the bones associated with the knee joint on either a human skeleton or subject.
  2. Identify and locate the muscle origins and insertions of the knee joint on either a human skeleton or subject.
  3. Demonstrate muscle actions associated with the knee joint.
  4. The student will identify the primary blood vessels and nerves that innervate the knee joint.
  5. Administer PROM and AROM tests special to the knee joint.
  6. Administer MMT specific to the knee joint.
  7. Identify specific type of injuries that occur to the knee.
  8. Define the proper evaluation procedures and special tests specific to injuries associated with the knee.
  9. Identify and demonstrate proper preventative techniques to the knee joint.
  10. Utilize proper treatment techniques specific to the knee joint.
  11. Participate in mock examinations and practical simulations.

HS-PPM-12: Students will analyze the anatomy, muscular structure, vascular structure, ROM, MMT and special tests, as well as prevention and treatment of the ankle joint.

  1. Identify and locate the bones associated with the ankle joint on either a human skeleton or subject.
  2. Identify and locate the muscle origins and insertions of the foot and ankle joint on either a human skeleton or subject.
  3. Demonstrate muscle actions associated with the foot and ankle joint.
  4. Identify the primary blood vessels and nerves that innervate the foot and ankle joint.
  5. Administer PROM and AROM tests special to the foot and ankle joint.
  6. Administer MMT specific to the foot and ankle joint.
  7. Identify specific type of injuries that occur to the foot and ankle.
  8. Define the proper evaluation procedures and special tests specific to injuries associated with the foot and ankle.
  9. Identify and demonstrate proper preventative techniques to the foot and ankle joint.
  10. Utilize proper treatment techniques specific to the foot and ankle joint.
  11. Participate in mock examinations and practical simulations.

Reading Across the Curriculum

Reading Standard Comment

After the elementary years, students engage in reading for learning.   This process sweeps across all disciplinary domains, extending even to the area of personal they experience text in all genres and modes of discourse.  In the study of various disciplines of learning (language arts, mathematics, science, social studies), students must learn through reading the communities of discourse of each of those disciplines.  Each subject has its own specific vocabulary, and for students to excel in all subjects, they must learn the specific vocabulary of those subject areas in context.

Beginning with the middle grades years, students begin to self-select reading materials based on personal interests established through classroom learning.  Students become curious about science, mathematics, history, and literature as they form contexts for those subjects related to their personal and classroom experiences.  As students explore academic areas through reading, they develop favorite subjects and become confident in their verbal discourse about those subjects.

Reading across curriculum content develops both academic and personal interests in students.  As students read, they develop both content and contextual vocabulary.  They also build good habits for reading, researching, and learning.  The Reading Across the Curriculum standard focuses on the academic and personal skills students acquire as they read in all areas of learning.

Students will enhance reading in all curriculum areas by:

a.    Reading in all curriculum areas

·         Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas.

·         Read both informational and fictional texts in a variety of genres and modes of discourse.

·         Read technical texts related to various subject areas.

b.    Discussing books

·         Discuss messages and themes from books in all subject areas.

·         Respond to a variety of texts in multiple modes of discourse.

·         Relate messages and themes from one subject area to messages and themes in another area.

·         Evaluate the merit of texts in every subject discipline.

·         Examine author’s purpose in writing.

·         Recognize the features of disciplinary texts.

c.    Building vocabulary knowledge

·         Demonstrate an understanding of contextual vocabulary in various subjects.

·         Use content vocabulary in writing and speaking.

·         Explore understanding of new words found in subject area texts.

d.    Establishing context

·         Explore life experiences related to subject area content.

·         Discuss in both writing and speaking how certain words are subject area related.

·         Determine strategies for finding content and contextual meaning for unknown words.

CTAE Foundation Skills

The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that students pursuing any career pathway should exhibit to be successful. As core standards for all career pathways in all program concentrations, these skills link career, technical and agricultural education to the state’s academic performance standards.

The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education’s 16 Career Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEC), the foundation skills were developed from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a national advisory group of employers, secondary and postsecondary educators, labor associations, and other stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and career transitions in a rapidly changing economy.

CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration.

CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level.

CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information.

CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools.

CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information.

CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions.

CTAE-FS-7 Safety, Health and Environment: Learners employ safety,health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance.

CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives.

CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace.

CTAE-FS-10 Career Development: Learners plan and manage academic-career plans and employment relations.

CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance.