MINERAL COUNTY FILE: IDCA-R

WORK-BASED LEARNING

Purpose and Definition

In accordance with West Virginia Department of Education Policy 2510, Mineral County Students in grades 9-12 will be provided work-based learning experiences. Work-based learning experiences are educational activities that assist the student to gain an awareness of the workplace to develop an appreciation of the relevance of academic learning to workplace performance, and to gain valuable work experiences and skills while exploring career interests and abilities. Work-based learning experiences assist students in attaining the process/workplace objectives as defined in West Virginia Department of Education Policy 2520. A Training Plan and/or instructional goals and objectives for the various types of work-based learning experiences shall be developed.

Types of Work-Based Learning:

Clinical Experience: these experiences are usually based in health care facilities and provide students with extensive client contact. They are governed by specific instructional goals and objectives. A written contract is secured by the educational system and the participating agency to ensure that the prescribed training has taken place. An extended time frame is the norm for these experiences, with the supervision being the responsibility of the instructor, who holds both licenses to teach and also to provide health care. Credit may be given to those students enrolled in the Clinical Experience class.

Community Service Learning: These experiences blend both service and learning goals in such a way that both occur and are enriched by each other. Service learning projects emphasize both service and mastery of instructional goals and are designed to use volunteer community projects to reinforce classroom concepts. Projects can be classroom or individual projects and can be designed to accommodate students of any age or grade. Community service projects in 4-H, Junior Achievement, and other similar youth organizations shall be considered forms of community service learning. Course credit may be given to those students enrolled in the high school Community Service-Learning class.

Field Trips: these experiences are supervised class visits to work sites that have specific educational value. Trips should be planned and should correspond with instructional goals and objectives for work-based learning.

Mentoring: This experience involves a close personal supervision of an adult worker on a periodic basis over an extended period of time. This method may focus on a specific occupation or extend into a broader more personal relationship, best described as an “occupational Big Brother/Big Sister” relationship. School personnel should interview and carefully select the adult mentors. Training for the mentor is critical. Students in a mentoring program typically learn more about the work ethic, good work habits, on-the-job relationships and other generic work skills and less about how to do specific tasks.

Job Shadowing: These experiences are an active form of observation. Students are assigned to a specific worker for a certain period of time (usually a one-time experience for a few hours). While watching the worker perform his/her duties, the students may ask questions or, on a limited basis, even take part in the work. In this way, the student experiences the work environment and better understands the skills needed for specific occupations.

Simulations: Computer-based simulations can teach important concepts in a small group setting. Instructors must integrate a learning component through pre- and post-simulation activities to fully realize the effectiveness of simulations. Simulations will completely satisfy work-based learning requirements only if specially designed projects are completed.

School-Based Enterprises: this is a high-level simulation of a real world business. In the best enterprises, the exercise is a very close approximation of a real business. Goods or services are bought and sold; marketing research is done to determine consumer preferences; and profits or losses are the result. Students plan, manage and operate the enterprise. The teacher plays the role of a “business consultant.”

Supervised Agricultural Experience (SAE): SAEs provide actual and simulated work-based agricultural experiences. There are three basic types of SAE. In an entrepreneurial SAE, the student is self-employed, providing a good or service that is produced on owned or rented land. Examples include landscaper or livestock producer. Agribusiness or farm placement is the agricultural version of an internship. Directed work experience involves an SAE program conducted in school facilities or land laboratories. Green houses or fish production facilities would be examples. Course credit may be given for those students enrolled in and successfully completing these programs.

Registered Youth Apprenticeship Program: This program allows high school students to enter the regular Apprenticeship and Training Program. Through agreements with the Bureau of Apprenticeship and Training, students begin their technical training during their junior year in high school, begin working the summer before their senior year, and continue academic and technical study and work during their senior year in high school. The students continue the apprenticeship program after high school graduation. When they finish the apprenticeship training, they receive the same journeyman credential as any other apprentice. In many cases, they also can receive more than 40 hours of credit toward an Associate in Applied science degree through several West Virginia community colleges. Training opportunities available through Youth Apprenticeship number over 100 in West Virginia and exist in both union and non-union occupations.

Regular Work-Based Employment: Individuals have paid work experience in the regular community work environment. For such employment to satisfy the work-based learning requirement, it must be related to the student’s career major. Classroom instruction will be combined with paid, on-the-job training. The school, business, student and parents sign a Training Agreement that clearly identifies the responsibilities of each party. The teacher and training sponsor design a Training Plan that identifies the competencies to be learned by the student at the job site. The teacher evaluates the classroom performance and works with the training sponsor to evaluate the on-the-job performance.

Internship: Internships are work-based activities where students work with an employee for a specified period of time to learn about a particular occupation or industry. The workplace activities involved with an internship could include special projects, a sample of tasks from different jobs, or tasks from a single occupation. An internship agreement is set up prior to the experience that outlines the expected objectives to be accomplished by the student. This may or may not include financial compensation. High school course credit may be awarded for students who complete the Internship class.

Procedures

All students enrolled in grades 9-12 in the Mineral County Schools system, with the approval of the School Principals and the Work-Based Learning Facilitator shall be provided a work-based learning experience prior to graduation from high school. Students will be asked to provide their own transportation, where appropriate. It is not required that the work-based experience occur during the regular school day, or within the school calendar. Participating in the above activities during the summer is encouraged.

At the school level, the School-to-Work Coordinators will coordinate the work-based learning experiences with approval from the school principal and county Work-Based Learning Facilitator. The process will include an application and other required paperwork to document the awarding of credit.

Selection of work-based learning experiences and sties shall be a collaborative responsibility of the student, parent, student advisor, school counselor, and School-to-Work Coordinators, as appropriate. All work-based learning sites must have the approval of the School-to-Work Coordinator, county Work-Based Learning Facilitator and the County Board of Education.

During the 8^th grade, students will be provided work-based learning experiences through job shadowing coordinated by the school School-to-Work Coordinator and the county Work-Based Learning Facilitator. Students in grades 9 and 10 shall be provided work-based learning experiences that are within their chosen Career Cluster and which promote career decision-making. These may include community service learning projects, field trips, supervised agricultural experiences, job shadowing, simulations, and school based enterprises. Experiences provided for student sin grades 11 and 12 shall be related to the student’s chosen Career Major, and may include clinical experiences, community service learning projects, field trips, mentorships, computer simulations, school-based enterprises, supervised agricultural experiences, internships, registered youth apprenticeships, school-based enterprises, and regular work-based employment

Awarding of Credit

Certain work-based experiences that meet time, product or other specifications may earn elective credit. The school principals and/or school committee will determine these credits.

Source: Board of Education Minutes

West Virginia Board of Education Policy 2510, “Assuring the quality of Education:

Regulations for General, Vocational and special Educational Programs”

West Virginia Board of Education Policy 2520, “Criteria of Excellence: Instructional Goals

And Objections

Date: May 4, 1999

What is the purpose?

A job shadow helps a student accomplish the following:

· Begin to identify possible career interests

· Observe the daily routine of adult workers

· Gain an awareness of the academic, technical, and personal skills required by particular jobs

· Develop and apply communication skills by interacting with and interviewing workers

· Realize that different jobs are characterized by different work cultures and working environments

· Navigate the community by traveling to and from the job shadow worksite

· Understand the connection between school, work, and achieving goals

What is my role?

As a job shadow host, do your regular daily work while talking about if with the student. Help the student understand how your job fits into the company by visiting other departments and describing how you work with other employees. If the student has job shadow assignments, allow him or her time to complete them.

What do I do?

For may students a job shadow is the first entry into the real world of work. Following are some suggestions to consider when you act as a job shadow host:

· Be yourself. This is essential. The student needs to see what the world of work is really like. Take him or her on a brief tour of your business, then just do what you would do on an average day. Throughout the job shadow, explain the skills, responsibilities, education and training required by your job.

· Engage the student in active learning. If possible, let the student do some hands-on tasks related to your work, such as attending and taking minutes at a meeting, helping with a mailing, or doing a discrete task on the computer. The purpose is not to train the student, but to give him or her a feeling for some of the activities in your day. Non-work activities, such as eating lunch in the cafeteria or accompanying workers on a break, can also give the student a sense of the work environment.

· Explain the important aspects of your work and how they relate to other jobs in the company. Share insights about work and how it fits in with the company as a whole. Why is your work important? How do other people influence your ability to do your job? Bring up these subjects as you walk through different departments, take phone calls,

or attend meetings. As you introduce the student to co-workers, explain how your work relates to theirs.

· Explain how the work of your company affects the local community. Put the work of your business in the larger perspective of the community. What products or services does it provide local customers? What environmental concerns does the company have to be aware of? Does the workforce of the company reflect the demographics of the local community?

· Answer the student’s questions as best you can. While at school, the student will prepare questions for the job shadow: “What kind of training would I need to do your job?” “What do you like most about your job?” “What kinds of equipment do you use?” Be frank when answering the student’s questions. If a questions makes you uncomfortable or is inappropriate explain that you prefer not to answer. If it regards confidential matters, explain your company’s policy on proprietary information. If you do not know the answer to something, suggest ways the student might research the answer.

· Be patient. For many students, going to a job shadow is the first time they independently leave the comfort zone of the school. Being in a new setting around unfamiliar adults may make them more shy or nervous than they would ordinarily be. Be patient and supportive during the job shadow; listen carefully to what the student has to say and encourage him or her to ask questions.

· Provide information requested by the school. Generally, the school will want background information about your and your workplace before the job shadow and will ask you to evaluate the experience when it is over. Supplying this information is essential to maintaining and improving job shadow experiences for students, you and other employers in the future.

CHECKLIST

· Attend a job shadow orientation and/or review materials provided by the school

· Confirm the date and time of the job shadow

· Schedule the job shadow on a day when you are involved in a variety of activities

· Review all relevant health and safety issues, and provide all necessary safety gear; review all rules, regulations, and policies

· Arrange for a back-up job shadow host in the event an emergency takes you away from the student

· Allow the student time to complete required written assignments

· Complete any necessary forms, such as job shadow profile and evaluation

Common Characteristics of Students

1. Extreme Change - physical and emotional.

2. Age of exploration - inquisitive.

3. Age of anxiety - insecure.

4. Peer oriented - followers.

5. Limited perception of strengths and abilities.

6. Influenced by others expectations rather than self-expectations.

7. Often view themselves as ineffective and not worthwhile.

8. Do not equate confidence and effectiveness to mean success.

9. Sometimes lack self-motivation.

10. Usually unaware that others have the same problems they have.

11. Often aware of what they want out of life, but unaware of how to fulfill those
desires.

12. Not goal oriented – do not equate how decisions and actions in the interim affect
achievement.

13. Energetic.

MINERAL COUNTY JOB SHADOW DAY

GUIDELINES

· The focus will be on 10^th graders in the Introduction to the Majors classes,

and other selected students as appropriate.

· Grades, attendance and discipline records will be considered as a qualification fro
participation in Job Shadowing. The option of allowing a waiver for improved grades, attendance

and discipline will be an option for the unqualified. School eligibility lists are an option

for checking grades at the high school level.

· Students will only be sent to sites that have received site visits and Board of

Risk Liability Insurance.

· No students will be permitted to drive themselves to a work site.

· Students must have medical insurance, either through their parents, or the school insurance. Contact the county Work Based Facilitator with any problems in this area.

· All students must receive safety training and signed verification form on

file at their home school.

· All students must complete and return the job shadow worksheet and the student reflection sheet

· All students must write an approved thank you letter to the business/person

they shadowed.

· All students must comply with the job shadow dress and safety code.

EFFECTIVE SHADOWING GUIDELINES___________

Establish a warm, genuine and open relationship that encourages learning.

Establish realistic expectations.

Encourage the student to research possible career paths.

Encourage the student to talk by asking open-ended questions.

Let the student participate in decision-making; assist by listing options.

Focus on the student’s strengths and potential, rather than limitations.

Keep the atmosphere informal. (A little fun mixed with learning goes a long way.)

Be a good listener. Show a genuine interest in what the student has to say.

Encourage the student to ask questions which he/she might be afraid to ask in a classroom.

Don’t be afraid to admit that you don’t know something. Use the opportunity to show the student how to access and use the resources that contain answers.

Above all, be patient.

Help the student improve his/her attitude toward education and develop an enthusiasm for learning.

WORK-BASED LEARNING APPLICATION – JOB SHADOWING

(Must be Completed in Ink)

Student Name______________________ School/Grade ______________________

Parent/Guardian_________________ Career Cluster ______________________

Home Address__________________ Career Goal/Major___________________
Home Phone____________________________

Will parent/guardian be able to provide transportation? ____Yes ____No

Parent/Guardian Signature_______________________________

__________________________________________________________________________

If parent/guardian has made arrangements for this experience, please provide the following:

Name/Address of Business Name and Phone Number

____________________________ Person Who Approved the Visit _____________________________ ___________________________________

_____________________________ _____________________________________

Signature of Parent/Guardian Who Made Arrangements ____________________________________________________________________

REQUIREMENTS

1. Grade Point Average - minimum 2.0

2. Attendance - 10 absences or less in the last year

3. No Discipline Referrals

*4. Student Contract - must be signed

*5. Parent/Guardian Permission - must be signed

*6. Emergency Medical Information - must be completed and signed

*7. Resume - MUST BE TYPED

*8. Letter of Recommendation - No relatives or present teacher

9. Safety Training Form - signed and on file at home school

__________________________________________________________________________________

Approval of School Coordinator__________________________________

*Packet to be sent to Work-Based Learning Facilitator

(Will be provided to Business Contact)

JOB SHADOW STUDENT WORKSHEET

Student Name School/Grade

Company Name

Name of Person you Shadowed

Shadow Date

Employer Verification Signature

Step 1 While at your shadow experience site, write down as many details as possible on a Separate sheet of paper. Use this worksheet to ask questions of the person you are Shadowing. You should also try to ask some of your own questions.

Step 2 Use the information from your interview and observations to complete this worksheet

1) What is the main purpose of this organization?_____________________________________________________________

___________________________________________________________________

2) What is your job title? _________________________________________________________________________

What are your responsibilities? ______________________________________________________________________________________________________________________________________________________________________________________________________

3) How many hours do you work each day? ___________________________________________________________________________________________________________________________

4) What is your job like? On a typical day, what do you do? ________________________________________________________________________________________________________________________________________________________________________________________

5) What type of education or training do I need to do this job? ______________________________________________________________________________________________________________________________________________________________________________________

6) How did you decide to do this type of work? _________________________________________________________________________________________________________________________________________________________________________________________________________

7) What things (or example, work, activities, classes or hobbies) did you do before you entered this occupation? __________________________________________________________________________________________________________________________________________________

__________________________________________________________________________

8) What types of Health/Safety issues are important in your job/profession? ____________________________________________________________________________________________________________________________________________________________________________

9) What do you like most about your job? _________________________________________________________________________________________________________________________________________________________________________________________________________

What do you like least about your job? _______________________________________________________________________________________________________________________________________________________________________________________________________________

10) What is the salary range for someone working in this field? ____________________________

What is the average starting salary?___________________________

11) Are there other activities you are expected to do outside of working hours? ________________________________________________________________________________________________________________________________________________________________________________

12) Has technology affected your work in any way? How are computers used in this job? ______________________________________________________________________________________________________________________________________________________________________

13) What other local companies hire people in this occupation? _______________________________________________________________________________________________________________________________________________________________________________________

14) Do you have any advice for me as I consider career choices? _______________________________________________________________________________________________________________________________________________________________________________________

15) Please write down two of your own questions before you go on your job shadow. Write your answers in the space provided.

Question #1:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Answer:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question #2:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is an Internship?

Internship: Situations where students work for an employer for a specified period of time to learn about a particular industry or occupation. Students’ workplace activities may include special projects, a sample of tasks from different jobs, or tasks from a single occupation. These may or may not include financial compensation.

School-Based Learning: The school-based learning component addresses ideologies, methodologies, and activities taking place within the school setting, such as higher standards and expectations, career development system, integrating academic and vocational curriculum, cluster/major curriculum format, and five year plans.

Work-Based Learning: The work-based learning component addresses issues and activities surrounding the workplace, such as workplace readiness skills, work-site activities, credentialing, all aspects of the industry, work-based simulations, and employer involvement.

Connecting Activities: The connecting activities include matching students with employers, establishing liaisons between education and work, technical assistance to schools, students, and employers, assistance to integrate school-based and work-based learning, encourage participation of employers, job placement, continuing education, or further training assistance, collections and analysis of post-program outcomes, and linkages between youth development activities and industry.

INTERNSHIP

PERMISSION TO DRIVE

_________________________________ has my permission to drive to his/her internship site during the 2000-2001 school year. I understand and have counseled ___________________

that he/she is not allowed to transport any other student while traveling to or from the internship site. Driving another student could result in dismissal from the internship class or in a referral for disciplinary action.

Parent/Guardian______________________

Date ___________________________

__________________________________________________________________________

Text Box: Mineral County Schools
Internship Training Plan

For _________________________________________

Occupational Goal: ____________________________

School

Training Station

Student

Date

Supervisor

Date

Teacher/Coordinator

Date

Parent

Date

Internship

Training Plan

For ____________________________

The training plan should be completed by listing the competencies or tasks a student will learn, how that learning will be measured, and to what level of proficiency the student achieves. The proficiency ratings are as follows:

Skilled: Can do the complete task quickly and accurately; can

tell or show others how to perform the task.

Moderately Skilled: Can do most parts of the task, needs only a

spot check of completed work.

Limited Skill: Can do some parts of the task, needs help on

hardest part.

Task Measurement Proficiency

Ex. Use trade journals to research trends___Written report on findings____________________________Skilled___

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Text Box: Mineral County Schools Internship
Training Agreement

The student intern considers his/her job experience a contributing to his/her career objective and agrees:

1) To be regular in attendance, both in school and on the job.

2) To perform his/her training station responsibilities in an efficient manner.

3) To show honesty, punctuality, courtesy, a cooperative learning attitude, proper health and

grooming habits, appropriate dress, and willingness to learn.

4) To conform to the rules and regulations of the training station.

5) To furnish the teacher-coordinator with necessary information about his/her training
program and to complete properly all necessary reports.

6) To consult the teacher-coordinator about any difficulties arising at the training stations or

related to the training program.

The parents of the student, realizing the importance of the training program and the student’s attaining his/her career objectives, agrees:

1) To encourage the student to carry out effectively his/her duties and responsibilities.

2) To share the responsibility for the safety and conduct of the student while he/she is traveling to and from the school, the training station, and the home.

The employer serving as a training station recognizing a training plan is being followed – and that close supervision of the student-learning will be needed, agrees:

1) To provide a variety of work experiences supervised by an experienced employee for the

student that will contribute to attainment of his/her career objective.

2) To provide training for the student for at least the minimum listed hours each week (4-6

hours) for the entire training period.

3) To adhere to all Federal and state regulations regarding child labor laws, minimum wage

laws, and workers’ compensation.

4) To provide time for consultation with the teacher-coordinator concerning the student and
to discuss with the teacher-coordinator any difficulties the student may be having.

5) To assist in the evaluation of the student.

6) To provide available instructional material and occupational guidance for the student.

7) To provide necessary safety instruction throughout the student’s training period.

The teacher-coordinator, representing the school, will coordinate the training program toward a satisfactory preparation of the student for his occupational career objective and agrees:

1) To see that the necessary classroom instruction is provided.

2) To make periodic visits to the training station to observe the student, to consult with the

employer and training supervisor, and to render any needed assistance with the training

problems of the student.

3) To assist in the evaluation of the student.

4) To hold regular meetings with the student to discuss progress, issues, and concerns.

5) To avoid credit earned by the student in the Internship program toward the high school

diploma.

We, the undersigned, agree to the conditions and statements contained herein.

Student___________________________________ Date____________________

Parent/Guardian____________________________ Date____________________

Employer_________________________________ Date____________________

Teacher/Coordinator________________________ Date____________________

Goal 1.3: The student will use thinking skills to create, make decisions, solve problems, visualize, know how to learn, and reason.

Objectives:

The student will:

· Discuss reasons people work

· Prepare a list of short-term and long-term goals

· Use the Occupational Outlook Handbook to prepare an occupational information search

· Explain how occupations and industries are grouped in career clusters

Goal 1.4: The student will use personal qualities to exhibit responsibility, self-esteem, sociability, self management, and integrity and honesty.

Objectives:

The student will:

· State the values of having self-respect and a good self-concept

· List the ways to achieve self-control

· Develop a plan for self-improvement

· Identify the steps for creating and maintaining a positive attitude

· Describe and demonstrate the characteristics of a good employee

· Explain ways to participate with others as part of a team

· List the steps to problem solving

· Define sexual harassment

· Analyze the adverse effects of discrimination in employment

Goal 1.5: The student will identify, organize, plan and allocate resources.

Objectives:

The student will:

· Utilize time management techniques

· Prepare a budget/spending plan

· List and explain the range of services offered customers by banks and credit unions

· Develop a savings plan

· List the steps involved in opening and maintaining a checking account

· Identify the different types of credit and loans and the guidelines for obtaining them

· State the purpose of insurance

· Describe workers compensation and employment security

Goal 1.6: The student will identify means of collecting, evaluating, and applying information.

Objectives:

The student will:

· List the components necessary in order to have a legal contract

· Develop an awareness of one’s legal rights and obligations as a productive member of society

· Classify laws relating to working conditions, wages and hours, and social security

Goal 1.7: The student will select the proper technology needed to solve, identify, or prevent a variety of problems.

Objectives:

The student will:

· Understand the applications of the microcomputer to their occupational choice

· Be aware of the main features of the keyboards of work processing equipment

· Be able to define the entry-level word processing terminology

· “Boot up” microcomputer, select appropriate program, and complete assignment including a printout

· Handle diskettes properly

· Operate a microcomputer keyboard to properly control cursor movement

· Save text created at the microcomputer onto a diskette

· Identify, select and use technological equipment relevant to various careers

Goal 1.8: The student will develop job-seeking, job-keeping, and job-leaving skills.

Objectives:

The student will:

· Prepare a resume

· Write a cover letter/letter of application

· Complete a job application

· Identify sources of employment opportunity and the steps to initiate a job search

· Identify appropriate interview techniques

· Write a follow-up letter

· Write a letter of acceptance, interest, and/or rejection

· Describe the importance of following the chain of command on the job

· Describe the importance of punctuality and dependability on the job

· Analyze the necessity of mastering job skills

Goal 1.9: The student will learn first-hand about a chosen career.

Objectives:

The student will:

· List job tasks of chosen career

· Summarize experiences in the field

· Prepare research project on a career

Text Box: Internship Curriculum

Date Topic Chapter Objective

Day 1 Book 1.1

Forms

Rules

Safety (fire safety)

Day 2 Safety Chapter 11 1.1

Day 3 Lifting 1.1

Blood Safety

CPR

Choking

Burn

First Aid

Day 4 Robbery 1.1

Day 5 Drug/Alcohol Free Environment

Evacuation Procedures

Operating Procedures

Fatigue/Stress

OSHA/EPA

Day 6 Harassment Chapter 12 1.1, 1.4, 1.6

Legal Issues

Day 7 Harassment 1.1, 1.4

Day 8 Ethics/Confidentiality Chapter 9 1.1, 1.4

9-14 Beginning a New Job Chapter 8 1.4

9-21 Attitudes for Success Chapter 10 1.4

9-28 Interpersonal Relationships at Work Chapter 13 1.4

10-5 Teamwork and Leadership Chapter 13 1.4

10-12 Professional Communication Skills Chapter 15 1.2

10-19 Thinking Skills on the Job Chapter 16 1.4

10-26 Technology in the Workplace Chapter 17 1.7

11-2 Time and Information Management Chapter 18 1.5

11-9 You and the World of Work Chapter 1 1.3

11-16 Getting to Know Yourself Chapter 2 1.3

11-23 Researching Careers Chapter 3 1.9

12-7 Developing an Individual Career Plan Chapter 5 1.9

12-14 Finding and Applying for a Job Chapter 6 1.8

12-21 Interviewing Chapter 7 1.8

1-4 Managing Your Money Chapter 20 1.5

1-11 Banking and Credit Chapter 21 1.5

Buying Insurance Chapter 22 1.5

Taxes and Social Security Chapter 23 1.5, 1.6

1-18 Test

Name:___________________________________Career goal / interest:______________

Address:________________________________________________________________

Phone No.:_______________________________

Are you unsure of your career goal but believe that you would want a career in health?

_____ Yes _____ No _____Not applicable

Give a brief description of your plan of how you are going to achieve your career goal.

Number of Absences this past six weeks __________________________________

Number of Absences first semester ______________________________________

Do you have transportation on a daily basis, if necessary?___________________

On a scale of 1 – 5 with 1 being the lowest and 5 being the highest, rate yourself.

1. Interest in health care 1 2 3 4 5

2. Self-discipline 1 2 3 4 5

3. Initiative 1 2 3 4 5

4. Honesty 1 2 3 4 5

5. Dependability 1 2 3 4 5

6. People skills 1 2 3 4 5

7. Work ethic 1 2 3 4 5

8. Opinionated 1 2 3 4 5

9. Enthusiasm 1 2 3 4 5

10. Ethical 1 2 3 4 5

Please identify two people within the school system who can be contacted for a reference. This can be teachers, cooks, custodians, etc.

Name:________________________________ Name:_________________________________

School:_______________________________ School:________________________________

Phone No.:____________________________ Phone No.:_____________________________

Parent Signature:______________________ Parent Signature:_______________________

Dear Student and Parent

Your son or daughter will be starting the clinical portion of their Health Occupations Program next term. He or she will be performing “hands-on” care of residents of Heartland of Keyser and in the acute care setting at Potomac Valley Hospital. We will be at the facilities several days a week for the entire school year.

Prior to entering the facilities your child must demonstrate understanding

of many safety practices that will protect both the patient and the student.

Below is a checklist of items that must be completed prior to entering clinical facilities. I have indicated the documentation that I must have in your child’s file. Please initial each item that will verify that you have read each statement.

Your signature at the bottom grants permission for your child to receive immunizations/testing and acknowledges your consent.

Parent Student Instructor

___________ ___________ ____________ PPD-negative reading in last

12 months

___________ ___________ ____________ Documentation of Hep B Vaccine

series

___________ ___________ ____________ Notarized documentation deferring

the Hep B Vaccine at this time

___________ ___________ _____________ Contract signed by student,

teacher, and parent ensuring confidentiality and roles of all involved

Page 2

___________ ___________ ______ ______ I am aware that at the completion

of the LTC segment of the clinical

experience my child may be a

candidate to take the National

Certification Exam for Nursing

Assistants. It is recommended that

the student take the exam, should

he or she desire entry level employ-

ment at any health care facility.

The exam cost is $100.00 and may

be paid in installments prior to

testing.

For any questions or concerns, please call Ms. Owens at school or at home. I am looking forward to introducing your child to the real world of health care. I am sure that this will be interesting and unique experience for us all.

Sincerely,

Wendy Owens

______________________________________ ____________________

Parent Signature Date

Clinical Internship Contract

This contract will be strictly observed at all times during your clinical rotation.

I will make it my responsibility to know, understand and keep within the guidelines of each clinical rotation in order to assume the health and well being of each patient.
I understand that discussing,

A confidence,

A disease,

A diagnosis or prognosis,

A family history,

A treatment, or

The environment

Of a patient with other students, friends or family is in violation of the “Sacred Trust of Confidentiality.” I will uphold the patient’s right to privacy as I would a member of my own family.

· I will wear

A clean scrub uniform as described upon by the class and Instructor

Comfortable, clean, supportive white shoes A watch with a second hand

My hair pulled back or off my collar
Cosmetics and jewelry in moderation

The proper name tag at all times

· I will notify my instructor if I cannot be present at clinical. I will sign in and out on the appropriate sheet and have the appropriate person also sign it.

· I will report to the assigned area on time and will not visit other departments or make/accept personal phone calls.

· I am aware that there are a minimum number of hours that must be completed in order to sit for certification as well as to graduate from the Technical Center.

· I will not discuss my private life while in the presence of patients or staff.

· If an accident occurs while in the clinical area (regardless of how minor), I will report such immediately to the clinical instructor and will file the necessary incident report as directed.

Page 2

· I will respect and properly care for all equipment and supplies.

· I will complete and understand the self-study prior to my assigned clinical rotation. If I am unable to do so, I will discuss this with my clinical instructor.

· I intend to arrange the priorities in my life in order to make this a learning experience that will benefit me greatly in my future career.

· If I should feel that I couldn’t meet the expectations of this contract, I will request a conference with my instructor immediately.

Second year students are expected to be fluent in all information that has been taught in other Health Occupations classes. They are also expected to behave in a mature and polite manner. The clinical experience can be invaluable or it can be miserable. While the instructor attempts to expose the students to as much as possible, only those students who are self-motivated and truly interested will benefit. The clinical experience is reinforcement to what has already been learned and can be a learning experience in itself.

Students who fail to report to clinical and fail to notify the instructor will be placed on probation and termination may be considered. If you cannot come to clinical, notify Mrs. Owens, not the clinical area.

_____________________________________ ____________________

Instructor’s Signature Date

_____________________________________ ____________________

Student’s Signature Date

_____________________________________ ____________________

Parent’s Signature Date

Dear Students and Parents

Occupational hazards are a part of many jobs, and the risk is significant for health care workers and Health Occupations students. The Occupational Safety and Health Administration (OSHA) has issued a final bloodborne pathogens standard to protect workers. The standard follows guidelines issued by the Centers for Disease Control (CDC) and covers all employees who could come in contact with blood or infectious materials while working. The regulation fails however to specifically include students participating in clinical experience in health care settings.

Your child is a Health Occupations student and will be working clinical areas. The West Virginia Department of Education has strongly recommended that your child receive the Hepatitis B Vaccine. Along with the recommendation of Hepatitis B Vaccine, your child will complete a unit of study that encompasses the Bloodborne Pathogens Standard.

Clinical experience is a required segment of Health Occupations Program. We are going to begin clinical rotation this term. Before your child is allows in the facility, he or she must submit to a notarized waiver of documentation stating your has received at least the first injection of Hepatitis B Vaccine series.

Please check with your health insurance carrier as to whether the vaccine is covered. If your child it not covered and you want him or her to receive the vaccine, there is a fund available for Health Occupations students. They must submit their name to their instructor during the first week of September. Hepatitis B Vaccine is now a vaccine given to all newborns prior to discharge from the hospital per West Virginia State law. Should you have any questions or concerns, please call the technical center at – 788-4240.

Sincerely,

Wendy Owens, RN, BSN

Instructor

Vaccination Declination Form

Student Name:_______________ Date:_

Student’s SS #:_____________________________

I understand that due to my occupational exposure to blood or other potentially infectious materials, I may be at risk of acquiring Hepatitis B Virus (HBV) infection. School Officials have recommended that I be vaccinated with Hepatitis B vaccination at this time. I understand that by declining the vaccine, I continued to be at risk of acquiring Hepatitis B, a serious disease. If in the future, I continue to have occupational exposure to blood or other potentially infectious materials and I want to be vaccinated with Hepatitis B vaccine, I can choose to receive the vaccination series.

_____________________________________ ____________________

Student’s Signature Date

_____________________________________ ____________________

Parent’s Signature Date

_____________________________________ ____________________

Notary’s Signature Date

* Only if student is under 18 years of age

* Students who were not covered by insurance were given the opportunity to

receive the Hep B Vaccine through the Mineral County Health Department.

Immunization Record

Health Occupation Science Technology

Health Occupational Program: Clinical Internship

Student’s Name:___________________________ SS #:_________________________

Date of Birth:_____________________________ To Graduate:__________________

Address:_________________________________ Phone #:______________________

_________________________________

Immunization Dates:

PPD ____________________

DPT ____________________

MMR ____________________

HIB ____________________

Hep B

1^st Injection ____________________

2^nd Injection ____________________

3^rd Injection ____________________

Other Immunizations:__________________________________________________________

_____________________________________________ ________________________

Student’s Signature Date

_________________________________________ ________________________

Parent’s Signature Date

___________________________________________

Date Form Completed

COURSE POLICIES

Attendance: You are expected to attend every class session, arrive on time, and come prepared with appropriate materials for the day. Participation is mandatory. Active participation will enhance learning. Daily attendance is 20 points per day. Daily attendance is averaged as one fourth of your grade. Being prepared, being active, and being present are the basics required of a good employee and is expected of all students at all times whether it be in the classroom or the clinical area.

Cooperative/Group Activities: Our “hands on” activities are very important and I strongly recommend using this time wisely. Health care is a very independent, self-motivated career area. Staying motivated and self disciplined in the lab area will only increase your ease of transition into the clinical setting.

Assignments: Tests will count as one-half of your grade. All test dates will be given in advance. Homework will be averaged as one-fourth of your grade. There is an “in” box in the classroom where you will place all assignments. I will not ask for homework. It is your responsibility to turn in assignments. *If you are absent on the day of the test, it is your responsibility to make arrangements to make it up.

Total Grade: Daily attendance + tests (x2) + homework / 4 = grade. By using this method it is obvious that rounding up to the greater number will not be done. For example, 92.6 will not be rounded up to 93. An incomplete will convert to an “F” if lacking assignments/tests or classroom obligations are not met within five days after the grading period ends upper Mineral County policy.

Extra Credit: Not available.

School Related Activities: I encourage participation (within moderation) in extra-curriculum and co-curriculum activities. I realize that with the commitment to these clubs there will be times that you need to miss class. It is your responsibility to let me know about dates and times as well as to get assignments that you will need to complete for that particular class session. There is the possibility that you may miss classes at your home high school for this class. I expect you to extend the same courtesy to your teachers there.

Honesty: Honesty is essential in any health career and is required in the Health Occupations program. I am confident that cheating, lying, or stealing will not occur. If dishonesty occurs, the instructor will address all individuals involved and the problem will be corrected following Mineral County Schools policy and by health care facility policies. Remember…HONESTY IF NOT A CRIME BUT LYING IS.

HOSA: Health Occupations Students of America is the co-curricular club that is offered to Health Occupations students throughout West Virginia. In order to participate in state activities and competitions, we need to do fund raisers. This is a group effort. Only those who participate will benefit. FUND RAISING IS AN INDIVIDUAL DECISION AND IS NOT MANDATORY.

** If you are planning on earning a certificate in Health Occupations and participating in graduation, you must have a “C” average or above **

CLINICAL INTERNSHIP COURSE SYLLABUS

General Information

Course Title: Clinical Internship

Materials Needed:

Textbook: Assisting in Long Term Care, Third Edition, by Hegner, Caldwell

and Needham

Student Handbook: Loose-leaf notebook

Uniform, watch with a second hand, and white work shoes (no canvas)

Instructor’s Name: Wendy Owens, RN, BSN

School Phone: 304-788-4240 Home Phone: 304-788-9791

Class Meets: Monday through Friday, __________________________

Clinical Time __________________, Days to be announced in calendar

Purpose

Health Occupations programs are designed to prepare adolescent and adult students to function in a dynamic and ever-changing health care delivery system. Educational programs are cooperatively planned and include education for career entry and advancement or continuing education Clinical Internship will allow and encourage the second year Health Occupations student to apply the knowledge that he or she gained for the previous year. The student will actively be engaged in caring for patients and will be implementing problem solving, decision making, and team work skills that he or she has practiced in the classroom setting. Legal and ethical behavior is mandatory. Clinical Internship will include classroom lecture and study of first aid, long term care, home health aide, and specialty areas of health care. Each student is required to graduate with a certificate in Health Occupations Science Technology.

Objectives

This course will emphasize legal and ethical behavior required of health care workers and will enable the student to intern in various health care settings. Upon completion of this course, the student will be able to secure a position as a certified Nursing Assistant and will demonstrate a health care knowledge foundation on which to build further learning.

WORK-BASED EXPERIENCES

Work-Site Walk-Through Check List

Directions: All potential work-sites must be visited prior to having students placed in work-based experiences. A walk-through of the premises must be conducted by a school repre-sentative in order to ascertain the proper work environment for the student participating in a work-based experience. All students must be placed in a safe environment. The following check list can be used by school personnel as a guide for determining safe environments. The completed form should be kept on file.

BUSINESS:____ CONTACT PERSON:_

ADDRESS:________________________________________________________________

PHONE NUMBER:__________________ FAX NUMBER:_______________________

Has agreed to provide the following work-based experience:

____Field Trip ____Job Shadowing ____Internship ____Mentorship ____Clinicals ____Apprenticeships

The following items have been discussed and formatted:

____Student Training Plan ____Evaluation Process

____Objectives for the Experience ____Training for Work-Site Mentors

____Paid or Unpaid Experiences

Draw a circle around the appropriate letter:

S-Satisfactory (needs no attention) U-Unsatisfactory (needs attention)
NA-Not Applicable

1.GENERAL PHYSICAL CONDITION OF THE WORK-SITE S U NA

Floors, walls, illumination, ventilation, etc.

Comments and Recommendations:

__________________________________________________________________

2.HOUSEKEEPING S U NA

Work-site is well maintained and free of hazardous situations

i.e., work materials stored properly; tools and equipment

kept orderly; aisles and work areas neat and clean, etc.

Comments and Recommendations:

__________________________________________________________________

3.EQUIPMENT S U NA

Work-site follows safety procedures for properly maintaining,

storing, and using equipment, i.e., Safety zones properly

marked; Guards and safety devices used; Machines and tools

in safe working conditions; Machines are shut off when

unattended; All moving parts are protected by enclosure

guards, etc.

Comments and Recommendations:

__________________________________________________________________

4.FIRE PROTECTION S U NA

Work-site follows proper safety procedures for fires, i.e., Fire

extinguishers are visible and adequate; Exits properly marked

and adequate; Evacuation plan is posted.

Comments and Recommendations:

__________________________________________________________________

5.PERSONAL PROTECTION AND INSTRUCTION S U NA

Work-site contact and the Work-Based Learning Facilitator

discussed proper procedures for student safety issues and

planned safety instruction orientation for students prior to

participating in a work-based experience.

Comments and Recommendations:

__________________________________________________________________

6.ADDITIONAL REMARKS OR CONCERNS

_______________________________________________________________________

Report Submitted by:___________________________ Date:___________________

SUN.	MON.	TUES.	WED.	THURS.	FRI.	SAT.	HOURS	GROSS PAY
│	│	│	│	│	│	│

							Hours for Next Week
							Sunday │
							Monday │
							Tuesday │
							Wednesday│
							Thursday │
							Friday │
							Saturday │

Job Shadowing Forms and Documentation

Clinical Internship

Work-Site Walk Through Checklist

Field Trips: these experiences are supervised class visits to work sites that have specific educational value. Trips should be planned and should correspond with instructional goals and objectives for work-based learning.

CHECKLIST

Common Characteristics of Students

MINERAL COUNTY JOB SHADOW DAY

GUIDELINES

JOB SHADOWING STUDENT REFLECTION SHEET

JOB SHADOW

WORK-BASED LEARNING

For _________________________________________

Internship

Rules and Regulations for Internship

Student Agreement

Note from the Coordinator

Mineral County Schools Internship

Hours for Next Week

Sunday │

Monday │

Tuesday │

Wednesday│

Thursday │

Friday │

Saturday │

Comments

Date Topic Chapter Objective

Mineral County Schools Internship

Student’s Signature_________________ Date____________________

OTHER EXPERIENCE

AGREEMENT TO PARTICIPATE

Dear Student and Parent

Page 2

Student Name:_____________________________ Date:_______________

General Information

Purpose

Objectives

BUSINESS:______________________ CONTACT PERSON:___________________

S-Satisfactory (needs no attention) U-Unsatisfactory (needs attention) NA-Not Applicable

Student’s Signature_ Date____

Student Name:_______________ Date:_

BUSINESS:____ CONTACT PERSON:_

S-Satisfactory (needs no attention) U-Unsatisfactory (needs attention)
NA-Not Applicable