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North Carolina Department of Public Instruction/National Center for Construction

Education Research Policy and Procedure Manual

7721 Carpentry I, 7711 Masonry I, 7741 Electrical Trades I 7722 Carpentry II, 7712 Masonry II, 7742 Electrical Trades II 7723 Carpentry III, 7713 Masonry III

Trade and Industrial Education Career and Technical Education

Academic Services and Instructional Support Student Certification and Credentialing

Public Schools of North Carolina State Board of Education

North Carolina Department of Public Instruction

NCDPI/NCCER 2 Summer 2009 Policy and Procedure Manual Version 2

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 PERKINS ACT IV funds.

Career and Technical Education Student Certification and Credentialing

North Carolina Department of Public Instruction 6360 Mail Service Center Raleigh, NC 27699-6360

Summer 2009


FOREWORD

This policy and procedure manual 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

curriculum 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 endorsed this course as one

that helps to prepare students for high-skill, high-wage, and/or high-demand occupational opportunities.

This manual focuses on the delivery of the National Center for Construction Education Research (NCCER),

Contren curriculum for all construction courses offered in the North Carolina High Schools. This curriculum focuses

on the nature of construction technology, materials and supplies, and employability skills. Topics include safety,

tools, equipment and skill development in construction. Reading, mathematics, problem solving, and principles of

technology are reinforced in these courses. Job shadowing is an appropriate work-based learning strategy for these

courses. Hands-on work experiences and SkillsUSA leadership activities provide many opportunities to enhance

classroom instruction and career development.

This manual contains policies and procedures that will help teachers to understand and use the NCCER process to

deliver content and assess performance tasks as outlined by the NCCER guidelines, equip and maintain lab

facilities to meet standards and register and certify students as they successfully complete module requirements.

The North Carolina Department of Public Instruction’s Career and Technical Education division developed this

guide using NCCER guidelines. We are grateful to the content developers for their work.

We trust these significant efforts will guide North Carolina teachers in their mission to prepare globally competitive

students for a successful, 21st-century life.

June St. Clair Atkinson, Ed.D. William C. Harrison, Ed.D. State Superintendent of Public Instruction Chairman and Chief Executive Officer

State Board of Education


TABLE OF CONTENTS

Disclaimer and Title IX............................................................................................ 2 Forward .................................................................................................................. 3 Table of Contents ................................................................................................... 4 Acknowledgements................................................................................................. 5 Course Description ................................................................................................. 6 Content Outline....................................................................................................... 10 Equipment and tool lists.......................................................................................... 15 NCDPI/NCCER Policies and Procedures State Board Policy… …………………………………………………………………….. 23 General Information ………………………………………………………………………25 Overview ………………………………………………………………………………….. 26 Industry Involvement …………………………………………………………………….. 27 Organizational Configuration …………………………………………………………… 31 Safety Plan ……………………………………………………………………………… 31 Program Evaluation …………………………………………………………………….. 42 Program Operation ……………………………………………………………………… 43 Instructor Requirements ………………………………………………………………….45 Instructor Evaluation …………………………………………………………………….. 46 Facilities ……………………………………………………………………………………47 Advisory Committees ……………………………………………………………………. 50 Drug, Substance Abuse, Alcohol, and Firearms …………………………………… 54 ATEF Annual Report ……………………………………………………………………. 54 CTSOs …………………………………………………………………………………….. 55


ACKNOWLEDGEMENTS The Trade and Industrial Education State Staff and Career and Technical Education acknowledge the following individuals for their outstanding contributions and dedication in the development of this NCCER/NCDPI Policy and Procedure Manual.

Tommy Chester Cheryl Hepburn N.F. Woods Advanced Technical Center Guilford County Schools

Greg Holley Randy Jones

West Brunswick High School Winston Salem Forsyth Career Center

Matt Locklear William Wamsley Robeson County Career Center South View High School

Project Manager: Tim N. Eldridge State Staff for Trade and Industrial Education Davbid Barbour, Trade and Industrial Education Consultant Glenn Barefoot, Trade and Industrial Education Consultant Tim N. Eldridge, Trade and Industrial Education Consultant Chanda Pickett, Administrative Assistant Peyton Holland, State Advisor, SkillsUSA David Wehbie, Section Chief, Student Certification and Credentialing Trade and Industrial Education Career and Technical Education Academic Services and Instructional Support Student Certification and Credentialing North Carolina Department of Public Instruction Raleigh, NC All materials in this guide may be reproduced.


Course Descriptions

7721 Carpentry I This course provides a basic introduction to construction work and the technical aspects of basic safety, introductions to the carpentry trade, hand and power tools, blueprints, reading plans and elevations, building materials, material handling, fasteners and adhesives. Leadership, career development, thinking and reasoning skills, mathematics and technology skills are reinforced in this course as well. Job shadowing is an appropriate work-based learning strategy for this course. Hands-on work experiences and SkillsUSA leadership activities provide many opportunities to enhance classroom instruction and career. Successful completion of Algebra I is a highly recommended prerequisite to ensure success. Recommended Maximum Enrollment: 20 Recommended Hours of Instruction: 135 – 180 Prerequisite: none 7722 Carpentry II This course covers in depth advanced technical aspects of carpentry with emphasis on development of skills introduced in level I. Topics include floor systems, wall and ceiling framing, roof framing, roofing applications, introductions to concrete, reinforcing materials and forms, windows and exterior doors, basic stair layout, thermal and moisture protection, exterior finishing, cold formed steel framing and drywall installations. Skills in measurement, leadership, safety, mathematics, and problem solving are also reinforced in this course. Work-based learning strategies appropriate for this course are cooperative education and apprenticeships. Hands-on work experiences and SkillsUSA leadership activities provide many opportunities to enhance classroom instruction and career development. Successful completion of Geometry is a recommended prerequisite. Recommended Maximum Enrollment: 16 Recommended Hours of Instruction: 270 – 360 Prerequisite: 7721 Carpentry I


7723 Carpentry III This course covers more advanced technical aspects of carpentry with emphasis on development of skills introduced in level II. This course covers issues in doors and door hardware, commercial drawing, drywall finishing, suspending ceilings, window, door, floor and ceiling trim, cabinet fabrication and installation, rigging equipment and practices, properties of concrete, handling and placing concrete, reinforcing concrete, foundations and slab-on-grade. Skills in technical subjects, production, leadership, safety, problem solving, reading, and mathematics are reinforced in this course. Work-based learning strategies appropriate for this course are cooperative education and apprenticeships. Hands-on work experiences and SkillsUSA leadership activities provide many opportunities to enhance classroom instruction and career development. Recommended Maximum Enrollment: 16 Recommended Hours of Instruction: 270 – 360 Prerequisite: 7721 Carpentry II 7711 Masonry I This course introduces basic safety, introduction to Masonry, masonry tools and equipment, hand and power tools, blueprints, and material handling. Reading, mathematics, problem solving, and principles of technology are reinforced in this course. Job shadowing is an appropriate work-based learning strategy for this course. Hands-on work experiences and SkillsUSA leadership activities provide many opportunities to enhance classroom instruction and career development. Successful completion of Algebra I is a highly recommended prerequisite. Recommended Maximum Enrollment: 20 Recommended Hours of Instruction: 135 – 180 Prerequisite: none 7712 Masonry II This course provides a continuation of masonry skills acquired in Level One. Topics include measurements, drawing and specifications, mortar, masonry units and installation techniques, residential plans and drawing interpretation, residential masonry, grout and other reinforcement, metalwork in masonry and advanced laying techniques. Skills in safety, leadership, reading, mathematics, problem solving, and career development are reinforced in this course. Work-based learning strategies appropriate for this course are cooperative education and apprenticeships. Hands-on work experiences and SkillsUSA leadership activities provide many opportunities to enhance classroom instruction and career development. Successful completion of Geometry is a recommended prerequisite. Recommended Maximum Enrollment: 16


Recommended Hours of Instruction: 270 – 360 Prerequisite: 7711 Masonry I 7713 Masonry III This course provides advanced masonry skills, covering topics such as construction techniques and moisture control, construction inspection and quality control, commercial drawings, estimating, site layout, distant measurement and leveling, masonry in high rise construction, repairs and restoration, specialized materials and techniques. Skills in safety, mathematics, reading, problem solving, and employability skills are reinforced in this course. Introductory skills for the Crew Leader are also introduced in this course. Work-based learning strategies appropriate for this course are cooperative education and apprenticeships. Hands-on work experiences and SkillsUSA leadership activities provide many opportunities to enhance classroom instruction and career development. Recommended Maximum Enrollment: 16 Recommended Hours of Instruction: 270 – 360 Prerequisite: 7712 Masonry II


7741 Electrical Trades I This course introduces basic construction and residential wiring skills. Topics include basic safety, hand and power tools, blueprints, material handling, basic math, electrical safety, theory and circuits. Skills in leadership, and problem solving are reinforced in this course. Job shadowing and summer apprenticeships are appropriate work-based learning strategies for this course. Hands-on work experiences and SkillsUSA leadership activities provide many opportunities to enhance classroom instruction and career development. Successful completion of Algebra I is a suggested prerequisite for this course. Recommended Maximum Enrollment: 20 Recommended Hours of Instruction: 135 - 180 Prerequisite: none 7742 Electrical Trades II This course builds on skills mastered in Electrical Trades Level I and provides an introduction to the National Electric Code, devices boxes, hand bending, raceways and fittings, conductors and cables, construction drawings, residential services, test equipment, alternating circuits, grounding and bonding. Skills in safety, leadership, reading, mathematics, and problem solving are reinforced in this course. Work-based learning strategies appropriate for this course are cooperative education and apprenticeships. Hands-on work experiences and SkillsUSA leadership activities provide many opportunities to enhance classroom instruction and career development. Geometry is a recommended prerequisite. Upon successful completion of the Level II course, students should be prepared to enter the workforce as an electrical helper and/or continuing education towards degrees in Construction Management or Electrical Engineering. Recommended Maximum Enrollment: 16 Recommended Hours of Instruction: 270 – 360 Prerequisite: 7741 Electrical Trades I


Content Outlines

7721 CARPENTRY I (135 – 180 hours) NCCER MODULE NAME MODULE NUMBER CONTACT HOURS

LEVEL ONE CORE BOOK

Basic Safety 101-04 10 Introduction to Construction Math 102-04 15 Introduction to Hand Tools 103-04 10 Introduction to Power Tools 104-04 5 Introduction to Blueprints 105-04 7.5 Basic Rigging or Material Handling 106-04 or 109-09 15 or 5 Basic Communication Skills 107-04 5 Basic Employability Skills 108-04 15

LEVEL ONE BOOK Orientation to the Trade 27101-06 2.5 Building Materials, Fasteners, and Adhesives 27102-06 7.5 Hand and Power Tools 27103-06 10 Reading Plans and Elevations 27104-06 20

TOTAL CONTACT HOURS 117.5 or 107.5

7722 CARPENTRY II (270 – 360) NCCER Module Name LEVEL ONE BOOK Contact hours

Floor Systems 27105-06 25 Wall and Ceiling Framing 27106-06 20 Roof Framing 27107-06 37.5

Introduction to Concrete, Reinforcing Materials, and Forms 27108-06 5 Windows and Exterior Doors 27109-06 12.5 Basic Stair Layout 27110-06 12.5

LEVEL TWO BOOK

Roofing Applications 27202-07 25 Thermal and Moisture Protection 27203-07 7.5 Exterior Finishing 27204-07 35 Cold-Formed Steel Framing 27205-07 15 Drywall Installations 27206-07 15

TOTAL CONTACT HOURS 210 Note: All course content outlines are designed to allow time for individual student performance assessment


7723 CARPENTRYI (270 – 360 hours) NCCER Module Name Level Two Book Contact Hours

Doors and Door Hardware 27208-07 20 Commercial Drawing 27201-07 25 Drywall Finishing 27207-07 12.5 Suspending Ceilings 27209-07 15 Window, Door, Floor and Ceiling Trim 27210-07 25 Cabinet Installation 27211-07 10

LEVEL THREE BOOK Rigging Equipment 27301-07 10 Rigging Practices 27302-07 15 Properties of Concrete 27303-07 10 Reinforcing Concrete 27304-07 15 Handling and Placing Concrete 27305-07 22.5 Foundations and Slab-on-Grade 27307-07 20

TOTAL CONTACT HOURS 200


7711 MASONRY I (135 – 180 hours) NCCER MODULE NAME MODULE NUMBER CONTACT HOURS

LEVEL ONE CORE BOOK

Basic Safety 101-04 10 Introduction to Construction Math 102-04 15 Introduction to Hand Tools 103-04 10 Introduction to Power Tools 104-04 5 Introduction to Blueprints 105-04 7.5 Basic Rigging or Material Handling 106-04 or 109-09 15 or 5 Basic Communication Skills 107-04 5 Basic Employability Skills 108-04 15

Level One Book Introduction to Masonry 28101-04 20 Masonry Tools and Equipment 28102-04 12.5

TOTAL CONTACT HOURS 115 or 105

Note: All course content outlines are designed to allow time for individual student performance assessment

7712 MASONRY II (270 – 360 hours) NCCER Module Name Level One Book Contact Hours

Measurements, Drawings and Specifications 28103-04 10

Mortar 28104-04 10

Masonry Units and Installation Techniques 28105-04 60

Level Two Book

Residential Plans and Drawing Interpretation 28201-05 12.5

Residential Masonry 28202-05 25

Grout and Other Reinforcement 28203-05 15

Metalwork in Masonry 28204-05 15

Advanced Laying Techniques 28205-05 50

TOTAL CONTACT HOURS 197.5


Note: All course content outlines are designed to allow time for individual student performance assessment

7713 MASONRY III (270 – 360 hours) NCCER Module Name Level Two Book Contact Hours

Construction Techniques and Moisture Control 28206-05 20 Construction, Inspection and Quality Control 28207-05 15

Level Three Book Masonry in High Rise Construction 28301-05 17.5 Specialized Materials and Techniques 28302-05 60 Repairs and Restoration 28303-05 15 Commercial Drawings 28304-05 12.5 Estimating 28305-05 25 Site Layout, Distant Measurement and Leveling 28306-05 22.5 Introductory Skills for the Crew Leader 28307-05 16

TOTAL CONTACT HOURS 203.5


7741 ELECTRICAL TRADES I (135 – 270 hours) NCCER MODULE NAME MODULE NUMBER CONTACT HOURS

LEVEL ONE CORE BOOK

Basic Safety 101-04 101-04 15 Introduction to Construction Math 102-04 102-04 15 Introduction to Hand Tools 103-04 103-04 10 Introduction to Power Tools 104-04 104-04 5 Introduction to Blueprints 105-04 105-04 7.5 Basic Rigging 106-04 or Material Handling 109-09 106-04 20 Basic Communication Skills 107-04 5 Basic Employability Skills 108-04 15

Level One Book Orientation 26101-08 2.5 Electrical Safety 26102-08 10 Introduction to Electrical Circuits 26103-08 7.5 Electrical Theory 26104-08 7.5

TOTAL CONTACT HOURS 120

7742 ELECTRICAL TRADES II (135 - 270 NCCER Module Name Level One Book Contact hours

Introduction to the National Electrical Code (NEC) 26105-08 7.5 Device Boxes 26106-08 10 Hand Bending 26107-08 10 Raceways and Fittings 26108-08 20 Conductors and Cables 26109-08 10 Construction Drawings 26110-08 7.5 Residential Electric Services 26111-08 15 Electrical Test Equipment 26112-08 5

Level Two Book Alternating Current (A/C) Theory 26201-08 17.5 Grounding and Bonding 26209-08 15 Motors: Theory and Application 26202-08 20

Electric Lighting 26203-08 15

Conduit Bending 26204-08 15

Pull and Junction Boxes 26205-08 12.5

Conductor Installation 26206-08 10

Cable Tray 26207-08 7.5

Conductor Terminations and Splices 26208-08 7.5

Circuit Breakers and Fuses 26210-08 12.5

Control Systems and Fundamental Concepts 26211-08 12.5

TOTAL CONTACT HOURS 229 Note: All course content outlines are designed to allow time for student performance assessment


Carpentry Access to a digital projector and computer

Power Tools and Equipment Quantity Air Compresser - portable or fixed 3/8 air hose 100 ft. 1 Band Saw - 20 inch 1 Belt Sander 2 Bench Grinder w/wheel dresser 1 Cabinet, metal, flame proof, paint stoage 1 Cabinet, tool storage 1 3/8" Cordless drill - 18 volt 2 Cordless trim saw 18 volt 2 Circular Saw 7 1/4 - machined base, elect. Brake, LH & RH 2 Drill Press (Recommended) 1 3/8 inch Electric Drill 2 1/2 inch Electric Drill 2 1/2 inch Hammer Drill 1 Extension ladder 16 ft. - 24 ft. 2 Face Shields 2 Hard hat CS Jig Saw 2 Laser Level 1 Pneumatic nailer - frame 1 Pneumatic nailer - brad 1 Pneumatic nailer - finish 1 Portable Power Planer 1 Reciprocating Saw 2 Router - drywall w/ zip tool 1 Router laminate trim kit 1 Router - portable w/ bits - 1 fixed, 1 plunge 2 Safety Cabinet, safety glasses, goggles 1 Saftey Glasses CS Saftey Goggles 6 Sander - portable belt 2 Screw Gun 2 Sliding Compound Miter Saw 10" min. 1 Step Ladder 6 ft. & 8 ft. 2 Table Saw 10" min. 1 Workbench, w/ 4 vises - cabinet below 4 Wheelbarrow - 5 cubic ft. 2 Note: CS = Class set


Hand Tools and Equipment Quantity 100 Steel Tapes 2 25ft Measuring Tapes CS Adjustable Wrench 8", 10", 12" 4 of ea. Bar Clamp 24", 36" 48" 6 ea. Bastard File 6 Broad Knife 2 Carpenter Framing Square 12 Cats paw 10 Caulking Gun 6 C-Clamp 6" & 10" 6 ea. Chalk Line 12 Channel Lock Pliers 6 Circle Cutter (Drywall) 2 Clamps/Quickie 12 Combination Square 6 Coping Saw 6 Corner Tool 2 Crosscut Hand Saw 6 Door Hanging Kit w/ hole saw and bits 1 Drill bit set, high speed 1/16 - 1/2 inch 1 Drill bit set, speed bore 1/4 - 1-1/4 1 Drill Bits (assorted Steel and wood) 1 Drywall Hammer 2 Drywall Saw 2 Duster Brush - 8" 6 Extension Cords 100ft 2 Extension Cords 50ft 4 Flat Bar nail puller 6 Gloves CS Hacksaw 6 Hammer - 2 lb. Sledge 2 Hammer - 8 lb. Sledge 2 Hammer 16 oz. straight or curved claw CS Hammer 20 oz. straight or curved claw CS Joint Trowel 2 Key Hole Saw 2 Long Blade spade 2 Mattock 2 Masonry Bits-Assorted 6 Miter Guage 2 Mud Mixer 2 Mud Pan or Hawk 2 Nail Set - 1/32 to 1/8 inch 6 Phillips screw driver - set 4 Planes - Block and Jack 2 Pliers - needle nose 8" 6 Pliers - slip joint 6" 6


Hand Tools and Equipment Quantity Pliers - vise grip 10" 6 Plumb Bob 2 Putty Knife 1-1/4 inch 6 Round Point shovel - long handle 2 Rule - folding 6 Saftey Boots 1 pr Saftey Harness/lanyard 2 As Needed Sand Paper/Drywall Screen 2 Sanding Pole 2 Self Centering Punch 2 Sliding T-Bevel 6 Soapstone 1box Socket wrench set 3/8 to 1" 2 Speed Square 12 Spirit Levels - 30" and 48" 6 Sponge Sander 2 Square point shovel - long handle 2 Stair Guage 4 Pair Straight/Slotted screw driver - set 4 Tin Snips 6 Torpedo Level 2 Try Square - 8" 6 T-Square 4ft 2 Utility Knifes 6 Wood Chisel set 1/4 to 1-1/2 inch 2 Sets Wrecking Bar 4 Wrench set - Allen SAE and Metric 2 Wrench set - combination 3/8 to 1-1/4 2


Masonry Access to a digital projector and computer

Power Tools and Equipment Quantity Cabinet, w/safety glasses/goggles 1

Ladder, extension, 20’ 1

Mixer, mortar 1

Computer 1

Printer 1

Digital Projector

Axe 1

Bar, wrecking 1

Brick/block cart 4

Broom (24”) 6

Brush, acid 4

Brush, hand 6

Chisel, brick 6

Chisel, plugging 1

Chisel, rubber grip 1

Circular saw, masonry 14” 1

Circular saw, portable, woodcutting 1

Clamps, C (4”) 10

Corner block 24

Corner poles 4

Cutter, wire 1 rebar 2

Drill, portable, 1/2” 1

Drill, portable, 3/8” 1

Extension cord (100’ - 230V) 2

Face shield 2


Power Tools and Equipment Quantity File, mill, 10” or 12” 1

Half hatchet 2

Hammer, brick CS

Hammer, claw 16 oz 2

Hammer, mash 1

Hammer, rawhide 1

Hammer, tile 1

Hammer, toothed bush 1

Handsaw, crosscut 2

Hoe, mortar 6

Jointer, mason’s CS

Ladder, step, 6’ 1

Level, 24” CS

Level, 48” CS

Level, line 2

Level, transit, w/tripod & story pole 1

Line, chalk 1

Magnesium float, bull, 48” 1

Masonry blade, diamond 1

Maul 4

Mortar box, metal 8.4 Cu. Ft. 2

Pans, mortar, metal CS

Pick 1

Pliers, slip joint 1

Plumb bob 1

Rubber gloves (chemical) 4

Rule, 6’ mason CS

Safety Glasses CS

Safety Harness/lanyard 1

Screwdriver set, standard 1


Power Tools and Equipment Quantity Screwdriver set, Phillips 1

Shears, metal, straight 1

Shovel, flat 6

Shovel, round 6

Spade 1

Square, bevel and combination 1

Square, framing 10

Tape, 100’ 2

Tongs, brick 14

Trowel, brick CS

Trowel, finishing, (cement) 6

Wheelbarrow 4

Wrench set, combination (3/8” - 7/8”) 1

Note: CS = class set


Electrical Trades

Access to a digital projector and computer Power Tools and Equipment Quantity

Hard Hat CS

Safety Glasses CS

Safety Goggles 6

Face Shield 2

Full Body Harness w/Lanyard 2

Work Gloves CS

Safety Shoes – Steel Toe 1 pair

Hammers - Claw Hammers CS

Hammers - Ball Peen Hammers 2

Hammer - Sledge Hammers (20 lb) 2

Puller - Cat Paw Nail Puller 6

Wrecking Bar (Crow Bar) 2

Screwdrivers

· Phillips CS

· Flat Head CS

Wrenches - Allen Wrench Set 4

Knives - Utility Knives CS

Saw - Hack Saw 10

Saw - Cross Cut Saw 2

Saw - Compass Saw (Keyhole) 6

Files - Flat Bastard Files 2

Punches - Center Punch 4

Chisel - Cold Chisel Set 1

Chisel - Wood Chisel Set 1

Square - Combination Square 4

Square - Carpenter’s Square (Framing Square) 4

Square - Speed Square 4

Wrench - Adjustable Wrench 6

Wire Strippers CS

Pliers - Tongue and Groove Pliers (Channellock) CS

Pliers - Side Cutters (Lineman’s Pliers) CS

Levels - Spirit Level (Torpedo Level) CS

Steel Tape 25 ft. CS

Engineer’s Scale CS

Calculators CS


Power Tools and Equipment Quantity Saw - 7 ¼” Circular Saw (Skil Saw) 2

Saw Electric Sabre Saw 1

Saw Electric Reciprocating Saw 1

Saw Electric Band Saw 1

Sander Portable Handheld Belt Sander 1

Miter Box Power Compound Sliding 1

Drill - Electric 1/2 inch chuck 2

Drill - Battery (Cordless) 1/2 in chuck 2

Drill - Hammer, Electric 1/2 in chuck 1

Bits - Assorted Wood Bits CS

Bits - Assorted Metal Bits CS

Grinder - Bench Grinder 1

Clamps 6

Vice - Bench Mounted Vice 1

Pneumatic Power Nailer w/Air Compressor 1

GFCI Pigtail 4

Dropcord - 100 Ft. Dropcord 2

Ladder - 6 Ft Step ladder 2

Ladder - 20 Ft Extension Ladder 1

Scaffold - Rolling Scaffold & Walkboard 1

Fire Extinguisher 1

Safety Posters – Class Supply (at least 6) 6

Chalk Line 2

Gloves - Class 0 Hot Gloves 2 pr.

Lock Out/Tag Out Kit 1

Amp Meter Clamp On 6

Multimeter 6

Benders - Hand Bender - 1/2 inch 2

Benders - Hand Bender - 3/4 inch 2

PVC Heat Gun 2

Punch Kits - Knockout Punch Kit - Manual 1

Punch Kits - Knockout Punch Kit - Hydraulic 1

Fish Tape - Steel, 200 ft 1

Reel Cart - Wire 1

MC Cable Cutters 1

Books - NEC 6

Megohmmeter 1

Ground Tester - 3 Point 1 Note: CS = Class set


NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual

Policy Identification Priority: Globally Competitive Students Category: Standard Course of Study Policy ID Number: GCS-F-018

Policy Title: Construction Education Program Certification and Credentials

Current Policy Date: 06/04/2009

Other Historical Information:

Statutory Reference:

Administrative Procedures Act (APA) Reference Number and Category:

NORTH CAROLINA STATE BOARD OF EDUCATION

Policy Manual

Policy Identification Priority: Globally Competitive Students Category: Standard Course of Study Policy ID Number: GCS-F-018

Policy Title: Construction Education Program Certification and Credentials

Current Policy Date: 06/04/2009

Other Historical Information: This parallels HSP-F-014, Policy delineating Automotive Service Technology Credentials, 01/08/2004

Statutory Reference:

Administrative Procedures Act (APA) Reference Number and Category:

THIS POLICY HAS BEEN ADOPTED BY THE NC STATE BOARD OF EDUCATION, BUT IS STILL PENDING CODIFICATION IN THE NC ADMINISTRATIVE CODE. ALL CODIFIED RULES MAY BE ACCESSED BY GOING TO THE OAH WEBSITE. By August 1, 2011 any Construction Education Program (carpentry, electrical trades, and masonry) receiving Career-Technical state or federal monies must be NCCER (National Center for Construction Education Research) certified. Requirements for NCCER certification include the following components:

(a) Construction Programs must be certified by the NCCER/NCDPI as Accredited Training and Education Facilities (ATEF). Requirements for program certification include criteria outlined by the following standards:

1. Organization and Planning 2. Curriculum 3. Instructor 4. Student 5. Instructional Facilities and Services 6. Safety 7. Industry Relations 8. Leadership


(b) Instructors must successfully complete the Instructor Certification Training Program (ICTP) and be certified as a Craft Instructor in their field. All instructors must be Instructor Certification Training Program (ICTP) certified by August 2010. To qualify for this certification an individual must be: 1. Journeyman level in their trade - or 2. Hold an associate degree in their trade with documented work experience - or 3. Hold a Bachelor degree in their trade 4. Licensed in his/her field through NCDPI

5. Hold the 10 hour OSHA safety training certification

(c) Students will be entered into the NCCER national registry and receive certifications and

credentials upon successful completion of curriculum. 1. Written assessment is administered by a certified instructor in a secured manner for each module 2. Students must achieve a score of 70% on written assessment 3. Students must demonstrate competence on required performance task (this is a pass/fail assessment) 4. OSHA 10 hour certification is recommended


General Information The policies and procedures explained in this document apply specifically to the construction-related programs in high schools throughout North Carolina. The North Carolina Department of Public Instruction will serve as the sponsoring body in the NCCER program of Accreditation for both Training and/or assessment and provide services to all programs under this sponsorship as requested or required. As such, policies stated within this document can be understood to apply to any NCCER certifiable training and/or assessment conducted by the North Carolina Department of Public Instruction. The North Carolina Department of Public Instruction Sponsorship The National Center for Construction Education & Research (NCCER) is the source of accreditation for these programs providing the North Carolina Department of Public Instruction, construction related programs with a nationally recognized standard for both training and/or assessment. As the Sponsor Representative, the Trade and Industrial Education Curriculum Consultant will oversee the training and/or assessment programs. The Trade and Industrial Education Curriculum Consultant is registered with the National Center for Construction Education & Research (NCCER) and is the single, official liaison between the North Carolina Department of Public Instruction and NCCER for accreditation process issues. The current Trade and Industrial Education Curriculum Consultant information is:

Tim N. Eldridge North Carolina Department of Public Instruction Career and Technical Education Student certification and Credentialing 6360 Mail Service Center 300 N. Wilmington St. Raleigh, NC 27699 Phone: 919-807-3881 Email: [email protected]

By written agreement with NCCER, the Trade and Industrial Education Curriculum Consultant provides assurance that NCDPI will abide by the program conditions as described by NCCER in the Accreditation Guidelines and for the Standardized Craft Training Program.


Overview By providing nationally recognized credentials through industry described standards, the public schools of North Carolina prepare students for jobs and careers in the construction industry. The National Center for Construction Education Research (NCCER) provides industry developed curriculum and assessment as well as a national registry and credentialling. The Trade and Industry Construction program area of NCDPI has formed a partnership, by becoming an Accredited Training Sponsor (ATS), with NCCER to provide teacher certification, program/facility certification, and student written and performance assessment, leading to portable credentials for students. Students must successfully complete both written and performance assessment as described in the Contren Curriculum for their respective area. Teachers must become certified as Craft Instructors by successfully completing the Instructor Certification Training Program (ICTP). Schools must also apply and become Accredited Training and Education Facilities (ATEF). Teachers may then deliver curriculum, provide secured testing and performance task assessment and submit results to the ATS for approval to be submitted to NCCER. Teachers will then receive cards, certificates and credentials for students. The National Center for Construction Education Research (NCCER), national certifications for secondary and post secondary construction programs is recognized as a national industry standard. When a program is NCCER certified, students may participate in a program that will lead them to various craft (trade) certifications. Students can earn community college credits while in high school. This national certification is the only certification for the construction trades.

NCCER is a not-for-profit 501(c) (3) education foundation created in 1996 to

develop standardized construction, maintenance, and pipeline curricula with

portable credentials and help address the critical skilled workforce shortage.

NCCER’s training process of accreditation, instructor certification, standardized

curriculum, national registry, assessment, and certification is a key component in

the industry’s workforce development efforts. NCCER also drives multiple

initiatives to enhance career development and recruitment efforts for the industry.

(www.NCCER.org/about )


Industry Involvement

The construction industry in North Carolina provides support for high school

construction programs in many areas, providing valuable professional

development for teachers, visiting classrooms, providing speakers, materials and

other rewards for outstanding teachers and students.

Industry is active in providing both monetary support to purchase materials and

supplies for SkillsUSA competitions at the local, regional and state level. Many

industry representatives chair and judge SkillsUSA competitions.

The NCCER requires three recommendations from industry sponsors for new

Accredited Training Sponsor (ATS) sponsor candidates. Industry sponsors that

wrote recommendations and pledge support in implementing and assuring

success for the North Carolina Department of Public Education are:

CAGC - Carolinas Association of General Contractors – Bill Stricker, Director,

Workforce Development

ABCC – Associated Builders and Contractors of the Carolinas – Gary Bishop, V.P.

Workforce Development

Watson Electric – Mike Watkins, Training and Recruiting

Many thanks go out to these associations and companies for their help and

support on this initiative.


June 23, 2008 National Center for Construction Education and Research (NCCER) 3600 NW 43rd Street, Bldg. G Gainesville, FL 32606 Accreditation Department Associated Builders and Contractors of the Carolinas (ABCC) would like to recommend the North Carolina Department of Public Instruction (NCDPI) for NCCER sponsorship. The NCDPI commitment to use the NCCER curriculum and to adhere to the NCCER guidelines, policies, and procedures has been demonstrated through past performance. ABCC, NCDPI, and Carolinas Associated General Contractors (CAGC) are working together in North Carolina to address craft worker needs and continue building the bridge between high school and a career progression through the construction trades. NCCER’s favorable consideration would be appreciated. Gary Bishop Vice President, Workforce Development 704.367.1331 [email protected]


June 13, 2008 NCCER Accreditation Department Attention KJ Horne 3600 NW 43rd St. Blg. G Gainesville, FL 32606 Re: Recommendation for NCDPI Dear Ms. Horn, This letter is to serve as a recommendation for the NCDPI in their application to become a certified sponsor with NCCER. Carolinas AGC has worked with NCDPI closely over the past ten years with regard to providing NCCER certified training to students throughout the NC public school system. We have found NCDPI to be professional, capable and committed to quality training, the NCCER system and the Contren curriculum. It is therefore with confidence that Carolinas AGC gives this recommendation of endorsement for NCDPI in their application for sponsorship. Should you need any additional information don’t hesitate to contact me. Sincerely, William D. Stricker, Director Carolinas AGC, Inc.


NCDPI/NCCER Construction Program Organizational Configuration Responsibility for the oversight and direction of the NCDPI Training and/or Assessment Programs lies with the Career and Technical Division of the NC Department of Public Instruction, Trade and Industrial Education program area. The Trade and Industrial Education Consultant/Sponsor Representative reports directly to the Student Certification and Credentialling Section Chief. In addition, an advisory committee comprised of Industry and higher education representatives provide input regarding practices that truly serve the training and assessment needs of students for employers throughout North Carolina. NCDPI CTE Division Director NCDPI SCC Section Chief Trade and Industry Education Curriculum Consultant/ Sponsor Representative

The day-to-day administrative duties are charged to the Trade and Industry Education Curriculum Consultant. The Trade and Industry Education Curriculum Consultant is in turn directly responsible to the Student Certification and Credentialing Section Chief. Administrative responsiblities include those areas related to the direct provision of training and/or assessments. The administration of training and/or assessment at Accredited Training and Education Facilities (ATEF) is performed by NCCER-Certified Master Trainers, Craft/Technician Instructors, Instructional Management Coordinators and Performance Evaluators, or Career and Technical Education Local Directors as appropriate. Modules 1 and 6 of the ICTP class will be required and provided for anyone acting as an ATEF administrator. They may also serve as direct, on the site administrators of training and/or assessment through qualified third party providers. It is the responsibility of the Craft Instructor to ensure that all training information will be forwarded to the Trade and Industry Education Curriculum Consultant. It is the responsibility of the Trade and Industry Education Curriculum Consultant to ensure that proper recordkeeping procedures are in place and adhered to concerning training and/or assessment results for the trainee/participant.

Safety Policy Statement The North Carolina Department of Public Instruction is firmly committed to operating all of its Career and Technical Education programs in a safe, efficient manner and in compliance with all applicable safety, health and environmental regulations. The goal is to provide an injury-free work environment where facilities and projects are free of recognized hazards whereby people, equipment and the environment are not placed at unreasonable risk of injury or damage.


NCDPI Trade and Industry Education Safety Plan Every year accidents take their toll in industry and in the school laboratory. Injuries during shop class account for 7% of injuries at school (Knight, Junkins, Lightfoot, Cazier, Olson. Injuries Sustained by Students in Shop Class; Pediatrics 2000;106:10--3). Because of the serious nature of accidents teachers should have a comprehensive safety program that includes: communication, instruction, evaluation, documentation, and enforcement. Communication 1. Develop a comprehensive school safety policy. 2. Develop a set of classroom and equipment safety rules. 3. Inform the parents and students of school and classroom safety policy and rules. 4. Inform the administration of classroom and equipment safety rules. 5. Post safety rules. Instruction 1. Provide instruction that includes all the senses. 2. Safety rules and operational procedures should be:

a) in writing (handouts), b) read and discussed in class, c) demonstrated by the instructor, d) assessed in writing, and e) assessed by student performance.

Evaluation 1.The student should pass a written general shop safety test and a written safety test on each major piece of equipment with a 100% score. 2. If the student is unable to pass a written test with a 100% score after two or three times, have them write the information or questions on the back of the test with the correct answers. 3. The student should pass a teacher observed performance assessment of specific operations in a safe manner. 4. If the student cannot pass the assessments, they should only be allowed to work under direct teacher supervision. Documentation 1. Keep accurate attendance records. 2. Provide makeup instruction to students for any discussions or demonstrations missed by the students. 3. Provide makeup assessments for any written tests or performance assessments missed by the students.


Enforcement 1. Develop a system of enforcement with realistic rewards and punishments. 2. Communicate your system to the administration, students, and parents. 3. Enforce safety rules in a fair and consistent manner. A safety program will only be as good as you make it. However, administrators, instructors, purchasing agents, students, school committees, maintenance personnel, and parents must take an active role in the safety effort. Remember, SAFETY IS AN ATTITUDE!!! Personal Protective Equipment A major component of safety is Personal Protective Equipment (PPE) which includes such items as helmets, gloves, goggles, respirators, special foot wear and other items that guard students against such hazards as flying particles, noise, dangerous chemicals, and electric shock. However, it is important to work safely at all times and not let PPE devices create a false feeling of security. Quality is an important factor to keep in mind when purchasing PPE devices: Make sure that the device carries an American National Standards Institute (ANSI) label or a NIOSH or Mine Safety and Health Administration (MSHA) label. The process of selecting PPE devices is to first, identify the hazard, then second, to determine the degree of hazard. Select the PPE device that meets or exceeds the requirements set up by federal, state, or local regulations. The teacher or supervisor who is aware of the health hazards created by the biological, physical, and chemical agents found in the laboratory must take the first steps to limit these hazards. By applying control measures one can limit the dangers and provide sufficient opportunity for work to take place. Eye Safety North Carolina General Assembly General Statutes govern eye safety in Career and Technical Education programs. The eye safety law in its entirety is shown below. NCGA General Statutes - Chapter 115C. Elementary and Secondary Education Chapter 115C. Elementary and Secondary Education. SUBCHAPTER I. GENERAL PROVISIONS. Article 10. Vocational and Technical Education. Part 3. Eye Safety Devices Required. § 115C-166. Eye protection devices required in certain courses. The governing board or authority of any public or private school or educational institution within the State, wherein shops or laboratories are conducted providing instructional or experimental programs involving: (1) Hot solids, liquids or molten metals; (2) Milling, sawing, turning, shaping, cutting, or stamping of any solid materials; (3) Heat treatment, tempering, or kiln firing of any metal or other materials; (4) Gas or electric arc welding; (5) Repair or servicing of any vehicle; or


(6) Caustic or explosive chemicals or materials, shall provide for and require that every student and teacher wear industrial-quality eye protective devices at all times while participating in any such program. These industrial quality eye protective devices shall be furnished free of charge to the student and teacher. (1969, c. 1050, s. 1; 1981, c. 423, s. 1.) § 115C-167. Visitors to wear eye safety devices. Visitors to such shops and laboratories shall be furnished with and required to wear such eye safety devices while such programs are in progress. (1977, c. 1050, s. 2; 1981, c. 423, s. 1.) § 115C-168. "Industrial-quality eye protective devices" defined. "Industrial-quality eye protective devices", as used in G.S. 115C-166, means devices meeting the standards of the U.S.A. Standard Practice for Occupational and Educational Eye and Face Protection, Z 87.1-1968 approved by the U.S.A. Standards Institute, Inc. (1969, c. 1050, s. 3; 1981, c. 423, s. 1.) § 115C-169. Corrective-protective devices. In those cases where corrective-protective devices that require prescription ophthalmic lenses are necessary, such devices shall only be supplied by those persons licensed by the State to prescribe or supply corrective-protective devices. (1969, c. 1050, s. 4; 1981, c. 423, s. 1). Generally there are two reasons for eye injuries in the laboratory. The first and most obvious reason is not wearing eye protection. The second is wearing the wrong eye protection. The industrial/vocational laboratory is full of a variety of hazards: flying objects, splashes of corrosive liquids, molten metals, rust, and harmful radiation. In almost 70 percent of the accidents that result in eye injury, the cause is a flying or falling object. Three-fifths of these objects were smaller than a pin head. One-fifth of the eye injuries are caused by chemicals. How can eye injuries be prevented? ALWAYS WEAR EFFECTIVE EYE PROTECTION. To be effective, the eye protection must be the correct type and properly fitted. A second and more important aspect of preventing eye injuries is to educate the student to use the proper type of eye protection at all times. Require eye protection to be worn. Do not compromise on this requirement. As a teacher you must model the wearing of eye protection and enforce the rule that requires the wearing of appropriate eye protection! For additional assistance with your eye safety program, contact Prevent Blindness North Carolina at 919-755-5044. The agency is located at 4011 West Chase Blvd, Suite 225, Raleigh, NC 27607. They can provide you with excellent audio visual aids, posters, and brochures on eye safety and especially eye safety in the school laboratory. Some of the aids are free of charge while some are available for a small fee. In addition to protecting the eye from physical and chemical damage, they also need to be protected from radiation. Infrared, visible, and ultraviolet radiation are manifestations of the same kind of electromagnetic radiation differing only in frequency, wave length, or energy level. The following paragraphs will describe the effects of the three types of radiation on the eye and explain what one can do to work safely with these levels of radiation. Infrared radiation (IR) does not penetrate below the superficial layer of the skin. Its only effect is to heat the layers of the skin and tissue below it and damage the eye. Infrared radiation presents a negligible health hazard except to the eye. In the laboratory we could find IR in or near drying and baking ovens, around


electric arc and flame cutting devices, and dehydrating units. Low doses of IR over the years may not be felt, but may cause serious permanent damage to the cornea, iris, retina, and lens of the eye. It can produce "heat cataracts"-- an opacity of the rear surface of the lens. This problem is found frequently among glassblowers and persons who work near industrial ovens and furnaces. Ultraviolet radiation (UV) is the portion of the sunlight that causes sunburn. Extended exposure to UV has been identified as causing skin cancer. Many welding processes, especially electric arc, produce UV radiation which can damage the eye or burn the skin. Many arc welders are aware of a sensation of sand in the eyes, commonly called "arceye". This painful condition occurs six to eight hours after exposure and is the result of excessive exposure to UV rays. The best protection from infrared and ultraviolet radiation is to wear goggles or a welding helmet with the appropriate shade lens, wear gloves, and cover all skin with appropriate clothing when working with processes that produce IF and UV rays. It is also important to take precautions to shield other persons in the area by using screens or other means of blocking the radiation. When it is not possible to completely screen other persons from the radiation have them wear tinted safety glasses with tinted side shields and protective clothing. The most common form of radiation encountered in the school setting is visible radiation. Visible radiation comes from the sun, artificial light, arc welding processes, and highly incandescent bodies. The physiological responses to visible light include adaptive, pupillary reflex, partial and full lid closure and shading of the eyes to prevent excessive brightness from being focused on the retina. Studies have shown that too much light and/or too little light can be hazardous to the students in the classroom and laboratory. Too much light causes glare and causes the eyes to become tired. Too little light forces the eyes to work very hard to see and causes fatigue. A tired or fatigued person is less efficient and more prone to accidents. It is recommended that you consult one of the many studies available through OSHA, NIOSH, the National Safety Council, or any number of safety texts for the recommended light levels for your particular activities. Other radiation forms that are making their way into the laboratory that may need some special attention are laser, radio frequency waves, microwaves, and radar. If your laboratory uses devices that produce these radiation forms, you should consult your nearest safety office for information about how to handle these types of radiation. Hearing Safety The first question to be addressed when discussing hearing safety is, "What is noise?" Essentially, noise is defined as unwanted sound. Of course, noise is defined differently by various individuals. To some the sound of children is noise, to others, noise is rock music. Noise isn't noise until one’s brain makes that distinction. It is very difficult to make a definite statement about how much noise it takes to destroy the hearing because there are many variables involved. The four most important variables are:

The level of the sound as measured in decibels. The length of time one is exposed to sound. The number and length of quiet (recovery) time between periods of sound Personal sensitivity to or tolerance for sound.

If students are exposed to high decibel levels of sound for even short periods, it would be prudent to furnish earplugs to protect hearing.


Protection from Toxic Materials In order for a hazardous material to exert its toxic effect, it must come in contact with the body cells. There are three ways toxic materials such as liquids, gases, mists, dusts, fumes and vapors can enter the body: ingestion (through the mouth), skin absorption, and inhalation (through the lungs). Of the three modes of entry, ingestion is the least common. A harmful quantity of toxic material can be swallowed accidentally, but this is not common. The second mode of entry for hazardous materials is through skin absorption. Some substances are absorbed by way of the openings for hair follicles; others dissolve in the fats and oils of the skin. Of all occupational diseases, skin aliments are the most frequent. Five important causes of occupational dermatoses are plants, biological agents, physical agents, mechanical agents, and chemical agents. The third mode of entry is inhalation. This is an important mode of entry because of the rapidity with which toxic materials can be absorbed into the lungs, passed into the blood stream, and reach the brain. Inhalation hazards arise from excessive concentrations of mists, vapors, gases, and solids that are in the form of dusts and fumes. Welding operations in particular produce toxic fumes as a result of heating or UV exposure of the many chemicals and materials that are used to protect and clean metals. Substances such as lead, cadmium, zinc, and chlorinated hydro-carbons are used in paints, plating materials, cleaning materials, and refrigerants. When students work with toxic materials it is important to educate them about the dangers of the materials, protective measures, and first aid treatments for the specific materials being used. This instruction should include information on Material Safety Data Sheets (MSDS) and how to use them. The best way to prevent skin contact with offending agents is to isolate the operations as much as possible and to use appropriate protective clothing including footwear. Also make eye-washing and dousing showers readily available. To prevent inhalation of toxic fumes isolate the activities and provide adequate ventilation. If it is not possible to ventilate an area properly, breathing protection should be used. When it is necessary to use high level toxic agents, require the students to do frequent and thorough washing with appropriate cleaners. Foot Safety Many of the Trade and Industrial Education programs require the movement of heavy tools, equipment, and materials. It is important to advise students of the danger of injury to the feet and toes when working with heavy and/or sharp objects. Advise students to wear footwear that will protect their feet. This may include wearing all leather and/or safety toe boots or shoes. First Response Accidents will occur in the laboratory. Regardless of how carefully one prepares the facility, gives proper instruction, provides for a safe environment, and selects appropriate tools and equipment, there will be accidents in the laboratory. As the person in charge of the facility and the one there when the program is in operation, the teacher will most likely be the first person on the scene when the accident occurs. What will the teacher do? How will the teacher react? The teacher must realize that the anxiety level of the other students and, more importantly, the anxiety level of the injured student will be affected by the manner in which you handle the emergency situation.


It is highly recommended that every teacher that teaches in a laboratory setting have a current American Red Cross first aid certificate or an equivalent level of first aid training. Teachers unfamiliar with first aid procedures should enroll in an in-service program as soon as possible. However, no matter how well trained the teacher is in first aid, only immediate temporary care should be administered. It is recommended that the following be implemented to assure proper channels of communication during an emergency:

Procedures should be adopted by every school and regularly reviewed to set methods of communication in event of an emergency.

The order of notification under the following condition:

If serious injury (UNCONTROLLABLE situation) 1-school nurse 2-ambulance 3-principal 4-parents

If serious Injury (CONTROLLABLE situation) 1-school nurse

2-principal 3-parents

Telephone: Each department should have communication with the office. Emergency telephone numbers should be conspicuously posted with the procedure for dialing an "outside" line in clear and easy view.

A file card should be maintained in each school for all students. This card should include the names and telephone numbers of parents or guardians to be notified in case of an emergency.

Emergency aids for laboratories might include first aid equipment and emergency phone numbers. A portable first aid kit should be provided in each laboratory for aid to minor cuts, burns, and abrasions. This first aid kit should be located in a wall cabinet and designated with a green cross. The American Red Cross recommends the following immediate procedures when an accident occurs.

Obtain the needed help Keep the person lying down. Do NOT move! Control any bleeding Apply Coronary Pulmonary Resuscitation (CPR) (if breathing and heart has stopped). Prevent or treat for shock. Dress and cover wounds properly. For specific poisons, administer the prescribed antidotes.


Parents should be notified immediately in all cases of illness or injury. If the student is to be sent home or elsewhere, the parents should arrange for transportation. The principal should be notified and is responsible for seeing that action is taken that is in the best interest of the student. If the injury is serious, do not attempt to move the student except for first aid procedures until professional help arrives. Treat cuts, burns, or bruises, however minor, by the school nurse or another qualified person designated by the school administration. Never attempt to treat or remove particles from the eye in any manner other than those prescribed by first aid procedures. *Note: The school nurse is not the teacher of a Health Occupations course. FILL OUT AN ACCIDENT REPORT FOR EVERY ACCIDENT!!! Teacher Responsibility and Liability The Law As indicated earlier, safety is the responsibility of everyone in the school setting. However, as the manager of learning activities in the instructional program, the teacher is primarily responsible for the safety of each person in the program. Safety instruction cannot be taught in one or two easy lessons and forgotten, but should be a way of life in every person's living and working day. When a teacher signs a contract to teach in a school setting he/she assumes a contractual responsibility to deliver quality instruction and to be liable for the activities, conditions, and individuals that enter his/her classroom and/or laboratory. To be liable is to be responsible. In the past, school districts have been protected from suit for negligence because of common law, governmental, and sovereign immunity. In recent years; however, the courts have begun to change these rules. Today, teachers and administrators are liable in most states for personal acts of negligence under the general provisions of tort law. The concept of liability is always in effect in that being liable means being responsible. It is when an injury is caused as a result of an individual's failure to act as a reasonable and prudent person would act under similar circumstances that we see teachers and administrators in courts defending their actions. Negligence is usually the key to any liability tort. Negligence can be described as the lack of due diligence and care or the failure of an individual to act as a reasonably prudent and careful person. It should be understood that the fundamental law governing the teacher student relationship requires the avoidance of "negligent" conduct which might produce harm and/or injury to the student. This is extremely important with the increased activities in the modern school curriculum and the complexities of career-technical education laboratories where more laboratories, more tools, more equipment, and more people are adding to teacher responsibility. Approximately one out of every eight school accidents happen in a school laboratory area. For this reason alone, the instructor assigned to teach in a laboratory setting needs to be aware of the concepts that separate the different aspects of responsibility versus negligence. In order that instructors may eliminate or curtail the charge of negligence, they should bear in mind some of the basic elements of negligence. The basic elements of negligence are:


Failure of any individual to act so as to protect others from necessary risks. Failure to act as a reasonably prudent and careful person would act under the

circumstances involved. Lack of due diligence or care. Permitting a person to use an object or to engage in an activity when the

teacher is aware he is not knowledgeable and may cause injury to himself or others. General agreement among authorities on school law is that teachers will likely be considered negligent under the following conditions, should an accident to a student occur:

Absence of the teacher from the teaching area while pupils are in the teaching area. Teacher leaving the teaching area with an unqualified person in charge. Pupils using equipment in the laboratory which has not been approved by the board of

education. (Some teachers bring in personal equipment to the school laboratory.) Permitting pupils to work in the laboratory without acceptable supervision. Permitting pupils not enrolled in laboratory class to use power equipment. Pupils being sent outside the laboratory to perform hazardous duties. Making the use of power tools compulsory. Allowing pupils that may need special assistance to use power equipment without any

assistance. Some physical and some mental conditions should make a pupil ineligible insofar as the use of some power tools is concerned.

Failure to keep written reports of EACH and EVERY ACCIDENT occurring in the school laboratory regardless of injury.

Failure to get written statements from witnesses in case of an accident. Failure to administer safety tests and then to retain the tests as evidence of a student’s

adequate knowledge of safety related to specific pieces of equipment. Failure of the teacher to keep in mind the fact that students are children and the actions

of children are guided by childish impulses. Failure to realize that the case mentioned above is defined by law as greater caution

when dealing with children than with adults. Allowing pupils to work in the laboratory environment without proper personal protective

equipment (i.e. safety glasses, face shields, gloves, etc.) as required by law. Allowing poor housekeeping practices that can result in hazardous conditions. Striking students.

Negligence consists in the failure to act as a reasonable, prudent and careful person would under the circumstances involved. The presence or absence of care demonstrated by a teacher is usually a question for the jury. Another point to keep in mind is the teacher has professional and parental responsibility with regard to student behavior. The teacher's duties and right's are equal to, or greater than, those of the parent insofar as negligence is concerned.


Program Benefits

• Provide students the opportunity to participate in training that will develop or improve their knowledge and/or skills

• Provide a means for students to document their proven skill capabilities through training in transcript form with the NCCER National Registry

Provide a means for students to verify their skill capabilities through a nationally recognized assessment program in transcript form with the NCCER National Registry

Program Goals For students:

• Provide a standardized training and measurement system that will encourage students to develop their skills and increase their competencies

• Provide completers with an official, verifiable record of achievement(s) and capabilities in a specified set of skills and knowledge

For NCDPI, the successful completion of becoming an Accredited Training Sponsor will:

• Broaden and verify the skills of North Carolinas’ carpentry, electrical trades and masonry students

• Promote the attraction and retention of highly-motivated, top-caliber students

• Provide state-wide consistency of training standards and materials for construction courses

Provide state-wide consistency of construction task knowledge and hands-on skills to a verifiable national standard

Provide assurance to employers of the quality of T&I students Policy and Procedure Changes The policies and procedures for administering these programs are subject to change by NCDPI or by NCCER, where those policies are required by NCCER. When NCCER initiates changes, they will communicate them to Trade and Industrial Education Curriculum Consultant who is responsible for ensuring that all policy or procedural alterations are communicated and followed by NCDPII.


Any policy changes shall be in writing and amended into this document by Trade and Industrial Education Curriculum Consultant who shall supply such changes to the ATEFs.

Participation and Eligibility

NCDPI/CTE has a responsibility to identify the initial and continuing training/assessing needs of students. The assessment and training process provides an excellent opportunity to meet those responsibilities and to fulfill those needs. Craft Instructors should disseminate information about the program throughout their communities. Where cost effective, NCDPI may make use of qualified third party providers such as local partnering trade associations, chapter training classes, technical centers, or community colleges. In some cases, it may be that NCDPI will take the lead in providing training and/or assessments not only for its own instructors and students but those of its industry partners and community colleges. Financing: Allocation and Control Craft Instructor training class guidelines:

Local LEA cost is approx. $110 per participant (Instructor Certification Training Program (ICTP) books are covered by the $110 registration fee)

LEA will pay substitute, travel and other expenses for participants If during a regular or paid school day, Master Trainer substitute and travel will be paid by

DPI If outside of paid school time a trainer will be compensated for either leading or working

with the lead Master Trainer (a contract must be signed four weeks prior to the class) The T&I Curriculum Consultant will provide contracts as needed.

The lead Master Trainer or the LEA will be responsible for equipment and materials (coordinate this with the CTE Director of the LEA)

NCDPI will coordinate scheduling and order ICTP books for each class


Program Evaluation

It shall be the responsibility of the North Carolina Department of Public Instruction, Construction Curriculum Advisory Committee to meet at a specifically scheduled time and place at least once per year for the purpose of evaluating the program’s effectiveness, review policy, and to set direction. To assist the Committee with its evaluation and budgeting process:

Classrooms and laboratories will be evaluated yearly to assess tools, equipment and other issues.

The ATEF Representative and/or local director/designee will observe and evaluate craft instructors at least once per school year. A copy of these evaluations shall be attached to the instructor’s file and another forwarded to the Trade and Industrial Education Curriculum Consultant for review.

Students will complete evaluations of the training provided or assessment at its conclusion. As applicable, this evaluation will also include trainee evaluation of the instructor. A copy of this evaluation shall be retained locally for review with instructor and local administrators.

Instructors will complete an assessment of the program

An assessment of the local training and/or assessment facilities and training needs for the upcoming year must be conducted

All program (ATEF) evaluations will be provided to the T&I Curriculum Consultant prior to the May meeting of the NCDPI Construction Advisory Committee for its review. The Committee may schedule additional meetings through the year to follow up on these or other issues that may arise. In cases where a third-party provider, such as a community college, is utilized for training and/or assessment purposes, NCDPI will retain the right to observe and evaluate its training sessions, those instructors or assessment personnel conducting the training, and the materials and facilities used. Students will be required to complete an evaluation of the training and/or assessment, provided.


Program Operation

Training and/or Assessment Release of Information All students and their parent/guardian will be required to complete and sign a release form authorizing the ATEF representative to verify training or assessment information within NCDPI. This release form will also authorize NCCER to verify this information to other NCCER Accredited Training Sponsors/Accredited Assessment Centers as appropriate and requested. Signature of this release form will hold harmless NCCER as well as NCDPI. NCDPI will not provide any training or assessment records of any individual who participated in any program without prior written request and consent of that specific individual. Training Verification All training sponsored by NCDPI (whether internally provided or through a third party provider) must include a verification or testing process that will demonstrate successful completion of the training. The details of this process must be provided to both instructors and students at the beginning of instruction, prior to the administration of the first test. In the administration of assessments, these details must be understood by administrators and participants prior to the actual assessment session. In the case of NCCER training, this will consist of the following tests:

Test No. 1 – Achieve a score of 70 percent or higher on the closed-book written test (NCDPI or its ATEF’s may require a higher score than 70%, but it must be applied uniformly to all students in that particular session.)

Test No. 2 - Successfully complete the module performance test to the satisfaction of the instructor using the criteria provided by NCCER in making his/her evaluation. This is a pass/fail test.

Should the student fail the written test, he/she may re-test (take the test over) after a minimum waiting period of 48 hours. Those failing the performance test may re-test immediately or at later time designated by the instructor. Third Party / Community College ATEF Those individuals who have gained knowledge and experience previous to the training presented may “test-out” of NCCER materials by passing both tests without having to attend instruction. One attempt will be allowed to test-out per module. Failure to test-out will


require the individual to attend instruction for the specific module(s) in question. “Testing out” will not be permitted where training is required as the result of failing to make 70% of any authorized assessment. NCDPI and the ATEF will insure the security of testing mechanisms in the NCCER’s Contren® Learning Series. All testing mechanisms (written, web, and CD-ROM) will be kept in a fireproof /lockable cabinet. The only individuals having access to the tests will be Master Trainers and Instructors and Instructional Management Coordinators. When a test is to be administered, the original test will be used to make copies as needed. The original is then placed back in the fireproof/lockable file cabinet. Any unused copies of the test will be destroyed immediately. Tests are graded and results are submitted to the NCCER Registry. All modular written tests are to follow the time frame specified in the Instructor's Guide for that particular test. The classroom should be arranged so that the students cannot observe other’s tests. Talking or discussion of the test while being conducted is also prohibited. Written tests are then collected, reviewed for completeness, and graded by the instructor. Questions and discussion on tests may be reviewed and answered in class or privately with individual trainee. Once the test review with the class is completed, tests are then to be collected by the Instructor, proper paperwork is completed on the Form 200, and electronically submitted to the Trade and Industrial Education Curriculum Consultant for review using the ANR (Automated National Registry). Recorded and completed tests are kept in the class file for a minimum of five months beyond the last day of the class. Records are retained for five years. Training itself may consist of formal classroom instruction, computer-based learning, distance learning, self-study, or combination of delivery. In all cases, a certified instructor or one approved/designated by the ATEF will be responsible for documenting training results. NCCER Certified Master Trainers, Instructors, Administrators, Coordinators, and Performance Evaluators and all other administrative or supervisory personnel are to respect and keep confidential test and assessment results with individual trainees/participants. Appeals Process: Training Issues In the event a student has an issue involving the Training Program, School, Instructor, or NCDPI policies, he/she should discuss the situation with his/her instructor at an appropriate time. If the problem can not be resolved, the student should:

submit a written statement describing the nature of the issue to the local ATEF Representative who will review the statement and provide a solution within 10 working days.


If unable to reach a satisfactory response, via the Trade and Industrial Education

Curriculum Consultant, submit a statement to NCCER within the next 30 days (60 days from initial written statement). Include contact information (name, address, phone number, cell phone number, email address, etc). Note: statement must be dated and signed. NCCER will investigate the complaint and make an independent determination as to its validity.

If the complaint is found to be valid, NCCER will so notify the Trade and Industrial Education Curriculum Consultant and ask that corrections be made and documentation provided in a timely manner to verify that action has been taken. NCCER will communicate determination to the individual ATS within 60 days of the written notice to NCCER. NCCER’s decision is final with no further appeals possible.

Instructor Requirements Instructor candidates are eligible to become craft instructor certified when they meet the NCDPI licensure requirements to be hired as a T&I construction teacher. Craft Instructors will be certified under NCCER for the same area they are Licensed in by NCDPI.

Candidates presenting NCCER materials must be: o at a minimum, journey level or technician level in the area of expertise o or have a combination of education and experience teaching in a CTE/technical

construction program area. The same criteria will be applied to those third party providers of training that NCDPI may oversee.

Local administrators select instructor candidates. Notification and approval of the candidate must be provided to the Trade and Industrial Education Curriculum Consultant. Instructors must achieve certification by completing an Instructor Certification Training Program (ICTP) presented by an NCCER certified Master Trainer. ICTP classes will be offered early in the school year in regional locations. This requirement for certification shall be understood to apply to any instructor providing training as required by that material and extends to any third-party provider (technical schools, community colleges, PARTNERING TRADE ASSOCIATIONS Chapters, etc.) of instruction or training.


Instructor Evaluation All instructors and/or assessment personnel (whether internal employees of an ATEF or contracted third party providers) are to be monitored/observed according to local administrative policy for a portion of the training and/or assessment administration. The time allotted may vary by situation but it should be of sufficient duration and diligence to assure that the quality and content requirements are met. In addition to observation, instructors are to be evaluated by a ATEF designee and students. Evaluations of instructors should utilize NCDPI materials provided for that purpose. All evaluations are to remain confidential, Instructors are to be evaluated on their: attendance, conduct of class, willingness to work with students, ability to effectively communicate the material, conduct in class, trainee evaluation, and supervisory observation. These criteria are to be understood to apply to all third-party providers as well as NCDPI’s internal program. Conduct of Class All instructors are required to provide their students with policies concerning their participation in the program. These policies should be provided in writing and the instructor should make every effort to insure students understand these policies. These policies should be developed by or through consultation with the local ATEF Representative and should include, but not necessarily be limited to:

Class times and attendance policies Classroom conduct and appearance Testing and results procedures Safety procedures Equipment and material handling (including any HAZCOM or MSDS issues) Expectations for and from training

Instructors are expected to present a professional appearance and manner, and be available to students (for a reasonable time period) for discussion and/or consultation outside of the normal classroom environment. Instructors should be made aware they are not just “teaching” the material, but to a small or greater extent serving as a role model for those people who wish to develop their skills.


Instructors are required to ensure the security of training materials, equipment, and tests under their control. These policies apply to all third party providers of training and/or assessment contracted and conducting one or both of these serves for NCDPI or the ATEF.. Appeals Process: Instructors and Administrators In the event an instructor or administrator has an issue involving the Training and/or Assessment Program, Facilities, Instructor, Trainee, Supervisor or NCDPI policies, he/she should discuss it with their supervisor at an appropriate time. If the problem can not be resolved the instructor should submit a written statement describing the nature of the issue to the local CTE Director who will review the statement and provide a solution. If satisfactory results can not be obtained the instructor can then submit the statement to the T&I Curriculum Consultant. He or she will review the statement and confer with members of the Advisory Committee and a final solution will be provided. If the issue involves NCCER training or assessments and is still not resolved it may be submitted it to the NCCER within 60 days from written notice of the adverse decision. At that time, a copy of the letter to the NCCER must be given to NCDPI. The NCCER must respond to the instructor/administrator and the sponsor within 60 days of receipt of the appeal. The NCCER’s decision is final with no further appeals possible. Facilities Success of career-technical programs is dependent on adequate and well-equipped facilities which stay current with the business, industry, and other employment categories they represent. To assure successful learning, the physical facilities for each program should meet the following requirements: 1. Size and space for each program is adequate to accommodate the number of students enrolled. 2. Space is arranged for maximum flexibility and ease in teacher supervision of multiple activities. 3. Permanent furnishings and equipment are adequate in number and in good operating condition. 4. There is adequate provision for maintaining service systems in good working condition (e.g., electricity, water, light control).


5. Classrooms, laboratories, auxiliary areas (finish rooms, storage), and other facilities are adequate in design, suitability, and quantity to enable students to meet the specified objectives. 6. Each teacher is assigned a conveniently located, furnished, and equipped area for planning, record keeping, consultation, and administration. 7. All facilities meet the requirements of the Environmental Protection Agency (www.epa.gov) and Occupational Safety and Health Act (www.osha.gov). 8. Restrooms and dressing rooms are located to provide convenient access to students of either sex. 9. Facilities have been modified to accommodate disabled students. 10. Adequate provisions exist for the safety and health of students and teachers. For further information about facilities, refer to the Career and Technical Education Facilities Planner, (http://www.schoolclearinghouse.org/pubs/ facguid.pdf) Students differ widely in interests, abilities, background, learning styles, prerequisite knowledge, and skills. The variations which exist in students make it equally important that a wide range of current and bias-free instructional materials be made available to students. If students are to get the most out of occupational and practical life skills, they must have the opportunity to practice the tasks involved. This means that an appropriate quantity of consumable supplies must be available to students for practice and demonstration activities. Rapid changes in technology require a regular updating of tools, equipment, and even raw materials. The school system must respond to modern technological advances by maintaining an on-going schedule for updating all tools, equipment, and materials used by students in laboratory activities. In general, the school system should plan to have the following available for each program: 1. Basic equipment and instructional aids in adequate quantity, quality, and currency to permit appropriate practice in laboratory instruction. 2. A budget that permits adding, replacing, and updating equipment and materials. 3. A budget that permits consumable supplies (such as food, lumber, ingredients for mortar, etc.) to be made available in sufficient quantities and at appropriate times. 4. Currently-adopted textbooks (or the equivalent) and pertinent supplementary books readily available in adequate supply and in usable condition.


5. A variety of bias-free instructional materials that can accommodate a great diversity of student interests. Also, the school system should make sure that all tools and equipment are kept repaired and in good working order. Adequate instructional support and resource materials should be available at each teaching station or easily obtained from the media center or other central location. For further information about specific equipment, refer to the Equipment Standards for Career-Technical Education. (NCPublicSchools.org/workforce_development/publications/ equipment_standards/index.html)


Career and Technical Education Advisory Committees Career-Technical Education advisory committees were established to ensure that career technical educational programs were designed, developed, and implemented according to their appropriateness to business and industry in the community. Mandated through federal legislation (Vocational Amendments of 1976 and continued under the Carl Perkins Vocational Education Acts of 1984, 1990, and 1998) the local advisory committee should advise and assist the local education agency (LEA) on manpower needs, program content and evaluation, and in the development of short and long-range plans to be submitted to the State Board of Education. Three aspects of advisory committees will be presented:

Types of advisory committees. Organization and appointment of advisory committees. Function and operation of an advisory committee.

Types of Advisory Committees There are a number of different types of advisory committees and each serves a specific purpose within the organization for which it serves. Committees serve at all levels of planning. They include such organizations as the National Advisory Council and the Human Resource Investment Council for North Carolina. These committees advise leaders at the national and state levels regarding policy focus and the direction of Career and Technical Education. Although advisory committees of this type are often beyond the view of the front line educators, teachers should constantly be working toward goals and objectives established by these committees which reflect the interest of the leaders and decision-makers within the system. Types of advisory committees relating to trade and industrial education are:

Human Resource Investment Council for North Carolina - This committee provides input and technical assistance for the North Carolina Department of Public Instruction.

Local Career-Technical Education Advisory Committee - Each LEA operating a career-technical program is required by federal legislation to maintain a Career and Technical Education Advisory Committee to advise administrators pertaining to the total Career and Technical education program of the school system.

Craft or Trade Advisory Committee - This committee may operate as a subcommittee of

the larger Local Career-Technical Education Advisory Committee. Craft or Trade Advisory committees are recommended even if the Trade and Industrial Education program is not involved in production work activities. A Program Advisory Committee is one that serves more than one trade area such as auto mechanics, machine shop, and welding.


Organization and Appointment The organization of the advisory committee should be done after much thought and planning has gone into the process. A committee that is carefully and skillfully planned will be functional to the administrator and teacher and will complement the quality of training at every point where the committee makes contact with the instructional program. Some ways to organize a committee are suggested below. Identification of Committee Members There are many individuals in the community who are qualified and willing to serve on the advisory committee. Each of the potential members should be approached and advised as to the basic goals of the program. Many may be unaware that the instructional program exists. When the potential member has been minimally informed about what goes on in the instructional program, inquire as to their interest in serving on the committee. Also explain some of the responsibilities of such a position. At this point, do not ask the potential member to serve. Ask the person, "If you were asked to serve on our committee, would you serve?" If the response indicates little interest or concern and unwillingness to serve, offer thanks and remove the name from the list of potential committee members. Although the size of the active committee will range from four to seven members, the inactive membership may consist of a many as ten members. For this reason the initial list of prospective members may need to be as large as 20-25 or more to ensure an adequate selection of both active and inactive membership. Selection of Members The selection of members is important. The objective of this step is to identify a number of local qualified citizens, individually inform them of the committee needs and identify or reject them as a potential candidate for the active or inactive committee. When the list of potential members has been assembled, a letter should be composed which requests the individual to serve on the committee. The letter should be brief but should include full details on committee responsibilities, committee operation, and rotation procedures. Such information assures that the committee is aware of its responsibilities. Often craft committee members are reluctant to leave their jobs and are exhausted after a busy day. This sometimes makes it difficult to get members to break their busy schedules and attend meetings. Certain strategies may be used to entice members to meetings. One approach is to make correspondence appear as official as possible to prevent members from seeing their duties as being superficial or trivial. They must know that a committee member serves an important role in the community, the school, and especially in the instructional program. One way to give letters an official appearance is to have the invitation sent by the superintendent's office. This establishes an official need for the committee's services in the community. The craft advisory committee is one of the most valuable devices an instructor can use to maintain an effective and up-to-date program. If used properly, it can provide the local support desired to acquire needed materials and to increase the placement potential of the instructional program. With a few creative ideas on the part of an


assertive instructor, the advisory committee will provide the proper exposure to the community, establish an up to-date program, and acquire appropriate feedback for program improvement. Rotation of Members Members of the advisory committee should be rotated on a regular basis. Members may be exchanged between the active and inactive committee at regular intervals. This is to ensure variety in the kind of feedback provided to the instructional program, to guarantee infusion of new and fresh ideas, and to involve a greater portion of the occupational community. Members may be reluctant at first to offer valuable suggestions or to involve them in a useful, active manner. For this reason, each term of service should last approximately two years. Terms also should be staggered to ensure that experienced members are serving on the committee at all times. Experienced members can then assist the instructor in preparing or training new members in the kinds of activities established as beneficial to the program. Getting members acquainted with the program and development of the kinds of responsibilities they need to perform are important factors in the eventual success of the committee. There are many reasons why rotation of committee membership is important to successful operation of the committee. Rotation of members prevents stagnancy of the committee by introducing new and fresh ideas from new members. It also provides a means of removing dysfunctional members by rotating them off the active committee. Members, both of the active and inactive committees, should be well informed of the procedure for rotation. Communication should be maintained with the inactive file to keep them informed of the current activities of the committee. Otherwise, those on the inactive file will lose interest in the program and may fail to respond when called on to do so. Operation of the Committee The committee should meet formally no less than three times annually. Although this would not constitute the number of visits or contacts made with individual members, it is important that they meet as a body to conduct official business of the committee on a regular basis. Members should be encouraged to visit the program while it is in operation and communicate with the teachers and with students on an informal basis. Establishment of acquaintances at this level may improve interest and employment opportunities. Committee meetings should follow a formal agenda that has been established well before the meeting.


The teacher, with the assistance of the committee chairman, should determine what topics will be discussed and in what order they should be presented. As much as possible, the meeting should be preplanned, but always ensure that each member is provided an opportunity to contribute to the discussion and offer additional suggestions. Members may be better prepared to discuss business if they are informed of the topics before the meeting. When letters are sent to committee members concerning the next scheduled meeting, the topics for that meeting may be included. The committee meeting should be conducted according to a printed agenda. Each member's time is valuable; therefore, meetings should not be extended for longer periods of time than are necessary to conclude committee business. The committee chairman should direct and lead discussion with the teacher providing the necessary clarification of program objectives and activities. The program teacher should keep accurate minutes. These may be organized and mailed to each member on a date following the meeting. Although mailing of the minutes is not absolutely essential, each committee member should be informed of the progress being made toward implementation of their recommendations. Failure to respond to committee recommendations may result in the disenchantment of members and make their efforts appear unimportant. A follow-up to the committee indicating the kinds of activities the program plans to initiate is encouraging in building committee strength. Also, it is important to show some immediate results. Results which surface after several months may fail to reinforce their confidence in committee activities. The craft advisory committee is a valuable asset to any instructional program. Contact with members, both by the teacher and by students while working in the program, is important for complete success. However, keep in mind that the committee is only an advisory body providing suggestions and guidance to the program. Their role is not to control, to demand nor to insist on policy or activities to be conducted. Committees should be made aware of their roles and convinced that their input is valuable to program success. The actual program still remains the responsibility of the teacher and local school administrators.


Drug, Substance Abuse, Alcohol, and Firearms All ATEFs will have and make available to all students a written policy prohibiting the use, possession, concealment, or sale of drugs, controlled substances, alcohol and firearms as specified by local agencies.

ATEF Annual Report ATEF annual reporting will cover the academic period of the previous year (July 1 – June 30) and must be submitted to NCDPI. Failure to do so may result in loss of accreditation status. Re-accreditation will be based on the same criteria ATSs must adhere to. Procedures will be established for reporting data to NCDPI.


Overview of Career and Technical Education Student Organizations (CTSO)

Introduction

Career 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


SkillsUSA: Champions @ Work SkillsUSA is a partnership of students, teachers and industry representatives, working together to ensure America has a skilled work force. It helps every student excel. What is SkillsUSA? SkillsUSA, formerly known as the Vocational Industrial Club of America (VICA), serves over 307,000 students and instructors in all 50 states plus the three U.S. territories. SkillsUSA is an essential part of the classroom that prepares students for employment by teaching the importance of developing leadership skills, positive attitudes, pride in workmanship, and technical skills. Since 1965, SkillsUSA has prepared over 9 million students for leadership in the world of work.

Core Values --Education --The Dignity of Work --The American Way of Life --Fair Play --Satisfaction is Achieved by Good Work --High Moral and Spiritual Standards

SkillsUSA Program of Work --Professional Development --Community Service --Employment --Ways and Means --SkillsUSA Championships --Public Relations --Social Activities

Workforce Success SkillsUSA brings together educators, administrators, corporate America, labor organizations, trade associations and government in a coordinated effort to address America's need for a globally competitive, educated, and skilled work force. There are over 1,100 business and industry partners sponsoring National SkillsUSA, and thousands at the state level. The U.S. Department of Education and the Office of Vocational and Adult Education recognize SkillsUSA as an integral part of Career and Technical Education. According to OVAE, “the past performance and future potential of [SkillsUSA] is compatible with the challenging objectives in the 21st century.”

Benefits to Students Employability skills such as time management, teamwork and communication skills, and

development of an employment portfolio using the nationally recognized Professional Development Program and Career Skills Education Program

Opportunities to compete in the SkillsUSA Championships at the local, state, or national level with over 95 competitive event opportunities

Opportunities to obtain industry recognized certifications Exposure to SkillsUSA employment resources and networking with business and industry

members The chance to participate in state and national leadership and competitive event

conferences Opportunities for state and national scholarships Recognition from peers, teachers and community leaders


Starting a Chapter Obtain a free Membership Kit by calling 1-800-321-8422 or visit www.skillsusa.org . Generate interest amongst students. Only seven students and an advisor are necessary

to start an official chapter. Register Online at www.skillsusa.org/join Pay your membership dues Contact your State Director to receive a charter. Contact information is located at

www.skillsusanc.org

SkillsUSA Championships SkillsUSA offers members the opportunity to enhance their talents by competing in over 95 different hands-on and leadership contests. All contests are run by business and industry and are judged based on current business and industry standards and practices. Students are able to gain real world experience in a competitive environment through the SkillsUSA Championships. For a current listing of all SkillsUSA and State Contests, or for more information, please visit: www.skillsusa.org or www.skillsusanc.org , 1-800-321-8422

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