American Samoa Transportation, Distribution & Logistics 1
TRANSPORTATION, DISTRIBUTION & LOGISTICS
Career Pathway System
‘Making the Transition from Education to Employment’
GUIDE
Developed August 2010
American Samoa Department of Education
American Samoa Transportation, Distribution & Logistics 2
TRANSPORTATION, DISTRIBUTION & LOGISTICS
Career Pathway
Contents
What is a Career Pathway?………………...………………………………………….. 3
Career and Technology Plan Overview and Description…………………...…………. 3
Examples of Career Contents……………………………………………...................... 4
Overview of the Transportation, Distribution & Logistics Career Pathways…………. 7
Components of the Pathways……………...................................................................... 8
Vision, Mission and Goals of the Career Pathway System………….………………… 16
Core Academic Courses and Competencies ……………………………….…………. 17
Foundation Skills & Core Competencies (SCANS) …………………………………... 17
Integrated Core Curriculum Development ………………………………...................... 18
Standards, Tests and Certification ……………………………………………………... 19
Transportation Tech. Career Pathway Framework…………………………………… 19 Work-based Learning Options ………………………………………………………… 34
Guidance & Counseling …………………………………………………...................... 36
Career Pathway Advisory Committee Involvement …………………………………... 37
Business & Industry Involvement …………………………………………………….. 37
Articulation and Tech Prep ……………………………………………….................... 38
Community College Connections ………………………………………….………… 38
Employment Outlook ………………………………………………………………… 41
Summary …………………………………………………………………………….. 42
Acknowledgements ………………………………………………………................. 43
American Samoa Transportation, Distribution & Logistics 3
What is a Career Pathway? Career Pathways are used to cluster a number of careers and occupations that occur within a
broadly defined area which helps to focus the curriculum and career-related learning experiences
of the Career Pathways within each pathway. Pathways adopted in American Samoa are:
1. Science, Technology, Engineering and Mathematics (STEM)
2. Agriculture, Food & Natural Resources
3. Business, Management & Technology
4. Health Science
5. Human Services
6. Arts, Audio/Video Technology and Communication
7. Education and Training
8. Transportation, Distribution & Logistics
What is the Career and Technology Education (CTE) Plan It is a plan to motivate students to participate in activities that will lead to graduation with
a high school diploma; an industry recognized credential and/or prepared to enter post-
secondary education in a related degree program.
It is a career-oriented system of programs with the direct involvement of local employers
to provide students with a major step towards the skills employers need.
It prepares students academically and vocationally for either entrance to college or
careers in a selected field or both.
It is a partnership among the high school, community college, local employers, and the
American Samoa Department of Education.
The Plan …. Involves a close working partnership between the high school and local businesses.
Focuses on the concept that all students select a Career Pathway upon which to focus
their studies while in high school
American Samoa Transportation, Distribution & Logistics 4
All students are enrolled in classes with integrated curriculum from 1st through 12
th
Elementary teachers have resources and lessons to begin career awareness and career
development through the career guidance and counseling programs.
Orients students towards graduation and receiving a fully credited diploma.
Develops workplace skills used and needed by local employers.
Includes a mentor program, with each student matched to a volunteer from the local
community who is committed to spending two to four hours a month with the student.
Places students in summer jobs with local employers following the 11th
grade,
provided that summer school is not required to meet graduation requirements
Includes workplace learning during the last half of the 12th
grade.
Provides additional motivational activities with local community and business
involvement.
Examples of Career Contents in Pathways Within each of the career pathways there may be 2 or more career areas that relate the student‘s
learning to the knowledge and skills required to become successful in that field and to prepare
them to continue their education in community college, college or university, or at the work-site.
The following are examples of possible career contents within a pathway:
Agriculture, Food & Natural Resources
o Pathways and Career Contents
Food Products and Processing Systems
Plant Systems
Animal Systems
Power, Structural & Technical Systems
Natural Resources Systems
Environmental Service Systems
Agribusiness Systems
Architecture & Construction
o Pathways and Career Contents
Design/Pre-Construction
Construction
Maintenance/Operations
Arts, Audio/Video Technology & Communications
o Pathways and Career Contents
Audio/Video Technology & Film
Printing Technology
Visual Arts
Performing Arts
Journalism/Broadcasting
Telecommunications
Business Management & Administration
o Pathways and Career Contents
General Management
Business Information Management
Human Resources Management
Operations Management
Administrative Support
Education and Training
o Pathways and Career Contents
American Samoa Transportation, Distribution & Logistics 5
Administration and Administrative Support
Professional Support Services
Teaching & Training
Finance
o Pathways and Career Contents
Banking and Related Services
Business Financial Management
Financial and Investment Planning
Insurance Services
Government & Public Administration
o Pathways and Career Contents
Governance
National Security
Foreign Service Planning
Revenue & Taxation Regulation
Public Mgm/Adm.
Health Science
o Pathways and Career Contents
Therapeutic Services
Diagnostic Services
Health Informatics
Support Services
Biotechnology Research/Development
Hospitality & Tourism
o Pathways and Career Contents
Restaurants and Food/Beverage Services
Lodging
Travel & Tourism
Recreation, Amusements & Attractions
Human Services
o Pathways and Career Contents
Early Childhood Development & Services
Counseling & Mental Health Services
Family & Community Services
Personal Care Services
Consumer Services
Information Technology
o Pathways and Career Contents
Network Systems
Inf. Support & Services Web & Digital Communication
Programming/Software Dev.
Law, Public Safety, Corrections & Security
o Pathways and Career Contents
Correction Services
Emergency/Fire Mgmt. Services
Security & Protective Services
Law Enforcement Service
Legal Services
Manufacturing
o Pathways and Career Contents
Production
Manufacturing Prod. Process Dev.
Maintenance, Installation & Repair
Quality Assurance
Logistics & Inventory Control
American Samoa Transportation, Distribution & Logistics 6
Health, Safety/Environmental Assurance
Marketing, Sales and Service
o Pathways and Career Contents
Marketing Management
Professional Sales
Merchandising
Mkt. Communications
Marketing Research
Science, Technology, Engineering and Mathematics
o Pathways and Career Contents
Engineering and Technology Science and Math
Transportation, Distribution & Logistics
o Pathways and Career Contents
Transportation Operations
Logistics Planning/Mgmt. Services
Warehousing/Dist. Ctr. Operations
Facility/Mobile Equipt. Maintenance
Transportation Systems/
Infrastructure Plng., Mgmt.
Health, Safety/ Env. Mgmt.
Sales/Service
Within each Pathway required courses and electives are identified that must be completed prior
to graduation from high school with specific skills that must be demonstrated for certification in
that pathway. Career related learning experiences occur within each pathway that connects the
student‘s learning to the real world. By the senior year in high school, work experiences in the
community related to the student‘s career choice may take as much as one-half of the school day
depending upon the student‘s individual career goal plans. Preparation for entry into the next
level of education or directly into the workplace is met within the framework of the career
pathway and individualized for each student depending upon his or her aspirations and goals.
Transportation, Distribution & Logistics
Career Pathway
The Pathway System for American Samoa will consist of broad clusters of careers under a
unifying title. Within each pathway there will be one to five contents that relate to the overall
system which may have some courses and experiences that are similar allowing students to cross
over and gain a broader perspective of the career field they are pursuing.
The Transportation, Distribution & Logistics Career Pathway includes entry-level, technical and
professional careers within American Samoa.
Examples of occupations within the pathways include:
Career Pathway Code Occupation
Facility and Mobile Equipment Maintenance 17-3021.00 Aerospace Engineering and Operations Technicians
Facility and Mobile Equipment Maintenance 49-3011.00 Aircraft Mechanics and Service Technicians
Facility and Mobile Equipment Maintenance 49-3021.00 Automotive Body and Related Repairers
Facility and Mobile Equipment Maintenance 49-3022.00 Automotive Glass Installers and Repairers
American Samoa Transportation, Distribution & Logistics 7
Career Pathway Code Occupation
Facility and Mobile Equipment Maintenance 49-3023.01 Automotive Master Mechanics
Facility and Mobile Equipment Maintenance 49-3023.00 Automotive Service Technicians and Mechanics
Facility and Mobile Equipment Maintenance 49-3023.02 Automotive Specialty Technicians
Facility and Mobile Equipment Maintenance 49-2091.00 Avionics Technicians
Facility and Mobile Equipment Maintenance 49-3091.00 Bicycle Repairers
Facility and Mobile Equipment Maintenance 49-3031.00 Bus and Truck Mechanics and Diesel Engine Specialists
Facility and Mobile Equipment Maintenance 53-7061.00 Cleaners of Vehicles and Equipment
Facility and Mobile Equipment Maintenance 49-2093.00 Electrical and Electronics Installers and Repairers, Transportation Equipment
Facility and Mobile Equipment Maintenance 49-2096.00 Electronic Equipment Installers and Repairers, Motor Vehicles
Facility and Mobile Equipment Maintenance 49-3042.00 Mobile Heavy Equipment Mechanics, Except Engines
Facility and Mobile Equipment Maintenance 49-3051.00 Motorboat Mechanics
Facility and Mobile Equipment Maintenance 49-3052.00 Motorcycle Mechanics
Facility and Mobile Equipment Maintenance 49-3043.00 Rail Car Repairers
Facility and Mobile Equipment Maintenance 47-4061.00 Rail-Track Laying and Maintenance Equipment Operators
Facility and Mobile Equipment Maintenance 49-3092.00 Recreational Vehicle Service Technicians
Facility and Mobile Equipment Maintenance 49-9097.00 Signal and Track Switch Repairers
Facility and Mobile Equipment Maintenance 49-3093.00 Tire Repairers and Changers
Health, Safety and Environmental Management 17-2111.01 Industrial Safety and Health Engineers
Logistics Planning and Management Services 13-1081.00 Logisticians
Logistics Planning and Management Services 13-1081.02 Logistics Analysts
Logistics Planning and Management Services 11-9199.06 Logistics Managers
Sales and Service 43-3021.00 Billing and Posting Clerks and Machine Operators
Sales and Service 43-5011.00 Cargo and Freight Agents
Transportation Operations 53-2021.00 Air Traffic Controllers
Transportation Operations 53-1011.00 Aircraft Cargo Handling Supervisors
Transportation Operations 53-2022.00 Airfield Operations Specialists
Transportation Operations 53-2011.00 Airline Pilots, Copilots, and Flight Engineers
Transportation Operations 53-3011.00 Ambulance Drivers and Attendants, Except Emergency Medical Technicians
Transportation Operations 53-6011.00 Bridge and Lock Tenders
Transportation Operations 53-3022.00 Bus Drivers, School
Transportation Operations 53-3021.00 Bus Drivers, Transit and Intercity
Transportation Operations 53-5021.00 Captains, Mates, and Pilots of Water Vessels
Transportation Operations 53-2012.00 Commercial Pilots
Transportation Operations 43-5032.00 Dispatchers, Except Police, Fire, and Ambulance
Transportation Operations 39-6031.00 Flight Attendants
Transportation Operations 53-7051.00 Industrial Truck and Tractor Operators
Transportation Operations 53-4011.00 Locomotive Engineers
Transportation Operations 53-4012.00 Locomotive Firers
Transportation Operations 53-5021.02 Mates- Ship, Boat, and Barge
Transportation Operations 53-5022.00 Motorboat Operators
Transportation Operations 53-5021.03 Pilots, Ship
Transportation Operations 53-4013.00 Rail Yard Engineers, Dinkey Operators, and
American Samoa Transportation, Distribution & Logistics 8
Career Pathway Code Occupation
Hostlers
Transportation Operations 53-4021.00 Railroad Brake, Signal, and Switch Operators
Transportation Operations 53-4031.00 Railroad Conductors and Yardmasters
Transportation Operations 53-5011.00 Sailors and Marine Oilers
Transportation Operations 53-5021.01 Ship and Boat Captains
Transportation Operations 53-5031.00 Ship Engineers
Transportation Operations 53-4041.00 Subway and Streetcar Operators
Transportation Operations 53-3041.00 Taxi Drivers and Chauffeurs
Transportation Operations 11-3071.01 Transportation Managers
Transportation Operations 53-3032.00 Truck Drivers, Heavy and Tractor-Trailer
Transportation Operations 53-3033.00 Truck Drivers, Light or Delivery Services
Transportation Systems/Infrastructure Planning, Management and Regulation
53-6051.01 Aviation Inspectors
Transportation Systems/Infrastructure Planning, Management and Regulation
13-1199.03 Customs Brokers
Transportation Systems/Infrastructure Planning, Management and Regulation
53-6051.08 Freight and Cargo Inspectors
Transportation Systems/Infrastructure Planning, Management and Regulation
53-6041.00 Traffic Technicians
Transportation Systems/Infrastructure Planning, Management and Regulation
19-3099.01 Transportation Planners
Transportation Systems/Infrastructure Planning, Management and Regulation
53-6051.07 Transportation Vehicle, Equipment and Systems Inspectors, Except Aviation
Warehousing and Distribution Center Operations 53-1021.00 First-Line Supervisors/Managers of Helpers, Laborers, and Material Movers, Hand
Warehousing and Distribution Center Operations 53-1031.00 First-Line Supervisors/Managers of Transportation and Material-Moving Machine and Vehicle Operators
Warehousing and Distribution Center Operations 43-5011.01 Freight Forwarders
Warehousing and Distribution Center Operations 53-7062.00 Laborers and Freight, Stock, and Material Movers, Hand
Warehousing and Distribution Center Operations 53-7064.00 Packers and Packagers, Hand
Warehousing and Distribution Center Operations 43-5071.00 Shipping, Receiving, and Traffic Clerks
Warehousing and Distribution Center Operations 11-3071.02 Storage and Distribution Managers
Warehousing and Distribution Center Operations 11-9199.04 Supply Chain Managers
Warehousing and Distribution Center Operations 53-7121.00 Tank Car, Truck, and Ship Loaders
GOING GREEN…….
Green occupations will likely change as a result of the green economy. Green economy
activities and technologies are increasing the demand for occupations, shaping the work and
worker requirements needed for occupational performance, or generating new and emerging
occupations. It is important to note that some areas cross over to related clusters.
COMPONENTS OF THE CAREER CONTENTS
The Pathways are competency-based vocational programs that prepare the individual to enter
into employment in an entry-level industrial position. Educating students in the programs in
American Samoa has primarily taken place through a traditional program delivery approach.
However, education in American Samoa is experiencing rapid change. The emerging
American Samoa Transportation, Distribution & Logistics 9
occupations and the technological advances dictate the need for change from this traditional
program delivery approach to one that is more flexible and adaptable to the needs of the industry
and students. Therefore, any school reform effort must encourage quality, excellence and
accountability.
The needs of business, industry, students and education will best be served by programs that
provide meaningful experiences at the secondary level and that provide the foundation for a
broad range of employment or further education and training opportunities.
The Pathways programs provide a broad foundation of applied and transferable basic skills plus
occupationally specific technical skills required for functioning in an increasingly complex and
highly technological society and workplace.
The new program direction will require the following modifications to the current curriculum:
A new vision of transportation, distribution and logistics education as an integrated and
interrelated part of the overall education program for students in American Samoa,
A balanced program that develops broad, transferable skills as well as job-specific skills,
A flexible delivery system that is in a competency-based format with measurable
outcomes,
A career guidance system that provides an individualized training plan for students that is
based upon an analysis of individual strengths and interests,
A comprehensive certification system centered around job titles that is developed in order
to ensure that minimum program standards are met, and
Equipment, facilities and supplies used in industrial programs that are representative of
the current technology and application of the industrial/engineering communities.
American Samoa Transportation, Distribution & Logistics 10
TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: TRANSPORTATION OPERATIONS This plan of study can serve as a guide, along
with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The
learner’s plan should be individualized to meet his/her educational and career goals. This plan should also be customized with the educational institution’s specific
course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___
Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree
Transportation, Distribution And Logistics – Transportation Operations SAMPLE OCCUPATIONS
NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Bus Drivers-Transit And Intercity ■ Shuttle Driver ■ Truck Drivers-Heavy ■ Truck Drivers-Light or Delivery Service ■ Truck Drivers-Tractor-Trailer ■ Truck/Bus/Taxi Terminal Operation and Support Jobs Other Occupations in National Pathway Model: ■ Air Traffic Controller
■ Airplane Pilot/Co-Pilot
■ Dispatcher
■ Flight Attendant
■ Flight Engineer
■ Locomotive Engineer
■ Marine Captain
■ Sailor and Marine Oiler
■ Ship Engineer
■ Subway and Street Car Operator
■ Taxi Driver and Chauffeur
■ Traffic Manager
■ Transportation Manager
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English/ Language Arts
Math Science Social Studies/
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Career and
Technology Education
(CTE) Majors
*Italicized majors additional
course information
Other Elective and Required Courses
HIGH SCHOOL / TECHNOLOGY CENTER
S E C O N D A R Y
9 ↓
10 ↓
11 ↓ 12
English/LA I English/LA II English/LA III English/LA IV
Algebra I Geometry Algebra II Pre-Calculus or other upper level math courses: Trigonometry Calculus/Stat
Biology I Chemistry Physics (Upper division lab sciences)
Samoan History American History U.S. Government Economics Geography World History
*Private Pilot (Ground School)
NOTE: Cooperative Alliance courses may be listed here.
Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy Additional courses to support career goal: General Business; Entrepreneurship; Logistics
P O S T S E C O N D A R Y
13
Technology Center Adult Only Career Majors: *Truck Driver Training (Adult Only)
COLLEGE/ UNIVERSITY -English Comp I -English Comp II
-College Algebra or Business Mathematics
-Lab Science
-Psychology -U.S. History
-Truck Driver Basic Operation -Truck Driver Safety Operating Practices - Truck Driver Advanced Operating Practices
TECHNOLOGY
CENTER
NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Major courses may count for college.
14
-Speech/Oral Communications -Technical Writing
-Sociology
15 Continue courses towards transportation operations, business, engineering, and/or teacher education degree NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, certification, etc.
16 Complete courses towards transportation operations, business, engineering, and/or teacher education degree
Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in community organizations ___Work based/work site learning
_________________________________________ ____________________________________________ __________________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)
Dates: Freshman review _______ Sophomore review _____ Junior Review _____ Senior Review _____ Grade 13 review ____ Grade 14 review ____ Sample plan modeled after States’ Career Clusters Initiatives Plans of Study
American Samoa Transportation, Distribution & Logistics 11
TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: FACILITY AND MOBILE EQUIPMENT MAINTENANCE This plan of study can
serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended
coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should be also customized with the educational institution’s
specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___
Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree
Transportation, Distribution And Logistics – Facility and Mobile Equipment Maintenance SAMPLE OCCUPATIONS
NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Bus And Truck Mechanic
■ Diesel Engine Specialist ■ Heavy Equipment Mechanic ■ Heavy Mobile Equipment Mechanic ■ Mobile Equipment Maintenance Manager ■ Mobile Equipment Servicer ■ Motorboat Mechanic ■ Motorcycle Mechanic ■ Off-Road Equipment Technician ■ Service Manager ■ Service Writer ■ Ship Mechanic and Repairer ■ Small Engine Mechanic
Additional Occupations
in National Pathway
Model Facility
■ Electrical/Electronic Technician ■ Facility Engineer ■ Facility Maintenance Manager and Engineer ■ Industrial Electrician ■ Industrial Equipment Mechanic
Mobile Equipment ■ Aerospace Engineering and Operations Technician ■ Aircraft Mechanic and Service Technician ■ Automotive Service Technician ■ Avionics Technician ■ Collision Repair Technician ■ Rail Locomotive and Car Mechanic and Repairer
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English/ Language Arts
Math Science Social Studies/
Sciences
Career and Technology
Education (CTE) Majors
*Italicized majors additional course
information
Other Elective and Required Courses
HIGH SCHOOL / TECHNOLOGY CENTER
S E C O N D A R Y
9 ↓
10 ↓
11 ↓
12
English/LA I English/LA II English/LA III English/LA IV
Algebra I Geometry Algebra II Pre-Calculus or other upper level math courses: Trigonometry Calculus Statistics
Biology I Chemistry Physics (Upper division lab sciences)
Samoan History American History U.S. Government Economics Geography World History
*Service Careers Small Engines Assistant *Power Products Technician *Watercraft Technician *Heavy Equipment Service Technician *Heavy Equipment Repair Technician *Heavy Equipment Technician Workforce Transition *Marine Repair Technician *Marine Technician Workforce Transition *Motorcycle Technician *Motorcycle Technician Workforce Transition NOTE: Cooperative Alliance courses may be listed here.
Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy Additional courses to support
career goal:
Technology Education Accounting General Business Entrepreneurship Intro to Ag Power and Technology
COLLEGE/ UNIVERSITY P O S T S E C O N D A R Y
13
-English Comp I -English Comp II
-College Algebra or Business Mathematics
-Lab Science
-Psychology -U.S. History
Take courses pertinent to the Career Major.
TECHNOLOGY CENTER
NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit. 14
-Speech/Oral Communications -Technical Writing
-Sociology
15 Continue courses towards business, engineering, and/or teacher education degree or continue courses in Facility and Mobile Equipment Maintenance specialization.
NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, certification, etc. 16
Complete courses towards business, engineering, and/or teacher education degree or complete Facility and Mobile Equipment Maintenance Major (4-year degree program)
Opportunities for experience/training for high school or postsecondary learner: ___CTE student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work ___Work based/work site learning
_________________________________________ ____________________________________________ __________________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)
Dates: Freshman review _______ Sophomore review _____ Junior Review _____ Senior Review _____ Grade 13 review ____ Grade 14 review ____ Sample plan modeled after States’ Career Clusters Initiatives Plans of Study
American Samoa Transportation, Distribution & Logistics 12
TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: AUTOMOTIVE SERVICE This plan of study can serve as a guide, along with other career
planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be
individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet college ready/work
ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree
Transportation, Distribution And Logistics – Automotive Service SAMPLE OCCUPATIONS
NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Automotive Air-Conditioning Repairer ■ Automotive Master Mechanic ■ Automotive Service Technician and Mechanic ■ Automotive Specialty Technician ■ Body Shop Manager ■ Electronic Equipment Installer and Repairer – Motor Vehicle ■ Fixed Operations Director ■ Inventory Control Clerk ■ Parts Manager ■ Radiator Repair Specialist ■ Service Manager ■ Service Writer ■ Tire Repairer ■Tire Repairer and Changer ■ Transmission Repair Specialist ■ Warranty Clerk
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English/ Language Arts
Math Science Social
Studies/ Sciences
Career and Technology
Education (CTE) Majors
*Italicized majors additional course
information
Other Elective and Required Courses
HIGH SCHOOL / TECHNOLOGY CENTER
S E C O N D A R Y
9 ↓
10 ↓
11 ↓
12
English/LA I English/LA II English/LA III English/LA IV
Algebra I Geometry Algebra II Pre-Calculus or other upper level math courses: Trigonometry Calculus Statistics
Biology I Chemistry Physics (Upper division lab sciences)
Samoan History American History U.S. Gov’t Economics Geography World History
*Automotive Maint & Light Repair Technician *Automotive Service Master Technician *Automotive Service Technician *Automotive Alignment Technician *Automotive Air Conditioning Technician *Automotive Chassis Technician *Automotive Heavy Line Technician *Automotive Service Consultant *Automotive Parts Specialist *Automotive Transmission Technician *Automotive Drivability Technician *Automotive Service Workforce Transition *Automotive Preventive Maint Technician *Service Careers Auto Care Assistant *Service Careers Auto Detailing Assistant NOTE: Cooperative Alliance courses may be listed here.
Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy
Additional courses to
support career goal:
Accounting General Business Entrepreneurship
Intro to Ag Power and
Technology
Auto Mechanics
COLLEGE/ UNIVERSITY
P O S T S E C O N D A R Y
13
-English Comp I -English Comp II
-College Algebra or Business Mathematics
-Lab Science -Psychology -U.S. History
-Intro to Automotive Service -Automotive Electrical and Electronics Intro I -Automotive Brakes Intro -Automotive Steering and Suspension Intro I
TECHNOLOGY CENTER
NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.
14
-Speech/Oral Communications -Technical Writing
-Sociology
15 Continue courses towards business, engineering, and/or teacher education degree NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, licenses, certification, etc.
16 Complete courses towards business, engineering, and/or teacher education degree (4-year degree program)
Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology Education student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in charitable/community organizations ___Work based/work site learning
_________________________________________ ____________________________________________ __________________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)
Dates: Freshman review _______ Sophomore review _____ Junior Review _____ Senior Review _____ Grade 13 review ____ Grade 14 review ____ Sample plan modeled after States’ Career Clusters Initiatives Plans of Study
American Samoa Transportation, Distribution & Logistics 13
TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: AUTOMOTIVE COLLISION REPAIR This plan of study can serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree
Transportation, Distribution And Logistics – Automotive Collision Repair SAMPLE OCCUPATIONS
NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Auto Body Sheet Metal Repair/Replacement Worker ■ Auto Maintenance Technician ■ Auto Paint Refinishing Technician ■ Automotive Body and Related Repairer ■ Automotive Detailer
■ Automotive Glass
Installer and Repairer ■ Automotive Restorer
■ Automotive/Truck Mechanic and Body Repairer ■ Collision Repair Estimator ■ Collision Repair Manager ■ Fiberglass Laminator and Fabricator ■ Refinishing Technician
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English/ Language Arts
Math Science Social Studies/
Sciences
Career and Technology
Education (CTE) Majors
*Italicized majors additional course
information
Other Elective and Required Courses
HIGH SCHOOL / TECHNOLOGY CENTER
S E C O N D A R Y
9 ↓
10 ↓
11 ↓
12
English/LA I English/LA II English/LA III English/LA IV
Algebra I Geometry Algebra II Pre-Calculus or other upper level math courses: Trigonometry Calculus Statistics
Biology I Chemistry Physics (Upper division lab sciences)
Samoan History American History U.S. Government Economics Geography World History
*Combination Collision Repair Technician *Refinishing Technician *Non-Structural Repair Technician *Structural Repair Technician *Damage Appraiser/Estimator *Detailing Specialist *Glass Replacement Specialist *Automotive Collision Workforce Transition *Body
Mechanical/Electrical Technician NOTE: Cooperative Alliance
courses may be listed here.
Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy
Additional courses to
support career goal:
Accounting General Business Entrepreneurship
COLLEGE/ UNIVERSITY
P O S T S E C O N D A R Y
13
-English Comp I -English Comp II
-College Algebra or Business Mathematics
-Lab Science
-Psychology -U.S. History
-Introduction to Collision Repair Technology -Automotive Body Panel Adjustment and Alignment -Auto collision Trim and Hardware
TECHNOLOGY CENTER
NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.
14
-Speech/Oral Communications -Technical Writing
-Sociology
15 Continue courses towards business, engineering, and/or teacher education degree NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, licenses, certification, etc.
16 Complete courses towards business, engineering, and/or teacher education degree (4-year degree program)
Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology Education student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in charitable/community organizations ___Work based/work site learning
_________________________________________ ____________________________________________ __________________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)
Dates: Freshman review _______ Sophomore review _____ Junior Review _____ Senior Review _____ Grade 13 review ____ Grade 14 review ____ Sample plan modeled after States’ Career Clusters Initiatives Plans of Study
American Samoa Transportation, Distribution & Logistics 14
TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: MEDIUM/HEAVY DIESEL TRUCK REPAIR This plan of study can serve as a guide, along
with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s
plan should be individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet
college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship___ Military Training Certificate/License ___Associate Degree _Bachelor Degree ___ Professional Degree
Transportation, Distribution And Logistics – Medium/Heavy Diesel Truck Repair SAMPLE OCCUPATIONS
NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Body Shop Manager ■ Bus And Truck Mechanic and Diesel Engine Specialist ■ Inventory Control Clerk ■ Lubrication Servicer ■ Master Technician ■ Mobile Heavy Equipment Mechanic ■ Parts Manager ■ Parts Room Specialist ■ Recreational Vehicle Service Technician ■ Service Manager
■ Service Writer ■ Tire Repairer and Changer
Aca
dem
ic/C
aree
r A
dvis
emen
t Pro
vide
d
Gra
de
Leve
l
English/ Language Arts
Math Science Social Studies/
Sciences
Career and Technology
Education (CTE) Majors
*Italicized majors additional course
information
Other Elective and Required Courses
HIGH SCHOOL / TECHNOLOGY CENTER
S E C O N D A R Y
9 ↓
10 ↓
11 ↓
12
English/LA I English/LA II English/LA III English/LA IV
Algebra I Geometry Algebra II Pre-Calculus or other upper level math courses: Trigonometry Calculus Statistics
Biology I Chemistry Physics (Upper division lab sciences)
Samoan History American History U.S. Government Economics Geography World History
*Med/Heavy Diesel Service Tech *Medium/Heavy Diesel Truck
Service and Light Repair Tech *Medium/Heavy Diesel
Preventative Maintenance Tech
*Medium/Heavy Diesel Truck Engine Tech
*Medium/Heavy Diesel Parts Spec *Medium/Heavy Diesel Truck
Heavy Line Technician
*Medium/Heavy Diesel Service Consultant
*Medium/Heavy Diesel Technician Workforce Transition
NOTE: Cooperative Alliance courses may be listed here.
Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy Additional courses to support career goal: Accounting General Business Entrepreneurship Intro to Ag Power and Technology
COLLEGE/ UNIVERSITY
P O S T S E C O N D A R Y
13
-English Comp I -English Comp II
-College Algebra or Business Mathematics
-Lab Science
-Psychology -U.S. History
-Introduction and Orientation to Diesel Technology -Diesel Electricity Introduction -Preventive Maintenance Inspection -Preventive Maintenance Service
TECHNOLOGY CENTER
NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.
14
-Speech/Oral Communications -Technical Writing
-Sociology
15 Continue courses towards business, engineering, and/or teacher education degree NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, certification, etc. 16
Complete courses towards business, engineering, and/or teacher education degree (4-year degree program)
Opportunities for experience/training for high school or postsecondary learner: ___CTE student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in community organizations ___Work based/work site learning
_________________________________________ ____________________________________________ __________________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)
Dates: Freshman review _______ Sophomore review _____ Junior Review _____ Senior Review _____ Grade 13 review ____ Grade 14 review ____ Sample plan modeled after States’ Career Clusters Initiatives Plans of Study
American Samoa Transportation, Distribution & Logistics 15
TRANSPORTATION, DISTRIBUTION AND LOGISTICS PATHWAY: AEROSPACE MAINTENANCE This plan of study can serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree
Transportation, Distribution And Logistics – Aerospace Maintenance SAMPLE OCCUPATIONS
NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. ■ Aeronautical Engineer ■ Aerospace Engineering and Operations Technician ■ Aircraft Body and Bonded Structure Repairer ■ Aircraft Engine Specialist ■ Aircraft Mechanic and Service Technician ■ Aircraft Structure, Surfaces, Rigging, and Systems Assemblers ■ Avionics Technician ■ Electrical and Electronics Installers and Repairers, Transportation Equipment ■ Gas Turbine Engine Repair Technician ■ Power Plant Mechanic
Aca
dem
ic/C
aree
r A
dvis
emen
t Pro
vide
d
Gra
de
Leve
l
English/ Language Arts
Math Science Social Studies/
Sciences
Career and Technology
Education (CTE) Majors
*Italicized majors additional course
information
Other Elective and Required Courses
HIGH SCHOOL/TECHNOLOGY CENTER
S E C O N D A R Y
9 ↓
10 ↓
11 ↓
12
English/LA I English/LA II English/LA III English/LA IV
Algebra I Geometry Algebra II Pre-Calculus or other upper level math courses: Trigonometry Calculus Statistics
Biology I Chemistry Physics (Upper division lab sciences)
Samoan History American History U.S. Government Economics Geography World History
*Aircraft Electronics Technician *Aerospace Technician *General Aviation *Airframe Mechanic *Power Plant Mechanic *Aviation Sheet Metal Technician *Aviation Composites Tech NOTE: Cooperative Alliance courses may be listed here.
Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy
Additional courses to
support career goal: Technology Education
COLLEGE/ UNIVERSITY
P O S T S E C O N D A R Y
13
-English Comp I -English Comp II
-College Algebra or Business Mathematics
-Lab Science
-Psychology -U.S. History
-Aviation Basic Electricity -Aviations Grounds -Operation and Servicing
TECHNOLOGY CENTER
NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.
14
-Speech/Oral Communications -Technical Writing
-Sociology
15 Continue courses in your area of specialization NOTE: Use the postsecondary
institution’s degree plan to help
customize the learner’s plan with
regard to degrees, licenses,
certification, etc. 16 Complete Aerospace Maintenance Major (4-year degree program)
Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology Education student organization __ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in charitable/community organizations ___Work based/work site learning
_________________________________________ ____________________________________________ __________________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)
Dates: Freshman review _______ Sophomore review _____ Junior Review _____ Senior Review _____ Grade 13 review ____ Grade 14 review ____ Sample plan modeled after States’ Career Clusters Initiatives Plans of Study
American Samoa Transportation, Distribution & Logistics 16
The following are the necessary components that comprise a Career Pathway. The Guide
describes each component in detail to assist the Career Pathway Committee in developing the
Pathways structures. The components are:
I. Vision, Mission and Goals of the Career Pathway
II. Core Academic Courses & Competencies
III. Integrated Core Curriculum Development
IV. Standards, Tests and Certification
V. Work-Based Learning Options
VI. Guidance and Counseling
VII. Career Pathway Advisory Committee
VIII. Business and Industry Involvement
IX. Articulation & Tech Prep
X. Community College Connections
I. VISION, MISSION AND GOALS
Career Pathways thrive when the educators have a clear vision and focus on helping students
reach their goals. The vision and goals should be developed with input from all educators,
students, parents, and business partners.
VISION The vision is to create a school atmosphere and program for diverse learners with interests in
transportation, distribution and logistics with academic and career pathways for success in the
work place, informed citizenship, and the global society.
MISSION The mission is to prepare students for academic success in their future education, and prepares
them to become responsible and productive citizens.
Students are immersed in a learning environment that encourages them to identify, create and
solve problems while meeting the rigorous academic demands of such disciplines as
transportation, distribution and logistics. The programs are rigorous and emphasize college
preparatory education.
The Transportation, Distribution and Logistics Career Pathways’
Goals
The Pathways programs are designed to provide students with skills, technical knowledge, and
work habits necessary for employment.
The Program Goals are:
Connect learning with earning—students who understand the relationship between learning
and career skills are more likely to make a successful transition from school to career.
Develop a common vision for all partners—both educators and business partners work
together to provide the workforce needed for the future.
Demand high expectations for all students—standards and the criteria to meet those standards are
established for all students.
American Samoa Transportation, Distribution & Logistics 17
The Student Goals are:
Make well-informed career choices.
Understand and apply a career planning process
Complete a logical sequence of core academic and appropriate vocational courses
Perform relevant work-based learning experiences.
Apply leadership and workplace readiness skills.
Exit the Career Pathway System prepared for further education and employment
II. CORE ACADEMIC COURSES AND COMPETENCIES
A logical sequence of relevant courses, both academic and vocational, is designed for the
Transportation, Distribution and Logistics Career Pathways. High school, community college
and other higher education course offerings are being considered as each Career Pathway
continues to develop.
Courses are developed or expanded to include nontraditional settings such as: distance learning
opportunities, internet experiences, work-site settings such as engineering and/or construction
companies and high school students working with community college students on projects.
Academic courses recommended in the Career Pathways and content areas meet high school
and/or community college entrance requirements. In developing this logical sequence all courses
contained in the high school, community college and other higher education course offerings
should be considered.
The academic courses also support industries need for skills and competencies. The Core of all
American Samoa‘s High School Career content areas is comprised of Foundation Skills and
Competencies taken from SCANS (Secretary‘s Commission on Achieving Necessary Skills) which
identified the necessary skills all workers need to possess regardless of their career choice.
These skills and competencies are:
FOUNDATION SKILLS
1. Basic Skills – reading, writing, performing arithmetic and mathematical operations,
listening and speaking
2. Thinking Skills – thinking creatively, making decisions, solving problems, visualizing,
knowing how to learn, reasoning; and
3. Personal Qualities – displaying responsibility, self-esteem, sociability, self-management,
integrity and honesty.
In addition to the Foundation Skills listed above, the SCANS Core Competencies will be
incorporated into the Pathway courses guides. There are five SCANS competencies that
comprise the core competencies all students within the American Samoa Instructional content
must acquire during their progress through the high schools‘ Career Pathways curriculum. They
are as follows:
CORE COMPETENCIES Planning Skills - Allocating financial, temporal, spatial, and human resources; preparing
a budget, schedule, space layout, and staffing plan.
American Samoa Transportation, Distribution & Logistics 18
Information Skills - Acquiring, evaluating, organizing, and communicating information.
Technology Skills - Using, choosing, and maintaining equipment.
Interpersonal Skills - Working with others, negotiating, teaching, working with diversity.
System Skills - Understanding, monitoring, improving, and designing systems of all
kinds. This most complex and important of the competencies is the most difficult to
define. Most basically, workers need to work with processes that operate over time. The
process can be farming, health care, constructing or installing. One can understand
systems built by others or by nature. Systems will be biological, physical, social, or
economic in nature. At a higher level, one can design or build a system and find a larger
system to improve it as experience is gained and reflected upon.
The Transportation, Distribution and Logistics Pathway and Career Content Areas must integrate
these core competencies within the curriculum. Each student will experience these skills within
the two-year Career Pathway curriculum. All students completing the Pathway will be required
to meet the Core Foundation Skill Standards and the Core Competencies. Those students
wishing to be certified must also pass the Certification tests for entry level employment.
III. INTEGRATED CORE CURRICULUM DEVELOPMENT
―Learning to Know with Learning to Do‖ means preparing students to apply what they are
learning by putting school and work experiences together, academic and vocational standards
together, and teaching the SCANS skills with the academics.
In the process of developing the Pathway System course curriculum, committees of teachers both
academic and vocational will need to work cooperatively to identify a range of occupations in
each Pathway.
They will also collaboratively identify the knowledge and skills (academic and skill standards)
that apply to the occupations in each course and meet with business and industry to verify or
change the identified knowledge and skills.
They must then develop an effective course syllabus for each vocational course containing the
following components:
course title
description
prerequisite courses
amount of credit for the course
the performance objectives
course outline
materials and equipment
texts and references
methods of instruction
methods of evaluation
student skills profile
student task list
The next step is to in-service the instructors on the new course guides and methods to implement
these new requirements. This is critical in order to be able to successfully teach the knowledge
and skills related to several occupational contexts. It may be necessary to restructure the
American Samoa Transportation, Distribution & Logistics 19
environment, reschedule classes, and learn to teach in new ways that integrate academics and
vocational skills in a setting that makes the subject meaningful.
TRANSPORTATION, DISTRIBUTION & LOGISTICS CAREER
PATHWAY
Transportation
Career Pathway Framework and Certification Tests Overview
The Transportation chart is displayed on the next page of this document. As the chart displays, the
overall design is a two-phase coordinated curriculum that requires a core consisting of a set of common
transportation-related skills that are generic to all transportation-related occupations. The second phase
groups job titles in a career format and outlines options for occupational-specific preparation. All
students entering the Transportation Pathway must initially complete the Transportation Core Test before
selecting one of the eight categories to begin specialization (Engine Repair; Transmission (automatic and
manual); Electrical Systems; Brakes; Auto Body Repair; Suspensions and Steering;, Heavy Equipment
and Marine Mechanics). The program requires students to first learn broad, transferable skills that would
apply to all areas of the cluster. Building on this broad, general base of knowledge (the core), student
could then determine their job-specific area of interest. Students may elect to cross train within the
categories as their schedules permit.
There are nine written, multiple-choice certification tests in the Transportation System. They are
displayed in each of the nine boxes on the chart. These nine certification tests include:
1. Transportation Core test
2. Engine Repair Certification Test
Prerequisite—must pass the Core test prior to taking this test
3. Transmission (manual and automatic) Certification Test
Prerequisite—must pass the Core test prior to taking this test
4. Electrical Systems Certification Test
Prerequisite—must pass the Core test prior to taking this test
5. Brakes and Braking Systems Certification Test
Prerequisite—must pass the Core test prior to taking this test
6. Auto Body Repair Certification Test
Prerequisite—must pass the Core test prior to taking this test
7. Suspension and Steering Certification Test
Prerequisite—must pass the Core test prior to taking this test
8. Heavy Equipment Certification Test
Prerequisite—must pass the Core test prior to taking this test
9. Marine Mechanic Certification Test
Prerequisite—must pass the Core test prior to taking this test
American Samoa Transportation, Distribution & Logistics 20
TRANSPORTATION, DISTRIBUTION & LOGISTICS
Transportation Pathway
Engine Repair
Engines
Cooling and
Lubrication Engine Tune up
Cylinder Head and Valve Train
Engine Block
diagnosis Fuel and Air
induction and
manifold
Transmission/
(manual and
automatic)
Clutch
Manual
transmissions
Rear axles
Drive Shafts Mechanical
Systems
Transmission Transaxle
maintenance Gear Train,
shafts,
bushing, oil pump and case
Friction and
Reaction Units
Suspension
and Steering
Suspension
and Steering
Systems
Wheels, Hub, Wheel
Alignment
and Tires Align
Suspension
Brakes
Brakes and
Braking
System Inspect
Brakes
Repair and Replace Brake
Component
Auto Body
Repair
Safety
Assess
Structural
Damages and
Estimating Sheet Metal
Repair and Panel
Adjustment
Refinishing
Welding &
Cutting
Transportation Core Shop Safety and Codes
Industrial Tools and Equipment
Measuring Devices
Service Technician Change oil and oil filter Lubricate grease nipples
Check fluid levels Check tires for wear and air
Check brakes and hand brakes Check hoses and drive belts
Check steering and suspension Service order
Replace air and fuel filters
Electrical
Systems
Electrical
Basic Knowledge
Wiring Diagrams
Charging and
Starting Systems
Batteries
Lighting and
Accessories
Marine
Mechanics
Ignition Systems Starts & Starting
Systems Cooling Systems
Lubricating
Systems Valves/Ports/
Exhaust Systems Engine Analysis/
Compression
Preventative Maintenance
Transmission Fuel Systems and
Carburetor Instrumentation &
Gauges
Power Tilt and Trim
Boat Rigging/Preparation
Heavy
Equipment
Diesel engines Power trains
Electrical
Systems Cooling system
Air Systems Brake Systems
Welding
Preventative Maintenance
Hydraulic Systems
General Shop
Air Conditioning
Heavy-duty
suspension & steering
American Samoa Transportation, Distribution & Logistics 21
TRANSPORTATION, DISTRIBUTION & LOGISTICS CAREER
PATHWAY
Transportation
Curriculum Standards and Table of Test Specifications
This section of the report provides teachers and students with the list of curriculum and student learning
standards by job title. The standards represent specific knowledge and skills that must be mastered if the
student is to be employable in that job title. The certification test aligned to these standards will be the
measure that is used to evaluate both the student‘s level of mastery and instructional quality of the school.
The following tables provide a detailed list of the curriculum standards in the form of tasks along with the
number of test items that appear on the written multiple choice certification tests. In addition, if a hands-
on performance test was developed for the certification area, the job(s) are described following the test
specification description along with an estimation of the amount of time it will take for a student to
complete that job.
Transportation Common Core Summary
Common Automotive Skills are required for advancement into the job-specific specialty areas.
Students are exposed to, and learn, the skills, concepts, attitudes, and understandings that are
essential for work in the automotive repair business. By acquiring these basic business skills, the
student is able to demonstrate shop safety and knowledge of codes; knowledge of industrial tools
and equipment in the automotive area; use of measuring devices; and perform skills necessary to
be employed in the entry-level job title of Service Technician.
Table of Test Specification by Certification Area
Certification Area: Transportation Core
A. SHOP SAFETY AND CODES No. of Items
1 Demonstrate personal safety rules in the auto shop 6
2 Demonstrate safety rules for handling flammables in the auto shop 8
3 Demonstrate safety rules for handling chemicals in the auto shop 4
4
Demonstrate correct procedure for raising a vehicle on a floor jack and supporting with
safety stands 1
5
Demonstrate vehicle weight specifications using shop manuals to establish the type of floor
jack required 1
6 Demonstrate the correct procedure for raising a vehicle on the car hoist 1
B. INDUSTRIAL TOOLS AND EQUIPMENT No. of Items
7 List and demonstrate basic automotive hand tools 10
8 List and demonstrate the additional automotive shop tools 3
9 Operate electrical, hydraulic, and engine test equipment 13
10 Demonstrate use of special tools (testers, sheet metal bender, car lifter) 4
C. MEASURING DEVICES No. of Items
11 Demonstrate the use of tape to measure different automotive components 2
12 Demonstrate the use of the square to mark out sheet metal ready for cutting 0
13 Demonstrate how to read and use inside and outside micrometers 8
American Samoa Transportation, Distribution & Logistics 22
14 Demonstrate how to read and use other measuring devices (feeler and spark plug gauges) 6
D. AUTOMOTIVE GENERAL SERVICE No. of Items
15 Change oil and oil filter 12
16 Check all fluid levels (clutch, brake, radiator, power steering, transmission) 8
17 Check brakes and hand brake 12
18 Check steering and suspension for wear 12
19 Lubricate grease nipples 5
20 Check tires for wear and air pressure 28
21 Check the condition of hoses and drive belts 7
22 Service orders 15
23 Replace air and fuel filters 5
172
Performance Test—Transportation Core This certification test contains the following hands-on skills demonstrations in the form of jobs. The
following is a brief description of each job along with an estimation of the amount of time it will take for
a student to complete that job. The administration of the performance test will require students to
complete the job while an evaluator observes and measures the student‘s performance against a set of
standards. These jobs may be taken before or after the written part of the test.
Job 1—Identification of Parts (20 minutes)
Students will be asked to identify parts laid out on a workbench. Parts will come from the engine, brake
assemblies, fuel system, emission and the ignition systems.
Job Specific—Engine Repair The Engine Repair job title is designed to prepare students for employment opportunities in an
automotive repair shop servicing engines. Students must demonstrate knowledge in basic engines (2 and
4 cycle and rotary) and cooling and lubrication systems and demonstrate skills in engine tune up; cylinder
head and value train servicing; engine block diagnosis and repair; and fuel and air induction systems.
Prerequisite: Students must have passed the Transportation Core test prior to taking this test.
Certification Area: Engine Repair
A ENGINES (2 and 4 cycle and rotary) No. of Items
1 Locate and describe the function of each major component of an automotive engine 57
2 Identify sizes of engines 2
3 Demonstrate the operation of a single cylinder two and four cycle engine 4
4 Demonstrate how to mix fuel for a single cylinder two cycle engine 1
5
Demonstrate how to check oil level, spark plug, fuel filter, and air filter for single four
cycle engine 2
6 Discuss differences and similarities of 2 and 4 cycle engines 3
7 List and describe the order of assembly for the major engine components 1
8 Discuss difference between horse power and torque 1
9 Calculate engine size and compression ratio 2
10 Perform engine vacuum test 6
11 Perform cylinder power balance test 3
12 Perform cylinder compression test 8
13 Perform cylinder leakage test 9
B Cooling and Lubrication System No. of Items
American Samoa Transportation, Distribution & Logistics 23
14 Replace and adjust drive belts, tensioners and pulleys 8
15 Replace engine cooling and heater system hoses 6
C Engine Tune Up No. of Items
16 Perform compression test 5
17 Visually check low and high voltage ignition wiring, distributor cap, rotor and coil 2
18 Check spark plug leads with ohmmeter 1
19 Replace spark plugs and points 1
20 Check and adjust dwell angle 2
21 Check and adjust idle mixture and idle speed 8
D Cylinder Head and Valve Train No. of Items
22 Replace valve stem seals 1
23 Inspect and resurface valve seats 4
24 Inspect, repair or replace pushrods, rocker arms, rocker arm pivots, and shafts 1
25 Inspect/replace hydraulic or mechanical lifters/lash adjusters 1
26 Adjust valves on engines 1
27 Inspect and replace camshaft drive 1
28 Time camshaft to crankshaft 2
29 Install cylinder heads and gaskets 2
E Engine Block Diagnosis and Repair No. of Items
30 Measure cylinder wall; remove ridges; hone and clean 4
31 Measure main bearing bores and cap alignment and fit 6
32 Measure, install or replace piston rings; replace torque fasteners 3
33 Replace crankshaft pilot bearing/bushing 0
34 Assemble engine parts using formed-in-place sealants or gaskets 0
F Fuel and Air Induction System No. of Items
35 Service or replace air filters, filter housing and intake ductwork 3
36 Test battery; charge 1
37 Replace positive crankcase ventilation (PCV) system components 1
38 Inspect and reinstall primary and secondary ignition system components; time distributor 3
39 Service and replace exhaust manifold 1
167
Performance Test—Engine Repair
This certification test contains the following hands-on skills demonstrations in the form of jobs. The
following is a brief description of each job along with an estimation of the amount of time it will take for
a student to complete that job. The administration of the performance test will require students to
complete the job while an evaluator observes and measures the student‘s performance against a set of
standards. These jobs may be taken before or after the written part of the test.
Job 1—Diagnose Engine Driveability Problems (30 minutes)
Students will be provided with an engine that is missing, has poor fuel economy and no power. Using test
equipment, they must diagnose the problem and explain an appropriate corrective procedures to the
evaluator.
American Samoa Transportation, Distribution & Logistics 24
Job 2—Perform Fuel System Pressure Test (20 minutes)
Students will be provided with a vehicle with electronic fuel injection and a fuel pressure tester. They
will install the fuel pressure tester and make recommendations to evaluator for service.
Job 3—Test Electronic Engine Control Component (30 minutes)
Students will be provided with a vehicle with electronic fuel injection and test equipment. They will
receive and interpret trouble codes and make recommendations to evaluator for service
Job Specific—Transmission (automatic and manual) The Transmission Repair job title is designed to prepare students employment opportunities in an
automotive repair shop servicing transmissions. Students must demonstrate knowledge and skills in
servicing clutches, manual transmissions; rear axles; drive shafts; mechanical systems of transmission;
transaxle maintenance and adjustment; gear train, shafts, bushings, oil pump and case; and friction and
reaction units. Prerequisite: Students must have passed the Transportation Core test prior to taking this
test.
Certification Area: Transmissions (Manual and Automatic)
A Service clutch No. of Items
1 List major components of a clutch 1
2 List two types of pressure plates 1
3 Explain operation of cable and hydraulic operated clutches 5
4 Adjust the clutch free-play and bleed hydraulic system 4
5 Inspect clutch assembly 2
6 Replace clutch 1
B Service Manual Transmissions No. of Items
7 Describe manual transmission construction, operation, and list components 9
8 Describe transfer case construction, operation, and list components 1
9 Disassemble manual transmission 0
10 Assemble manual transmission 2
C Service rear axles No. of Items
11 Assemble a differential assembly 5
12 Remove/replace rear axle bearings 1
D Service Drive Shafts No. of Items
13 Remove/replace U-joints 5
14 Check drive line angles 2
15 Inspect CV joints 3
E Mechanical System of Transmission No. of Items
16 Perform pressure tests 1
17 Perform stall tests 1
18 Perform torque converter clutch (lock-up converter) mechanical/hydraulic system tests 6
F Transmission/Transaxle Maintenance and Adjustment No. of Items
19
Adjust and replace manual valve shift linkage, transmission range sensor/switch and
park/neutral position switch 2
20 Replace fluids and filter(s) 2
21 Adjust and replace vacuum modulator, valve, lines and hoses 1
American Samoa Transportation, Distribution & Logistics 25
22
Adjust, repair and replace governor cover, seals, sleeve/bore, valve, weight, springs, retainers,
and gear 0
23 Repair or replace extension housing, bushing and driveshaft yoke 0
24 Inspect and replace external seals and gaskets 1
25 Remove and replace transmission/transaxle 0
G Gear Train, Shafts, Bushings, Oil Pump and Case No. of Items
26 Measure and replace oil pump components 2
27 Check bearing preload 0
28 Measure planetary gear assembly; replace parts 8
29 Repair or replace transaxle drive chains, sprockets, gears, bearings and bushings 0
30 Measure, repair, adjust or replace transaxle final drive components 0
H Friction and Reaction Units No. of Items
31 Measure and adjust clutch pack clearance 1
32 Inspect one-way clutch assemblies; replace parts as necessary 1
68
Performance Test—Transmissions This certification test contains the following hands-on skills demonstrations in the form of jobs. The
following is a brief description of each job along with an estimation of the amount of time it will take for
a student to complete that job. The administration of the performance test will require students to
complete the job while an evaluator observes and measures the student‘s performance against a set of
standards. These jobs may be taken before or after the written part of the test.
Job 1—Service CV Joint-FWD Axle Shaft (20 minutes)
Students will be provided with FWD axle shaft and CV joint service tools. They will clean and inspect,
pack with grease, reassemble and install new clamps and explain possible symptoms and causes of VC
joint failure.
Job 2—Overhaul Automatic Transmission/Transaxle (25 minutes)
Students will be provided with a single clutch housing and appropriate service tools. They must
disassemble the housing; identify and inspect its components; reassemble the housing; measure and
evaluate clutch pack clearances; and perform air test.
Job 3—Service and Adjust Final Drive Assembly (20 minutes)
Students will check the ring backlash and record data such as ring gear backlash, torque, gear tooth
contact pattern.
Job Specific—Electrical Systems The Electrical System area job title is designed to prepare students employment opportunities in an
automotive repair shop servicing electrical systems. Students must demonstrate knowledge in basic
automotive electrical principles; interpreting wiring diagrams and schematics; demonstrate skills in
operating test equipment; servicing charging and starting systems; batteries; and servicing lighting and
electrical accessories. Prerequisite: Students must have passed the Transportation Core test prior to
taking this test.
Certification Area: Auto Electrical Systems
American Samoa Transportation, Distribution & Logistics 26
A Automotive Electrical Basic Knowledge No. of Items
1 Explain basic principles of automotive electricity 43
2 Describe automotive ground return wiring system 2
B Wiring Diagrams and Schematics No. of Items
3 Read wiring diagrams and schematics 15
C Test Equipment No. of Items
5 Set up and use voltmeters, ammeters, and ohmmeters 20
4 Operate test equipment 6
D Service Charging and Starting System No. of Items
6 Explain major parts and operating principles of starting and charging system 30
7 Service alternator belt and alternator 1
8 Test charging system output 1
9 Test starting voltage 5
10 Replace starter drive 0
E Batteries No. of Items
11 Describe construction and operation of automotive battery 12
12 Charge storage batteries 2
13 Remove and replace batteries and service battery boxes 0
F Service Lighting Systems and Electrical Accessories No. of Items
14 Align headlights 2
15 Test electrical switches 4
16 Service turn signal switch 2
17 Service windshield wiper 1
18 Service vehicle-warning devices 2
19 Replace fuses 4
20 Repair wiring 5
21 Replace/troubleshoot relays 2
159
Performance Test—Electrical Systems This certification test contains the following hands-on skills demonstrations in the form of jobs. The
following is a brief description of each job along with an estimation of the amount of time it will take for
a student to complete that job. The administration of the performance test will require students to
complete the job while an evaluator observes and measures the student‘s performance against a set of
standards. These jobs may be taken before or after the written part of the test.
Job 1—Windshield Washer Circuit Inoperative (20 minutes)
Students will be provided with a vehicle with a faulty remote washer pump. They must diagnose the
problem, do the repair and explain to the evaluator the problem and corrective repair.
Job 2—Diagnose and Test Charging System (20 minutes)
Students will be provided with a test engine or vehicle equipped with electronic ignition. They must
determine alternator output, voltage setting, compare the readings with manufacturer‘s specification, and
explain to the evaluator how the system should be corrected.
American Samoa Transportation, Distribution & Logistics 27
Job 3—Test Battery and Starter (15 minutes)
Students will be provided with a vehicle with electronic fuel injection. They must perform a starter draw
test, a battery capacity test, and make a ground circuit voltage drop test.
Job Specific—Brakes and Braking Systems The Brake System area job title is designed to prepare students employment opportunities in an
automotive repair shop servicing brakes and braking systems. Students must demonstrate knowledge in
basic brake and braking system principles and demonstrate skills in inspecting brakes and repairing and
replacing brake components. Prerequisite: Students must have passed the Transportation Core test prior
to taking this test.
Certification Area: Brakes and Braking System Mechanic
A Brakes and Braking System Knowledge No. of Items
1 Demonstrate knowledge of brake operation 50
B Inspect Brakes No. of Items
2 Check and replace brake lines and hoses 2
3 Check and replace front disc pads 6
4 Check, replace and adjust rear drum brake shoes 16
C Repair and replace brake components No. of Items
5 Repair and replace master and wheel cylinders 7
6 Bleed a hydraulic brake system 5
7 Service and adjust parking brake 4
8 Turn a brake drum 8
9 Replace or reface disc brake rotor 5
10 Replace or rebuild caliper 4
108
Performance Test—Brakes and Braking Systems This certification test contains the following hands-on skills demonstrations in the form of jobs. The
following is a brief description of each job along with an estimation of the amount of time it will take for
a student to complete that job. The administration of the performance test will require students to
complete the job while an evaluator observes and measures the student‘s performance against a set of
standards. These jobs may be taken before or after the written part of the test.
Job 1—Disc Brake Assembly Service and Wheel Bearing Adjustment (30 minutes)
Students will be provided with a disassembled brake assembly. They must perform inspections of all
components, adjust the wheel bearings, and set up and make one cut on the rotor.
Job Specific—Suspensions and Steering Systems The Suspension and Steering System area job title is designed to prepare students employment
opportunities in an automotive repair shop servicing suspension and steering systems. Students must
demonstrate knowledge in basic suspension and steering principles; interpreting wiring diagrams and
schematics; demonstrate skills in operating test equipment and demonstrate skills in servicing wheels,
hub, wheel alignment and tires and aligning suspensions. Prerequisite: Students must have passed the
Transportation Core test prior to taking this test.
American Samoa Transportation, Distribution & Logistics 28
Certification Area: Suspension and Steering Systems
A SUSPENSION AND STEERING SYSTEMS No. of Items
1 Describe function and operation of shock absorbers 4
2 Identify front and rear suspension assemblies 2
3 Check for worn steering parts 6
4 Check for toe-in and toe-out 3
5 Describe function and operation of chassis spring 0
B WHEELS, HUB, WHEEL ALIGNMENT and TIRES No. of Items
6 Describe different types of wheel construction 5
7 Describe and assemble front and rear wheel hubs 1
8 Identify different sizes and types of automotive tires 1
9 Identify tire construction and load range (plys & psi) 1
10 Balance and rotate tires 4
11 Explain principles of wheel alignment 21
12 Check and adjust tire pressure 2
C. ALIGN SUSPENSION No. of Items
13 Remove/replace steering wheel 0
14 Assemble manual steering gear parts 3
15 Pressure test power steering system 2
16 Measure suspension height 4
17 Adjust caster 2
18 Adjust camber 0
19 Adjust toe-in 3
20 Remove and replace power steering pump 1
21 Flush, fill or bleed power steering system 2
22 Check or adjust rear wheel thrust angle 2
69
Performance Test—Suspensions and Steering This certification test contains the following hands-on skills demonstrations in the form of jobs. The
following is a brief description of each job along with an estimation of the amount of time it will take for
a student to complete that job. The administration of the performance test will require students to
complete the job while an evaluator observes and measures the student‘s performance against a set of
standards. These jobs may be taken before or after the written part of the test.
Job 1—Steering and Suspension Quick Checks (30 minutes)
Students must jounce/rebound steering gear check and center the steering wheel.
Job Specific—Auto Body Repair The Auto Body Repair job title is designed to prepare students employment opportunities in an
automotive repair shop repairing damaged vehicles. Students must demonstrate knowledge of safety
principles, assess structural damage and estimating and demonstrate skills in sheet metal repair and panel
adjustments; refinishing and welding and cutting. Prerequisite: Students must have passed the
Transportation Core test prior to taking this test.
American Samoa Transportation, Distribution & Logistics 29
Certification Area: Auto Body Repair
A. Safety No. of Items
1 Demonstrate safety related to body and fender repair 9
B Assess Structural Damages and Estimating No. of Items
2 Perform damage estimate 57
C Sheet Metal Repair and Panel Adjustment No. of Items
3 Install new parts 21
4 Reshape body panel to original shape using hammer and dolly 18
D Refinishing No. of Items
5 Apply body filler 1
6 Sand body filler ready for primer 3
7 Apply primer 2
8 Apply finishing coat 8
9 Install repair panels or parts 17
E Welding and Cutting No. of Items
10 Identify right welding and cutting equipment for specific jobs 8
11 Set up of oxy-acetylene or MIG equipment ready for a welding or cutting job 8
12 Tack weld and run a continuous weld with mild steel 8
13 Cut mild steel using oxy-acetylene cutter 2
14 Perform welding safety 2
165
Performance Test—Auto Body Repair
This certification test contains the following hands-on skills demonstrations in the form of jobs.
The following is a brief description of each job along with an estimation of the amount of time it
will take for a student to complete that job. The administration of the performance test will
require students to complete the job while an evaluator observes and measures the student‘s
performance against a set of standards. These jobs may be taken before or after the written part
of the test.
Job 1—Refinishing (2 hrs.)
Students must prepare and refinish a panel provided with base coat (metallic), clear coat system.
Job 2—Masking (20 minutes)
Students must mask a quarter panel on a vehicle supplied for complete refinishing.
Job 3—Hood Adjustment (45 minutes)
Students must adjust a hood to OEM specifications.
Job 4—Sheet Metal Repair (45 minutes)
Students must repair a dent in a fender by roughing out the metal, applying body filler, and finishing with
80 grit sandpaper
American Samoa Transportation, Distribution & Logistics 30
Job Specific—Marine Mechanics The Marine Mechanics job title is designed to prepare students employment opportunities in a marine
repair shop repairing boats and ships. Students must demonstrate knowledge of ignition systems; starters
and starting systems/charging systems; cooling systems; lubricating systems; valves/ports/exhaust
systems/engine block components/precision measuring; engine analysis/compression; preventative
maintenance; transmission of power and drive units; fuel systems and carburetor; instrumentation and
gauges; power title and trim; and boat rigging/preparation. Prerequisite: Students must have passed the
Transportation Core test prior to taking this test.
Certification Area: Marine Mechanics
A: Ignition Systems No. of Test Items
1 Identify the operation of and principles relative to an ignition system 6
2 Maintain and repair solid state and battery ignition systems 13
3 Maintain and repair capacitor discharge ignition systems 9
B. Starters and Starting Systems/Charging Systems No. of Test Items
4 Perform stator and rectifier testing on charging systems 1
5 Test and maintain alternators and regulators 1
6 Troubleshoot low voltage electrical system 7
C. Cooling Systems No. of Test Items
7 Explain and principles of cooling systems including fresh water cooling system 3
8 Disassemble and reassemble water pumps 0
9 Remove and rebuild pumps 0
10 Service manifolds, risers and thermostat housing 1
11 Service water cooling systems for gas inboard, gas outboard and diesel engines 2
D. Lubricating Systems No. of Test Items
12 Identify the types and functions of lubrication systems 14
13 Check engines for oil leaks 4
14 Change engine oil and filters 0
15 Check engine oil pressure and level 2
E. Valves/Ports/Exhaust Systems/Engine Block Components/Precision Measuring No. of Test Items
16 Diagnose valve and head problems 1
17 Inspect valves for warp age, burns, cracks, stem wear, tip wear, and margin 1
F. Engine Analysis/Compression No. of Test Items
18 Identify engine assemblies and systems 6
19 Disassemble engines and inspect parts 4
20 Measure compression 9
G. Preventative Maintenance No. of Test Items
21 Service brakes and trailer wheels 3
22 Maintain fluid levels 2
23 Perform routine maintenance on a boat 5
H. Transmission of Power and Drive Units No. of Test Items
24 Service transmissions 9
25 Service drive units 15
I. Fuel Systems and Carburetor No. of Test Items
26 Maintain and repair fuel systems components (fuel tanks, lines, filters, etc.) 2
27 Maintain and repair carburetors 13
28 Maintain and repair inboard gas systems 9
J. Instrumentation and Gauges No. of Test Items
29 Operate instrumentation and gauges 7
K. Power Tilt and Trim No. of Test Items
30 Maintain tilt/trim motors 9
L. Boat Rigging/Preparation No. of Test Items
31 Install and adjust outboard motor 3
32 Wire a trailer 4
33 Troubleshoot and install a propeller 3
M. Marine Shop Procedures and Business Practices No. of Test Items
34 Perform marine shop practices 9
35 Perform marine business duties and paperwork 8
American Samoa Transportation, Distribution & Logistics 31
Performance Test—Marine Mechanics This certification test contains the following hands-on skills demonstrations in the form of jobs. The
following is a brief description of each job along with an estimation of the amount of time it will take for
a student to complete that job. The administration of the performance test will require students to
complete the job while an evaluator observes and measures the student‘s performance against a set of
standards. These jobs may be taken before or after the written part of the test.
Job 1—Outboard Motor CDI Ignition Inspection and Testing (30minutes)
Students must remove flywheel, identify and test assorted charging, timing and ignition coils and
determine if they meet manufacturer‘s specifications.
Job 2—Marine Engine Starter/Charging System Testing (20 minutes)
Students must test an engine starter and charging system.
Job 3—Marine Engine Component Inspection and Measurement (30 minutes)
Students must perform precision measurements to assorted engine parts and record their reading, then
compare them with manufacturer‘s specifications.
Job 4—Check and Start Marine Engine (20 minutes)
Students must run engine and perform assorted tests.
Job 5—Marine Engine Cooling System Diagnosis and Repair (60 minutes)
Students is to remove a lower unit from an outboard motor and service the water pump. After servicing
the pump, they are to reinstall the lower unit on the outboard and test the cooling system.
Job 6—Marine Engine Fuel Starter and Carburetor (60 minutes)
Students is to remove carburetor from engine and disassemble and clean.
Job 7—Boat and Trailer Rigging and Preparation (40 Minutes)
Student is to check and test lights on trailer, repack wheel bearing and adjust, adjust trailer coupler, torque
lug nuts to specification, measure torque weight, install battery, and check and adjust shift and throttle
cables.
Job Specific—Heavy Equipment Pathway
The Heavy Equipment job title is designed to prepare students employment opportunities in an
automotive repair shop servicing transmissions and diesel engines. Students must demonstrate
knowledge and skills in servicing clutches, manual transmissions; rear axles; drive shafts;
mechanical systems of transmission; transaxle maintenance and adjustment; gear train, shafts,
bushings, oil pump and case; and friction and reaction units. Prerequisite: Students must have
passed the Transportation Core test prior to taking this test.
Certification area: Heavy Equipment
A Maintain/Repair Engines No. of Test Items
1 Explain principles of diesel engines 4
2 Service cylinder head and cylinder block 5
3 Identify components and operation of internal combustion engine 4
4 Remove and inspect camshaft bearings and lifters 2
5 Troubleshoot governor 2
6 Diagnose valve and head problems 6
7 Inspect and clean valve seats 1
American Samoa Transportation, Distribution & Logistics 32
B Maintain/Repair Power Train No. of Test Items
8 Troubleshoot power trains 4
9 Recondition standard transmissions 1
10 Recondition automatic transmissions 5
11 Recondition clutches 7
12 Recondition drive lines 4
C Maintain/Repair Electrical System No. of Test Items
13 Identify principles of AC and DC motors and generators 4
14 Test and service batteries 10
15 Test and service charging systems 6
D Test Cooling System No. of Test Items
16 Describe operation of a cooling system 6
17 Remove and install radiators 2
18 Remove and install thermostats 1
19 Repair and replace water pumps 2
E Maintain/Repair Air System No. of Test Items
20 Identify operation, principles and components of the air-brake system 3
21 Repair leaks in air lines 3
22 Repair and replace components of an air system (governor, compressor, etc.) 4
F Maintain/Repair Brake Systems No. of Test Items
23 Identify parking brake principles and components 1
24 Troubleshoot and service brake systems 10
25 Troubleshoot and service air brake systems 2
26 Troubleshoot and service hydraulic brake systems 5
G Welding No. of Test Items
27 Identify welding concepts and principles 2
28 Perform oxy-acetylene cutting 2
29 Perform arc welding 3
30 Perform brazing and soldering 1
H Preventative Maintenance No. of Test Items
31 Replace tires 1
32 Perform lubrication 1
33 Replace hoses and belts 2
34 Troubleshoot gauges and alarm systems 2
I Hydraulic System Maintenance and Repair No. of Test Items
35 Identify hydraulic principles and components 7
36 Troubleshoot hydraulic systems 6
37 Repair, replace hydraulic components 1
J General Shop Practices No. of Test Items
38 Perform shop safety 1
39 Repair, replace gaskets and seals 5
40 Identify mechanical components 3
41 Perform basic shop practices 1
K Air Conditioning No. of Test Items
42 Identify air conditioning components and principles 7
43 Troubleshoot air conditioning systems 3
L Heavy-Duty Suspension and Steering No. of Test Items
44 Service wheel bearings, hubs and seals 4
45 Troubleshoot and service steering systems 6
46 Troubleshoot and service suspensions systems 6
47 Troubleshoot and service tracked systems 3
American Samoa Transportation, Distribution & Logistics 33
Performance Test—Heavy Equipment This certification test contains the following hands-on skills demonstrations in the form of jobs. The following is a brief description of each job along with an estimation of the amount of time it will take for a student to complete that job. The administration of the performance test will require students to complete the job while an evaluator observes and measures the student‘s performance against a set of standards. These jobs may be taken before or after the written part of the test. JOB #1 - TEST COOLING SYSTEM Estimated Completion Time: 15 minutes The test participant will test a cooling system and cap for leaks and pressure loss. The participant will record findings. JOB #2 - ELECTRICAL TESTING Estimated Completion Time: 30 minutes The participant will perform a battery high-rate discharge (capacity) test, a starter-draw test, and an
alternator maximum output test. Readings will be recorded. JOB #3 - VALVE CLEARANCE AND INJECTION TIMING Estimated Completion Time: 30 minutes 1. The test participant will place the cylinder in the proper position to check and adjust the valve
clearance and record the readings. 2. The test participant will place the cylinder in the proper position to check and adjust the injector
timing and record the readings. JOB #4 - SET CARRIER BEARING PRELOAD Estimated Completion Time: 20 minutes The test participant will set the carrier bearing preload. JOB #5 - ADJUST BRAKES Estimated Completion Time: 15 minutes The participant will adjust two brakes on a specified vehicle or piece of equipment. Safe and proper procedures will be followed to obtain accurate specifications. JOB #6 - HEAVY-DUTY, PULL-TYPE CLUTCH ADJUSTMENT Estimated Completion Time: 30 minutes The participant will adjust a clutch brake and free pedal travel, inspect the linkage, and take readings. JOB #7 - CUT AND WELD STEEL Estimated Completion Time: 20 minutes The test participant will adjust and use a cutting torch to cut steel according to a pattern provided in the participant's test booklet. Then the cut-off piece will be butt-welded back onto the main piece.
Together, the curriculum standards and certification exams constitute a critical piece of
accountability for the Pathway and the business partners. Students completing the curriculum
and the certification tests will offer evidence of the attainment of skills that meet industry
standards. Business and industry must partner to assure that these students are recognized
through the hiring process as adding value to the business hiring them.
American Samoa Transportation, Distribution & Logistics 34
V. WORKBASED LEARNING OPTIONS
One of the most critical components of a Career Pathway, making it a unique approach to
relevant, integrated education, is work-based learning. This is applied learning taken outside the
classroom walls. For many students, this is the crucial element of the Career Pathway
experience. Here is the application of all they have learned and is actually a component of their
educational experience.
Connection of School with Community and the World of Work To prepare students for the workplace and future careers, activities must occur at the school site
and the work site that complement each other and extend the learning environment outside of the
school building. Employers, community members, and parents must become partners with
teachers in this effort.
In the Transportation, Distribution & Logistics Pathways, students beginning as early as 9th
grade
should have the opportunity for summer work experience and job shadowing in the 10th
grade. To make this possible there must be a close working relationship between the school and the
community with employers, parents and teachers planning\and working together. It is also
helpful to have volunteer or paid coordinators at the high schools to organize and schedule
meaningful workplace experiences that allow students to connect what they learn in the
classroom with the world of work.
As students progress through the 11th
and 12th
grade, the amount of time and the level of
interaction and skills increases in workplace experiences with some students spending several
hours a day learning and working in the community. Mentoring in the 11th
grade, internships in
the 12th
grade as well as volunteering/community service opportunities and some school-based
enterprises are being developed to continue to cultivate students‘ career plans and to provide
increasingly more complex work-based experiences for students.
Projects that require students to work in the community and with employers to solve problems
and extend learning should be developed jointly with the school and credit given when students
meet the expectations of both the academic and work-based requirements. Panels of employers,
other community members, and educators may judge the products produced and the performance
of the student in relation to a set of standards.
On the following page is an example of how some high schools are structuring their curriculum
to allow for both school and work-based experiences to occur simultaneously with each
supportive of the other. There are different way to structure the school day and the delivery of
instruction to connect ‗learning to know with learning to do‘. Each high school and community
needs to work together to find a system that fits the interests and needs of the students, assuring
that ALL students are given the opportunity to participate not just those in vocational programs.
American Samoa Transportation, Distribution & Logistics 35
School to Work Learning Component for the Pathways
An Example (The following is an example of how work-based learning is being accomplished on one
Pacific island) Career exploration and experiences in work-based learning begin in 9
th grade in Career
Development I. Students are introduced to career interests and explore each Career Pathway
area. Students rotate approximately every 7 weeks through the four Career Pathway orientations
(Business Information, Health and Human Resources, Transportation/Distribution and Natural
Resources).
9th
grade students are also provided instruction in completing job applications, how to conduct
oneself during a job interview, letters of application and developing resumes. Students also are
introduced to proper processes for securing and changing employment. During the course of
Career Development I class, students are given instruction on labor laws, termination processes
and entrepreneurial skills. Opportunities in non-traditional jobs are explored and discussed along
with the relationship of work, family, society and leisure. Guest speakers from the Chamber of
Commerce and other businesses are utilized to assist in teaching these skills and concepts.
In addition, students in the course develop a career pathway plan, set goals, and develop a career
portfolio for use during high school. Students are provided instruction in the workplace through
guest speakers, field trips to businesses, teacher lectures and hands-on activities specific to each
Career Pathway during the rotations.
Students also are provided an opportunity to use the ERISS computerized career information
delivery system to identify sources of employment within each Career Pathway.
In the Career Development II course, students explore different career clusters. In this course
particular attention is given to human relation skills in the context of career development. Each
student develops a career plan to assist them in making career choices.
A technology component is included to provide students the opportunity for hands-on integrated
technology applications useful in the workplace. Students will be expected to apply these
technology skills to the various career Pathways.
In the Career Development II course, all 10th
grade students are expected to participate in a job
shadowing experience in the area of their career interest. The job shadowing activity must take
place outside of normal school hours. The students are expected to identify the career area, the
business and make contact with the appropriate person within the business to arrange the date for
the job shadowing experience. It is recommended that the Career Pathway students experience
more than one day of job shadowing.
In many schools with a block schedule, a course called Career Practicum has been implemented.
In this structure, the students are in a classroom with the teacher two days per week and on a
work-site observing three days per week. The class continues for one semester. The students are
given a structure set of assignments that can only be completed by working with a sponsor or
mentor at the work site. The students journal their experiences each day and must identify other
issues in the workplace such as safety, continued education, salary and benefits, impact of the
American Samoa Transportation, Distribution & Logistics 36
economy on the business, inventory, accounting and other components that may be unique to the
industry. The days in the classroom are spent in investigating the career cluster and occupations
within the cluster as well as making presentations and reports concerning their work experience.
This option provides the student with a more complex experience to offer more information as
students are making decisions about entering a selected Career Pathway. In the Career
Practicum students are encouraged to engage in diverse experiences so that a compare and
contrast method of data analysis can take place as part of the decision-making process to enter a
Career Pathway or select an occupational focus.
At the end of the year in Career Development II, students will rotate through each of the Career
Pathway areas and visit vocational departments at the community college. Students are expected
to make a Career Pathway choice by the end of their sophomore year.
VI. GUIDANCE AND COUNSELING
(The following overview and components of a comprehensive Guidance and Counseling
program is entered here for possible consideration by the Department of Education in American
Samoa)
The Guidance and Counseling program is a comprehensive K-12 program that is based on twelve
competencies. These competencies for Grades 9-12 are:
AREA I--Career Planning and Exploration
Category A—Planning and Developing Careers
Category C—Understanding How Being Male or Female Relates to Jobs and Careers
Category D—Making Decisions About College
Category L—Planning high school Classes
Category N—Learning How to Use Leisure Time
AREA II—Knowledge of Self and Others
Category B—Understanding and Accepting Self
Category F—Making Decisions
Category H—Understanding and Getting Along With Others
Category K—Knowing How Alcohol and Other Drugs Affect Me and My Friends
Category P—Learning About Marriage and Family Responsibilities
Category Q—Understanding and Appreciation for Cultural Values and Traditions
AREA III—Educational and Occupational Exploration
Category J—Improving Basic Skills and Study Learning Skills
Category M—Learning From Friends and Others Who Have Graduated
Category D—Vocational Selection and Training
Category E—Preparation for Finding Jobs
Category I—Finding Jobs
Category F—Making Decisions
The competencies are taught through increasingly more complex activities throughout the K-12
learning process. The comprehensive guidance and counseling program provides a very
important foundation upon which the Career Pathways are built. Students with experiences in
identifying interests, investigating occupations and understanding themselves are much more
ready to select a career focus within the Career Pathway structure. The active involvement of the
American Samoa Transportation, Distribution & Logistics 37
counselors as advisors and resource people for the Career Development classes is an important
role. This relationship between the counselors and Career Development teachers will assure that
all the career-development related activities in the school are connected and are focused on
helping students select a Career Pathway and successfully acquire the academic and technical
skills needed to be successful in work or further education.
In 9th
grade, students are provided activities that teach the guidance competencies through the
Career Development I(or Investigation) course. The Career Development I course provides
opportunities for students to work on the Individual Career Planner and develop the Career
Portfolio.
The students have taken the self-assessments such as interests, aptitudes, etc. Counselors should
take the lead in working cooperatively with the Career Development teachers in assuring that
each student has taken the appropriate career assessments and participated in a session to
interpret the assessments. The results of the assessments should be shared in an individual career
advisement session with the family. Counselors can help the teachers communicate the
importance of these activities to the students and their families.
In the 9th
grade, students will utilize the results of the assessments taken in 8th
grade to develop
the Career Portfolio. Counselors should work cooperatively with the Career Development
teacher to assure the student is developing a Career Portfolio and including all relevant
information not only acquired within the Career Development class but also through activities in
the workplace and in the counseling office. The Career Portfolio will continue to be developed
during the student‘s high school education.
As students develop their Individual Career Plan to meet their own individual career goals, a
conversation among parents, counselors, and teachers should be taking place to assure students
have access to many sources of advice and information. It is within the Career Development I
course that students are first able to rotate through a 7-week introduction to each of the Career
Pathways for exploration. It is during these rotations that the students will need help in relating
their rotation through the Pathways with the assessments on interests and experiences. It is
during this time they should begin to tentatively identify the Career Pathway that they will select
in 10th
grade.
The Individual Career Plan should be periodically reviewed and revised to make the needed
adjustments to accommodate student‘s goals as they change and grow. Student advisement is
considered the job of everyone in the school setting not just counselors or career development
teachers. Parental involvement is very important - they hold the most powerful position to
convince students of the importance of education.
VII. CAREER PATHWAY ADVISORY COMMITTEE
Each Career Pathway needs an Advisory Committee in place. The Advisory Committee‘s role is
to provide input into the structure of the Career Pathway, the curriculum and business
connections.
American Samoa Transportation, Distribution & Logistics 38
The Steering/Advisory Committee is an adjunct, voluntary group of community members who
are qualified in a specific area or areas. The committee is formed annually. The committee is
strictly advisory in capacity and had no administrative or legislative authority.
This committee also consists of individuals involved in Career Pathway System‘s operations
including Department and school administrators, coordinating/lead teachers, and counselors. The
committee reviews policies and procedures and makes recommendations to ensure the Career
Pathway program meets both educational and career goals. Business and Industry representatives
should be individuals who are able to obtain the needed support (e.g. job shadowing, summer
work experience jobs, mentors, equipment) to make the program a success. The committee
should be large enough that a different task force can be formed to work on particular issues or
solve specific problems without overburdening individuals (e.g. task force for curriculum
development, job development, and recruitment of mentors and other volunteers, student support
services, public relations).
VIII. BUSINESS AND INDUSTRY INVOLVEMENT
In developing the Transportation Career Pathways, the business partners should be representative
of the related business presence in the community. They are partners in all aspects of the Career
Pathway development and progress, especially the relevancy of the curriculum and in developing
the certification examinations. They may in the future provide equipment and materials. They are
hosts for field trips and for providing a work site for job shadowing. Business partners are
valuable resource people for teachers and may mentor students as well as provide summer and
after-school work experiences for students.
Business/industry and education partners have worked toward consensus in developing and
affirming the standards and certification test items within the Transportation Career Pathways
and will assist with the Pilot testing and review of future curriculum for the Pathways System.
IX. ARTICULATION AND TECH PREP
The purpose of the articulation component of Tech Prep is to provide linkages among the
American Samoa High School and American Samoa Community College which assist all
students in making a smooth transition from one level to another.
Articulation focuses on creating a smooth transition from the secondary school to a post-
secondary setting or the work force. It also facilitates lateral transfer of students between high
schools. This component involves identification of articulation linkage points, establishment of
teams to link secondary and post-secondary component of the Tech Prep program, and the
creation of sequential courses of study for all students.
The development of the Vocational Course Guides is the first step in articulating high school and
community college curriculum. A Memorandum of Understanding (MOU) needs to be signed
signifying the intent to articulate vocational high school courses with correlating technical
community college courses. It is the intent for high school vocational students mastering the
competencies and standards equal to those in certain courses at the community college through
testing, portfolios or competency certificates to be awarded credit upon successful admission and
performance at the community college. In this way, the standards for high school vocational
American Samoa Transportation, Distribution & Logistics 39
programs will be improved, students will be rewarded for their work and students will have an
improved method for transitioning from high school, to community college, to work. The
outcome will be:
coordination of Transportation, Distribution & Logistics content between secondary and
postsecondary courses and among high school courses
sequential courses of high school study which better prepare student for postsecondary
programs or employment after high school
dual enrollment in vocational/technical and academic courses
X. COMMUNITY COLLEGE CONNECTIONS
American Samoa Community College (ASCC) was founded in 1970 to provide post-secondary
education opportunities in the liberal arts, teacher training, vocational-technical education and
general education to the residents of American Samoa. As a Land Grant Institution, the
American Samoa Community College provides two-year transferable programs in general
education, vocational-technical training as well as programs in Samoan and Pacific Studies,
Adult Education and literacy.
ASCC is granted full accreditation by the Western Association of Schools and Colleges and the
Accrediting Commission of Community and Junior Colleges.
Connections will be built from American Samoa High schools to ASCC through vertical
integration of the academic courses. The Computer and Business Management Career Pathways
align with the College of Arts and Sciences through the Associate of Science Degree in Business
Management, the Associate of Science Degree in Office Administration and Technology, and the
Associate of Science Degree in Public Administration. Certificates of Proficiency in Accounting
and Office Administration and Technology offered by the community college also connect with
the high schools‘ career content areas in Computer and Business Management.
Entrance Requirements Admission is open to all that can profit from instruction at ASCC provided they meet the
following conditions:
The student is a legal resident of American Samoa.
The student is a high school graduate, General Education Diploma recipient, bears an
U.S. Military Form 214 or is at least 18 years of age.
The student is admitted under the special admission policy for high school seniors.
Degrees and Certificates
ASCC offers the Associate of Science Degree (AS) and the Associate of Arts Degree (AA) and
Certificates of Proficiency.
The Associate of Science (AS) degree is awarded to students successfully completing a
program of occupational, technical, professional and general education courses. The
purpose of the Associate of Science degree program is to prepare students for employment
and/or to continue education in their prospective field of interest. Students graduating with
an Associate of Science degree must meet the following requirements:
1. Complete general graduation requirements.
2. Complete general education requirements.
American Samoa Transportation, Distribution & Logistics 40
3. Complete program requirements.
4. Meet the residency requirements of 15 credits toward program be completed at ASCC.
The Associate of Arts (AA) degree and the Associate of Science (AS) degree is awarded to
students successfully completing a program of occupational, technical, professional and general
education courses. The purpose of the Associate of Science and Associate of Arts degree
programs is to prepare students for employment and/or to continue education in their prospective
field of interest. Students graduating with Associate degrees must meet the following
requirements:
1. Satisfactory completion of the General Education Core.
2. Satisfactory completion of the required number of credits and courses for the selected
associate degree program.
3. Cumulative grade point average of 2.0(C average) or better, as well as for the last semester.
4. Satisfactory completion of the prescribed series of courses for the selected major.
5. Meet the residency requirements of 18 credits toward program are completed at Campus with
the exception of the associate degree programs in Education, which can be earned on the
American Samoa campus.
6. Transfer credits from other institutions are limited to the extent that at least 30 credits of the
major are earned at ASCC.
The Certificate of Achievement is offered by a number of programs of study and is intended for
the student seeking immediate employment or students currently working and are seeking a
career upgrade. This program also intends to reduce the reliance on foreign skilled work force
and help the citizens of American Samoa to be productive members of the society and be able to
contribute to the general welfare and economic development of American Samoa. High school
graduates or those who have a GED are eligible for admissions into the program. The specific
course requirements are specified by individual Certificate programs.
A minimum of 30 semester credit hours and a minimum cumulative grade point average of 2.0
are required for a Certificate of Achievement.
Connections to High School Pathways
The following degrees and corresponding coursework are listed here as a possible continuation
of the high school Pathway curriculum that should align with this ‗Next Step‘ in a student‘s
career plan. Connections will be built from American Samoa High School to American Samoa
Community College through vertical integration of the academic courses. The Transportation
Career Contents may align through the Certificates of Achievement in Construction Electricity,
Refrigeration and Air conditioning, and Electronic Engineering Technology.
To be granted a Certificate of Achievement in Electricity, the following must be fulfilled:
3 credits__Technical English
3 credits__Technical Math I
3 credits__Technical Math II
3 credits__Small Business Management
3 credits—Basic Computer Applications
3 credits__Industrial Safety
3 credits__Blueprint Sketching and Interpretation
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3 credits__Construction Procedures
3 credits__Basic Electricity I
3 credits__Basic Electricity II
3 credits__Electrical Wiring
3 credits__ National Electrical Code
Total Credits – 36
To be granted a Certificate of Achievement in Refrigeration and Air Conditioning, the
following must be fulfilled:
3 credits__Technical English
3 credits__Technical Math I
3 credits__Technical Math II
3 credits__Small Business Management
3 credits—Basic Computer Applications
3 credits—Introduction to Electronic Engineering
3 credits__Refrigeration I
3 credits—Refrigeration II
3 credits—Refrigeration III
3 credits__Basic Electricity I
3 credits__Basic Electricity II
3 credits__Electrical Wiring
3 credits__ Fundamentals of Oxyacetylene Welding
Total Credits - 39
To be granted a Certificate of Achievement in Electronic Engineering Technology, the
following must be fulfilled:
3 credits__Technical English
3 credits__Technical Math I
3 credits__Technical Math II
3 credits__Small Business Management
3 credits—Basic Computer Applications
3 credits—DC Circuits I
3 credits__DC Circuits II
3 credits—AC Circuits I
3 credits—AC Circuits II
3 credits__Semiconductor Devices
3 credits__Electronic Circuits
4 credits__Digital Technology
Total Credits - 37
EMPLOYMENT OUTLOOK Employment of electrical and engineering workers is obviously of great demand today. These
activities will increase in the next five years in response to demand for new housings,
commercial and industrial buildings, hotels, and many other projects that are being planned. The
American Samoa Transportation, Distribution & Logistics 42
need for people with formal training is apt to rise because of the introduction of new and
improved tools, equipment, techniques and materials.
Job opportunities in Transportation Technology are expected to be plentiful for those who have
training in formal programs. Use of new technology for car, bus and boat engines will contribute
to the demand of highly trained technicians. Increasing numbers of people own a car which
clearly indicates the need for more technicians.
SUMMARY
The Career Pathways System combines high-level academics and career skills with a real-life
context for learning that maximizes students‘ present and future academic and career success.
Career Pathway instruction strengthens
Vocational and academic integration and teamwork among teachers and students
Partnerships between education, the family, community and business and industry
Acquisition of career goals and skills for both additional education and the workplace
Everyone benefits—
Students are more motivated, learn more, are able to apply what they learn and feel
connected to the world around them
Parents become part of the process as a contributing member of the team that helps their
students make good career choices based on academic and field experiences
Teachers learn new teaching strategies and work collaboratively developing curriculum and
projects with employers, parents and other colleagues
Employers become contributors to the curriculum, provide meaningful work experiences
related to that curriculum, and will be able to reap the benefits of an improved work force of
the future.
American Samoa Transportation, Distribution & Logistics 43
PATHEWAY
ACKNOWLEDGMENTS
The following persons contributed to the information presented in this Guide and are gratefully
acknowledged for their expertise:
Director of the State Department of Education
American Samoa State Department of Education staff
Dr. Jessie Teddlie, CETA Consultant
Dr. Belinda McCharen, Assoc. Supt, DOE. Oklahoma
Dr. Katherine Manley, NOCTI Consultant
Pacific educators, business and industry volunteers who developed the curriculum standards and
certification tests with Dr. Manley:
Teachers
Brinton Peter, Construction
Renato Calma, Construction
John Sigrah, Electronics
Qulick Ahiksa, Auto Mechanics
Herton Mongkeya, Auto Mechanics
Construction
Bob Jerry, Public Works
Rollence Weilbacher, Public Works (Air Conditioning and Refrigeration)
Solomon Talley, Public Works (Plumbing)
Marine Mechanics
Robert Taulung—Marine Resources
Tony W. Abraham—Marine Resources
Maxwell H. Salik—Marine Resources
Anderson L. Tilfas—Marine Resources
Semeon A. Luke—Marine Resources
Transportation
Thansley Kinere, Public Works (automotive and Heavy Equipment)
Joyce M. Reinke, CETA Consultant and Editor of this Guide, May 2001