Appendix A

Transcription

Appendix A

APPENDIX A
Exemplar DDMs Developed by CVTE Educators
Referenced in this Guidance Document
Table of Contents
Exemplar DDMs Developed by CVTE Educators That Are Referenced in This
Guidance Document .......................................................................................................................... A-i
ATTLEBORO PUBLIC SCHOOLS .......................................................................................................... A-1
BLACKSTONE VALLEY RVTHS ........................................................................................................... A-20
CAMBRIDGE RINDGE & LATIN....................................................................................................... A-101
LOWER PIONEER VALLEY .............................................................................................................. A-104
MINUTEMAN RVTHS ..................................................................................................................... A-128
MONTACHUSETT RVTSD ............................................................................................................... A-138
SOUTHEASTERN RVTHS ................................................................................................................. A-154
TRI-COUNTY RVTHS ....................................................................................................................... A-202
WHITTIER RTHS ............................................................................................................................. A-205
Exemplar DDMs Developed by CVTE Educators That Are Referenced in This Guidance Document
DISTRICT
CONTACT NAME
PROGRAM AND ASSESSMENT
ATTLEBORO PUBLIC
SCHOOLS
• Susan Edmonds,
Vocational Director
• [email protected]
• All CVTE Programs: Employability Unit
Pre/post-test
BLACKSTONE VALLEY
RVTHS
• Tom Belland,
Vocational Coordinator
• Plumbing, Health Assisting, Carpentry, and
Automotive Technology: Certificate of
Proficiency (C.O.P.)
CAMBRIDGE RINDGE
AND LATIN
• Michelle Watson Maxwell,
Design and Visual Communications
Instructor
• Design and Visual Communications:
Creative Design Level 1 Mid-term and Final
Exams
LOWER PIONEER
VALLEY
• Kenneth Rocke,
Retired Carpentry Instructor
• Carpentry: Competency profile and
checklists
• Michelle Roche,
Vocational Director
• Design and Visual Communications :
Brochure Redesign Project and Rubric
Grade 10 Final Exam
• Kathleen Smith,
Early Care and Education Instructor
• All CVTE Programs: End-of-Year Capstone
Project with Rubrics Grades 9–12
MONTACHUSETT
RVTSD
• Genevieve Castillo,
Drafting Instructor
• Architectural Drafting: Drafting Technology
Pre/Post-Test Grades 11–12
SOUTHEASTERN
RVTHS
• Leslie Weckesser,
Vocational Director
• All CVTE Programs: End-of-Year Student
Portfolio Grades 9–12
TRI-COUNTY RVTHS
• Heidi Getchell-Bastien,
Criminal Justice Instructor
• Criminal Justice: Demonstration of Crime
Scene Techniques
WHITTIER RTHS
• Leanne Lyons,
Marketing Instructor
• Marketing: Marketing Education Strand 2
Technical Mid-term Exam
MINUTEMAN RVTHS
A-i
ATTLEBORO PUBLIC SCHOOLS
All CVTE Programs:
Employability Unit Pre-Test/Post-Test
A-1
Attleboro High School
Career and Technical Education Department
Employability Unit
Program: Career and Tech Department
Level: 2
4.A
Unit Name: Develop employability skills to secure and keep employment in
chosen field.
Mastery Objectives:
1. Students will be able to identify career pathways within program
2. Students will be able to demonstrate self-management skills needed to get
and keep a job.
3. Students will be able to explain the new employee payroll process
including the forms needed to be filled out during the hire process
4. Students will be able to complete an authentic Job Application.
5. Students will be able to create a resume and cover letter.
6. Students will be able to show initiative by coming up with unique solutions
and taking on extra responsibilities.
7. Students will be able to explain the importance of setting goals and
demonstrate the ability to set, reach, and evaluate goals.our plan for the
future
8. Students will be able to value the importance of personal professionalism
in developing
9. Students will be able to demonstrate good interview skills.
Competencies addressed:
4.A.01a
4.A.02a
4.A.03a
4.A.04a
4.A.05a
4.A.06a
4.A.07a
4.A.08a
4.A.09a
Evaluate industries, organizations, and careers based on multiple
sources of research and information.
Assess interest areas to determine potential career pathways,
including career ladders.
Develop a career plan with alternatives.
Complete job applications and related employment documents (e.g.
W-4).
Create professional cover letters, resumes, and portfolios in a variety
of formats (print and electronic).
Apply job search skills to seek, evaluate, apply for, and accept
employment.
Demonstrate good interviewing skills.
Demonstrate employability skills needed to get and keep a job.
Assess alternative occupational choices (e.g. working conditions,
benefits, and opportunities to change).
A-2
Materials and Equipment:
1)
2)
3)
4)
Sticky notes
Index cards
Flip Chart
Handouts: “Program Specific Authentic Job Description”, “Mock Interview
Q&A”, “Resume Worksheet”, “W-4 & I-9 Form”, “ Application Check –List”,
“Interview Questions”, “Cover Letter 101”, “Individual Program Authentic
Job Application”, “Go For It-Self Check” and “Are You Ready for Your
Interview?”
5) Pens
6) Computer access
Major Activities/Project/Lesson:
Day 1 Successful Job Search
1) Activator: List 5 potential career pathways within the specific CTE program
2) On the Board: Have students post sticky notes: review experience and
salary requirements
3) Distribute authentic Job description to students with application
4) Divide students into groups of 2-3 Handout “Application Check List”
Discuss- Give students the blank job application. Have them complete the
application to the best of their ability, using real information if they can provide it.
For the purposes of this activity, they can consider volunteer activities as
previous employment. Remind students to highlight experiences they think would
be useful in a product packaging and shipping department.
Of course, not all students will be able to provide real information for all parts of
the job application -- they may not recall the starting date of a job or volunteer
activity, for example.
Explain that it is best not to leave information out of an application if you can help
it.
However, truthful, real information is very important on a real job application, so
we will not
make up information for this practice application. It is OK to leave some parts
blank if necessary.
5) Complete Job Application in Pen
6) Peer edit in pairs –Encourage constructive feedback
7) Introduce W-4 and I- 9 Form
8) Students complete
A-3
9) Closing: 3-2-1 Three application Skills – 2 application Don’ts- 1 question
not answered
Day 2 Resume Draft
1) Activator: Name 5 action words that could be used to describe you on a
resume
2) Discuss
3) Hand out Resume Work Sheet
Discuss: Hints and Tips for Working with Youth on Resumes
• It is better for a resume to be basic, correct and easy to read than complicated,
hard to read and with errors.
• When you sit down with someone to work on their resume, talk about what
makes a good resume before they
create theirs — then they won’t be surprised when you edit for mistakes.
• Don’t forget to praise — always point out 1 or 2 things that you really like and
are impressed about in their
resume — and start out on a positive foot.
• Instead of correcting every mistake as they go along, wait until they have a first
draft, and hopefully, a sense
of accomplishment — then make edits as necessary.
• When making edits, make sure that you explain the “why.” Give them the choice
to make changes and
corrections. Categorize your edits into several categories — spelling, verb tense,
format etc. — then ask them
which of these are most important to correct and work through talking about why
each of these is important.
• Put on your “employer hat” and explain to them what you are looking for and
how it felt to read through
their resume — what stood out to you the most, what would you have like to have
seen.
• Sometimes employers receive so many resumes that they are looking for
reasons to narrow down the pool
of applicants — correcting simple errors is a way to avoid this fate for your
resume.
• Explain that, when composing a resume on the computer, they can easily copy
a resume into a new document
and make small changes with little effort.
• Remember that our job is to help youth present themselves in the best light
possible — never encouraging
mis-representation — but creativity!
• When struggling with someone who does not want to put the time into a resume
talk with them about:
– the impression they are trying to make on an employer
– if it is worth it to spend time writing a sloppy resume if it probably won’t win
them the job or the minimal extra time it will take them to have a good resume
A-4
that gives them a better chance of getting a job
1) Using Rubric- have students work in pairs and peer edit the draft
2) Students will type a draft copy
5) Closing: List Headings included on a resume
Day 3 The Cover Letter-Draft
1) Activator- Handout- Students will discuss in pairs 5 Top Things To
Remember About Cover Letters
2) Discuss: Explain to students that “business letters” are the way to
professionally communicate with potential employers. Hand out
“Why Write a Cover Letter?” and “Writing a Cover Letter” sheets. Explain
that the cover letter is an introduction of themselves
and their skills, and is often read before the resume. If the cover letter is not
informative and well-organized, the employer
may not read the resume. Therefore, stress the importance of getting across
why the employer would want to hire you
3) Ask students to look over their completed resume to review their skills and
experience. Ask students to choose a job position in particular CTE field.
Ask them to prepare a hand-written cover letter for the
position. Give out “Cover Letter Format Guidelines” and “Sample Cover
Letter” handouts for the students to use as guides.
When they are done, students can peer edit their work, and have the Instructor
read over it too. Remind students to be fair and constructive in their edits.
4) Closing: List two functions of a cover letter
Day 4 The Interview- Mock
1) Activator: List four “Dos” and four “Don’ts” to do on a job interview / sticky
notes to go on to flip chart with each heading
2) Hand out graphic organizer “Prep for Job Interview” for students to use to
highlight takeaway skills from Mock Interviews
3)Discuss: Explain to students that obtaining a job interview is an
accomplishment in itself. An interview means that the employer thinks you
may be a good match for the job and wants to meet you in-person.
Furthermore, explain that in many cases, employers judge
candidates by their promptness, dress, and communication skills at a job
interview.
Discuss what happens before an interview — Ask students what they think
happens at a job interview, and how they should
prepare for it. Have them web or brainstorm ideas on the worksheet “Ready,
Set, Go For It.” Ask them to add ideas after
reading “Ready Self Check Sheet” to complete the web.
Discuss what happens during the interview — Ask students to read the
worksheet “Go For it Self Check Sheet”
A-5
if comfortable, or individually). Ask what some of the feelings are that one might
have during a job interview (nervous, proud,
scared, unsure, excited), and create a list together of “tools” that would be good
to have (i.e., eye contact, neat appearance, firm handshake, confident smile,
careful listening, speaking loudly and clearly (no slang, etc.).
4) Discuss: Why is it important to Turn Off Your Cell Phone!
5)Review common Interview questions / responses
6) If possible- set up the room -chairs in a circle with two seats in the center.
The teacher will be the employer. Secure at least three students as volunteers.
Using list of interview questions- simulate an authentic job interview with each
student. The class will observe critiquing what went well and recommend
improvements with respect to the volunteers.
7) Closing: Students will write on index cards- 3-2-1 Three items of Professional
appearance- Two positive tools to use during the interview- One thing to avoid
during the interview
Approximate Time Allotment:
2-4 blocks
Methods of Assessment:
Mock Interview
Rubric
Draft Resume & Cover Letter completion
Complete job application and W-4 / I-9
3-2-1 Index Cards
A-6
EMPLOYABILITY SKILLS 4.B UNIT PLAN
Program: Career and Technical Education (all programs)
Level: 2
Unit Name: Communicating within the Career and Technical Field
Unit Objectives:
Students will be able to show effective communication skills in the career and technical
field using multiple modes of communication.
Key Concepts:
• Reading, Writing, and Oral Communication Skills
• Active Listening Skills
• Interpreting various graphs
• Workplace Etiquette/Protocol
4.B
Communicate in multiple modes to address needs within the career and technical
field.
4.B.01a Apply strategies to enhance effectiveness of all types of communications
in the workplace.
4.B.02a Apply reading skills and strategies to work-related documents.
4.B.04a Apply basic writing skills to work-related documents.
4.B.06a Explaining information presented graphically.
4.B.07a Use writing/publishing/presentation applications.
4.B.08a Apply basic skills for work-related oral communication.
4.B.09a Explaining proper telephone etiquette and skills.
4.B.10a Lead formal and informal group discussions.
4.B.11a Demonstrate effective negotiation and conflict management.
4.B.12a Apply active listening skills to obtain and clarify information.
4.B.13a Communicate with others in a diverse workforce.
• Index cards
• Handouts: “Flipping the Switch”, “Business Conversation Etiquette”, “Telephone
Etiquette at Work”, “Writing a Summary of an Article”, “Skillful Listening”,
“Listening Exercise”, “How to Read a Bar Graph”, “How to Read a Line Graph
and Circle Graph”, “Interpreting Graphs”, and “Data and Graph Examples Key”
• Professional journal/magazine article (chosen by teacher and geared toward
specific program).
A-7
Major Activities / Project / Lessons:
Day 1: Effective Workplace Communication, Oral Communication in the
Workplace, and Proper Phone Etiquette
1. Activator: Have each student list 3 different types of people that they
communicate with on a daily/weekly basis.
2. Have students get into pairs to discuss, choose 3 out of the 6 total, and write down
how they would address each of those 3 people.
3. Square the groups of two and pass out “Flipping the Switch” worksheet. Give
each group one situation to complete/act out/draw etc. (their choice) for each type
of person listed (or for each type of person that they came up with earlier).
4. Upon completion, discuss each situation as a class, and the importance of proper
oral communication depending on who you’re conversing with.
5. Pass out “Business Conversation Etiquette” and “Telephone Etiquette at Work”
worksheets to each group of 4. Divide reading into 4 sections.
6. Have each student read one assigned section, highlight important points, and
discuss within their group.
7. Then discuss as a class. Explain importance of proper oral communication in the
workplace and various situations, including diversity in the workplace (ie: phone
calls, formal meetings, informal meetings, etc.)
8. Closure: Type 1:On an index card (or scrap paper), in complete sentences, have
the students write down 3 new etiquette rules they learned/went over today in
class.
Day 2: Reading and Writing Skills in the Workplace
1. Activator: Write the following words on the board: summary, plagiarism, and
paraphrase. Have each student define each word.
2. Discuss what each word is.
3. Pass out “Writing a Summary of an Article”. Refer to the definitions given of
“summary” and “paraphrase” and reinforce the differences.
4. Discuss the steps to writing a summary.
5. Pass out a professional journal/magazine article (related to your career program)
to each student. If you don’t have any professional journals or magazines in your
classroom to use as a resource, this website has some free journal articles that you
can search through, print out and make copies of.
http://highwire.stanford.edu/lists/freeart.dtl
6. Explain to the students that they will be summarizing the given article.
7. Have them read the article, following steps 1-3 of How to Write a Summary on the
handout they were given. They can use a highlighter or underline with a pen or
pencil as needed.
8. Upon completion of steps 1, 2, and 3, have them call you over to review their
work and their thesis, and make sure they are on the right track.
9. If all is well, have them move on to the remaining steps.
10. With 10-15 minutes left, ask them to stop where they are. They should finish the
summary for homework.
11. Closure: In groups of 4-5, students will prepare and present a 5 minute oral
summary of the three main points of the article.
A-8
Day 3: Active Listening Skills
1.
2.
3.
4.
Activator: What is active listening?
Discuss.
Pass out “Skillful Listening” handout. Review and discuss as a class.
Begin the “Listening Exercise”. (Follow the instructions at the top of the
worksheet). Be sure to have a separate copy of each situation listed so you can
pass those out once they are in groups.
5. Once you’ve gotten through steps 7-8 of the “Listening Exercise”, discuss as a
class the importance of active listening. Touch on important points from the
handout “Skillful Listening”.
6. Closure: Give each student an index card for a 3-2-1. Have them write down 3
things they learned about how to be an active listener, 2 reasons it’s important to
be an active listener, and 1 thing they feel they need to improve on in order to
become a better listener.
Day 4: Interpreting Graphs
1. Activator: List as many types of graphs that you can think of.
2. Discuss. Ask for 3 volunteers, one each to draw one type of graph on the board: a
line graph, a bar graph and a circle (pie) graph.
3. Pass out “How to Read a Bar Graph” and “How to Read a Line Graph and Circle
Graph” to each student. Review with the class.
4. Pass out “Interpreting Graphs” to each student and have them complete it
individually or in groups of 2.
5. Closure: Draw a table on the board (see examples given on worksheet called
“Data and Graph Examples Key”). Have the students read and analyze the
information in the table you’ve drawn, write down which graph type they should
use, and explain why they would choose that type of graph. (Be sure to review the
next day.)
4 blocks
• Worksheet completion
• Class participation
• Summary on a journal article
• Employability Skills Assessment
A-9
Employability Unit
Program: Career and Tech Department
Level: 2
Unit Name: Demonstrating Positive Work Behaviors
Mastery Objectives:
1. Students will be able to identify time management and task prioritizing skills.
2. Students will be able to demonstrate self management skills.
3. Students will be able to explain the importance of following workplace
etiquette/protocol.
4. Students will be able to list the causes of stress and effective stress management
techniques.
5. Students will be able to describe the importance of having a positive attitude and
techniques that boost morale.
6. Students will be able to show initiative by coming up with unique solutions and
taking on extra responsibilities.
7. Students will be able to explain the importance of setting goals and demonstrate
the ability to set, reach, and and evaluate goals.
8. Students will be able to value the importance of professionalism, including
reliability, honesty, responsibility, and ethics.
9. Students will be able to demonstrate a respect for diversity and its benefits.
4.D.01a
Identify time management and task prioritization skills.
4.D.02a
Explain the importance of following workplace etiquette/protocol.
4. D.04a
Demonstrate self-management skills.
4.D.05a
List causes of stress and effective stress management techniques.
4.D.06a
Describe the importance of having a positive attitude and
techniques that boost morale.
4.D.07a
Show initiative by coming up with unique solutions and taking on
extra responsibilities.
4.D.08a
Explain the importance of setting goals and demonstrate the ability
to set, reach, and evaluate goals.
4.D.10a
Value the importance of professionalism, including reliability,
honesty, responsibility, and ethics.
4.D.11a
Demonstrate a respect for diversity and its benefit to the
workplace.
A-10
1) Sticky notes
2) Handouts: “Ethics Idea Web”, “A Framework for Ethical Decisions Making”,
“What is Your Office Ethics Quotient?”, “Working Enviroment”, “Discrimination
in the Workplace”, “Get Serious About Setting Goals” and “Stress Management”
Major Activities/Project/lesson:
Day 1 Positive Work Behaviors and Ethics
1) Activator: List 5 Positive Work Behaviors on a sticky note
2) On the Board: Have students post sticky notes: go over
3) Fill In any behaviors they missed emphasizing a positive attitude and taking on
extra responsibility
4) Explain the importance of following workplace etiquette and protocol
5) Divide students into groups of 2-3 Handout “Ethics Idea Web”
6) Discuss
7) Complete “What IS Your Office Ethics Quotient:
8) Discuss
9) Read together “A Framework for Ethical Decision Making”
10) Complete “Working Environment” and Discrimination in the Workplace”
11) Closing: In full sentences write a paragraph on Positive Work Behaviors and how
you can relate them to your industry
Day 2 Goals and Stress Management
1)
2)
3)
4)
5)
6)
7)
8)
9)
Activator: What is a goal?
Discuss
Complete “Get Serious About Goal Setting” Worksheet
Discuss the importance of Goal Setting
Independently: List 5 things that stress students out
Discuss
Read Article “Stress Management” Independently
Have Students List Positive Ways to Deal with Stress on the board
Closing: In complete sentences, write a paragraph on the importance and steps of
creating goals and Effective stress management
1-2 blocks
Worksheet completion
Employability Assessment
A-11
Name: __________________________________________ Date: ________________
1. ______When first meeting someone, you should do the following:
a. wait for the other person to make the introduction first.
b. introduce myself with a smile and offer a handshake.
c. hug the person.
d. ignore the person and walk the other way.
2. ______The following statement is false when it comes to proper phone etiquette:
a. Avoid putting people on hold if possible.
b. Be prompt when answering the phone.
c. It’s ok to sound annoyed on the phone if you’re having a bad day.
d. Be prepared to answer the phone call and questions the person might have.
3. ______When writing a summary of a professional journal article, one should:
a. use only short quotations from the article.
b. make the summary shorter than the original text.
c. preview the article first.
d. all of the above.
4. ______The following is not a step to effective listening:
a. facing the speaker and maintaining eye contact.
b. being aware of your own potential barriers that may impact your ability to listen.
c. trying to picture what the speaker is saying.
d. imposing your ideas and solutions while they are speaking.
5. ______Good non-verbal communication includes:
a. making eye contact.
b. nodding your head.
c. turning your body toward the speaker.
6. ______When listening to someone speak, it’s good to:
a. cross your arms over your chest.
b. lean back in your chair.
c. ask clarifying questions periodically when they pause.
d. chew on your fingernails.
7. ______When you receive criticism on a speech or paper, you should:
a. make note of where you need to improve.
b. get angry and defensive over what was said.
c. deny there is a problem.
d. give them an excuse.
A-12
8. ______When you have a disagreement with a person at work, you should:
a. point out that the person is wrong and why.
b. say little or nothing.
c. just walk away and talk to your boss.
d. listen to what they have to say, ask clarifying questions, then disagree non-judgmentally.
9. ______A line graph is used when:
a. you’re comparing parts of a whole.
b. looking for a trend over time.
c. comparing facts.
10. ______When interpreting a bar graph, you must:
a. look at the title of the graph.
b. review both axes of the graph
c. look for the legend or key.
d. all of the above
11. ______A resume is used for:
a. Listing future activities
b. Applying for a job
c. Leisure time
d. Storing photos
12. ______The purpose of a cover letter is:
a. To introduce your family
b. Highlight personal qualifications
c. Thank the employer for the interview
d. None of the above
13. ______A cover letter is written:
a.
b.
c.
d.
As a text
In business letter format
To be visually appealing
Both b and c
14. ______ ____________ is a good practice when participating in a job interview.
a. Good eye contact
b. Sitting up straight
c. Having a firm handshake
d. All of the above
A-13
15. ______ When dressing for a job interview:
a.
b.
c.
d.
Nose rings, tongue rings or facial piercing should be left in
Flip flops should be worn
Hair should be clean, combed or pulled back
T- shirts, hoodies and sweat shirts should be worn
16. ______ A chronological resume:
a.
b.
c.
d.
Includes personal information such as date of birth, height and weight.
Focuses on your skills and experiences.
Starts by listing work history with the most recent listed first.
None of the above
17. ______ Employers judge job candidates by:
a.
b.
c.
d.
Neat appearance
Communication skills
Correct use of slang
Both a and b
18. ______ When starting a new job, necessary forms to be completed are:
a.
b.
c.
d.
W-4
M-4
I-9
All the above
19. ______ When completing a job application:
a.
b.
c.
d.
Provide references if requested.
Leave the line blank if you are not sure what to say
Tailor your answers to the job you are seeking
Both a and c
20. ______ If you have not heard from the employer within a week of submitting your application, you
should:
a.
b.
c.
d.
Call to follow up with the employer.
Assume you did not get the job.
Have a family member call to follow up.
Go shopping
21. ______ Surveys of employers show that one of the most important traits of a good employee is the
ability to work:
a. Alone
b. Sparingly
c. At home
d. With others
A-14
22. ______ _________ stress could lead to physical or emotional problems.
a. No
b. Muscle
c. Excessive
d. All of the above
23. ______ Professionalism includes:
a. Reliability
b. Honesty
c. Responsibility
d. All of the above
24. ______ Which sentence best explains the importance of following workplace etiquette/protocol?
a.
b.
c.
d.
It will help you be part of the team and be more productive
It doesn’t really matter
It will allow you to follow the rules and produce end results
Both B and C
25. ______ When managing your time it is best to complete which tasks first?
a.
b.
c.
d.
The task that will take the least amount of time
The task that requires little thinking
None of the tasks, someone else can do it
The task that requires the most time
A-15
Employability Unit
1. When first meeting someone, you should do the following:
a. wait for the other person to make the introduction first.
b. introduce myself with a smile and offer a handshake.
c. hug the person.
d. ignore the person and walk the other way.
2. The following statement is false when it comes to proper phone etiquette:
a. Avoid putting people on hold if possible.
b. Be prompt when answering the phone.
c. It’s ok to sound annoyed on the phone if you’re having a bad day.
d. Be prepared to answer the phone call and questions the person might have.
3. When writing a summary of a professional journal article, one should:
a. use only short quotations from the article.
b. make the summary shorter than the original text.
c. preview the article first.
4. The following is not a step to effective listening:
a. facing the speaker and maintaining eye contact.
b. being aware of your own potential barriers that may impact your ability to listen.
c. trying to picture what the speaker is saying.
d. imposing your ideas and solutions while they are speaking.
5. Good non-verbal communication includes:
a. making eye contact.
b. nodding your head.
c. turning your body toward the speaker.
6. When listening to someone speak, it’s good to:
a. cross your arms over your chest.
b. lean back in your chair.
c. ask clarifying questions periodically when they pause.
d. chew on your fingernails.
7. When you receive criticism on a speech or paper, you should:
a. make note of where you need to improve.
b. get angry and defensive over what was said.
c. deny there is a problem.
d. give them an excuse.
A-16
8. When you have a disagreement with a person at work, you should:
a. point out that the person is wrong and why.
b. say little or nothing.
c. just walk away and talk to your boss.
d. listen to what they have to say, ask clarifying questions, then disagree non-judgmentally.
9. A line graph is used when:
a. you’re comparing parts of a whole.
b. looking for a trend over time.
c. comparing facts.
10. When interpreting a bar graph, you must:
a. look at the title of the graph.
b. review both axes of the graph
c. look for the legend or key.
d. all of the above
11. A resume is used for:
a. Listing future activities
b. Applying for a job
c. Leisure time
d. Storing photos
12. The purpose of a cover letter is:
a. To introduce your family
b. Highlight personal qualifications
c. Thank the employer for the interview
d. None of the above
13. A cover letter is written:
a.
b.
c.
d.
As a text
In business letter format
To be visually appealing
Both b and c
A-17
14. ____________ is a good practice when participating in a job interview.
a. Good eye contact
b. Sitting up straight
c. Having a firm handshake
d. All of the above.
15. When dressing for a job interview:
a.
b.
c.
d.
Nose rings, tongue rings or facial piercing should be left in
Flip flops should be worn
Hair should be clean, combed or pulled back
T- shirts, hoodies and sweat shirts should be worn
16. A chronological resume:
a.
b.
c.
d.
Includes personal information such as date of birth, height and weight.
Focuses on your skills and experiences.
Starts by listing work history with the most recent listed first.
None of the above
17. Employers judge job candidates by:
a.
b.
c.
d.
Neat appearance
Communication skills
Correct use of slang
Both a and b
18. When starting a new job, necessary forms to be completed are:
a.
b.
c.
d.
W-4
M-4
I-9
All the above
19. When completing a job application:
a.
b.
c.
d.
Provide references if requested.
Leave the line blank if you are not sure what to say
Tailor your answers to the job you are seeking
Both a and c
A-18
20. If you have not heard from the employer within a week of submitting your application, you
should:
a. Call to follow up with the employer.
b. Assume you did not get the job.
c. Have a family member call to follow up.
d. Go shopping
21. Surveys of employers show that one of the most important traits of a good employee is the
ability to work:
a. Alone
b. Sparingly
c. At home
d. With others
22. _________ stress could lead to physical or emotional problems.
a. No
b. Muscle
c. Excessive
d. All of the above
23. Professionalism includes:
a. Reliability
b. Honesty
c. Responsibility
d. All of the above
24. Which sentence best explains the importance of following workplace etiquette/protocol?
a.
b.
c.
d.
It will help you be part of the team and be more productive
It doesn’t really matter
It will allow you to follow the rules and produce end results
Both B and C
25. When managing your time it is best to complete which tasks first?
a.
b.
c.
d.
The task that will take the least amount of time
The task that requires little thinking
None of the tasks, someone else can do it
The task that requires the most time
A-19
BLACKSTONE VALLEY RVTHS
Plumbing, Health Assisting, Carpentry,
and Automotive Technology:
Certificate of Proficiency (C.O.P.)
A-20
Massachusetts COP/Skills Assessments
OVERVIEW
Massachusetts COP/Skills Assessments were created to help schools gauge student progress using
comprehensive exams in a competitive atmosphere. The assessments were created by working
groups of CTE teachers and administrators from several schools in the Commonwealth. The four
exams listed below are the start of a lengthy process that will encompass all state recognized CTE
programs at the secondary level. They will also provide student and district data to those schools
participating in a COP/Skills pilot data cohort now in the development stage.
Automotive
5 Hands-on skills assessments
Written exam: Workforce Ready System* - (ASE student certification, A.Y.E.S.)
Carpentry
1 Hands-on skills assessment (highly comprehensive)
Written Exam: Workforce Ready System* - Carpentry
Health Assisting
Written Exam: Workforce Ready System* - Nursing Assisting
Plumbing
Written Exam: State sanctioned Tier test or Workforce Ready System* - Plumbing
*Work Force Ready System
To complete the written portion of most COP/Skills exams and to be part of the assessment cohort,
you must purchase assessments from SkillsUSA at the following web address:
http://www.workforcereadysystem.org/technical_areas.shtml
A-21
PROCTORS AND EVALUATORS
Recruiting
Hands-on assessments work best when proctored by industry professionals. Most outside proctors
are recruited from district advisory committees and local businesses. Although the school instructional
staff will arrange the test site and provide students with what they need to complete a task or project,
outside proctors play a critical role in authenticating the assessments and adding a new third-party
element of evaluation to the students.
The Role of the Proctor/Evaluator
Those included in assessing students must understand why they are involved in the process. A
proctor/evaluator is needed to assess student performance only. Lessons or advice must be
reserved for days and periods outside of COP/Skills testing.
Proctors/Evaluators will:
 Greet the student(s) at the testing station
 Explain the process, procedures and guidelines of their particular project and assessment
 Answer procedural questions only
 Keep records and act as a timekeeper if applicable
 Collect student work (evidence)
 Objectively score students according to the provided rubric (anecdotal evidence is not needed)
 Provide information and score sheets to the instructional staff
A-22
INSTRUCTIONS
General Instructions
Each testing session should be formal in nature and procedures should be in place to prevent
students from copying or cheating on an exam or hands-on test. Students should be instructed to
follow all guidelines provided and to raise their hand if they have a question or concern about the
testing materials only, they are not allowed to ask question or seek advice regarding the technical
hands-on or written exam questions or procedures they are participating in. When students are not
directly engaged in an assessment they should be sequestered in a designated supervised area until
testing resumes.
Project/Testing instructions
All COP/Skills exams should have an accompanying set of instructions which should be read aloud
by the test station proctor prior to students taking each exam. Students should also receive a paper
copy of the instructions as well as a copy of the rubric the evaluator will be using to score them.
A-23
SCORING AND RECORDS
Scoring
Each student must receive a score for both the written and hand-on sections of the exam(s).
Instructor’s will facilitate the exams and input scores into the designated spreadsheets or data
collection system. This system will automatically apply the correct multiplier to point totals. The
following score totals will be applied directly through written exam score totals as well as rubrics and
rubric multipliers using the electronic scoring sheets provided:
Written exam
Hands-on assessments
Combined point total
200 points (maximum)
The following point scale will be referenced for recording and analyzing student scores.
Failing
Needs Improvement
Proficient
Advanced
<600
600-749
750-899
900-1000
Records
To be included in the Statewide COP/Skills cohort, all student grades must be recorded into the
COP/Skills scoring system provided on electronic score sheets or in Google Doc’s. It is up to each
school if they want to share this data with other districts.
Directions for inputting data
An excel spreadsheet is provided for each trade area. The spreadsheet is formatted to record data
for 25 students. If a spreadsheet with more than 25 students is needed, please contact us.
Once the spreadsheet is open, input your school’s name in the green field. Then for each student,
populate their information into the spreadsheet – their student id and the results for all tests taken.
Please make note to input the appropriate test in the corresponding field. For example, test #1 score
should be inputted in the column named “Test #1” to ensure accuracy. Only input the actual score
from the tests as the spreadsheet will apply the correct multipliers.
Once all scores have been inputted, email the completed results to BVT at
[email protected]. Testing results will be available after final scores have been
submitted.
If you have any questions on the scoring system contact BVT at [email protected] or
call 508-529-7758 x3137.
A-24
Automotive Technology
COP/Skills Assessment Grade 11
School Name:
SCORE SHEET
ID #
WRITTEN
TEST #1
TEST #2
TEST #3
TEST #4
TEST #5
TOTAL
100
20
16
28
20
24
1000
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
A-25
Evaluator ________________________________________________
Date ___________________________
Allotted time:
20 minutes
Purpose:
Demonstrate a student’s ability to use a DVOM to test open circuit voltage and required shop tools to test a vehicles
battery and charging system.
Objective:
Student will be able to demonstrate correct usage and accurate measurements using a DVOM and load tester.
Resources:
DVOM, shop vehicle, starting/charging tested, fender cover(s), safety glasses, battery charger
Test setup:
Vehicle will be in a shop bay, with an exhaust hose attached, ready to start, with a compromised battery and good
charging system
Scoring Rubric:
Points >
1
2
SAFETY
Student needed to be
instructed to wear
proper safety gear, or
did not follow proper
safety procedures.
Student had proper safety
equipment , but needed
to be reminded to use
them properly
3
Student was unable to
install leads or turn on
the meter
Student was able to
operate the meter, but
had it set to the wrong
scale
BATTERY LOAD
TEST
install the leads or
turn on the battery
load tester
Student installed or
removed the leads in the
wrong order but was able
to operate the tester
CHARGING
SYSTEM LOAD
TESTER
install the leads or
turn on the charging
system tester
Student installed or
removed the leads in the
wrong order but was able
to operate the tester
+ 15 minutes
+ 10 minutes
DIGITAL VOLT
OHM METER
(DVOM) USAGE
TEST TIME
A-26
Student used proper
safety equipment
Student was able to
operate the meter and on
the correct scale but did
not get the correct
readings
Student was able to
operate the load tester
correctly but did not test
the battery at the proper
load amperage
Student was able to
operate the load tester
correctly but did not have
the inductive clamp facing
the right direction
+ 5 minutes
4
Student wore safety
glasses the entire time
and followed all safety
precautions
Student installed leads
and operated the meter
correctly and also got the
correct readings
Student operated the load
tester correctly, at the
right load amperage, and
removed the leads
correctly
Student operated the load
tester correctly, obtained
a correct voltage reading,
and removed the leads
correctly
On time/under time
Student Worksheet
First Name ___________________________________
Last Name ___________________________________
Time:
20 Minutes
Objective(s):
Student will be able to demonstrate correct usage and accurate measurements of open circuit voltage, battery and
charging system condition using a DVOM and load tester
Directions:
1. Students will be handed this worksheet.
2. Student is to write name and date on the top of page.
3. The student will first need to determine if the system ready to be test, by making the necessary primary checks.
(Student may use any documentation provided)
4. Take their reading/results and compare them to the specification and conclude what component if any is at fault.
Record results below.
5. Students will be allotted 20 minutes to complete task.
6. Hand completed sheet to instructor when done.
Start Time: __________
End Time: __________
Open circuit voltage
Battery condition
Charging system output/condition
A-27
Evaluator Worksheet
First Name ___________________________________
Last Name ___________________________________
Score: (For evaluator use only)
Safety
Digital Volt Ohm Meter (DVOM) Usage
Battery Load Test
Charging System Load Tester
Test Tim
Total score
A-28
Evaluator ________________________________________________
Date ___________________________
Allotted time:
15 minutes
Purpose:
Determine how well a student can identify common fluids used in vehicles; by color, smell, and consistency
Objective:
To be able to identify fluids by color, smell and consistency
Resources:
 10 to 15 glass jars numbered and filled with common fluids used in vehicles
 Student worksheet to record results
Test setup:
 Jars will be placed on work bench in numerical order filled with various fluids
 Sheets of paper will be located on the same bench.
Scoring Rubric: (total score possible 12 points)
Points >
1
SAFETY
instructed to wear proper
safety gear, or did not
follow proper safety
procedures.
Student had proper
safety equipment , but
needed to be reminded
to use them properly
Student used proper
safety equipment
Student wore safety
precautions
FLUID
IDENTIFICATION
Student not able to
identify any fluids
Student able to identify
75%or less of selected
fluids having lots of
difficult
Students able to
identify75-100% of fluids
with little or no difficulty
Student able to identify
all fluids having no
difficulty
INSTRUCTIONS
Student did not follow
instructions
TEST TIME
+ 15 minutes
2
3
4
Student followed all
instructions
+ 10 minutes
+ 5 minutes
On time/ under time
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-29
Student Worksheet
Last Name ___________________________________
First Name ___________________________________
Time:
15 Minutes
Objective(s):
To identify commonly used fluids in a vehicle
Directions:
2. Student is to write name and date on the top of page
3. Turn paper over number it down the left side of the page.
4.
Identify the fluid in each jar and write the name of the fluid next to its corresponding number
End Time: __________
A-30
Evaluator Worksheet
Last Name ___________________________________
First Name ___________________________________
Fluid identification
Instructions
Safety
Time
Total score
A-31
Evaluator ________________________________________________
Date ___________________________
Allotted time:
30 minutes
Purpose:
To evaluate student ability to perform an oil and filter change.
Objective:
Student will be able to look up proper service / parts information and perform a oil and filter change.
Resources:
Vehicle, correct oil and filter, service / parts information, drain bucket, funnel, fender covers, necessary hand tools
Test setup:
Vehicle set up on lift, tools and parts on work bench. Student will be expected to look up filter number, fluid type and
capacity. Student will then perform oil change.
Scoring Rubric
Points >
1
SAFETY
procedures.
Student had proper
safety equipment , but
needed to be reminded
to use them properly
Student used proper
safety equipment
Student wore safety
precautions
Student unable to identify
Student located where
the oil pan was but, did
not locate the oil pan
drain plug
Student was able to
locate the oil pan drain
plug but, did not know
how to remove it
Student was able to
locate the oil pan drain
plug and remove it
Student unable to identify
Student located the
engine oil filter but did
not know how to remove
it
Student located the
engine oil filter and
attempted to remove it
but, was able
Student located engine oil
filter and was able to
remove and install a new
oil filter
Student did not install
drain plug
Student installed oil pan
drain plug incorrectly
student installed oil pan
drain plug but, was
unable to correctly look
up torque specifications
Student installed engine
oil drain plug using
correct torque
specifications
OIL TYPE AND
QUANTITY
Student did not do it
Student added the right
quantity but, the wrong
type oil, or the right type
but, the wrong quantity
student added the right
type and quantity of oil
but, did not recheck, by
pulling the engine oil dip
stick
Student added the right
type and quantity of oil
and rechecked it with the
engine oil dip stick
CHECK ALL
UNDER HOOD
FLUID LEVELS
Student did not check
any fluid levels
Student checked some
under hood fluid levels
Student checked most
Student checked all
+ 15 minutes
+ 10 minutes
+ 5 minutes
On time/ under time
OIL DRAIN
PLUG
ENGINE OIL
FILTER
OIL DRAIN
PLUG TORQUE
TEST TIME
2
3
A-32
4
Student Worksheet
Last Name ___________________________________
First Name ___________________________________
Time:
30 Minutes
Objective:
Student will be able to look up proper service / parts information and perform an oil and filter change.
Directions:
3. Student is to look up oil filter number, fluid type and capacity.
4. Student will perform oil and filter change.
End Time: __________
Oil Filter #
Oil Weight
Oil Capacity
Drain Plug Torque
A-33
Evaluator Worksheet
Last Name ___________________________________
First Name ___________________________________
Safety
Oil drain plug
Engine oil filter
Oil drain plug torque
Oil type and quantity
Check all under hood fluid levels
Time
Total score
A-34
Evaluator ________________________________________________
Date ___________________________
Allotted time:
15 minutes
Purpose:
Determine student understands what information is needed from vehicle and customer to write a repair order.
Objective:
Students will fill out a legible and properly completed repair order with no missing information.
Resources:
Blank repair order, Pen or pencil, Shop vehicles
Test setup:
Vehicles will be located in bays throughout shop with registrations located in the glove box. Blank repair orders will be
located at service desk for student use. Students will be assigned a vehicle, allowed 15 minutes to retrieve all required
information and place completed repair order back on the service desk.
Scoring Rubric
Points >
1
2
SAFETY
procedures.
equipment , but needed
to be reminded to use
them properly
LEGIBLE
Repair order not legible at
all
Repair order varies in
legibility
CUSTOMER
NAME AND
ADDRESS
All or most of information
missing
50% or more of the
information missing or in
wrong location
Some information missing
or placed in wrong
location
All information complete
and located in proper
places
VEHICLE
INFORMATION
All or most of information
missing
50% or more of the
information missing or in
wrong location
Some information missing
or placed in wrong
location
All information complete
and located in proper
places
INSPECT
VEHICLE FOR
DAMAGE
Student did not inspect
vehicle for damage
TEST TIME
+ 15 minutes
3
Student used proper
safety equipment
4
Student wore safety
precautions
Repair order legible in all
required spaces
Vehicle was inspected for
damage and recorded on
repair order
+ 10 minutes
+ 5 minutes
On time/under time
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-35
Student Worksheet
Last Name ___________________________________
First Name ___________________________________
Time:
15 Minutes
Objective(s):
Properly fill out a service work order
Directions:
1. Students will be assigned a vehicle by an instructor. Once Vehicle is assigned student is to locate that vehicle in the
shop.
2. Students are to locate information about such vehicle and prepare a service work order. All required information
should be placed in proper spaces provided on the blank repair order
4. Students are to return repair order to service desk when completed.
End Time: __________
A-36
Evaluator Worksheet
Last Name ___________________________________
First Name ___________________________________
Legible
Customer Name and Address
Vehicle information
Inspect vehicle for damage
Time
Total score
A-37
DATE
TIME PROMISED
QTY
PART NO. OR DESCRIPTION
SALE
AMOUNT
AM
REPAIR ORDER
BILL TO
PM
ADDRESS
CITY
WRITTEN BY
CITY
YEAR
TYPE OR
MODEL
DELIVERY DATE
LICENSE NO.
TRANS. NO
OPER
NO.

CHANGE OIL

CHANGE OIL
FILTER
CARTRIDGE

SERVICE
AIR CLEANER

PACK
WHEEL
BEARINGS

ADJUST BRAKES

CHANGE
TRANSMISSION
OIL

CHANGE
DIFFERENTIAL
OIL

PACK U-JOINTS

ALIGN WHEELS

ROTATE TIRES

WASH

POLISH

SPEEDOMETER
DIFF. NO.
BODY NO.
 NO
PHONE WHEN READY
 YES
 NO
SERIAL NO.
PAINT & TRIM NO.
P.O.
NO.
DELIVER
 YES
MAKE
MOTOR NO.
LUBRICATE
CUST. ORDER NO.
CUSTOMER’S NAME
ADDRESS
LABOR
CHARGE
STYLE NO.
P
H
O
N
E
RES.
BUS.
REPAIR ORDER – LABOR INSTRUCTIONS
SUBLET REPAIRS
TOTAL SUBLET REPAIRS
ACCESSORIES
I hereby authorize the repair work to be done along with necessary materials. You and your employees may
operate vehicle for purposes of testing, inspection or delivery at my risk. An express mechanic’s lien is
acknowledged on vehicle to secure the amount of repairs thereto. You will not be held responsible for loss or
damage to vehicle or articles left in vehicle in case of fire, theft, accident or any other cause beyond your control
SIGNED
TERMS: STRICTLY CASH ULESS ARRANGEMENTS MADE
GALLONS GAS @

CASH
QUARTS OIL @

CHARGE
LBS. GREAS @

INTERNAL
AUTO. TRANS. OIL @
OK’D BY _____________
INTERNAL SUMMARY
ACCT.
CHARGE
COST
LABOR
PARTS
ACCESSORIES
GAS OIL & GREASE
PAINT MATERIAL
SUBLET REPAIRS
SALES TAX
TOTAL ACCESSORES
TOTAL GAS, OIL & GREASE
TOTAL AMOUNT
A-38
Evaluator ________________________________________________
Date ___________________________
Allotted time:
20 minutes
Purpose:
Determine how well a student can operate tools required to change a tire safely, using proper procedure to complete task
Objective:
 To be able to dismount and mount tires using correct procedure in allotted time.
 To identify if tire has TPMS.
Resources:
Tire on steel rim (not low profile) NO TPMS, Tire machine, Valve stem, Tire tools, dunking tank (leak test)
Test setup:
Have student identify if tire has TPMS, properly mount wheel assembly on tire machine, dismount tire from rim, and
remount.
Scoring Rubric (total score possible 12 points)
Points >
1
2
SAFETY
procedures
equipment , but needed to
be reminded to use them
properly
3
Student used proper
safety equipment
4
Student wore safety
precautions
TPMS I.D.
Incorrect I.D.
TIRE
MACHINE
USAGE
Unable to mount tire and
use machine
Unclear on different
machine functions
Some knowledge of tire
machine functions
Properly used machine
to complete task
Could not dismount
Could not mount
Mounted but could not
inflate
Fully mounted and
inflated
TIRE MOUNT/
DISMOUNT
WHEEL
WEIGHTS
TEST TIME
Correct I.D.
Did not remove wheel
weights
+ 15 minutes
Removed wheel weights
+ 10 minutes
+ 5 minutes
On time/ under time
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-39
Student Worksheet
Last Name ___________________________________
First Name ___________________________________
Time:
20 Minutes
Objective(s):
 To be able to dismount and mount tires using correct procedure in allotted time.

To identify if tire has TPMS.
Directions:
3. Student will identify if tire has TPMS. (circle on this sheet)
4. Student will mount and dismount tire.
TPMS present
 YES
End Time: __________
 NO
A-40
Evaluator Worksheet
Last Name ___________________________________
First Name ___________________________________
Safety
TPMS I.D.
Tire machine usage
Tire Mount/ dismount
Wheel weights
Time
Total score
A-41
Carpentry
School Name:
SCORE SHEET
ID #
WRITTEN
TEST #1
TEST #2
TEST #3
TEST #4
TOTAL
100
44
56
44
48
1000
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
A-42
















A-43
CARPENTRY
FLOOR FRAMING
Date ___________________________
Evaluator ________________________________________________
Allotted time:
60 minutes
Purpose:
Determine the ability of the student to accurately layout cut and assemble a floor system.
Objective:
Given specific tools and materials, student will layouts cut and assemble a floor system according to the provided floor
plan.
Resources:
½” plywood sheathing
16D Common nails
2x6 KD lumber
8D Common nails
Circular Saw
Extension cord
Floor plan
Framing Hammer
Framing Square
Speed Square
POINTS >
1
2
3
4
SAFETY
Student did not wear
appropriate safety
gear or did not follow
power tool safety
procedure. Student
did not maintain a
safe work area
Student removed
safety gear during
project or did not
maintain a safe work
area
Student did wear
appropriate protective
gear but did not
area
Student wore
protective equipment
at all times and
maintained a safe
working environment
during project
No stock list was
created
The stock list did not
contain correct
material to complete
the project
The student was able
to create a stock list
but information was
not organized and
difficult to follow
to create an accurate
stock list that was
clear and easy to
follow
The student was
unable to lay out a
floor system by
following a set of floor
plans. More than 3
measurements were
off >1/2”
to layout most of the
floor joists but
locations were not
clearly marked and/or
1-3 measurements
were off >1/2”
to accurately layout a
floor system that
coincides with given
plan but lines may
not be clear and easy
to identify
floor system that
plan. All joist
locations are clearly
marked and easy to
identify
Floor joists met two
of the three essential
criteria
Minor inaccuracies in
joist placement. All
joists were flush to
the top of the rim joist
and crowned
correctly
All joists were placed
accurately on layout,
crowned correctly
and flush to the top of
the rim joist
INTERPRET PLANS
AND
CREATE A STOCK LIST
JOIST LAYOUT
JOIST INSTALLATION
 Flush to top of rim
joist
 Crowned correctly
 Installed on layout
Floor joists were not
installed flush with
the tops of rim joists,
the crowns of framing
members were not
correct, and joists
were not installed on
layout
Massachusetts Vocational Directors
A-44
CARPENTRY
FLOOR FRAMING
POINTS >
1
2
3
4
MEASUREMENT
AND CUTTING OF
FRAMING MEMBERS
More than 3 framing
members were cut to
the incorrect length
and cuts are not
square
1-3 framing members
were cut to the
incorrect length and
cuts are not square
<1/4” inaccuracies in
framing member
length. Cuts are
slightly out of square.
All framing members
are cut to the correct
length and all cuts
are square
FASTENING
The correct fastener
was not used the
correct spacing was
not followed and
more than 3 nails
stick through the side
of framing members
The correct nail was
used but the nailing
pattern is incorrect
and 1-3 nails are
sticking through the
framing members
nail placement. No
nails are sticking out
All fasteners are in
their correct locations
and secured
correctly.
SQUARING
The floor platform is
out of square 1” or
greater
out of square ½-1”
out of square less
than ¼”
Floor platform is
square
Does not meet any of
the specified criteria
Subfloor met two of
the three essential
criteria
subfloor install.
(Plywood may slightly
overhang in one area
> ¼”)
Subfloor meets all
specified criteria
FINAL PROJECT
MEASUREMENT
Length and width are
not the correct length
by more than 1/2”
by ¼”
Length or width is not
the correct length
Both the length and
width are the correct
length
TIME
+15 minutes
+10 minutes
+5 minutes
SECURE SITE AND
CLEAN UP
Power tools are
plugged in hand tools
are left out and
construction debris is
left behind
SUBFLOOR
INSTALLATION
 Flush to edges
 Correct side up
 Orientation of
plywood is correct
Several tools left out
and/or area not
cleaned
Some tools left out
and/or some debris
left on job
On Time
Power tools and hand
tools are
disconnected
returned and scrap is
deposed of properly
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-45
CARPENTRY
FLOOR FRAMING
Student Worksheet
First Name ___________________________________
Last Name ___________________________________
Time:
60 minutes
Purpose:
Determine the ability of the student to accurately layout cut and assemble a floor system.
Objective:
Given specific tools and materials, student will layout cut and assemble a floor system according to the provided floor
plan.
Directions:
1. Construct floor frame assembly in a safe manner
2. Gather necessary tools and materials to complete this job
3. Construct floor frame assembly according to the drawing provided
4. Clean up area and return tools after completion
End Time: __________
A-46
CARPENTRY
FLOOR FRAMING
Evaluator Worksheet
First Name ___________________________________
Last Name ___________________________________
Safety
Interpret plans and Create a stock list
Joist layout
Joist installation
Measurement and cutting of framing members
Fastening
Squaring
Subfloor installation
Final project measurement
Test Time
Secure site and clean up
Total Score
A-47
CARPENTRY
WALL FRAMING
Date ___________________________
Evaluator ________________________________________________
Allotted time:
90 minutes
Purpose:
Determine the ability of the student to accurately layout cut and assemble a wall system.
Objective:
Given specific tools and materials, student will layout cut and assemble a wall system according to the provided floor plan.
Resources:
16D Common nails
2x4 KD lumber
POINTS >
SAFETY
Circular Saw
Extension cord
Floor plan
1
appropriate safety gear
or did not follow power
tool safety procedure.
Student did not maintain
a safe work area
Framing Hammer
Framing Square
Speed Square
2
3
4
Student removed safety
gear during project or
did not maintain a safe
work area
Student did wear
gear but did not
area
Student wore protective
equipment at all times
and maintained a safe
working environment
during project
to create a stock list
but information was
not organized and
difficult to follow.
The student was able to
create an accurate stock
list that was clear and
easy to follow.
INTERPRET PLANS
AND CREATE A
STOCK LIST
No stock list was created
contain correct material
to complete the project
WALL PLATE
LAYOUT
The student was unable
to lay out a wall plate by
following a set of floor
plans. More than 3
measurements were off
>1/2”
layout most of the wall
plate but locations were
not clearly marked
and/or 1-3
measurements were
off >1/2”
wall plate that
plan but lines may
not be clear and easy
to identify
accurately layout a wall
system that coincides
with given plan. All stud
locations are clearly
marked and easy to
identify
ROUGH OPENING
FOR DOOR
Both height and width of
opening measurements
are off ½” or greater
Height or width
measurement of
opening is off ½” or
less.
The height and width
of the doors rough
opening is correct but
is not plumb.
The height and width of
the doors rough opening
is correct and plumb.
DOOR OPENING
FRAME
Lengths and widths of
header components are
out of square leaving
>1/4” gaps. Jacks do not
support header and
have >1/4” gaps.
Framing members are
not flush with the top
and bottom plate.
Lengths OR widths of
header components are
out of square leaving
>1/4” gaps. Or Jacks
do not support header
and have >1/4” gaps.
Framing members may
not be flush with top
and bottom plate
Header is built
correctly with minimal
<1/4” gaps. Jacks
are installed properly
with minimal <1/4”
gaps. Framing
members are flush
with top and bottom
plate
The header is built so the
ends are flush with the
frame and the depth is
even with the wall frame.
There are no gaps in
Jack installation. All
framing members are
flush with top and bottom
plate.
A-48
CARPENTRY
WALL FRAMING
POINTS >
1
ROUGH OPENING
FOR WINDOW
Both height and width of
opening measurements
are off ½” or greater
WINDOW OPENING
FRAME
Header is not in the
correct place, jacks do
not support the header,
sills are not the correct
length and cripples are
not attached correctly or
are missing. Framing
members are not flush
with the top and bottom
plate.
Studs and wall
components were not
installed flush with the
WALL COMPONENT
tops and bottom plates.
INSTALLATION
Studs and components
were not installed on
layout.
2
Height or width
measurement of
opening is off ½” or
less.
Header is not in the
correct place, jacks do
not support the header,
sills may not the correct
length and cripples may
not be attached
correctly or are missing.
Framing members may
not flush with the top
and bottom plate.
>1/4 of the Studs and
wall components were
not installed flush with
the tops and bottom
plates. Some studs
and components were
not installed on layout.
3
The height and width
of the window rough
opening is correct but
is not square
Header is in the
correct place. Jacks
are in the correct
location supporting
the header. Cripples
are secure and land
on layout. Sills are
the correct size and
are secure. Gaps are
¼” or less. Framing
members are flush
with top and bottom
plate
Studs and wall
components were
installed flush with
the tops and bottom
plates. Some studs
and/or components
were may not
installed on layout
<1/2”.
4
The height and width of
the window rough
opening is correct and
square.
Header is in the correct
place. Jacks are in the
correct location
supporting the header.
Cripples are secure and
land on layout. Sills are
the correct size and are
secure. There are no
gaps between framing
members. All framing
members are flush with
top and bottom plate.
Studs and wall
components were
installed flush with the
tops and bottom plates.
All studs and/or
components were
installed on layout.
MEASUREMENT
AND CUTTING OF
FRAMING
MEMBERS
More than 3 framing
members were cut to the
incorrect length >1/2”
and cuts are not square
1-3 framing members
were cut to the
incorrect length >1/2”
and cuts are not square
<1/4” inaccuracies in
framing member
length. Cuts are
slightly out of square.
All framing members are
cut to the correct length
and all cuts are square
FASTENING
The correct fastener was
not used the correct
spacing was not
followed and more than
3 nails stick through the
side of framing members
pattern is incorrect and
1-3 nails are sticking
through the framing
members
nail placement. No
All fasteners are in their
correct locations and
secured correctly.
SQUARING
The wall system is out of
square 1” or greater
The wall system is out
of square ½-1”
The wall system is
out of square less
than ¼”
The wall system is square
FINAL PROJECT
MEASUREMENT
Length and width are not
the correct length by
more than 1/2”
by ¼”
Length or width is not
the correct length
Both the length and width
are the correct length
A-49
CARPENTRY
WALL FRAMING
POINTS >
1
2
3
4
TIME
+15 minutes
+10 minutes
+5 minutes
On Time
SECURE SITE AND
CLEAN UP
Power tools are plugged
in hand tools are left out
and construction debris
is left behind
and/or area not cleaned
Some tools left out
and/or some debris
left on job
tools are disconnected
deposed of properly
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-50
CARPENTRY
WALL FRAMING
Student Worksheet
First Name ___________________________________
Last Name ___________________________________
Time:
90 minutes
Purpose:
Determine the ability of the student to accurately layout cut and assemble a wall system.
Objective:
Given specific tools and materials, student will layout, cut, and assemble a wall system according to the provided floor
plan.
Directions:
1. Construct wall frame assembly in a safe manner
3. Construct wall frame assembly according to the drawing provided
End Time: __________
A-51
CARPENTRY
WALL FRAMING
Evaluator Worksheet
First Name ___________________________________
Last Name ___________________________________
Safety
Wall component layout
Rough opening for door
Door opening frame
Rough opening for window
Window opening frame
Wall component installation
Measurement and cutting of framing members
Fastening
Squaring
Final project measurement
Test Time
Total Score
A-52
CARPENTRY
GABLE WALL FRAMING
Date ___________________________
Evaluator ________________________________________________
Allotted time:
90 minutes
Purpose:
Determine the ability of the student to accurately layout cut and assemble a rafter to a gable end wall system.
Objective:
Given specific tools and materials, student will layout, cut and assemble a rafter to a gable end wall system according to
the provided floor plan.
Resources:
16D Common nails
2x6 KD lumber
Circular Saw
POINTS >
Cross cut saw (8pt)
Extension cord
Floor plan
Framing Hammer
1
appropriate safety
power tool safety
procedure. Student
did not maintain a
safe work area
Framing Square
Speed Square
2
3
4
Student removed safety
gear during project or
did not maintain a safe
work area
Student did wear
gear but did not
area
equipment at all times
and maintained a safe
working environment
during project
No stock list was
created
contain correct material
to complete the project
create a stock list but
information was not
organized and difficult
to follow.
create an accurate
stock list that was clear
and easy to follow.
RAFTER LAYOUT
 Crown is marked
 Length
 Pitch
 Birds mouth
 ½”ridge subtracted
 Overhang
Five out of six rafter
layout components
were not clearly
marked
Three out of six
components were
clearly marked
Five out of six rafter
layout components
were clearly marked
All six components are
clearly marked
RAFTER PITCH
AND
TOTAL LENGTH
The rafter pitch was
incorrect AND the
length is incorrect by
more than 1”
The rafter pitch was
incorrect OR the length
is incorrect by less than
1”
The rafter pitch was off
one degree or less OR
the rafter length is
incorrect by ½” or less
The rafter pitch and
length are correct
SAFETY
INTERPRET PLANS
AND CREATE A
STOCK LIST
A-53
CARPENTRY
GABLE WALL FRAMING
POINTS >
2
3
4
The seat is not the
same depth as the
top plate and the
plumb cut is not the
correct pitch.
The seat is not the
same depth as the top
plate OR the plumb cut
is not the correct pitch.
Cuts may be overcut.
The seat cut and plumb
cuts are the correct
length but are over cut.
The seat cut and plumb
cuts are the correct
length
RIDGE PLUMB CUT
AND POCKET
The ridge plumb cut
is not the correct
pitch and ½ the
thickness of the ridge
was not taken off.
The pocket does not
accept the ridge
board.
The ridge plumb cut is
not the correct pitch or
½ the thickness of the
ridge was not taken off
to accept the ridge
board.
The plumb cut is the
correct pitch and ½ the
ridge was taken off but
the cut is slightly out of
plumb. The ridge board
does fit into the pocket
and may be secured
properly.
The plumb cut is the
correct pitch and ½ the
ridge was taken off.
The ridge board fits into
the pocket and is
properly secured.
OVERHANG
AND FASCIA AND
SOFFIT CUTS
The overhang is not
the correct depth, the
fascia and soffit cuts
are not correct.
The overhang is not the
correct depth OR The
fascia or soffit cuts
might be incorrect.
Overhang is the correct
depth but the fascia
and soffit cuts might be
slightly off.
The overhang, soffit
and fascia cuts are all
correct.
Gable studs are not
on layout, do not
have the correct
angle for the rafter
pitch and are not
secure to the frame.
The gable studs may
not be on layout, may
not have the correct
angle OR may not be
secure to the frame.
The gable studs are on
layout but the angle cut
may be slightly off or
one or two studs may
not be completely
secure.
Gable studs are on
layout and are at the
correct angle with the
roof pitch. All gable
end studs are properly
secured.
was not used the
correct spacing was
not followed and
more than 3 nails
of framing members
pattern is incorrect and
1-3 nails are sticking
through the framing
members
nail placement. No nails
are sticking out
secured correctly.
+10 minutes
+5 minutes
On Time
and/or area not cleaned
Some tools left out
and/or some debris left
on job
tools are disconnected
deposed of properly
BIRDS MOUTH
GABLE STUD
INSTALLATION
 On layout
 Correct angle
 Are secure
FASTENING
TIME
SECURE SITE AND
CLEAN UP
1
+15 minutes
Power tools are
are left out and
left behind
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-54
CARPENTRY
GABLE WALL FRAMING
Student Worksheet
First Name ___________________________________
Last Name ___________________________________
Time:
90 minutes
Purpose:
Determine the ability of the student to accurately layout cut and assemble a rafter to a gable end wall system.
Objective:
Given specific tools and materials, student will layout, cut, and assemble a rafter to a gable wall
the provided floor plan.
Directions:
1. Add rafters to a gable end wall frame assembly in a safe manner
3. Construct rafters to a gable end wall frame assembly according to the drawing provided
End Time: __________
A-55
system according to
CARPENTRY
GABLE WALL FRAMING
Evaluator Worksheet
First Name ___________________________________
Last Name ___________________________________
Safety
Rafter layout
Rafter Pitch and total length
Birds mouth
Ridge plumb cut and pocket
Overhang and fascia and soffit cuts
Gable stud installation
Fastening
Test Time
Total Score
A-56
CARPENTRY
OVERALL DIMENSIONS AND ASSEMBLY
Evaluator ________________________________________________
Date ___________________________
ALLOTTED TIME:
60 minutes
Purpose:
Determine the ability of the student to accurately assemble all wall components on their floor platform and install
temporary bracing.
Objective:
Given specific tools and materials, the student will accurately assemble all wall components on their floor platform and
install temporary bracing according to the provided plan.
Resources:
16D Common Nails
2x4 KD lumber
8D Common Nails
POINTS >
Circular Saw
Cross cut saw (8pt)
Extension cord
Floor plan
1
appropriate safety
power tool safety
procedure. Student
did not maintain a
safe work area
2
Framing Hammer
Framing Square
Speed Square
3
4
Student removed
safety gear during
project or did not
area
Student did wear
gear but did not
area
equipment at all times and
maintained a safe working
environment during project
FLOOR JOIST
ORIENTATION
Floor joist run
perpendicular to the
Rafters and studs do
not align with the
floor joists
Floor joist run
perpendicular to the
Rafters OR studs do
not align with the floor
joists
Studs are over floor
joists within 1” and
rafters are directly over
studs
Studs are directly over
floor joists and rafters are
directly over studs.
BOTTOM PLATE
ATTACHMENT
Plate is not nailed
down to floor system.
Plywood is not
secure to outside of
floor box.
Plate is not nailed
down to floor system
OR Plywood is not
secure to outside of
floor box.
Plate is nailed to
platform but not into
framing members.
Plywood is secured to
end and rim joists.
Plate is nailed to floor
framing members and
plywood is properly
secured to the end and rim
joists.
SAFETY
A-57
CARPENTRY
POINTS >
1
2
3
4
Top plates do not
overlap to secure
intersecting walls OR
top plates are not
secured using the
correct fasteners in
correct locations.
Top plates overlap to
secure intersecting
walls and top plates
are secure with the
correct fasteners.
Notch for gable end
wall is cut but may be
the incorrect size.
Top plates overlap to
secure intersecting walls
and top plates are secure
with the correct fasteners.
Notch for gable end wall is
cut to the correct size.
Sheathing met two of
the five essential
criteria
sheathing install.
Meets all but one
essential criteria. The
plywood must land on
framing members.
Sheathing meets all
specified criteria
WALLS FLUSH AT
CORNERS
Framing members
extend beyond the
corners more than
1/2”. Plates may
extend further than
the studs. The two
intersecting walls
have gaps separating
the walls.
Framing members
extend beyond the
corners more than
1/2”. Plates may
extend further than
the studs.
Framing members and
sheathing create a
corner that is flush.
There may be one area
where the corner
framing or sheathing
extends ¼” or less.
Framing members and
sheathing create a corner
that is flush.
TEMPORARY
BRACING
INSTALLATION
Temporary bracing is
not secure and does
not keep the wall
plumb.
not secure OR the
wall is not plumb.
secure keeping the
wall plumb but is not
placed in the location
shown on the plan.
secure keeping the wall
plumb and is in the location
shown on the plan.
LENGTH OF
STRUCTURE
Length of structure is
more than 1” over the
length shown on the
plans.
Length of structure is
½” or less over the
length shown on the
plans.
The length of the
structure is correct but
some part of the
structure extends less
than ½” past the length
shown on the plans.
The length of the structure
is correct.
WIDTH OF
STRUCTURE
The width of the
structure is more
than 1” over the
length shown on the
plans.
The width of the
structure is ½” or less
over the length shown
on the plans.
The width of the
structure is correct but
some part of the
structure extends less
than ½” past the length
shown on the plans.
The width of the structure
is correct.
DOUBLE TOP PLATE
INSTALLATION
Top plates do not
overlap to secure
intersecting walls.
Top plates are not
secured using the
correct fasteners in
correct locations.
SHEATHING
INSTALLATION
 Flush to edges
 Correct side up
Does not meet any of
 Orientation of
the specified criteria
plywood is correct
 Lands on framing
members
 Overhang correct
A-58
CARPENTRY
POINTS >
1
2
3
4
The wall height and
the height of the
gable end wall with
the rafter is off by
more than 1”
The wall height OR
the height of the
gable end wall with
the rafter is off by
more than 1”
The wall height is
correct but the gable
end wall with the rafter
is off by less than ½”
All wall heights are correct.
FASTENING
was not used the
correct spacing was
not followed and
more than 6nails
of framing members
pattern is incorrect
and 3-6 nails are
sticking through the
framing members
nail placement. No
secured correctly.
TIME
+15 minutes
SECURE SITE AND
CLEAN UP
Power tools are
are left out and
left behind
WALL HEIGHT
+10 minutes
and/or area not
cleaned
+5 minutes
On Time
Some tools left out
and/or some debris left
on job
Power tools and hand tools
are disconnected returned
and scrap is deposed of
properly
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-59
CARPENTRY
Student Worksheet
First Name ___________________________________
Last Name ___________________________________
Time:
60 minutes
Purpose:
Determine the ability of the student to accurately assemble all wall components on their floor platform and install
temporary bracing.
Objective:
Given specific tools and materials, the student will accurately assemble all wall components on their floor platform and
install temporary bracing according to the provided plan.
Directions:
1. Attach all walls to the floor platform in a safe manner
2. Join all wall corners
3. Install temporary bracing as sown on the plan
A-60
CARPENTRY
Evaluator Worksheet
First Name ___________________________________
Last Name ___________________________________
Safety
Floor joist orientation
Bottom plate attachment
Double top plate Installation
Sheathing installation
Walls flush at corners
Temporary bracing Installation
Length of structure
Width of Structure
Wall Height
Test Time
Total Score
A-61
Health Assisting
School Name:
SCORE SHEET
ID #
WRITTEN
TEST #1
TEST #2
TEST #3
TEST #4
TOTAL
100
12
12
12
18
1000
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
A-62
Evaluator ________________________________________________
Date ___________________________
Allotted time:
15 minutes
Purpose:
To assess the student’s ability in identifying body structures.
Objective:
To identify labeled structures
Resources:
1. Numbered torso- structures include:
a. Transverse colon, liver, aorta, gall bladder, right kidney, spleen, pancreas, esophagus, bladder, left ureter
2. Numbered skeleton – structures include
a. Sternum, femur, ulna, radius, clavicle, scapula, mandible, calcaneus, carpals, patella
3. Labeling and worksheets to be provided by instructors
4. Body structure identification worksheet with clip board
a. Students with IEP’s will be provided with the necessary accommodations.
5. Timer
6. Writing utensil
7. Evaluators correct body structure identification worksheet key
8. Evaluator has option to randomize identification sheet if testing multiple students at one time to optimize test
integrity.
Test setup:
Torso and skeleton to be numbered according to body structure identification worksheet key.
Scoring Rubric:
Points >
1
2
3
4
BODY STRUCTURE
IDENTIFICATION
Correctly identifies
12 or less structures
13-15 structures
16-19 structures
all 20 structures
SPELLING
Correctly spells
12 or less structures
Correctly spells
13-15 structures
Correctly spells
16-19 structures
Correctly spells
all 20 structures
TEST TIME
Over time allotment
Within time allotment
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-63
Student Worksheet
Last Name ___________________________________
First Name ___________________________________
Time:
15 Minutes
Objective(s):
 Identify each numbered structure from torso and document to the corresponding numbered worksheet
 Identify each numbered structure from skeleton and document to the corresponding numbered worksheet
Directions:
1. Students will have a clip board with body structure worksheet and writing utensil.
2. Identify and document the numbered structures on the torso/skeleton to its assigned place on worksheet
3. You have a full 15 minutes to complete this competency, after 15 minutes you will be asked to hand in your
worksheet
Accommodations will be made ahead of time for those students who need extra time
End Time: __________
Results:
Refer to rubric scores
Describe below any problems encountered during assessment.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-64
Student Worksheet
Last Name ___________________________________
First Name ___________________________________
Please identify the structure that correlates with the number.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
A-65
Evaluator Worksheet
Last Name ___________________________________
First Name ___________________________________
Body structure identification
Spelling
Time
Total Score
A-66
Evaluator ________________________________________________
Date ___________________________
Allotted time:
20 minutes for one pair of students to complete one and two person CPR/AED.
Purpose:
To assess student’s competency in performing one-two rescuer CPR/AED.
Objective:
 Demonstrate one rescuer CPR.

Demonstrate two rescuer CPR.

Demonstrate use of automatic external defibrillator and bag mask.
Resources:
 Adult CPR mannequin

Adult lungs

Barrier device

Automated external defibrillator

Bag mask

Students will work in groups of 2, identified as Student 1 and Student 2

Students with IEP’s will be provided with the necessary accommodations
Test setup:
Scene set up with adult mannequin on floor. Automatic external defibrillator and bag mask on table close by. Student will
have their own barrier device.
A-67
Scoring Rubric:
Points >
ADULT CPR ONE-RESCUER ( STUDENT 1 )
o Assess for responsiveness 5-10 seconds
TIME: _____
o Activates emergency response system, directs
someone to call for help and get AED
o Correct placement of hands on lower half of
breastbone
o Delivers 30 compression no longer than 18
seconds
TIME: _____
o Opens airway and provides 2 breathes using
barrier device to visibly make chest rise
TIME: _____
o Performs 4 cycles minimizing interruptions in
compression less than 10 seconds
TIME: _____
o Student 1 continues chest compressions until
directed by student 2
ADULT CPR SECOND RESCUER AED/BAG MASK
SKILL (STUDENT 2)
o During fifth set of compressions, Student 2
arrives with AED and bag mask
o Student 2 turns on AED
o Student 2 applies pads to correct areas
o Student 2 clears victim, allowing AED to analyze
rhythm
o Rescuers switch roles
o If AED indicates a shock able
o rhythm, second rescuer clears victim again and
delivers shock
ADULT CPR TWO-RESCUER
o Student 2 gives 30 compressions
o Student 1 delivers 2 breathes using bag mask
o 2 cycles performed then roles are switched at
examiners reminder
o Student 1 gives 30 compressions
o Student 2 delivers 2 breathes using bag mask
1
2
3
4
Demonstrates
< 3 elements
Demonstrates
3 elements
Demonstrates
5 elements
Demonstrates
all elements
Demonstrate less
than 3 elements
Demonstrate
3 elements
Demonstrate
5 elements
Demonstrates
all elements
Demonstrates
< 3 elements
Demonstrates
3 elements
Demonstrates
4 elements
Demonstrates
all elements
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-68
Student Worksheet
Last Name ___________________________________
First Name ___________________________________
Time:
20 minutes
Objective(s):
 Demonstrate one rescuer CPR
 Demonstrate two rescuer CPR
 Demonstrate use of automatic external defibrillator/bag mask
Directions:
1. Follow all safety measures.
2. Follow standard precautions.
3. Assess responsiveness
4. Activate emergency medical system
5. Begin one rescuer CPR
6. Second rescuer to be assessed with AED
7. Continue with two rescuer CPR
8. You will have a full 20 minutes to complete this competency, after 20 minutes you will be asked to stop.
Accommodations will be made ahead of time for those students who need extra time.
End Time: __________
Results
Refer to documentation sheet.
Describe below any problems you encountered while demonstrating CPR.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-69
Evaluator Worksheet
Last Name ___________________________________
First Name ___________________________________
Adult CPR One – Rescuer
Adult CPR Second – Rescuer AED/Bag mask skill
Adult CPR Two – Rescuer
Total Score
A-70
Evaluator ________________________________________________
Allotted time:
10 minutes
Purpose:
To assess the student’s ability to maintain standard precautions.
Objective:
 Demonstrate hand washing

Demonstrate putting on gloves

Demonstrate removal of gloves
Resources:
 Supply boxes of size small, medium, large and extra long

Functioning sink

Soap dispenser

Paper towel dispenser

Trash can

Student’s with IEP’s will be provided with the necessary accommodations
Test setup:
Demonstration area with resources available
A-71
Date ___________________________
Scoring Rubric:
Points >
1
2
3
4
HAND WASHING
o Turn warm water on with paper towel
o Wet hands while keeping finger tips
down
o Apply soap
o Rub hands vigorously together to lather
o Clean tops and bottom of hands,
wrists, in between fingers and nails
o Rinse from wrist to fingertips pointing
downward
o Dry with paper towels
o Discard paper towels in trash can
o Turn faucets off with dry paper towel
and discard
Demonstrates
3 or less elements
listed
Demonstrates
4-5 elements
listed
Demonstrates
6-8 elements
listed
Demonstrates
all listed
elements
PUTTING ON AND REMOVING GLOVES
o Choose correct glove size
o Don gloves
o Grasp the center of one glove by
opposite hand
o Pull center down, drawing it over glove
turning it inside out
o Hold the removed glove in still-gloved
hand
o Insert fingers of ungloved hand under
cuff of the glove on the opposite hand
o Pull glove off inside out, drawing it over
the first glove
o Drop both gloves in trash can
o Students will state wash hands
Demonstrates
3 or less elements
listed in procedure
Demonstrates
4-5 elements listed
in procedure
Demonstrates
6-8 elements listed
in procedure
Demonstrates all
listed elements in
procedure
TEST TIME
Over time
allotment
Within time
allotment
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-72
Student Worksheet
Last Name ___________________________________
First Name ___________________________________
Time:
10 Minutes
Objective(s):
 Demonstrate hand washing

Demonstrate putting on gloves

Demonstrate removal of gloves
Directions:
1. Wash hands at sink following ARC guidelines
2. Don a pair of disposable gloves
3. Remove a pair of disposable gloves
End Time: __________
Results:
Refer to rubric scores
Describe below any problem you encountered while demonstrating standard precautions.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-73
Evaluator Worksheet
Last Name ___________________________________
First Name ___________________________________
Hand washing
Donning and Removing of gloves
Time
Total Score
A-74
Evaluator ________________________________________________
Date ___________________________
Allotted time:
15 minutes
Purpose:
To assess student’s competency in demonstrating and documenting vital signs.
Objective:
 Demonstrate vital signs using a manual cuff and electronic thermometer.

Demonstrate correct documentation of results on flow sheet.

Demonstrate beginning and closing procedures.
Resources:
 Manual sphygmomanometer

Dual head stethoscope

Electronic thermometer

Clock with second hand

Documentation tool

Documentation area/desk

Alcohol pads will be provided

Live actor/patient in bed setting

Privacy screen

Trash container

Sink, paper towels and soap

Students with IEP’s will be provided with necessary accommodations.
Test setup:
Actor should be sitting up or lying in bed with privacy screen available. Equipment set up on supply cart. Trash container
accessible. Documentation tool on desk outside patient area.
A-75
Scoring Rubric:
Points >
1
2
3
4
BEGINNING PROCEDURES
o Knock
o Introduces self
o Identifies patient
o Explain procedure
o Wash hands
o Gather equipment
o Provides privacy
Demonstrates
< 3 elements
listed in
beginning
procedure
SAFETY MEASURES
o Maintains body mechanics
o Bed lock check
Did not
demonstrate
safety measures
Demonstrates all
listed elements
in beginning
procedure
Demonstrates
less than 4
elements
Demonstrates
4 elements
Demonstrates all
steps as stated
Demonstrates all
listed elements
accurately and
results align with
tester
Demonstrates
less than 3
Demonstrates
3 elements
Demonstrates
4 elements
Demonstrates
all steps listed
Demonstrates
less than 3
Demonstrates
3 elements
Demonstrates
4 elements
Demonstrates
all elements
listed
SKILL COMPETENCY
o Demonstrates 2 step BP procedure
o Uses alcohol to clean ear bids
o Radial pulse reading per minute within 2
o Respirations reading per minute within 2
o Blood pressure within 4mm/hg
o Accurately reads the electronic thermometer
DOCUMENTATION
o Correct patient
o Correct date
o Correct shift
o Correct skill
o Correct initials
o Correct signature
CLOSING PROCEDURES
o Clean area
o Provide patient comfort
o Un screen
o Give call light
o Bed safety
o Wash hands
TEST TIME
Over time
allotment
Demonstrates
3 elements
listed in
beginning
procedure
Demonstrates
5 elements
listed in
beginning
procedure
Demonstrates
all listed
elements in
beginning
procedure
Within time
allotment
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-76
Student Worksheet
Last Name ___________________________________
First Name ___________________________________
Time: 15 Minutes
Objective(s):
 Demonstrate vital signs using a manual cuff and electronic thermometer.

Demonstrate correct documentation of results on documentation tool.

Demonstrate beginning and closing procedures.
Directions:
1. Follow all safety measures.
2. Follow standard precautions.
3. Radial pulse taking for one full minute.
4. Respirations taken for one full minute.
5. Documentation to be done in black pen on supplied documentation sheet.
6. You will have a full 15 minutes to complete this competency, after 15 minutes you will be asked to hand in your
worksheet.
Accommodations will be made ahead of time for those students who need extra time
End Time: __________
Results:
Refer to documentation sheet.
Describe below any problems you encountered while demonstrating vital signs.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Evaluator Worksheet
A-77
First Name ___________________________________
Last Name ___________________________________
Beginning Procedures
Safety measures
Skills Competency
Documentation
Closing Procedures
Time
Total Score
A-78
Plumbing
School Name:
SCORE SHEET
ID #
WRITTEN
TEST #1
TEST #2
TEST #3
TEST #4
TOTAL
100
16
24
20
20
1000
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
A-79
PLUMBING
COPS/Skills Testing Grade 11
BLUEPRINT IDENTIFICATION AND MEASUREMENT
Evaluator ________________________________________________
Date ___________________________
Allotted time:
45 minutes
Purpose:
To evaluate the students’ ability to read a fixture cut sheet, identify architectural symbols and get measurements from a
blueprint.
Objective:
Student will identify symbols and attain proper rough-in and miscellaneous measurements for bath fixtures.
Resources:
Blueprint symbol legend
Cut sheets
Architect scales/ruler
Pencil
Scoring Rubric:
Points >
1
2
3
4
IDENTIFICATION
<5 symbols identified
5-7 symbols identified
8-9 symbols identified
All 10 symbols identified
ACCURACY
Measurements are off
by more than 6”
Most measurements
within 3”
All measurements
are within 1 inch
All measurements
within 1/8”
MATHEMATICS
No attempt at
mathematics
Mathematics were
visible however
insufficient or irrelevant
Mathematics attempted
and partially visible
and/or correct
Mathematics 100%
visible, accurate and
relevant
TEST TIME
Exceeded
45 minutes
Completed within 40
minutes
Completed within 30-35
minutes
Completed under 30
minutes
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-80
PLUMBING
Student Worksheet
First Name ___________________________________
Last Name ___________________________________
Time:
45 minutes
Objective(s):
Student will identify and attain proper rough-in and miscellaneous measurements for bath fixtures.
Directions:
1. Read blueprint Symbol chart – identify architectural symbols.
2. Read Cut sheet, get measurements from drawing.
3. Using information given, fill in measurements and insert answers in appropriate box.
4. Complete any associated math (show all work on paper).
End Time: __________
A-81
PLUMBING
Student Worksheet (SYMBOL CHART)
First Name ___________________________________
Last Name ___________________________________
Identify architectural plumbing symbols using the word bank below.
1
2
3
4
5
6
7
8
9
10
Bathtub-corner
Bathtub-free standing
Bathtub-recess
Cold supply
Floor drain
Hot water tank
Kitchen sink and drain
board
Laundry tubs
Lavatory (vanity bowl)
Meter
Roof drain
A-82
Shower stall
Sill cock
Urinal-wall mount
Vacuum line
Water closet
Water heater
PLUMBING
Student Worksheet (CUT SHEET)
Last Name _________________________________________________________
First Name _________________________________________________________
List the rough in measurements for the following letters indicated below for
Lavatory # 5300.215
D. ______________________
B. ______________________
P. ______________________
W. ______________________
H. ______________________
Q. ______________________
1. From the rough in drawing below, if the floor to rim distance is 32” then what is
the center of the drain?
__________________________________________________________________
2. With the same floor to rim distance, what is the center measurement of the two
water lines?
__________________________________________________________________
A-83
PLUMBING
Student Worksheet (MATH WORK SHEET)
Last Name ___________________________________
First Name ___________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-84
PLUMBING
Evaluator Answer Key (SYMBOL CHART)
Read blueprint Symbol chart – identify architectural symbols.
1 bathtub-recess
2 bathtub-free standing
3 shower stall
4 urinal-wall mount
5 lavatory (vanity bowl)
6 kitchen sink and drain board
7 water heater
8 water closet
9 floor drain
10 meter
A-85
PLUMBING
Evaluator Answer Key (CUT SHEET)
List the rough in measurements for the following letters indicated below.
(Lavatory # 5300.215)
D.
10 - 7/8”
B.
7 - 5/8”
P.
13 - 3/8”
W.
15”
H.
10 - ½”
Q.
6 - ¼”
1. From the rough in drawing below, if the floor to rim distance is 32” then what is the
center of the drain?
21 1/8”
2. With the same floor to rim distance, what is the center measurement of the two
water lines?
24 3/8”
A-86
PLUMBING
Evaluator Worksheet
Student Last Name _______________________________
Identification (refer to SYMBOL CHART)
Accuracy (refer to CUT SHEET)
Mathematics (refer to MATH WORK SHEET)
Test time
Total Score
A-87
ID # ___________________________________
Evaluator ________________________________________________
Date ___________________________
Allotted time:
100 minutes (1 hour and 40 minutes)
Purpose:
To evaluate a students’ ability to understand the basic concept of a DWV piping system for two fixtures.
Objective:
Using no-hub cast iron fittings, couplings and PVC pipe students will assemble a rough-in piping frame of a DWV system
for two fixtures.
Resources:
Work bench or work area, tape measure, pencil, no-hub fittings and couplings, PVC pipe, saw, nut driver/torque wrench,
test caps, plugs etc. pressure gauge and air test set-up, manual hand pump.
Test setup:
All Testing and evaluation of projects will be completed at the test table. Provide a pressure test area using air. Project
should hold for five minutes at 5 PSI.
Scoring Rubric:
Points >
1
2
3
4
SAFETY
Student works in a
manner that is dangerous
to him/her or others.
Safety violations were
corrected numerous
times during examination.
Student shows a
minimal understanding
of shop safety. Student
had to be reminded to
follow safety rules
during examination.
Student shows a
basic understanding
of shop safety. Minor
corrections should be
addressed for future
projects.
Student has a solid
understanding of shop
safety. Works in a
manner that exemplifies
safety in shop
environment.
FITTING SELECTION
Student did not use
correct fittings and or
couplings
Students misused or did
not use the correct
fittings/couplings on two
or more connections.
Students misused or
did not use the
correct fittings or
couplings on one
connection.
Student used all the
correct fittings and
couplings.
ACCURACY
Measurements aligned
and level are off by more
that ½”
All measurements,
aligned and level within
½”
All measurements,
aligned and level are
within ¼”
All measurements,
aligned, and level to 1/8”
CRAFTSMANSHIP
Fittings are improperly
installed. Couplings not
torque or aligned.
Multiple leaks. Most pipes
are not in fittings
completely.
Some fittings are
improperly installed.
A few couplings not
torque or aligned. Two
or less leaks. Most
pipes are not in fittings
completely.
Fittings are properly
installed. Most
couplings torque and
aligned. All pipes are
in fittings completely.
Fittings are properly
installed. All Couplings
properly torqued and
aligned perfectly. All
pipes in fittings
completely.
PRESSURE TEST
Multiple leaks
Two leaks
One leak
No leaks
TIME
Exceeded 120 minutes
Completed within
110 minutes
Completed within
100 minutes
Completed within a 90
minute time frame
Comments:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-88
Student Worksheet
First Name ___________________________________
Last Name ___________________________________
Time:
100 Minutes (1 hour and 40 minutes)
Objective:
To understand the concept of assembling a basic rough-in piping frame of a DWV system for two fixtures.
Directions:
1. Using the materials provided construct a DWV system piping frame according to the drawing provided.
2. Assemble projects in designated work area/work bench.
3. Upon completion of assembling project, it must be pressure tested.
Work safely at all times and raise your hand if you have questions or if you have completed the project.
End Time: __________
A-89
Evaluator Worksheet
First Name ___________________________________
Last Name ___________________________________
Safety
Fitting selection
Accuracy
Craftsmanship
Pressure test (5 minutes @ 5 psi)
Time
Total score
A-90
4
3
2
1
41 1/2
22
1/2 FIXTURE
BRANCH
TEE WYE
B
B
TEE WYE
1/2 FIXTURE
BRANCH
WYE
12 1/8
1/2 FIXTURE
BRANCH
1/8 BEND
1/4 BEND
TEE WYE
15
DRAWN
A
NOTES:
BAW
1/21/2014
B
BAW
1/21/2014
TITLE
CHECKED
QA
1. ALL MEASUREMENTS ARE FROM S.
2. Ø2 OD ALL MATERIAL
MFG
BAW
1/21/2014
BAW
1/21/2014
APPROVED
Massachusetts Vocational
STATE COPS TEST
Directors
COPS/Skills DWV Drawing - Test
SIZE
WGHT
B #2
SCALE
4
3
2
A-91
A
S
1:5
REV
DWG NO
NO HUB DWV
MAT'L
NONE
SHEET
1
1
OF
1
PLUMBING
SOLDERING
Evaluator ________________________________________________
Date ___________________________
Allotted time:
90 minutes (1 hour and 30 minutes)
Purpose:
To evaluate the students ability to use the necessary math formula’s and fitting allowance for proper measurements to
fabricate and assemble a copper frame according to the drawing given.
Objective:
To fabricate and assemble copper frame according to specifications and pass pressure test.
Resources:
Calculator
Copper pipe and fittings
Fitting brush
Flux
Manual hand pump
Pencil
Pressure gauge with test manifold
Sand cloth
Solder (lead free)
Striker
Tape measure
Torch
Tubing cutter
Work bench or work area
Test setup:
Using either an air or hydrostatic pump, pressure test to 125 psi for 2 minutes
Scoring Rubric:
Points >
1
2
3
4
SAFETY
Student works in a
manner that is dangerous
to themselves or others.
corrected numerous times
during examination.
Student shows a minimal
safety. Student had to
be reminded to follow
safety rules during
examination.
Student shows a
basic understanding
of shop safety. Minor
corrections should be
addressed for future
projects.
Student has a solid
safety. Works in a
manner that
exemplifies safety in
shop environment.
ACCURACY
Measurements are off by
more that ½”
Some or All
measurements, within ½”
All measurements,
are within ¼”
All measurements, are
within 1/8”
CRAFTSMANSHIP
Not aligned or level,
solder joints appear to be
burnt or appear to be
under heated and/or more
than two leaks when
tested to 125 PSI 2
minutes.
Partially aligned and
level. Solder joints
appear sloppy with some
drips or runs and/or one
leak when tested to 125
PSI 2 minutes.
Mostly aligned and
level, Solder joints
appear fairly neat with
few drips, runs and
no leaks when tested
to 125 PSI 2 minutes.
All aligned and level
Solder joints appear
neat with NO drips or
runs. No leaks when
water tested to 125
PSI for 2 minutes.
MATHEMATICS
No attempt at
mathematics
Mathematics were
insufficient or irrelevant
Mathematics
attempted and
partially correct.
Mathematics are 100%
accurate and relevant.
TIME
Exceeded 90 minutes
Completed within 90
minutes
Completed within 75
minutes
Completed within a 60
minute time frame
A-92
PLUMBING
SOLDERING
Student Worksheet
First Name ___________________________________
Last Name ___________________________________
Time:
90 Minutes (1 hour and 30 minutes)
Objective:
Student is to calculate fitting allowance and measurements to fabricate and assemble copper frame, using associated
hand tools according to specifications and pass pressure test.
Directions:
1. Using the materials provided construct a copper piping frame according to the drawing provided.
3. Upon completion of assembling project, it must be pressure tested.
End Time: __________
A-93
PLUMBING
SOLDERING
Evaluator Worksheet
First Name ___________________________________
Last Name ___________________________________
Safety
Accuracy
Craftsmanship (pressure test)
Mathematics
Time
Total points
A-94
Copper Piping Frame
TEST # 3
A-95
PLUMBING
THREADING
Date ___________________________
Evaluator ________________________________________________
Allotted time:
120 minutes (2 hours)
Purpose:
To evaluate the students ability to use the necessary math formula’s and fitting allowance for proper measurements to
fabricate and assemble a steel frame according to the drawing given.
Objective:
To fabricate and assemble steel frame according to specifications and pass pressure test.
Resources:
Calculator
Manual hand pump
Other associated hand tools
Pencil
Pipe cutter
Pipe die stock
Pipe reamer
Pipe thread sealant
Pipe wrenches
Power threading machine
Pressure gauge with test manifold
Steel pipe and fittings
Tape measure
Work bench or work area
Test setup:
Using either an air or hydrostatic pump, pressure test to 125 psi for 2 minutes.
Scoring Rubric:
Points >
2
3
4
SAFETY
Student works in a
manner that is
dangerous to
themselves or others.
corrected numerous
times during
examination.
1
Student shows a
minimal understanding
of shop safety. Student
had to be reminded to
follow safety rules
during examination.
Student shows a basic
safety. Minor corrections
should be addressed for
future projects.
Student has a solid
safety. Works in a
manner that
exemplifies safety in
shop environment.
ACCURACY
Measurements are off by
more that ½”
All /most
measurements, within
½”
All /most measurements,
are within ¼”
All measurements,
within an 1/8”
CRAFTSMANSHIP
( 2 min.@ 125psi )
All pipes are not aligned
and level, reamed or
have the proper number
of threads. No pipe
dope used. Fails
pressure test. Unable to
assemble project
Most pipes are not
aligned and level,
reamed or have the
proper number of
threads. Fails pressure
test. Poor alignment.
Most pipes are aligned
and level, reamed and
have the proper number
of threads. Passes air
test. Alignment needs
minor adjustment.
All pipes are aligned
and level, reamed and
have the proper
number of threads.
Passes air test.
Alignment is perfect
MATHEMATICS
No attempt at
mathematics
Mathematics were in
sufficient or irrelevant
Mathematics attempted
and partially correct.
TIME
Exceeded
120 minutes
Completed within
120 minutes
Completed within
110 minutes
A-96
Mathematics were
100% accurate and
relevant.
Completed within a
95 minute time frame
PLUMBING
THREADING
Student Worksheet
First Name ___________________________________
Last Name ___________________________________
Time:
120 Minutes (2 hours)
Objective:
Student is to calculate fitting allowance and measurements required to fabricate and assemble steel frame. Using power
threading machine and associated hand tools according to specifications and pass pressure test.
Directions:
1. Using the materials provided construct a steel piping frame according to the drawing provided.
3. Upon completion of assembling project, it must be pressure tested. (2 min. @ 125 psi)
End Time: __________
A-97
PLUMBING
THREADING
Evaluator Worksheet
First Name ___________________________________
Last Name ___________________________________
Safety
Accuracy
Craftsmanship (pressure test)
Mathematics
Time
Total Score
A-98
PLUMBING
THREADING
Student Worksheet (MATERIAL LIST)
Last Name ___________________________________
First Name ___________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
A-99
PLUMBING
THREADING
Student Worksheet
Directions:
1. Choose the correct materials for the project and write a material list.
2. Assemble the project to the correct dimension.
3. Pressure test the project.
A-100
CAMBRIDGE RINDGE & LATIN
Design and Visual Communications:
Creative Design Level 1 Mid-term and Final Exams
A-101
Creative
Creative Design Level 1
Final (Mid-Semester)
Name:
Date:
1. What are the two different types of “imagemaking” software?
A.
B.
C.
D.
7. Adobe Illustrator is also referred to as a
based program.
A.
B.
C.
D.
Painting and drawing
Photography and Illustration
Browser and website
Flash and animation
8. Adobe Illustrator files are made up of many
which form an image.
2. Adobe Photoshop is also referred to as a
based program.
A.
B.
C.
D.
vector
artwork
bitmap/raster
dpi
A.
B.
C.
D.
3.Ad Photoshop files are made up of many
which form an image.
A.
B.
C.
D.
pixels and grids
dots
dpi
resolution
A.
B.
C.
D.
illustrations
animations
google images
Photographs and continuous tone
images
A.
B.
C.
D.
continue doing it his/her own way
ask for opinions from other employees
resolution dependent
suggest that the Art Director do it
himself/herself
6. To change the size of an image in Photoshop
you must go to which menu?
A.
B.
C.
D.
illustrations
animations
website designs
Photographs
10. Adobe Illustrator is considered resolution
independent because you are able to
which are automatically 800
create
dpi.
because
5. Photoshop is considered
the amount of details depends of the amount of
resolution.
A.
B.
C.
D.
Joined dots
pixels
dpi
resolution
9. Adobe Illustrator is often the software many
designers use for
4. Photoshop is often the software many
designers use for
A.
B.
C.
D.
vector
artwork
bitmap/raster
dpi
11. A high resolution is considered having
dpi.
resolution higher than
A.
B.
C.
D.
A-102
300
72
150
450
12. Adobe Illustrator and Photoshop work well
between
together because images can
both program.
A.
B.
C.
D.
Image > Mode
Image > Canvas size
Image > Image Size
Image > Adjustments
resolution
scalable graphics
dots
photographs
go back and forth
bend
adjust
play
Creative
8. Landscape page orientation is
Creative Design Level 1
Final (End-Semester)
A.
B.
C.
D.
Name:
Date:
1. When would you use 300 versus 72
resolution?
A.
B.
C.
D.
9. A design process consists of the following
steps in which sequence:
300 is for high quality Animation,
72 is for the Web
300 is for Web Sites, 72 is for
Animation
300 is for high quality printing,
72 is for the Web
300 is for printing black and white,
72 is for Animation
2. Which Photoshop tool is used to create links?
A. Pen Tool
B. Slice Tool
C. Custom Shape Tool
D. Marquee Tool
3. What "save" option do you use to save your
Photoshop files for Dreamweaver?
A.
B.
C.
D.
Save
Save As
Save for Web
All of the above
Preview in Photoshop
Preview in Web Browser
Preview in Illustrator
You can't
Vertical
Flat
Horizontal
Diagonal
11. By default digital cameras capture
photographs in which of the following formats?
gif
jpeg
eps
tiff
12. After taking many photographs, a contact
sheet is used to:
A.
B.
C.
D.
Line
Object
Graphic
Link
Show every photograph taken
Crop the photograph
To help choose the best photograph
Create a photo layout
A-103
Adobe Illustrator
Macromedia Dreamweaver
Macromedia Flash
Adobe Photoshop
15. Which cutting tool is most accurate when
cutting black foam board?
A.
B.
C.
D.
Not listen
Behave defensively
Demand a reevaluation
Try out new ideas
11 inches x 17 inches
8-1/2 inches x 11 inches
8-1/2 inches x 14 inches
8 inches x 10 inches
14. Which of the following pieces of software is
most suitable for manipulating photos?
A.
B.
C.
D.
Extend the frame
Test the movie
Add more layers
Delete a symbol
7. One way to show acceptance and
understanding to a project critique would be to
A.
B.
C.
D.
A.
B.
C.
D.
13. Tabloid paper measurements are
6. Using the keyframes, how would you make an
action longer or slower in the Timeline?
A.
B.
C.
D.
10. Portrait page orientation is
A.
B.
C.
D.
5. To animate a shape or illustration you can
make the object into a _____symbol.
A.
B.
C.
D.
A. Thumbnails, roughs, then illustrative
B. Roughs, comprehensives, thumbnails,
then final product
C. Comprehensives, thumbnails, roughs,
then final product
D. Thumbnails, roughs, comprehensives,
then final product
A.
B.
C.
D.
4. In Dreamweaver how do you check your links
to make sure they work and are connected?
A.
B.
C.
D.
Vertical
Tall
Horizontal
Diagonal
X-acto Knife
Paper slicer
Cutting board
Scissor
LOWER PIONEER VALLEY
Carpentry:
Competency profile and checklists
A-104
competencies\group \TASKJOBS.xlscomprehensive (2) 1/3/14
FCTS Carpentry
Class of ________
Group Competency Chart
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
STUDENT NAME and #
JOBS
A) Developing basic shop skills
1) Work safely in the shop
a)
wear safety glasses
b)
wear hearing protection
c)
wear safe clothing
d)
demonstrate safe behavior
e)
handle lumber safely
f)
use air hoses safely
2) Maintain shop equipment
a)
clean air filters
b)
store I-beam clamps
c)
clean Delta planer bed and roller
d)
clean Makita planer hood and bed
e)
store extension cords
3) Select and test stock
a)
identify structural knots, checks etc.
b)
identify bow, cup, crown and twist
c)
record thickness, width and length
d)
describe and test working face
e)
describe and test working edge
f)
describe and test parallel surfaces
Measuring
read the ruler
a)
1/4's of an inch
b)
1/8's of an inch
e)
1/2's thru 1/16's mixed
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
A-105
Kenneth Rocke
[email protected]
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
JOBS
convert inches to feet-and-inches
change inches to feet-and-inches
change feet-and-inches to inches
use decimal equivalent charts
convert fractions to decimals
find fractional equivalents of decimals
do ruler arithmatic
add fractions of inches
subtract fractions
add lengths
subtract lengths
find half of a length
Estimating
6) estimate board and square feet
Calculating
Laying-out
UNDERSTANDING SPATIAL RELATIONSHIPS: lines, planes and solids
1. demonstrate understanding of the concept of straightness
2. demonstrate understanding of the concept of parallel lines and planes
3. accurately describe horizontal and vertical lines and planes
4. describe perpendicular planes
5. demonstrate understanding of length, area, and volume
6. accurately describe flatness of planes
7. demonstrate understanding of the concept of 'square'
8. define thickness, width and length (of stock)
A-106
STUDENT NAME and #
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
STUDENT NAME and #
JOBS
9. define length,height, width and depth (of rooms, walls, closets, furniture)
VISUALIZING IN TWO AND THREE DIMENSIONS
1. identify right triangles, acute triangles, isosceles triangles
2. identify squares. parallelograms
3. identify 45's and 90's
CONSTRUCTING GEOMETRIC FIGURES USING DRAFTING TOOLS
1. construct parallel lines
2. construct perpendicular lines
3. draw circles of given diameters with a compass
4. draw circles of given radii with a compass
5. draw a line tangent to a circle
6. draw a line bisecting a circle
7. bisect an angle with a compass
8. construct right triangles of given height and base
9. construct an isosceles triangle
10. draw an acute angle
11. draw an obtuse angle
12. construct a square
13. construct a parallelogram
14. draw and label roof cross-sections of common pitches (3/12, 4/12, 6/12, 8/12, 9/12, 12/12. 16/12)
UNDERSTANDING THE LANGUAGE OF LAYOUT IN THE TRADES
1. center-to-center measurements
2. outside-to-outside, inside-to-inside, inside-to-outside measurements
A-107
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
JOBS
3. long-to-long, short-to-short, and long-to-short
LAYING-OUT SIMPLE LINES AND SHAPES USING CARPENTRY LAYOUT TOOLS
1. square a line across a board with a combination square
2. square a line across a board with a framing square
3. draw a straight line between two points
4. scribe a line parallel to an edge using a combination square
5. lay-out a 45-degree miter on the face of a board
6. lay-out a 45-degree bevel on the edge of a board
7. given two angles, lay-out a compound miter
8. given an angle (in degrees), lay it out using a protractor saw guide
9. given an angle (as a ratio), lay it out using a framing square
10. transfer a given angle with a bevel square
11. transfer a given angle with a protractor-saw guide
12. transfer a given angle with a rule and straightedge
13. divide a length into a given number of equal parts using a set of dividers
14. lay-out a circle of a given diameter over 10" using a string and pencil
15. find the center of a board (width)
16. find the center of a board (length)
17. find the center of a board (thickness)
18. lay-out a chamfer around a board
CHECKING LAYOUT USING GEOMETRY AND MATH
1. check a small frame for square using a framing square
2. square a frame by checking the diagonals
A-108
STUDENT NAME and #
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
JOBS
3. square a large frame or wall with the 3-4-5 method
USING LAYOUT TECHNIQUES IN THE SHOP
1. working from a story-stick, lay-out a faceframe for kitchen cabinets
2. lay-out shelf locations for a medicine cabinet
3. lay-out fastener positions for a sheetrock stool
4. lay-out locations of dadoes and rabbets for a sheetrock stool
5. lay-out compound-miter cuts for sawhorse legs
6. lay-out compound-miter mortices in sawhorse top
7. lay-out miter crosscuts for sawhorse strut
USING LAYOUT TECHNIQUES IN BUILDING HOUSES
1. lay-out a stud wall with 16" on-center framing
2. lay-out a stud wall with 24" o.c. framing
3. lay-out a window opening
4. lay-out a door opening
5. lay-out a story-pole for rough framing the walls of a house
6. lay-out a stair stringer
7. lay-out a common rafter
8. lay-out a hip rafter
9. make a full size template for plumbing fixture cut-outs
10. scribe a board or panel to an irregularly-shaped surface
Problem-solving
USING FORMULAS TO SOLVE PROBLEMS
A-109
STUDENT NAME and #
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
JOBS
1. compute the area of a rectangle
2. compute the area of a right triangle
3. compute the volume of a rectangular solid
4. compute the area of a circle, given the diameter
5. compute the circumference of a circle, given the diameter
6. given the radius, figure the diameter
7. write the formulas for figuring area of squares, rectangles, and right triangles
8. write the formulas for figuring volume of rectangular solids
9. given an angle (in degrees), figure its complement
Interpreting data
Sketching and drawing
Reading drawings
5) develop a working plan
7) square and align parts
8) lay out simple lines and shapes
9) lay out multiple pieces
10) maintain, adjust and store handtools
11) cut stock
12) plane stock
13) drill stock
14) shape stock
15) glue-up stock for panels
16) laminate boards
17) assemble with glue and nails
18) assemble with screws
A-110
STUDENT NAME and #
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
STUDENT NAME and #
JOBS
19)
20)
21)
22)
23)
assemble with nuts and bolts
assemble with dowels
use clamps to hold parts
sand boards
stain, seal and paint wood
A) Use measuring and layout tools
1) Combination square
a)
Assemble and adjust
b)
Lay-out square lines
c)
Lay-out parallel lines
d)
Lay-out 45 degree angles
e)
Measure stock
2) Framing Square
a)
Check a framing square for square
b)
Lay-out square lines
c)
Test stock: straight, flat, square
d)
Lay-out angles
3) Bevel square
a)
Assemble and adjust
b)
Copy angles to stock
c)
Set tables and cutters of machines to angle
d)
Test stock for accuracy of bevel cuts
4) Folding rule
a)
Measure stock to 1/16" with 100% accuracy
b)
Take inside-to-inside measurements
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
A-111
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
STUDENT NAME and #
JOBS
5)
6)
7)
8)
9)
10)
11)
c)
Set blade heights etc. with folding rule
Slide caliper
a)
Measure planed stock to 1/32" accuracy
b)
Size and label dowels to 1/16"
Dial caliper
a)
Measure planed stock: within 1/100 of an inch
b)
Re-set bezel on dial caliper to zero
c)
Sort and label twist drill bits
25' tape measure
a)
Measure dimensions of stock to 1/16"
b)
Take accurate inside measurements
Guages
a)
Size and label twist drill bits with drill guage
b)
Size machine screws w. thread guage
Micrometer
a)
Measure plane shavings
b)
Measure guages of sheet metal
4' level
a)
Plumb a post both directions
b)
Level a beam
Plumb bob
a)
drop a parallel line from a beam to the floor
B
B
B
B
B
B
B
B
B
B
I
I
B
B
B
B) Working with stationary power equipment
1) Work safely with power equipment
5) Jointer
B
A-112
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
STUDENT NAME and #
JOBS
6)
7)
8)
9)
a)
Set up Delta jointer
b)
Face- and edge-joint on Delta
c)
Set up Makita jointer
d)
Face- and edge-joint on Makita
e)
Joint on a bevel
Thickness planer
a)
Set up Delta planer
b)
Plane stock on Delta
c)
Set up Makita planer
d)
Plane stock on Makita
e)
Clean bed and outfeed idler - Delta
f)
Clean bed and feed rollers - Makita
Table saw
a)
Set up Unisaw for ripping
b)
Rip stock on Unisaw
c)
Change a blade on Unisaw
d)
Crosscut stock with miter guage
e)
Set up dado-stack
f)
Crosscut-dado stock on Unisaw
g)
Cut an edge-rabbet with dado-stack
Radial arm saw
a)
Set up radial arm saw for crosscut
b)
Cross-cut stock to rough length
c)
Cut up scrap for kindling on RAS
Compound-miter slide saw
a)
Set up Hitachi and Makita slide saws
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
I
I
I
B
B
B
B
A-113
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
STUDENT NAME and #
JOBS
10)
11)
12)
13)
14)
15)
16)
4)
I)
b)
Cut stock at 90 degrees both ways
c)
Clean bags and table
Bandsaw
a)
Set up bandsaw for cutting curves
b)
Bandsaw curved lines on stock
Drill press
a)
Set up drill press - drilling and boring
b)
Drill and bore holes on drill press
Wide-belt sander
a)
Set up Ramco wide-belt sander
b)
Sand stock to finish quality - Ramco
Panel saw
a)
cut sheet stock on the panel saw
Shaper
a)
shape cabinet doors
Oilstone grinder
a)
Set up grinder for chisels, irons
b)
Grind correct bevels - chisels, irons
Power feed
a)
set up power feed on shaper
Square-up solid stock
a)
square up stock six sides
B
B
B
B
B
B
B
B
B
I
B
B
A
B
Operating portable power tools
1) Use battery drills
a)
change and charge batteries
A-114
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
JOBS
1)
2)
3)
4)
5)
6)
7)
8)
C)
b)
set up drill and drill holes
c)
set up drill and drive screws
operate portable circular saw
a)
set up saw table
b)
set up saw
c)
crosscut 90 degrees freehand
d)
crosscut 90 with guide
e)
bevel cut 90 freehand
f)
bevel cut 90 w. guide
g)
freehand face miter
h)
freehand compound miter
i)
rip plywood
j)
dado mortice in 2x4 stock
operate reciprocating saw
operate portable electric drill
operate portable router
operate miter saw
operate saber saw
operate portable sanders
operate screw shooter
Constructing the framework of a house
1) snap lines and square foundation
2) frame sills
3) frame girders
4) install steel columns
A-115
STUDENT NAME and #
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
JOBS
5)
6)
7)
8)
9)
10)
D)
E)
layout, cut and install joists
frame stair, chimney and fireplace openings
install fire stops
install subfloor
nail up joist hangers
nail up cross, solid and steel bridging
Framing exterior walls
1) layout shoe and plate
2) frame window openings
3) frame exterior door openings
4) frame fireplace wall opening
5) cut and nail up studs
6) sheath exterior walls
7) install double plates
8) install exterior pre-hung doors
9) install windows
Framing ceiling and roof
1) layout ceiling joists and rafters
2) install ceiling joists
3) frame scuttle, chimney and fireplace openings
4) lay out common rafter pattern
5) check rafter length
6) cut common rafters
7) layout ridge
A-116
STUDENT NAME and #
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
JOBS
8)
9)
10)
11)
12)
13)
14)
15)
F)
G)
install common rafters
cut and install gable studs
sheath gable
sheath roof
install facia board, rakes and soffit
install drip edge
apply roofing paper
apply shingles, flashings
Interior framing
1) install strapping
2) layout interior walls
3) construct partition backers, corners and headers
4) layout shoes and plates
5) frame bearing partition
6) frame stairs
7) frame walls
8) install all blocking and bracing
Exterior finish
1) erect corner boards
2) install wood shingles
3) install clapboards
4) install tongue and groove siding
5) install board and batten siding
6) install plywood siding
A-117
STUDENT NAME and #
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
JOBS
7)
8)
9)
10)
11)
12)
H)
J)
install composition siding
install metal siding
install vinyl siding
install shake shingles
install cornice
hang gutters and downspouts
Installing interior finish
1) install wall and ceiling insulation
2) hang drywall
3) install underlayment
4) install interior doors
5) trim doors
6) trim windows
7) install baseboards
8) install closet shelves and poles
9) install hardwood floors
10) install ceramic floors
11) build stairs
Erecting stagings
1) use ladder brackets
2) use tubular sections
3) use pump jacks
4) use wall brackets
5) use roof brackets
A-118
STUDENT NAME and #
FCTS Carpentry
Class of ________
key
skill level
DUTIES
TASKS
saw demonstration
has practiced skill
competent
B
basic
I
intermediate
A
advanced
STUDENT NAME and #
JOBS
K)
Making cabinets and plastic laminates
1) layout kitchen
2) draw and estimate cabinet
3) select and cut wood
4) select and cut joints
5) assemble cabinets
6) install cabinets
7) assemble counter tops
8) apply plastic laminate
key
A-119
saw demonstration
has practiced skill
competent
A-120
A-121
A-122
A-123
A-124
A-125
A-126
A-127
MINUTEMAN RVTHS
Design and Visual Communications:
Brochure Redesign Project and Rubric Grade 10 Final Exam
All CVTE Programs:
End-of-Year Capstone Project with Rubrics Grades 9–12
A-128
SOPHOMORE DVC FINAL ASSESSMENTS
McGowan
Technical Skills
Students will redesign a brochure using the techniques they learned this year and
freshmen year. They will apply skills that included: drawing, typography, elements
and principles of design, alignment, consistency, hierarchy, legibility, output,
preflight, and creativity.
Checklist
o
o
o
o
o
o
1 full-page of thumbnails (minimum of 3)
1 full-page final sketch of both sides
New logo for front cover
All text from brochure is included
Minuteman Branding
Incorporate photos from content folder
Conceptual Design Skills
Hierarchy
Consistency
Proximity
Best practices - Backup Files, File naming and organization (file folders, naming
conventions)
Using the correct file types (psd. Ai, indd. Tif. Jpg. Pdf.)
Resolution (screen vs print)
Output printing
A-129
Design and Visual Communications
FINAL ASSESSMENT Grade 10
Brochure Redesign Project Rubric
THUMBNAILS AND COMP DRAWINGS
CATEGORY
Attractiveness and
Effort
100 - 76
75 - 50
Drawings are thorough, Drawings are somewhat
neat and effectively
neat and show some
show organization.
organization.
Rulers and templates
were used to create
nice looking thumbs
and comps.
49 - 26
25 - 0
Drawings are messy
and show some
organization of
content.
Little or no effort went
into drawings.
Score: ______________/ 100
OVER 
A-130
BROCHURE
CATEGORY
100 - 76
75 - 50
49 - 26
25 - 0
Attractiveness &
Consistency
Makes excellent use of
font, color, photos,
graphics, effects, etc. to
enhance the
presentation.
Makes good use of font,
color, graphics, effects,
etc. to enhance to
presentation.
Makes use of font,
color, graphics, effects,
etc. but majorly
detract from the
presentation content.
Use of font, color,
graphics, effects etc. but
these completely
distract from the
presentation content.
Mechanics
No misspellings or
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings
and/or grammatical
errors.
More than 4 errors in
spelling or grammar.
Organization
Content is well
organized using
headings, grid, and
hierarchy to group
related material.
Content flows in a
logical way. All content
is included.
Uses headings, grid,
hierarchy, but the
overall organization of
topics appears flawed.
Content flows in a
somewhat logical way.
Not all content is
included.
Uses headings, grid,
hierarchy, but the
overall organization is
very poor.
Content is not logically
organized
Not all content is
included.
There was no clear or
logical organizational
structure, just lots of
facts.
Not all content is
included.
Output
Brochure is folded on
cardstock paper and
folds don’t occur over
content. Grid and
guides included.
cardstock paper and
folds occur too close to
content. Grid and
guides included.
cardstock paper and
folds occur over
content. Grid and
guides included.
Brochure is not folded
on cardstock paper and
folds occur over content.
Grid and guides
included.
Student Name: ___________________________________________________________________________
Score: ______________/ 100
TOTAL SCORE: ______________/ 200
A-131
Freshmen Final Project
For your final project you will execute a lesson plan in your given classroom. This means you plan, write out, gather materials and run an activity in your
classroom. The lesson plan should be written on our lesson plan form. The activity can be in any of the following areas: gross motor, math, literacy, art, or
fine motor. You will be graded using the rubric below.
Name___________________________________ Date of Presentation __________________________
Score
CATEGORY
Language Arts
Grammar & Spelling
Capitalization & Punctuation
2.A.01 ELA , 4.A.02.06
10 points
5- Exceeds Expectations
4-3 Meets Expectations
3- Approaching Expectations
2-0 Needs Improvement
No errors in grammar or
spelling that distract the reader
from the content. No errors in
capitalization or punctuation.
1-2 Errors in grammar,
capitalization or punctuation or
spelling.
3-4 Errors in grammar or spelling
that distract the reader from the
content.
More than 4 or more errors
in grammar or spelling/
capitalization and/or
punctuation that distract the
reader from the content.
Procedure is clearly outlined
with all necessary steps to
complete the lesson plan. The
activity is developmentally
appropriate.
Student writes at least 2
strengths and 1 area for
improvement.
Procedure is missing 1-2 steps
to complete the lesson plan.
The activity is developmentally
appropriate.
Procedure is missing 3-4 steps to
complete the lesson plan. The
activity is developmentally
appropriate.
Student writes only 1 strengths
and 1 area for improvement.
Student writes only 1 comment.
Procedure is missing 5 or
more steps to complete the
lesson plan. The activity is
not developmentally
appropriate.
Student does not write any
comments.
All children were engaged in
the lesson. Student was clear in
their expectations and
implemented necessary
classroom rules during the
activity.
1-2 children were not engaged
in the lesson. Student missed 1
or 2 opportunities to set clear
expectations and implemented
necessary classroom rules
during the activity.
3-4 children were not engaged in
the lesson. Student missed 3 or 4
opportunities to set clear
expectations and implemented
necessary classroom rules during
the activity.
Most children were not
engaged in the lesson.
Student missed frequent
opportunities to set clear
expectations and
implemented necessary
classroom rules during the
activity.
Student had all necessary
materials for their lesson plans
and all sections are filled out.
Students did not need to
reference their notes.
Student was missing 1-2
materials/sections for their
lesson plans. They needed to
reference their notes
occasionally.
Student was missing 3-4
materials/section for their lesson
plans. They needed to reference
their notes frequently.
Student was missing 5 or
more materials/sections.
Student needed to constantly
refer to their notes.
Content
Developmentally appropriate
procedure & activities
2.A.03, 2.B.03
30 points
Self-Evaluation
2.F.02.07
15 points
Student Management
Classroom management &
execution
2.C.01
25 points
Preparedness
Student came prepared to do
their lesson plan
4.A.01.08
20 points
Total _____________________100 pts possible
A-132
Sophomore Final Project & Rubric
For your final project you will be running a morning meeting or circle time in your classroom. For this you will go over the calendar, weather, and
whatever else your classroom does during morning meeting or circle time. You will have to write up a lesson plan for this including what you will be doing,
the materials you need, as well as the developmental domain you will be targeting in your classroom.
Name __________________________________________ Date Due __________________________
Exceeds Expectations
Meets Expectations
Approaching Expectations
Needs improvement
Prepared /
Calendar set
15 pts
4.A.01.08
All the materials and calendar
set up for circle time. Language
activity was practiced.
Most of the materials needed
for circle time are gathered
The student had some of the
materials prepared.
The Student was not
prepared for circle time, did
not have materials ready
Lesson Plan
25pts.
2.F.02.04
All elements of lesson plan was
written neatly, clearly with
specific detail before day of
lesson checked by MHS teacher
Children learned /reinforced
unit topic. Lesson was adapted
to accommodate all learning
levels
All elements of lesson plan
was written neatly, clearly but
lacking details. MHS teacher
signature before day of lesson
to accommodate majority
learning levels
Lesson lacks clarity, and
details of lesson. MHS
teacher signature done day
of lesson.
Children gained little
knowledge. Lesson did not
accommodate most of
children's learning levels
Lesson plan in incomplete.
3 or more components are
missing. No MHS teacher
signature.
There were no clear benefits
for the children. Lesson did
not consider different
learning levels.
Lesson plan passed in 1 day
after taught. All post written
components complete with
specific detail
Lesson plan was passed in 2
days after taught. All post
written components were
done but lacked detail
Lesson plan was not taught
on day assigned. Lesson plan
was passed in 2+ days after
being taught. Missing post
written components.
Post written work not
completed. Lesson passed
in week late.
Completed most of the circle
routine but not in order.
Missing 2 or more elements
of circle and not in correct
order.
Student interacted with most
of children but did not branch
off any questions. Most
children were activity involved
in circle
Student asked the children
one or two questions did not
include them in circle time.
less than 1/2 children were
activity involved in circle
Did not circle routine or
follow lesson plan. Missing
several element of circle and
no literacy activity
Student did not interact
with the children, children
were not focused on
activity.
Score
Written
Developmentally
Appropriate.&
Content
Knowledge 25pts
2.F.02.07,2.B.03.05
Post evaluation
10pts
2.A.03.04
2.E.02.03
Performance
Circle routine
25 pts
2.A.03.05
Interaction and
Communication,
management
25pts
2.B.04.03
2.C.02.01
4.A.01.07
Completed all steps for circle in
correct order: Welcome song,
calendar, weather, language
/literacy theme activity
Student interacted with all
children. Asked them questions
and helped them learn
materials in circle. All children
were activity involved in circle.
Total Possible Points 125 ______________________
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Junior Directions and Rubric- Curriculum/Centers Web (Part 1 of 3)
As the final part of your junior project you will be taking over a day of teaching at your placement site. You will be responsible for running circle time,
leading a read aloud and creating a curriculum web that outlines all your free-time activities (centers) planned for the day.
You will need to produce a typed curriculum web that outlines your read aloud used, centralized them, any theme-specific curriculum activities and the
activities that will be offered during free-time/centers. On your web you should also list the materials that are needed for your activities as well as the
curricular areas/developmental domains they fall under.
Score
CATEGORY
Language Arts
Grammar & Spelling
5 points
2.A.01 ELA , 4.A.02.06
5 – Exceeds Expectations
2 –Approaching Expectations
1 – Needs Improvement
spelling.
content.
The web includes a central
theme and at least 5 center time
activities. The materials are all
listed for each center and are
developmentally appropriate
under the proper domain/area.
The web includes a central
theme and at least 4-3 center
time activities. Most materials
are listed for each center and
are developmentally
appropriate under the proper
domain/area.
The web includes a central theme
and at least 2-1 center time
activities. Few materials are all
listed for each center and are
under the proper domain/area.
There are no centers present
on the web. Materials are
missing for each center or
activities are not
under the proper
domain/area.
Content
Web Layout
5 points
2.B.03.05, 2.B.03.06,
2.B.03.07, 2.B.03.08,
2.B.03.09, 2.B.03.10,
2.B.03.11, 2.B.03.12.
Total ____ 10 pts possible points
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Junior Project Directions and Rubric- Circle Time (Part 2 of 3)
As part your final project you will be running a morning meeting or circle time in your classroom. For this you will go over the calendar, weather, and
whatever else your classroom does during morning meeting or circle time. You will have to write up a lesson plan for this including what you will be doing,
the materials you need, as well as the developmental domain you will be targeting in your classroom- you will use our lesson planning form.
5 Exceeds Expectations
2 Approaching Expectations
1 Needs improvement
Prepared /
Calendar set
15 pts
4.A.01.08
All the materials and calendar
set up for circle time. Language
activity was practiced.
Most of the materials needed
for circle time are gathered
materials prepared.
Lesson Plan
25pts.
2.F.02.04
lesson with signature of MHS
teacher
levels
of lesson.
The Student was not
prepared for circle time, did
not have materials ready for
circle time
signature.
learning levels
accommodate most of
learning levels.
specific detail
on day assigned. Lesson plan
was passed in 2+ days after
being taught. Missing post
written components.
in week late.
Completed all steps for circle in
correct order: Welcome song,
calendar, weather, language
/literacy theme activity
and helped them learn
materials in circle. All children
were activity involved in circle.
Completed most of the circle
routine but not in order.
Missing 2 or more elements
of circle and not in correct
order.
children were activity involved
in circle
Student asked the children
one or two questions did not
include them in circle time.
less than 1/2 children were
activity involved in circle
Did not circle routine or
follow lesson plan. Missing
several element of circle and
no literacy activity
with the children. Children
were not focused on
activity.
Written
Developmentally
Appropriate.&
Content
Knowledge 25pts
2.F.02.07,2.B.03.05
Post evaluation
10pts
2.A.03.04
2.E.02.03
Performance
4.A.01.07
Circle routine 25
pts
2.A.03.05
Interaction &
Communication,
Management
25pts
2.B.04.03
2.C.02.01
Total
A-135
______________________ 125 possible points
Score
Junior Directions and Rubric- Read Aloud (Part 3 of 3)
As part of your final project you will be running a read aloud in your classroom. You will read a developmentally appropriate book that relates to your classroom theme.
You will have to write up a lesson plan for this including what you will be doing (including questions to ask during the reading), the materials you need, as well as the
developmental domain you will be targeting in your classroom- you will use our lesson planning form.
Name __________________________________________ Date Due __________________________
5 Exceeds Expectations
2 Approaching Expectations
1-0 Needs improvement
Prepared / Book
Choice
15 pts
4.A.01.08
All the materials set up for the
read aloud/language activity
was practiced, clear and
developmentally appropriate.
Most the materials set up for
the read aloud. The reading
was hard to follow with 1 or 2
errors.
materials prepared.
Lesson Plan
25pts.
2.F.02.04
lesson with signature of MHS
teacher
levels
of lesson.
The Student was not
prepared for the read aloud,
did not have materials
ready. It was not an
appropriate book choice.
signature.
learning levels
accommodate most of
learning levels.
specific detail
on day assigned. It was
passed in 2+ days after being
taught. Missing evaluation.
in week late.
Student set the stage and read
the story fluently.
Student used some inflection
and read the story without
much fluency.
Student interacted with a few
of children. Almost all the
children were not involved.
Student did not use any
inflection. The book was not
read fluently.
with the children, children
were not focused on
activity.
Written
Developmentally
Appropriate.&
Content
Knowledge 25pts
2.F.02.07,2.B.03.05
Post evaluation
10pts
2.A.03.04
2.E.02.03
Performance
Read Aloud 25 pts
2.B.03.07
Interaction &
Communication,
Management
25pts 2.B.04.03
2.C.02.01
Score
4.A.01.07
Student used inflection, set the
stage and read the story
fluently.
and helped them learn the text.
All children were activity
involved in the read aloud.
children were involved.
Total ______ 125 possible points
A-136
Senior Project Directions and Rubric
For your senior project you will be giving a presentation on your co-op experience or if you are not on co-op your overall experience in the Early Education
and Care. This presentation should include a 5 to 10 minute PowerPoint slide show on your experience which includes your placement site(s), the philosophy
of your site(s), what classroom(s) you were in, the role you played in the classroom(s), activities you did with your students, and program. You should have a
summary of how your overall experience in the program and your field placement/co-op experience prepared you for your post-graduation plans.
Score
CATEGORY
5 – Exceeds Expectations
2 –Approaching Expectations
1 – Needs Improvement
spelling.
content.
Used notes as a guide,
interacted with audience
several time during
presentation.
Referred to notes, but limited
interaction with audience.
Read from note most of the timeno eye contact with audience.
Read speak directly from
notes, not looking at
audience.
Overview Early Childhood
Education Experience 15 pts
2.F.02.07
Summary of all years in Early
Education and Care program at
Minuteman.
Only one of two years in
overview (missing years).
Brief overview on details of
assignments.
Overview not stated.
Field Placement Experience
20 pts
2.F.01.04
FP site name & philosophy
given, detailed description of
classroom, job responsibilities
and several activities you
planed and implemented.
FP site name & philosophy
given, description of classroom,
job responsibilities and few
activities you planed and
implemented.
Field placement experience
is not mentioned.
Summary with post high
school plans 10 pts
4.A.03.064.A.01.09
Concluding paragraph
summaries overall experience
with postgraduation plans
explained in detail.
Concluding paragraph
summaries missing some
details with few details of postgraduation plans.
FP site name given but 2 or more
of the following are missing:
philosophy description of
classroom, job responsibilities &
activities you planed and
implemented.
Concluding paragraph lacks
details including details of postgraduation plans.
10+ Slides, with visuals on
every page using a variety of
color
5-8 Slides , most have a visual
and variety of color
4 or fewer slides with few visuals.
All in one color
4 or fewer slides with no
visuals. All in one color
Language Arts
Grammar & Spelling
5 points
2.A.01 ELA , 4.A.02.06
Oral Communication
10 pts
2.A.02 ELA
Content
Concluding paragraph is not
done.
Power Point
Visual Overview of practicum
experience 50 pts
2.F.04
Total _____________________100 pts possible
A-137
MONTACHUSETT RVTSD
Architectural Drafting:
Drafting Technology Pre-Test/Post-Test Grades 11–12
A-138
Program: Drafting
Assessment Approach: Pre-Test / Post-Test
Developer: Genevieve Castillo
School: Montachusett Regional Vocational Technical School
The following Administration Protocol and Scoring Process are intended to provide CVTE
teachers with information about how to administer and score the attached Architectural
Drafting Pre-Test / Post-Test in ways that are consistent across classrooms, schools, and/or
districts. Consistent administration of the assessment increases the reliability of results,
thereby supporting the comparison of students’ growth in understanding core content
represented in the assessment across different sites and over time.
Administration Protocol
Assessment Design
This Architectural Drafting pre-test / post-test assessment is designed for junior or senior
students in the Drafting program at Montachusett Regional Vocational Technical School.
This is part of a full year theory course that is offered during the student’s academic week.
The class meets for 40 minutes a day, every other week; 90 class sessions in total. The
assessment is administered at the start of the year prior to program instruction, and again
at the end of the year following program instruction. This assessment has been used for
four years now as a post-test, and three years as both a pre-test and post-test. The test has
gone through several revisions to simplify questions, eliminate confusing answer choices,
and to improve the overall rigor of the test.
The assessment includes 30 multiple choice questions and 20 short answer questions. This
course is an Architectural theory course that is supplementary to an Architectural drafting
course offered in a CVTE setting. The practice exam components to the architectural
curriculum are achieved in the CVTE setting, where students complete all aspects of a
house design. Their design includes construction drawings, regulatory analysis, balsa
wood modeling, and land planning.
Assessment items are directly aligned with technical standards in the August 2013 Drafting
CTE Massachusetts Framework. The pre-test and post-test document includes a left hand
column that shows the framework alignment for Architectural Drafting and Design. The
content of the exam follows the layout of most Architectural textbooks, which align with
the Drafting framework and industry standards.
Preparation for the Post-Test
The following methods can be used to prepare students for the post-test:
1. Teacher will set aside two 40 minute sessions to prepare students for the test in the
following ways:
a. Teacher will review up to 5 sample questions
b. Teachers will review previous tests and quizzes to ensure students have the
correct answers
A-139
c. Teacher will provide a list of topics to study for the exam
d. Teacher will hold a question and answer session
e. Teacher may provide a free study period in which students can use their own
methods to study for the exam. Graphic organizers are provided for students
to synthesize topics into study guides.
Number and Length of Assessment Sessions
The Drafting pre-test is first administered during the first day of class, prior to distributing
the syllabus and prior to presentation of new content. Students have one 40-minute period
to complete the assessment. All assessments are collected by the teacher at the close of the
period. The teacher keeps the assessment in a secure place for the duration of the school
year to ensure that students are not able to share or study the test items prior to the posttest administration. The teacher records the scores for data analysis.
The Drafting post-test, which is exactly the same as the pre-test, is administered again as
the course final, in the last week of class. Because students know more of the knowledge
and skills represented on the test by the end of the year, it is important to provide the
equivalent of two 40-minute periods. Although not all students need the full two periods,
some students require this time to demonstrate the extent of their end-of-year knowledge
and skills.
Information for Students: Pre-Test
Convey the following points to students when administering the pre-test:
1. The pre-test portion of the Architectural Drafting assessment is designed to gain a
view of whether you already know any of the content that will be taught in the
program during the year. You should expect not to know the answers to many of the
questions. This is fine, because you are not expected to know material that you have
not yet been taught.
2. Choose or write an answer for every question, to the best of your ability. If you do
not know an answer, you may write “Do Not Know.”
3. Indicate a response for every question. If any item is left blank when you turn in
your pre-test, I will ask you to return to your seat to either choose an answer or
write “Do Not Know.”
4. You will not be receiving scores back on your pre-test. Instead, I will keep the
results and compare them to what you demonstrate on the same test at the end of
the program. This will allow me to gauge the ways in which you have grown in your
knowledge and skills based on the instruction I provided during the year.
5. This means that the pre-test is an important opportunity to preview your final test
of the year.
Information to Students: Post-Test
Convey the following points to students when administering the post-test:
1. Please read each question carefully.
2. If you are confused by the meaning of a question, please ask the teacher for
clarification.
3. If you are stuck on a certain question, circle its number and come back to it later.
A-140
4. Answer questions in your best architectural lettering for up to 5 points of extra
credit.
Special Accommodations
Special testing accommodations may be made for students with Individualized Education
Plans. As specified in their plans, students may:
• Use a provided Word Bank, listing all the key terms from each chapter that we have
covered.
• Use a graphic organizer from class.
• Complete the test under the supervision of a paraprofessional in a 1-1 or small
group setting.
• Have test items and responses read aloud to them.
• Have an extra class period to complete the test.
Scoring Process
Each question on this exam is worth two points. Partial credit is awarded when questions
have multiple components. For example, if the question asks for two examples, one correct
example would earn one point. The teacher will use his or her best judgment when
awarding partial credit.
Student growth is determined by comparing the pre-test scores for this exam with the posttest scores.
There are no subtopic scorings used for this exam.
Interpreting Results
Based on prior assessment administrations in our local context, the average score on the
pre-test is a 30/100 and the average score on the post-test is 90/100. This shows that, on
average, students have improved by 60 percentage points by completion of the course.
Proficient performance on the post-test would be a score of 90 or better.
Weak growth may be indicated by a student earning a score of 75 or lower on the post-test,
and strong growth may be indicated by a score over a 95. Both growth indicators are based
upon an average pre-test score of 30/100.
This assessment incorporates plumbing, building code analysis, house design and other
aspects of architecture that students do not typically discover without an architectural
course. This assessment is designed to determine the foundational knowledge that
students should have achieved through the course. Students have the opportunity to
express their personal interests and talents in their Drafting CVTE program, which expands
their knowledge through practical application. In addition to their CVTE experience, there
are several other methods of assessment used in the Architectural theory course which
include research projects, open response questions, quizzes, building code review and
formal writing.
A-141
Answer Key
1. b.
1/4" = 1'-0
2. e.
site
3. b.
floor plan
4. c.
hip
5. c.
elevations
6. d.
wall section
7. c.
tread
8. b.
riser
9. e.
foundation plan
10. b.
ground level
11. a.
pitch
12. b.
four
13. c.
6’-10”
14. a.
schedule
15. c.
building code span charts
16. e.
all of the above
17. a.
steel
18. b.
wood
19. c.
architect
20. e.
all of the above
21. a.
building code and zoning regulations
22. d.
36”
23. c.
a city water main or private water source
24. a.
window
25. b.
door
26. a.
PSI
27. d.
living
28. a.
100 square feet
29. a.
10’-0” x 14’-0”
30. b.
3 to 4 feet
31. Colonial
32. Wood and Gas
33. You must consider egress requirements when designing a house to be sure that all
occupants can exit safely in case of an emergency.
34. (any 4 of the following) Sink, oven, refrigerator, stove, range, dishwasher
35. Flue
36. 15”
37. Corner
38. 4” and 6”
39. Front, right side, left side, rear
40. Bearing
41. Tub, sink and toilet
42. So fuel and other harmful liquids cannot seep into the house
43. (not limited to the following, use discernment) Music room, atrium, dark room, home
gym…
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44. (not limited to the following, use discernment)
Family room, dining room, recreation room, foyer, den…
45. 36”
46. To provide structural support to carry roof and wall loads over openings.
47. 3”
48. (any three of the following) Kitchen, garage, clothes care center, laundry room, mud
room
49. 24”
50. 12”
A-143
Drafting Technology – Mrs. Castillo
Architecture Pretest and Posttest
Name:_______________________________
Framework
Alignment
2.F.02.03
Date:_______________________________
Multiple Choice – circle the best answer
1. What drawing scale is best suited to floor plans for houses and small buildings?
a.
1" = 10'-0
d.
1" = 1'-0
b.
1/4" = 1'-0
e.
6" = 1'-0
c.
3/16" = 1'-0
2.F.02.02
2. A(n) _____ plan shows the building lot and locates the structure on it.
a.
building
d.
elevation
b.
construction
e.
site
c.
detail section
2.F.02.03
3. A(n) _____ is a sectional view that cuts horizontally through walls and shows room arrangements.
a.
elevation
d.
top view
b.
floor plan
e.
wall
c.
full section
2.F.01.02
4. Name the residential roof type shown in the illustration.
a.
flat
d.
mansard
b.
gable
e.
shed
c.
hip
2.F.02.05
5. The vertical projections of buildings that help define their structural form and architectural style are
called _____.
a.
basement plans
d.
floor plans
b.
construction drawings e.
schedules
c.
elevations
2.F.02.06
6. Footings, basement slab, foundation wall, floor joists, studs. wall sheathing, interior and exterior
materials, rafters, and roofing materials are shown on a typical _____.
a.
elevation drawing
d.
wall section
b.
foundation plan
e.
window and door schedule
c.
plot plan
2.F.02.11
7. In stair design, what is the horizontal component of the step called?
a.
newel
d.
baluster
b.
riser
e.
nosing
c.
tread
2.F.02.11
8. In stair design, what is the vertical component of the step called?
a.
newel
d.
baluster
b.
riser
e.
nosing
c.
tread
2.F.02.04
9. What plan is a guide for constructing the foundation of a structure?
a.
framing plan
d.
site plan
b.
basement plan
e.
foundation plan
c.
floor plan
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Name:_______________________________
Date:_______________________________
2.F.02.02
10. What does the term “grade” refer to when used in architectural drawings?
a.
pitch
d.
height of finished floor
b.
ground level
e.
foundation
c.
garage floor
2.F.02.08
11. The angle of a roof is called the__________.
a.
pitch
d.
hypotenuse
b.
rise
e.
slab
c.
run
2.F.02.05
12. How many exterior elevations of a home are typically required on an architectural plan?
a.
five
d.
two
b.
four
e.
three
c.
six
2.F.02.13
13. What is the header height for windows and doors in a house?
a.
6’-0”
d.
7’-4”
b.
8’-0”
e.
5’-8”
c.
6’-10”
2.F.02.09
14. Size, quantity and manufacturer specifications for windows and doors are best shown in a ________.
a.
schedule
d.
floor plan
b.
detail
e.
cross section
c.
spreadsheet
2.F.02.03
15. Designers can refer to ____________ to determine the sizes and spacing of structural framing
components when designing a house.
a.
CAD software
d.
construction drawings
b.
zoning regulations
e.
none of the above
c.
2.F.01.02
16. Which of the following refer to a common house construction style?
a.
ranch
d.
contemporary
b.
colonial
e.
all of the above
c.
cape
2.F.01.01
17. Commercial building framing is typically constructed from ___________.
a.
steel
d.
asphalt
b.
wood
e.
all of the above
c.
concrete
2.F.01.01
18. Residential house framing is typically constructed from ___________.
a.
steel
d.
asphalt
b.
wood
e.
all of the above
c.
concrete
A-145
Name:_______________________________
Date:_______________________________
2.F.02.01
19. A licensed professional who is responsible for the design and construction oversight of various types
of building projects is called a(n)______________.
a.
surveyor
d.
mechanical engineer
b.
project manager
e.
none of the above
c.
architect
2.F.02.12
20. A complete set of construction drawings for a house would include which of the following plans?
a.
floor plans
d.
sections and details
b.
elevations
e.
all of the above
c.
foundation plans
2.F.02.01
21. Choose the correct source to refer to for building regulations.
a.
d.
AutoCAD Architecture
b.
internet
e.
all of the above
c.
textbook
2.F.02.11
22. A residential enclosed staircase must be a minimum of _______ wide.
a.
24”
d.
36”
b.
32”
e.
none of the above
c.
48”
2.F.02.10
23. A residential water supply system begins at:
a.
a water treatment plant
b.
the basement of the home
c.
d.
e.
the water meter
none of the above
2.F.02.07
24. A mullion is a standard part of a ___________.
a.
window
d.
floor plan
b.
door
e.
none of the above
c.
staircase
2.F.02.07
25. A top rail is a standard part of a ___________.
a.
window
d.
floor plan
b.
door
e.
none of the above
c.
staircase
2.F.02.10
26. Sewer drainage pipes have pressurized pipes whose pressure can be measured in __________.
a.
PSI
d.
tons
b.
cubic meters
e.
all of the above
c.
feet and inches
2.F.02.03
27. The __________ area of a home includes porches, decks, dining rooms and foyers.
a.
sleeping
d.
living
b.
service
e.
all of the above
c.
outdoor
A-146
Name:_______________________________
Date:_______________________________
2.F.02.04
28. The Federal Housing Authority (FHA) has determined the minimum size of a bedroom to be
__________.
50 square feet
a.
100 square feet
d.
b.
300 square feet
e.
none of the above
c.
200 square feet
2.F.02.03
29. Which of the following would be the correct architectural format for labeling a room that is 10 feet x
14 feet?
a.
10’-0” x 14’-0”
d.
10” x 14”
b.
10 x 14
e.
none of the above
c.
10’ x 14’
2.F.02.03
30. What clearance is needed around a kitchen island?
a.
5 to 6 feet
d.
1 to 2 feet
b.
3 to 4 feet
e.
none of the above
c.
6 to 7 feet
Question and Answer:
2.F.01.02
31. Classify the following house according to its architectural style
_________________________
2.F.02.10
32. What are two fuel types commonly used for fireplaces?
2.F.02.03
33. Why must you consider egress requirements when designing a house?
2.F.02.03
34. List four basic fixtures or appliances required in a kitchen.
2.F.02.10
35. What is the path for smoke to pass up the chimney called?
2.F.02.01
36. What is the minimum dimension from the wall to the center of a toilet?
2.F.02.03
37. Less space is wasted if the bedroom door is located near a ____________ of the room.
A-147
Name:_______________________________
Date:_______________________________
2.F.02.06
38. Name the two most common wall thicknesses in a home.
2.F.02.05
39. Name all exterior elevations required for a home.
2.F.02.10
40. Name the three primary plumbing fixtures would you find in full bath.
2.F.02.03
41. Why must the floor of a garage be lower than the first floor of the house?
2.F.02.02
42. The two types of information needed about property lines are the length and _____________ of each
line? (bearing, meridian or grade)
2.F.02.03
43. Give two examples of a special purpose room.
2.F.02.03
44. List two rooms that are part of the living area of a house.
2.F.02.07
45. What is the most typical width of an exterior entry door?
2.F.02.13
46. What is the function of a window or door header?
2.F.02.03
47. The standard width increment for kitchen cabinets is:
2.F.02.03
48. Name three areas that are included in the service area of a house?
2.F.02.03
49. What is the depth of a base cabinet? (24”, 32” or 36”)
2.F.02.03
50. What is the depth of a wall (upper) cabinet? (12”, 15” or 24”)
A-148
Architecture Pretest and Posttest ANSWER KEY
Name:_______________________________ Date:_______________________________
Multiple Choice – circle the best answer
1. What drawing scale is best suited to floor plans for houses and small buildings?
a.
1" = 10'-0
d.
1" = 1'-0
b.
1/4" = 1'-0
e.
6" = 1'-0
c.
3/16" = 1'-0
2. A(n) _____ plan shows the building lot and locates the structure on it.
a.
building
d.
elevation
b.
construction
e.
site
c.
detail section
3. A(n) _____ is a sectional view that cuts horizontally through walls and shows room arrangements.
a.
elevation
d.
top view
b.
floor plan
e.
wall
c.
full section
4. Name the residential roof type shown in the illustration.
a.
flat
d.
mansard
b.
gable
e.
shed
c.
hip
5. The vertical projections of buildings that help define their structural form and architectural style are
called _____.
a.
basement plans
d.
floor plans
b.
construction drawings e.
schedules
c.
elevations
6. Footings, basement slab, foundation wall, floor joists, studs. wall sheathing, interior and exterior
materials, rafters, and roofing materials are shown on a typical _____.
a.
elevation drawing
d.
wall section
b.
foundation plan
e.
window and door schedule
c.
plot plan
7. In stair design, what is the horizontal component of the step called?
a.
newel
d.
baluster
b.
riser
e.
nosing
c.
tread
8. In stair design, what is the vertical component of the step called?
a.
newel
d.
baluster
b.
riser
e.
nosing
c.
tread
9. What plan is a guide for constructing the foundation of a structure?
a.
framing plan
d.
site plan
b.
basement plan
e.
foundation plan
c.
floor plan
A-149
Name:_______________________________ Date:_______________________________
10. What does the term “grade” refer to when used in architectural drawings?
a.
pitch
d.
height of finished floor
b.
ground level
e.
foundation
c.
garage floor
11. The angle of a roof is called the__________.
a.
pitch
d.
hypotenuse
rise
e.
slab
b.
c.
run
12. How many exterior elevations of a home are typically required on an architectural plan?
a.
five
d.
two
b.
four
e.
three
c.
six
13. What is the header height for windows and doors in a house?
a.
6’-0”
d.
7’-4”
b.
8’-0”
e.
5’-8”
c.
6’-10”
14. Size, quantity and manufacturer specifications for windows and doors are best shown in a ________.
a.
schedule
d.
floor plan
detail
e.
cross section
b.
c.
spreadsheet
15. Designers can refer to ____________ to determine the sizes and spacing of structural framing
components when designing a house.
a.
CAD software
d.
construction drawings
b.
zoning regulations
e.
none of the above
c.
16. Which of the following refer to a common house construction style?
a.
ranch
d.
contemporary
b.
colonial
e.
all of the above
c.
cape
17. Commercial building framing is typically constructed from ___________.
a.
steel
d.
asphalt
wood
e.
all of the above
b.
c.
concrete
18. Residential house framing is typically constructed from ___________.
a.
steel
d.
asphalt
b.
wood
e.
all of the above
c.
concrete
A-150
Name:_______________________________ Date:_______________________________
19. A licensed professional who is responsible for the design and construction oversight of various types
of building projects is called a(n)______________.
a.
surveyor
d.
mechanical engineer
b.
project manager
e.
none of the above
c.
architect
20. A complete set of construction drawings for a house would include which of the following plans?
a.
floor plans
d.
sections and details
b.
elevations
e.
all of the above
c.
foundation plans
21. Choose the correct source to refer to for building regulations.
a.
d.
AutoCAD Architecture
internet
e.
all of the above
b.
c.
textbook
22. A residential enclosed staircase must be a minimum of _______ wide.
a.
24”
d.
36”
b.
32”
e.
none of the above
c.
48”
23. A residential water supply system begins at:
a.
a water treatment plant
b.
the basement of the home
c.
d.
e.
the water meter
none of the above
24. A mullion is a standard part of a ___________.
a.
window
d.
floor plan
door
e.
none of the above
b.
c.
roof
25. A top rail is a standard part of a ___________.
a.
window
d.
floor plan
b.
door
e.
none of the above
c.
roof
26. Sewer drainage pipes have pressurized pipes whose pressure can be measured in __________.
a.
PSI
d.
tons
cubic meters
e.
all of the above
b.
c.
feet and inches
27. The __________ area of a home includes porches, decks, dining rooms and foyers.
a.
sleeping
d.
living
service
e.
all of the above
b.
c.
outdoor
A-151
Name:_______________________________ Date:_______________________________
28. The Federal Housing Authority (FHA) has determined the minimum size of a bedroom to be
__________.
a.
100 square feet
d.
50 square feet
300 square feet
e.
none of the above
b.
c.
200 square feet
29. Which of the following would be the correct architectural format for labeling a room that is 10 feet x
14 feet?
a.
10’-0” x 14’-0”
d.
10” x 14”
10 x 14
e.
none of the above
b.
c.
10’ x 14’
30. What clearance is needed around a kitchen island?
a.
5 to 6 feet
d.
1 to 2 feet
b.
3 to 4 feet
e.
none of the above
c.
6 to 7 feet
Question and Answer:
31. Classify the following house according to its architectural style
Colonial
32. What two fuel types are most commonly used for fireplaces?
Wood and Gas
33. Why must you consider egress requirements when designing a house?
You must consider egress requirements when designing a house to be sure that all occupants can exit
safely in case of an emergency.
34. List four basic fixtures or appliances required in a kitchen. (any 4 of the following)
Sink, oven, refrigerator, stove, range, dishwasher
35. What is the path for smoke to pass up the chimney called?
Flue
36. What is the minimum dimension from the wall to the center of a toilet?
15”
37. Less space is wasted if the bedroom door is located near a corner of the room.
A-152
Name:_______________________________ Date:_______________________________
38. Name the two most common wall thicknesses in a home.
4” and 6”
39. Name all exterior elevations required for a home.
Front, right side, left side, rear
40. Name the three primary plumbing fixtures would you find in full bath.
Tub, sink and toilet
41. Why must the floor of a garage be lower than the first floor of the house?
So fuel and other harmful liquids cannot seep into the house
42. The two types of information needed about property lines are the length and _____________ of each
line? (bearing, meridian or grade)
43. Give two examples of a special purpose room. (not limited to the following, use discernment)
Music room, atrium, dark room, home gym…
44. List two rooms that are part of the living area of a house. (not limited to the following, use
discernment)
Family room, dining room, recreation room, foyer, den…
45. What is the most typical width of an exterior entry door?
36”
46. What is the function of a window or door header?
To provide structural support to carry roof and wall loads over openings.
47. The standard width increment for kitchen cabinets is:
3”
48. Name three areas that are included in the service area of a house? (any three of the following)
Kitchen, garage, clothes care center, laundry room, mud room
49. What is the depth of a base cabinet? (24”, 32” or 36”)
50. What is the depth of a wall (upper) cabinet? (12”, 15” or 24”)
A-153
SOUTHEASTERN RVTHS
All CVTE Programs:
End-of-Year Student Portfolio Grades 9–12
Vocational Historical Performance Indicators 2008–2013
(Indirect Measures)
A-154
Shop:
Student Name:
Freshmen Portfolio Scoring Rubric 2014
Category
Exemplary
Proficient
Meets requirements
Attempted
No evidence
Vocational (20%)
2 MyAccess Essays:
Who Am I & Where Am
I Going?
New skill obtained in
shop
**Read 180
Competency Test
Includes technical
vocabulary,
Proper grammar, spelling
and punctuation used
throughout the essay.
20 Points
Includes technical
vocabulary, minimal
grammar, and spelling
and/or punctuation
errors.
15 Points
Includes technical
vocabulary. Spelling
and grammatical
errors. Needs
proofreading.
10 Points
Includes minimal
technical vocabulary,
errors interfere with
understanding.
Insufficient evidence
submitted
5 Points
0 Points
Competency Profile
(10%)
YES
10 Points
X
X
X
Technology Skills
(10%)
PowerPoint
Presentation on a
Project completed in
shop 4th term
Additional Projects
(20%)
shop/academic/
pictures
All 4 components are
completed.
Includes 3 completed
components.
Includes 2 completed
components.
10 Points
7 Points
4 Points
Includes one
completed
component.
No evidence
submitted
0 Points
No evidence
submitted
3 or more projects
submitted with visual and
written documentation.
2 or more projects
submitted with visual
and written
documentation.
15 Points
Includes rich vocabulary,
minimal grammar, and
spelling and/or
punctuation errors.
2 projects submitted
with written OR visual
documentation.
Academic (40%)
2 MyAccess Essays
4 Samples of Exemplar
Work
(Should include 1
sample from each
major subject)
20 Points
Proper grammar, spelling
and punctuation used
throughout the essay.
40 Points
30 Points
10 Points
Includes rich
and grammatical
errors. Needs
proofreading.
20 Points
2 Points
0 Points
1 project submitted:
written or oral
No evidence
submitted
5 Points
Includes minimal rich
vocabulary, errors
interfere with
understanding.
0 Points
submitted
10 Points
0 Points
TOTAL POINTS:
**Students in Read 180 are exempt from Who Am I, Where Am I Going Essay. Student’s competency test should be placed in My Access
Portfolio section.
A-155
Points
Earned
Freshmen Student Assignments
Term 1: My Access Essay named “Who Am I & Where Am I going?” Students should include what Vocational Program is their
desired first choice and what academic classes will help them to be successful in that career.
Read 180 statement in Red.
Due Date: October 31st to Freshmen Team Leader.
Term 2: My Access Essay to be revised based on comments from Freshmen Team Leader in My Access. Students must revise
and show improvement of progress towards proficiency.
Due Date: December 20th to Freshmen Team Leader.
Term 3: Vocational My Access Assignment on a new skill learned in the student’s permanent Vocational Program. Vocational
Teacher can use discretion in assigning topic. Students are encouraged to include photos of the steps/ process/
completed project.
Due Date: April 4th to Freshman Vocational Teacher.
Term 4: Multi Media Presentation on a new skill learned in the student’s permanent Vocational Program. Students are
expected to give a 5-10 minute presentation about what they learned. Vocational Teacher can use discretion in
assigning topic.
Due Date: May 30th to Freshman Vocational Teacher.
Portfolio Collection: Vocational Teachers should review portfolios each cycle and set deadlines for progress. A final
portfolio grade should count as part of the students final shop/related grade and should be scored using the attached
rubric. All freshmen portfolios should be graded by June 2, 2014.
A-156
Shop:
Student Name:
Sophomore Portfolio Scoring Rubric 2014
7Category
Vocational (20%)
2 MyAccess Essays
Competency Profile
(5%)
Employability Skills
(5%)
Job Search
Application
Academic (40%)
4 My Access Assignments
work (Should include 1
sample from each major
subject)
Additional (10%)
Shop/academic
projects/pictures
Community Service
(10%)
Extra-curricular
activities; Certifications/
Licensure/
Awards
Bonus (10%)
Shop/Academic writing
assignments from
freshmen year
Points
Earned
Includes technical vocabulary,
proper grammar, spelling and
punctuation used throughout
the essay.
20 Points
YES
5 Points
Includes job search and a
completed application
5 Points
punctuation used throughout
the essay.
Includes technical
vocabulary, minimal
and/or punctuation
errors.
15 Points
X
Includes technical
vocabulary. Spelling and
grammatical errors. Needs
proofreading.
10 Points
X
Includes minimal
technical vocabulary,
errors interfere with
understanding.
5 Points
X
Includes one required
element
submitted
0 Points
No evidence submitted
0 Points
3 Points
Includes rich
vocabulary, minimal
and/or punctuation
errors.
30 Points
3 projects submitted
with visual OR written
documentation.
6 Points
10 Points
1 project submitted with
written OR visual
documentation.
0 Points
8 Points
20 Points
2 projects submitted with
written OR visual
documentation.
4 Points
0 Points
Student submitted
evidence of at least 2 of the
4
Student submitted
evidence of at least 1 of
the 4
10 Points
Student submitted
evidence of at least 3 of
the 4
4 Points
0 Points
4 My Access Writing
Assignments
3 My Access Writing
Assignments
6 Points
1 My Access Writing
Assignment
40 Points
4 projects submitted with
visual and written
documentation.
10 Points
Student submitted evidence of
at all 4
10 Points
8 Points
8 Points
Includes rich vocabulary.
Spelling and grammatical
errors. Needs
proofreading.
6 Points
2 My Access Writing
Assignments
Includes rich
vocabulary, errors
interfere with
understanding.
4 Points
0 Points
submitted
0 Points
TOTAL POINTS
A-157
Sophomore Student Assignments
Term 1:
Vocational My Access Assignment on a new skill learned in the student’s permanent Vocational Program.
Vocational Teacher can use discretion in assigning topic. Students are encouraged to include photos of the
steps/process/completed project. Students must obtain a My Access Score of a 5 or above.
Due Date: November 4th to Vocational Teacher.
Term 2:
Vocational My Access Assignment on a new skill learned in the student’s permanent Vocational Program.
Vocational Teacher can use discretion in assigning topic. Students are encouraged to include photos of the
steps/process/completed project. Students must obtain a My Access Score of a 5 or above.
Due Date: January 10th to Vocational Teacher.
Term 3:
Complete a job application with all necessary information. Students must save a completed copy for their
portfolios.
Due Date: March 28th to Vocational Teacher.
Term 4:
PowerPoint Presentation on a new skill learned in the student’s permanent Vocational Program. Students are
expected to give a 5-10 minute presentation about what they learned. Vocational Teacher can use discretion in
assigning topic. Students must also provide evidence of searching and applying for a summer job and save a copy
for their portfolios.
Due Date: May 23rd to Vocational Teacher.
rubric. All sophomore portfolios should be graded by June 2, 2014.
A-158
Shop:
Student Name:
Junior Portfolio Scoring Rubric 2014
Category
Vocational Career
Preparation (20%)
Resume & a Cover Letter
ERROR FREE
Competency Profile (5%)
Academic (40%)
subject)
Senior Project
Preparation (20%)
Other (Up to 20%)
Community Service
Extra-Curricular Work
Experience
Certifications, Licenses,
Awards/Additional
Projects
Points
Earned
Includes technical
vocabulary, proper
grammar, spelling and
punctuation
throughout both
20 points
Includes technical
vocabulary, minimal
grammar, spelling
and/or punctuation
errors through both
15 points
Includes technical
and grammatical
errors. Needs
proofreading on both
10 points
Includes minimal
technical vocabulary.
Errors interfere with
understanding (or)
only one submitted
5 points
submitted
Yes
5 points
Includes rich
vocabulary, proper
grammar, spelling and
punctuation
X
X
X
Includes rich
vocabulary, minimal
and/or punctuation
errors
30 points
Student submitted final
research paper with
most corrections made
and drafts with
comments from both
English & Vocational
Teachers
15 points
Employability
Certification & OSHA
Certification
Includes rich
and grammatical
errors. Needs
proofreading
20 points
Student submitted
final research paper
with no corrections
made or a draft with
comments from both
Teachers
10 points
Additional
Licenses/Awards
Includes minimal
vocabulary. Errors
interfere with
understanding
NO
0 points
5 points
5 points
40 points
Student submitted
with all corrections
made and drafts with
comments from both
Teachers
20 points
Community Service/
Extra-Curricular
Activities/
Work Experience
5 points
A-159
0 points
10 points
Student submitted
with no corrections
made
0 points
5 points
Additional Projects
0 points
(Bonus 5 Points)
0 points
Business Plans &
Budget Project
Total Points
Junior Student Assignments
Term 1: Students must complete an updated resume and a cover letter that are error free. In the student’s cover letter, they
should include what position they are applying for as well as what experience, skills, and extra-curricular activities
they have been involved in that would make them the best candidate for the position.
Due Date: November 4th to Vocational Teacher.
Term 2: All students will need to obtain both an OSHA 10 Hour Certification and pass the Skills USA Employability Exam with
a 74 or above. Students should keep certificates and a copy of their OSHA card in their portfolio as evidence of
attainment.
Due Date: January 10th.
Term 3: Students must develop a senior project topic that is approved by their vocational teacher. In addition, students must
complete a thesis statement that is approved by their English teacher that is completed by the English teacher’s due
date.
Term 4: Students must complete a draft research paper during their English class. Students must turn in copies of their draft
research paper to Vocational Teachers to review for technical content and guidance. Students must also make all
corrections to their final paper; and place copies of both their draft and their final in their portfolios.
Due Date: May 23rd to Vocational Teacher.
rubric. All junior portfolios should be graded by June 2, 2013.
A-160
Shop:
Student Name:
Senior Portfolio Scoring Rubric 2014
Category
Vocational (20%)
(2) MyAccess Essays
College Essay
Letter to Freshmen
College & Career (20%)
Resume
(2) Letters of
Recommendation
Completed Guidance
Career Plan
Competency Profile
Academic (20%)
subject)
Senior Project (20%)
Research paper, evidence
of product, evidence of
presentation, project
planning (budget sheet
and or cost analysis)
Other (20%)
Community service/Extracurricular activities/
Work Experience/
Certifications/ Licenses/
Previous Year’s
Requirements
2 MyAccess Essays
Includes technical vocabulary,
punctuation throughout both
20 points
Student submitted
Resume
5 points
punctuation
20 points
Student submitted
Research Paper
5 points
Community service/Extracurricular activities/Work
Experience
5 points
2 MyAccess Essays
Includes technical
vocabulary, minimal
grammar, spelling
and/or punctuation
errors through both
15 points
Student submitted
(2) Letters of
Recommendation
2MyAccess Essays
Includes technical
vocabulary. Spelling and
grammatical errors.
Needs proofreading on
both
10 points
Student submitted
completed Competency
Profile
2 MyAccess Essays
Includes minimal
technical vocabulary.
Errors interfere with
understanding (or) only
one submitted
5 points
Student submitted
Guidance Career Plan
5 points
Includes rich
vocabulary, minimal
and/or punctuation
errors
15 points
Student submitted
Evidence of Product and
Presentation
5 points
Includes rich vocabulary.
Spelling and grammatical
errors. Needs
proofreading
5 points
Includes minimal
vocabulary. Errors
interfere with
understanding
5 points
Certifications, Licenses
5 points
Previous Year’s Portfolio
Requirements
10 points
Student submitted
Project Planning
.
5 points
5 points
No essays submitted
0 points
Student did not submit
any components
0 points
0 points
5 points
Budget Sheet and
Cost Analysis
5 points
Additional projects
0 points
5 points
0 points
Total Points
A-161
Points
Earned
Senior Student Assignments
Term 1: Students must complete a college essay error free and undated cover letter.
Due Date: October 31st to Vocational Teacher.
Term 2: Students must complete an essay in the form of a letter to an incoming freshmen student explaining if they had
four years to do it all over again, what would they do differently. Students must obtain a My Access Score of a
5 or above.
Due Date: January 8th to Vocational Teacher.
Term 3: Students must work on completing their senior project and begin their PowerPoint Presentation. Students are
encouraged to have the PowerPoint peer edited for spelling and grammar.
Term 4: Students must organize their portfolios, finalize their senior projects and present on their topic. Students must also
make all corrections to their PowerPoint and place a copy in their portfolios.
Due Date: April 28th to Vocational Teacher.
rubric. All senior portfolios will be collected on April 28, 2014.
A-162
SHOP: XX
STUDENT ID: ######
STUDENT NAME:
XXXXXXX XXXXXX
Senior Project Presentation Rubric 2014
14
Needs
Improvement
11
Incomplete
Meets all 3
categories
Missing 1
of the
categories
Missing 2
of the
categories
Above and
beyond in
all 3
categories
Meets all 3
categories
Missing 1
of the
categories
Missing 2
of the
categories
Reflection
• Challenges
• Successes
• Question & Answer
Above and
beyond in
all 3
categories
Meets all 3
categories
Missing 1
of the
categories
Missing 2
of the
categories
Delivery of Presentation
• Eye Contact
• Tone/Volume
• Speed/Clarity
Above and
beyond in
all 3
categories
Meets all 3
categories
Missing 1
of the
categories
Missing 2
of the
categories
Presentation Materials &
Product
• Evidence of actual
product (pictures,
actual product,
magazine, posters)
• Organization & Flow
of presentation
• Time Limit (9-10
minutes)
Above and
beyond in
all 3
categories
Meets all 3
categories
Missing 1
of the
categories
Missing 2
of the
categories
Attire/Preparedness
• Professional
Appearance
• Materials/Technology
prepared
• Well Rehearsed
Product Planning/ Execution
• Discussion of Product
• Process & Timeline
• Expenses & resources
20
Mastery
17
Proficient
Above and
beyond in
all 3
categories
Final Grade:
Total column
Max = 100
A-163
Score
A-164
DEFINITIONS
CREDENTIAL
DEFINITION
Freshmen 1st Choices
# of freshmen that chose program as first choice during that school year.
Enrollment Grades 10-12
# of students in program at time of last update
# National/State Industry Credentials
Certifications received by students in that program that are reported to the DESE each year
# of Students Externships/Internships
# of students that are gaining work experience via an unpaid placement at a worksite
# of Co-Op Placements
# of students enrolled in a paid position via co-op
DESE Positive Placement
% of students that have responded to a 2 year follow-up graduate survey that indicates
whether they are employed in the field, in the military, or attending 2 or 4 year college
# Post Secondary Apprenticeships or
2/4 year colleges
Exit survey of senior’s plans beyond graduation
Trade Exam National Averages vs.
Program
Results of standardized National SkillsUSA exam in that particular program
Skills Employability Average
Results of standardized National Employability Skills exam in that program
MCAS Math, ELA & Science scores
ADV=Advanced, PROF=Proficient, NI=Needs Improvement, F=Failed
Certificate of Occupational Proficiency
# students proficient in OSHA Certification, Written & Performance Exam, MCAS Results,
Authentic Work Experience, Workplace Readiness, Senior Project and Portfolio Completion
A-165
Vocational Student/Teacher Performance Indicators:
Credential
School Year
2008- 2009
School Year
2009-2010
Automotive
School Year
2010-2011
School Year
2011-2012
School Year
2012-2013
Freshmen First Choices
# National/State Industry Certifications
# of Student Externships/Internships
# of Co-op Placements
% Advisory Membership Compliance
DESE Positive Placement (70%)
17
69
21 OSHA
0
0
N/A
73%
18
64
16 OSHA
2
3
70%
63%
11
59
34 OSHA
11
3
70%
76.47%
10
57
36 OSHA, 26 Emp., CPR 8
8
4
80%
72%
24
40
33 OSHA, 31 Emp, 5 CPR
0
4
80%
Not available to date
# of Postsecondary Apprenticeships, or 2/4
Year Colleges
27%
26%
Education 67%, Work
28%, Military 5%
Education 45%, Work
15%, Military 20%,
Undecided 20%
Education 44%,
Military 6%
Work 50%
Trade Exam National Averages vs. Program
N 49 vs. P 45.39
N49 vs. P 47.08
See attached
Awaiting Data
Skills Employability Average
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
N 51.5 vs. P 49.62
ADV-4%
PROF-54%
NI-38%
F-4%
N 51.5 vs. P 48.65
ADV-14%
PROF-43%
NI-43%
F-0%
Seniors- N 62.4 vs. P
50.00
Juniors- N 62.4 vs.
44.77
N 52.2 vs. P 73.43
ADV-0%
PROF-50%
NI- 50%
F-0%
N 73.86 vs. P 66.4
ADV – 12%
PROF – 65%
NI – 23%
F – 0%
N 72.68 vs. P 77.5
ADV-29%
PROF-33%
NI-25%
F-13%
ADV-33%
PROF-14%
NI-48%
F-5%
ADV-18%
PROF-53%
NI - 24%
F-6%
ADV – 41%%
PROF – 6%
NI – 12%
F – 41 %
ADV-4%
PROF-52%
NI-26%
F-19%
ADV-0%
PROF-52%
NI-43%
F-5%
ADV-6%
PROF-44%
N-I44%
F-6%
ADV – 5%
PROF – 42 %
NI – 42%
F – 11%
N/A
Baseline: 7
8
13
13
MCAS English
MCAS Math
MCAS Science
# of Students Eligible for the Certificate of
Occupational Proficiency based upon: OSHA
Certification, Written & Performance Exam,
MCAS Results, Authentic Work Experience,
Workplace Readiness, Senior Project and
Portfolio Completion
A-166
ASE Student Certification
Instructor Score Report
Academic Year: 2012-2013
Test Window: Fall 2012
Instructor:
School Name:
Southeastern Regional Vocational
School Address:
250 Foundry St. South Easton, MA 02375
Series Name
AUTOMOBILE
Student
Suspension and Steering
(40 Questions)
Brakes
(40 Questions)
32% Fail
25% Fail
45% Fail
20% Fail
60% Pass
60% Pass
35% Fail
Electrical/Electronic Systems
(40 Questions)
Engine Performance
(40 Questions)
Engine Repair
(40 Questions)
22% Fail
28% Fail
25% Fail
40% Fail
38% Fail
28% Fail
38% Fail
30% Fail
30% Fail
22% Fail
38% Fail
38% Fail
32% Fail
48% Fail
58% Pass
72% Pass
78% Pass
78% Pass
58% Pass
50% Fail
52% Pass
50% Pass
68% Pass
50% Pass
65% Pass
62% Pass
45% Fail
68% Pass
32% Fail
70% Pass
55% Pass
58% Pass
48% Fail
72% Pass
48% Fail
Avg % Correct 51%
46%
46%
44%
48%
% Examinees Passing 62%
46%
43%
14%
43%
A-167
Instructor:
School Name:
School Address:
Series Name
Student
AUTOMOBILE
Brakes
(40 Questions)
Electrical/Electronic Systems
(40 Questions)
Engine Repair
(40 Questions)
Manual Drive Train and Axles
(40 Questions)
62% Pass
55% Pass
62% Pass
38% Fail
48% Fail
50% Pass
60% Pass
28% Fail
65% Pass
58% Pass
68% Pass
65% Pass
42% Fail
40% Fail
58% Pass
52% Pass
38% Fail
40% Fail
30% Fail
45% Fail
25% Fail
25% Fail
42% Fail
42% Fail
45% Fail
45% Fail
38% Fail
38% Fail
38% Fail
52% Pass
72% Pass
58% Pass
48% Fail
32% Fail
38% Fail
18% Fail
25% Fail
42% Fail
38% Fail
45% Fail
32% Fail
62% Pass
62% Pass
60% Pass
45% Fail
78% Pass
20% Fail
Avg % Correct 47%
44%
51%
43%
36%
67%
25%
A-168
Vocational Student/Teacher Performance Indicators: Collision
School Year
2008-2009
24
33
8 OSHA
School Year 20092010
6
30
13 OSHA
Year Colleges
0
3
N/A
83%
33%
0
3
30%
50%
50%
0
2
20%
45.45%
Education 100%
N 55.9 vs. P 51.99
N 55.7 vs. P 51.10
Skills Employability Results Average
N 51.5 vs. P 41.75
N 51.5 vs. P 46.34
Seniors N 57.2 vs. P
57.22
Juniors N 57.2 vs. P
57.39
N 52.2 vs. P 58.89
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-0%
PROF-58%
NI-17%
F-25%
ADV-0%
PROF-71%
NI-21%
F-7%
ADV-33%
PROF-33%
NI-17%
F-17%
ADV-0%
PROF-36%
NI-45%
F-18%
N/A
ADV-14%
PROF-36%
NI-50%
F-14%
ADV-0%
PROF-57%
NI-29%
F-14%
Baseline: 2
Credential
School Year
2010-2011
School Year
2011-2012
School Year
2012-2013
19
33
19 OSHA
11
32
11 OSHA, 14 Emp., CPR 4
0
1
70%
67%
Education 36%, Work
14%, Military 7%,
Undecided 43%
See attached
16
36
22 OSHA, 18 Emp, 4 CPR,
2 Concussion
0
1
70%
Education 60%, Military
20%, Work 20%
Awaiting Data
N 73.86 vs. P 66.3
N 72.68 vs. P 78.75
ADV-0%
PROF-67%
NI-17%
F-17%
ADV – 8%
PROF – 65%
NI – 7%
F – 0%
ADV-17%
PROF-50%
NI-17%
F-16%
ADV-7%
PROF-27%
NI-67%
F-0%
3
ADV – 36%
PROF – 0%
NI – 14%
F – 50%
ADV – 7%
PROF – 28%
NI – 65%
F – 0%
9
MCAS English
MCAS Math
MCAS Science
# of Students Eligible for Certificate of
Occupational Proficiency based upon: OSHA
Certification, Written & Performance Exam,
MCAS Results, Authentic Work Experience,
Workplace Readiness, Senior Project and
Portfolio Completion
A-169
5
Instructor:
School Name:
School Address:
Series Name
Student
COLLISION
Painting and Refinishing
(40 Questions)
Non-Structural Analysis and Damage Repair
(40 Questions)
Structural Analysis and Damage Repair
(40 Questions)
Mechanical and Electrical Components
(40 Questions)
20% Fail
38% Fail
55% Pass
40% Fail
45% Fail
50% Fail
48% Fail
35% Fail
58% Pass
58% Pass
42% Fail
42% Fail
50% Fail
50% Fail
55% Pass
48% Fail
50% Fail
42% Fail
60% Pass
35% Fail
58% Pass
42% Fail
35% Fail
38% Fail
40% Fail
38% Fail
52% Fail
45% Fail
58% Pass
58% Pass
50% Fail
40% Fail
48% Fail
35% Fail
62% Pass
30% Fail
60% Pass
38% Fail
42% Fail
38% Fail
58% Pass
45% Fail
42% Fail
38% Fail
60% Pass
58% Pass
58% Pass
62% Pass
65% Pass
50% Fail
42% Fail
50% Fail
60% Pass
48% Fail
42% Fail
45% Fail
Avg % Correct 52%
46%
49%
42%
21%
36%
7%
A-170
Instructor:
School Name:
School Address:
Series Name
COLLISION
Painting and Refinishing
(40 Questions)
Non-Structural Analysis and Damage Repair
(40 Questions)
Structural Analysis and Damage Repair
(40 Questions)
Mechanical and Electrical Components
(40 Questions)
48% Fail
68% Pass
65% Pass
45% Fail
45% Fail
48% Fail
48% Fail
42% Fail
40% Fail
35% Fail
48% Fail
72% Pass
72% Pass
70% Pass
60% Pass
55% Pass
18% Fail
32% Fail
30% Fail
42% Fail
Avg % Correct 45%
51%
50%
51%
40%
40%
40%
Student
A-171
Vocational Student/Teacher Performance Indicators: Metal
School Year
2008- 2009
5
33
10 OSHA
4
25
11 OSHA
3
8
10 OSHA
15
20
4 OHSA, 9 Emp., 4 CPR
Year Colleges
0
5
N/A
75%
50%
0
2
70%
55%
27%
0
2
70%
62.5%
Education 33%, Work 67%
N/A
N 76.8 vs. P 59.94
N 51.5 vs. P 47.04
N 51.5 vs. P 40.75
Seniors N 75.1 vs. P 72.5
Juniors N 75.1 vs. P 41.68
N 52.2 vs. P 59.54
0
0
80%
100%
Education 20%, Work
20%, Military 40%,
Undecided 20%
N 55.72 vs. P 49.6
School Year
2012-2013
14 combined w/MT
13
6-C10 & 4-G10
OSHA, 8 Emp, 2 CPR
0
1
80%
Education 44%,
Military 22%, Work
33%
N 58.26 vs. P 45.09
N 73.86 vs. P 68.9
N 72.68 vs. P 76
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-0%
PROF-100%
N-I0%
F-0%
ADV-0%
PROF-71%
N-I29%
F-0%
ADV-5%
PROF-53%
NI-37%
F-5%
ADV – 20%
PROF – 67 %
NI – 13%
F – 0%
ADV-75%
PROF-0%
NI-25%
F-0%
ADV-0%
PROF-71%
NI-29%
F-0%
ADV-11%
PROF-39%
NI-44%
F-6%
ADV – 0 %
PROF –0 %
NI – 0%
F – 100%
ADV-0%
PROF-100%
NI-0%
F-0%
ADV-0%
PROF-40%
NI-40%
F-20%
ADV-9%
PROF-45%
NI-36%
F-9%
ADV – 0%
PROF – 33 %
NI – 67 %
F – 0%
N/A
Baseline: 1
1
2
5
Credential
School Year
2009-2010
Fabrication
School Year
2010-2011
School Year
2011-2012
MCAS English
MCAS Math
MCAS Science
Occupational Proficiency based upon:
OSHA Certification, Written & Performance
Exam, MCAS Results, Authentic Work
Experience, Workplace Readiness, Senior
Project and Portfolio Completion
A-172
Vocational Student/Teacher Performance Indicators: Machine
Credential
School Year
2008- 2009
School Year
2009-2010
Technology
School Year
2010-2011
School Year
2011-2012
8
25
8 OSHA
9
31
12 OSHA
3
14
13 OSHA
Year Colleges
0
4
N/A
83%
25%
0
5
50%
75%
50%
0
6
90%
81.82%
N/A
N 39.6 vs. P 49.47
N 70.76 vs. P 59.8
N 51.5 vs. P 41.12
N 51.5 vs. P 60.37
Seniors N39.6 vs. P 69.10
Juniors N39.6 vs. P 60.51
N 52.2 vs. P 71.48
School Year
2012-2013
14 combined w/MF
13
13 OSHA, 11 Emp, 2
CPR
0
7
80%
Education 87%,
Military 13%, Work
0%
N 70.29 vs. P 49.89
N 73.86 vs. P 67.9
N 72.68 vs. P 79.75
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-0%
PROF-100%
NI0%
F-0%
ADV-0%
PROF-67%
NI33%
F-0%
ADV-5%
PROF-53%
NI-37%
F-5%
ADV – 33 %
PROF – 50 %
NI – 17 %
F–0%
ADV-75%
PROF-25%
NI-0%,
F-0%
ADV-42%
PROF-42%
NI-17%
F-0%
ADV-11%
PROF-39%
NI-6%
F-44%
ADV – 50 %
PROF – 0%
NI – 33%
F – 17%
ADV-0%
PROF-75%
NI-25%
F-0%
ADV-8%
PROF-58%
NI-25%
F-8%
ADV-9%
PROF-45%
NI-9%
F-36%
ADV – 20%
PROF – 40%
NI – 40%
F – 0%
N/A
Baseline: 2
3
10
7
15
24
11 OSHA,13 Emp.,
CPR 2
0
7
100%
100%
Education 45%, Work
55%
MCAS English
MCAS Math
MCAS Science
A-173
Vocational Student/Teacher Performance Indicators: Graphic Communications
Credential
School Year
2008- 2009
School Year
2009-2010
13
35
12 OSHA
6
30
11 OSHA/8 Print ED
# of Postsecondary Apprenticeships, or 2/4 Year
Colleges
0
4
N/A
63%
25%
0
3
50%
45%
36%
N 52.8 vs. P 52.58
N 52.8 vs. P 53.8
N 51.5 vs. P 40.76
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
School Year
2010-2011
32 Combined
35
29 OSHA/3 Print ED
School Year
2011-2012
6
28
24 OSHA,10 Emp.,
CPR 9
School Year
2012-2013
1
0
90%
83%
Education 88%,
Undecided 12%
Never received
N 51.5 vs. P 48.89
0
2
60%
70%
Education 83%,
Undecided 17%
Seniors: N 53.6 vs. P
64.8
Juniors: N 53.6 vs. P
43.26
N 52.2 vs. P 53.42
0
33
20 G-OSHA & 1 COSHA, 19 Emp, 11
CPR, 1 Concussion
0
0
90%
Education 84%, Work
8%, Military 8%
N 54.96 vs. P 33
N 73.86 vs. P 67.1
N 72.68 vs. P 82
ADV- 0%
PROF 60%
NI - 30%
F- 10%
ADV -0%
PROF- 43%
NI- 57%
F- 0%
ADV-0%
PROF-75%
NI-17%
F-8%
ADV – 17%
PROF – 33%
NI – 42 %
F – 8%
ADV -10%
PROF- 30%
NI - 50%
F - 10%
ADV 14%
PROF- 29%
NI - 28%
F- 29%
ADV-27%
PROF-45%
NI -9%
F-18%
ADV – 8%
PROF – 17 %
NI – 50%
F – 25%
ADV -0%
PROF- 36%
NI- 36%
F 27%
ADV -0%
PROF- 21%
NI -36%
F 43%
ADV-12 %
PROF-38%
NI- 46%
F-4%
ADV – 0%
PROF – 23%
NI – 54%
F– 2%
N/A
Baseline: 2
3
6
11
MCAS English
MCAS Math
MCAS Science
# of Students Eligible for COP based upon
Southeastern’s Criteria: OSHA Certification,
Written & Performance Exam, MCAS Results,
Authentic Work Experience, Workplace
Readiness, Senior Project and Portfolio
Completion
A-174
Vocational Student/Teacher Performance Indicators: Design
Credential
School Year
2008- 2009
School Year
2009-2010
& Visual Communications
School Year
2010-2011
32 Combined
37 (24 Grade 10 )
54 OSHA
School Year
2011-2012
34 Combined
53
33 OSHA, 25 Emp.,
4 CPR
11
1
80%
56%
Education 79%,
Work 11%,
Undecided 10%
26
56
11 OSHA
26
92
14 OSHA
Colleges
0
0
N/A
78%
67%
0
1
80%
83%
67%
11
5
90%
72.73%
Education 59%, Work
29%, Military 12%
N 59.2 vs. P 59.37
N 59.2 vs. P 37.90
N 71.2 vs. P64.4
N 51.5 vs. P 51.03
N 51.5 vs. P 47.77
57.52
59.25
N 52.2 vs. P 65.42
School Year
2012-2013
39 combined
31 DVC, 16 WD
28 OSHA, 14 Emp, 4
CPR, 2 Concussion
0
0
80%
DVC: Education
100%
Web: Education 88%,
Work 12%
N 70.78 vs. P 62.17
N 73.86 vs. P 85.3
N 72.68 vs. P76.45
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-6%
PROF-67%
NI-24%
F-3%
ADV-20%
PROF-57%
NI-20%
F-3%
ADV-6%
PROF-82%
NI-12%
F-0%
ADV – 7 %
PROF – 93%
NI – 0%
F– 0%
ADV-33%
PROF-27%
NI-36%
F-3%
ADV-23%
PROF-57%
NI-23%
F-3%
ADV-17%
PROF-59%
NI-18%
F- 6%
ADV – 13%
PROF – 7 %
NI – 47%
F – 33%
ADV-0%,
PROF-56%
NI-38%
F-6%
ADV-6%
PROF-61%
NI-26%
F-6%
ADV-12%
PROF-38%
NI-46%
F- 4%
ADV – 6 %
PROF – 31%
NI – 56%
F – 7%
N/A
Baseline: 2
6
18
6
MCAS English
MCAS Math
MCAS Science
A-175
Vocational Student/Teacher Performance Indicators: Performing
Credential
School Year
2008- 2009
School Year
2009-2010
Arts/Music
School Year
2010-2011
32 CPVA Combined
24 (24 Grade 10)
18 OSHA
School Year
2011-2012
34 Combined
37
13 OSHA, 11 Emp.,
5CPR
3
1
100%
Not Available
Education 67%,
Military 11%,
Undecided 22%
N 56.47 vs. P 44
School Year
2012-2013
39 combined
26 PA / 17 PM
20/17 OSHA, 7/17
Emp, 5/4 CPR
0
0
100%
Not available
PA: Education 100%
Music: 72%, Work
14%, Military 14%
N 57.33 vs. P 44.52
N 73.86 vs. P 73.1
N 72.68 vs. P 77.5
N/A
N/A
N/A
N/A
N/A
N/A
Colleges
N/A
N/A
N/A
78%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
90%
Not Available
Education 59%, Work
29%, Military 12%
N/A
N/A
N/A
N/A
57.52
59.25
N 52.2 vs. P 65.42
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
N/A
N/A
ADV-14%
PROF-79%
NI- 0%
F-7%
ADV – 26%
PROF – 67%
NI – 13%
F – 0%
N/A
N/A
ADV-36%
PROF-21%
NI -36%
F-7%
ADV – 27 %
PROF – 0%
NI – 47 %
F – 26%
N/A
N/A
ADV-12%
PROF-38%
NI- 46%
F-4%
ADV – 12%
PROF – 44%
NI – 44%
F – 0%
N/A
N/A
Baseline: 1
8
6
MCAS English
MCAS Math
MCAS Science
A-176
Vocational Student/Teacher Performance Indicators: Construction
School Year
2008- 2009
Credential
School Year
2009-2010
School Year
2010-2011
26 (CR & CB Combined)
19 (27 Sophomores)
33 OSHA
10
52
16 OSHA
11
45
14 OSHA
Year Colleges
0
3
N/A
83%
33%
0
1
70%
82%
41%
N/A
N 71.5 vs. P 42.33
N 51.5 vs. P 40.67
N 51.5 vs. P 43.39
0
0
90%
75%
Education 27%, Work
55%, Military 9%,
Undecided 9%
31.68
49.39
N 52.2 vs. P 56.05
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-7%
PROF-53%
NI-33%
F-7%
ADV-0%
PROF-60%
N-I40%
F-0%
ADV-20%
PROF-33%
NI-33%
F-13%
School Year
2011-2012
17
36
18 OSHA, 14 Emp.,
6 CPR
0
3
60%
91%
Education 50%,
Work 17%,
undecided 33%
N 56.53, P 59.17
School Year
2012-2013
27 combined
33
32 OSHA, 20 Emp, 3
CPR
0
3
60%
Education 83%, Work
17%
N 56.3 vs. P 52.78
N. 73.86 vs. P 65.1
N 72.68 vs. P 77.18
ADV-0%
PROF-44%
NI-56%
F-0%
ADV – 12%
PROF – 63 %
NI – 25%
F – 0%
ADV-0%
PROF-60%
NI-40%
F-0%
ADV-12%
PROF-50%
NI-38%
F-0%
ADV – 25%
PROF – 0%
NI – 44%
F – 31%
ADV-0%
PROF-24%
NI-41%
F-35%
ADV-0%
PROF-50%
NI-36%
F-14%
ADV-0%
PROF-46%
NI-43%
F-11%
ADV – 0 %
PROF – 53 %
NI – 27%
F – 20%
N/A
Baseline: 1
0
7
6
MCAS English
MCAS Math
MCAS Science
A-177
Vocational Student/Teacher Performance Indicators: Cabinetmaking
Credential
School Year
2008- 2009
School Year
2009-2010
School Year
2010-2011
26 (CR & CB Combined)
22 ( 27 Sophomores)
23 OSHA
N 53.66, P 61.1
School Year
2012-2013
27 combined
27
29 OSHA, 21 Emp, 4
CPR, 3 Concussion
0
1
40%
Education 45%,
Military 22%, Work
33%
N 55.6 vs. P 57.8
N 73.86 vs. P 64
N 72.68 vs. P 73.67
ADV-0%
PROF-54%
NI-38%
F-8%
ADV – 23%
PROF – 53%
NI – 15%
F – 8%
ADV-33%
PROF-33%
NI-25%
F-8%
ADV-23%
PROF-31%
NI- 23%
F-23%
ADV – 31 %
PROF – 8 %
NI – 8 %
F – 54 %
ADV-0%
PROF-18%
NI-64%
F-18%
ADV-0%
PROF-50%
NI-33%
F-17%
ADV-0%
PROF-46%
NI-43%
F-11%
ADV – 0 %
PROF – 33 %
NI – 58%
F – 8%
N/A
Baseline: 2
1
7
6
14
37
8 OSHA
13
42
10 OSHA
Year Colleges
0
2
N/A
67%
44%
0
1
50%
90%
40%
N 49.5 vs. P41.8
N49.5 vs. P39.3
N 51.5 vs. P 47.23
N 51.5 vs. P 48
0
4
20%
50%
Education 40%, Work 40%,
Military 10%, Undecided
10%
N 52.2 vs. P 61.1
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV- 10%
PROF-50%
NI-40%
F-0%
ADV-17%
PROF- 33%
NI-50%
F-0%
ADV-0%
PROF-40%
NI-60%
F-0%
School Year
2011-2012
17
31
20 OSHA, 10 Emp., 3
CPR
0
1
50%
50%
Education 45%, Work
45%, Undecided 10%
MCAS English
MCAS Math
MCAS Science
A-178
Vocational Student/Teacher Performance Indicators: HVAC
Credential
School Year
2008- 2009
School Year
2009-2010
School Year
2010-2011
School Year
2011-2012
School Year
2012-2013
20
44
28 OSHA, 10 R410a,
21EPA, 10 Sheet
Metal, 28Emp., 4 CPR
0
0
100%
83%
21
43
11 OSHA/6 R410a’s
21
48
12 OSHA/10
R410a’s/12 EPA 608
27
45
27 OSHA/ 11 R-410a/26
EPA 608
0
2
N/A
83%
0
1
50%
75%
0
0
90%
75%
Year Colleges
17%
25%
N/A
N 48.4 vs. P 54.14
Education 42%, Work
33%, Undecided 25%
See Attached
N 51.5 vs. P 45.48
N 51.5 vs. P 53.41
Education 53%, Work
40%, Military 7%
Seniors: N 52.7 vs. P 53.73
Juniors: N 52.7 vs. P 58.32
N 52.2 vs. P 62.21
16
46
31 OSHA, 10 R10a,
29 EPA Refrigerant,
28 Emp, 4 CPR
0
0
60%
Not available to
date
Education 56%,
Work 44%
Data Attached
N 73.86 vs. 81.8
N 72.68 vs. P 80
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV- 6%
PROF-88%
NI6%
F-0%
ADV-14%
PROF-57%
NI-29%
F-0%
ADV-0%
PROF-71%
NI-29%
F-0%
ADV – 19 %
PROF – 75 %
NI – 6 %
F – 0%
Not available to
date
ADV-38%
PROF-50%
NI-13%
F-0%
ADV-50%
PROF-50%
N-I0%
F-0%
ADV-35%
PROF-41%
NI- 29%
F-0%
ADV – 33%
PROF – 0%
NI – 27 %
F – 40 %
Not available to
date
ADV-0%
PROF-81%
N-I19%
F-0%
ADV-29%
PROF-64%
NI-7%
F-0%
ADV-4%
PROF-54%
N - I38%
F-4%
ADV – 29 %
PROF – 41 %
NI – 29%
F–0 %
Not available to
date
N/A
Baseline: 3
7
10
11
MCAS English
MCAS Math
MCAS Science
A-179
A-180
Vocational Student/Teacher Performance Indicators: Plumbing
Credential
School Year
2008- 2009
School Year
2009-2010
School Year
2010-2011
School Year
2011-2012
School Year
2012-2013
18
44
9 OSHA
27
54
16 OSHA
23
52
46 OSHA
10
53
32 OSHA, 27 Emp., 7
CPR
21
47
46 OSHA, 29 Emp, 4
Apprentice Plumber
License, 7 CPR, 1
First Aid, 7
Concussion
0
14
80%
0
4
N/A
83%
0
7
80%
91%
0
5
80%
64.29%
0
4
80%
61%
Year Colleges
0%
55%
Education 47%, Work
47%, Military 6%
Education 31%, Work
15%, Undecided 46%,
Military 8%
Education 25%, Work
25%, Military 16%
N/A
N 55.4 vs. P 41.33
N63.39 vs. P 68.02
N 65.33 vs. P 67.72
N 51.5 vs. P 39.68
N 51.5 vs. P 43.09
46.56
N 52.2 vs. P 70.08
N 73.86 vs. P 68.3
N 72.68 vs. P 78.85
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-0%
PROF-42%
NI-53%
F-5%
ADV-0%
PROF-59%
NI41%
F-0%
ADV-6%
PROF-59%
NI-35%
F-0%
ADV – 12%
PROF – 63 %
NI – 25%
F – 0%
ADV-26%
PROF-32%
NI-42%
F-0%
ADV-29%
PROF-41%
NI29%
F-0%
ADV-24%
PROF-47%
NI-6%
F-23%
ADV – 25%
PROF – 0%
NI – 44%
F – 31%
ADV-0%
PROF-42%
NI-53%
F-5%
ADV-0%
PROF-29%
NI-65%
F-6%
ADV-11%
PROF-32%
NI-42%
F-16%
ADV – 10 %
PROF – 30 %
NI – 45%
F – 15%
N/A
Baseline: 1
4
14
15
MCAS English
MCAS Math
MCAS Science
A-181
Vocational Student/Teacher Performance Indicators: Electricity
Credential
School Year
2008- 2009
School Year
2009-2010
School Year
2010-2011
School Year
2011-2012
School Year
2012-2013
34
56
38 OSHA, 30 Emp., 4
CPR
0
7
80%
88%
Education 35%, Work,
47%, Undecided 18%
25
43
12OSHA
30
56
10 OSHA
26
56
54 OSHA
Year Colleges
0
4
N/A
93%
29%
0
1
60%
77%
23%
0
11
70%
85.71%
Education 37%, Work
63%,
N/A
N 57.4 vs. P 49.96
N 58.84, P 41.23
N 51.5 vs. P 42.83
N 51.5 vs. P 53.68
N 52.2 vs. P. 63.71
17
58
39 OSHA, 34 Emp,
4 CPR
0
5
80%
Education 40%, Work
55%,
Military 5%
N 58.44 vs. P 53.52
N 73.86 vs. P 70.1
N 72.68 vs. 79.77
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-19%
PROF-62%
NI-19%
F-0%
ADV-17%
PROF-44%
NI-39%
F-0%
ADV-0%
PROF-84%
NI-16 %
F-0%
ADV -26 %
PRO F - 63%
NI -11 %
F -0 %
ADV-43%
PROF-33%
NI-24%
F-0%
ADV-10%
PROF-71%
NI-14%
F-5%
N/A
ADV-28%
PROF-50%
NI-17%
F-6%
ADV-6%
PROF-56%
NI-33%
F-6%
Baseline: 1
ADV-32%
PROF-42%
NI-26%
F-0%
ADV-11%
PROF-61%
NI- 22%
F-6%
13
ADV - 53%
PRO F -5 %
NI -11%
F - 32%
ADV - 11%
PRO F -61 %
NI -22 %
F -6 %
16
MCAS English
MCAS Math
MCAS Science
A-182
19
Vocational Student/Teacher Performance Indicators: Culinary Arts
School Year
2008- 2009
Credential
School Year
2009-2010
School Year
2010-2011
School Year
2011-2012
School Year
2012-2013
27
88
109 OSHA, 40 Emp,
29 ServSafe,15 CPR,
9 Concussion
0
5
80%
22
61
17 OSHA/ 14 Serv-Safe
43
74
15 OSHA/14 Serv-Safe
41
78
43 OSHA/31 Serv-Safe
0
0
N/A
79%
0
0
80%
75%
0
0
80%
100%
40
79
42 OSHA, 20 ServSafe, 31 Emp, 16 CPR,
9 Concussion
0
0
80%
82%
Year Colleges
68%
25%
Education 78%, Work
18%, Military 4%
Education 80%, Work
10%, Military 10%
Education 81%, Work
15%, Military 4%
N 64.6 vs. P70.88
N 64.6 vs. P 82.60
N 57.1 vs. P 55.09
N 57.87 vs. P 61
N 51.5 vs. P 53.83
N 51.5 vs. P 47.82
63.56 (L2)
65.22 (L1)
N 52.2 vs. P 56.93
N 73.86 vs. P70.1
N 72.68 vs. P 83.17
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-0%
PROF-52%
NI-36%
F-12%
ADV-0%
PROF-65%
NI-35%
F-0%
ADV-7%
PROF-60%
NI-30%
F-3%
ADV -20 %
PRO F -67 %
NI - 13%
F - 0%
ADV-16%
PROF-20%
NI-52%
F-12%
ADV-4%
PROF-41%
NI-37%
F-19%
N/A
ADV-30%
PROF-35%
NI-26%
F-9%
ADV-0%
PROF-45%
NI-50%
F-5%
Baseline: 13
ADV-27%
PROF-43%
NI-30%
F-0%
ADV-14%
PROF-45%
NI- 31%
F-10%
6
ADV -50 %
PRO F - 0%
NI -17 %
F -33 %
ADV - 13%
PRO F -50 %
NI - 27%
F -10 %
19
MCAS English
MCAS Math
MCAS Science
A-183
22
Vocational Student/Teacher Performance Indicators: Cosmetology
School Year
2008- 2009
Credential
School Year
2009-2010
School Year
2010-2011
18
41
12 OSHA/ 4 Cosmo
Licenses
18
45
14OSHA/9 Licenses
12
41
37 OSHA/23 OPI Gel/12
Licenses, 17 CPR
Year Colleges
0
0
N/A
83%
17%
0
1
60%
56%
22%
0
0
70%
60%
Education 87%, Work
13%,
N 69.2 vs. P 57.98
N 69.2 vs. P 64.72
N 51.5 vs. P 36.19
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
School Year
2011-2012
School Year
2012-2013
15
39
23 OSHA, 10 OPI, 25
Emp., 12 Licenses, 15
CPR, 5 Concussion
0
2
90%
87%
Education 46%, Work
16%, Undecided 38%
14
42
53 OSHA, 26 Emp, 14
CPR, 13 Licensed , 4
Concussion.
0
0
90%
Education 78%,
Work 22%
N 73.25 vs. P 80.38
N 72.53 vs. P 76.21
N 51.5 vs. P 48.24
75.97
64.15
N 52.2 vs. P 63.63
N 73.86 vs. P 68.6
N 72.68 vs. 83.67
ADV-13%
PROF-60%
NI27%
F-0%
ADV-6%
PROF-71%
NI24%
F-0%
ADV-0%
PROF-79%
NI-21%
F-0%
ADV - 18%
PRO F -73 %
NI - 9%
F -0 %
ADV-13%
PROF-20%
NI60%
F-7%
ADV-0%
PROF-31%
NI56%
F-13%
N/A
ADV-13%
PROF-44%
NI31%
F-13%
ADV-0%
PROF-25%
NI56%
F-19%
Baseline: 0
ADV-14%
PROF-29%
NI-50%
F-7%
ADV-0%
PROF-31%
NI-46%
F-23%
6
ADV - 50 %
PRO F - 0%
NI - 17%
F - 33%
ADV - 0%
PRO F -33 %
NI -58 %
F -8 %
11
MCAS English
MCAS Math
MCAS Science
A-184
6
Vocational Student/Teacher Performance Indicators: Health
Credential
School Year
2008- 2009
46
94
School Year
2009-2010
Services
School Year
2010-2011
School Year
2011-2012
School Year
2012-2013
27
78
25
78
9
65
19OSHA/28 HHA/29
CPR/31 CNA.
34
71( reduced class size to
15)
23OSHA/26HHA/25
CPR/22 CNA
46 OSHA/15 C.N.A./ 29
HHA/ 27 First Aid/ 62 CPR
27 OSHA, 47 HHA, 42
Emp., 112 CPR, 25
First Aid, 47 C.N,A
Year Colleges
94
2
N/A
87%
43%
71
3
60%
86%
45%
80
3
90%
70.83%
Education 95%,
Undecided 5%
48
1
90%
100%
Education 96%.
Undecided 4%
(combined w/MA)
69 OSHA, 36 Emp, 39
HHA, 37 CNA, 103
CPR
50 (combined w/MA)
0
90%
HS: Education 74%,
Work 26%
N/A
N 76.5 vs. P 76.18
HS
N 54.36 vs. P 55.64.
N 58.03 vs, P 52.27
N 51.5 vs. P 47.85
N 51.5 vs. P 49.38
N 52.2 vs. P 69.05
N 73.86 vs. P 71.8
N 72.68 vs. p 79.11
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-7%
PROF-68%
NI-21%
F-4%
ADV-7%
PROF- 71%
NI-21%
F-0%
ADV-0%
PROF-67%
NI-33%
F-0%
ADV - 12%
PRO F -67 %
NI -21 %
F - 0%
ADV-11%
PROF-32%
NI-43%
F-14%
ADV-0%
PROF-27%
NI-40%
F-33%
N/A
ADV-25%
PROF-36%
NI-32%
F-7%
ADV-7%
PROF-50%
NI-32%
F-11%
Baseline: 12
ADV-11%
PROF-41%
NI-33%
F-15%
ADV-0%
PROF-31%
NI-62%
F-7%
10
ADV -13 %
PRO F -13 %
NI -37 %
F - 37%
ADV - 0%
PRO F -29 %
NI - 61%
F -11 %
25
MCAS English
MCAS Math
MCAS Science
A-185
17 Combined
Vocational Student/Teacher Performance Indicators: Medical
Credential
School Year
2012-2013
MA 31
65
(combined w/HS) 69
OSHA, 36 Emp, 39
HHA, 37 CNA, 103
CPR
50 (combined w/HS)
0
90%
Year Colleges
MS: Education 63%,
Work 36%
N 53.8 vs. 51.89
N 72.68 vs. p 79.11
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
MCAS English
MCAS Math
MCAS Science
17 Combined
A-186
Assisting
Vocational Student/Teacher Performance Indicators: Early
Credential
School Year
2008- 2009
16
25 (no senior class)
N/A
Year Colleges
School Year
2009-2010
Education & Care
School Year
2010-2011
School Year
2011-2012
School Year
2012-2013
8
45
36 OSHA, 22 Emp., 13
CPR, 7 Concussion
28
2
100%
85.71%
Education 90%,
Military 5%,
Undecided 5%
No Test Available
13
46
46 OSHA, 28 EMP, 13
CPR, 6 Concussion
26
4
100%
Education 100%
N 73.86 vs. P 68.5
N 72.68 vs. P 78.25
17
45
37 OSHA/11 CPR
0
N/A
N/A
N/A
N/A
10
42
11 OSHA/ 11 First
Aid/CPR
42
1
100%
N/A
N/A
N/A
N 74.4 vs. P 74.55
N 51.5 vs. P 46.21
N 51.5 vs. P 49.56
72.06
71.03
N 52.2 vs. P 74.91
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-0%
PROF-67%
NI-33%
F-0%
ADV-0%
PROF-68%
NI-26%
F-6%
ADV-0%
PROF-78%
NI-11%
F-11%
ADV -23 %
PRO F -59 %
NI -18 %
F -0%
ADV-8%
PROF-50%
NI-42%
F-17%
ADV-0%
PROF-68%
NI26%
F-5%
ADV-33%
PROF-44%
NI- 22%
F-0%
ADV -33 %
PRO F - 0%
NI -34 %
F - 33%
ADV-0%
PROF-25%
NI-42%
F-33%
ADV-0%
PROF-32%
NI-58%
F-11%
ADV-0%
PROF-38%
NI- 44%
F-19 %
ADV - 0%
PRO F - 38%
NI - 44%
F -19 %
N/A
Baseline: 3
2
17
8
45
2
90%
N/A
Education 75%, Work
25%,
No test Available
MCAS English
MCAS Math
MCAS Science
A-187
Vocational Student/Teacher Performance Indicators: Retail
Credential
School Year
2009-2010
School Year
2008- 2009
Marketing
School Year
2010-2011
School Year
2011-2012
School Year
2012-2013
16
47
46 OSHA, 35 Emp, 14
CPR, 6 Concussion
(combined)
3
1
90%
Education 100%
7
30
1OSHA
12
40
9 OSHA
26
47
37 OSHA
15
44
25 OSHA, 23 Emp., 14
CPR
Year Colleges
0
0
N/A
100%
0
5
0
70%
67%
67%
0
0
90%
80%
Education 100%
N 66.8 vs. P 53.53
N 51.5 vs. P 47.27
Accounting 53.3 vs. P
34.38
Fund. Mark. N 70 vs. P
43.78
N 51.5 vs. P 53.13
1
0
100%
60%
Education 92%,
Undecided 8%
N 64.26 vs. P 63.31
N 52.2 vs. P73.76
N 73.86 vs. 73.8
N 72.68 vs. 83.94
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-7%
PROF-60%
NI-33%
F-0%
ADV-0%
PROF-57%
NI-43%
F-0%
ADV-7%
PROF-60%
NI-33%
F-0%
ADV -16 %
PRO F - 74%
NI -10 %
F -0 %
ADV-13%
PROF-40%
NI-40%
F-7%
ADV-0%
PROF-42%
NI-17%
F-42%
N/A
ADV-7%
PROF-36%
NI-43%
F-14%
ADV-0%
PROF-36%
NI-50%
F-14%
Baseline: 2
ADV-14%
PROF-64%
NI-21%
F-0%
ADV-0%
PROF-30%
NI-55%
F-15%
3
ADV - 21%
PRO F - 0%
NI -37 %
F - 42%
ADV -0 %
PRO F -32 %
NI - 53%
F -16 %
12
N 64.91% vs. P66.54%
MCAS English
MCAS Math
MCAS Science
A-188
19
Vocational Student/Teacher Performance Indicators:
School Year
2008- 2009
9
27
10 OSHA
7
32
3 OSHA/ 3 Hazardous
Materials OSHA
41 CET
14 (47 Sophomores)
15 OSHA/ 8 Haz Wop 40
Year Colleges
0
1
N/A
N/A
N/A
0
1
50%
75%
63%
0
0
90%
66.67%
N/A
N 51.5 vs. P 56.38
N 61.2 vs. P 43.5
N 51.5 vs. P 48.05
No test available to date
N 52.2 vs. P 58.01
School Year
2011-2012
57 (CET combined)
27
4 C10 OSHA, 8
HazWaste, 12 Emp., 4
CPR, 2 Concussion
0
0
90%
56%
Education 78%,
Undecided 22%
No test available
N 73.86 vs. P 85.2
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-0%
PROF-42%
NI50%
F-8%
ADV-17%
PROF-67%
NI17%
F-0%
ADV-0%
PROF-80%
NI-20%
F-0%
ADV - 8%
PRO F -85 %
NI - 9%
F -0 %
ADV-17%
PROF-25%
NI42%
F-17%
ADV-8%
PROF-17%
NI58%
F-17%
N/A
ADV-27%
PROF-36%
NI27%
F-9%
ADV-9%
PROF-64%
NI27%
F-0%
Baseline: 0
ADV-20%
PROF-20%
NI-60%
F-0%
ADV-12%
PROF-47%
NI-35%
F-7%
3
ADV - 23%
PRO F - 0%
NI - 15%
F - 62%
ADV -8%
PRO F - 46%
NI - 46%
F - 0%
7
Credential
School Year
2009-2010
Environmental
School Year
2010-2011
School Year
2012-2013
55 (CET combined)
30
29 OSHA, 17 Emp, 4
CPR, 1 Concussion
0
0
80%
Education 75%,
Military 25%
No test available
N 72.68 vs. P 90.46
MCAS English
MCAS Math
MCAS Science
A-189
3
Vocational Student/Teacher Performance Indicators: Legal
School Year
2008- 2009
Credential
School Year
2009-2010
& Protective Services
School Year
2010-2011
School Year
2011-2012
57 (CET combined)
38
13 Iris, 13 I-Safe, 11
OSHA, 20 Emp., 13
CPR
0
0
100%
School Year
2012-2013
55 (CET combined)
38
38 OSHA, 1 HZ OSHA,
16 Emp, 1 IRIS, 4 CPR,
4 Concussion
0
0
100%
25
16 (Sophomores only)
N/A
20
44
revise
0
0
N/A
Not Available to date
0
0
80%
Year Colleges
Undecided 6%
Education 67%, Work
171%, Military 8%,
Undecided 8%
Education 83%,
Military 13%, Work 7%
53.84
N. 61.65 vs. P 59.87
N 59.26 vs. 56.02
N 51.5 vs. P N/A
N 51.5 vs. P 53.04
(Networking)
(Networking)
N 52.2 Vs. P 73.95
N 73.86 vs. P 69.6
N 72.68 vs. P 80
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-0%
PROF-88%
NI-12%
F-0%
ADV-6%
PROF-75%
NI-19%
F-0%
ADV-7%
PROF-73%
NI-20%
F-0%
ADV -0%
PRO F - 89%
NI - 11%
F - 0%
ADV-18%
PROF- 47%
NI-35%
F- 0%
ADV-0%
PROF- 35%
NI-65%
F-0%
N/A
ADV-36%
PROF- 29%
NI-36%
F- 0%
ADV-7%
PROF- 43%
NI-50%
F-0%
Baseline: N/A
ADV-14%
PROF- 36%
NI-29%
F- 21%
ADV-12%
PROF- 47%
NI-35%
F-6%
2
ADV - 0%
PRO F - 25%
NI - 38%
F -37 %
ADV - 0%
PRO F -33 %
NI - 45%
F -22 %
11
41 CET
28 (47 Sophomores)
27 CPR, 27 Iris
Recognition 28 I-Safe 14,
Haz Wop 40
0
1
80%
MCAS English
MCAS Math
MCAS Science
A-190
12
Vocational Student/Teacher Performance Indicators: Engineering-
School Year
2008- 2009
Drafting
18
18 (Sophomores in ET)
8 OSHA
School Year
2009-2010
13 CET
18 (Sophomores in ET)
8 OSHA
Year Colleges
0
0
N/A
90%
80%
0
1
70%
81%
57%
N 55.5 vs. P 55.3
N 55.5 vs. P 51.41
N 51.5 vs. P 53.01
N 51.5 vs. P 54.72
N 52.2 vs. P 71.79
N 73.86 vs. P 88
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-0%
PROF-67%
NI33%
F-0%
ADV-20%
PROF-60%
NI20%
F-0%
ADV-0%
PROF-100%
NI-0%
F-0%
ADV - 18%
PRO F - 64%
NI -18 %
F - 0%
ADV-17%
PROF-67%
NI-17%
F-0%
ADV-0%
PROF-33%
NI-67%
F-0%
N/A
ADV-20%
PROF-60%
NI-20%
F-0%
ADV-20%
PROF-70%
NI-10%
F-0%
Baseline: 5
ADV-25%
PROF-75%
NI-0%
F-0%
ADV-12%
PROF-47%
NI- 35%
F-6%
1
ADV - 73%
PRO F - 0%
NI - 27%
F - 0%
ADV - 18%
PRO F - 36%
NI -36 %
F - 9%
7
Credential
School Year
2010-2011
41 CET
12 (47 Sophomores)
16 OSHA
0
0
80%
83.33%
Education 80%,
Undecided 20%
School Year
2011-2012
57 (CET combined)
24
7 OSHA, 11 Emp., 13
CPR
0
0
90%
78%
Education 100%
School Year
2012-2013
55 (CET combined)
21
22 OSHA, 12 Emp, 2
CPR, 1 concussion
0
2
85%
Education 100%
Arch N 48.2 vs. P 53
Tech N 65.72 vs.
P62.8
Arch
N 50.0 vs. P 44.8
Tech
N 65.3 vs. P 64.0
N 72.68 vs. P 87.29
MCAS English
MCAS Math
MCAS Science
A-191
4
School Year
2008- 2009
Electronics
18
45
7 OSHA
School Year
2009-2010
13 CET
35
7 OSHA
Year Colleges
0
1
N/A
90%
80%
0
1
70%
81%
57%
0
3
80%
83.33%
N 49.8 vs. P 38.17
N 49.8 vs. P 40.95
N 51.5 vs. P 53.01
N 51.5 vs. P 50.12
N 52.2 vs. P 71.79
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-26%
PROF-47%
NI-26%
F-0%
ADV-14%
PROF-29%
NI-57%
F-0%
ADV-11%
PROF-67%
NI- 22%
F-0%
ADV - 9%
PRO F -73 %
NI - 18%
F - 0%
ADV-42%
PROF-32%
NI-21%
F-5%
ADV-17%
PROF-33%
NI-44%
F-6%
N/A
ADV-14%
PROF-29%
NI-57%
F-0%
ADV-14%
PROF-29%
NI-57%
F-14%
Baseline: 0
ADV-33%
PROF-56%
NI-0%
F-11%
ADV-12%
PROF-47%
NI-35%
F-7%
3
ADV - 36%
PRO F -0 %
NI -18 %
F - 45 %
ADV - 22%
PRO F -22%
NI - 44%
F - 11%
3
Credential
School Year
2010-2011
41 CET
13 (47 Sophomores)
30 OSHA
School Year
2011-2012
57 (CET combined)
22
20 OSHA, 14 Emp., 13
CPR
0
0
90%
78%
Education 75%,
Undecided 25%
N 47.84 vs. P 75
School Year
2012-2013
55 (CET combined)
30
31 OSHA, 20 Emp, 5
CPR
0
1
90%
Education 100%
N 73.86 vs. P 80.8
N 72.68 vs. P 91.33
N 48.51 vs. P 72.22
MCAS English
MCAS Math
MCAS Science
A-192
7
School Year
2008- 2009
Computer Networking
18
24 (Grades 9 & 10 ET)
10 OSHA
School Year
2009-2010
13 CET
17 (Grades 9 & 10 ET)
10 OSHA/10 IC3
Year Colleges
0
3
N/A
90%
80%
1
0
70%
81%
57%
0
0
80%
83.33%
Education 100%
0
0
90%
78%
Education 100%
N 58.7 Vs. P 50.56
N 58.8 vs. P 38.52
N 62.15 vs. P 68.72
N 51.5 vs. P 57.60
N 51.5 vs. P 50.12
N 52.2 vs. P 58.58
School Year
2012-2013
55 (CET combined)
16
15 OSHA, 8 Emp, 1
Comptia Network, 6
iC3 certified, 1 CPR
0
1
85%
Education 67%, Work
33%
N 60.1 vs. P 65.4
N 73.86 v P 81
N 72.68 vs. P 84
MCAS
2008-2009=Class of 2011
2009-2010=Class of 2012
2010-2011=Class of 2013
2011-2012=Class of 2014
ADV-0%
PROF-100%
NI-0%
F-0%
ADV-0%
PROF-67%
NI-33%
F-0%
ADV-67%
PROF-33%
NI-0%
F-0%
ADV -50 %
PRO F - 50%
NI -0 %
F - 0%
ADV-0%
PROF-100%
NI-0%
F-0%
ADV-0%
PROF-100%
NI-0%
F-0%
N/A
ADV-0%
PROF-67%
NI-33%
F-0%
ADV-33%
PROF-33%
NI-33%
F-0%
Baseline: 2
ADV-67%
PROF-33%
NI-0%
F-0%
ADV-12%
PROF-47%
NI-35%
F-6%
1
ADV -0 %
PRO F - 0%
NI - 50%
F -50 %
ADV -0 %
PRO F - 100%
NI - 0%
F - 0%
3
Credential
School Year
2010-2011
41 CET
7 (47 Sophomores)
4 OSHA
School Year
2011-2012
57 (CET combined)
11
9 OSHA, 7 Emp., 1
CPR, 4 IC3
MCAS English
MCAS Math
MCAS Science
A-193
6
SHOP
VE - Emerging Technology
VP - Visual & Performing Arts
Medical Assisting
Culinary Arts
VC - Carpentry
Automotive
Plumbing
Electricity
Business Marketing
Collision
HVAC
Cosmetology
VM - Manufacturing
Early Education
Health Services
Freshmen
First Pick
55
39
31
27
27
24
21
17
16
16
16
14
14
13
9
A-194
GRADE
12
GRADE
11
GRADE
10
TOTAL
SHOP
HVAC
16
15
15
46
DVC
Automotive
Cabinetmaking
CADD
8
8
15
31
17
16
7
40
9
10
8
27
4
10
7
21
15
6
17
38
Collision
6
15
15
36
Construction
7
14
12
33
Cosmetology
13
12
17
42
Culinary
27
30
31
88
Early Ed
10
18
18
46
9
12
9
30
20
19
19
58
4
13
13
30
Graphics
13
11
9
33
Health Services
12
25
28
65
5
2
9
16
9
4
Legal & Protective
Electronics
Electrical
Environmental
IT
Metal Fab
Medical Assisting
13
11
11
Machine Tech
8
Office Tech*
5
Performing Arts
5
6
15
26
17
16
14
47
Plumbing
Music
5
5
8
9
13
18
Web Design
8
8
Grand Total
279
302
Retail Marketing*
13
Manufacturing
17
16
47
17
17
16
311
892
A-195
SHOP
Automotive
Business Marketing
Cabinetmaking
Collision Repair
Construction Technology
Culinary Arts
Early Education
Electrical
Machine Technology
Metal Fabrication
Plumbing
Grand Total
CO-OP
4
1
1
1
3
5
4
5
7
1
14
46
A-196
Automotive
Cabinetmaking
Collision
Construction
Cosmetology
Culinary
DVC
Early Ed
Electricity
Eng Drafting
Eng Electronics
Eng IT
Environmental
Graphics
Health Services
HVAC
Legal & Protective
Machine Tech
Medical Assisting
Metal Fab
Music
Performing Arts
Plumbing
Retail Mktg
Web Design
44
45
60
83
78
81
100
100
40
100
100
67
75
81
74
56
83
87
63
44
72
100
25
100
88
50
22
20
Sum of
WORK
Sum of
MILITARY
Sum of
EDUCATION
SHOP
4
6
33
20
17
22
15
5
55
33
25
8
22
14
8
26
44
7
0
37
33
14
16
69
13
13
12
A-197
SHOP
Advertising & Design
Automotive Technology
Business Marketing
Cabinetmaking
Civil&Arch Engineering
Collision Repair
Construction Technologies
Cosmetology
Culinary Arts
Early Childhood Education
Electrical
Electronic Engineering
Environmental/Biotech
Grand Total
Graphic Communications
Health Services
HVAC
Information Technology
Legal and Protective (C.J.)
Machine Technology
Metal Fabrication
Performing Arts
Plumbing
Grand Total
Average
Score
76
78
84
74
87
79
77
84
83
78
80
91
90
81
82
79
80
84
80
80
76
78
79
81
A-198
A-199
A-200
A-201
TRI-COUNTY RVTHS
Criminal Justice:
Demonstration of Crime Scene Techniques
A-202
Name:________________________
Date:______________________
Analysis Sheet for court decisions, excerpts from court decisions,
and media reports about court decisions. Criminal Justice Frameworks 2.B.04. Apply Trial
Procedures. (12) Apply Principles of Case Analysis.
SUBJECT:
BACKGROUND OF CASE:
What is the case or story about? What is the
general topic?
What were the important facts about the case before it
went to court?
FACTS
What were the important facts of the case when it
was going through the court system?
ISSUE:
What is the legal issue that is the focus of the case?
HOLDING/RULE OF LAW:
AUTHORITY:
What was the court’s decision? Is there any new rule of
law created by this decision? What is it?
Is this court’s decision binding on the jurisdiction
where you live?
If this is a media source, rather than an actual court
case, is the source reliable and reputable?
A-203
Name:________________________
Date:______________________
Fingerprint collection and analysis.
Criminal Justice Frameworks 2.C.02 Explain and demonstrate procedures used in investigating and
processing crime scenes. (22) Describe the collection and processing of fingerprint evidence left at a
crime scene.
PRINT OR PRINTS FROM MOCK
CRIMINAL DATABASE
TYPE(S) OF PRINT
PRINT OR PRINTS OBTAINED FROM DUSTING
MOCK CRIME SCENE
TYPE(S) OF PRINT
TO ESTABLISH A PRELIMINARY MATCH, COMPLETE A FIVE POINT COMPARISON
BETWEEN PRINTS IN THE MARGINS ABOVE.
A-204
WHITTIER RTHS
Marketing:
Marketing Education Strand 2
Technical Mid-term Exam
A-205
2013-2014
STUDENT:__________________________________
Date:__________________
Test Booklet #________
Midterm Exam Test Rubric
Questions #1-100
Multiple choice
Possible
points
70
# 1- #60
Strand 2
#61 - #100
Strands 1,4,5
Open-ended Essays
(10 questions)
Performance Test
20
10
FINAL
GRADE
A-206
Points
Earned
2.S.05
2.O.01
2.I.05
2.F.08
2.C.06
2.C05
The owner of a hair salon provides customers with a(n)
A) service
B) promotion
C) good
D) exchange
After a meal at the Poet’s Inn at Whittier, a customer
completed a form rating sheet rating the restaurants food and
service. The customer form was an example of
A) information utility
B) promotion
C) product planning
D) marketing research
Transporting and storing products is an example of
A) purchasing
B) distribution
C) promotion
D) selling
Determining the payment options to be offered in a business
is a function of
A) purchasing
B) distribution
C) promotion
D) financing
The Good Ol’Kedian Barbeque company is starting to
market a new sauce that includes spices found in Spanish
cuisine. The creation of the new sauce indicates the
company is segmenting its market based on
A) psychographics
B) product benefits
C) geographics
D) demographics
_____________is using a marketing approach that
encourages consumers to think about a product in a certain
way.
A) target marketing
B) positioning
C) segmenting
D) product planning
A-207
1
2
3
4
5
6
2.C.06
2.O.02
2.O.03
2.S.03
2.R.05*
2.S.02
2.S.10
The Possum Janias Music direct-mail company sends
catalogs to music teachers, dancers, and other music lovers
based on the company’s study of which type of data?
A) psychographics
B) product benefits
C) geographics
D) demographics
The Broken Pots by Matt ceramic company decided to sell
its fancy bowls to local restaurants. What type of marketing
decision would this be?
A) product
B) price
C) place
D) promotion
The struggle between companies for customers is called
A) profit
B) promotion
C) surplus
D) competition
A____is a special type of sales policy between a vendor and
retailer in which the retailer pays for the goods only after
they are purchased by the final consumer
A) memorandum buying
B) consignment buying
C) resale buying
D) new-task purchasing
Who ultimately decides whether or not a business will
survive?
A) the consumers
B) the owners or board of directors
C) the government
D) the competing businesses
A time period where people are finding jobs, more
consumers are purchasing products, and more businesses are
beginning to invest in inventory is called a phase of
A) recession
B) recovery
C) depression
D) prosperity
A-208
7
8
9
10
11
12
2.K.05*
2.C.06
2.K.05*
2.K.05*
2.H.03*
2.K.05*
Teenie Beanie Jelly-Wellies are popular small candies that
come in 24 flavors. Currently, sales of the Jellie-Wellies are
increasing rapidly, and the cost of making the candies is
easily absorbed by the volume. Jellie-Wellies candy is in it’s
_____ stage in the product life cycle.
A) growth
B) introduction
C) decline
D) maturity
What age group would be best targeted for marketing by the
leisure travel industry?
A) Baby Boomers
B) Generation X
C) Whoopies
D) Baby Boomlet
The difference between an item’s retail price and it’s cost is
called it’s
A) net profit
B) markup
C) net price
D) list price
Some marketers set prices based on what they believe is the
consumer’s perceived value of the item. The marketers are
using the concept of
A) prestige pricing
B) cost-oriented pricing
C) going-rate pricing
D) demand-oriented pricing
The Sherman Antitrust Act outlawed monopolies. The Act
gives the Justice Department the authority to prosecute
companies which engage in
A) price discrimination
B) price fixing
C) price wars
D) coercive resale practices
A products subjective price is
A) the price at which consumers will abandon brand
loyalty and buy a new product
B) the price at which costs and expenses are covered
and a company earns a profit
C) the price at which a company is subject to fines for
pricing too low
D) the price at which consumers perceive a product’s
value equals it’s price
A-209
13
14
15
16
17
18
2.L.01
2.K.05*
2.K.02
2.I.04
2.N.03
2.K.05*
The type of promotion over which a business often has the
least control is
A) publicity
B) advertising
C) personal selling
D) sales promotion
A tape recorder that cost Plugged in with Robert electronics
store $18 and that originally sold for $42 is marked down 25
percent. What is the maintained markup in dollars for the
recorder?
A) $31.50
B) $ 13.50
C) $12.28
D) $28.92
The type of transportation that is convenient and helps
reduce both packaging and inventory costs is
A) rail
B) air
C) trucking
D) water
A _____ situation os one which a purchasing agent is
ordering staple goods from a familiar vendor
A) modified-rebuy
B) straight-rebuy
C) new-task purchase
D) wholesale purchase
The difference between recorded sales and inventory based
on a physical count is called
A) stock shortage
B) unit control
C) stock turnover
D) net sales
Emily and Courtney bought bath towels for their new dorm
room. The original price for the towels was $21.95 each, but
they were marked down 33 percent. What is the total cost to
the girls, excluding tax, for four towels?
A) $87.50
B) $13.50
C) $12.28
D) $29.92
A-210
19
20
21
22
23
24
2.S.10
2.O.02
2.O.04
2.Q.03
2.Q.03
When product marketers are looking for new market
segments, the product is in its
A) decline
B) growth period
C) introductory phase
D) maturity
The primary focus of marketing research is
A) obtaining information about customers’ behavior
and plans
B) obtaining information about a business’ current
success in satisfying its customers
C) determining the effectiveness of a business’
advertising
D) analyzing a business’ management and operations
The fasted form of primary research is by means of
A) experiment
B) interview
C) observation
D) questionnaire
A ______ can own assets and borrow money without directly
involving the people who own it, and therefore is more
closely regulated by the government than other business
organizations.
A) corporation
B) family-owned business
C) sole proprietorship
D) general partnership
The form of business ownership that is subject to the least
amount of taxation and government regulation is the
A) sole proprietorship
B) family-owned business
C) limited partnership
D) Subchapter S corporation
A-211
25
26
27
28
29
2.O.03*
2.O.03*
2.D.03
2. O.01
2.D.02
2.S.08
2.N.02
An essential data collection instrument used in the survey
method is the
A) mail dairy
B) contrived observation
C) questionnaire
D) interview
The best way to conduct a survey that will result in
meaningful data, accurate information is through a
A) personal interview
B) focus group interview
C) mailed questionnaire
D) telephone interview
TQM is a vital concept in business operations. TQM is an
acronym for
A) Total Quality Measure
B) Total Quality Management
C) Team Quality management
D) Total Quality means
After data is collected, the next step in the marketing
research process is to
A) recommend solutions
B) analyze the data
C) define the problem
D) apply the results
Accomplishing business goals by using resources wisely is
the function of
A) purchasing
B) finance
C) management
D) distribution
Pricing decisions should be made after considering the laws
of
A) trial and error
B) supply and demand
C) costs and expenses
D) all of these
The best defense against burglary is
A) hiring a security guard
B) installing quality locks and limiting access to keys
C) using a supervised alarm system
D) a combinations of these
A-212
30
31
32
33
34
35
36
2.F.05
2.L.03
2.D.02
2.K.04
2.N.02
2.S.07
2.I.02
2.I.04
Pay that is determined as a percentage of sales is a(n)
A) piece rate
B) commission
C) flat salary
D) hourly rate
Typically, the least efficient sale transaction is
A) debit card sale
B) layaway sale
C) on-approval sale
D) cash on delivery sale
The management function that communicates assignments
and instructions to employees is
A) planning
B) organizing
C) directing
D) controlling
Determining the right amount of product and materials to
maintain is a function of
A) purchasing management
B) inventory management
C) personnel management
D) production management
A business can protect itself from computer criminals by
A) installing a lock
B) scrambling the data
C) using a password
D) all of these
Staying open longer hours is a function of
A) product strategy
B) price strategy
C) place strategy
D) promotion strategy
To encourage the purchase of large quantities a ? may be
offered to the purchaser.
A) Trade discount
B) Quantity Discount
C) Net Discount
D) Promotional Discount
A business uses a ? to order merchandise from a vendor
A) Purchase Order
B) Acquisition Tag
C) Sales Invoice
D) Quote
A-213
37
38
39
40
41
42
43
44
2.K.05
2.R.01
2.R.03
2.R.04
2.A.01
2.A.02
2.A.03
2.A.04
2.J.01
To reduce the quantity of merchandise on hand, a business
will often ? merchandise by a certain percentage
A) Mark up
B) Mark down
C) write-off
D) Price
What types of retail operations are used to market products?
A) e-commerce and catalogs
B) party sales and telemarketing
C) telemarketing and direct selling
D) all of the above
Making sure customers are satisfied and will continue to buy
the products or services of the business
A) customer service
B) customer specialist
C) buyer’s market
D) reactive role
Anticipating customers’ future needs and determining how
the company’s products or services can meet them
A) call center
B) frontline employees
C) customer service
D) proactive role
Goods and services that add comfort or enjoyment
A) buyer’s market
B) help desk
C) amenities
D) none of the above
Process of apologizing to a customer for a mistake, fixing the
problem, and then offering something “extra” to compensate
for the trouble
A) eustress (positive stress)
B) service recovery
C) sales excuses
D) trade credit
A salesperson’s ability to see things from a customer’s point
of view is called
A) tact
B) initiative
C) empathy
D) positive attitude
A-214
45
46
47
48
49
50
51
2.O.04
2.O.04
2.F.02
2.H.01
2.I.02
2.K.01
2.F.03
An example of a group that specializes in marketing research
is the
A) Environmental Protection Agency
B) Consumer Product Safety Commission
C) Federal Trade Commission
D) General Services Administration
The fasted form of primary research is by means of
A) experiment
B) interview
C) observation
D) questionnaire
A business prepares a balance sheet to report information
about
A) expenses incurred during a given period of time
B) revenue received during a given period of time
C) the business’s assets, liabilities, and owner’s
equity
D) profit the business has made for the year
The watchdog agency that protects consumers from
hazardous products is the
A) Federal Trade Commission
B) Fair Labor Standards Administration
C) Occupational Safety and Health Administration
D) Consumer Product Safety Commission
You would select a large, essential, and expensive piece of
equipment
A) from a catalog or price list
B) from the most stable supplier available
C) by visiting the supplier in person
D) by phasing in the purchase
Raw materials, component parts, and finished product are
examples of a business in
A) wholesaling
B) retailing
C) manufacturing
D) extraction
The 3 Cs of credit are
A) character, capability, and cost
B) cost, character, and capital
C) cost, capital, and certainty
D) character, capacity, and capital
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52
53
54
55
56
57
58
2.L.01
2.F.01
A good time to begin promotion of a new business is
A) at least 6 weeks before opening
B) at least one month before opening
C) the time of the grand opening
D) all of these
The dollar amount that a company has to carry out its daily
operation is called
A) cash flow
B) working capital
C) debt ratio
D) financial management
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59
60
Mid-Term Exam Questions 61-100
General Industry - Sophomores-Juniors-Seniors
Strand 1 – Health and Safety
61. Copies of Material Safety Data Sheets (MSDS) must be: 1.B.01a
A. Kept in an area where you may use them during your hours working
B. Kept in a first aid station
C. Attached to each container of chemicals
D. Mailed to OSHA
62. Material Safety Data Sheets (MSDS) must contain: 1.B.02a
A. The identity of the chemical
B. The physical and health hazards
C. Precautions for safe handling and use
D All of the above
63. The leading cause of foot injuries is: 1.B.04a
A. Extreme cold
B. Slips, trips and falls
C. Sharp or heavy objects falling on the foot
D. Skin disease
64. Arranging the environment to fit the person is: 1.B.05a
A. Physical science.
B. Ergonomics
C. Pays more.
D. Economics.
65. To prevent back injury, bend your knees when lifting heavy objects: 1.B.05a
A. To keep the load as low as possible
B. To keep from dropping the load on your feet if it is too heavy
C. To allow your stronger leg muscles to do the work
D. To get the best grip with your hands
66. What is the important first step in a first aid procedure involving serious
injuries? 1. C.01a
A. Move the victim
B. Start CPR
C. Call for emergency medical services
D. Control bleeding
A-217
67. Universal precautions are an approach to infection control by 1.C.01a
A. Taking precautions only when your are handling blood that is known to be
infected
B. Giving vaccinations to everyone who is suspected of being infected
C. Talking when a patient is being examined by a doctor
D. Treating all blood and certain body fluids as if they are infectious
68. OSHA stands for: 1.C.01a
A. Occupational Safety and Health Administration
B. Office of Science and Hazard Association
C .Opportunity for Safety and Health
D. Occupations Sciences Health Assessment
69. An emergency action plan should include: 1.C.02a
A. How to report a fire or hazardous chemical spill
B. An evacuation plan
C. Emergency shutdown of equipment
D. all of the above
70. A controlled locked access entrance may have a special device that scans a
worker’s: 1.C.06a
A. Fingerprints
B. ID card or Badge
C. Footprint
D. Hair color
Strand 4 – Employability Skills
71. A system for deciding what is right or wrong is called: 4.D.02C
A. A political system
B. A production system
C. Ethic’s system
D. Voting system
72. Goals: 4.D.01A
A. Provide direction to your life
B. Must be short term only
C. Are not necessary
D. All of the above
A-218
73. Which one of the following is an example of verbal communication?
A. Writing a letter
B. Smiling
C. Eye contact
D. Hand gesturing
4. B
74. Which one of the following is an example of non-verbal communication? 4. B
A. Making a speech
B. Talking on the phone
C. Frowning
D. Whispering
75. The following are phases of problem solving: 4.C.01
A. Consider the task and Analysis
B. Analysis and Generate alternatives
C. Implementation and evaluation
D. All of the above
76. An hypothesis is: 4.C.01
A. A tentative explanation for a problem or observation
B. Something taken to be false for the purpose of argument or investigation
C. A & B
D. A conclusion
77. In order to manage your time effectively you should: 4.D.01
A. Develop a list of goals for home and work
B. Prioritize your list annually
C. Create a flow chart to depict your annual routine.
D. Check the time on your cell phone.
78. Characteristics of a good employee include: 4.D. 02
A. Showing up on time and respecting the rights of others
B. Focusing on work during work hours and returning from lunch no more than
10 minutes late
C. Having clean fingernails and an extravagant hairstyle
D. Chewing gum and focusing only on your individual job.
79. A positive attitude 4.D.02
A. Does not influence job performance
B. Is important for job satisfaction
C. Requires constant self evaluation
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D. None of the above
80. Self motivation is 4.D.09
A. Individually driven
B. Is determined by your employer
C. Is not necessary to be successful
D. The result of external factors
81. Employment evaluations 4.D.10
A. Measure technical abilities, work habits, productivity, and personal
interactions
B. Are always formal
C. Never affect promotions
D. Are based on self evaluations
82. Professional behavior 4.D.10
A. Is determined by your employer
B. May change depending on the job
C. Includes reliability, honesty, responsibility and ethics
D. Is not influenced by community values
83. Cultural diversity refers to 4.D.11
A. People learning to believe in similar ideas
B. People learning to believe in different ideas
C. Mixing or blending of ideas from different cultures
D. Specific characteristics of one culture
84. Which one of the following should always accompany your resume? 4.A
A. Reference sheet
B. Portfolio
C. Cover letter
D. Photograph
85. Which one of the following questions can be asked before you leave your
interview? 4.A
A. Can I work from home?
B. What are the next steps in this process?
C. What does this job pay?
D. How’s the vacation time?
86. What is the first thing you do after your interview? 4.A
A. Call person you interviewed with
B. Follow up with a thank you letter
C. Go On-line check out website
D. Contact present employees
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Strand 5 – Entrepreneurship
87. The following is a characteristic of an entrepreneur. 5. A.01a
A. Avoids adversity
B. Self-motivated
C. Never takes risks
D. Usually good at everything attempted
88. Entrepreneurs fail more often than they succeed because 5.A.01a
A. They are not as intelligent as their competition
B. Government regulations
C. Running a business is risky
D. They lack sufficient motivation
89. A business can be established as a sole proprietorship (single owner),
partnership (with more than one owner) or ________? 5.A.03a
A. Corporation
B. Entrepreneurship
C. Retail store
D. Wholesaler
90. A business plan should include... 5. A.03a
A. Directions for how to get to the building
B. The names of the employees
C. The names of potential customers
D. A description of the business
91. Paying attention to customer needs and concerns is essential to providing
good customer service. The following is a good example of customer service.
5.4.04a
A. Asking a satisfied customer to fill out a survey card after they’ve been
injured by your product
B. Anticipating customer needs when possible and being prepared in
advance to solve a problem
C. Calling them at home during dinner (after you messed up a project) to
beg for another chance
D. Quietly answering a cell phone during a meeting
92. Policies and procedures should be in writing because…5.B.05.a
A. They’re required by the Federal Trade Commission
B. Workers can’t remember otherwise
C. They help staff to know what is expected of them and assures
consistent customer service
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D. They will not be followed otherwise
93. The law requires employers to maintain facilities that are safe for the
employees. Proper lighting and air quality are elements of an employees:
5.D.02.a
A. Written employment contract
B. Working conditions
C. Benefit package
D. Health plan
94. The mix of males and females in a work place can most closely be defined as
its level of 5.D.04
A. Ethnic diversity
B. Cultural diversity
C. Experiential diversity
D. Gender diversity
95. The lowest hourly wage an employer is allowed to pay someone who does not
also receive tips is called: 5.D.06a
A. Minimum wage
B. A modest working wage
C. Entry-level salary
D. The median income
96. A free enterprise system: 5.C.01a
A. Provides goods and services at no charge to the customer
B. Is an economy in which anyone is free to start a business
C. Only includes profitable businesses
D. Is free of competition
97. A word, symbol, design, or combination of these that a business uses to
identify what it sells is known as a 5.F.02a
A. Patent
B. Copyright
C. Trademark
D. Symbol art
98. A company which discriminates against a customer on the basis of
that person’s race or religion is… 5.F.03a
A. Behaving ethically
B. In violation of the Sherman Anti-Trust Act
C. Acting in violation of Civil Rights law
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D. Both B and C
99. Which of the following statements is true? 5.F.04a
A. Everyone’s ethics are the same
B. Companies should use unethical means to increase their profits
C. Ethics are guidelines for human behavior
D. Ethics does not include honesty, integrity and fairness
100. Which federal law mandates that all public buildings are accessible to
people with disabilities? 5. D.01a
A. ADA (American Disabilities Act)
B. OSHA (Occupational Safety and Health)
C. Civil Rights law
D. Food and Drug Administration
A-223
Open Ended Essays
Marketing Education SHOP Exam open ended questions (Midterm)
1. Define and discuss customer service.
2. What is entrepreneurship?
3. Define and discuss the difference between “X” and “Z”.
4. Explain the supply and demand theory.
5. Outline our “daily routine” of opening and closing the stores. Include “End of Day”.
6. What are the four business cycles? (hint: depression)
7. List and discuss the four elements of an advertisement.
8. Explain the four P’s (marketing mix) of marketing.
9. What is the name of our inventory control system? What kind of information can be
found in the system? How is it used in our shop?
10. What is “i” interest rate and how does it impact you if you are planning on purchasing a
car soon?
A-224
PERFORMANCE TEST
attempted
CASHIER
CASH DRAWER ARRANGEMENT
CASH FUND
RING SINGLE SALE
RING MULTIPLE SALE
CONSIGNMENT SALE
CALCULATING TAX
REPLACE RECEIPT TAPE
DISCUSS ERROR CORRECT vs. WRONG
HOW ARE VOIDS PERFORMED
WHAT HAPPENS IF PRICE RINGS UP WRONG
COUNT BACK CHANGE
CUSTOMER SERVICE PERFORMANCE
WHY WOULD CASH BE OVER/SHORT? 3 REASONS
DISCUSS "X" vs. "Y"
PERFORM "END OF DAY"
SIGN OFF
HOW DO YOU PROCESS A 30% OFF SALE?
MANAGERS
DISCUSS THE STEPS IN RECEIVING
MERCHANDISE
HOW IS PRICE CALCULATED
TRAIN AN EMPLOYEE ON A TASK
DESCRIBE WHAT IS DONE TO OPEN THE STORE
DESCRIBE WHAT IS DONE TO CLOSE THE STORE
INVENTORY
Z-OUT
PURCHASE ORDERS
DISCUSS VENDORS
HOW DO YOU MANAGE A VENDOR FILE?
FRESHMAN SUPERVISOR
WHAT ACTIVITIES MUST THE FRESHMEN
COMPLETE
WHEN IS A FRESHMAN READY TO ENTER STORES
WHERE ARE SCORES KEPT
HOW CAN YOU PROVE ATTENDANCE
WHAT DOES A FRESHMAN FOLDER CONSIST OF
WHAT DOES A FRESHMAN DAY CONSIST OF
A-225
developing
proficient
exemplary

Appendix A

Transcription

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