Career and Technical Education Work Ethics Policy: STUDENTS

1. Career and Technical Education Work Ethics Policy: STUDENTS

2. LEAD BY EXAMPLE!

3. Career and Technical Education Work Ethics Policy: TEACHERS

4. The current economic climate has enabled business and industry leaders to hold their future employees to higher standards of accountability. Being more accountable for one’s action or inaction may make an individual think twice before taking more days off work or being late to work again.

5. By the same token, good student attendance and promptness may translate to improved performance of students desiring to obtain or maintainemployment status, and allow them to obtain/continue their desired standard of living.

6. It is more likely thata student who is ATSCHOOL and ONTIME to class EVERY day will exhibit improvements in his/her overall performance in coursework, projects, attitudes and outcomes. • Holding teachers to the same standards will show students that they are willing to take the lead and bolster the work ethics paradigm.

7. HOW IMPORTANT IS THIS WORK ETHIC TRAINING? 30% of a student’s grade will be based on work ethics! A key component of Career and Technical Education (CTE) programs, in the Saint Louis Public Schools, is the development of positive work ethics which incorporate desirable workplace qualities.

8. 2/3 of that 30% will be based on the following:

9. Accepting Responsibility for his/her own actions • Appropriate interpersonal relationships • Daily class participation • Following appropriate safety procedures • Following directions • Honesty • Proper attitudes, such as showing respect and being polite • Proper dress as determined by program • Taking responsibility • Willingness to learn • Meeting Deadlines • Team Player • Offensive Language

10. Each day a student is absent or tardy, a parent /guardian must call the school or, the student may bring a note to his/her CTE program teacher on the first day back. Failure to report an absence or tardy within 2 days will result in the absence or tardy being unexcused.

11. The other 1/3of that 30%will be based on attendance and punctuality since excellent attendance and punctuality are crucial for student success in CTE programs and even more so in the workplace.

12. RECAP: • 30% of a student’s grade will be based on “Work Ethics”. • 2/3 of that 30% is to be determined by: • Accountability for wrong action • Appropriate interpersonal relationships • Daily class participation • Following appropriate safety procedures • Following directions • Honesty • Proper attitudes, such as showing respect and being polite • Proper dress as determined by program • Taking responsibility • Willingness to learn • 1/3 of that 30% is to be determined by: • Attendance • Punctuality

13. The following policy will be implemented on a per semester basis.

15. Examples: If a student has 1 unexcused absence and 2 unexcused tardies in the 1st quarter she/he may only have 1 unexcused absence and 1 unexcused tardy in the 2nd quarter to avoid a 3% cut in his/her semester grade. This penalty is a semester penalty imposed because all unexcused absences and tardies are considered cumulative!

16. THE CUMULATIVE EFFECT John has 4 unexcused absences and 8 unexcused tardies in the 1st quarter. In the 2nd quarter, John has 3 unexcused absences but has 6 unexcused tardies.

17. However, as tardiness and absenteeism is cumulative John is penalized for the 7 unexcused absences and 10 unexcused tardies for the semester on his final semester grade. EXAMPLE: Semester: 400 possible points -26 penalty points 1st quarter -22 penalty points 2nd quarter - 60 accumulated semester penalty Poor Johnny started with an A and now has lost 108 points because of unexcused absences and tardiness!

18. Final point total for semester: 292* • Final semester grade: C • *does not reflect points lost on quizzes, tests, projects, etc.

19. In the scenario above, John could only make up 54 points through extra credit. Conceivably, John could end up with a B for the semester. HOWEVER, you must remind students that: employers DO NOT give extra credit.

20. Because of John’s unwillingness to be at school every day and be on time to class, he has gone from an A at the beginning of the year, to a C for a semester grade based solely on his attendance. Quiz, test, project, and/or lab scores will further reduce total points! Although John might have received B’s in both quarters, his final semester grade MUST reflect the cumulative damage of poor attendance and tardiness. The workplace demands that workers be AT WORK every day they are scheduled and to be ONTIME every day they work.

21. Extra credit work may be used for making up points. • However, make up work must not be worth more than ½ the lost total points.

22. These penalties are designed to teach the importance of attendance and punctuality in the workplace and are solely intended for that purpose, not punitive.

23. Penalties will not be assessed for legitimate absences or tardiness beyond student’s control, UNLESS they exceed 10 days in a semester. (Not including inclement weather days or holidays). The penalty shall be 1% of grade per day starting the 11th day.

24. An employer’s list of demands • includes these basic workplace skills which are greatly lacking in today’s workforce population.

25. PLEASE TRY TO INSTILL THESE BASIC WORKPLACE REQUIREMENTS IN YOUR STUDENTS! Youcan make a difference in whether they will become better students and better employees or fail at being either. Thank you!