Florida Department of Education
Curriculum Framework 

Program Title: 	Emergency Medical Responder 
Program Type: 	Career Preparatory
Career Cluster: 	Health Science

Secondary – Career Preparatory	
Program Number	8417170	
CIP Number	0317020502	
Grade Level	9-12	
Program Length	3 credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	HOSA	
SOC Codes (all applicable) 	31-9099 -- Healthcare Support Workers, All Other
53-3011 -- Ambulance Drivers and Attendants, Except Emergency Medical 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.

This instructional program prepares individuals to provide initial care to sick or injured persons or as ambulance drivers and attendants SOC 53-3011.  An Emergency Medical Responder may use this training for employment.  The Emergency Medical Responder is the first to arrive at the scene of an injury but does not have the primary responsibility for treating and transporting the injured person(s).  Emergency Medical Responders may include law enforcement, lifeguard, fire services or basic life support non-licensed personnel who act as part of an organized emergency medical services team.  

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 totaling three credits. The two credit Health Science Core (Health Science Anatomy & Physiology 8417100 and Health Science Foundations 8417110) is required as a prerequisite for all programs.  Secondary students completing the two required courses will not have to repeat the core in postsecondary.  

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:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8417100
OR	Health Science Anatomy & Physiology
           OR	ANY HEALTH OCCUP G 
(See DOE approved list)
BIOLOGY 1	1 credit	31-9099	3	EQ	
2000350
OR
2000360	Anatomy and Physiology 
           OR
Anatomy and Physiology Honors	SCIENCE @4
HEALTH 6
BIOLOGY 1
HEALTH ED @4					
8417110	Health Science Foundations	ANY HEALTH OCCUP G 
(See DOE approved list)	1 credit	31-9099	3	CT	
8417171	Emergency Medical Responder 3	REG NURSE   7 G
PARAMEDIC @7 7G 
MED PROF 7 G
EMT 7G
LAW ENF @7 7G
CORR OFF 7G 
PUB SERV 7G 
FIRE FIGHT @7 7G
PRAC NURSE @7  %7%G (Must be a Registered Nurse)	1 credit	53-3011	3	CT	
 (Graduation Requirement Codes: CT= Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA= Mathematics, 
PL= Personal Financial Literacy)

National Standards (NS)

The student performance standards for Emergency Medical Responder were adapted and condensed from U. S. Department of Transportation Emergency Medical Services; National EMS Education Standards; Emergency Medical Responder Instructional Guidelines and American Society for Testing and Materials, Committee F-30.  Administrators and instructors should refer to these materials for additional details.

Florida’s Career Readiness Skills for CTE Programs

Employability Skills	
01.0	Apply academic skills to workplace scenarios.	
01.01	Use reading skills.	
01.02	Use writing skills.	
01.03	Use mathematical strategies and procedures.	
01.04	Use scientific principles and procedures.	
02.0	Design a solution to an industry problem.	
02.01	Use critical thinking.	
02.02	Use creativity.	
02.03	Make sound decisions.	
02.04	Solve problems.	
02.05	Reason. 	
02.06	Plan and organize.	
03.0	Manage resources within an industry project	
03.01	Manage time.	
03.02	Manage money or resources.	
03.03	Manage materials.	
03.04	Manage personnel.	
04.0	Oversee the subcomponents, operations and output of a technical or organizational system.	
04.01	Manage systems.	
04.02	Monitor systems.	
04.03	Improve systems.	
05.0	Use information for decision making.	
05.01	Locate information.	
05.02	Organize information.	
05.03	Use information.	
05.04	Analyze information.	
05.05	Communicate information.	
06.0	Apply relevant technology to workplace scenarios to aid productivity.	
06.01	Use technology.	
07.0	Interpret and express interpersonal communication.	
07.01	Communicate verbally.	
07.02	Listen actively.	
07.03	Comprehend written material.	
07.04	Convey information in writing.	
07.05	Communicate nonverbally.	
07.06	Interpret nonverbal communication.	
08.0	Interact with others to accomplish workplace goals.	
08.01	Collaborate with others in a team.	
08.02	Respond to customer needs.	
08.03	Exercise leadership.	
08.04	Negotiate to resolve conflict.	
08.05	Respect others.	
09.0	Manage personal behavior to maximize productivity and professional growth.	
09.01	Demonstrate responsibility and self-discipline.	
09.02	Adapt and show flexibility.	
09.03	Work independently.	
09.04	Demonstrate a willingness to learn.	
09.05	Demonstrate integrity.	
09.06	Demonstrate professionalism.	
09.07	Take initiative.	
09.08	Display positive attitude.	
09.09	Take responsibility for professional growth.	
Career Exploration & Planning 	
10.0	Explain career opportunities aligned with the regional economy and personal aspirations.	
10.01	Describe regional occupations that are high-demand, high-growth, high-wage and/or high-skill.	
10.02	Describe careers aligned with his or her interests, skills and values based on career assessment, experiential learning, career informational interviews, research and/or reflection.	
11.0	Explain postsecondary pathways aligned with his or her career aspirations.	
11.01	Compare and contrast postsecondary pathways, including education, employment, entrepreneurship and enlistment (the “Four Es”). 	
11.02	Compare and contrast regional postsecondary training provider options, including apprenticeships, technical colleges, state colleges, universities and industry-recognized certification providers. 	
11.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees. 	
11.04	Compare postsecondary training data for training programs of interest, such as total costs, average student loan debt, and median earnings and job placement rates after program completion.	
12.0	Develop a personalized career and academic plan.	
12.01	Prioritize an occupation, credential and postsecondary training provider for plan formation.	
12.02	Self-assess progress toward meeting graduation requirements and skill-development goals.	
12.03	Develop and complete a chronological checklist of steps and deadlines prior to postsecondary training or national service application that includes any required documentation to gather, writing prompts and examinations.	
12.04	Identify a variety of financial aid opportunities, including scholarships, grants, savings, work, work-study programs, private loans and federal loans.	
12.05	Develop a postsecondary training budget that is inclusive of living and school expenses.	
Job Attainment	
13.0	Find, assess and apply to job opportunities.	
13.01	Identify online job posts relevant to his or her career aspirations.	
13.02	Compare and contrast the job posts’ required qualifications, job duties, compensation, benefits and employers. 	
13.03	Define what information, documentation and writing prompts are required for the positions.	
14.0	Communicate personal competence, character and fit for a job opportunity.	
14.01	Develop a resume.	
14.02	Write a cover letter.	
14.03	Curate a professional portfolio that includes work products.	
14.04	Prepare for and experience a mock job interview.	
15.0	Cultivate and leverage relationships to professionally advance.	
15.01	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement. 	
15.02	Develop a plan to cultivate a professional digital footprint.	
15.03	Develop a networking plan for a specific industry of interest.	

Standards

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

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 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. 

Emergency Medical Responder 3 
28.0	Demonstrate an understanding of the roles and responsibilities of the Emergency Medical Responder. 
29.0	Demonstrate an ability to communicate effectively as part of the EMS team. 
30.0	Workforce Safety and Wellness
31.0	Demonstrate an understanding of medicolegal aspects.  
32.0	Recording patient findings. 
33.0	Document, Notate Medical Identification Devices, and record vital signs of a sick or injured person (Recording patient findings). 
34.0	Patient Education, Therapeutic Communication, & Mobile Integrated Health
35.0	Anatomy and Physiology
36.0	Medical Terminology.
37.0	Pathophysiology. 
38.0	Pathophysiology. 
39.0	Public Health Overview: Has an awareness of local public health resources and their role in public health. 
40.0	Pharmacology: Uses knowledge of the medications that the EMR may administer in an emergency. 
41.0	Demonstrate understanding of airway management, respiration, and artificial ventilation.  
42.0	Conduct a scene size-up and primary assessment of problems that are a threat to life if not corrected immediately.  to (Include age-related variations in pediatric and geriatric patients):
43.0	Provide secondary assessment.  
44.0	Demonstrate Cardiopulmonary Resuscitation at the Basic Life Support (BLS) level.
45.0	Recognize and control shock.
46.0	Recognize and control bleeding.
47.0	Identify musculoskeletal injuries.
48.0	Demonstrate proper spinal motion restriction of a cervical/spinal injury.  
49.0	Demonstrate proper extremity immobilization as well as other immobilization for other injuries (Chest, pelvis, ribs).  
50.0	Provide emergency transport and movement of a sick and/or injured person.  
51.0	Identify and provide initial care for a sick and/or injured patient (Include age-related variations in pediatric and geriatric patients).  
52.0	Identify and care for patients who are in special situations.  
53.0	Provide triage to victims of multiple casualty incidents. 
54.0	Recognize life-threatening situations.
55.0	Recognize entrapment situations.  
56.0	Ob/Gyn Assist with emergency childbirth.  
57.0	EMS Operations

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). To ensure consistency whenever these courses are offered, the standards and benchmarks for the health science core have been placed in a separate document. To access this document, visiting this link:
https://www.fldoe.org/file/20894/health-sci-core-secondary-2627.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 courses for employment or remain for advanced training or cross training.  

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

Course Description:

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental quality, and safety procedures will be an integral part of this course. Students will interact with materials and primary sources of data or with secondary sources of data to observe and understand the natural world. Students will develop an understanding of measurement error, and develop the skills to aggregate, interpret, and present the data and resulting conclusions. Equipment and supplies will be provided to enhance these hands-on experiences for students. A minimum of 20% of classroom time will be dedicated to laboratory experiences.

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.

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.

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.  

Florida Department of Education
Student Performance Standards

Course Title:	Emergency Medical Responder 3
Course Number: 8417171
Course Credit: 1

Course Description:

This course prepares students to be employed as Emergency Medical Responders.  Content includes, but not limited to, identifying and practicing within the appropriate scope of practice for an Emergency Medical Responder, demonstrating correct medical procedures for various emergency situations, proficiency in the appropriate instruments used, as well as a foundation in the musculoskeletal system of the body.

CTE Standards and Benchmarks 	
28.0	Demonstrate an understanding of the roles and responsibilities of the Emergency Medical Responder. The student will be able to:	
28.01	Describe the role of Emergency Medical Responder as a member of the EMS team. (EMS System)	
28.02	List and describe the responsibilities of the Emergency Medical Responder for the provision of pre-hospital emergency care within the local EMS system.  (Roles)	
28.03	Quality improvement vs. quality assurance	
28.04	Medical Direction (Role of medical oversight)	
28.05	Describe principles of safely operating a ground ambulance. (Culture Safety)	
28.06	Implement appropriate Joint Commission patient safety goals. (Patient Safety)	
29.0	Demonstrate an ability to communicate effectively as part of the EMS System. The student will be able to:	
29.01	Demonstrate the proper procedure for the transfer of patient care to other EMS personnel. Interact within the team’s structure (Continuum of care)	
29.02	Describe information regarding a patient's condition and treatment that needs to be communicated. (Continuum of care)	
29.03	Communicate the Emergency Medical Responder’s observations and actions to whomever patient care is transferred. (Continuum of care) 	
29.04	Describe and apply the principles of communicating with patients in a manner that achieves a positive relationship. (Continuum of care)	
29.05	Call for resources (BLS, ALS, Air Transport, Fire, LEO, and Any additional needed resources)	
30.0	Workforce Safety and Wellness. The student will be able to:	
30.01	Standard safety precautions	
30.02	Personal protective equipment	
30.03	Lifting and moving patients	
30.04	Crew resource management	
30.05	Identify stressors which may affect the performance of an Emergency Medical Responder (Stress management)	
30.06	Carry out procedures to minimize critical incident stress & Identify signs and symptoms of PTSD and the resources available for treatment. (Responder mental health, resilience and suicide prevention)	
30.07	Wellness principles	
30.08	Disease transmission	
31.0	Demonstrate an understanding of medicolegal aspects. The student will be able to:	
31.01	Describe and demonstrate an understanding of the medicolegal aspects of an Emergency Medical Responder’s provision of emergency medical care in the jurisdiction having authority, including, but not limited to, duty to act, standard of care, consent/ refusal to care, forcible restraint, abandonment, documentation and any applicable Good Samaritan Laws. (Consent/refusal of care) 	
31.02	Confidentiality/HIPAA	
31.03	Tort and criminal actions & Statutory responsibilities	
31.04	Evidence preservation	
31.05	Mandatory reporting	
31.06	Advanced directives & End-of-life issues	
31.07	Practice within medicolegal standards. (Ethical principles/moral obligations)	
32.0	Recording patient findings. The student will be able to:	
32.01	Impact of research on EMR care	
32.02	Data collection	
33.0	Document, Notate Medical Identification Devices, and record vital signs of a sick or injured person (Recording patient findings).  The student will be able to:	
33.01	Determine and record skin color, temperature and moistness.	
33.02	Demonstrate ability to accurately measure and record vital signs including manual blood pressure. 	
33.03	Identify the most commonly used digital medical identification devices. 	
33.04	Apply the information contained on or in the medical identification devices to patient assessment and patient care procedures. 	
34.0	Patient Education, Therapeutic Communication, & Mobile Integrated Health. The student will be able to:	
34.01	Health care literacy	
34.02	Interviewing techniques	
34.03	Active Listening, Be nonbiased, Remain Calm, Reframe Conflict, Verbal defusing strategies, Managing communication challenges	
34.04	Family centered care, Mobile Integrated Health Candidate	
35.0	Anatomy and Physiology. The student will be able to:	
35.01	Uses knowledge of the anatomy and function of the upper airway, heart, vessels, blood, lungs, skin, muscles and bones as the foundation of emergency care.	
36.0	Medical Terminology. The student will be able to:	
36.01	Uses medical and anatomical terms.	
37.0	Pathophysiology. The student will be able to:	
37.01	Uses knowledge of shock and respiratory compromise to respond to life threats.	
38.0	Pathophysiology. The student will be able to:	
38.01	Uses knowledge of age-related differences to assess and care for patients.	
39.0	Public Health Overview: Has an awareness of local public health resources and their role in public health. The student will be able to:	
39.01	EMS roles in public health and Mobile Integrated Health	
39.02	Infection prevention and control	
39.03	Human trafficking	
40.0	Pharmacology: Uses knowledge of the medications that the EMR may administer in an emergency. The student will be able to:	
40.01	Principles of Pharmacology, Medication safety, Kinds of medications used during an emergency	
40.02	Understand the advantages, disadvantages, and techniques of self and peer administration of an intramuscular injection by auto injector.	
40.03	Describe in Acute Medications the names, effects, indications, routes of administration, and dosages for specific medications (i.e., chemical antidote auto injector devices).	
40.04	Demonstrate how to observe and respond to patient's need for narcotic antagonists.	
40.05	Demonstrate accurate dosage calculation.	
40.06	Demonstrate the 5,6,7? rights of administering narcotic antagonists.	
40.07	Demonstrate how to administer narcotic antagonists	
40.08	Document administration of narcotic antagonists and patient's response on medical record.	
40.09	Observe and communicate effects of medications to the patient’s assigned EMT/Paramedic.	
41.0	Demonstrate understanding of airway management, respiration, and artificial ventilation. The student will be able to:	
41.01	Apply knowledge of anatomy and physiology i.e. Pulmonary Ventilation, Oxygenation, Respiration (External, Internal, and Cellular) to airway management procedures.	
41.02	Understand the pathophysiology of respiratory dysfunction and management of adequate and inadequate respiration. 	
41.03	Assessment and management of adequate and inadequate ventilation including the use of available mechanical devices to assure the maintenance of an open airway and assist ventilation according to The International Committee on Resuscitation (ILCOR) standards. Including the effects of ventilations on Cardiac Arrest and Cardiac Output 	
41.04	Demonstrate proficiency in supplemental oxygen therapy including portable oxygen cylinder and oxygen delivery devices. 	
41.05	Describe and demonstrate airway management utilizing upper airway suctioning. 	
42.0	Conduct a scene size-up and primary assessment of problems that are a threat to life if not corrected immediately.  to (Include age-related variations in pediatric and geriatric patients): The student will be able to:	
42.01	Scene safety/situational awareness, Scene management Impact of the environment on patient care, Addressing hazards, Violence, Need for additional or specialized resources, Standard precautions, Multiple patient situations	
42.02	Determining the chief complaint, Mechanism of injury/ nature of illness, Associated signs and symptoms	
42.03	Determine and record the level of consciousness of the injured person including person, place, time, and events. 	
42.04	Assess for an inadequate airway, inadequate respirations, inadequate circulation, and profuse bleeding. 	
42.05	Recognize when immediate correction is necessary. 	
42.06	Assess patient and determine if the patient has a life-threatening condition. 	
42.07	Use spinal precautions as appropriate.	
43.0	Provide secondary assessment. The student will be able to:	
43.01	Conduct a methodical head-to-toe physical examination to discover conditions not found during the primary assessment. 	
43.02	Interview the sick or injured person to obtain facts relevant to the person's condition. 	
43.03	Interview co-workers, witnesses, family members, or other individuals to obtain facts relevant to the person's condition. 	
43.04	Reassessment: How and when to reassess patients	
44.0	Demonstrate Cardiopulmonary Resuscitation at the Basic Life Support (BLS) level. The student will be able to:	
44.01	Establish and maintain an open airway using both manual and mechanical airway techniques. 	
44.02	Restore breathing and circulation by means of cardiopulmonary resuscitation (CPR). 	
44.03	Demonstrate proficiency in the use of an automated external defibrillator (AED). 	
44.04	Ethical issues in resuscitation, Special arrest and peri-arrest situations	
45.0	Recognize and control shock. The student will be able to:	
45.01	Recognize the likelihood that shock may occur or be present based on patient assessment and observation of a mechanism of injury. 	
45.02	Provide anti-shock measures as a part of routine patient care.	
46.0	Recognize and control bleeding. The student will be able to:	
46.01	Identify items that can be used to control external bleeding and minimize the contamination of open wounds.	
46.02	Apply pressure dressings, tourniquets, and wound packing that will control bleeding/hemorrhage and minimize the contamination of open wounds.	
46.03	Identify the likelihood of internal bleeding through observations of signs, symptoms, and mechanisms of injury. 	
46.04	Care for a patient who exhibits the signs and symptoms of internal bleeding.	
46.05	Identify the likelihood of Abdominal and Genitourinary Trauma Blunt versus penetrating mechanisms, Evisceration, and Impaled object	
46.06	Apply current trauma treatment standards when applying a tourniquet, which may include Trauma| American College of Surgeons standards. 	
47.0	  Identify musculoskeletal injuries. The student will be able to:	
47.01	Identify the various types of musculoskeletal injuries.	
47.02	Immobilize and otherwise care for suspected fractures, dislocations, sprains, and strains with available supplies and equipment, including commercially available and improvised devices.	
47.03	Demonstrate an understanding of the function and need for traction splints. 	
47.04	Identify and care for patients with Multisystem Trauma	
48.0	Demonstrate proper spinal motion restriction of a cervical/spinal injury. The student will be able to:	
48.01	Identify need for spinal motion restriction.	
48.02	Maintain in-line spinal motion restriction of cervical spine.	
48.03	Place proper fitting rigid extrication-type cervical collar.	
48.04	Place patient in supine position on appropriate spine board based on patient condition.	
48.05	Secure patient to spinal motion restriction device.	
48.06	Identify and care for patients with Head, Traumatic Brain Injuries, Facial, and Neck Injuries	
49.0	Demonstrate proper extremity immobilization as well as other immobilization for other injuries (Chest, pelvis, ribs). The student will be able to:	
49.01	Identify Blunt versus penetrating mechanisms, Open chest wound, Impaled object	
49.02	Identify need for extremity immobilization.	
49.03	Assesses motor, sensory, and distal circulation in extremities.	
49.04	Place proper fitting splint on extremity.	
49.05	Reassess motor, sensory, and distal circulation in extremities.	
50.0	Provide emergency transport and movement of a sick and/or injured person. The student will be able to:	
50.01	Describe situations when a person should be transported to a higher level of care.	
50.02	Use the most appropriate assistance, drag or carry (alone or with a partner) to move a sick or injured person from a dangerous location to a safe place. 	
50.03	Maintain safety precautions during relocation of patient.	
50.04	Demonstrate an understanding of the purpose and use of transfer methods for patients including stairs, chairs, and stretchers.	
51.0	Identify and provide initial care for a sick and/or injured patient (Include age-related variations in pediatric and geriatric patients). The student will be able to:	
51.01	Medical Overview: Assessment and management of a medical complaint	
51.02	Identify and care for patients with non-traumatic chest pain, utilizing patient assessment. 	
51.03	Identify and care for patients with abdominal and gastrointestinal disorders, utilizing patient assessment. 	
51.04	Identify and care for patients experiencing respiratory distress utilizing patient assessment. 	
51.05	Identify and care for patients with Disorders of the Eyes, Ears, Nose, and Throat utilizing patient assessment. 	
51.06	Identify and care for patients experiencing a diabetic emergency or in an altered state of consciousness utilizing patient assessment. 	
51.07	Identify and care for patients experiencing a Genitourinary/Renal emergency utilizing patient assessment. 	
51.08	Identify and care for patients experiencing an Acute Immunological (Anaphylaxis) emergency utilizing patient assessment. 	
51.09	Identify and care for a patient who is experiencing a seizure utilizing patient assessment. 	
51.10	Identify and care for a patient who has ingested, inhaled, absorbed, or been injected with a poisonous substance. 	
51.11	Identify and care for a patient who may have an infectious disease utilizing patient assessment and how to disinfect and decontaminate equipment after treating a patient. 	
51.12	Identify and care for a patient who is experiencing a stroke utilizing patient assessment. 	
51.13	Identify and care for a patient who is experiencing a non-traumatic fracture utilizing patient assessment.	
51.14	Identify and care for a patient who is experiencing behaviors that pose a risk to the EMR, patient or others and recognition of suicide     risk	
51.15	Identify and care for a patient who has a foreign body in the eye utilizing patient assessment. 	
51.16	Identify and care for a patient with thermal, chemical, or electrical burns, determining the severity including degree, body surface area, type, and location.	
51.17	Identify and care for a patient suffering from an environmental emergency including heat cramps, heat exhaustion, heat stroke, and frostbite, utilizing patient assessment. 	
52.0	Identify and care for patients who are in special situations. The student will be able to:	
52.01	Identify patients who have special needs (including but not limited to abuse, domestic violence, and sex trafficking). 	
52.02	Care for the injured/ill physically disabled. 	
52.03	Care for the injured/ill developmentally disabled. 	
53.0	Provide triage to victims of multiple casualty incidents. The student will be able to:	
53.01	Categorize the victims of multiple casualty incidents according to the severity of injury or illness based on patient assessments. 	
53.02	Use triage tags or other identification devices available locally to indicate priorities for pre-hospital emergency care and transportation to medical facilities.	
53.03	Work as a member of a team to perform triage at locations of multiple casualty incidents.	
53.04	Work as a member of a team to perform patient assessments at locations of multiple casualty incidents.	
53.05	Work as a member of a team to carry out patient care procedures at the locations of multiple casualty incidents.	
53.06	Demonstrate knowledge of the operating procedures during a terrorist event or during a natural or man-made disaster. 	
53.07	Demonstrate a basic understanding of the Incident Command System (ICS) implemented by the Federal Emergency Management Agency (FEMA).	
53.08	Discuss and demonstrate Hazardous Waste Operations and Emergency Response (HAZWOPER) standard, 29 CFR 1910.120 –First Responder Awareness Level (https://www.osha.gov/emergency-preparedness/hazardous-waste-operations/standards). 	
53.09	Identify the need for Safe air medical operations, Criteria for utilizing air medical response, Medical risks/needs/advantages	
54.0	Recognize life-threatening situations. The student will be able to:	
54.01	Take steps to minimize the chance of injury or death to all involved when confronted with a potentially life-threatening situation based on scene assessment. 	
55.0	Recognize entrapment situations. The student will be able to:	
55.01	Identify accident-related hazards and undertake hazard control measures consistent with the capabilities of the Emergency Medical Responder and available equipment. 	
55.02	Recognize available equipment that is used to safely gain access to persons who are entrapped. 	
55.03	Recognize available equipment that is used to safely disentangle persons from mechanisms of entrapment. 	
55.04	Identify which agencies to notify for assistance with entrapment situations.	
56.0	Ob/Gyn Assist with emergency childbirth. The student will be able to:	
56.01	Shock associated with vaginal bleeding	
56.02	Evaluate a mother to determine whether delivery is imminent.	
56.03	Assist with a normal delivery. 	
56.04	Assist with and identify newborn stabilization and neonatal resuscitation	
56.05	Care for the mother and baby.	
56.06	Identify abnormal childbirth situations and care for the mother and baby within the Emergency Medical Responder’s capabilities.	
57.0	EMS Operations	
57.01	Emergency Response Vehicles to include Risks and responsibilities of emergency response and radio communications, Risks and responsibilities of operating emergency vehicles	
57.02	Safety principles of rescue operations	

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.

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

Special Notes

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. 

In order for students to take the NREMT003 Emergency Medical Responder exam the program must be approved by the National Registry for Emergency Medical Technicians.  To receive approval from NREMT each program must be “authorized” by the Bureau of Emergency Medical Services (EMS) by completing the instructor qualifications form required by Bureau of EMS. 

The Emergency Medical Responder instructor shall issue to each student documentation of successful course completion which shall include date of issuance, student's name, name of sponsoring agency (DOE), name of training agency, and instructor's printed name and signature, plus the wording "issued pursuant to section 401.435, F.S."  The instructor must also maintain on file following course completion, a roster listing the names of students who successfully completed the course, the dates and location of the course, and the name of the instructor.

This program meets the Department of Health’s education requirements for HIV/AIDS, Domestic Violence and Prevention of Medical Errors.  Although not a requirement for initial licensure, it is a requirement for renewal; therefore, the instructor may provide a certificate for renewal purposes to the student verifying 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)

CTSOs are co-curricular career and technical student organizations 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. Other CTSOs not listed in this curriculum framework or recognized by the Florida Department of Education are permissible provided they support student mastery over the standards and benchmarks of this curriculum framework.

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 course or a modified course.  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 a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  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.