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Practices with Promise Success Story

Submitted By: Paula Hodge and John Cordova, South Central Coast Region

Healthcare Information Technology

  • Type of Practice: Regional Collaboration
  • Type(s) of Users Served: External Certification Seekers, Skills-Builders Students
  • Sector(s): Health, Information & Communication Technologies (ICT)/Digital Media, Agriculture, Water & Environmental Technologies
  • Momentum Point(s) & Leading Indicators : MP 33, LI 1, LI 3 (click here for description)
  • Regions Involved: Orange County, South Central Coast
  • Colleges Involved: College of the Canyons, Saddleback College, Santa Barbara City College

The Challenge

With the implementation of the Affordable Care Act (2010), the demand for well-trained frontline workers has increased, these include front and help desk personnel. Current program models incorporate a two-year associate degree program in Health Information Technology (HIT); however, this educational support fails to alleviate workforce gaps completely to meet the incumbent worker time available due to family and other socioeconomic factors. As HIT evolves, the transformational opportunities it presents continue to grow exponentially. Access to health care information through technology, including internet and mobile applications, suggest a future of personalized health care delivery requiring little, if any, in-person interaction.

The Solution

The “Healthcare Information Technology” (HCIT) model curriculum, addresses the increasing need for skilled workers in the health care information technology field. As the trend continues to access health care information electronically, the demand for a strong supply of skilled workers continues to rise. The purpose of this model curriculum is to provide a resource that can be used in its entirety or adapted, as needed, by faculty for instruction. This model curriculum included six courses: Medical Terminology, Exploring Computers, Structured Query Language (SQL) for Health Care Information Technology; Business Intelligence Tools, Healthcare Organizations Practices and Reporting, and the capstone course Healthcare Information Technology.


The model curriculum may be beneficial to those starting new programs, involved in program improvement, or program review. Originally designed for the incumbent workforce, this curriculum can be applied to a credited college low bearing certificate program, leading to a stackable credential.

The Data

The alignment of these skills and courses to American Health Information Management Association (AHIMA) updated industry recognized certification for Certified Healthcare Technology Specialist (CHTS). This will provide a level of training to their recommendations for eligibility that include: trained through short-duration (typically six months) non-degree health IT workforce development program, or members of the workforce with relevant experience or other types of training.

Supporting Information

South Central Coast Regional Website

AHIMA CHTS certification (healthcare technician in beta currently)

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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