A summary of studies involving trapping and sampling of wild

Residential Electrical Wiring Program

Miami-Dade County Public Schools Division of Special Education

Clinical Behavioral Services

Florida International University

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Overview

The Residential Electrical Wiring Program is designed to provide an opportunity for students with

Emotional/Behavioral Disabilities (E/BD) to acquire marketable skills and improve literacy in

partnership with Florida International University (FIU) College of Engineering. Students are

enrolled based upon specific selection criteria. Classes are conducted by an FIU instructor with

support from Miami-Dade County Public School (M-DCPS) teacher for students with E/BD.

Clinical services are integrated within the program. The program provides vocational education

experiences in order to promote student engagement with the hopes of improving school

attendance, graduation rate and successful transition to adulthood. It is anticipated that

participation in the program will enhance self-esteem and reduce the probability of behavioral

issues that may result in administrative disciplinary actions. Currently the program operates at

three school locations: Barbara Goleman Senior High, Homestead Senior High and Robert Renick

Educational Center. Outcome data is collected through quarterly student progress monitoring

reports that are analyzed annually by the district.

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Residential Electrical Wiring Program Model Description

The Residential Electrical Wiring Program was developed to prepare students with emotional and

behavioral disabilities to enter the work force as electrical apprentices after high school graduation.

This pre-apprenticeship program allows students to integrate classroom study with practical work

experience. Students gain knowledge of basic electricity and electrical theory. They will explore

electrical safety, including Occupational Safety & Health Administration (OSHA) regulations and

the National Electrical Code (NEC). Students will be exposed to the use of hand and power tools

used in the trade and develop and apply math and measurement skills necessary in this field.

Students receive rigorous content and technical knowledge and skills. Training in this program is

limited to the wiring of single and multi-family dwellings.

Students may enroll in courses for one, two or three years. Upon completing the program, students

have the opportunity to continue their learning at the apprenticeship level through a registered U.S.

Department of Labor program ( www.doleta.gov/OA/apprentices.cfm ).

Students are evaluated daily for academic and shop performance using a rubric. The weekly Grade

Record is used to document grade points earned. The amount of points earned on the Weekly

Grade Record are specified on the Evaluation Rubric. Students earn a daily score, which is

averaged at the end of each week for a maximum average of 100 points. Students earn up to 30

daily points for mastery of content including theory, technical knowledge and skills. Students earn

up to 70 points for shop performance. Students are responsible for maintaining a portfolio. A

select group of second and third year students will be chosen to participate in the Skills USA

competition. Skills USA is a national partnership of students, teachers, and industry, working

together to ensure America has a skilled workforce. National competitions are held annually where

students showcase their skills. ( http://skillsusa.org/ )

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Evaluation Rubric

Category Advanced Proficient Basic Unsatisfactory Theory, technical knowledge and skills (maximum of 30 points)

90-100% accuracy

80-89% accuracy

70-79% accuracy

0-69% accuracy

Attitude (maximum of 10 points)

Always has a positive attitude about the task(s) assigned. Is cooperative & complimentary concerning the work of others.

Often has a positive attitude about the task(s) assigned. Is rarely publicly critical of the project or the work of others.

Usually has a positive attitude about the task(s) assigned. Is occasionally publicly critical of the project or the work of others.

Rarely has a positive attitude about the task(s) assigned. Is often publicly critical of the project or the work of others.

Pride in Work (maximum of 10 points)

Work reflects this student’s best efforts.

Work reflects a strong effort for this student.

Work reflects some effort for this student.

Work reflects very little effort on the part of this student.

Quality of Work (maximum of 10 points)

Provides work of the highest quality.

Provides high quality work.

Provides work that occasionally needs to be checked or redone to ensure quality.

Provides work that usually needs to be checked and redone to ensure quality.

Quantity of Work (maximum of 10 points)

Routinely uses time well throughout to ensure things get done on time.

Usually uses time well throughout to ensure things get done on time.

Tends to procrastinate, but always gets things done by the deadline.

Rarely gets things done by the deadlines because of inadequate time management.

Working with Others (maximum of 10 points)

Almost always listens to, shares with, and supports the efforts of others.

Usually listens to, shares with, and supports the efforts of others.

Often listens to, shares with, and supports the efforts of others.

Rarely listens to, shares with, and supports the efforts of others.

Attendance (maximum of 10 points)

The student is in attendance for all sessions and arrives on time and ready to work.

The student is in attendance for all sessions and arrived late one time.

The student is in attendance for all sessions and arrived late twice.

The student is either not in attendance for all sessions or arrived late more than 2 times.

Safety (maximum of 10 points)

The student complies with all safety rules and models safe practices at all times.

The student complies with all safety rules with occasional prompting.

The student complies with all safety rules with guidance and supervision.

The student complies with all safety rules with personal assistance.

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Weekly Grade Record

Student: ________________________________________ Week of: _____________

Category

M

T

W

R

F Theory, technical knowledge and skills (maximum of 30 points)

Attitude (maximum of 10 points)

Pride in Work (maximum of 10 points)

Quality of Work (maximum of 10 points)

Quantity of Work (maximum of 10 points)

Working with Others (maximum of 10 points)

Attendance (maximum of 10 points)

Safety (maximum of 10 points)

Weekly Average:

Extra Credit: (optional)

Grade:

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Student Enrollment

Each program location assigns a selection committee to review candidates prior to the school’s

student subject selection process. Members include: the site clinician, a teacher of students with

E/BD, and a school administrator. Student selection criteria for the program include the following:

Application

Student interest

Teacher/clinician nomination

Initial student interview

Parent conference and orientation

Academic standing

Demonstrated ability to comply with school rules

Demonstrated ability to work independently and cooperatively in small groups

Demonstrated ability to receive and respond to constructive feedback

Signed safety contract

Ability to physically stand, bend, stoop, and climb a ladder

Teacher recommendations (3)

Attendance history

Student case management records

The selection committee coordinator gathers records and arranges for a meeting to select students

for the following school year at the beginning of the 4th grading period. The selection committee

coordinator provides the list of selected students to the school’s student services department in

order for students to be scheduled for the following school year.

Student performance is monitored through the use of the Weekly Grade Record, behavior charts,

and Gradebook Manager Data.

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Student Application Ckeck One:

Barbara Goleman Sr. Homestead Sr. Renick Educational Center

INSTRUCTIONS: Complete this form including all information. I. Applicant Information: First Name :

Middle Name : Last Name :

Address:

Phone:

Birthdate: Grade: MDCPS ID # Parent: Parent: II. Teacher Recommendations: Teacher’s Signature: Date: 1. 2 3 III. Student Interest: Explain why you are interested in participating in this program. Program Description: The Residential Electrical Wiring Program is designed to provide an opportunity for students with Emotional/Behavioral Disabilities (E/BD) to acquire marketable skills and improve literacy in partnership with Florida International University (FIU) College of Engineering. Students are enrolled based upon specific selection criteria. Classes are conducted by an FIU instructor with support from Miami-Dade County Public School (M-DCPS) teacher for students with E/BD. Clinical services are integrated within the program. The program provides vocational education experiences in order to promote student engagement with the hopes of improving school attendance, graduation rate and successful transition to adulthood. I agree to have my student participate in the program described above. _____________________________________________ _______________________ Parent Signature Date

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Selection Committee Checklist

Student: ________________________________ ID#_____________________

Eligibility Criteria Acceptable Comments

Initial student interview

Academic standing

Review of attendance history

Review of Student Case Management history

Demonstrated ability to comply with school rules

Demonstrated ability to work independently and cooperatively

in small groups

Ability to physically stand, bend, stoop, and climb a ladder

Demonstrated ability to receive and respond to constructive

feedback

Parent conference and orientation

Student Folder Documents

Completed Application:

Student interest

Teacher recommendations

Parent consent

Signed safety contract

Student Meets Criteria: YES NO Comments:_____________________________________________________________________________________________________________________________________________________ SCHOOL: _______________________________________________ Date: _______________ Selection Committee Member: _______________________________________ ____________________________________ Print Name Signature

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Miami-Dade County Public Schools Clinical Behavioral Services, Department of Special Education

RESIDENTIAL ELECTRICAL WIRING PROGRAM

Programs for Emotional/Behavioral Disabilities

Dear Parent or Guardian, The purpose of this letter is to inform you that your child has been selected to participate in the Florida International University (FIU) Residential Electrical Wiring Program. Students are enrolled based upon specific selection criteria. Classes are conducted by an FIU instructor with support from a Miami Dade County Public School (M-DCPS) teacher for students with E/BD. Clinical services are integrated within the program. The program provides vocational education experiences in order to promote student engagement improve literacy and acquire marketable skills with the hopes of improving school attendance, graduation rate and successful transition to adulthood. This pre-apprenticeship program allows students to integrate classroom study with practical work experience. Students gain knowledge of basic electricity and electrical theory. They will explore electrical safety, including Occupational Safety & Health Administration (OSHA) regulations and the National Electrical Code (NEC). Students will be exposed to the use of hand and power tools used in the trade and develop and apply math and measurement skills necessary in this field. Students receive rigorous content and technical knowledge and skills. Training in this program is limited to the wiring of single and multi-family dwellings. Currently the program operates at three school locations: Barbara Goleman Senior High, Homestead Senior High and Robert Renick Educational Center. If you have any questions or concerns about your child’s participation, please contact: __________________________________________ at _________________________________. If you would like your child to participate in this program, please sign the form below giving your permission. _____ Yes, I give permission for my child ____________________________ to participate in the FIU/M-DCPS Residential Electrical Wiring Program at _________________________________. _____ No, I do not give permission for my child _____________________ to participate in the FIU/MDCPS Residential Electrical Wiring Program at __________________________________. ____________________________ ______/______/______

Name of school

Name of school

Parent/Guardian Signature Date

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Clinical Component The Residential Electrical Wiring Program offers students a unique opportunity to access their

education and gain hands-on training of marketable skills. Each student has an Individualized

Education Plan (IEP) that outlines educational and behavioral goals specific to the student. Goals

are designed to assist students to access their education and develop skills that will make them

successful after their transition to post-high school experiences. Goals can address issues such as

anger control, conforming behaviors, self-advocacy skills, self-esteem and academic goals such as

math computation and reading skills. These goals are addressed by all teachers and staff working

with the students.

The goals of the IEP are aligned with the behavioral, emotional and mental health issues exhibited

by the students. Clinical interventions help students to identify, understand and reach these goals.

Formally, goals are addressed through rules that are posted (conforming skills), focus on projects

(concentration and on task behavior) and finishing projects (task completion). Informally, students

learn to work together and work in teams (social skills). These skills facilitate the student making

gains towards the IEP goals and also achieve skills that make them marketable in the workplace

after graduation.

Students are provided opportunities to build self-esteem through structured clinical interventions.

Students are encouraged to form clear and tangible goals, and overcome obstacles and adversities

they may encounter. Cognitive behavioral interventions teach students to use self talk to promote

positive self growth and social interactions.

The clinician provides counseling to students as indicated on their IEPs, and additional clinical

interventions as needs arise. The clinician may coach students to ensure that motivation is

sustained, and assist students in managing anxiety producing situations sometimes encountered in

a work environment. The clinician may advocate and make connections with community

resources to facilitate successful transitions after high school graduation.

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Program Organization and Procedures The Residential Electrical Wiring Program operates in partnership with Florida International

University (FIU) College of Engineering. FIU provides an instructor, and M-DCPS provides a

teacher and clinician to staff the program. Each school housing the program needs to identify a

contact person and a coordinator for the student selection committee.

Students are enrolled through a specific selection process. The selection committee coordinator

arranges for selected students to be scheduled through the school’s student services department.

Students may be selected from interested neighboring schools. The selection committee

coordinator serves as a liaison with these schools, and monitors that registration and transportation

arrangements are made prior to the end of the school year.

Student participation in the program is indicated in the transition statement during the next IEP

meeting.

A student work folder is maintained for each student which includes: a copy the student’s IEP, a

signed Safety Contract, emergency contact information, Model and Talent Release form (FM#

5974), Parent Permission to Photograph Student (FM# 6497), and student work samples.

Students enrolled in the Residential Wiring Program are scheduled for the Industrial Education

course for Electrical Trades: Electricity. Student Performance Standards may be located at the

Florida Department of Education website:

http://www.fldoe.org/workforce/dwdframe/0910/arch/rtf/8727200.rtf . The Florida Essential Skills

integrated into this course may be found at the Florida Department of Education website:

http://www.fldoe.org/workforce/dwdframe/rtf/essential_skills.rtf . These standards are used by the

teacher to develop lesson plans for the instructional program in consultation with the FIU

instructor. Expectations and rules, safety rules, and the daily schedule are posted. Student

performance is monitored by the teacher and FIU instructor through the use of the Weekly Grade

Record. The teacher records student grades through the use of Gradebook Manager.

Clinical services are integrated within the program. The program provides vocational education

experiences in order to promote student engagement with the hopes of improving school

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attendance, graduation rate and successful transition to adulthood. Clinical documentation

indicates how any academic, behavioral, attendance or transition issues are being addressed.

Behavior management and safety procedures are clearly defined and reviewed regularly with the

students. It is anticipated that participation in the program will enhance self-esteem and reduce

the probability of behavioral issues that may result in administrative disciplinary actions. The

crisis plan identifies procedures to be followed. Safety Rules are posted and reviewed regularly.

Staff members routinely monitor compliance with safety rules and procedures and report any

conditions that may warrant attention to the school administrator. A Safety Contract is read and

signed by each student and filed in the student’s folder. (Attached)

Student academic or behavioral performance may warrant dismissal from the program. Prior to

dismissal, the following documented activities should occur:

Conference with student

Parent contact

Teacher/parent/student conference

Administrator/ teacher/parent/student conference

Outcome data is collected through quarterly student progress monitoring reports completed by the

teacher and submitted to the district. Any changes in student enrollment in the program need to be

reported to the district for monitoring purposes.

A Residential Electrical Wiring Program evaluation is conducted annually by district staff.

Programs will be notified prior to the date of the monitoring visit.

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Student Safety Contract

The following rules are required for safety in the residential wiring classroom. Two copies of

these rules are provided – one is to be signed by you and your parent/guardian before you can

participate in the class. The other is for you to file in your work folder as a reminder of the safety

rules.

General safety rules:

1) Always conduct yourself appropriately in the laboratory. Be serious and alert at all times.

2) Follow all written and verbal instructions carefully. If you are not certain about what to do

after reading the instructions, please ask your teacher for clarification.

3) Never work alone in the laboratory. A teacher must always be present.

4) Do not touch any equipment, materials, or chemicals in the classroom until your instructor

has given you permission.

5) You may not eat or drink anything in the classroom.

6) Keep your work area and walkways clear of debris, backpacks, books, and other obstacles.

7) Do not perform unauthorized experiments.

8) Know where all of the safety equipment is in the room and how to use it.

9) Notify the instructor of any unsafe conditions you observe.

10) Dispose of all waste properly.

11) Pay attention to your equipment and materials. Unattended equipment may become a

serious hazard.

12) You are not allowed in the storage room without the instructor.

13) If there is a fire, all electrical equipment must be shut off.

Clothing and protective equipment:

14) Goggles must be worn in the work area at all times until all students are finished

working.

15) Long hair should be tied back.

16) Loose clothing and jewelry should be secured to prevent accidents.

17) Shoes that cover the feet must be worn. Sandals are not allowed.

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Accidents and injuries:

18) Instantly report any accident, spill, or injury to your instructor, no matter how minor.

Handling sharp instruments:

19) Handle sharp instruments with care. Always cut away from your body, not toward it.

Using electricity:

20) Never use electrical equipment in areas that are wet or while you have wet hands.

21) When you are finished using a piece of electrical equipment, unplug it.

22) Report damaged electrical equipment promptly.

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Safety Contract

I, _______________________________, have read and understand the safety rules given to me in

class. I agree to follow them and realize that I must obey them to insure my own safety and those

of others in the classroom. I will cooperate to the fullest extent with my instructor and fellow

students to maintain a safe work environment. I will also closely follow the oral and written

instructions provided by the teacher.

Student signature: ______________________________________

Date: ________________________________________________

Dear Parent or Guardian:

We feel that you should be informed regarding the school’s effort to create and maintain a safe

work environment.

With the cooperation of the instructors, parents, and students, a safety instruction program can

eliminate, prevent, and correct possible hazards.

Please read the list of safety rules above. Your signature on this contract indicates that you have

read this student safety contract and are aware of the measures being taken to insure the safety of

your student.

Parent/Guardian signature: ______________________________________

Date: ________________________________________________

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Community Partnerships

The development of community partners is an important component to a successful

residential wiring program. Teaming up with specific industry related partners in the field of

residential wiring enhances the educational and vocational experience. Having Florida

International University as a community partner, allows an FIU professor to teach our students on

a daily basis. This, in turn, propels our students to meet the high expectations set by the university.

Through successful community partnerships students will be able to experience on site job

training, and valuable experiences that cannot be taught in the classroom. Collaborating with the

experts in the field will allow students to learn industry expectations and specific educational

requirements. With partnerships established, a program can enhance a student’s job readiness and

education by requesting feedback from the Indus try experts so a program can meet the demands of

a changing workforce. Community partners are a viable and necessary resource for our program

and students to reach their full potential.

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School Board of Miami Dade County Public Schools

Dr. Solomon C. Stinson, Chair Dr. Marta Pérez, Vice Chair

Agustin J. Barrera

Renier Diaz de la Portilla Dr. Lawrence S. Feldman Perla Tabares Hantman

Dr. Wilbert “Tee” Holloway Dr. Martin Karp Ana Rivas Logan

Alberto M. Carvalho

Superintendent of Schools

Freddie Woodson,

Deputy Superintendent

Milagros R. Fornell

Associate Superintendent Curriculum and Instruction

Ms. Ava Goldman

Administrative Director Office of Student Education and Educational Services

Mr. Will Gordillo District Director

Division of Special Education

Robin J. Morrison Instructional Supervisor

Clinical Behavioral Services