ILCTE_Safety_Survey_Data_Findings_and_Resources

ILCTE Safety Survey Data Findings and Resources January 2021

Illinois Career and Technical Education Innovative Curriculum Resources Project (ILCTE) Illinois State University Department of Technology 215 Turner Hall Normal, IL 61790-5100 309-438-7862 www.ilcte.org

CTE Student Safety During Remote/Online Learning As part of the objectives during the 2020-2021 school year (Fiscal Year 2021), the ILCTE Innovative Curriculum Resources Project developed the following objective: “Develop resources and approaches for teachers (to use with students) to safely and effectively do hands-on projects remotely.” Further, ILCTE would develop resources and examples that teachers could use to have their students safely conduct hands-on activities in a remote/online setting. To accomplish this objective, the ILCTE team developed a survey to gain input from Illinois CTE teachers in regard to safety in the classroom, specifically looking at safety with hands-on projects completed remotely. The survey began with the following statement: e Illinois Career and Technical Education In ovative Curriculum Resources Project (ILCTE) would like to gather data on how you accomplish safety in your CTE program, so best practices can be shared state-wide with other CTE teachers. We would like to ask you to please spend some time reflecting on classroom safety by answering the questions in this survey. The findings will be beneficial for all CTE teachers. As you review the following items, please think about your methods and share some of your techniques for safety. The survey was distributed to the ILCTE listserv, assistance from the Illinois CTE Education for Employment Directors that were asked to disseminate the survey link to their CTE teachers, and through social media outlets. The survey period was October 6, 2020-November 13, 2020. Below are the survey findings: Teachers completing this survey instrument were asked to indicate their primary CTE Content Area (N=110). • Agriculture, Food, and Natural Resources 5/110 (4%) • Arts and Communications 7/110 (6%) • Finance and Business Services 23/110 (20%) • Health Sciences Technology 5/110 (4%) • Human and Public Services 30/110 (27%) • Information Technology 12/110 (10%) • Manufacturing, Engineering, Technology, and Trades 28/110 (25%) • Other CTE Area 5/110 (4%)

Teachers completing this survey instrument were asked to indicate their years of teaching experience (N=110). • 0 Years (first year teacher) 1/110 (less than 1%) • 1-5 Years 11/110 (10%) • 6-10 Years 15/110 (14%) • 11-15 Years 24/110 (22%) • 16-20 Years 18/110 (16%) • Over 20 Years 41/110 (37%) Teachers completing this survey instrument were asked to indicate their gender. The self- reported gender (N=110) was: • Female 64/110 (58%) • Male 40/110 (36%) • No Response 7/110 (6%) Teachers com leting this survey instrument were asked to indicate their race. The self- reported race (N-110) was: • White 97/110 (88%) • Black or African American 4/110 (4%) • Asian Indian 1/110 (less than 1%) • American Indian or Alaskan Native 1/110 (less than 1%) • No Response 7/110 (6%) Teachers completing this survey instrument were asked to indicate if they were from Hispanic, Latino, or Spanish Origin. The self-reported ethnic origin (N=110) was: • Yes, 10/110 (9%) • No, 90/110 (82%) • No Response 10/110 (9%) Teachers completing this survey instrument were asked to indicate how instruction/learning is occurring (mode of teaching) at their school since the start of the 2020-2021 school year?

• Hybrid 51/110 (46%) • Remote 42/110 (38%) • In-Person 10/110 (9%) • Remote and In-Person 4/110 (4%) • Remote, In-Person, and Hybrid 3/110 (3%)

Teachers c mpleting this survey instrument were asked during this school year or in past school years, have you experienced a safety issue where a student was injured or became ill? How did you handle the situation? • 89/110 (81%) of the teachers have not had a safety issue with students • 21/110 (19%) of teachers reported some type of safety issue. The most common safety issues and how teachers handled the situation were: • Minor injuries that did not require any follow-up • Minor injuries where follow-up was completed with the student and guardian • Coronavirus-related safety protocols that needed to be reinforced with students

• Teachers overwhelming noted that they followed school-based protocols when dealing with injuries Teachers completing this survey instrument were asked during this school year or in past school years, what methods they implemented to verify or assess whether students comprehended safety measures? This was an open-ended question. The most common responses are listed below. • Making sure students follow Coronavirus procedures • Teacher and students demonstrate safety procedures • Teacher and students practice safety procedures • Open dialogue between teacher and students • Signed parent acknowledgement of risks and expected student behavior • Safety tests • Clear expectations • Posting of safety rules in the classroom/laboratory • Visual aids posted in the classroom/laboratory Teachers completing this survey instru ent were asked if their school or school district added any additional safety procedures this year? This was an open-ended question. • All responses centered on following school, community, regional, and state-wide Coronavirus guidelines for student, staff, and faculty safety. Teachers completing this survey instrument were asked how they are teaching safety procedures for laboratory classes for in-person learning? This was an open-ended question. The most common responses were: • Teaching safety just like they have in the past; no changes • Teacher demonstrations to students • Using supplementary online safety videos • Having students practice Teachers completing this survey instrument were asked how they you teaching safety procedures for laboratory classes during remote/online learning? This was an open-ended question. The most common responses were: • Teachers making sure they go over safety each day • Teachers doing more lectures and showing more videos on safety • Conducting and recording demonstrations Teachers completing this survey instrument were asked given the Coronavirus pandemic, what were the cleaning procedures in the classroom/laboratory between groups of students

for in-person learning? This was an open-ended question. The most common responses were: • Mandated Coronavirus procedures by school district • Following CDC requirements • Rotating students in and out of building • A/B days

Teachers completing this survey instrument were asked if were teaching remotely, what safety features were added to keep the students safe where they are learning? This was an open-ended question. The most common responses were: • They utilized online videos in their remote learning • Teachers demonstrated how to complete a task safely and demonstrated their process through their school-based online platform (e.g., Google Meet, Zoom) • Teachers utilized written safety-based assignments • Teachers also noted that they implemented remote/online class safety protocols, including student verification when joining a class remotely. Teachers completing this survey i strument were asked if they were doing anything to address correct posture and eye strain for students that are on the computer for an extended amount of time? If yes, what are you doing? This was an open-ended question. The most common responses were: • Providing students with frequent breaks during remote/online learning • Informing students that there was no requirement for the computer camera to be on • 85/110 (77%) of the teachers have not made any changes in their teaching in relation to “screen time”; 60 of 85 noted that they did not think about taking action to reduce computer strain, but now will. Online Resources for CTE Teachers International Technology and Engineering Educators Association: Safety resources and tests. 3D Printer, Band Saw, Belt/Disc Sander, CNC Machines, Drill Press, General Lab Safety, Hand and Portable Power Tools, Jointer, Laser Engraver/Cutter, Lasers, Power Miter Box, Planer, Robotics, Scroll Saw, Table Saw, and Wood Lathe. Safety Precautions in STEM Learning During Covid (podcast) f t -Based Articles Ellis, J. D., & Henroid, D. H., Jr. (2005). A study in Iowa. Teaching food safety in secondary FCS classes. Journal of Family and Consumer Sciences , 97 (2), 45–50. Frazier, W. M., & Sterling, D. R. (2005). What should my science classroom rules be and how can I get my students to follow them? Clearing House , 79 (1), 31–35. https://doi.org/10.3200/TCHS.79.1.31-35 Grambril, S. (2016). School farm safety: Avoiding or being the headlines. Agricultural Education Magazine , 88 (5), 20–23. Haynie, W. J. (2009a). Safety and liability in the new technology laboratory. Technology Teacher , 69 (3), 31–36. Haynie, W. J. (2009b). Safety and liability in the new technology laboratory. Technology Teacher , 69 (3), 31–36. Lazarinis, F. (2010). Online risks obstructing safe Internet access for students. The Electronic Library , 28 (1), 157–170. https://doi.org/10.1108/02640471011023441 Love, T. S. (2013). Addressing safety and liability in STEM education: A review of important legal issues and case law. Journal of Technology Studies , 39 (1), 28–41. https://doi.org/10.21061/jots.v39i1.a.3 Lynch, R. A., Steen, M. D., Pritchard, T. J., Buzzell, P. R., & Pintauro, S. J. (2008). Delivering food safety education to middle school students using a web-based, interactive, multimedia,

computer program. Journal of Food Science Education , 7 (2), 35–42. Maderos, M. (2016). High School Farm Safety: Risk Management or Accident? Agricultural Education Magazine , 88 (5), 24–27. Maryland State Dept. of Education, Baltimore. (2001). Family and consumer sciences: A facility planning and design guide for school systems (Maryland State Department of Education, School Facilities Branch, 200 W. Baltimore St., Baltimore, MD 21201. Tel: 410-767-0098.). http://libproxy.lib.ilstu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db= eric&AN=ED457679&site=ehost-live&scope=site Richards, J., Pratt, C., Skolits, G. J., & Burney, J. (2012). Developing and evaluating the impact of an extension-based train-the-trainer model for effectively disseminating food safety education to middle school students. Journal of Extension , 50 (4), 7–7. Roy, K. (2008). Middle school science labs: A safety audit. Science Scope , 31 (9), 76–77. Roy, K. (2012). Slipping on safety. Science Scope , 35 (5), 80–81. Roy, K. (2014). Safety requires collaboration. Science Scope , 37 (8), 58–59. Roy, K. (2015). Avoid overcrowding your lab. Science Teacher , 82 (2), 60–60. https://doi.org/10.2505/4/tst15_082_02_60 Roy, K. R., & Doyle, K. S. (2020). Safety recommendations for opening the new school year. Science Teacher , 88 (1), 10–15. Shearer, A. E. H., Snider, O. S., & Kniel, K. E. (2013). Development, dissemination, and pre- implementation evaluation of food safety educational materials for secondary education. Journal of Food Science Education , 12 (2), 28–37. Siefert, J., & Serfass, A. (2016). Safety in an agricultural biotechnology facility. Agricultural Education Magazine , 88 (5), 8–11. Spencer, A. D. (2002). Starting an agriscience research program with junior and senior high school students. Agricultural Education Magazine , 75 (2), 10–11. Stephenson, A. L., West, S. S., Westerlund, J. F., & Nelson, N. C. (2003). An analysis of incident/accident reports from the Texas secondary school science safety survey, 2001. School Science and Mathematics , 103 (6), 293–303. https://doi.org/10.1111/j.1949- 8594.2003.tb18152.x Stewart, R. M., Moore, G. E., & Flowers, J. (2004). Emerging educational and agricultural trends and their impact on the secondary agricultural education program. Journal of Vocational Education Research , 29 (1), 53–66. Threeton, M. D., Ewing, J. C., & Evanoski, D. C. (2015). Occupational safety and health: A view of current practices in agricultural education. Journal of Career and Technical Education , 30 (1), Article 1. https://doi.org/10.21061/jcte.v30i1.713 Wells, T. (2015). The challenges, roles, and purposes of agricultural mechanics in modern school- based programs: Thoughts from a beginning teacher. Agricultural Education Magazine , 87 (4), 7–8.

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Health and Sciences Technology Leader: Nance Budde, RN

Human and Public Services Leader: Amy Ponce

Manufacturing, Engineering, Technology, and Trades Leader: Gary Cotie

STEM Curriculum Specialist: Dr. Brad Christensen