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North Clackamas School District #12
Sabin-Schellenberg Center
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Quarterly News
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Check our website for more info: http://www.nclack.k12.or.us/ssptc
Winter 2016 Issue
Manufacturing cont. pg 2
We are excited about the future at SSC! Recently, Sabin-Schellenberg received several
important grant awards from the Oregon Department of Education: a $323,000 CTE
Revitalization grant and sixteen Career Pathways grants totaling $409,000.
The CTE (Career and Technical Education) Revitalization grant will be used to develop a
Programming and Coding program, replacing the Information Technology program that was
closed due to budget cuts in 2008. The new program will teach students skills in programming,
coding, design, app and video game development, web design, and robotics. A teacher and
technical assistant will be hired this winter, they will be tasked with developing curriculum and
setting up a MakerSpace. The first course will be available September 2016. Additionally,
two one-week summer camps for current 8th and 9th graders will be offered: the first will be
offered June 21-25 and the second, August 2-6. The summer camps will target females, and
African-American, Hispanic, and Native American students, but all 8th and 9th grade students
can register. Information regarding summer camp registration will be available in March.
Twenty-five CTE Revitalization Grants were awarded by the Oregon Department of
Education. “These grants will help more students prepare for college and career,” said
Deputy Superintendent Salam Noor. Graduation rates for students in CTE programs, in
Oregon and across the nation, are near 90 percent according to the National Association of
State Directors of Career and Technical Education Consortium.
Sixteen smaller grants were awarded, one to each of Sabin-Schellenberg’s CTE programs
through the Secondary Career Pathways Funding, established by the Oregon Legislature
through HB 3072. This is the first state-wide attempt at a sustained funding source for CTE.
Funds will be spent to improve SSC’s ability to teach skills that lead to high wage and
high demand occupations represented in each program, and to improve access to SSC for
female students, students of color, students who live in poverty, and students who are English
Language Learners. Funding expenditures will include new industry-standard equipment,
program technical assistants, consumable supplies, and student fees for industry certificates.
Are you curious about WHAT students do in SSC Programs?
Read on...OR...come to our Open House Feb. 22, 5:00 - 7:30 PM
MANUFACTURING Welding
damage and repairs necessary,
then replaced parts and welds
on the desks, at a cost savings
of $120.00 per desk for the district. A win-win project, students honed their welding skills,
raised funds for the program
(which helps to offset the cost
of fuel and helps students attend
manufacturing competitions),
and saved the district money.
North Campus
14211 SE Johnson Rd.
Milwaukie, OR 97267
503-353-5940
INSIDE:
Principal’s Letter
The SSC Manufacturing program is piloting an in-house
internship program this year.
As part of the internship, Level 2 students work on district
projects requiring modifications and repair. This past fall,
students were busy repairing
over 200 desks for Lewelling
Elementary and Putnam High
School. Students estimated the
South Campus
14450 SE Johnson Rd.
Milwaukie, OR 97267
503-353-5903
Level 1 students spent the first
semester learning about shop
safety, how to cut and process
sheet metal, and oxy-fuel and
stick welding. Students spent
January practicing these 2 weld
processes as they fabricated
metal roses for their March
fund-raiser at the Rose Society
Bazaar, where they will man a
table.
Meanwhile, level 2 students’
shop focus has centered more
on math and
continued on pg 2
Culinary Arts pg 2
Health Services pg 3
Robotics A students view
Law Enforcement pg 4
Fire Science pg 4
MANUFACTURING
continued from pg 1
A Manufacturing Student works on a chair repair
welding skills from start to finish, with safety
and quality control stressed. Level 2 students
perfect stick and oxy-fuel while learning wirefeed and TIG welding techniques. Hands-on
projects like the recent staircase and handrail
work for the softball field at Riverside Park
are completed.
Level 3 /4 students work on advanced welding and shop skills, working independently on self directed projects. Many choose to
pursue their American Welder Society Welder Qualification, a performance based certification which provides transferable welder
credentials widely sought after in the structural steel, petroleum pipelines, sheet metal,
and chemical refinery welding industries.
In February two advanced students started
interning at C Tool Weld , a local aerospace
company. While there they will learn aspects
of the company from sheet metal handling,
weld quality inspection, and industry required employment certification.
All levels of Manufacturing are gearing up
for spring competitions. Students will compete at Lower Columbia Community College
welding competition, CCC Regional Skills
competition and Linn Benton Community
College to practice their professional skills. On
March 10 students from all over the state will
visit the North campus to familiarize themselves with
the
Manufacturing
equipment to
be used at the
upcoming
State SkillsUSA contest,
where students will test
their skills at
CNC, sheet
metal, and
Manufacturing student welding
welding.
2
CULINARY ARTS
Culinary Arts had a great start this year,
with eight Introduction to Culinary classes,
something was always “cookin’ in the kitchen.”
As students wrapped up their first semester,
it’s hard to believe all they’ve learned! It seems
like only yesterday students were learning
to measure properly and read recipes; now
they’re preparing dishes from scratch without
even needing a recipe!
Intro students spent time learning to bake,
basic food preparation and most importantly...
safety and sanitation. Students also trained
with the Oregon Restaurant and Lodging
Association to earn their food handlers
certification, which is valid for three years.
Equipment updates and tools are currently
being added to the Intro kitchen for present
and future Culinarian’s use. Looking forward
to new faces and adventures in Intro to
Culinary second semester!
Culinary 1 started the year off strong
with 121 students divided between four
double blocks. After orientation and a safety
Intro to Culinary students learn about dough making
and sanitation review, students acclimate
themselves to the kitchen, where they spend
2.5 hours on their feet (some of them for the
first time) following general kitchen protocols
and cleaning rotations. This is where kids
start to feel the difference between Intro to
Culinary and the year 1 Culinary classroom.
After working through all of the logistics
of Culinary 1, students start with the basics.
Knife skills are considered the first thing any
chef should learn. As a chef, a knife is the most
important tool; an extension of your hand.
Each student must perfectly cut 10 of each of
the 12 classic knife cuts. This is more difficult
than it sounds as this year students’ set a new
record...over 2000 pounds of potatoes were
used learning knife skills! Chef Karsten swears
that “By the end of knife skills unit I think
some kids never want to see another potato!”
After knife skills CA1 students move on to
the foundation of all cooking; classic French
methods. This unit includes classic sauces,
starch and grain cookery as well as cooking
methods for proteins and vegetables. This
is where students learn techniques that will
allow them to move beyond the recipe. At
the end of this unit students are required to
recreate a Black Box; a dish without a recipe.
Culinary 1 students also spend many hours
completing their restaurant management
project. Utilizing an in-depth program called
Virtual Business Restaurant to simulate
the actual running of a restaurant, students
work through nine lessons and then two
simulations, where they learn everything from
location selection and marketing to staffing
and ordering.
Advanced Culinary students spent first
semester creating menus, stocking supplies
and gearing up for the grand opening of
the MudHut coffee stand and Verte’ Deli.
It was a great start for Verte’, as students put
their thinking caps on to create daily lunch
specials offering every taste a culinary delight.
Then the MudHut was up and running,
with barista’s beckoning...hot or iced Lattes,
Cappuccinos, Rockstars, and flavored Italian
sodas...definitely something for everyone!
This year SSC Culinary Arts received grant
funding from Clackamas ESD which allowed
all seniors in CA2 and CA3 the opportunity to
get ServSafe Certified. ServSafe is a rigorous,
management level, nationally recognized
certification for food safety and sanitation,
good for 5 years and valid in all 50 states.
The Deli closed for a brief time in January
allowing students to prepare for the exam,
proctored by National Restaurant Association
representative, Richard Bauder.
SSC Culinary Club has been preparing
for the ProStart State Culinary Competition
February 27th and the SkillsUSA State
Conference April 17th and 18th. All in all, a
productive semester for Culinary students!
Culinary 1 students observe a demo by a guest chef
HEALTH SCIENCES
This fall 210 freshmen and sophomore students entered the Health Services Program
for Survey of Health Sciences. Students spent
the first semester learning the history of health
care, discovering where health care was in the
past and where it is headed in the future. Many
medical procedures used hundreds of years
ago are still used in some form today.
Patient safety is stressed in all health services classes. In Survey of Health Science,
students focus on protecting the vulnerable patient and
the safe use of
durable medical equipment.
The highlight
this unit is a lab
where students
demonstrate the
proper methods
of using crutches, walkers and
wheelchair
safety, as well
Health Survey skeleton projects
as performing
safe patient hospital
including standard precautions is enforced as students
bed transfers. Survey
complete the lab wearing
students completed a
safety goggles, laboratory
skeletal system unit
aprons, and gloves. Body cavlearning and underities, body systems, and orstanding the functions
gans are identified as students
of the system, identiwork in pairs through a guidfying the bones of the
ed lab instruction sheet. The
skeleton and injuries
ability to visualize the organs
and illnesses associand compare the tissue types
ated with the system.
between organs is a valuable
Career expectations
skill. Professionalism and
and professionalism
Health Sciences 1 students perform dissection
teamwork are utilized at all
are included in every
times during the lab.
unit of Survey of Health Sciences.
The health services Seminar class recently
Students in Health Care Trends and Health
had
the unique opportunity to observe a brain
Sciences Level 1 participated in mock emergensurgery
at St. Vincent’s hospital. Dr. Vivek
cy codes with simulation mannequins. Kaiser
Deshmukh, neurosurgeon, of the Providence
Sunnyside Hospital’s Huy Nguyen, Regional
Brain and Spine Institute, performed neuSimulation Nurse Consultant and his team,
rosurgery in the hospital’s operating room,
spent two days with students discussing the
which was shown live for students to observe.
importance of simulation in training and paAn audio feed enabled students to question
tient safety. Students loved the hands-on expeDr. Deshmukh during the surgery. The docrience interacting with medical professionals.
tor was available in the auditorium along with
Health Sciences Level 1 students also comseveral presenters including a physician assispleted a unit focusing on the organizational
tant, medical researcher, physical therapist,
systems of the body, which concluded with a 2
and an operating room nurse before and afday lab dissecting fetal pigs. Laboratory safety
ter the surgery, to answer questions about the
SSC FRC Robotics
By Andrew Hardisty
“I have been on the FIRST Sabin robotics team for a little over 2 years now. I was first
introduced to it when my Manufacturing teacher had mentioned it before class ended
and I decided I wanted to take a look. I showed up after school one Thursday evening
and became instantly interested in what was happening. Kids from all high schools in the
district were working together to achieve one goal. They were all very welcoming to me
just hanging out and watching from afar. As I was coming from a machining class I was
drawn to that as I was familiar with it. There I learned a couple of tricks right away for
machining that I would not have otherwise learned. I only went to a few meetings the
first year as I had a few other things going on at the time.
The next year I officially joined the team. There I began to machine for the team by my
own choice. But as time went on I saw our old head programing and wiring guy Aidan
working on other parts of the robot I was unfamiliar with. I became intrigued with how
it all worked and asked if I could shadow him. He said I could and from there I learned
the basics of programming and wiring from him. As time went on I learned more and
more about programming. At this time he was the only programmer and I was the only
one learning. This was the beginning of my interest in robotics. I learned a lot from this
program back then and still am. The fact of building this robot from scratch with only a
small set of criteria and a game to base it off, for me, has been very fun.
This year I am now the head programmer and I am very much enjoying what I am
doing. This program has allowed me to learn a lot not only in wiring, machining, and
programming, but also in the day to day interaction with people and teams at competitions and the camaraderie of everyone. FIRST Robotics as a whole is a once in a lifetime
opportunity for anyone interested in robotics, electrical wiring or machining, or for those
who think they may be interested in it. I find myself looking forward to robotics club for
the fun, friendships, and challenges that every year brings.”
procedure. Students also had the opportunity
to visit with medical team members and enjoyed a hands on learning experience with the
tools used in the operating room.
Health Sciences Level 2 Internship students are currently in the second of five clinical internship rotations. Students will complete upwards of 240 hours at the completion
of their senior year. Experiences vary from
community clinics to multiple hospital departments such as the operating room, labor
and delivery, ambulatory surgical services,
radiology, and medical surgical floors, to
name a few. Students report that the internship experiences confirm their aspirations to
become health care professionals.
Health Sciences Interns pose for a photo op
3
LAW ENFORCEMENT
dots. Blood spatter can even determine what
type of weapon was used in a crime, such as
a gun, ax, bat, or knife. The teams discussed
the scene, compared and contrasted their
findings, then reported to the Criminalist.
Team speaker for scene 2 explained their
conclusion “The top is castoff, it’s
not volume, but is linear, then it’s
more circular so it must be impact. We believe this was caused
by 2 separate events.” However,
his teammate felt the scene “has
drips, trails, and puddle, so it
must have been a person standing. We see a little flow, dots of
blood are moving, spacing, coming out satellite in one direction.”
A culmination of lessons for
Intro to CSI students, the blood
spatter lab was an extra feature
for the Advanced Law Enforcement students. According to
Law Enforcement Instructor, Mr.
Freshner, “In Crime Scene Investigation, blood is paramount. It
Law students examine blood spatter clues during a lab exercise
tells a story….This valuable lab
exercise allowed students to categorize and
amine and classify blood spatter patterns
decide how they investigate potential methduring the exercise. A specialist in Blood
ods used that would cause such a blood patSpatter, Mr. Patterson has been with PPB
tern disbursement”. Sometimes blood tells a
for 25 years. Prior to that, he worked for the
simple story that is quickly solved, but oftenLondon Metropolitan Police where he spent
times the story is much more complicated.
time on Thames River Duty. The lab SSC stuKnowing how to properly identify evidence
dents experienced was the same lab course
in a crime scene can mean the difference bePortland Police Bureau officers in the field
are taught on proper crime scene entry and
tween a solved and unsolved crime.
identification.
After time spent preparing by reviewing
the process of crime scene blood spatter
and terminology, students proceeded to the
SSC’s Fire Science class is enjoying an out“Crime Scene” to test their investigatory
standing year with a great group of students.
skills. Armed with spatter notes on spreadDuring first semester students learned about
sheets, student teams were assigned to 4
personal protective clothing (the clothing
different staged “scenes”, where they were
firefighters wear), Self-Contained Breathing
left to examine and classify the synthetic
Apparatus (SCBA), teamwork, hose hanblood patterns, which sometimes traveled
dling, hose evolutions, knowledge of ladder
from panel to panel in a scene. Applying
construction, and proper ways to carry and
their analytical prowess, students marked
raise ladders as part of a two-person team.
each sight with scales and stickers as they
In addition, students have been certified
determined linear blood trails, volume, and
in
American Heart Association CPR-AED/
stances. Though not laser trajectory, this
First Aid, and are currently working on
eye and hands-on method of investigation
FEMA (Federal Emergency Management
helps the story unfold. Students determined
Agency) certification for the National Incihow many “crimes” may have taken place
dent Management System course “Intro to
at the scene by examining patterns exhibitIncident Command”. This is the nationwide
ed such as gush, swipe, puddles, trails and
Law Enforcement students recently enjoyed a hands-on blood spatter lab, taught by
guest instructor, Criminalist James Powell
from the Portland Police Bureau. Students
applied critical thinking, problem solving,
teamwork and communication skills to ex-
system used to handle small and large scale
incidents from house fires all the way up to
large wild-land fires, floods, and any other incident that requires organization and
planning. Students will earn two, possibly
three certifications from FEMA this year!
Students visited Portland Community
College’s Cascade campus to observe the
Fire Science program, and have also traveled
to Clackamas Fire District #1’s training center to work with a volunteer firefighter for
some real-life skills practice.
Second semester will bring visitors to the
fire science classroom: Chief Cliff Munson from Chemeketa Community College
will talk about their Fire Science program,
Clackamas Fire District Fire Inspectors
will talk about the prevention side of the
fire service, and Clackamas firefighters will
demonstrate how they use the “jaws of life”
to cut open and extricate people from cars
that have been involved in serious accidents.
Skills practice at the Clackamas Fire training
center will continue and students will visit
the Portland Airport Fire Department this
spring to visit the fire station and observe
some very specialized equipment.
Two Fire Science students are in the application process for Clackamas Fire District’s
Fire Explorer program while others are in
the process of becoming Fire Cadets with
Gresham Fire and Emergency Services. Both
are outstanding programs that take what we
do at Sabin -Schellenberg to the next level,
moving participants towards the goal of becoming firefighters.
FIRE SCIENCE
4
Fire Science students practice proper ladder technique