The mission of Clover Park School District is to ensure each child learns what he or she needs to know to succeed and contribute to the community.

Career and Technical Education Staff Handbook

2016-2017 CTE Director: Debra Shanafelt 253.583.5086 CTE Consultant Teacher: Marcy Schafer 253.583.3011 Secretary: Sandra Tweedy 253.583.5195 `

10903 Gravelly LK DR SW, Lakewood, WA 98499 Phone:(253) 583-5195 Fax:(253) 583-5196

Page | 1

Contents

Career and Technical Education (CTE) Overview ................................................................................... 2

Career & Technical Education Department Plan 2016-2019 ................................................................. 3

Personalized Pathways ........................................................................................................................... 4

Washington State Career and Technical Education (CTE) Program Standards ...................................... 5

21st Century Skills .................................................................................................................................. 6

Advisory Committees ............................................................................................................................. 7

Purpose ........................................................................................................................................... 7 Operating Principles for Public Meetings ....................................................................................... 8 Roles and Responsibilities .............................................................................................................. 9

Certification .......................................................................................................................................... 11

CTE Equipment ..................................................................................................................................... 12

Equipment Theft/Damage/Loss Reporting ................................................................................... 12 Use of Supplies and Equipment .................................................................................................... 12 Surplus .......................................................................................................................................... 12 Donations ..................................................................................................................................... 12 Acceptable Use of CTE Equipment ............................................................................................... 13

Curriculum ............................................................................................................................................ 14

Clover Park School District CTE Course Approval Process ............................................................ 14 Community/Technical College “Tech Prep” Dual Credit .............................................................. 15 Staff Dual Credit Responsibilities ................................................................................................. 15 CPSD Equivalency Credits ............................................................................................................. 16 Clover Park School District Board Policy Equivalency Credit ........................................................ 17 CTE Material Adoption Process Timeline ..................................................................................... 18 CTE Review and Adoption Process of New Instructional Materials ............................................. 19 Field Trips ..................................................................................................................................... 20

Extended Time Opportunities .............................................................................................................. 22

Classified Staff Extended Time ..................................................................................................... 23 Career and Technical Student Organizations (CTSOs) .................................................................. 24

Budget Process and Procedure ............................................................................................................ 25

Accident Prevention Program .............................................................................................................. 26

Appendices ........................................................................................................................................... 28

Staff List ........................................................................................................................................ 29 Parliamentary Procedure for CTE Advisory Meetings .................................................................. 30 Scripted Agenda for Advisory Meetings ....................................................................................... 31 Safety Acknowledgement/Assumption of Risk/Medical Release ................................................ 43 CTE Safety Action Plan .................................................................................................................. 44

Page | 2

Career and Technical Education (CTE) Overview

Mission Statement The Career and Technical Education Department of the Clover Park School District will provide relevant programs of study that prepare each student to thrive in their future career. Vision Statement The district has the oversight and responsibility for preparing students for the current workforce. All CPSD students have access to similar opportunities at their schools. The district will continue to expand partnerships with local post-secondary partners. We Believe CTE…

Uses best practices in education to provide authentic application of learning to real-world situations.

Programs prepare students with life-long skills for citizenship, career, and college.

Programs should be an opportunity for all students.

Enhances academics including math, language arts, science and humanities.

Holistically integrates core standards to provide valuable learning.

Courses offer cutting edge use of technology.

Provides student-driven and self-sustaining pathways with a scope and sequence.

Helps students find and connect their vision to their future.

Focuses programs and decisions on what is best for students.

Supports staff and students to develop unique talents, leadership and abilities to make a difference in the world now and in the future

Page | 3

Career & Technical Education Department Plan 2016-2019

(REVISED MARCH 2017) The CTE Department will…

Objective 1: Develop and maintain relevant centralized programs of study that prepare students for

post-high school opportunities.

Goal 1.1: Provide equitable student access across each pathway to student leadership

development by offering aligned Career and Technical Student Organizations (CTSOs) by

September 2018.

Goal 1.2: Refine each pathway based on WA State CTE program standards by June 2019.

Goal 1.3: Provide centralized professional development opportunities for CTE staff aligned to

WA State CTE Program Standards.

Objective 2: Collaborate with college, industry, and business to support career readiness.

Goal 2.1: Support instructors in cultivating strong industry and post-secondary partnerships.

Goal 2.2: Develop and implement a cohesive marketing plan by June 2019.

Objective 3: Develop a Comprehensive Career Guidance program designed to support students in their

preparation for post-high school options.

Goal 3.1: Research best practices in national Career and College Readiness models during 2016-

2017 and determine feasibility of implementation such as High Schools that Work, Career

Academies and the American School Counselors Association Model (ASCA)

Goal 3.2: Ensure full implementation of a career and guidance program with secondary

counselors and high school Career Resource Center coordinators, grades 6-12, and begin

exploration/development of a career and guidance program for K-5.

Page | 4

Personalized Pathways

Page | 5

Washington State Career and Technical Education (CTE) Program Standards

Introduction The Career and Technical Education (CTE) Program Standards are designed to empower students to live, learn and work as productive citizens in a global society. Career and Technical Education programs must meet standards established by the Office of Superintendent of Public Instruction. These CTE standards are designed to ensure high quality, consistent, and relevant CTE programs as essential components of educational and career pathways. These standards provide OSPI approval guidelines for CTE courses and guide the development and continuous improvement of CTE programs in local school districts. Career and Technical Education is a planned program of courses and learning experiences that begin with the exploration of career options, supports basic academic and life skills, and enables achievement of high academic standards, leadership, options for high skill, high wage employment preparation, and advanced and continuing education. (RCW 28C.04.100) Washington Career and Technical Education Foundations

1. Students will demonstrate occupationally specific skills and competencies including the application of current state and national core content standards using a contextual approach.

2. CTE programs are an integral part of the K-20 education system and are coordinated with other workforce development programs.

3. Students that participate in CTE programs develop and apply skills and knowledge needed to live, learn and work in an increasingly diverse society. These skills include an appreciation for all aspects of diversity, respectful interaction with diverse cultures, and recognition and elimination of harassment, bias, and stereotyping.

4. Leadership skills are integrated throughout the content of each course. Students are encouraged to participate in career and technical student leadership organizations related to the program.

5. Employability skills are integrated throughout the content of each course, and students in CTE programs apply these skills in each program.

6. CTE programs of study assist students with career planning, career development, and/or transition to employment and post-secondary options.

7. CTE instructional equipment, facilities and environment are comparable to those used in the workplace.

8. The instructor holds a valid Career and Technical Education teaching certificate for the content area in which he or she is assigned.

9. CTE programs are provided resources to connect student learning with work, home, and community.

10. CTE programs are structured so that supervision, safety and the number of training stations determine the maximum number of students per classroom.

11. Program specific advisory committees guide the relevance and continuous improvement of the program. Advisory committees must include balanced representation from business/industry and labor reflecting the diversity of the community.

12. CTE programs are reviewed annually and the results are used for continuous program improvement.

Page | 6

21st Century Skills

Career and Technical Education (CTE) believes a comprehensive education culminates in 21st century readiness for college, careers and civic responsibility. We believe in students prepared to flourish in a dynamic, global economy. CTE courses exemplify the intentional synthesis of technical knowledge and skills, traditional academics, and 21st century skills as outlined by the Partnership for 21st Century Skills. Advanced economies demand workers able to respond to complex problems, communicate effectively, manage information, work in new teams, produce new knowledge, invent and create. 21st century skills increase the rigor and relevance of leadership and employability integration in CTE courses. Leadership development has been an integral component of CTE courses in Washington for decades. The leadership skills learned in extra and co-curricular activities makes an enormously positive impact on the lives of students. Leadership activities have long been one of the items that make CTE courses different (and more valuable) from other courses. CTE has a commitment to continual improvement and continual transformation of programs to meet the changing needs of employers. 21st Century Interdisciplinary Themes:

• Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy • Environmental Literacy

Learning and Innovation Skills Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include:

• Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration

Information, Media and Technology Skills Today, we live in a technology and media-driven environment, marked by access to abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as:

• Information Literacy • Media Literacy • ICT (Information, Communications and Technology) Literacy

Life and Career Skills Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as:

• Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability

Leadership and Responsibility

Page | 7

Advisory Committees

Purpose

The purpose of advisory committees is to provide on-going business and community input to keep CTE programs current with the knowledge, skills, attitudes, and values necessary for students to work effectively in their chosen occupation(s). Effective committees meet regularly. It is our intent that pathway advisory committees should meet at least three times a year. It is expected that all instructors attend their pathway advisory committee meetings. Extra pay is available for teachers to attend these meetings. Washington State Career and Technical Education Program Standards and Indicators #1: An active local advisory committee composed of employers and employees in the pathway for which the program is approved guides the relevance and updating of the program. CTE Program Characteristics (from CTE Program Standards): a. Use a state curriculum framework aligned with related industry skills standards, as available and validated by a local advisory committee. b. Are based on identified need, developed and maintained in consultation with functioning program specific advisory committees. Role of Program Specific Advisory Committees (from CTE Program Standards): 1. Validate curriculum competencies. 2. Assist with career counseling, cooperative education activities, student leadership activities, student recruitment and job placement. 3. Promote professional development of instructors and assist in endorsing teachers for certification as Career and Technical Education educators. 4. Publicize the content and benefits of Career and Technical Education to parents, students and the community. 5. Be an integral part of a total quality improvement strategy.

Page | 8

Operating Principles for Public Meetings

Based on CPSD School Board Standard Operating Procedures

Surprises at an advisory meeting will be the exception, not the rule. There should not be surprises at an advisory meeting. Leadership team members ask the CTE office to place an item on the agenda instead of bringing it up unexpectedly at a meeting.

Conduct at an advisory meeting is very important. Avoid words and actions that create a negative impression on an individual, students, the CTE program, or the District. While we encourage debate and differing points of view, we will do it with care and respect to avoid negative impressions or incidents.

Advisory meetings are formal business meetings. Staff should appear professional.

Staff will avoid grand-standing with advisory partners during meetings.

Issues should be approached with positive phrasing. Positive phrasing and language have the following qualities:

o tells the recipient what can be done o suggests alternatives and choices available to the recipient o sounds helpful and encouraging rather than bureaucratic o stresses positive actions and positive consequences that can be anticipated

Staff participation in the advisory committee is an essential component of Domain 4: Professional Responsibilities in the Danielson Instructional Framework used for teacher evaluation.

Each member of the advisory is charged with the responsibility of working as a team to find the best way to meet the needs of our students and programs. Our approach is to work in an open, positive, and problem-solving atmosphere to achieve the goals of the program.

To develop an effective team process, we must support and cooperate with advisory members as a collective group and as individuals.

This vital process will encourage our most creative and productive work. Each individual has some responsibility in the areas of policy and direction; each individual needs support and information from all others to carry out these responsibilities.

Each individual has the responsibility for being loyal to the district, to each member of the team, and to our common cause: a quality education for every child.

Personal slurs and snide comments are counterproductive.

Discussions and disagreements at meetings and debate over issues should be open and honest. Once a final team decision is reached, and a one voice consensus is established, each member has the responsibility to support the decision.

We are accountable to the public for the decisions we make and for the quality of our work. We demonstrate responsibility to our patrons by listening to them and by utilizing effective systems of gathering information and assessment.

Our accountability program consists of three important components: the adoption of the CTE department plan, a yearly review and goal-setting process, and a monitoring and evaluation system for assessing the achievement of goals.

Each of us brings a unique perspective to our roles and responsibilities. Each sees the schools from a different vantage-point. It is essential, therefore, that each individual takes the initiative to communicate problems and/or accentuate successes to the CTE office that will develop plans toward solving problems and celebrating successes.

Page | 9

Roles and Responsibilities

CPSD Staff Responsibilities

Attendance and participation at Advisory meetings is a required professional responsibility. CTE teachers participate and attend as part of the Danielson Framework in Domain 4: Professional Responsibilities, specifically Criterion 4d: Participating in the Professional Community and 4e: Growing and developing professionally. The success of the advisory committee will depend a great deal on the skills and attitudes of the instructor(s). Instructors must devote enough time and attention to keep the committee actively involved in the Career and Technical Education program. The instructor plays a dual role, switching from leader to facilitator, depending upon the needs of the committee. Important responsibilities of the instructor begin before the meeting, take place during the meeting, and continue after the meeting. Prior to the meeting

Identify and recruit potential committee members (use Nomination form)

Provide agenda items to the Career and Technical Education Office During the meeting

Review goals and objectives of meeting in advance

Start meeting on time

Share in the responsibility of taking minutes as requested

Follow the basics of Parliamentary Procedure: o One thing at a time o Courtesy to everyone o The rule of the majority o The rights of the minority

Make sure the group sticks to the subject of the meeting and that the chairperson is supported in his/her effort to do so

Encourage all members to participate in discussion

Keep the meeting moving along

Help the committee reach consensus and closure

See that members understand assignments and follow through on their decisions

Follow-up on requests for information

Inform members of results of recommendations

Be prepared with reports or information for which responsible Following the meeting The recorder will forward the minutes to the Career and Technical Education Office within five working days. Use the Advisory Minutes template, altered with your agenda items.

Page | 10

Chairperson Responsibilities

The chairperson should be elected at the first meeting of the year. Responsibilities of the chairperson include:

• Consult other instructors and contribute agenda items to the CTE office • Preside over meetings using parliamentary procedure (see appendix) • Ensure agenda and schedules are followed promoting the committee’s role as an advisory, not a

policy-making, body • Help members gain consensus on issues • Review minutes for accuracy • Represent the advisory committee at various functions (Career and Technical Education student

organization functions, school/college board meetings, Pathway Support Council meetings)

Career and Technical Education Office Responsibilities

• Contact new members nominated by teachers • Send out information to advisory members and memos to instructors reminding them of the

upcoming meetings • Assist with meeting location preparation/reservations (such as internal district paperwork) • Contact advisory members and instructors who do not RSVP • Prepare materials (agendas, prior meeting minutes, attachments, name tags, etc.) and sending

them to hosting teacher of each meeting • Type meeting minutes and distributing to the advisory members

Page | 11

Certification

CTE courses must be taught by a teacher who holds a current CTE teaching certificate in an approved content area as documented by work experience and education endorsements. CTE Teaching Certification

• Valid CTE Teaching Certification is required • It is each teacher’s responsibility to maintain a valid Career and Technical Education Teaching

Certificate • The HR office will send reminders of expiring certification to instructors during the year prior to

the expiration date • Renewal requirements may be obtained at the OSPI website: www.k12.wa.us/cert • To apply for certification or renewal use the OSPI online application: eds.ospi.k12.wa.us/ • For certification questions, contact the HR office or the CTE office

CPR/First Aid Certification

• Valid CPR/First Aid certification is required to be in the classroom per federal Carl Perkins requirements

• Teachers must provide a copy of valid CPR/First Aid certification card(s) to the CTE Office • The CTE office will send reminders of expiring cards to instructors • Please email a scanned image, or send, via interoffice mail, a copy of the new card. The

cardholder’s name, expiration date, and specific certification(s) obtained must be legible

Page | 12

CTE Equipment

Equipment Theft/Damage/Loss Reporting

Notify the site administrator and CTE Office of the equipment theft, damage, or loss. Complete the Incident Report form. In the event of theft, notify school security and local police as appropriate.

Use of Supplies and Equipment

All requests by employees or students for use of equipment assigned to a site or owned by the student body will be submitted to the site administrator on an Equipment Checkout Request form. Employees or students may not use district equipment for personal betterment or financial gain. Reference: Board Policy 6570 and Section 9.3 of the Business and Operations Manual (Gifts). The employees or students using district equipment for district purposes are responsible for the care and custody of the equipment while it is in their custody and are liable for any loss or damage. Employee requests for use of supplies and equipment off site for district purposes are to be referred to the site administrator for approval. Desktop computers and printers that are connected to the district networks are not to be checked out. Laptop computers and other non-networked equipment can be checked out from the CTE office with CTE Director approval.

Surplus

Work with the school main office to remove, move, or dispose of classroom books, equipment, or materials that are obsolete or no longer of use, per CPSD Policy 6881. Do not move equipment without prior approval from the CTE office.

Donations

Donated items that require legal paperwork must first be reviewed by the CTE office. All donated equipment must be reviewed through the district approval process prior to installation or operation. Items must be added to inventory using the Fixed Asset Inventory Add/Modification form. Donated items that do not require legal paperwork must first be reviewed and approved by the building administrator.

Page | 13

Acceptable Use of CTE Equipment

CTE equipment is provided as a part of the WA State CTE standards which state in standard 7: “CTE instructional equipment, facilities and environment are comparable to those used in the workplace” Equipment purchased with CTE funds is to be used to support instruction of students in state approved CTE classes. Acceptable Use of CTE Equipment

Creation of objects, projects, or other products aligned to the CTE curriculum framework

Approved student-based enterprise activities

Participation in activities and groups that support the CTE curriculum framework

Educational material, curriculum related material, and development of student work

Staff use for professional development and growth Unacceptable use of CTE Equipment

Personal gain, including personal solicitation of any kind

Support for or opposition to ballot measures, candidates and any other political activity

Vandalizing, damaging, harming or altering property including downloading unapproved software or apps

Unauthorized access to other district equipment or resources

Bullying, harassment, or discriminatory jokes, remarks or behaviors

Activities that endanger others (making weapons, drug paraphilia, unsafe behaviors)

Accessing, creating, distributing, sharing or distributing sexually explicit material

Making unauthorized changes or adaptations to district equipment Ownership of Work All work completed by employees as part of their employment will be considered property of the district. The District will own any and all rights to such work including any and all derivative works, unless there is a written agreement to the contrary. All work completed by students as part of the regular instructional program is owned by the student as soon as it is created, unless such work is created while the student is acting as an employee of the school system or unless such work has been paid for under a written agreement with the school system. If under an agreement with the district, the work will be considered the property of the District. Staff members must obtain a student’s permission prior to distributing his/her work to parties outside the school.

Page | 14

Curriculum

Clover Park School District CTE Course Approval Process

Step 1 – Need for course: The CTE Director and Principal will determine need for course based on local workforce needs

• If preparatory, curriculum can be defined by industry skill standards and lead to national certification.

• School determines if adequate numbers of students are interested. • Principal determines fit into overall curriculum of the school, and if a qualified teacher is

available. If necessary, adjust school staffing. • CTE Director determines fit into overall CTE program

Step 2 - State Approval: The CTE office will complete the course approval process. • Determine CIP code • Research available curriculum frameworks • Teacher will adapt framework for CPSD use and develop course outline for each semester • The CTE office will create a course proposal application (on line application through OSPI

website) • Obtain advisory committee approval • The Director of CTE will submit the application to OSPI • ٠ By October 15th for second semester implementation • ٠ By April 15th for next fall implementation • ٠ Receive OSPI approval

Step 3 – District Approval: The CTE office will coordinate the request using the district process. • The CTE office will complete the template on shared-drive and forward it to department chair

for review and approval. • Building department chair forwards request to building principal and Site Council for review and

approval. • Building-approved request is forwarded to the Teaching and Learning Department for review. • Teaching and Learning Department routes request to appropriate district supervisors for

approval, modification or rejection. After approval, the Teaching and Learning Department will forward the recommendation to the Assistant Superintendent for Secondary Schools and assign a course code and notify the requesting schools and the CTE Office.

Note: Course request for equivalent-crediting will be reviewed by appropriate district departments, building department chairs, and principals to determine whether a match of content exists before approval is granted.

• CTE director will convene equivalent crediting committee according to Policy 2413 • Add course to Skyward, CTE curriculum files, school course catalog

Step 4 – Scheduling: Building will add the course to the school schedule

• Add to course survey forms, when necessary • Publish flyer and other promotional materials

Page | 15

Community/Technical College “Tech Prep” Dual Credit

Tech Prep is a combined secondary and post-secondary program of integrated courses allowing high school students to begin a CTE program that leads to a two-year Associate degree or a two-year certificate and/or a four-year baccalaureate degree. Through this program, students are able to receive college credit at one of four local community or technical colleges when they earn a "B" or better in articulated CTE classes. These classes have undergone a curriculum matching process with their counterparts in the local community and technical college system. The Dual Credit program supports quality CTE programs. When promoting your program, refer to Dual Credit as proof of its value. When you talk with parents, discuss the value of Dual Credit—it can save them many hundreds of dollars of college tuition. Encourage student to set their sights high -- point out that they can start their college career in your class. Tell your counselors, administrators, other teachers, office staff, and para-educators about Dual Credit. A complete list of CPSD dual credit articulations is posted on the on the CPSD website: http://www.cloverpark.k12.wa.us/Dept/TechnicalEd/DualCredit.aspx

Staff Dual Credit Responsibilities

• Attend articulation meetings • Promote Dual Credit opportunities • Complete teacher verification forms (October) • Register students online (January-May) • Enter grades and verify completion of articulation competencies (June)

Partner Consortium: Pierce County Careers Connection (PC3) 4500 Steilacoom Blvd. SW Lakewood, WA 98499 Kris Tarin: (253) 583-8803, ktarin@pc3connect.org Jim Adams: (253) 583-8806, jadams@pc3connect.org Partner Colleges:

• Bates Technical College • Clover Park Technical College • Pierce College

Resources: Registration Site https://secure.techprepwa.org/default.aspx SERS Teacher Module Manual http://www.pc3connect.org/educatordocs/TechPrepDoc_Teacher.pdf SERS Student Module Manual http://www.pc3connect.org/educatordocs/TechPrepDoc_Student.pdf

Page | 16

CPSD Equivalency Credits

Most graduation course requirements are met by successfully completing specified courses; however, some requirements may be met by successfully completing equivalency courses. Important points to remember:

• An equivalency course must be completed in its entirety in order for “equivalency credit” to be granted.

• An equivalency waiver may satisfy two graduation requirements: one in the curriculum area in which a course is offered and one in the curriculum area in which the course appears on the approved list.

• No course shall be worth more than the credit it has been assigned. For instance, a semester course which is .5 credits may not be worth more than .5 credits.

• Equivalencies may not satisfy college admission requirements. Please check with the individual colleges for clarification.

Approved Equivalency Credit The following list indicates the approved courses that may be used to meet graduation requirements: Fine Arts Primary Subject Area Credit Secondary Credit Visual Communications 1.0 CTE 1.0 Fine Arts Prepress/Desktop Publishing 1.0 CTE 1.0 Fine Arts Webpage/Digital Design 1.0 CTE 1.0 Fine Arts Commercial Photography I, AP II 1.0 to 2.0 CTE 1.0 Fine Arts Design Technology(Drafting/CAD) 1.0 to 2.0 CTE 1.0 Fine Arts Media Literacy 1.0 to 2.0 CTE 1.0 Fine Arts

Health and Fitness Primary Subject Area Credit Secondary Credit Personal Health .5 Health & Fitness .5 CTE Math Primary Subject Area Credit Secondary Credit Financial Algebra 1.0 Math 1.0 CTE Applied Algebra I 1.0 Algebra 1.0 CTE Applied Geometry 1.0 Geometry 1.0 CTE

Science Primary Subject Area Credit Secondary Credit AP Computer Science Principles 1.0 CTE 1.0 Science, non-lab AP Environmental Science 1.0 CTE 1.0 Science, lab Forensic Technology 1.0 CTE 1.0 Science, lab Human Body Systems & Structures 1.0 Anatomy & Phys. lab credit 1.0 CTE Natural Resource Biology 1.0 Biology, lab 1.0 CTE Intro to Engineering 1.0 Science, lab 1.0 CTE Sustainable Design 1.0 Science, lab 1.0 CTE

Career & Tech Primary Subject Area Credit Secondary Credit Army JROTC 1.0 CTE .5 PE Air Force JROTC, Flight Science 1.0 CTE 1.0 Science, non-lab

Page | 17

Clover Park School District Board Policy Equivalency Credit

CLOVER PARK SCHOOL DISTRICT Policy Series: Instruction Policy No. 2413 Equivalency Credit for Career and Technical Education Courses Each high school will adopt core academic course equivalencies for high school career and technical courses, provided that the career and technical course has been reviewed and approved for equivalency credit by a district team appointed by the superintendent or a designee. The district team will include a school administrator, the career and technical administrator, an instructor from the core academic subject area, an instructor from the appropriate career and technical course, a school counselor, an administrator from the Teaching and Learning department, and the Assistant Superintendent of Secondary Schools. Career and technical courses approved for equivalency will be:

A. Aligned with the state’s learning standards; and B. Aligned with current industry standards, as evidenced in the curriculum frameworks. The local

career and technical advisory committee will certify that courses meet industry standards. The board will approve Advanced Placement (AP) computer science courses as equivalent to high school mathematics or science. Board approval of AP computer science as equivalent to high school mathematics requires that the student has successfully completed or is concurrently enrolled in Algebra II. The superintendent will adopt procedures to denote on the student’s transcript that AP computer science qualifies as a math-based quantitative course for students who complete it in their senior year. Cross References: Policy 2410 High School Graduation Requirements Legal References: RCW 28A.230.120 High School Diplomas

Issuance- Option to receive final transcripts –Notice WAC 180-51 High School Graduation Requirements WAC 392-410 Courses of Study and Eqivalency

Adoption Date: 10.12.09 Former Policy Number: 4107 Clover Park School District Revised: 07.09.12; 12.08.14 Essential For Equivalency Crediting Procedure see 2413-P1 on CPSD website: http://www.cloverpark.k12.wa.us/BoardPolicies/2000%20New/2413-P1%20Equivalency%20Credit%20with%20Career%20and%20Technical%20Educations%20Courses.pdf

Page | 18

CTE Material Adoption Process Timeline

Month Activity

April Identify programs reviewing materials

Identify CTE Advisory Subcommittee members to participate in CTE adoption process at Spring CTE Advisory Meeting

September Draft evaluation criteria

Identify evaluation materials

November Finalize evaluation tools

CTE Advisory Subcommittee recommendation presented at CTE Fall or Winter Advisory to program-specific advisory committee

Program-specific advisory committee votes on curriculum

April Provide materials to Teaching and Learning to display materials for district employees and community members

May CTE Advisory Subcommittee reviews all evaluation tools

Final recommendation to Instructional Materials Committee

June Recommendation to school board

Order materials and deliver to sites

Plan professional development on adopted materials

Spri

ng:

Ye

ar P

rio

r To

Ad

op

tio

n

Identify programs reviewing materials

Identify CTE Advisory Subcommittee members to participate in CTE adoption

process at Spring CTE Advisory Meeting

Fall:

Ye

ar o

f ad

op

tio

n

Draft evaluation criteria

Identify evaluation materials

Finalize evaluation tools

CTE Advisory Subcommittee recommendation presented at CTE Fall or Winter Advisory to

program-specific advisory committee

Program-specific advisory committee votes on materials

Spri

ng:

Ye

ar o

f A

do

pti

on

CTE provides materials to Teaching and Learning to

display materials for district employees and community

members

CTE Advisory Subcommittee reviews all evaluation tools

Final recommendation to Instructional Materials

Committee

Recommendation to school board

Order materials and deliver to sites

Plan professional development on adopted materials

Page | 19

CTE Review and Adoption Process of New Instructional Materials

Adoption Recommendation Process All steps must comply with the adoption process detailed in CPSD Policy 2020 and Procedure 2020-P1 1. A CTE Adoption Advisory Subcommittee is formed from the CTE program-specific advisory 2. CTE Adoption Advisory Subcommittee identifies materials to be reviewed 3. CTE Adoption Advisory Subcommittee identifies evaluation criteria and activities 4. CTE Adoption Advisory Subcommittee presents recommendation to program-specific advisory committee for vote 5. CTE provides materials to Teaching and Learning to display for district employees and community members 6. CTE Adoption Advisory Subcommittee reviews all evaluation tools from public display 7. CTE Adoption Advisory Subcommittee makes final recommendation to CPSD Instructional Materials Committee 8. Instructional Materials Committee reviews materials for bias per CPSD policy and makes a recommendation to the school

board. If the recommendation is not to purchase, next steps are identified by the CTE Advisory Subcommittee 9. School Board reviews the materials and votes on the adoption Criteria for selection of CTE Adoption Advisory Subcommittee Members In order to hear all the voices and perspectives about student, teacher, and industry needs per WA State CTE Standards, we are including the following people as members of the CTE Adoption Advisory Subcommittee: 1. A minimum of one instructor per site offering the course across the district 2. A CTE Administrator or designee 3. Up to one high school administrator 4. A minimum of two CTE program-specific advisory committee members Draft Timeline CTE timelines adapt to meet the established process dates put in place for Teaching and Learning adoptions during the adoption year. 1. Courses requiring materials adopted identified Spring of 2015 for adoption during 2015-2016 and Spring of 2016 for

adoption during 2016-2017 2. A CTE Adoption Advisory Subcommittee is formed at the spring advisory prior to the adoption year 3. Pilot materials identified by the fall of the adoption year 4. CTE Adoption Advisory Subcommittee makes recommendation to program-specific advisory committee by winter of the

adoption year 5. Program-specific advisory votes on adoption by winter of the adoption year. 6. By Spring, CTE provides materials to Teaching and Learning to display for district employees and community members 7. During Spring, CTE Adoption Advisory Subcommittee reviews all evaluation tools from public display 8. During Spring, CTE Adoption Advisory Subcommittee makes final recommendation to CPSD Instructional Materials

Committee 9. During Spring, Instructional Materials Committee reviews materials for bias per CPSD policy and makes a recommendation

to the school board. If the recommendation is not to purchase, next steps are identified by the CTE Advisory Subcommittee

10. In June, School Board reviews the materials and votes on the adoption

Roles of CTE Adoption Advisory Subcommittee Members

1. Establish norms for the process of recommending CTE instructional materials 2. Identify the evaluation tools for CTE instructional materials 3. Follow adoption timelines 4. Work with CTE office to disseminate information and gather feedback 5. Make a recommendation to the program-specific advisory committee for vote, which if approved, will be sent as

a recommendation to the CPSD Instructional Materials Committee Roles of CTE Teachers

1. Identify materials for review based on WA State CTE Standards 2. Test materials by teaching a lesson or unit using the recommended materials 3. Report an evaluation of materials to the CTE Adoption Advisory Subcommittee Members

Page | 20

Field Trips

Field trips can provide valuable real-world connection and leadership experience for CTE students. The approval of field trip requests will follow Clover Park School District Procedure 2320 P-1. Any requests submitted that are incomplete or not within the required deadline will be denied.

Local Field Trip- Required to be requested 3 weeks prior to event:

Less than 75 Miles from district

Part of a unit of study

Procedure for Local Field Trip:

Request CTE funding approval o Itinerary or agenda o Justification or lesson plan o Estimated costs

Work with building secretary to complete process o Reserve release sub o Complete Field trip paperwork o Transportation request o Identify and train chaperones

Overnight Field Trip or over 75 Miles- Required to be submitted CTE 5 weeks prior to event:

Occurs within Washington State

Procedure for Overnight or over 75 Miles:

Request CTE funding approval o Itinerary o Justification or lesson plan o Estimated Costs

Work with building secretary to complete form 2320 F-1 and required backup o Employee Travel Request Forms o Travel back-up Information o List of Student Names o Itinerary of events o Permission slips verified o Medical Needs Verified o Names of chaperones

1:10 ratio by gender

If both male and female students attend the overnight trip, then both male and female chaperones must supervise. These chaperones must be Clover Park School District employees. There must be at least one chaperone for every ten students attending the trip (chaperones beyond the required two staff members may be approved volunteers who have had Chaperone Training).

Training date

Work with building secretary to complete process o Reserve release sub o Field trip paperwork including form 2320 F-1

Page | 21

Out-of-State Travel- Required to be submitted to CTE at least 12-16 weeks prior to event Travel arrangements may not be purchased until the School Board approves the trip at a regular meeting.

Occurs outside of Washington State

Procedure for Out of State Travel- at least 12-16 Week Notification Required:

Request CTE funding approval o Itinerary o Justification or lesson plan o Registration costs if any

Work with building secretary to complete form 2320 F-1 and required backup Must be submitted to the CTE office 6 weeks prior to the board meeting at which authorization will be requested

o Employee Travel Request Forms o Travel back-up Information o List of Student Names (May be estimated and updated) o Itinerary of events o Permission slips verified o Medical Needs Verified o Names of chaperones

1:10 ratio by gender

If both male and female students attend the overnight trip, then both male andfemale chaperones must supervise. These chaperones must be Clover Park School District employees. There must be at least one chaperone for every ten students attending the trip (chaperones beyond the required two staff members may be approved volunteers who have had Chaperone Training).

Training date

Work with building secretary to complete process o Reserve release sub o Field trip paperwork including form 2320 F-1

References:

CPSD Policy 2320 CPSD Procedure 2320 P-1 CPSD Form 2320 F-1 CPSD Form 2320 F-2

Page | 22

Extended Time Opportunities

These procedures are written in accordance with the state CTE Standards and provide the basis for compensating CTE teachers for activities which fall outside the regular work day or year, which are unique to career and technical education and are required for quality career and technical education programs. CTE Foundational Standard #9 states that:

CTE programs are provided resources to connect student learning with work, home, and community.

To qualify for extended time an activity or responsibility must: • Pre-approved and submitted to the CTE Director via email • Occur beyond the regular 7.5-hour work day or the 180-day work year • Be different from activities and responsibilities that general education teachers have to do • Be submitted on an Hourly Time/Overtime Report Form (available on the district

website/Employment tab/Human Resources/Payroll Forms) and send it to the CTE Director for payment within 60 days of the activity’s completion

Available extended time hours are based upon CTE Director Approval. Supplemental salary rates are based upon the current CPEA Collective Bargaining Agreement section pertaining to Staff Training/Instruction Rates. A pool of extended time hours will be available for the following activities and responsibilities:

• Community Connections (students) – 5 hours per Year-Recruiting advisory committee members, coordinating community job shadows, apprenticeships, service learning and mentorships for students in businesses and schools.

• Student Leadership Supervision– 20 hours per year – for CTSO Equivalent where no club stipend is available. Activity must have pre-approval from CTE Director submitted as a program of work. A list of actual activities and dates must be submitted to the CTE office.

• Dual Credit Grading – 2 hours per year for entering grades into SERS Tech Prep system. Submit grade report to CTE Director by 5 days following the last day of school.

• Student Store – If needed, up to 70 hours per year for overseeing the student store (which is scheduled during 3rd/7th block) in lieu of lost planning time at per diem rate of pay. The duty free lunch will take place during the staff member’s planning time. An additional 5 hours is available, if needed, for inventory and setup of the student store prior to or beyond the 180-day calendar. Submit a timesheet to the CTE office for approval each month.

• CTSO Conference Supervision– If students qualify, supervision will be paid at the ratio outlined in Clover Park School District Policy. Regional conference supervision qualifies for up to 10 hours, state conference supervision qualifies for up to 20 hours, and national conference supervision qualifies for up to 30 hours.

• District Meetings– Meetings called by or attended on behalf of the CTE office including CTE advisory meetings, CTE staff meetings, or Dual Credit Articulation meetings. Payment will be made based on sign-in sheets or minutes from the meeting.

Extended time hours will NOT be available for the following activities and responsibilities:

Conferences, In-service classes and/or student events– as general rule, if your expenses (registration, travel, meals, hotel) for a conference, class, or student event are paid by the District, you may not request extended time compensation.

Writing Frameworks– are not covered under Standard #9 and are not different from activities and responsibilities that general education teachers have to do. The CTE Director determines the need for Framework creation or revision committees and professional development offerings.

Page | 23

Classified Staff Extended Time

Classified staff are notified of designated beginning and end time of workdays by the building supervisor. On district ½ days, classified staff do not lose regularly scheduled hours and are provided time to meet with their CTE classroom instructor or support building activities as directed by the building administrator or CTE Director. Certificated employees are not able to approve extended time for classified staff. Extended time opportunities are available for CTE classified staff as outlined in the ESPCP-CBA, and as approved by the CTE Director. Volunteer Hours- Up to twelve (12) hours (or the equivalent of employee’s two (2) workdays if less than eight (8) hours a day, to a maximum of twelve (12) hours) may be claimed at the straight time rate for voluntary school related or community related services that the employee chooses to perform. The time may be recorded in hour increments, initialed by the person in charge of the event and may be submitted for pay once all of the allotted hours are accumulated. (Volunteer work for the District cannot be the same type of work the classified employee normally performs for the District.) Staff Development- Classified staff may access the staff development fund through Human resources. Classified employees who wish to enhance their work performance (by taking classes or attending a workshop or conference, for example) will provide their supervisor a copy of the class/course/workshop/conference offering. Offerings must be applicable to the employee’s job or assist in gaining skills for a promotion. The staff development fund may be used for skill upgrades relevant to the position in which she/he works or another District position that would constitute a promotion for the employee and for relevant technical or professional training through a professional/technical organization. Other acceptable uses of the fund would be for staff development and training on student management, core competencies, first aid, conflict resolution, team-building or communication skills. The fund shall not be accessed for travel, lodging or salary payments. To attend, staff submits a request to the CTE Director who will review an employee’s staff development offering for approval and will provide the appropriate form to the employee. When approved, the form and supporting documentation will be forwarded to Human Resources. Training Stipend- Staff may submit the “ESPCP Stipend” form with verification of completion of training hours earned outside the work day/year. Forms of verification may include, but are not limited to, certificates of completion, Washington State clock hours’ forms, transcripts. Other forms of verification may be acceptable. Contact Human Resources if verification is not readily available. Other Extended Time- Payment for additional extended time activities must be pre-approved by the CTE Director. These types of activities will be limited to program needs identified and prioritized by the CTE Director.

Page | 24

Career and Technical Student Organizations (CTSOs)

Student leadership is a requirement of every Career and Technical Education (CTE) course. It may be carried out through an organized Career and Technical Student Organization. Student leadership instruction must include classroom integration, extended learning opportunities and community service activities. We encourage all CTE student leadership organization advisors to strive to increase club membership by including club activities in class lessons and after school activities. Club members may compete for conference attendance through classroom activities and after school activities. Although we want to involve as many students as possible in conferences outside of school, substitute shortages and budget restraints force us to impose limitations. Expenses for chaperones beyond two district employees required in District Procedure 2320 P-1 will be the responsibility of the CTSO. According to the CPEA Agreement, High School and Middle School stipends will be reported by the building to HR and paid in 9 installments from October to June to club advisors if they meet the following requirements:

1. A CTE teacher serves as advisor for a state or nationally approved student leadership organization such as:

Future Business Leaders of America (FBLA)

DECA

Family, Career and Community Leaders of America (FCCLA)

Technology Student Association (TSA)

Skills USA

Health Occupation Students of America (HOSA)

Pro Start Culinary

FIRST Robotics

Washington Career & Technical Sports Medicine Association (WCTSMA)

FFA

2. The student leadership organization must have an approved constitution on file with the school ASB.

3. The student leadership organization must have a written program of work completed by October 1 and submitted to the district CTE office. Activities should include:

8 or more regularly scheduled chapter meetings

Leadership in the classroom document

Attendance at Regional conferences

Attendance at State and National conferences if a qualified student chooses to go

Four club sponsored activities per year (Two for Middle School Robotics)

Preparation for competitive events

Maintenance of necessary chapter records (By-laws, financial, membership, dues reports, annual program of work, meeting schedule, meeting agendas and minutes)

End of the year report submitted to the CTE Office

Press releases to CPSD Public Relations Office at the end of each regional, state or national convention

4. One stipend will be allocated per club per building with the following exceptions:

A club that has less than 6 active members receives no stipend

If a club's membership exceeds 30 actively participating dues paying members, a second stipend will be paid

If a club's membership exceeds 60 dues paying members, a third stipend will be funded

Maximum of two stipends per teacher

Stipends may be split between teachers

Page | 25

Budget Process and Procedure

The CTE discretionary budget is divided between central office and school CTE programs. New curriculum, technology, or equipment requests must be made using the district Software Request Form or Hardware Request Form which includes CTE Advisory Committee, district curriculum/technology and CTE Director approvals. The central office budget will be used to purchase items such as curriculum/instructional materials including software licenses, textbooks, instructional technology and equipment, furniture, staff professional development and supplemental pay. A Needs Assessment for central office purchases may be conducted by the CTE Department staff. Central Office Planned Spending includes the following annual online program licenses such as:

Career Cruising

SchoolVue

PC3 (Dual Credit) membership

Other program specific licenses. School CTE department consumable supply budgets are based upon the number of students currently enrolled in CTE sections and the specific program requirements. Examples of consumable supplies include: printer cartridges, lab and office supplies, specialty paper, printing, and groceries. Procedure:

1. In the fall, budget worksheets will be provided to each department chairperson who will then collaborate with department staff to create the consumable supplies budget as well as proposals for travel and Central Office purchases. The department chair will submit the department budget worksheet to the CTE Director by the end of October.

2. CTE department chairs will review the budget process, department chair roles, and the

consumables budget criteria at their district CTE Leadership meetings. 3. The CTE Director will meet with school administrator(s) to review completed budget

worksheets, approve requested consumables, and assign consumable budget allocations to departments for the school year.

4. Department staff must submit consumable supply requests to their department chairperson.

After department chair approval, requested items will be purchased through the school secretary or the CTE central office secretary using the CTE department Org Code.

5. School consumable budgets close by April 15th, with the exception of groceries.

Page | 26

Accident Prevention Program

Element 1 - Safety Orientation: Each employee will be given a safety orientation by the

CTE Director or designee when first hired. The orientation will cover the following items:

1. A description of the accident prevention program:

We have a formal written accident prevention program as described in WISHA regulations (WAC 296-800-140).

It consists of this safety orientation and a safety committee that is described in Part 2 below.

We also have basic safety rules that all students/employees must follow. They are:

Never do anything that is unsafe in order to get the job done. If a job is unsafe, report it to your supervisor or safety committee representative. We will find a safer way to do that job.

Do not remove or disable any safety device! Keep guards in place at all times on operating machinery.

Never operate a piece of equipment unless you have been trained and are authorized.

Use your personal protective equipment whenever it is required.

Obey all safety warning signs.

Working under the influence of alcohol, controlled substances, or illegal drugs or using them at work is prohibited.

Do not bring firearms or explosives onto district property.

Horseplay, running and fighting are prohibited

Clean up spills immediately. Replace all tools and supplies after use. Do not allow scraps to accumulate where they will become a hazard. Good housekeeping helps prevent accidents.

During your absence, students are not to work with tools/equipment in the lab unless the guest teacher is CTE certified (appropriate certification).

2. How and when to report injuries. Where first aid facilities are located.

If you are injured or become ill on the job, report this to the immediate building supervisor or designee.

There is a first aid kit located in each shop room.

We require all CTE instructors to have first-aid/CPR training.

Posted emergency phone numbers (911, Nurse, Administration) by phone.

3. How to report unsafe conditions and practices.

If you see something that is unsafe, Do NOT Use It, lock and tag out the item, place a work order to correct the deficiency, and report the problem to the CTE Office.

4. What to do in an emergency including how to exit the workplace.

An evacuation map for the building is to be posted in the front of the classroom. It shows the location of exits, fire extinguishers, first aid kits, and where to assemble outside.

Fire Emergency

You will be trained on how to use a fire extinguisher as part of your orientation if that is part of your employer’s fire emergency action plan.

If you discover a fire: Evacuate your students immediately. Call 911 and your supervisor.

If the fire is small (such as a wastebasket fire) and there is minimal smoke, you may try to put it out with a fire extinguisher.

If the fire grows or there is thick smoke, do not continue to fight the fire.

Go to the designated assembly point outside the building.

Page | 27

Earthquake Emergency

During an earthquake: If you are inside a building:

Drop under a desk or table, cover your head and hold on. Stay away from windows, heavy cabinets, bookcases or glass dividers.

When the shaking stops, supervisors are to check for damage and available evacuation routes then begin an evacuation of their area to the designated assembly location.

Evacuation should proceed as quickly as possible since there may be aftershocks.

Instructors must account for their students as quickly as possible.

First aid certified employees should check for injuries and assist as needed. Do not attempt to move seriously injured persons unless they are in immediate danger of further injury.

If a gas odor is in the building, shut off the gas at the main and report to district maintenance. Open windows.

Do not approach or touch downed power lines or objects touched by downed power lines.

Do not use the phone except for emergency use.

Wait for directions from building administration and or public safety official.

If you are outside: Stand away from buildings, trees, and telephone and electric lines.

5. Identification of hazardous chemicals used at this location.

Safe use and emergency actions to take following an accidental exposure.

We use several chemicals, including solvents and cleaners. You will receive a separate orientation as part of our chemical hazard communication program on the hazards of these chemicals before you work with them or work in an area where they are used.

6. Use and care of required personal protective equipment (PPE).1

Some tasks in the shop will require you and your students to wear PPE to protect against injury.

You will be required to instruct your students in the proper use of PPE using the manufacturer’s instructions in the use of and care for these PPE.

7. Safety Training for Students.

CTE Shop/Lab students must have a Clover Park School District “Consent, Release, and Hold Harmless/Assumption of Risk” on file.

Review safety rules and personal protective equipment (PPE) requirements based upon a hazard assessment for each equipment/ task.

Students are not to use tools or equipment until they have passed the safety test and signed off by the instructor. The test must be kept on file by the instructor for five years.

Element 2 - Safety Committee

The committee will consist of CTE instructors and Staff.

The regularly scheduled meeting will be at the beginning of each semester. This may be changed by vote of the committee.

.

Page | 28

Appendices

Page | 29

Staff List

Name Location Program Extension Clover Park

Maureen Arroyo 310 AFJROTC 5530 Trina Chambers 100 FACSE 6100 Ron Charrier 104 Art & Communications 6104 Mark Cloud 200 STEM 6200 Jeffery Hurdus 307 Art & Communications 6307 Kim Jimenez 219 Business &Marketing 6219 Gary Roberts 310 AFJROTC 5530 Jewel Robinson CRC Career Resource 5531 Amanda Weaver 116 Natural Resources 6116 Kitti Wheeler 107 Business &Marketing 6107 Gretchen Williams 313 Health Science 6313 Gordon Winter 306 STEM 6306 Lakes

Heather Brown P 221 Health Science 7440 Bryan Blackburn P 126 Business & Marketing 7626 Joseph Clark P 122 Art & Communications 7704 Louanne Collins P 124 STEM 7622 Patricia Hannam S 224 FACSE 7429 Robin Harrell P 220/P 205 FACSE 7720/7705 Nanette Jimenez P 205/P204 FACSE 7705/7727 Kim Knust P 131 STEM 7631 Dave Miller CRC Career Resource 5581 Raul Munoz PRT -6 ARMY JROTC 5576/7304 Allen Patty PRT -6 ARMY JROTC 5576/7304 Jessica Soete S142/ S 156 FACSE 7709 Katrina Thietje-Weihs S 216 Natural Resources 7516 Amy Ulen P 204 Business & Marketing 7624 Scott Waeschle P 109 Art & Communications 7609 Randy Wilson S 133 Business & Marketing 7333 Harrison Prep

Justin Gorman 2007 Art & Communications 3048 Jason Dearborn 1115 STEM 3001 Charlie Kimmel 1108 STEM 3028 Amy Rodriguez-Carter 1003 MS STEM 3041 Hudtloff

Bobby De Grouchy 1302 MS STEM 4169 Will Leslie 1304 MS STEM 4169 Lochburn

Andrew Hunter 722 MS STEM 4307 Mann

Eric Farlow 300/302 MS STEM 4559 Darlene Levy 211 MS STEM 4579 Woodbrook

Lee Mendenhall 217 MS STEM 4775

Page | 30

Parliamentary Procedure for CTE Advisory Meetings

CTE advisory meetings are held using parliamentary procedure, which is a time tested method to conduct business in a public meeting. The minutes template is set up to assist the chairperson in facilitating the meeting, as CTE Advisory Meetings follow a fixed order of business:

1. Call to order 2. Roll call of members present 3. Review and approval of prior minutes 4. Reports on old business 5. New business

a. Textbook/Software adoption (when needed) b. Equipment/Facilities review (Spring and when needed)

6. Announcements 7. Adjournment

General Guidelines Parliamentary Procedure is the best way to get things done at meetings. But, it will only work if used properly.

Allow motions that are in order.

Have members obtain the floor properly.

Only one member may have the floor at a time.

No member speaks twice about a motion until all members have had an opportunity to speak.

When speaking, speak only on the merits of the topic immediately at hand.

Speak clearly and concisely.

Members listen when others are speaking Most importantly, BE COURTEOUS.

Page | 31

Scripted Agenda for Advisory Meetings

Chairperson Call to order: The meeting will come to order. Please introduce yourself. Approval or correction of minutes “The recorder’s draft of the minutes of the previous meeting was sent to you last week, and a copy is in your meeting packet. Knowing you all to be judicious minute-readers, please let me know now if you found any errors. [pause] Are there any corrections to the minutes as distributed?” [Take corrections until there are no more.] “If there are no (further) corrections, is there a motion the minutes stand approved as distributed (corrected)? Is there a second?” “There is a motion to approve the previous minutes those in favor say "Aye"” [pause] “Those opposed say "No". . . .The next order of business is old business” Old Business Follow up reports: “The chair recognizes ____for a report.” [Handle questions] [If no action is required on the report, it will be filed for audit.] [If there are recommendations take them up one at a time. . . ]

[Ask recorder to read the first recommendation. Ask someone to ]“move the adoption of the recommendation just read.” “Is there a second?” [State the motion.] “It is moved to adopt the recommendation just read. Is there debate?” [Handle discussion; put the question when ready] Those in favor say "Aye" [pause] “Those opposed say "No". . . .The motion passes (fails) and the recommendation is (not) adopted.” New Business “Is there new business? The Chair recognizes ________.” [________ makes motion and it is seconded.] [State the motion. Handle debate, put the question, announce the result.] “Is there any further business to come before the meeting?” Announcements Adjourn “There being no further business, the meeting is adjourned.”

The mission of Clover Park School District is to ensure each child learns what he or she needs to know to succeed and contribute to the community.

Safety Acknowledgement

Student Name: The undersigned parent/legal guardian has requested permission, on behalf of themselves and

or their student, to participate in a Clover Park School District (CPSD) program. The undersigned acknowledges that participation in the CPSD program is an elective course. The instructor will correctly and safely demonstrate proper use of equipment, machinery, and tools. Students are required to pass both a written and practical application test, with a score of 100%, prior to using any equipment/machinery. Students will be required to observe all safety precautions at all times, without exceptions. Any unsafe usage of equipment, or unsafe behavior in the shop setting, is grounds for immediate removal from the program.

While all efforts are made by CPSD to minimize accidents/injuries, there are risks of harm when participating in any shop/lab activity (including risk of bodily harm or death and property damage). The undersigned acknowledges that no amount of reasonable supervision or training will, or can, completely eliminate this possible risk.

Your signature below indicates that you have been advised of the risk of possible injury from

participation in the CPSD program, that you assume that risk for yourself and your student and that you fully understand that you are legally responsible for any medical expenses incurred during participation in the CPSD program.

By executing this agreement, you further agree, on behalf of yourself and your student, that you

will indemnify, defend and hold the Clover Park School District, its employees and student organizations harmless from any and all claims, including claims for medical expense, personal injury, property damage and attorney fees, resulting from or in any way related to your student’s participation in the CPSD program.

In full consideration of the above risks, warning, and indemnity obligations I assume and or give

permission for the student identified above, of which I am the legal guardian, to participate in the CPSD program.

Parent/Guardian Printed Name Parent/Guardian Signature Date

Student Printed Name Student Signature Date

Consent for Medical Treatment

As the parent/legal guardian of the student named, I authorize emergency medical treatment or hospitalization that is necessary in the event of an accident or illness of my student. I understand that this written consent is given in advance of any specific diagnosis or hospital care. This written authorization is granted only after a reasonable effort has been made to contact me (us).

Parent/Guardian Signature Date

Page | 44

CTE Safety Action Plan

Clover Park School District

Date Action Person Responsible May June July & August

Equipment Assessment w/ Repair/Replacement Request

Outside evaluator inspection of shop program (Risk Management or L&I) Corrections/Repair of All findings

Individual Instructors CTE Office

September-June

Staff Safety Training/Review:

1st CTE Back-to-School Meeting New Hires during the semester as hired on Accident Prevention Program Room Inspection and safety verification

Student Training Expectations:

Safety lessons Hold Harmless/Assumption of Risk Safety training & tests Safety Assurance by Instructors (electronically

recorded in gradebook) Documentation & record retention

Safety Course Packets

Middle School STEM Woodworking Introduction to Engineering Aerospace Engineering & manufacturing

(AEM) FACSE/Culinary Arts Middle School Robotics Middle School SciMaTech JROTC

CTE Office Individual Instructors Individual Instructors

November & March

Audit of Safety Files, electronic gradebook (per semester)

CTE Office

November & March Safety Committee Meeting

CTE Office

Ongoing Monthly drop in safety observations

CTE Office