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Business & Cross-Cutting · course plan

⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by a credentialed professional in the field or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.

VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.

Dry Cleaning / Laundry & Textile Care

13 courses · 600 clock hours · 2–4 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.

~~$5,235~~ COMPLIMENTARYprogram tuition

13courses

64lessons

600hours

47assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons64 of 64 lesson pages writtenPractice509 practice questionsResources116 reference entries (study list)Review0 lesson pages reviewed by a licensed professional

Study now: 64 lesson pages are open (lesson titles below are links).

BUS-DRY59-01 Universal core

Universal Core: Safety, Math, Communication & Career in Textile Care

148 hr · ~~$1,185~~ COMPLIMENTARY

This foundational course equips learners with the safety knowledge, trade mathematics, technical literacy, digital skills, and professional behaviors required to work safely and effectively in a commercial drycleaning or laundry facility. Lessons are directly tied to OSHA 10 hazard-recognition competencies and provide the numeric and communication foundations that underpin every downstream course. Successful completion prepares learners to enter OSHA 10 Outreach training and to meet the professional-conduct expectations of DLI and TRSA credentialing bodies.

Outcomes

Identify and control at least five common textile-care workplace hazards using OSHA's hierarchy of controls and complete OSHA 10 Outreach training with a passing card.
Perform trade-specific math operations—including unit conversion, percentage concentration, production-rate calculation, and invoice reconciliation—accurately to within ±2% error.
Read and interpret Safety Data Sheets, care-label symbols (ASTM/ISO/GINETEX), equipment manuals, and regulatory guidance documents relevant to garment care.
Use a point-of-sale or plant-management software system to log a customer order, generate a receipt, and run a basic production report.
Demonstrate professional workplace behaviors—punctuality, customer communication, conflict de-escalation, and proper use of personal protective equipment—during simulated scenarios.
Develop a personal career plan that maps program credentials (DLI CPD, DLI CPW, TRSA CPLM, OSHA 10) to entry-level and advancement roles in the textile-care industry.

Course text

How the course runs. 7 blocks: Workplace Hazards and OSHA Foundations in Textile Care; OSHA 10 Outreach: Completing the Federal Safety Credential; Trade Math and Measurement for Garment Care; Reading Technical Documents: SDS, Care Labels, and Equipment Manuals; Digital Tools for the Textile-Care Business; Professional Communication and Customer Service in Garment Care; Career Planning and Credential Roadmap in Textile Care.

What competent looks like. Identify and control at least five common textile-care workplace hazards using OSHA's hierarchy of controls and complete OSHA 10 Outreach training with a passing card. Perform trade-specific math operations—including unit conversion, percentage concentration, production-rate calculation, and invoice reconciliation—accurately to within ±2% error. Read and interpret Safety Data Sheets, care-label symbols (ASTM/ISO/GINETEX), equipment manuals, and regulatory guidance documents relevant to garment care. Use a point-of-sale or plant-management software system to log a customer order, generate a receipt, and run a basic production report. Demonstrate professional workplace behaviors—punctuality, customer communication, conflict de-escalation, and proper use of personal protective equipment—during simulated scenarios. Develop a personal career plan that maps program credentials (DLI CPD, DLI CPW, TRSA CPLM, OSHA 10) to entry-level and advancement roles in the textile-care industry.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Workplace Hazards and OSHA Foundations in Textile Care	26	theory	Learners will identify the primary physical, chemical, biological, and ergonomic hazards present in drycleaning and laundry facilities and apply OSHA's hierarchy of controls and General Duty Clause requirements to each hazard category.	Guided walkthrough of a simulated plant layout diagram: learners annotate each station (solvent machine, boiler, pressing station, spotting board, washer-extractor) with its associated hazard type and propose at least one control measure, referencing OSHA general industry standards. Small-group SDS scavenger hunt: each group receives the SDS for a common textile-care chemical (perchloroethylene, hydrocarbon solvent, detergent concentrate, spotting agent) and must locate the signal word, exposure limits, required PPE, first-aid measures, and spill procedures, then present findings to the class. Scenario-based lockout/tagout (LOTO) drill: using a decommissioned or mock pressing machine, learners follow a written LOTO procedure step-by-step, applying energy-isolation devices, verifying zero-energy state, and completing a permit form, while the instructor evaluates each step against a checklist.	OSHA General Industry Standards booklet (29 CFR Part 1910 overview handout), sample SDS documents for at least four textile-care chemicals, annotated plant layout diagrams, LOTO practice locks and tags, blank LOTO permit forms, whiteboard, projector.	Learners complete a 40-question written hazard-ID quiz covering hierarchy of controls, SDS sections, PPE selection, and LOTO steps; pass mark is 70% (28/40 correct). LOTO practical checklist must be completed with zero critical errors (failure to de-energize or verify counts as critical).
2	OSHA 10 Outreach: Completing the Federal Safety Credential	12	theory	Learners will complete all required modules of OSHA 10-Hour General Industry Outreach Training delivered by an authorized OSHA trainer and earn the OSHA 10 completion card.	Attend all OSHA 10 Outreach sessions delivered by an OSHA-authorized trainer; learners complete each module's participation activities, including hazard-identification exercises and case-study discussions tied to textile-care settings (e.g., solvent exposure incidents, steam-press burns, musculoskeletal injuries in flatwork ironing). First Aid/CPR/AED hands-on skills session delivered by a certified instructor: learners practice adult CPR compressions-and-breaths sequence, AED pad placement on a manikin, and wound-care procedures for chemical burns—scenarios drawn from actual drycleaning injury reports. Personal protective equipment selection exercise: given five textile-care task descriptions (mixing solvent, unloading wet laundry, operating a tunnel finisher, spotting with reducing agents, handling sharp alteration tools), learners select the correct glove material, eye protection, and respiratory protection from a physical PPE sample kit and justify each choice in writing.	Authorized OSHA 10 Outreach course materials (trainer-supplied), CPR manikins, AED trainer unit, PPE sample kit (nitrile gloves, neoprene gloves, safety glasses, splash goggles, N95 respirator, half-face APF respirator with organic vapor cartridge), first-aid scenario cards.	Attendance at all OSHA 10 Outreach module hours as required by the Outreach program rules; OSHA 10 completion card issued by the authorized trainer. CPR/AED practical: learners must demonstrate correct compression rate and depth on at least 2 of 2 evaluator-observed cycles; no pass/fail substitution is made—card issuance by a certifying organization is required.
3	Trade Math and Measurement for Garment Care	24	practice	Learners will solve textile-care math problems involving unit conversion, chemical dilution percentages, production metrics, and customer billing accurately to within ±2% of the correct answer.	Dilution and concentration worksheet series: learners calculate the correct volume of detergent concentrate to add to a washer drum of a given capacity to achieve a specified percentage concentration, then verify their answer by preparing a small demonstration solution and measuring its conductivity or pH against a target range using a digital meter. Production-rate and throughput drill: using a set of realistic plant data cards (pieces processed per hour, machine capacity, staffing levels, turnaround-time targets), learners calculate daily throughput, identify the production bottleneck, and recommend a staffing adjustment, showing all arithmetic work on a structured worksheet. Customer invoice simulation: learners receive a handwritten work ticket listing garment types, quantities, and per-item prices (including a discount for volume and a surcharge for specialty work), then calculate subtotals, tax, and total due; they also calculate what refund is owed when two items cannot be cleaned and must be returned.	Scientific calculators, trade-math workbook (instructor-developed, using realistic textile-care figures), digital conductivity/pH meter, small mixing containers for demonstration solutions, sample dilution charts from a commercial detergent supplier, blank invoice forms.	Graded math problem set of 30 items covering all topic areas; pass mark is 80% (24/30) with no answer deviating more than ±2% from the correct value. Practical dilution preparation graded by instructor measurement of finished solution: must fall within target range.
4	Reading Technical Documents: SDS, Care Labels, and Equipment Manuals	20	theory	Learners will accurately interpret safety data sheets, ISO/GINETEX care-label symbols, and equipment operator manuals to extract information needed for safe and correct textile-care operations.	Care-label symbol decoding challenge: learners receive a set of 20 garment tags bearing combinations of ISO/GINETEX care symbols (washing tub, triangle, circle, square, iron) and must write out the full plain-English care instruction for each, identifying water temperature limits, bleaching restrictions, drying method, dry-cleaning solvent restrictions, and ironing temperature—answers checked against the reference standard. Equipment manual scavenger hunt: using the operator manual for a commercial washer-extractor (or a realistic facsimile), learners locate the recommended preventive-maintenance schedule, the emergency-stop procedure, the maximum load capacity, and the manufacturer's recommended chemical dosing guidance, recording page numbers and exact quoted text on a structured form. SDS cross-reference exercise: learners are given three SDS documents for chemicals that might all be used in a single spotting task and must identify any incompatibilities listed, determine which PPE satisfies all three chemicals simultaneously, and write a one-paragraph safe-work procedure for using all three in sequence.	Laminated ISO/GINETEX care-symbol reference chart, set of 20 sample garment tags, commercial washer-extractor operator manual (real or realistic trade-supplied facsimile), three sample SDS documents for common spotting chemicals, structured reading-response forms.	Care-label decoding scored on accuracy: 18/20 symbols interpreted correctly required to pass. Equipment manual form must contain all four required data points with correct page references. SDS cross-reference exercise evaluated by instructor against an answer key; all critical safety incompatibilities must be identified (zero omissions allowed for critical hazard data).
5	Digital Tools for the Textile-Care Business	20	lab	Learners will use a plant-management or point-of-sale software system to create a customer order, track garment status, generate a production report, and send a customer-ready electronic notification.	Software orientation and data entry: learners log into a plant-management or point-of-sale training instance, create a new customer profile, enter a multi-garment order with correct item codes and special instructions, print a barcode claim ticket, and void and re-enter one line item to practice error correction—speed and accuracy measured by instructor observation. Production tracking simulation: using the software's routing or conveyor-tracking module (or a spreadsheet simulation if software is limited), learners update the status of 15 garment entries through each plant stage (received, cleaning, pressing, inspection, bagged, ready), then pull a completion report and identify any overdue items. Customer communication exercise: learners compose a professional email or SMS-ready text message to notify a customer that one item in their order requires special attention and a one-day delay, using provided templates as a starting point; a second scenario requires them to respond in writing to a customer complaint about a missing button, applying de-escalation language principles discussed in class.	Computers or tablets with plant-management/POS training software installed (or a realistic spreadsheet simulation), barcode scanner, label printer, sample customer complaint scripts, professional-communication template handouts, email/messaging interface.	Instructor observation checklist for software tasks: learner must complete all order-entry and status-update tasks with no uncorrected errors remaining in the system at the end of the session. Written customer communications scored on clarity, professionalism, and correct resolution offer using a rubric; minimum score 70% on the rubric.
6	Professional Communication and Customer Service in Garment Care	22	demo	Learners will demonstrate professional verbal and written communication with customers and coworkers, including intake interviewing, complaint handling, and escalation procedures appropriate to a drycleaning or laundry facility.	Garment intake role-play pairs: one learner plays the counter associate and one plays a customer dropping off a load that includes a heavily stained wedding dress, a leather jacket, and a care-label-free vintage blazer; the associate must ask the correct intake questions (stain type, age, previous treatment, value), document findings on an inspection tag, and explain realistic expectations—roles then switch. Complaint de-escalation scripted scenarios: instructor presents three escalating customer-complaint scenarios (delayed order, apparent color loss, missing item) via role-play; learners practice active-listening responses, apologize appropriately without admitting liability before investigation, offer a next-step resolution, and know when to involve a supervisor—class observes and provides structured feedback using a rubric. Written communication drill: learners draft a one-page garment-damage disclosure letter to a customer whose item has been determined to have a pre-existing dye defect revealed during cleaning, following a provided structure; letter must include factual description, explanation of the cleaning process, and clear statement that the defect is pre-existing—instructor marks for accuracy, tone, and completeness.	Role-play scenario cards (customer and associate versions), blank inspection/intake tags, garment-damage letter template, communication rubric, sample disclosure letters from the DLI member resource library (or instructor-created equivalents), whiteboard for class debrief.	Role-play evaluated with a structured rubric covering question completeness, documentation accuracy, and professional tone; pass mark is 75% of rubric points. Damage disclosure letter scored on rubric; must score ≥70% and must not contain any statement admitting liability or guaranteeing outcomes not established by inspection.
7	Career Planning and Credential Roadmap in Textile Care	24	field	Learners will create a documented personal career plan that identifies their target role in the textile-care industry, maps each program credential (DLI CPD, DLI CPW, TRSA CPLM, OSHA 10) to that role, and outlines steps for credential maintenance and career advancement.	Industry guest panel and Q&A: two or three working professionals from local drycleaners, commercial laundries, or linen-supply firms visit (or connect via video) to discuss their career paths, the credentials they hold, how those credentials affected hiring or promotion, and what skills they wish they had developed earlier; learners submit at least three written follow-up questions and one insight they will apply to their own plan. Credential mapping worksheet: using DLI and TRSA published information about their respective credentials, learners identify the exam content domains for DLI Certified Professional Drycleaner, DLI Certified Professional Wetcleaner, and TRSA Certified Professional Laundry Manager, then annotate each domain with the program course that addresses it and the lesson number, producing a completed crosswalk table. Personal career plan development: each learner drafts a two-page written career plan that includes their target job title at program completion, a three-year advancement goal, the credential(s) they will pursue first and their rationale, a study plan for exam prep, and at least two professional associations or continuing-education resources they will use; plan is reviewed in a one-on-one conference with the instructor.	DLI credential overview materials (publicly available from dli.org), TRSA CPLM credential overview materials (publicly available from trsa.org), credential-mapping worksheet template, career-plan outline template, instructor scheduling tool for individual conferences, internet-connected devices for research.	Credential mapping worksheet scored for completeness and accuracy: all major credential exam domains must be identified and matched to at least one course lesson; pass requires 100% of domains addressed. Career plan evaluated on a rubric covering goal specificity, credential rationale, and plan feasibility; pass mark is 75% of rubric points. Instructor conference must occur before the lesson is marked complete.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
OSHA 10 and Workplace Safety Written Exam	Written exam	25%	70% (28/40 items correct); all LOTO-related questions must be answered correctly (zero critical omissions allowed).	A 40-question multiple-choice and short-answer exam covering OSHA hierarchy of controls, SDS interpretation, PPE selection, LOTO procedures, emergency response, and textile-care-specific hazard scenarios drawn from lessons 1 and 2. Questions are aligned to the OSHA 10 General Industry content areas so that performance on this exam predicts readiness for the OSHA Outreach card. Accuracy · Safety · Communication · Professionalism
Trade Math and Technical Reading Exam	Written exam	25%	80% overall (24/30 items correct); no individual answer may deviate more than ±2% from the correct numeric value.	A 30-item exam combining calculation problems (dilution percentages, production rates, invoice totals) and document-interpretation questions (care-label symbols, SDS data extraction, equipment-manual lookups) drawn from lessons 3 and 4. The exam is administered without notes to confirm independent competence in the math and reading skills used daily in a textile-care facility. Accuracy · Safety · Communication · Professionalism
Digital Tools and Communication Portfolio Project	Project	25%	Average rubric score of 75% across all portfolio components; no single required component may be missing; the customer-damage letter must receive a passing mark on the 'accuracy and no-liability-admission' criterion.	Learners compile a portfolio demonstrating competence from lessons 5 and 6: a printed or exported plant-management software report showing a correctly entered multi-garment order, a status-tracking summary, a professional customer-notification message, and the written garment-damage disclosure letter. Each component is scored on a published rubric and the portfolio is submitted as a single organized document or digital folder. Accuracy · Safety · Communication · Professionalism
Career Plan Oral Defense	Oral / panel	25%	75% of rubric points across all five oral-defense criteria; learner must correctly identify the exam content domains for at least two of the four program credentials without prompting.	Each learner presents their personal career plan to the instructor and at least one peer in a ten-minute structured oral defense, then answers five to seven follow-up questions about their credential choices, the credential exam domains they have mapped, and the study strategies they plan to use in the Certification Exam Preparation course. The defense evaluates communication clarity, depth of credential knowledge, and goal realism, and serves as the capstone of this course. Accuracy · Safety · Communication · Professionalism

BUS-DRY59-02 Trade course

Fiber & Fabric Identification

27 hr · ~~$290~~ COMPLIMENTARY

Students learn to identify natural, manufactured, and synthetic textile fibers and fabric constructions using physical, chemical, and burn-test methods, then apply that knowledge to select appropriate cleaning processes. Correct fiber identification is the foundation of every drycleaning and wetcleaning decision and directly supports the DLI Certified Professional Drycleaner and Certified Professional Wetcleaner exam content areas on textile classification and care-label interpretation.

Outcomes

Identify at least ten common textile fibers—including cotton, linen, wool, silk, polyester, nylon, acrylic, rayon, acetate, and spandex—by burn behavior, hand feel, and microscopic appearance with at least 85% accuracy.
Interpret ASTM and ISO fiber-content labels and FTC care-label symbols to determine fiber composition and recommended cleaning method.
Distinguish woven, knit, and nonwoven fabric constructions and explain how construction affects dimensional stability and solvent or water tolerance.
Apply burn-test and solubility-spot procedures safely, wearing required PPE and following laboratory safety protocols.
Recommend an appropriate drycleaning, wetcleaning, or laundry pathway for a given garment based on fiber content, fabric construction, and care-label instructions.
Document fiber and fabric test results in a standard identification log that meets shop record-keeping expectations.

Course text

How the course runs. 5 blocks: Textile Fiber Families: Classification, Sources, and Trade Relevance; Burn Testing and Solubility Spot Testing; Fabric Construction: Weave, Knit, and Nonwoven Structures; Care Labels, FTC Labeling Rules, and ISO Symbols; Applied Fiber and Fabric Assessment: Full Garment Analysis.

What competent looks like. Identify at least ten common textile fibers—including cotton, linen, wool, silk, polyester, nylon, acrylic, rayon, acetate, and spandex—by burn behavior, hand feel, and microscopic appearance with at least 85% accuracy. Interpret ASTM and ISO fiber-content labels and FTC care-label symbols to determine fiber composition and recommended cleaning method. Distinguish woven, knit, and nonwoven fabric constructions and explain how construction affects dimensional stability and solvent or water tolerance. Apply burn-test and solubility-spot procedures safely, wearing required PPE and following laboratory safety protocols. Recommend an appropriate drycleaning, wetcleaning, or laundry pathway for a given garment based on fiber content, fabric construction, and care-label instructions. Document fiber and fabric test results in a standard identification log that meets shop record-keeping expectations.

Lessons · 5 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Textile Fiber Families: Classification, Sources, and Trade Relevance	6	theory	Students will classify at least ten common fibers into natural, regenerated, and synthetic families and describe the physical and chemical properties of each that affect cleaning.	Instructor-led presentation using fiber reference cards and actual fiber samples (raw cotton, raw wool fleece, silk reeled filament, polyester staple, nylon filament) — students sort samples into family groups and record observations on a classification worksheet. Students read and annotate excerpts from the DLI's Drycleaning Technology reference covering fiber properties, then complete a guided-notes outline connecting each property (moisture regain, heat sensitivity, solvent resistance) to a real cleaning consequence. Paired matching drill: students receive a set of 15 unlabeled sample swatches and a property description card set; they pair each swatch to its description, then check answers against the instructor key and correct errors in writing.	Labeled and unlabeled fiber sample kits, DLI Drycleaning Technology reference text, fiber classification worksheets, property description card sets, projector/slides	Completed classification worksheet graded against answer key; student must correctly classify at least 9 of 11 fiber samples (82%) to pass before advancing.
2	Burn Testing and Solubility Spot Testing	6	lab	Students will safely perform burn tests and acetone solubility spot tests on unknown fiber samples and record results that correctly identify each fiber with at least 85% accuracy.	Pre-lab safety briefing: instructor demonstrates laboratory PPE donning (safety glasses, heat-resistant gloves, lab coat), fire-extinguisher location, use of metal burn-test tray over a ceramic surface, and ventilation requirements — students demonstrate PPE donning before handling any flame or solvent. Students perform timed burn tests on ten coded fabric yarns (pulling threads from woven swatches), recording flame behavior, self-extinguishing behavior, odor, and ash or bead characteristics on a structured burn-test data table, then compare results to the DLI burn-test reference chart to assign a fiber ID. Students apply a single drop of acetone to small coded swatch samples (acetate vs. triacetate vs. nylon) on a white ceramic tile, observe dissolution or surface change after 30 seconds, record results, and cross-check with reference data to distinguish fibers that share similar burn behavior.	Coded swatch sample set (minimum 10 unknowns), burn-test tray and ignition source (butane lighter), tweezers, ceramic tile, acetone in dropper bottle, safety glasses, heat-resistant gloves, lab coats, fume ventilation or outdoor work area, DLI burn-test reference chart, burn-test data table forms	Completed burn-test data table reviewed by instructor; student must correctly identify at least 9 of 10 unknown fiber samples and demonstrate all required PPE use without prompting — failure on PPE requires immediate repeat of safety briefing and re-test.
3	Fabric Construction: Weave, Knit, and Nonwoven Structures	5	demo	Students will identify plain weave, twill weave, satin weave, single-knit, double-knit, and nonwoven constructions from fabric samples and explain how each construction influences shrinkage risk and mechanical stress tolerance during cleaning.	Instructor demonstrates fabric deconstruction — pulling threads from a plain-weave, a 2×2 twill, and a satin swatch under a 10× loupe or handheld microscope — narrating how interlacing pattern affects surface texture, abrasion resistance, and tendency to distort when wet or tumbled. Students examine a 12-swatch construction sample kit under loupes, sketch the interlacing or loop structure of each fabric on a construction diagram worksheet, label construction type, and write one sentence per sample predicting its shrinkage risk (low/medium/high) with a stated reason. Class discussion and demonstration: instructor wets and gently stretches a jersey-knit sample versus a tightly woven poplin, showing actual dimensional change; students revise their shrinkage-risk predictions on their worksheets based on the demonstration.	12-swatch construction sample kit (plain weave, twill, satin, jersey knit, rib knit, fleece, fusible nonwoven, needle-punched nonwoven, and others), 10× loupes or handheld microscopes, construction diagram worksheets, spray bottle of water	Construction diagram worksheet scored by instructor; student must correctly label at least 10 of 12 constructions and provide a reasonable shrinkage-risk rationale for each — 83% or better required to pass.
4	Care Labels, FTC Labeling Rules, and ISO Symbols	5	theory	Students will interpret FTC care-label symbols and written instructions on actual garments and translate them into a correct cleaning method recommendation with no more than one error in a set of ten garments.	Instructor presents the FTC Care Labeling Rule requirements and the standard ISO care-symbol set using a printed care-symbol reference guide; students complete a symbol-translation table matching each symbol to its plain-English meaning, then self-check using the reference. Students examine care labels cut from 15 diverse garments (including multi-fiber blends, structured suit jackets, swimwear, and household textiles), record fiber content and all symbols in a log, then write a one-line recommended process (dryclean solvent type, wetclean, launder — hot/warm/cold, tumble dry temperature, special instructions) for each. Role-play: in pairs, one student plays a counter associate receiving a customer garment; the other plays the customer — the associate reads the care label aloud, identifies fiber content, and explains the recommended cleaning method in plain language; roles are then reversed with a new garment.	Printed ISO/FTC care-symbol reference guide, collection of 15+ garments or cut care labels, care-label log forms, DLI Drycleaning Technology reference	Care-label log reviewed by instructor; student must correctly interpret symbols and recommend an appropriate process for at least 9 of 10 garments (90%) — any safety-critical error (e.g., recommending perchloroethylene solvent for a 'dryclean with petroleum solvent only' label) must be corrected before passing.
5	Applied Fiber and Fabric Assessment: Full Garment Analysis	5	practice	Students will complete an independent, documented fiber and fabric analysis for a set of five garments, integrating burn-test data, construction analysis, care-label reading, and cleaning-method recommendation into a shop-ready identification record.	Each student receives five coded garments with care labels taped over; they conduct a full physical examination (hand feel, drape, fabric construction sketch, burn-test on thread pulled from a hidden seam) and record all observations on a standardized Fiber and Fabric ID Record form. Students uncover the care labels, compare label fiber content to their test-based fiber hypothesis, note any discrepancies, and revise their cleaning-method recommendation if the label reveals a fiber they did not detect (e.g., a hidden spandex content). Students write a brief (4–6 sentence) written rationale for each garment explaining why they selected the recommended process, citing at least one fiber property, one construction characteristic, and one care-label instruction as supporting evidence — this documentation simulates a shop work-order note.	Five coded garments per student, burn-test tray and safety supplies, 10× loupes, Fiber and Fabric ID Record forms, care-symbol reference guide, DLI Drycleaning Technology reference	Fiber and Fabric ID Record and written rationale graded by instructor using a 20-point rubric (4 points per garment: fiber ID correct, construction correct, care-label interpreted correctly, cleaning method appropriate); student must score 17/20 (85%) to pass — this score also serves as the skills demonstration prerequisite check.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Fiber & Fabric Identification Knowledge Exam	Written exam	25%	75% or higher (30 of 40 questions correct)	A 40-question written exam covering fiber family classification, physical and chemical properties of common fibers, fabric construction types, FTC and ISO care-label symbols, and the relationship between fiber/construction characteristics and appropriate cleaning-method selection. Questions are multiple-choice and short-answer, aligned to the DLI Certified Professional Drycleaner and Certified Professional Wetcleaner exam content areas on textile science and care-label interpretation. Standard met · Safety · Time · Quality/finish · Documentation
Practical Fiber Identification Skills Demonstration	Skills demonstration	45%	Student correctly identifies fiber content and recommends an appropriate cleaning process for at least 4 of 5 unknown garments; all PPE requirements must be met without prompting	The instructor presents five coded garments; the student performs burn-test and care-label analysis without assistance and completes a Fiber and Fabric ID Record for each garment within a 45-minute time limit. The evaluator uses a standardized rubric scoring fiber ID accuracy, construction assessment, care-label interpretation, PPE compliance, and cleaning-method recommendation. Standard met · Safety · Time · Quality/finish · Documentation
Fiber Identification Lab Log	Log	15%	Log is complete for all lab sessions (burn test and solubility lab, construction lab, applied assessment); all entries include date, sample code, observations, result, and a stated conclusion — no more than two minor recording omissions allowed	Students maintain a running lab log throughout all lab and practice lessons, recording raw test data, observations, fiber or construction conclusions, and care-label interpretations for every sample handled. The completed log is submitted at course end and reviewed for accuracy, completeness, and legibility as a measure of professional record-keeping habits required in a shop environment. Standard met · Safety · Time · Quality/finish · Documentation
Laboratory Safety Compliance Check	Safety audit	15%	Pass/Fail — all critical safety behaviors must be demonstrated correctly; any single critical failure (no PPE, open flame without metal tray, solvent without ventilation) results in an immediate fail and mandatory repeat	During the burn-test lab session, the instructor completes a safety observation checklist for each student, confirming correct PPE donning, proper flame and solvent handling, correct disposal of test materials, and appropriate response to a simulated minor hazard scenario (instructor announces 'small fire in tray' and observes student response). This check aligns with OSHA 10 hazard-recognition and safe-practice competencies. Standard met · Safety · Time · Quality/finish · Documentation

BUS-DRY59-03 Trade course

Stain Chemistry

27 hr · ~~$290~~ COMPLIMENTARY

This course builds the scientific foundation learners need to identify, classify, and treat common textile stains by understanding the chemical nature of both stains and the agents used to remove them. Learners study fiber-stain interactions, pH, solubility, oxidation-reduction, and enzyme activity as they apply to real garment-care situations. Content maps directly to DLI Certified Professional Drycleaner and DLI Certified Professional Wetcleaner exam competencies in stain identification and chemical selection.

Outcomes

Classify a stain by origin (protein, tannin, oil/grease, dye, oxidized, or unknown) using observable evidence and systematic testing.
Explain how pH, polarity, solubility, and molecular structure determine which chemical agents will break a stain's bond with a fiber.
Select an appropriate chemical treatment sequence for a given stain-fiber combination, justifying the choice with chemical reasoning.
Predict and describe the risk of fiber or dye damage that results from applying an incompatible reagent, and choose a safer alternative.
Read and interpret Safety Data Sheets (SDS) for spotting and pre-treatment chemicals used in dry-cleaning and wetcleaning plants.
Apply safe handling procedures—including PPE selection, ventilation requirements, and spill response—whenever working with stain-removal chemicals.

Course text

How the course runs. 5 blocks: The Chemistry of Stains: Origin, Structure, and Fiber Bonding; pH, Polarity, and Solubility: The Logic Behind Chemical Selection; Enzyme, Oxidizing, and Reducing Agents in Stain Removal; Dye and Fiber Sensitivity: Predicting and Preventing Damage; SDS Literacy, Safe Handling, and Chemical Regulatory Overview.

What competent looks like. Classify a stain by origin (protein, tannin, oil/grease, dye, oxidized, or unknown) using observable evidence and systematic testing. Explain how pH, polarity, solubility, and molecular structure determine which chemical agents will break a stain's bond with a fiber. Select an appropriate chemical treatment sequence for a given stain-fiber combination, justifying the choice with chemical reasoning. Predict and describe the risk of fiber or dye damage that results from applying an incompatible reagent, and choose a safer alternative. Read and interpret Safety Data Sheets (SDS) for spotting and pre-treatment chemicals used in dry-cleaning and wetcleaning plants. Apply safe handling procedures—including PPE selection, ventilation requirements, and spill response—whenever working with stain-removal chemicals.

Lessons · 5 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	The Chemistry of Stains: Origin, Structure, and Fiber Bonding	6	theory	Students will classify stains into the six standard categories (protein, tannin/vegetable, oil/grease, dye, oxidized, and combination/unknown) and explain the chemical bond each category forms with textile fibers.	Illustrated lecture: instructor presents the six stain categories using garment photographs and molecular diagrams, connecting each category to the type of bond it forms (ionic, covalent, hydrogen, physical entrapment) and to the fiber types where bonding is strongest. Card-sort exercise: students receive 30 laminated stain-scenario cards (e.g., red wine on wool, motor grease on polyester, rust on cotton) and physically sort them into categories on a table, then discuss borderline cases as a class. Written stain-analysis worksheet: each student selects five cards from the sort, writes the stain category, the likely bond type, and one sentence explaining why the bond forms on that specific fiber, then peer-reviews a partner's answers against an instructor answer key.	Whiteboard and projector, molecular bond diagrams handout, laminated stain-scenario card set (instructor-made), DLI Stain Removal Guide (current edition), fiber-stain bonding reference chart, student notebooks	Instructor reviews the completed worksheet; student must correctly classify at least 4 of 5 stains and provide a chemically accurate bond explanation for each correct classification to pass (80% accuracy).
2	pH, Polarity, and Solubility: The Logic Behind Chemical Selection	6	demo	Students will explain how pH (acid/alkaline balance) and the like-dissolves-like principle of polarity guide the selection of a chemical agent to release a specific stain from a specific fiber.	Instructor demonstration: using pH test strips and a series of labeled solutions (plain water, neutral synthetic detergent, acetic acid, ammonia, dry-side solvent), the instructor measures pH, describes polarity, and shows on a whiteboard chart where each falls on the spectrum; students record results in a structured note-taking guide. Solubility experiment: students test four stain samples (cooking oil on cotton, coffee on polyester, ink on wool, rust on linen) with water, a polar detergent solution, and a non-polar solvent (mineral spirits in a ventilated demonstration area), observing and recording which agent produces visible lifting for each stain type. Chemical-selection decision tree activity: using the data from the experiment, students complete a partially filled decision tree that branches by stain polarity, fiber sensitivity to pH, and dye sensitivity, arriving at a recommended first-choice agent and a rationale statement for each test sample.	pH test strips, pre-made labeled solutions in dropper bottles, mineral spirits (in ventilated demo hood or fume cupboard), white cotton/polyester/wool/linen swatches pre-stained by instructor, nitrile gloves, safety glasses, decision tree handout, DLI Stain Removal Guide, SDS sheets for each chemical used	Students submit completed decision tree; pass requires correct first-choice agent and a chemically sound rationale for at least 3 of 4 stain-fiber combinations (75% accuracy); instructor checks that PPE was worn throughout the hands-on segment before any grade is recorded.
3	Enzyme, Oxidizing, and Reducing Agents in Stain Removal	6	lab	Students will demonstrate the correct selection and controlled application of enzyme preparations, oxidizing bleaches, and reducing agents to appropriate stain categories, documenting observations and results in a lab log.	Pre-lab instruction: instructor explains enzyme specificity (protease, lipase, amylase, cellulase) and the oxidation-reduction concept at a practical level—oxidizers add oxygen to break chromophore bonds in color stains; reducers donate electrons to break metallic/dye stains—students take guided notes and answer four comprehension check questions before touching chemicals. Controlled lab stations: students rotate through three stations—(1) enzyme pre-soak on a protein stain (blood on cotton) timed at the manufacturer's recommended temperature window; (2) dilute hydrogen peroxide applied to a tannin stain (tea on linen) with a timed dwell and rinse; (3) a reducing agent (sodium hydrosulfite, pre-diluted by instructor) on a rust stain on cotton—students photograph before and after and rate stain removal on a 1–5 scale. Lab log entry: students write up each station with sections for stain type, agent chosen, chemical rationale, dwell time and temperature, observed result, and one risk note (fiber or dye hazard identified), using the SDS for each agent as a reference.	Pre-stained fabric swatches (blood/cotton, tea/linen, rust/cotton), enzyme pre-soak powder with manufacturer data sheet, 3% hydrogen peroxide solution, sodium hydrosulfite pre-diluted per instructor formula, measuring spoons, thermometer, timer, nitrile gloves, safety glasses, lab apron, photographic documentation sheet, lab log template, SDS for each chemical, DLI Stain Removal Guide	Completed lab log reviewed by instructor; pass requires a chemically accurate rationale for each agent choice, a correctly identified risk note for each station, and evidence (photo rating ≥ 3 or written explanation if stain was stubborn) that the procedure was executed correctly; minimum passing standard is all three stations documented with no safety omissions.
4	Dye and Fiber Sensitivity: Predicting and Preventing Damage	5	practice	Students will apply a systematic test-and-treat protocol to assess dye and fiber sensitivity before full treatment, correctly identifying at least three scenarios where a standard reagent would cause irreversible damage.	Case study analysis: instructor presents five written case studies describing real-type dye-bleeding or fiber-damage incidents (e.g., chlorine bleach on silk removing color; strong alkali on wool causing felting; acetone on acetate dissolving fiber) and leads a Socratic discussion on which chemical property caused the damage and what pre-test would have revealed the risk. Dye-bleeding spot test practice: using small squares of dyed fabrics with known sensitivities (provided by instructor), students perform the standard hidden-seam test—applying a small amount of water, then dilute detergent, then a mild acid, then a mild alkali sequentially, blotting on white cloth and recording whether dye transfers at each step—and complete a sensitivity matrix. Damage-prevention decision exercise: given five new stain scenarios with fiber and dye types specified, students write a step-by-step pre-treatment plan that includes the spot test, the chosen agent and concentration, an anticipated risk, and a safer substitute if the spot test is positive; plans are shared and critiqued in small groups.	Written case study packet, dyed fabric squares (assorted: acid dyes on nylon, direct dyes on cotton, reactive dyes on cotton, disperse dyes on polyester—some intentionally fugitive), white blotting cloth, dropper bottles of test solutions, sensitivity matrix worksheet, decision exercise worksheet, DLI Stain Removal Guide, AATCC reference on colorfastness testing (general overview handout)	Instructor reviews the sensitivity matrix and decision exercise; pass requires correct identification of at least 3 of 5 damage scenarios in the case study discussion (participation noted) and a written pre-treatment plan for 4 of 5 scenarios that includes a chemically defensible safer substitute where a spot test would be positive (80%).
5	SDS Literacy, Safe Handling, and Chemical Regulatory Overview	4	theory	Students will locate and interpret the sections of a Safety Data Sheet relevant to stain-removal chemical handling, and accurately state the required PPE, first-aid response, and disposal method for three chemicals used in the trade.	SDS scavenger hunt: each student receives printed SDS documents for three common spotting chemicals and a structured question sheet requiring them to locate flash point, exposure limits, required PPE, first-aid measures for skin/eye contact, spill cleanup procedure, and waste disposal category; students answer independently, then verify answers with a partner before class debrief. Scenario-based PPE selection drill: instructor reads aloud six short spill or exposure scenarios (e.g., splashed pre-conditioner in the eye; solvent vapor buildup at a spotting board; enzyme powder inhalation); students hold up laminated PPE cards (nitrile gloves, neoprene gloves, safety glasses, goggles, N95, half-face respirator, none required) and justify their selection; instructor corrects and explains any errors immediately. Short written summary: each student writes a one-page plain-language chemical handling guide for a new plant employee covering the three chemicals from the SDS exercise—what it does, what can go wrong, what PPE is required, and what to do if exposed—intended for posting at a spotting station.	Printed SDS documents for three trade chemicals (e.g., a protein spotter, a tanning spotter, and a rust remover—instructor selects current plant-realistic examples), SDS scavenger hunt question sheet, laminated PPE card set, OSHA Hazard Communication Standard overview handout (general), plain-language guide template, pens	SDS scavenger hunt scored immediately in class debrief; students must answer at least 10 of 12 questions correctly (83%). Plain-language guide reviewed by instructor before end of class; pass requires all four required sections present and no incorrect PPE or first-aid information—any safety inaccuracy requires a same-day correction and resubmission.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Stain Chemistry Written Exam	Written exam	25%	75% or higher (30 of 40 questions correct)	A 40-question closed-book exam covering stain classification, bond types, pH and polarity principles, enzyme/oxidizer/reducer selection logic, dye and fiber sensitivity, and SDS interpretation; questions are multiple choice and short answer. Mapped to DLI Certified Professional Drycleaner and DLI Certified Professional Wetcleaner exam content areas for stain identification and chemical knowledge. Standard met · Safety · Time · Quality/finish · Documentation
Stain Identification and Chemical Selection Skills Demo	Skills demonstration	45%	Student must correctly classify at least 4 of 5 unknown stains and propose a chemically sound treatment sequence for each, with no unsafe chemical-fiber pairings; evaluator uses a rubric with a minimum score of 80%.	The instructor presents five garment swatches with unknown stains; the student examines each, states the stain category and reasoning, selects appropriate agents from a reagent tray, explains the chemical rationale, and identifies any fiber or dye risk before treating. Evaluator observes the full sequence using a structured rubric. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	All three lab station entries complete and accurate; no missing safety or chemical rationale fields; instructor signature required on each entry before submission.	Students submit the lab log completed during Lesson 3 (enzyme, oxidizing, and reducing agent stations), reviewed for scientific accuracy, correct SDS-referenced risk identification, and quality of before-and-after documentation. This ongoing record demonstrates understanding of controlled chemical application aligned to DLI wetcleaner and drycleaner competencies. Standard met · Safety · Time · Quality/finish · Documentation
SDS and Chemical Safety Check	Safety audit	15%	100% on PPE and first-aid fields; no safety errors permitted; SDS scavenger hunt score of 83% or above already confirmed in class; plain-language guide must pass instructor review with no inaccuracies before the course grade is awarded.	A two-part safety check: the graded SDS scavenger hunt from Lesson 5 and the plain-language chemical handling guide; together they confirm that the student can extract and communicate safety-critical information from regulatory documents. This check maps directly to OSHA 10 Hazard Communication competencies and is a prerequisite for progression to Course 4. Standard met · Safety · Time · Quality/finish · Documentation

BUS-DRY59-04 Trade course

Solvent & Wet-Cleaning Systems

27 hr · ~~$290~~ COMPLIMENTARY

This course covers the science, equipment operation, and regulatory compliance for both hydrocarbon/GreenEarth/CO2 drycleaning solvent systems and professional wet-cleaning systems. Students learn to select the correct cleaning system for a garment, operate solvent and wet-cleaning machines safely, and document solvent usage and waste in accordance with EPA and OSHA requirements. Mapped to DLI Certified Professional Drycleaner and DLI Certified Professional Wetcleaner exam content areas.

Outcomes

Identify and compare the properties, advantages, hazards, and environmental regulations governing perc, hydrocarbon, GreenEarth (D5 silicone), and CO2 drycleaning solvents.
Select the appropriate cleaning system—solvent or wet-cleaning—based on fiber content, fabric construction, care label, and soil type.
Operate a commercial drycleaning machine and a professional wet-cleaning machine according to manufacturer procedures, including load preparation, cycle selection, and solvent/water recovery.
Apply EPA solvent-waste and still-residue disposal rules and OSHA hazard-communication requirements relevant to drycleaning solvents at the shop level.
Troubleshoot common machine malfunctions and cleaning defects (redeposition, shrinkage, bleed) and document corrective actions in a shop log.
Demonstrate all required PPE use, emergency shutdown, and spill-containment procedures for solvent and wet-cleaning operations.

Course text

How the course runs. 5 blocks: Drycleaning Solvents: Properties, Hazards, and Regulations; Drycleaning Machine Operation and Load Management; Professional Wet-Cleaning Systems: Equipment, Chemistry, and Garment Selection; Cleaning System Selection, Defect Diagnosis, and Troubleshooting; Solvent Waste Handling, Spill Response, and Shop Safety Compliance.

What competent looks like. Identify and compare the properties, advantages, hazards, and environmental regulations governing perc, hydrocarbon, GreenEarth (D5 silicone), and CO2 drycleaning solvents. Select the appropriate cleaning system—solvent or wet-cleaning—based on fiber content, fabric construction, care label, and soil type. Operate a commercial drycleaning machine and a professional wet-cleaning machine according to manufacturer procedures, including load preparation, cycle selection, and solvent/water recovery. Apply EPA solvent-waste and still-residue disposal rules and OSHA hazard-communication requirements relevant to drycleaning solvents at the shop level. Troubleshoot common machine malfunctions and cleaning defects (redeposition, shrinkage, bleed) and document corrective actions in a shop log. Demonstrate all required PPE use, emergency shutdown, and spill-containment procedures for solvent and wet-cleaning operations.

Lessons · 5 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Drycleaning Solvents: Properties, Hazards, and Regulations	6	theory	Students will compare perc, hydrocarbon, GreenEarth D5, and CO2 solvents on flash point, solvency (KB value), environmental classification, and applicable EPA and OSHA hazard-communication requirements.	Read and annotate the Safety Data Sheets (SDS) for at least two solvent types, identifying health hazards, exposure limits, PPE requirements, and disposal sections; record findings on a structured SDS comparison worksheet. Complete a four-column chart matching each solvent to its KB value range, vapor pressure, regulatory classification (HAP status, Clean Air Act relevance), and required engineering controls, then discuss as a class how these properties drive machine design differences. Case-study analysis: given a scenario where a shop is switching from perc to hydrocarbon, students list the regulatory notifications, equipment changes, ventilation upgrades, and employee training steps required, presenting findings in a short written summary.	SDS documents for perc, hydrocarbon, GreenEarth D5, and CO2 solvents; DLI 'Drycleaning Solvents' reference module; EPA National Emission Standards for Hazardous Air Pollutants (NESHAP) consumer fact sheets; OSHA Hazard Communication standard overview; whiteboard and comparison-chart worksheets	Students score 80% or higher on a 20-question written quiz covering solvent properties, SDS sections, and regulatory classification; all four solvents must be correctly characterized.
2	Drycleaning Machine Operation and Load Management	7	demo	Students will demonstrate correct pre-load inspection, machine setup, cycle programming, solvent recovery, and post-cycle unloading on a commercial drycleaning machine, following the manufacturer's operating manual and DLI best-practice guidelines.	Instructor-led walkthrough of the drycleaning machine (closed-loop transfer or dry-to-dry type available in the training lab), identifying each major component—basket, still, separator, button trap, muck cooker, and solvent tank—and explaining the function and safety interlock of each part. Students practice pre-load sorting by fabric type, color, and soil level, then weigh loads to manufacturer capacity, tag each load with a route ticket, and record solvent level and machine readings in the shop log before starting a cycle; instructor observes and corrects technique. Pairs of students each operate one complete cycle from load to unload under instructor supervision, adjusting time and temperature settings for a delicate versus a heavily soiled load, then compare solvent clarity (turbidity) before and after filtration using a visual check against a turbidity reference card.	Commercial drycleaning machine (hydrocarbon or GreenEarth type); manufacturer operating manual; route tickets; platform scale; shop log forms; solvent turbidity reference cards; nitrile gloves; solvent-resistant apron; safety goggles; DLI equipment operation reference cards	Instructor checklist: student correctly completes all 12 pre-operation and post-operation steps without prompting; solvent log entries are complete and accurate; pass requires zero critical safety steps missed and fewer than two procedural errors.
3	Professional Wet-Cleaning Systems: Equipment, Chemistry, and Garment Selection	6	lab	Students will select appropriate wet-cleaning programs, detergents, and conditioners for a set of test garments and operate the professional wet-cleaning washer and dryer/cabinet dryer through complete cycles, measuring pH and temperature to verify process parameters.	Using a wet-cleaning decision matrix (fiber content vs. construction vs. care label), students sort a rack of 15 tagged test garments into wet-cleanable, borderline, and not suitable groups, writing a one-sentence rationale for each borderline garment and discussing discrepancies with the instructor. Students measure and mix wet-cleaning detergent and protein/sizing conditioner according to manufacturer dilution instructions using a graduated cylinder and pH meter; they record product name, dilution ratio, bath temperature target, and expected pH range in the lab log before loading garments. Students run two complete wet-cleaning cycles—one for structured wool and one for blended synthetics—documenting actual cycle time, temperature, mechanical action setting, and final garment condition (shrinkage, shape retention, hand) on a structured observation form, then compare results against expected outcomes from the DLI Wetcleaner reference.	Professional wet-cleaning washer and finisher/cabinet dryer; wet-cleaning detergent and conditioners (manufacturer-supplied); graduated cylinders; pH meter and strips; thermometer; test garments (wool suiting, silk blouse, structured linen, polyester blend); wet-cleaning decision-matrix handout; DLI 'Professional Wetcleaning' reference module; lab log forms; nitrile gloves; apron	Lab log reviewed by instructor: correct program and chemistry selected for each garment category (80% accuracy); pH and temperature values recorded within specified ranges; no garment damaged due to incorrect program selection; full lab log submitted with no missing entries.
4	Cleaning System Selection, Defect Diagnosis, and Troubleshooting	5	practice	Students will diagnose at least four common cleaning defects—including redeposition, graying, shrinkage, color bleed, and solvent odor retention—and recommend documented corrective actions that align with DLI troubleshooting guidelines.	Instructor presents six garment samples with deliberate defects (e.g., gray redeposition on a white shirt, solvent odor on a wool jacket, shrinkage on a silk blouse, color bleed on a rayon dress); students examine each sample, record the observed defect, identify the likely cause using a DLI troubleshooting reference card, and write the corrective action in their lab log. Role-play scenario: student acts as the plant manager receiving a customer complaint about a blouse returned with greasy redeposition; using the shop log from Lesson 2, the student traces load weight, solvent turbidity, and filter maintenance records to identify the process breakdown and presents a corrective action plan verbally to the class. Small-group exercise: each group receives a different 'problem batch' description card and must choose between re-cleaning in the solvent system, transferring to the wet-cleaning system, or referring for hand spotting—defending their decision with reference to fiber content, defect type, and DLI recommended procedures before the class votes on the best answer.	Six defect-sample garments; DLI troubleshooting reference cards; completed shop log from Lesson 2; defect-diagnosis worksheets; scenario cards; whiteboard for group defense presentations	Written defect-diagnosis worksheet: students correctly identify cause and corrective action for at least 4 of 6 samples (67% minimum); instructor initials each correct entry; any safety-related misidentification (e.g., incorrect solvent exposure response) requires immediate remediation before course completion.
5	Solvent Waste Handling, Spill Response, and Shop Safety Compliance	3	field	Students will correctly execute solvent-waste labeling, still-residue container handling, and a simulated spill-containment procedure, demonstrating compliance with EPA and OSHA requirements and proper PPE use throughout.	Hands-on station: students label a simulated still-residue container with all required hazardous-waste information (generator name, waste description, accumulation start date, and required warning language), cross-referencing the SDS and the EPA hazardous-waste generator requirements overview provided by the instructor—instructor checks label against a compliance checklist. Simulated spill drill: instructor releases a small quantity of water with blue dye representing a solvent spill on the plant floor; students don the correct PPE (chemical-splash goggles, nitrile gloves, solvent-resistant apron), retrieve the spill kit, contain the spill using absorbent material, bag and label the waste, ventilate the area, and report the incident using the shop's sample incident-report form—timed at under five minutes. Regulatory documentation review: students complete a sample EPA Uniform Hazardous Waste Manifest training form (using a blank training copy, not a live document), identify each required data field, and explain to a partner what information goes in each section and why it matters for the shop's compliance record.	Simulated still-residue container; blank hazardous-waste labels; EPA hazardous-waste generator requirements overview handout; spill kit (absorbent pads, disposal bags, labels); chemical-splash goggles; nitrile gloves; solvent-resistant apron; sample EPA Uniform Hazardous Waste Manifest (training copy); incident-report form template; stopwatch	Instructor compliance checklist: waste label contains all required fields (pass = all fields present and accurate); spill drill completed within 5 minutes with correct PPE donned before any contact with simulated spill material (any PPE failure = automatic repeat); manifest form completed with no missing required fields—pass requires 100% on safety behaviors and 80% on documentation accuracy.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Solvent & Wet-Cleaning Systems Knowledge Exam	Written exam	25%	80% (32/40 questions correct)	A 40-question written exam covering solvent properties and SDS interpretation, EPA and OSHA regulatory requirements, wet-cleaning chemistry and program selection, and defect diagnosis—mapped directly to DLI Certified Professional Drycleaner and DLI Certified Professional Wetcleaner exam content areas. Students have 60 minutes to complete the exam independently with no reference materials. Standard met · Safety · Time · Quality/finish · Documentation
Machine Operation Skills Demonstration	Skills demonstration	45%	Pass requires zero critical safety errors and 90% of procedural steps completed correctly on the instructor checklist	Each student independently operates the drycleaning machine through one complete cycle and the wet-cleaning machine through one complete cycle, from pre-load inspection to unloading, while the instructor scores performance on a 20-item standardized checklist covering setup, cycle parameters, solvent/water recovery, PPE use, and log documentation. Any unsafe act (e.g., opening solvent drum without PPE, bypassing a safety interlock) results in an immediate stop and automatic failure requiring full remediation and retest. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	All entries complete and accurate; instructor initials required on each lesson's log page; no more than one incomplete entry permitted	Students submit the cumulative lab log maintained across all five lessons, including solvent comparison worksheets, machine operation records, wet-cleaning cycle data, defect-diagnosis forms, and waste-handling documentation. The log is evaluated for completeness, accuracy of recorded measurements, and quality of written corrective-action notes, demonstrating the real-world recordkeeping habits required for DLI certification and EPA compliance. Standard met · Safety · Time · Quality/finish · Documentation
Solvent Safety & Compliance Safety Check	Safety audit	15%	100% on all critical safety behaviors; any failure requires immediate remediation and a full retest before the student may proceed to Course 5	A structured observation checklist administered during the spill-response drill and waste-labeling station from Lesson 5, plus a verbal review in which the student must correctly state the required PPE for each solvent type used in the program, the location of the spill kit and SDS binder, and the first step in the emergency shutdown procedure for the drycleaning machine. This check is non-negotiable for course completion and maps to OSHA 10 hazard-recognition and PPE selection competencies. Standard met · Safety · Time · Quality/finish · Documentation

BUS-DRY59-05 Trade course

Pressing & Finishing for Garment Care

27 hr · ~~$290~~ COMPLIMENTARY

This course covers the equipment, techniques, and professional judgment required to press and finish garments and textile items to industry standards in both drycleaning and wetcleaning operations. Students develop hands-on skill with steam irons, hand irons, tensioning equipment, and form finishers, learning how heat, moisture, and pressure interact with different fiber types. Proper ergonomics, equipment safety, and quality-inspection protocols are integrated throughout to support DLI Certified Professional Drycleaner and Wetcleaner exam readiness.

Outcomes

Adjust steam temperature, moisture, and pressure settings correctly for at least six fiber categories without causing distortion, glazing, or shrinkage.
Operate a flatwork ironer, tunnel finisher, form finisher, and hand steam iron safely following manufacturer procedures and lockout/tagout protocol before any maintenance task.
Identify and correct common finishing defects—including shine, scorch, press marks, and distorted seams—using visual inspection against a quality standard.
Select the appropriate pressing aid (pressing cloth, sleeve board, tailor's ham, buck cover) and technique for at least four garment construction types.
Apply ergonomic body mechanics and use required PPE—including heat-resistant gloves and steam-resistant apron—to reduce burn and musculoskeletal injury risk throughout a full finishing sequence.
Document finishing quality inspection results on a standard shop form and communicate defects to the appropriate re-work station.

Course text

How the course runs. 5 blocks: Heat, Steam, and Pressure Fundamentals; Equipment Identification, Safe Operation, and Lockout/Tagout; Pressing Techniques by Garment Type and Construction; Specialty Finishing: Delicates, Beaded and Embellished Items, and Pleating; Quality Inspection, Defect Communication, and Finishing Workflow.

What competent looks like. Adjust steam temperature, moisture, and pressure settings correctly for at least six fiber categories without causing distortion, glazing, or shrinkage. Operate a flatwork ironer, tunnel finisher, form finisher, and hand steam iron safely following manufacturer procedures and lockout/tagout protocol before any maintenance task. Identify and correct common finishing defects—including shine, scorch, press marks, and distorted seams—using visual inspection against a quality standard. Select the appropriate pressing aid (pressing cloth, sleeve board, tailor's ham, buck cover) and technique for at least four garment construction types. Apply ergonomic body mechanics and use required PPE—including heat-resistant gloves and steam-resistant apron—to reduce burn and musculoskeletal injury risk throughout a full finishing sequence. Document finishing quality inspection results on a standard shop form and communicate defects to the appropriate re-work station.

Lessons · 5 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Heat, Steam, and Pressure Fundamentals	5	theory	Students will explain how heat, moisture, and pressure interact with natural and synthetic fiber structures to set or distort shape during pressing.	Lecture and guided notes using DLI technical reference materials: students record the safe ironing temperature ranges for wool, silk, cotton, polyester, acetate, and nylon, and explain why each range differs based on fiber thermal sensitivity. Paired reading and discussion of DLI pressing guidelines—students annotate a garment-care label chart and match care symbols to heat/steam settings, then quiz each other aloud. Whole-class case analysis: instructor presents six photographs of pressing damage (scorch, glaze, melt, shrinkage, pile crush, seam pucker) and students identify the likely cause—wrong temperature, moisture excess, or excess pressure—and write a one-paragraph corrective plan.	DLI Technical Manual (Pressing & Finishing sections), ASTM care label symbol chart, projector, whiteboard, printed fiber temperature reference cards, student notebooks	Exit quiz: 10 multiple-choice questions matching fiber types to correct heat/steam settings and identifying damage causes; pass mark 70%.
2	Equipment Identification, Safe Operation, and Lockout/Tagout	6	demo	Students will demonstrate the pre-operation inspection, startup sequence, safe shutdown, and lockout/tagout procedure for a hand steam iron, steam press buck, form finisher, and flatwork ironer.	Instructor-led walkthrough of the finishing room: students use a printed equipment ID sheet to label each machine (steam iron, mushroom iron, buck press, sleeve finisher, form finisher, flatwork ironer/mangle), identify steam supply valves, drain lines, and emergency stop locations, then sign the sheet as their participation record. Instructor demonstrates full lockout/tagout procedure on the buck press and flatwork ironer following OSHA Control of Hazardous Energy requirements—students observe, then each student performs the sequence on one machine while the instructor checks compliance against a step-by-step checklist. Small-group startup and shutdown drill: rotating groups of three students perform the documented startup, run a timed idle cycle, and execute proper shutdown on the hand iron and form finisher, logging steam pressure readings and observing that all safety guards are in place before operating.	Shop steam iron, buck press, sleeve/form finisher, flatwork ironer, lockout/tagout kit (padlocks, tags, hasps), OSHA lockout/tagout procedure poster, equipment ID worksheet, instructor checklist, heat-resistant gloves, steam-resistant apron	Instructor-observed lockout/tagout checklist for each student on at least two machines; all steps must be completed in correct order with zero skipped steps to pass—any skipped or out-of-order step requires immediate remediation and re-demonstration before the student proceeds.
3	Pressing Techniques by Garment Type and Construction	8	practice	Students will apply correct pressing technique—including tool selection, direction of press, and moisture control—to at least four garment categories: trousers, dress shirts, tailored jackets, and knit garments.	Instructor demonstrates pressing a pair of men's trousers on the buck press, narrating each decision: crease alignment, inseam positioning, waistband handling, and final inspection; students take observational notes and ask questions before attempting the skill themselves. Individual station rotation: each student presses one garment from each of four bins (trousers, dress shirts, tailored jacket, knit top) using the hand iron, sleeve board, tailor's ham, and form finisher as appropriate; the instructor circulates and gives real-time corrective feedback using quality standard photographs posted at each station. Peer quality review: after pressing, students swap completed garments and evaluate using a six-point inspection checklist (crease sharpness, seam alignment, absence of shine or scorch, collar/lapel lay, sleeve symmetry, overall appearance) then record results on the shop quality form and discuss discrepancies with the original presser.	Steam press buck, hand steam iron, sleeve board, tailor's ham, seam roll, pressing cloth (wool and cotton), form finisher, practice garments (trousers, shirts, jackets, knits), six-point quality inspection checklist, quality-standard reference photographs, shop quality log forms, heat-resistant gloves, steam-resistant apron	Instructor scores each student's four pressed garments on the six-point checklist (1 point each criterion per garment, 24 points possible); pass mark is 18 out of 24, with no criterion scored zero on the tailored jacket (highest complexity item).
4	Specialty Finishing: Delicates, Beaded and Embellished Items, and Pleating	4	lab	Students will select protective finishing aids and apply reduced-heat, low-moisture techniques to finish delicate, embellished, and pleated textile items without damage.	Instructor demonstrates pressing a silk blouse using a dry pressing cloth and sole-plate temperature appropriate for silk, a beaded evening garment face-down over a thick terry cloth pad, and knife pleats on a wool skirt with a damp pressing cloth and minimal iron contact; students observe and record the technique differences in a comparison table. Students practice each specialty item type at their station with provided samples, consulting their comparison table and posted reference cards; they document chosen temperature setting, tool, and pressing cloth choice for each item on a lab worksheet before pressing. Lab debrief: students display their finished specialty items on a garment rack; class inspects each piece and the group identifies any shine, bead damage, or pleat irregularities, discussing how technique adjustments would correct the defect.	Hand steam iron with adjustable thermostat, wool and cotton pressing cloths, thick terry-cloth pad, sleeve board, tailor's ham, practice delicate garments (silk, chiffon), beaded/sequined sample garments, pleated wool skirt samples, temperature indicator strips, lab worksheet, reference cards, PPE (heat-resistant gloves, apron)	Lab worksheet reviewed by instructor: student must correctly document technique rationale for all three item types, and the finished items must show no new damage (instructor visual inspection); any damaged sample requires student to explain what went wrong and re-press an identical sample correctly before credit is awarded.
5	Quality Inspection, Defect Communication, and Finishing Workflow	4	practice	Students will conduct a complete finishing-room quality inspection on a batch of ten mixed garments, document defects on shop forms, and route items to the correct station (approved, re-press, or re-clean) within a timed workflow simulation.	Instructor explains the three-route quality decision system used in commercial operations—approved for customer return, sent to re-press, sent back to cleaning—using real shop quality forms and a decision flowchart; students practice applying the flowchart to ten printed garment photographs before handling live items. Timed batch simulation: each student receives ten finished garments (pre-staged by instructor to include two approved, four needing re-press, and four with more serious issues requiring re-clean) and must inspect, complete the shop quality form for each, and place each garment on the correct rack within a 20-minute window. Debrief and correction: instructor reveals the answer key for each garment's correct routing; students self-score, then re-press any garments they routed incorrectly to 're-press' and verify the improvement before the end of class.	Ten pre-staged garments with documented defects, shop quality log forms, decision flowchart, garment routing racks (approved / re-press / re-clean), steam iron and buck press for corrections, timer, answer key sealed envelope	Students must correctly route at least 8 of 10 garments and have zero critical routing errors (no garment with a chemical or structural damage defect may be routed to 'approved'); pass mark is 80% correct routing with no critical errors.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Pressing & Finishing Written Examination	Written exam	25%	70% correct (28 of 40 questions)	A 40-question multiple-choice and short-answer exam covering fiber temperature ranges, care symbol interpretation, equipment identification, pressing defect causes, and quality inspection decision rules. Questions are drawn from DLI technical reference content to directly align with the DLI Certified Professional Drycleaner and Certified Professional Wetcleaner exam domains covering finishing and textile care procedures. Standard met · Safety · Time · Quality/finish · Documentation
Pressing Skills Demonstration	Skills demonstration	45%	Score of 18 or higher out of 24 on the six-point quality checklist across four garment types, with no critical failure (no scorch, melt, or irreversible damage to any sample)	Each student presses one garment from each of four categories—trousers, dress shirt, tailored jacket, and knit top—under timed, unsupported conditions while the instructor scores crease sharpness, seam alignment, absence of shine or scorch, collar and lapel lay, sleeve symmetry, and overall appearance. The demonstration maps to DLI exam practical-judgment areas for finishing sequence and press quality standards. Standard met · Safety · Time · Quality/finish · Documentation
Finishing Lab Log	Log	15%	All ten entries complete and accurate; no more than one routing error; zero critical routing errors	Students submit the shop quality log forms completed during the timed batch-inspection simulation, covering ten garments with documented defect descriptions, severity ratings, and routing decisions. The log is evaluated for completeness, accuracy of defect language, and correctness of routing against the instructor answer key, providing evidence of the documentation habit required for commercial plant quality systems and relevant to TRSA Certified Professional Laundry Manager competencies in quality control. Standard met · Safety · Time · Quality/finish · Documentation
Equipment Safety and Lockout/Tagout Check	Safety audit	15%	100% completion of all required lockout/tagout steps in correct sequence on both assigned machines; correct PPE worn throughout; zero skipped or out-of-order steps	The instructor uses a standardized step-by-step checklist to observe each student performing the full lockout/tagout procedure on a buck press and a flatwork ironer, verifying that steam supply is isolated, residual pressure is released, and the lockout device is applied and tagged before any simulated maintenance task begins. This assessment directly supports OSHA 10 training competencies in control of hazardous energy and is a prerequisite for advancement to the Spotting and Commercial Laundry courses. Standard met · Safety · Time · Quality/finish · Documentation

BUS-DRY59-06 Trade course

Spotting: Stain Identification and Removal at the Board

27 hr · ~~$290~~ COMPLIMENTARY

Students develop hands-on proficiency in professional spotting — the systematic identification of stain type and fiber content followed by the correct sequence of mechanical, chemical, and thermal treatments to remove spots without damaging the fabric. The course integrates knowledge from stain chemistry and fiber ID to build a safe, disciplined spotting workflow at a commercial spotting board. Lessons are mapped to the DLI Certified Professional Drycleaner and DLI Certified Professional Wetcleaner exam domains covering spotting procedures, chemical selection, and garment evaluation.

Outcomes

Identify at least ten common stain categories by their chemical nature (protein, tannin, oil/grease, dye, oxidizable, combination) and select the correct treatment sequence for each.
Operate a commercial spotting board safely, applying steam, air, and vacuum in correct sequence while wearing required PPE and following lockout/tagout procedures during setup and breakdown.
Apply pre-spotting, lubrication, digestion, and oxidation treatments in the correct order without spreading the stain, using the minimum effective concentration of each chemical agent.
Feather and flush treated areas on at least five fiber types (wool, silk, cotton, polyester, rayon) without leaving rings, color loss, or distortion visible to the naked eye under shop lighting.
Document each spotting attempt in a spotting log that records stain type, fiber content, chemicals used, sequence, result, and any garment damage, meeting the recordkeeping expectations of professional plant practice.
Demonstrate safe handling, storage, and disposal of spotting agents including enzyme digestants, reducing agents, oxidizing agents, and volatile solvents in compliance with SDS requirements and EPA regulations.

Course text

How the course runs. 5 blocks: Spotting Board Setup, PPE, and the Spotting Workflow; Stain Classification and Chemical Selection; Spotting Techniques: Mechanical Action, Feathering, and Flushing; Fiber-Specific Spotting: Delicates, Blends, and Special Fabrics; Difficult and Combination Stains: Case Studies and Full Garment Spotting.

What competent looks like. Identify at least ten common stain categories by their chemical nature (protein, tannin, oil/grease, dye, oxidizable, combination) and select the correct treatment sequence for each. Operate a commercial spotting board safely, applying steam, air, and vacuum in correct sequence while wearing required PPE and following lockout/tagout procedures during setup and breakdown. Apply pre-spotting, lubrication, digestion, and oxidation treatments in the correct order without spreading the stain, using the minimum effective concentration of each chemical agent. Feather and flush treated areas on at least five fiber types (wool, silk, cotton, polyester, rayon) without leaving rings, color loss, or distortion visible to the naked eye under shop lighting. Document each spotting attempt in a spotting log that records stain type, fiber content, chemicals used, sequence, result, and any garment damage, meeting the recordkeeping expectations of professional plant practice. Demonstrate safe handling, storage, and disposal of spotting agents including enzyme digestants, reducing agents, oxidizing agents, and volatile solvents in compliance with SDS requirements and EPA regulations.

Lessons · 5 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Spotting Board Setup, PPE, and the Spotting Workflow	5	demo	Students will demonstrate safe spotting board startup and shutdown, correct PPE selection, and recite the five-step spotting sequence (identify, pre-treat, treat, flush, finish) before touching a garment.	Instructor leads a board walk-through: students locate and name every control (steam foot pedal, air pedal, vacuum, gun trigger), then practice startup and shutdown three times each while an observer uses a printed checklist to confirm correct order. Students review SDS sheets for a set of six standard spotting chemicals (neutral lubricant, enzyme digestant, tannin spotter, protein spotter, reducing agent, oxidizing agent) and record PPE requirements for each on a provided table. Pairs role-play the five-step spotting decision framework on garment swatches with visible but unfamiliar spots — one student talks through each step aloud while the partner checks the logic against a laminated decision flowchart; instructor circulates and corrects misconceptions.	Commercial spotting board with steam/air/vacuum, spotting gun, complete PPE set (nitrile gloves, chemical-splash goggles, chemical-resistant apron), SDS binder for all spotting chemicals in use, DLI spotting guide (current edition), startup/shutdown checklist handout, laminated five-step flowchart	Student completes the startup/shutdown checklist with zero missed steps on two consecutive trials and correctly states the PPE requirements for each of the six chemicals on the SDS table with 100% accuracy; both must be met before the student advances to Lesson 2.
2	Stain Classification and Chemical Selection	5	theory	Students will classify twenty stain samples into the correct chemical category and select the appropriate primary spotting agent and backup treatment for each, scoring at least 85% on a written classification exercise.	Lecture and illustrated slide set covering ten stain categories — protein (blood, egg, milk), tannin (coffee, tea, wine, soft drinks), oil/grease (cooking oil, motor oil, cosmetics), dye (ink, felt-tip markers), oxidizable (rust, certain dyes), combination (lipstick, salad dressing, tomato sauce), adhesive, paint, mold/mildew, and unknown — with chemical explanation of why each responds to its treatment. Students work through a twenty-item stain ID card exercise: each card shows a photograph and a fiber-content label; students write the stain category, primary chemical agent, and backup agent, then swap papers with a partner for peer scoring using the answer key. Class debriefs the five items most frequently missed, instructor demonstrates correct reasoning on the spotting board using control swatches, and students revise their answer sheets with written corrections explaining the chemistry.	Slide presentation, twenty laminated stain ID cards with photographs, blank classification worksheets, answer key, DLI stain chemistry reference chart, samples of dried stains on white cotton swatches for demonstration, whiteboard	Written classification exercise scored at 85% or higher (17/20 correct) on both stain category and primary chemical selection; students scoring below 85% complete a targeted review and a ten-item alternate-form quiz before proceeding.
3	Spotting Techniques: Mechanical Action, Feathering, and Flushing	7	lab	Students will remove a minimum of eight assigned stains from fabric swatches using correct mechanical action and flushing technique, producing results free of rings, color loss, or distortion as judged against a grading standard.	Instructor demonstrates tamping, tamping brush use, bone-spatula lifting, feathering with a spotting gun, and the wet-dry-wet flushing sequence on six stain types across three fiber samples (cotton twill, polyester broadcloth, wool flannel), narrating each decision; students take notes on a provided technique log sheet. Students individually work through a set of eight pre-stained swatches (two protein, two tannin, two oil/grease, two combination), documenting chemicals applied, sequence, and steam/air/vacuum settings used in their spotting log before and after treatment; instructor rotates and provides real-time correction. Each student presents two treated swatches to the instructor under a magnifying lamp and overhead shop light; instructor scores each swatch on a four-criterion rubric (stain remaining, ring formation, color change, surface distortion) and returns the swatch with written feedback; students re-treat any swatch rated unsatisfactory and log the corrective action.	Commercial spotting board, spotting gun, tamping brush, bone spatula, complete spotting chemical kit, pre-stained swatches (wool, silk, cotton, polyester, rayon in multiple colors), spotting log forms, four-criterion grading rubric, magnifying lamp, DLI spotting guide	At least seven of eight swatches rated satisfactory (no visible ring, no color loss, stain absent or reduced to faint trace undetectable at arm's length) on the four-criterion rubric; students with fewer than seven satisfactory swatches receive additional practice swatches and must resubmit before the skills demonstration assessment.
4	Fiber-Specific Spotting: Delicates, Blends, and Special Fabrics	5	practice	Students will adjust spotting chemical concentrations, dwell times, and mechanical pressure appropriately for at least five fiber types including delicate and blended fabrics, avoiding damage on every trial garment.	Guided comparison exercise: students treat identical tannin stains on cotton, silk, wool, rayon, and acetate swatches using the same standard sequence, then compare outcomes and discuss why silk and acetate require cooler steam and reduced dwell time while cotton tolerates more aggressive treatment; results are recorded in the spotting log. Students work through three instructor-selected care-label scenarios (for example: '100% silk — dry clean only,' 'linen/rayon blend — hand wash cold,' 'structured wool jacket with fusible interlining') and write a written treatment plan stating which chemicals to avoid and which mechanical actions are safe before touching the fabric. Role-play customer consultation: one student acts as the customer describing the stain history on a delicate garment, the other acts as the spotter who must ask diagnostic questions, inspect the fabric, and explain the treatment plan and its limitations — both rotate; instructor evaluates communication clarity and technical accuracy.	Assorted fabric swatches in pure and blended fiber types, care label samples, spotting chemical kit, steam/air board, spotting log forms, DLI fiber identification reference, DLI spotting guide fiber-hazard table	Zero instances of student-caused fiber damage (scorching, shrinkage, color stripping, pile distortion) across all trial garments in the session; any damage incident triggers an immediate debrief and a documented corrective entry in the spotting log, and the student must demonstrate the corrected technique on a fresh swatch before the session closes.
5	Difficult and Combination Stains: Case Studies and Full Garment Spotting	5	practice	Students will develop and execute a documented treatment plan for two multi-component combination stains on complete garments, demonstrating correct sequencing, re-inspection between steps, and professional finishing.	Case-study analysis: instructor presents four written stain scenarios (for example: lipstick on a white wool blazer, rust and mildew on a linen shirt, ballpoint ink on a polyester blend jacket lining, motor-oil and red-wine combo on denim) — students write treatment plans independently, then compare and defend their sequence choices in a class discussion guided by the instructor. Each student receives two pre-stained full garments and executes the complete spotting workflow from initial inspection through final feathering and flushing, logging every chemical, dwell time, and mechanical action; the instructor observes the entire process of at least one garment per student without intervention unless a safety issue arises. Students conduct a peer review of finished garments using the four-criterion rubric, write one specific improvement suggestion for their partner's technique, and receive instructor final evaluation; the class compiles a shared list of the five most common sequencing errors observed during the session for reference in exam preparation.	Pre-stained full garments (variety of fiber types and stain types), complete spotting chemical kit, spotting board, spotting log forms, four-criterion rubric, DLI spotting guide, peer-review worksheet	Both garments rated satisfactory on all four rubric criteria by the instructor; treatment plan submitted before spotting begins and reviewed for logical sequence — plans with a critical sequencing error (for example, applying an oxidizing agent before removing an oil-based component) must be corrected in writing before the student touches the garment.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Stain Classification and Chemical Selection Knowledge Exam	Written exam	25%	80% or higher (40/50 items correct)	A fifty-item written exam covering stain categories, chemical agent selection and sequencing, fiber hazard considerations, SDS interpretation, and vocabulary from the DLI spotting guide; questions are multiple-choice and short-answer, mapped to DLI Certified Professional Drycleaner and Certified Professional Wetcleaner exam domains for spotting and chemical use. Students who do not reach 80% on the first sitting receive one remediation session and one alternate-form retake. Standard met · Safety · Time · Quality/finish · Documentation
Spotting Skills Demonstration	Skills demonstration	45%	Satisfactory rating (no more than one minor deficiency) on all five garments evaluated on the four-criterion rubric	The student receives five pre-stained garments of mixed fiber content and stain type, unseen before the assessment, and must inspect, plan, spot, flush, and finish each within a realistic time frame using the commercial spotting board; the instructor scores each garment live on stain removal, ring-free finish, color integrity, and surface condition. This assessment maps directly to DLI Certified Professional Drycleaner and Certified Professional Wetcleaner hands-on competency expectations. Standard met · Safety · Time · Quality/finish · Documentation
Spotting Lab Log Portfolio	Log	15%	All required entries present and accurate; 90% of entries include correct stain classification, chemical rationale, and outcome notation	Students submit the cumulative spotting log kept throughout Lessons 3, 4, and 5; each entry must record garment description, fiber content, stain category, chemicals applied in sequence, mechanical actions used, steam and vacuum settings, result, and any corrective action taken. The log is evaluated for completeness, accuracy of chemical rationale, and evidence of systematic improvement — this recordkeeping habit aligns with the plant-management documentation practices tested in the TRSA Certified Professional Laundry Manager exam domain. Standard met · Safety · Time · Quality/finish · Documentation
Spotting Safety Check	Safety audit	15%	100% on all critical safety behaviors; any critical failure requires immediate remediation and recheck before the student may continue unsupervised spotting	Using a printed critical-behavior checklist, the instructor observes the student completing a full spotting board setup, treating one stain, and performing shutdown; every item is binary pass/fail — critical items include correct PPE donned before chemicals are opened, SDS consulted or available for each chemical used, no cross-contamination of chemical containers, correct steam gun direction away from body and bystanders, and proper chemical disposal per SDS. This assessment supports OSHA 10 hazard-recognition and PPE competencies. Standard met · Safety · Time · Quality/finish · Documentation

BUS-DRY59-07 Trade course

Garment Alterations for Dry Cleaning & Laundry Professionals

27 hr · ~~$290~~ COMPLIMENTARY

This course teaches the hand-sewing, machine-sewing, and pressing skills needed to perform routine garment alterations that are commonly requested at dry cleaning and laundry plants—hemming, seam repairs, zipper replacement, button reattachment, and simple resizing. Students learn to evaluate garment construction and fabric type before selecting an alteration method, and to communicate realistic expectations and pricing to customers. Lesson content maps to the DLI Certified Professional Drycleaner and DLI Certified Professional Wetcleaner exam areas covering garment evaluation, finishing, and customer-service competencies.

Outcomes

Identify garment construction features—seam allowance, grain line, interfacing, lining attachment—and select an appropriate alteration approach for at least five common garment types.
Perform hand-sewing stitches (slip stitch, catch stitch, bar tack, lock stitch) and machine-sewing operations (straight stitch, backstitch, basting) to industry-quality standards with consistent stitch length and thread tension.
Complete four routine alterations—plain hem, seam let-out or take-in, zipper replacement, and button or snap reattachment—that meet a finished-seam-allowance and appearance standard acceptable for customer return.
Apply correct pressing techniques before, during, and after each alteration to avoid fabric distortion, shine, or press marks, using the appropriate iron temperature and moisture level for the fiber content identified.
Explain alteration limitations, pricing logic, and turnaround time to a customer, and complete a written alteration ticket with garment description, requested work, and pricing notation.
Follow all relevant PPE, needle/blade disposal, and machine-guarding safety procedures throughout every hands-on session without prompting.

Course text

How the course runs. 5 blocks: Garment Construction Fundamentals & Alteration Evaluation; Hand-Sewing Techniques for Garment Repair; Sewing Machine Operation & Common Alteration Seams; Zipper Replacement & Specialty Repairs; Customer Communication, Alteration Ticketing & Finishing.

What competent looks like. Identify garment construction features—seam allowance, grain line, interfacing, lining attachment—and select an appropriate alteration approach for at least five common garment types. Perform hand-sewing stitches (slip stitch, catch stitch, bar tack, lock stitch) and machine-sewing operations (straight stitch, backstitch, basting) to industry-quality standards with consistent stitch length and thread tension. Complete four routine alterations—plain hem, seam let-out or take-in, zipper replacement, and button or snap reattachment—that meet a finished-seam-allowance and appearance standard acceptable for customer return. Apply correct pressing techniques before, during, and after each alteration to avoid fabric distortion, shine, or press marks, using the appropriate iron temperature and moisture level for the fiber content identified. Explain alteration limitations, pricing logic, and turnaround time to a customer, and complete a written alteration ticket with garment description, requested work, and pricing notation. Follow all relevant PPE, needle/blade disposal, and machine-guarding safety procedures throughout every hands-on session without prompting.

Lessons · 5 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Garment Construction Fundamentals & Alteration Evaluation	5	theory	Students will correctly identify seam type, seam allowance, grain line, interfacing, and lining attachment on five different garments and record findings on a written evaluation form.	Instructor-led dissection of a deconstructed jacket panel: students label seam allowance width, grain direction, and lining attachment method on a printed diagram, then verify findings against the actual panel. Garment evaluation circuit—students rotate among six garments (dress pants, blazer, knit top, denim jeans, lined skirt, dress shirt) and complete a one-page evaluation checklist noting fiber content, seam construction, existing alterations, and any limitations such as insufficient seam allowance or fused hems. Pair discussion and class debrief: students compare checklists, instructor corrects misconceptions, and the group builds a reference chart of 'alterations this garment CAN support' versus 'alterations not possible' based on construction evidence.	Assorted garments representing six construction types, seam ripper, tape measure, magnifying loupe, printed garment-evaluation checklist forms, DLI Professional Drycleaner study guide sections covering garment construction, whiteboard	Completed evaluation checklist for each of the six garments; instructor scores using a rubric—students must correctly identify seam type, seam allowance to within 1/8 inch, grain line, and lining method on at least five of six garments to pass (83%).
2	Hand-Sewing Techniques for Garment Repair	5	practice	Students will execute slip stitch, catch stitch, bar tack, and lock stitch on fabric samples to a standard of even stitch spacing, concealed thread, and secure knot finish, verified by instructor examination.	Instructor live demonstration of each of the four stitches on a fabric sample pinned to a demonstration board; students simultaneously follow along on their own 6-inch fabric swatches, pausing after each stitch type for instructor feedback. Timed stitch-repetition drill: students complete a 4-inch slip stitch hem, a 4-inch catch stitch hem, a bar tack over a belt loop, and a lock stitch button attachment—all on labeled practice fabric cards that become their personal reference samples. Peer review exchange: students swap their completed sample cards, check stitch consistency against the posted standard (even spacing, no puckering, thread not visible on face side), mark any failures with a sticky flag, and return for self-correction before final instructor review.	Assorted woven and knit fabric swatches, hand-sewing needles (sharps, betweens), thread in contrasting and matching weights, thimbles, needle threader, small scissors, 6-inch ruler, fabric-marking pencil, instructor demonstration board with pinned samples	Instructor examines each stitch sample card against a posted photo rubric; all four stitch types must meet the standard of even spacing (within 1/16 inch variation), concealed thread on face side, and secure starting and finishing knots—all four stitches must pass; any failing stitch is re-practiced before the next lesson.
3	Sewing Machine Operation & Common Alteration Seams	6	lab	Students will thread, tension-set, and operate an industrial straight-stitch sewing machine to complete a plain hem, a seam take-in, and a seam let-out on practice fabric, each meeting a specified seam-allowance tolerance and appearance standard.	Machine safety and threading walkthrough: instructor demonstrates needle-guard function, power isolation for needle changes (lockout/tagout of the foot-pedal power lead), correct needle insertion, bobbin loading, and tension adjustment; students thread and adjust tension on their own machines and log each step in their lab log. Guided seam practice on muslin: students sew a straight seam, rip it, re-sew to correct a tension problem, then practice the three alteration seams—plain hem at a marked line, a 1/2-inch take-in on side seams of a pair of practice pants, and a 3/8-inch let-out on the same pants after removing the original machine stitching. Finished-seam quality check station: students press each completed seam, lay the garment flat on a measurement mat, and measure seam width and hem fold accuracy against spec; any seam outside the 1/8-inch tolerance is corrected before moving to the next step.	Industrial straight-stitch sewing machines (one per student or shared), bobbins, machine needles in sizes appropriate for medium-weight fabric, muslin practice fabric, practice trousers or pants panels, seam ripper, ruler and hem gauge, iron and pressing pad at each machine station, measurement mat with grid, lab log notebooks, lockout/tagout equipment for machine power leads	Instructor measures completed hem and both seam alterations on each student's practice pants: hem must be within 1/8 inch of marked line with no visible skipped stitches; take-in and let-out seams must be within 1/8 inch of the specified width and show no puckering or thread breaks; all three elements must pass—failed elements are corrected and re-checked within the session.
4	Zipper Replacement & Specialty Repairs	6	lab	Students will remove a worn zipper and install a replacement centered or lapped zipper in a practice garment, with the zipper lying flat, teeth concealed according to the installation type, and pull operating smoothly through the full length.	Instructor demonstration of centered-zipper and lapped-zipper installation on a pants fly and a dress-back opening respectively, narrating each step and pointing out common failure points—uneven stitch lines, zipper not eased at the bottom stop, topstitching that catches the zipper coil. Hands-on zipper removal and replacement: each student receives two pre-worn practice garments (one with a centered zipper, one with a lapped zipper), removes the existing zippers carefully to preserve the seam allowance, pins in replacement zippers, and stitches both installations by machine; pressing between steps is required. Function and appearance inspection: students test pull operation five times, photograph the finished zipper face, and self-evaluate against a printed checklist (topstitching parallel and even, no puckering at the bottom stop, zipper tape not visible when closed); instructor reviews and signs off or directs correction.	Practice garments with centered and lapped zippers pre-installed, replacement zippers of matching length, zipper foot attachment for sewing machine, seam ripper, hand-sewing needle and thread for bar tacks, iron and sleeve board, pins, measuring tape, printed zipper inspection checklist, camera or smartphone for documentation photos	Instructor operates the zipper and inspects the face of the finished installation against the checklist: pull must operate without catching or skipping, topstitching must be parallel within 1/16 inch, and no zipper tape visible when closed—both installations must pass; any failed item is corrected before the lab session closes.
5	Customer Communication, Alteration Ticketing & Finishing	5	demo	Students will conduct a simulated customer intake conversation, complete a written alteration ticket with garment description and pricing notation, and perform final pressing on a completed altered garment to a customer-ready standard.	Role-play intake pairs: one student plays the customer requesting a trouser hem and a replaced jacket button, the other plays the counter staff—asking clarifying questions (desired hem length, button match, turnaround), explaining limitations, quoting a price range, and filling out the alteration ticket form; roles then switch. Alteration ticket accuracy drill: instructor presents five written alteration scenarios on index cards; students complete a ticket for each, noting garment type, fiber content, requested alteration, any noted limitations, and a pricing notation using the shop's posted price schedule; tickets are scored for completeness. Final pressing and presentation check: each student selects one garment they altered in lessons 3 or 4, presses it to customer-ready condition using the correct iron temperature for the fiber content identified in lesson 1, hangs it on a hanger with a completed ticket, and presents it to the instructor for a final customer-ready inspection.	Blank alteration ticket forms, sample shop price schedule handout, role-play scenario cards, completed altered garments from previous labs, iron and pressing station with appropriate attachments (sleeve board, ham, pressing cloth), hangers, garment bags, DLI customer service module reference sheet	Alteration ticket scored on a 10-point rubric (garment ID, fiber content, alteration description, limitation noted if applicable, pricing notation)—7/10 required to pass; final garment presentation assessed by instructor on a pass/fail basis covering absence of press marks, shine, or distortion, and proper hanger presentation—both elements must pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Garment Alterations Written Knowledge Exam	Written exam	25%	75% correct (30 of 40 items)	A 40-item multiple-choice and short-answer exam covering garment construction terminology, stitch identification, seam allowance standards, zipper types and installation methods, pressing temperatures by fiber type, and customer communication principles. Items are aligned to the DLI Certified Professional Drycleaner and DLI Certified Professional Wetcleaner exam content areas related to garment evaluation, finishing, and textile care. Standard met · Safety · Time · Quality/finish · Documentation
Practical Alterations Skills Demonstration	Skills demonstration	45%	Pass on all four alterations; any item scored below standard must be corrected and re-demonstrated within one week	Students receive an uninspected garment and complete four timed tasks—a plain hem, a seam take-in, a zipper replacement, and a button reattachment with bar tack—then press the garment to customer-ready condition. An instructor evaluates each completed task against a standardized rubric covering dimensional accuracy (within 1/8 inch of spec), stitch quality, zipper operation, and finished appearance. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Review	Log	15%	Entries present and complete for all five lessons; no safety omissions; minimum 'satisfactory' rating on the holistic rubric	Students submit their cumulative lab log containing dated entries for each hands-on lesson: materials used, machine settings, step-by-step procedure notes, self-evaluation of each practice piece, corrections made, and any safety observations recorded. The instructor reviews for completeness, accuracy of technical language, and evidence of reflective practice using a holistic four-point rubric. Standard met · Safety · Time · Quality/finish · Documentation
Safety Practices Verification Checklist	Safety audit	15%	All critical safety behaviors marked 'observed consistently'; any 'not observed' item requires documented remediation before course credit is awarded	Instructor completes a behavior-based safety checklist across the lab sessions of lessons 3 and 4, recording whether the student consistently followed needle/blade disposal procedures, applied lockout/tagout before changing machine needles, wore PPE (safety glasses when operating the machine, cut-resistant thimble during hand-sewing), and maintained a clear work area. This check aligns with OSHA 10 general industry hazard-recognition competencies covered in the program's core safety course. Standard met · Safety · Time · Quality/finish · Documentation

BUS-DRY59-08 Trade course

Commercial Laundry Operations

27 hr · ~~$290~~ COMPLIMENTARY

This course covers the full operational cycle of a commercial laundry plant, from soil sorting and wash-formula programming to flatwork finishing, linen and uniform processing, and quality control. Students operate industrial washers, dryers, and flatwork ironers to professional production standards while applying water chemistry, detergent dosing, and mechanical safety principles. Lesson content maps directly to the DLI Certified Professional Drycleaner, DLI Certified Professional Wetcleaner, and TRSA Certified Professional Laundry Manager credential exam domains.

Outcomes

Sort and classify commercial laundry loads by fiber content, soil level, and end-use category, applying OSHA bloodborne-pathogen and biohazard protocols for healthcare and hospitality linen.
Select and program wash formulas—including water temperature, pH targets, mechanical action, and dwell time—appropriate to the textile type and soil condition.
Measure and document detergent, builder, bleach, and softener concentrations using titration or test-strip methods, adjusting dosing to maintain formula specifications.
Operate industrial flatwork ironers, folder/stackers, and tunnel finishers safely, performing pre-shift inspections and reporting defects using a written maintenance log.
Inspect finished goods against commercial quality standards, identifying rewash, tear, or stain failures and routing rejects through the correct correction path.
Calculate production metrics—pounds per operator-hour, rewash rate, and water consumption—and relate them to plant cost control and customer-contract compliance.

Course text

How the course runs. 5 blocks: Soil Classification, Linen Categories, and Safe Handling; Water Chemistry, Detergent Systems, and Wash-Formula Programming; Industrial Washer-Extractor and Dryer Operation; Flatwork Finishing: Ironers, Folders, and Stackers; Quality Inspection, Production Metrics, and Customer-Contract Compliance.

What competent looks like. Sort and classify commercial laundry loads by fiber content, soil level, and end-use category, applying OSHA bloodborne-pathogen and biohazard protocols for healthcare and hospitality linen. Select and program wash formulas—including water temperature, pH targets, mechanical action, and dwell time—appropriate to the textile type and soil condition. Measure and document detergent, builder, bleach, and softener concentrations using titration or test-strip methods, adjusting dosing to maintain formula specifications. Operate industrial flatwork ironers, folder/stackers, and tunnel finishers safely, performing pre-shift inspections and reporting defects using a written maintenance log. Inspect finished goods against commercial quality standards, identifying rewash, tear, or stain failures and routing rejects through the correct correction path. Calculate production metrics—pounds per operator-hour, rewash rate, and water consumption—and relate them to plant cost control and customer-contract compliance.

Lessons · 5 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Soil Classification, Linen Categories, and Safe Handling	6	lab	Given a mixed cart of commercial linens, the student will correctly sort every item by soil category (lightly, moderately, and heavily soiled; biohazardous; heavily contaminated) and linen type at a rate of fewer than two misclassifications per 50 pieces.	Demonstrate proper PPE donning (cut-resistant gloves, fluid-resistant apron, eye protection) and OSHA bloodborne-pathogen awareness before touching any soiled goods; students practice the full sequence until they can complete it in under 90 seconds without prompting. Sort a 60-piece mixed cart of simulated commercial linens (marked with color-coded tags representing soil level and contamination type) into labeled hamper lanes, recording each piece on a tally sheet; instructor reviews tally against answer key. Complete a written case study comparing hospitality laundry workflows (hotel sheets, F&B napkins) with healthcare linen workflows (patient gowns, barrier precaution items), identifying the regulatory differences that govern each category.	Simulated soiled linen samples with color-coded soil tags, fluid-resistant aprons, nitrile and cut-resistant gloves, face shields, OSHA Bloodborne Pathogens standard reference card, DLI Commercial Laundry Operations reference manual, hamper carts, tally sheets	Student sorts 60-piece cart with no more than 2 misclassifications; PPE sequence completed correctly without prompting; case study score 70% or higher. Maps to TRSA CPLM domain: Linen Classification and Regulatory Compliance.
2	Water Chemistry, Detergent Systems, and Wash-Formula Programming	7	theory	The student will explain how water hardness, pH, temperature, and mechanical action interact to determine cleaning effectiveness, and will select a correct wash formula for at least four of five given textile/soil scenarios.	Use test strips and a digital meter to measure water hardness, pH, and alkalinity in three water samples (soft, moderately hard, very hard); record results on a lab data sheet and identify which sample would require a builder adjustment before washing. Study a laminated wash-formula chart covering four common formula types (cotton whites, colored polyester-cotton blends, healthcare barrier linens, heavily soiled food-service items); match each formula to its temperature range, pH target, bleach type (chlorine vs. oxygen), and mechanical action level, then answer a 15-question matching quiz. Role-play as a route supervisor: read a simulated customer complaint about yellowing whites, diagnose the likely cause (insufficient bleach concentration, incorrect temperature, or water-quality issue) from a provided data table, and write a one-paragraph corrective action recommendation.	pH/hardness test strips and digital meter, water samples, detergent and chemical reference SDS sheets, DLI wash-formula reference chart, industrial washer-extractor operator manual (OEM), whiteboard, 15-question printed quiz	Quiz score 70% or higher; water-chemistry lab data sheet completed with readings within ±5% of instructor's reference values; corrective action paragraph identifies the correct root cause and a plausible remedy. Maps to DLI CPD/CPW exam domains: Cleaning Agents and Chemistry; TRSA CPLM: Wash-Formula Management.
3	Industrial Washer-Extractor and Dryer Operation	6	demo	The student will load, program, run, and unload an industrial washer-extractor and dryer safely, completing a full wash-and-dry cycle to specification while documenting machine readings and applying lockout/tagout procedures correctly.	Instructor demonstrates pre-shift inspection checklist (door gasket, drain valve, lint trap, chemical injection lines, G-force display) on a 50 lb open-pocket washer-extractor; students each complete the same checklist independently and note any simulated defect cards planted by the instructor. Students load a weighed batch of cotton-white flatwork to 80% of rated capacity, select the correct formula from the control panel, and monitor the cycle—recording water temperature, pH (if the machine has an inline probe), and extract G-force at intervals on a run log; instructor evaluates log accuracy. Practice full lockout/tagout sequence on a de-energized training washer: identify energy isolation points, apply personal lock, verify zero energy with a voltage tester, then reverse the sequence; students must complete all steps in correct order to pass.	50 lb open-pocket industrial washer-extractor, commercial gas or steam dryer, cotton flatwork (sheets, pillowcases), OSHA lockout/tagout procedure card, personal padlocks, hasp, voltage tester, run log forms, OEM operator manual, lint trap tool	Pre-shift checklist completed with all planted defects identified; run log values within acceptable range per formula spec; lockout/tagout sequence completed in correct order with zero errors—any missed step is an automatic remediation. Maps to OSHA 10 domain: Equipment Safety; TRSA CPLM: Equipment Operation and Maintenance.
4	Flatwork Finishing: Ironers, Folders, and Stackers	5	practice	The student will feed, finish, and stack commercial flatwork (sheets and tablecloths) on a small-chest or roll flatwork ironer at a production rate and quality level meeting commercial standards with no burn or rewash rejects.	Instructor demonstrates safe ironer startup (checking chest temperature, roller pressure, and conveyor speed), emergency stop location, and the two-handed feeding technique that keeps fingers clear of the nip point; students practice feeding technique with cool roller until the instructor judges posture and hand placement are safe before live-steam operation begins. Students work in pairs to feed, iron, and stack 30 pieces of cotton flatwork; each finished piece is inspected for wrinkles, dampness, edge alignment, and fold consistency against a laminated quality-standards card; defects are tagged and recorded on a tally sheet. Students calculate their pair's output rate (pieces per hour) and defect percentage from the tally sheet, then compare results to a commercial benchmark and write a two-sentence improvement plan identifying the specific adjustment (feeding speed, damp-extraction time, or ironer temperature) they would try.	Small-chest or roll flatwork ironer with folder/stacker attachment, 30 cotton sheets and tablecloths, laminated quality-standards card, tally sheets, thermometer for surface verification, OEM operator guide, emergency-stop awareness poster	Zero burn rejects; defect rate (wrinkles, misaligned folds) below 10% of pieces processed; output rate at or above the stated commercial benchmark for trainees; improvement plan reflects a plausible and correctly identified adjustment. Maps to DLI CPD/CPW: Finishing Standards; TRSA CPLM: Production Workflow.
5	Quality Inspection, Production Metrics, and Customer-Contract Compliance	3	theory	The student will audit a finished production batch using a standardized inspection form, calculate the rewash rate and pounds-per-operator-hour for that batch, and identify at least two process adjustments to bring an out-of-compliance metric back within contract specification.	Inspect a 40-piece finished linen batch (pre-staged by the instructor to include deliberate defects: staining, tearing, fold errors, residual dampness); complete a commercial inspection form rating each piece as pass, rewash, or discard, then calculate the batch rewash rate as a percentage. Using provided production data (shift duration, operator count, total dry pounds processed, water meter readings), calculate pounds-per-operator-hour and gallons-per-pound water consumption; compare both figures to the contract-specification targets on a sample service-level agreement and flag any metric that falls outside tolerance. Small-group discussion: students review two short case scenarios (a hotel contract audit and a healthcare laundry compliance inspection), identify which quality failures would breach the contract or a regulatory standard, and each student writes a concise corrective action memo addressed to the plant manager.	Pre-staged 40-piece finished linen batch with planted defects, commercial inspection forms, sample service-level agreement, production data worksheet, calculator, DLI quality standards reference, TRSA Certified Professional Laundry Manager study guide sections on metrics and compliance	Inspection form: no more than 2 misclassified pieces out of 40; rewash rate calculation mathematically correct; both production metrics calculated correctly; corrective action memo identifies a specific, actionable process change rather than a generic statement. Score 70% or higher on the combined metric worksheet. Maps to TRSA CPLM: Quality Management and Customer Relations; DLI CPD/CPW: Production Efficiency.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Commercial Laundry Operations Written Exam	Written exam	25%	70% or higher (28 of 40 questions correct)	A 40-question multiple-choice and short-answer exam covering soil classification, water chemistry, wash-formula selection, detergent systems, machine operating parameters, flatwork finishing standards, and production-metric calculations. Questions are aligned to DLI Certified Professional Drycleaner, DLI Certified Professional Wetcleaner, and TRSA Certified Professional Laundry Manager exam content domains. Standard met · Safety · Time · Quality/finish · Documentation
End-to-End Production Skills Demonstration	Skills demonstration	45%	All critical safety steps performed correctly; defect rate below 10%; production metric calculations within ±5% of correct values; evaluator checklist score 80% or higher overall	Working independently, the student sorts a mixed 20-piece soil load, selects and programs the correct wash formula, runs a full washer-extractor cycle with lockout/tagout entry, transfers to dryer, and finishes flatwork on the ironer; an instructor evaluates each phase using a structured checklist. This demonstration maps to TRSA CPLM production-operations competencies and DLI CPW finishing standards. Standard met · Safety · Time · Quality/finish · Documentation
Production Run Log and Lab Data Portfolio	Log	15%	All five run logs submitted; data entries complete and legible; calculations verified correct; reflections demonstrate understanding of at least one adjustment made during the course	Students compile the run logs, water-chemistry data sheets, inspection tally sheets, and corrective-action memos completed across all five lessons into a single portfolio with a one-page reflective summary explaining how they adjusted their practice in response to a quality or chemistry finding. This portfolio serves as evidence for TRSA CPLM documentation-and-recordkeeping competencies. Standard met · Safety · Time · Quality/finish · Documentation
Safety and Regulatory Compliance Check	Safety audit	15%	100% on critical safety items (PPE sequence, lockout/tagout steps, biohazard handling); overall checklist score 80% or higher; any critical failure triggers immediate remediation before course credit is awarded	An instructor-observed safety audit in which the student demonstrates PPE donning for soiled-linen handling, performs a complete lockout/tagout sequence on the washer-extractor, states the correct response to a simulated chemical splash, and identifies the SDS location for each chemical in use. Outcomes map directly to OSHA 10 general industry safety requirements and to the safety domains of all four target credentials. Standard met · Safety · Time · Quality/finish · Documentation

BUS-DRY59-09 Trade course

OSHA/EPA Solvent Handling for Dry Cleaning & Laundry Operations

27 hr · ~~$290~~ COMPLIMENTARY

This course covers federal OSHA and EPA requirements that govern solvent use, storage, disposal, and emergency response in commercial dry cleaning and laundry plants. Students learn to identify regulated solvents, read Safety Data Sheets, apply engineering and administrative controls, and comply with hazardous waste rules so they can work safely and keep their employer in compliance. Lesson content maps directly to the OSHA 10 Outreach Program framework and supports the regulatory-knowledge sections of the DLI Certified Professional Drycleaner and Wetcleaner credential exams.

Outcomes

Identify the physical and health hazards of common dry cleaning solvents—including perchloroethylene (PERC), hydrocarbon solvents, and GreenEarth/silicone fluid—using Safety Data Sheets and EPA/OSHA hazard classifications.
Apply OSHA Hazard Communication Standard requirements by correctly labeling secondary containers, interpreting SDS sections 1–16, and conducting a simulated right-to-know training review.
Demonstrate proper PPE selection, donning, doffing, and inspection for solvent-handling tasks, achieving a scored pass on a hands-on PPE skills check.
Execute lockout/tagout (LOTO) procedures on a dry cleaning machine mock-up before performing any solvent transfer or maintenance task, following OSHA Control of Hazardous Energy requirements.
Classify and segregate dry cleaning solvent waste according to EPA hazardous waste rules and complete a simulated waste manifest, demonstrating understanding of generator duties.
Respond correctly to a simulated solvent spill or vapor release using the plant's written emergency action plan, spill kit, and evacuation protocol without prompting.

Course text

How the course runs. 5 blocks: Solvent Hazards, SDS, and Hazard Communication; Engineering Controls, Ventilation, and Regulatory Exposure Limits; PPE Selection and Lockout/Tagout for Solvent Tasks; EPA Hazardous Waste Rules and Solvent Waste Management; Emergency Action Plans, Spill Response, and Incident Reporting.

What competent looks like. Identify the physical and health hazards of common dry cleaning solvents—including perchloroethylene (PERC), hydrocarbon solvents, and GreenEarth/silicone fluid—using Safety Data Sheets and EPA/OSHA hazard classifications. Apply OSHA Hazard Communication Standard requirements by correctly labeling secondary containers, interpreting SDS sections 1–16, and conducting a simulated right-to-know training review. Demonstrate proper PPE selection, donning, doffing, and inspection for solvent-handling tasks, achieving a scored pass on a hands-on PPE skills check. Execute lockout/tagout (LOTO) procedures on a dry cleaning machine mock-up before performing any solvent transfer or maintenance task, following OSHA Control of Hazardous Energy requirements. Classify and segregate dry cleaning solvent waste according to EPA hazardous waste rules and complete a simulated waste manifest, demonstrating understanding of generator duties. Respond correctly to a simulated solvent spill or vapor release using the plant's written emergency action plan, spill kit, and evacuation protocol without prompting.

Lessons · 5 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Solvent Hazards, SDS, and Hazard Communication	6	theory	Students will correctly interpret all 16 sections of a Safety Data Sheet for at least two regulated dry cleaning solvents and explain OSHA Hazard Communication Standard employer obligations.	Instructor-led walk-through of the OSHA HazCom GHS framework using real SDS documents for PERC and a hydrocarbon solvent; students annotate key sections (flash point, PEL/TLV, first-aid measures, PPE requirements, disposal) on a structured worksheet. Small-group exercise: each group receives an unmarked secondary container and must create a compliant GHS label from the SDS, then present their label to the class for peer critique. Case-study discussion of a documented PERC overexposure incident from OSHA inspection records; students identify which HazCom elements were absent or violated and write a one-paragraph corrective action memo.	Current SDS documents for PERC, hydrocarbon (petroleum) solvent, and GreenEarth/silicone fluid; OSHA 29 CFR 1910.1200 text; GHS label blanks; dry-erase markers; OSHA HazCom Quick Card handouts; student worksheets	Students complete a 20-question SDS interpretation quiz; pass mark is 75%. Instructor verifies that each student's completed GHS label contains all required elements before the group moves to the next lesson.
2	Engineering Controls, Ventilation, and Regulatory Exposure Limits	5	demo	Students will describe the hierarchy of controls for solvent vapor reduction and correctly read a direct-reading vapor monitor to determine whether concentrations are below OSHA permissible exposure limits.	Instructor demonstration of a direct-reading photoionization detector (PID) and colorimetric tube pump around a dry cleaning machine simulation area; students record readings, compare to published OSHA PEL and ACGIH TLV for PERC and hydrocarbon solvents, and decide whether additional controls are needed. Plant layout exercise: using a provided floor-plan handout of a typical dry cleaning shop, students mark required local exhaust ventilation points, makeup-air inlets, and worker positioning to minimize exposure, referencing EPA and DLI guidance for PERC facilities. Hierarchy-of-controls sorting activity: instructor reads 12 control options aloud (e.g., substitution to hydrocarbon, closed-loop machine, respirator use); students physically place each card on a hierarchy poster under Elimination, Substitution, Engineering, Administrative, or PPE and defend their choices.	Direct-reading PID meter (instructor-operated demonstration unit) or colorimetric tube pump and PERC tubes; OSHA PEL reference table handout; EPA guidance document for dry cleaning facilities; DLI technical bulletin on ventilation; floor-plan worksheets; hierarchy-of-controls poster cards	Each student correctly reads and records a simulated PID reading and compares it to the appropriate PEL on a check-off form; instructor confirms correct identification of control tier for at least 10 of 12 cards. Pass mark: all required form fields completed accurately.
3	PPE Selection and Lockout/Tagout for Solvent Tasks	6	lab	Students will select appropriate PPE for a specified solvent-handling task and complete a full lockout/tagout procedure on a dry cleaning machine mock-up, meeting all steps in the OSHA Control of Hazardous Energy standard.	PPE selection lab: students receive three scenario cards (solvent transfer from drum, machine filter cleaning, spill cleanup) and must select the correct glove type, eye protection, respiratory protection, and protective clothing from a PPE supply cart, citing the SDS and task hazard as justification on a score sheet. Donning, doffing, and inspection drill: each student dons a full PPE ensemble for the spill-cleanup scenario under instructor observation, performs a mock task, then doffs in correct order to avoid self-contamination; instructor scores on a step-by-step rubric. LOTO practical: using a dry cleaning machine mock-up with clearly labeled energy isolation points, each student individually follows the posted LOTO procedure (notify, shut down, isolate, lockout/tagout, release stored energy, verify zero energy state), with a partner acting as observer using a LOTO checklist.	PPE supply cart stocked with nitrile and neoprene gloves of multiple thicknesses, chemical splash goggles, face shield, Tyvek suit, solvent-resistant apron; SCBA and half-face respirator (for demonstration only); LOTO mock-up (machine panel with simulated electrical disconnect and valve); OSHA-compliant personal locks and tags; LOTO procedure card; scored rubrics	PPE selection: student selects correct PPE for all three scenarios with correct SDS citation—pass requires zero critical errors (e.g., wrong glove material). LOTO: student completes all required steps in correct sequence on the scored checklist; any missed energy-isolation or verification step requires immediate repeat. Pass mark: 100% of critical safety steps correct on the LOTO rubric.
4	EPA Hazardous Waste Rules and Solvent Waste Management	5	theory	Students will correctly classify dry cleaning solvent waste as hazardous or non-hazardous under EPA RCRA regulations and complete a simulated uniform hazardous waste manifest for a PERC still-bottom waste stream.	Lecture and guided note-taking on EPA RCRA hazardous waste generator categories, characteristic wastes, and listed wastes relevant to dry cleaning (including PERC still bottoms and contaminated cartridge filters); students fill in a structured outline as instructor covers key regulatory thresholds and record-keeping duties. Waste classification exercise: each student receives a table of six dry cleaning waste streams (spent PERC, still bottoms, used filters, distilled water separator water, lint, empty solvent drum) and must classify each as hazardous or non-hazardous, select proper storage container and label, and state the maximum on-site storage time for their generator category. Simulated manifest completion: students complete a practice copy of the EPA Uniform Hazardous Waste Manifest using a given scenario (quantity, waste code, licensed transporter, designated facility), then exchange with a partner for error-checking against an answer key.	EPA RCRA regulatory overview handout; waste classification table worksheets; blank practice EPA Uniform Hazardous Waste Manifest forms; answer keys; DLI environmental compliance guide; sample hazardous waste labels; EPA small-quantity and large-quantity generator threshold reference card	Waste classification table: student correctly classifies all six streams and states correct storage rules—pass requires at least five of six correct. Manifest: completed form contains no errors in waste code, generator category, or required signature fields; instructor reviews individually before lesson ends.
5	Emergency Action Plans, Spill Response, and Incident Reporting	5	practice	Students will execute a solvent spill response and evacuation using the plant's written Emergency Action Plan and a spill kit, and will correctly complete an OSHA First Report of Injury/Illness form for a simulated exposure incident.	Emergency Action Plan review: students read a one-page model EAP for a dry cleaning shop, then answer scenario questions ('A worker reports dizziness in the solvent room—what do you do first?') in pairs; instructor debriefs with correct decision sequence including notification, evacuation, and when to call 911. Simulated spill drill: instructor creates a marked spill zone (colored tape outline) representing a small PERC liquid spill; students don correct PPE, retrieve the spill kit, contain the spill using absorbent material, segregate the waste in a properly labeled container, and complete a spill log entry—instructor times and scores each step on a drill rubric. Incident documentation exercise: using a written scenario describing a worker's eye contact with solvent vapor, each student completes a practice OSHA First Report of Injury/Illness (equivalent state form), identifies whether the injury meets OSHA recordability criteria, and states the reporting deadline to OSHA for a hospitalization, using the OSHA recordkeeping regulation as a reference.	Model plant Emergency Action Plan (one-page handout); floor plan with evacuation routes; spill kit (absorbent pads, disposal bags, compatible gloves, splash goggles); colored tape for spill zone; drill scoring rubric; blank OSHA First Report of Injury/Illness practice forms; OSHA recordkeeping regulation overview card; stop watch	Spill drill rubric: student completes all required containment and disposal steps in correct PPE within the allotted time; any step that would have worsened exposure (e.g., removing PPE before decontamination) results in automatic repeat. Incident form: completed accurately with correct recordability determination—pass mark is zero errors in required fields and correct reporting threshold identified.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Solvent Regulatory Knowledge Exam	Written exam	25%	75% or higher (38 of 50 questions correct)	A 50-question written exam covering OSHA HazCom/GHS requirements, exposure limits and monitoring, LOTO principles, EPA RCRA hazardous waste generator duties, and emergency reporting obligations, mapped to OSHA 10 Outreach content domains and the DLI Certified Professional Drycleaner regulatory knowledge exam area. Questions include multiple choice, label interpretation, and short SDS-based scenarios. Standard met · Safety · Time · Quality/finish · Documentation
PPE and LOTO Skills Demonstration	Skills demonstration	45%	All critical safety steps rated 'Satisfactory' on the rubric; no step may be skipped or performed out of sequence	The instructor evaluates each student individually as they select PPE for a solvent-handling scenario, don and doff the ensemble correctly, and perform a complete lockout/tagout sequence on the machine mock-up using a scored step-by-step rubric. Any critical failure (wrong glove material, missed energy-isolation point, skipped verification) requires the student to repeat the station before the course concludes. Standard met · Safety · Time · Quality/finish · Documentation
Regulatory Compliance Lab Log	Log	15%	All entries complete, legible, and accurate; instructor signs off each lab activity section before the student may proceed to the next lesson	Throughout the course, students maintain a bound lab log documenting their SDS annotations, GHS label drafts, PID readings, waste classification decisions, completed manifest practice, and spill drill checklist—providing an auditable record of hands-on regulatory compliance work that mirrors the documentation habits required in a licensed dry cleaning facility. Standard met · Safety · Time · Quality/finish · Documentation
End-of-Course Safety Walkthrough Check	Safety audit	15%	Student correctly resolves all three planted deficiencies; any missed life-safety deficiency (e.g., missing LOTO tag, unlabeled waste container) results in a remediation session and re-check	The instructor deliberately introduces three regulatory deficiencies into the lab area (such as a mislabeled secondary container, an untagged isolation point, and an overfull waste drum) and asks each student to conduct a brief compliance walkthrough, identify every deficiency, state the applicable regulation or standard, and describe the corrective action—simulating the self-inspection duty of a plant manager and reinforcing the OSHA 10 hazard-recognition competency. Standard met · Safety · Time · Quality/finish · Documentation

BUS-DRY59-10 Trade course

Plant Management for Dry Cleaning & Laundry Operations

26 hr · ~~$280~~ COMPLIMENTARY

This course teaches learners how to run a commercial garment-care plant as a productive, profitable, and compliant business unit. Topics span workflow layout, production scheduling, equipment maintenance programs, staff supervision, customer relations, and basic financial controls. Content maps directly to the operational and management competency areas tested by the TRSA Certified Professional Laundry Manager credential and the business-knowledge sections of the DLI Certified Professional Drycleaner and Wetcleaner exams.

Outcomes

Design and evaluate a plant workflow layout that minimizes garment handling steps and cross-contamination risk.
Build a weekly production schedule that balances machine capacity, labor hours, and promised turnaround times.
Implement a preventive maintenance log and explain how equipment downtime affects plant productivity and compliance.
Apply basic cost-of-production math—including piece-rate pricing, labor cost percentage, and solvent consumption tracking—to make sound operational decisions.
Describe federal and state employer obligations relevant to a garment-care plant, including wage-and-hour rules, required postings, and environmental recordkeeping.
Demonstrate effective supervision practices, including onboarding a new hire, documenting a performance issue, and running a shift pre-task safety briefing.

Course text

How the course runs. 5 blocks: Plant Layout, Workflow Design, and Capacity Planning; Production Scheduling, Turnaround Standards, and Quality Checkpoints; Equipment Preventive Maintenance, Utility Management, and Environmental Recordkeeping; Labor Supervision, Onboarding, and HR Compliance Basics; Plant Financials: Pricing, Cost Control, and Profitability Basics.

What competent looks like. Design and evaluate a plant workflow layout that minimizes garment handling steps and cross-contamination risk. Build a weekly production schedule that balances machine capacity, labor hours, and promised turnaround times. Implement a preventive maintenance log and explain how equipment downtime affects plant productivity and compliance. Apply basic cost-of-production math—including piece-rate pricing, labor cost percentage, and solvent consumption tracking—to make sound operational decisions. Describe federal and state employer obligations relevant to a garment-care plant, including wage-and-hour rules, required postings, and environmental recordkeeping. Demonstrate effective supervision practices, including onboarding a new hire, documenting a performance issue, and running a shift pre-task safety briefing.

Lessons · 5 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Plant Layout, Workflow Design, and Capacity Planning	6	lab	Given a scaled floor-plan template, the learner will arrange workstations for receiving, sorting, cleaning, finishing, and packaging in a sequence that eliminates backtracking and meets fire-egress clearance requirements.	Study annotated photographs of three real plant layouts—a small neighborhood cleaner, a mid-size plant, and a large linen-supply facility—and identify where bottlenecks occur at peak volume; record findings on a structured observation sheet. Use graph-paper templates and cut-out equipment footprints to redesign one of the flawed layouts, then calculate the linear feet of garment travel from receiving to rack and compare before-and-after figures with a partner. Conduct a timed walk-through simulation in the lab pressing area: follow a mock garment through each station with a clipboard, record idle-wait times, and present one recommended layout change with a written rationale.	Scaled floor-plan worksheets, equipment-footprint cutouts, tape measure, stopwatch, graph paper, DLI Plant Management reference guide, OSHA minimum aisle-width guidelines (general industry standard)	Learner submits a completed revised floor plan with labeled stations, a garment-travel distance calculation, and a written rationale of at least 150 words. Layout must show compliant aisle clearance and logical one-way garment flow. Instructor scores on a 10-point rubric; 7/10 required to pass.
2	Production Scheduling, Turnaround Standards, and Quality Checkpoints	5	theory	The learner will construct a five-day production schedule for a hypothetical 300-piece-per-day plant that meets promised turnaround times while accounting for machine downtime and staff absences.	Using provided capacity data (machine cycle times, pressing rates, and staff hours), complete a scheduling worksheet that assigns piece counts to each workstation by shift; identify where slack capacity exists and where overtime risk appears. Role-play a customer-facing scenario in which a rush order arrives mid-week: update the schedule worksheet to accommodate the rush, identify which standard orders must be renegotiated, and draft a brief phone script explaining the delay to an affected customer. Compare two sample quality-control ticket systems—a manual tag system and a basic barcode log—by reviewing sample records, listing the advantages and failure modes of each, and recommending one for the hypothetical plant with written justification.	Scheduling worksheet templates, capacity-data handout, sample quality-control tickets, barcode log printouts, DLI Certified Professional Drycleaner exam content outline (operational sections)	Learner turns in a completed five-day schedule that meets all given turnaround commitments, a revised schedule reflecting the rush order, and the written customer script. Schedules are evaluated against stated machine capacities; no station may exceed 100% loading. Rubric score of 14/20 required to pass.
3	Equipment Preventive Maintenance, Utility Management, and Environmental Recordkeeping	5	demo	The learner will complete a preventive maintenance checklist for a drycleaning unit and a flatwork ironer, record entries correctly in a maintenance log, and explain how the log supports both EPA solvent-management compliance and insurance requirements.	Instructor demonstrates inspection points on the drycleaning machine (door gaskets, lint basket, still charge indicator, solvent level) and on the flatwork ironer (roll pressure, belt alignment, temperature calibration); learners shadow and annotate a blank inspection sheet in real time. Each learner independently completes a full preventive maintenance checklist on the lab drycleaning unit or a designated pressing machine while the instructor observes; all safety lockout steps must be performed correctly before any panel is opened. Using three months of fabricated utility bills and solvent purchase records, learners calculate monthly solvent consumption per hundred garments, flag the month with an anomalous spike, and write a one-paragraph explanation of what operational cause might account for it and what corrective action to take.	Manufacturer PM checklists for drycleaning machine and flatwork ironer, lockout/tagout kit, blank maintenance log forms, fabricated utility-bill and solvent-purchase data, EPA solvent-management recordkeeping guidance (general reference)	Completed PM checklist must have zero omitted items and all lockout steps marked in correct sequence; any lockout error is an automatic re-do. Utility calculation must be within 5% of instructor's key answer. Rubric score of 8/10 required to pass.
4	Labor Supervision, Onboarding, and HR Compliance Basics	5	practice	The learner will demonstrate the ability to onboard a new plant employee, document a performance issue using factual language, and describe key federal employer obligations applicable to a garment-care operation.	In pairs, one learner acts as the plant manager and the other as a first-day employee; the 'manager' delivers a structured 10-minute orientation covering safety postings, break policy, and the garment-liability claim process using a provided orientation checklist, then switches roles and receives peer feedback. Learners read a scenario describing a presser who has made repeated quality errors and then write a factual, behavior-based performance note suitable for an HR file—using specific dates, observable actions, and impact on production rather than opinions or personal characteristics. Working from a one-page summary of federal employer obligations (FLSA wage-and-hour basics, required workplace postings, I-9 verification), learners complete a true/false and short-answer quiz, then discuss two scenarios where a small plant owner unknowingly violated a rule and identify the corrective step.	New-employee orientation checklist, sample performance documentation template, one-page federal employer obligations summary, scenario cards, DLI and TRSA manager reference materials	Orientation role-play scored on a 6-point checklist (all required topics covered = pass). Performance note must be factual, specific, and contain no opinion language; instructor grades pass/fail using a rubric. HR quiz requires 80% correct to pass.
5	Plant Financials: Pricing, Cost Control, and Profitability Basics	5	theory	The learner will calculate the break-even piece count for a sample plant, set a retail price for three garment categories using a cost-plus method, and identify at least three controllable cost areas where a plant manager can take corrective action.	Using a provided monthly cost sheet (rent, utilities, labor, supplies, solvent, insurance), learners calculate fixed and variable costs per piece at three volume levels—150, 300, and 450 pieces per day—and plot the results on a simple break-even graph, then identify the break-even volume. Learners apply a cost-plus pricing worksheet to set retail prices for a men's suit, a comforter, and a dress shirt based on given production-time standards and supply costs, then compare their prices to a provided regional market-survey range and adjust with written reasoning. Small groups review a fabricated one-month profit-and-loss summary showing losses and identify the three cost lines most out of control; each group presents a two-minute corrective-action recommendation to the class, fielding at least one challenge question from peers.	Monthly cost-sheet handout, break-even graph template, cost-plus pricing worksheet, fabricated P&L statement, regional price-survey sample, calculator, TRSA Certified Professional Laundry Manager exam content outline (financial management section)	Break-even calculation must be within ±5 pieces of instructor key. Pricing worksheet must show all calculation steps; final prices must fall within a defensible range relative to cost data. P&L group presentation scored on a 6-point rubric; 4/6 required to pass. All three deliverables must meet passing standard.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Plant Management Knowledge Exam	Written exam	25%	75% correct (38 of 50 questions)	A 50-question multiple-choice and short-answer exam covering plant layout principles, scheduling concepts, preventive maintenance requirements, HR compliance basics, and cost-control math, mapped to the TRSA Certified Professional Laundry Manager and DLI Certified Professional Drycleaner exam content outlines. Learners have 75 minutes; all questions are drawn from lesson content and assigned readings. Standard met · Safety · Time · Quality/finish · Documentation
Plant Supervisor Skills Demonstration	Skills demonstration	45%	Pass all three stations with no critical errors; rubric total of 21/30	Learners rotate through three timed stations: (1) complete a PM checklist on the lab drycleaning unit with correct lockout/tagout sequence, (2) deliver a 5-minute new-employee orientation to the instructor playing the role of a new hire, and (3) review a fabricated P&L and verbally identify cost problems and corrective actions. Any lockout/tagout omission at Station 1 results in an automatic station failure and a required remediation before the station may be retaken. Standard met · Safety · Time · Quality/finish · Documentation
Operations Lab Log	Log	15%	All five lesson lab sheets submitted and scored at or above the per-lesson passing standard; average rubric score of 70% or higher across all sheets	Learners maintain a running lab log throughout the course, submitting a completed and signed worksheet for each of the five lessons—floor-plan redesign, production schedule, PM log entries, performance note, and pricing worksheet. The log is reviewed for completeness, accuracy of calculations, and correct use of trade terminology; it serves as a portfolio artifact for the Capstone Project in Course 11. Standard met · Safety · Time · Quality/finish · Documentation
Safety Compliance Check	Safety audit	15%	100% on all critical safety items; no exceptions	A structured observation checklist administered during the equipment PM demonstration lesson verifies that the learner correctly performs lockout/tagout before opening any machine panel, wears required PPE throughout the inspection, and restores all guards before returning the machine to service. Any single critical item missed results in immediate remediation and a full re-check before the learner may continue with subsequent lab activities. Standard met · Safety · Time · Quality/finish · Documentation

BUS-DRY59-11 Capstone

Capstone Project: Integrated Garment Care Operations

72 hr · ~~$720~~ COMPLIMENTARY

Students design, execute, and defend a full-scale garment care scenario that integrates fiber identification, stain treatment, solvent or wet-cleaning selection, pressing, and plant-management principles into a single documented workflow. The capstone requires students to treat a batch of ten or more garments with varied fabrics and soiling, produce a complete customer-facing and regulatory documentation package, and present their decisions and results to a panel of instructors and an industry guest. All work is evaluated against DLI professional standards and OSHA solvent-handling requirements.

Outcomes

Execute a complete garment-care workflow—intake, classification, treatment, finishing, and release—on a mixed batch of at least ten garments while meeting DLI quality benchmarks and OSHA safety requirements.
Select and justify solvent or wet-cleaning methods for each garment in the batch by citing fiber content, care-label instructions, and environmental compliance considerations.
Produce a documentation package that includes care logs, Material Safety Data Sheet references, stain-treatment notes, and a mock customer invoice accurate enough for real plant use.
Identify and correct at least two simulated processing errors—such as color bleed risk or unsuitable solvent choice—using systematic troubleshooting before garments are finished.
Deliver a ten-to-fifteen-minute oral defense of all technical and business decisions to a panel, responding accurately to at least four evaluator questions drawn from DLI and TRSA exam domains.
Demonstrate correct lockout/tagout procedure and personal protective equipment use for every machine operation observed by the panel during the defense.

Course text

How the course runs. 4 blocks: Project Design and Batch Planning; Integrated Processing: Spotting, Cleaning, and Quality Control; Finishing, Final Inspection, and Documentation Completion; Capstone Defense and Panel Review.

What competent looks like. Execute a complete garment-care workflow—intake, classification, treatment, finishing, and release—on a mixed batch of at least ten garments while meeting DLI quality benchmarks and OSHA safety requirements. Select and justify solvent or wet-cleaning methods for each garment in the batch by citing fiber content, care-label instructions, and environmental compliance considerations. Produce a documentation package that includes care logs, Material Safety Data Sheet references, stain-treatment notes, and a mock customer invoice accurate enough for real plant use. Identify and correct at least two simulated processing errors—such as color bleed risk or unsuitable solvent choice—using systematic troubleshooting before garments are finished. Deliver a ten-to-fifteen-minute oral defense of all technical and business decisions to a panel, responding accurately to at least four evaluator questions drawn from DLI and TRSA exam domains. Demonstrate correct lockout/tagout procedure and personal protective equipment use for every machine operation observed by the panel during the defense.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Project Design and Batch Planning	12	theory	Students will design a complete processing plan for an assigned mixed garment batch by classifying each item, selecting the appropriate cleaning system, and documenting the plan in a written workflow before any equipment is operated.	Inspect and classify each garment in the assigned ten-piece batch: record fiber content from care labels and tactile/burn-test verification, fabric construction, soiling type, and any special conditions such as beading or bonded seams on a standardized intake form. Complete a decision matrix that maps each garment to either dry-cleaning solvent, wet-cleaning, or hand-finishing, citing the specific care-label symbol, fiber hazard, or stain chemistry reason for each choice—cross-referenced to DLI Certified Professional Drycleaner and Certified Professional Wetcleaner knowledge domains. Draft the full project documentation package template: customer work order, treatment log with space for pre-treatment and post-treatment notes, solvent or detergent MSDS cross-reference sheet, pressing sequence, and a mock invoice with pricing rationale—have a peer review it for completeness before instructor sign-off.	Assigned ten-piece garment batch with varied fibers and soiling, care-label symbol reference chart (DLI), blank intake and treatment log forms, decision matrix worksheet, MSDS binders for all solvents and detergents in use, DLI Certified Professional Drycleaner study guide, DLI Certified Professional Wetcleaner study guide, pencils and highlighters	Instructor reviews the completed decision matrix and documentation template; all ten garments must be correctly classified with valid justifications and no safety-critical errors (e.g., recommending a solvent-incompatible garment for perc cleaning); pass requires 80% of garments correctly matched with documented reasoning.
2	Integrated Processing: Spotting, Cleaning, and Quality Control	30	lab	Students will process all ten garments through spotting, cleaning, and interim quality-control inspection, applying correct chemistry, machine settings, and OSHA-compliant PPE at every stage.	Set up the spotting board with the correct spotting agents for each identified stain type—protein, oil-based, tannin, dye—then pre-treat each garment using the sequential spotting procedure (dry solvent, protein formula, tannin formula, as applicable) practiced in Course 6, recording agent used, dwell time, and result on the treatment log. Load and run the dry-cleaning machine or wet-cleaning cabinet for each garment classification group, verifying machine settings—cycle type, solvent level, temperature, and mechanical action—against the plan before starting; don required PPE including solvent-rated gloves and eye protection for any machine with solvent exposure risk, and demonstrate lockout/tagout on the machine used before performing any manual cleaning-wheel inspection. After cleaning, perform a systematic quality-control check on each garment: inspect under both fluorescent and UV light for residual staining, fabric distortion, color change, or shrinkage; document pass or fail for each item, re-spot or re-clean any failures within the same lab session, and update the treatment log to reflect all corrective actions taken.	Dry-cleaning machine and/or wet-cleaning cabinet, spotting board and steam gun, full spotting kit (dry solvent, protein agent, tannin agent, neutral lubricant, wet-side agents), chemical-resistant gloves, safety glasses or face shield, solvent-rated apron, lockout/tagout locks and tags, UV inspection lamp, fluorescent shop lighting, treatment log forms, DLI quality standard reference card, MSDS for all chemicals in use	Lab instructor observes each major operation; student must demonstrate correct PPE use and verbally state the lockout/tagout steps before any manual machine inspection; all ten garments must exit cleaning with no new damage caused by the student; at least eight of ten must be free of visible original staining (80% stain-removal success rate); treatment log must be fully updated with no blank fields—any PPE or lockout/tagout omission results in an immediate stop and remediation before the student continues.
3	Finishing, Final Inspection, and Documentation Completion	18	practice	Students will press and finish all ten garments to customer-ready standard, complete the full documentation package including the mock invoice, and package garments correctly for simulated customer pickup.	Press each garment using the appropriate form finisher, steam-air board, or hand iron at the correct temperature and steam setting for the fiber type, following the pressing sequence from Course 5; evaluate each finished garment against DLI customer-ready criteria—no shine, no press marks, sharp creases where required, correct shape restored—and note any item requiring a second pass on the finishing log. Assemble the complete documentation package: collate the intake form, decision matrix, treatment log with pre- and post-treatment entries, MSDS cross-reference sheet, pressing notes, and the mock invoice; verify that every chemical used is cross-referenced to its MSDS and that solvent usage quantities are recorded in a format consistent with EPA solvent-use record-keeping guidance covered in Course 9. Package each finished garment per plant standard—polybag, hanger, ID tag with customer name and order number—and arrange the complete batch for panel inspection; prepare a one-page summary sheet that lists each garment, the cleaning system used, any problems encountered, and the outcome, which will serve as the oral defense reference document.	Steam-air form finisher, steam-air finishing board, hand iron and sleeve board, pressing cloth, polybags, wire hangers, ID tags and order labels, completed treatment logs, blank invoice template, EPA solvent-record-keeping guidance handout, DLI customer-ready quality standard card, printer or handwriting supplies for final document package	Instructor inspects all ten finished and packaged garments against the DLI customer-ready checklist; at least nine of ten must meet the standard with no shine, distortion, or soil remaining; the completed documentation package is checked for completeness—every field filled, every chemical cross-referenced to an MSDS—pass requires 100% document completeness and 90% garment quality threshold.
4	Capstone Defense and Panel Review	12	field	Students will deliver a structured oral defense of their project decisions and results to an evaluation panel and respond accurately to technical and business questions drawn from all program course areas and DLI, TRSA, and OSHA credential domains.	Present the garment batch and documentation package to the panel in a ten-to-fifteen-minute structured presentation covering: the intake and classification rationale, cleaning system selections with chemical justifications, problems encountered and corrective actions taken, finishing approach, and business documentation accuracy—using the one-page summary sheet as a guide but speaking from knowledge rather than reading verbatim. Respond to a minimum of four panel questions drawn from a standardized question bank spanning all program courses and credential exam domains: DLI Certified Professional Drycleaner (fiber, solvent chemistry, machine operation, quality), DLI Certified Professional Wetcleaner (wet-cleaning agents, tensioning, protein and synthetic fiber care), TRSA Certified Professional Laundry Manager (production workflow, linen classification, commercial laundry operations), and OSHA 10 (hazard communication, PPE selection, lockout/tagout, solvent exposure limits)—answers are scored on a four-point rubric for accuracy and completeness. Demonstrate, live before the panel, the correct lockout/tagout procedure on one designated machine and the correct selection and donning of PPE for a described solvent-handling scenario; explain aloud why each step is required, citing the OSHA standard category (general industry hazard communication and energy control) without needing to quote a specific code section number.	Finished garment batch and complete documentation package, one-page summary sheet, panel evaluation rubric, standardized question bank (instructor-held), lockout/tagout lock and tags, PPE kit for demonstration (gloves, eye protection, apron), timer for presentation, scoring sheets for panel members (minimum two: one instructor, one industry guest evaluator)	Panel scores the defense on a rubric with four scored areas: presentation clarity and completeness (25 points), technical accuracy of answers to panel questions (40 points, minimum two of four questions answered fully correctly), live safety demonstration (25 points, all steps performed without prompt), documentation package completeness (10 points); overall passing score is 80 out of 100; any failure of the live lockout/tagout demonstration requires remediation and a second defense attempt before program completion.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Capstone Project: Processed Garment Batch and Documentation Package	Project	60%	At least nine of ten garments meet DLI customer-ready quality standard; 80% stain-removal success; 100% documentation completeness with all chemicals cross-referenced to MSDS; zero safety violations during processing.	The physical deliverable of the capstone: a cleaned, pressed, and packaged ten-piece garment batch accompanied by the full documentation package including intake forms, decision matrix, treatment logs, MSDS cross-references, pressing notes, and a mock customer invoice. Evaluated by the lead instructor against the DLI quality standard and EPA solvent record-keeping guidance to confirm that every decision made during processing can be traced and justified in writing. Meets specification · Within estimate · Workmanship · Safety · Documentation
Capstone Portfolio	Portfolio	20%	All required documents present and fully completed; decision matrix shows correct classification for at least eight of ten garments with valid written justification; no MSDS cross-reference missing; summary sheet accurate and legible.	A compiled binder or digital folder containing every document generated during the project—intake form, decision matrix, treatment log, MSDS cross-reference sheet, pressing sequence notes, corrective-action records, mock invoice, and the one-page oral defense summary—organized in processing order and ready to be handed to a plant manager or regulatory inspector as a complete job record. Reviewed by the panel before the oral defense begins. Completeness · Organization · Evidence quality
Oral Defense and Live Safety Demonstration	Oral / panel	20%	Overall panel score of 80 out of 100 using the four-area rubric; minimum two of four technical questions answered fully correctly; live lockout/tagout and PPE demonstration completed without prompting; any lockout/tagout failure requires remediation and re-defense.	A ten-to-fifteen-minute structured presentation to a panel of at least two evaluators—one program instructor and one industry guest—followed by a minimum of four technical and business questions drawn from all DLI, TRSA, and OSHA credential domains, and concluded with a live demonstration of lockout/tagout and PPE selection on a designated machine. Scored on a four-area rubric and documented on a signed panel evaluation form that becomes part of the student's permanent program record. Explains decisions · Answers technical questions · Professional communication

BUS-DRY59-12 Externship / clinical

Externship / Worksite Placement

108 hr · ~~$430~~ COMPLIMENTARY

Students complete 108 supervised hours at a licensed dry-cleaning plant, commercial laundry, or textile-care facility, applying every technical and professional skill developed in the classroom under the guidance of an industry mentor. Rotations cover front counter intake, spotting and stain removal, solvent and wet-cleaning machine operation, pressing and finishing, and plant-floor safety compliance. A structured employer evaluation and a reflective log document growth against DLI and TRSA credential competency areas.

Outcomes

Perform full garment intake, classification, and labeling procedures without prompting, meeting the host site's quality-control standard.
Operate dry-cleaning and/or wet-cleaning equipment under supervision, following the host site's load, solvent, and cycle specifications with zero uncontrolled chemical releases.
Apply spotting and stain-removal techniques on a minimum of 20 real customer garments per rotation, achieving the supervisor's acceptable-release standard on at least 85 percent of attempts.
Execute pressing and finishing tasks to production-line pace and quality expectations set by the host employer.
Demonstrate OSHA-compliant behavior—correct PPE selection, hazard communication, and emergency response—throughout all worksite hours as rated by the site supervisor.
Compile a complete externship log with dated entries, supervisor signatures, and a written reflection that maps each rotation task to a DLI or TRSA credential competency area.

Course text

How the course runs. 4 blocks: Site Orientation and Safety Integration; Counter, Intake, and Production Rotation; Machine Operation, Spotting, and Pressing Rotation; Capstone Reflection and Employer Evaluation.

What competent looks like. Perform full garment intake, classification, and labeling procedures without prompting, meeting the host site's quality-control standard. Operate dry-cleaning and/or wet-cleaning equipment under supervision, following the host site's load, solvent, and cycle specifications with zero uncontrolled chemical releases. Apply spotting and stain-removal techniques on a minimum of 20 real customer garments per rotation, achieving the supervisor's acceptable-release standard on at least 85 percent of attempts. Execute pressing and finishing tasks to production-line pace and quality expectations set by the host employer. Demonstrate OSHA-compliant behavior—correct PPE selection, hazard communication, and emergency response—throughout all worksite hours as rated by the site supervisor. Compile a complete externship log with dated entries, supervisor signatures, and a written reflection that maps each rotation task to a DLI or TRSA credential competency area.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Site Orientation and Safety Integration	12	field	Student correctly identifies all site-specific hazards, emergency procedures, PPE stations, and chemical storage areas and demonstrates proper donning of required PPE before touching any equipment.	Complete a guided walkthrough of the facility with the site supervisor, marking every SDS binder location, emergency eyewash, fire extinguisher, and lockout/tagout station on a hand-drawn floor-plan sketch that is then reviewed and corrected by the supervisor. Shadow the site safety lead for one full shift, recording in the externship log every PPE change, solvent-handling step, and waste-disposal action observed, then discuss findings in a brief end-of-shift debrief. Perform a supervised pre-shift safety checklist on the dry-cleaning or wet-cleaning machine assigned, demonstrating correct inspection of door gaskets, lint filters, and solvent levels before signing the equipment log.	Site-specific SDS binders, facility floor plan, externship log binder, PPE kit (gloves, safety glasses, apron), lockout/tagout tags, OSHA 10 reference card from Course 1	Site supervisor signs the orientation checklist confirming the student correctly identified all required items and wore correct PPE throughout; any missed hazard requires a re-walkthrough before the student proceeds to hands-on rotation. Pass = supervisor signature with no outstanding corrections.
2	Counter, Intake, and Production Rotation	30	field	Student processes real customer garments from intake through tagging, fiber and fabric ID, care-label interpretation, and routing, meeting the host site's accuracy standard for ticketing and soil-level notation.	Under direct supervision, receive and inspect a minimum of 15 customer orders per scheduled shift, writing accurate route tickets that include fiber content, color, construction notes, and identified stains—each ticket reviewed by the supervisor before the garment enters production. Sort a mixed load of 30 or more incoming pieces by solvent route (perc/alternative solvent, wet-clean, or laundry) and pressure-press requirements, explaining each routing decision aloud to the supervising cleaner who records agreement or correction in the log. Assist in end-of-day assembly and quality inspection of finished orders, flagging any re-clean or re-press item by applying a color-coded correction tag and completing the re-work entry in the production log.	Route-ticket book, garment tags and tagging gun, care-label reference chart (DLI fabric and label guide), production log, color-coded correction tags, externship log binder	Supervisor audits 10 randomly selected route tickets completed by the student each week; at least 85 percent must be fully accurate (fiber ID, soil notation, correct route) to remain on schedule. Tickets below 85 percent accuracy trigger a targeted review session before the next shift.
3	Machine Operation, Spotting, and Pressing Rotation	54	field	Student independently loads, programs, and unloads dry-cleaning or wet-cleaning machines and a minimum of 20 real garments through the spotting board and finishing equipment, achieving the host site's release and presentation standard on at least 85 percent of pieces.	Load and program at least five full machine cycles across the rotation, selecting correct solvent charge or water-temperature and detergent profile for each load type, recording cycle parameters and any abnormalities in the equipment log; supervisor countersigns each entry. Work the spotting board daily under mentor observation, applying mechanical action, steam, and site-approved spotting agents to a running tally of customer stains—document each garment, stain type, chemistry used, and outcome (released, reduced, or flagged for re-inspection) in the externship log. Complete a timed pressing and finishing session each shift on a variety of garment types (shirts, trousers, structured jackets, and knits), receiving verbal feedback from the finisher-mentor and recording self-assessment notes against the facility's presentation standard before garments are bagged.	Dry-cleaning or wet-cleaning machine, spotting board and gun, steam iron, utility press or form finisher, site-approved spotting agents and lubricants, PPE kit, equipment log, externship log binder, DLI Spotting Manual (or equivalent site reference)	Supervisor completes a standardized production-quality checklist for each student-processed garment sampled (minimum 10 garments per two-week evaluation period); student must meet the site's acceptable-release and presentation standard on at least 85 percent of sampled pieces. Results are recorded in the externship log and signed by both parties.
4	Capstone Reflection and Employer Evaluation	12	field	Student submits a complete externship log with dated entries and supervisor signatures and delivers an oral reflection that maps at least eight distinct worksite tasks to specific DLI Certified Professional Drycleaner, DLI Certified Professional Wetcleaner, or TRSA Certified Professional Laundry Manager competency areas.	Compile all externship log entries into a final binder organized by rotation week, verify that every entry has a supervisor signature and hour total, and submit to the program instructor for review before the oral reflection session. Prepare and deliver a 10-minute structured oral reflection (in person or recorded video) identifying at least eight tasks performed at the site, explaining how each maps to a named credential competency area, describing one challenge encountered and the corrective action taken, and identifying one professional improvement goal. Participate in the employer's final performance evaluation meeting, receiving the completed standardized rating form and discussing scores in each category (technical skills, safety compliance, professionalism, and productivity) with the site supervisor and, when possible, the program instructor.	Completed externship log binder, credential competency reference sheets (DLI and TRSA), employer evaluation form, program rubric for oral reflection, recording device if in-person meeting is not possible	Program instructor confirms the log is complete (all hours documented, all entries signed) and scores the oral reflection using the program rubric; student must earn at least 80 percent on the rubric and receive a passing or satisfactory composite rating from the employer evaluation form to receive credit for the externship. Any incomplete log or failing employer rating triggers additional supervised hours before a re-evaluation.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Employer Skills Demonstration Evaluation	Skills demonstration	70%	Composite rating of 'Satisfactory' or higher across all four domains (technical skills, safety compliance, professionalism, and productivity) on the standardized employer evaluation form, with no individual domain rated 'Unsatisfactory' at the close of the placement.	The host-site supervisor observes the student across all three production rotations and completes a standardized rating form evaluating technical skill execution (intake accuracy, machine operation, spotting, and finishing), consistent OSHA-compliant safety behavior, professional conduct, and ability to work at production pace. The completed form is co-signed by the student and supervisor, shared with the program instructor, and filed as the primary skills_demo record for the externship. Competency · Safety · Attendance · Conduct · Initiative
Externship Field Log	Log	30%	Log is 100 percent complete (all 108 hours documented with dated entries, task descriptions, and supervisor signatures), and the final written reflection earns at least 80 percent on the program rubric for credential competency mapping and professional self-assessment.	The student maintains a chronological field log throughout all 108 worksite hours, recording each shift's start and end times, tasks performed, equipment operated, chemicals handled, and any safety events or near-misses observed; each entry is reviewed and signed by the site supervisor at the end of the shift. The final submission includes a written reflection section that explicitly maps a minimum of eight logged tasks to named DLI or TRSA credential competency areas and identifies concrete improvement goals, serving as the lab_log assessment for the externship course. Complete · Verified

BUS-DRY59-13 Exam prep

Certification Exam Preparation: DLI, TRSA & OSHA 10

30 hr · ~~$300~~ COMPLIMENTARY

This 30-hour capstone review course systematically covers every published exam domain for the DLI Certified Professional Drycleaner, DLI Certified Professional Wetcleaner, TRSA Certified Professional Laundry Manager, and OSHA 10 credentials so that each learner can sit all applicable exams with confidence. Instruction moves from targeted domain review and gap analysis through timed practice sets and a full-length mock exam battery that mirrors real credential formats. Learners receive individual feedback after every practice round and leave with a personal study plan for any remaining weak areas.

Outcomes

Correctly answer practice questions drawn from all DLI Certified Professional Drycleaner exam domains—fiber and fabric identification, solvent systems, spotting chemistry, pressing, and garment analysis—at a score consistent with the published passing standard.
Correctly answer practice questions drawn from all DLI Certified Professional Wetcleaner exam domains—wetcleaning chemistry, water chemistry, finishing, and stain removal—at a score consistent with the published passing standard.
Correctly answer practice questions drawn from all TRSA Certified Professional Laundry Manager exam domains—plant operations, quality control, linen management, and workforce supervision—at a score consistent with the published passing standard.
Demonstrate command of all ten OSHA 10 General Industry topic areas—hazard recognition, lockout/tagout, PPE, hazard communication, electrical safety, and related areas—at a score consistent with the OSHA Outreach Program completion standard.
Analyze personal practice-exam score reports to identify weak domains, select appropriate course reference materials for self-directed review, and document a structured remediation plan.
Complete a timed, full-length mock exam battery for each target credential under realistic testing conditions and self-evaluate readiness before the live credentialing exams.

Course text

How the course runs. 4 blocks: Domain Mapping and Diagnostic Assessment; Targeted Domain Review: Drycleaning, Wetcleaning, and Laundry Management; Targeted Domain Review: OSHA 10 General Industry and Regulatory Compliance; Full Mock Examination Battery and Readiness Debrief.

What competent looks like. Correctly answer practice questions drawn from all DLI Certified Professional Drycleaner exam domains—fiber and fabric identification, solvent systems, spotting chemistry, pressing, and garment analysis—at a score consistent with the published passing standard. Correctly answer practice questions drawn from all DLI Certified Professional Wetcleaner exam domains—wetcleaning chemistry, water chemistry, finishing, and stain removal—at a score consistent with the published passing standard. Correctly answer practice questions drawn from all TRSA Certified Professional Laundry Manager exam domains—plant operations, quality control, linen management, and workforce supervision—at a score consistent with the published passing standard. Demonstrate command of all ten OSHA 10 General Industry topic areas—hazard recognition, lockout/tagout, PPE, hazard communication, electrical safety, and related areas—at a score consistent with the OSHA Outreach Program completion standard. Analyze personal practice-exam score reports to identify weak domains, select appropriate course reference materials for self-directed review, and document a structured remediation plan. Complete a timed, full-length mock exam battery for each target credential under realistic testing conditions and self-evaluate readiness before the live credentialing exams.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Domain Mapping and Diagnostic Assessment	6	theory	Given the published exam blueprints for all four credentials, learners will complete a 100-question diagnostic covering every major domain and produce a written gap-analysis chart that ranks domains from weakest to strongest.	Side-by-side comparison activity: learners receive printed or digital copies of the official DLI, TRSA, and OSHA 10 exam content outlines and highlight every topic area, then map each topic to the course number where it was taught, creating a cross-reference grid. Timed 100-question diagnostic drawn proportionally from DLI drycleaner domains (fiber ID, solvent chemistry, spotting, pressing, garment analysis), DLI wetcleaner domains (wetcleaning chemistry, water quality, finishing, stain types), TRSA domains (plant ops, quality, linen management, supervision), and OSHA 10 topic areas; learners answer individually and submit answer sheets for scoring. Scored diagnostic debriefing: instructor returns marked answer sheets with a domain-by-domain breakdown; each learner plots their percentage correct per domain on a bar chart and writes a one-page gap-analysis narrative identifying the three domains requiring the most review and listing specific reference pages in DLI training manuals, TRSA study guides, and OSHA publications.	DLI Certified Professional Drycleaner and Wetcleaner exam content outlines (from DLI member resources), TRSA CPLM exam guide, OSHA 10 General Industry outreach curriculum topic list, 100-question instructor-developed diagnostic exam, answer sheets, scoring rubric, bar-chart template, course textbooks and reference binders from Courses 1–12	Each learner submits a completed domain bar chart and a gap-analysis narrative; competence is confirmed when the narrative correctly identifies and prioritizes at least three weak domains using accurate domain names from the official outlines — pass requires all three components submitted and bar chart reflecting actual scored results (no minimum score on the diagnostic itself, as it is a baseline tool).
2	Targeted Domain Review: Drycleaning, Wetcleaning, and Laundry Management	12	practice	Working through instructor-led review sessions organized by exam domain, learners will answer domain-specific practice question sets for DLI drycleaner, DLI wetcleaner, and TRSA CPLM content areas and achieve at least 75 percent on each domain set before advancing.	Rotating domain stations: the class is divided into four groups; each group spends approximately 45 minutes at a station (Drycleaner domains, Wetcleaner domains, TRSA Plant Operations/Quality/Linen, TRSA Supervision/Regulatory) working 20–25 targeted multiple-choice questions with access to reference materials, then groups rotate; the instructor circulates, clarifies misconceptions, and flags recurring errors for whole-class debrief. Think-aloud problem solving: for every question type that more than one-third of the group answers incorrectly, the instructor or a high-scoring peer models the reasoning process aloud—naming the relevant concept (e.g., identifying a solvent by its vapor pressure characteristics, distinguishing enzymatic from oxidizing spotters, calculating machine load weights from linen inventory data, applying a GHS hazard category to a solvent SDS)—while learners annotate their notes with the corrected reasoning chain. Spaced practice sets: at the end of each rotating-station cycle, learners individually complete a 30-question cumulative mixed-domain set drawn from all three credential areas under light time pressure (1 minute per question); they self-score using an instructor-provided answer key with rationale, record domain-level scores on their running gap chart, and flag any question where they chose the right answer for the wrong reason for follow-up discussion.	Instructor-developed domain question banks (minimum 25 questions per domain, drawn from DLI training manuals, TRSA study materials, and standard trade references), DLI Drycleaning and Wetcleaning Technical Manuals, TRSA CPLM preparation guide, solvent SDS samples, fiber identification reference cards, pressing and finishing standards charts, linen management calculation worksheets, answer keys with rationales	At the end of each station rotation cycle, learners take the 30-question cumulative mixed set; pass standard is 75 percent or higher on each domain sub-score; learners scoring below 75 percent in any domain receive a targeted remediation reading assignment from the relevant reference manual and repeat a 10-question recheck set the following class day before moving on.
3	Targeted Domain Review: OSHA 10 General Industry and Regulatory Compliance	6	theory	Working through all ten OSHA 10 General Industry topic areas as they apply to drycleaning and laundry plants, learners will correctly explain the regulatory basis for each major hazard control and answer OSHA 10–style scenario questions at a pass rate consistent with OSHA Outreach Program completion requirements.	Scenario-based hazard walk: learners receive a detailed floor-plan diagram of a fictional drycleaning and laundry plant and a scenario packet describing ten workplace situations (e.g., a maintenance worker about to service a conveyor without de-energizing it; a spotter handling a chlorinated solvent without a respirator; a new employee unaware of the SDS binder location); in pairs, learners identify the applicable OSHA standard area, the specific hazard, the required control, and the PPE type for each scenario, then present findings to the class for peer critique. OSHA 10 rapid-review lecture with check questions: instructor delivers a 90-minute structured overview of each OSHA 10 topic area (introduction to OSHA, walking-working surfaces, emergency action plans, hazard communication/GHS, PPE selection, electrical safety, lockout/tagout, machine guarding, fire safety, and at least one industry-specific area applicable to the trade) pausing after each area for three to five multiple-choice check questions that learners answer on individual whiteboards, revealing answers simultaneously so the instructor can see at a glance which concepts need re-teaching. OSHA 10 timed practice set: learners individually complete a 40-question OSHA 10–style multiple-choice exam drawn from all ten topic areas in 40 minutes, then score it against the answer key, enter domain results into their gap chart, and write a one-paragraph reflection identifying which OSHA topic area they found hardest to apply to the drycleaning and laundry context and why.	OSHA 10 General Industry outreach curriculum topic outline (OSHA.gov), OSHA Hazard Communication Standard summary (GHS), sample SDS sheets for perchloroethylene and hydrocarbon solvents, lockout/tagout procedure examples, PPE selection guides, plant floor-plan diagram, individual student whiteboards and markers, 40-question OSHA practice set with answer key and rationales	Pass standard for the 40-question OSHA 10 practice set is 70 percent overall with no individual topic area scoring below 60 percent; learners below either threshold receive a short targeted reading from the relevant OSHA publication and must pass a 10-question recheck set on that topic before Lesson 4; instructor also collects and reviews the one-paragraph reflection to confirm the learner can articulate the trade-specific application of the problem area.
4	Full Mock Examination Battery and Readiness Debrief	6	practice	Under timed, exam-like conditions, learners will complete full-length mock exams simulating the DLI Certified Professional Drycleaner, DLI Certified Professional Wetcleaner, TRSA Certified Professional Laundry Manager, and OSHA 10 formats and produce a personal readiness statement with a final study plan.	Full mock exam battery: learners sit four sequenced practice exams in a single extended session with short breaks between exams; each exam is timed to approximate the format described in the relevant credential's preparation materials; no reference materials are permitted; learners use only pencil and scratch paper as they would in the real exam environment; answer sheets are collected at the end of each individual exam before the next one begins. Score report and pattern analysis: instructor scores all exams and returns a domain-level score report to each learner; learners compare mock scores to their diagnostic scores from Lesson 1 to measure growth, identify any domain that still falls below the relevant credential's passing benchmark, and discuss with the instructor whether they are ready to sit the live exam or need additional self-study before scheduling. Personal readiness statement and final study plan: each learner writes a one-to-two-page readiness statement that states which credential exams they are prepared to sit immediately, which domains (if any) still need work, three specific remediation resources they will use (e.g., a specific chapter in the DLI manual, a TRSA practice problem set, an OSHA eTool), and a target date for scheduling each live exam; learners share their plan with the instructor for a final sign-off conversation.	Four full-length instructor-developed mock exams (one per credential, each proportioned to match the published domain weighting for that credential), pencils, scratch paper, a quiet room with individual seating, a timer visible to all learners, domain-level score report template, personal readiness statement template, DLI credential scheduling information, TRSA CPLM scheduling information, OSHA 10 authorized trainer contact information	Pass standard for the mock exam battery: each mock exam must be completed in full (no blank sections) and each learner must score at or above the relevant credential's published passing benchmark on at least two of the four mock exams; the personal readiness statement is evaluated on completeness and specificity — it must name actual resources and a realistic target date; the instructor signs off only when the statement reflects an honest, actionable plan rather than a vague intention to study more.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Full Mock Examination Battery	Mock certification exam	100%	Learner completes all four mock exams under timed, closed-book conditions and scores at or above the published passing benchmark for at least two of the four credential mock exams; the personal readiness statement is complete, specific, and signed off by the instructor.	This mock_cert assessment replicates the testing conditions, question formats, and domain weighting of the DLI Certified Professional Drycleaner, DLI Certified Professional Wetcleaner, TRSA Certified Professional Laundry Manager, and OSHA 10 exams in a single proctored battery, giving each learner an evidence-based picture of exam readiness. Scores, domain breakdowns, and the instructor sign-off on the personal readiness statement together constitute the final program completion evidence for this course. Score · Time management

Program completion

External credential: DLI Certified Professional Drycleaner; DLI Certified Professional Wetcleaner; OSHA 10; TRSA Certified Professional Laundry Manager

Students sit the DLI Certified Professional Drycleaner and DLI Certified Professional Wetcleaner exams through the Drycleaning & Laundry Institute, the TRSA Certified Professional Laundry Manager exam through the Textile Rental Services Association, and the OSHA 10-Hour General Industry course through an OSHA-authorized outreach trainer. Pass standard: Credential issued by the body.

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