Running Head: COLLABORATIVE PLAN 1

Collaborative Plan

Danielle J. Breese

EDU 759, Preparing Students for College, Careers and Citizenship



























COLLABORATIVE PLAN 2
Introduction

Alvirne High School is a public high school, including a Career and Technical Education
Center. This public high school is located in Hudson, New Hampshire. Alvirne High School
enrolls approximately 1400 local students, while the CTE center serves as an area school
providing educational opportunities for students in Hudson as well as surrounding towns.
Hudson, New Hampshire is classified as a suburban area forty minutes north of Boston,
Massachusetts. Many of the families living in the area commute to Boston in order to work. The
town is mostly middle class/working class with little diversity within the town. The student
population is composed of mostly White, Non-Hispanic students. 92% of the student population
is White, Non-Hispanic, 3% Hispanic, 2% African American and 3% Asian and Pacific Islander.
The Veterinary Science program strives to teach students entry levels skills and
knowledge for employment as veterinary assistants, pet shop workers, humane society assistants
or assistant groomers. In addition to veterinary skills, the Veterinary Science curriculum enables
students to develop their leadership skills through their involvement in the National FFA
organization. Upon completion of this two-year program, a students potential for success in a
post-secondary education or in an entry-level job in an animal science field is greatly enhanced.
This program objective cannot be achieved without the assistance of Articulation
Agreements/Concurrent Enrollments, 3
rd
Party Certifications, Advisory Committees, and
Experiential Learning. The Veterinary Science Program has developed relationships with
community members in order to continue to develop curriculum and provide hands-on work
experiences for the students to more adequately prepare students for their futures following high
school. Internships and work experiences allow students to gain experience and determine if a
specific career path is the correct fit for them prior to graduating high school (Reese, 2011).
COLLABORATIVE PLAN 3
Through the veterinary science program students gain the necessary hands-on skills in order to
ensure they are selecting a career that fits their individual needs and that they possess the skills
and work experiences that employers desire.
The Veterinary Science Program is a two-year program at Alvirne High School. The first
year of Veterinary Science introduces students to the applied principles and practices used in
small and large animal related business with a special emphasis on veterinary medicine. Students
explore concepts through hands-on experiences relating to safety, animal behavior, breed and
species identification, animal health, welfare and client relations. Additionally, students develop
hands on skills in handling, restraint, grooming, feeding, breed selection, cleaning/ disinfection,
training, and record keeping. Students practice developing professional skills through proper
telephone etiquette, as well as face-to-face customer service.
The second year of the Veterinary Science program allows students to continue to build
on their knowledge. Students study more advanced topics including nutrition and anatomy,
animal health and diseases, veterinary terminology, and business management. Additionally,
students gain laboratory skills through hands-on practices with laboratory procedures including:
urinalysis, blood evaluation, diagnostic testing, veterinary equipment and tool identification.
Through the curriculum students develop animal health/disease protection and prevention skills
by providing vaccinations, de-worming, grooming and critical care assessment signs.


Section 1: Concurrent Enrollments and Articulations
There are many positive aspects of concurrent enrollments and articulation agreements as
they provide many opportunities for at risk students who may not continue their education
COLLABORATIVE PLAN 4
(Hughes, Rodrigues, Edwards, & Belfield, 2012). There are also many opportunities for students
to save money on their college education, which is an extremely costly endeavor. The veterinary
science program currently implements a Running Start Articulation Agreement with a variety of
New Hampshire Community Colleges. This initiative is beneficial as it allows students
throughout the state of New Hampshire gain community college credits while still attending their
local high school (New Hampshire Department of Education, 2012). Additionally, Alvirne High
School is currently in the process of moving from an articulation agreement to a Dual Enrollment
Agreement with SUNY Cobleskill for all agricultural programs within the school. This could be
an extremely valuable relationship as SUNY Cobleskill is a well-respected educational
institution throughout the United States.
The chart below contains information regarding current Dual Enrollment Agreements as
well as current Articulation Agreements.
Person Responsible Details Status Renewal
Dates
Notes
Dual
Enrollment

Stratham
Technical College
Community/Business
Liaison and Instructor
3 cr for project
"Running Start"
Active Annually, July 1 Bi-yearly contact
with "Running
Start" Instructor.
Students earn
these credits
regardless if they
attend Stratham
Technical
College


Articulation
COLLABORATIVE PLAN 5


This new dual enrollment agreement will allow Alvirne High School Students to gain
more college credits at SUNY Cobleskill while they are attending high school. Through this
process I have been working closely with SUNY Cobleskill in order to update the Veterinary
Science Curriculum to more closely reflect the curriculum that is being taught at SUNY
Cobleskill. Through this process I have travelled to SUNY Cobleskill to collaborate with
professors as well as having professors travel to Alvirne High School in order to assess areas of
improvement. The next step will be to have SUNY Cobleskill complete a training session to do
more program specific training to ensure that the teacher is adequately prepared to teach the
course according to the standards of the University. Once this process is done students will have
more opportunities to earn college credits through the program. Through the two year program
will earn six college credits at SUNY Cobleskill. These credits will then be transferrable to other
schools as well as being valid at SUNY Cobleskill. This dual enrollment agreement will become
effective during the 2014-2015 school year.

Section 2: 3
rd
Party Certifications
Agreement
SUNY Cobleskill
Community Business
Liason/Instructor
3 cr for ANSC
252 for
introduction to
Animal Health
Active Bi annually
Credits only
good at SUNY
Cobleskill upon
graduation
Great Bay
Community
College
Community Business
Liason/Instructor
3 Cr for VETN
110 introduction
to Veterinary
Science
Active Bi annually
Credits only
good at Great
Bay Community
College upon
graduation
COLLABORATIVE PLAN 6
Third party certifications are extremely important as they allow students to earn
credentials that are recognized across the nation as opposed to the local level. As a result of these
certifications industry leaders know that these students have achieved or surpassed a pre-set
standard in order to receive this certificate (Foster & Pritz, 2006). After students have earned
their initial certification they can continue to expand upon their certifications and earn higher
certifications, as their career goals require. Third party certifications can only benefit the
students.
Alvirne High School will implement 3
rd
party certifications for the 2014-2015 school
year. Within the next two years Alvirne High School will offer three nationally recognized 3
rd

party certification. The primary 3
rd
party certification that we are pursuing is the National
Veterinary Assisting Certification. This Certification is earned through the National Association
for Veterinary Technicians in America. The main step that the program needs to take in order to
achieve this third party certification is to continue to align the program in order to become an
approved program. Suny Cobleskill is also assisting with this process to ensure that we are
offering students the most applicable curriculum within the program. This 3
rd
party certification
is extremely important as it is trade/organization issued and will allow students to advance within
the veterinary science profession.

Person
Responsible Details Status
Renewal
Dates Notes
3
rd
Party
Certifications

National
Association for
Veterinary
Technicians in
America:
https://www.navta.
net/assistants/veteri
nary-assistants
Instructor
Approved
Veterinary
Technician
In-Process Annually
Continue to Align
Curriculum in order to
become and approved
Veterinary Assisting
Program
COLLABORATIVE PLAN 7
The other two certifications that Alvirne High School is pursuing with be implemented
during the 2014-2015 school year are safety and health related. These 3
rd
party certifications
include the OSHA 10 Certification, which is a 10-hour worker safety course, and the National
Safe Tractor and Machine Operations Programs. These two certifications show that the students
are able to work and operate machinery in a safe manner. While these two certifications are not
specific to the veterinary science field they will benefit students as students will understand how
to work in a safe manner and will be able to operate any necessary equipment that they may be
exposed to within the industry.

Person
Responsible Details Status
Renewal
Dates Notes
3
rd
Party
Certifications
Program
OSHA-10
http://www.clicksaf
ety.com/courses/det
ail/osha-10-hour-
general-industry-
(osha10-gi)

Instructor
10-Hour
Certification course
that teaches students
about the safety
laws and regulations
in a work setting
Effective
2014-2015
School
Year
Annually
The school will off-set the
cost of the course, but
students and parents will
still be responsible for
paying for the course.
NSTMOP
http://extension.psu
.edu/business/ag-
safety/youth-
safety/national-
safe-tractor-and-
machinery-
operation-program

Instructor
Certification course
that teaches students
how to safely
operate tractors and
equipment as well as
to work effectively
on them
Effective
2014-2015
School
Year
Annually
While this course will be
offered during the beginning
of the school year, in order
for students to become
certified they will need to
attend Saturday sessions as
well.

Having the students complete third party certifications would help me to gain a firmer
grasp of relevant material as well as ensure that I am continually remaining up to date with
industry knowledge (Lualhati, 2006). These are all important aspects of teaching career and
technical education as it ensures that students are leaving the programs equipped to pursue their
career goals. These certifications provide the students with multiple opportunities to meet their
COLLABORATIVE PLAN 8
career goals (Wilcox, 2006). As educators our primary goal is to ensure that we are preparing
students for all of their future endeavors. While, every student possesses different career goals
the certifications will display their skills and allow future employers to tap their potential

Section 3: Advisory Committees and Development Activities
Alvirne High School currently implements the use of two advisory committees that
currently meet twice per year during the school year in the morning. To help to draw in the
interest of community members the school restaurant serves breakfast to all attendees. Advisory
committees fulfill a valuable roll in career and technical education. Teachers, field employees,
business owners, post-secondary educators, and other individuals associated with the industry
form advisory committees. An advisory committee offers advice to ensure that the curriculum
stays current and fulfills the needs of the industries and businesses served by the program
(National Automotive Technicians Education Foundation, 2011). Through maintaining a current
curriculum students will be prepared for both careers and to continue their education following
high school. As a result, advisory committees can serve as a valuable resource to ensure the
success of the CTE programs.
The veterinary science program utilizes an advisory committee that is compromised of
two veterinary science teachers, a local veterinarian, an animal control officer, and hopefully in
the near future a teacher from the University of New Hampshire. While it is a very small
advisory committee they have been extremely effective in brainstorming a variety of community
service activities that allow the students to become engaged in the community, continuing to
improve the curriculum, and assist with determining the necessary equipment that is needed to
further establish the program.
COLLABORATIVE PLAN 9


Person
Responsible Details Status
Renewal
Dates Goals/Notes
Advisory
Committees

Program
Committee
Instructor
Meet twice annually
in full committee
Active On-going
Helps to continue to align
curriculum, ensure that
students are gaining the
skills that are desired by the
industry. Gain additional
active members as well as
post-secondary
representatives.
Farm Committee
Instructor/Far
m Manager
Meet twice annually
in full committee
Active On-going
Helps to ensure that the farm
is being used for its intended
purposes and that the farm is
practicing according to the
most current standards with
in the industry. They also
assist with current projects
including: developing plans
for equine facility and
improving safety for the
current facilities.

While there are many positive attributes to the local advisory committee, there is also
room for improvement to ensure that the committee is remaining effective. These improvements
include continuing to expand upon the committee to ensure that the advisory committee
members include a wide variety of industry personnel as well as avoiding members who have
political motivation to complete their own personal projects through the school. Lastly, it is
important to continue to ensure that the administration understands the need and supports the use
of advisory committees in order to continue to promote the CTE programs within the school
district.

Section 4: Work Experience Opportunities Available
COLLABORATIVE PLAN
10
Providing students with opportunities to gain work experience is the first step in
preparing the students for their futures post-high school. Internships allow students to experience
careers first hand to determine if the career is suitable (Reese, 2010). During internships students
have the ability to gain early career experience in order to allow them change their desired career
paths prior to graduating form high school. Overall, this opportunity will reduce post-secondary
tuition costs due to students making a more firm decision regarding their career path.
Additionally, this will allow student to continue working in the field upon high school graduation
or while pursuing post-secondary education.
The veterinary science program provides students with a variety of work experiences
throughout the program. All internships and work-based experiences are run through the
Business-Community Liaison. The Business-Community Liaison focuses on developing
partnerships with local businesses in order to provide internships and placements for students
who are interested in gaining work experiences. After students have completed the first year of
the veterinary science program they are connected with the Business-Community Liaison in
order to assess their career interests and determine if a particular student is interested in gaining
work experience.
Additionally, students are provided with the opportunity to participate in a variety of
animal clinics that are held by a local veterinarian throughout the year. These clinics include
vaccine and micro chipping clinics, low cost spay-neuter clinics, blood-test clinics, and any other
clinics that may benefit the community or the local SPCAs. Students who take advantage of the
variety of work experiences gain valuable knowledge that will assist them in determining if they
have chosen the correct career path, if they are interested in a different aspect of animal science,
or if they are interested in a different career altogether. Determining a career path is an extremely
COLLABORATIVE PLAN
11
important process. Providing students with work experiences can help the process and allow
students to determine a career path that most adequately fits them.



Person
Responsible Details Status
Renewal
Dates Goals/Notes
Internship

Internship 1: Deer
Field Veterinary
Clinic
http://www.deer
fieldvetclinic.co
m


Community,
Business
Liaison/Instru
ctor
Meet with Deerfield
Veterinary Clinic
In-active
Was
annually
Find students interested in
becoming interns, Students
must be 18 years old to
become interns. This may be
an internship that is only
available to some seniors.
This may be a better
potential job shadow as the
students are allowed to
watch without participating.
Internship 2:
Hudson Veterinary
Hospital

http://www.hud
sonanimalhosp.
com
Community,
Business
Liaison/Instru
ctor
Meet with Hudson
Veterinary Hospital
as Needed
Active Annually
Meet with involved
employers monthly to
maintain relationship.
Ensure that students receive
proper safety and hazard
training prior to internship.
Call weekly to check on
students and determine the
needs of the student and the
business.

Job Shadow
Job Shadow
(Locations changed
based upon year
and interest of
involved students)
Community,
Business
Liaison/Instru
ctor
Meet with
businesses as
needed
Active Annually
Meet with involved
employers monthly to
maintain relationship. Call
weekly to check on students.
Determine if there is an age
requirement for some job
shadows. If there is locate
some possible job shadows
that will allow students age
15-17 to ensure that all
students receive equal
opportunities.
COLLABORATIVE PLAN
12
Section 5: Student, Parent, Alumni, and other Community Collaborations

Section 6: Appendixes
3
rd
Party Certifications
1. NSTMOP: http://extension.psu.edu/business/ag-safety/youth-safety/national-safe-tractor-
and-machinery-operation-program
2. OSHA 10: https://www.osha.gov/dte/outreach/generalindustry/

Person
Responsible Details Status
Renewal
Dates Goals/Notes
Student
Organizations

FFA
Instructor/Clu
b Advisor
We participate in
many
community/school/s
tate and national
activities. The
contests include
Horse Judging,
Veterinary Science,
and Quiz Bowls
Active
Annually
dues, Oct 1
25 Students to States this
year, 3 Nationally
Qualifying Teams,
Veterinary Science Team
Ranked 9th Nationally
last year


Job Shadow







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3. Veterinary Assisting Certification: https://www.navta.net/assistants/veterinary-assistants
Links Local Businesses for Job Shadows/Internships/Organizing Clinics
1. Hudson Animal Hosptial: http://www.hudsonanimalhosp.com
2. Lavender Veterinary Services: http://lavendervet.com (Key Partner for Organizing
Vaccine Clinics, Low Cost Spay/Neuter Clinics and other services)
3. Deerfield Veterinary Clinic: http://www.deerfieldvetclinic.com