Career-Technical Education
Let’s Talk About
VoCATS
&
Cognitive Levels
The NC Instructional Management
System for
Career-Technical Education
• Blueprint & Outline
• Curriculum Product
• Classroom Assessment
• Accountability Assessment
ALL COURSES NEED ALL PARTS
ALL PARTS MUST BE ALIGNED
Keys for Student Improvement
High expectations for all
Alignment among:
 Curriculum
 Instruction
 Assessment
What does
alignment of
curriculum mean?
BLUEPRINT
• Basic structure of course
• Cognitive level of objectives
• Percentage of course per
objective (converts to time)
• Aligned to course outline and
assessments
Let’s Look at the Details
of a Blueprint
Comp #
Obj #
1
Unit Titles/Competency and Objective Statements
(The Learner will be able to:)
2
Time
Hours
Course Weight
Cognitive
Performance
4
5
Total Course Weight
Total Cognitive and Performance Weights
%
100%
%
A
PR01.00
UNIT A
Competency
5%
2%
5%
1%
PR02.00
Competency
3%
4%
B
PR03.00
UNIT B
Competency
40%
20%
20%
10%
PR04.00
Competency
20%
10%
TypeIntegrated
Behavior
Skill Area
6
7
Core
Supp
8
Competencies = major ideas within units
Comp #
Obj #
1
Unit Titles/Competency and Objective Statements
(The Learner will be able to:)
2
Time
Hours
Course Weight
Cognitive
Performance
4
5
Total Course Weight
Total Cognitive and Performance Weights
%
%
A
PR01.00
UNIT A
Competency
5%
2%
5%
1%
PR02.00
Competency
3%
4%
B
PR03.00
UNIT B
Competency
40%
20%
20%
10%
PR04.00
Competency
20%
10%
TypeIntegrated
Behavior
Skill Area
6
7
Core
Supp
8
100%
Percentages = class time & number of
questions on post-assessment
How are percentages
converted to class
hours?
# of class hours
100%
=
class hours
per 1%
Example
180 class hours =
100%
1.8 hours =
1% of course
If an objective = 3%
3%
x
then
1.8 hours = 5.4 class
hours
Objectives = more details about
competency
Comp #
Obj #
1
Unit Titles/Competency and Objective Statements
(The Learner will be able to:)
2
Total Course Weight
Total Cognitive and Performance Weights
A
PR01.00
UNIT A
Competency
Time
Hours
Course Weight
Cognitive
Performance
4
5
TypeIntegrated
Behavior
Skill Area
6
7
Core
Supp
8
100%
%
%
20%
5%
10%
5%
5%
01.01 Objective
2%
01.02 Objective
1%
C1
01.03 Objective
2%
C2
PR02.00
Competency
15%
5%
B
PR03.00
UNIT B
Competency
40%
20%
20%
10%
C3
Cognitive
levels = how and what
to teach
PR04.00 Competency
20%
10%
Blueprint Review
What is the most important
information on the blueprint?
Subject Topics
Cognitive Levels
Percentages
Bloom’s
Taxonomy
Simplified Version
Three Cognitive
Domains
Bloom’s Taxonomy
Psychomotor Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Cognitive Domain
C1 KNOWLEDGE
Recognition of:
terminology
 specific facts
 principles
 generalizations

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Remembering/recalling information
C1 Key Words
Who
Match
What
Select
When
Name
Evaluation
List
Synthesis
Analysis
Application
Comprehension
Knowledge
C1 Objectives
The student/learner will be able to:
 List tools used to lay brick.
 Identify parts of a keyboard.

C1 Potential Activities &
Products
List the primary parts
..
Put the dates in a timeline
..
Make a facts chart about .
Recite the formula for
Label the parts of
.
Evaluation
Synthesis
Analysis
..
Application
Comprehension
Knowledge
C1 Sample Question Stems
What are the three . . .?
Who was responsible for . . .?
When was the first . . . ?
Evaluation
What is . . . ?
Synthesis
Analysis
Application
Comprehension
Knowledge
Which is a C1 question?
Engineers in the textile industry must be able to:
A Analyze market trends.
B Illustrate fashions.
C Convince customers to buy goods.
D Solve problems efficiently.
Polymer is the scientific name for:
A Fiberglass.
B Glass.
C Metal.
D Plastic.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
C1 Review
Which would you teach in a
C1 objective?
Design the floor plan for a house.
Name the kinds of equine.
Evaluation
Explain the purposes of
a business plan.
Synthesis
Analysis
Application
Comprehension
Knowledge
C2 COMPREHENSION
Grasping or understanding
the meaning
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
C2 Key Words

Explain why

Outline

Summarize

Restate

Discuss

Reword
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
C2 Objectives
The student/learner will be able to:
 Explain the purpose of each tool used to
lay brick.
 Outline the steps for setting up headers
and footers on a manuscript.

C2 Potential Activities & Products
Explain what happens when . .
Write a summary of the most .
Outline the reasons for . . .
Discuss why . . .
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
C2 Sample Question Stems
How does the principle of. .?
What is the difference between . .?
What is the main idea . .?
Evaluation
Synthesis
What happens after . .?
Analysis
Application
Comprehension
Knowledge
Which is a C2 question ?
Compared with growth during infancy, growth
during toddlerhood:
A Stays the same.
B Slows down.
C Speeds up.
D Stops.
What is normal body temperature?
Synthesis
A 37.4°C
Analysis
B 98.6°F
Application
C 98.6°C
Comprehension
Knowledge
D 101°C
Evaluation
C2 Review
Are students involved in performance
activities at the C2 level?
Can I teach vocabulary at the C2
level?
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
C3 APPLICATION
The use of previously learned
information in a new situation
H
O
T
S
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
H
O
T
S
C3 Key Words
◊
Compute
◊
Solve
◊
Illustrate
◊
Construct
◊
Predict
◊
Develop
◊
Produce
Evaluation
◊
Use
Synthesis
Analysis
Application
Comprehension
Knowledge
C3 Objectives
The student/learner will be able to:
 Develop a blueprint for a brick walkway.
 Use line, color, and texture in a
technical document..

C3 Potential Activities & Products
Construct a model of . . .
Design a market study of . . .
Make a flow chart to show . . .
Develop a recipe for . . .
Select the colors for .
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
C3 Sample Question Stems
What would happen if. . ?
Why do the changes occur when. .?
How is this similar to . .?
What should be used if. . ?
Evaluation
Synthesis
When is the best time.. ? Application
Analysis
Comprehension
Knowledge
Which is a C3 Question?
Belinda has an old rose plant with an unusually pretty flower.
If she wants another identical plant, she should:
A Buy a seed and plant it.
B Plant a seed from the plant.
C Root a stem cutting.
D Root a leaf cutting.
A car tire should be checked weekly for:
A Color.
B Pressure.
C Tread wear.
D Size.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
C3 Review
What cognitive levels must a student learn
before applying the information to new
settings?
What does the P mean in C3P?
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Show me how
curriculum is
correlated.
MEDICAL
SCIENCES II
HEALTH OCCUPATIONS EDUCATION
COURSE BLUEPRINT for 7222 MEDICAL SCIENCES II
Recommended hours of instruction: 135-180
Comp #
Obj #
1
Unit Titles/Competency and Objective Statements
(The Learner will be able to:)
2
Total Course Weight
Total Cognitive and Performance Weights
Time
Hours
Course Weight
Cognitive
Performance
4
5
Type
Behavior
6
Integrated
Skill Area
7
Core
Supp
8
C3P
C2
C3P
C3P
C/SS
C/SS
C/SS
C/SS
Core
Core
Supp
Core
100%
59%
41%
A
MS201.00
MS201.01
MS201.02
MS201.03
PROFESSIONAL DEVELOPMENT
Apply employability skills.
Summarize professional attributes.
Demonstrate employment strategies.
Communicate effectively in a clinical setting.
14%
6%
2%
MS202.00
Differentiate between legal and ethical issues impacting
health care.
Analyze legal responsibilities, limitations, and implications of
actions.
Contrast personal and professional ethics.
8%
C3
C/SS
Core
4%
C3
C/SS
Core
4%
C3
C/SS
Core
SYSTEMS
Analyze health care delivery systems.
Differentiate various facilities and organizations.
Explore the accessibility and financial issues of health care.
9%
4%
2%
2%
C3
C3
C3
H/SC
H/SC
H/SC
Core
Core
Core
MS204.00 Investigate systems changes.
MS204.01 Review trends in health care.
MS204.02 Critique alternative medical modalities.
5%
2%
3%
C3
C3
C3
H/SC
H/SC
H/SC
Core
Core
Core
C
MS205.00
12%
6%
C3P
H/SC
Core
MS202.01
MS202.02
B
MS203.00
MS203.01
MS203.02
SAFETY
Apply infection control measures in the health care setting.
11%
2%
Comp #
Obj #
1
Unit Titles/Competency and Objective Statements
(The Learner will be able to:)
2
Total Course Weight
Total Cognitive and Performance Weights
Time
Hours
Course Weight
Cognitive
Performance
4
5
Type
Behavior
6
Integrated
Skill Area
7
Core
Supp
8
C3P
C2
C3P
C3P
C/SS
C/SS
C/SS
C/SS
Core
Core
Supp
Core
100%
59%
41%
A
MS201.00
MS201.01
MS201.02
MS201.03
PROFESSIONAL DEVELOPMENT
Apply employability skills.
Summarize professional attributes.
Demonstrate employment strategies.
Communicate effectively in a clinical setting.
14%
6%
2%
MS202.00
Differentiate between legal and ethical issues impacting
health care.
Analyze legal responsibilities, limitations, and implications of
actions.
Contrast personal and professional ethics.
8%
C3
C/SS
Core
4%
C3
C/SS
Core
4%
C3
C/SS
Core
SYSTEMS
Analyze health care delivery systems.
Differentiate various facilities and organizations.
Explore the accessibility and financial issues of health care.
9%
4%
2%
2%
C3
C3
C3
H/SC
H/SC
H/SC
Core
Core
Core
MS204.00 Investigate systems changes.
MS204.01 Review trends in health care.
MS204.02 Critique alternative medical modalities.
5%
2%
3%
C3
C3
C3
H/SC
H/SC
H/SC
Core
Core
Core
C
MS205.00
12%
6%
C3P
H/SC
Core
MS202.01
MS202.02
B
MS203.00
MS203.01
MS203.02
SAFETY
Apply infection control measures in the health care setting.
11%
2%
1.03
Communication in clinical setting
A. Modes of communication
1. Communication model
a. Sender
b. Message
c. Receiver
d. Feedback
2. Listening skills
a. Selective listening
b. Eye contact
c. Reflection
3. Verbal/nonverbal communication
a. Body language
b. Voice tone
c. Message discrepancy
d. Written
B. Barriers
1. Language
2. Culture
3. Sensory
4. Life experiences
5. Physical
6. Age
7. Bias
C. Defense mechanisms
1. Rationalization
2. Projection
3. Displacement
4. Compensation
5. Daydreaming
6. Repression
7. Denial
8. Withdrawal
D. Teamwork
1. Team concepts
2. Characteristics of effective teams
3. Roles of team participants
4. Compromise
5. Conflict resolution
2.00
Legal and ethical issues
2.01
Legal responsibilities, limitations, and implications of actions
A. Torts
1. Malpractice
2 Negligence
3. Assault and batters
4. Invasion of privacy
2.00
Legal and ethical issues
2.01
Legal responsibilities, limitations, and implications of actions
A.
Torts
1.
Malpractice
2
Negligence
3.
Assault and battery
4.
Invasion of privacy
Unit A: Professional Development (continued)
Competency HO 02.00:
Differentiate between legal and ethical
issues impacting health care.
Objective HO 02.01:
Analyze legal responsibilities,
limitations, and implications of
actions.
Cognitive Level:
C3
Content Outline
Legal responsibilities, limitations,
and implications of actions
A. Torts
1.
Malpractice
2.
Negligence
3.
Assault and batters
4.
Invasion of privacy
5.
False imprisonment
6.
Abuse
7.
Defamation
B. Contracts
1.
Informed Consent
2.
Parts of a contract
3.
Legal disability
4.
Agent
C. Privileged communications
1.
Exempt information
2.
Health care records
3.
Patient confidentiality
Student Learning Activities

Basic Skills
Complete the worksheet, “Application of Legal
Issues” found in Appendix 02.01 after reading the
unit on legal responsibilities in DHO text.
To increase your knowledge of Medical Legal
terminology, take the “Legal Terms Concentration
Quiz” found in Appendix 02.01. As a class, discuss
the answers.

Critical Thinking
Create ten situations using legal torts, then provide
an example of how each could lead to a legal
action. Complete the “What Doesn’t Belong? Work
Sheet. Compare answers with a partner and
correct any wrong responses.

Employability Skills
Invite a professional to class to speak on legal
issues in health care. This could be a hospital
attorney, malpractice attorney, or a legal nurse.
Take notes on the “Professional Speaker” form and
the last column of the “Legal and Ethical Issues
Related to Medicine” activity, both found in
Appendix 02.01.
C3
,
Student Learning Activities

Basic Skills
Complete the worksheet, “Application of Legal
Issues” found in Appendix 02.01 after reading the
unit on legal responsibilities in DHO text.
To increase your knowledge of Medical Legal
terminology, take the “Legal Terms Concentration
Quiz” found in Appendix 02.01. As a class, discuss
the answers.

Critical Thinking
Create ten situations using legal torts, then provide
Application of Legal Issues
Name ________________________________________
Date ____________________
Directions: M ake notes concerning each of the following cases and
be prepared to discuss the legal responsibilities.
1.
While catheterizing a female patient, the nurse leaves the door to the room open
so she can see if a doctor walks by.
2.
A surgeon operates on the wrong leg.
3.
A dental assistant slaps a screaming child.
4.
A physical therapist fractures a patient’s leg while performing exercises.
5.
A medical assistant sends a copy of a patient’s record to an insurance company
without the patient’s consent.
6.
A nurse working for a plastic surgeon tells a patient that a face lift will make the
patient look ten years younger.
7.
A nursing assistant ties an elderly patient to the bed with sheets and tape to keep
him from walking in the halls.
8.
A patient complains to the nursing assistant of chest pain and difficulty breathing.
It is time for the nursing assistant to go to lunch and the complaints are not
reported to the nurse and the patient dies of a heart attack.
9.
A sixteen year old gets breast implants and a consent form was never signed.
Objective HO 02.01:
Analyze legal responsibilities,
limitations, and implications of
actions.
Materials and Resources
State-Adopted Textbooks
Simmers, Louise. (Latest Edition). Diversified health occupations. Albany, NY:
Delmar Pulbishers.
Judson, Karen. (Latest Edition). Law and ethics for health occupations. New
York, NY: Glencoe/McGraw-Hill.
Keir, L., Wise, B. & Krebs, C. (Latest Edition). Medical assisting, administrative
and clinical. Albany, NY: Delmar Publishers.
State-Adopted Textbook Resources
Keir, L., Wise, B. & Krebs, C. (Latest Edition). Medical assisting: administration
and clinical competencies, instructor’s guide and teacher’s resource kit and
workbook. Albany, NY: Delmar Publishers.
Simmers, Louise. (Latest Edition). Diversified health occupations, workbook and
teacher’s resource kit. Albany, NY: Delmar
Supplemental Resources
Delmar’s Medical assisting video series, administrative and clinical procedures.
(2nd edition). ISBN: 0-8273-8306-1. Tape 2: Legal and Ethical Issues. To
order call 800.347.7707
Flight, Myrtle. (Latest Edition). Law, liability, and ethics. Albany, NY: Delmar
Publishers
National HOSA. HOSA competitive events handbook. Section B. Flower Mound,
TX: Published annually by Health Occupations Students of America.
Web Site Resources
www.aslme.org
www.healthlaw.org
www.harp.com
www.hosa.org
www.medweb.emory.edu Look under legal health care.
http://eahec.ecu.edu/telehealth Search for mock trials. Great information on
how to get started
http://afip,org/legalmed/legalmed.html
Appendix
Legal Responsibilities Transparencies
Torts
Contracts
Legal Disabilities
7222 Medical Sciences II
Correlated VoCATS Classroom Assessment Questions
Classroom assessment questions and
accountability assessment questions should
directly test the blueprint and outline. They
should also be correlated to student learning
through instruction and other activities.
Which situation is malpractice if the patient is injured as a result
of a health care workers actions?
A A health care taker fails to wipe up some water that
he/she spilled on the floor.
B A health care worker forgets to put up the patient’s
bedside rail.
C A health care worker performs a special procedure
on a patient that he/she is not instructed to perform.
D A heating pad with a defective cord is used on a
patient even though the health care worker knows it
is defective.
A health assistant wishes to watch an operation on a
patient, even though the assistant is not directly involved in
the patient’s care. Whose permission is necessary in order
for the assistant to be present during the operation?
A Both the doctor and the patient
B Doctor
C No one
D Patient
Who Decides How CTE
Post-Assessment Scores Are Used In
Student Grades?
Use of student scores is an issue for
CLASSROOM TEACHERS
SCHOOL ADMINISTRATORS
LOCAL SCHOOL BOARDS
USE OF SCORES IS A LOCAL
DECISION
What is a teacher
allowed to do in CMS ?
• Add questions to the bank
• Make improvements to questions
How is this done?
Teachers need administrator-level
access to fully use the classroom
assessment bank for instructional
management.
Access password
from your VoCATS Coordinator
Must be in DEVELOPMENT tab
Select the question
To change the answer click on
the correct answer
To edit the question, double click on this panel
Close screen when
finished making
changes
After you double click the question appears in
Word. Make changes. Close screen.
Remember the
“Gold Standard”
Teach the curriculum
Test the curriculum
GOOD STUDENT
OUTCOMES
In compliance with federal law, including the provisions
of Title IX of the Education Amendments of 1072, N.C.
Public Schools does not discriminate on the basis of race,
sex, religion, color or national or ethic origin, age,
disability, or military service in its policies, programs,
activities, admissions or employment.
Inquiries or complaints should be directed to:
The Office of Curriculum and School Reform Services
6307 Mail Service Center
Raleigh, NC 27699-6307
Telephone (919) 807-3761; fax (919) 807-3767
For Questions Contact
Your VoCATS Coordinator and
CTE Director
North Carolina Department of Public Instruction
6358 Mail Service Center
Raleigh, NC 27699-6358
http://www.NCPublicSchools.org/workforce_development/vocats
Rhonda Welfare
VoCATS Consultant
919.807.3876
[email protected]
Mary Jo Nason
VoCATS Consultant
919.807.3822
[email protected]