Table of Contents Appendix Workplace Learning Strategies

Table Of Contents

School Links

Other Links

Main Menu

APPENDIX

Name: ____________________________

School: ___________________________

WORKPLACE LEARNING

SCHOOL SITE STRATEGIES SURVEY

The following list of strategies may be used:

(a) to assess strategies in place at your site, and

(b) as a resource for developing additional strategies.

School-Based Learning

o Career awareness/exploration/counseling/assessment

o Selection of a career major

o Program of study for career path majors

o Integrated curriculum, applied methodologies, and team teaching

o Systematic review of student educational plans

o Secondary/Postsecondary Articulation

Work-Based Learning

o On-the-Job Training (OJT) - not paid; elective credit available

o Community Classroom - not paid; classroom training extends to worksite

o Work Experience - paid; may/may not be related to career path

o Internship - paid or not paid; related to career path major; length can vary

o Cooperative Learning - paid; classroom training extends to worksite

o Apprenticeship - related to career path major; guidelines established by labor

o Workplace Mentoring

o Job Shadowing

o Instruction in Workplace Competencies

o Instruction in All Aspects of an Industry

Connecting and Related Activities

o Teacher Internships - paid or not paid; related to career path major; length can vary

o Career Day participation - one day job shadowing for large group of students (i.e., bus drops students off; business host takes students to organized luncheon with motivational speaker; bus picks students up following luncheon; sponsored/organized by local service organization)

o Job Shadowing for Teachers - length can vary

o Service Organization Participation - different students attend meetings throughout the year (i.e., Kiwanis, Rotary)

o Chamber of Commerce - student participation on committees; DECA/FBLA President honorary member

o Passport to Success - students who achieve a 2.5 GPA with no more than 5 absences each semester earn a Passport card. These students qualify for job shadowing, recognition at assemblies, and discounts at local firms. Cardholders have an advantage when seeking jobs.

o Field trips

o Business/industry partnership

o Mentors - from community college or business

o Donations - equipment, office supplies or other company resources

o Scholarships - awarded to career path majors with internships/apprenticeships

o Skills Certificates - certificates for school-based and work-based learning

o Workshops for training mentors and workplace supervisors and for developing work-based learning components/strategies

o Committee to develop strategies for business to access Tech Prep programs/resources (Rewards for business; better trained employees and high profits)

BACK TO TABLE OF CONTENTS

Career Path: o Business o Health o Agriculture

o Engineering/Technical o Arts/Humanities o Consumer Home Economics

Tech Prep Major: ______________________________ Name: __________________________________________

Social Security: __________________________________________

Teacher: _____________________ Period _______________

Date: __________________________________________

WORKPLACE LEARNING

STUDENT PARTICIPATION SURVEY

Yes, I would like to participate in or learn more about the following: (Check all that apply)

School-Based Learning

o Career Fair on campus sponsored by service club

o Career path major

o High School educational plan for career path major

o Student Certification (i.e., Computer Operator, Word Processor, Banking, Medical Office Assistant)

o Career awareness/exploration/counseling/assessment

o Job on campus related to my major (i.e., cashier at games, office assistant, sales associate in DECA, computer lab assistant)

Work-Based Learning

o Job off campus related to my major during school year - paid

o Job off campus related to my major during school year - not paid

o Job off campus related to my major during intersession/summer - paid

o Job off campus related to my major during intersession/summer - not paid

o Job Shadowing - spend day/s with an employer in your career path major

o Workplace Mentor

o Instruction in Workplace Competencies

o Instruction in All Aspects of an Industry

Connecting and Related Activities

o Career Day - one day at a job with a business host. Business host takes you to luncheon for all Career Day students.

o Job Shadowing - spend the day/s with an employer in your career path major

o Service organization participation - attend meetings of local service organizations (i.e., Kiwanis, Rotary, Lions Club)

o Chamber of Commerce - participation on committees

o Field trips

o Mentor - a business person in my major I can contact/visit

o Mentor - a community college student in my career path major I can contact/shadow

o Scholarships - awarded to career path majors to continue education

o Skills Certificates - certificates for school-based learning

o Community Service

o Job Search Portfolio

o DECA - An organization for marketing students

o FBLA - An organization for Future Business Leaders of America

o Career Presentations

BACK TO TABLE OF CONTENTS

Career Path: o Business o Health o Agriculture

o Engineering/Technical o Arts/Humanities o Consumer Home Economics

Name: __________________________________________

Business: __________________________________________

Street Address: __________________________________________

City, Zip: __________________________________________

Phone: ____________________ Fax: ________________

WORKPLACE LEARNING

BUSINESS AND INDUSTRY INVOLVEMENT SURVEY

Yes, I would like to participate in the following: (Check all that apply)

Work-Based Learning

o Student Work Station - paid (length can vary)

o Student Work Station - not paid (length can vary)

o Teacher Work Station - paid (length can vary)

o Teacher Work Station - not paid (length can vary)

o Workplace Mentor

o Job Shadowing

o Instruction in Workplace Competencies

o Instruction in All Aspects of an Industry

Connecting and Related Activities

o Job Shadowing for Teachers - length can vary

o Service Organization Participation - invite different students to attend meetings throughout the year (Kiwanis, Rotary, Lions Club)

o Chamber of Commerce - invite student to participate on committees; DECA/FBLA President honorary member

o Passport to Success - incentive program; businesses offer products, services, special assemblies, or dollars to develop/maintain incentive program; students much achieve a 2.5 GPA and 5 absences or less each semester to qualify for Passport card; qualifies student for job shadowing, job interviews

o Field trips

o Partnership with school/department

o Mentoring students not yet involved in work-based learning

o Donations of equipment, office supplies or other company resources

o Scholarships awarded to career path majors with internships/apprenticeships

o Skills Certificates - certificates for school-based and work-based learning

o Workshop for training mentors and workplace supervisors and for developing work-based learning components/strategies

o Committee to develop strategies for business to access Tech Prep programs/resources (Rewards for business; better trained employees and higher profits)

o Career Fair on campus sponsored by participation at high school site

o Participation on committee to review/develop curriculum

o Participation on committee to identify needed skills

o Guest speaker

o Other______________________________ _____________________________________________________________________________________________

I prefer to volunteer/participate at __________________________________________________ school

BACK TO TABLE OF CONTENTS

LEGISLATIVE REFERENCES

Youth Apprenticeship and Insurance Liability

A Fact Sheet Prepared by Jobs for the Future - National Youth Apprenticeship Initiative

This fact sheet presents general guidelines for understanding liability issues surrounding youth apprenticeships. Also included are innovations at the state and local level that have tried to lessen the costs and responsibility of employers. The final section points out ways in which practitioners feel their programs could benefit from changes in state or federal laws and policies.

Readers of this fact sheet should also see the Jobs for the Future Fact Sheet entitled "Youth Apprenticeship and Child Labor Laws" and the matrix "10 Site Practices on Employment, Pay and Insurance Liability for Youth Apprentices."

Liability issues can be broken down into three general categories-a student's transportation to and from the job site; the time spent on the job; and post-employment. While many initial questions have been raised about the added expense or complication of having students on the job site, youth apprenticeship program designers have found most of the legal issues straightforward and costs minimal (with the exception of transportation). In fact, a brief inquiry conducted by the youth apprenticeship program in Pennsylvania found that the addition of 16 year-olds to a workforce would not increase insurance premiums.

Liability is largely dependent on who is the actual employers of the youth apprentice. Aside from the company itself, a school or a third-party might also act as the employer. In Maine, technical schools will act as the agent for the student apprentice. The schools will bill the employers for hours worked by the student. In the Tulsa Craftsmanship 2000 program, a 501(c)(3) acts as the employer and is thus responsible for all liabilities.

Transportation

In general, the party responsible for transportation is also liable in the case of an accident. If the school is transporting the student, then normal school bus coverage applies. The same is true if the employer covers transportation.

Some programs have students sign an agreement at the beginning stating that they are responsible for their own transportation. Teachers and administrators cite precedent for this in cooperative education programs. In the case of a student driving him/herself to the workplace during the school day, there should be no difference from liability issues for students getting to school or an extra-curricular activity.

¥ Under an up-front agreement, some programs state that if a student chooses to transport her/himself, then the school is not liable and the student's own insurance should apply.

¥ The Careers and Occupational Awareness-Check into Health (COACH) program in Michigan has a letter from the school system's insurer stating that it would cover students participating in the program except when they are actually on the job and being paid by the employer. In the absence of a student's own insurance, the school would, in that case, be the liable party.

¥ In Philadelphia the school has had to provide urban students with costly transportation to workplaces in outlying areas, because local auto insurance rates are prohibitively high for youth.

LEGISLATIVE REFERENCES

¥ Project ProTech students in Boston rely on public transportation to their jobs in city hospitals. The school system provides students with a transit pass.

¥ Oakland, CA, Health and Bioscience Academy students are provided with a transit pass for the first month of their paid internship, either by the school system or the employer.

¥ Cambridge-Lesley Careers in Education students either walk or ride the elementary school bus to the schools where they work as teachers' aides. As unpaid volunteers, they remain under school liability policies.

¥ When mentors of Oakland, CA, Health and Bioscience Academy transport students, they are required to notify the school district of their plans ahead of time, in writing. Provided they do this, the school district provides insurance coverage, similar to a school field trip.

Worker's Compensation

¥ Oregon legislation on youth apprenticeships specifically states that the training agent-the employer-shall provide workers' compensation coverage.

¥ As the employer, Maine technical schools are legally responsible for workers' compensation coverage. This is structured into the program so as to avoid the disincentive of workers' compensation costs to the employer. Health insurance may eventually be done in a similar manner.

¥ In Pickins County, SC, students working for very small employers unable to provide workers' compensation will be covered under the State School Board Association's policy. The state board is self-insured, and cooperative students have been added to the policy in the past for no extra charge.

¥ Some Oakland, CA, Health and Bioscience Academy students are paid by the school district with federal grant money. These students are covered by the school district.

Liability for student actions on the job

An employer is liable for the finished product or service in her/his establishment.

BACK TO TABLE OF CONTENTS

SAMPLE

M E M O R A N D U M

FISCAL SERVICES

DATE:

TO:

FROM: Name, Chief Financial Officer

RE: LIABILITY INSURANCE FOR DISTRICT PROGRAMS

My office has researched the questions posed in the memo with regard to liability insurance and student programs. The JPA's Risk Management Executive Director has informed us that any student enrolled in district approved programs, including your Community Service component, would be covered by the district liability insurance.

All outside employers have the responsibility to cover students under workers' compensation who are working for pay under a district approved program, unless there is a written agreement between the employer and the district stating otherwise.

If a student is enrolled in any district approved, supervised or coordinated instructional program, the student is covered for liability. Any claim would have to be investigated on an individual basis as the factors involved could be many; i.e., negligent supervision or trust issue, lack of diligence in assessment of circumstances and surroundings.

The basic reference for the above information is contained in Labor Code 3368 and Ed Codes 51760, 51768 and 51769. Any policy or regulation covering liability issues for work experience students would have to be researched and developed with legal counsel input.

BACK TO TABLE OF CONTENTS

SAMPLE

M E M O R A N D U M

DATE:

TO: Title

FROM: Director of Alternative Programs

RE: Liability Insurance Issue Regarding District Students/Programs

The following list represents a variety of student activities that are a part of the various educational programs currently in operation.

This list is in reference to our discussion regarding liability insurance coverage for our students while participating in these educational programs off-campus.

We want to verify that the following are covered under the JPA/District Property and Liability Insurance Policy.

Exploratory Work Experience

General Work Experience

Community Service/Learning Centers

Service Learning - Community based

Internships/Apprenticeships

JTPA/Cooperative agency participation

Community classroom

Student workers

Teen Mom/Pregnant Minor Program

The following "examples" will assist in understanding these various categories of student off-campus involvement:

Exploratory Work Experience - A student earns 1 semester credit by participating in a supervised training program in conjunction with High School related instruction and verification of hours worked. All of the above is supervised and certified by a Work Experience Counselor.

Verification of hours worked. All of the above is supervised and certified by a Work Experience Counselor.

Service Learning/Community based-students select a Community agency of their choice to do volunteer work in conjunction with their required Government Class.

Internships/Apprenticeships-A student works in the private or public sector in a career training program through a district sponsored vocational program or grant activity.

JTPA/Cooperative agency participation-JTPA qualified students receive minimum wage and job readiness education in conjunction with job placement who provide additional job readiness training.

Community classroom-A student participates in a learning activity under an independent study contract at a facility off-campus.

Teen Mom/Pregnant Minor Program-Students may meet on or off-campus in a supervised cooperative parenting program. Liability coverage is expected to cover the students as well as their infants while in a supervised educational setting.

BACK TO TABLE OF CONTENTS

SAMPLE LETTER

WORKER'S COMPENSATION AUTHORITY

Dear:

Please be advised that Worker's Compensation is provided through the School's Insurance Authority. Worker's Compensation coverage under the Authority program is the same as under the State Compensation Insurance Fund.

Pursuant to Education Code 51769, the school district or county superintendent of schools, under which supervision, work experience, or occupational training classes are held, shall be considered the employer, unless such persons during such training are paid a cash wage or salary by a private employer or unless such private employer elects to provide Worker's Compensation Insurance.

Employers who participate in the vocational training program by providing training experiences and do not pay a cash wage or salary or provide Worker's Compensation Insurance are not liable for Worker's Compensation for the youths being trained.

Yours truly,

BACK TO TABLE OF CONTENTS

SAMPLE LETTER

<DATE>

To: ROP District-Designated Representatives

From:

Re: Update - Summary of Insurance for ROP Student Activities:

Workers' Compensation, Liability, Medical Malpractice

Following is an updated summary of the three forms of Insurance coverage provided by the County Superintendent of Schools for students approved for enrollment in and attending County ROP-approved programs/courses. Any coverage is limited to the time the students are attending County ROP-approved program/course schedule times and "OJT to be arranged" as verified by attendance rosters submitted by instructors. The three forms of insurance are as follows:

1. Workers' Compensation Insurance

In keeping with Labor Code Section 3368, workers' compensation insurance is provided for ROP students in community classrooms and in clinical, laboratory experiences conducted in community sites/agencies ONLY while they are attending unpaid, on-the-job training assignment portions of those programs/courses.

The employer must provide the workers' compensation insurance coverage for ROP students while they are attending the paid, on-the-job training assignment portions of cooperative vocational education programs/courses.

NOTE: Classroom portions of on-school-site and off-school-site training (e.g., rented classroom) ROP programs/courses are not considered unpaid, on-the-job-training assignments; therefore, they are not covered under the County Superintendent of Schools workers' compensation policy.

2. Liability Insurance

Liability insurance is provided for all ROP students.

3. Medical Malpractice Insurance

Medical malpractice insurance is provided by _____________________________________ for ROP students during clinical assignments in ROP medical occupational training programs.

BACK TO TABLE OF CONTENTS

GUEST SPEAKER GUIDELINES

Thank you for volunteering your time to talk with our students. In organizing your thoughts, please plan to cover a variety of areas. Hopefully, this outline may help. (For your information, enclosed is a copy of the "Model Curriculum Standards" of our career program.)

I. Introduce yourself and your career

II. Background

A. Important influences in your career development

B. Education - yours as well as current recommendations

III. Description of job

A. Specialized skills/abilities required (also refer to general skills, e.g., technology, problem solving, teamwork, time management, and project management)

B. An average day

C. People involved - what various careers are represented among your cohorts, clients and customers

D. Example(s) of long-range projects in which you become involved

IV. Important considerations

A. What's great!

B. What's not!

V. Interesting anecdotes (wherever they fit)

VI. Future opportunities and ways to start

BACK TO TABLE OF CONTENTS

Date: _____________________

GUEST SPEAKER STUDENT WORKSHEET #1

Insight into industry - concerns, commitments, challenges

Student's Name: ______________________________________________________________________

Business Guest's Name: ________________________________________________________________

Title: _______________________________________________________________________________

Company/Organization: ________________________________________________________________

Address: ____________________________________________________________________________

Duties of Guest in His/Her Company/Industry: ______________________________________________

____________________________________________________________________________________

Types of career paths involved with this industry/organization. Who are the "stakeholders" involved with the "company" who are concerned about the success of the organization (internal and external customers)? Tools of technology used in problem-solving (examples of production work).

Example problems to be solved-project examples in the workplace; (design, develop, implement solution/action to solve problem or support improvement) Necessary Skills for effective team work; (Attitudes, attributes, open-mindedness, social skills, ethics, etc.)

"Picture" what is needed to be an effective communicator with excellent impression in job search efforts (portfolio of resume, letters of appreciation, application form, samples of work and what each says seeker can do).

BACK TO TABLE OF CONTENTS

Date: _____________________

GUEST SPEAKER WORKSHEET #2

Insight into industry - concerns, commitments, challenges

Student's Name: ______________________________________________________________________

Business Guest's Name: ________________________________________________________________

Title: _______________________________________________________________________________

Company/Organization: ________________________________________________________________

Address: ____________________________________________________________________________

Job Role of Guest in His/Her Company/Industry: _____________________________________________

____________________________________________________________________________________

Assignment: Write a letter of positive feedback and reflection on how this person's contribution can be of use to you. The requirements of the letter are:

_____ Business letter using student's personal return address or letterhead

_____ Full title and mailing address of speaker

_____ Block style; open punctuation format

_____ 1^st paragraph: What is the purpose for writing the letter? (Include why guest was at school and date of visit to class.)

_____ 2^nd paragraph: At least three main ideas gained from the chat and information interview. Reflect in writing about specific information and ways in which the chat helped the student.

_____ 3^rd paragraph: What else did the roundtable discussion cause you to wonder about? What more would you like to know? Guest would like to know what are some additional questions or curiosities or concerns you would like to explore further (with that guest or others) as a result of the chat.

BACK TO TABLE OF CONTENTS

COMMUNICATION TIPS

For Workplace Learning Participants

Talking and communicating are not the same! You probably learned to talk when you were one or two years old; most people don't ever really learn to communicate. Now is your chance. There are three basic skills: Listening, looking and leveling.

LISTENING

Listening does not have to be passive-it can be as active as talking if you do it right. To listen effectively:

¥ Pay attention

¥ Don't think ahead to what you are going to say

¥ Don't interrupt

¥ Listen for feelings underneath the words

¥ Keep an open mind - don't judge immediately

¥ Encourage the speaker to continue or clarify what has been said

LOOKING

People communicate with verbal and body language. Pay attention to the whole person. Take note of facial gestures (smiles, frown, forehead wrinkled), body movements (crossed arms, foot tapping, wringing hands, looking at watch). These are clues that will help you more fully understand what the person is saying. Tips include:

¥ Make eye contact (keep in mind cultural differences).

¥ Show that you are listening by leaning forward in your chair (if sitting) and saying, "Uh huh" or "Go on."

¥ Check out what you are understanding-repeat what you have heard; ask if you are correct.

LEVELING

Leveling means being honest about what you are feeling and thinking. Tips include:

¥ Be honest in what you say.

¥ Speak for yourself. Use "I" statements instead of "you" statements.

¥ Deal with the other person's real feelings. Don't give unwanted advice or try to change someone's feeling. Just listen and try to understand.

ROADBLOCKS TO COMMUNICATION

¥ Ignoring (not responding at all)

¥ Name-calling or put-downs

¥ Comparing ("Why can't you be more like. . .")

ªB7 Advising ("If I were you. . .")

¥ Using "ought" and "should" ("You ought to know better.")

¥ Speaking for someone else ("Oh, she doesn't mind.")

¥ Saying "you" when you mean "I" ("You shouldn't do that" when you mean "I want you to stop that.")

Adapted from Bridging the Gap: What's Happening Now?, Printer Matter, Inc., Atlanta, GA, 1983.

BACK TO TABLE OF CONTENTS

WORK-BASED LEARNING

TIER Identification System

This system seeks to match student motivation and abilities to work-site expectations.

Tier

Student

Work Site

I.

Goals unfocused
Seeking career ideas
Willing to work, but Undisciplined

Understanding Mentor
Low level expectations
Close supervision available

II.

Motivated toward general goals
Exploring career options
Has some skills and able to work with less supervision

Flexible mentors with varied skills
Mentor willing to allow exploration
Moderate expectations for student

III.

Highly motivated, focused goals
On career track, knows what's needed and how to get there
Mature, works well independently

Highly skilled mentor with patience
Supplemental training available
Workplace willing to let student work independently part of the time

February 2, 1995 VACF Tier Identification System

BACK TO TABLE OF CONTENTS

Job Shadowing Program

INSTRUCTOR'S ROLE

The instructor will be responsible for seeing that all career path students participating in the job shadowing experience have met all of the criteria required.

The instructor's responsibilities/duties include:

¥ Community Classroom Job Shadowing contracts will be signed

¥ Scheduling students and making a monthly calendar including students' name, date of shadowing, site, and supervisor

¥ On-site visit to observe student progress

¥ Monitoring completion of student lesson/assignments

¥ Monitoring completion of student time sheets and supervisor evaluations

¥ Being available in emergency situations

Note: The instructor should be contacted immediately if there are any questions or concerns regarding students or assignments.

BACK TO TABLE OF CONTENTS

Job Shadowing Program

Educators

<DATE>

<NAME>

Dear <NAME>:

Thank you for agreeing to participate in the Work Place Learning Experience for secondary teachers and administrators from our local schools. Your commitment will help educators to see business and industry professionals at work and to use this information to improve education in our community.

Listed below is the name and role of the job shadowing participant coming to your site. The participant will arrive at 8:00 a.m. and will job shadow from 8:00 - 11:00 a.m.

Each participant will try to experience this opportunity through the eyes of their students. They will question items such as: required education, special skill requirements, dress code, typical day activities, work ethic, basic skills such as reading, writing, and math needed.

Please allow them to look over your shoulder for these three hours. They will not be contacting you but will arrive promptly on January 12. If you have further questions or concerns, please contact me at (909) 624-0063.

Thank you for providing this outstanding opportunity to local educators.

Sincerely,

Participant:

Profession:

School:

BACK TO TABLE OF CONTENTS

Job Shadowing Program

Parent Consent

Parent/Guardian of: __________________________________________________________________

The opportunity to "shadow" is being offered to participants of the Business Career Path. By observing professionals at work, students will be more realistically prepared to make career choices. Your approval and support is important and your encouragement is appreciated. Job shadowing will take place during the regular school schedule.

Specifics Regarding "Job Shadowing"

Job Site: _________________________________________________

Address: _________________________________________________

Job Shadowing Start Date: ____________ End Date: ______________

Time: ________________ Day(s): __________________________

GUIDELINES FOR STUDENT BEHAVIOR WHILE JOB SHADOWING

Absentee Policy

If there is a need for absence, a student must notify the following people at least * hour before schedule time:

Telephone No.

Job Shadowing Instructor ____________

Job Site Supervisor ____________

Grades

A "C" average must be maintained in order to continue job shadowing (grades will be monitored every six weeks).

Professional Dress

No sweats, levis, shorts or t-shirts with advertising. Shoes with closed toes are required. No sandals.

Cleanliness

Hair must be clean, neat, and off the collar. Nails must be short and well-groomed. Jewelry and makeup should be kept at a minimum.

Snacking

No eating, drinking, or gum chewing on job site.

Please sign this form to indicate that you have received, read, and understood the information and return to the job shadowing instructor.

Student Signature: __________________________________ Date: _________________________

Parent/Guardian Signature: __________________________ Date: _________________________

Daytime Phone:_____________________________________ Home Phone: ___________________

BACK TO TABLE OF CONTENTS

Job Shadowing Program

Educators

Business: ___________________________________________________________________________

Contact: ____________________________________________________________________________

Address: ____________________________________________________________________________

Comments: __________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

OBSERVATION FORM

1. Look for examples of your existing curriculum at work, i.e., angles measured to determine range of motion.

________________________________________________________________________________

2. Summarize the education level of two people at your site and the classes most likely needed.

________________________________________________________________________________

3. Describe the dress code required.

________________________________________________________________________________

4. Question how many times they tolerate tardiness/absences and the consequences.

________________________________________________________________________________

5. Describe what a typical day is like at work.

________________________________________________________________________________

BACK TO TABLE OF CONTENTS

Job Shadowing Program

ROLES AND DUTIES OF

THE SITE SUPERVISOR

Upon agreeing to participate in job shadowing, the supervisor will:

¥ Inform the student of facility rules and regulations

¥ Answer relevant questions about the profession or facility

¥ Monitor the student and contact the instructor should there be problems

¥ Complete an evaluation sheet on the student's performance

¥ Discuss the evaluation with the student and/or teacher

STUDENT EXPECTATIONS

Upon placement at a job shadowing site, students will:

¥ Dress according to the standards of the site

¥ Call the site before the scheduled time if unable to attend that day

¥ Arrive at the site at the agreed upon time

¥ Follow all guidelines and policies of the site

¥ Complete teacher-assigned tasks and activities to help enrich the shadowing experience or "related

to the shadowing experience." (Students may not feel assignments enrich experience.)

¥ Complete an evaluation of the Job Shadowing Experience

¥ Discuss the evaluation with supervisor and/or teacher

BACK TO TABLE OF CONTENTS

Job Shadowing Program

Shadowing Supervisor

Directions:

Supervisor will be responsible for completing the evaluation in ink and to discuss it with the student. All comments are important! This document can be included in the student's personal portfolio.

Student Evaluation

Student: ________________________________ Work Site: ___________________________________

Type of Work Student Shadowed: _________________________________________________________

PLEASE CHECK APPROPRIATE BOXES AS INDICATED

JOB PERFORMANCE

OUTSTANDING

ABOVE AVERAGE

AVERAGE

NEEDS IMPROVEMENT

Punctuality

Ability to follow instructions

Initiative

Ability to work with others

ATTITUDES ON THE JOB

Enthusiasm

Courtesy

Ability to accept criticism

Compliance with company rules

Cooperation

Desire to learn

PERSONAL APPEARANCE

Appropriate attire

Grooming

Areas of Strength: _____________________________________________________________________

Areas of Weakness: ___________________________________________________________________

Signature of Evaluator/Job Title: _________________________________ Date: __________________

BACK TO TABLE OF CONTENTS

Job Shadowing Program

Supervisor Evaluation

Thank you for participating in the Job Shadowing Program and hosting a high school student. In an effort to improve the Job Shadowing experience for employers and students we would appreciate you completing this evaluation.

Company Name: _______________________________________________________________

Employee Name/Title: _______________________________________________________________

Student Name: _______________________________________________________________

1. Please indicate the level of job interest demonstrated by the student.

o Not interested o Moderately uninterested

o Somewhat interested o Very interested

2. Did the student ask questions directly related to the application of skills required for the job?

o Yes o No

3. Did the student ask questions about training/education required to perform the job?

o Yes o No

4. Did the student have the opportunity to interact with more than one individual during the Job Shadowing experience?

o Yes o No

5. Did the student dress appropriately for the environment in which the Job Shadowing took place?

o Yes o No

6. Please comment on the amount of time that was required for the Job Shadowing experience:

Days: __________ Hours: ___________

o Too long o About right o Not enough time

7. What could have been done to help make the experience more meaningful for the student and/or the employers?

________________________________________________________________________________

8. Would you participate in the Job Shadowing Program again?

o Yes o No

Comments: ____________________________________________________________________________

____________________________________________________________________________

BACK TO TABLE OF CONTENTS

Job Shadowing Program

Student Evaluation and Daily Time Sheet

Work Site: _______________________________ Student: _____________________________________

Department: _____________________________ Date: _______________________________________

Time Reported in at Site: _______________________

Time Reported out at Site: _______________________

1. Who was your department supervisor? _______________________________________________

2. Was he/she prepared for your visit? _________________________________________________

3. How would you rate your job shadowing experience?

o Excellent o Good o Not Very Good

4. Describe your job shadowing experience _____________________________________________

_______________________________________________________________________________

5. Write down one interesting thing you learned _________________________________________

_______________________________________________________________________________

6. What skills are necessary to work in the job you shadowed? _______________________________

_______________________________________________________________________________

7. What kind of training/education is necessary to work in this job? ___________________________

_______________________________________________________________________________

8. Comments: _____________________________________________________________________

_______________________________________________________________________________

BACK TO TABLE OF CONTENTS

Job Shadowing Program

Student Time Sheet

Directions:

Students will be responsible for completing this form and submitting it to their instructor. Form is to be completed in ink or typewritten.

WORK SITE: ___________________________________ STUDENT:___________________________

DEPARTMENT: _______________________________________ WEEK OF: ____________________

To be completed, signed, and returned to your instructor. If attendance differs from that agreed upon, please explain.

Date

Time

In

Time

Out

Briefly Describe Activities/Observations

Student: What grade would you give yourself? A B C D F

Why: ____________________________________________________________________

Describe your job-shadowing experience:

_________________________________________________________________________

Supervisor: Did student call if absent? o Yes o No o Not Absent

Comments: _______________________________________________________________

_________________________________________________________________________

Student Signature: ______________________________________ Date: __________________________

Supervisor Signature: ___________________________________ Date: __________________________

BACK TO TABLE OF CONTENTS

Job Shadowing Program

Student Evaluation

Name: _______________________________________________

Business: _______________________________________________

School: _______________________________________________

To help us continue to improve the Job Shadowing Program, please complete the following evaluation.

What tasks did your supervisor perform? What skills and/or knowledge did he/she apply to his/her tasks/responsibilities? __________________________________________________________________

____________________________________________________________________________________

How much time did you spend? Was it adequate? ___________________________________________

____________________________________________________________________________________

What did you learn? ___________________________________________________________________

____________________________________________________________________________________

What part of the experience was most helpful? ______________________________________________

____________________________________________________________________________________

What could have been done to help make the experience more meaningful? _______________________

____________________________________________________________________________________

How would you rate your overall experience? _______________________________________________

____________________________________________________________________________________

BACK TO TABLE OF CONTENTS

SUGGESTED ACTIVITIES FOR MENTORS

¥ Send notes or cards of encouragement (see attached school calendar).

¥ Send Holiday/Birthday cards.

¥ Take student to your workplace and share your career (Business Day). Emphasize importance of work

ethics-being on time, every day attendance, readiness to work.

¥ Attend school activities with your student, especially ones that your student participates in.

¥ Visit your student's school (School Day).

¥ Help your student with "Student Learning Project" with information, brochures, pictures, videos, samples, etc.

¥ Volunteer to do a presentation in your student's class-have the student assist you.

¥ Encourage student to develop a "Career Plan." Encourage him/her to visit college/university and help send for information on his/her career interest.

¥ Call or visit student at home or school to check to see how he/she is doing. Visits should only occur when a parent or other responsible adult is home and only with prior arrangement.

¥ Take your student to a professional/civic meeting.

¥ Share your interests and hobbies.

¥ Attend scheduled mentor activities.

¥ Help student apply for scholarships for further education. Just a $50.00 book scholarship can motivate a student to continue his/her education.

Note: Friendship in this mentor relationship should be based more on a detached concern for the welfare and future of the student and less on being a "pal."

BACK TO TABLE OF CONTENTS

On-The-Job Training (OJT)

COMMUNITY CLASSROOM (CC)

¥ Is an instructional methodology

¥ Combines unpaid OJT with related/concurrent classroom instruction

¥ Is designed to acquire occupational competencies for entry-level employment

¥ Expands classroom competencies

¥ Does not provide OJT site with immediate benefit

¥ Does not affect OJT site employment

¥ Does not include productive work

¥ Has Worker's Compensation Insurance provided by the County Superintendent of Schools

COOPERATIVE VOCATIONAL EDUCATION (CVE)

¥ Is an instructional methodology

¥ Combines paid OJT with related/concurrent classroom instruction

¥ Is designed to develop and refine occupational competencies to adjust and advance in an occupation

¥ Is an extension of classroom instruction

¥ Is in a related occupation

¥ Is regularly scheduled OJT

8 hrs./week minimum

15 hr./week maximum

¥ Has Worker's Compensation Insurance provided by the employer

BACK TO TABLE OF CONTENTS

On-The-Job Training (OJT)

TEACHER RESPONSIBILITIES

¥ Teach related class

¥ Assist in career planning and guidance

¥ Locate and select training stations

¥ Conduct training station visits

¥ Plan OJT training station experiences

¥ Prepare individualized training plans

¥ Monitor and evaluate students

¥ Maintain records

SUPERVISION

¥ Teacher of related class is responsible for supervision

¥ Community Classroom

visit once every 3 weeks

observe student every visit

¥ Cooperative Vocational Education

visit once every 4 weeks

observe student every other visit

¥ OJT supervision time (paid)

1 hour per week for every 5 students

BACK TO TABLE OF CONTENTS

On-The-Job Training (OJT)

REQUIRED RECORDS

¥ Training Agreement

one for each site/employer

¥ Individualized training plan

includes training schedule & location

one for each student

copy at training station

¥ Record of supervision visits

¥ Training Schedule

Use Individualized Training Plan

¥ Student Evaluation

¥ Attendance

Official Record of Attendance (ROP)

Weekly Time Report

¥ Work permits (for minors in CVE)

BACK TO TABLE OF CONTENTS

COMMUNITY CLASSROOM

COOPERATIVE VOCATIONAL EDUCATION

Operating Conditions

Conditions

Community Classroom

Cooperative Vocational Education

Student is paid No Yes

Work permit is required

(if under 18 years of age) No Yes

Provider of worker's

compensation insurance County Office of Education Employer

Minimum/maximum hours

per week of on-the-job training Per course catalog schedule 8 to 15 hours

Schedule of related classroom instruction One period per week; average three periods per week for length of program One period per week; average three periods per week for length of program

Schedule of supervision visits to training station Once every three weeks Once every four weeks

Responsible for supervision at training stations Teacher of related class Teacher of related class

Attendance reporting Maximum attendance hours per course catalog schedule, maximum 5 days per week. Classroom attendance is in addition to on-the-job training attendance Minimum 8 hours to a maximum 15 hours of attendance in any calendar week. Classroom attendance is in addition to on-the-job training attendance

Student/teacher ratio 30 per class

75 per teacher 30 per class

75 per teacher

Training agreement required Yes Yes

Individualized training plan required Yes Yes

BACK TO TABLE OF CONTENTS

COMMUNITY SERVICE CONTRACT

Name of Student ____________________________________________ School_________________________

Instructor __________________________________________________ Date__________________________

The student has three months from the above date to complete all assignments associated with this admission requirement.

This contract represents 25 hours of community service to be completed according to student's arranged schedule. Weekly appointments are required between the instructor and student.

3 missed appointments will result in an automatic re-evaluation of this student's Independent Study placement.

COMMUNITY SERVICE OBJECTIVES:

1. To assist students to wisely choose a career path.

2. To prepare students for employment suitable for their abilities and interests.

3. To give students the opportunity to learn to work with others in ways which are successful and rewarding.

4. To provide students with a work reference and letter of recommendation for service well done.

METHOD OF EVALUATION:

1. Teacher observation or review of hours volunteered.

2. Weekly appointment with student each week.

DESCRIPTION OF MAJOR LEARNING ACTIVITIES AND/OR STUDY MATERIALS

A recommended textbook and study materials: ___________________________________________________

A computer based course as available: __________________________________________________________

Supplemental audio-visual instructional support as available: ________________________________________

Other: ___________________________________________________________________________________

___________________________________ _______________________________ __________________

Student Signature Instructor Signature Date

________________________________

Parent Signature

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

(for office use only)

Community Service Completion:

Student ID # __________________________ Grade Level__________________

_____________________________________

Instructor Signature

Distribution:

Teacher

Parent/Guardian

Counselor

Student

BACK TO TABLE OF CONTENTS

EXPLORATORY WORK EXPERIENCE EDUCATION PROGRAM

TRAINING AGREEMENT

Student______________________________________________________ Grade ______________________

Name of School_______________________________________________ Date _______________________

By this agreement the ___________________________________________________________________ will

(Training Agency) (Phone)

permit ___________________________________ to enter its establishment to participate in Exploratory Work Experience Education. In order to make this opportunity a meaningful experience all persons jointly agree to the following:

STUDENT WILL:

1. Enter this program to learn as much as the training supervisor can provide in the nature of occupational information, skills, and attitudes.

2. Keep regular attendance, both in school and on the exploratory work station and will not work on any day he/she fails to attend school. Student will notify the training supervisor if he/she is unable to work.

3. Not receive wages or any payment for participation in the Exploratory Work Experience Education program nor work for pay in the same, or similar work station, during hours when he/she is not assigned as an Exploratory Work Experience student.

4. Demonstrate honesty, punctuality, courtesy, a cooperative attitude, proper dress and grooming habits and a willingness to learn.

5. Inform Work Experience Coordinator of any changes or problems concerning his/her program.

6. Complete all forms and related instruction assignments required by the program.

PARENT WILL:

1. Support and encourage the student in his/her endeavors and responsibilities.

2. Assume responsibility for the conduct of the student while working and for the transportation of the student to and from the exploratory work station.

AGENCY WILL:

1. Provide training from __________ to __________five days a week: ____hours per day. This shall be progressive, passing from one job station to another in order that the trainee may become knowledgeable on the different phases of the occupation.

2. Provide time for consultation with the Work Experience Coordinator concerning the student and assist in the evaluation of the student.

3. Not eliminate a training program without consulting with the Work Experience Counselor.

4. Not pay a student wages for his/her participation in Exploratory Work Experience Education.

5. Not pay a student wages for like work in the same or similar work station during the hours when he/she is not assigned to Exploratory Work Experience Education.

6. Not use the Exploratory Work Experience student to replace a regular employee.

SCHOOL WILL:

1. Provide insurance for students involved in Exploratory Work Experience Education.

2. Assist student to improve performance and help to solve problems related to the program.

3. Make periodic visits to the job station to observe the student and to consult with the Training Supervisor concerning progress and training of student.

4. Provide related instruction for the student.

5. Assign a grade and grant credit based upon: (a) evaluation by Training Supervisor; (b) completion of related instruction assignments; (c) number of hours worked.

______________________________________ ______________________________________________

(Agency Representative's Signature) (Date) (Student's Signature) (Date) (Phone)

______________________________________ ______________________________________________

(Name of Agency) (Parent's Signature) (Date)

______________________________________ ______________________________________________

(Address of Agency) (Agency Phone)

______________________________________________

(Work Experience Counselor's Signature)

Copies to: Coordinator

Agency

Student

BACK TO TABLE OF CONTENTS

INTERNSHIP PROGRAM

Feedback from Workplace Supervisors of Interns

Thank you for participating in the Internship Program established as another component of our School-To-Career program. We hope you found the experience rewarding, and we would like to get your feedback. Please take a few moments to complete this evaluation, and provide any comments you wish to add. To return, just fold and staple; our routing address is on the back.

1. How would you rate the interview/selection process for your intern?

VERY GOOD - GOOD - NEUTRAL - POOR - VERY POOR

_____________________________________________________________________________________

2. If you rated the process NEUTRAL, POOR, or VERY POOR to No. 1, what do you recommend be done to improve the process?

_____________________________________________________________________________________

3. How would you rate the training your intern received prior to starting?

VERY GOOD - GOOD - NEUTRAL - POOR - VERY POOR

_____________________________________________________________________________________

4. If you responded NEUTRAL, POOR, or VERY POOR to No. 3, what additional training do you recommend be provided?

_____________________________________________________________________________________

5. How well did your intern fit into your office environment?

VERY WELL - NEUTRAL - NOT AT ALL WELL

_____________________________________________________________________________________

Feedback Form (continued)

6. If you responded NEUTRAL, or NOT AT ALL WELL to No. 5, what considerations or processes might have caused a better match?

_____________________________________________________________________________________

7. How would you rate the support you received from the school site?

GOOD - NEUTRAL - POOR

_____________________________________________________________________________________

8. Overall, how would you rate the Internship Program?

VERY BENEFICIAL - SOMEWHAT BENEFICIAL - NOT AT ALL BENEFICIAL

_____________________________________________________________________________________

9. Any additional comments/recommendations?

_____________________________________________________________________________________

NAME:__________________________________ LOCATION:_______________________________

BACK TO TABLE OF CONTENTS

Internship Program Rating Form

Rate your performance. Use the Rating Scale below.

Performance

Characteristics

Student

Rate

Teacher

Rate

Comments

Interest in Work (attitude shows eagerness)

Ability to Learn (persistent in learning, understanding, problem solving before asking the supervisor)

Follows Directions

Works Well with Others (cooperative, supportive without being distracting)

Courteous to Others

Works Well without Supervision

Quality of Work (work is formatted correctly, spellchecked, and proofread)

Meets Deadlines (turns work in on time)

Respect for Authority (demonstrated at all times through body and verbal language)

Attendance (no more than three absences in the entire semester)

Punctuality (comes to class on time; working before the tardy bell rings)

Professional Behavior (good listening skills, polite, cooperative, calm behavior, does not chew gum, maintains an organized work station, treats others with respect)

Initiative (an active participant in his/her learning; shows motivation and interest; independent worker)

Output of Work (efficient and timely completion of all assignments; good timed writing speeds)

TOTAL POINTS ________________________ OVERALL RATING ________________________

Rating Scale: 5 = Excellent

4 = Above Average

3 = Average

2 = Needs Improvement

1 = Unsatisfactory

BACK TO TABLE OF CONTENTS

REGIONAL OCCUPATIONAL PROGRAM (ROP)

Individualized Training Plan

o COMMUNITY CLASSROOM o Fall

o COOPERATIVE VOCATIONAL EDUCATION o Spring

o Summer

Student Name_____________________________________________ Emergency Phone ________________________

School of Residence _______________________________________________________________________________

Birth date________________________________________________ Social Security No. _______________________

Program Title_____________________________________________ District ________________________________

Teacher _________________________________________________ Phone _________________________________

Name

Location

Manager/Employer

Phone

Training Schedule: ____________________________________________________________Date_______________________________

The purpose of this program is to assist the student in developing and/or expanding occupational competencies through a combination of related classroom instruction and on-the-job training experiences. In order to participate in this program the student must be concurrently enrolled in and attending the related classroom portion of the program, and conform to the rules and regulations of the training stations. Students who provide their own private transportation (drive their own vehicle) must have a valid California driver's license and meet the financial responsibility requirements of California Vehicle Code Sections 16020 and 16021. All parties involved in this program agree to comply with the conditions of the training agreement and all appropriate state and federal regulations. A copy of this training sheet shall be maintained at the training station.

________________________________________________________________________________________________

Student's Signature Date

________________________________________________________________________________________________

Parent's or Guardian's Signature (if student is under 18 years of age) Date

________________________________________________________________________________________________

Teacher's Signature Date

Expected Duration Location of Training Teacher's Verification

Occupational Competencies of Training Classroom OJT Init. Date

(Attach Additional Competencies)

This is to verify that _______________________________________ has acquired the competencies initialed above demonstrating a proficiency equivalent to entry level employment.

Final Grade ____________ Total Hours ____________ Teacher's Signature/Date ______________________________

Comments _____________________________________________________________________________________

_______________________________________________________________________________________________

Copies to: Teacher

Student

Employer

BACK TO TABLE OF CONTENTS

REGIONAL OCCUPATIONAL PROGRAM (ROP)

Community Classroom

TRAINING AGREEMENT

The purpose of this program is to assist Regional Occupational Program students enrolled in _______________

______________________________ in developing the occupational competencies listed on their training plan through a combination of related classroom instruction and unpaid on-the-job training experiences.

The ___________________________________________________ School District cooperating with the County Regional Occupational Program (ROP) and _______________________________________ located at __________________________________________________ mutually agree to the following responsibilities:

The training station management shall:

1. Have a clear understanding of program objectives and a willingness to participate.

2. Be engaged in a business operation which requires employment in the occupation for which the training is provided.

3. Provide the student with unpaid on-the-job training experiences in an environment that will not endanger the health, safety, welfare or morals of the student.

4. Provide adequate equipment, materials and other resources which will expand the competencies developed in the related classroom instruction portion of the program.

5. Assist in developing a training agreement and training plan.

6. Consult with the community classroom teacher regarding the student's progress.

7. Maintain training records (including a copy of the training plan) at the training site.

8. Agree to defend, indemnify, protect, and hold harmless the school district, its officers, agents, and employees against any and all losses, injuries, claims, actions, judgments, and liens which arise from or are connected with the acts or omissions of the training station management, its officers, agents, and employees.

The School District shall:

1. Provide a related classroom instruction program for community classroom students that is: (a) scheduled an average of three instructional periods per week for the length of the program with a minimum of one instructional period per week, (b) based on the skills knowledge and attitudes necessary for employment in the occupation for which training is conducted, (c) limited to community classroom students.

2. Release the community classroom teacher an average of one hour per week for every five students for supervision. A minimum of one hour per week shall be provided. (Only the teacher of the related classroom portion of the program will supervise the student's on-the-job training experiences.)

3. Make supervision visits to training stations at least once every three weeks. (Each visit shall include an observation of the student engaged in on-the-job training experiences.

4. Limit the number of students enrolled in a community classroom section to 30 students with a maximum of 75 students per full-time community classroom teacher.

5. Locate and select training stations and plan on-the-job training experiences.

6. Prepare individualized training plans.

7. Monitor student's progress by completing the individualized training plan, provide ongoing and final student evaluation and grant graduation credit for acquisition of occupational competencies.

8. Develop and keep file records, including: training agreements, training plans, on-the-job supervision observations, and on-the-job training site locations with students' training hours.

9. Agree to defend, indemnify, protect, and hold harmless the training station management, its officers, agents, and employees against any and all losses, injuries, claims, actions, judgments, and liens which arise from or are connected with the acts or omissions of the school district, its officers, agents, and employees.

All on-the-job training experiences provided at the above location shall be in accordance with the student's training plan which includes occupational competencies and duration of training for attainment of each competency.

All training experiences shall be under the immediate supervision and control of a Regional Occupational Program teacher who is an employee of the School District and holds a valid California teaching credential. Upon determination by the teacher that the student has achieved a competency, the student shall be assigned to other competencies. A student who has attained a competency shall not continue those tasks encompassed by that competency without pay.

Training Agreement (Continued)

Unpaid on-the-job training experiences shall not: (a) provide the training station management with any immediate benefit, (b) allow a student to replace an employee or cause an employee's hours to be reduced, nor preclude the hiring of additional employees, (c) include productive work of any kind.

The School District is considered the legal employer. The County Superintendent of Schools shall carry Public Liability Insurance and Worker Compensation Insurance covering students enrolled in a Community Classroom course. The District shall carry Public Liability Insurance and Worker Compensation Insurance covering the teacher of a Community Classroom course.

Neither the School District nor the training station management shall discriminate against any student or employee on the basis of race, color, national origin, sex, marital status, parental status, or handicap in employment practices or on-the-job training experiences.

All Community Classroom Training Agreements shall be in effect until terminated or amended by mutual written consent of the parties and/or may be terminated upon sixty (60) days notice in writing by either party.

____________________________________ ______________________ __________________________

Training Station Management's Signature Telephone Number Date

____________________________________ ______________________ __________________________

Vocational Education Director's Signature Telephone Number Date

(or designee)

Copies to: Director or Designees

Employer

BACK TO TABLE OF CONTENTS

REGIONAL OCCUPATIONAL PROGRAM (ROP)

Cooperative Vocational Education

TRAINING AGREEMENT

The purpose of this program is to assist ________________________________________, a Regional Occupational Program student enrolled in _________________________________, in expanding the occupational competencies listed on his/her training plan through a combination of the _______________________________________________

_____________________ School District cooperating with the County Regional Occupational Program (ROP) and _______________________________ located at ______________________________________ mutually agree to the following responsibilities:

The student shall:

1. Be at least 16 years of age, except a student with exceptional needs.

2. Have parent or guardian approval if under 18 years of age.

3. Be a full-time student.

4. Be concurrently enrolled in and attending the related classroom portion of the program.

The training station employer shall:

1. Have a clear understanding of the program objectives and a willingness to participate.

2. Provide adequately supervised paid on-the-job training experiences that: (a) are regularly scheduled for a minimum of 8 hours to a maximum 15 hours per week, (b) are in an occupation for which the program is approved, (c)will not endanger the health, safety, welfare, or morals of student, (d) have adequate equipment, materials, and other resources that provide an appropriate learning opportunity, and (e) are in compliance with Federal and State labor laws.

3. Assist in developing a training agreement and training plans.

4. Consult with the cooperative vocational education teacher regarding the student's progress.

5. Maintain training records (including a copy of the training plan) at the training station.

6. Provide insurance coverage for employees in accordance with existing law.

Name of Worker's Compensation Insurance Company _______________________________________________

7. Compensate cooperative vocational education student at least at the minimum wage as stipulated by current California State Industrial Welfare Commission Orders. (A work permit is required for all employees under 18 years of age.)

The School District shall:

1. Provide a related classroom instruction program for cooperative vocational education students that is: (a) scheduled an average of three instruction periods per week for the length of the program with a minimum of one instructional period scheduled per week, (b) organized to ensure that every student will have sufficient hours of directly related classroom instruction and paid on-the-job training experiences necessary for employment advancement in the occupation for which training is conducted, (c) limited to cooperative vocational education students.

2. Release the cooperative vocational education teacher an average of one hour per week for every five students for supervision. A minimum of 1 hour per week shall be provided. (Only the teacher of the related classroom portion will supervise the student's on-the-job training experiences.

3. Make supervision visits to training stations every four weeks. (No less than every second visit shall include an observation of the student engaging in on-the-job training experiences.)

4. Select and approve students who qualify for enrollment in the program.

5. Assist students with career planning and identifying employment and educational objectives.

6. Limit the number of students enrolled in a cooperative vocational education section to 30 students with a maximum of 75 students per full-time cooperative vocational education teacher.

7. Locate and select training stations and plan on-the-job training experiences.

8. Prepare individualized training plans.

9. Monitor student's progress by completing the individualized training plan, provide ongoing and final student evaluation, and grant graduation credit for acquisition of occupational competencies.

10. Develop and keep on file records including: evidence of work permits issued, training agreements, training plans, on-the-job training site locations with student's training hours.

Training Agreement (Continued)

11. Agree to defend, indemnify, protect, and hold harmless the training station employer, its officers, agents, and employees against any and all losses, injuries, claims, actions, judgments, and liens which arise from or are connected with the acts or omissions of the school district, its officers, agents, and employees.

Neither the School District nor the training station employer shall discriminate against any student or employee on the basis of race, color, national origin, sex, marital status, parental status, or handicap in employment practices or on-the-job training experiences.

All Cooperative Vocational Education Training Agreements are contingent upon the student attending the related classroom portion of the program and will be in effect until terminated or amended by mutual written consent of the parties and/or may be terminated upon sixty (60) days notice in writing by either party.

______________________________________________ __________________ ____________

Student's Signature Telephone Number Date

______________________________________________ __________________ ____________

Parent's or Guardian's Signature (if student is Telephone Number Date

under 18 years of age)

______________________________________________ __________________ ____________

Training Station Employer's Signature Telephone Number Date

______________________________________________ __________________ ____________

Vocational Education Director's Signature (or designee) Telephone Number Date

Copies to: Director or Designees

Employer

BACK TO TABLE OF CONTENTS

REGIONAL OCCUPATIONAL PROGRAM (ROP)

RECORD OF SUPERVISION VISITS

o COMMUNITY CLASSROOM

o COOPERATIVE VOCATIONAL EDUCATION

Program Title ___________________________________________ Teacher _______________________

* Date

of

Visit
Name of Student Teacher's Observations

* Community classroom training stations shall be visited at least once every three weeks. (Each visit shall include an observation of the student engaged in on-the-job training experiences.)

Cooperative vocational education training stations shall be visited at least once every four weeks. (No

less than every second visit shall include an observation of the student engaged in on-the-job training experiences.)

BACK TO TABLE OF CONTENTS

REGIONAL OCCUPATIONAL PROGRAM (ROP)

STUDENT EVALUATION

o COMMUNITY CLASSROOM Quarter 1 2 3 4

o COOPERATIVE VOCATIONAL EDUCATION

Student Name _________________________________________________________________________________

Training Station Manager/Employer _______________________________________________________________

_____________________________________________________________________________________________

Manager/Employer: Please assist us by completing this form for the above student. Your ratings and comments will be used in directing the student's training experiences.

RELATIONS WITH OTHERS ATTITUDE - APPLICATION TO WORK

o Exceptionally well accepted o Outstanding in enthusiasm

o Works well with others o Very interested and industrious

o Gets along satisfactorily o Average in understanding and interest

o Has some difficulty working with others o Somewhat indifferent

o Works very poorly with others o Definitely not interested

JUDGMENT DEPENDABILITY

o Exceptionally mature o Completely dependable

o Above average in making decisions o Above average in dependability

o Usually makes the right decision o Usually dependable

o Often uses poor judgment o Sometimes neglectful or careless

o Consistently uses bad judgment o Unreliable

ABILITY TO LEARN QUALITY OF WORK

o Learns very quickly o Excellent

o Learns rapidly o Very good

o Average in learning o Average

o Rather slow in learning o Below average

o Very slow o Very poor

ATTENDANCE PUNCTUALITY

o Regular o Irregular o Regular o Irregular

Student Evaluation - (Continued)

OVERALL RATING

o Excellent o Very Good o Average o Marginal o Poor

Comments:

_________________________________________________________________________________________

________________________________________________________ _________________________

Training Station Manager/Employer's Signature Date

BACK TO TABLE OF CONTENTS

REGIONAL OCCUPATIONAL PROGRAM

WEEKLY TIME REPORT

o COMMUNITY CLASSROOM Date Due ____________________

o COOPERATIVE VOCATIONAL EDUCATION

Student Name _________________________________________________________________________

Training Station Manager/Employer _______________________________________________________

Program Title_________________________________ Teacher _________________________________

Student: This time report must be signed by your training station manager/employer and turned in each Monday following the training week to the teacher of your related instruction class.

List things you did or learned this week:

1. ___________________________________________________________________________________

2. ___________________________________________________________________________________

3. ___________________________________________________________________________________

Number of training hours:

Beginning Monday ____________ o o o o o o o o^*

Date Mon Tue Wed Thu Fri Sat Sun Total

___________________________________________ ______________________

Training Station Manager/Employer's Signature Date

Optional Comments: ____________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

* On-the-Job Training Hours

Community Classroom

Maximum attendance hours per course catalog schedule 5 days per week.

Cooperative Vocational Education

Maximum 8 hours, maximum 15 hours of attendance in any calendar week.

Classroom attendance is in addition to on-the-job training attendance.

BACK TO TABLE OF CONTENTS

Order Form

To: California Department of Education Date ________________
Bureau of Publications, Sales Unit
P.O. Box 271
Sacramento, CA 95812-0271

Name____________________________________________ o Please send me a free copy of the current Educational

Address__________________________________________ Resources Catalog, which

contains lists of instructional

________________________________________________ materials available from the

City State Zip code California Department of

Education.

Item

Number

Title of Publication

Number of

Copies

Price per

Copy

Total

Business Education Career Path and Model

Curriculum Standards $10.75

Subtotal

$

California residents: Please add

7.75% sales tax.

$

Total amount

$

Ordering Information

Orders in the United States can be made by check (made payable to California Department of Education), VISA or MasterCard credit cards, or purchase orders. Please use VISA or MasterCard credit cards for orders outside the United States.

For additional information call, toll-free,

1-800-995-4099

BACK TO TABLE OF CONTENTS

BUSINESS EDUCATION RESOURCES ORDER FORM

Please indicate the items you wish to order (limit of 1 copy each per site):

_____ Integrated Performance Activities - 1994 - Business Education Resource Consortium - Contains integrated performance activities for Business Technology Core, Marketing, Business Management, Computer Science/Information Systems, Accounting/Finance, and Entrepreneurship.

_____ Program Sequence Guide - 1994 - Business Education Resource Consortium - Contains program sequences for all business education career paths for high school through postsecondary.

_____ Outreach and Guidance Strategies - 1995 - Business Education Resource Consortium - Provides strategies to inform and involve educators, students, parents, and employers in the Tech Prep program.

_____ Business Management: Integrated Performance Activities and Sample Program Sequences - 1996 - Business Education Resource Consortium - Additional integrated performance activities and sequences for Business Management Career Path.

_____ Marketing: Integrated Performance Activities and Sample Program Sequences - 1996 - Business Education Resource Consortium - Additional integrated performance activities and sequences for Marketing Career Path.

_____ Accounting and Finance: Integrated Performance Activities and Sample Program Sequences - 1996 - Business Education Resource Consortium - Additional integrated performance activities and sequences for Accounting and Finance Career Path.

_____ Computer Science and Information Systems: Integrated Performance Activities and Sample Program Sequences - 1996 - Business Education Resource Consortium - Additional integrated performance activities and sequences for Computer Science and Information Systems Career Path.

_____ Workplace Learning Strategies - 1996 - Business Education Resource Consortium - Strategies for implementing school-based learning, work-based learning, and connecting activities in your school and local community.

_____ Tech Prep Quick Reference Guide - Southwestern College and Sweetwater High School Consortium - Strategies to help administrators, counselors, educators, and support staff understand how Tech Prep can lead to an Associate Degree.

_____ How the Implement a Business Education Career Path - 1996 - A manual for local practitioners interested in implementing a career path in Business Education.

Order from: Business Education Resource Consortium
Allan Hancock College
800 S. College Drive
Santa Maria, CA 93454
Telephone: (805) 922-6966, ext. 3613
Fax: (805) 349-9594

PLEASE PRINT NAME AND ADDRESS OF PERSON TO RECEIVE MATERIALS:

Name ___________________________________________________________________

School ___________________________________________________________________

Street ___________________________________________________________________

City __________________________________________________ ZIP _______________

BACK TO TABLE OF CONTENTS

CALIFORNIA CAREER-TECHNICAL ASSESSMENT PROGRAM (C-TAP)

Materials Order Form

1. Your Information:

Name: _______________________________________________Title: _______________________________

School/Organization: ___________________________________Subject(s) taught: _____________________

Address: _________________________________________________________________________________

City: ________________________________________________ State ____________ Zip _______________

Work Phone: __________________________________________ Fax: _______________________________

2. What Materials Would You Like:

o Complimentary Packet (includes 1 free copy of both the Teacher and Student Guidebooks)

o Additional Student and Teacher Guidebooks:

Materials Quantity x In CA Unit Price or Outside CA Unit Price = Total

Student Guidebook $4.00 $5.00

Teacher Guidebook* $4.00 $5.00

Payment must accompany order. Purchase orders will not be accepted.

Total:

$

Checks should be payable to: West Ed Laboratory, 730 Harrison St., San Francisco, CA 94107

Send to the attention of: Christian Holden (415) 241-2717

* Special Pricing Information: For every 15 Student Guidebooks ordered, we will automatically provide 1 free Teacher Guidebook. Indicate quantity under Teacher Guidebooks only if you want to purchase additional copies.

o Program-Specific Supplements: Available at no extra cost, each free set of supplements consists of: 1) Model Curriculum Standards; 2) Writing Sample Topic Ideas; 3) Work Sample Ideas and Summary; 4) Sample Project Aims; and 5) Examples of student portfolios and projects. Fill in the circles corresponding to the program area materials you'd like to receive:

Agriculture o Animal Science o Agriculture Core o
Business o Computer Science & Information Systems o Marketing o
Health Careers o Health Careers o Home Economics o Child Development and Education o
Food Service & Industrial & Technical Education o Construction Technology o Tech Core o

THANK YOU FOR YOUR INTEREST IN C-TAP

Last major update: November 23,1999 (DN)
Content maintained by the AHC Tech Prep WebTeam.

Table Of Contents	School Links	Other Links	Main Menu

Types of career paths involved with this industry/organization. Who are the "stakeholders" involved with the "company" who are concerned about the success of the organization (internal and external customers)?	Tools of technology used in problem-solving (examples of production work).

Example problems to be solved-project examples in the workplace; (design, develop, implement solution/action to solve problem or support improvement)	Necessary Skills for effective team work; (Attitudes, attributes, open-mindedness, social skills, ethics, etc.)

"Picture" what is needed to be an effective communicator with excellent impression in job search efforts (portfolio of resume, letters of appreciation, application form, samples of work and what each says seeker can do).
BACK TO TABLE OF CONTENTS

Tier	Student	Work Site
I.	Goals unfocused Seeking career ideas Willing to work, but Undisciplined	Understanding Mentor Low level expectations Close supervision available
II.	Motivated toward general goals Exploring career options Has some skills and able to work with less supervision	Flexible mentors with varied skills Mentor willing to allow exploration Moderate expectations for student
III.	Highly motivated, focused goals On career track, knows what's needed and how to get there Mature, works well independently	Highly skilled mentor with patience Supplemental training available Workplace willing to let student work independently part of the time

JOB PERFORMANCE	OUTSTANDING	ABOVE AVERAGE	AVERAGE	NEEDS IMPROVEMENT
Punctuality
Ability to follow instructions
Initiative
Ability to work with others
ATTITUDES ON THE JOB
Enthusiasm
Courtesy
Ability to accept criticism
Compliance with company rules
Cooperation
Desire to learn
PERSONAL APPEARANCE
Appropriate attire
Grooming

Date	Time In	Time Out	Briefly Describe Activities/Observations

Conditions	Community Classroom	Cooperative Vocational Education
Student is paid	No	Yes

Work permit is required (if under 18 years of age)	No	Yes

Provider of worker's compensation insurance	County Office of Education	Employer

Minimum/maximum hours per week of on-the-job training	Per course catalog schedule	8 to 15 hours

Schedule of related classroom instruction	One period per week; average three periods per week for length of program	One period per week; average three periods per week for length of program

Schedule of supervision visits to training station	Once every three weeks	Once every four weeks

Responsible for supervision at training stations	Teacher of related class	Teacher of related class

Attendance reporting	Maximum attendance hours per course catalog schedule, maximum 5 days per week. Classroom attendance is in addition to on-the-job training attendance	Minimum 8 hours to a maximum 15 hours of attendance in any calendar week. Classroom attendance is in addition to on-the-job training attendance

Student/teacher ratio	30 per class 75 per teacher	30 per class 75 per teacher

Training agreement required	Yes	Yes

Individualized training plan required	Yes	Yes

Performance Characteristics	Student Rate	Teacher Rate	Comments
Interest in Work (attitude shows eagerness)
Ability to Learn (persistent in learning, understanding, problem solving before asking the supervisor)
Follows Directions
Works Well with Others (cooperative, supportive without being distracting)
Courteous to Others
Works Well without Supervision
Quality of Work (work is formatted correctly, spellchecked, and proofread)
Meets Deadlines (turns work in on time)
Respect for Authority (demonstrated at all times through body and verbal language)
Attendance (no more than three absences in the entire semester)
Punctuality (comes to class on time; working before the tardy bell rings)
Professional Behavior (good listening skills, polite, cooperative, calm behavior, does not chew gum, maintains an organized work station, treats others with respect)
Initiative (an active participant in his/her learning; shows motivation and interest; independent worker)
Output of Work (efficient and timely completion of all assignments; good timed writing speeds)

	Expected Duration	Location of Training		Teacher's Verification
Occupational Competencies	of Training	Classroom	OJT	Init.	Date

*Item* *Number*	*Title of Publication*	*Number of* *Copies*	*Price per* *Copy*	*Total*
	Business Education Career Path and Model
	Curriculum Standards		$10.75

Subtotal				$
California residents: Please add 7.75% sales tax.				$
Total amount				$

Materials Quantity x In CA Unit Price or Outside CA Unit Price = Total
Student Guidebook	$4.00	$5.00
Teacher Guidebook*	$4.00	$5.00
Payment must accompany order. Purchase orders will not be accepted.			Total:	$
Checks should be payable to: West Ed Laboratory, 730 Harrison St., San Francisco, CA 94107 Send to the attention of: Christian Holden (415) 241-2717
* Special Pricing Information: For every 15 Student Guidebooks ordered, we will automatically provide 1 free Teacher Guidebook. Indicate quantity under Teacher Guidebooks only if you want to purchase additional copies.