hosathe states’ career clusters model for health and human services clusters served beautifully to...

C H A P T E R N E W S

Submitted by: Melba Lee, M.Ed. Connecticut HOSA State Advisor

HOSA is now in the state of Connecticut!

The Connecticut State Department of DOE (Department of Education) and the Connecticut AHEC (Area Health Education Center) Program combined their resources to create a new vehicle for the pipeline to create future health care professionals in Connecticut. HOSA is a national student organization endorsed by the U.S. Department of Education and the Health Science Technology Education Division of ACTE (Association of Career and Technical Education). HOSA provides a unique program of leadership development, motivation, and recognition for secondary and post-secondary students interested in health careers. The HOSA mission is to enhance the delivery of compassionate, quality

health care by providing opportunities for knowledge, skill and leadership development for all Health Science/Health Occupations Education students.

The Connecticut AHEC Program introduced the HOSA program to the Connecticut State DOE as a proven, nationally recognized venue that provides students with unique opportunities to enhance their knowledge, skills and abilities to succeed in pursing a career in the health professions. With a limited number of high school students preparing to enter the health professions and the severe personnel shortages occurring throughout the health industry, both the DOE and the AHEC Program agreed that HOSA provides academic, experiential and leadership skills to enhance existing curricula. The National HOSA office recognized Connecticut in May 2005, and presented Connecticut with the Official Charter at the opening ceremony of the National HOSA Leadership Conference in Nashville, Tennessee on June 22, 2005. Melba Lee, Health Careers Coordinator from Southwestern AHEC, and 26 CT HOSA members and advisors were present to accept this distinction. Southwestern AHEC currently serves as the contact for CT HOSA, with Melba Lee serving as the State Advisor.

The first Connecticut HOSA informational meeting was held on November 15, 2005 at the Connecticut Hospital Association in Wallingford. The meeting attracted 50 teachers, guidance counselors, school to career coordinators and HOSA students, from the following schools: Shelton High School, Branford High School, Bulkeley High School, H.C. Wilcox, Maloney High School, East Haven High School, Enlightenment High School, Ledyard Public School, Warren Harding High School, Sports and Medical Science Academy, Hamden High School, Westhill High School, Norwich Technical School, Eli Whitney Technical School, Wallingford Board of Education, Hill Regional Career High School, J.M. Wright Technical School, Griswold High School, Central High School and Watertown High School. The meeting featured presentations by HOSA members from Maloney, Harding and Career High Schools, and superb advice and expertise from Linda Liang, LMA/CAM and Linda Cutler, RN, MS, CGA, from the New Hampshire HOSA State Association.

As a result of the meeting, attendees have developed HOSA chapters as part of their medical careers class or as an after school student organization at the following schools:

• Warren Harding High School, Bridgeport • Central High School, Bridgeport• Hill Regional Career High School, New Haven• Maloney High School, Meriden• East Haven High School, East Haven• Westhill High School, Stamford • Watertown High School, Watertown.

A Pipeline for Future Health Care ProfessionalsHOSA

SAVE the DATE!!!

On April 12, 2006 Connecticut HOSA will hold our first

Leadership State Conference at Sacred Heart University.

This conference will promote an awareness of opportunities

in the health care professions through workshops and

competitive events. For more information regarding the

conference please contact Connecticut’s State HOSA

Advisor: Melba Lee, 203-372-5503, [email protected],

or your local AHEC Health Careers Coordinator. Contact

information for your AHEC Health Careers Coordinator can

be found on the following website: www.ctahec.com

HOSA provides a unique program of leadership development, motivation, and recognition for secondary and post-secondary students interested in health careers


East Haven HOSA’S OutreachSubmitted by: Nancy Tipping, AdvisorEast Haven High School

The East Haven HOSA Chapter met for the first time December 8, 2005. We received our charter on Dec. 15 with ten student members, and immediately started work on a community service project for the holiday season. We decided to grant the wishes of local children whose families were being served by the East

Haven Counseling Center. The HOSA chapter members contacted the Center’s staff about the children’s wishes and needs, and then advertised our effort throughout the high school. Nathaly Betancourt, HOSA Secretary, and the chapter advisor shopped with the monetary donations, and many members wrapped the gift donations and donated gifts themselves. On December 22, the East Haven HOSA chapter delivered 80 gifts to 15 children at the center. Each child was given a package with socks, a toothbrush and toothpaste. The remaining sixty toothbrushes and thirty tubes of toothpaste were given to the center’s staff to be distributed whenever needed.

On December, 23rd, the principal announced the results of our efforts over the PA system just before the close of school for the holiday break.

This activity helped to raise awareness of HOSA among students, faculty and administrators alike, as well as giving us all a chance to help the underserved. It also raised the student’s awareness of gum disease and its relationship to overall health. Not bad for our first 7 days!


Mike Stanton, Director of Academies and Special Programs at this large urban high school, had successfully created and supported one career pathway small learning community focused on advanced technology. Being November, he needed to move fast to get things going to open the new program by the start of school in mid-August. Soon after getting a design team of teachers at the school in place, a strategic design plan was formed giving Stanton a long list of things to do to get the program off the ground.

Mr. Stanton began by looking at a model of programs of study, courses that can be a blueprint and framework for the new Academy. The States’ Career Clusters model for Health and Human Services Clusters served to help the team create clear pathways of classes for their students to follow. Next, the important aspect of connecting the health theme to the standards being taught in math, science, Language Arts, and even Social Studies classes was on the agenda. More research and some luck followed when it was learned the annual meeting of the board of directors of the National Consortium of Health Science and Technology Education was taking place in January in Albuquerque. The president was kind enough to invite Stanton to their luncheon and learn about the great tools, models, lesson plans, and expertise available for high school pathway programs focused on health. By March, over 150 students had already pre-registered to join the Health and Human Services Academy!

As Stanton gave his principal an update of the great work that had been already done, she reminded him of the challenge to also look into the addition of a student service organization to be intertwined in the Academy. A look back at the material from the November Health Careers Conference led him to HOSA as the best student service and skills organization for Health Careers. After a call to the New Mexico Public Education Department, he realized that much more work would have to be done. He learned that HOSA had at one time been in New Mexico. In fact, the state was one of the charter members in National HOSA, but not one chapter had existed in the last 20 years!

“Students at Albuquerque High plus Del Norte, Manzano, Cibola, and Highland are all planning Health Academies. I’m sure we can get a number of chapters started,” Stanton told the state director for Career and Technical Education.

“That’s wonderful,” she said, “but the State can’t commit any support until the next fiscal year. If you can get a critical mass of chapters started and National HOSA approves, then go for it! And we’ll take it from there in 2007.”

National HOSA started working with Stanton immediately and before he knew it, Stanton was invited to the National Leadership Conference in Nashville in June. There he was given the renewed New Mexico State Charter for HOSA and was immersed in the fabulous people, programs, and competitions. Following the NLC, Wanda Wolf, Past National HOSA Chair, came to New Mexico to train the new potential chapter advisors. What a wealth of knowledge and experience she was able to share.

Then, it really happened. The first new HOSA Chapter in New Mexico was formed with over 20 members at Albuquerque High School! Miriya Goertz, a former nurse and gifted education teacher, and Mary Ann Lee, a ongtime health educator, became the co-sponsors of this energetic and courageous first chapter. Fund raisers were started, skills and competitions were practiced, and community service projects were developed.

Meanwhile, Stanton worked with an area Health Workforce Education Alliance to form the central advisory committee for each of the new chapters with a core of its members serving as State Advisory Board members. With no direct funding from the state, a $500 donation from one of its members, the NM Hospitals & Health Systems Association, has allowed NM HOSA to plan its first State Leadership Conference. Albuquerque Technical Vocational Institute and Community College will co-host the event and provide a wonderful facility. Marko Mijic, National Region I Vice President of HOSA, will attend to help provide the national connection to New Mexico’s first SLC along with Kim Smith, Assis-tant Director for National HOSA. And, soon to come, the first com-petitors at HOSA’s National Leadership Conference in Anaheim! New Mexico HOSA is back!

“Mike, I just went to a fabulous conference on Health Academies and they even had a student service organization centered on Health! I want you to help build us one of those programs,”

exclaimed Linda Sink, Albuquerque High School principal.

The States’ Career Clusters model for Health and Human Services Clusters served beautifully to help the team create clear pathways of classes for their students to follow.

New Mexico HOSA IS BACK!

PEOPLE TO PEOPLE Future Leaders Summit on Medicine

By Crystan DowdsGeorgia HOSA Vice President 2005-2006

People don’t just go to Los Angeles, California seeking the glitz and glamour of Hollywood success. No, future stars of entertainment are intermingled with future stars of medicine. These “stars” are young leaders who are enthused to actively explore as many aspects of healthcare as possible. The People to People Future Leaders Summit on Medicine brought together students from across the country, as well as locales such as

Canada, Greece, and Indonesia, to spend 10 days bunking at UCLA, taking a glimpse and certain readiness for their future.

As a participant in the 2005 program, I was proud to represent HOSA and, through the skills and leadership development of the summit, help fulfill our organization’s goal to improve the future of healthcare. By Day 7, I had received official Red

Cross CPR training and certification, volunteered towards efforts to clean up pollution on the Santa Monica Beach, and gained a rare insight into acceptance into medical school from the Dean of Admissions at UCLA’s David Geffen School of Medicine.

The research-oriented project of the summit was liver transplantation. Each group was given a very different patient and instructed to advocate for his or her receipt of a single available liver. In a simulation, each group presented their case in front of the transplant board, (consisting of students taking on roles such as highly-skilled surgeons, seasoned research scientists, and media representatives), who would decide the liver’s destination. Throughout our journey, we became submerged in the complexities surrounding transplantations, and consequently that of the medical field.

Everyone returned home with a greater knowledge, more well-rounded view, and stronger preparation for the career path we have chosen to take, which is quite fantastic for us as future healthcare workers, but more importantly, for the outlook of the community of medicine as a whole.

PA R T N E R S H I P F O R U M

I was proud to represent HOSA and, through the skills and leadership development of the summit, help fulfill our organization’s goal to improve the future of healthcare.

Schools play a critical role in promoting student health, preventing childhood obesity, and combating problems associated with poor nutrition and physical inactivity. To formalize and encourage this role, Congress passed a law (P.L. 108 - 265) requiring all local educational agencies who receive funding for Child Nutrition Programs to establish a local school wellness policy by School Year 2006. A school wellness policy is a written document which outlines the rationale, goals and standards, that a school or district plans to implement for the wellness of its students and staff.

This legislation supports President George W. Bush’s HealthierUS initiative which encourages Americans to take steps to improve personal health and fitness and encourages all Americans, including children, to be physically active every day; eat a nutritious diet; get preventive screening; and make healthy choices.

The legislation also places the responsibility of developing a wellness policy at the local level, so that the individual needs of each district can be addressed. According to the requirements for the Local Wellness Policy, school districts must set goals for nutrition education, physical activity, campus food provision, and other school-based activities designed to promote student wellness. Additionally, districts are encouraged to develop “Health Councils” representing a broad group of individuals (students, teachers, administrators and parents) in policy development and to have a plan for measuring policy implementation. This is an opportunity for HOSA. At least one member of HOSA should sit on a school’s Health Council. They are the voice for students and have the health background to make large contributions to the school wellness policy.

HOSA members can not only play an active role in developing the wellness policy, but can promote the policy by modeling healthful behaviors, providing education and serving as mentors to other students, especially those in middle and elementary schools. For more information about School Wellness Policies visit http://www.actionforhealthykids.org/.


in the past 20 years, the incidence of overweight has doubled and even tripled among adolescents

75% of children get less than 20 minutes of vigorous activity every day

more than 9 million children between the ages of 6 and 19 are considered overweight

SCHOOL WELLNESS POLICIES

Opportunity Knocks for HOSAby SeAnne Safaii, PhD, RDIdaho State HOSA Advisor

Idaho State Officer Team


CTSOs Role in Integrating Academic, Technical and Employability Skills

During Career and Technical Education Week, the week of February 12-18, 2006, a variety of awareness activities at the national, state and local levels were implemented in support of career and technical education. For the past 3 years, as part of the awareness campaign, there has been a Web

Cast produced by The National Centers for Career and Technical Education featuring the national student organizations. This year’s web cast was entitled CTSOs Role in Integrating Academic, Technical and Employability Skills.

The CTSO Web Cast was broadcasted on, February 16, 2006, in Washington, DC with Sierra Jenkins, President-Elect, representing HOSA. The focus of the CTSO Web Cast was CTSO’s role in integrating academic, technical, and employability skills into career and technical education. There was a representative from the following career and technical student organizations at the web cast: HOSA, BPA, FCCLA, TSA, Skills USA, FBLA, FFA, and DECA. Each organization had the chance to discuss topics such as academic enhancement, bringing business in the classroom, industry standards, integrating CTSOs into the CTE classroom, professional development, leadership skills, civic consciousness, and service learning and how each of these topics are addressed in their organization.

Gail Schwartz, Director, Division of Academic and Technical Education from the Office for Vocational and Adult Education, U.S. Department of Education, served as the moderator for the web cast. The students were also given an opportunity to have a private question and answer session with The Honorable Beto Gonzales, Deputy Assistant Secretary for Vocational and Adult Education.

What a great opportunity for all Career and Technical Student Organizations to promote the importance of student organizations as a part of the classroom learning experience and especially for HOSA to promote its role in preparing students as part of the pipeline to becoming this country’s future health care professionals.

If you would like to view a recording of the Web Cast it is archived at the following web site: http://www.nccte.org/webcasts/description.aspx?wc=193

By: Sierra Jenkins National HOSA President Elect

CTSO Web Cast panel with The Honorable Beto Gonzalez, Deputy Assistant Secretary for Vocational and Adult Education. Participants are from left to right, back row, Shane Hageman, FFA, Ross Squires, FBLA, Secretary Gonzalez, Billy Plastine, FCCLA, and Nathan Ball, BPA. Front row are, Sierra Jenkins, HOSA, Jennifer Vaziralli, DECA, Stephanie Usry, Skills USA and Katy Galambos, TSA.

Sierra Jenkins and The Honorable Beto Gonzales,

Deputy Assistant Secretary for Vocational and Adult

Education

Sierra Jenkins and Web Cast Modera-tor Gail Swartz, Director, Division ofAcademic and Technical Education from the Office for Vocational andAdult Education, U.S. Department of Education.

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Nowhere in the world has the impact of HIV/AIDS been more severe than in Sub-Saharan Africa. AIDS is caused by the virus HIV. AIDS was unknown to Africa about 25 years ago and is now the number one killer disease in Sub-Saharan Africa. Since the start of the epidemic, over 39 million people have been infected with HIV in this region of Africa. It is estimated that 29.4 million people are currently living with HIV/AIDS in Sub-Saharan Africa. That is two-thirds of HIV/AIDS cases reported globally. In the regions of Zimbabwe and Botswana, one in four adults carries the virus. A child born in Zambia or Zimbabwe today is more likely than not to die of AIDS. Africa, however, is no stranger to diseases that kill. Malaria still claims about as many African lives as AIDS, and preventable childhood diseases kill millions of others. What sets AIDS apart, however, is its unprecedented impact many adults in the prime of their working and parenting lives; therefore, decimating workforce. AIDS also fractures and impoverishes families, orphans millions, and shreds the fabric of communities. The gap between AIDS in Africa and the world will most likely increase in the next century. Other countries with the use of medical innovation are now trying to decrease the growth of AIDS/HIV in Africa.

By: Brittney Earle, Region III Vice President

M E D I C A L N E W S

Aidsin Sub-Saharan Africa

It is estimated that, 29.4 million people are currently living with HIV/AIDS in Sub-Saharan Africa.

blood:water missionBy: Sierra Jenkins National HOSA President Elect

There are 37 million people worldwide that are infected with HIV/AIDS. Of the 37 million people suffering from HIV/AIDS, 2 million are children and 17 million are women. AIDS has already killed 22 million people in the world and threatens to kill millions more. The wide spread epidemic of AIDS not only causes grief and death, but it also decreases life expectancy, increases child mortality, orphans millions, poverty, powerlessness and social instability.

What is AIDS? AIDS stands for Acquired Immune Deficiency Syndrome and was first recognized in the 1980s. AIDS is caused by HIV, or Human Immuno-Deficiency Virus and can be passed from person to person through sexual contact, blood transfusion, and other bodily fluids. Mothers with HIV can pass the HIV to their babies during pregnancy, delivery, and by breast feeding. HIV weakens the immune system which prevents the fighting off of certain cancers. HIV eventually leads to AIDS that cause terminal illnesses. HIV/AIDS is treatable and preventable. Sub-Saharan Africa makes up about 10% of the world’s population with 60% (25 million) of its people infected with HIV. Sub-Saharan has the world’s highest HIV rate and faces the greatest demographic impact. Other countries in Africa affected by the HIV virus include the following: Zimbabwe, Zambia, Namibia, Lesotho, Botswana, and Swaziland.

Why Blood? AIDS is carried in the blood and clean blood represents blood free HIV. Why Water? “Clean water is a basic human right and a foundational element in community health, and is in many ways the first step toward achieving overall community health. Unsafe water and poor

sanitation play a major role in the transmission of many diseases, including diarrhea, cholera, malaria, schistosomiasis and typhoid. Diarrhea alone is responsible for the deaths of 1.8 million people each year, 90% of whom are children under 5, and 88% of diarrhea is caused by unclean water and inadequate sanitation.” (World Health Organization) For AIDS patients’, clean water is a necessity because water helps prevent the aggravation of the disease and provides effective care for them.

“Blood: Water Mission, committed to clean blood and clean water to fight the HIV/AIDS pandemic, to build clean wells in Africa, to support medical facilities caring for the sick, to make a lasting impact in the fight against poverty, injustice and oppression in Africa through the linking of needs, talents and continents, of people and resources.” (www.bloodwatermission.com)

The 1,000 Wells Project is a project to help clean the water in various African communities. The goal is to build 1,000 wells that will provide clean and disease free water to the African communities. One simple dollar makes such a difference. It provides one year of clean water for an African. Think about it: Make water your only beverage for just two weeks. Save the money you would usually spend on beverages. After two weeks, send the money to Blood: Water Mission and it will be used to drill clean water wells where the need is great. For more information on this amazing project and on how you can make a difference go to www.bloodwatermission.com.


4 children die every minute because of a lack of clean water


By: Sierra Jenkins National HOSA President Elect

Thousands of lives are affected everyday by fires, vehicle accidents, and other emergencies. Fire fighters help protect people by rapidly responding to various emergencies. In most cases, fire fighters along with first responders are the first to arrive on an emergency scene to provide care. While on duty, fire fighters must be prepared to respond to any emergency that arises. Fire fighting is complex and dangerous and takes an extreme amount of organization and teamwork. It is all about working well with others and never leaving anybody behind. Firefighters work in many different environments that include: urban and suburban areas, airports, chemical plants, and rural areas such as grasslands and forests. Some fire fighters also work with hazardous materials units to assist with control, prevention, and clean up of materials. These are only limited examples of what fire fighters do, because there is so much more to the job then can be explained, every emergency is different.

When the alarm sounds, fire fighters must rapidly respond no matter the hour or weather conditions. Fire fighting does come with the risk of injury, death from cave-ins, toppling walls, and traffic accidents when responding to calls. They are also exposed to flames, smoke, and other hazardous materials. Fire fighters dress in protective gear to protect them from the heat and hazardous materials.

Fire fighter applicants must pass a written exam, tests of strength, physical stamina, coordination, and a medical exam that includes drug testing. Most fire departments require a training center or academy. Through classroom instruction and practical training, the rubrics include: fire fighting techniques, fire prevention, hazardous material control, local building codes, and emergency medical procedures, including first aid and cardiopulmonary. They also learn how to use axes, chains saws, fire extinguishers, ladders, and other fire fighting and rescue equipment. Almost all fire departments require fire fighters to be certified as emergency medical technicians.

Fire fighters work more than 50 hours a week. In some companies fire fighters work a 24 hour shift and then are off for 48 hours. According to what position a fire fighter holds determines their salary. Salaries range from $41,000-$68,000.

By: Marko Mijic, Region I Vice President

Health care is a prominent issue that affects people worldwide. Everyone makes a visit to the doctor or dentist and many fill their prescriptions at the local pharmacy. However, in the United States the health care system is failing and citizens are becoming the number one victim. With health care premiums at an all-time high, many low and middle class Americans have to decide whether a prescription or food on the table is more important. According to the U.S. Census Bureau in 2004, sixteen percent of our population was uninsured, which categorizes an estimated 45.8 million people. Out of the sixteen percent, twelve percent are children under the age of eighteen who are not receiving proper health care. This vividly illustrates that we must invest our time and money in health care. As a nation that prides itself on a strong and advanced health care community, many are left behind. What becomes even more disturbing is the number of people who have neglected their rights.

Health care has been a debated topic at state and federal levels, and as future health care providers we must make sure that we are aware what HMO’s (Health Management Organization) and our federal government are doing to better the health care crisis in our country. We have the best health care in the world and we need to be using it to benefit all members

of our society whether they are rich or poor. For many, the health care system is a very complex topic that can be discussed in length, however, we as the future pipeline of health care professionals must focus on results and ensure that all protected.

FIRE FIGHTING Occupations

CRISISHEALTH CARE

With health care premiums at an all-time high, many low

and middle class Americans have to decide whether a

prescription or food on the table is more important.


Industry Snapshots

• The healthcare industry is predicted to add nearly 3.5 million new jobs between 2002 and 2012, an increase of 30%. (U.S. Bureau of Labor Statistics)

• From 2002-2012, 10 of the 20 fastest growing occupations are concentrated in health services. These positions include medical assistants (59% growth), physician assistants (49% growth), home health aides (48% growth), and medical records and health information technicians (47% growth). (U.S. Bureau of Labor Statistics)

• Projected rates of employment growth for the various segments of the industry range from 12.8% in hospitals, the largest and slowest-growing industry segment, to 55.8% in the much smaller home healthcare services. (U.S. Bureau of Labor Statistics)

Workforce Issues

Pipeline: Recruitment and Retention• Increasing available labor pool• Increasing diversity and seeking workers from non-traditional

labor pools• Reducing turnover

Skill Development• Preparing entry-level workers• Training incumbent workers• Filling need for targeted and specialized areas of skills

Capacity of Education and Training Providers• Filling the need for academic and clinical instructors• Filling the need for facilities and resources• Aligning employer requirements and curricula

Sustainability: Infrastructure, Leadership, and Policy• Filling the need for sustainable partnerships at national, state,

and local levels• Locating opportunities to leverage funding and other resources• Using planning tools (data, projections, and information

systems)• Understanding policy issues, including those of regulation

Types of Jobs• Many healthcare jobs require less than 4 years of college

education, although most technical jobs require at least a 2-year technical degree.

• A variety of post-high school programs provide specialized training for jobs in health services. Students preparing for healthcare careers can enter programs leading to a certificate or a degree at the associate, baccalaureate, professional, or graduate level. Two-year programs resulting in certificates or Associate degrees are the minimum standard credential for occupations such as a dental hygienist or radiological technologist.

• Managers in health care need to have the management, coaching, and cultural competency skills to enable them to communicate effectively in an increasingly diverse work environment.

ETA in Action

U.S. Secretary of Labor Elaine L. Chao has announced a series of investments totaling approximately $35 million to counter healthcare labor shortages.

The U.S. Department of Labor (DOL) has sought to understand and implement industry-identified strategies to confront critical workforce shortages. It has listened at sessions conducted by associations representing thousands of healthcare institutions and considered viewpoints expressed in person by over 300 healthcare leaders. Solutions that have been adopted as a result of eight forums will act as national models through the President’s High Growth Job Training Initiative.

This set of solutions cuts across the national labor needs of the healthcare industry in acute care, long term care, allied healthcare professions, as well as the unique challenges facing rural areas. It focuses on specific as well as the broader range of challenges in the healthcare arena, including:• expanding the pipeline of youth;• helping alternative labor pools gain industry-defined skills and

competencies;• developing alternative training strategies; • developing tools and curricula for enhancing skill sets;• enhancing the capacity of educational institutions;• developing industry-defined career ladders and lattices;• developing strategies to retain and retrain incumbent workers;

and• assisting transitioning individuals from declining industries to

high growth industries.

HEALTH CAREHIGH GROWTH INDUSTRY PROFILE


Investments Total Industry Investment is $34,561,668Total Leveraged Resources are $29,646,613

The 1199 SEIU League Grant Corporation on behalf of the League 1199 SEIU Training and Upgrading Fund (NY)Creating Career Ladders for Health Care Workers: The Contextualized Literacy Pre-LPN Program Grant amount: $192,500; Leveraged amount: $100,000

The American Health Care Association Foundation (national)Developing Partnerships and Initiatives to Resolve Long-Term Care Workforce ChallengesGrant amount: $113,296; Leveraged amount: $7,615

Berger Health System (OH)Three-Year Hospital-Based Nursing Degree at a Rural Community HospitalGrant amount: $200,000; Leveraged amount: $405,939

CAEL (IL, MD, SD, TX, WA, GA, WI, VA)Health Care Career Ladder ProjectGrant amount: $2,555,706; Leveraged amount: $1,233,512

Capital IDEA (TX)Efficacy of Tutoring to Reduce Health Care Occupation BottleneckGrant amount: $224,088; Leveraged amount $456,091

Catalyst Learning (FL, IL, IN, KY, MD, MI, MO, NC, OH, PA, TN, TX, VA)Hospitality Television – School at Work Health Care Career Advancement Demonstration Grant1st grant amount: $1,176,000 in July 2002; 2nd grant amount: $2,000,000 in August 2003; Leveraged amount: $2,715,682

Columbia Gorge Community College (OR)Rural Health Care Job Training Pilot Economic Recovery Demonstration ProjectGrant amount: $1,250,000; Leveraged amount: $870,982

The Evangelical Lutheran Good Samaritan Society (MN, ND, SD)Healthcare Career Lattice: A Model for Enhanced LearningGrant amount: $1,877,517; Leveraged amount: $1,204,000

Excelsior College (NY)The Hospice and Palliative Care Certificate ProgramGrant amount: $516,154; Leveraged amount: $82,325

Florida International University School of Nursing (FL)New Americans in NursingGrant amount: $1,419,266; Leveraged amount: $547,209

Hospital Corporation of America (FL, TX)Specialty Nurse TrainingGrant amount: $4,000,000; Leveraged amount: $6,076,930

Johns Hopkins Health System (MD)Johns Hopkins Health System’s Incumbent Worker Career

Acceleration ProgramGrant amount: $3,000,000; Leveraged amount: $3,900,000

The Management and Training Corporation (IL, OH, PA)Meeting America’s Healthcare Employment Needs: The Job Corps/Community College SolutionGrant amount: $1,500,000; Leveraged amount: $70,022

Maryland Department of Labor, Licensing, and Regulation and Governor’s Workforce Investment Board (MD)Maryland Healthcare Workforce InitiativeGrant amount: $1,500,000; Leveraged amount: $700,000

North Carolina Department of Commerce Commission on Workforce Development (NC)Project HEALTH: Helping Employers and Labor Transition to Health CareGrant amount: $1,500,000; Leveraged amount: $100,000

The Paraprofessional Healthcare Institute (NY)Recruitment and Retention of Direct-Care WorkersGrant amount: $999,902; Leveraged amount: $999,902

Pueblo Community College (CO)Pueblo Project HEALTHGrant amount: $715,402; Leveraged amount: $595,062

Rio Grande Valley Allied Health Training Alliance (TX)Growing Our OwnGrant amount: $4,000,000; Leveraged amount: $4,457,000

The State of Oregon (OR)Oregon Governor’s Healthcare Workforce InitiativeGrant amount: $300,000; Leveraged amount: $450,000

The States of Georgia, Florida, Texas and Colorado (CO, FL, GA, TX)HCA/DOL Health Care Career Scholarship Partnership: “HCA Cares”Grant amount: $4,541,205; Leveraged amount: $5,000,000

Tacoma-Pierce County Workforce Development Council (WA)Healthcare Services Business ConnectionGrant amount: $762,659; Leveraged amount: $700,000

Northwest Wisconsin CEP, Inc. (WI)Healthcare Workforce NetworkGrant amount: $215,600; Leveraged amount: $196,000

Resources

For additional background information about the industry and details on the grants, information about employment and training opportunities, and workforce development tools for employers, educators, and workforce professionals, please refer to the following: www.doleta.gov/BRG, www.careeronestop.org, and www.workforce3one.org.

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L E A D E R S H I P

I RememberObjective: Getting to Know One Another

You and others in your group are about to revisit the past and take a trip down memory lane.

1. Get a coin.

2. Look at the year on the coin. Take a minute to think about what you were doing when that coin was minted. Were you in school? Were you a child? Where did you work? Were you married? Where did you live? What was going on in your life at that time? What was the music of the day? Etc. (If you were not yet born or prefer not to discuss your life during the year selected, choose another coin.)

3. After you have had some time to remember where you were, you are ready to play the game. Your goal is to find someone with a coin that was minted at least two years before or after yours. Ultimately, your goal is to have the oldest coin in the room.

4. Once you have found a partner, take three minutes each to tell each other about your moments in time. When you are finished, each of you flip your coin. Reveal the results of your toss to your partner. If they are alike (both coins are heads or tails), exchange coins. If they differ, keep your original coin.

5. Repeat the process up to three times as designated by the facilitator.

Materials Needed: Coins Prize

Time: Allow 5 minutes for setup. Allow 5 minutes for each round. At the end of all rounds, call each year in order and ask each participant to stand and give his or her name.

Award a prize to the holder of the oldest coin.

Variations: • Use your own coins to ensure an even distribution of years.

• If using your own coins, incorporate a piece of corporate history with each. Research a fact or figure about each year of your business and include it with the corresponding coins. When the participants exchange their own information, they can also share a piece of HOSA’s history. When debriefing, call each year in order and ask the participant with the year called to share his or her fact.

N E W S

HOSA’s VisibilityIn Washington, DC

By: Reginald Coleman

National President

On March 6-8, Regina St. George, Teresa Williamson, Karen

Koeninger, and Dr. Jim Koeninger and Reginald Coleman, represented

HOSA at the National Policy Seminar in Washington, DC. This event

was sponsored by the Association of Career and Technical Education.

The HOSA delegation met with HOSA’s Washington, DC

representatives, George and Taryn Safakis, who organized three days

of meetings with congressmen, senators, and their staff to analyze

the health care shortage, strategize opportunities within HOSA; and

mobilize HOSA membership to make a much needed difference. We

met with the following: Office of Congressman Jim Gibbons (NV);

Office of Senator Bill Nelson (FL); Department of Justice; Office of

Congressman Mica (FL); Office of Congressman Bill Young (FL); Congressman Burgess (TX); Office of

Senator Cornyn (TX); Office of Senator Kay Bailey Hutchison (TX); Office of Senator Trent Lott (MS); Office

of Senator Thad Chochran (MS); and Office of Senator Dianne Feinstein. The purpose of the meetings

was to educate legislative representatives on HOSA, our organization’s mission, and to also try to allocate

funds to start emergency preparedness pilot programs in California, Mississippi and Florida. If the funds

become available for HOSA to start these pilot programs, this would be a tremendous step in responding to

the crisis that states would be faced with in the event of a natural

disaster. With hurricane season fast approaching, there is not a

better time to start these programs than now. HOSA members are

prepared to handle situations such as these because we have had

the necessary training to be responsive as a first responder when

necessary.

It is important that all HOSA students and advisors get actively

involved in the political process. Your voice does make a difference

in educational and health issues on the Hill.

hosathe states’ career clusters model for health and human services clusters served beautifully to...

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