Course Code: 912780

Learn to set up and print documents using the latest technology, Mac computers, and equipment through practical applications. Print documents on Xerox digital printers and offset presses.

DE (Dual Enrollment), WBL (Work-based learning), IBC (Industry-based Certification)

Outline

Orientation and safety
  • Demonstrate shop and safety rules
    • The student will identify and follow safety rules
  • Develop employability skills and knowledge
    • The student will develop good work habits
    • The student will determine employment opportunities
    • The student will establish a personal portfolio
  • Identify and use career overview
    • The student will understand the theory of the offset printing process
    • The student will identify basic printing terminology
Paper
  • Demonstrate working knowledge of paper terminology
    • The student will match terms associated with papet with current definitions
  • Explain the uses of various types, weights and standard sizes of paper
    • The student will identify various types of paper
    • The student will identify variou weights of paper
    • The student will identify standard sizes of paper
  • Demonstrate the ability to cut paper
    • The student will demonstrate knowledge of safety features of paper cutter
    • The student will cut paper
Offset Press
  • Demonstrate a working knowledge of offset press terminology
    • The students will match terms associated with offset press with corrct definitions
  • Identify and demonstrate offset press safety rules
    • The student will identify, demonstrate and practice offset press safety  rules
  • Identify basic systems of the offset press
    • The student will identify the basic systems of the offset press safety rules
  • Perform press make-ready procedures
    • The student will demonstrate the ability to make press ready
    • The student will make ready and run press for single-color job
  • Demonstrate a working knowledge of binding and finishing
    • The student will identify, demonstrate, and practice binding and finishing
    • The student will demonstrate the ability to safely and efficiently operate bindery and finishing equipment
Job Seeking
  • Locate resources for finding employment
    • The student will identify and list methods for contacting potential employers
    • The student will prepare a resume
    • The student will prepare a letter of application
    • The student will complete a job application form

Doug Mosley

LA Teacher Certificate
BS Grambling
MS LSUS School Administration
PrintEd Certified

Read more...
  • (318) 636-5150
  • dlmosley@caddoschools.org

Course Description

This course is to provide specialized classroom instruction and practical shop experience to prepare students for employment in the field of Printing and Graphic Arts.

Instructional Goals

Course will provide instruction in the use of industry software, tools, operating equipment, materials and processes to produce printing plates; operate printing presses; operate cutting, folding and binding equipment and Digital Xerox Copier. The course emphasizes safe and efficient work practices, basic occupational skills, and employability skills.

Outline

I. Orientation and Safety

A. Demonstrate shop and safety rules

  • The student will identify and follow safety rules

B. Develop employability skills and knowledge

  • The student will develop good work habits
  • The student will determine employment opportunities
  • The student will establish a personal portfolio

C. Identify and use career overview

  • The student will understand the theory of the offset printing process
  • The student will identify basic printing terminology

II. Paper

A. Demonstrate working knowledge of paper terminology

  • The student will match terms associated with paper with current definitions

B. Explain the uses of various types, weights and standard sizes of paper

  • The student will identify various types of paper
  • The student will identify various weights of paper
  • The student will identify standard sizes of paper

C. Demonstrate the ability to cut paper

  • The student will demonstrate knowledge of safety features of paper cutter
  • The student will cut paper

III. Offset Press

A. Demonstrate a working knowledge of offset press terminology

  • The students will match terms associated with offset press with correct definitions

B. Identify and demonstrate offset press safety rules

  • The student will identify, demonstrate and practice offset press safety rules

C. Identify basic systems of the offset press

  • The student will identify the basic systems of the offset press

D. Perform press make-ready procedures

  • The student will demonstrate the ability to make press ready.
  • The student will make ready and run press for a single-color job

E. Demonstrate a working knowledge of binding and finishing

  • The student will identify, demonstrate, and practice binding and finishing.
  • The student will demonstrate the ability to safely and efficiently operate bindery and finishing equipment.

IV. Job Seeking

A. Locate resources for finding employment

  • The student will identify and list methods for contacting potential employers
  • The student will prepare a resume
  • The student will prepare a letter of application
  • The student will complete a job application form

HOME LEARNING POLICY

Home learning is the out-of-class tasks assigned to extend the classroom learning of each student. It is any assignment planned or approved by the teacher to be completed by the student outside of the regular classroom.

Home learning plays an important role in supporting each student’s success in school and life. It provides opportunities for individuals to reflect on their classroom learning, strengthen their skills and understanding, and operate independently as a learner. CCTC values home learning as a strategy for improving student performance.

Practice assignments reinforce newly acquired skills or knowledge. These assignments are designed to review material presented in class and/or develop mastery of skills.

Preparation assignments are designed to introduce material that will be helpful in understanding future instruction. They are intended to provide background information and can include readings in the text, library research, collecting materials

for a class demonstration, and other activities requiring the gathering or organizing of information before a class discussion or demonstration. Effective preparation includes guidelines on why and how the assignment should be completed.

Extension/skill integration assignments encourage individualized and creative learning by emphasizing student initiative and research. These assignments are designed to use separately learned skills and concepts and apply them in the completion of a single product such as a report, project, or writing assignment. Extension assignments should transfer previously learned skills and concepts to other situations such as making real world and cross-curricular connections. Frequently long-term, continuing projects that parallel classwork; extension assignments require students to apply previous learning.

Student Responsibilities

There is strong evidence that students who complete appropriate home learning assignments will demonstrate significant improvement in academic achievement. Therefore, students have a responsibility to develop the discipline and study skills necessary to complete home learning on a regular basis. Students must:

  • Complete assignments and tasks by the due date. Negotiate with the teacher before the due date if illness or another reason causes a student to get behind in work due. Negotiate with the     teacher to develop a timeline to catch up on work missed through short-term absence.
  • Have a system for recording home learning assignments
  • Have a clear understanding of the home learning assignments before leaving school
  • Have the books and materials necessary to complete the assigned home learning
  • Allocate an appropriate amount of time daily for the completion of home learning
  • Turn in home learning assignments as requested

 

Teacher Responsibilities

Assignments and projects require students to organize their time and meet deadlines. Teachers will design home learning assignments that can be reasonably executed within the timeline given.

There is substantial evidence that the quality of the home learning assigned and teacher response to home learning enhances its value in improving student performance. While it is not practical or necessary to give in-depth feedback on every home learning assignment, teachers will use strategies to maximize the effectiveness of home learning assignments. Therefore, teachers must:

  • Design regular, relevant and meaningful home learning assignments
  • Design home learning so that it can be accomplished independent of direct support
  • Clearly communicate to the student the purpose, directions, and expectations
  • Clearly establish and communicate to parents the general purpose and expectations for home learning and encourage feedback regarding quantity and difficulty of assignments
  • Provide timely and appropriate feedback to students and parents using strategies that will
  • Acknowledge receipt of the home learning;
  • Monitor for completion and accuracy;
  • Give timely, significant feedback on key assignments.

Instructional Delivery

Each unit of instruction is based on unit competencies. These competencies state goals of the unit which provide a sense if direction and accomplishment for the student. The competency states in broad terms the subject matter to be covered in each unit followed by more specific objectives.

Instructional activities are provided for each unit of instruction to assist in the accomplishment

of the objectives. The instructor will select those activities (textbook, demonstrations, lecture, equipment manuals questions and answers, etc.) which will best assist students in accomplishing the specific objectives to help students attain the desired outcomes of the units.

Major Course and Project Outline

A.   Capstone Project

1. Family Educational History

  • Each student is asked to produce a family educational history. This history will be based upon information gleaned from any sources and by any methods (letters, interviews, published works, conversations, internet, etc.) that you find useful in creating a coherent narrative of your family’s educational experiences. This project is intended to allow a closer connection with and appreciation for education.
  • There are required steps for completion of the family history book (a handout will be given to each student outlining each step and the due date for each)

B. Other Requirements

  • Newsletters
  • Memory Book
  • Live Work

Orientation and Safety

  • Paper
  • Offset Press
  • Binding and finishing
  • Job Seeking Skills
  • Portfolio
  • Homework

Graduation (Assessment)

  • Daily participation based on livework, terms, and quizzes
  • Family Educational History
  • Homework
  • 10% -Semester Exam/Final Exam

Assessment Plan

Based on Caddo Parish grading scale, industry standards, and teacher observation, grades for the course will be based on the following levels of performance:

Independent Learner—Grade Level A

Did research, designed, planned, and completed projects on time; applied academic skills; evaluated work and made adjustments; did quality work; needed little help from the teacher; sought and found resources independently; demonstrated knowledge with a grade of 93% or higher; produced a quality portfolio.

Semi-Independent Learner—Grade Level B

Did research, designed and planned; needed some help from the teacher; did quality work with a few flaws; needed feedback from the teacher to realize work did not meet standards; redid work to meet standards; demonstrated knowledge with a grade of 85% or higher; produced a better-than average portfolio.

Semi-Dependent Learner—Grade Level C

Needed help to research, design and plan or had to be given a plan; relied a great deal on the teacher; had to be given procedures for performing tasks; required significant help to produce a quality product; needed help to evaluate a product; final product stall did not meet standards; demonstrated knowledge with a grade of 74% or higher; produced an average portfolio.

Dependent Learner—Grade Level D

Required a great deal of help in completing research, designing, planning and completing projects was unable to evaluate projects; required step-by-step instruction; competencies not mastered; demonstrated knowledge with a grade of 66% or higher; produced a poor or partial portfolio.

Failure—Grade Level F

Did not complete projects; if projects were completed, they were of such low quality that they did not pass; failed to document procedures; did not show criteria for determining quality; scored 65% or lower on knowledge test; produced a poor portfolio or none at all.

Student Evaluation

All students will be evaluated as follows:

Evaluation Criteria                   Method of Evaluation                                            % of Grade

 Daily Participation          Attendance, work habits, behavior and & Performance            20%

attitude, preparation for and participation in class,

adequacy of competency performance technical,

academic, creative, and safety.

 

Projects, Exercises             Quality of finished products, adherence                                    40%

& Written Tests to specification and deadlines,

presentations, tests on technical knowledge.

 

Midterm Exam               Quality of midterm portfolio.                                                          10%

 

Final Exam                     Overall performance with Capstone                                               50%

Project and quality of final portfolio

Caddo Parish School Board Grading Scale:

  • 90 -100 = A
  • 80 –  89 = B
  • 70 –  79 = C
  • 60 –  69 = D
  • 0 –  60 =  F