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Region One Education Service CenterEdinburg, TX
Ed Garcia, CTE Specialist
What was yourvery first job?
The Millennial Job Interview
What was your first job?
How & Why are you a CTE Teacher?
One of your biggest life adventures.
A bucket list item.
Introduction
Overview of Work-Based Learning
TEA and CTE Information
Textbook and Curriculum Resources
Program Management
Safety
Industry Partnerships
Advisory Committees
Wrap up and dismissal!
Career Prep & Practicum Training Requirement
“The school district is responsible for ensuring that each teacher assigned to this course has completed appropriate training in state and federal requirements regarding work-based learning and safety. This requirement is effective beginning with the 2010-2011 school year.”
WBL Learning Training available online at:www.teawbltraining.org
19 TAC §231.1(e)
ASSIGNMENT OF PUBLIC SCHOOL PERSONNEL
PART I REQUIREMENTS FOR ASSIGNMENT OF TEACHERS
“Career Preparation consists of time spent at an approved training site, as well as classroom
instruction.
Practicums are specific to a cluster and combine classroom instruction with learning experiences in
a laboratory setting or at an approved training site.”
Source: Student Attendance Accounting Handbook 2012-2013
Today’s session will focus on “best practice” for coordination of Career Preparation & Practicum experiences. Currently, TEA does not have an official guide to use for these courses.
Your local school district may impose any requirements necessary for participation in Career Preparation or Practicum experiences by board approval.
Jot down your questions…If not answered during the day,
ask when needed.
Provide relevance and meaning to learning experiences
Offer contextual & integrated learning experiences
Provide hands-on application
Learn relevant employability skills & what employers want
Provide a capstone experience for students involved in a career cluster pathway of study.
For the student
For the school
For the community
For the training sponsor
(the employers hosting the students)
A checkmark when you are already doing it.
An exclamation point next to things you must implement.
A question mark next to things you don’t understand.
Cross it out if it does not apply.
Prior to the end of school (May)
Provide a social event inviting all current students and new applicants Pizza party during lunch Doughnuts before school Etc…
(Food ALWAYS works )
Begins to build relationships and commitment from the new students
Allows the new students a chance to ask questions of you and the other students
Provides opportunity to collect parent permission slips allowing student to become involved in the Work-based Learning Program, as well as Criminal Record Check forms
Gives you the opportunity to “Put a Name to Face.”
Immediately following the end of school (June)
Conduct an Employability Skills “Boot Camp”… a 2-3 hour workshop for all applicants on: Interviewing techniques, Resume writing/Thank You letters, Applications, Dress, Etiquette, Etc.
WHY?
Greatly minimizes your last minute scrambling by equipping the students with needed skills to job seek throughout the summer.
Information from TEA-CTE
Student Attendance Accounting
Handbook
Let’s take a quick look at the relevant key points…(2.1-2.23)
5.2 – Eligibility
5.7.1 – Career Preparation
5.7.2 - Practicum
5.7.3 – Written Training Plans
5.7.4 – Additional Requirements
5.7.5 – Required visits by Teacher
5.8 – Project Based Research
5.11 - Documentation
5.2 Eligibility and Eligible Days Present (2.2)
1) Each CTE course must be taught by a qualified/certified CTE teacher; http://www.tea.state.tx.us/index2.aspx?id=7739&menu_id=645&menu_id2=789
2) The teacher of record must be the teacher in the classroom responsible for teaching and learning, grades, attendance, etc.
3) District must provide appropriate resources, laboratories, and technology to teach the TEKS for the courses offered.
4) To be eligible for CTE contact hour funding, your district must offer at least one coherent sequence of courses in at least 3 different career clusters.
5.7.1 Career Preparation Eligibility Requirements (p2.2)
The career preparation course is for paid experiences only. The training component must address the TEKS for the course, provide a variety of learning experiences that will give broadest understanding of business or industry.
The course should span the entire school year, and classroom instruction must average one class period each day for every school week. (at least 45-89 minutes)
A minimum age of 16 and valid work documentation, such as a Social Security card, is required to enroll in career preparation learning experiences.
Students unemployed for more than 15 consecutive school days are not eligible for contact hours.
Career preparation courses cannot be offered in an alternative setting, such as credit recovery, alternative programs, or disciplinary alternative programs.
5.7.2 Practicum Course Eligibility Requirements (p2.2)
Practicum courses may be used as laboratory-based, paid or unpaid, work experiences for students.
The course should span the entire school year, and classroom instruction must average one class period each day for every school week. A student is expected to be enrolled the entire school year, however, in accordance with local district policy, a student may enter or exit the course when extenuating circumstances require such a change.
A minimum age of 16 and valid work documentation, such as a Social Security card, is required to enroll in any of the practicum learning experiences that have a paid component.
Students unemployed for more than 15 consecutive school days in a paidpracticum learning experience must be placed in an unpaid learning experience.
5.7.3 Date on Which Students May Earn Contact Hours (2.3)
Written training plans, which can be found at http://www.tea.state.tx.us/index2.aspx?id=3366
MUST be on file for students participating in either paid or unpaid learning experiences at an approved training site. (Lab-based practicum does not require a training plan.)
A student in paid work-based instruction may be counted for contact hours on the first day of enrollment, provided a training plan for the student is on file within 15 instructional days of the student’s employment date.
A student participating in unpaid practicum work-based instruction may be counted for contact hours on the first day of enrollment, provided a written training plan is completed and on file before the student begins participating in training at the site.
5.7.4 Additional Requirements for Students Participating in Paid Learning Experiences (2.3)
For a student participating in paid experiences, employment must begin within 15 instructional days of student’s class enrollment date.
If a student’s employment ends before the end of the school year, contact hours may be counted without interruption provided the student’s paid training resumes within 15 instructional days and a written training plan is on file within 15 instructional days of employment.
5.7.5 Required Site Visits by Teachers (p2.3)
Teachers assigned to teach courses involving work-based learning experiences, both paid and unpaid, must visit each student training site at least 6 times each school year.
Teacher of record must be provided time within his or her schedule to visit the training sites. The training site visits may not be conducted during the teacher’s planning and preparation period. (could even be 1-2 days each grading period)
Regardless of the length of a grading period, at least one training site visit must be conducted during each grading period to earn contact hours for that reporting period.
5.8 CTE Problems and Solutions (Formerly CTE Independent Study (2.3-2.4)
A Problems and Solutions course must be cooperatively planned by the student and teacher, continuously supervised by the teacher, and conducted by the student with the guidance and support of a mentor or interdisciplinary team.
Written project plans must be on file in a student’s folder for a student participating in a Problems and Solutions course within 15 instructional days of the student’s enrollment date to be counted for contact hours. A student whose project plans are not on file in his or her folder within this time period may be counted for contact hours beginning on the first day the project plans are filed.
5.8 CTE Problems and Solutions continued
The course provides a combination of classroom instruction and supervised research equivalent to an average of five class periods per week.
The student and teacher must meet for instruction at least once each week for the purpose of project planning, reporting, evaluation, and supervision and coordination.
The student must use remaining class time to conduct research, work with the project mentor or interdisciplinary team, analyze and interpret project data, and compile a project presentation and evaluation results.
A project progress evaluation for each student grading period is required for the student to earn contact hours for that reporting period.
5.11 Documentation (p2.4)
To claim CTE contact hours for funding, documentation must be complete. All documentation supporting student eligibility must be on file for every student accumulating CTE eligible days present on the Student Detail Report. Documentation requirements are as follows.
Adequate documentation of a student's entry into the program, service in the program, and withdrawal from the program must be available. Acceptable documentation for establishing entry, service, and withdrawal is as follows: ◦ The CTE teacher's grade book documenting the student's attendance and
participation in the CTE course (gradebooks are required to be kept for 1 year from the date that the grades are posted to the students’ academic achievement records)
◦ The student's official schedule change document, if the student changed schedules during the semester
Student Attendance Accounting Handbook: “Where does it say that…?” http://www.tea.state.tx.us/index2.aspx?id=7739&menu_id=645&menu
_id2=789
CTE Website: a valuable resource http://www.tea.state.tx.us/index2.aspx?id=4881&menu_id
=720
Career Prep & Practicum Formshttp://www.tea.state.tx.us/index2.aspx?id=3366
Curriculum Resources
ISBN : 9780078748288Price: $63.99
Succeeding in the World of Work,Student Edition © 2008
Almost perfectly aligned with
TEKS for Career Preparation.
Published by
Glencoe/McGraw-Hill
Includes TEKS for◦Career Preparation I & II (pg. 3.2)
◦Problems & Solutions (pg. 3.6)
http://www.tea.state.tx.us/index2.aspx?id=4881&menu_id=720
Chapter 130 – Practicum Courses
Materials available free or for purchase through state-funded curriculum centers
Materials available for purchase from national curriculum centers
Materials available free or for purchase from industry-related sources
Program Management
3
4
32
1
EVERYBODY reads “Characteristics of Effective
Programs” and the list of the responsibilities of the
Teacher-Coordinator (pages 6-9)
Based on your “number”, also read:
(1) Students (9)
(2) Parents/Guardians (10)
(3) School Counselors (10)
(4) Training Sponsors (11)
Once everyone in your group has finished
reading…
1. Teach your group members about your
assigned role.
2. Record main ideas.
3. Be ready to present when time is called.
Or are they the same?
Scavenger Hunt!
1. How old must students be?
2. Who/what requires the training plan?
3. What records must the school keep for each WBL student?
4. What percentage of student overall grade should employer evaluation account for?
5. How many days do students without jobs have to find an approved position?
Do you know if your district/campus has Career Prep or Practicum course?◦ If so, which ones?
Does your campus and/or district administration use student pre-registration data to determine which CTE courses to offer or drop?
How are programs marketed to parents? To students? To faculty? To Counselors? To Administration?
Applications distributed to interested students prior to pre-registration
KEY: Building relationship with counselors!
Students return completed application to Work-based Learning teacher/coordinator or counselor
Work-based Learning teacher/coordinator reviews applications, checks attendance, and disciplinary file
Work-based Learning teacher/coordinator interviews each student
• Purpose: Assess student interview skills and gain additional personal information
Career Preparation ~Final acceptance is based on student securing approvable job, and parental permission
Career Preparation
Practicum What If?◦ A student does not show up for work?
◦ There is an emergency at school/work?
◦ What about holidays?
◦ Who gets involved when?
◦ If a student does not go to school, does he/she go to work?
In your groups, review the sample Standards of Operation (4.110-4.118)
Compare/Contrast how it relates to your own district’s similar documents. How could your current Standards of Operation improve?
If you do not have one for your district:• Highlight key items you would like to include. • Make notes of what else you would like to add.
On chart paper…
1. List 3 ideas from
the sample that
you must include
in your SOP.
2. List 2 ideas that
you would “tweak.”
3. List 1 idea you
would add.
4. Post your paper.
Find a partner
With your partner, take a “Gallery Walk” and review & talk about the responseson each poster.
Go over Standards of Operation on first day
Section with general program guidelines and specific student expectations
Section for student, parent/guardian, & employer to read and sign
Keep in teacher file if needed to conference with student, parent, campus administrator, and/or employer
If students enter career preparation program already employed, the job becomes the “training station”
Students cannot quit or change jobs without talking with career preparation teacher in advance
Career Preparation teacher/coordinator encourages students to keep their jobs, rather than quitting ◦ Critical to learn valuable communication and coping
skills
Their jobs are “your business” until the end of the school year
Classroom form (pg 4.119)Go over on first day Students sign and turn in to teacher/coordinatorMake a copy for students to keep in their folders as a
reminder Keep original copy in teacher/coordinator files if
needed to conference with student, parent, and/or campus administrator
Students should prepare/update resume and cover letter.
Teacher/coordinator posts known job leads and/or former career preparation employers
Teacher/coordinator may provide business cards as “introduction” (attach to student job applications)
Teacher/coordinator reviews businesslike dress and grooming expectations
Students should know how to complete a job application neatly and accurately
Students should rehearse before the interview
Students should follow-up after the interview (with Career Preparation teacher/coordinator and business/interviewer)
Teacher/coordinator offers encouragement and/or constructive suggestions as needed
Teacher/coordinator is not ultimately responsible for a student securing employment
Some students do not have jobs
Students must secure approvable training positions as soon as possible
This form provides documentation (or lack of it!) of student’s efforts to seek employment
Students check in with career preparation teacher daily for job leads and/or log check
What exact responsibilities are being asked of my company?
Will I/my staff have to do a lot of paperwork?
How will I know that my firm will get adequate program support once students are coming to my work site?
What kind of students will be recruited?
Will I be able to choose which students are placed at my work site?
Who is responsible for addressing attitudinal or disciplinary problems with students?
Types of businesses that are generally open to partnerships with the education system include: ◦ The local utilities, such as communication systems,
electric and gas companies
◦ The medical and health industry
◦ The hospitality, tourism, and restaurant industry
◦ Retail businesses
◦ Banking and finance institutions
◦ The construction industry
A completed training plan for each student enrolled is mandatory for the district to claim contact hours for funding purposes.
TEA offers forms in both paid and unpaid formats
Texas Workforce Commission and the US Department of Labor approved the design of the training plan
Four copies should be prepared:1. Teacher’s file2. Employer3. Student4. CTE Director/Coordinator
http://ritter.tea.state.tx.us/cte/curriculum/index.html
Requires student data, so start a card file or database before school starts:
Student Name and Social Security Number
Name of Training Sponsor
Training Objective – Occupationally specific, i.e. Food Service
Career Cluster Focus
CTE Course Title
PEIMS Code
Name of School District and Campus
Beginning Wage
Number of Hours of Training per Week
Beginning and Ending dates of Training Plan Agreement
Length of Probationary period (if applicable)
Appropriate signatures (Student, Parent, Employer, Coordinator)
F
R
O
N
T
TEKS and related instruction for Career Preparation course contentMust comply with Child Labor Laws and Fair Labor Standards ActEssential Knowledge and Skills should be utilizedShould emphasize safety consciousness and developing safe work
habits and attitudes Indicates supervision will be provided and duties will be rotated to
allow progression of skillsWork experiences should be correlated to study assignmentsBalance between general information and occupational
competencies
Training Plan is not complete withoutTEKS and assignments for courseTEKS and assignments for occupation
B
A
C
K
Before giving training plans to students, make a copy
Explain to students that front page requires four signaturesStudentParent/GuardianTeacher CoordinatorEmployer/Supervisor (training sponsor)
Original must be on file within 15 days upon securing employment (TEA can make your district return $$$)
Teacher/coordinator makes four copies
Original goes to CTE Director (for funding and PEIMS documentation)
Deliver employer’s copy at first evaluation visit or via student employee
Keep student’s copy in filing cabinet folder or in student’s folder
Maintain file of teacher’s copies
Persons with felony recordscannot work in certain institutions, including:
Child Care Centers Schools Hospitals
Forms are samples used by other
school districts
Even if we are not able to get all records (since students are underage), we are at least doing “due diligence”.
Sometimes students will “self commit” if they fear a background check.
There is an “educational need to know”.
Demographic info
Employment info
School schedule
Weekly Job Report (p. 4.120)Used to document student hours 3-credit course = 15+ hrs. in 7-day period (average) 2-credit course = 10+ hours per week (average)Each week, student Completes hours worked each day per week Totals hours for the week Completes a few sentences on journal lines *NOTE: Teacher should check frequently.
At end of grading period, student Totals hours for grading period Submits form to Teacher (grade)
Yearly Wage and Hour (pg. 4.143)Student logs weekly hours and grading
period totals from wage and hour form
Student compares number of hours to ensure meeting state requirement
Keep form in teacher and personal student folder (make a copy)
Practicum Weekly Reports (pgs. 4.121)
Student reflects upon specific duties performed
Student logs weekly hours
Keep forms in teacher and personal student folder
“CTE has developed an easy to use Employability Assessment that measures performance on 16 Core 21st century skills most demanded by employers. Each skill can be rated as Below Standard, Meets Standard or Exceeds Standard.”
Source:◦ Illinois workNet Center @
http://www.illinoisworknet.com/NR/rdonlyres/B9821BA0-182C-4569-ADB9-2202AF631F5A/0/CTEWorkBasedLearningGuide_Draft_V18.pdf
1. Appearance: Does your intern dress as required when you are asked to wear a specific attire?
2. Attendance: Does your intern show up on time each day?
3. Oratory/Speaking: Does your intern use appropriate language and friendly tone when talking with others?
4. Attitude: Does your intern bring a positive outlook to work each day and sustain it throughout the day?
5. Accountability/Integrity: Does your intern take responsibility when he/she make mistakes?
6. Ambition Initiative: Does your intern take on extra work even when not required?
7. Self Control: Does your intern maintain a professional manner even in stressful situations?
8. Verbal Communication: Does your intern effectively expresses his/her ideas in a clear and logical manner?
1) Active Listening: Does your intern focus on the conversation you are having and ask clarifying questions?
2) Feedback: Does your intern respond to constructive criticism without getting defensive or mad?
3) Teamwork: Does your intern complete assigned functions on the team as well as work collaboratively with others?
4) Supervision: Does your intern complete required tasks without needing to be reminded?
5) Procedure/Rule Following: Does your intern follow or improve on your directions when completing tasks?
6) Problem Solving: Does your intern methodically work through problems or just attempt to “wing it”?
7) Information Management: Does your intern seek out resources to compete tasks, or does he/she overly rely on others for the answers?
8) Computer Literacy: Does your intern communicate using email in timely manner without spelling or grammar mistakes?
Collaborate:
Review Employer Evaluation Sample on page 4.125 Classroom Performance Evaluation on page 4.127
Within your group, generate a list of 10 employee competencies that you would include in an evaluation
Example:
Appearance and Grooming
Initiative
Etc.
Then decide how you would rate the competencies.
Minimum of one visit (not phone call) is required each grading period; total of six visits per year. Must be documented.
Before making employer visits• Tell students you are getting ready for visits:
“Is there anything I need to know?”
• Prepare an employer evaluation form for each student
• Put form in envelope for privacy and identification
• Use Training Station Info sheet (or a copy of your database) to plan travel (sort into groups according to areas of town)
Determine if your student is at work
If student is there
Greet student and make positive comment about work he/she is doing
Ask for his/her immediate supervisor
If student is not there
Ask for student’s immediate supervisor Be sensitive to whether this is a good time for a short
conversation Briefly explain the evaluation form – at least the first visit! Limit visit to a reasonable length of time. If necessary, schedule a
return visit to conference about the student. Tell/remind supervisor of procedure you have for getting
evaluations back Leave your business card with supervisor
This initial face-to-face contact is crucial to future success, for how the program is initially presented will ultimately determine the long-term relationship with the work site organization.
Brief orientation to WBL
Work site supervisor’s role
Student’s role and responsibility
School’s and teacher’s role and responsibility
Policy Details
WBL Curriculum Work with the teacher-coordinator to identify job skills.
Safety Issues Work with the teacher-coordinator to ensure that students have a basic understanding of why safety procedures are needed as well as an attitude that takes this need seriously. Give direct instruction to students regarding safety procedures at the work site.
Attendance Know what the school’s standards & procedures are for attendance in school and the work site. Know who the school contact person is if a problem arises.
Measurements of Student Success
Evaluate student performance as per your agreement with the teacher-coordinator regarding frequency of evaluations, evaluation instrument, etc.
Policy Details
Work schedules The teacher-coordinator should consult with work site supervisors to establish student work schedules that are mutually agreeable to the employer, the school, the student, and the parents.
Discipline Work site supervisors may have concerns about disciplining students at the work site. The teacher-coordinator should make sure that the school district has clear policies regarding discipline issues at the work site and should make the work site supervisor aware of these policies.
Legal Issues Work site supervisors will need to know and comply with all local, state, and federal labor laws.
Remember that teenage workers . . .
May have little or no experience, and they place great importance on obtaining growth and experience on the job. ◦ For business, this is both good and bad news. The bad news is that you must
train them; the good news is that they are trainable.
Identify with a group. ◦ Teens are great team players because above all, they want to belong.◦ Adults often forget this fact.
Need directive behavior from the boss. ◦ Directive behavior calls for specific, detailed instructions on what the teenage
worker is expected to do on the job. ◦ Supportive behavior, or saying “thank you” and “you did a good job,” is also
important, but directive behavior should predominate.
Exhibit immaturity. This is natural—they are only 16-18 years old!
Have their basic needs provided for…Because their parents often provide food, shelter, and clothing, most teens are more independent than other workers.
Are forming their work ethic. ◦ In the initial stage of a teenager’s employment, the supervisor must
communicate the policies of the organization and the consequences of misbehavior.
◦ The goal of some teens is “Saturday.”
Challenge authority. ◦ Teenagers constantly test limits and look for boundaries.
Supervisors must be quick in enforcing their personal boundaries and the boundaries of the organization.
Are apt to internalize criticism. ◦ Because their self-esteem is in the formative stage, teenagers often
respond poorly or are hurt by even the most constructive criticism.
Have no concept of profits in a business. ◦ Teenagers seldom consider employer costs or profits and are
usually not very interested in the bottom line.
Initial Visit: Initial Visit Memo
Copy of the Standards of Operation
Copies of the student Training Plan including the Child Labor Laws (pg.4.20)
Sample Employer Student Evaluation
TEKS
School Calendar
Subsequent Visits: Evaluation Memo
Employer Student Evaluation
Documentation can be “when, where, who, and how far” on district travel form you submitted for payment when finished with visits District may have special procedure for documentation
If student asks, “Who did you give my evaluation to? (so they know who to check with to get it back), you will know!
Make a list and post it in classroom or by the door as you complete visits Some students were at work and will know that you were there but others
were not
They will know about when their evaluations should be ready
When applicable, make comments in class about students at work
Career Preparation students are expected to stay at present job for entire school year
They need to improve coping and communication skills (lifelong skills)
If they quit, they will have no grade for employer evaluation or Wage and Hour form
Program’s relationship with employers can be damaged (strong co-op programs are built on “repeat business” with satisfied employers)
Sometimes student cannot stay at present jobBusiness reduces student hours below 15 per week
Business closes or moves out of the area
Situation warrants job change
Must have new job within two weeksAssist student with job leads
Student documents contacts made on employment search form (minimum of 3 per day)
Teacher prepares new training plan
Document Checklist Parent Information Letter Completed Application Training Plan Agreement (SOP) Training Plan including Child Labor Laws Evaluations Wage and Hour Reports Liability Waiver Student Cover Letter & Resume TEKS Other
STUDENT
Welcome Letter
Attention Business Owners Flyer
Sample Evaluation
Sample Training Plan
Business Card
Employers who participate in WBL programs are giving valuable time and expertise to the school and to the student. Don’t forget to tell them their contribution is important and is appreciated.
Have the student(s) send a thank you note to the employer. ◦ If necessary, provide students with a sample thank you letter.
Encourage students to personalize their letters by highlighting at least one thing that they learned or enjoyed during the experience. Suggest that students ask permission to use the employer as a reference.
Send a thank you note from the school as well. ◦ A short, personal, handwritten note is often more valued than a letter
or memo unless the letter can be placed in a personnel file.
Give certificates of appreciation.
Conduct award or recognition ceremonies.
Highlight the employer’s participation in an article in the school or local paper.
Give small, inexpensive gifts such as pens or note pads with the school name.
Have an annual employer banquet. (Could have Culinary class cater, hospitality serve, etc.)
Create an employer database. ◦ Document all employers and the activities in which they’ve
participated for future reference. ◦ Maintain a mailing-email list of organizations that are active in
WBL. ◦ Include the names of individual students who have worked with
each organization. Recalling the experiences of past participants can be helpful when placing new students.
Stay in touch with employers. ◦ They’ll be more inclined to work with you if you have a good,
ongoing relationship. ◦ Have the students create & publish a quarterly newsletter or one
page flyer sharing student/employer activities.
Reflection. ◦ Employer Survey, Parent Survey & Student Survey
◦ Take time to reflect on your work site development process.
◦ Identify strengths and weaknesses in your presentation and make adjustments as necessary.
◦ Ask employers for input on how marketing efforts could be improved.
◦ Focus on streamlining the work site development process for the benefit of everyone involved.
Must be a minimum age of _________
Hold valid work documentation, such as a ________ _________ ________
Must be employed within _______ instructional days of enrollment date
Must work ______ hours a week (avg.) for a 2 credit course, or
Must work ______ hours a week (avg.) for a 3 credit course
Student Attendance Accounting Handbook 2011-2012
Must address all of the ________ for the course and provide a student with a variety of learning experiences that will give the student the broadest possible understanding of the business or industry
Must have a written __________ __________ on file for students participating in either paid or unpaid learning experience
Must visit each student training site at least ______ times each school year for both paid and unpaid work-based learning experiences
It is the policy of this District not to discriminate on the basis of race, color, national origin, sex or handicap in its career & technical
education programs, services, or activities. This District will take steps to assure that lack of English language skills will not be a
barrier to admission and participation in all educational and vocational programs.
Remember - in order to meet the requirements for
the Office of Civil Rights, a non-discrimination
statement MUST be on everything that leaves your
classroom. Here is one you can use!
There is a CTSO for every discipline
Included in federal legislation
Endorsed by the National Association of Secondary
School Principals
Recognized by the U.S. Department of Education
Supported by state directors of CTE and
Supported by state departments of education,
including TEA
Definition
Financial Accountability
Meal Expenses
Credit Cards
Planning and Management
Professional Development Conferences
Purpose and Benefits
Overview of Each Organization
General Policies for Advisors
Expectations of Officers
Fundraising
Competitive Events
Safe Travel Procedures
Guidelines for Safer Travel Handbook
CTSO Internet Scavenger Hunt (National and State)
Student Organization Presentation Information
Motivating your students to join!
Sample By-laws
Safety
How many teens get injured on the job every
year in the U.S.?
___ One per day ___ One per hour
___ One every 10 ____ Don’t know
minutes
How many teens get injured on the job
every year in the U.S.?
___ One per day ___ One per hour
___ One every 10 ____ Don’t know
minutes
http://www.youngworkers.org/psacontest/2013psawinners.html
18 year old – Sylvia – Caught Hand in Electric Cabbage Shredder Permanently Disfigured, 4 Operations So Far Will Never Have Full Use of Hand
16 year old – Donna –Working alone in Sandwich Shop after 11pm Seriously injured when assaulted during an armed robbery
17 Year Old – Michael –died of suffocation working at Market for 3 months supervisor told him to go operate the cardboard compactor/baler- While extracting a stuck piece of cardboard, was pulled inside the machine. Hydraulic compressor slowly crushed his chest.
Where do you think most injury occurs?◦Ag
◦Manufacturing
◦Retail
◦Service
◦Other
Other15%
Retail54%Agriculture
7%
Manufacturing4%
Service20%
Working in jobs with hazards
Inexperienced
Developmental factors
Lack of training &supervision
Some working inviolation of child labor laws
Safety should be taught early in the school
year. This practice will help to safeguard
student safety as well as eliminate certain
liability issues for the school.
Safety units should include:
General on the job safety
Specific occupational safety
Identifying and coping with sexual harassment
Company safety procedures
Safety in Social Media
Students work in groups with others training in the same career cluster/program area to research and study safety policies, practices, and issues specific to their training assignment. Presentations follow.
Second-year students recount safety practices and problems/issues they encountered during their first year in the WBL course.
School liaison officer talk about theft, robbery, and general personal safety on the job.
Industry and/or company representatives discuss safety procedures.
Have students create storyboard, role play or PSA.
Excellent examples on the website Youth Rules.
You can print them out in 4 color or in black and white.
Students can create safety posters relative to company and/or industry training sites.
pg. 5.12
A job hazard is anything at work that can
hurt you either physically or mentally.
Safety hazards cause immediate injury:
direct injury or trauma such as a severed
finger, puncture wound, a crushed hand,
broken bones, eye damage.
Health hazards can cause illness
immediately (acute) or over a longer time
(chronic),
Overhead #8
Safety hazards: knives
hot grease
slippery floors
working on ladders
Chemical hazards: dusts (asbestos)
cleaning products
paints and thinners
gasoline
Biological hazards: Bloodborne pathogens
(via needles, etc.)
Viruses, disease
Poison ivy, poison oak
Other health hazards: noise
radiation
repetitive movements
heat
cold
stress
3:
Office/
Clerical
2:
Grocery
Store1:
Fast
Food
Overhead #9
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laces
Overhead #10
Illu
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Overhead #11
Illu
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Overhead #13
Designer : Draws the map and the hazards – this can be done by the person with work experience and by another student who likes to draw.
Hazard List Maker : Makes a list of the hazards that are to be illustrated on the map.
Solution List Maker : Makes a list of ways to eliminate the hazards; the whole group should discuss any changes that are needed to make the job safer.
Reporters: Two people should be prepared to explain the map, the hazards, and the solutions to those hazards.
Red: Safety Hazards can cause obvious injuries like cuts, slips and falls, burns, and back injuries. Some examples are: sharp knives, deep fat fryers, slippery floors, and heavy objects. Violence and assaults are also safety hazards.
Blue: Chemical Hazards can cause immediate or longer-term health effects. Some examples are: disinfectants, detergents, solvents, paints, and varnishes.
Brown: Other Physical & Environmental Hazards include: noise, dust, heat, cold, and unsanitary conditions.
Green: Stress Hazards can be caused by: pressure to work faster, tension between you and your supervisor, fear of assaults, sexual harassment, working late at night, etc.
Young Workers◦ http://www.youngworkers.org
One Wrong Move◦ http://www.onewrongmove.org/
Youth at Work – Talking Safety◦ http://www.cdc.gov/niosh/talkingsafety
Department of Labor Resources- Hours Restrictions for Young Workers- Prohibited Occupations for Non-Agricultural Employeeshttp://www.dol.gov/elaws
OSHA Resources – Teen Worker Safetyhttp://www.osha.gov/teens
Youth in Agriculture e-Toolhttp://www.osha.gov/SLTC/youth/agriculture
Teen Worker Safety in Restaurants e-Toolhttp://www.osha.gov/SLTC/youth/restaurant
Teen Worker Safety in Health Serviceshttp://www.osha.gov/SLTC/etools/hospital
National Institute for Occupational Safety & Healthhttp://ia600608.us.archive.org/9/items/POSTfednet2/youngWorkerInfo/youn
gWorkerInfo_default.html A sample lesson plan from NIOSH is included in your binder.
Youth Rules! (excellent posters)http://www.youthrules.dol.gov
Youth at Workhttp://www.youth.eeoc.gov
Texas Workforce Commissionhttp://www.texasworkforce.org
Farm Safety 4 Just Kids http://www.fs4jk.org
OSHA Safety Certificationhttp:///www.careersafeonline.com/
Food Handlers Certification http://www.StateFoodSafety.com
Texas Restaurant Associationhttp://www.restaurantville.com
National Retail Federation Foundationhttp://www.nrffoundation.com
Industry Partnerships
We must utilize the many resources within our
communities!
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Partners have become an important thread in education reform
Schools are accepting to partnerships
Partners in Education Coordinators exist in school districts
51% of school superintendents state that partnerships are essential in educational plans
*from National Association of Partners in Education
What is Not the purpose of partners
A “feel good” way to recognize businesses
Impress local businesses with our quality programs
Ask for money
Partnerships are a two-way street for the business and education communities to positively interact and provide expanded opportunities for students
Any size business can improve the quality of your CTE program
Any size CTE program can utilize resources from its local business community
A local business provides job training, resume skills, interviewing techniques, etc. to your 2nd period class.
A retired computer technician who has his own consulting firm wants to provide some assistance. He provides a workshop for students and teachers one hour per week.
Review
“School Business Partnerships That Work”
(6.2-6.7)
*Highlight & Discuss Key Points
Review What Partners Can Offer Schools and What Schools Can Offer Partners (pg. 6.8)
In your groups, take a few minutes to complete “Reflecting on Partnership Possibilities” worksheet
Share some thoughts and ideas
“Partners in Education”
for CTE
Program-Specific Advisory Committee:
A group of individuals who form a partnership to Improve student learning
through identified goals that create a means for curriculum to remain relevant and assure that graduates will be capable of performing
entry-level jobs
Conduct Program Evaluations Secure Resources Recommend Guest Speakers Project the Impact of Industry Trends on Practicum
Course Content and Organization Market the Program in the Community Assist with Student recruiting Efforts Provide Contacts for Training Sites Assist with Ad HOC Projects such as Scholarships,
Special Events Network and Serve as Advocates for the Program
Once voluntary, now becoming mandatory via Performance Based Monitoring indicators
Consult your administration because their support is critical
Bottom Line…“If you’re going to have to do this anyway, why not be recognized as a leader in your school district by developing an Advisory Committee before being mandated by the state?”
Size
5-10 works best
Identify stakeholders of your program
Terms of Service
Best—two-year terms, rotation of new members each year. Three-year terms also work well.
Procedures
Terms of service, responsibilities, sub-committees, establishing Program of Work, guidelines for meetings (length, number), minutes
Agenda and Minutes
Agenda mailed in advance; minutes mailed after meeting
You must develop the CTE program you want for your students. How can you do this alone?
Get partnerships in place to be the effective teacher you expect of yourself.
1) Include a list of people who should attend your first Advisory Committee meeting
• Local businesspeople (related industries)
• Chamber of Commerce representative
• Post-Secondary representative
• Workforce Development representative
• CTE staff and teachers from district
• Student who went through the program who has graduated
• Parent(s) of students in program
(*If you do not know exact names, list titles of individuals)
2) List 3 objectives for your first meeting
Su
rvey T
ime!
Upon completion of the workshop, participants receive a certificate that satisfies the State Board for Educator Certification Assignment Rule for Work-Based learning professional responsibilities.
Place a copy of your certificate in your personnel file with your Human Resources Office.
Contact Information
Ed Garcia, CTE Specialist
Region One Education Service Center1900 W. SchuniorEdinburg, TX 78541
E-mail: [email protected]
Phone: (956) 984-6243
See you back in
10 minutes!
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