Search

This document contains a guide to implementing the Ohio Work and Family Life ITAC (Integrated Technical and Academic Competencies), which connects to the Ohio Model Competency-Based Program documents in arts, foreign languages, language arts, mathematics, science, and social studies, as well as the Core ITAC document. The Work and Family Life ITAC contains seven units that outline academic competencies and key indicators for the skills needed for process competencies, personal development, resource management, life planning, nutrition and wellness, family relations, and parenting. (KC)

The goal of this guide is to provide resources for teachers and trainers to use in helping students improve their scientific thinking and problem solving skills in real-life situations. Each activity is characterized by inquiry-based learning, process skill development, and gender equity considerations. Topics for activities include problem solving through design, simple machines, electricity, heat, and liquids. Appendices contain references, resources, basic scientific principles, selected science proficiency outcomes, and a matrix of learning activities and process skills. (DDR)

This guidebook was developed to help businesses provide high-quality worksite learning experiences for students. It combines experiential knowledge from experts with that of mentoring programs across the country to reduce the task of planning and implementing quality worksite learning experiences to a logical process. The book offers guidance for conducting the following activities: (1) developing a high-quality mentoring program; (2) recruiting, training, and supporting worksite mentors; (3) planning and implementing worksite learning experiences; and (4) evaluating the results. The guidebook is organized in four sections. Section 1 helps the reader determine appropriate parameters for their program and create a management structure to support it. Section 2 helps businesses to develop a pool of skilled mentors. Section 3 gives detailed guidance for delivering high-quality worksite learning experiences and evaluating results. Section 4 and the includes forms to support mentoring efforts. Appendices contain the following: annotations of 20 print and organizational resources; table of contents of a related guide; fundamentals of worksite mentoring (communication tools, understanding the audience, learning, legal issues, involving unions, and equity issues); and definitions of workplace skills from the Secretary's Commission on Achieving Necessary Skills. (KC)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in human resources/services, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the human resources/services ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on the human resources/services career cluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connections to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in the manufacturing industry, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the manufacturing subcluster of the industrial and engineering systems ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on the manufacturing subcluster ITAC, is divided into six sections that each focus on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connections to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in transportation, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the transportation subcluster of the industrial and engineering systems ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on the transportation subcluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connections to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in construction, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the construction subcluster of the industrial and engineering systems ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on the construction subcluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connections to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

This guide is designed to help teachers in auto collision technician programs for grades 11 and 12 teach the critical competencies of the program. The critical competencies covered are the High Priority-Individual (HP-I) competencies in Ohio's Occupational Competency Assessment Profile (OCAP) for Auto Collision Technician. HP-I competencies are those that require students to demonstrate hands-on competency to the instructor on an individual basis. Teacher materials include program/instructor resources, program basics, additional program elements, and activity options. Units 1-5 cover the following areas (with number of HP-I competencies in parentheses): structural analysis and damage repair (23); non-structural analysis and damage repair (40); mechanical and electrical components (39); plastics and adhesives (5); and painting and refinishing (3 HP-I and 7HP-General). Unit 6 covers basic shop and safety practices. The Competency Development Guides (CDGs) are designed to provide suggestions for how to teach the units and competencies. Each CDG covers one competency (or two or more related competencies) and includes the following information: unit, subunit, and competency number and title; objective; introduction; references; presentation (content outline with key points); review questions; application (student activities); and evaluation (Performance Checklist with directions for use). (YLB)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in the arts and communication, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the arts and communication ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on the arts and communication career cluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connections to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in health services, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the health services ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on the health services career cluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connections to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in business and management, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the business and management ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on business and management career cluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connection to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in environmental and agricultural systems, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the environmental and agricultural systems ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on the environmental and agricultural systems career cluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connections to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

This document introduces the underlying principles and components of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education, which combines high-level academics and technical skills with a real-life context for learning that maximizes students' present and future academic and career success. The document begins with an overview of the following elements that, together, constitute the ITAC system: (1) core ITAC (51 competencies organized into six strands essential for all careers and sample work-related scenarios); (2) career cluster ITAC (foundation competencies common to related occupations or industries and sample work-related scenarios); and (3) specialization ITAC (55 competencies and sample scenarios critical to success in a specific industry or occupation within a career cluster). Provided next are guidelines for using the ITAC. Each of the next six sections present expectations, competencies, and scenarios for one of the ITAC system's six strands, which are as follows: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Concluding the document is a table detailing connections with the following academic areas in the core ITAC: the arts, mathematics, social studies, language arts, foreign language, and science. (MN)

This implementation guide for Career Pathways (an Ohio educational plan linking academic, technological, and occupational course work and other educational experiences, leading to a career specialty) is a resource for leaders planning and implementing career pathways in vocational education planning districts and school districts. The document outlines the rationale, definitions, processes, guidelines, and criteria for career pathways. It also identifies curricula and instruction criteria and funding implications. In addition, the guide describes delivery options for the Career Pathways plan. (Contains 13 references and 11 Web sites.) (KC)

This book provides high school teachers and counselors with activities to promote better work habits and attitudes with their students. The 12 chapters are based on the Employability Occupational Competency Analysis Profile (OCAP). The activities can be used to supplement the teaching of the Employability OCAP. They are not designed to be a complete unit of study, but to add to the activities teachers are already using. The activities are designed to reach different learning styles with an emphasis on career development content. Some are written in the same format as Ohio's proficiency tests and address the skills assessed by the tests to provide students with practice in proficiency skills and with the proficiency format while learning employability skills. Some activities can be used to help students with preparing an Individual Career Plan and a Career Passport. The 12 chapters address the following topics: career development; decision making and problem solving; work ethic; job seeking skills; job retention and career advancement; technology in the workplace; lifelong learning; economic education; balancing work and family; citizenship in the workplace; leadership; and entrepreneurship. (YLB)

This guide is designed to help teachers in automotive technician programs for grades 11 and 12 teach the critical competencies of the program. The critical competencies covered are the Priority 1 competencies in Ohio Occupational Competency Assessment Profile (OCAP) for Automotive Technician. Teacher materials include program/instructor resources, program basics, additional program elements, and activity options. Units 1-8 cover the following areas (with number of Priority 1 competencies in parentheses): engine repair (11); automatic transmission and transaxle (11); manual drive train and axles (5); suspension and steering (11); brakes (15); electrical/electronic systems (14); heating and air conditioning (11); and engine performance (23). Units 9 and 10 cover basic shop and safety practices (5) and preventive maintenance (1). The Competency Development Guides (CDGs) are designed to provide suggestions for how to teach the units and competencies. Each CDG covers one competency (or two or more related competencies) and includes the following information: unit, subunit, and competency number and title; objective; introduction; references; presentation (content outline with key points); review questions; application (student activities); and evaluation (Performance Checklist with directions for use). (YLB)

This document is designed to help vocational/tech prep and applied academics teachers plan and present their subject matter in a more integrated manner. The introduction presents the rationale for the ideabook. It is designed to help teachers modify their instructional program to more closely match the demands and realities of the real world. The document's four sections are: "About Vocational-Academic Integration" (the integration continuum and the infusion, linked, and multidisciplinary strategies); "Integration Ideas: Activities and Strategies" (teach thinking strategies; use authentic assessment tools such as portfolios and performance assessments; use rubrics; use periodicals; simulate the workplace; incorporate projects; use demonstrations and discovery; use planning tools that support integration; and devise joint plans with other teachers); "The Information Superhighway" (the Internet, e-mail, Usenet newsgroups; mailing lists; Internet access; mega-websites; and recommended websites); and "Curricular Resources for Applied Academics" (resource catalogs; resources for applied communications, applied mathematics and science, applied mathematics, and applied science; and contact information). Concluding the document are sample pages from the Ohio Department of Education's Occupational Competency Analysis Profile. Three annotated bibliographies included in the document contain a total of 46 print resources and 18 website addresses. (MN)

This curriculum guide provides resources that teachers and trainers can use to help learners improve their ability to apply mathematical problem-solving skills in the workplace. The instructional strategies and practice problems in the guide are patterned after those of the American College Testing (ACT) Work Keys System. Gains in skill levels can be measured by Work Keys assessments and by the assessment provided in this guide. The guide discusses the following information that will help instructors offer learners effective learning experiences: Work Keys; applied mathematics; proficiency outcomes; problem solving; instructional strategies; using practice problems; pretesting and posttesting; and resources for developing additional learning activities and practice problems. The instructional strategies and practice problems are divided by Work Keys level for improving through Levels 3-7. Five appendixes contain the following: (1) a list of 8 references; (2) lists of applied mathematics resources, such as 14 textbooks, 35 sources, 15 instructional computer software and laser disks, 9 suppliers of mathematics and science resources and materials, and 26 Internet sites; (3) 17 problem-based learning activities; (4) Ohio Mathematics Proficiency Outcomes; and (5) applied mathematics tests and answers. (KC)

This curriculum guide provides resources that teachers and trainers can use to help learners improve their ability to apply technology problem-solving skills in the workplace. The instructional strategies and practice problems in the guide are patterned after those of the American College Testing (ACT) Work Keys System. Gains in skill levels can be measured by Work Keys assessments and by the assessment provided in this guide. The guide includes information that will help instructors offer learners opportunities to solve workplace problems that demonstrate the physical principles inherent in mechanical, electrical, fluid dynamic, and thermodynamic heat systems. The following information is discussed: Work Keys, applied technology, proficiency outcomes, problem solving, instructional strategies, using practice problems, pretesting and posttesting, resources for instructors, and resources for learners. The instructional strategies and practice problems are divided by Work Keys level for improving through Levels 3-6. Four appendixes contain the following: (1) a list of 9 references; (2) lists of applied technology resources, such as 44 sources of learning activities, 25 books for learners, 4 sources for instructional kits, 9 instructional computer software and laser disks, 11 suppliers of science resources and materials, and 18 Internet sites; (3) a list of basic scientific principles; and (4) selected Ohio Science Proficiency Outcomes for sixth-, ninth- and twelfth-grades.. (KC)

This occupational competency analysis profile (OCAP), which is one a series of employer-verified competency lists that were developed through a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives across Ohio, identifies the occupational, academic, and employability skills (competencies) needed to enter the occupation of auto collision technician. The OCAP is divided into four sections. In the first section, 344 job tasks identified by the National Automotive Technicians Education Foundation and 10 supplementary Ohio-verified tasks are clustered into 12 units. Listed in section 2 are 37 employability competencies and more than 200 related competency builders. Section 3, which is devoted to academic job profiles, explains the purpose of job profiling, presents an academic job profile for the job of auto collision technician, and enumerates the skills needed to achieve each level of competence for each of the 7 Work Keys academic skills. Section 4 lists the academic competencies that a panel consisting of representatives of business, industry, labor, and community-based organizations deemed most crucial to entry-level workers in the occupation of agricultural/industrial mechanical technician. (MN)

This resource guide is designed to help teachers assist pregnant and parenting teens, such as those enrolled in Graduation, Reality, and Dual-Role Skills (GRADS) programs, in achieving the competencies outlined in the GRADS Ohio Competency Analysis Profile. Introductory materials include information on use of the guide and resource material on two key issues for classroom instruction: trauma and posttraumatic stress and involving parents in the education of teen parents. The main part of the guide begins with a unit on the process competencies that represent important lifelong learning skills for adolescent parents. The nine content units are as follows: self-formation; pregnancy, wellness, and prenatal care; postpartum/neonatal care; parenting; enhancing child development; creation of a healthy, safe environment; relationships and social support systems; economic independence; and employability. Learning activities in these units reinforce the process competencies as students study and develop action plans. Each unit includes the following components: one-page overview, teacher background information, learning activities for both individual students and groups, action projects designed to help students transfer learning to real-life situations, and student resources (handouts). Special features of the learning activities include performance assessment, family involvement, journal activities, and student-developed resource notebooks. (YLB)

This guide was developed for Ohio's Work SITE Learning Model, a national demonstration project for the integration of academic and vocational learning. The guide is designed to assist schools in conducting effective teacher worksite externship programs that allow teachers to observe workplace practices in order to glean information about academic applications. Following introductory materials that provide a rationale for the integration of academic and vocational education, definitions, benefits, and preliminary considerations, the guide offers 16 steps for developing and implementing a teacher worksite externship program. The guide also contains anecdotal reflections of project participants, and a list of 25 references. Thirteen appendixes, which make up half the document, provide the following samples from the project: tools for selecting worksite externship program participants; guidelines for developing a worksite externship team; a worksite contact sheet; examples of publicity for the worksite externship program; pre-visit correspondence; tools for worksite visits; tools for evaluating the worksite externship program; tools for recognizing and acknowledging contributions of business partners; an integrated instructional plan; an agenda outline for worksite externship visits; an annotated list of seven resources; samples of forms collected from worksites; and a sample Occupational Competency Analysis Profile. (KC)

This guide, which was written for general marketing instructors in Ohio, lists more than 600 resources for use in conjunction with the General Marketing Occupational Competency Analysis Profile. The texts, workbooks, modules, software, videos, and learning activities packets listed are categorized by the following topics: 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. Among the competencies for which resource materials are listed are the following: demonstrate professional relations with employers, customers, and coworkers; demonstrate written and oral communication skills; demonstrate management and leadership; examine business ownership; examine cost-profit relationships; analyze economic indicators and trends; prepare a promotional campaign; perform point-of-sale functions; minimize external and internal theft; follow safety precautions; demonstrate knowledge of risks; examine distribution alternatives; receive, store, and manage inventory; determine selling prices; examine financial considerations for businesses; perform financial functions; purchase products and services; conduct market research; develop a marketing plan; and examine technology in marketing. The following information is provided for each resource material: publication type, title, author, publication date, publisher. Concluding the guide are the addresses of the 11 publishers of the materials cited. (MN)

Ohio's Work SITE Learning Model is the product of a national demonstration project for the integration of academic and vocational learning, funded by the U.S. Department of Education. The model is made up of three components: the connecting component, the school-based learning component, and the work-based learning component. This implementation guide is designed to assist schools in developing and conducting effective student worksite learning experience (SWLE) programs. Suggestions made in the guide were developed from information gathered through a national literature review, searching for best practices in school-business partnerships and work-based student learning experience programs. The main part of the guide consists of a 19-step process for developing a SWLE program. The guide also contains a glossary, an outline of the benefits of a SWLE program, principles for successful school-business partnerships, recommendations for establishing a SWLE program, and 29 references. Ten appendixes, which make up half of the document, contain the following materials: individual academic observation plans, SWLE agreement; communications with parents; promotional materials; a worksite contact sheet; tools for students; student performance evaluation materials; program evaluation materials; recognition and appreciation materials, and excerpts from an OCAP (Occupational Competency Analysis Profile) for business administration and management. (KC)

This guide, which was written for general marketing instructors in Ohio, lists nearly 450 resources for use in conjunction with the Administrative/Office Technology Occupational Competency Analysis Profile. The texts, workbooks, modules, software, videos, and learning activities packets listed are categorized by the following topics: communications, office technology, financial functions, records management, support tasks, and professionalism. Among the competencies for which resource materials are listed are the following: apply communication skills; compose documents; prepare oral presentations; communicate with international and culturally diverse organizations; perform computer operating system, word processing, spreadsheet, database, computer business graphics, desktop publishing, transcription machine functions; and telecommunications functions; apply mathematical skills; perform accounting, payroll, and banking functions; file/retrieve documents and integrated media; perform telephone duties; receive visitors; perform scheduling functions; coordinate meeting and function arrangements; generate minutes; coordinate domestic and international travel plans; perform mail functions; research information; maintain employee records; maintain office supplies, equipment, and software; improve office productivity; demonstrate office ethics; help the employing organization achieve its goals; and participate in professional development activities. The following information is provided for each resource material: publication type, title, author, publication date, publisher. Concluding the guide are the addresses of the 11 publishers of the materials cited. (MN)

This facilitator guide is intended for use with a series of three videotapes designed to help teachers, staff developers, administrators, and teacher educators engage teachers in ongoing professional development supporting the implementation of a problem-based teaching approach in vocational education. The guide's introduction discusses the following: the videotapes' development, purpose, and content; use of action research to help teachers improve their practice; and use of the guide and videotapes to facilitate group study. The next section is an overview of the teacher activities included on the three tapes, which are devoted to the following topics: teaching process skills; teaching through practical problems; and teaching for practical action. Each section in the overview includes the following: synopsis of the videotape, set of preview questions; reflection and inquiry activities; and action research opportunities to guide teachers through the process of using new techniques and reflecting on their effectiveness. The second half of the guide consists of handout and overhead masters referenced to the videotapes. A list of 20 suggested print resources is included along with an annotated list of related products that would help teachers implement a problem-based approach. (MN)

This Occupational Competency Analysis Profile (OCAP) for business administration and management is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of six units: (1) economic and business concepts, (2) management and supervision, (3) accounting and financial functions, (4) information technology, (5) general office functions, and (6) communications. Competencies for employability also are listed in six units: career development, decision making and problem solving, work ethic, job-seeking skills, job retention and career advancement skills, and technology in the workplace. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units and coded by priority, needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for business administration and management; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

GRADS (Graduation, Reality, and Dual-Role Skills) is an in-school instructional and intervention program for pregnant teens and young parents. Its objectives are to help these students remain in school through graduation, have healthy pregnancies and healthy babies, learn practical parenting and child-development skills, gain an orientation to work, set goals toward balancing work and family, and reduce subsequent pregnancies. This Occupational Competency Analysis Profile (OCAP) lists the competencies GRADS students need to achieve to meet the program objectives. The competency list is organized in two types of units. Unit 0 covers 4 process skills that are considered essential to competence in work and family life and that cut across all the content areas in units 1-9: managing work and family responsibilities; applying the problem-solving process; relating to others in positive ways; and assuming leadership roles in family and society. Units 1-9 reflect the content areas most critical for the skill development of pregnant or parenting teens: (1) self-formation; (2) pregnancy, wellness, and prenatal care; (3) postpartum and neonatal care; (4) parenting; (5) enhancing child development; (6) creation of a healthy, safe environment; (7) relationships and social support systems; (8) economic independence; and (9) employability. A list of the members of the verification panels is included in the guide. (KC)

This occupational competency analysis profile (OCAP), which is one a series of employer-verified competency lists that were developed through a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives across Ohio, identifies the occupational, academic, and employability skills (competencies) needed to enter the occupation of agricultural/industrial mechanical technician. The OCAP is divided into four sections. In the first section, 79 competencies considered essential for entry-level agricultural/industrial mechanical technicians and several hundred related competency builders are clustered into 18 units. Listed in section 2 are 37 employability competencies and more than 200 related competency builders. Section 3, which is devoted to academic job profiles, explains the purpose of job profiling, presents an academic job profile for the job of agricultural/industrial mechanical technician, and enumerates the skills needed to achieve each level of competence for each of the 7 Work Keys academic skills. Section 4 lists the academic competencies that a panel consisting of representatives of business, industry, labor, and community-based organizations deemed most crucial to entry-level workers in the occupation of agricultural/industrial mechanical technician. (MN)

This Occupational Competency Analysis Profile (OCAP) for business information systems is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of 10 units: (1) data input, (2) computer operations, (3) local area networks (LANs), (4) software development, (5) operating systems, (6) software applications, (7) accounting and business concepts, (8) office procedures, (9) communication, and (10) ethical and social issues. Competencies for employability are also listed in 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. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units, and coded by priority needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for business information systems; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This Occupational Competency Analysis Profile (OCAP) for entertainment marketing is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of six units: (1) human resource foundations; (2) business foundations; (3) business marketing and promotion; (4) talent development and marketing; (5) selling; and (6) business functions. Competencies for employability also are listed in 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. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units, and coded by priority needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for entertainment marketing; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This Occupational Competency Analysis Profile (OCAP) for commercial photography is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of 12 units: (1) business and professionalism; (2) cameras and exposure control; (3) 35mm single-lens reflex cameras; (4) black-and-white negative development; (5) black-and-white negative printing; (6) preparation of photographs for presentation; (7) medium- and large-format cameras; (8) lighting and backdrops; (9) portfolio; (10) digital imaging; (11) color transparency films; and (12) color negative printing. Competencies for employability also are listed in 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. The OCAP guide also includes an academic job profile for commercial photography; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This Occupational Competency Analysis Profile (OCAP) for commercial truck and equipment technician is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The task list of the National Automotive Technicians Education Foundation (NATEF) makes up units 1-8 of the OCAP, covering the 8 truck areas that may be certified: (1) gasoline engines; (2) diesel engines; (3) drive train; (4) suspension and steering; (5) brakes; (6) electrical and electronic systems; (7) heating and air conditioning; and (8) preventive maintenance inspection. Unit 9 contains additional competencies important to the success of entry-level auto collision technicians in Ohio. Competencies for employability also are listed. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units, and coded by priorities needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for commercial truck and equipment technicians; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This occupational competency analysis profile (OCAP), which is one a series of employer-verified competency lists that were developed through a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives across Ohio, identifies the occupational, academic, and employability skills (competencies) needed to enter the occupation of automotive technician. The OCAP is divided into four sections. In the first section, 461 job tasks identified by the National Automotive Technicians Education Foundation and 12 supplementary Ohio-verified tasks are clustered into 11 units; each is assigned 1 of 3 priority levels. Listed in section 2 are 37 employability competencies and more than 200 related competency builders. Section 3, which is devoted to academic job profiles, explains the purpose of job profiling, presents an academic job profile for the job of automotive technician, and enumerates the skills needed to achieve each level of competence for each of the 7 Work Keys academic skills. Section 4 lists the academic competencies that a panel consisting of representatives of business, industry, labor, and community-based organizations deemed most crucial to entry into the occupation of automotive technician. (MN)

This Occupational Competency Analysis Profile (OCAP) for animal management technician (AMT) is a competency list verified by expert workers that evolved from a job analysis. It identifies occupational, academic, and employability competencies needed to enter the occupation; lists and clusters them into broader units; and details the competency builders needed to perform each competency. Within the competency list are two levels of items. Core items essential for entry-level employment are required to be taught. Advancing items are needed to advance in the occupation. The OCAP for AMT has 12 units: general safety precautions, animal care industry, housing, breeding and reproduction, feeding, grooming, handling, aquarium management, health care, marketing and sales, merchandise handling, and business management. The OCAP for employability has 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. A section on the academic job profile discusses the purpose of job profiling, illustrates the AMT academic job profile, and defines levels of work keys. A total list of academic competencies follows for these units: communications, mathematics, and science skills. A list of academic competencies identified as most crucial to the success of an entry-level AMT is provided. (YLB)

This manual, which is designed for home economics teachers who are interested in using alternative forms of student assessment, shares current thinking, research, and practices regarding the use of alternative forms of assessment in family and consumer sciences occupational programs. The manual is divided into three parts. Part 1, which is devoted to the concept of assessment, presents information and teacher activities on the following topics: definition of assessment; assessment-related terms; differences between conventional and authentic assessment; qualities of effective assessment; and purposes of assessment. Discussed in part 2 are the following assessment process activities: connecting learning and assessment; reporting and using results; and managing alternative assessment. Part 3, which constitutes approximately 75% of the manual, begins with an overview of alternative assessment approaches and contains handouts and instruments for use in designing/conducting the following types of alternative assessment: testing; product/project assessment; performance assessment; process skills assessment; conferences and interviews; decision-making matrices; graphic organizers; class/group discussion; journals and learning logs; observations; portfolios; questioning; rubrics; and scoring sheets. A wide variety of assessment tools is provided, including samples, templates, checklists, sample forms and letters, and tip sheets. Contains 28 references. (MN)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter electronics occupations. The competencies are clustered into nine units that cover the following topics: orientation; basic electronic theory; basic electronic skills; basic troubleshooting and repair; consumer products applications and servicing; communications electronics applications and servicing; computer applications and servicing; industrial electronics applications and servicing; and electro-optic technology applications and servicing. In addition, employability competencies are grouped into 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. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in electronics occupations. The OCAP guide also contains an academic job profile based on the Work Keys syustem that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies needed for electronics occupations. (KC)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter criminal justice occupations. The competencies are clustered into 13 units that cover the following topics: orientation; legal aspects; communication skills; human relations skills; occupational and health safety; defensive tactics; patrol; investigation; traffic enforcement; civil emergencies; prisoner booking and handling; private security; and specialized units. In addition, employability competencies are grouped into 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. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in criminal justice occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies needed for criminal justice occupations. (KC)

This Occupational Competency Analysis Profile (OCAP) for masonry occupations contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter masonry occupations. The competencies are clustered into 12 units that cover the following topics: safety; masonry materials; materials preparation; laying brick and block; jointing; blueprint reading, record keeping, and estimating; job site preparation; masonry construction; reinforced concrete masonry; special masonry applications; chimney and fireplace construction; and basic welding and cutting. In addition, employability competencies are grouped into 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. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in masonry. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies needed for masonry occupations . (KC)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter building climate control occupations. The competencies are clustered into 12 units that cover the following topics: fundamental concepts of human comfort; fundamental concepts of the refrigeration cycle; fundamental concepts of electricity; basic safety procedures; basic shop practices and tools; preventive maintenance; installing refrigeration and air-conditioning equipment; troubleshooting refrigeration and air-conditioning equipment; servicing and repairing refrigeration and air-conditioning equipment; installing heating systems; troubleshooting heating systems; and servicing and repairing heating systems. In addition, employability competencies are grouped into 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. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in heating, ventilation, air-conditioning, and refrigeration occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies needed for heating, ventilation, air-conditioning, and refrigeration occupations . (KC)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter carpentry occupations. The competencies are clustered into 13 units that cover the following topics: basic carpentry procedures; layout work; footings and foundation walls; floor framing; wall framing; ceiling and roof framing; roofing; exterior finish; insulation; interior finish; stairs; energy-efficient construction; and special carpentry applications. In addition, employability competencies are grouped into 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. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in carpentry occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies needed for carpentry. (KC)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter commercial art occupations. The competencies are clustered into 12 units that cover the following topics: safety procedures; basic lab skills; business forms; basic drawing skills; media exposure; design; hand-lettering; layouts; production; computer art; photography; and self-marketing. In addition, employability competencies are grouped into 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. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in commercial art occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies needed for commercial art. (KC)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter building and property maintenance occupations. The competencies are clustered into 10 units that cover the following topics: basic procedures; carpentry applications and repairs; roofing applications and repairs; ceramic tile applications and repairs; masonry applications and repairs; electrical installations and repairs; plumbing installations and repairs; welding and cutting operations; heating, ventilation, air-conditioning, and refrigeration installations and service; and painting and wallpapering. In addition, employability competencies are grouped into 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. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in building maintenance occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students must master; and a specific list of academic competencies needed for building and property maintenance. (KC)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter the dental assistant occupation. The competencies are clustered into 11 units that cover the following topics: infection control and hazards management; general health; emergency procedures; preventive dental assisting procedures; chairside assistance; dental specialties; dental laboratory procedures; dental office procedures; radiographic procedures; communications; and professionalism. In addition, employability competencies are grouped into 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. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in dental assisting occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students must master; and a specific list of academic competencies needed for dental assisting. (KC)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter the medical assistant occupation. The competencies are clustered into 11 units that cover the following topics: principles of medical ethics; quality assurance; infection control and hazards management; medical database; patient education; patient examinations; medications; medical emergencies; laboratory procedures; general office procedures; and insurance. In addition, employability competencies are grouped into 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. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in medical assisting occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students must master; and a specific list of academic competencies needed for medical assisting. (KC)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter marketing management occupations. These 12 units are included: marketing communications; economic concepts in marketing; risk management; human relations in marketing; basic marketing operations; market planning; promotion; selling; purchasing; marketing; management; and business environments. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in marketing management occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies for marketing management. (YLB)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter early childhood education and care occupations. The competencies are clustered into 10 units that cover the following topics: safe environment; healthy environment; learning environment; physical competence; intellectual competence; social and emotional development and positive guidance; positive and productive relationships with families; program operations in early childhood education and care; family day care; and commitment to professionalism. In addition, employability competencies are grouped into 12 units as follows: 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. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in child care occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students must master; and a specific list of academic competencies for early childhood education and care. (KC)