1. PRIORITY STATEMENT
   The Northern Berkshire Vocational Regional School District expects that all members of the school community will treat each other in a civil manner and with respect for differences.  We are committed to providing all students with a safe learning environment that is free from harassment, bullying and cyber-bullying.  This commitment is an integral part of our comprehensive effort to promote learning and to prevent and eliminate all forms of bullying and other harmful and disruptive behavior that can impede the learning process.  We understand that members of certain student groups may be more vulnerable to becoming targets of bullying, harassment. These groups include race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant of parenting status, sexual orientation, mental, physical, developmental or sensory disability, or by association with a person who has or is perceived to have 1 or more of these characteristics.  We will take specific steps to create a safe, supportive environment for vulnerable populations in the school community and provide all students with the skills, knowledge, and strategies to prevent or respond to bullying and harassment.  We will not tolerate any unlawful or disruptive behavior including any form of bullying, cyber-bullying, or retaliation, in our school, on school grounds, or at school-related activities.  We will promptly investigate all reports and complaints of bullying, cyber-bullying, and retaliation and take prompt action to end that behavior and restore the target’s sense of safety.  We will support this commitment in all aspects of our school community, including curricula, instructional programs, staff development, extracurricular activities and parent or guardian involvement.
2. DEFINITIONS:

AGGRESSOR 
Aggressor is a student or staff member who engages in bullying, cyber-bullying, or retaliation.

BULLYING 
Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students or staff member of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: (i) causes physical or emotional harm to the target or damage to the target’s property; (ii) places the target in reasonable fear of harm to himself or herself or of damage to his or her property; (iii) creates a target at school; or (v) materially and substantially disrupts the education process or the orderly operation of a school.

CYBER-BULLYING
Cyber-bullying is bullying through the use of technology or any electronic communication, which shall include but shall not be limited to, any transfer of signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications.  Cyber-bullying shall also include (i) the creation of a web page or blog in which the creator assumes the identity of another person or (ii) the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in clauses (i) to (v), inclusive, of the definition of bullying.  Cyber-bullying shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in clauses (i) to (v) inclusive, of the definition of bullying. (M.G.L. c. 71, § 37O)

HARASSMENT
Harassment means conduct of a verbal or physical nature that is designed to embarrass distress, agitate, disturb or trouble students when:

• Submission to such conduct is made either explicitly or implicitly a term or condition of a student’s education or of a student’s participation in school programs or activities;

• Submission to or rejection of such conduct by a student is used as the basis for decisions affecting the student, or;

• Such conduct has the purpose or effect of unreasonably interfering with a student’s performance or creating an intimidating or hostile learning environment.

HOSTILE ENVIRONMENT
Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education.

RETALIATION
Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. 

STAFF
Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals.

TARGET
Target is a student against whom bullying, cyber-bullying, or retaliation has been perpetrated.

BYSTANDERS
Bystanders are students who witness the bullying, harassment, and/or intimidation.  Bystanders who take an active role by joining in or encouraging the behavior are referred to as ‘eggers’.  In addition, passive bystanders help support bullying and harassment by providing an audience and by silently condoning the behavior.

3. STATEMENT OF PROHIBITION

McCann Technical School prohibits the acts of bullying, which includes cyber-bullying:

• On school grounds and property immediately adjacent to school grounds, at a school-sponsored or school-¬related activity, function, or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased, or used by the school district; or through the use of technology or an electronic device.
• At a location, activity, function, or program that is not school-¬related through the use of technology or an electronic device that is not owned, leased, or used by the school, if the acts create a hostile environment at school for the target or witnesses, infringe on their rights at school, or materially and substantially disrupt the education process or the orderly operation of a school.  

Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is also prohibited.  As stated in M.G.L. c. 71, § 37O, nothing in this plan requires the district or school to staff any non-school related activities, functions, or programs.  

4.  TRAINING AND PROFESSIONAL DEVELOPMENT

Staff Training:  Annual training for all school staff will be conducted under the direction of the principal, or designee.  Supervisors for non-school employees including bus drivers, will be responsible for conducting training for their staff.  All relevant sections of the plan will be published in the district policy handbook.  The training will include:

• Staff duties under the plan including the requirement to report and intervene with instances of bullying or harassment.
• An overview of the steps that the principal, or designee will follow upon receipt of a report of bullying or retaliation.
• An overview of the bullying prevention curricula to be offered at all grades throughout the district.

Staff members hired after the start of the school year are required to participate in school-based training during the school year in which they are hired, unless they can demonstrate participation in an acceptable and comparable program within the last two years.  

Ongoing Professional Development:  The goal of professional development is to establish a common understanding of tools necessary for staff to create a school climate that promotes safety, civil communication, and respect for differences.  As required by M.G.L. c. 71, § 37O, the content of district wide professional development will be informed by research and will include information on:

• Developmentally, or age appropriate strategies for immediate, effective interventions to stop bullying incidents
• Developmentally (or age-) appropriate strategies to prevent bullying
• Information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying
• Research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment
• Information on the incidence and nature of cyber bullying
• Internet safety issues as they relate to cyber bullying

Professional development will also address ways to prevent and respond to bullying or retaliation for students with disabilities that must be considered when developing students’ Individualized Education Programs (IEPs).  For a student on the autism spectrum, and/or a student with a disability directly impacting social skills development, additional education may be provided through especial education department in accordance with that student’s Individual Education Plan (IEP).

WRITTEN NOTICE TO STAFF
McCann will provide all staff with annual written notice of the Bullying Prevention Plan. This plan will be published in the district policy manual and the faculty handbook

5. CURRICULUM AND SUPPORTING INITIATIVES

Each fall teachers will review and educate all students on the school’s bullying and harassment policy.  The principal will visit ninth grade classrooms in September to reinforce the school’s stand on harassment and bullying.  McCann staff will provide effective instruction that includes classroom approaches, whole-school initiatives, and focused strategies for bullying prevention and social skills development.  

Specific Bullying Prevention Approaches: McCann will continue to use health instructors to teach the unit on violence prevention and bullying outlined in their existing curriculum.  In addition McCann will use the Second Step program supplemented with resources and materials from Teaching Tolerance organization to implement its bullying prevention curriculum.  These curricula will be delivered yearly in our 9th and 10th grade transition classes.  These courses were selected because every freshman and sophomore participates in them.  The juniors and seniors will attend an annual presentation by the District Attorney’s office on bullying.  This curriculum is supported by current research which emphasizes the following approaches:

• Using scripts and role plays to develop skills
• Empowering students to take action by knowing what to do when they witness other students engaged in acts of bullying or retaliation, including seeking adult assistance
• Helping students understand the dynamics of bullying and cyber bullying, including the underlying power imbalance
• Emphasizing cyber safety, including safe and appropriate use of electronic communication technologies
• Enhancing students’ skills for engaging in healthy relationships and respectful communications
• Engaging students in a safe, supportive school environment that is respectful of diversity and difference

Current practices at McCann that promote and support safe school climate:

• Related learning projects/senior mentors for freshman during shop week.
• Peer mediation program
• Annual principal visits to all 9th grade classrooms each September to review the harassment and bullying policy.
• Faculty presence in corridors before school and during changing of classes.
• School Emergency Response Team
• Progressive discipline model
• Bullying and Harassment Policy
• Relevant literature/writing assignments across all disciplines and grade levels.
• Staff presence at all lunches.
• Special student and parent programming in collaboration with the district attorney’s office 
• Consulting school psychologist on site two days a week

McCann will use a variety of venues to inform all students and parents about the Bullying Prevention Plan. These include: the web site, student/parent handbook, school wide mailings, the annual back to school information night, and annual principal visits to all 9th grade classrooms.

General teaching approaches that support bullying prevention efforts:  McCann has adopted the following approaches as integral to establishing a safe and supportive school environment.  These underscore the importance of our bullying intervention and prevention initiatives:

• Setting clear expectations for students and establishing school and classroom  routines
• Creating safe school and classroom environments for all students, including for students with disabilities, minority groups, lesbian, gay, bisexual, transgender students, and  homeless students
• Using appropriate and positive responses and reinforcement, even when students require discipline
• Using positive behavioral supports
• Encouraging adults to develop positive relationships with students
• Modeling, teaching, and rewarding social, healthy, and respectful behaviors
• Using positive approaches to behavioral health, including collaborative problem solving, conflict resolution training, teamwork, and positive behavioral supports that aid in social and emotional development
• Using the Internet safely
• Supporting students’ interest and participation in non-academic and extracurricular activities, particularly in their areas of strength.

6. POLICIES AND PROCEDURES FOR REPORTING AND RESPONDING TO BULLYING AND RETALIATION

REPORTING BULLYING OR RETALIATION: 
As mandated, all staff members are required to report immediately to the principal, or designee any instance of bullying or retaliation the staff member becomes aware of or witnesses.  McCann’s policy states that reports of bullying or retaliation may be made by staff, students, parents or guardians, or others, and may be oral or written.  Oral reports made by or to a staff member shall be recorded in writing.  The requirement to report to the principal, or designee does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with district policies and procedures for behavior management and discipline.

Reports made by students, parents or guardians, or other individuals who are not school or district staff members, may be made anonymously.  No disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report.  McCann will make a variety of reporting resources available to the school community including, but not limited to, the school address, principal voicemail and email and access to the Incident Reporting Form via school website.  At the start of each school year McCann will include a copy of the Incident Reporting Form: 

• In the back to school packets for students and parents or guardians
• Post it on the school’s website
• Make copies available in the school’s main office, the counseling office, and the school nurse's office. 

This report will be made available in the most prevalent language(s) of origin of students and parents or guardians.  
                        
RESPONDING TO A REPORT OF BULLYING OR RETALIATION 
Before fully investigating the allegations of bullying or retaliation, the principal, or designee, will take steps to assess the need to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents. (See Appendix C)  McCann administration will follow protocol and take one or more of the following steps to ensure the safety of the target: 

• Create a personal safety plan
• Pre-determine seating arrangements for the target and/or the aggressor in the classroom, at lunch, or on the bus
• Identify a staff member who will act as a “safe person” for the target
• Alter the aggressor’s schedule and access to the target
• The principal, or designee, will also implement these strategies for protecting any student who has reported bullying or retaliation, a student who has witnessed bullying or retaliation, a student who provides information during an investigation, or a student who has reliable information about a reported act of bullying or retaliation. (Appendix C)

INVESTIGATION
McCann will continue its policy for investigating all reports of harassment or bullying promptly and thoroughly.  The principal, or designee, will consider all available information known, including the nature of the allegation(s) and the ages of the students involved.  During the investigation the principal, or designee, will, interview students, staff, witnesses, parents or guardians, and others as necessary.  The principal, or designee, will remind the alleged aggressor, target, and witnesses that retaliation is strictly prohibited and will result in disciplinary action.  To the extent practicable, and given his/her obligation to investigate and address the matter, the principal, or designee, will maintain confidentiality during the investigation process and the principal, or designee, will maintain a written record of the investigation. (Appendix C)

DETERMINATIONS
The principal, or designee, will make a determination based upon all of the facts and circumstances.  If, after investigation, bullying or retaliation is substantiated, the principal, or designee, will take steps reasonably calculated to prevent recurrence and to ensure that the target is not restricted in participating in school or in benefiting from school activities.  In making disciplinary decisions, the principal, or designee, will consider both the need for accountability and the importance of teaching appropriate behavior. Students who engage in bullying, cyber-bullying, or retaliation will be subject to a range of disciplinary actions that include, but are not limited to:

• Warning and parent phone call
• Reprimand with written notification for file and parent
• Detention(s)
• Suspension
• Expulsion from school

TEACHING APPROPRIATE BEHAVIOR THROUGH SKILLS-BUILDING
When the principal, or designee, determines that bullying or retaliation has occurred, McCann as required by law, will use a range of responses that balance the need for accountability with the need to teach appropriate behavior.  M.G.L. c. 71, § 37O (d) (v).  McCann Technical School will utilize one or more of the following skill building approaches when dealing with identified aggressors.

• Offer individualized skill-building sessions based on the school’s/district’s anti-bullying curricula
• Provide relevant educational activities for individual students or groups of students, in consultation with guidance counselors and other appropriate school personnel
• Meet with parents and guardians to engage parental support and to reinforce the anti-bullying curricula and social skills building activities at home;    
• Make a referral for evaluation.                        

TAKING DISCIPLINARY ACTION
If the principal, or designee, decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of facts found by the principal, or designee, including the nature of the conduct, the age of the student(s) involved, and the need to balance accountability with the teaching of appropriate behavior.  Discipline will be consistent with district’s discipline code.  Discipline procedures for students with disabilities are governed by the federal Individuals with Disabilities Education Improvement Act (IDEA), and will be followed in cooperation with state laws regarding student discipline.  If the principal, or designee, determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action.

PROMOTING SAFETY FOR THE TARGET AND OTHERS
The principal, or designee, will consider what adjustments, if any, are needed in the school environment to enhance the target's sense of safety and that of others as well.  These adjustments may include increasing adult supervision at transition times and in locations where bullying is known to have occurred or is likely to occur.  (i.e. hallways, cafeteria, etc.), and following up with the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed.  If so, the principal, or designee, will work with appropriate school staff to implement additional measures immediately.

NOTIFICATION OF OTHERS
In the event school staff determines that bullying, cyber-bullying, or retaliation as defined in this handbook provision has taken place, the principal, or designee, will, in addition to taking disciplinary action:

• Notify the parent or guardian of the aggressor
• Inform parents of the targeted student of the steps that have been taken to prevent further acts of bullying, cyber-bullying or retaliation to the extent consistent with applicable legal restrictions.
• Notify local law enforcement.  Notice will be consistent with the requirements of 603 CMR 49.00 and locally established agreements with the local law enforcement agency.  Also, if an incident occurs on school grounds and involves a former student under the age of 21 who is no longer enrolled in school, the principal or designee shall contact the local law enforcement agency if he or she has a reasonable basis to believe that criminal charges may be pursued against the aggressor.
• Notice to another school or district.  If the reported incident involves students from more than one school district, charter school, non-public school, approved private special education day or residential school, or collaborative school, the principal first informed of the incident will promptly notify by telephone the principal of the other school(s) of the incident so that each school may take appropriate action.  All communications will be in accordance with state and federal privacy laws and regulations, and 603 CMR 49.00.

7.  ACCESS TO RESOURCES AND SERVICES

COUNSELING AND OTHER SERVICES
School administrators will refer identified students to their guidance counselor to provide support in school and to assess the need for services outside of school.  The counselor will communicate any recommendations about referrals to agencies outside of school to the parent or guardian.  Referrals may be made to one of the following resources: on-site school psychologist, private therapists, the Brien Center for Mental Health and Substance Abuse Services, local advocacy organizations.

RESOURCES FOR PARENTS
The district web site will maintain a bullying prevention page that is updated regularly and will contain:

• the district Bullying Prevention and Intervention Plan
• incident report forms and contact information for parents who wish to report
• concerns about bullying or other behavior
• link to student handbooks/policy manual
• link to prevention education curriculum
• link to resources that support parents in protecting their children from bullying, cyber-bullying and internet crime
• link to Teen Health and Wellness

STUDENTS WITH DISABILITIES
As required by M.G.L. c. 71B, § 3, as amended by Chapter 92 of the Acts of 2010, when the IEP team determines the student has a disability that affects social skills development or the student may participate in or is vulnerable to bullying, harassment, or teasing because of his/her disability, the team will consider what should be included in the IEP to develop the student's skills and proficiencies to avoid and respond to bullying, harassment, or teasing.  

8.  COLLABORATION WITH FAMILIES

PARENT EDUCATION AND RESOURCES
McCann will offer education programs for parents and guardians throughout the school year that are focused on the parental components of the anti-bullying curricula and any social competency curricula used by the school.  The programs will be offered in collaboration with the Berkshire County District Attorney’s Office, the School Council, Special Education Parent Advisory Council, and annual parent informational meetings.

NOTIFICATION REQUIREMENTS
Annually, McCann will inform all parents or guardians of enrolled students about the anti-bullying curriculum. This notice will include information about the dynamics of bullying, including cyber-bullying and online safety.  McCann will send parents a written notice each year about the student-related sections of the Bullying Prevention Plan and the schools Internet safety policy. (See Appendix D)  All notices and information made available to parents or guardians will be in hard copy and electronic formats, and will be available in the language(s) most prevalent among parents or guardians.  McCann will also post its plan and related information on its website. 

9.  RELATIONSHIP TO OTHER LAWS

Consistent with state and federal laws, and the policies of the Northern Berkshire Vocational Regional School District, no person shall be discriminated against in admission to a public school of any town or in obtaining the advantages, privilege and courses of study of such public school on account of race, color, sex, religion, national origin, or sexual orientation.  Nothing in this bullying prevention plan prevents the school or district from taking action to remediate discrimination or harassment based on a person’s membership in a legally protected category under local, state, or federal law, or school or district policies.  In addition, nothing in the plan is designed or intended to limit the authority of the school or district to take disciplinary action or other action under M.G.L. c. 71, §§ 37H or 37H½, other applicable laws, or local school or district policies in response to violent, harmful, or disruptive behavior, regardless of whether the plan covers the behavior.
 

APPENDIX A
(Policy in Student /Parent Handbook and Faculty Policy Manual)

PROHIBITION OF HAZING
In accordance with Massachusetts General Laws, Chapter 536 of the Acts of 1985, the school committee hereby deems that no student, employee or school organization under the control of the school committee shall engage in the activity of hazing a student while on or off school property, or at a school sponsored event regardless of the location. No organization that uses the facilities or grounds under the control of the school committee shall engage in the activity of hazing any person while on school property.  Any student who observes what appears to them to be the activity of hazing another student or person should report such information to the principal, or designee including the time, date, location, names of identifiable participants and the types of behavior exhibited. Students and employees of the district are obligated by law to report incidents of hazing to the police department.  Any student who is present at a hazing has the obligation to report such an incident. Failure to do so may result in disciplinary action by the school against that student and could involve suspension from school for up to three days.  Any student who participates in the hazing of another student or other person may, upon the approval of the superintendent, be suspended from school for up to ten (10) school days.  Any student determined by the principal, or designee to be the organizer of a hazing activity may be recommended for expulsion from school but will receive no less disciplinary action than that of a participant.

HAZING
CH. 269, S.17. CRIME OF HAZING; DEFINITION; PENALTY

Whoever is a principle organizer or participant in the crime of hazing as defined herein shall be punished by a fine of not more than three thousand dollars or by imprisonment in a house of correction for not more than one year, or by both such fine and imprisonment.  The term "hazing" as used in this section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person.  Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or other person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. Notwithstanding any other provisions of this section to be contrary, consent shall not be available as a defense to any prosecution under this action.

CH. 269, S.18. DUTY TO REPORT HAZING

Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable.  Whoever fails to report such crime shall be punished by a fine of not more than one thousand dollars.
                                                
CH. 269, S.19. HAZING STATUTES TO BE PROVIDED; STATEMENT OF COMPLIANCE AND DISCIPLINE POLICY REQUIRED

Each secondary school and each public and private school or college shall issue to every group or organization under its authority or operating on or in conjunction with its campus or school, and to every member, plebe, pledge or applicant for membership in such group or organization, a copy of this section and sections seventeen and eighteen.  An officer of each such group or organization, and each individual receiving a copy of said sections seventeen and eighteen shall sign an acknowledgment stating that such group, organization or individual has received a copy of said sections seventeen and eighteen.

Each secondary school and each public or private school or college shall file, at least annually, a report with the regents of higher education and in the case of secondary schools, the Board of Education, certifying that such institution has complied with the provisions of this section and also certifying that said school has adopted a disciplinary policy with regards to the organizers and participants of hazing.  The Board of Regents and, in the case of secondary schools, the Board of Education shall promulgate regulations governing the content and frequency of such reports, and shall forthwith report to the attorney general any such institution which fails to make such a report.
 

APPENDIX B
McCann Bullying Prevention & Intervention Incident Reporting Form

Today’s date: _____/_____/_____ 
Person(s) Reporting: _____________________________________ Telephone: _________¬¬¬____
Cell Phone: ______________ E-mail:________________________________________________ 

Please check one of the following 
Student                 
Student (witness/bystander)        
Parent/Guardian             
School Personnel            
Other                     

Name of target(s): ___________________________________________Grade: _____________ 
                                                                        (Please print)

Name of alleged Aggressor: ____________________________________Grade: _____________ 

Date the incident occurred:  ______/______/______    Time of incident: ___________
Location (be specific): ________________________

Briefly describe what happened: 
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ 
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________.

Witnesses (list people who saw the incident or have information about it):
Name: _______________________________ (  ) Student (  ) Staff (  ) Other ________________ 

Name: _______________________________ (  ) Student (  ) Staff (  ) Other ________________

SIGNATURE:  ________________________________________DATE: ______________________

Please submit this form to the principal, or designee. Under law, this form can be completed anonymously.
 
 

Appendix C

McCann Technical School

Bullying/Retaliation Investigation & Tracking Worksheet

 

Name of alleged aggressor(s): _______________________________________ 

Name of alleged target(s): ____________________­______________________

 

Investigator: ________________________________________      

Date(s) of investigation: _______________________________

 

Any prior documented incidents by the aggressor(s)?          Yes ____          No ____

 

If yes, did the prior incident(s) involve the same target or target group?     Yes ____   No ____

Was BULLYING or RETALIATION substantiated in the prior incident(s)?       Yes ____   No ____

Interviews

Target Interview         Date: _______________

Notes:

 

 

Aggressor Interview    Date: _______________

Notes:

 

 

Witness Interview       Name: __________________________   Date: _______________

Notes:

 

 

Witness Interview       Name: ___________________________ Date: _______________

Notes:

 

 

 

Investigation Summary:

 

 

 

 

 

 

 

 

 

Determination

 

Finding

Which, if any, of the following complaints were substantiated by the investigation?

            Bullying _____            Retaliation _____        Claims unsubstantiated _____

 

If claim(s) was substantiated is the incident severe enough to warrant police notification?

Yes _____        No _____

 

Contacts

Date of aggressor’s parent/guardian contact: _______________

 

Date of target’s parent/guardian contact: _______________

 

Date of contact with police department (if necessary): _______________

 

Disciplinary and Remediation Actions taken (Check all that apply)

Reprimand ____              Written Warning ____     Detention _____     Suspension _____

Expulsion ____     Counseling Referral ____     Second Step Remediation ____  

 

 

Safety Planning

Safety Assessment Worksheet completed by target on ______________

Briefly describe actions taken to restore target’s safety: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

Follow up meeting with Target schedule for __________

Summary of follow up meeting:

 

Follow up meeting with Aggressor schedule for __________

Summary of follow up meeting:

 

Signature and Title of Investigator: ____________________________________________

                                                                                                                                               

Date incident closed: _____________________________________________________              

 

Appendix D
NETWORK ACCEPTABLE USE POLICY ~ McCANN TECHNICAL SCHOOL

INTRODUCTION
Instruction and experience in the use of high technology resources is an essential component of an education designed to prepare students for success in the 21st century. Thus, the school provides a local area network and a connection to the Internet for use by the school community.  The use of a computer based technology at the school is a privilege and is conditioned upon compliance with the provisions of this Acceptable Use Policy.  Students must complete a comprehensive program of user education, sign an acceptable use contract and return a signed parental consent form before they will be authorized to use the school's hardware and software for access to the local area network and/or Internet.

TERMS AND CONDITIONS FOR USE OF NETWORK RESOURCES
Network resources must be used at all times in a manner which is efficient, ethical and legal.  The school reserves the right to impose penalties on users who violate the provisions of this agreement. Penalties for violations of these provisions may include the temporary or permanent loss of network privileges, detention, suspension, expulsion, or criminal prosecution depending upon the severity of the violation.  The signature at the end of this document is legally binding and indicates that the student and parent or guardian has read the terms and conditions carefully and understands their significance.

RESPONSIBLE USE OF NETWORK HARDWARE AND SOFTWARE
The user bears responsibility for the preservation and care of all hardware and software used.  It is the user's responsibility to make sure that no hardware or software is destroyed, modified, or abused in any way.  The user will be held accountable for any other deliberate attempts at installing or running virus-contaminated software.  The illegal installation of copyrighted software on network computers is prohibited.  No modifications may be made to the network without the written permission of the network administrator.  Users are not allowed to bring food or drinks into any room containing computer equipment.  The network administrator may require new registration and account information from the user to continue the service.  The user must notify the administrator of any changes in his or her account as applicable.

APPROPRIATE USE OF ELECTRONIC RESOURCES
All use of the school's network, including but not limited to access to the Internet, must be in support of education and research and be consistent with the philosophy and objectives of McCann Technical School.  Users shall abide by generally accepted standards of network etiquette in use of the network. Specifically, personal communications must be polite.  Abusive or harassing language is expressly forbidden. Network accounts are to be used only by the authorized owners of the account for the authorized purpose.  No user of the network shall disrupt the use of the network by other users.  Users shall not intentionally modify files, data, or passwords belonging to other users, or misrepresent other users on the network.  Hate mail, harassment, discriminatory remarks, profanity, and other antisocial behaviors are prohibited on the network.  Use of the network to access or process pornographic material, inappropriate text files, or files dangerous to the integrity of the local area network is prohibited.  The policies of the school with respect to plagiarism apply fully to material obtained throughout the use of electronic resources.

ADMINISTRATIVE PRIVILEGES
The school makes no warranties of any kind, whether expressed or implied, for the service it is providing.  Also, the school will not be responsible for any damages suffered by users.  This includes loss of data resulting from delays, non-deliveries, mis-deliveries, or service interruptions caused by its own negligence or user errors or omissions. Use of any information obtained via the network is at your own risk.  The school specifically denies any responsibility for the accuracy or quality of information obtained through its services.  The school reserves the right to log internet use and to monitor fileserver space utilization by users while respecting the privacy of user accounts.

PENALTIES AND SANCTIONS
The use of the local area network and the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges.  The system administrators will determine what inappropriate use is.  The system administrator may recommend closing an account at any time as required or to deny, revoke, or suspend specific user accounts in accordance with the authority of the building principal, or designee. In addition, inappropriate use of the internet may result in school disciplinary action in accordance with the student handbook.

I understand and accept the provisions of this policy.

 

 ____________________________________             ________________________________

Student Name (Please Print)                                                   Parent/Guardian Name (Please Print)

 

____________________________________________             ________________________________________                                                                                               Student Signature                                                                      Parent/Guardian Signature

 

INTRODUCTION
All school districts are required by Massachusetts Special Education Law to develop a District Curriculum Accommodation Plan (DCAP). The purpose of the DCAP is to ensure that every effort has been made to meet the needs of all students within regular education classes and ensure their access to the regular education curriculum. This document represents a systemic plan that is adopted by the Northern Berkshire Vocational Regional School District to increase McCann’s capacity to meet the individual needs of diverse learners. The DCAP is an inclusive document designed to benefit all students, and is not intended solely or specifically for students receiving special education services. School administrators, the school council, and the Special Education Parent Advisory Council are involved in developing and implementing the DCAP, and will be involved in its periodic review and revision.

The district curriculum accommodation plan has been developed to provide guidelines for helping all McCann students, including those with special needs and special talents, meet the Massachusetts standards as outlined in the Curriculum Frameworks, and demonstrate school success. Its primary purpose is to serve as a resource for classroom teachers. The plan is designed to assist classroom teachers in analyzing and accommodating the needs of diverse learners and to provide differentiated instruction strategies. The DCAP is aligned with the annual priorities identified in the School Improvement Plan and also encourages teacher mentoring, collaboration, and parental involvement.

MISSION
The mission of McCann Technical School is to graduate technically skilled, academically prepared, and socially responsible individuals ready to meet the demands of the 21st century.

VISION
McCann Technical School is committed to being the leader of quality technical education and academic achievement in the Commonwealth of Massachusetts.

EDUCATIONAL PHILOSOPHY
The school community will create a learning environment that motivates and actively engages all students in mastering rigorous academic and technical curricula. Our educational philosophy is sustained by faculty, staff, and administrators dedicated to a student-centered focus through continuous improvement. Student growth and development are promoted by instilling the following core values in our students:

Respect- for self, others, and the learning environment promotes a positive learning experience for all students.

Effort- is demonstrated through an applied work ethic that includes punctuality, improvement, and a determination to succeed.

Accountability- develops personal responsibility for both behavior and learning.

Communication- facilitates collaboration, promotes self-advocacy, and develops positive relationships.

Honor- requires students to act with integrity, honesty, positivity, and empathy for others.

GOALS

• To increase the percentage of students performing at the proficient and advanced levels.
• To increase the utilization of data to improve student performance.
• To engage students through dynamic and technologically integrated teaching strategies.
• To implement a rigorous and relevant curriculum that is aligned to the academic and technical Massachusetts Curriculum Frameworks and Common Core standards.
• To align technical programs to national standards and accreditation requirements, allowing students to obtain relevant licensure/certifications.
• Utilizing SkillsUSA as a platform, develop career-ready students with the skills and professionalism to succeed in the workplace.
• To develop recruiting strategies to expand community awareness.

DCAP OBJECTIVES

• Encourage teachers to establish classroom, instructional, and assessment practices that are effective in reaching a broad range of student needs.
• Assist teachers in analyzing and accommodating the diverse needs of their students.
• Outline resources available to teaching staff, students, and families, in the areas of student support, teacher mentoring, curriculum differentiation, professional development, coaching, and effectively managing student behavior and social-emotional challenges.
• Provide a list of accommodations as a resource to meet the needs of a variety of learners.
• Provide support services that effectively manage student behavior and social-emotional challenges.
• Advocate for teacher mentoring, collaboration, and continued professional development.
• Support family communication and involvement in the educational experience.

HOW DOES THE DCAP HELP TEACHER INSTRUCTION AND PRACTICES, STUDENTS, AND FAMILIES?
The DCAP is a great resource to identify techniques/accommodations that can be provided to all students in the general education classroom. No two students are the same; McCann Technical School accommodates and differentiates instruction and curriculum to meet students where they are. It is expected that across content areas and grade-levels, students will need various levels of support. Needing accommodations does not mean a student is at-risk in their learning; all individuals vary in their needs based on content, age, development, social/emotional wellbeing, external factors, and more. The DCAP can be a reference and resource to school staff, as well as a resource for families to see the wide range of support their students can receive within the general education setting. It clarifies the difference between regular accommodations that can be provided to students and those more significant accommodations and modifications that require an Individualized Education Plan (IEP) or 504 Accommodation Plan.

WHAT ARE ACCOMMODATIONS?
Accommodations are strategies to assist students in accessing the curriculum more effectively. Accommodations are provided within the general education classroom and may be available to any/all students. Accommodations are made to provide a student with equal access to learning along with an equal opportunity to be able to show what he/she knows or can do. The list of accommodations found in each school’s DCAP can be thought of as best educational practices. Accommodations typically fall under four key categories:

• Setting (location) – Examples include: small group, preferential seating, quiet location, etc.
• Presentation (how the teacher shares information) – Examples include: visuals provided for verbal information, preview/repeat, provide models, etc.
• Timing (any consideration of time within the learning) – Examples include: time of day, length of time, extended time for assignments, “chunking” into smaller parts, planning for time with student, etc.
• Response (how the student responds back to show understanding) – Examples include: graphic organizers, alternative writing utensils, access to technology, limit number of repeat question types, etc.

Accommodations do NOT change the instructional level or content, delivery of instruction, or performance criteria. These changes are called modifications or “specially designed instruction” and are only appropriate for students on an IEP receiving special education services.

DCAP PROCESS AND PROCEDURES
When a student is struggling in a class or technical area, teachers should first refer to the District Curriculum Accommodation Plan (DCAP) for interventions to support the student, as well as notify the family that additional support is required for their student. This contact can occur in an email format or via phone conversation. In the event that a student family contact does not respond to an email, the teacher should place a phone call to the family. The teacher should also communicate with the student’s school counselor who can help determine whether or not this is an isolated or larger student issue.
 
If the student responds well to the interventions provided from the DCAP, the teacher should continue utilizing those supports with the student in the regular education program.

After trying interventions from the DCAP, if the student continues to exhibit challenges to meet district standards for academics, vocational, behavior, attendance, etc., the teacher should make a referral to the Student Success Team. The Student Success Team (SST) consists of a diverse group of school representatives and meets on a bi-weekly basis to discuss student concerns related to academic and vocational challenges, unusual or worrisome behavior, poor attendance, social-emotional or safety concerns, or any other aspects of the students that currently present as needing assistance. The chart below outlines the SST intervention process. CLICK HERE to view a copy of the SST chart including links to the SST Referral Form and Intervention Plan.
 

CLASSROOM PRACTICES
The range of instructional strategies and techniques that teachers employ to assist their students to learn are considered classroom practices. These include, but are not limited to, the use of the following: time, space or physical environment, groupings, classroom organization, behavior management with an emphasis on proactive and preventive techniques, content curriculum, materials/equipment, modalities/use of multiple intelligences, and technology.

With the needs of diverse students in mind, educators need to consider the following:

●    An environment that provides consistency, structure, and clear expectations.
●    An environment that provides opportunities for meaningful participation of all students in instructional and social activities, at a variety of challenging levels.
●    An environment that promotes student self-management and independence, as well as healthy interdependence.
●    An environment that facilitates social and cultural learning and allows students to take risks.
●    An environment that provides constructive feedback and recognition for effort as well as accomplishment.

INSTRUCTIONAL PRACTICES
Effective instructional practices are integral to achieving desired student outcomes. Developing engaging lessons, while meeting the needs of each learner, requires teachers to utilize strong instructional practices. Creating relevant learning experiences for the students will naturally lead students to success in the classroom.

Instructional practices that have been proven to be effective for students with a broad range of needs include:

• Teaching and learning methods and materials that match the learning needs and styles of the students.
• Promotion of critical thinking skills, at a variety of levels (i.e., Blooms Taxonomy).
• Methods that promote active learning, including project-based learning, experiential learning, community-based instruction, and learning involving student choice.
• Promotion of life skills, social interaction skills, multicultural education, and skills in self-advocacy throughout the curriculum.
• The use of flexible grouping.
• Flexibility of instruction, in terms of pacing, scheduling, and time-usage, based on the needs of individual students.
• Use of a range of assessment tools and strategies, including authentic assessment as well as standardized methods.
• Opportunities for students to apply and transfer learning to a variety of situations, both familiar and novel.
• Communication and collaboration with other teachers, students, families, and outside resources to enhance instruction.

ASSESSMENT PRACTICES
Assessment must allow for each student to adequately demonstrate the essential knowledge and skills that he/she has acquired. In assessing the learning of diverse learners, teachers need to provide a range of ways for students to demonstrate knowledge and skills.

Teachers can incorporate the following assessment practices into their classrooms to allow students with diverse needs to showcase their gained knowledge:

• Written tests, using a range of styles (multiple choice, matching, essays, etc.)
• Oral tests
• Observations
• Portfolio assessments of daily work
• Demonstrations and/or projects
• Self and peer evaluations
• Cooperative group assessments
• Outside evaluators – community experts, employers, specialist groups, etc.

When planning assessments, teachers should consider the students’ unique needs in the following ways:

• What are the essential skills or content for each student?
• Is the assessment designed to determine what the student knows as opposed to what he/she does not know?
• Is background/ prior knowledge an issue? In what way does this help/hinder?
• Does the assessment elicit a variety of thinking and application skills?
• Do certain students need technology to fairly demonstrate what they know?
• Do certain students need extended time, breaks, small groups or different environments, assessments divided into smaller segments, help such as word banks or graphic organizers?

Evaluation criteria should also be considered when teachers are designing assessments, and they should set the criteria prior to the assessment, keeping the following in mind:

• What are realistic expectations and goals for certain students, or groups of students?
• Are the expectations and criteria clear and explicit? Does every student understand the expectations and criteria as it applies to him/her? Would the student(s) be helped by the use of a rubric?
• How will the assessment be graded or how will feedback be given? Is the goal mastery? Will there be an opportunity for remediation/ retesting? How will the results of the assessment be shared with the students?

ACCOMMODATING THE DIVERSE NEEDS OF ALL STUDENTS
To ensure the success of all students in an inclusive classroom, it is necessary for teachers to modify their curriculum and provide accommodations to ensure equitable access to the curriculum. Building relationships with students, as well as understanding each student and their unique learning styles and needs, will allow teachers to effectively provide accommodations to support students reaching success in their classrooms.

The list below includes accommodations that can be used by teachers with all students to support achievement and success.

• Classroom Accommodations:
  • Provide a posted daily agenda for students
  • Establish clear routines
  • Use of computer for all written work
  • Utilize technology (audiobooks, videos, amplification systems, etc.)
  • Preferential seating, at point of least distraction, or point of best access to learning environment
  • Incorporate stress-release activities or movement breaks
  • Utilize transition cues
  • Experiment with use of space
  • Remove distractions
  • Develop redirecting cues (tap desk, eye contact, or signal word/phrase, etc.)
  • Model and support organizational skills
  • Give extra time to organize material during class
  • Implement a frequent progress monitoring system with students (checking grades/missing assignments in Aspen-X2 student portal)
  • Develop a communication system between school and home (Aspen-X2 parent portal, emails, online classroom, website, or blog, Remind web-app, etc.)
  • Inform parents of student concerns in a timely manner and also ask for input/suggestions/feedback
  • Offer regular teacher extra-help sessions
• Instructional Accommodations:
  • Provide a posted daily agenda for students
  • Use auditory and visual cues and aids when presenting information
  • Have students repeat back directions to show understanding
  • Present critical classroom information orally and in writing
  • Previewing of important information prior to an assignment
  • Provide clear expectations/student exemplars
  • Multi-modal presentations of materials (manipulatives, visuals, etc.)
  • Make use of multiple intelligence/learning style approaches by utilizing differentiated instruction techniques
  • Check for understanding frequently, ask students to repeat information
  • Provide wait time/time to process information
  • Copies of teacher notes and expect students to highlight important information (or provide guided notes/outlines)
  • Provide reference tools and study guides
  • Utilize available technology/computer assisted instruction
  • Offer calculators when appropriate
  • Use of graphic organizers and templates
  • Cooperative learning/small group strategies
  • Break long-term assignments into smaller, more manageable parts, with intermediate due dates
  • Provide checklists for multi-step tasks
  • Repeat or re-teach concepts and information with a different approach
• Assessment Accommodations:
  • Develop and offer alternate assessments (projects, presentations, demonstrations, etc.)
  • Evaluate student understanding using multiple formats
  • Provide rubrics when evaluating student performance
  • Provide specific written feedback
  • Provide opportunities for student revision of work
  • Allow students to expand orally on written responses
  • Provide extra time for completing assignments, with reasonable deadlines
  • Adjust or reduce assignments
  • Provide word banks
  • Provide extra time for testing
  • Modify test format
  • Give credit for accuracy (score according to number correct over number attempted for slower working students)
  • Allow for the use of resource materials on tests (notes, textbook, reference sheets, etc.)
  • Testing in a small group/alternative setting
  • Allow retakes on tests and quizzes

SUPPORTING STUDENTS WITH BEHAVIORAL AND SOCIAL-EMOTIONAL CHALLENGES
Students who have challenging behaviors and that struggle with their emotions can benefit from basic classroom routines and procedures, including many of those accommodations listed above. Teachers should strive to be proactive and preventive, which can often stop a problem before it occurs. Positive interactions and the ability to re-direct student behavior and attention helps to de-escalate troubling behavior. Employing consistent classroom management techniques is also essential for teachers to best support students with behavioral and social emotional challenges.

The list below includes accommodations that can be used by teachers with all students to support behavioral and social-emotional challenges.

• Discuss and post consistent classroom expectations with logical consequences
• Use diverse classroom management strategies
• Provide breaks as needed 
• Allow for the use of fidget toys to help with focus and concentration (stress balls, doodling, etc.)
• Cue student for change of behavior and/or venue
• Recognize student successes and accomplishments
• Provide positive reinforcement and praise
• Provide positive, active supervision
• Avoid pressures of speed and accuracy
• Avoid power struggles and criticism of student
• Encourage any participation and engagement with classroom activities, even if a student is reluctant to fully join in
• Build on strengths and create opportunities for success
• Develop strategies for behavior modification (charts, checklists, behavior/success plan, incentives, etc.)
• Provide specific and timely behavioral feedback
• Speak to student privately when possible
• Allow for or recommend student to visit school counselor in guidance office
• Allow for or recommend student to other professional personnel (school psychologist, behavior specialist, school counselor, nurse, principal, assistant principal, director of student services, etc.)

TEACHER MENTORING, COLLABORATION, AND CONTINUED PROFESSIONAL DEVELOPMENT
McCann Technical School strongly advocates for experienced teachers to mentor their colleagues that are new to the field, collaboration amongst staff in all aspects of the teaching profession, and for continued professional development throughout an educator’s career. Instilling a school culture in which professional staff are encouraged to regularly share resources, ideas, and experiences will lead to continued improvement of teaching practice and also model a collaborative community for students in each classroom. Consulting and communicating frequently with various resource staff (school counselors, special education liaisons, school nurse, administrators) is essential for classroom teachers to support student progress in their classrooms.

The list below includes examples of how McCann Technical School helps to support teachers with mentoring, collaboration, and professional development:

• New teacher orientation and mentoring program
• Four annual in-service/professional development days included in school calendar
• Monthly early dismissals for collaboration on curriculum review, lesson planning, and assessment data analysis, by department
• Bi-annual Vocational Advisory Board meetings
• Opportunities for course reimbursement
• Staff attendance at seminars, workshops, and conferences
• Staff presentations on best practices
• Staff led after school professional development series based on various topics (technology, data analysis, special education, etc.)

SUPPORTING FAMILY COMMUNICATION AND INVOLVEMENT
All faculty and staff at McCann Technical School are encouraged to create, support, and enhance family and community engagement through partnerships with families, businesses, organizations, agencies, and members of the regional communities of the Northern Berkshire Vocational Regional School District. By providing easy access to school information, student progress, and scheduled events, McCann Technical School offers a welcoming and supportive environment for our students’ families.

McCann Technical School provides communication with families and opportunities for family involvement in the school in the following ways:

• Aspen-X2 Family portal (password access to student’s attendance, discipline, upcoming assignments, and grades)
• Frequent updates to school website
• Teacher websites and online classrooms provide course specific information
• All-call system to inform families of various school events 
• End of quarter letters from school counselors to inform families of a failing course grade and to invite student to participate in on-time remediation program
• Parent-teacher conferences held in November
• Showcase to Success (open house community event)
• Athletic Booster Club, Special Education Parent Advisory Council (SEPAC), Vocational Advisory Boards, School Council, and various community service events provide opportunities for family members to volunteer
• Annually reviewed Student/Parent Handbook

SPECIAL EDUCATION EVALUATION REFERRAL
School personnel may not refer a child for an evaluation for special education services until their academic progress has been reviewed through the SST process. During SST meetings, specific interventions are identified and data collection specified, analyzed and documented before a child can be referred for a special education (TEAM) evaluation following the special education process. The Student Success Team will complete the standard referral forms, which will be reviewed by the director of student services. The special education (TEAM) evaluation will determine whether or not a specific disability, as defined in federal and state special education statutes, exists and whether that disability is interfering with the student's ability to make effective progress. If the TEAM evaluation determines there is a disability, that disability is the cause of the student's lack of effective progress, and the student requires specialized instruction, then the TEAM will develop an Individual Educational Plan (IEP).

In the event the TEAM determines the student does not have a disability under special education regulations, the following options result: The student continues in the regular education program, and the SST Action Plan is reviewed and modified by the SST Team.

The student may qualify for accommodations under Section 504 of the National Rehabilitation Act. A 504 Team is convened to determine eligibility. If the Team determines disability under 504 exists, then a specific 504 Accommodation Plan will be developed. If the 504 Team does not determine a disability under the provisions of 504, the SST Team and teachers will continue to modify and review the Student Success Team Action Plan.

CONCLUSION
The Northern Berkshire Vocational Regional School District is committed to meeting the educational needs of diverse learners through a curriculum that is aligned with the standards presented in the Massachusetts Curriculum Frameworks. The intent of this District Curriculum Accommodation Plan is to continually strengthen and improve the educational program at McCann Technical School by increasing its effectiveness and accessibility to all students. This is achieved through shared decision-making, on-going professional development, support services in regular education settings, direct and systematic instruction to all students in both academic and vocational disciplines, teacher mentoring, collaboration, and family involvement in the McCann community. This DCAP includes an overview of suggestions and guidelines for teachers to incorporate into their practice. Materials and resources with greater depth, as well as suggestions and recommendations, are readily available from the office of student services, as well as from the school counseling and special education departments.
 

Health and Safety Policy Statement

The vocational-technical school is a special and uniquely important part of the educational system. Nowhere else is the education that young people receive so directly related to their future, since the skills, attitudes, and work habits developed will be with them the rest of their lives. In addition to wanting a safe workplace for themselves, teachers are concerned about the safety of their students. Teachers clearly understand the impact that they can have on future workers. The personal safety of each student and employee of McCann Technical School is of primary importance. The prevention of occupationally induced injuries and illnesses is of such consequence that it will be given precedence over all other activities. To the greatest extent possible, we will provide all mechanical and physical facilities required for personal health and safety in keeping with the highest standards. We will maintain a safety and health program that conforms to the best practices of similar vocational-technical schools in the state and the country. To be successful, such a program must embody the proper attitudes toward injury and illness prevention, on the part of both students and staff. It also requires cooperation in all safety and health related matters between student and teacher, teacher and administrator, and also between each student and his/her fellow students. Only through such a cooperative effort can a safety program, in the best interest of all, be established and preserved.

Health and Safety Policy Procedures

GENERAL INSTRUCTOR RESPONSIBILITIES

1. The instructor must provide adequate supervision in the classroom, shop/lab area or work site at all times when class is in session.
2. It is the instructor’s responsibility to make sure that all safety policies and procedures are being followed and ensure compliance with all applicable laws and regulations.
3. The instructor will consistently demonstrate good safety practices at all times. As a role model, the instructor has a significant impact on the positive or negative safety attitudes and habits that students acquire.
4. The instructor will test all students on all hazardous tools, machines, materials and procedures at least once per school during the first semester.
5. Tests will be written and performance based and a passing test score on any and all safety tests will be 100%.
6. The instructor will perform regular inspections to ensure that all hand tools, portable power tools and stationary machines are in good working condition at all times. Power tools and machines must be properly guarded, with the guards in place and in use whenever the power tools or machines are in operation.
7. The instructor will provide periodic reviews of safety procedures on hazardous equipment, tools and materials in their department.
8. Instructors must exercise diligence and remain alert to the obstruction of safety emergency equipment and supplies including fire extinguishers, eyewash stations, emergency shut-off buttons, fire blankets, first aid kits, drenching showers and other safety items that could require quick access in the case of an emergency.
9. The instructor must lock all doors when leaving the shop/lab.
10. The principal must be notified in writing of any unsafe conditions that cannot be remedied immediately by the instructor and together, working with the facilities department, they will coordinate and ensure remediation.

GENERAL STUDENT SAFETY

• No student is to operate any piece of equipment unless that student has been thoroughly and formally checked out on its use and function, including safe and proper operation. In addition, records must be kept on file in the shop/lab documenting scores of 100% in both written and performance testing.
• Sophomore, junior and senior students must be given safety review lessons upon returning to school each fall. In addition, records must be kept on file in the shop/lab documenting student participation in the fall review lessons.
• The student’s level of proficiency in competencies/tasks associated with safety should also be reflected on his/her individual competency profile record.
• Students must be supervised closely to insure that the equipment is operated correctly and that instructions are being followed meticulously.
• Safety procedures must be reviewed periodically during the school year with the entire class to prevent carelessness fostered by overconfidence or forgetfulness.
• Eye and face protection:

  Proper eye and face protection shall be worn at all times:	Only wear glasses while working with any hazardous tools or materials:
  Advanced Manufacturing Technology Automotive Technology Carpentry Electrical Metal Fabrication Glasses are not required: Business Technology Computer Assisted Design	Information Technology Culinary Arts Science Labs Cosmetology Dental Assisting Medical Assisting Practical Nursing Surgical Technology

• Students must wear appropriate eye/face protection whenever working with or handling chemicals or any hazardous materials while in any shop or laboratory.
• Clothing, including footwear, must conform to industry safety standards. Loose clothing may not be worn around moving machinery or when climbing on ladders or working on staging.
• Long hair is not allowed around moving machinery or food preparation.
• Loose jewelry may not be worn around moving machinery.
• Instructional spaces will be cleaned as needed to keep them from becoming cluttered with tools and debris.
• OSHA regulations prohibit the use of compressed air on the body. Therefore, compressed air cannot be used to blow dust, etc. off clothing. In addition, the air pressure to all air nozzles must be reduced to less than of 30 psi.
• Students who request restricted or limited duty because of medical reasons must bring a physician’s note to the school nurse for evaluation.

LOCK-OUT/TAG-OUT
Lock-out/tag-out is an essential safety procedure that protects workers from injury while working on or near electrical circuits and equipment. Lock-out involves applying a physical lock to the power source(s) of circuits and equipment after they have been shut off and de-energized. The source is then tagged out with an easy-to-read tag that alerts other workers in the area that a lock has been applied. In addition to protecting workers from electrical hazards, lock-out/tag-out prevents contact with operating equipment parts: blades, gears, shafts, presses, etc. Also, lock-out/tag-out prevents the unexpected release of hazardous gasses, fluids, or solid matter in areas where workers are present.

Lock-out/tag-out procedures must be followed whenever a piece of equipment is being serviced or repaired in order to guaranty that the piece of equipment remains de-energized at all times. Please adhere to the following procedures when performing lock-out/tag-out on circuits and equipment:

• Identify all sources of possible energy release (electrical, pneumatic, hydraulic, spring, gravity, etc.) for the equipment or circuits in question that must be disabled and Locked-out/Tagged-out before any work proceeds.
• Disable backup energy sources such as generators and batteries.
• Identify all shut-offs for each energy source.
• Notify all personnel that equipment and circuitry must be shut off, locked out, and tagged out. (Simply turning a switch off is NOT enough.)
• Shut off energy sources and lock switchgear in the OFF position. Each worker should apply his or her individual lock. Do not give your key to anyone.
• Test equipment and circuitry to make sure they are de-energized. This must be done by a qualified person.
• Deplete stored energy by bleeding, blocking, grounding, etc.
• Apply a tag to alert other workers that an energy source or piece of equipment has been locked out.
• Make sure everyone is safe and accounted for before equipment and circuits are unlocked and turned back on.
• Note that only a qualified person may determine when it is safe to re-energize circuits and OSHA defines a "qualified person" as someone who has received mandated training on the hazards and on the construction and operation of equipment involved in a task.

ACCIDENT/INJURY PROCEDURES

• Send for appropriate medical assistance immediately.
• Apply only immediate first aid that is essential and nothing further.
• If a fragment enters the eye, immobilize the eye by covering it with a sterile compress and obtain medical assistance immediately. Under no circumstances should anyone, except a medical professional, attempt to remove a fragment from an eye.
• If an acid or an alkali chemical has injured an eye, immediately irrigate with water for at least 15 minutes and obtain medical assistance.
• Notify an administrator as soon as practically possible.
• If a student sustains a minor injury that requires immediate medical attention, send the injured student to the nurse’s office accompanied by a teacher or another student. Never send an injured student alone.
• If a student sustains a small splinter or insignificant cut, s/he may be sent alone (with a pass) to the school nurse for treatment.

ACCIDENT REPORTING AND INVESTIGATION

• Instructors will report all injuries (to students, staff members or visitors) both major and minor, to the school nurse. Accident report forms must be filled out and filed with the school nurse for processing. Final copies will be forwarded to the school nurse, and the principal or designee.
• Instructors shall ascertain the cause of the accident, and after careful analysis of all known facts, make recommendations, to the principal and school nurse, that will eliminate the possibility of a similar accident occurring in the future.
• The principal will review all accident reports and initiate investigations as necessary.

SCHOOL NURSE
The school nurse is the primary full-time medical professional and care giver on staff during school hours. All accidents, injuries and illnesses must be reported to her and she will record and keep records on file. In addition, the school nurse is responsible for regularly arranging with all vocational-technical areas to replenish first aid supplies.

UNIVERSAL BLOOD PRECAUTIONS
Universal precautions refer to the usual and ordinary steps all school staff needs to take in order to reduce their risk of infection with HIV, the virus that causes AIDS, as well as other blood-borne organisms (such as Hepatitis B virus). They are universal because they refer to steps that need to be taken in all cases, not only when a staff member or student is known to be HIV infected. They are precautions because they require foresight and a bit of planning and should be integrated into all general safety and wellness guidelines.

• Treat blood with respect.
• Trained personnel will clean up all blood spills promptly.
• Inspect the intactness of your skin on all exposed body parts, especially the hands. Cover any and all open cuts or broken skin or ask another staff member to do the cleanup. Latex gloves add another layer of protection but are not essential if your skin is intact.
• Blood spills will be cleaned with a 10% bleach solution (ie. 1/4 cup bleach into 1 gallon water). Any materials (paper towels, etc.) should be placed in a red hazard bag (available from nurse) and discarded.
• Always wash your hands after any contact with body fluids. This will be done immediately in order to avoid contaminating other surfaces or parts of your body (be especially careful not to touch your eyes before washing up).
• Other body fluid spills (urine, vomit and feces), unless grossly blood contaminated, need only be cleaned up in the usual manner. They do not pose a significant risk of HIV infection. Apply a covering of some sort (gauze, paper towel, etc.) before a student exits the shop/lab/class to prevent blood spillage.

RECORD KEEPING
Accurate and comprehensive record keeping is essential to a quality health and safety program. Records will be kept and maintained as follows:

• No student is to operate any piece of equipment unless that student has been thoroughly and formally checked out on its use and function, including safe and proper operation. In addition, records must be kept on file in the shop/lab documenting scores of 100% in both written and performance testing.
• Sophomore, junior and senior students must be given safety review lessons upon returning to school each fall. In addition, records must be kept on file in the shop/lab documenting student participation in the fall review lessons.
• The student’s level of proficiency in duties/tasks associated with safety should also be reflected on his/her individual competency profile record.
• All accident reports (students/staff/visitors) filed with the school nurse.
• Hazardous substance inventory list and MSDS sheets on file in each shop/lab and also in the facilities office.
• Hazardous substance waste disposal records kept on file with the facilities department and in the business office.
• Agenda’s and minutes of all safety committee meetings kept on file in the vocational coordinator’s office.

TRAINING
Training and education is significantly important to the successful implementation and continued maintenance of any “Health and Safety Plan.” Every effort will be made to facilitate and encourage:

• Industry recognized health and safety certificates and/or credentials for instructional staff and students.
• Development of high quality health and safety curriculum and resources.
• Participation in training in the basics of occupational health and safety, first aid, CPR, Right to Know, fire extinguisher use, OSHA standards, hazardous substances, etc.
• The creation of a health and safety resource and reference library within the school.

FLOOR PLAN LAYOUT
Each vocational-technical area will have a scaled floor plan showing the location of all equipment, work stations, electrical panels, air and/or gas shut offs, emergency power shut offs, fire extinguishers, smoke detectors, fire alarms, eye wash stations, fire blankets, first aid kits as well as safe, unobstructed, and clearly marked passage aisles on file with the vocational coordinator. There will be no changes to the “Floor Plan Layout” without written approval and the filing of the updated amended plan. All safety items shall be conspicuously located and clearly identified.

OUTSIDE VISITORS AND/OR CUSTOMERS
All visitors must register in the school office where they will be issued safety glasses if they are visiting an eye hazard area. Visitors must conform to the eye protection requirements of the shop/lab being visited; they will remain in a designated area that is a safe distance from any work being performed. Under no condition, is it permissible for visitors to perform work in a shop/lab. Customers visiting automotive, cosmetology, or the Tea Room dining room do not have to register in the school office.

Health and Safety Team and Committees

The Health and Safety Committee will set and prioritize objectives that are consistent with the general mission of vocational-technical education and the mission of McCann Technical School. These objectives should address such things as:

• Gaining and maintaining support for the health and safety program among students, teachers and administrators.
• Establishing annual and long-term goals with respect to health and safety in the school.
• Motivating, educating and training all program members to recognize, report and correct hazards located in their clusters or departments.
• Engineering the control of hazards into the inherent design of machines, tools, and shop facilities.
• Establishing a program of inspection and maintenance for machinery, equipment, tools, and shop facilities in order to ensure compliance to applicable standards.
• Incorporating hazard control techniques into school training and educational curriculum.
• Meeting and exceeding all relevant health and safety standards.
• Keeping the focus of the committee on the issue of occupational health and safety. Additional committees may have to be formed to devote adequate time and attention to other school-wide safety issues.

SAFETY TEAM
The safety team will be comprised of key administrative personnel and will be responsible for overseeing and coordinating all aspects of the health and safety plan including implementation, decision-making, files and records, budgeting issues, evaluation inspections, and a health and safety resource library. This committee will meet when school is in session and as needed. The safety team members are: Superintendent, principal, maintenance supervisor, and school nurse.

HEALTH AND SAFETY COMMITTEE
The safety committee will initially be comprised of the members of the safety team, as well as staff representatives from vocational-technical clusters and/or specific programs. The health and safety committee will be responsible for providing input to the safety team as representatives of their respective programs and clusters; in addition, they will also be responsible for providing outreach to each program and grade level within their clusters. Committee members will also participate in training opportunities focusing on health and safety issues as well as health and safety evaluation inspections of various programs.

NIOSH Safety Program for Schools (CD)

In the summer of 2003, the National Institute for Occupational Safety and Health (NIOSH) published a very comprehensive and easy to use health and safety checklist program for schools. It is available at http://www.cdc.gov/niosh/docs/2004-101/chap4.html and is a key resource component of the McCann Technical School Health and Safety Plan.

In English, en Español
24 Hours/Day, 7 Days/Week
To take a free OSHA online Hazardous Communications Training Course click on the link below.
http://www.free-training.com/osha/hazcom/hazmenu.htm

Contact NIOSH:
Inside the U.S.	1-800-CDC-INFO (1-800-232-4636)
Outside the U.S.	1-513-533-8328
Email:	cdcinfo@cdc.gov
Website:	www.cdc.gov
TTY:	1-888-232-6348
Fax:	1-513-533-8347

Safety and the Law
Massachusetts General Laws:          

Chapter 71. PUBLIC SCHOOLS.
Chapter 71: Section 55C. Eye protection devices.                                            http://www.malegislature.gov/Laws/GeneralLaws/PartI/TitleXII/Chapter71

Requires teachers, students and visitors to wear industrial quality eye protective devices in all vocational shops/labs in which dangerous processes are taught exposure to which may be a source of danger to the eyes. Chapter 71: Section 55C. Eye protective devices

Section 55C. Each teacher and pupil of any school, public or private, shall, while attending school classes in industrial art or vocational shops or laboratories in which caustic or explosive chemicals, hot liquids or solids, hot molten metals, or explosives are used or in which welding of any type, repair or servicing of vehicles, heat treatment or tempering of metals, or the milling, sawing, stamping or cutting of solid materials, or any similar dangerous process is taught, exposure to which may be a source of danger to the eyes, wear an industrial quality eye protective device, approved by the department of public health. Each visitor to any such classroom or laboratory shall also be required to wear such protective device.

Massachusetts General Laws:

Chapter 74. VOCATIONAL EDUCATION.
603 CMR 4.00: Vocational Education
http://www.doe.mass.edu/lawsregs/603cmr4.html?section=03

03 Program Approval Criteria Each school district requesting approval of a vocational technical education program shall demonstrate that the program meets the following approval criteria:

Subsection 3 (d)

The school shall develop and implement a comprehensive safety and health plan to safeguard the safety and health of all students and school personnel. The regulations of the Occupational Safety and Health Administration (OSHA) governing work sites shall serve as the minimum standards for safety in the vocational technical education program. The plan should include provisions for safety inspections of all facilities, safety training for all students and staff and the use, storage and disposal of toxic and hazardous materials.

Subsection 4 (a)

The program of study shall:
Include a comprehensive safety and health plan, which includes safety training for all students and staff (McCann implemented OSHA 10 Hour Card/Careersafe)

Massachusetts General Laws:

Chapter 111F. HAZARDOUS SUBSTANCES DISCLOSURE
Right To Know Law
http://www.mass.gov/lwd/labor-standards/occ-safety-and-health/right-to­know.html

There are two laws that give employees the right to information about the chemicals that they may be exposed to on the job. They are the federal Hazard Communication Standard (enforced by OSHA) and the Massachusetts Right To Know Law. The OSHA Hazard Communication Standard requires that any supplier of a hazardous substance, as defined by the Standard, provide a Material Safety Data Sheet (MSDS) to all users. They must also provide all updates as they become available. The Massachusetts law was passed so that workers and community residents can obtain information about hazardous substances to which they may be exposed. These laws are an essential first step in controlling hazardous conditions. The key features are:

• Containers in the workplace must be properly labeled.
• Suppliers are required by law (MGL 470) to furnish MSDS sheets for all substances on the Massachusetts Substance List.
• Workers can get hazard information about substances on forms called Material Safety Data Sheets (MSDS’s).
• Employers must train employees before they are exposed, and annually thereafter.
• Physicians can get MSDS’s from employers, at the request of the employee.
• (See Right To Know Poster – Appendix D) -http://www.mass.gov/lwd/docs/dos/rtk/rtk-poster.pdf

Massachusetts General Laws:

CHAPTER 265: Section 13L. RECKLESS ENDANGERNMENT TO CHILDREN
(Approved On 9/12/02 – Massachusetts Acts of 2002: Chapter 322)http://www.state.ma.us/legis/laws/seslaw02/sl020322.htm

Whoever wantonly or recklessly engages in conduct that creates a substantial risk of serious bodily injury or sexual abuse to a child or wantonly or recklessly fails to take reasonable steps to alleviate such risk where there is a duty to act shall be punished by imprisonment in the house of correction for not more than 2> years.

For the purposes of this section, such wanton or reckless behavior occurs when a person is aware of and consciously disregards a substantial and unjustifiable risk that his acts, or omissions where there is a duty to act, would result in serious bodily injury or sexual abuse to a child. The risk must be of such nature and degree that disregard of the risk constitutes a gross deviation from the standard of conduct that a reasonable person would observe in the situation.

Appendix A – Sample Student Safety Record

A student safety record must be kept on each student in every vocational technical area of instruction documenting the safety instruction and training that he or she has received. The student safety record must contain, at a minimum, the following components:

1. Area specific student safety training log
2. Area specific safety rules and information sheet
3. Area specific written safety tests documenting a score of 100%. Please note that there must be several different versions of the written safety test so that students are not taking the same test when they do not pass with 100%.
4. Performance tests documenting a score of 100% with student acknowledgement statement.

 

McCann Technical School
Program Student Safety Training Log

Shop:                                                                                     Student’s Name:                                               

GENERAL SAFETY     ENTER DATE COMPLETED   Item / Tool / Equipment Teacher Demonstration 100% Written Test 100% Performance Test 10th Grade Review 11th Grade Review 12th Grade Review General Shop             Housekeeping             Emergency Procedures             Personal Protective Equipment (PPE)             Eyewash Stations             Fire Safety             Emergency Shut Offs             Hazard Communication             Material Safety Data Sheets (MSDS)             Hazardous Materials Handling             Hand Tools             PORTABLE POWER TOOLS                                                                                                                   STATIONARY POWER MACHINES AND EQUIPMENT

Appendix B – McCann Technical Program Quick-Reference Checklist

CVTE Program Name: _________________________ Conducted by:________________ Date: ___________

This Quick-Reference Checklist is intended to be a general cursory reference list of items that must be checked on a regular basis. The NIOSH Safety Checklist Program for Schools can be found at http://www.cdc.gov/niosh/docs/2004­101/. The website provides a more detailed and comprehensive checklist of safety compliance items and is the primary resource for this plan.

1. PERSONAL PROTECTIVE EQUIPMENT
Yes	No	N/A
			Are respirators provided and used when necessary?
			Are there written standard operating procedures for the use of respirators?
			Where practical are respirators assigned for use by one person only?
			Are respirators inspected and disinfected after use?
			Are respirators stored in a convenient, clean, and sanitary location?
			Are respirators checked for proper fit?
			Are positive pressure respirators provided for people with beards?
			Are there attachments for eyeglasses on full-face respirators?
			Is the proper respirator in use for the hazard present? (For example, dust cartridges do not protect against solvent vapors.)
			Are approved respirators provided and worn during chemicals handling, grinding, buffing, etc.?
			Is foot protection worn to prevent injuries from punctures and falling objects?
			Are properly fitting gloves worn where necessary to help avoid cuts?
			Are gloves worn, with the proper chemical resistance, when handling chemicals?
			Are hard hats required where falling objects could be a hazard?
			Are all people provided with high quality eye protection equipment, including safety glasses, as required by Massachusetts General Law Chapter 71 Section 55C?
			Is lighting good for the work being performed?
			Are colors of rooms and work surfaces easy to work with in terms of contrast brightness, etc.
			Are eye wash stations provided and are they easily accessible? Are they tested weekly?
2. HAND AND PORTABLE POWER TOOLS/EQUIPMENT
Yes	No	N/A
			Are tools and equipment in good condition?
			Have chisels, punches, etc., with mushroomed heads been reconditioned or replaced if necessary.
			Have broken hammer handles been replaced?
			Have worn or bent wrenches been replaced?
			Is the use of compressed air to blow away debris from clothing or the body prohibited, because the air can enter the body and cause serious harm?
			Have deteriorated air hoses been replaced?
			Has compressed air used for cleaning been reduced to less than 30 psi?
			Are portable abrasive wheels appropriately guarded in accordance with OSHA regulations and manufacturers guidelines?
			Are meat-cutting knives properly stored in openings, on the side or back of the table, when not being used?
			Are all cutting tools sharp so that they cut smoothly and easily?
			Are all portable power hand tools grounded? (Only double insulated tools are acceptable without grounding.)
			Are tools selected that produce a minimum of vibration and not at the frequencies most dangerous to the hand (25-150 Hz)?
3. STUDENT HEALTH AND SAFETY INSTRUCTION
Yes	No	N/A
			Are students provided with written instructional information on all health and safety aspects of this course of study?
			Are students required to pass written knowledge tests on all health and safety aspects of this course of study?
			Are students provided with hands on instruction on all health and safety aspects of this course of study?
			Are students required to pass performance tests based on industry standards on all aspects of health and safety for this program of study?
			Are records maintained documenting both written and performance test results?
4. MACHINE GUARDING (IN ACCORDANCE WITH OSHA REGULATIONS)
Yes	No	N/A
			Are belts, pulleys, and rotating shafts guarded?
			Are chains, sprockets, and gears guarded in accordance with OSHA regulations?
			Are all in-going nip points, such as conveyor belts, guarded in accordance with OSHA regulations?
			Are saw blades and grinding wheels guarded in accordance with OSHA regulations?
			Are all rotating parts recessed or covered with collars?
			Is all fixed machinery securely anchored to prevent movement?
			Are alligator shears and notches provided with guards at the point of operation to prevent people’s hands from being inserted into the danger zone?
			Are the pedals of foot-operated hydraulic shears guarded to prevent accidental operation?
			Are sprockets and belt drives completely enclosed where they are within reach of platforms and passageways or less than seven feet from the floor?
			Are all guards permanent parts of the equipment?
			Are guards adequately maintained and kept in good repair?
			Are controls, such as magnetic switches, in place to prevent accidental start up?
			Do guards make it more difficult to use the machine, thus encouraging circumvention?
5. HOUSEKEEPING
Yes	No	N/A
			Are work areas clean and orderly?
			Are equipment and materials kept out of aisles?
			Are spilled liquids wiped up?
			Are all areas adequately illuminated?
			Are permanent aisles properly marked?
			Are wet or greasy areas covered with non-slip materials?
			Are platforms, storage lofts, balconies, etc. that are more than four feet above the floor protected with standard guardrails?
			Are all platforms, lofts, and balconies (where people or machinery below could be exposed to falling objects) guarded with standard toe boards?
			Are portable ladders and climbing devices adequate for their purpose, in good condition, and provided with secure footing?
			Have defective ladders (e.g. broken rungs, side rails, etc.) been tagged as “DANGEROUS, DO NOT USE” and removed from service for repair or destruction?
			Is the use of the top two steps of any stepladder prohibited?
			Do portable ladders have non-slip bases?
			Is damp mopping or vacuuming used for cleanup of dry materials to avoid generating dust?
6. SANITATION
Yes	No	N/A
			Do students wash their hands prior to eating and drinking?
			Are students prohibited from eating and drinking in areas where toxic materials are present?
7. ERGONOMICS
Yes	No	N/A
			Do people working on equipment experience pain, swelling, numbness, tingling, redness or other discomfort of any joint or muscle?
			Are there tasks that involve heavy or frequent lifting?
			Does any task require maintaining one position for long periods of time?
			Do tasks involve rapid, repetitive motion?
			Does any task involve working in an awkward position?
			Does the arm have to be held at or above shoulder height?
			Does the back have to be twisted or bent forward?
			Do parts or tools have to be held with a pinch, instead of a full power grip?
			Does tool design and work location allow work to be done with the wrists straight and the hands in a comfortable position?
			Are tool handles at least 1” diameter, preferable 1 1/2” with a non-slip coating?
			Does anyone have to stretch the hand completely open in order to grasp a part or tool?
			Do tool handles have grooves or edges that press on nerves and other soft tissues of the hand?
			Does any part of the body have to lean on sharp edges or hard surfaces that might compress the skin and nerves underneath?
			Do tools vibrate in the hands while in use? (This can cause vibration-induced feeling loss.)
			Does any pneumatic tool blow cold exhaust air onto the hand holding the tool?
			Is work done for long periods of time without breaks?
			Are gloves available in a wide range of sizes to fit everyone well?
			Are people encouraged to adjust the equipment and work methods to make them as comfortable as possible for each individual?
8. CHEMICAL STORAGE AND HANDLING
Yes	No	N/A
			Are chemical liquids kept in closed containers when not in use?
			Are all spills of flammable or combustible liquids cleaned up promptly, properly and are cleaning materials disposed of properly?
			Are gasoline and other flammable liquids stored in approved U.L. containers?
			Is combustible waste material stored in covered metal receptacle and disposed of daily?
			Do storage rooms for flammable and combustible liquids have explosion-proof lights?
			Do storage rooms for flammable and combustible liquids have mechanical or gravity ventilation (at least six air changes per hour)?
			Are storage cabinets for flammable liquids labeled “FLAMMABLE-KEEP FIRE AWAY”?
			Are bulk drums of flammable liquids grounded and bonded to containers during dispensing (bonding and grounding entails forming an electrical connection between the two containers and to ground or zero voltage in order to eliminate sparking)?
			Are chemicals which can produce toxic vapors stored in hoods or vented cabinets?
			Is there a written plan for dealing with spills and other chemical emergencies?
			Has the emergency plan been practiced during training of all student participants?
9. COMPRESSED GAS CYLINDERS
Yes	No	N/A
			Are there cuts or abrasions on the cylinder?
			Are cylinders, empty or full, secured against falling or hitting each other during storage, use and transportation?
			Are empty cylinders marked with the word “EMPTY” or “MT”?
			Are valves on oxygen tanks kept immaculately clean from grease and oil?
			Are all cylinders labeled correctly?
			Are oxygen cylinders in storage separated from fuel-gas cylinders or combustibles (especially oil or grease), a minimum of 20 feet or by a non-combustible wall at least 5 feet high with a fire resistance rating of at least 1/2 hour?
10. ELECTRICAL
Yes	No	N/A
			Are live electrical components isolated from workers so that they cannot be touched?
			Are extension cords prohibited from use as a replacement or substitute for fixed wiring?
			Is insulation on flexible wiring in good condition?
			Is all electrical equipment grounded?
			Are over current devices such as a ground fault interrupter, fuses and circuit breakers in place for electrical equipment?
			Do any tools run hot or give off minor shocks, which may be an indication of potential trouble?
			Are electrical tools kept out of wet and hot places?
			Is there an emergency power disconnect system that instantly shuts the power off for the entire area?
			Are electrical panels locked at all times?
			Is power disconnected and doors locked when there is no one in the area?
11. CHEMICAL LABELING AND RIGHT TO KNOW
Yes	No	N/A
			Do you have an up to date inventory list of all chemicals stored and/or used?
			Are chemical containers labeled with name, hazards, and the manufacturer, and do they otherwise meet Right to Know law labeling requirements?
			Are up-to-date MSDS’s available for all chemicals used?
			Do all personnel have access to MSDS information?
			Are there less toxic or non-toxic substances that can replace toxic or hazardous substances now in use?
			Until safer substances are introduced, are all people working with a hazardous substance trained in the dangers and proper procedures and protection methods for the specific chemicals used?
			Are people who have become sensitized (i.e. hyper-allergic) to a particular chemical protected by eliminating all potential for exposure?
			Until safer substitutes are introduced are all people incidentally, but not directly, exposed to hazards told of the dangers and trained in the proper protection needed around the chemicals (i.e. clerical and custodial staff)?
			Are waste chemicals disposed of in accordance with all federal, state and municipal laws and regulations?
12. MEDICAL AND FIRST AID
Yes	No	N/A
			Are first aid supplies readily available, inspected, and replenished?
			Is at least one person always present who is qualified to render first aid?
			Is a phone readily available in case of emergency?
			Are emergency phone numbers posted?
			Where people may be exposed to corrosive materials, are they provided with quick drenching and flushing facilities for immediate emergency use?
			Are symptoms experienced by people in the shop environment reported and kept on file at the school as well as the individual’s doctor?
			Are all injuries reported and filed as a record with the school nurse?
			Does the report include an assessment of the cause?
			Have instructors been notified of student medical conditions and/or medications that may have health and safety ramifications?
13. VIDEO DISPLAY TERMINALS (VDT’S)
Yes	No	N/A
			Is the VDT quiet with a matte finish that does not reflect light?
			Can the monitor be adjusted for brightness and contrast?
			Does the monitor maintain a 1 1/2 to 2 foot distance from your eyes?
			Is the keyboard comfortable to work at with wrists flat (not bent up or down) when typing?
			Is the screen etched or treated to reduce glare, or has an effective glare shield been provided if necessary?
			Are the characters steady on the screen, no flicker?
			Are chairs easily adjustable for seat height?
			Are chairs adjustable to keep feet flat on the floor, thighs and forearms parallel to the floor, with hips, knees, and elbows at right angles, and wrists flat?
			Can the monitor be positioned so that the top of the screen is at or below eye level?
			Is a mechanism provided to hold paper copy at the same distance from your eyes as the monitor?
			Is the overhead lighting dim and indirect or covered with textured fixtures so as not to create glare on the monitor screen?
			Are there blinds or drapes to block direct window light that causes glare?
			Are the nearby walls and/or surfaces a non-reflective color to prevent glare?
			Are adequate breaks provided during VDT work to prevent health problems? (NIOSH recommends 15 minutes after 2 hours of continuous work and 10 minutes after 1 hour of intense work.)

 

 

Appendix C – McCann Tech Plant and Facilities
Quick-Reference Checklist

CVTE Program Name: ____________________ Conducted by:________________ Date: ___________

This Quick-Reference Checklist is intended to be a general cursory reference list of items that must be checked on a regular basis. The “NIOSH Safety Checklist Program for Schools" can be found at http://www.cdc.gov/niosh/docs/2004­101/. The website provides a more detailed and comprehensive checklist of safety compliance items and is the primary resource for this plan.

1. FIRE PREVENTION/FIRE EXTINGUISHERS (VERIFIED BY LOCAL FIRE DEPARTMENT INSPECTIONS)
Yes	No	N/A
			Are portable fire extinguishers provided in adequate number and type?
			Are portable fire extinguishers fully charged and operable?
			Are portable fire extinguishers conspicuously located and accessible?
			Are portable fire extinguisher locations not obstructed or blocked?
			Are fire extinguishers recharged regularly and recorded on inspection tag?
			Have all extinguishers been hydrostatically tested according to schedules set for the type of extinguisher?
			Are fire blankets or deluge showers provided and readily accessible?
			Have interior standpipes and valves been regularly inspected?
			Is the fire alarm system tested at least annually (law for schools)?
			Have teachers and students been regularly trained in the use of extinguishers and fire protection procedures?
Automatic sprinklers:
			Are water control valves, air and water pressure checked regularly?
			Are control valves locked open?
			Are sprinkler heads protected?
			Are flammable or combustible liquids disposed of in special containers approved for such use?
2. EXIT AND EXIT MARKINGS
Yes	No	N/A
			Are all exits marked with an exit sign and illuminated by a reliable light source?
			Is lettering at least six inches high with the principle letter strokes at lease 3/4 of an inch wide?
			Is the direction to the exit, when not immediately apparent, marked with visible signs?
			Are doors or other passageways that are neither exits nor access to an exit and located where they may be mistaken for exits, appropriately marked “NOT AN EXIT”, “TO BASEMENT”, etc.?
			Are all doors that must be passed through to reach an exit always free to access with no possibility of a person being locked inside?
			Are all exit routes always kept free of obstructions?
3. LOCK OUT - TAG OUT
Yes	No	N/A
			Are all maintenance people given a good lock, labeled with their name, and having only one key that they possess?
			Prior to turning off the power on a machine are people working on it alerted and completely off the machine?
			Are all air, hydraulic and steam lines drained so there is no pressure in lines of reservoir tanks?
			Are all mechanisms under tension or pressure released or blocked?
			Do all people working on the machine put their lock on the machine and leave it there until the work is completed?
			Are all energy systems that could activate the machine locked out?
			Is the main valve or electrical disconnect tested to be sure that the power is off?
			Are electrical circuits checked with appropriate equipment? Is stored energy in capacitors relieved?
			Are all rams that could fall, such as on power presses, supported with safety blocks or pins?
4. INDOOR AIR AND VENTILATION
Yes	No	N/A
			Is there a ventilation system that draws air from the room and supplies fresh make up air?
			Are there frequent complaints of headaches, allergies, nausea and drowsiness that seem to happen only when people are at the school or are in certain rooms?
			Is there someone who is responsible for maintenance and operation of the ventilation system?
			Are there written standard operating procedures for the ventilation system?
			What percent of the air supplied as make up air is drawn from outside the building and how much is re­circulated (the air should be 35% or more from outside)?
			Do filters clean air before it is supplied to the rooms?
			Are filters checked regularly and replaced when they become clogged or damaged?
			How many changes of air per hour does the ventilation system supply (between 6 and 60 changes per hour is considered normal for air in rooms that do not generate toxic contaminants)?
			Is “fresh air” drawn from a location free from sources of contamination such as automobile exhaust and other work areas?
			Are drafts created by the ventilation system (i.e. doors being pulled shut by drafts)?
			Is the fan for the ventilation system in backwards (centrifugal fans will work at only one-half capacity if installed backwards)?
			Are there vents located at all processes that generate toxic dusts, fumes, vapors or mists that draw the contaminant away from the breathing zone of the person working there?
			Have vents and hoods been checked to ensure that they draw enough air to pull contaminants into the ventilation system?
5. SANITATION
Yes	No	N/A
			Are restrooms and washrooms kept in clean and sanitary condition?
			Are emergency showers and eyewashes provided and maintained?
			Are waste chemicals disposed of in accordance with all federal, state and municipal laws and regulations?
6. NOISE
Yes	No	N/A
			If a noise problem is suspected, have noise levels been accurately measured?
			If a noise problem exists, have plans to reduce the noise level by engineering methods been formulated (e.g. enclosure, maintenance, alternate processing methods)?
If engineering methods cannot reduce the noise to safe levels:
			Have administrative controls, such as limiting exposure in a given area, been started?
			Are exposed people given annual audiometric tests?
			Do all people in high noise areas wear hearing protection?
			Are annual noise surveys made to reevaluate the problem?
7. LOFT/OVERHEAD STORAGE/WORK AREAS
Yes	No	N/A
			Do elevated storage/work areas have appropriate railings and toe boards?
			Is appropriate safe access provided to the elevated storage/work areas?
			If ladder access is provided does it conform to OSHA requirements?

Appendix D – Health and Safety Resources

• U.S. DEPARTMENT OF LABOR – OSHA
  http://www.osha.gov/

OSHA Outreach Training Program
http://www.osha.gov/fso/ote/training/outreach/training_program.html

OSHA 10-hour Construction Industry Safety Training Program
http://www.osha.gov/fso/ote/training/outreach/construction.pdf

OSHA 10-hour General Industry Safety Training Programhttp://www.osha.gov/fso/ote/training/outreach/general.pdf

OSHA Publications and Posters
http://www.osha.gov/pls/publications/pubindex.list

OSHA Multimedia
http://www.osha.gov/SLTC/multimedia.html

OSHA eTools and Electronic Products                                http://www.osha.gov/dts/osta/oshasoft/index.html#PowerPointPresentations

• MASSACHUSETTS DIVISION OF OCCUPATIONAL SAFETY
  http://www.state.ma.us/dos/index.htm

Massachusetts Right to Know Law
http://www.state.ma.us/dos/pages/RTK.htm

• CENTER FOR DISEASE CONTROL AND PREVENTION
  http://www.cdc.gov

CDC – Health and Safety Manuals
http://www.cdc.gov/od/ohs/manual/mannav.htm

• NIOSH – NATIONAL INSTITUTE FOR OCCUPATIONAL SAFETY AND HEALTH http://www.cdc.gov/niosh/homepage.html

Construction
http://www.cdc.gov/niosh/topics/construction/default.html

Occupational Safety and Health Topic List
http://www.cdc.gov/niosh/toplst.html

• WASHINGTON STATE – SAFETY GUIDE FOR CAREER AND TECHNICAL EDUCATIONhttp://www.k12.wa.us/CareerTechEd/resources.asp

 

Hazardous Materials Resources

MASSACHUSETTS RIGHT TO KNOW LAW
http://www.state.ma.us/dos/pages/RTK.htm

NIOSH – NATIONAL INSTITUTE FOR OCCUPATIONAL SAFETY AND HEALTH
http://www.cdc.gov/niosh/homepage.html

NIOSH – MSDS Web Links and Related Sites
http://www.cdc.gov/niosh/msds.html

NIOSH – Chemical Safety
http://www.cdc.gov/niosh/topics/chemical-safety/default.html

NIOSH – Respirators
http://www.cdc.gov/niosh/respinfo.html

U.S. DEPARTMENT OF LABOR – OSHA
http://www.osha.gov

OSHA Hazard Communications
http://www.osha.gov/SLTC/hazardcommunications/index.html

OSHA Hazardous and Toxic Substanceshttp://www.osha.gov/SLTC/hazardoustoxicsubstances/index.html

OSHA Hazardous Waste
http://www.osha.gov/SLTC/hazardouswaste/index.html

OSHA/NIOSH/DOE Chemical Guidelines
http://www.osha.gov/SLTC/healthguidelines/index.html

Appendix E – Safety Credentials and Licenses

CONSTRUCTION

• OSHA 10-hour Construction Outreach Training Program (Never Expires)
• OSHA 30-hour Construction Outreach Training Program (Never Expires)
• OSHA Course 500 Construction Train-the-Trainer Course (Expires after 4 Years)
• Manufacturer Specific Powder Actuated Tool Operator’s License

GENERAL INDUSTRY

• OSHA 10-hour General Industry Outreach Training Program (Never Expires)
• OSHA 30-hour General Industry Outreach Training Program (Never Expires)
• OSHA Course 501 General Industry Train-the-Trainer Course (Expires after 4 Years)

FOOD INDUSTRY

• ServSafe Certificate issued by the National Restaurant Association

Appendix F – Laws and Regulations

 GENERAL LAWS OF MASSACHUSETTS

PART I.
ADMINISTRATION OF THE GOVERNMENT.

TITLE XII.
EDUCATION.

Massachusetts General Laws:            

Chapter 71. PUBLIC SCHOOLS.
Chapter 71: Section 55C. Eye protection devices.http://www.malegislature.gov/Laws/GeneralLaws/PartI/TitleXII/Chapter71

Section 55C. Each teacher and pupil of any school, public or private, shall, while attending school classes in industrial art or vocational shops or laboratories in which caustic or explosive chemicals, hot liquids or solids, hot molten metals, or explosives are used or in which welding of any type, repair or servicing of vehicles, heat treatment or tempering of metals, or the milling, sawing, stamping or cutting of solid materials, or any similar dangerous process is taught, exposure to which may be a source of danger to the eyes, wear an industrial quality eye protective device, approved by the department of public health. Each visitor to any such classroom or laboratory shall also be required to wear such protective device.

Massachusetts General Laws:

Chapter 74. VOCATIONAL EDUCATION.
603 CMR 4.00: Vocational Education (Adopted 5/29/03 Effective 9/1/03)http://www.doe.mass.edu/lawsregs/603cmr4.html?section=03

03 Program Approval Criteria
Each school district requesting approval of a vocational technical education program shall demonstrate that the program meets the following approval criteria:

(3) Location (Facilities) and Equipment

(a) Each vocational technical education program shall be conducted in facilities that meet current occupational standards.

(b) Equipment shall meet current occupational standards and be sufficient in quantity and variety to allow students to attain competencies necessary for the occupation and the Certificate of Occupational Proficiency and to enable each student, or student team, to work continuously.

(c) The facilities shall meet all applicable building and safety codes and shall be inspected by building and safety officials per applicable local, state and federal laws and regulations.

(d) The school shall develop and implement a comprehensive safety and health plan to safeguard the safety and health of all students and school personnel. The regulations of the Occupational Safety and Health Act (OSHA) governing work sites shall serve as the minimum standards for safety in the vocational technical education program. The plan should include provisions for safety inspections of all facilities, safety training for all students and staff and the use, storage and disposal of toxic and hazardous materials.

(4) Program of Study and Methods of Instruction

(a) The program of study shall:

10. Include a comprehensive safety and health plan, which includes safety training for all students and staff;

Right to Know Law
The Massachusetts Right to Know (RTK) Law became effective in 1984. Initially the law applied to both the private and public sector in Massachusetts. However, Federal OSHA now regulates the private sector with similar requirements under the Hazard Communication Standard. Therefore, the Right to Know Law only applies to State, county and municipal workplaces in Massachusetts.

The workplace portion of the Mass Right to Know law requires that information on chemical hazards be given to employees by providing them with access to Material Safety Data Sheets (MSDS), by labeling containers of chemicals and by training on chemical hazards and safe work procedures

Who is covered?
All state, municipal and county employees. There are several exemptions including research labs which have obtained an exemption from the Department of Public Health and police stations and armories where ammunition is stored.

What chemicals are covered?
All chemicals which contain 1% or more (2% if an impurity) of one or more ingredients listed on the Mass Substance list are covered by the Right to Know Law. In order to determine this, it is necessary to request a MSDS from the manufacturer and compare the ingredients to the list.

Alternatively, it is the policy of our office that it is acceptable for a municipality, County or State facility to assume that all chemicals which have a MSDS listing any type of hazard are covered by the Right to Know Law. This alternative may be easier and less time consuming and will actually be more protective rather than less protective.

Note products intended for consumer use, office supplies, foodstuffs, gasoline, fuel oils, alcoholic beverages and articles as defined in the law may also be exempt.

When do I need a Material Safety Data Sheet (MSDS)?
A material safety data sheet (MSDS) is a document which provides information on ingredients, hazards and practices needed to work safely with the product. The MSDS is developed by product manufacturer and must be obtained by request if one is not sent with the product. A MSDS must be requested for all chemicals in order to determine which chemicals are covered by the law. Employers must file MSDS's in an organized manner at a central location in the workplace such that the employer can easily find the MSDS if an employee requests one.

What are labeling requirements?
Covered substances in containers more than 1 gallon or five pounds, must be labeled in accordance with the regulations. The labels must include the chemical names of all substances listed on the Mass Substance List if they are present in the container at quantities greater than 1% (2% if impurity). Containers of chemicals listed in NFPA Code 49 in containers greater than 5 gallons or 30 pounds must also be labeled with the proper NFPA label.

Alternatively, it is the policy of our office that containers which are labeled in accordance with the OSHA Hazard Communication Standard will also be considered to meet the intent of the Mass Right to Know Law. Under Hazard Communication, containers must be labeled with the name of the product and the health hazard warnings (such as flammable or corrosive). Note that most manufacturers label containers in accordance with the Hazard Communication Standard since this is a Federal regulation and applies to all private sector workplaces in the country.

What are the training requirements?
Employees who are exposed to chemical hazards must be trained annually. The initial training for new employees must be done within 30 days of employment. A record including a description of the training given, the date of the training and the names of both the instructor and employees who attended the training must be kept for the duration of the employment.

The training must include a summary of the employees’ rights under the law. It also must include information on how to read a MSDS. Finally the most critical aspect of the training is informing the employees of the specific hazards and safe work practices for preventing these hazards.

Are there posting requirements?
A Right to Know Workplace notice must be posted in a central location at all workplaces which are covered by the RTK Law.

What rights to employees have?
Employees have rights under the law which includes the employee's right to request a copy of a MSDS and in certain circumstances the right to refuse to work if a MSDS is not provided. More detailed information on employees’ rights is given on the required workplace notice and in the law and regulations.

Law and regulation references:
The Right to Know Law -MGL 111F

MGL 111F required three agencies to publish regulations, Department of Labor and Industries (now the Department of Labor Standards), Department of Public Health and the Department of Environmental Quality Engineering (now the Department of Environmental Protection). The regulations promulgated and a brief summary of each is as follows:

• Department of Labor Standards - Workplace Regulation - (454 CMR 21.00)
• Department of Public Health - Mass Substance List and Lab exemptions - (105 CMR 670.000)
• Department of Environmental Protection - Community Right to Know - (310 CMR 33.00)

Massachusetts General Laws:

Chapter 265. RECKLESS ENDANGERNMENT TO CHILDREN
Section 13L (Approved On 9/12/02 – Massachusetts Acts of 2002: Chapter 322)

The 182nd General Court of The Commonwealth of Massachusetts Acts of 2002 Chapter 322 http://www.state.ma.us/legis/laws/seslaw02/sl020322.htm

AN ACT ESTABLISHING THE CRIME OF RECKLESS ENDANGERMENT TO CHILDREN.

Be it enacted by the Senate and House of Representatives in General Court assembled, and by the authority of the same, as follows:

SECTION 1.
The general court finds that the majority of state criminal codes and the model penal code include reckless endangerment offenses. These crimes punish reckless conduct that creates a risk of, but do not necessarily result in, serious physical injury. These crimes do not punish a particular injury or outcome, but seek to prevent and penalize the risk that is created. While examples of offenses from states that have adopted reckless endangerment statutes often involve physical acts, such offenses include conduct that does not involve the performance of a physical act. Several states limit the statutes' application to creating a risk of serious physical injury to children.

The general court further finds that there are growing numbers of complaints concerning the sexual abuse of minors by non-custodial adults who have been recklessly placed or retained in positions of trust and authority. The general court recognizes that reckless behavior may serve as the basis for criminal liability for certain crimes committed in the commonwealth. The general court hereby finds that there is a significant public interest and urgent necessity to protect children from physical and sexual abuse by penalizing reckless behavior that creates a risk of serious physical injury or sexual abuse to a child. It is the intention of the general court to penalize reckless behavior, including the failure to act where civil or criminal law has imposed a duty on persons to act in a certain manner, which results in a risk of serious physical injury or sexual abuse to a child.

SECTION 2.
Chapter 265 of the General Laws is hereby amended by inserting after section 13K the following section:-Section 13L. For the purposes of this section, the following words shall have the following meanings:-"Child", any person under 18 years of age.

"Serious bodily injury", bodily injury which results in a permanent disfigurement, protracted loss or impairment of a bodily function, limb or organ, or substantial risk of death.

"Sexual abuse", an indecent assault and battery on a child under 14 under section 13B of chapter 265; indecent assault and battery on a person age 14 or over under section 13H of said chapter 265; rape under section 22 of said chapter 265; rape of a child under 16 with force under section 22A of said chapter 265; rape and abuse of a child under section 23 of said chapter 265; assault with intent to commit rape under section 24 of said chapter 265; and assault of a child with intent to commit rape under section 24B of said chapter 265.

Whoever wantonly or recklessly engages in conduct that creates a substantial risk of serious bodily injury or sexual abuse to a child or wantonly or recklessly fails to take reasonable steps to alleviate such risk where there is a duty to act shall be punished by imprisonment in the house of correction for not more than 2> years.

For the purposes of this section, such wanton or reckless behavior occurs when a person is aware of and consciously disregards a substantial and unjustifiable risk that his acts or omissions where there is a duty to act, would result in serious bodily injury or sexual abuse to a child. The risk must be of such nature and degree that disregard of the risk constitutes a gross deviation from the standard of conduct that a reasonable person would observe in the situation.

Approved September 12, 2002.

Appendix G – Forms and Posters

1.       Massachusetts Right To Know Poster
http://www.state.ma.us/dos/Forms/RTK-Post.pdf

2.        McCann Technical School Accident Report Form
\\Inst_data\bulletinbd\Vocational Info\Safety

 

Media Services

The purpose of the media plan is to ensure that each academic and vocational program is supported by the most appropriate level of resource. Media services today are most often served by electronic devices, software and internet sources. Effective use of technology is essential for all McCann students. This knowledge improves student learning, increased achievement and prepares them for employment in the modern workplace. The scope of our services will ensure that all media and equipment are up to date, available, maintained and support all educational programs. The current software inventory exceeds $100,000.00 and is essential to providing excellence.

The Westall Media Center provides flexible, open access to archived, current, and new resource inventory to meet the learning needs of all students. These resources include: reference books, periodicals, professional and technical, and audio-visual materials. The media program also provides 21^st century technology, and online materials providing access to resources within the library media center and outside the school facility. The media center is equipped with an array of technology that is available for student use. Computer desktops, laptops, tablets, Chromebooks, laser imaging, printers and presentation technology. Instruction of use and operation of these technologies occurs over the course of the school calendar year.  The Media Center is staffed by a licensed media specialist responsible for all instructional and supervisory actions.

All programs and classrooms are equipped with digital audio/visual technology, including Smartboards, to enhance the delivery of materials to the student. Electronic wireless connectivity to the internet is accomplished through a school wide wireless network. Access to this network is available on mobile devices that are available in academic classrooms, vocational areas and the media center. All departments are responsible for the requisition and updating of specific software systems and platforms.

The Library Media Specialist provides instruction and orientation on the use of media materials which encompasses: existing and emerging technology access, evaluation, and distribution of information collection and evaluation, acquisition, and utilization of the library media collection and its services to all faculty and students during the Fall semester and upon request during the school year.

The inventory of educational software, not maintained in the media center, is the responsibility of each academic or vocational instructor. Academic instructors make recommendations to the principal and vocational instructors to the superintendent. Instructors review annually or when new versions become available, and inform the appropriate administrator for purchase. All software installation will be accomplished through the IT department to ensure compatibility, license requirements and cybersecurity.

The library media specialist is responsible to maintain software, equipment and services in the media center.

An annual budgetary review and evaluation is completed each year to look to see where improvement or modification of media services can be made to improve the overall advancement of the media center. The student exit surveys include comments on the adequacy of media support and services and faculty meet regularly with the Library Media Specialist for required updates.

NORTHERN BERKSHIRE VOCATIONAL REGIONAL SCHOOL DISTRICT
McCANN TECHNICAL SCHOOL
MEDICAL EMERGENCY RESPONSE PLAN

The Northern Berkshire Vocational Regional School District (McCann Technical School) is committed to providing a safe environment, maintaining the facility and grounds to minimize accidents and to provide for a well-trained staff competent to execute our Emergency Medical Response Plan. This plan incorporates the “Code 1000” emergency notification system, our concussion policy, training in CPR, and the AED use procedures policy.

CODE 1000

(1)   McCann Technical School has established a rapid communication system linking all parts of the building with a phone in every room and shop area. Our outdoor facilities and practice fields which are close to our main building are linked to the system by cell phones. Emergency protocols have been established including Code 1000, our Concussion policy, and our AED policy. Members of our faculty and coaches are CPR/AED certified and an EMT is on site at all major athletic events.

(2)   A quick-reference guide to the Code 1000 procedures is posted in every room.
Appendix (A)

(3)   The detailed steps of a Code 1000 are as follows:

In the event of a medical emergency within the building during the school day:

• Call operator at extension 107 or 106 and state the location and nature of the emergency.
• Code 1000 announcement will be made throughout the building.
• Code 1000 team will respond to the site and determine if EMS should be contacted.
• If EMS is required dial 9 then 911, state location and nature of emergency.

In the event of a medical emergency at an off campus site:

• Call EMS, 911, state location and nature of emergency.
• Call operator at (413) 663-5383 ext. 106/107 to report incident.
• Remain on site until principal arrives.
• Principal will ensure parents are notified.
• Principal will conduct after action review.

In the event of a medical emergency at an athletic practice or competition where an EMT is not present:

• Call EMS, 911, state location and nature of emergency.
• Call operator at (413) 663-5383 ext. 106/107 to report incident.
• Remain on site until principal arrives.
• Principal will ensure parents are notified.
• Principal will conduct after action review.

In the event of a medical emergency in the evening or non-school times:

• Call EMS, 911, state location and nature of emergency
• Call principal cell 413-822-2579 to report incident.
• Remain on site until principal arrives.
• Principal will notify next of kin of incident
• Principal will conduct after action review.

CONCUSSION POLICY

Purpose
This policy provides for the implementation of MA 105 CMR 201.000, Head Injuries and Concussions in Extracurricular Athletic Activities. The policy applies to all public middle and high school students who participate in any extracurricular athletic activity. This policy provides the procedures and protocols for McCann Technical School in the management of and prevention of sports-related head injuries within the district. Review and revision of this policy is required every two years.

Pre-participation Requirements and Training
Concussion training is a pre-participation requirement for all students and must be completed prior to practice or competition. The following persons shall annually complete one of the head injury safety training programs approved by McCann Technical School.

• Coaches
• Volunteers
• School and team physicians
• School nurse
• Athletic director
• Parents of a student who participates in an extracurricular athletic activity
• Students who participate in an extracurricular athletic activity

This requirement may be met by:

• completing an approved online program listed on the website and pre-participation questionnaire, and providing a certificate of completion to the athletic director,
• signing an acknowledgement that they have read and understand written materials provided to them by the athletic director, or
• attending a McCann Technical School sponsored training session and signing the attendance roster.

The athletic director will keep all certificates, signed acknowledgements and training session rosters for three years.

The training must be repeated every subsequent year.

Additionally, students who plan to participate in extracurricular athletic activities and their parents must complete and sign the Pre-participation Head Injury/Concussion Reporting Form prior to each season of participation. The questionnaire will be distributed through the athletic department and may also be obtained in the health office. The questionnaire will be reviewed by the school nurse prior to athletic participation. The school nurse will provide appropriate follow-up when necessary. Annually, students are also required to provide a physical exam to the school nurses’ office. No student shall be medically cleared for extracurricular athletic activities until the school nurse has reviewed both the questionnaire and physical exam. The school nurse shall consult with the school physician as necessary regarding a student’s medical history and or eligibility.

McCann may use a student’s history of head injury or concussion as a factor to determine whether to allow the student to participate in an extracurricular athletic activity or whether to allow such participation under specific conditions or modifications.

Additional parental requirement:
If a student sustains a head injury or concussion during the season, but not while participating in an extracurricular athletic activity, the parent shall complete the Report of Head Injury Form and submit same to the school nurse.

Exclusion from Play

• Any student, who during a practice or competition, sustains a head injury or suspected concussion, or exhibits signs and symptoms of a concussion or loses consciousness, even briefly, shall be removed from the practice or competition immediately and may not return to the practice or competition that day.
• The student shall not return to practice or competition unless and until the student provides medical clearance. The coach or athletic trainer shall provide the necessary forms for the student to take to their medical provider.
• The coach shall communicate the nature of the injury directly to the parent in person or by phone promptly after the practice or competition in which a student has been removed from play due to a head injury, suspected concussion signs and symptoms of a concussion, or loss of consciousness.
• The coach or his or her designee shall communicate, by the end of the next business day, with the athletic director and school nurse that the student has been removed from practice or competition for a head injury, suspected concussion, signs and symptoms of a concussion, or loss of consciousness.

Return to Play
The Return to Play plan shall include the academic recovery plan recommendations from the physician and the return to play protocol of the school nurse.

Students must be symptom free and medically cleared in order to return to play. The following individuals may authorize a return to play:

• A duly licensed physician,
• A duly licensed certified athletic trainer in consultation with a licensed physician;
• A duly licensed nurse practitioner in consultation with a licensed physician, or
• A duly licensed neuropsychologist in coordination with the physician managing the student’s recovery.

Final return to play requires the approval of the school nurse.

Athletic Director Responsibilities
The Athletic Director participates in the biannual review and revision of the policy.

The Athletic Director completes an annual training.

The Athletic Director shall:

• Ensure the training of coaches, staff, parents, volunteers and students;
• Maintain certificates of completion, attendance rosters, and signed affidavits;
• Ensure that the medically cleared list is provided to all coaches, assistants, and volunteers and that no student participates without this clearance;
• Ensure the Pre-Participation Head Injury/Concussion Reporting and Report of Head Injury Form are completed by parents or coaches and reviewed by the school nurse;
• Ensure that athletes are prohibited from engaging in any unreasonably dangerous athletic technique that endangers the health or safety of an athlete, including using a helmet or any other sports equipment as a weapon;
• Maintain records of annual trainings, completions, affidavits, and/or attendance rosters for three years.
• Communicate with the coaches regarding player progress and notify the coaches when medical clearance is received.
• Report annual statistics to the Department of Public Health.
  • The total number of Head Injury Reports received from both coaches and parents;
  • The total number of students who incur head injuries and suspected concussions when engaged in any extracurricular athletic activities.

Coach Responsibilities
The coach completes the annual training and provides the athletic director with a certificate of completion.

The coach reviews the pre-participation information provided by the school nurse regarding a student’s history and/or risk of head injury.

The coach shall:

• Identify athletes with head injuries or suspected concussions that occur in practice or competition and remove them from play.
• Complete the Report of Head Injury Form upon identification of a student with a head injury or suspected concussion that occurs during practice or competition;
• Promptly notify parent of any student removed from practice or competition and provide same notification in writing or electronically by the end of the next business day;
• Promptly notify the athletic director and school nurse of any student removed from practice or competition;
• Teach techniques aimed at minimizing sports-related head injury;
• Discourage and prohibit athletes from engaging in any unreasonably dangerous athletic technique that endangers the health or safety of an athlete, including using a helmet or any other sports equipment as a weapon.
• Once a player is cleared to return to play, the coach is responsible for following a graduated return-to-play protocol.

School Nurse Responsibilities

The school nurses complete the annual training.

The school nurses participate in the biannual review and revision of the policy.

The school nurse shall:

• Review all pre-participation questionnaires;
• Review all annual physical exams;
• Review all Report of Head Injury reports;
• Maintain all questionnaires, physical exams, Report of Head Injury forms and any other pertinent medical information in the student health record.
• Share on a need to know basis any head injury information regarding a student that may impact their ability to participate in extracurricular athletic activities or places a student at greater risk for repeated head injuries;
• Participate in the reentry planning for students to discuss any necessary accommodations or modifications with respect to academics, course requirements, homework, testing scheduling and other aspects of school activities consistent with a graduated reentry plan for return to full academic and extracurricular athletic activities after a head injury and revising the health care plan as needed;
• Monitor recuperating students with head injuries as needed and collaborate with guidance counselors to ensure that the graduated reentry plan is being communicated.
• Provide ongoing educational materials on head injury and concussion to teachers, staff and students.

Record Maintenance
McCann Technical School shall maintain the following record for three years:

• Verifications of completion of annual trainings;
• Pre-participation Questionnaires;
• Annual physical exams;
• Head Injury Reports;
• Concussion Return to Play Protocols for injured students;

These records will be made available to the Department of Public Health and DESE upon request or in connection with any inspection or program review.

AUTOMATED EXTERNAL DEFIBRILLATOR (AED) USE/CPR TRAINING

This policy is designed to direct trained responders in the district to deliver early defibrillation to victims of sudden cardiac arrest. Use of an automated external defibrillator (AED) is intended to maximize the chance of survival based upon steps taken during the critical minutes before the emergency service providers arrive and assume responsibility for care of the patient. Each year approximately 250,000 people die from sudden cardiac arrest. The chance of survival decreases an estimated 10% each minute with defibrillation even when prompt bystander cardiopulmonary resuscitation is initiated. All AED responders are required to have current documentation of successful completion of a course in basic life support that includes cardiopulmonary resuscitation (CPR) and the use of AEDs according to standards and guidelines of the American Heart Association or an equivalent program as offered by the American Red Cross. Employees will be offered the opportunity to receive training. Employees will only be held to the standards of “Good Samaritan” status and shall only be expected to use an AED if they have successfully completed the CPR/AED training and feel confident using the device. Maintenance and status checks will be conducted according to the requirements of the AED manufacturer’s operating instruction manual for detailed maintenance information and instruction. Documentation of maintenance and status checks will be maintained in the nurse’s office for a period of two years.

1. McCann Technical School is located in close proximity to all emergency medical services. We are serviced by a 911 emergency system. Our police station is 5 minutes away or 2.93 miles from our campus, an Emergency Room and ambulance service is 7 minutes away or 3.42 miles, and the hospital is 29 minutes away or 17.78 miles. Our fire department is not a volunteer fire department and is 5 minutes away or 2.93 miles.
    
2. McCann has a list of contacts and telephone numbers to be called in case of any medical emergency, including names of experts to help with post-event support.

Medical Emergency Contact List
Name	Title	Phone Extension	Phone Number
James Brosnan	Superintendent	101	413-822-2580
Justin Kratz	Principal	104	413-822-2579
Keith Daigneault	Assistant Principal	105	413-822-2581
Kristin Steiner	Director of Student Services	109	413-663-5696
Post–event support
Chad O’Neill	Counselor	113	413-663-2865
Sarah Avery	Counselor	114	413-232-7822
Katie Atutis	Counselor	112	413-281-4602
Dr. Jeremy Sullivan			413-398-5064

3. McCann Technical School works directly with our ambulance service, fire department and police department and all have maps of our campus. In addition, our principal/assistant principal or designee will report to the scene and supply escort to emergency/ambulance personnel if needed.
    
4. Additional safety precautions to prevent injuries are also in place in our building. Eye wash stations are installed in designated shop areas, science laboratories and the kitchen area. All classrooms and shop areas have phones. Fire extinguishers are available throughout the building. Appropriate electrical shut offs have been installed on equipment in shop areas and the kitchen. All students in shop areas have OSHA and safety training at the beginning of each school year for their respective shop area.
    
5. McCann Technical School provides training in cardiopulmonary resuscitation, first aid and AED use for teachers, athletic coaches, students, and other school staff annually. Our school nurse is a certified instructor. The school has six portable automated external defibrillators. One is located in the nurse’s office another is located on the cafeteria wall near the south entrance to the gymnasium and additional AED’s are carried on all athletic or activity bus rides. The CPR training provided by the school nurse also includes training in the use of the AED.

Heartsaver CPR/AED certification

CPR/AED certification classes (certification valid for 2 years):

Instructor: Meghan Kaiser (March 2022 – March 2024)

During FY21 and FY22 all teachers, support staff and coaches were trained in CPR/AED. Our school nurse is instructor certified and schedules ongoing classes to ensure that the CPR/AED certifications of staff are kept up to date. We will continue to offer recertification classes during FY23 and FY24 and ensure that all new personnel are trained and certified. All staff were also trained in emergency first aid.

APPENDIX A

P L E A S E     P O S T

EMERGENCY CODE PROCEDURE
(REQUIRING POSSIBLE MEDICAL ATTENTION)

In the event of an *EMERGENCY involving an employee or student, call the operator at extension “107” and say, “CODE 1000” AND INDICATE THE EXACT LOCATION OF THE PROBLEM. Room number or area of school is all that is necessary. The operator will then relay the exact same message over the public address system.

Once the emergency code is announced, all nurses in the building, along with designated faculty members proficient in CPR or with first responder skills, will respond.

Please remember, immediately alert the operator by stating CODE 1000 AND THE ROOM NUMBER OR AREA OF THE BUILDING … NOTHING MORE.

*EMERGENCIES:	LOSS OF CONSCIOUSNESS
	LARGE AMOUNT OF BLOOD LOSS
	IMPALED OBJECT
	BURNS OF THE FACIAL AREA
	AMPUTATION
	AIRWAY OBSTRUCTION (CHOKING)
	ABSENCE OF PULSE
	BLOWS (HEAD, CHEST,  ABDOMEN)

  

                                     

                                     

                                     

                                     

                                     

                                     

                                     

 

 

NOTE: Should there be an emergency outside of normal school hours, you will need to call 911. On our phone system you need to first access an outside line. All shop areas, the teachers’ rooms, and the gym phones have outside lines. To get emergency aid you need to press 9 then 911.

This plan will serve as a guide to facilitate both the operational management of the buildings, grounds, vehicles and systems, and the planning process for both renovation projects and equipment replacement and upgrades and is reviewed annually by the maintenance supervisor and superintendent encompassing suggestions received from students and staff. The maintenance supervisor is responsible for the 24/7, 365, operational maintenance, security and custodial services for the school and reports directly to the superintendent. The supervisor will assign personnel, determine actions required, and equipment and supplies necessary to accomplish all tasks. The plan is routinely and regularly updated to reflect changes in requirements. The capital improvement recommendations provided to the school committee for approval encompass facility and equipment needs determined by all constituencies and in recognition of the health and safety of personnel and the demands for equipment and technology improvements to produce sound educational outcomes. The maintenance supervisor and superintendent review all aspects of facility repair, service and renovation and provide recommendations for funding and a timeline for school committee action.

1.  Operational Maintenance and Custodial Services
   The maintenance supervisor is responsible to:

• Determine the custodial assignments and assigned tasks and will update as required.
• Ensure that sufficient cleaning and consumable supplies are on hand to complete assignments.
• Ensure that assigned staff is familiar with their responsibilities and requirements.
• Coordinate with contract service providers where appropriate…lawn mowing, rubbish removal, etc.
• Communicate directly with all instructional and support staff regarding individual requirements.
• Respond to emergency custodial or maintenance situations.

2.  Mechanical Systems

• Schedule all user and contract service for HVAC, heating, air handling, generator, fire safety, and related sub-system inspection and maintenance in compliance with local, state and federal requirements.
• Maintain records of services completed and provide recommendations for additional action.
• Coordinate vehicular and equipment maintenance on all property including operational licensure if required.
• Ensure all inspectional services are scheduled and completed in accordance with requirements.
• Ensure all safety and security systems are operational including locks, fire alarm, etc.
• Ensure all applicable local, state and federal requirements are complied with regarding occupancy and safety.
• Schedule all governmental agency inspections and submit reports as required.

3.  Facility Repair

• Schedule user or contract service repair/replacement of building furnishings, doors, windows, lights, etc.
• Schedule grounds and athletic field maintenance and user preparation.
• Develop recommendations and timeline for building repairs and upgrades.
• Perform user maintenance and repair within capabilities.

4.  Facility Improvement Schedule
   The school maintains a facility improvement schedule that is developed by the superintendent base upon faculty and staff recommendations. Instructors provide recommendations for renovation or area re-alignment to the superintendent who is responsible to coordinate all design, construction or rehabilitation services. The facility projects list is updated periodically throughout the year to record completion and expenditures on all activities.

See Appendix A – Facility Projects

POSTSECONDARY OUTCOMES FOLLOW-UP PLAN

The following plan consists of procedures used to ensure that program outcomes follow-up is systemic and continuous.  This plan is reviewed annually by faculty and administration.

Responsibility
Each program director is responsible for the coordination of follow-up activities for their specific program.

Collection of Completion Data
Graduate surveys must be sent out to graduates of each program three months following graduation and then, at a minimum, once annually. The survey should include queries regarding current employment and/or continuing education. A copy of each graduation certificate is kept in the postsecondary office in locked, fireproof cabinets.

Collection of Placement Data
Although McCann Technical School does not guarantee job placement, it is our goal to place students in areas of employment. Placement information should be completed, if applicable, prior to graduation or on graduate surveys.

Collection of Licensure Exam Pass Rates Data
Examination results should be received by the respective program director.  If results are not sent directly to the program director, the license is available on the mass.gov website for verification. A summary of the results are made available to administration and faculty members on an annual basis. If benchmarks are not met, a corrective action plan must be executed.

All data collected must be sent to the postsecondary secretary for placement in the COE annual report and the DESE Chapter 74 report.

Graduate and Employer Information
Program surveys must be completed by students on the last day of classes. These surveys must include evaluation on courses, texts, learning resources, and instructor satisfaction. These evaluations are used to improve the quality of the curriculum and delivery systems of education. 
Employer surveys are sent on an annual basis to those who have employed a graduate of the individual program. This survey is designed to assist faculty in determining the program strengths and weaknesses and improve the quality of program outcomes. 

Technology Mission and Vision

The McCann Technical School community believes that effective use of technology is essential for all students to improve student learning, increase achievement, prepare students for employment in the modern workplace and for staff to effectively manage school operations.

Educators need to integrate technology into their curriculum to ensure that students are able to research, use, manage, evaluate and communicate effectively through the technology medium.  The application of technology is the key to effective learning and achievement, development of critical thinking skills, and the ethical application of access and use of information.  It is essential therefore that teachers consistently plan, implement and assess technology instructional methods for all disciplines.  The district must also incorporate technology into its fiscal and educational data, human resources, energy, and communications management. 

Technology Goals

The Technology Committee recognizes its role in establishing goals that coincide with the mission, vision and educational philosophy of McCann Technical School. As a means to this end we put forth the following goals:

GOAL 1: Upgrade existing computer operating systems and software
District Action Strategy/School Goals	Person(s) with Primary Responsibility	Completion Date	Steps to be taken/Resources needed	Proof of Completion
1.1 Upgrade existing Windows 7 computers to Windows 10	IT Superintendent	Fall 2022	Purchase hardware and software	All existing computers running Windows 10 operating system
1.2 Convert older laptops to ‘Chromebook’ functionality or replace	IT Superintendent	Fall 2022	Replace hard drives with new solid state drives Remove Windows OS and install Linux operating system Install Google Chrome web browser Connect to printers Order replacement laptops	Old laptops are functional Chromebooks and new system added
1.3  Upgrade from Microsoft Office 2010 to Office 365	IT Superintendent	Fall 2022	Determine which computers require Microsoft Office Research Office 365 subscription requirements Upgrade computers as needed	Software installed
1.4  Inventory and assess system	IT Superintendent	Annual	Recommend replacement systems and software upgrades	Systems complete

 

GOAL 2: Increase learning opportunities through the Distance Learning Center
District Action Strategy/School Goals	Person(s) with Primary Responsibility	Completion Date	Steps to be taken/Resources needed	Proof of Completion
2.1  Identify possible curriculum links	Selected instructors Principal	Spring 2023	Look for museums, universities, companies, scientists to connect with Incorporate connections into existing courses	List of connections that can be incorporated into curriculum by staff
2.2  Expand connections to business and industry partners	Selected instructors Principal	Fall 2023	Contact business partners	Increased connectability

 

Goal 3: Implement a Digital Citizenship curriculum for all high school students
District Action Strategy/School Goals	Person(s) with Primary Responsibility	Completion Date	Steps to be taken/Resources needed	Proof of Completion
3.1 Incorporate Digital Citizenship curriculum into CTE courses	Selected instructors Principal	Fall 2023	Identify ISTE and MA Digital Literacy standards to address Incorporate lessons into CTE curriculum Include AUP	Updated CTE curriculum map
3.2 Implement training for teacher supervision and student use of computers	Selected instructors Principal	Spring 2023	Provide teacher workshop Create video of best practices? Incorporate lessons in CTE curriculum	Workshop completed, student lessons created

 

GOAL 4: Continue to offer professional development to staff on best practices in technology integration
District Action Strategy/School Goals	Person(s) with Primary Responsibility	Completion Date	Steps to be taken/Resources needed	Proof of Completion
4.1 Provide a series of workshops for staff to improve upon technology integration	Selected instructors Principal	Fall 2021   Spring 2023	Create and distribute a survey to the staff to determine training needs/topics Create a schedule of PD training sessions throughout school year Identify trainers for given topics	Training schedule identified

 

GOAL 5: Evaluate and develop students’ basic computer skills
District Action Strategy/School Goals	Person(s) with Primary Responsibility	Completion Date	Steps to be taken/Resources needed	Proof of Completion
5.1 Create a computer skills proficiency test for students	Selected instructors Principal	Fall 2023	Determine skills that students need Create an assessment to determine proficiency	Skills test is available to students
5.2 Incorporate basic computer skills into the curriculum	Selected instructors Principal	Spring 20241	Create lessons on topics such as keyboard shortcuts (highlight, copy, paste, etc.), file management (naming, folders, sharing, converting Google/Microsoft Office) Determine course for curriculum integration	Updated curriculum maps