Project: Healthcare Issues in Porterville, California

Teacher: Pamela Avila
School: Porterville High School
Location: Porterville, California USA
Start Date: 01/06/2014
End Date: 04/30/2014
Project Plan
Unique Requests of
Participating Mentors:

Instructors are especially interested in working with mentors who would like to work closely with the student, teacher and mentor triad to help devise innovative solutions to healthcare problems and issues of concern for the citizens in Porterville, California and how they relate around the world.

Description:

This is the 11th grade course of Ethics/Medical Terminology & Global Public Health. In this course the students will be introduced to the body systems, diseases, and how they affect the body. This course is team taught with English so as to develop and demonstrate entry level knowledge and understanding that covers all Graduate Outcomes of Porterville Unified School District. Once the project begins, the students will be required to communicate on a professional level with mentors a minimum of twice a week throughout the project and the teacher is required to communicate at least once a week with a project update for the mentors. Failure to meet these requirements will result in termination of the project Porterville Unified School District. Once the project begins, the students will be required to communicate on a professional level with mentors a minimum of twice a week throughout the project and the teacher is required to communicate at least once a week with a project update for the mentors. Failure to meet these requirements will result in termination of the project

Benchmarks:

FIRST SEMESTER: Foundational work is done in the 1st semester through the study of medical ethics/medical terminology and intro to global public health. The students will have studied and researched the community/global health needs and chosen three to five diseases of interest. Students will then select an issue, develop the inquiry statement, and rationalize their choice of disease. Students will begin to develop their topic and study current research. They will write their proposal outline using Google Docs or Turnitin.com. Proposals will be shared with peers for feedback and evaluation allowing for refinement and adjustments. When the English teacher has approved the writing and CTE teacher has given permission for topic, then the student will begin their research using reliable research sites including: EBSCO host, Healthy People 2020, Medline, and Google scholar. SECOND SEMESTER: Students will begin the process of identifying, selecting, and using their resource tools to help in analyzing, synthesizing, and communicating information. With the help of their mentors, they will identify and employ appropriate techniques, and technologies that are essential and appropriate to the profession as they develop their interventions and outcomes. In February, there will be a mock interview set up with our PAHS advisory board where the students will defend their research choice by answering questions such as: Who is affected by your issue and why should others take interested in it as well? How do you envision involving the community in your issue? The students will have their work saved in an electronic portfolio. There will also be continued assessment every two to three weeks with ongoing refinement and adjustment to the curriculum along with communication with David Neils from ITP. Students will present at the annual showcase in May for the Pathways.

Duration:

17

Grade Level:

11

Content Area:

CTE & English

Student Outcomes:

1. Students will present an understanding of disease and how it affects the individual, which then leads to the family and finally, then affects the community. 2. Students will develop critical thinking and processing using the "CUBIE” model that leads to understanding the disease of their choice and the ability to develop real life interventions for useful outcomes that affect the community. Student will demonstrate the ability to speak using medical language with a depth of understanding exemplified through the defense of their projects to the healthcare professionals. 3. Students will maintain an electronic notebook with all correspondence and products. All students will create a power- point presentation or other multimedia presentation to present/defend the project at the benchmark of February. 4. The culminating event will end with a finished product to be presented before the PAHS Advisory Board and identified community individuals as well as at the May Pathway Showcase for PUSD.

Evaluation of
Student Outcomes:

Students will benchmark in February with a multimedia presentation using a rubric and/or standard. If evaluators find a deficient area, then a plan of action with a time line would be developed and the student to write a 2 page summary of how they thought this project was to have been completed and if different why or why not(self- evaluation). Students to write a response to the mentors in how they have led them and the valuable information and learning they have provided. (All Linked to PUSD graduate outcomes)

Teacher Role:

CTE Instructor Pamela Avila & English Instructor Diane Rankin will team teach 4th period class. CTE ROLE: aid student in identifying research areas of interest as per the needs assessment. Be responsible to maintain contact with David Neils. Make sure time is given for development of projects and communication with mentors 2 times weekly. Pamela Avila CTE Instructor will be responsible for the communication with mentors and with ITP David Neils regularly and as any deemed necessary ENGLISH ROLE: will help student shape research into hypotheses, develop necessary writing, communication and presentation skills BOTH INSTRUCTORS: Will collaborate and evaluate the student's progress and projects for refinement and readiness for presentation. communication with mentors 2 times weekly. Pamela Avila CTE Instructor will be responsible for the communication with mentors and with ITP David Neils regularly and as any deemed necessary ENGLISH ROLE: will help student shape research into hypotheses, develop necessary writing, communication and presentation skills BOTH INSTRUCTORS: Will collaborate and evaluate the student's progress and projects for refinement and readiness for presentation.

Mentor Role:

Mentor will aid students in developing and researching questions related to current topics in science or social issues related to their community needs assessment and the student’s project. Mentor will encourage student completion of project goals work before it is sent for possible publication as it applies.