Dane County School Consortium

Preparing Students For College & Careers

A Leader in Youth Apprenticeship Programs

Standard 07 – Instruction

Instruction must be systematic and reflect automobile program goals. A task list and specific performance objectives with criterion referenced measures must be used.

Standard 7.1 – PROGRAM

Documents to collect include the following:

A. Provide a copy of the course outline and brochure.

A. Rate the training program in terms of being logically sequenced.

General education courses and technical courses are offered in a logical sequence.  This sequence allows the student to apply general education courses in their study of the technical courses.  Prerequisite and core courses are offered early in the sequence for a foundation to ensure a high degree of success in the advanced courses.

Youth Apprenticeship Checklist

NATEF Task Sheet

Oregon H.S. Curriculum Guide

Standard 7.2 – STUDENT TRAINING PLAN

Documents to collect include the following:

A. – B. Show an example of a student training plan or advisement sheet.

  1. Rate the student-specific training plan in terms of stating the student’s goals, steps needed to meet those goals, and providing the student with a copy of the plan.

Each student and business sites receive a copy of the Automotive Youth Apprenticeship Skills checklist

Auto Technician Skill Standards Checklist

Oregon High School Curriculum Guide

MATC AYES Course Outlines

Dane County School Consortium Automotive Website

Standard 7.3 – PREPARATION TIME

Documents to collect include the following:

A. Show a copy of the Master Schedule and instructor office hours.

A. Rate the instructor’s schedule in terms of providing adequate time for planning.

Instructors have a teaching contract obligation based on 5 assignments per day. The balance of the 2 periods per day is dedicated to preparation and student counseling.  1 period is dedicated to “Open Lab.” time for students advance or catch-up their automotive skills.  A summer contract is given to the instructor for on-site visits with the students and business mentors.

Standard 7.4 – TEACHING LOAD

Documents to collect include the following:

A. – B. Show student enrollment sheets, indicate the number of training stations, and identify teaching assistants (if any).

A. Rate the current instructor/student ratio in terms of being educationally sound and maintaining a safe environment..

The current average class size is 15-16 students.  The maximum class enrollment is 20.  Considering the amount of supplies, tooling, and equipment, the ratio is educationally sound.

B. Rate the average instructor/student ratio for the past year(s) in terms of being educationally sound and maintaining a safe environment.

The average class size has been 15-16 students with automotive classes maintaining a cap of 20.  The ratio is educationally sound

MATC Roster

Standard 7.5 – CURRICULUM

Documents to collect include the following:

A. Cross reference to curriculum or student progress instrument.

B. The evaluation team will conduct a visual inspection. Provide a copy of the tool inventory / location.

C. Provide a syllabus (with information highlighted), course descriptions, job sheets, student materials, etc.

D. Provide samples of work order forms, parts order form, and show how time spent on task is recorded.

A. Does the level of accreditation being obtained provide theory and “hands-on” training for 95% of the P-1, 80% of the P-2, and 50% of the P-3 tasks as evidenced by cross-referencing the course of study, lesson plans, job sheets, and student progress charts.

                                                        95% – PI                    80% – P2                        50% – P3

Maintenance & Light Repair      Yes                                Yes                               Yes

Yes, the program content satisfies all of the criteria above over the course of student enrollment in OHS and Dane Co AYES automotive programs as illustrated in the documents linked below.

Auto Technician Skill Standards Checklist

Auto I Scope & Sequence

Oregon NATEF Task List

B. Are the tools and equipment available for the level of accreditation being requested

C. Rate the curriculum in terms of including instruction on:

  1.  OSHA regulations the student may encounter upon employment
    • Example of where OSHA happens in Classroom instruction
  2. Legal responsibilities of the technician regarding Environmental Protection Agency regulations.
    • Example of where Environmental Protection Agency regulations in classroom instruction
  3. Other appropriate requirements which may affect their on-the-job activities
  4. Identification and proper use of appropriate tools and test and measurement equipment
    • Example of where the tools, test & measurement equipment are identified in curriculum
  5. Use of current service information and industry publications.

The advisory committee reviews the curriculum on an annual basis.  If additional tasks are required they will be added.  The Department of Workforce Development (DWD) also reviews on a statewide basis each of the operating programs.  DWD’s role is to oversee the youth apprenticeship program.  Their responsibilities include but are not limited to:

  • Establishing guidelines and standards for the program
  • Issuing requests for proposals to distribute funding
  • Approve applications from local programs
  • Working with trade and industry and labor leaders to develop new youth apprenticeship areas
  • Approving the statewide curricula for programs
  • Monitoring and provides technical assistance to local programs
  • Issuing certificates to youth apprentices who complete the program.

Minutes

Students receive proper instruction in these areas as an on-going part of the learning process in each course.

Engine Performance

YA Safety Curriculum

Electrical

Brakes

Suspension and Steering

E. Rate the  inclusion in the curriculum of tasks on filling out work order forms, ordering parts, and recording the time spent on task.

Business Work Order Example

Standard 7.6 – STUDENT PROGRESS

Documents to collect include the following:

A. Provide the school policy on student evaluation, sample of student progress chart, and use an actual record with student identifying information blocked out.

A. Rate the use of a progress chart or other method (with specific tasks) to indicate student’s progress.

Each student is given a course syllabus, which includes the required lab assignments.  The instructor maintains a record of labs successfully completed to record the student’s progress during the semester.  The instructor reviews the lab record sheet with the students at each class.

Oregon H.S. Grading Chart

Madison College Grading Chart

AutoTechnician Skill Standards Checklist

WorkBased Evaluation Form

Standard 7.7 – PERFORMANCE STANDARDS

Documents to collect include the following:

A. Provide a task sheet or progress chart.

B. Provide the evaluation criteria from the syllabus, progress chart, or task sheet.

C. Provide a task sheet or student progress chart.

A. Is there a stated performance level required for each task?

All the tasks published in the NATEF task list are included in the respective courses.  Lab assignment sheets measures the performance of each task

AutoTechnician Skill Standards Checklist

Workbased Evaluation

B. Rate the availability of stated performance levels given to students and potential employers.

The standards are part of the course syllabus that is given to the students on the first day of class.  An Automotive Technician Skills Standard Checklist is given to the student as part of the Youth Apprenticeship Program.  When the training agreement is signed.  The employers receive the skill standards checklist along with a copy of the evaluation form.

AutoTechnician Skill Standards Checklist

Work base Evaluation form

C. Rate the opportunity for students to demonstrate (practice) competency of a task before the instructor verifies a student’s performance.

Each student must demonstrate his/her proficiency for each task before the instructor will assign points to a lab sheet.  The lab sheet utilizes a point system that amounts to 60% of the total grade. The Unit Tests and Semester Exams account for 20% of the total grade.

AutoTechnician Skill Standards Checklist

Oregon H.S. Auto lab sheet

Standard 7.8 – SAFETY STANDARDS

Documents to collect include the following:

A. – B. Show an example of the safety test, course of study, course outline, posters, etc.

C. The evaluation team will conduct a visual inspection of markings on guards and lanes, posting of safety rules and signage, and present an example of a student contract.

A. Is safety instruction given prior to lab/shop work.

Safety is taught both at Oregon High School and MATC.  The first semester course during the junior year concentrates on safety.  Safety instruction is an integral part of each course.  No student proceeds in the curriculum without first passing the safety test.

SP2 Online Safety Program

B. Are safety tests given in the training program?

Safety questions are included in quizzes and exams.

C. Rate the emphasis placed on complying with safety practices in the lab/shop area.

Safety instruction is included in each course.  Eye protection is required in the lab.  This safety policy is stated in the safety rules.

Standard 7.9 – PERSONAL STANDARDS

Documents to collect include the following:

A. The evaluation team will conduct a visual inspection. Provide instructional materials, class / lab / shop rules.

A. Rate the emphasis placed on the following in all training activities and instructional materials.

  1. the importance of maintaining good relationships with fellow employees.

All training activity and instructional material emphasizes good working relationships with fellow employees and students.

AutoTechnician Skill Standards Checklist

  1. respect for fellow students’ tools and other property

Respect for fellow students’ tools and other property are emphasized in all courses.

  1. the development of good customer relations

The development of good customer relations is covered in each course.

  1. appropriate clothing similar to that found in local shops.

Students are made aware of the appropriate clothes to be worn, particularly in the lab.  This topic is covered in the safety rules and the students are required to wear their work uniform during lab.

  1. student cleanliness to ensure seats, steering wheels, etc. are not greasy or damaged after the job is completed.

Cleanliness is covered in each course.  The instructor examines vehicles after each task is completed.

  1. the use of fender covers.

The instructor emphasizes the use of fender covers and other protective measures for all lab assignments.

Standard 7.10 – WORK HABITS/ETHICS

Documents to collect include the following:

A. – B. The evaluation team will conduct a visual inspection. Describe attendance policy, etc.

A. Rate the degree to which the training program is organized so that appropriate work habits developed in the training program are similar to work habits required on the job.

The majority lab activities are structured similar to an automotive service facility.  A repair order is written for a vehicle with a customer concern and given to the student.  The vehicle is diagnosed and repaired and appropriate comments made on the back of the repair order.

Work Based Evaluation Form

B. Rate the emphasis placed upon ethical practices.

Instruction on ethical practices and the expectations of the employer and customer is an inherent topic in all courses.  The instruction includes proper behavior of the student while in the classroom, lab, and dealership.

Work Based Evaluation Form

Standard 7.11 – PROVISIONS FOR INDIVIDUAL DIFFERENCES

Documents to collect include the following:

A. Provide ADA information, equipment modifications, differential instruction, and provide an example of an Individual Education Plan (IEP) if applicable.

A. Rate the structure of the training program to accommodate students with different levels of cognitive and psycho-motor ability.

The training program is structured to accommodate different learning styles of students by the utilization of various training aids.  Interactive video, CD’s or VHS tapes and self-study guides assist in this area.  Lab assignments can be performed individually or in pairs.  Also, the lab sheets require lab time, which gives these students, as well as others, the required time needed to complete their tasks.

Madison College Disability Resources

Standard 7.12 – RELATED INSTRUCTION

Documents to collect include the following:

A. Show syllabus with objectives and examples of tasks where related instruction is provided (OHM’S Law, Pascal’s Law, gear ratio, etc.); SkillsUSA Personal Development Plan, if appropriate.

B. Show copy of instructor teaching credential.

A. Rate the degree to which related mathematics, science, communications, and interpersonal-relations instruction are integrated with instruction in the training program. (Show syllabus with objectives and examples of tasks where related instruction is provided (OHM’s Law, Pascal’s Law, gear ratio, et);  Skills USA Personal Development Plan, if appropriate.)

Course scheduling is coordinated with the general education department and is an integrated part of the curriculum. All students upon acceptance to the Youth Apprenticeship program meet with their guidance counselor and map out academic and technical instruction throughout their participation in the program.  Students also take courses necessary if considering a four-year university.

B. Rate the availability and use of qualified instructors for related instruction.  Show copy of instructor’s teaching credential.

Instructors have all necessary state and ASE required certifications.

Lease DPI Certificate

Lease ASE Certification

Wintz DPI Certificate

Wintz ASE Certification

Lease ASE Professional Development

Wintz ASE Professional Development

 

Standard 7.13 – TESTING

Documents to collect include the following:

A. Show samples of written tests.

B. Show samples job sheets.

C. Show sample of the rating scale used.

D. Show posters, ASE test registration books, describe provisions made for taking ASE tests.

A. Rate the use of written tests to evaluate cognitive task performance. Show samples of written tests.

Written tests supplement performance evaluations for each task performance.  Copies of the tests will be available for inspection.

B. Rate the use of performance tests to evaluate manipulative task performance. Show sample job sheets.

Students are required to demonstrate their proficiency level on all tasks.  A lab record is maintained for each student documenting successful completion of all labs. Worksite performance is documented in the Automotive Technician Skills Standard Checklist.

AutoTechnician Skill Standards Checklist

C. Rate the use of an acceptable level of performance in cognitive and manipulative tests. Show sample of the rating scale used.

Evaluation of performance tests is based on industry standards and manufacturer specifications.

AutoTechnician Skill Standards Checklist

D. Rate the degree to which students are encouraged to take accreditation tests that are publicly recognized indicators of capabilities. Show posters, ASE test registration books, describe provisions made for taking ASE tests.

All students are encouraged to take the ASE tests upon successful completion of the program.

Standard 7.14 – EVALUATION OF INSTRUCTION

Documents to collect include the following:

A. – E. Provide an explanation of the overall program evaluation policy and plan. Show samples of the instructor evaluation instrument, etc.

A. Is a systematic program evaluation system to make decisions about program efficiency, effectiveness, and content.

Students complete a course/faculty evaluation at the end of the semester.   Instructor’s supervisor evaluates faculty annually.  Evaluation can occur more frequently, if needed.

B. Rate the use of student input in the evaluation process.

Students complete a course/faculty evaluation at the end of the semester.  The faculty and the Dane County Coordinator review the evaluations and take the appropriate actions.

C. Rate the use of instructor(s) evaluations in the evaluation process.

The student as a part of the course evaluation evaluates the instructors.  The School Administrator also evaluates the instructor annually.

D. Rate the use of self-evaluation of instruction on a regular basis in the evaluation process.

Self-evaluation is part of the Teacher Evaluation Document.

E. Rate the use of student follow-up data in the evaluation process.

Students complete a course/faculty evaluation at the end of the semester.  The faculty and the Dane County Coordinator review the evaluations and take the appropriate action.

 

Standard 7.15 – ON-VEHICLE SERVICE AND REPAIR WORK

Documents to collect include the following:

A. Show task sheets and repair orders. The evaluation team will conduct a visual inspection.

B. Show course of study and a copy of the student progress chart.

C. Provide a copy of the program policy.

D. Show a sample work order. The evaluation team will conduct a visual inspection.

A. Rate the degree to which on-vehicle service and repair work benefits the student and supplements on-going instruction.  The evaluation team will conduct a visual inspection.

Live work is achieved during their apprenticeship work-site assignment.  Live work is related to previous classroom/lab instruction.  No live work is performed in the McFarland or MATC labs.

B. Rate the degree to which a student had instruction and practice on a specific repair task before on-vehicle service and repair work is assigned. Show course of study and a copy of the student progress chart.

Students receive classroom/lab instruction and demonstrations as well as training on in-house components prior to live work repairs.  No live work is performed in the McFarland & MATC Automotive programs.

C. Rate degree to which the program policies do not allow the following as the primary source of on-vehicle service and repair work.

  1. students in the automobile technician training program working on their own vehicles.

Students must demonstrate competency for most lab jobs on shop vehicles prior to work on live or student’s own vehicles.

  1. school buses or other vehicles owned and operated by the governing body of the school

Students do not work on school bus or other school vehicles.

D. Rate the use of a written, industry type work order attached to or placed inside the vehicle.  Show a sample work order.  The evaluation team will conduct a visual inspection.

Students follow the dealership polices during their apprenticeship work-site assignments

Standard 7.16 – ARTICULATION

Documents to collect include the following:

A. Show copy of the articulation agreement. Note: this may be N/A.

A. Rate the articulation agreements used between programs with equivalent competencies to eliminate unnecessary duplication of instruction. Show copy of the articulation agreement.

The Dane County Youth Apprenticeship program/AYES has an agreement with Madison College.