Grade 13 · a vocational technology learning center, by urbanicity

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Building & Construction · course plan

⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by a licensed professional engineer or master tradesperson 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.

Drywall / Painting / Finishing

10 courses · 900 clock hours · 4–6 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.

~~$9,385~~ COMPLIMENTARYprogram tuition

10courses

55lessons

900hours

35assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons55 of 55 lesson pages writtenPractice440 practice questionsResources115 reference entries (study list)Review0 lesson pages reviewed by a licensed professional

Study now: 55 lesson pages are open (lesson titles below are links).

BLD-DRYW11-01 Universal core

Universal Core: Safety, Math, Communication & Career for Drywall, Painting & Finishing

148 hr · ~~$1,185~~ COMPLIMENTARY

This foundational course equips students with the safety knowledge, trade mathematics, technical literacy, and professional skills required across every subsequent course in the Drywall, Painting, and Finishing program. Students earn the OSHA 10 card, complete First Aid/CPR certification, and build the numeracy and communication habits that support both daily trade work and the NCCER credentialing exams. Emphasis is placed on applying each skill directly to drywall and painting scenarios so that nothing taught here is abstract.

Outcomes

Demonstrate compliance with OSHA 10 general industry and construction hazard recognition standards as verified by passing the OSHA 10 Outreach course and card issuance.
Perform trade math calculations — including area, volume, material estimation, and unit conversion — accurate to within 5 percent on timed assessments using drywall and paint scenarios.
Read and interpret construction documents, safety data sheets, product labels, and NCCER module vocabulary at a level sufficient to follow written job instructions without assistance.
Use basic digital tools — email, job-site apps, photo documentation, and time-tracking software — to communicate professionally and record work as required on a modern construction site.
Apply first aid and CPR procedures correctly in simulated emergencies, meeting the performance criteria of an accredited First Aid/CPR provider course.
Describe career pathways, apprenticeship structures, and employer expectations in the drywall and painting trades, including how NCCER Registry credentials are earned and used.

Course text

How the course runs. 7 blocks: Hazard Recognition and OSHA 10 for Construction; First Aid, CPR, and Incident Reporting; Personal Protective Equipment and Lockout/Tagout; Trade Math I: Measurement, Fractions, and Area Calculation; Trade Math II: Material Estimation, Waste Factors, and Job Costing; Technical Reading, SDS Interpretation, and Digital Tools; Career Readiness: Pathways, Professionalism, and NCCER Registry.

What competent looks like. Demonstrate compliance with OSHA 10 general industry and construction hazard recognition standards as verified by passing the OSHA 10 Outreach course and card issuance. Perform trade math calculations — including area, volume, material estimation, and unit conversion — accurate to within 5 percent on timed assessments using drywall and paint scenarios. Read and interpret construction documents, safety data sheets, product labels, and NCCER module vocabulary at a level sufficient to follow written job instructions without assistance. Use basic digital tools — email, job-site apps, photo documentation, and time-tracking software — to communicate professionally and record work as required on a modern construction site. Apply first aid and CPR procedures correctly in simulated emergencies, meeting the performance criteria of an accredited First Aid/CPR provider course. Describe career pathways, apprenticeship structures, and employer expectations in the drywall and painting trades, including how NCCER Registry credentials are earned and used.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Hazard Recognition and OSHA 10 for Construction	12	theory	Students will identify the OSHA construction focus-four hazards and at least six additional hazard categories relevant to drywall and painting work, and correctly select required controls for each.	Complete all modules of the OSHA 10 Outreach for Construction course delivered by an authorized OSHA trainer, including interactive case studies on falls from stilts and scaffolding, silica dust exposure during drywall cutting, and solvent fume accumulation during painting. Sort a printed deck of 30 job-site photograph cards into hazard categories (fall, struck-by, caught-in, electrocution, chemical, ergonomic) and for each card write one engineering and one administrative control on a worksheet. Participate in a small-group scenario exercise in which each group is given a written description of a drywall finishing room and must produce a written Hazard Communication (HazCom) walkthrough checklist covering SDS location, container labeling, and PPE selection.	OSHA 10 Construction Outreach course materials from an authorized trainer, OSHA 29 CFR 1926 quick-reference pocket guide, sample SDS sheets for joint compound, drywall primer, and latex paint, PPE specimens (N95 respirator, safety glasses, hard hat, cut-resistant gloves), job-site photo card deck	Students must pass the OSHA 10 Outreach course assessment to receive the OSHA 10 card; in addition, the instructor checks the HazCom walkthrough checklist for completeness — a passing checklist identifies correct SDS location, all required label elements, and the correct respirator type for each product (pass = 80 percent or higher on checklist rubric).
2	First Aid, CPR, and Incident Reporting	8	lab	Students will demonstrate adult CPR with AED use, control of bleeding, and recognition of heat-related illness to the performance standards of an accredited First Aid/CPR provider, and complete an OSHA 300-style incident report form accurately.	Practice hands-only CPR and two-rescuer CPR with an AED trainer unit on a manikin, rotating through at least three full cycles each until compression depth and rate meet provider standards, with the instructor using a feedback manikin display to confirm technique. Work through three simulated first-aid scenarios specific to the trade: a worker who has fallen from a six-foot ladder, a worker with chemical splash to the eyes from a paint stripper, and a worker showing signs of heat exhaustion on a summer interior finishing job — students verbalize assessment steps and apply appropriate first aid. Using a fictional incident narrative provided by the instructor, each student completes a sample OSHA 300-series log entry and a written supervisor's incident report, then peer-reviews a partner's form against a provided answer key.	CPR manikins (minimum one per two students), feedback manikin or instructor CPR feedback device, AED trainer unit, first-aid kit (fully stocked), eyewash station or eyewash bottle, sample chemical splash scenario props, blank OSHA 300 and 301 forms, incident report answer key	Provider-course skills check by a certified First Aid/CPR instructor; students must meet all performance criteria for CPR compression rate, depth, and AED use to earn certification — no partial pass; incident report form must contain all required fields completed correctly (pass = zero critical omissions, 80 percent overall accuracy).
3	Personal Protective Equipment and Lockout/Tagout	8	demo	Students will select the correct PPE for a given drywall or painting task and demonstrate the full lockout/tagout sequence for de-energizing a portable mixer or spray rig before cleaning or blade changes.	The instructor demonstrates the donning and doffing sequence for each PPE category used in the program — eye and face protection, hearing protection, respirators (disposable N95 and half-face elastomeric), chemical-resistant gloves, knee pads, and fall-protection harness — students practice each in turn and self-evaluate against a printed donning checklist. Using a non-operational portable electric drywall screw gun and a non-operational airless paint sprayer as training props, students step through a six-step LOTO procedure (notify, shut down, isolate, apply lock and tag, release stored energy, verify) while narrating each step aloud; the instructor evaluates using a behavioral checklist. Students complete a written PPE selection matrix exercise in which 15 job tasks (e.g., mixing compound with a paddle mixer, spray-painting an overhead surface, cutting drywall with a rotary tool) are listed and students must identify the required PPE and explain why, using the product SDS and OSHA guidance as references.	Full PPE kit per student (safety glasses, N95 respirators, half-face elastomeric respirator with organic-vapor cartridges, hearing protection, cut-resistant and chemical-resistant gloves, knee pads, full-body harness), non-operational or training-prop power tools with lockout points, LOTO locks and tags, OSHA LOTO standard reference (29 CFR 1926.417 for construction), PPE selection matrix worksheet	LOTO behavioral checklist: student must execute all six steps in correct sequence with zero steps skipped to pass; PPE matrix: pass at 80 percent correct with no missed respiratory hazards (a missed respiratory hazard is an automatic retest trigger).
4	Trade Math I: Measurement, Fractions, and Area Calculation	20	theory	Students will accurately measure with a tape measure to the nearest one-eighth inch, convert between US customary and metric units, and calculate the area of rectangular, L-shaped, and triangular surfaces using drywall and painting application problems.	Complete a 30-problem worksheet set that progresses from reading a tape measure (identify marks to 1/16 inch), through fraction arithmetic (adding mixed-number measurements), to calculating room square footage — each problem uses realistic room dimensions pulled from actual residential blueprints provided by the instructor. Work in pairs to measure every surface in the classroom — walls, ceiling, door openings to deduct — record measurements on a field sketch, then calculate total drywall square footage needed, comparing partner results and reconciling discrepancies greater than two square feet. Using a color-coded floor plan of a three-room residential suite, calculate the total paintable wall area (deducting windows and doors at standard allowance sizes), the ceiling area, and the trim linear footage, then determine how many gallons of paint are needed given a stated coverage rate on a sample product label.	25-foot Stanley FatMax tape measures (one per student), mechanical pencils, graph paper, printed residential floor plans and elevations (instructor-provided), calculators, Trade Math for Construction textbook or NCCER Core Curriculum module on trade math, paint coverage rate reference from a major manufacturer's product data sheet	Timed 20-problem area and measurement quiz; pass = 80 percent with no more than one measurement error exceeding one-eighth inch on tape-reading items; instructor spot-checks the classroom measurement field sketch for accuracy within 2 percent of instructor's reference measurement.
5	Trade Math II: Material Estimation, Waste Factors, and Job Costing	20	theory	Students will calculate material quantities — drywall sheets, joint compound, tape, and paint — including standard waste factors, and produce a written material takeoff for a defined scope of work within 5 percent of the instructor's reference takeoff.	Using the NCCER Drywall module reference tables and manufacturer coverage data, complete a structured estimation worksheet for a sample residential project: determine the number of 4×8 and 4×12 drywall sheets required for walls and ceilings, the number of buckets of all-purpose compound, rolls of paper tape, and corner bead linear feet, applying a standard waste factor and rounding up to whole purchase units. Work in small groups to complete a paint estimation exercise for a commercial repaint scenario — a hallway with doors and a drop ceiling grid — using a provided product data sheet; each group must justify their waste factor choice in writing. Role-play a material ordering scenario: one student acts as the job foreman who fills out a written purchase order using the group's takeoff; a second student acts as the supplier who checks the order against the reference takeoff and flags discrepancies; groups debrief on sources of error.	NCCER Drywall Level 1 module (current edition), NCCER Painting Level 1 module (current edition), manufacturer product data sheets for joint compound and interior latex paint, estimation worksheets (instructor-developed), calculators, blank purchase order forms	Individual material takeoff submitted for grading; pass = total material quantities within 5 percent of instructor's reference takeoff on each line item, with waste factor documented and justified; any line item off by more than 10 percent triggers a targeted remediation session before the student progresses.
6	Technical Reading, SDS Interpretation, and Digital Tools	40	theory	Students will extract required safety, mixing, and application information from Safety Data Sheets and product labels, interpret construction drawings and specification sections relevant to drywall and painting, and use job-site digital tools including photo documentation apps and digital time logs.	Given a packet containing the SDS for three products (a joint compound, an alkyd primer, and a spray texture), students complete a structured SDS scavenger hunt worksheet requiring them to locate and record: health hazard ratings, required PPE, first-aid measures for inhalation and skin contact, storage requirements, and disposal instructions — items are cross-checked against a reference key. Work through a set of four construction documents (floor plan, reflected ceiling plan, wall section, and a Division 09 specification section for gypsum board) and answer 20 comprehension questions: What is the specified drywall thickness? Where does Type X fire-rated board apply? What finish level is specified for the painted surfaces? Students annotate the drawings with color-coded highlights. In the computer lab, each student completes three digital tasks: (1) photograph a sample wall section with a smartphone and annotate it in a free job-site app (such as CompanyCam or similar) to flag a simulated defect; (2) enter a week of simulated work hours into a digital timesheet; (3) draft a professional email to a fictional project supervisor requesting clarification on a specification item, using correct subject line, greeting, body, and sign-off conventions.	Printed SDS packets for three trade products, printed construction document set (instructor-assembled from open-source or fictional project), CSI Division 09 specification section excerpt, smartphones or tablets (student-owned or school-provided), job-site photo annotation app, digital timesheet platform (school account), computer lab access, NCCER Core Curriculum module on construction drawings	SDS worksheet graded against reference key — pass = 80 percent with zero errors on PPE or first-aid fields; drawing comprehension questions — pass = 80 percent; digital tasks evaluated by instructor checklist: photo annotation must identify defect and include a written note, timesheet must have no blank required fields, email must include all professional formatting elements (pass = all three tasks complete with no critical omissions).
7	Career Readiness: Pathways, Professionalism, and NCCER Registry	40	theory	Students will describe at least three career pathways in the drywall and painting trades, explain how the NCCER Registry credential system works, and produce a job-ready resume and a completed NCCER Registry profile draft.	Complete a structured research assignment on trade career pathways: students interview (in person, by phone, or by video) a journeyman or contractor in drywall or painting, prepare five standard questions in advance (provided as a guide), and write a one-page reflection comparing the pathway they learned about to registered apprenticeship and direct-hire entry options; findings are shared in a brief class presentation of two to three minutes. Participate in a classroom workshop on workplace professionalism covering punctuality, dress code, communication with supervisors and co-workers, phone and social-media conduct on the job, and handling performance feedback; students work through a series of short written scenarios and choose the professional response, then discuss as a class. Complete a guided session in which each student (1) creates or updates a resume using a trade-appropriate template, highlighting any prior work experience, vocational coursework, and safety credentials earned so far; (2) drafts the information required to register with the NCCER Registry (name, school, credential codes) and reviews a printed walkthrough of what the Registry profile looks like to a future employer; (3) practices a two-minute verbal introduction — the 'tool-belt pitch' — delivered to a partner who provides structured feedback.	Career interview guide worksheet, reflection paper rubric, professionalism scenario packet, resume template (trade-focused), NCCER Registry reference handout (current NCCER published information on how to access the Registry), computer lab access for resume drafting, NCCER Core Curriculum career module	Resume evaluated by instructor against a rubric — pass = all required sections present (contact info, objective or summary, work/training history, credentials, references statement), no spelling errors, and at least one trade-relevant skill listed; 'tool-belt pitch' evaluated by peer and instructor on a three-item rubric (clear name and program, one relevant skill stated, professional tone) — pass = meets all three items; reflection paper pass = one full page, evidence of actual interview, addresses both comparison points.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
OSHA 10 and Hazard Recognition Written Exam	Written exam	25%	70 percent or higher, matching the OSHA 10 Outreach program standard; students who do not pass the OSHA 10 course assessment repeat the affected modules with the authorized trainer before retesting	A written examination administered as part of the authorized OSHA 10 Construction Outreach course, covering the focus-four hazards, HazCom, PPE selection, LOTO, and incident reporting as they apply to drywall and painting operations. Successful completion results in the issuance of the OSHA 10 wallet card through the OSHA Outreach program. Accuracy · Safety · Communication · Professionalism
Trade Math and Technical Reading Cumulative Exam	Written exam	25%	80 percent overall; any section score below 70 percent triggers mandatory remediation and a retake of that section within one week	A 50-question closed-book examination covering tape-measure reading, fraction and decimal arithmetic, area and material quantity calculations, SDS data extraction, and construction document interpretation using exhibits drawn directly from the lesson worksheets. Questions are structured to mirror the format used in NCCER module knowledge checks so that students gain familiarity with NCCER assessment style. Accuracy · Safety · Communication · Professionalism
Material Takeoff and Career Portfolio Project	Project	25%	All three components must meet their individual pass standards: takeoff within 5 percent of reference on every line item; resume meets all rubric criteria with zero spelling errors; NCCER Registry draft complete with all required fields	A three-part portfolio submission consisting of a completed material takeoff for an instructor-assigned residential scope of work, a finalized job-ready resume, and a printed or on-screen draft of the student's NCCER Registry profile information. Each component is evaluated with its own rubric, and the combined submission demonstrates that the student can quantify trade work, represent themselves professionally to employers, and navigate the NCCER credentialing system. Accuracy · Safety · Communication · Professionalism
Core Competency Oral Defense	Oral / panel	25%	Student must answer at least four of five questions correctly and receive a satisfactory rating on professional communication manner; an unsatisfactory rating on communication triggers a one-week remediation and repeat defense	A ten-minute one-on-one oral examination in which the instructor poses five questions drawn randomly from all lesson areas — for example, explaining why a specific respirator cartridge is required for a solvent-based coating, describing the LOTO steps for a spray rig, or walking through how to read a drywall specification section. The oral format mirrors the verbal communication skills required on a job site and assesses whether students can explain their reasoning, not just select a multiple-choice answer. Accuracy · Safety · Communication · Professionalism

BLD-DRYW11-02 Trade course

Drywall Hanging

73 hr · ~~$1,005~~ COMPLIMENTARY

Students learn to lay out, cut, and fasten gypsum wallboard to wood and metal framing systems on walls and ceilings in compliance with industry standards. Emphasis is placed on safe material handling, correct fastener patterns, control joints, and the precision fitting that underpins a flat, defect-free finished surface. Lesson content maps directly to the NCCER Drywall credential exam areas covering framing recognition, board selection, layout, cutting, and fastening.

Outcomes

Select the correct gypsum panel type, thickness, and fire or moisture rating for a given application using manufacturer data and job specifications.
Lay out board runs on walls and ceilings to minimize joints, placing seams on framing members within allowable tolerances.
Cut gypsum panels using a utility knife and straightedge, router, and hole saw with square, clean edges that require no more than one additional pass.
Fasten panels to wood and metal framing with screws and nails at code-compliant spacing and correct embedment depth without overdrive or dimple fracture.
Install control joints, corner bead, and blocking in the locations specified by the project drawings.
Apply all applicable OSHA construction hazard controls — including fall protection on lifts and scaffolds, ergonomic lift technique, and dust PPE — throughout every hanging operation.

Course text

How the course runs. 6 blocks: Gypsum Panel Products: Types, Ratings, and Jobsite Handling; Reading Framing and Laying Out Board Runs; Cutting Techniques: Scoring, Routing, and Hole Cutting; Fastening Systems: Screws, Nails, and Adhesive; Ceiling and Lift Equipment: Hanging Overhead Panels Safely; Accessories, Control Joints, and Final Quality Inspection.

What competent looks like. Select the correct gypsum panel type, thickness, and fire or moisture rating for a given application using manufacturer data and job specifications. Lay out board runs on walls and ceilings to minimize joints, placing seams on framing members within allowable tolerances. Cut gypsum panels using a utility knife and straightedge, router, and hole saw with square, clean edges that require no more than one additional pass. Fasten panels to wood and metal framing with screws and nails at code-compliant spacing and correct embedment depth without overdrive or dimple fracture. Install control joints, corner bead, and blocking in the locations specified by the project drawings. Apply all applicable OSHA construction hazard controls — including fall protection on lifts and scaffolds, ergonomic lift technique, and dust PPE — throughout every hanging operation.

Lessons · 6 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Gypsum Panel Products: Types, Ratings, and Jobsite Handling	10	theory	Given a set of project specifications and a sample board inventory, students will correctly identify the required panel type, thickness, and rating and explain the physical properties that justify each selection.	Instructor-led label-reading exercise: students decode UL fire ratings, moisture resistance codes, and weight per sheet from actual panel end-stamps and manufacturer data sheets for at least six board types (standard, Type X, moisture-resistant, abuse-resistant, glass-mat, and shaft-liner). Small-group case study: teams receive a one-page residential and one commercial project spec; each team selects panels for five different wall and ceiling locations, records the code basis for each choice, and presents findings to the class. Hands-on handling drill in the shop: students practice the two-person lift, panel cart use, and flat stacking technique for full 4×12 sheets; instructor records proper body mechanics and no-drag-on-floor compliance for each student.	Samples of six panel types, manufacturer product data sheets (e.g., USG and National Gypsum product guides), NCCER Drywall Level 1 module on materials, tape measure, panel cart, safety glasses, work gloves	Five-question written identification quiz on panel types and ratings — 80% correct to pass; plus instructor sign-off on safe two-person lift form.
2	Reading Framing and Laying Out Board Runs	12	demo	Students will read a simple architectural plan and framing elevation, mark stud and joist locations on plates and headers, and plan a board layout that minimizes end-to-end joints and staggers them at least 16 inches from adjacent rows.	Instructor demonstrates reading a plan set: students follow along marking framing member spacing (16-inch and 24-inch o.c.) on a printed floor plan, then transfer those marks to a scaled framing model in the shop. Layout planning worksheet: each student independently draws a board-run diagram for a 12-foot × 9-foot wall and a 10-foot × 12-foot ceiling, labels which edges fall on framing, and identifies any required blocking locations; instructor reviews and discusses errors with the class. Snap-line practice on a framed mock-up wall: students chalk lines at stud locations on the face of installed plates, check with a stud finder, and verify alignment with a 6-foot level before the instructor approves the layout.	Architectural plan set (simplified residential), chalk line reel, stud finder, 6-foot level, tape measure, pencil, framed mock-up wall (2×4 or metal stud, pre-built in shop), NCCER Drywall Level 1 layout module	Completed layout worksheet graded against answer key — 80% accuracy on joint placement and stagger rules; plus instructor sign-off that chalk lines on mock-up are within ¼ inch of actual framing centerlines.
3	Cutting Techniques: Scoring, Routing, and Hole Cutting	13	lab	Students will score-and-snap a straight cut, use a drywall router to cut an electrical box opening, and use a hole saw to cut a round penetration, each within ⅛-inch of the target dimension.	Instructor demonstration of all three cutting methods on a full sheet, narrating tool control, blade angle, and safety posture; students observe and take guided notes on common defects (ragged paper, crumbling core, oversized cutouts). Timed cutting stations: each student rotates through three benches — (1) score-and-snap to a chalk line, (2) rout a pre-marked box opening using an outlet template, (3) hole-saw a 4-inch round for a light fixture — measuring each finished cut and recording results on a lab log sheet. Error analysis exercise: instructor provides a set of pre-cut panels with deliberate defects (overcut box opening, fractured core); students identify the defect, state its likely cause, and describe the corrective action in writing.	Utility knife with fresh blades, drywall T-square, straightedge, drywall router with guide bit, hole saw set, cordless drill/driver, electrical box template, tape measure, safety glasses, dust mask (N95 minimum), hearing protection, full scrap sheets of ½-inch standard board, lab log forms	Lab log reviewed by instructor: all three cuts measured — pass requires each cut within ⅛ inch of target; safety PPE worn throughout confirmed by instructor observation checksheet.
4	Fastening Systems: Screws, Nails, and Adhesive	14	practice	Students will fasten a full panel to wood framing and a full panel to metal framing using screws at field and perimeter spacing specified by the project, achieving proper dimple depth on every fastener with no fractures in the paper face.	Instructor-led comparison of fastener types — coarse-thread wood screws, fine-thread metal screws, ring-shank nails, and construction adhesive — including correct length selection for single-layer and double-layer assembly; students complete a fastener selection chart. Fastening drill on framed mock-up panels (wood stud wall and metal stud wall): each student installs a 4×8 sheet on each substrate, sets screws at 12-inch field and 8-inch perimeter spacing, then checks every fastener with a drywall dimple gauge; any overdrive or underdrive is corrected before moving on. Destructive pull-through test on a sample piece: students over-drive and correctly drive screws in a scrap panel, then probe with a putty knife to feel the paper integrity difference; instructor leads discussion on how overdrive creates finishing defects.	Drywall screw gun with depth-sensitive nose, cordless drill/driver, coarse- and fine-thread drywall screws (1-¼ inch and 1-⅝ inch), ring-shank drywall nails, hammer, dimple gauge, construction adhesive and caulk gun, framed mock-up walls (wood and metal stud), safety glasses, work gloves, NCCER Drywall fastening module	Instructor counts all fasteners on each installed panel: 100% must be at correct spacing ± ½ inch and pass dimple gauge test (no fracture, dimple present); score recorded on skills rubric with 90% conformance required to pass.
5	Ceiling and Lift Equipment: Hanging Overhead Panels Safely	12	field	Students will hang a ceiling panel using a panel lift, set fasteners at correct spacing overhead, and demonstrate all required fall-protection and ergonomic practices when working at elevation.	Safety briefing and equipment inspection: students inspect a panel lift and a pump-jack scaffold for visible defects using a written checklist based on OSHA construction scaffold standards; any flagged item is tagged out and reported to the instructor before work begins. Panel lift operation drill: each student loads a 4×8 panel on the lift, raises it to a pre-marked ceiling joist layout, and holds it in position while a partner drives screws; roles rotate so every student operates the lift and drives overhead fasteners. Post-hang inspection walk: student pairs use a 6-foot straightedge and strong sidelight to check the installed ceiling for ridges, low spots, and missed framing; findings are logged and the team explains what caused each imperfection and how to prevent it.	Panel lift (drywall lift jack), pump-jack or baker scaffold with guard rails, fine-thread ceiling screws (1-⅝ inch), screw gun, 6-foot straightedge, work light for sidelight inspection, OSHA scaffold inspection checklist, hard hat, safety glasses, fall-protection harness (if platform height requires), work gloves	Instructor completes OSHA scaffold and lift safety observation form for each student — all critical safety behaviors (hard hat, three-point contact, no overreach) must be marked compliant; ceiling panel fastener spacing checked against layout marks with 90% conformance required.
6	Accessories, Control Joints, and Final Quality Inspection	12	lab	Students will install metal corner bead on a 90-degree outside corner and a control joint at a specified location, then conduct a full-panel quality inspection and document findings using a standard punch-list format.	Demonstration and guided practice of corner bead crimping and screw-attachment methods: each student installs metal bead on a pre-hung corner mock-up using both a crimper and screws, then checks plumb and straightness with a level and string line. Control joint installation exercise: students locate and mark the specified control-joint position on a continuous wall mock-up, cut panels to create the required gap, and fasten the vinyl control-joint strip, verifying it is flush with the panel face within 1⁄16 inch. Full-room punch-list drill: working in pairs, students inspect a pre-hung mock-up room (instructor has planted eight deliberate defects — missing fasteners, incorrect bead, wrong panel type over a wet area, etc.); each student independently completes a written punch-list identifying defect, location, and required correction, then pairs compare lists.	Metal corner bead (various profiles), vinyl control-joint strip, bead crimper, screw gun, tin snips, 4-foot level, string line, tape measure, pre-hung mock-up room with planted defects, punch-list form, safety glasses, work gloves, NCCER Drywall accessory installation module	Corner bead checked with level — must be plumb within 1⁄8 inch over 4 feet; control joint flush within 1⁄16 inch; punch-list must identify at least 7 of 8 planted defects (88%) to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Hanging Knowledge Exam	Written exam	25%	80% or higher (40 of 50 questions correct)	A 50-question multiple-choice and matching exam covering NCCER Drywall exam content areas: panel types and ratings, framing recognition, layout rules, fastener selection, accessory installation, and jobsite safety. Questions are drawn from NCCER Drywall Level 1 module objectives and mirror the format and cognitive level of the NCCER written assessment. Standard met · Safety · Time · Quality/finish · Documentation
Hanging Skills Demonstration	Skills demonstration	45%	All critical items marked satisfactory; overall rubric score 85% or higher	Each student independently hangs one full wall panel and one ceiling panel on a framed mock-up, installs corner bead on one outside corner, and sets all fasteners to depth — observed and scored by the instructor using the NCCER skills-verification rubric for layout, cutting, fastening pattern, dimple quality, bead alignment, and safe work habits. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	All six lesson lab log entries submitted; average accuracy score 80% or higher across entries	Students compile and submit the lab log sheets completed during Lessons 3, 4, and 5 — including measured cut dimensions, fastener conformance counts, ceiling inspection notes, and the punch-list — along with brief written reflections on any errors made and corrective actions taken; the instructor evaluates completeness, accuracy of recorded measurements, and quality of self-reflection. Standard met · Safety · Time · Quality/finish · Documentation
Safety Compliance Check	Safety audit	15%	All critical safety behaviors marked compliant; zero critical failures allowed	The instructor uses a standardized OSHA-aligned observation checklist to verify that each student consistently wore required PPE (safety glasses, dust mask, hard hat at elevation, work gloves), used proper two-person lift technique, performed the scaffold and lift pre-use inspection, and followed lockout/tagout procedures when changing router bits — conducted as an ongoing observation across all lab and field lessons and summarized at course end. Standard met · Safety · Time · Quality/finish · Documentation

BLD-DRYW11-03 Trade course

Drywall Taping: Joint Treatment and Finishing

73 hr · ~~$1,005~~ COMPLIMENTARY

This course covers the full taping sequence for gypsum board assemblies, from embedding tape through final finish coats, using both hand tools and mechanical applicators. Students learn to produce Level 3 and Level 4 finishes on flat seams, inside and outside corners, butt joints, and fastener dimples in accordance with GA-214 finish level specifications. Lessons are mapped to NCCER Drywall Module 2 knowledge and performance areas so every skill directly supports the industry credential exam.

Outcomes

Select and mix setting-type and drying-type joint compounds to correct consistency for each coat and application method.
Embed paper tape and corner bead on flat seams, butt joints, inside corners, and outside corners without voids, bubbles, or edge lifting.
Apply and feather first, second, and finish coats of joint compound to achieve a Level 4 surface finish as defined by GA-214.
Use hand taping knives, corner tools, mud boxes, banjo tape applicators, and automatic taping tools safely and correctly.
Sand and inspect finished joints using raking light to identify and correct ridges, crowns, tool marks, and surface defects before painting.
Follow all OSHA-required respiratory, eye, and ergonomic protection practices when mixing compound, sanding, and working on stilts or scaffolding.

Course text

How the course runs. 6 blocks: Joint Compound Types, Mixing, and Worksite Setup; Flat Seam Tape Embedding and First Coat; Inside Corners, Outside Corners, and Fastener Dimples; Second and Finish Coats: Feathering and Level 4 Surface; Mechanical Taping Tools and Production Efficiency; Final Inspection, Safety Review, and Taping Trades Math.

What competent looks like. Select and mix setting-type and drying-type joint compounds to correct consistency for each coat and application method. Embed paper tape and corner bead on flat seams, butt joints, inside corners, and outside corners without voids, bubbles, or edge lifting. Apply and feather first, second, and finish coats of joint compound to achieve a Level 4 surface finish as defined by GA-214. Use hand taping knives, corner tools, mud boxes, banjo tape applicators, and automatic taping tools safely and correctly. Sand and inspect finished joints using raking light to identify and correct ridges, crowns, tool marks, and surface defects before painting. Follow all OSHA-required respiratory, eye, and ergonomic protection practices when mixing compound, sanding, and working on stilts or scaffolding.

Lessons · 6 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Joint Compound Types, Mixing, and Worksite Setup	10	theory	Given samples of setting-type and drying-type compounds, the student will identify each product, state its open time and shrinkage characteristics, and mix a bucket to correct taping consistency without lumps.	Instructor demonstrates label reading on five common compound products (all-purpose, lightweight all-purpose, topping, 20-minute hot mud, 45-minute hot mud); students complete a product-comparison chart listing open time, shrinkage, sandability, and appropriate coat for each. Students mix a 5-gallon bucket of all-purpose compound to taping consistency using a paddle mixer on a corded drill, then thin it to topping consistency, recording water additions and observing how consistency affects feathering. Small groups set up a mock taping station: lay poly drop cloth, position compound bucket on a banjo stand, organize knives (6-inch, 10-inch, 12-inch), corner tools, and hawk, then identify which tool is used at which stage — reviewed as a class with instructor feedback.	5-gallon buckets of all-purpose and lightweight compound, setting compound (20-min and 45-min), paddle mixer, corded drill, 6/10/12-inch taping knives, hawk, clean water, measuring cup, product data sheets, GA-214 Levels of Gypsum Board Finish reference, PPE (dust mask/N95, safety glasses, nitrile gloves)	Students correctly identify all five compound types on a written product-match quiz (80% pass) and produce a mixed bucket that instructor evaluates for lump-free consistency by lifting a knife-full and observing drop — no hard lumps, compound falls cleanly from blade.
2	Flat Seam Tape Embedding and First Coat	15	lab	On a full 4×8-foot practice wall panel with tapered-edge seams, the student will apply a bed coat of compound and embed paper tape so that no voids, bubbles, or lifting edges are present, and the seam is centered on the tape.	Instructor demonstrates the three-step embed sequence on a live seam: apply thin bed coat with 6-inch knife, unroll tape centered on seam, embed with 6-inch knife at 45-degree angle pressing out air, then skim a thin covering coat — students watch, then repeat on their own panel sections. Students practice loading and dragging a banjo tape applicator across a tapered seam, then bed the pre-coated tape with a 6-inch knife, comparing the speed and consistency of banjo application versus hand taping on adjacent seams. After compound dries, students inspect their embedded seams using a straightedge and raking flashlight, mark defects with blue tape, and record defect type (void, bubble, lifted edge, off-center tape) on a taping log sheet — then re-work marked sections.	Pre-hung gypsum board practice wall panels (tapered-edge seams, butt joints), banjo tape applicator, paper joint tape, 6-inch taping knife, 10-inch knife, compound, mixing paddle, drop cloth, raking work light, straightedge (48-inch), blue painter's tape, taping log worksheet, N95 respirator, safety glasses, knee pads	Instructor inspects embedded seam with raking light: zero lifted edges, zero visible bubbles, tape centered within 1/4 inch of seam center along full length — pass requires all three criteria met on at least two of three practice seams.
3	Inside Corners, Outside Corners, and Fastener Dimples	14	demo	The student will tape inside corners with folded paper tape, install and coat metal or vinyl corner bead on outside corners, and fill fastener dimples so all surfaces are flush with the board face and free of compound buildup.	Instructor live-demos inside corner technique: apply compound to both sides with a 6-inch knife, fold paper tape, press into corner with corner knife, then wipe each wall flat — students immediately replicate on a pre-built corner station, alternating hand-tool and corner-knife methods. Students install metal corner bead on an outside corner using crimper and staple gun (per local practice), apply first coat of compound with a 10-inch knife feathered 4–5 inches out from the bead nose, then check for buildup over the bead nose using a straightedge. Students fill a grid of 20 pre-driven fastener dimples using a 6-inch knife, first coat only, wiping flush in two strokes — instructor circulates and demonstrates correction when compound crowns above the board surface.	Pre-built inside and outside corner practice stations (gypsum board on framing), metal corner bead, vinyl corner bead, corner crimper, staple gun, 6-inch and 10-inch taping knives, angle corner knife, compound, 48-inch straightedge, raking light, PPE (safety glasses, N95, gloves), NCCER Drywall learner guide	Instructor checks each inside corner with an angle gauge for consistent compound coverage on both flanges and no tape telegraphing through the coat; outside corner bead nose must be flush or recessed — no crown — verified with straightedge. Pass: all three corner types meet criteria after one allowed re-work attempt.
4	Second and Finish Coats: Feathering and Level 4 Surface	16	practice	Using topping compound and progressively wider knives, the student will apply second and finish coats feathered to achieve a GA-214 Level 4 finish on flat seams and corners, verified with raking light and a straightedge.	Students apply second coat with a 10-inch knife over dried, lightly sanded first-coat seams, feathering edges 6–8 inches from center; instructor calls time at intervals and students switch to a partner's panel to identify feather lines or ridges — documented on their taping log. After second coat dries, students sand with 120-grit drywall sanding sponge and pole sander, then apply finish coat with a 12-inch knife using topping compound thinned to finish consistency, feathering edges 10–12 inches from center — completing the Level 4 sequence on the same panel used in Lesson 2. Students set up a raking light at a low angle across their finished panel and photograph defects (ridges, tool lines, pits), then rate the surface against the GA-214 Level 4 description in a written self-assessment, identifying what sanding or touch-up is needed.	Topping compound (pre-mixed), 10-inch and 12-inch knives, pole sander, 120-grit sanding screens, sanding sponges, raking work light, straightedge, drop cloth, HEPA vacuum for dust, GA-214 reference card, taping log, P100 half-face respirator (for sanding), safety glasses	Instructor uses raking light and 48-inch straightedge to evaluate finished panel: maximum allowable crown over a seam is 1/8 inch measured at center of straightedge; feather must be visible and gradual with no hard lines. Pass: both seam criteria and at least one corner meet Level 4 standard without further rework.
5	Mechanical Taping Tools and Production Efficiency	10	demo	The student will correctly load, operate, and clean a set of automatic taping tools (bazooka-style applicator, angle head, flat finisher) and explain how their use improves production speed without sacrificing finish quality.	Instructor demonstrates loading a bazooka-style flat applicator with compound and tape, running a flat seam, then using the angle head on an inside corner — students rotate through three stations in pairs, each pair completing one flat seam and one inside corner with mechanical tools under instructor observation. Students time themselves taping a 16-foot flat seam by hand versus with the bazooka applicator and record results; they calculate linear feet per hour for each method and discuss on a class comparison chart when mechanical tools are cost-effective on a job. Students completely disassemble, clean, and reassemble their assigned automatic tool following the manufacturer's care procedure, then inspect o-rings and valves for wear — evaluated on whether the tool is field-ready (no dried compound in the head or valve).	Bazooka-style tape applicator (flat and angle heads), flat finishing boxes (10-inch), corner finisher, compound pump (if available), stopwatch, manufacturer's care and operation guide, cleaning brushes, clean water buckets, drop cloth, PPE (safety glasses, gloves, N95)	Pass requires: student runs a complete seam with bazooka with no tape voids or compound starving (checked by instructor), and the cleaned tool is judged field-ready — no dried compound in head after cleaning. Both criteria must be met.
6	Final Inspection, Safety Review, and Taping Trades Math	8	theory	The student will calculate compound quantity needed for a described room, complete a GA-214 Level 4 punch-list inspection using a standardized checklist, and identify the correct PPE and OSHA-required controls for every taping hazard encountered in the course.	Students receive a room scenario (dimensions, ceiling height, number of doors and windows) and calculate drywall joint linear footage and compound quantity needed (in gallons) using a standard estimating formula from the NCCER learner guide, then compare answers and resolve discrepancies as a class. Working in pairs, students use a printed GA-214 Level 4 punch-list checklist to inspect a completed practice wall built in earlier lessons, marking each seam and corner as pass or requires touch-up, then writing a one-paragraph written inspection report as if submitting it to a foreman. Class conducts a hazard walk of the lab, identifying each taping-related hazard (silica dust from sanding, chemical exposure from compound, fall hazard from stilts, ergonomic strain from overhead work) and matching each hazard to the correct control — respirator type, ventilation, stilt inspection, stretching protocol — reviewed against OSHA General Industry and Construction standards in plain-language summary.	Room-scenario handout, calculators, GA-214 reference, Level 4 punch-list checklist template, NCCER Drywall learner guide, OSHA Outreach 10-hour construction topic list (fall protection, personal protective equipment, hazard communication), completed practice wall panels from earlier lessons, raking light	Written compound-quantity calculation must be within 10% of instructor answer; punch-list must correctly classify at least 85% of seams and corners; hazard-matching exercise must score 80% or higher — all three components must meet their threshold for lesson pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Taping Knowledge Exam	Written exam	25%	80% or higher (40 of 50 questions correct)	A 50-question written exam covering compound types and properties, taping sequences, GA-214 finish levels, corner bead selection, mechanical tool operation, material estimation, and OSHA respiratory and fall hazard requirements. Questions are written in the style of NCCER Drywall module knowledge checks to prepare students for the credential written test. Standard met · Safety · Time · Quality/finish · Documentation
Taping Skills Performance Demonstration	Skills demonstration	45%	Score of 80% or higher on the NCCER-style performance profile checklist; all safety items must score full marks	Each student independently tapes a judge-provided panel that includes two tapered seams, one butt joint, one inside corner, and one outside corner bead, completing all three coats over the course of two lab sessions. An instructor evaluates each surface against a standardized checklist (compound consistency, tape embedment, feather quality, Level 4 final finish verified with raking light and straightedge) with zero tolerance for safety violations during the demo. Standard met · Safety · Time · Quality/finish · Documentation
Taping Lab Log	Log	15%	All six lesson entries present and complete; at least four entries include a corrective action note; no entry left blank	Students maintain a running lab log throughout the course, recording compound type and mix ratio used, defects found during raking-light inspections, corrective actions taken, and time-per-task notes from the mechanical-tools timing exercise. The completed log is submitted at course end and evaluated for completeness, accuracy of defect descriptions, and evidence of reflective learning. Standard met · Safety · Time · Quality/finish · Documentation
Taping Safety Check	Safety audit	15%	100% on all mandatory safety behaviors; any single critical failure (e.g., missing respirator during sanding, unprotected eyes during compound mixing) results in immediate re-check before the student may continue lab work	Instructor conducts an unannounced observation during a sanding or corner-coating lab session using a binary (observed / not observed) safety checklist covering respirator fit and rating, eye protection, drop-cloth and housekeeping practices, correct stilt or ladder inspection, and hazard communication (SDS access) for compound products. The checklist maps directly to OSHA 10 Construction focus areas. Standard met · Safety · Time · Quality/finish · Documentation

BLD-DRYW11-04 Trade course

Drywall Texture: Application Techniques and Finishing

73 hr · ~~$1,005~~ COMPLIMENTARY

This course develops hands-on competency in selecting, mixing, and applying drywall texture finishes using hand tools, rollers, and spray equipment on both ceilings and walls. Students learn to match existing textures for repair work, control mil thickness and knockdown timing, and inspect finished surfaces to NCCER Drywall quality standards. Safety practices—including respiratory protection, chemical handling, and work-at-height protocols—are integrated throughout every lesson.

Outcomes

Select the correct texture product, consistency, and application method for a specified substrate and finish requirement, justifying the choice in writing.
Mix joint compound and texture materials to manufacturer-specified consistency and apply skip trowel, knockdown, orange peel, and popcorn textures that meet a flat tolerance and visual uniformity standard acceptable for finish inspection.
Operate a hopper gun and compressor to spray wall and ceiling textures, adjusting air pressure and material flow to produce a consistent, specified pattern.
Match an existing texture on a patch panel to within a visually indistinguishable result at normal viewing distance, documenting materials and settings used.
Identify and correct surface defects—including holidays, lap marks, sags, and over-spray—using appropriate remediation techniques before final inspection.
Apply all required PPE, read Safety Data Sheets for texture products, and describe proper respiratory protection selection for spray texture operations in compliance with OSHA standards.

Course text

How the course runs. 6 blocks: Texture Products, Tools, and Safety Fundamentals; Hand-Applied Textures: Skip Trowel and Slap Brush; Spray Texture: Hopper Gun Operations—Orange Peel and Knockdown; Acoustic (Popcorn) Ceiling Texture and Specialty Finishes; Texture Matching and Repair Patching; Inspection, Defect Correction, and NCCER Exam Alignment Review.

What competent looks like. Select the correct texture product, consistency, and application method for a specified substrate and finish requirement, justifying the choice in writing. Mix joint compound and texture materials to manufacturer-specified consistency and apply skip trowel, knockdown, orange peel, and popcorn textures that meet a flat tolerance and visual uniformity standard acceptable for finish inspection. Operate a hopper gun and compressor to spray wall and ceiling textures, adjusting air pressure and material flow to produce a consistent, specified pattern. Match an existing texture on a patch panel to within a visually indistinguishable result at normal viewing distance, documenting materials and settings used. Identify and correct surface defects—including holidays, lap marks, sags, and over-spray—using appropriate remediation techniques before final inspection. Apply all required PPE, read Safety Data Sheets for texture products, and describe proper respiratory protection selection for spray texture operations in compliance with OSHA standards.

Lessons · 6 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Texture Products, Tools, and Safety Fundamentals	10	theory	Students will identify the primary drywall texture products, their composition and working properties, and select correct PPE and respiratory protection for each product type.	Read and annotate Safety Data Sheets for at least three commercial texture products (pre-mixed joint compound, spray texture, and acoustic popcorn mix), then complete a written SDS summary form identifying hazards, required PPE, and first-aid measures for each. Complete a product-identification card sort: match product names, descriptions, mix ratios, and recommended applications to correctly pair 12 cards, then self-check against the NCCER Drywall Module reference sheet. Participate in a teacher-led equipment walk-around identifying hopper guns, compressors, hawk-and-trowel sets, texture rollers, pump sprayers, and mixing paddles; record tool names, maintenance checkpoints, and safe-handling notes in a course notebook.	NCCER Drywall Level 1 and Level 2 modules (current edition), manufacturer SDS sheets for pre-mixed and dry-mix texture compounds, sample texture product containers, PPE selection chart, N95 and P100 half-face respirators for demonstration, OSHA Respiratory Protection Standard summary card	Students pass a 20-question written quiz covering product types, mixing ratios, hazard identification, and PPE selection; passing score is 70% or higher.
2	Hand-Applied Textures: Skip Trowel and Slap Brush	14	lab	Students will mix joint compound to a specified consistency and apply skip trowel and slap brush textures on 4×8 practice panels that achieve even coverage, correct pattern density, and smooth knockdown without holidays.	Mix pre-mixed all-purpose joint compound to three successive consistencies (thick, medium, thin) using a drill and paddle, record water additions by weight, then photograph each batch next to a consistency reference card before applying a small test patch to evaluate workability. Apply skip trowel texture to a primed 4×8 drywall panel using a stainless-steel trowel: load the trowel, skip-apply at a low angle, allow partial set, then knock down high points with a clean trowel to produce a consistent, low-relief finish; instructor evaluates pattern density and uniformity. Apply slap brush texture to a second primed panel, maintaining consistent wrist rotation and reload frequency; allow to dry fully, then self-evaluate against a photographic reference standard and document corrections needed in the lab log.	Pre-mixed all-purpose joint compound, clean water, 5-gallon buckets, drill with paddle mixer, 6-inch and 10-inch stainless-steel finishing trowels, hawk, slap brush (stipple brush), primed 4×8 drywall practice panels mounted on wall stands, drop cloths, PPE (nitrile gloves, safety glasses, dust mask), NCCER Drywall texture reference photos, digital scale	Instructor evaluates each panel against a three-point rubric (pattern density, knockdown consistency, absence of holidays); students must score at least 2 out of 3 on all criteria to advance; any panel scoring below 2 on any criterion requires a corrective re-application.
3	Spray Texture: Hopper Gun Operations—Orange Peel and Knockdown	16	practice	Students will set up, operate, and adjust a hopper gun and compressor to spray orange peel and knockdown textures on ceiling and wall panels to a specified bead size and coverage density, then safely clean and store all equipment.	Set up a compressor and hopper gun system: connect air lines, check for leaks, adjust regulator to the manufacturer-recommended starting pressure, load mixed texture compound, and complete a pre-operation checklist before any spraying begins; instructor verifies setup and initials the checklist. Spray two ceiling panels in sequence—first for orange peel (smaller bead, higher pressure) and then for knockdown (larger bead, lower pressure with timed knockdown using a trowel)—adjusting air pressure and material-valve settings in documented increments until the pattern matches reference samples; record all settings in the lab log. After spraying, fully clean the hopper gun with clean water following the manufacturer's flushing procedure, disassemble the nozzle and orifice, inspect for wear, reassemble, and complete a post-use equipment condition form noting any items needing maintenance.	Electric or gas-powered hopper gun with interchangeable orifice tips, air compressor with regulator and gauge, air hose, pre-mixed texture compound, clean water, 5-gallon buckets, 12-inch knockdown trowel, primed 4×8 drywall panels on ceiling jacks and wall stands, drop cloths, P100 half-face respirator, safety glasses, nitrile gloves, hearing protection, manufacturer operation manual, pre-operation and post-use checklists, NCCER Drywall spray texture reference photos	Instructor conducts a live observation using a skills checklist covering safety setup, pressure adjustment, spray pattern consistency, and equipment cleaning; students must complete all checklist items correctly—any critical safety step omitted results in an immediate stop and remediation before re-attempt.
4	Acoustic (Popcorn) Ceiling Texture and Specialty Finishes	10	demo	Students will mix and apply acoustic popcorn ceiling texture to a specified mil depth and aggregate density, and identify the safe handling and disposal requirements for texture products that may contain regulated materials.	Participate in an instructor-led demonstration of dry-mix acoustic texture: observe the dry-to-water ratio measured by volume, paddle mixing technique to avoid clumping, and loading into a hopper gun; then each student mixes an independent batch and records ratio, mix time, and visual consistency before applying to a ceiling test panel. Apply acoustic texture to a primed ceiling panel mounted on a ceiling jack at working height, maintaining a consistent 18- to 24-inch gun distance and overlapping passes; after drying, measure aggregate coverage density by counting beads per square inch in three random locations and comparing to the specification card. Complete a short case-study exercise on identifying and safely working around potentially regulated materials sometimes found in older acoustic ceilings: review a fact sheet, discuss required testing and abatement referral, and write a three-sentence protocol statement describing when to stop work and notify a supervisor—reinforcing the OSHA General Duty Clause concept without claiming specific abatement certification.	Dry-mix acoustic texture product, clean water, 5-gallon buckets, drill and paddle mixer, hopper gun, compressor, ceiling jacks, primed 4×8 drywall ceiling panels, measuring cups, mil thickness gauge, magnifying loupe for aggregate density check, P100 half-face respirator, safety glasses, nitrile gloves, tyvek coveralls, product SDS, regulated-materials awareness fact sheet (state/federal reference), NCCER Drywall module reference	Students submit a completed lab data sheet showing recorded mix ratio, gun settings, and aggregate density measurements; the data sheet is accepted if all fields are complete and the aggregate density is within the specified range; the regulatory awareness protocol statement is checked for accuracy by the instructor.
5	Texture Matching and Repair Patching	13	lab	Students will analyze an existing texture sample, select materials and tools, and apply a matching texture patch on a pre-cut repair panel that is visually indistinguishable from the original at normal viewing distance.	Receive a 2×2-foot panel with an existing texture (assigned by instructor from a set of four texture types); analyze the pattern by raking light across the surface, measuring profile depth with a feeler gauge, and photographing the surface, then complete a texture-identification form specifying the texture type, estimated compound consistency, and likely application method. Execute the repair: apply setting-type compound to fill the patch area flush, feather edges, allow to cure, prime the patch, mix compound to match the identified consistency, apply texture to blend into surrounding field, and knock down or leave as sprayed per the original pattern; photograph wet and dry results. Conduct a paired peer evaluation: each student evaluates a partner's patch under raking light at 4 feet and 8 feet, completes a standardized evaluation form rating blend, pattern density, and edge feathering on a 1–3 scale, then discusses results before instructor final evaluation.	Pre-textured 4×4 repair panels with pre-cut holes, setting-type joint compound (45- or 90-minute), pre-mixed all-purpose compound, clean water, buckets, mixing drill, 6- and 10-inch trowels, hawk, texture brushes, hopper gun and compressor (available), primer, paint roller and tray (for priming), feeler gauge or depth gauge, raking-light work lamp, camera or smartphone, peer evaluation forms, NCCER Drywall module reference photos	Instructor evaluates each repair panel under raking light at 4 feet and 8 feet using a four-point rubric (flush surface level, pattern density match, edge feathering, overall visual blend); students must score 3 or higher out of 4 on each criterion; any criterion scored below 3 requires a documented remediation attempt.
6	Inspection, Defect Correction, and NCCER Exam Alignment Review	10	practice	Students will inspect completed texture surfaces for defined defect types, remediate at least two identified defects to an acceptable standard, and correctly answer practice questions mapped to NCCER Drywall texture-related knowledge areas.	Work through an instructor-prepared defect gallery: six pre-made panels each displaying one texture defect (holidays, sags, lap marks, telegraphing tool marks, over-spray contamination, and uneven knockdown); students identify each defect type in writing, state the probable cause, and describe the correct remediation procedure before the instructor reveals answers. Select two defect panels and perform live remediation: sand or re-wet as appropriate, re-apply texture to specification, and present the corrected panel for instructor inspection; document each step in the lab log including materials used, technique applied, and before/after photographs. Complete a 30-question NCCER-style written practice review covering texture product selection, mixing, application methods, defect identification, safety (PPE and SDS), and tool maintenance; review incorrect answers as a group with instructor explanations linking each question to the NCCER Drywall competency areas.	Pre-made defect demonstration panels, sandpaper (various grits), spray bottle with water, pre-mixed compound, trowels, texture brushes, hopper gun (available), primer, drop cloths, PPE, before/after photo documentation sheets, lab log binders, 30-question NCCER-aligned practice exam (instructor-prepared from published NCCER Drywall module objectives), answer key, NCCER Drywall module index for reference	Students must correctly identify all six defect types in writing (6 of 6 required) and score 70% or higher on the 30-question practice review; the remediated panels must pass instructor inspection using the same four-point rubric from Lesson 5 before the student's lab log is signed off.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Texture Knowledge Exam	Written exam	25%	70% or higher (14 of 20 questions correct)	A 20-question written exam covering texture product types and properties, mixing ratios and consistency standards, tool identification and maintenance, defect causes and remediation, and SDS/PPE requirements as mapped to NCCER Drywall module objectives; questions are multiple-choice and short-answer drawn from lesson content. Standard met · Safety · Time · Quality/finish · Documentation
Texture Application Skills Demonstration	Skills demonstration	45%	Scores of 3 or higher out of 4 on all four rubric criteria for two required texture types (skip trowel and one spray texture)	Each student applies two assigned textures—one hand-applied and one spray—on fresh primed panels within a timed window, then presents panels for instructor evaluation under raking light using a four-point rubric assessing pattern density, surface consistency, absence of defects, and edge control; this demonstration is directly aligned to the NCCER Drywall hands-on performance profile. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	All six lesson entries complete, all data fields filled, all required photographs present, and instructor initials on each entry	Students maintain a running lab log throughout the course documenting mix ratios, equipment settings, before/after photographs, peer evaluation forms, defect identification exercises, and reflection notes; the completed log is reviewed at course end as evidence of consistent, documented practice and is submitted as a portfolio artifact. Standard met · Safety · Time · Quality/finish · Documentation
Safety and Hazard Communication Check	Safety audit	15%	100% correct on the six critical safety behaviors; any single failure requires immediate remediation and re-check before course completion is granted	An instructor-conducted live observation and verbal quiz assessing six critical behaviors: correct respirator selection and donfit for the assigned texture product, SDS location and hazard identification, proper compressor and hopper gun pre-operation inspection, correct PPE donning sequence, safe work-at-height procedure on a ladder or scaffold, and proper chemical disposal; this check is aligned to OSHA 10 construction hazard recognition competencies. Standard met · Safety · Time · Quality/finish · Documentation

BLD-DRYW11-05 Trade course

Coatings: Interior and Exterior Paint Systems for Drywall and Finished Surfaces

73 hr · ~~$1,005~~ COMPLIMENTARY

This course covers the selection, preparation, and application of primers, paints, and specialty coatings used on drywall and finished surfaces in residential and light commercial construction. Students learn coating chemistry basics, label reading, color theory, brush and roller techniques, and quality inspection to meet industry standards. Lessons align with NCCER Painting Module competencies and reinforce OSHA 10 hazard-communication and PPE requirements.

Outcomes

Select the correct primer and topcoat for a given substrate, sheen level, and job specification by interpreting product data sheets and project documents.
Safely handle, mix, apply, and dispose of water-based and alkyd coatings in compliance with SDS requirements and applicable regulations.
Apply primer and two finish coats by brush, roller, and pad applicator to drywall surfaces that meet a Level 5 finish standard with no visible laps, holidays, or sheen variation.
Identify and correct common coating defects—including flashing, lap marks, sagging, blistering, and poor hide—using industry-standard remediation methods.
Calculate surface area, estimate material quantities, and determine coverage rates using product data sheet values to minimize waste and stay within budget.
Demonstrate correct use of respiratory protection, skin and eye PPE, and ventilation controls for both water-based and solvent-based coating products.

Course text

How the course runs. 6 blocks: Coating Chemistry, Product Labels, and Safety Data Sheets; Color Theory, Sheen Selection, and Reading Specifications; Surface Area Math, Coverage Calculations, and Material Estimating; Brush, Roller, and Pad Application Techniques on Drywall; Specialty Primers and Problem Surfaces: Stains, New Drywall, and Repaired Areas; Coating Defect Identification, Remediation, and Final Quality Inspection.

What competent looks like. Select the correct primer and topcoat for a given substrate, sheen level, and job specification by interpreting product data sheets and project documents. Safely handle, mix, apply, and dispose of water-based and alkyd coatings in compliance with SDS requirements and applicable regulations. Apply primer and two finish coats by brush, roller, and pad applicator to drywall surfaces that meet a Level 5 finish standard with no visible laps, holidays, or sheen variation. Identify and correct common coating defects—including flashing, lap marks, sagging, blistering, and poor hide—using industry-standard remediation methods. Calculate surface area, estimate material quantities, and determine coverage rates using product data sheet values to minimize waste and stay within budget. Demonstrate correct use of respiratory protection, skin and eye PPE, and ventilation controls for both water-based and solvent-based coating products.

Lessons · 6 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Coating Chemistry, Product Labels, and Safety Data Sheets	10	theory	Given a set of product labels and SDS documents for water-based and alkyd coatings, students will correctly identify binder type, VOC content category, required PPE, first-aid measures, and disposal requirements with no more than one error.	Instructor-led walkthrough of five SDS documents (two latex, two alkyd, one primer) using the GHS 16-section format; students annotate a structured note sheet identifying binder, solvent, flash point, PPE, and disposal for each product. Small-group label comparison: teams receive three cans of primer or paint and use product data sheets to complete a comparison table covering dry time, recoat window, coverage rate, and VOC level, then present findings to the class. Individual SDS scavenger hunt: each student receives an unfamiliar coating product and must locate the hazard-communication sections relevant to mixing, application, and cleanup within a timed activity, then self-score against an answer key.	Assorted paint cans and product data sheets (latex flat, latex eggshell, alkyd semi-gloss, drywall primer-sealer, shellac primer); GHS-formatted SDS documents; NCCER Painting Level 1 module; highlighters; structured note-sheet handouts; whiteboard	Completed SDS annotation sheet graded against answer key; students must score 80% or higher to advance.
2	Color Theory, Sheen Selection, and Reading Specifications	8	theory	Students will interpret a written paint specification and job-order document, correctly identifying the specified sheen, color formula, number of coats, and substrate requirements without instructor assistance.	Lecture and color-wheel exercise: students place sample chips on a large color wheel to identify hue, value, and chroma relationships, then practice matching a target chip using three provided fan-deck options and recording the closest LRV match. Sheen-comparison board activity: students view and handle a side-by-side panel showing flat, matte, eggshell, satin, semi-gloss, and gloss finishes painted on identical drywall sections, discussing appropriate rooms and substrates for each in a facilitated discussion. Specification reading drill: working from a two-page interior paint specification document, students complete a worksheet that requires them to extract room-by-room sheen and color data, identify which surfaces receive primer only, and flag any conflicting instructions.	Color fan decks; paint sample chips; pre-painted sheen comparison boards; sample interior paint specification (instructor-developed); LRV reference chart; NCCER Painting Level 1 module; worksheets	Specification worksheet scored by instructor; students must correctly identify all mandatory items (sheen, coat count, primer requirement) with 80% accuracy to pass.
3	Surface Area Math, Coverage Calculations, and Material Estimating	8	theory	Students will calculate wall and ceiling surface area for a described room, determine gallons of primer and finish coat needed using a given coverage rate, and produce a written material estimate accurate to within 10% of the instructor's solution.	Guided problem set: instructor works three sample rooms on the whiteboard—a rectangular room, an L-shaped room, and a room with a cathedral ceiling—demonstrating how to subtract door and window openings and apply a coverage rate from a product data sheet. Partner practice: pairs receive a scaled floor plan and product data sheet, calculate surface area and gallons required, then check answers with another pair before class review. Individual estimating quiz: each student receives a unique room description with dimensions, opening sizes, and a specified coverage rate, and must produce a complete written estimate including gallons per coat, total gallons, and cost at a given price per gallon.	Calculators; tape measures; scaled floor-plan handouts; product data sheets with coverage rates; graph paper; pencils; whiteboard and markers	Individual estimating quiz graded by instructor; estimate must be within 10% of the model answer and show all calculation steps; 80% overall score required to pass.
4	Brush, Roller, and Pad Application Techniques on Drywall	20	lab	Students will prime and apply two finish coats of interior latex paint to a drywall panel using correct brush cutting-in and roller body technique, producing a surface free of holidays, lap marks, and excessive splatter that passes instructor inspection at arm's length under raking light.	Demonstration and guided practice: instructor demonstrates loading a brush, maintaining a wet edge, and cutting in at ceiling line and trim; students each practice cutting in on a 4 ft × 4 ft gypsum board panel mounted vertically, with instructor feedback after each pass. Roller technique station rotation: students rotate through three stations—nap selection and loading, 'W' rolling pattern on a flat panel, and back-rolling a previously applied section—completing one primed panel and one finish-coated panel at each station. Two-coat finish sequence: each student primes a full 4 ft × 8 ft drywall panel, allows adequate dry time, lightly sands with fine-grit sanding sponge, then applies two finish coats of eggshell latex in sequence, logging dry times and conditions in a coating log.	4 ft × 8 ft and 4 ft × 4 ft gypsum board panels; interior latex primer-sealer; interior latex eggshell paint; 2.5-in. and 3-in. angled sash brushes; 9-in. roller frames; 3/8-in. and 1/2-in. nap roller covers; paint trays and liners; extension poles; fine-grit sanding sponges; drop cloths; raking-light work lamp; coating log forms; nitrile gloves; safety glasses; N95 respirators; NCCER Painting Level 1 module	Instructor inspects each finished panel under raking light at arm's length; panel must show no holidays, no visible lap marks, uniform sheen, and clean cut-in lines within 1/8 in. of edges; coating log must be complete; 80% of rubric points required to pass.
5	Specialty Primers and Problem Surfaces: Stains, New Drywall, and Repaired Areas	15	demo	Students will select and apply the correct primer type for three problem-surface scenarios—new Level 5 drywall, a water-stained surface, and a patched joint compound repair—and explain their selection rationale in writing.	Instructor demonstration: side-by-side application of drywall primer-sealer, shellac-based stain blocker, and PVA primer on prepared sample boards, with narrated explanation of why each is chosen; students take structured notes on selection criteria. Problem-surface matching exercise: groups receive photograph cards showing six different surface conditions and a set of primer product data cards; groups sort photos to primers, defend their choices, and compare with the class answer key. Hands-on application lab: each student applies stain-blocking primer to a water-stained panel, PVA primer to a raw-drywall panel, and drywall primer-sealer over a patched area, then writes a two-paragraph rationale for each selection referencing the product data sheet.	Pre-stained gypsum panels (coffee or rust stain); patched drywall panels (dried joint compound over screw dimples); raw drywall panels; PVA primer; shellac-based stain-blocking primer; drywall primer-sealer; brushes and rollers; product data sheets; problem-surface photo card set; nitrile gloves; safety glasses; half-face respirator with organic-vapor cartridges for shellac primer; NCCER Painting Level 1 module	Written rationale scored with a rubric (correct product ID, SDS citation, application method) plus instructor inspection of applied panels for complete coverage and no bleed-through; 80% of rubric points required to pass.
6	Coating Defect Identification, Remediation, and Final Quality Inspection	12	practice	Students will identify at least five coating defects on pre-made defect panels, state the likely cause of each, and complete an approved remediation procedure that returns the surface to an acceptable finish, documenting each step in a punch-list format.	Defect panel gallery walk: instructor-prepared panels displaying sagging, blistering, flashing, lap marks, holidays, roller stipple, and poor hide are displayed around the lab; students rotate with a defect-identification worksheet, naming each defect and its most common cause. Remediation skills practice: using sanding blocks, fine-grit sandpaper, and recoating procedures, students correct two assigned defects on their own panels under instructor supervision, following the step-by-step remediation procedures in the NCCER Painting module. Final quality inspection simulation: students pair up and act as inspector and painter, using an industry-style punch-list form to evaluate each other's finished panels under raking light; findings are written up, reviewed by the instructor, and returned with feedback.	Pre-made defect demonstration panels (instructor-prepared); fine-grit sanding sponges and sandpaper (120- and 220-grit); sanding blocks; interior latex paint and primer; brushes; rollers; raking-light work lamp; punch-list forms; NCCER Painting Level 1 module; safety glasses; dust masks; nitrile gloves	Defect-identification worksheet scored against answer key (minimum 5 of 7 defects correctly identified and causes stated); remediated panel passes instructor raking-light inspection; completed punch-list form with all fields filled; 80% overall rubric score required to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Coating Knowledge Exam	Written exam	25%	Score of 80% or higher (minimum 32 of 40 questions correct)	A 40-question written exam covering coating chemistry, SDS interpretation, sheen selection, product label reading, surface area math, material estimating, primer selection rationale, and defect identification. Questions are multiple-choice and short-answer, mapped to NCCER Painting Level 1 knowledge objectives. Standard met · Safety · Time · Quality/finish · Documentation
Application Skills Demonstration	Skills demonstration	45%	Score of 80% or higher on the standardized rubric (minimum 24 of 30 rubric points); all critical safety items must receive full marks	Each student independently primes and applies two finish coats to a 4 ft × 8 ft drywall panel using brush and roller, cutting in at all edges without tape, and completing a coating log. The instructor evaluates uniformity of sheen, absence of defects, cut-in accuracy, and correct PPE use against a 30-point rubric aligned to NCCER Painting performance objectives. Standard met · Safety · Time · Quality/finish · Documentation
Coating Lab Log	Log	15%	All six lesson log entries submitted and at least 80% of required data fields complete and accurate	Students maintain a running lab log throughout the course recording coating product names, surface types, primer and topcoat applied, dry and recoat times, ambient temperature and humidity at application, defects observed, and corrective actions taken. The completed log is reviewed by the instructor at course end as evidence of systematic practice and technical literacy. Standard met · Safety · Time · Quality/finish · Documentation
Hazard Communication and PPE Safety Check	Safety audit	15%	Pass on all critical items; no critical item may be missed (zero-tolerance); non-critical items at 80%	Using an instructor-administered checklist, each student demonstrates correct SDS retrieval for an assigned product, selects and dons appropriate PPE (gloves, eye protection, and correct respirator cartridge type for the product), labels a container correctly, and describes the proper disposal procedure for the waste coating. Any failure on a critical safety step requires immediate remediation before the student may continue lab work. Standard met · Safety · Time · Quality/finish · Documentation

BLD-DRYW11-06 Trade course

Surface Preparation for Drywall and Painted Finishes

73 hr · ~~$1,005~~ COMPLIMENTARY

This course covers the full surface-preparation workflow required before any paint, coating, or finish is applied, including inspection, cleaning, patching, priming, and substrate conditioning on drywall, plaster, wood, masonry, and previously painted surfaces. Students learn to identify defects, select correct prep methods and primers, and meet the surface-quality standards expected for NCCER Painting credential work. Safe handling of chemical cleaners, patching compounds, and solvent-based primers is emphasized throughout, with OSHA 10 safety principles applied at every stage.

Outcomes

Inspect a substrate and produce a written defect report that correctly identifies surface failures, contamination, and moisture issues using trade-standard terminology.
Select and apply the correct mechanical and chemical cleaning method for a given substrate type and contamination condition without damaging the surface.
Patch and feather nail holes, gouges, cracks, and damaged drywall face paper to a level that passes a raking-light inspection before priming.
Choose the appropriate primer or sealer for a specified substrate and finish system, mixing and applying it within the product manufacturer's spread-rate range.
Demonstrate safe handling, storage, and disposal of surface-prep chemicals, solvents, and hazardous waste in compliance with SDS requirements and applicable regulations.
Complete a pre-paint surface-quality checklist and obtain a simulated inspector sign-off, documenting all prep steps performed.

Course text

How the course runs. 6 blocks: Substrates, Defects, and the Inspection Process; Cleaning Methods: Mechanical and Chemical; Patching, Filling, and Feathering Defects; Primers and Sealers: Selection, Mixing, and Application; Hazard Communication, SDS, and Chemical Safety in Surface Prep; Integrated Surface-Prep Walkthrough: Full-Room Simulation.

What competent looks like. Inspect a substrate and produce a written defect report that correctly identifies surface failures, contamination, and moisture issues using trade-standard terminology. Select and apply the correct mechanical and chemical cleaning method for a given substrate type and contamination condition without damaging the surface. Patch and feather nail holes, gouges, cracks, and damaged drywall face paper to a level that passes a raking-light inspection before priming. Choose the appropriate primer or sealer for a specified substrate and finish system, mixing and applying it within the product manufacturer's spread-rate range. Demonstrate safe handling, storage, and disposal of surface-prep chemicals, solvents, and hazardous waste in compliance with SDS requirements and applicable regulations. Complete a pre-paint surface-quality checklist and obtain a simulated inspector sign-off, documenting all prep steps performed.

Lessons · 6 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Substrates, Defects, and the Inspection Process	10	theory	Students will identify at least eight common substrate types and their associated defects, and complete an accurate written defect report using industry terminology.	Lecture and slide-based review of substrate types—new drywall, skim-coated drywall, plaster, wood trim, masonry block, and previously painted surfaces—with photographs of each defect class including flashing, shadowing, nail pops, efflorescence, alligatoring, and peeling. Raking-light exercise: students use a portable work light held at a low angle across six prepared sample panels (one per substrate type) to locate and mark every defect with painter's tape, then compare findings with a provided answer key. Small-group activity: each group receives a sample defect-log form and writes a complete defect report for one assigned panel, listing defect type, location, severity, and recommended corrective action; groups swap reports and peer-review for missing items.	Sample panels (six substrate types), portable work lights, painter's tape, defect-log forms, NCCER Painting Level 1 module on surface preparation, SDS binder for reference	Completed defect report graded against an answer key; student must correctly identify at least 80% of planted defects and assign the correct corrective action for each to pass.
2	Cleaning Methods: Mechanical and Chemical	12	demo	Students will select and perform the correct cleaning method for four assigned substrate conditions—grease, mildew, chalk, and loose mill scale—without causing surface damage.	Instructor demonstration of mechanical cleaning tools (wire brushes, scrapers, putty knives, oscillating multi-tool with sanding pad, sanding sponges, vacuum sanders) on wood, masonry, and drywall panels, narrating selection rationale and pressure control for each substrate. Instructor demonstration of chemical cleaning: TSP substitute solution on a greasy surface, dilute bleach solution on a mildewed surface (outdoors or in ventilated lab with half-face respirator with organic-vapor/P100 combination cartridges), and chalk-test with a damp cloth to check for chalking paint; students record each procedure step on a process sheet. Paired practice: each pair selects tools and chemicals from a labeled supply station and cleans one assigned sample panel per condition, documenting the method chosen, dwell time, rinse procedure, and dry time on their process sheet before instructor sign-off.	Wire brushes, scrapers, putty knives, oscillating multi-tool, sanding sponges, vacuum sander with HEPA filter, TSP substitute, dilute bleach solution, spray bottles, buckets, sponges, half-face respirators with combination cartridges, nitrile gloves, safety glasses, SDS sheets for all chemicals, NCCER Painting Level 1	Instructor observes each pair's cleaning performance using a checklist; all four conditions must be cleaned with the correct method, no surface damage visible, and proper PPE worn throughout — all four conditions required to pass (100% required for safety-critical steps, 80% for technique items).
3	Patching, Filling, and Feathering Defects	16	lab	Students will patch nail holes, gouges, cracks, and a damaged drywall face-paper area to a finish that passes raking-light inspection with no visible edge or depression greater than 1/32 inch.	Instructor demo of the correct sequence for each repair type: pre-dampening cracks before filling, applying lightweight setting compound to nail holes in one pass versus two-pass feathering for deeper gouges, using mesh tape with all-purpose compound over a simulated corner crack, and re-facing damaged drywall paper with joint compound followed by skim coat; students take notes on a sequencing card they keep as a reference. Individual lab: each student receives a pre-damaged drywall panel (minimum four defect types planted by instructor) and performs all repairs independently, including sanding between coats with 120-grit and finishing with 150-grit, allowing proper drying time or using a heat gun under instructor supervision. Raking-light self-inspection and peer inspection: student holds raking light and marks any remaining high spots or depressions with a pencil circle; peer confirms; instructor performs final check and records results on a skills observation checklist.	Pre-damaged drywall panels, lightweight setting compound (20-minute and 45-minute), all-purpose joint compound, mesh tape, paper tape, mixing paddles, drill/driver, margin trowels, 6-inch and 10-inch drywall knives, sanding sponges, sandpaper (120- and 150-grit), vacuum sander with HEPA filter, portable work lights, dust masks (N95 minimum), safety glasses, NCCER Drywall Level 1 and NCCER Painting Level 1	Instructor raking-light inspection: no visible edge, depression, or high spot greater than 1/32 inch on any repair; compound fully dried and sanded smooth before proceeding — all four defect types must pass to earn a passing grade.
4	Primers and Sealers: Selection, Mixing, and Application	15	practice	Students will select the correct primer or sealer for five specified substrate-and-finish combinations and apply each within the manufacturer's recommended spread rate, achieving uniform coverage with no sags, skips, or runs.	Lecture and product-comparison activity: students examine product data sheets for PVA drywall primer, high-build latex primer, shellac-based stain-blocking primer, alkyd primer for bare wood, and masonry block filler; they complete a selection matrix matching each to substrate type, porosity level, finish coat type, and VOC considerations, then discuss as a class. Mixing and thinning lab: students practice stirring water-based primers with a mixing paddle and shaking/stirring shellac-based primer per the SDS; they use a Zahn cup or viscosity stick (whichever is available) to check consistency, record results, and adjust as directed by the product data sheet. Application practice on a five-panel station: each student applies the correct primer to each panel using a roller and brush in combination, rolling the body and cutting in edges; instructor measures spread rate by dividing panel area by product volume used; students record coverage on a log sheet and inspect for holidays under raking light before signing off.	PVA drywall primer, high-build latex primer, shellac-based stain-blocking primer, alkyd primer, masonry block filler, product data sheets and SDS for each, Zahn cup or viscosity sticks, 9-inch rollers with 3/8-inch nap covers, 2.5-inch angled sash brushes, roller frames, roller trays, mixing paddles, drill/driver, five prepared substrate panels, tape measure, calculator, nitrile gloves, safety glasses, respirator with organic-vapor cartridge for solvent-based products, NCCER Painting Level 1	Spread-rate log reviewed by instructor: actual coverage must fall within 10% of manufacturer's stated spread rate; panel inspection under raking light must show no sags, runs, or holidays; correct primer selected for all five substrates — all five panels must pass.
5	Hazard Communication, SDS, and Chemical Safety in Surface Prep	10	theory	Students will locate and interpret SDS information for three surface-prep chemicals and demonstrate correct PPE selection, spill response, and waste disposal steps without reference materials, scoring at least 80% on a written scenario quiz.	SDS navigation exercise: each student receives physical SDS packets for a solvent-based primer, a mildew-remover solution, and a patching compound; working through a guided worksheet, they extract the health hazard section, exposure limits, required PPE, first-aid measures, spill-response steps, and disposal requirements for each product. PPE selection scenario: instructor reads five brief job scenarios aloud (e.g., brushing shellac-based primer in a closed room; pressure-washing a masonry wall with TSP solution outdoors; sanding joint compound on a ceiling); students write the full PPE set required for each scenario on a whiteboard and the class compares and corrects answers together. Simulated spill drill: using water colored with food dye to represent a chemical spill, pairs of students don full PPE, contain the mock spill with absorbent material, label the waste bag per HazCom standards, complete a mock incident-report form, and describe the disposal steps — all timed and observed by the instructor.	Printed SDS packets (three products), SDS navigation worksheet, scenario quiz, dry-erase boards and markers, food-dye water for spill simulation, absorbent spill pads, nitrile gloves, safety glasses, half-face respirators with combination cartridges, Tyvek suits, mock waste bags, incident-report forms, OSHA HazCom standard summary handout	Written scenario quiz scored by instructor: minimum 80% correct; spill drill observed on a pass/fail checklist — all critical safety steps (PPE donned before approach, spill contained before cleanup, waste labeled) must be performed correctly to pass.
6	Integrated Surface-Prep Walkthrough: Full-Room Simulation	10	field	Students will complete the full surface-preparation sequence — inspect, clean, patch, prime, and document — on a simulated room station under realistic conditions, producing a finished surface ready for finish coat and a completed prep log signed off by the instructor.	Pre-task planning: each student examines their assigned room-simulation station (a corner assembly of two 8-foot drywall panels with planted defects, soiled areas, and bare wood trim), produces a written defect and task list within 15 minutes, and selects all required materials and PPE from the supply area before beginning work. Full-sequence execution: student works independently through inspect → clean → patch and feather → sand → prime steps in correct order, managing dry times, maintaining a running prep log on a provided form that records product used, mix ratio, spread rate, time applied, and inspector hold points. Final inspection and debrief: instructor performs a raking-light inspection of the completed station, reviews the prep log for completeness and accuracy, and conducts a brief oral debrief in which the student explains two decisions made during the job (e.g., why they chose a specific primer or patch compound); findings are recorded on the skills observation checklist used for the course skills demo assessment.	Corner drywall station assemblies with wood trim, planted defects and soiled areas, full complement of cleaning chemicals and tools from prior lessons, patching compounds, primers, application tools, portable work lights, prep-log forms, skills observation checklists, full PPE set, SDS binder	Instructor inspection checklist: raking-light pass on all patched areas (no edge or depression greater than 1/32 inch), uniform primer coverage with no holidays, prep log complete and accurate — student must pass all three areas to pass the lesson; this performance feeds directly into the skills demo assessment.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Surface Prep Knowledge Exam	Written exam	25%	70% or higher	A 50-question written exam covering substrate identification, defect terminology, cleaning method selection, primer selection rationale, SDS interpretation, and HazCom requirements, aligned to the NCCER Painting surface-preparation module knowledge indicators. Students have 60 minutes; multiple choice and short answer. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Surface-Prep Skills Demonstration	Skills demonstration	45%	All critical items marked satisfactory; overall score 80% or higher on the observation checklist	Using the full-room simulation station from Lesson 6, the instructor evaluates each student's complete prepare-clean-patch-prime sequence on a standardized skills observation checklist drawn from NCCER Painting performance profile tasks; critical safety items (PPE worn, SDS consulted before chemical use) are automatic fails if missed. Standard met · Safety · Time · Quality/finish · Documentation
Surface Prep Lab Log	Log	15%	All six lesson log entries submitted; average score 75% or higher across entries	Students maintain a running lab log throughout the course documenting materials used, spread rates, dry times, defects found, and corrective actions taken in each hands-on lesson; entries are reviewed for accuracy, completeness, and correct use of trade terminology, mirroring the documentation habits expected on commercial job sites. Standard met · Safety · Time · Quality/finish · Documentation
Chemical Safety and PPE Safety Check	Safety audit	15%	Pass/fail — all critical steps must be demonstrated correctly; no retake until all steps are re-demonstrated	A brief practical safety check in which each student, without prompting, dons the correct PPE for a solvent-based primer application scenario, reads the relevant SDS section aloud, and demonstrates the correct spill-response procedure; any missed critical step (e.g., omitting respirator, incorrect spill containment order) results in immediate remediation and re-check before the student may continue lab work. Standard met · Safety · Time · Quality/finish · Documentation

BLD-DRYW11-07 Trade course

Spray Systems: Airless, HVLP, and Texture Application

72 hr · ~~$995~~ COMPLIMENTARY

Students learn to select, set up, operate, and maintain airless and HVLP spray equipment for interior and exterior coatings and texture, matching equipment to substrate and product specifications. Lessons integrate manufacturer data sheets, EPA lead and VOC compliance awareness, and proper PPE protocols throughout. Mapped to NCCER Painting Module areas covering spray application and NCCER Drywall areas covering spray texture.

Outcomes

Select the correct spray system (airless, HVLP, or hopper/compressor texture rig) for a given coating viscosity, substrate, and job condition, citing manufacturer technical data sheet requirements.
Set up and calibrate an airless sprayer and an HVLP gun—adjusting pressure, tip size, fan width, and fluid flow—to produce a uniform, mil-accurate wet film on a test panel.
Apply interior and exterior coatings by spray to achieve specified dry film thickness and coverage rate, maintaining a consistent 50-percent overlap pass with no sags, runs, holidays, or dry spray.
Apply spray texture (orange peel, knockdown, and skip-trowel) using a hopper gun or airless texture pump, matching a supplied finish sample within accepted industry tolerance.
Perform daily and post-job cleaning, preventive maintenance, and troubleshooting on spray equipment, documenting findings in a maintenance log.
Follow all required PPE, ventilation, and hazardous-materials handling procedures for solvent-borne and waterborne coatings in an enclosed space, consistent with OSHA 10 training and SDS requirements.

Course text

How the course runs. 6 blocks: Spray System Fundamentals: Equipment Types, Fluid Dynamics, and Safety; PPE, Ventilation, and Regulatory Compliance for Spray Operations; Airless Sprayer Setup, Calibration, and Flat-Surface Application; HVLP Application: Trim, Doors, and Detail Work; Spray Texture: Hopper Gun and Airless Texture Pump Techniques; Equipment Maintenance, Troubleshooting, and End-of-Course Spray Practical.

What competent looks like. Select the correct spray system (airless, HVLP, or hopper/compressor texture rig) for a given coating viscosity, substrate, and job condition, citing manufacturer technical data sheet requirements. Set up and calibrate an airless sprayer and an HVLP gun—adjusting pressure, tip size, fan width, and fluid flow—to produce a uniform, mil-accurate wet film on a test panel. Apply interior and exterior coatings by spray to achieve specified dry film thickness and coverage rate, maintaining a consistent 50-percent overlap pass with no sags, runs, holidays, or dry spray. Apply spray texture (orange peel, knockdown, and skip-trowel) using a hopper gun or airless texture pump, matching a supplied finish sample within accepted industry tolerance. Perform daily and post-job cleaning, preventive maintenance, and troubleshooting on spray equipment, documenting findings in a maintenance log. Follow all required PPE, ventilation, and hazardous-materials handling procedures for solvent-borne and waterborne coatings in an enclosed space, consistent with OSHA 10 training and SDS requirements.

Lessons · 6 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Spray System Fundamentals: Equipment Types, Fluid Dynamics, and Safety	12	theory	Students will identify the operating principles, major components, and safe-use requirements of airless, HVLP, and hopper/compressor texture spray systems by correctly labeling diagrams and passing a written quiz at 70 percent or above.	Instructor-led component identification: students receive exploded-view diagrams of an airless pump, an HVLP gun, and a texture hopper; they label each part and write its function in a notes packet. Small-group SDS analysis: each group reads the SDS for one waterborne and one solvent-borne coating, extracts flash point, required ventilation, PPE, and spill response, then presents findings to the class. Pressure-and-tip-size calculation worksheet: using the formula GPM = tip orifice area × tip flow coefficient × √(2P/ρ) in simplified manufacturer chart form, students calculate which tip size to pair with two different coatings and record their reasoning.	Airless sprayer (graco or equivalent, classroom unit), HVLP gun, texture hopper gun, manufacturer technical data sheets (TDS), Safety Data Sheets (SDS) for latex and alkyd coatings, NCCER Painting Level 1 core modules, NCCER Drywall curriculum texture sections, tip-size selection charts, PPE (respirator, safety glasses, nitrile gloves)	Written quiz of 20 questions covering component names, pressure units (psi), tip nomenclature, and SDS sections; pass mark 70 percent (14 of 20 correct).
2	PPE, Ventilation, and Regulatory Compliance for Spray Operations	8	demo	Students will demonstrate correct donning and doffing of supplied-air or air-purifying respiratory protection, inspect equipment for defects, and set up temporary ventilation for an enclosed spray space in compliance with OSHA respiratory protection requirements.	Instructor demonstrates fit-check procedure for a half-face air-purifying respirator with organic vapor cartridges; students rotate through stations, each performing a positive and negative pressure user seal check while instructor observes and corrects. Ventilation layout exercise: students calculate air changes per hour needed for a 10 × 12 × 9-foot room using CFM = (room volume × desired ACH) / 60, then position a box fan and exhaust fan to achieve cross-ventilation, confirming direction with a smoke pencil. Regulatory research activity: students locate the relevant OSHA 1926 Subpart D (personal protective equipment) and 1926 Subpart F (fire protection) general requirements in the OSHA 1926 reference binder and write a one-paragraph job-site compliance checklist for a spray painting task.	Half-face respirators with OV/P100 cartridges, supplied-air respirator (demonstration unit), disposable Tyvek suits, safety glasses, nitrile gloves, smoke pencil, box fan, exhaust fan, tape measure, OSHA 29 CFR 1926 reference binder, whiteboard	Instructor observation checklist: student must correctly complete all steps of donning, seal check, and doffing without prompting; ventilation layout must achieve cross-ventilation flow verified by smoke pencil. Any critical miss (e.g., skipped seal check) requires repeat until correct—no numeric grade, competency-based pass/fail.
3	Airless Sprayer Setup, Calibration, and Flat-Surface Application	16	lab	Students will set up an airless sprayer from a cold start—prime, select tip, set pressure, test pattern—and apply a waterborne coating to a primed drywall panel achieving a consistent wet film with 50-percent overlap, no runs, no holidays, and a dry film thickness within ±0.5 mil of the TDS target.	Setup drill: each student follows a printed setup checklist (flush, prime, tip guard installation, pressure set at minimum to atomize) and documents each step with checkpoint initials; instructor signs off before student points gun at the panel. Test-panel sequence: student sprays a 2 × 4-foot primed drywall panel at three pressure settings (low, correct, high), photographs each, and annotates the photos to identify atomization defects (tailing, orange peel, overspray) in a lab-log entry. Full-panel production pass: student applies two coats of latex wall paint at the correct pressure and tip, maintaining a 12-inch gun-to-surface distance and 50-percent overlap; wet film is measured with a wet-film gauge after the first coat before it flashes.	Airless sprayer (1/4 HP minimum electric, with 515 and 517 reversible tips), tip guards, wet-film thickness gauge, dry-film thickness gauge, 2 × 4-foot primed drywall panels (minimum two per student), latex interior paint, stirring sticks, strainer buckets, drop cloths, painter's tape, lab-log notebook, camera or smartphone	Instructor measures dry film thickness at five points on the finished panel using a dry-film gauge; all readings must be within ±0.5 mil of the TDS target. Instructor visually inspects for runs, sags, holidays, and dry spray; any defect requires student to identify cause and re-spray a fresh panel. Pass requires both thickness tolerance and defect-free surface.
4	HVLP Application: Trim, Doors, and Detail Work	12	practice	Students will set up and operate an HVLP turbine or compressor-fed gun to apply semi-gloss coating on a mock door-and-casing assembly, achieving full opacity, sharp masking lines, and no runs in two coats within a class period.	Viscosity cup exercise: students measure viscosity of two coatings with a Zahn or Ford viscosity cup, compare readings to the HVLP gun manufacturer's recommended range, and thin one coating with water to spec, recording all values in the lab log. Fan-pattern test on cardboard: students adjust air cap, fluid needle, and fan-spread controls, shooting a horizontal test burst; they measure fan width and taper, then adjust until pattern is even and elliptical without heavy edges before moving to the mock assembly. Mock door-and-casing production: student masks, tacks, and sprays a primed hollow-core door face and two casing profiles—stile first, then rail, then field—using proper sequence to minimize overspray on fresh surfaces; instructor calls time at 50 minutes so student must complete in a realistic window.	HVLP turbine or compressor system with gravity-feed gun, Zahn or Ford viscosity cup, semi-gloss latex coating, primed hollow-core door panel (or equivalent MDF), door-casing profiles (pine or MDF, primed), painter's tape, tack cloth, drop cloths, NCCER Painting reference, lab-log notebook	Instructor inspects finished door using a raking light: no runs, no holidays on panel or casing profiles, masking lines within 1/16 inch, and full opacity achieved in two coats. Student also completes a lab-log entry with viscosity readings and pressure settings; pass requires defect-free surface and complete log entry.
5	Spray Texture: Hopper Gun and Airless Texture Pump Techniques	16	lab	Students will mix, load, and spray three standard interior texture finishes—orange peel, knockdown, and skip-trowel—on drywall panels using a hopper gun or airless texture pump, matching a supplied sample board within industry-accepted visual tolerance.	Mix and consistency drill: students mix joint compound or pre-mixed texture to two different consistencies (thicker for knockdown, thinner for orange peel), measuring water additions by weight on a digital scale and recording ratios in the lab log until instructor approves consistency by drip test. Pattern comparison exercise: students spray a test section of each finish on scrap board, hold their panel beside the instructor's reference sample board under consistent lighting, and self-assess match before asking for instructor review; they repeat adjustments (pressure, distance, nozzle size) until match is approved. Knockdown finishing sequence: after spraying a wet stipple coat, students practice timing the knockdown flatten—waiting for the proper flash time (sheen just leaving the peaks) before applying a 12-inch knockdown knife in a random pattern to replicate the reference board.	Hopper gun with air compressor (capable of sustained CFM for texture), or airless texture pump, pre-mixed texture compound (heavyweight), joint compound, digital scale, mixing paddle and drill, 4-foot × 4-foot drywall panels (minimum three per student), reference sample boards (orange peel, knockdown, skip-trowel), 12-inch knockdown knife, drop cloths, respirator (N95 minimum for texture dust), lab-log notebook	Instructor compares each student's three finished panels against the reference sample boards in consistent lighting; acceptance criteria: texture pattern density, peak height, and uniform coverage visually match the reference at a distance of 3 feet. Knockdown must show no un-knocked peaks and no over-flattened areas. Pass requires all three finishes accepted; any rejected finish must be re-sprayed on a new panel.
6	Equipment Maintenance, Troubleshooting, and End-of-Course Spray Practical	8	practice	Students will complete a full end-of-day cleaning and preventive maintenance procedure on an airless sprayer and an HVLP gun from a defect scenario, then diagnose and correct four instructor-introduced spray defects on a live panel, documenting findings in a maintenance log.	Staged-defect troubleshooting: instructor pre-sets four defects across two sprayers (clogged tip, incorrect pressure, partially blocked filter, worn needle packing) without telling students which defect is present; students spray a test card, identify the symptom, diagnose the cause using a troubleshooting reference card, correct it, and re-spray to verify the fix. Full cleaning sequence timed drill: students flush, disassemble, clean in solvent or water (as appropriate to the coating), inspect and lubricate pump packing and throat seal, reassemble, and run a clean flush through—instructor times the sequence and checks for completeness against a 15-step checklist. Maintenance log write-up: students complete a written maintenance log entry for both pieces of equipment, including date, fluid used, defects found, corrective action, and next-service indicator, formatted to a field-standard template provided by the instructor.	Airless sprayer, HVLP gun, manufacturer service manuals, pump oil/throat-seal lubricant (type per manufacturer spec), cleaning solvent or water (per coating type used), parts cleaning brushes, replacement tips (for comparison), troubleshooting reference cards (instructor-prepared from manufacturer guides), 15-step cleaning checklist, maintenance log template, lab-log notebook	Troubleshooting: student must correctly identify and fix all four defects; verified by defect-free test card after each correction—pass requires 4 of 4 defects resolved. Cleaning checklist: all 15 steps initialed by instructor; any missed critical step (lubrication, filter reinstallation) is a fail requiring re-do. Maintenance log: must include all required fields; pass is complete and accurate entry.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Spray Systems Written Knowledge Exam	Written exam	25%	70 percent (35 of 50 questions correct)	A 50-question multiple-choice and short-answer exam covering spray system components, tip nomenclature, pressure-to-viscosity relationships, SDS interpretation, ventilation requirements, defect identification, and texture mix ratios, mapped to NCCER Painting and NCCER Drywall exam content areas for spray application and texture. Students have 60 minutes; any student scoring below 70 percent completes targeted review and retakes an alternate-form exam within one week. Standard met · Safety · Time · Quality/finish · Documentation
Spray Application Skills Demonstration	Skills demonstration	45%	All four criteria met: dry film thickness within ±0.5 mil of TDS target; no runs, holidays, or dry spray; correct PPE worn throughout; equipment set up without prompting	Each student receives a primed 4 × 8-foot drywall panel and a product TDS, selects the appropriate tip, sets up an airless sprayer unaided, and applies two coats of a waterborne coating; the instructor measures dry film thickness at eight points and inspects under raking light. This demonstration is mapped directly to NCCER Painting spray application performance profile tasks. A student who fails any single criterion receives one remediation session and one retake opportunity. Standard met · Safety · Time · Quality/finish · Documentation
Spray Operations Lab Log	Log	15%	Minimum 5 of 6 lessons fully documented with all required data fields complete and legible; no blank viscosity, pressure, or film-thickness fields accepted	Students maintain a lab log throughout all six lessons, recording material viscosity readings, sprayer pressure settings, tip size, wet and dry film gauge measurements, texture mix ratios, defect observations, and corrective actions taken, using the instructor-provided field-standard template. The completed log is submitted at the end of the course and graded against a 30-point rubric; a log scoring below 21 points (70 percent) must be supplemented with documented re-do entries for missing data before a passing grade is recorded. Standard met · Safety · Time · Quality/finish · Documentation
PPE and Hazard Control Safety Check	Safety audit	15%	100 percent on all critical items; no critical item may be missed on the first or any retake attempt before the student returns to spray operations	The instructor uses a binary (present/absent) safety observation checklist during Lesson 2 and again during the Lesson 6 skills demonstration, evaluating respirator seal check, cartridge type correct for the coating, Tyvek or chemical-resistant outerwear, ventilation flow confirmed with smoke pencil, and sprayer tip guard in place before trigger pull. Any single critical failure stops the activity immediately; the student reviews the relevant SDS and OSHA requirement with the instructor and must demonstrate the correct behavior before resuming, consistent with OSHA 10 outreach program learning objectives. Standard met · Safety · Time · Quality/finish · Documentation

BLD-DRYW11-08 Capstone

Capstone Project: Full-Scope Drywall, Finishing & Painting Build

108 hr · ~~$1,080~~ COMPLIMENTARY

Students complete an end-to-end simulated commercial/residential build-out that integrates hanging, taping, texturing, surface prep, coatings, and spray application on a full-scale mock room or dedicated shop bay. Each student produces a documented project package—scope plan, material takeoff, progress photos, safety log, and quality checklist—and defends all decisions before a panel of instructor and industry evaluators. Lesson work maps directly to NCCER Drywall and NCCER Painting core module competencies and OSHA 10 hazard-recognition standards.

Outcomes

Plan and execute a complete drywall and painting scope—from layout through final coat—on a full-scale mock structure, meeting Level 5 finish standards where specified.
Produce an accurate material takeoff, waste-factor calculation, and written scope-of-work document for a given room set.
Maintain a compliant job-site safety log that identifies hazards, required PPE, and corrective actions consistent with OSHA 10 recognition criteria throughout the build.
Select and apply appropriate surface-preparation methods, primers, and finish coatings for at least three different substrate conditions, documenting each decision.
Demonstrate proficient use of both hand-applied and spray-applied coating techniques, achieving consistent mil thickness and sheen uniformity on the finished surfaces.
Present and verbally defend all project decisions—material selection, sequencing, quality outcomes, and safety compliance—to a panel using trade-standard terminology.

Course text

How the course runs. 4 blocks: Project Planning, Scope, and Safety Commissioning; Structural Phase: Hanging, Taping, and Texture Build-Out; Coatings Phase: Surface Prep, Prime, and Finish Application; Project Documentation, Punch-List, and Defense Preparation.

What competent looks like. Plan and execute a complete drywall and painting scope—from layout through final coat—on a full-scale mock structure, meeting Level 5 finish standards where specified. Produce an accurate material takeoff, waste-factor calculation, and written scope-of-work document for a given room set. Maintain a compliant job-site safety log that identifies hazards, required PPE, and corrective actions consistent with OSHA 10 recognition criteria throughout the build. Select and apply appropriate surface-preparation methods, primers, and finish coatings for at least three different substrate conditions, documenting each decision. Demonstrate proficient use of both hand-applied and spray-applied coating techniques, achieving consistent mil thickness and sheen uniformity on the finished surfaces. Present and verbally defend all project decisions—material selection, sequencing, quality outcomes, and safety compliance—to a panel using trade-standard terminology.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Project Planning, Scope, and Safety Commissioning	20	theory	Given a set of architectural drawings and room specifications, the student will produce a written scope of work, itemized material takeoff with waste factors, and a project safety plan identifying all applicable OSHA 10 hazard categories before any physical work begins.	Read a set of simplified architectural floor-plan drawings and elevations to extract room dimensions; calculate total square footage of ceiling and wall surfaces, subtract openings, and add a code-appropriate waste factor to generate a board-count and finishing-material takeoff using a provided spreadsheet template. Draft a written scope-of-work document that sequences the build in correct trade order (hanging → taping → texture → prime → finish coat), specifies finish level for each surface per GA-214 level-of-finish guidelines, and notes which NCCER Drywall and Painting module skills apply to each phase. Complete a job-site safety commissioning checklist: identify fall hazards, electrical hazards, chemical hazards (drywall joint compound dust, VOC-containing coatings), required PPE for each phase, ventilation requirements, and SDS locations; record findings in the project safety log binder that will travel with the build for the remainder of the capstone.	Architectural drawings set (instructor-prepared), calculator, material-cost reference sheet, GA-214 Recommended Levels of Finish reference card, OSHA 10 hazard-recognition quick-reference, SDS binders for all products used in the program, project safety log binder, scope-of-work template	Instructor reviews the takeoff for arithmetic accuracy (within 5% of instructor key), reviews the scope document for correct sequencing and finish-level assignments, and reviews the safety plan for completeness against a 20-item checklist; student must score 80% or higher on the combined rubric to proceed to Lesson 2.
2	Structural Phase: Hanging, Taping, and Texture Build-Out	40	lab	The student will hang, fasten, tape, and apply texture to all assigned wall and ceiling surfaces of the mock room according to the approved scope, meeting dimensional tolerances and GA-216 fastening-pattern standards, with all work documented by daily progress photos and safety-log entries.	Hang ceiling and wall panels to the mock-room framing: snap layout lines, select correct board thickness and type for each surface (moisture-resistant where specified), cut field and specialty cuts to within 1/8-inch tolerance, fasten per GA-216 screw-spacing requirements, and record fastener pattern on the as-built sketch in the project binder. Apply tape and three coats of joint compound (tape coat, filler coat, finish coat) to all butt joints, tapered joints, inside corners, outside corners, and fastener heads using hand tools; allow proper drying time between coats and feather each coat to achieve a flat, level surface ready for Level 4 or Level 5 finish as specified; photograph each coat stage before the next is applied. Apply the specified texture (orange-peel, knockdown, or smooth skim) to designated surfaces using hand or spray methods practiced in earlier courses; match the texture callout on the scope document; record product mixed, dilution ratio, and application equipment settings in the project binder; instructor spot-checks texture uniformity with raking light before student continues.	1/2-inch and 5/8-inch gypsum wallboard, moisture-resistant board (where specified), drywall screws, corner bead (metal and vinyl), setting-type and drying-type joint compound, paper and mesh tape, 6-inch/10-inch/12-inch taping knives, corner tools, mud pan, texture hopper or spray rig, project binder with photo log sheets, measuring tape, T-square, utility knife, safety glasses, N95 respirator, dust mask, knee pads, stilts or scaffold as needed, GA-214 and GA-216 reference cards	Instructor uses a straightedge and feeler gauge to verify that no surface deviation exceeds 1/8 inch over 10 feet for Level 4 areas; texture panels are evaluated against reference samples for uniformity using a raking-light inspection; safety-log entries must be completed for every work session; student must pass all three checks (flatness, texture match, safety log) before proceeding to Lesson 3.
3	Coatings Phase: Surface Prep, Prime, and Finish Application	36	lab	The student will prepare all finished drywall surfaces, apply appropriate primer, and apply specified finish coats by both roller and airless-spray methods, achieving consistent sheen, hiding, and mil thickness across all surfaces, with equipment setup, cleaning, and daily safety procedures documented in the project binder.	Perform pre-coating surface prep on all taped surfaces: sand or pole-sand as needed (wearing N95 and eye protection, with dust collection operating), fill any pinholes or tool marks with light spackle, wipe or tack all surfaces, and inspect under raking light; document defects found and corrections made on the punch-list page of the project binder before opening any coating containers. Apply a drywall primer (PVA or latex drywall primer-sealer selected and justified in the scope document) to all surfaces by roller; allow to dry per manufacturer's label directions; evaluate sheen uniformity and record dry time in the coating log; then apply the specified finish coats by roller (at least one wall elevation) following the correct wet-edge technique and roll pattern to avoid lap marks. Set up the airless spray system for ceiling and at least one additional surface: select correct tip size for the coating viscosity, set fluid pressure, mask all adjacent surfaces and openings with poly sheeting and painter's tape, spray two finish coats with back-brushing where required, measure wet-film thickness with a wet-mil gauge, and clean the spray unit completely at end of session per manufacturer and SDS guidance; record all settings and cleaning steps in the project binder.	Drywall primer (PVA type), interior latex finish paint (eggshell and flat sheens), pole sander, sanding screens and sandpaper (various grits), tack cloths, dust collection unit, 9-inch roller frames and covers (3/8-inch and 1/2-inch nap), roller trays, brush set, airless spray unit, spray tips and guards, wet-mil thickness gauge, painter's tape, poly masking sheeting, drop cloths, personal protective equipment (safety glasses, N95 respirator, nitrile gloves, hearing protection near spray equipment), SDS binder, project binder coating log, manufacturer product data sheets	Instructor evaluates finish surfaces using a standardized paint-inspection checklist (no sags, runs, missed spots, lap marks, or holidays visible under normal and raking light at 5-foot viewing distance); wet-mil gauge readings must fall within the manufacturer's specified film-build range; project binder coating log must be complete with product names, dilution, dry times, and cleaning steps; student must achieve a score of 80% or higher on the inspection checklist to advance.
4	Project Documentation, Punch-List, and Defense Preparation	12	practice	The student will compile a complete project binder, conduct a self-directed punch-list inspection against the original scope and quality standards, correct all identified deficiencies, and prepare and rehearse an oral defense presentation that explains every major decision made during the build.	Assemble the final project binder in required order: title page with student name and project scope, original material takeoff and scope of work, safety log (all sessions), hanging as-built sketch, daily progress photos (captioned by phase), coating log, and a completed self-evaluation rubric that honestly rates flatness, texture, coating uniformity, and safety compliance; verify every section is present using the binder checklist provided by the instructor. Conduct a formal punch-list walk of the finished mock room using the program's quality-inspection form: mark any deficiency with blue painter's tape, list it on the punch-list page with proposed correction, obtain instructor sign-off on the list, then complete all corrections within the allotted session time; re-inspect corrected areas and remove tape when accepted. Prepare a 10-minute oral defense presentation (notes or index cards, no required slide deck) that covers: how the scope was planned, why each material was selected, what safety measures were applied and why, what quality problems arose and how they were resolved, and what the student would do differently; rehearse with a peer for timing and clarity, receive peer feedback on trade-terminology use, and revise notes before the formal defense.	Completed project binder with all logs and photos, binder checklist, program quality-inspection form, blue painter's tape, punch-list form, leftover repair materials (compound, sand, paint, as needed), index cards or note paper, peer-feedback form, NCCER Drywall and Painting module competency lists (for self-mapping), oral defense rubric	Instructor verifies binder completeness against the checklist (all sections present, photos captioned, logs signed); punch-list must reach zero open items before the formal defense date; rehearsal peer-feedback form must be completed and submitted; instructor spot-checks three randomly selected areas of the finished room against the scope finish-level callout as a final readiness gate before scheduling the defense panel.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Capstone Build Evaluation (Project)	Project	60%	80% overall on the multi-criteria rubric, with no individual criterion scoring below 70%	A panel consisting of the lead instructor and at least one industry evaluator inspects the completed mock room against the original scope document using a scored rubric with criteria covering hanging accuracy (fastener pattern, flatness), tape and finish quality (Level 4 or 5 as specified), texture consistency, coating uniformity and sheen, mil-build compliance, and safety-log completeness. Deficiencies identified during the formal inspection that were not caught and corrected during the student's own punch-list result in deductions; the final numerical score determines whether the project standard is met. Meets specification · Within estimate · Workmanship · Safety · Documentation
Project Binder and Documentation Portfolio (Portfolio)	Portfolio	20%	All required sections present and complete; scored items average 80% or higher on the documentation rubric	The assembled project binder is evaluated as a professional work document: the material takeoff is checked for arithmetic accuracy, the scope of work is reviewed for correct sequencing and finish-level assignment, the safety log is reviewed for daily entries and identified hazards, the coating log is checked for product names and application data, and the progress-photo set is reviewed for coverage of every major phase. Incomplete sections or missing signatures on the safety log are flagged as automatic re-submits before the portfolio can receive a passing score. Completeness · Organization · Evidence quality
Oral Defense (Oral)	Oral / panel	20%	70% or higher on the oral defense rubric, with satisfactory ratings in both trade-terminology use and safety justification categories	The student presents the 10-minute defense to the instructor-industry panel, explaining scope decisions, material selections, safety measures, and quality outcomes, then answers up to five follow-up questions from the panel drawn from NCCER Drywall and Painting competency areas and OSHA 10 hazard-recognition topics. The rubric scores organization, accuracy of trade knowledge, correct use of terminology, ability to explain quality problems and solutions, and professional communication; a student who does not achieve a passing score is given one opportunity to re-defend after a minimum one-week remediation period. Explains decisions · Answers technical questions · Professional communication

BLD-DRYW11-09 Externship / clinical

Externship / Worksite Placement

162 hr · ~~$650~~ COMPLIMENTARY

Students complete 162 supervised hours at a participating drywall, painting, or finishing employer, applying classroom skills to live commercial or residential jobsites under a journeyman or foreman mentor. Performance is evaluated against trade-standard benchmarks for productivity, quality, safety compliance, and professional conduct. Hours and employer evaluations are documented in a field log that serves as evidence for NCCER Registry credit and program completion.

Outcomes

Apply hanging, taping, texture, and coatings skills to real project conditions under journeyman supervision, meeting employer quality standards.
Demonstrate consistent OSHA 10 safety practices — PPE selection, hazard recognition, and incident reporting — on every shift without prompting.
Complete assigned tasks at a pace and quality level acceptable to the site supervisor, as rated on the employer midpoint and final evaluations.
Maintain an accurate daily field log recording tasks performed, tools and materials used, safety observations, and hours worked.
Communicate professionally with supervisors, co-workers, and inspectors, arriving on time and following site-specific rules throughout the placement.
Identify at least three areas of personal skill growth by comparing final employer evaluation scores to midpoint scores and writing a reflective summary.

Course text

How the course runs. 4 blocks: Externship Orientation and Site Safety Onboarding; Supervised Trade Practice — Weeks 1 through 4; Midpoint Evaluation and Skill-Development Adjustment — Weeks 5 through 7; Final Supervised Hours, Employer Final Evaluation, and Reflective Summary — Weeks 8 through 10.

What competent looks like. Apply hanging, taping, texture, and coatings skills to real project conditions under journeyman supervision, meeting employer quality standards. Demonstrate consistent OSHA 10 safety practices — PPE selection, hazard recognition, and incident reporting — on every shift without prompting. Complete assigned tasks at a pace and quality level acceptable to the site supervisor, as rated on the employer midpoint and final evaluations. Maintain an accurate daily field log recording tasks performed, tools and materials used, safety observations, and hours worked. Communicate professionally with supervisors, co-workers, and inspectors, arriving on time and following site-specific rules throughout the placement. Identify at least three areas of personal skill growth by comparing final employer evaluation scores to midpoint scores and writing a reflective summary.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Externship Orientation and Site Safety Onboarding	10	field	Students complete employer site orientation and site-specific safety onboarding, identify all hazard controls in their assigned work area, and begin their field log with no critical omissions.	Attend the employer's new-worker site orientation; document every safety rule, emergency procedure, and PPE requirement in the field log on Day 1. Walk the entire jobsite with the assigned mentor and complete a written site hazard checklist, identifying at least five specific hazards (e.g., overhead work, wet compound, solvent storage) and the controls in place for each. Review and sign the placement agreement, confirm daily check-in procedures with the program coordinator, and set three personal skill goals with the mentor that will be revisited at the midpoint evaluation.	Field log binder, employer site-orientation packet, site hazard checklist form (program-issued), PPE already owned by student (hard hat, safety glasses, gloves, steel-toed boots), OSHA 10 card as proof of training	Field log entry for Day 1 is complete (site rules, emergency contacts, hazards identified, PPE worn); mentor initials the entry; instructor reviews log within 48 hours and confirms no critical safety item is missing — pass = all required fields present and mentor-verified.
2	Supervised Trade Practice — Weeks 1 through 4	72	field	Students perform assigned drywall, taping, finishing, and/or painting tasks under direct journeyman supervision, building speed and consistency to meet employer production expectations for at least two distinct trade operations.	Perform daily assigned tasks (hanging panels, flat taping, skim coating, rolling or spraying paint, caulking, or surface prep as directed by the site foreman) and record each task, the tools and materials used, and any quality feedback received in the daily field log. At the end of each week, meet briefly with the site mentor to review one completed surface or assembly; mentor uses the program's quality rubric to score straightness, joint finish level, coating coverage, or other applicable standard and notes corrective actions. Complete a weekly self-assessment form rating personal performance on safety, quality, pace, and communication; compare self-scores to mentor scores and note any gaps as targets for the following week.	Full personal tool kit (drywall knives, taping tools, roller frames, brushes, hawk and mud pan, caulk gun, etc.), employer-supplied materials (drywall, joint compound, paint, primers), quality rubric (program-issued), weekly self-assessment form, field log	Weekly field log entries are complete and mentor-initialed; mentor quality rubric scores average 70/100 or higher by the end of Week 4 on the two primary operations assigned; if below 70, the program coordinator meets with the employer to adjust task assignments or provide supplemental coaching — pass = 70 average with all four weekly logs initialed.
3	Midpoint Evaluation and Skill-Development Adjustment — Weeks 5 through 7	48	field	Students receive a formal midpoint evaluation from the employer, use feedback to set revised skill targets, and demonstrate measurable improvement on at least one identified weak area by the end of Week 7.	Participate in a structured midpoint evaluation meeting with the site mentor and program coordinator: mentor completes the program's standardized employer evaluation form covering safety, quality, productivity, attendance, and professionalism; student and coordinator review scores together. Draft a written improvement plan (one page) identifying the lowest-scoring evaluation area, three specific actions to address it during Weeks 6 and 7, and the target score for the final evaluation; mentor and coordinator co-sign the plan. Perform assigned tasks during Weeks 6 and 7 with deliberate focus on the improvement-plan area; at the close of Week 7, mentor re-scores that specific area using the same rubric and records the result in the field log.	Employer midpoint evaluation form (program-issued), improvement plan template, field log, all trade tools and PPE as required by site tasks	Midpoint evaluation form is fully completed and signed by mentor and coordinator; improvement plan is submitted within three business days of the midpoint meeting; Week 7 re-score on the targeted area shows a minimum 5-point gain on the 100-point rubric — pass = all documents submitted on time and re-score gain documented.
4	Final Supervised Hours, Employer Final Evaluation, and Reflective Summary — Weeks 8 through 10	32	field	Students complete remaining placement hours, earn a passing score on the employer final evaluation, and submit a complete field log plus a written reflective summary that connects worksite experience to program learning and credential goals.	Continue performing assigned trade tasks through the final week; maintain daily field log entries and request mentor initials on each entry; confirm total hours with the employer timesheet to verify the 162-hour requirement is met. Employer completes the final evaluation form across all categories (safety, quality, productivity, attendance, professionalism) and discusses results with the student in a closing meeting; student signs the form acknowledging receipt of feedback. Submit the complete field log (all entries, mentor initials, and employer timesheets) and a 400–600 word reflective summary addressing: three specific skills improved on the worksite, how OSHA 10 and NCCER knowledge applied in real conditions, and one area still needing development before seeking permanent employment.	Employer final evaluation form (program-issued), complete field log binder with all prior entries, employer-signed timesheet confirming 162 hours, reflective summary (student-written, word-processed or neatly handwritten)	Final evaluation overall score is 75/100 or higher across all categories; 162 documented hours confirmed by employer timesheet; reflective summary addresses all three required topics and is at least 400 words — pass = all three criteria met; any criterion below standard triggers a coordinator review and possible extended placement hours.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Employer Final Skills Evaluation (Skills Demo)	Skills demonstration	70%	Score of 75 out of 100 or higher on the standardized employer evaluation form, with no category scored below 60.	The site mentor or foreman completes the program's standardized employer evaluation form at the close of the placement, rating the student on five categories: safety compliance, trade quality, productivity/pace, attendance/punctuality, and professional communication. Scores are reviewed jointly by the employer, the student, and the program coordinator, and the signed form is retained in the student's permanent record as evidence of worksite competency for NCCER Registry documentation. Competency · Safety · Attendance · Conduct · Initiative
Field Log and Reflective Summary (Lab Log)	Log	30%	All daily entries present and mentor-initialed; 162 hours verified by employer timesheet; reflective summary is 400–600 words, addresses all three required topics, and contains no factual errors about trade practices or safety standards.	The complete field log — including daily task entries, tool and material notes, safety observations, weekly self-assessments, midpoint improvement plan, and mentor initials — is submitted with the employer-signed timesheet and a written reflective summary. The program coordinator reviews the log for completeness and accuracy and the summary for depth of reflection, awarding a pass when all documentation requirements and the word-count and content criteria are fully met. Complete · Verified

BLD-DRYW11-10 Exam prep

Certification Exam Preparation: NCCER Drywall, NCCER Painting & OSHA 10

45 hr · ~~$450~~ COMPLIMENTARY

This course systematically reviews every knowledge domain tested on the NCCER Drywall, NCCER Painting, and OSHA 10 credentials through structured content review, timed practice questions, and full-length mock exams. Students identify personal weak areas, practice test-taking strategies, and build confidence so they enter each credential exam fully prepared. All review is anchored to the official NCCER Core and module objectives and OSHA 10 topic areas established by the OSHA Outreach Training Program.

Outcomes

Demonstrate mastery of NCCER Drywall credential knowledge domains—including materials, hanging, taping, finishing, and safety—by scoring 70% or higher on a full-length mock NCCER Drywall assessment.
Demonstrate mastery of NCCER Painting credential knowledge domains—including surface preparation, coatings, application methods, spray systems, and safety—by scoring 70% or higher on a full-length mock NCCER Painting assessment.
Correctly identify OSHA 10 general industry and construction hazard categories, workers' rights, employer responsibilities, and required PPE for scenarios typical of drywall and painting worksites.
Apply test-taking strategies—including time management, question elimination, and flagging for review—to complete timed multiple-choice assessments within the allotted exam window.
Self-diagnose knowledge gaps using scored practice results and produce a written study plan that directs remaining personal review before each scheduled credential exam.
Complete all required NCCER module knowledge verification exercises and OSHA 10 final exam prerequisites as specified by the program's NCCER Accredited Training Sponsor and authorized OSHA Outreach Trainer.

Course text

How the course runs. 4 blocks: OSHA 10 Credential Review: Construction Hazards, Workers' Rights & PPE; NCCER Drywall Credential Review: Materials, Hanging, Taping & Finishing; NCCER Painting Credential Review: Surface Prep, Coatings, Application & Spray Systems; Full Mock Credential Exams: NCCER Drywall, NCCER Painting & OSHA 10.

What competent looks like. Demonstrate mastery of NCCER Drywall credential knowledge domains—including materials, hanging, taping, finishing, and safety—by scoring 70% or higher on a full-length mock NCCER Drywall assessment. Demonstrate mastery of NCCER Painting credential knowledge domains—including surface preparation, coatings, application methods, spray systems, and safety—by scoring 70% or higher on a full-length mock NCCER Painting assessment. Correctly identify OSHA 10 general industry and construction hazard categories, workers' rights, employer responsibilities, and required PPE for scenarios typical of drywall and painting worksites. Apply test-taking strategies—including time management, question elimination, and flagging for review—to complete timed multiple-choice assessments within the allotted exam window. Self-diagnose knowledge gaps using scored practice results and produce a written study plan that directs remaining personal review before each scheduled credential exam. Complete all required NCCER module knowledge verification exercises and OSHA 10 final exam prerequisites as specified by the program's NCCER Accredited Training Sponsor and authorized OSHA Outreach Trainer.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	OSHA 10 Credential Review: Construction Hazards, Workers' Rights & PPE	9	theory	Students will correctly classify construction site hazards, specify required PPE, describe workers' rights and employer obligations, and answer OSHA 10-style scenario questions at a passing level.	Instructor-led review of all OSHA 10 construction topic areas—fall protection, electrical safety, struck-by and caught-in/between hazards, scaffolding, ladders, hazard communication (GHS/SDS), personal protective equipment, fire protection, and materials handling—using annotated slides and real worksite photographs from drywall and painting settings; students complete a guided notes packet. Small-group hazard-hunt exercise: groups receive a set of 10 photographs showing actual drywall and painting worksite conditions, identify every visible hazard, match each to the applicable OSHA standard topic area, and prescribe the correct control measure or PPE; groups present findings to the class for instructor correction. Individual 40-question timed OSHA 10 practice exam drawn from all required topic areas; students score their own exams using the answer key, log every missed item by topic on a personal gap-tracking sheet, and write one corrective note per missed question explaining the right answer and why.	OSHA 10-Hour Construction Industry Outreach Training program outline (current edition), GHS-formatted SDS samples for joint compound, latex and oil-based paints, primer, and texture materials; PPE specimens (N95 respirator, half-face APF-10 respirator, safety glasses, hard hat, cut-resistant gloves, fall-arrest harness); whiteboard; printed worksite photographs; 40-question practice exam packet; personal gap-tracking worksheet.	Each student scores the 40-question practice exam; instructor reviews class-wide results by topic and re-teaches any topic where fewer than 75% of students answered correctly. Individual pass mark for readiness check: 70% (28/40); students below 70% complete a targeted re-read of the OSHA 10 study guide sections for their missed topics before Lesson 4.
2	NCCER Drywall Credential Review: Materials, Hanging, Taping & Finishing	12	theory	Students will recall and apply the knowledge underlying all NCCER Drywall module objectives—gypsum board types and properties, layout and fastening, tape-and-bed sequences, finishing levels, and trade math—well enough to answer module knowledge-verification questions at NCCER passing standards.	Structured content walkthrough of all NCCER Drywall module knowledge areas using the official NCCER Drywall curriculum as the outline: gypsum board panel types and their code-required applications (fire-rated, moisture-resistant, impact-resistant), fastener schedules, stud spacing tolerances, control joint placement, three-coat taping sequence, compound types and working times, sanding grits and techniques, and the five finishing levels (Level 0–5) per GA-214; students annotate their course notes and build a one-page quick-reference card for each major topic cluster. Trade-math relay: instructor posts 20 real-world calculation problems on the board in sets of four (panel quantity takeoff from a room sketch, screw-spacing calculations, compound coverage estimation, texture-material mixing ratios); student pairs solve each set at the board, show work, and defend answers; class corrects errors in real time. Individual 60-question timed practice assessment covering all Drywall module knowledge domains in multiple-choice format; students score results, complete a module-by-module gap chart identifying every topic where they missed more than one question, and write a prioritized personal study list for self-study before the mock exam.	NCCER Drywall curriculum modules (current edition), Gypsum Association GA-214 Levels of Gypsum Board Finish reference card, trade-math problem set packet, sample gypsum board specimens (standard, Type X, moisture-resistant, impact-resistant), fastener specimens (drywall screws, nails, staples), calculator, graph paper for takeoff sketches, 60-question practice assessment packet, module gap-chart worksheet.	Scored 60-question practice assessment; instructor tallies class results by NCCER module and re-teaches any module where class average falls below 70%. Individual readiness threshold: 70% (42/60); students below threshold receive a written list of specific NCCER module pages to review and must complete a 10-question targeted re-quiz on their weakest module before Lesson 4.
3	NCCER Painting Credential Review: Surface Prep, Coatings, Application & Spray Systems	12	theory	Students will recall and apply the knowledge underlying all NCCER Painting module objectives—surface preparation methods, coating chemistry and selection, brush/roller technique, spray equipment setup and troubleshooting, and safety—well enough to answer module knowledge-verification questions at NCCER passing standards.	Structured content walkthrough of all NCCER Painting module knowledge areas using the official NCCER Painting curriculum as the outline: surface defect identification and repair, primer selection logic, sheen levels and their applications, paint chemistry (latex vs. oil-based, VOC content and ventilation requirements), color theory basics, brush and roller selection by surface and coating type, airless sprayer and HVLP sprayer setup and adjustment, common spray defects and their causes, and lead-paint and hazardous-materials awareness; students build a second set of quick-reference cards. Coating-selection decision exercise: instructor presents 12 written worksite scenarios (e.g., new drywall in a bathroom, exterior CMU block, previously painted metal trim, a surface with visible efflorescence); student pairs must select the correct surface prep method, primer type, topcoat type, and application method for each scenario and justify each choice in writing; pairs swap papers and critique each other's logic using the NCCER module content. Individual 60-question timed practice assessment covering all Painting module knowledge domains; students score results, complete a module-by-module gap chart, and add Painting-specific items to their prioritized personal study list.	NCCER Painting curriculum modules (current edition), paint manufacturer technical data sheets (TDS) for one interior latex flat, one exterior acrylic semi-gloss, and one oil-based alkyd primer; SDS for the same products; coating-selection scenario packet; 60-question practice assessment packet; module gap-chart worksheet; airless sprayer parts diagram (poster or projected); VOC regulation summary sheet.	Scored 60-question practice assessment; instructor re-teaches any module where class average falls below 70%. Individual readiness threshold: 70% (42/60); students below threshold receive targeted NCCER module page assignments and must complete a 10-question re-quiz on their weakest module before Lesson 4.
4	Full Mock Credential Exams: NCCER Drywall, NCCER Painting & OSHA 10	12	lab	Students will complete three full-length timed mock credential exams under realistic testing conditions, score results at or above each credential's passing standard, and receive targeted feedback to resolve any remaining gaps before their scheduled official exams.	Full-length timed NCCER Drywall mock exam administered under exam-room conditions (no notes, no phones, one scratch sheet, timed to mirror the actual NCCER testing window); immediately after the exam students self-score using the instructor-held answer key, record their score, and flag every missed item on a final gap sheet; instructor collects gap sheets and delivers whole-class debrief identifying the three most-missed topic areas, with a focused 15-minute re-teach of each. Full-length timed NCCER Painting mock exam administered under identical exam-room conditions; same self-score, gap-sheet, and debrief process; instructor also reviews any spray-systems or coating-chemistry questions that generated the most errors, re-teaching with real product TDS documents as evidence. Full-length timed OSHA 10 mock final exam (format matching the OSHA Outreach Program final exam requirement) administered under exam-room conditions; self-score and gap-sheet; instructor delivers a final debrief on any hazard-recognition or workers'-rights items missed by more than 25% of the class; each student then meets individually with the instructor for a five-minute review of their three personal mock-exam scores and receives a written go/no-go readiness recommendation for each credential exam, along with a specific last-day study task list for any student not yet at the passing threshold.	Full-length NCCER Drywall mock exam packet (questions drawn from all module knowledge domains, number of items matching the structure used by the program's NCCER Accredited Training Sponsor); full-length NCCER Painting mock exam packet; OSHA 10 mock final exam packet (structured to meet OSHA Outreach Program final exam requirements); answer keys (instructor-held); scratch paper; pencils; clock or timer visible to all students; individual score-tracking sheet; go/no-go recommendation form.	Each of three mock exams is scored individually. Readiness pass mark for each: 70% or higher on NCCER Drywall mock, 70% or higher on NCCER Painting mock, and 70% or higher on OSHA 10 mock (consistent with NCCER passing standards and the OSHA Outreach Program final exam requirement). Students who do not reach 70% on any mock exam receive a written remediation assignment specifying exact module sections or OSHA topic areas to study and must demonstrate readiness to the instructor in a verbal question-and-answer session before their official exam date is confirmed.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Three-Credential Full Mock Examination Set	Mock certification exam	100%	70% or higher on each of the three independently scored mock exams (NCCER Drywall, NCCER Painting, OSHA 10); a student must meet the threshold on all three to receive a program completion sign-off for exam registration; any mock exam below 70% triggers a written remediation plan and instructor-verified re-check before the official exam date is confirmed.	Each student completes three separately timed, full-length mock credential exams—one for NCCER Drywall, one for NCCER Painting, and one structured to match the OSHA 10 Outreach final exam requirement—under realistic testing conditions with no reference materials permitted. Scores are recorded on an individual credential-readiness tracking form that the student retains and the instructor countersigns, serving as the program's final evidence of exam-preparation completion and informing the go/no-go recommendation for official credential exam registration. Score · Time management

Program completion

External credential: NCCER Drywall; NCCER Painting; OSHA 10

Students sit the NCCER Drywall and NCCER Painting written and performance assessments administered through an NCCER-accredited training program, and complete the OSHA 10-Hour Construction Outreach course delivered by an OSHA-authorized trainer, receiving their OSHA 10 card upon completion. Pass standard: Credential issued by the body.

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