News & Action for Today• Welcome & Thank You to Mike Derleth the new

AYES Region 3 Automotive Instructor Roundtable Representative

• NATEF Model – Status Report

• WI Department of Public Instruction CTE core standards & TEE standards revision

“Although slow to roll out, sometimes caution is expediency;

when completely unveiled, it is this editor's opinion that this is what we've all been waiting for, from

NATEF.”

Marvin LinvilleAYES Western Region

“Three solid accreditations and truly the opportunity for everyone to

participate.”

“Stay tuned, we are almost there!”

Marvin LinvilleAYES Western Region

Here’s a comprehensive overview of NATEF’s proposed automobile accreditation model. Because this model is at a ‘draft stage’, its specific components will not be finalized until the NATEF Automobile Standards Review Committee meets March 20, 21, and 22. The series of graphs that represent the current automobile accreditation model and the proposed three category model.

March meeting subject matter experts will also recommend minimum criteria for the

respective categories, including:

1)the assignment of P1, P2, & P3 NATEF tasks 2) the required instructional hours 3) instructor ASE technician certifications4) tools and equipment

This information will be sharedsometime…

This information will be shared sometime mid to late April, 2012

The March Standards Review Committee consists of:

Secondary and postsecondary automobile instructors representing the U.S. geographic cross-section.

Representatives from OE-automobile manufacturers.

Repair shop personnel from OE-automobile dealerships and independent repair shops involved in the decision-

making process for hiring entry-level technicians.

Current Model – In Place For 30+ Years

This is a draft for the updated NATEF Automobile Accreditation Model: MAINTENANCE & LIGHT REPAIR

≈220 Tasks

This is a draft for the updated NATEF Automobile Accreditation Model: REPAIR (Includes Maintenance & Light Repair tasks)

≈429 Tasks

This is a draft for the updated NATEF Automobile Accreditation Model: DIAGNOSIS (Includes Maintenance & Light Repair and Repair tasks)

≈489 Tasks

Introduction to Auto Shop and Personal Safety

1. Identify general shop safety rules and procedures.

2. Utilize safe procedures for handling of tools and equipment.

3. Identify and use proper placement of floor jacks and jack stands.

4. Identify and use proper procedures for safe lift operation.

5. Utilize proper ventilation procedures for working within the lab/shop area.

6. Identify marked safety areas.

7. Identify the location and the types of fire extinguishers and other fire safety equipment; demonstrate knowledge of the procedures for using fire extinguishers and other fire safety equipment.

8. Identify the location and use of eye wash stations.

9. Identify the location of the posted evacuation routes.

10. Comply with the required use of safety glasses, ear protection, gloves, and shoes during lab/shop activities.

Core Coverage

11. Identify and wear appropriate clothing for lab/shop activities.

12. Secure hair and jewelry for lab/shop activities.

13. Demonstrate awareness of the safety aspects of supplemental restraint systems (SRS), electronic brake control systems , and hybrid vehicle high voltage circuits.

14. Demonstrate awareness of the safety aspects of high voltage circuits (such as high intensity discharge (HID) lamps, ignition systems, injection systems, etc.).

15. Locate and demonstrate knowledge of material safety data sheets (MSDS).

Tools and Equipment

1. Identify tools and their usage in automotive applications.

2. Identify standard and metric designation.

3. Demonstrate safe handling and use of appropriate tools.

4. Demonstrate proper cleaning, storage, and maintenance of tools and equipment.

5. Demonstrate proper use of precision measuring tools (i.e. micrometer, dial-indicator, dial-caliper).

Core Coverage

Looking for Information

1. Identify sources of service information

a. Locate and use paper and electronic service information.

b. Locate and use Technical Service Bulletins (TSBs).

c. Demonstrate awareness of special service messages, service campaigns/recalls, vehicle/service warranty applications, and service interval recommendations.

2. Vehicle identification information

a. Locate Vehicle Identification Number (VIN) and production date code.

b. Apply knowledge of Vehicle Identification Number (VIN) information.

c. Demonstrate awareness of other vehicle information labels (such as tire, emissions, etc.).

Core Coverage

Preparing Vehicle for Service

1. Identify information needed and the service requested on a repair order

2. Identify purpose and demonstrate proper use of fender covers, mats.

3. Demonstrate use of the three C’s (concern, cause, and correction).

4. Review vehicle service history.

5. Complete work order to include customer information, vehicle identifying information, customer concern, related service history, cause, and correction.

Core Coverage

Preparing Vehicle for Customer

1. Ensure vehicle is prepared to return to customer per school/company policy (floor mats, steering wheel cover, etc.).

Basic Vehicle Service

1. Determine fluid type requirements and identify fluid.

2. Check and adjust engine oil level.

3. Check and adjust engine coolant level.

4. Check and adjust power steering fluid level.

5. Check and adjust brake fluid level.

Core Coverage

6. Check and adjust windshield washer fluid level.

7. Check and adjust differential/transfer case fluid level.

8. Check and adjust transmission fluid level.

9. Check and replace wiper blades.

10. Inspect, replace, and adjust drive belts, tensioners, and pulleys; check pulley and belt alignment.

11. Inspect and replace air filter.

12. Check and adjust tire air pressure.

13. Inspect exhaust system components.

Discipline: Technology & Engineering

Content Area:

Standard:

Performance Indicators (By Grade Band)

Learning Priority K-5 6-8 9-12

Discipline: Technology & Engineering

Content Area: Applications

Standard: A18. Students will develop an understanding of and be able to select and use transportation technologies.

Performance Indicators (By Grade Band)

Learning Priority K-5 6-8 9-12

Students will develop an understanding of the

Transportation System of the Designed World.

The use of transportation system allows people and goods to be moved from place to place.

Transporting people and goods involves a combination of individuals and vehicles.

Transportation plays a vital role in the operation of other technologies, such as manufacturing, construction, communication, health and safety, and agriculture.

Transportation Vehicles move people or goods from one place to another in water, air or space, and on land.

Governmental regulations often influence the design and operation of transportation systems.

Intermodal transportation is the use of different modes of transportation, such as highways, railways, and waterways, as part of an interconnected system that can move people and goods easily from one mode to another

Production and management processes are necessary for the entire transportation system to operate efficiently.

The design of intelligent and non-intelligent transportation systems depends on many processes and innovative techniques. Both current technology and future trends in transportation vehicles prove the dynamics of the field

Discipline: Technology & Engineering

Content Area: Applications

Standard: A18. Students will develop an understanding of and be able to select and use transportation technologies.

Performance Indicators (By Grade Band)

Learning Priority K-5 6-8 9-12

Students will develop an understanding of how transportation vehicles

work.

Transportation Vehicles need to be cared for to prolong their use.

Lack of maintenance can lead to premature wear and failure.

Transportation vehicles need preventative maintenance schedules to ensure longevity.

Transportation vehicles have multiple components with different functions.

Transportation vehicles are made up of subsystems, such as structural, propulsion, suspension, guidance, control, and support that must function together for a system to work effectively.

Operational knowledge of individual systems is necessary to understand their interaction in transportation vehicle.

Malfunctioning components must be repaired or replaced to restore intended operation.

A transportation system may lose efficiency or may fail if one part is missing, malfunctioning, or if a subsystem is not working.

All systems demand specific repair procedures to restore original performance.

Transportation Vehicles need to be cared for to prolong their use.

Lack of maintenance can lead to premature wear and failure.

Transportation vehicles need preventative maintenance schedules to ensure longevity.

Discipline: Technology & Engineering

Content Area: Applications

Standard: A18. Students will develop an understanding of and be able to select and use transportation technologies.

Performance Indicators (By Grade Band)

Learning Priority K-5 6-8 9-12

Students will develop the skill set necessary to

diagnose, problem solve and repair transportation

vehicles.

An understanding of hand tools, fasteners, and simple machinery.

Electrical, mechanical and hydraulic techniques are necessary to efficiently repair vehicles.Application of industry standards related to specific types of transportation vehicle tasks (ie: NATEF)

An understanding of hand tools, fasteners, and simple machinery.

Electrical, mechanical and hydraulic techniques are necessary to efficiently repair vehicles.Application of industry standards related to specific types of transportation vehicle tasks (ie: NATEF A1 - A8)

What would you add or adjust?

2012 SkillsUSA Competition - April 17 & 18 at Chula Vista in Wisconsin Dells.

For competition details and registration information, go to the SkillsUSA website at: http://www.skillsusa-wi.org/wordpress/?page_id=326

WATDA 2012 Summer Institute Monday, July 9, thru Thursday, July 12

Madison Area Technical College

What is the ASE Industry Education Alliance? 2/1/2012

The ASE Industry Education Alliance is another step forward for the automotive service industry’s leadership in Career & Technology Education (CTE).

It brings the essential elements for developing a career-ready workforce – schools, students, instructors and trainers – together in a new framework, which provides the clarity, consistency and credentials that industry seeks in determining why and how to support the development of tomorrow’s technicians.

Within the Industry Education Alliance, NATEF facilitates the development and maintenance of program standards for automotive technology education.

Developed by subject matter experts from industry and education, these standards address curriculum, tools and equipment, instructor qualification, and administration.

The process ensures a level of consistency nationally, while providing some flexibility for schools to meet local employment needs.

The AYES model prescribes a series of activities through which the student opts to proceed, earning credentials that demonstrate career-readiness.

The capstone of the AYES model is the internship, in which qualified students work in a structured environment, under the direct supervision of a trained mentor – usually a master technician.

In addition to the opportunity to apply the technical skills and knowledge learned in the classroom, the student learns the behavior expectations that employers’ desire.

The classroom instructor is the key individual on whom the “system” relies to effectively deliver the educational elements to students; the “hub” of the alliance, delivering the technical and academic knowledge, establishing and nurturing the relationships with the local business community, and keeping abreast of emerging trends and technologies.

NACAT, the North American Council of Automotive Teachers is the membership organization of the ASE Industry Education Alliance that supports instructor development, to enable them to meet these challenges.

Rapidly changing automotive technology makes it difficult to know what the student we are preparing today will face tomorrow.

It is fairly obvious, however, that in addition to having the skills and knowledge to be career-ready, tomorrow’s technician will need to be able to unlearn and relearn technological concepts and procedures.

The Automotive Training Managers Council – ATMC – is the organization within the ASE Industry Education Alliance that delivers this value.

Although industries in other Career Clusters have comparable organizations or initiatives supporting CTE, the automotive service industry is perhaps unique in that all the interest elements share a common tie in the ASE Industry Education Alliance.

The single, consolidated organization provides a simple, easily understandable message and position that benefits all stakeholders – students, parents, employers and partners.