AA41 Veterinary Assisting

Summer 2014

DISCLAIMER STATEMENT

Contributions of many individuals and from many written resources have collectively made this curriculum guide possible. The major authors, however, do not claim or guarantee that its contents will eliminate acts of malpractice or negligence. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This guide was developed with federal CARL D. PERKINS Career and Technical Education ACT of 2006 funds.

Career and Technical Education North Carolina Department of Public Instruction6361 Mail Service Center Raleigh, NC 27699-6361

All materials in this guide may be reproduced for educational purposes only.

DISCLAIMER STATEMENT

This curriculum guide, Veterinary Assisting, was developed to assist teachers in preparing students to meet the North Carolina State Board of Education’s Guiding Mission “that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century.” The course is rigorous and relevant, is based on state and national content standards, and engages technology to teach today’s generation of students. Related business and industry partners have assisted with development of this course as one that helps to prepare students for high-skill, high-wage, and/or high-demand occupational opportunities.

This course focuses on instruction for students desiring a career in animal medicine.    Topics include proper veterinary practice management and client relations, pharmacy and laboratory procedure, enhancement of animal care learned in previous animal courses, and surgical/radiological procedures.  Advanced FFA leadership will be infused throughout the curriculum to develop the student's ability to work with the public.  All aspects of this course will have hands-on skill sets that will be enforced with a total of 500 (200 laboratory/classroom hands-on hours and 300 under the supervision of a licensed veterinarian or certified veterinary technician) working in animal medicine throughout all animal courses in high school. The students will complete the skills and have them checked off during the 1-3 year(s) of high school. Applied mathematics, science, writing, and skill sets are integrated throughout the curriculum. Students will learn the material in order to be prepared for the Veterinary Assisting exam developed by the Texas Veterinary Medical Association.  With successful completion of the exam and hours, students will be able to be a Certified Veterinary Assistant (CVA) Level 1.

Prerequisite: Animal Science I, Animal Science II (preferably Small Animals) {Designed for seniors with an interest in animal medicine}Recommended class size: 10

This guide contains instructional activities that enhance the core academic areas of reading, writing, and mathematics. It includes instructional support materials and performance assessments that are aligned to the course content. Formative assessments provide continuous feedback to measure student learning throughout the course.

We trust these significant efforts will guide North Carolina’s teachers in their mission to prepare globally competitive students for a successful, 21st-century life.

ACKOWLEDGEMENTS

Many Agricultural Education educators and business and industry leaders have given a great deal of time and energy to the development of the blueprint and course materials for this course. Without the collaboration of knowledgeable and committed professionals, it would not be possible to provide current curriculum materials necessary for effective instruction in Agricultural Education programs. The continual advancement of technology and constant changes in the technology industry make collaboration an essential part of the process of preparing young people to become competent members of the workforce.

The following agriculture educators are commended for their professionalism in the process of researching, collaborating, developing, and editing the Veterinary Assisting curriculum:

Curriculum Writers, Contributors, Content Reviewers and Other Developers

Mr. Horace Johnson- Lead Content Reviewer, North Carolina State UniversityDr. Jessica Manzak, DVM and former Agriculture Education Instructor

Ms. Sherilee Deal- Agricultural Education InstructorMs. Christy Thornton- Agricultural Education Instructor Emeritus

Mr. Doug Vernon- Agricultural Education Instructor Emeritus

Project DirectorMrs. Amy Kidd, NBCT-Agricultural Education Instructor

State Staff for Agricultural EducationDr. James Flowers – Professor and Department Head, Agricultural & Extension Education,

North Carolina State UniversityMr. Gerald Barlowe – State Agricultural Education Leader

Mr. Horace Johnson – Central Regional Agriculture Education CoordinatorMr. Benjie Forrest – Eastern Region Agricultural Education Coordinator

Mr. Jerry Davis – Interim Western Region Agricultural Education CoordinatorMr. Jason Davis – State FFA Coordinator

Mr. Joshua Starling – Executive Director NC FFA Foundation

State Staff for Career and Technical EducationJo Anne Honeycutt- State Director, CTE

Atkins “Trey” Michael- Special Assistant for Curriculum Development, CTECarol Short- Section Chief for Curriculum

Department of Agricultural and Extension EducationNorth Carolina State University

Box 7654Raleigh, NC 27695-7654

Agricultural EducationCareer and Technical Education

North Carolina Department of Public Instruction6361 Mail Services Center, Raleigh, NC

TABLE OF CONTENTS

AA41 Veterinary Assisting

AA41 Veterinary Assisting Curriculum Guide Cover and SBE List

Disclaimer

Foreword

Acknowledgements

Table of Contents

Course Description............................................................................................................ i

Adapted CTE Course Blueprint........................................................................................ ii

Career Cluster Standard Alignment..................................................................................v

Post-Assessment Specifications......................................................................................vi

Equipment List and DPI Facilities Guidelines.................................................................vii

Course Professional Learning Community (PLC) Moodle...............................................ix

Formative Assessment.....................................................................................................x

Internet Policy.................................................................................................................xii

Going Green: A Guide to using Curriculum for Environmental Sustainability................xiii

An Overview of Career and Technical Student Organizations.......................................xiv

Integrating CTSO Events in Veterinary Assisting...........................................................xv

Certified Veterinary Assistant Level 1 Skills Validation Checklist……………............….xvi

Unit A: Veterinary Practice Management/Client Relations..............................................1

Unit B: Pharmacy and Laboratory Procedures..............................................................46

Unit C: Animal Care and Management..........................................................................83

Unit D: Surgical and Radiological Procedures..............................................................152

COURSE DESCRIPTION

Course NameCourse Number: AA41Recommended Maximum Enrollment: 10Hours of Instruction: 135 (block) 150 (regular)Prerequisite: AA21 Animal Science I

AA22 Animal Science IIAA23 Animal Science II-Small Animals

This course focuses on instruction for students desiring a career in animal medicine.    Topics include proper veterinary practice management and client relations, pharmacy and laboratory procedure, enhancement of animal care learned in previous animal courses, and surgical/radiological procedures.  Advanced FFA leadership will be infused throughout the curriculum to develop the student's ability to work with the public.  All aspects of this course will have hands-on skill sets that will be enforced with a total of 500 (200 laboratory/classroom hands-on hours and 300 under the supervision of a licensed veterinarian or certified veterinary technician) working in animal medicine throughout all animal courses in high school. The students will complete the skills and have them checked off during the 1-3 year(s) of high school. Applied mathematics, science, writing, and skill sets are integrated throughout the curriculum. Students will learn the material in order to be prepared for the Veterinary Assisting exam developed by the Texas Veterinary Medical Association.  With successful completion of the exam and hours, students will be able to be a Certified Veterinary Assistant (CVA) Level 1.

AA41 Veterinary Assisting Summer 2014 Page i

ADAPTED CTE COURSE BLUEPRINT

Career and Technical EducationAdapted CTE Course Blueprint

ofEssential Standards

Agricultural Education

AA41 Veterinary Assisting

Public Schools of North CarolinaState Board of Education Department of Public Instruction

Academic Services and Instructional SupportDivision of Career and Technical Education

Amy Kidd, NBCT, M.Ed.Project Director

Raleigh, North CarolinaSummer 2013

Contact agedcourses@ncsu.edu for more information

Special thanks to the following educators who developed this Adapted CTE Course Blueprint.

Jessica Manzak, DVM

This Adapted CTE Course Blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

AA41 Veterinary Assisting Summer 2014 Page ii

ADAPTED CTE COURSE BLUEPRINT

Adapted CTE Course Blueprint of Essential StandardsEssential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standardsprovide value throughout a student’s career, in other courses, and translate to the next level of education or world of work.

This document lays out the essential standards for a specific course leading to industry certification. The certifying organizationprovides a list of essential skills, which is used to write the essential standards. The essential standards use Revised Bloom’sTaxonomy (RBT) category verbs (remember, understand, apply, analyze, evaluate, create) that reflect the overall intended cognitiveoutcome of the indicators written by the National Association of Veterinary Technicians in America. Each essential standard andindicator reflects the intended level of learning through two dimensions; The Knowledge Dimension is represented with letters A-C,and the Cognitive Process Dimension by numbers 1-6.

The Adapted CTE Course Blueprint includes units of instruction, essential standard(s) for each unit, and the specific indicatorsaligned with certified veterinary assistant certification. Also included are the relative weights of the units and essential standardswithin the course.

This document will help teachers plan for curriculum delivery for the course, prepare daily lesson plans, and construct validformative, benchmark, and summative assessments. Curriculum for this course is not provided by NCDPI. Industry curriculumproviders reviewed and approved for this course collaborated with the North Carolina Department of Public Instruction (NCDPI) todevelop a valid and reliable test item bank used to produce a secure postassessment administered by NCDPI. Assessment for thiscourse is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its indicators.For additional information about this blueprint, contact the Division of Career and Technical Education, North Carolina Departmentof Public Instruction, 6361 Mail Service Center, Raleigh, North Carolina 27699-6361.

Reference: Anderson, Lorin W. (Ed.), Krathwohl, David R. (Ed.), et al., A Taxonomy for Learning, Teaching, and Assessing: ARevision of Bloom’s Taxonomy of Educational Objectives, Addison Wesley Longman, Inc., New York, 2001Interpretation of

Columns on the NCDPI Adapted CTE Course BlueprintNo. 1 2 3 4

Heading Essential Std # Unit Titles, Essential Standards, and Indicators Course Weight RBT

DesignationColumn

informationUnique course identifier and essential standard number.

Statements of unit titles, essential standards per unit, and specific indicators per essential standard. If applicable, includes % for each indicator.

Shows the relative importance of each unit and essential standard. Course weight is used to help determine the percentage of total class time to be spent on each essential standard.

Classification of outcome behavior in essential standards and indicators in Dimensions according to the Revised Bloom’s Taxonomy.

Cognitive Process Dimension: 1 Remember2 Understand3 Apply4 Analyze5 Evaluate6 Create

Knowledge Dimension: A Factual KnowledgeB Conceptual KnowledgeC Procedural Knowledge

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

AA41 Veterinary Assisting Summer 2014 Page iii

ADAPTED CTE COURSE BLUEPRINT

Adapted CTE Course Blueprint of Essential Standards forAA41 Veterinary Assisting

(Recommended hours of instruction: 135-180)

Essential Std #

Units, Essential Standards, and Indicators(The Learner will be able to:)

CourseWeight

RBTDesignation

1 2 3 4Total Course Weight 100%

A Veterinary Practice Management/Client Relations 27%VA01.00 Analyze proper usage of veterinary practice management

procedures15% C4

VA01.01 Understand the proper veterinary terminology to accurately describe and record medical conditions

9% C2

VA01.02 Analyze methods to correctly maintain veterinary medical records 6% C4VA02.00 Apply proper communication skills in a clinical setting 12% C3VA02.01 Implement the proper technique to schedule appointments and manage

clients6% C3

VA02.02 Execute effective communication through written, verbal, and technological formats

6% C3

B Pharmacy and Laboratory Procedures 18%VA03.00 Analyze the requirements for ethically and legally handling

pharmaceuticals6% C4

VA03.01 Analyze the legal issues involving drugs in the workplace 3% C4VA03.02 Apply knowledge of pharmacy laws to properly fill prescriptions 3% C3VA04.00 Apply proper skills in laboratory procedures 12% C3VA04.01 Implement proper techniques for collection and analysis of laboratory

samples 9% C3

VA04.02 Execute proper record keeping for laboratory samples 3% C3

C Animal Care and Management 30%VA05.00 Evaluate safe handling and safety techniques for patient

management21% C5

VA05.01 Evaluate proper restraint techniques for each species 15% C5VA05.02 Evaluate proper safety protocol in a clinical setting 6% C5VA06.00 Analyze general anatomy and disease processes 9% B4VA06.01 Organize knowledge of structures of living organisms 4% B4VA06.02 Differentiate microbes and parasites to identify disease processes 5% B4

D Surgical and Radiological Procedures 25%VA07.00 Apply proper surgical preparation techniques 10% C3VA07.01 Implement techniques to prepare and monitor patients for surgery 5% C3VA07.02 Apply proper surgical instruments and sterilization protocol to prepare

surgical packs5% C3

VA08.00 Apply facility maintenance and equipment cleanliness procedures 6% C3VA08.01 Execute Practice hospital maintenance and sanitation protocol of facilities 3% C3VA08.02 Implement aseptic technique to maintain equipment 3% C3

VA09.00 Evaluate radiology procedures in the clinical setting 9% B5VA09.01 Critique the importance of safety protocol in the radiological suite 4% B5VA09.02 Apply radiology principles to properly develop and record patient studies 5% C3

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CROSSWALK TO CAREER CLUSTER STANDARDS

The objectives for this course are aligned to the Career Cluster Standards for Agriculture, Food & Natural Resources. The crosswalk below shows which objective aligns to which ANFR Cluster Standard.

Course Objective # Course Objective AFNR Cluster

StandardVA01.01 Understand the proper veterinary terminology to accurately describe and

record medical conditionsAS.02.01.02.a.

VA01.02 Analyze methods to correctly maintain veterinary medical records CS.02.03.01.a.CS.02.03.03.a.

VA02.01 Implement the proper technique to schedule appointments and manage clients

CS.02.04.01.c.ABS.02.04.03.a.

VA02.02 Execute effective communication through written, verbal, and technological formats

ABS.02.04.03.a.

VA03.01 Analyze the legal issues involving drugs in the workplace CS.07.04.01.a.VA03.02

Apply knowledge of pharmacy laws to properly fill prescriptionsCS.02.04.01.c.

ABS.02.03.02.a.AS.06.02.01.a.

VA04.01 Implement proper techniques for collection and analysis of laboratory samples

AS.06.02.01.a.

VA04.02 Execute proper record keeping for laboratory samples CS.02.03.03.a.VA05.01 Evaluate proper restraint techniques for each species AS.06.01.01.c.VA05.02

Evaluate proper safety protocol in a clinical setting

CS.06.02.01.a.CS.07.01.01.b.AS.07.02.01.a.AS.08.02.01.b.

VA06.01Organize knowledge of structures of living organisms

AS.02.01.02.a.AS.03.01.02.a.AS.03.01.03.a.

VA06.02

Differentiate microbes and parasites to identify disease processes

CS.06.02.01.a.CS.07.01.01.b.AS.02.02.06.c.AS.02.03.01.a.

VA07.01 Implement techniques to prepare and monitor patients for surgery AS.03.01.01b.VA07.02 Apply proper surgical instruments and sterilization protocol to prepare

surgical packsCS.08.01.01.c.

VA08.01Execute Practice hospital maintenance and sanitation protocol of facilities

CS.07.04.01.a.AS.03.01.04.b.AS.07.02.01.a.

VA08.02 Implement aseptic technique to maintain equipment CS.07.04.01.a.VA09.01

Critique the importance of safety protocol in the radiological suite

CS.06.02.01.b.CS.07.01.01.b.AS.06.02.01.a.AS.07.02.01.a.

VA09.02 Apply radiology principles to properly develop and record patient studies CS.06.02.01.b.CS.07.01.01.b.

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POST-ASSESSMENT SPECIFICATIONS

There is both a secure and unsecure item-bank that has been developed for this course.

Teachers will use the unsecure item-bank for post-assessments throughout the year. However, this does not preclude teachers making their own assessments using various formats to test students. In fact, teachers are encouraged to develop and use multiple forms of assessments including performance rubrics.

Teachers will need to keep in mind that there will be a post-assessment for this course that will be given as a 100-item multiple-choice test through Thinkgate.

AA41 Veterinary Assisting Summer 2014 Page vi

EQUIPMENT LIST AND DPI FACILITIES GUIDELINES

TEACHERS NEED TO HAVE ACCESS:Animal Housing, Identification, and RestraintBasket muzzle Cat bag Catch pole (dog snare) Chain twitch Ear tags Ear tag pliers Elizabethian collar Halter Head chute Hog snare Humane twitch Hydraulic chute Identification tag applicator Lead rope Lead shank Muzzle- commercial Squeeze chute Steel lift table Tattooing instruments - small & large

Cleaning and sanitation equipmentAutoclave Autoclave tape indicator Betadine (can be used in multiple categories)ChlorhexidineMopping equipmentSpray bottlesStall cleaning equipment

Grooming Equipment/Bathing solutions and dipsAnimal clippers Brush - Body (soft bristle) Brush - Dandy (stiff bristle) Brush - Slicker Brush - Pin Bulb syringe Clipper blades Clipper comb Comb - Curry Comb - Flea Comb - Scotch Fingertip toothbrushHoof knife Hoof nippers Hoof pick Hoof rasp Hoof trimmers Nail clippers - guillotine Nail clippers - plier Shedding blade

Office Forms/EquipmentAppointment booksCommunication logs

Filing suppliesInventory logsPractice management software

Pharmacy, Laboratory Supplies, and Diagnostic ToolsBalling gunCatheter - IV Catheter - butterfly Catheter - urine CentrifugeChemical indicator stripsCover slips Disposable hypodermic needles Drench gun Fecal loop Fecalyzers Feeding tube for small animals Gavage needle IV fluids IV administrationMicroscope slides Ophthalmoscope Otoscope Paste gun Pill counting traySilver nitrate sticks Stethoscope Syringe - leur lock Syringe - slip tip Syringe - automatic, multi-dose TourniquetWeight tape

Radiological/Personal Protective EquipmentCalipersDarkroom lightsFilmFilm cartridgesFilm labelsLead apronLead glovesLight boxProcessing Equipment and FluidsRadiological ID monitorThyroid shield

Surgical and Dental EquipmentAmbubag Anesthetic machines Backhaus towel clamps Bands (castration or docking)Bandaging material- Elasticon Bandaging material– roll gauze

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EQUIPMENT LIST AND DPI FACILITIES GUIDELINES

Bandaging material– vet wrap Carmalt Surgical drapes Cold sterile tray Dehorner - Barnes Dehorner - electric Dehorner - scoop or tubeDental floats Dental retractor Dental scaler Ear notcher Elastrator Emasculators Endotracheal tubes Fetal extractor Forceps- Adson tissue Forceps - Alligator Forceps- Allis tissue Forceps- Babcock tissue Forceps- Brown-Adson thumb Forceps- Crile Forceps- Halstead mosquito Hemostatic Forceps- Kelly Forceps - Rat tooth thumb Gag mouth speculum (small) Gag mouth speculum (large) Gravity feeder / J tube

Laryngoscopes Needle holder - Mayo-Hegar Needle holder - Olsen-Hegar Obstetrical chain and handle Pig tooth nippers Rumen magnet Scalpel blade Scalpel handle Scissors– Bandage Scissors- Lister bandage Scissors- Littauer suture removal Scissors- Mayo dissecting Scissors- Metzenbaum dissecting Small animal oxygen cage Snook ovariohysterectomy hook Staple remover Surgical cap Surgical gloves Surgical gown Surgical masks Surgical tray Suture materials Suture needle Suture wire cutting scissors Trocar & cannula

.

The CTE Technical Requirements document may be found here: http://bit.ly/KwN1Lv

The DPI facilities guidelines may be found here: http://www.schoolclearinghouse.org

AA41 Veterinary Assisting Summer 2014 Page viii

COURSE PROFESSIONAL LEARNING COMMUNITY (PLC) MOODLE

Please join the Agricultural Education Moodle PLC by following these steps:1. Obtain the Enrollment Key supplied by your local CTE Director or Administrator or

from the Program Area Consultant. Program Area Consultants may be reached by email at: agedcourses@ncsu.edu

2. Create a LearnNC account by going to this website: http://accounts.learnnc.org Click on Create an Account (if you have used Moodle in the past, you can use

your existing username and password). You pick your own username and password. Enter your email address so that your username and password can be emailed to

you.

3. Join the Moodle Class by going to Moodle's website: http://moodle.learnnc.org Login using your username and password. In the upper left corner, click on All Courses. Click on DPI under the PLC tab. Click on the course PLC key. Enter the Enrollment Key supplied by your local CTE Director or Administrator or

from the Program Area Consultant. The Program Area Consultant may be reached by email at: agedcourses@ncsu.edu

Click on Enroll me in this Course

Teachers are encouraged to share ideas and activities in the course PLC and to participate in the discussion forums provided for each essential standard.

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FORMATIVE ASSESSMENT

Frequently Asked QuestionsFormative Assessment and North Carolina’s Formative Assessment Learning Community’s

Online Network (NC FALCON)

1. What is formative assessment?Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve intended instructional outcomes (CCSSO FAST SCASS, 2006).

2. What is the primary purpose of the formative assessment process?The primary purpose of the formative assessment process is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.

3. How does formative assessment fit into North Carolina’s next generation assessment system?

North Carolina’s next generation, comprehensive, balanced assessment system includes formative assessment, interim/benchmark assessments, and summative assessments that are aligned to state standards. Formative assessment is an essential component of this system because it forms the foundation of teaching and learning. In contrast to summative assessment, formative assessment is more focused on collaboration in the classroom and identifying learning gaps that can be addressed before end-of-year assessments. Formative assessment should occur in the classroom more often than any other assessment.

4. Are there “formative tests”?The definition that North Carolina has adopted defines formative assessment as a process. With this in mind, there is no such thing as a “formative test.” Formative assessment is regarded as an ongoing process rather than a particular kind of test.

5. What formative assessment strategies can be implemented during classroom instruction?There are a number of formative assessment strategies that can be implemented during classroom instruction. These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction. See the Collecting and Documenting Evidence professional development module on North Carolina’s Formative Assessment Learning Community’s Online Network (NC FALCON) for additional information on formative assessment strategies.

6. What resources are available to educators that will provide them with a basic understanding of formative assessment and illustrate the role it may play in a comprehensive, balanced assessment system?The online professional development series modules located on NC FALCON are intended to serve as a primer for teachers wishing to learn more about how formative assessment can impact their instruction and help their students achieve targeted learning goals.

7. What professional development modules are available to educators on NC FALCON?There are currently five different formative assessment modules in the online professional development series located on NC FALCON. The following is a list and description of the modules:

Importance of Formative Assessment––An introduction to formative assessment and its role in North Carolina’s 21st century balanced assessment system.

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FORMATIVE ASSESSMENT

Learning Targets and Criteria for Success––An exercise in writing clear learning targets and defining criteria for success to help students answer the question, Where am I going?

Collecting and Documenting Evidence––An exercise in collecting and documenting evidence of learning to help students answer the question, Where am I now?

Analyzing Evidence and Descriptive Feedback––An exercise in analyzing evidence and providing descriptive feedback to help students answer the question, How do I close the gap?

Administrator’s Role in Formative Assessment––An exploration of the administrator’s role in formative assessment, as outlined by the North Carolina Standards for School Executives, and its implementation in the school or district.

8. How much time does it take to complete the modules?The modules and the activities contained within each module have been created so that the series can be completed in approximately seven hours. Approximately forty-five minutes to one hour of computer time is needed for each module. The modules are self-paced; therefore, individual participants control the pace and location of their learning.

9. Is it better to complete the modules individually or with a school or district learning team?The modules have been designed so that they can be used by individual educators working independently or with a school or district learning team. The NCDPI recommends participants work collaboratively in learning teams. Working together, teachers may assist one another as they complete the modules and practice their formative assessment skills.

10. Is CEU credit available for participants who complete any or all of the NC FALCON modules?At the completion of each module, participants will be able to print a certificate of completion which includes a recommendation for renewal credit or continuing education units (CEUs). Final awarding of CEUs must be approved by the local education agency (LEA). The LEA determines the content area and the number of CEUs granted.

11. How do educators access the modules on NC FALCON?Locate NC FALCON at https://center.ncsu.edu/nc/course/category.php?id=10

1. Use an existing username and password to login§ Check to see if you linked to your primary district or school by clicking on “Request to

Link to School/District”§ Review your current role(s) and school/district§ Edit or add the information if necessary

2. Find an existing account or recover login information§ Choose “Account Finder” to find an account if you believe you already have a user

account§ Choose “Password Recovery” if you know you already have an account but have trouble

with your login3. Create a new account

§ Choose “create new account” on the right side of the page§ Create login information as requested§ Enter a valid email address when creating a new account§ Validate your account when you receive the email (check spam or junk email if the

confirmation email message is not received in your inbox)§ Login and follow the Link Request process – click on “Request to Link to School/District”§ Enter the required information/select the school or district you are requesting to link to by

following the steps on the page§ Enroll in NC FALCON

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FORMATIVE ASSESSMENT

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INTERNET POLICY

Career and Technical Education curricula and 21st Century Skills require students to use many technologies, including the Internet. Each school should have an Internet use policy, and all students should sign the school Internet policy prior to beginning any class that uses such technologies. Students who violate the school’s Internet policy must be held accountable for his/her actions and face appropriate consequences deemed necessary by the school in accordance with the school’s policies.

Teachers must use extreme caution when assigning Internet activities to students. Teachers must preview sites, which can change daily, prior to ANY activity. If the teacher determines a website used in an activity is inappropriate, or students are not mature enough to behave properly and according to the school’s Internet policy, the teacher should make alternate arrangements for completing the activity.

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GOING GREEN: A GUIDE TO USING CTE CURRICULUM FOR ENVIRONMENTAL SUSTAINABILITY

Many of the Instructional Support Materials (ISMs) are developed to help students organize and use the unpacked content relative to the designated Revised Bloom’s Taxonomy (RBT) verb. These are designed to help students study and retain relevant information.

Ideally, each ISM would be duplicated and handed to students in class. Realistically, teachers may have to find alternative approaches for implementing the ISMs in the classroom.

Teachers may have to “show” what each ISM looks like and rely on students drawing each in either a journal or on paper that is accumulated in a notebook.

Consider these alternative approaches for using the Instructional Support Materials in the classroom:

Draw the ISM on the board. Duplicate the ISM and hand out one per group and collect at the end of class for

use in another. To add longevity, consider laminating or using sleeve protectors for each ISM.

Laminate and have students use dry-erase marker pens if they need to write on the ISM. An alternative would be to place the ISM in a sleeve protector and have the students use dry-erase marker pens.

Prepare a transparency of the ISM and show it on an overhead projector. Display the file in electronic form (PowerPoint or Word) through a digital projector. Display the file in electronic form on an interactive whiteboard. Display the file in electronic form via a document camera and digital projector. Deliver the file electronically via an internal network, Blackboard, Moodle, or secure

website. This would provide added benefit to homebound and absent students needing to make up work.

Other helpful conservation hints… Always use both sides of the paper!! If a student needs to redo an assignment, whenever possible, have the student use

a different color pen or pencil and work on the same paper.

We hope these ideas will help conserve paper and other valuable resources!

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OVERVIEW OF CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSO)

IntroductionCareer and Technical Student Organizations provide the opportunity for students to connect to business and industry professionals and career options. Additionally, CTSOs motivate students to higher level academic achievement and build interpersonal and employability skills. CTSOs are co-curricular, meaning they complement the state curricula in the classroom and incorporate realistic educational experiences not available through classroom instruction alone. Teachers must coordinate with local CTE directors to enhance the delivery of state curricula through CTSO activities. Through this coordinated effort, teachers improve student achievement on state and national Career and Technical Education (CTE) accountability measures. The Carl D. Perkins Career and Technical Education Act of 2006 allows CTE directors to fund certain CTSO activities as identified in the 2009 NC CTE Fiscal and Policy Guide.

What are CTSOs?

The three components of a quality Career and Technical Education program include classroom instruction, workforce readiness and on-the-job training, and Career and Technical Student Organizations. CTSOs have been a part of Career and Technical Education since the passage of the Smith-Hughes Act of 1917. CTSOs are found in middle and high schools and post-secondary institutions throughout the nation and around the world. It is important to realize that CTSOs are not just “clubs”, but instructional tools that work best when integrated into the curricula. CTSOs:

Support and enhance related school-based and work-based learning,

Provide students with skills and knowledge to succeed in the new global economy,

Provide career exploration and competence,

Provide students with the opportunity to experience competition related to classroom instruction,

Encourage students to experience community service projects, and

Provide and enhance the development of leadership skills in students.

Carl D. Perkins Career and Technical Education Act of 2006 Defined

“The Carl D. Perkins Career and Technical Education Act of 2006 (Public Law 109-270) is the vehicle through which federal support is distributed to states, local school districts, and postsecondary institutions to develop more fully the academic and technical skills of secondary and postsecondary students who elect to enroll in career and technical educations programs.” (Source: CTSO Guide to accessing Federal Perkins Funds, 2008)

What are the benefits of CTSOs?

Develop meaningful business partnerships

Develop school and community leaders

Enable students to achieve high academic and occupational standards

Enhance student self-esteem and self-confidence

Help students to integrate contextual and academic learning

Link school-based learning to the real world of work and family

Motivate youth to become better students and productive citizens

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OVERVIEW OF CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSO)

FFA The FFA is a national organization of Agricultural Education students. FFA makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education. The opportunities that are available for FFA members include:

Career Development Events – FFA members earn recognition by utilizing their classroom and laboratory knowledge in team and individual events.

Degree Programs – FFA members advance in the organization by meeting rigorous standards to obtain degrees.

Proficiency Awards – Members are recognized for success in their respective Supervised Agricultural Experience Program.

Scholarships – FFA awards students over $2 million annually in college scholarships.

Personal Growth Conferences – Teamwork and personal growth conferences are held each summer at the North Carolina FFA Center.

Leadership Conferences and Conventions – FFA conducts events throughout the year that promote premier leadership, personal growth and career success.

Service Activities – Students are engaged in numerous projects and activities to serve communities throughout North Carolina.

For more information on FFA opportunities, visit the following web sites. North Carolina FFA Web Site: www.ncffa.org National FFA Web Site: www.ffa.org

AA41 Veterinary Assisting Summer 2014 Page xvi

Fax:

From date: 1 1 To date: I

----=- =- -=

OVERVIEW OF CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSO)Certified Veterinary Assistant Level I Exam

Application(HIGH SCHOOL

PROGRAM)

PLEASE PRINT Student Name:

----------------------------------------

(Please Circle): Mr. Mrs. Ms.Student Address:

City, State, Postal Code: ----------------------------------------Phone: Email:

Date of Application:

----------------------------------------Student Signature:

----------------------------------------TO B E C O MPLETED BY STUDENT ' S S C H O OL S U P E R V I S O R

By affixing my signature below, I certify that the student named above has met the 1-3 year classroom requirements, and the additional 200 hours of hands on training with live animals (if all 500 hours are not completed at the vet clinic under the supervision of a DVM or RVT*).

Supervisor Name:Supervisor Title: (Please Circle): AG TEACHER DVM RVT* CVT** LVT**

* Only RVT (registered in TX) supervision allowed in TX•• CVT, RVT, or LVT supervision allowed out of State

School Name: Address:City, State, Postal Code:

SchoolPhone: Period of Observation:

Supervisor Signature:

AA41 Veterinary Assisting Summer 2014 Page xvii

OVERVIEW OF CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSO)

Payment: The exam fee is $125 per student. A school check can be mailed or payment by credit card can be mailed or faxed to TVMA. The exam and final results will be mailed to the school supervisor at the above address.

Visa/MC# -------------------------- Exp Date: _ _ CVC#:

Name on card: ------------------ Signature:

------------

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

TVMA • 8104 Exchange Drive • Austin, Texas 78754 • 512/452-4224 • 512/452-6633 (fax)

AA41 Veterinary Assisting Summer 2014 Page xviii

Fax:

From date: 1 1 To date: 1

L- ------ ---- --------------------

L- ---- -- =- --

Certified Veterinary Assistant Level I Exam Application(HIGH SCHOOL PROGRAM)

Student Name: PLEASE PRINT

TO BE COMPLETED BY STUDENT'S HANDS ON TRAINING SUPERVISORBy affixing my signature below, I certify that the student named above has trained or worked under my supervision & completed a minimum of 300 hours of hands on training with live animals.

Supervisor Name:(Must be DVM or RVT* who supervised student at clinic)

Supervisor Title: (Please Circle): DVM RVT* CVT** LVT**

* Only RVT (registered in TX) supervision allowed in TX** CVT RVT, or LVT superv1s1on aIIowed out 0f State

Clinic Name:

Address:

City,State, Postal Code:

Clinic Phone:

Period of Observation:

Supervisor Signature:

Fax:

From date: 1 1 To date: 1

TO BE COMPLETED BY SKILLS VALIDATION CHECKLIST SUPERVISORBy affixing my signature below, I certify that the student named above has demonstrated competency in the behaviors and skills checked herein, and I recommend that this student be considered for certification at Veterinary Assistant Levell.

Supervisor Name:(Must be DVM or RVT* who supervised student & signed skills validation checklist)

Supervisor Title: (Please Circle): DVM RVT* CVT** LVT**

* Only RVT (registered in TX) supervision allowed in TX** CVT,RVT, or LVT supervision allowed out of State

Clinic Name: Address:

City, State, Postal Code:

Clinic Phone:

Period of Observation:

Supervisor Signature:

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

TVMA • 8104 Exchange Drive • Austin, Texas 78754 • 512/452-4224 • 512/452-6633 (fax)

AA41 Veterinary Assisting Summer 2014 Page xix

Applicant has demonstrated reasonable proficie work requirements:

cy or competency in the following

CommentsYES Skill or CompetencyUses common terminology (spoken and written) required in your veterinary practiceKeeps assigned work areas clean and orderlyDemonstrates a basic knowledge of sanitary procedures

Handles animals in a safe, humane manner

Can name and select the equipment items most commonly used in your veterinary practiceDemonstrates a basic understanding of the most commonly used veterinary drugsRecognizes the symptoms commonly associated with animals affected by rabiesUses procedures that ensure personal safety when handling animals suspected of having rabiesDemonstrates appropriate understanding and respect for the human-animal bond in dealing with clients and their animalsHandles and disposes of "sharps" instruments safely and in compliance with practice standardsUses the proper procedure for lifting and positioning animalsUses the proper procedure for placing animals in a cageUses proper method for placing large animals in a stallUses (or can describe) the proper method of haltering a large animal

Certified Veterinary Assistant Level I Skills Validation Checklist(HIGH SCHOOL PROGRAM)

(MUST BE SUPERVISED & CHECKED OFF BY DVM OR RVT ONLY IN TEXAS &DVM OR CVT/LVT ONLY IF OUT OF STATE HIGH SCHOOL PROGAM)

NOTE: All competencies must be either demonstrated or described by the applicant, even if a certain species is not seen by the prac t i ce.

n

SKILLS VALIDATION CHECKLIST CVA-LEVEL I Page - 1

AA41 Veterinary Assisting Summer 2014 Page xx

Applicant has demonstrated reasonable proficiency or competency in the following work requirements:

YES Skill or Competency CommentsPractices (or can describe) the proper personal safety precautions when releasing a large animalProperly restrains animals when assisting the veterinarian with cephalic and saphenous venous sampling

Properly muzzles fractious animals

Handles and holds animals so as to generally avoid bites to themselves and to the attending veterinarianDemonstrates (or describes) the proper method of moving cattle and horses through chutes and into or out of stallsRecognizes and avoids potential safety hazards in the examination room or areaHandles animals in the examination roomor area so as to prevent harm to the patient and humansCarefully observes patients and surroundings and reports observations to the attending veterinarianAids the veterinarian in the handling and treatment of patientsProvides an additional set of eyes and hands for the attending veterinarianHandles and uses disposable "sharps"containers in a safe mannerFollows OSHA guidelines in collecting anddisposing of bio-hazardous materialsDemonstrates (or explains) the proper method of collecting fecal samples (including the palpation sleeve) in the large animalUses correct quantities of feces for fecalflotations

Recognizes fresh fecal samples

Can explain client options for disposal of euthanized or deceased animals

AA41 Veterinary Assisting Summer 2014 Page xxi

Applicant has demonstrated reasonable proficiency or competency in the following work requirements:

YES Skill or Competency CommentsDiscusses individual or communal cremation options with owners of deceased petsProperly prepares the deceased animal for presentation to the ownerExhibits proper decorum when presenting a deceased animal to its ownerCorrectly collects urine through natural meansKnows proper method for collecting urine samples that are adequate for culturing microorganismsCollects urine samples during the correct time of dayCorrectly uses shielded gowns, gloves, andother protective wear when taking radiographsWears a monitoring device while takingradiographsHandles uses and stores radiographic cassettes and film properlyBathes and dips patients as instructed

Avoids basic hazards and species susceptibilities to certain bath and dip products when preparing and giving dips and bathsFollows accepted procedures when bathingor dipping patientsSafely cares for animals in runs, cages, stalls and paddocksUses the bedding types indicated forspecific breeds/species of housed animalsChanges bedding materials in a timely andefficient mannerDisposes of used bedding materials as needed and in a proper mannerRecognizes and avoids safety hazards inthe areas where patients are housedUses proper sanitary procedures in changing bedding materialsMaintains and repairs cages, kennels andstalls as needed

AA41 Veterinary Assisting Summer 2014 Page xxii

Applicant has demonstrated reasonable proficiency or competency in the followingwork requirements:

YES Skill or Competency CommentsProperly uses (or describes the proper useof) common devices and equipment to restrain horses, cattle, goats and swine for treatmentRecognizes common breeds and varietiesof exotic animals that visit the clinic and calls them by the correct common nameSafely handles and restrains exotic animalsfor examination and treatmentAutoclaves veterinary instruments usingmoist pressure autoclave and chemical sterilizationFollows a proscribed procedure for cleaning all stainless steel instrumentsFollows correct procedure for ultrasoniccleaning of instrumentsLubricates instruments properly during thecleaning processMaintains all dental equipment in clean and usable condition for performing prophylaxis treatmentsDetermines that all active scavengers are working properly in evacuating anesthesia gases as neededEnsures that all sharp and cutting blades are removed and disposed of properly following surgical proceduresDescribes (or demonstrates) the propermethod for administration of a paste or topical drug on an equine patientDescribes (or demonstrates) the propermethod for administration of a bolus, paste or topical drug for a bovine patientDescribes (or demonstrates) the propermethod for administration of tablets, capsules, liquid and topical drugs for canine and feline patientsStores animal feeds according toinstructions

Measures food quantities accurately

AA41 Veterinary Assisting Summer 2014 Page xxiii

Applicant has demonstrated reasonable proficiency or competency in the followingwork requirements:

YES Skill or Competency CommentsReads and follows food label directionscorrectlyReads and correctly follows writteninstructions for animal feedingReports animal food and waterconsumption rates correctly and on scheduleAdministers hydrotherapy according todirectionsSelects the correct syringe on demand from the veterinarianCorrectly fills syringes with medication asdirectedRecognizes intravenous, intramuscular,subcutaneous, and intraperitoneal applicationsSelects correctly the needle gauge andlength requested by the veterinarianProperly disposes of syringes, needles andother sharp objects commonly used in the veterinary clinicProperly identifies and disposes of expired substancesObtains information relative to animal beingboarded and/or dischargedDiscusses and explains the charge for boarding costsPosts and records money collected to theappropriate records as directedInteracts cheerfully with clients and handlescomplaints with a smile

AA41 Veterinary Assisting Summer 2014 Page xxiv