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This guide deals with the implementation of the Career Intern Program (CIP), a major component of the Urban Career Education Center (UCEC) of Philadelphia, an alternative approach to the traditional educational system which emphasizes career development. The guide offers initial suggested procedures for local administrators to follow in developing UCEC in their neighborhood. It equips the administrator with information on workscope, proposed time sequences, and expected outcomes. It can be used in concert with the available technical assistance and support services provided through the existing UCEC program. The first section of the guide focuses on how UCEC is implemented. A second section offers suggested timelines for the implementation of a CIP Program. A third section provides a number of implementation task statements and outcomes. (Author).

The "Greenbag" worksheets are an essential part of the "Greenbook System"--an integrated sequence of five programs designed for professional development for anyone interested in, or involved in, a career in higher education. In this system, each student develops an individualized "Greenbook" containing critical data and procedural information for an actual or intended professional position. Using the "Purplebook" as a procedural guide, the student uses worksheets provided in the "Greenbag" for "Greenbook" construction. These worksheets are used by the student to detail long-range goals, to list tasks necessary for the achievement of these goals, to outline strategies, to note information related to an examination of sample institutions, communities, jobs, and so forth. In addition to the worksheets, this document contains a description of methods used for task analysis, examples of functional analyses of two professional organizations, an example task analysis and standards of competence for organization members and officers, and example operation analyses for parliamentary procedure and for listening. (DC)

Formative assessment can be a powerful tool to support effective K-12 computer science (CS) instruction. Having teachers and students engage with the formative assessment process can increase student engagement and improve learning outcomes. In this guide, the authors show readers how to apply the five-step process outlined in the corresponding white paper (see ED615714) to systematically develop or select formative assessment tasks and use them to inform instruction. This practice guide illustrates formative assessment literacy in practice. School-level and state-level leaders are encouraged to find ways to promote formative assessment literacy through CS professional development workshops, teacher communities of practice, policy guidelines, and other avenues. These five steps are discussed in greater detail: (1) Define and/or identify fine-grained learning targets to assess; (2) Determine evidence needed to measure progress towards learning targets; (3) Find or create tasks that elicit the desired evidence; (4) Determine how to evaluate and interpret the evidence provided by students; and (5) Relate the interpretation and/or evaluation of the evidence to possible follow-up activities. This practice guide is designed to enhance teachers' understanding of CS standards, how to select and implement appropriate formative assessment tasks, and how to modify instruction to address student challenges identified from the formative assessments.

Learners with Autism Spectrum Disorder (ASD) often struggle with learning new skills or behaviors, especially when these behaviors are complex or have multiple components. Task analysis (TA) can be used to help break down and teach these chained behaviors. Chained behaviors are behaviors or skills which consist of multiple steps such as tying shoes, grocery shopping, writing a paper, or cooking. Once chained behaviors are broken into smaller steps, team members work with the learner to systematically teach the individual steps. As the learner masters the individual steps, the learner will gradually become more independent using the target skill or behavior. This evidence-based practice (EBP) overview on TA includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]

How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.]

These protocols represent a working guide for planning and implementing national sample assessments in connection with the national Key Performance Measures (KPMs). The protocols are intended for agencies involved in planning or conducting national sample assessments and personnel responsible for administering associated tenders or contracts, including the: (1) Performance Measurement and Reporting Taskforce (PMRT) and its subgroups; (2) Benchmarking and Educational Measurement Unit (BEMU); (3) PMRT Secretariat; (4) assessment contractors; and (5) assessment liaison personnel for schooling sectors in the states and territories. The protocols in this document refer to national sample assessments conducted in a three-year cycle in: (1) science literacy (samples of Year 6 students); (2) civics and citizenship (samples of Year 6 and Year 10 students); and (3) information and communication technology (ICT) literacy (samples of Year 6 and Year 10 students). The protocols for the national sample assessments are presented under four major headings: (1) Management, Liaison and Communication; (2) Development and Conduct of Assessments; (3) Reporting; and (4) Data Storage and Access.

[Slides] presented at the annual conference of the National Council of Supervisors of Math.

The data are clear: Too many students are not doing well in school. Too many are experiencing interfering barriers, most of which are not internal dysfunctions but are associated with neighborhood, family, school, and peer factors. If the situation is to change, schools must play a greater role in providing supports for students experiencing barriers to learning and teaching. At this time, most school improvement plans do not effectively focus on enhancing student outcomes by comprehensively addressing barriers to learning and teaching. For many students, such a focus is essential to (re)engaging them in classroom instruction and enabling classroom learning. And, the straight forward psychometric reality is that in schools where a large proportion of students encounter major barriers to learning, test score averages are unlikely to increase adequately until barriers are effectively addressed. So, it is time for schools to move forward in establishing the type of comprehensive system for addressing barriers to learning and teaching that can enable them to be more effective. (The following tools are included in this document: (1) For convenience of the user, the following tools from the toolkit are included in this document: (1) Mapping & Analyzing Learning Supports; (2) Learning Supports Resource Team; (3) Action Planning; (4) Infrastructure; (5) Job Descriptions; (6) Examples of General Task Activity for an Organization Facilitator/Change Agent; (7) Benchmark Checklist for Monitoring and Reviewing Progress; (8) Guidelines for Comprehensive Component to Address Barriers; and (9) Detailed Description of Tools in the Toolkit.)

Project management covers a wide range of skills and is one of the best forms of staff development available for the development of skills by doing. This publication is for the use of staff involved in e-learning development projects. An introduction and overview includes discussion of e-learning projects in general and why they are undertaken; duties of the project manager and characteristics of a good manager; project cost estimates; selecting a team and formalizing partnerships; accountability; and initial meetings. Project start-up activities are discussed, including making the business case; planning; risk management; contract management and setting measurable performance criteria. Managing individual project aspects, such as progress, change, stakeholder expectations and satisfaction are discussed, followed by project closure; post-implementation review and measuring/disseminating success. Project tips are included for specific areas such as questions to ask in advance; declining a project; and getting back on track. A section on staff development is also included. This report contains a glossary, bibliography, and online resources. An appendix, Mapping this Publication to the ePD Framework and PRINCE 2 Methodology, is included. [This publication was jointly funded by the Centre for Excellence in Leadership (CEL) and the Learning and Skills Network (LSN).]

Parents and school staff usually agree upon issues regarding evaluation, eligibility, program, and placement of students with disabilities. However, there are times when disagreement occurs. Disagreements and conflict are often inevitable, but they need not produce negative results. Mediation in special education is a process to assist parents and schools in resolving disagreements regarding the education program of a student with disabilities. A trained mediator works with both parties to guide them toward a mutually satisfactory solution in the best interest of the student. The mediation session is completely confidential and encourages open communication. The purpose of mediation is to provide an optional alternative to a due process hearing and provide a means to resolve disagreements between parents and school personnel. Mediation is less costly and adversative than a due process hearing and is completely voluntary for both parties. Mediation helps both parties focus on what is best for the student in the future by: (1) Identifying disagreements concerning the identification, evaluation, or educational placement of a student; (2) Clarifying the issues causing the disagreement; (3) Providing those involved with uninterrupted opportunities to present their points of view; (4) Stimulating mutual problem-solving efforts; (5) Promoting positive working relationships between parents and school personnel; and (6) Helping parents and school personnel focus on their common interest, the student, rather than on the issues that divide them. Discussion points include the cost of mediation; requesting and agreeing to mediation; the mediation process; roles of participants (mediator, parents, school, legal counsel); preparation for a mediation session; disclosure and standards; forms; and Individuals with Disabilities Education Act (IDEA) mediation regulations. [Cover title varies from website.]

The No Child Left Behind Act was designed primarily to ensure educational accountability through schools producing positive results or outcomes for educational efforts. With this policy change, a need exists to provide parents information that describes the evidence basis for curriculum materials and interventions that are being used in special education programs and answer questions that parents should ask at their child's individual education program (IEP) meetings about educational interventions and strategies. The authors define scientifically based research as research that: (1) Employs systematic, empirical methods that draw on observations or experiment; (2) Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; (3) Relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and (4) Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review. Special education interventions that have been validated with experimental research investigations include: (1) Task Analysis (the process of breaking down a behavior or task into specific steps and teaching them to a child in a sequence one at a time until mastery is achieved; (2) Behavior and Environmental Analysis (precisely defining the behavior to be changed, applying an intervention to observe a response change, and continually altering the conditions affecting the student both before and after the response occurs); (3) Multi-sensory (the combined use of Visual, Auditory, Kinesthesis, and Tactile senses, reinforcing concepts using one or more avenues of the child's senses); (4) Cooperative Learning (group activity involving students with a common academic and social level); and (5) Direct instruction as a vehicle for drill and practice. Recognizing that teaching students with disabilities is not a perfect science, and there are no guarantees children will experience successful outcomes with their special education program the authors urge parents and educators to continually strive to ensure that curriculum materials, strategies, and interventions used for their students are as evidenced-based as possible and ensure practitioners implement those programs as they are designed. The authors suggest a "Top Ten" list of questions for parents to ask regarding the research base of the program being suggested: (1) Is my child's reading program based on solid research regarding how children learn to read?; (2) Are the IEP goals connected or aligned with the general education curriculum?; (3) Have the interventions listed on my child's IEP (supplementary aids and services) been proven to work?; (4) If the methods do not work for my child, will the school try other strategies?; (5) Are the interventions and strategies based on my child's strengths, interests, and learning style?; (6) Explain the materials and strategies the school will use to instruct my child and if they have a research base; (7) How do I as a parent know that scientifically based approaches/materials are being implemented?; (8) Has the methodology for my child been peer-reviewed and validated to work?; (9) Are all the teachers and para-educators assigned to teach my child highly qualified according to State standards? and (10) Do they have expertise/training in the approach designated by the IEP team and if not, how will the approaches be provided? The authors remind parents that not all recommended strategies and materials may have a scientific base. Particularly for such strategies and/or materials, results should be evaluated frequently to ensure they are working for the individual child.

The long-range goal of Louisiana's teacher professional accountability programs is to enhance student learning by providing opportunities for teachers to strengthen skill areas and by identifying those aspects of teaching performance that may need improvement. "Strategies for Effective Teaching in the 21st Century" is intended to be used by school administrators, in collaboration with classroom teachers, to improve specific teaching skills. The strategies to be utilized should be discussed by the teacher and the principal (in collaboration with an assistance and/or assessment team, if appropriate) and mutually agreed upon. "Strategies," which provides suggestions and resources for improvement, is keyed to the "Louisiana Components of Effective Teaching" and is used as a resource by teachers as they prepare for assessment. This document, a supplement to "Strategies for Effective Teaching in the 21st Century," focuses on the particular needs of teachers in special education and provides suggestions and resources for improvement. It is indexed by the attributes of the "Louisiana Components of Effective Teaching." Each attribute is accompanied by suggested Strategies, Evidence of Completion, and Resources. Attributes are included under their respective "Components." The Strategies are specific suggestions for gaining knowledge about and practicing teaching skills. A variety of activities are also included in this section. The suggested Evidence of Completion consists of observable means by which teachers and principals can document professional development activities. Principals can use the evidence as a record of progress for Professional Growth Plans. The Resources section of the "Strategies for Effective Teaching" manual lists those materials and persons essential for the successful completion of the activity. It is suggested that every special education teacher have access to a copy of "Strategies for Effective Teaching in the 21st Century" as well as this supplement. Numerous strategies in the general manual can be adapted for use in the special education classroom. In addition, the appendices in the manual contain many aids that special educators will find useful. Appended are: (1) Alternate Assessment Planning Matrix; (2) Coaching Sheets Content Area: English/Language Arts 5-8; (3) Activities List; (4) Ecological Inventory; (5) Nine Types of Adaptations; (6) Best Practices Checklist for Students with Low Incidence Disabilities; (7) IEP [Involved Effective Parents] Review Checklist; (8) General Safety Checklist; (9) Structuring Activities; (10) Sample Task Analysis; (11) IEP Grid; (12) MAPS; (13) Communication Analysis Form; (14) Inclusion Planning Sheet; (15) Ways to Say "Good"; (16) Parent Preferences for Home/School Communication; and (17) Inclusive Education Video Programs. [This supplement was produced by the Louisiana Teacher Assistance and Assessment Program of the Louisiana Department of Education.]

This paper provides guidelines for the use of videotape recordings for systematic instruction in functional skills for students with moderate to severe disabilities. Four examples illustrate use of videotapes to teach community skills (e.g., crossing a street) to secondary students with moderate disabilities; self care skills (e.g., zipping a jacket) to elementary students with moderate disabilities; and food preparation tasks (e.g., making macaroni and cheese in a microwave) to secondary students with moderate disabilities, and both self-care and domestic skills to students with autism. Suggested steps for teaching using videotapes include the following: (1) select a target skill; (2) construct a task analysis; (3) determine the viewpoint of the videotape; (4) shoot the videotape; (5) determine if the videotape should be edited; (6) select the instructional procedure; (7) decide who will operate the videotape; (8) determine the data collection schedule; and (9) determine the teacher's role in delivering consequences. (DB)

This document presents the nurse practitioner primary care competencies that a national panel of representatives of nine national organizations of the five primary care nurse practitioner specialties--adult, family, gerontological, pediatric, and women's health--identified as necessary for entry-level primary care nurse practitioners. Section 1 presents an overview of the project to identify the core competencies and suggests ways of using the list of competencies when planning and delivering nurse practitioner education. Section 2 details the methods used to identify, validate, obtain endorsements of, and disseminate the competencies. Section 3 presents the actual competencies and subcompetencies, which were selected in recognition of the fact that nurse practitioners are engaged in the diagnostic process, including critical thinking and integration and interpretation of data. Section 4 lists core competencies in the following domains of nurse practitioner practice: management of patient health/illness status; the nurse practitioner-patient relationship; the teaching-coaching function; professional role; managing and negotiating health care delivery systems; monitoring and ensuring the quality of health care practice; and cultural competence. The bibliography lists 49 references. The appendixes contain lists of national organizations endorsing the competencies, members of the national panel, organizations represented on the national panel, and organizations represented on the validation panel, as well as selected definitions. (MN)

This document, the fourth volume in a series, details a process for linking vocational education and training (VET) standards and employment requirements that was developed in the United Kingdom and based on functional analysis. The introductory sections describe the other three manuals in the series and the process used to develop this manual. The following are among the topics discussed in sections 1 through 5: (1) an international perspective on efforts to meet labor market needs through VET (the purpose of VET, how the VET system responds to change, roles in development of VET standards, embedding changes in VET standards, gathering information about economic change); (2) functional activity and describing work activity (describing behavior, task analysis, functional mapping, iteration); (3) VET standards (standards for the modern economy, new employment requirements for skilled workers, performance requirements); (4) standards, overarching requirements, and levels (completing VET standards, increasing/reducing levels of VET standards); and (5) evaluating VET standards (policy, technical, and implementation criteria and an evaluation framework for VET standards). Twenty-seven figures are included. The following items are appended: an example "technical" module; an example "overarching" module; guidelines for tracking types and impacts of economic change; a list of verbs used in the titles of VET standards; and example functional maps and modules. (MN)

The Workplace Training Project began as a partnership between Lane Community College in Eugene, Oregon, and four area businesses. Their primary objective was to develop worksite-specific, learner-centered, competency-based workplace curricula in topics such as the following: basic math, fractions and measurement in the workplace, survival math for work and home, interpersonal skills, business writing, problem solving in the workplace, and English as a second language. During the project's second year, two additional business partners joined the project. At all six worksites, training programs were based on individualized learning plans (ILPs) that were jointly developed by the program instructors and learners based on individual skills assessments and job task analyses. At all sites, site advisory teams participated in ongoing monthly meetings to help project staff deliver customized training. Of the 419 unduplicated participants served during the project, 100% completed ILPs and 82% met the competencies identified, as measured by pre and posttesting and/or self-assessments. Learners, business partners, and instructors alike expressed high levels of satisfaction with the project's training methods and outcomes. (An appendix constituting approximately 60% of this document contains the following: project timetable, project data sheet, and participant pre and posttest scores by worksite.) (MN)

This classroom assessment tool for grades 4-6 offers teachers a method to quickly identify the needs of migrant, language-different, and mobile students in language arts, mathematics, and science in relation to national content standards. The Snapshot System asks the student to perform a series of tasks that are keyed to content standards and organized progressively from fourth- through sixth-grade level. The results give teachers a general idea of what the student knows in each content area. Tasks are in both English and Spanish. Section 1 gives an overview of the system, including standards, benchmarks, contents, and structure; administering, using, and scoring; how the system was developed; a 16-item bibliography; an appendix on Spanish pronunciation; and an appendix on general directions for teachers. Section 2 charts specific tasks and content standards in language arts, mathematics, and science. The tasks and standards are referenced to national standards and benchmarks. Sections 3-5 give detailed instructions and test items for 10 language arts assessment tasks, 14 mathematics assessment tasks, and 15 science assessment tasks. Section 6 contains student proficiency checklists in language arts, mathematics, and science. Manipulatives included are two cardboard sheets of punch-out attribute blocks of different shapes and colors. (SAS)

This document identifies skill standards for lead abatement in a manner that is easy to understand, useful, and meaningful to workers, educators, trainers, labor leaders, contractors, and project owners. To meet the needs of the various users of this document who will have a different application of the standards and seek different information, the standards have been designed with four informational components. The scenario describes the abatement process and conveys the context of applications of workplace skills, knowledge, and aptitudes. Conventional industry standards contain proficiency, health and safety, and production requirements that serve as performance criteria. Key tasks are selected from a master task list as identified and rated by incumbent workers. Only the tasks rated as most important and most frequently performed are included. A list of workplace skills, knowledge, and aptitudes (WSKAs) follows. These standards are included: personal preparation and decontamination; worker protection and personal protective equipment; residential containment; residential abatement: component removal and paint stripping; residential abatement: enclosure and encapsulation; structural containment; structural abatement; and cleanup. A final section contains detailed descriptions of key WSKAs, including the context, mastery performance level, content for training, and references to job functions and key tasks and activities in which the WSKA is included. (YLB)

This document identifies skill standards for utility construction in a format that uses scenarios to provide a picture of the construction process under consideration. The scenarios provide a general description of the pipe laying and utility construction process. An introduction describes use and benefits of skill standards. Section 2 presents the skill standards for open cut pipe laying. Each standard has four informational components: (1) scenario describing the construction process, context of applications of workplace skills, and industry standards that can serve as performance criteria; (2) conventional industry standards containing proficiency, health and safety, and production requirements that serve as performance criteria; (3) key tasks; and (4) workplace skills, knowledge, and aptitudes. These skill standards are included: site preparation, excavation operation, elevation and alignment control; pressure pipe installation, pressure pipe repair, gravity flow pipe installation, gravity flow pipe repair, and backfill, compaction, and site restoration. Section 3 provides workplace skills, knowledge, and aptitudes (WSKAs) arranged into these categories: aptitudes and abilities, workplace basic skills, cross-functional skills, and occupation-specific knowledge. Each WSKA page contains the following elements: context, mastery performance level, content, reference to applicable job functions, and sample tasks and activities in which the WSKAs are applied. (YLB)

This guide was developed for workplace instructors involved in the Workplace Training Project. The Workplace Training Project was conducted by Lane Community College in Eugene, Oregon, in partnership with four area businesses to develop learner-centered competency-based workplace curricula covering the following topics: basic math, fractions and measurement in the workplace, survival math for work and home, interpersonal skills, business writing, problem solving in the workplace, and English as a second language. The following items are discussed in the guide's five sections: purpose of the guide (consistent approach to training and disseminating information, individualized learning plans, learning styles); background of the Workplace Training Project grant (project goals and objectives, summary of the project proposal); development of a customized curriculum (differences between workplace instruction and other classroom teaching, resource information available for instructors, methodology for developing a customized curriculum, assessment, uses for a customized curriculum developed for the project); procedures for writing a customized curriculum (word processing template for developing curricula, role of the curriculum specialist, template simplifying instructors' development tasks); and staff development opportunities (teleconferences, videotapes, training). Appended are the following: needs assessment summaries, five sample forms and evaluation tools, and a sample release of information form. (MN)

These four learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package are designed to prepare the instructor to ensure that the workplace literacy program has the foundational elements in place. Each guide consists of these components: introduction, objectives, list of activities to help meet the objectives, readings followed by questions for reflection, application activity, evaluation guidelines, and annotated bibliography. The first guide looks at the instructional setting and addresses techniques that can be used to relate workplace literacy programming to the needs of business and industry. The second guide describes the process for using the results of job and literacy task analysis and skill identification to develop an overall training plan and specific performance objectives. The third guide presents a model format and guidelines for lesson plan development and a process for gathering feedback about teaching effectiveness and using that feedback to document successes and improve instruction. The fourth guide offers techniques for gathering and developing instructional materials for the program that reflect the reality of the workplace and are appropriate for the chosen objectives and learner needs and abilities. Contains an annotated bibliography of 13 entries. (YLB)

This document explains the DACUM (Developing A Curriculum) process for analyzing task-based jobs to: identify where standard operating procedures are required; identify duplicated low value added tasks; develop performance standards; create job descriptions; and identify the elements that must be included in job-specific training programs. The following are among the topics discussed in sections 1-14: purpose and scope of the process; responsibilities of key players in the process (level 3 facilitators, customers, sponsors, task analysts, workshop facilitation team members); process overview (conducting information presentations, and DACUM Job Analysis Process High Level Flow Diagram); DACUM process policies and guidelines; needs assessment process; considerations in establishing a priority process; customer service agreements; job site visits; three phases of the DACUM job analysis process (DACUM workshop); validation; task analysis; evaluations and audits; DACUM facilitator development process; and recordkeeping and tracking. Concluding the document are a list of four references and the history of the process's revision. Appended are a DACUM information packet and various job analysis process-related forms, including the following: DACUM needs assessment form; internal customer/supplier form agreement; DACUM duty templates; DACUM profile, priority rating chart, and validation letter; task analysis data sheet; job reengineering worksheet; template for developing performance standards; sample level 1 evaluation; audit check sheet; and facilitator evaluation check sheet. (MN)

Developed in Virginia, this publication contains task analysis guides to support selected tech prep programs that prepare students for careers in the health and human services cluster. Occupations profiled are physical therapist aide and physical therapist assistant. Each guide contains the following elements: (1) an occupational task list derived from a panel of local workers or employers (occupational analysis); (2) a collection of secondary and postsecondary instructional objectives and performance measures that reflect the occupational analysis; (3) a list of resources that can be used to support instruction; and (4) a list of courses and programs that make up the tech prep program. The task lists are comprised of a duty area, a task or competency, a performance objective, a performance measure, and enabling objectives and activities. (KC)

Developed in Virginia, this publication contains task analysis guides to support selected tech prep programs that prepare students for careers in the engineering, trade, and technical cluster. Three occupations are profiled: drafting and design technology, precision machining technology, and electronics technology. Each guide contains the following essential elements: (1) an occupational task list derived from a panel of local workers or employers (occupational analysis); (2) a list of courses and programs that make up the tech prep program; (3) a collection of secondary and postsecondary instructional objectives and performance measures that reflect the occupational analysis; and (4) a list of resources that can be used to support instruction. The task lists are comprised of a duty area, a task or competency, a performance objective, a performance measure, and enabling objectives and activities. (KC)

Developed in Virginia, this publication contains task analysis guides to support selected tech prep programs that prepare students for careers in the business and marketing cluster. Guides are included for accounting systems, legal systems administration, office systems technology, and retail marketing. Each task analyses guide has the following essential elements: (1) an occupational task list derived from a panel of local workers or employers (occupational analysis) consisting of a duty area, a task or competency, a performance objective, a performance measure, and enabling objectives and activities; (2) a collection of secondary and postsecondary instructional objectives and performance measures that reflect the occupational analysis; (3) a list of courses and programs that make up the tech prep program; and (4) a list of resources that can be used to support instruction. (KC)

This publication contains worker task lists and supplementary information for five occupations in the business cluster: (1) microcomputer network technology; (2) customer service representative; (3) computer network administrator; (4) computer information systems; and (5) business manager. The task lists were generated through the DACUM (Developing a Curriculum) process and/or by analysis by a panel of experts. The following supplementary information is included for each occupation: (1) microcomputer network technology--attitudes, knowledge, basic skills/techniques; (2) customer service--attitudes, knowledge, certification/professional associations, recommendations for students, general and technical skills, equipment/software, trends, competencies, career opportunities; (3) network administrator--attitudes, knowledge, certification/professional associations, general and technical skills, equipment/software/literature, trends, competencies; (4) information systems--traits and attitudes, trends, what workers need to know, recommendations for students, skills; and (5) business manager--attitudes, knowledge, certification/professional associations, general and technical skills, equipment/software, trends, core competencies, career ladder. (KC)

This publication contains worker task lists and supplementary information for eight occupations in the health and human services cluster: (1) criminal justice; (2) protective services; (3) dental assistant; (4) dental hygienist; (5) diagnostic medical sonographer; (6) medical office assistant; (7) fire medic; and (8) parks and recreation manager. The task lists were generated through the DACUM (Developing a Curriculum) process and/or by analysis by a panel of experts. The following supplementary information is provided for seven of the occupations: (1) criminal justice--traits/attitudes, knowledge, skills, and education, and trends; (2) protective services--knowledge and skills; (3) dental assistant--traits and attitudes, knowledge and skills; (4) dental hygienist---traits and attitudes, knowledge and skills; (5) sonographer---traits and attitudes, knowledge and skills, trends, certification/professional associations, core competencies, education and careers; (6) medical office assistant---traits and attitudes, knowledge and skills, equipment, tools, and supplies; and (7) parks and recreation manager---traits and attitudes, knowledge and skills, professional affiliations/certification, equipment, core competencies, career ladder, secondary school coursework, and trends. (KC)

Developed in Virginia, this publication contains task analysis guides to support selected tech prep programs that prepare students for careers in radio and television production. This guide contains the following elements: (1) a collection of secondary and postsecondary instructional objectives and performance measures that reflect the occupational analysis; (2) a list of courses and programs that make up the tech prep program; and (3) a list of 35 resources that can be used to support instruction. The task lists are comprised of a duty area, a task or competency, a performance objective, a performance measure, and enabling objectives and activities. (KC)

This publication contains worker task lists and supplementary information for four occupations in the engineering, trade, and technical cluster: (1) general carpenter, (2) residential electrician, (3) industrial distribution occupations, and (4) residential and commercial maintenance specialist. The task lists were generated through the DACUM (Developing a Curriculum) process and/or by analysis by a panel of experts. The following supplementary information is provided for each occupation: (1) general carpenter--worker traits and attitudes and career paths; (2) residential electrician--traits and attitudes, trends, technical preparation needed, career insights from experts; (3) industrial distribution--traits and attitudes, knowledge and skills, job titles; and (4) maintenance specialist--traits and attitudes, knowledge, certification, general and technical skills, equipment, trends, career ladder. (KC)

This publication contains worker task lists and supplementary information for four occupations in the communication, fine arts, and media cluster: (1) graphic designer; (2) newspaper reporter; (3) radio announcer; and (4) recording technologies occupations. The task lists were generated through the DACUM (Developing a Curriculum) process and/or by analysis by a panel of experts. The following supplementary information is included for each occupation: (1) graphic designer, newspaper reporter, and radio announcer--knowledge and skills, traits and attitudes, core competencies, careers; and (2) recording technologies occupations--knowledge and skills, traits and attitudes, careers, trends. (KC)

This guide provides an overview and a curriculum for the Education for Employment (EFE) program, which prepares students in targeted populations for independent living and productive careers. The courses encourage students to engage in activities that allow them to blend their academic and vocational studies and employment experiences to solve real-life problems, perform actual work, and produce real products. EFE includes programs for both disadvantaged students and students with disabilities. The guide is organized in three parts. The first part defines EFE, lists its goals, suggests program options, and provides information on student placement and continuation of services. The second part is the program curriculum. It includes related academic standards of learning for introductory level and levels I and II courses, a cooperative education component, and an all-aspects-of-industry component. Behavioral objectives for the various strands are listed and described. The third section of the guide contains curriculum development aids for competency-based education, including the following: task and competency lists, program design suggestions, instructional strategies, task analysis design, and sample task analysis. A task analysis worksheet is included. An appendix supplies definitions of academically and economically disadvantaged students and limited English proficiency students. (KC)

This publication contains a worker task list and supplementary information for occupations in the agriculture and natural resources cluster of occupations. The task list were generated through the DACUM (Developing a Curriculum) process and/or by analysis by a panel of experts. Tasks are listed in 10 categories: (1) performing investigative functions; (2) performing collection functions; (3) performing analytical functions; (4) performing monitoring functions; (5) managing waste; (6) preserving natural resources; (7) performing management functions; (8) resolving environmental problems; (9) performing communication functions; and (10) applying math and science concepts. Supplementary information includes information on worker traits and attitudes, knowledge, and basic skills and techniques. (KC)

This document describes a project conducted in South Dakota to develop and validate competency task lists in the area of consumer resource management. During the project, the following activities took place: literature on validation was reviewed; an outline was structured for content based on current references by a panel of two teachers and two teacher educators; a competency list based on outlines individually prepared by the panel was composed; the lists were refined by the panel; and the competency lists were validated by local advisory committees composed of two advisory members and a student and by a subject matter specialist, the teacher panel, and a teacher educator. The competency task lists for consumer resource management in this publication are divided into five areas: (1) management of resources to achieve goals; (2) consumer choices, rights, responsibilities in the marketplace; (3) personal and family financial management; (4) provision of food, clothing and housing; and (5) utilization and impact of technology. Each area consists of units, duties, and competencies. (KC)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to promote and monitor the industrial safety program at their plant. The following topics are covered in the module's individual sections: regulatory requirements; safety and accountability; manager and supervisor responsibilities; landlord responsibilities; fire protection; subcontracts and safety; accident prevention; incident reporting requirements; procedures for analyzing tasks for hazards; electrical safety; hazardous materials; housekeeping; work in high places or confined spaces; safety meetings; procedures for monitoring a safety program; and safety goals. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," 14-item reference list, practice test, and test answers. Appended is a sample workplace safety inspection checklist. (MN)

This handbook presents course information, reading materials, and sample exercises for a distance education course designed to enhance an understanding of the nature of workplace literacy needs and to show how to develop and teach in workplace literacy and basic skills programs. The first section of the handbook discusses the structure of the course, the assessment scheme, texts, and assignments. The second section presents brief introductions and reading materials for the two required modules of the course, which address the need for workplace literacy and planning issues. The third section presents six elective modules (consisting of reading materials, sample exercises, and lists of resources) which address writing a proposal, conducting a task analysis, designing curriculum materials, selecting supplementary materials, developing lesson plans, and constructing evaluation measures. (RS)

This task analysis for positions at the Claretian Medical Center in southeast Chicago was developed to improve communication and customer service in the workplace. The task analysis was prepared through clinic tours, employee interviews, and supervisor questionnaires. It is used for the purpose of curriculum development for onsite instruction in the following areas: interpersonal communication; Spanish for health care workers; customer service; conflict resolution; medical terminology; team development; reading and writing at work; and mathematics skills at work. The task analyses include information about workers in reception, medical services providers, medical records, laboratory, homeless program, and developmental disabilities programs. Duties and tasks are included for such job titles as the following: switchboard operators, greeters, appointment clerks, cashiers, medical interviewers, financial interviewers, referral and recall persons, medical records clerks, triage registered nurses and licensed practical nurses, pediatrics and family practice providers, nutritionists, social workers, perinatal nurses, perinatal clerks, medical assistants, laboratory technicians, phlebotomists, coordinators, clerks, social workers, medical assistants, physician assistants, family nurse practitioners, women's health nurse practitioners, office managers and clerks, office clerks, case coordinators, accounts receivable clerks, accounts payable clerks, payroll clerks, bookkeepers, and data entry clerks. Task analyses include duties and tasks the worker may perform, and language, vocabulary, reading, writing, problem-solving, and mathematics skills needed for each occupation. (KC)

This document is the staff development manual that was developed to train worker education facilitators involved in the Chicago Teachers' Center of Northeastern Illinois University and Amalgamated Clothing and Textile Workers Union Worker Education Program (WEP). The document begins with an overview of the WEP, which uses workers' life and workplace experiences as starting points to help limited English-proficient workers develop job-specific workplace English-as-a-second language (ESL) and mathematics skills and help all workers develop the communication, problem-solving, critical thinking, teamwork, and basic skills required to keep pace with changing workplace requirements, technology, products, and processes. Discussed in the manual's remaining sections are the following topics: building support and structure for the training program; conducting task analysis and assessing company and union needs; identifying and assessing students; developing curriculum; implementing classes and workshops; providing staff development; and conducting ongoing program evaluation. Appendixes constituting approximately 80% of the document contain the following: training needs/company commitment survey; literacy task analysis; materials for ESL curriculum development; curriculum goals; basic skills tests; miscellaneous blank and sample completed forms used in curriculum development; worker and union program evaluation forms; general work-based assessment and instructions for administering it; and learner enrollment form. (MN)

This task analysis for positions at the ENRO shirt and tie manufacturing plant in Louisville, Kentucky, was developed to help teach English as a second language in order to improve communication in the workplace and prepare all employees for a total quality management model. The task analysis includes information about workers in the Raw Materials, Cutting, and Sewing departments (including Parts, Assembly, Finishing, and Packing subdepartments) of the shirt manufacturing division, and for workers in the ties division. In the raw materials or piece goods departments, duties and tasks are included for material handlers and piece goods inspectors. In the Cutting Department, duties are described for cutters. In the Sewing Department, duties and tasks are included for machine operators, finishing persons, packers, service persons, quality control persons. In the ties division, task analyses include cutter, machine operator, and packer. Task analyses include duties and tasks the worker may perform and language, vocabulary, reading, writing, problem-solving, and mathematics skills needed for each occupation. (KC)

This workbook, which is intended for secondary and postsecondary occupational instructors in Virginia who are writing competency-based curricula, explains the process of transforming an occupational task list into a curriculum framework that takes the form of a task analysis. The following topics are covered: developing the instructional task, understanding the task analysis format, organizing by duty area, constructing the task statement, selecting a verb, developing the performance objective, constructing the criterion-reference measure, developing enabling objectives, developing instructional activities, and identifying resources. Answer keys at the back of the workbook make it suitable for both individualized learning and inservice workshops. (MN)

This task list of workplace skills for collision repair and refinish technicians resulted from grant from the U.S. Department of Education to the National Automotive Technician Education Foundation (NATEF) of the National Institute for Automotive Service Excellence. The skills list is integrated with academic skills. This document lists the following 13 workplace skills, each with subskills: developing an employment plan; seeking and applying for employment opportunities; accepting employment; communicating on the job; interpreting the economics of work; maintaining professionalism; adapting/coping with change; solving problems and critical thinking; maintaining safe and healthy environment; demonstrating work ethics and behavior; demonstrating technology literacy; maintaining interpersonal relationships; and demonstrating team work. The list is followed by four sections that provide the following: (1) a narrative for language arts-related academic skills for the NATEF collision repair and refinish technician task lists; (2) a matrix showing how the language arts skills relate to the NATEF technical skills for collision repair and refinish and definitions of these applications; (3) a list of the language arts/communication skills integrated into the structural analysis and damage repair skills; and (4) the NATEF task list listing the technical skills for collision repair and refinish occupations. (KC)

This policymakers' guide examines considerations in developing policies regarding the development and evaluation of workplace literacy programs for seven targeted worker groups that have been especially adversely affected by recent demographic and economic changes. Section 1 presents considerations and recommendations for developing workplace literacy programs targeted toward the following groups of workers: individuals requiring specialized skills training for high-performance workplaces; displaced manufacturing workers requiring retraining in service job skills; temporary and part-time workers; employees of small businesses; individuals in need of the training provided in general work force development programs; workers with little English proficiency; and individuals in nonexportable jobs. Each subsection includes a brief list of suggestions for further reading. Presented in section 2 are the following: list of indicators of likely program success, summary of research findings regarding constraints that can limit workplace literacy programs' effectiveness, and list of characteristics of effective workplace literacy programs. Section 3 begins with an overview of the current situation regarding support and funding for workplace literacy programs and summarizes policy suggestions for the following policymaker groups: federal and state governments, community educators, and businesses and unions. Contains 42 references. (MN)

This handbook, which is intended for workplace literacy practitioners and trainers, examines how to develop and evaluate workplace literacy. Discussed in chapter 1 are the following: current practices in workplace literacy programs, literacy demands on workers and ways of addressing them through workplace education programs, and the importance of long-term education and custom-designed instruction. Chapter 2 details the following steps in the process of planning a workplace literacy program: establishing a planning group, analyzing the need for education, locating funding sources, and gaining management and employee support. Examined in chapter 3 is the process of conducting a literacy task analysis and using the findings to design curriculum materials relevant to learners' jobs. Suggestions are provided for customizing a curriculum and supplementing it with suitable off-the-shelf materials and job aids and for recruiting learners to a workplace literacy program. In chapter 4, the process of evaluating a workplace literacy program from the perspectives of formative and summative evaluations is explained. Contains a 10-item annotated bibliography of further resources and a 36-item reference list are included. Appended are 46 overhead transparency masters that provide a broad outline summary of each chapter. (MN)

This guide, which is intended for project directors, coordinators, and other professional staff involved in developing and delivering workplace education programs, explains the process of conducting a job task analysis to create customized curricula to meet the workplace education students' needs. After a brief discussion of the rationale for conducting a job task analysis, the job task analysis process is described as a procedure whereby supervisors and competent workers are observed, questioned, interviewed, and asked to supply materials so that the work-related competencies and basic skills required to perform a given job can be identified and used as a basis for developing a job-specific curriculum. Provided next are general guidelines for conducting a job task analysis and specific guidelines for interviewing/observing and collecting and organizing information. Also included are the following: sample employee and supervisor questionnaires; lists of reading, grammar/usage, math, writing, and speaking skills typically required in the workplace; lists of selected work-related competencies in the areas of identifying/using resources, working with others, acquiring/using information, understanding complex interrelationships/systems, and working with technology; and a sample job task analysis form. Contains a list of nine informational resources. (MN)

This Administrative and Office Technology Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the occupational, academic, and employability skills (or competencies) needed to enter administrative and office technology occupations. The OCAP clusters the competencies into broader units and details the knowledge, skills, and attitudes (competency builders) needed to perform each competency. The competencies are clustered into the following six units: communications; office technology; financial functions; records management; support tasks; and professionalism. This guide also includes the following components: (1) an OCAP listing employability competencies; (2) work keys assessments that measure students' applied academic skills; (3) job profiling, a key to the level of applied skills required for administrative and office technology occupations; (4) a total list of academic competencies in communications, mathematics, and science; and (5) a list of academic competencies from the total list that were identified by expert workers as most crucial to the entry-level success of employees in administrative and office technology occupations. (KC)

This Drafting Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the occupational, academic, and employability skills (or competencies) needed to enter drafting occupations. The OCAP clusters the competencies into broader units and details the knowledge, skills, and attitudes (competency builders) needed to perform each competency. The competencies are clustered into the following 13 units: basic lab skills; geometric constructions; orthographic projections and auxiliary views; sectioning; drawing pictorials; basic intersections and developments; dimensioning; computer-aided drafting skills; advanced computer-aided drafting skills; machine drawings; architectural drawings; civil and survey drafting; and electrical and electronic drawings. This guide also includes the following components: (1) an OCAP listing employability competencies; (2) work keys assessments that measure students' applied academic skills; (3) job profiling, a key to the level of applied skills required for drafting occupations; (4) a total list of academic competencies in communications, mathematics, and science; and (5) a list of academic competencies from the total list that were identified by expert workers as most crucial to the entry-level success of employees in drafting occupations. (KC)

This Food Management, Production, and Service Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the occupational, academic, and employability skills (or competencies) needed to enter food management, production, and service occupations. The OCAP clusters the competencies into broader units and details the knowledge, skills, and attitudes (competency builders) needed to perform each competency. The competencies are clustered into the following 12 units: orientation to food service industry; sanitation and safety; guest relations and service; side work; equipment; nutrition and menu development; pantry management; main entrees; stocks, soups, sauces, and gravies; bakery products and desserts; receiving and storing; and management operations. This guide also includes the following components: (1) an OCAP listing the employability competencies; (2) work keys assessments that measure students' applied academic skills; (3) job profiling, a key to the level of applied skills required for the food management, production, and service occupations; (4) a total list of academic competencies in communications, mathematics, and science; and (5) a list of academic competencies from the total list that were identified by expert workers as most crucial to the entry-level success of employees in food management, production, and service. (KC)

This Accounting Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the occupational, academic, and employability skills (or competencies) needed to enter accounting occupations. The OCAP clusters the competencies into broader units and details the knowledge, skills, and attitudes (competency builders) needed to perform each competency. The competencies are clustered into the following 12 units: general accounting functions; purchases and payables; sales and receivables; banking and petty cash; payroll and related records; inventory records; office technology; managerial accounting; records management; general office functions; communications; and professionalism. This guide also includes the following components: (1) an OCAP listing employability competencies; (2) work keys assessments that measure students' applied academic skills; (3) job profiling, a key to the level of applied skills required for the accounting occupation; (4) a total list of academic competencies in communications, mathematics, and science; and (5) a list of academic competencies from the total list that were identified by expert workers as most crucial to the entry-level success of employees in accounting. (KC)

This General Marketing Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the occupational, academic, and employability skills (or competencies) needed to enter marketing occupations. The OCAP clusters the competencies into broader units and details the knowledge, skills, and attitudes (competency builders) needed to perform each competency. The competencies are clustered into the following 12 units: human resource foundations; marketing and business foundations; economic foundations; promotion; risk management; distribution; pricing; financing; product and service development and operations; purchasing; marketing information management; and technology. This guide also includes the following components: (1) an OCAP listing employability competencies; (2) work keys assessments that measure students' applied academic skills; (3) job profiling, a key to the level of applied skills required for the accounting occupation; (4) a total list of academic competencies in communications, mathematics, and science; and (5) a list of academic competencies from the total list that were identified by expert workers as most crucial to the entry-level success of employees in marketing. (KC)

This Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the employability skills or competencies needed to enter the job market. The OCAP clusters the competencies into broader units and details the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items: core items, which are essential for entry-level employment, are required to be taught and are the basis for questions on the Ohio Vocational Competency Assessment (OVCA); and advancing items, those needed to advance in a given occupation. The competencies are clustered into the following 12 units: career development; decision making and problem solving; work ethic; job-seeking skills; job retention and career advancement skills; technology in the workplace; lifelong learning; economic education; balancing work and family; citizenship in the workplace; leadership; and entrepreneurship. (KC)

This guide is designed as a tool for English and Welsh businesses wanting to provide basic skills training for their employees. It provides practical solutions to the problems of identifying employees' basic skills needs and selecting the best model of training delivery to address identified training needs. The introductory section discusses basic communication and numeracy skills, literacy and numeracy skill levels in selected countries, and the problems experienced by business and industry because of employees with inadequate basic skills. Presented in section 2 are guidelines for performing the following tasks related to needs assessment: identifying whether an organization has basic skills problems; assessing needs by using the standard form BS5750/ISO9000 (British and international quality control standards), production target monitoring, screening procedures, and job or task analysis; and promoting basic skills support in the workplace. Section 3 details the steps involved in selecting and implementing the best model of training delivery for a given organization: adapting training materials for short courses; setting up short courses, job coaching, staff training in basic skills support, and open and distance learning; and evaluating basic skills support. Concluding the guide is a list of 12 related publications. (MN)