State Of Illinois Model Programs Of Study Guide

CREDENTIALS &MAP UNITYCOLLEGECOURSESMAPSECONDARY TOPOSTSECONDARYSEQUENCEDEFINE RELATEDTECHNICALCOMPETENCIESUsing Department of Labor¹ data and the MIT Living Wage Calculator² for the State of Illinois as a reference, the project teamidentified “high-priority occupations” as jobs with a positive growth outlook and median salaries near or greater than the livingwage for one adult and one child³. Thus, a “promising credential” is a degree or college certification that immediately preparesan individual for entry into a high-priority occupation or is a stackable credential for a high-priority occupation.After identifying the promising credentials in each industry area, the project team analyzed community college programsleading to these credentials from a sampling of six to ten colleges from across Illinois, representing a mix of urban, suburban,and rural institutions⁴. EdSystems analyzed and categorized all of the career-focused and general education courses acrossthe full sampling of the promising credential programs to determine which of these courses: Are most common across all programs in the sample, Are broadly accessible for dual credit opportunities considering prerequisites and teacher credentialingrequirements, and Are included within the Illinois Articulation Initiative.This analysis and categorization process led to a recommended set of “strategic” career-focused and general educationcourses that provide a critical foundation for the program of study sequence.Following this internal analysis, EdSystems and ICCB convened a stakeholder Advisory Committee of secondary,postsecondary, and private sector representatives to vet the recommendations and provide expertise and guidance on thedevelopment of the Model Programs of Study (see Advisory Committee listing in Appendix B). Over multiple webinars andfeedback sessions across four months, the Advisory Committee and smaller working groups provided information aboutindustry trends that may not be reflected in the Department of Labor data, credentials and degrees that are emerging asmost promising in the field, on-the-ground implementation considerations for secondary and postsecondary programs, andfuture of work implications for the sector. The Advisory Committee further informed important decision-points in the ModelPrograms of Study process, including adjusting the Model of Programs of Study course map and promising credentialendpoints, selecting strategic early college credit courses, and identifying key competencies for target courses in the ModelPrograms of Study currently lacking current statewide articulation. The culmination of EdSystems’ analysis and the input of theAdvisory Committee is reflected in the draft Model Programs of Study and course competencies included within this Guide.¹ U.S. Department of Labor, Career Onestop: spx² livingwage.mit.edu³ “Living Wage” for 1 Adult 1 Child is 26.27/hour for the whole state of Illinois. “Near” is defined as 85% of the statewide living wage, which is 22.33/hour⁴ For the analysis of Health Sciences and Technology, the community colleges surveyed were City Colleges of Chicago, Elgin Community College, Harper College, Illinois CentralCollege, Rock Valley College, Sauk Valley Community College, and Shawnee Community CollegeIllinois Model Programs of Study Guide: Health Sciences and Technology October 20207

Priority Occupations and Promising Credentials in Health Sciences and TechnologyHealth sciences and technology occupations are asignificant focus of Illinois’ job growth trajectory. Accordingto the State’s five-year Economic Development Planreleased in 2019, Illinois is experiencing rapid growth in thehealthcare sector that could result in a statewide workforceshortage for a range of occupations such as nurses,nurse practitioners, and medical/laboratory technicians⁵.Moreover, with an aging population, Illinois is more likely toexperience these shortages than the typical state, with theshortage exacerbated by the recent COVID-19 publichealth crisis.Promising Credential Program CategoriesThe project team’s analysis of promising credentials in thehealth sciences sector tied to Illinois community collegesled to an identification of three overarching categories andadditional subcategories:1. Guided Transfers are for students seeking universitydegrees commonly associated with health scienceoccupations requiring professional school, such asDoctor, Pharmacist, or Physical Therapist. A GuidedTransfer typically involves a curated Associate ofScience degree that transfers to a university bachelor’sprogram or further professional degree.2. Nursing credentials start by preparing students as aCertified Nursing Assistant (CNA) and then launchthem into several categories, such as LicensedPractical Nurse or Registered Nurse. These credentialscould culminate at community college or continue atrajectory to a bachelor’s program.3. Other Health Professions and Related ClinicalServices credentials prepare students to enter amyriad of roles as allied health professionals, clinical/POSTSECONDARY OPTIONS1GUIDEDTRANSFERPre-Med,Pre-Dentistry, orAssociates of ScienceOther ProfessionalTrackPractical Nurse(Certificate)2NURSINGBachelor’s of ScienceCertified NursingAssistantRegistered NurseAASRegistered NurseAASRegistered Nurse(Bachelor’s)Pharmacy andSurgical Technician(Certificate or AAS)Clinical/MedicalLaboratory Science &Allied Professions3OTHER HEALTHPROFESSIONS &RELATED CLINICALSERVICESAllied Health Diagnostic,Intervention,and TreatmentProfessionsMedical LaboratoryTechnician AASRadiography AASRespiratory TherapistsAASAllied Health &Medical AssistingServicesPhysical TherapyAssistant AASDental HygienistOccupational TherapyAssistant AASDental Hygienist AASIllinois Model Programs of Study Guide: Health Sciences and Technology October 20208

laboratory technicians, therapists, and therapyassistants. These credentials normally involve anAssociate of Applied Science, a degree geared forimmediate entry to a career. This section is brokendown further using SOC code classifications:part of the health science industry. These degreesand their associated occupations, however, are highlyspecialized and thus have a set of required courseworkand competencies that did not generally overlap withthose required of the promising credentials mentionedabove. For example, careers in Health InformationTechnology have an emphasis on computer coding oradministrative procedures instead of being more focusedon human biology and clinical experiences. Although alsopromising and associated with high-priority occupations,these credentials were excluded from the ModelPrograms of Study analysis to simplify the academicrecommendations later described in Section III but are inno way discouraged as worthwhile career pathways andprograms of study.a. Clinical/Medical Laboratory Science & AlliedProfessions, leading to roles Surgical Technicians,Pharmacy Technicians, and Medical LaboratoryTechnicians.b. Allied Health Diagnostic, Intervention, andTreatment Professions leading to roles asRadiography Technicians.c. Allied Health & Medical Assisting Services leadingto roles such as Respiratory Therapists, PhysicalTherapy Assistants, and Occupational TherapyAssistants.High-Priority OccupationsThe high-priority occupations associated with each ofthese areas are identified in the table entitled SelectOccupations, Wages, and Job Growth. The occupationsaffiliated with Guided Transfer and Nursing pathwaystypically meet the living wage and job growth criteriondescribed in Section I. Although below the living wagethreshold, Certified Nursing Assistant certification cand. Dental Hygiene leading to roles as DentalHygienists.The project team notes that there is an existing or growingset of credentials such as Fire Science, CommunityHealth Care, and Health Information Technology atvarious colleges around the state that are a significantSELECTED OCCUPATIONS, WAGES, & JOB GROWTHProgram1233Typical JobNear or Above LivingWage Threshold for1 Adult 1 Child 1MedianHourlyWage 2Growth in Illinois:Annual JobOpenings 2Growth in Illinois:% ChangeOver 10 years 2Stackable?Typically RequiresBachelor’s Degree& Prof. SchoolPediatricans, GeneralY 66.93302%DentistsY 68.791909%Nursing AssistantsN 13.727,3405%Typically Requiredfor LPN or RNLicensed Practical and LicensedVocational NursesY 24.241,6402%Can Stack to RNat Select IL CollegesRegistered NursesY 34.748,69015%Can Stack to BSN atSelect IL CollegesSurgicalTechnologySurgical/Pharmacy TechniciansY 15.44 – 23.05220 – 1,6001 – 5%Medical &Laboratory Tech.Medical and Clinical LaboratoryTechnologistsY 34.444104%RadiographyRadiologic TechnologistsY 30.523802%RespiratoryTherapyRespiratory TherapistsY 28.6235017%Physical TherapistAssistantPhysical Therapist AssistantsY 28.6073020%OccupationalTherapy AssistantOccupational Therapy AssistantsY 29.7538021%Dental HygieneDental HygienistsY 35.685809%Pre-ProfessionalTrackNursing /Registered NurseNot TypicallyStackableNot TypicallyStackable1. Living wage calculations are based on MIT’s Living Calculator (livingwage.mit.edu), where the “Living Wage” for 1 Adult 1 Child is 26.27/hour for the state of Illinois. “Near”defined as 85% of the statewide living wage, which is 22.33/hour2. U.S. Department of Labor, CareerOnestop (careeronestop.org/explorecareers)Illinois Model Programs of Study Guide: Health Sciences and Technology October 20209

stack and build towards the higher-earning occupations ofLicensed Practical Nurses and Registered Nurses and is thusincluded as a promising credential in this analysis. With PracticalNurses, individual communities should verify local demand asthat job growth may be specific to certain parts of the state.With respect to Other Health Professions and Related ClinicalServices, only the following programs are included in the ModelPrograms of Study promising credentials analysis: Surgical/Pharmacy Technology, Medical and Laboratory Technology,Radiography, Respiratory Therapy, Physical Therapist Assistant,and Occupational Therapy Assistant. There is a myriad of otherprograms in health science that could have been included butwere ultimately omitted under the acceptance of the AdvisoryCommittee. There are two main reasons for this. First, theModel Programs of Study analysis tried to emphasize thoseprograms that are more common or accessible in Illinoiscommunity colleges, thus deemphasizing more niche programsand occupations (e.g., Mortuary Science, Diagnostic MedicalSonography). Secondly, and more importantly, programsand occupations were not included if they did not meet thepromising credential criterion described in Section I. Thisincludes programs that lead to occupations such as DentalAssistant, Paramedic, Personal Trainer, Massage Therapist,Medical Assistant, and Phlebotomist. Although these roles havelarge annual openings and potential job growth in Illinois, theseroles typically do not meet the living wage criterion or are noteasily stackable to a degree or credential that does and werethus not promising enough for inclusion in the Model Programsof Study.Levels of Education NeededThe levels of education needed for the various pathways inthe Model Programs of Study are somewhat varied, but allthe high-priority occupations identified have a labor supplythat overwhelmingly has “some college education” or higher.Any individuals working in high-priority occupations in healthscience without an associate degree were likely already existingin their role before the labor demand shifted its requirements.As a result, the Model Programs of Study recommends anAssociates of Science (AS), Associates of Applied Science(AAS), or higher degree for as many of the promising credentialspathways as possible. Entry-level positions in high-earningoccupations such as Pediatrician or Dentist will typically requirea BS degree plus professional school. Those credentials aretherefore depicted in the Model Programs of Study as a GuidedTransfer pathway from an Associate of Science to a Bachelor ofScience, but the specific bachelor’s degree is not specified.⁵ State of Illinois Department of Commerce and Economic Opportunity. A Plan to Revitalizethe Illinois Economy and Build the Workforce of the Future. October 2019. P. 50. RetrievedMay 22, 2020, from illinois.gov/dceo/Pages/EconPlan2019.aspx.Illinois Model Programs of Study Guide: Health Sciences and Technology October 202010

Programs of Study Sequence Descriptionrange of careers in the field and highlighting a set ofcommunity college courses that are applicable to allISBE CIP Codes for Health Sciences (51.0000 to 51.3902)while still being extremely strategic for the field of healthsciences at the postsecondary level. Upon completion ofthose initial courses, students can pursue culminating theirsecondary sequence with an industry credential in healthscience that further deepens their understanding of theprofession through work-based learning. The credentialopens the possibility of employment in the field whilestudents simultaneously pursue other promising credentials.Within postsecondary school, students will become fullyprepared for careers in health science by earning promisingcredentials in Nursing or other health professions andrelated clinical services, including Guided Transfers toprofessional school occupations.Generally speaking, students in a Program of Studyshould start a career-focused instructional sequence withan orientation course in 9th or 10th grade, with studentsengaging in career awareness and exploration in the middleschool grades if possible. With this early start, studentswill have more openings in their schedule to complete skilldevelopment and capstone options across health science,obtain significant early college credits, earn valuableindustry credentials, and potentially acquire the Collegeand Career Pathways Endorsement before high schoolgraduation.As school districts and their community college partnersdevelop the sequence, they should ensure that the highschool coursework enables all students in the HealthSciences Program of Study to attain both the State’srecommended Essential Employability and TechnicalCompetencies for Health Sciences and Technology.OrientationAt the secondary level, ISBE has two proposed Careerand Technical Education (CTE) courses that couldintroduce students to the health science career broadly:Orientation to Health Occupations and Health OccupationsIntroductory Skill Development. Both of these coursesapply to all facets of the Model Programs of Study andHigh School Career-Focused InstructionalSequence and Related Work-Based LearningOverviewThe Model Programs of Study for Health Sciences andTechnology begins by introducing students to the broadCAREERFOCUSEDCOURSESORIENTATION /INTRODUCTIONGrades 9–10SKILLDEVELOPMENTGrades 10–12CAPSTONE /ADVANCEDGrades 12POSTSECONDARYCOURSESRecommended 1st YearOrientation to HealthOccupations orHealth OccupationsIntroductory SkillsDevelopmentMedical TerminologyCertified Nursing Asst. ProgramIntro to Anatomy andPhysiologyPharmacy Technician ProgramContinue AS orAAS Course Sequenceor&orOther Sequence Leading toIndustry CredentialCourses and Work-Based Learning Address the PWR Act Recommended Technical and Essential Employability CompetenciesWORK-BASEDLEARNINGCareer Exploration (2)Team-Based Challenge, e.g. HOSA, SkillsUSA, and othersTeam-Based Challenge,e.g. HOSA, SkillsUSA,and othersCareer Development ExperienceorTeam-Based Challenge, e.g.HOSA, SkillsUSA, and othersCareer DevelopmentExperienceYouth ApprenticeshiporApprenticeshipAP orDual CreditDualCreditCourseDual CreditCourse AffiliatedWith IAI CodeCourse or ProgramPrepares forIndustry CredentialIllinois Model Programs of Study Guide: Health Sciences and Technology October 2020PostsecondaryCourse Affiliatedwith IAI CodeCollege and CareerPathway EndorsementEarnedIf courses in this column were accomplishedthrough early college credit, students shouldtake the next required course in the sequenceor, if none, additional AAS or Major Courses11

should be chosen based on local capabilities and access.Some community colleges offer a similar introductorycourse at the postsecondary level but, because studentaccess and availability to that varies greatly across colleges,it is not included in the model. If local communities have arobust partnership with their local community college, theyshould explore a postsecondary orientation or introductorycourse that could be offered to students as dual credit asearly as 9th or 10th grade. At the secondary level, thesecourses would likely fulfill the ISBE CTE matrix of Group 1or 2.Skill DevelopmentThe skill development course recommendations in theModel Programs of Study are primarily Medical Terminologyand Introduction to Anatomy and Physiology, offered asearly college classes. Medical Terminology is offered as anISBE Group 2 CTE course in the health science matrix, butdistricts should primarily pursue it as a dual credit offering.The reason for this is that Medical Terminology is offeredbroadly at all Illinois community colleges, applies to manyhealth science postsecondary pathways, and is one of themost accessible courses in terms of dual credit. Generallyspeaking, Medical Terminology in Illinois colleges doesnot have any additional courses as prerequisites, meaningstudents can begin their familiarity with high-level healthscience competencies with this course⁶. Additionally,Medical Terminology can be typically taught for dual creditby anyone with a bachelor’s degree in Nursing, AlliedHealth or related field combined with some years of clinicalexperience and/or a current license to practice.After General/Introductory Biology, courses in Anatomy andPhysiology were the most frequent postsecondary coursesrequired for a promising credential in health science.Offering the course, however, requires teacher credentialswith a master’s degree and/or a school with significantlaboratory infrastructure. Thus, Anatomy and Physiologymight be more accessible to students if offered as adual enrollment course (with a college professor as theteacher of record at a local college campus) instead ofa dual credit course (typically taught as a part of a highschool curriculum with a credentialed high school teacher).Like Medical Terminology, Anatomy and Physiology is nowoffered as an ISBE CTE course in the health science matrixbut should be pursued as early college credit if possibleas it greatly prepares a student for successful and variedcareer options in health science.Most community colleges offer Anatomy and Physiology asa one- or two-semester option; the two-semester

Model Programs of Study supplement and complement other State of Illinois career and technical education and career pathway resources, including the ISBE Career Guide, State of Illinois Career Pathways Dictionary, Career Development Experience Toolkit, Postsecondary and Workforce Readiness Act Recommended Technical and Essential Employability