\AUTOMOBILE PROGRAM STANDARDS
STANDARD 6 - INSTRUCTION
INSTRUCTION MUST BE SYSTEMATIC AND REFLECT PROGRAM GOALS. A TASK LIST AND SPECIFIC PERFORMANCE OBJECTIVES WITH CRITERION REFERENCED MEASURES MUST BE USED.
Standard 6.1 - Program Plan
The training plan should progress in logical steps, provide for alternate sequences, where applicable, and be made available to each student.
Compliance:
Students are provided with a computer work station that is programmed with an on-line Syllabus, during the first week of school, outlining program activities and requirements for the school year. Syllabus is available on the internet at our automotive web site.
Instructor follows daily lesson plan outline. Schedule for weekly activities is posted on Monday for students to review.
Substantiation:
Attached is a copy of the Syllabus and a sample of the daily lesson plan outline.
Location:
Copies of Syllabus are kept on-line and in files in instructor’s office. Daily lesson plan outlines, which contain the entire year’s plans, are maintained on-line. Dailey schedule can be viewed on white board in classroom.
Standard 6.2 - Student Training Plan
A training plan for each student should be used, indicating the student’s training goal(s) and specific steps needed to meet that goal. Students should be given a copy of their training plan.
Compliance:
At this time we offer the following pathways:
Automotive Technology I
Automotive Technology II
Automotive Technology III
The student can furtherpursue automotive training/education in the other four ASE Task areas at Mount San Jacinto College, Riverside Community College, or College of the Desert.
Standard 6.3 – Preparation Time:
Adequate time should be provided for teacher preparation and program development.
Compliance:
The teaching load for an CTE instructor is six periods within a paid 8 hour a day schedule. Part of this time incorporates preparation time.
CTE instructors are also included within the school frame work for in-service, workshops, etc. CTE also allows the instructors to attend planned workshops related to subject matter, teaching strategies, classroom management, etc. As a general rule automotive instructors are given the opportunity to attend industry relate workshops. For example, one attended this year:
EV & Hybrid Course (24hrs)@ RCC March 4, 2016
BMW Training Ontario, CA
AYES-Toyota Technical Training April 16, 2015
EV & Hybrid Course Outline Meeting: Friday, April 1st
San Bernardino Community College District
Applied Technology Training Center
114 S. Del Rosa Drive, San Bernardino
Instructors are allowed flex time to develop and or improve curriculum. Funding is allocated for curriculum planning time. Based on the current industry standards and the advisement of the automotive advisory committee, changes have been incorporated; new courses have been developed, and curriculum updated.
Substantiation:
This component is covered in the instructors CTE manual.
6.4 – Teaching load:
The instructor/ student ratio and class contact hours should allow time for interaction on a one-to-one basis
Compliance:
District funded classes determine the number of students in the automotive classes, these are the one period classes. Taken into consideration are the number of work stations, and the general safety of the work environment.
Hemet High School is adequately prepared to accommodate 26 students. In the past the entry level classes were lowered to take into consideration class load/size, stations available, and the type of work being done.
The CTE program has generally accepted the max. of 26 for hands on work at this site. Generally, the number is maintained at a lower ratio with a higher level of hands on work. The community site program, periods 5-6 are kept at a ratio of 22 to one.
Students who have had the automotive program in the entry level generally have more experience and will work in teams with new students in the CTE sections. The team concept allows the instructor to work with smaller groups and better interaction.
Students are greatly encouraged to complete and research their given tasks before requesting assistance. This approach requires them to use industry resources. Also working as a team they learn to discuss and develop a course of action before verifying it with the instructor.
Substantiation:
Refer to teacher class roster.
Location:
Refer to documentation in instructor’s office file.
Standard 6.5 - Curriculum
All tasks have been given a priority rating. Ninety-five percent (95%) of the tasks designated as Priority 1 (P-1) must be taught in the curriculum. Eighty percent (80%) of the tasks designated as Priority 2 (P-2) must be taught in the curriculum. Fifty percent (50%) of the tasks designated as Priority 3 (P-3) must be taught in the curriculum. Additional tasks should be approved by the Advisory Committee.
Instruction on the legal aspects and responsibilities of the automobile technician in areas such as Environmental Protection Agency regulations, safety regulations, OSHA regulations, and other appropriate requirements should be included in the curriculum. Instruction and practice in filling out work order forms, ordering parts, and basic record keeping should be a part of the training program.
Tools and equipment must be available to perform the tasks in each of the areas for which certification is requested.
Compliance:
Upon entry, all students are instructed in the use of digital Task Sheets and given a Task Sheet Log. Students will maintain a folder with completed task sheets to be kept in the classroom.
Brake curriculum, students must complete all 15 P-1 tasks; 27 of 32 P-2 tasks; 3 of 5 P-3 tasks.
Electrical/Electronic Systems curriculum, students must complete all 14 P-1 tasks; 16 of 19 P-2 tasks; 7 of 14 P-3 tasks
Steering/Suspension curriculum, students must complete all 11 P-1 tasks; 29 of 36 P-2 tasks; 8 of 15 P-3 tasks.
Engine Performance curriculum, students must complete 22 of 23 P-1 tasks; 30 of 37 P-2 tasks; 5 of 10 P-3 tasks.
To be considered proficient, the student must score 70% or better on each Task Sheet. Students are offered the opportunity to redo the Task Sheet if score is less than 70%.
All legal aspects and responsibilities of the automobile technician in areas such as EPA, safety, OSHA, and other appropriate regulations are discussed with students at beginning of school year as well as reemphasized throughout school year. The Bulldog Work Order is utilized to instruct students in completing work orders, ordering parts, and basic record keeping. Students are required to complete a work order for each Task Sheet using ALLDATA Pro online software. Appropriate tools and equipment are available to successfully perform necessary task in each area for which certification if requested.
Substantiation:
Attached is a sample of Task Sheets, Task Sheet Log, work orders, and other record keeping which has been done by students. An inventory of tools/equipment is also attached.
Location:
Completed Task Sheets and Task Sheet Logs are kept in a file cabinet in the office.
Standard 6.6 - Student Progress
A record of each student’s progress should be maintained through the use of a progress chart or other records device. The record should indicate tasks required for mastery in the area and those tasks the student has mastered.
Compliance:
Task sheets are graded weekly and grades are posted on Aeries and students/parents have immediate access to the Aeries Portal to monitor progress. A link on the main page of our web site is provided on the RESOURCES tab to make access more convenient.
Students are provided with a written progress report about every two weeks.
Substantiation:
Sample of a computer generated progress report is available upon request
Location:
Grade sheet is posted in computer grade book. All cumulative grades are maintained in digital files online and hard copy is printed and kept in the registrar’s office.
Standard 6.7 - Performance Standards
All instruction should be performancebased with an acceptable performance standard stated for each task. These standards should be shared with students and potential employers. Students should demonstrate “hands-on competency” or “mastery” of a task before the instructor verifies a student’s performance.
Compliance:
All students are issued a Syllabus which designates that the performance standard to be considered proficient for each task performed. Below is the evaluation matrix which is used on the task sheets to document student performance on each task. Capable, needs practice is typically scored by most students that demonstrate average proficiency. Demonstrates Mastery is given to a student that completes a specific task five times and trains another student in the same task.
Students will receive an industry recognized Certificate of Training if they complete 80% of assignments and score 80% or higher on the final exam.
Substantiation:
Sample certificateand a copy of the Syllabus is attached.
Location:
Copies of task sheets completed and Syllabi are kept in file in instructor’s office.
Standard 6.8 - Safety Standards
Safety instruction should be given prior to lab/shop work and be an integral part of the training program. A safety test should be included in the training program. Students and instructors should comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; and the handling, storage, and disposal of chemicals while in the lab/shop area.
Compliance:
All students are issued safety rules and policies; at the beginning of each school year, all students must pass a safety test with 100% prior to training in the lab/shop. In addition, safety issues are revisited with each lecture section throughout the year. These safety issues include appropriate clothing, eye protection, hand tools, power equipment, and the handling, storage, and disposal of chemicals.
Substantiation:
Safety testis online:
Test Part 1.html
Test Part 2.html
Test Part 3.html
Test Part 4.html
Test Part 5.html
MSDS Worksheet and Exam:
Worksheet2012.pdf
Quiz/MSDS Quiz.html
Location:
Completed printed copies of Safety Test results are kept in files in the instructor’s office.
Standard 6.9 - Personal Characteristics
All training activities and instructional material should emphasize the importance of maintaining high personal standards.
Compliance:
Students are instructed in the value of working well with others; maintaining respect for others and the property of others; developing good customer relations; appropriate appearance to include safety with clothing, jewelry, etc.; and consideration for maintaining cleanliness of vehicle through the use of seat covers, floor mat covers, fender covers, and other appropriate precautions. In the Job Search Training module, dress, and Soft Skill training is emphasized.
Substantiation:
All items that insure cleanliness of vehicle are available for student use in the shop. Students are assigned weekly cleanup responsibilities. Working with others cooperatively is emphasized in daily lectures and during all shop activities on a regular basis.
The ASC standard code of ethics are explained as a model to instill as they explore this career pathway. That these standards are emulated by professional technicians.
ASC CODE OF ETHICS
1. To promote good will between the motorist and the industry.
2. To have a sense of personal obligation to each individual customer.
3. To perform high quality repair service at a fair and just price.
4. To employ the best skilled personnel obtainable.
5. To use only proven merchandise of high quality distributed by reputable firms.
6. To itemize all parts and adjustments in the price charged for the service rendered.
7. To retain all parts replaced for customer inspection, if so requested.
8. To uphold the high standards of our profession and always seek to correct any and all abuses within the automotive industry.
9. To uphold the integrity of all members.
10. To refrain from advertisement which is false or misleading and likely to confuse or deceive the customer.
Students that are in the AYES and Community Classroom components are reviewed by their mentors every six weeks. This report is then reviewed and discussed with the instructor who in turn counsels the respective student[s].
Location:
Items and clean up assignment charts are located in shop.
Standard 6.10 - Work Habits/Ethics
The training program should be organized in such a manner that work habits and ethical practicesrequired on the job are an integral part of the instruction.
Compliance:
Ethical work practices and habits are emphasized through daily lectures and during shop activities on a daily basis. They are also addressed during the job search skills segment
and Soft Skills Training.
Substantiation:
Modeling reinforced with verbal instruction on a daily basis during shop activities.
Standard 6.11 - Provision for Individual Differences
The training program should be structured in such a manner that students with different levels of cognitive and psychomotor skills can be accommodated.
Compliance:
Students work in groups both in the classroom as well as in the shop area. Each group includes students who may have different skill levels; thus, students helping students. In addition, close supervision of all groups in the shop area is a daily routine. All students are given extra time on exams and assignments, and additional instruction on tasks as needed; not all students that need help have been identified. Instructor maintains IEPs on file for students that have been identified. They are typically confidential, but can be shown upon request.
Standard 6.12 - Related Instruction
Instruction in related mathematics, communication, and interpersonal relations should be provided and coordinated with ongoing instruction in the training program. This instruction should be provided by a qualified instructor.
Compliance:
Some mathematics instruction is provided in the classroom and on specific tasks that require the use of math. Collaborative work with other instructors is being addressed at this time. (Example: Automotive related math problems being given by math teachers as a part of instruction to show students practical applications.)
The curriculum has been updated to incorporate stronger emphasis on communication and writing skills,math, as applicable to the discipline being taught.
Substantiation:
The AYES curriculum that incorporates the NATEF tasks, have math, language arts, and writing components that are integrated in to the curriculum.
Communication and interpersonal skills are part of the curriculum guide.
Students are given the opportunity to participate in a practice interview with during the job search skills training module.
Location:
See online links.
Standard 6.13 - Testing
Both written and performance based tests should be used to validate student competency. Students should be encouraged to take certification tests that are publicly recognized indicators of capabilities.
Compliance:
Sectional quizzes and tests are issued on a regular basis. Hands-on testing is performed in the shop. Money has been budgeted and students have the opportunity to take the Student ASE certification tests in May 2016.
Related text book includes ASE type questions at the end of each chapter.
Substantiation:
Performance based timed task sheet with evaluation matrix.
Sample on-line Quiz (password is “bulldog”).
Text available upon request.
Location:
Completed tests are kept in a file in instructor’s office and in student folder.
Text books are stored in the class room.
Standard 6.14 - Evaluation of Instruction
Instructional procedures should be evaluated in a systematic manner. This evaluation should be through regular reviews by students and the administration. Self-evaluation of instruction should also be utilized on a systematic and regular basis. This system should include input from former students and the Advisory Committee members. Instructional procedures should show a responsiveness to the feedback from these evaluations.
Compliance:
Exit surveys are issued to students as they complete the program. Input from existing and former students as well as other instructors is considered when developing program. A self-evaluation is utilized on a regular basis when preparing lessons. Follow-up data is also a valuable tool with regard to the program. The Advisory Committee’s review and input is also considered when developing or customizing the program.
Substantiation:
Copies of the above named surveys are attached.
Student Exit Survey
Advisory Survey
Advisory Committee Minutes
Location:
Completed surveys are on file in instructor’s office.
Standard 6.15 - Live Work
Live work should be scheduled to benefit the student and supplement ongoing instruction on items specified in the NATEF task list. A student should have had instruction and practice on a specific repair task before live work requiring that task is assigned. Donated vehicles by the manufacturers or other sources, customer-owned vehicles, and other training vehicles may be used as the primary source of live work. Automobile training program student-owned vehicles, school buses, and other vehicles owned and operated by the governing body of the school should not be the primary source of live work vehicles. All vehicles in the lab/shop should have a completed industry-type work order attached to or on the vehicle.
Compliance:
The instructor assigns live work to students who have demonstrated that they are properly prepared to perform such tasks. Hemet High School has eleven donated vehicles on which students can perform live work in the areas of the NATEF tasks. Students prepare a work order for the task sheets.
Substantiation:
Students will attach the work orders to the Task Sheets. Work orders are for donated vehicles or customer-owned vehicles (staff vehicles). Copy of work order and Task Sheet is attached.
Location:
Copies of work orders and task sheets are on file in instructor’s office.
Standard 6.16 - Articulation
Agreements between programs with equivalent competencies should be used to eliminate unnecessary duplication of instruction.
Compliance: