High School Pathways to College and Healthcare Careers

1
High School Pathways to College and Healthcare
Careers

• CCCAOE
• October 19, 2006
• Natalie Ray, Project Director
• Tech Prep/Career Pathway Transitions
• Bob Yarris, Director
• Regional Health Occupations Resource Center
  (RHORC)
• Grossmont-Cuyamaca Community College District
• San Diego County

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Healthcare Workforce Crisis

• Demand exceeds supply
• Gap exacerbated baby boomers demand for services
  and retiring workforce
• From 2004 to 2010 California employment in the
  healthcare sector is expected to grow between 23
  and 37
• Greatest projected growth RN, LVN, nursing aides
  and orderlies, dental assistants and hygienists,
  physical therapists, and radiological
  technologists

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Challenges

• Lack of awareness regarding career opportunities
• Limited availability of science prerequisite
  courses (Anatomy Physiology, Microbiology)
• High attrition rates in prerequisite courses
• Long waiting lists
• Availability/willingness of qualified faculty
• Limited clinical placements
• High attrition rates in licensure/training
  programs
• Workforce retention

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Solutions

• Partners
• Grossmont Union High School District
• GUHSD Health Advisory Board
• Regional Health Occupations Resource Center
  (RHORC)
• Grossmont Healthcare District
• Grossmont-Cuyamaca CCD

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High School Health Career Pathways

• Description A prescribed sequence of traditional
  academic courses that infuse health and medical
  content and applications into the curriculum over
  a three or four-year period.

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Why?

• Engage high school students in relevant and
  rigorous coursework
• Provide opportunities for industry exposure
• Improve high school science achievement
• Increase success rates in health professions
  prerequisite courses (Anatomy Physiology,
  Microbiology)
• Mitigate attrition rates in certificate and
  licensure programs
• Address healthcare workforce crisis
• Improve workforce retention

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Example Pathway Model

• Medical Biology
• Healthcare Essentials/Medical Terminology
• Physiology/Sports Medicine

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Medical Biology???

• Regular Biology class
• Not a new course on your campus
• Same course number (meet grad and a-g reqs)
• Modify method of delivery and context, not
  content
• Meet state standards utilizing health and medical
  applications

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Benefits of Medical Biology

• Utilize existing course to provide career-related
  and rigorous content
• Provide background and foundation for ROP health
  pathway courses (only open to age 16)
• Strengthen science performance through exciting
  and engaging applications
• Provide an introduction to Anatomy Physiology
  concepts
• Prepare students for higher level science courses
  in pathway (i.e. Physiology) and college

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Example Academy Model

• 9th grade Medical Biology and Science Special
  Study
• 10th grade Medical PE and Fundamentals of
  Anatomy
• Healthcare Essentials content woven between the
  two
• 11th grade Medical Chemistry and Medical English
  
• 12th grade Medical English and Medical Science
  course with internship

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Funding

• Grossmont Healthcare District Grant
• Release period or stipend for Pathway Coordinator
  at each participating school
• Field trips, curriculum writing, and classroom
  supplies
• Tech Prep
• Coordination

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Health Pathway Site Coordinator Duties

• Develop/expand health pathway
• Increase the number of students in pathway
• Standardize pathway courses
• Schedule industry-related field trips and job
  shadows
• Case management and follow-up of individual
  students
• Partnering with industry members to develop
  curriculum
• Stay current with industry practices and
  training, where applicable (i.e. CPR)
• Recruitment
• Connect with post-secondary programs
• Grant reporting

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Health Pathway Collaboration

• Curriculum planning days
• College instructor consultation
• Middle school teacher involvement
• Industry-related activities

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Health-Career Exploration Summer Institute (HESI)

• Four-week summer immersion program
• Grossmont Union HSD summer school course (10
  credits)
• Lecture component (4 days)
• Rotations at two hospitals (6 days each)
• Sharp Grossmont
• Kaiser hospitals
• Presentations to community

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SB70 Quick Start Partnership GrantAllied
Health
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Regional Allied Health Science Initiative
(RAHSI)

• Enhance linkages and CTE pathways between high
  schools and community colleges
• Improve articulation/alignment and transitions
• Build on existing 22 models and partnerships
• Immediate implementation, high visibility, high
  impact
• Include middle school partners

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Goals of Grant

• Increase high school students awareness of
  college allied health programs
• Improve performance in science prerequisite
  courses
• Improve transition and retention rates in allied
  health programs

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Participants

• 15 High schools (9 districts)
• 6 Community colleges (5 districts)
• ROP
• Industry
• Grossmont Healthcare District
• Kaiser Permanente
• Palomar-Pomerado Hospital District
• Scripps Health
• Sharp Healthcare/Grossmont Hospital

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Goal 1 Increase Awareness of Allied Health
Career Opportunities

• Infuse allied health career information into high
  school pathway courses and activities
• Pathway students visit college campuses for
  program-specific tours and demonstrations

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Goal 2 Improve Performance in College Science
Courses

• Facilitate discussions between high school and
  college science instructors
• Identify fundamental Anatomy Physiology
  concepts
• Infuse these concepts into a Medical Biology
  curriculum and into other pathway courses

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Goal 3 Improve Transition and Retention Rates in
Allied Health Programs

• Build awareness of allied health career
  opportunities and expectations
• Prepare students for challenges and rigor of
  training programs
• Promote awareness of clinical requirements and
  work environment
• Alignment of Healthcare Essentials/Health Career
  Fundamentals
• Establish transition support systems for pathway
  graduates
• Focus on study and reading skills
• Potential articulation of Allied Health 049
  Introduction to Health Careers

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High School Participant Tasks

• Create a pathway team on campus
• Identify entry/exit skills and knowledge
• Recruit/identify at least one partner middle
  school science teacher
• Collaborate on Medical Biology curriculum

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College Participant Tasks

• Participate in curriculum re-design
• Science Identify introductory concepts for
  Anatomy Physiology
• Allied health Identify program and career
  applications
• Counselors Provide input for educational plans
  and provide Student Services perspective
• Collaboration Luncheon Allied Health showcase
• Facility tour
• Hands-on demonstrations

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Timeline

• Two-year grant ends May 31, 2008
• Year 1 Establish foundation
• Whos who
• Preliminary curriculum (models available)
• Career connections
• Year 2 Implement and improve
• Review/reflect/revise curriculum and pathway as
  appropriate
• Students participate in career exploration
  activities
• Follow students to college
• Year 3 ??

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Regional Health Advisory Board (ReHAB)

• Develop an inventory of present/potential
  partnerships
• Increase opportunities for industry exposure
• Recognize pathway program completers
• Provide support/mentoring/preferential
  treatment
• Build sustainability

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Contact Information

• Natalie Ray, Project Director
• Tech Prep/Career Pathway Transitions
• Regional Allied Health Science Initiative
• 619-644-7826 natalie.ray_at_gcccd.edu
• Bob Yarris, Director
• Regional Health Occupations Resource Center
• 619-644-7057 bob.yarris_at_gcccd.edu