Florida Department of Education
Curriculum Framework 

Program Title: 	Health Unit Coordinator 
Program Type: 	Career Preparatory
Career Cluster: 	Health Science

Secondary – Career Preparatory	
Program Number	8417280	
CIP Number	0351070301	
Grade Level	9-12	
Program Length	4 credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	HOSA	
SOC Codes (all applicable) 	43-6013 -- Medical Secretaries 
31-9099 -- Healthcare Support Workers, All Other 	
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. 

This program is designed to prepare students for employment as health unit clerks or health unit coordinators SOC 43-6013 (Medical Secretaries).  Transcription of physicians' orders is an integral part of this course.  

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, simulated practice with standard equipment and supplies used in a health care facility by the health unit coordinator.  Clinical learning experiences are an integral part of this program.

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 four 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 and options.  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
2000350
OR
2000360	Health Science Anatomy & Physiology
           OR
Anatomy and Physiology 
           OR
Anatomy and Physiology Honors	ANY HEALTH OCCUP G (See DOE approved list) 	1 credit	31-9099	3	EQ	
8417110	Health Science Foundations		1 credit	31-9099	3	CT	
8417281	Health Unit Coordinator 1	REG NURSE 7 G 
MED RECTEC 7G
PRAC NURSE @7  %7%G (Must be a Registered Nurse)	1 credit	43-6013	2	CT	
8417282	Health Unit Coordinator 2		1 credit 	43-6013	2	CT	
(Graduation Requirement Codes: CT= Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA= Mathematics, 
PL= Personal Financial Literacy)

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. 

Health Unit Coordinator 1
28.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas.
29.0	Describe the importance of professional ethics and legal responsibilities for the health unit coordinator. 
30.0	Interpret and apply medical terminology specific to health unit clerks. 
31.0	Organize and maintain efficient work practices. 
32.0	Perform clerical duties. 
33.0	Perform patient admission, transfer and discharge procedures.
34.0	Prepare discharge/transfer chart for medical records/new unit.
Health Unit Coordinator 2
35.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. 
36.0	Read, interpret, process, coordinate and transcribe physicians' orders. 
37.0	Demonstrate an understanding of the Health Unit Coordinators role in the nutritional care department.
38.0	Demonstrate an understanding of the Health Unit Coordinators role in processing diagnostic orders.
39.0	Explain the importance of employability skills and entrepreneurship skills for the health unit coordinator. 

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, visit 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: 		Health Unit Coordinator 1
Course Number: 	8417281
Course Credit: 	1

Course Description:

This course prepares students to be employed as Health Unit Coordinators/Health Unit Clerks.  Content includes, but is not limited to, medical terminology, organization and efficiency in the workplace, computer operations, as well as aiding in physicians’ orders. 

CTE Standards and Benchmarks	
28.0	Use oral and written communication skills in creating, expressing, and interpreting information and ideas.  The student will be able to:	
28.01	Apply basic speaking and active listening skills including reflection, restatement, and clarification techniques when using the telephone and answering patient call lights. 	
28.02	Recognize the importance of courtesy and respect for patients and other health care workers and maintain good interpersonal relationships. 	
28.03	Adapt communication skills to varied levels of understanding and cultural orientation including diverse age, cultural, economic, ethnic and religious groups. 	
28.04	Apply active listening skills to obtain and clarify information. 	
28.05	Exhibit public relations skills that aid in achieving customer satisfaction including face to face interactions. 	
28.06	Explain why implementation of the electronic medical record is requiring advanced communication skills for the health unit coordinator (HUC).	
28.07	Give instances that exemplify human needs, classify each according to Maslow’s hierarchy of human needs, and give appropriate responses to meet the listed needs.	
28.08	Define and explain the importance of culturally sensitive care in the health care setting.	
28.09	List five guidelines to follow that could improve intercultural communication.	
29.0	Describe the importance of professional ethics and legal responsibilities for the health unit coordinator. The student will be able to:	
29.01	List seven patient rights as outlined in HIPAA.	
29.02	Identify seven patient identifiers (individually identifiable health information [IIHI]).	
29.03	Explain two purposes of the Health Information Technology for Economic and Clinical Health (HITECH) Act.	
29.04	Explain the responsibilities the health unit coordinator (HUC) has for HIPAA compliance.	
29.05	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.	
30.0	Interpret and apply medical terminology specific to health unit clerks.  The student will be able to:	
30.01	Identify components of medical terms.	
30.02	Spell, pronounce and define medical terms, as related to health unit coordinator.	
30.03	Relate medical terminology to the body systems.	
30.04	Identify and define standard abbreviations and medical symbols.	
30.05	Identify apothecary and metric systems.	
31.0	Organize and maintain efficient work practices.  The student will be able to:	
31.01	Arrange daily activities by priority.	
31.02	Prepare and post unit information lists.	
31.03	Maintain a supply of assembled medical/surgical admission packets when using paper charts or standard forms. 	
31.04	Distribute forms and articles from in‑basket.	
31.05	Identify, store and maintain unit equipment/supplies in a neat and orderly manner.	
31.06	Sanitize nursing station equipment.	
31.07	Maintain par levels of supplies as required by the nursing unit.	
31.08	Greet all visitors to the nursing unit and offer assistance as necessary.	
32.0	Perform clerical duties.  The student will be able to:	
32.01	Demonstrate knowledge of common software applications relevant to the role of the health unit coordinator.	
32.02	 Prepare, label, and add forms to chart. 	
32.03	Record non-clinical admission data on unit records.	
32.04	Obtain previous admission records/X‑rays.	
32.05	Post all reports on charts.	
32.06	File and retrieve assorted forms.	
32.07	Maintain patient tracking for patients leaving the unit (electronic or paper log).	
32.08	Conduct “downtime” procedure when electronic medical record program is unavailable due to scheduled downtime or unexpected downtime. 	
33.0	Perform patient admission, transfer, and discharge procedures.  The student will be able to: 	
33.01	List four types of admissions and three types of patients.	
33.02	List the common components of a set of admission orders and common health unit coordinator (HUC) tasks regarding the patient’s admission when paper charts are used.	
33.03	Describe how a surgical patient’s admission orders differ from a medical patient’s admission orders and discuss three options for the way in which patient surgeries are performed.	
33.04	List the components that may be included in a set of pre/postoperative orders.	
33.05	Explain why it is important for the HUC to monitor the patient’s electronic medical record (EMR) consistently. 	
33.06	Explain the purpose and the benefits of the electronic patient status tracking board for the patient’s family and/or friends.	
33.07	Explain what the HUC’s responsibility would be regarding all medical records, including patient signed consent forms, handwritten progress notes, and reports faxed or sent from other facilities or brought in by a patient when the EMR with computer physician order entry (CPOE) is implemented.	
34.0	Prepare discharge/transfer chart for medical records/new unit.  The student will be able to: 	
34.01	List the different types of discharges and explain the importance of communicating pending discharge information and bed availability to the admitting department or bed placement in a timely manner.	
34.02	List the tasks that may be required to complete a routine discharge.	
34.03	List the additional tasks that may be required when a patient is discharged to another facility, discharged home with assistance, or when a patient dies (postmortem).	
34.04	Describe the tasks necessary to prepare the discharged patient’s medical record for the health information management services (HIMS) department when paper charts are used.	
34.05	List the tasks that are performed when a patient is transferred from one unit to another.	
34.06	List the tasks performed by the HUC when a patient is transferred from one room to another room on the same unit.	
34.07	Discuss the importance of reading the entire set of discharge or transfer orders prior to the patient being discharged or transferred.	

Florida Department of Education
Student Performance Standards

Course Title: 		Health Unit Coordinator 2
Course Number: 	8417282
Course Credit: 	1

Course Description:

This course prepares students to be employed as Health Unit Coordinators/Health Unit Clerks.  Content includes, but is not limited to, medical terminology, organization and efficiency in the workplace, computer operations, as well as aiding in Physicians’ orders. 

CTE Standards and Benchmarks	
35.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.  The student will be able to:	
35.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.	
35.02	Participate in emergency or disaster plan, CPR, and first aid.	
35.03	Identify the location of emergency equipment on the nursing unit.	
35.04	Recognize and follow all appropriate emergent code protocols. 	
35.05	Comply with regulatory agency guidelines. 	
36.0	Read, interpret, process, coordinate and transcribe physicians' orders.  The student will be able to:	
36.01	Identify all types of physician's orders.	
36.02	Prioritize orders for transcription.	
36.03	Prepare and route requisitions manually or via computer.	
36.04	Arrange for ordered consultations.	
36.05	Schedule patients' treatments or therapy with other hospital departments.	
37.0	Demonstrate an understanding of the health unit coordinators role in the nutritional care department.  The student will be able to:	
37.01	Explain the importance of communicating diet changes and patient food allergies to the nutritional care department.	
37.02	List the groups of diets including nutritional supplements that may be ordered for the hospitalized patient. 	
37.03	List consistency changes that can be made to a standard diet and explain what is included in each.	
37.04	List diet options that may be selected for the patient who has started on clear liquids and has an order for diet as tolerated and explain how the selection would be made.	
37.05	Identify therapeutic diets that the patient’s doctor may order.	
37.06	Identify diets that may be requested by patients and assist them in ordering appropriate meals. 	
37.07	List the items an HUC may need to order when transcribing an order for tube feeding.	
37.08	Explain the purpose of the doctors’ orders force fluids, limit fluids, and calorie count. 	
37.09	Discuss the importance of sending all doctors’ orders regarding a patient’s diet or modifications to a patient’s diet to the nutritional care department. 	
37.10	Discuss the importance of sending total parenteral nutrition (TPN) orders to the pharmacy in a timely manner via fax, pneumatic, or dumb waiter system. 	
38.0	Demonstrate an understanding of the health unit coordinators role in processing diagnostic orders.  The student will be able to:	
38.01	List the major divisions of the clinical laboratory and their functions.	
38.02	List six invasive procedures that would require a consent form signed by the patient.	
38.03	Describe the health unit coordinator’s responsibilities in ordering laboratory tests and sending specimens to the laboratory when EMR is used and when paper charts are used and describe how routine, stat, daily, and timed studies would be ordered and performed.	
38.04	Explain how the health unit coordinator’s responsibilities regarding diagnostic imaging orders differ with the implementation of the electronic medical record and computer physician order entry versus use of the paper chart.	
38.05	List the required patient information needed when ordering procedures to be performed by the diagnostic imaging department.	
38.06	Explain when a patient would be required to sign an informed consent before a diagnostic imaging procedure.	
38.07	Discuss sequencing or scheduling of multiple diagnostic imaging procedures ordered for the same patient.	
38.08	Demonstrate an understanding of other diagnostic studies. 	
39.0	Explain the importance of employability skills and entrepreneurship skills for the health unit coordinator.  The student will be able to:	
39.01	Discuss benefits and responsibilities of the HUC as a member of a professional organization such as the National Association of Health Unit Coordinators.	
39.02	List five benefits of becoming a certified HUC.	
39.03	List three positions in which the HUC may be cross-trained.	
39.04	Compose written communication including emails using correct spelling, grammar, formatting and confidentiality.	
39.05	Observe professional e-mail practices and etiquette.	

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 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’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. 

It is recommended that completers of this program take the National Association of Health Unit Coordinators Certification examination which is offered annually.

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.