2017 – 2018
Florida Department of Education
Curriculum Framework 

Program Title:	Electrocardiograph Technician (Secondary)
Program Type:	Career Preparatory
Career Cluster:	Health Science

	Secondary – Career Preparatory	
Program Number	8427100	
CIP Number	0351090204	
Grade Level	9-12, 30, 31 	
Standard Length	3 credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	HOSA: Future Health Professionals	
SOC Codes (all applicable) 	31-9099 Healthcare Support Workers, All Other
29-2031 Cardiovascular Technologists and Technicians	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Health Science career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of Health Science career cluster. 

The content includes but is not limited to planning, management, finance, technical and production skills, underlying principles of technology, labor issues, community issues and health, safety, and environmental issues.  Clinical learning experiences are an integral part of this program.

The program is designed to prepare students for employment as EKG Technicians (SOC Code: 29-2031 Cardiovascular Technologists and Technicians). 

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of three courses and two occupational completion points. The two credit core is required as a prerequisite for all programs and options.  Secondary students completing the two required courses will not have to repeat the core in postsecondary.  When the recommended sequence is followed, the structure allows students to complete at specified points for employment or remain for advanced training or cross-training.  A student who completes the applicable competencies at any occupational completion point may either continue with the training program or exit as an occupational completer.

The two courses in the core are:

	8417100 - Health Science Anatomy and Physiology (Previously titled Health Science 1)
	8417110 - Health Science Foundations (Previously titled Health Science 2) 

To teach the courses listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
A	8417100	Health Science Anatomy and Physiology	ANY HEALTH OCCUP G 
*(See DOE approved list)	1 credit	31-9099	3	EQ	
	8417110	Health Science Foundations		1 credit	31-9099	3	VO	
B	8427130	Electrocardiograph Technician 3	LAB TECH @7 7G 
EKG  7G
REG NURSE 7 G
PARAMEDIC @7 7G 
MED ASST   7G
TEC X RAY @7 7G 
RESP THER @7 7G 
MED PROF 7G
LAB ASST @7 7G 
PRAC NURSE @7  %7%G (Must be a Registered Nurse)	1 credit	29-2031	3	VO	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Academic Alignment Tables

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics	Integrated Science	Marine Science 1 Honors	Physical Science	Physics 1	
8417100	46/87
53%	6/80
8%	52/83
63%	7/69
10%	26/67
39%	8/70
11%	21/69
30%	34/82
41%	9/66
14%	29/74
39%	6/72
8%	
8417110	17/87
20%	16/80
20%	32/83
39%	13/69
19%	28/67
42%	15/70
21%	14/69
20%	28/82
34%	18/66
27%	31/74
42%	12/72
17%	
8427130	31/87
36%	26/80
33%	4/83
5%	23/69
33%	3/67
4%	25/70
36%	24/69
35%	2/82
2%	21/66
32%	2/74
3%	26/72
36%	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
8417100	21/67
31%	9/75
12%	18/54
33%	14/46
30%	14/45
31%	#	#	
8417110	25/67
37%	15/75
20%	18/54
33%	22/46
48%	22/45
49%	25/45
56%	25/45
56%	
8427130	8/67
12%	16/75
21%	8/54
15%	#	#	6/45
13%	6/45
13%	
**   Alignment pending review    			#   Alignment attempted, but no correlation to academic course

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above. These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. The FS for Mathematical Practices are designed for grades K-12 and describe varieties of expertise that educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.

Instructors must incorporate the Florida Standards for Technical Subjects and Mathematical Practices throughout instruction of this CTE program.  To access these standards, please click on the following link: http://www.fldoe.org/core/fileparse.php/5652/urlt/FloridaStandardsTechSubjects.rtf.  

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards
After successfully completing this program, the student will be able to perform the following:

Standards 1-27 encompass the Health Science Core: 

01.0	Analyze and interpret an overview of the human body, including organization and chemical process.
02.0	Apply correct medical terminology relating to body structure and function within a real-world application.
03.0	Evaluate cells and tissues microscopically and macroscopically and relate their specialized functions.
04.0	Analyze the integumentary system in relation to health and disease.
05.0	Analyze the skeletal system in relation to health and disease.
06.0	Analyze the muscular system in relation to health and disease.
07.0	Analyze the nervous system in relation to health and disease.
08.0	Analyze the endocrine system in relation to health and disease.
09.0	Analyze the cardiovascular/circulatory system in relation to health and disease.
10.0	Analyze the lymphatic and immune systems in relation to health and disease.
11.0	Analyze the respiratory system in relation to health and disease.
12.0	Analyze the digestive system in relation to health and disease.
13.0	Analyze the urinary system in relation to health and disease.
14.0	Analyze the both the male and female reproductive systems in relation to health and disease.
15.0	Identify and explain factors relating to genetics and disease.
16.0	Evaluate and apply the principles of disease transmission and control to real-world scenarios.
17.0	Demonstrate knowledge of the healthcare delivery system and health occupations.
18.0	Demonstrate the ability to communicate and use interpersonal skills effectively.
19.0	Demonstrate legal and ethical responsibilities.
20.0	Demonstrate an understanding of and apply wellness and disease concepts.
21.0	Recognize and practice safety and security procedures.
22.0	Recognize and respond to emergency situations.
23.0	Recognize and practice infection control procedures.
24.0	Demonstrate an understanding of information technology applications in healthcare.
25.0	Demonstrate employability skills.
26.0	Demonstrate knowledge of blood borne diseases, including HIV/AIDS.
27.0	Apply basic math and science skills. 

Standards 28-34 encompass competencies specific to EKG Technician: 

28.0	Describe the cardiovascular system.
29.0	Identify legal and ethical responsibilities of an EKG technician.
30.0	Demonstrate knowledge of, apply and use medical instrumentation modalities.
31.0	Perform patient care techniques in the health care facility.
32.0	Recognize normal and abnormal monitoring and testing results.
33.0	Describe cardiovascular drugs, their actions, use and adverse effects.
34.0	Demonstrate knowledge of other cardiovascular diagnostic modalities.

2017 – 2018
Florida Department of Education
Student Performance Standards
Health Science Core: 

The first two courses in this program are referred to as the Health Science Core and consist of the courses Health Science Anatomy & Physiology (8417100) and Health Science Foundations (8417110). These courses were previously titled Health Science 1 and Health Science 2. To ensure consistency whenever these courses are offered, the standards and benchmarks for the health science core have been placed in a separate document. 

You can access the course outline by visiting this link: http://www.fldoe.org/core/fileparse.php/5652/urlt/health_sci_core_secondary_1718.rtf 

The two credit core is required as a prerequisite for all secondary programs except for Practical Nursing and Pharmacy Technician.  Secondary students completing the two required courses will not have to repeat the core in postsecondary.  When the recommended sequence is followed, the structure allows students to complete at specified points for employment or remain for advanced training or cross-training.  

Course Title: 	Health Science Anatomy & Physiology 
Course Number: 	8417100
Course Credit:	1

Course Description:
This course is part of the secondary Health Core consisting of an overview of the human body, both structurally and functionally with emphasis on the pathophysiology and transmission of disease.  Medical terminology is an integral part of the course.

You can access the course standards and benchmarks by visiting this link: http://www.fldoe.org/core/fileparse.php/5652/urlt/health_sci_core_secondary_1718.rtf

Course Title: 	Health Science Foundations 
Course Number: 	8417110
Course Credit:	1

Course Description:
This course is part of the Secondary Health Core designed to provide the student with an in depth knowledge of the health care system and associated occupations.  Emphasis is placed on communication and interpersonal skills, use of technology, ethics and the development of critical thinking and problem solving skills.  Students may shadow professionals throughout the course.  

You can access the course standards and benchmarks by visiting this link: http://www.fldoe.org/core/fileparse.php/5652/urlt/health_sci_core_secondary_1718.rtf

2017 – 2018
Florida Department of Education
Student Performance Standards

Course Title:		Electrocardiograph Technician 3
Course Number:	8427130
Course Credit:	1

Course Description:

This course prepares students to be employed as Electrocardiograph Technicians.  Content includes, but is not limited to, a foundation in the cardiovascular system, safety measures for the individual, co-workers and patients as well we training in the appropriate theories and instruments used by an Electrocardiograph Technician.

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
28.0	Describe the cardiovascular system.--The student will be able to:		SC.912.L.14.6
SC.912.L.14.34
SC.912.L.14.35
SC.912.L.14.36
SC.912.L.14.38
SC.912.L.14.39
SC.912.L.14.49	
28.01	Locate the heart and surrounding structures.	LAFS.1112.RI.3.7		
28.02	Diagram and label the parts of the heart and list the functions of each labeled part.	LAFS.1112.RI.3.7 LAFS.1112.W.2.4		
28.03	Trace the flow of blood through the cardiopulmonary system.	LAFS.1112.SL.2.4 LAFS.1112.W.2.4		
28.04	Identify and describe the electrical conduction system.			
28.05	Describe the function of the autonomic nervous system.			
28.06	Describe a patient demonstrating poor perfusion and understand the importance of rapid reporting.			
29.0	Identify legal and ethical responsibilities of an EKG technician.--The student will be able to:		SC.912.L.16.10 SC.912.N.1.1	
29.01	Recognize and practice legal and ethical responsibilities as they relate to an EKG aide.	LAFS.1112.W.2.4		
29.02	Maintain a safe and efficient work environment.	LAFS.1112.SL.1.2		
29.03	Maintain EKG equipment so it will be safe and accurate.	LAFS.1112.SL.1.2		
29.04	Implement appropriate Joint Commission patient safety goals and other applicable accrediting/regulatory agency guidelines.	LAFS.1112.SL.1.2		
30.0	Demonstrate knowledge of, apply and use medical instrumentation modalities.-The student will be able to:		SC.912.L.14.37 SC.912.N.1.1 SC.912.P.10.20 SC.912.P.12.2
SC.912.P.12.9	
30.01	Calibrate and standardize the cardiograph instrument.	LAFS.1112.SL.1.2		
30.02	Identify three types of lead systems.	LAFS.1112.SL.2.5 LAFS.1112.RI.3.7		
30.03	State Einthoven's triangle.	LAFS.1112.SL.1.2		
30.04	Demonstrate proper lead placement including lead placement for patients with special needs to include pediatric, posterior and right sided EKGs.	LAFS.1112.SL.1.2		
30.05	Identify artifacts and mechanical problems.	LAFS.1112.SL.2.5		
30.06	Perform a 12 lead EKG.	LAFS.11.12.RI.3.7 LAFS.1112.SL.1.2		
30.07	Recognize normal sinus rhythm.	LAFS.1112.SL.2.5		
30.08	Report any rhythm that is not normal sinus rhythm.	LAFS.1112.RI.2.4 LAFS.1112.RI.3.7		
30.09	Recognize and respond cardiac emergency as seen on the EKG and understand the importance of rapid reporting.	LAFS.1112.SL.2.4 LAFS.1112.RI.2.4		
30.10	Use documentation skills to identify electrocardiographs.	LAFS.1112.SL.2.4		
31.0	Perform patient care techniques in the health care facility.--The student will be able to:		SC.912.N.1.1	
31.01	Describe the physical and mental preparation of the patient for EKG testing.	LAFS.1112.W.2.4		
31.02	Identify patient and verify the requisition order.	LAFS.1112.W.2.4		
31.03	Prepare patient for cardiovascular diagnostic testing.	LAFS.1112.SL.2.4		
31.04	Take patient’s vitals in preparation for cardiovascular diagnostic testing and report abnormalities. 			
31.05	State precautions required when performing cardiovascular diagnostic procedures. 	LAFS.1112.SL.2.4		
31.06	 Convey the importance of maintaining a safe patient environment and evaluate potential hazards in each environment.			
32.0	Recognize normal and abnormal monitoring and testing results.--The student will be able to:			
32.01	Measure waves, segments, complexes, rates and intervals.			
32.02	Identify electrical axis.			
32.03	List purposes for pacemakers and indications for insertion.			
32.04	Recognize normal and deviations from normal sinus rhythms.			
32.05	Recognize all atrial rhythms.			
32.06	Recognize all atrioventricular rhythms.			
32.07	Recognize all ventricular rhythms.			
32.08	Recognize all types of heart blocks.			
32.09	Recognize normal and deviations from normal pacemaker rhythms.			
32.10	Recognize indications of myocardial ischemia and infarction.			
32.11	Recognize allatrial and ventricular hypertrophies.			
32.12	Recognize allextrasystole and other rare phenomena.			
32.13	Recognize normal and deviations from normal 12 lead EKG results.			
32.14	Describe potential patient responses to brady- or tachy-dysrhythmias as well as other EKG abnormalities.			
32.15	Recognize and respond promptly to cardiac emergency through rapid reporting while monitoring rhythms. 			
33.0	Describe cardiovascular drugs, their actions, use and adverse effects.--The student will be able to:			
33.01	Describe mechanisms by which common cardiovascular drugs work including actions and adverse effects..			
33.02	Differentiate between normal and abnormal EKG changes due to drugs.			
34.0	Demonstrate knowledge of other cardiovascular diagnostic modalities.--The student will be able to:			
34.01	 Demonstrate knowledge of the application of a Holter Monitor and provide patient education of its use.			
34.02	Demonstrate the procedures for preparing the patient for stress testing/scanning exercise treatment.			
34.03	Understand and demonstrate patient documentation for all types of monitoring.			
34.04	Describe other modalities of cardiovascular diagnosis and interpretation.			
34.05	Maintain patient cardiac alarm policy at all times.			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

This program requires a clinical component of approximately 50% the length of the courses following the health science core. A portion of the clinical experience can be achieved through simulation when appropriate.  

Clinical courses require contact hours in the clinical setting in order to complete the health science program.  Hospitals, nursing homes, and other clinical facilities with clinical affiliation agreements limit the number of students that can rotate and/or be on site at one time.  Most facilities, including hospitals and nursing homes, limit the number of students to 15.  Due to these industry limitations, it is recommended that the student ratio be 15:1 (student/teacher) based on the clinical facilities that students attend to for clinical training.

Special Notes

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student.  Access MyCareerShines by visiting: www.mycareershines.org. 

The course Anatomy and Physiology (2000350) or Anatomy and Physiology Honors (2000360) may be substituted for the course Health Science Anatomy & Physiology (8417100).   

The course Health Science Anatomy & Physiology (8417100) is designated as an equally rigorous (EQ) science credit. 

Following the completion of the Health Science Core, the student is eligible to take the National Health Care Foundation Skill Standards Assessment with instructor approval and the completion of a portfolio. 

This program meets the Department of Health HIV/AIDS Domestic Violence and Prevention of Medical Errors education requirements.  Upon completion of this program, the instructor will provide a certificate to the student verifying that these requirements have been met.

If students in this program are seeking a licensure, certificate or registration through the Department of Health, please refer to 456.0635 F.S. for more information on disqualification for a license, certificate, or registration through the Department of Health. 

Career and Technical Student Organization (CTSO)

HOSA: Future Health Professionals is the intercurricular career and technical student organization(s) providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml