NATEF Standards


Standard 1.1 Employment Potential

The employment potential for automobile technicians, trained to the level for the specialty or general areas outlined in the program goals, should exist in the geographic area served by the program.

  • Automotive Technicians earn an average of $17.39 per hour. Final cash compensation to Automotive Technicians varies from around $23K to approximately $61K; choice pay grades include potential for bonuses and profit sharing as high as $3K and $10K, respectively. This group's pay is mainly influenced by the company, followed by years of experience and location. Although the larger part have medical coverage and roughly two in five have dental coverage, approximately two in five claim no health benefits at all. Though the majority of Automotive Technicians do not report high levels of job satisfaction, most are moderately content with their role. This snapshot results from replies to PayScale's salary survey.

  • Surpassing the national average by 35 percent, Auto Mechanics in Seattle receive some of the highest pay in the country. Auto Mechanics can also look forward to large paychecks in cities like Dallas (+18 percent), Denver (+15 percent), Chicago (+12 percent), and Portland (+9 percent). The smallest paychecks in the market, 7 percent south of the national average, can be found in New York. Employers also pay below the national average in Atlanta and Pittsburgh (2 percent lower)

  • Auto Mechanics with a lot of experience tend to enjoy higher earnings. Although individuals who have less than five years' experience earn $29K on average, people with five to 10 years benefit from a notably larger average of $38K. For Auto Mechanics, 10 to 20 years of experience on the job amounts to an average salary of $43K. Respondents who claim more than 20 years of experience may encounter pay that doesn't quite reflect their extensive experience; these veterans report a median income of around $48K.

  • Auto Mechanics in the United States are largely men, earning an average of $16.81 per hour. The specific employer is the biggest factor affecting pay for this group, followed by career duration and location. Some workers in this field — just over two-fifths — are not awarded benefits. Medical coverage is reported by more than half and dental plans are enjoyed by over a third. The majority of workers are highly satisfied with their job. The data for this synopsis comes from respondents who took the PayScale salary survey.

  • Auto Mechanics flock to Firestone Complete Auto Care, Toyota Dealership, Honda Dealership, The Goodyear Tire & Rubber Co, and Ford Motor Company, highly regarded companies that employ a generous number of people in this profession. CarMax, Inc. pays the most with a median salary of $48K, though with a large amount of variation, going from a low of $32K to a high of $80K. Other employers shelling out big bucks include Automotive, Nissan North America, Inc., and General Motors Corporation, where Auto Mechanics typically earn around $42K, $40K, or $39K, respectively.

  • Salaries are easily beat at Jiffylube, where median pay comes to just $21K, the lowest in the field. What's more, with base pay starting at $16K and ending at $27K, range in salary is rather small. Others at the bottom of the scale for this job include Tires Plus at $24K, and The Goodyear Tire & Rubber Co where $29K is the norm, but it is worth noting that some Auto Mechanics there earn up to $59K.

  • Though not the most common occurrence, Auto Mechanics sometimes become Mechanical Engineers, where the average income is $63K per year. It is quite typical for Auto Mechanics to transition into roles as Automotive Technicians or Automotive Service Managers, where reported median earnings are $1K and $15K higher per year.

Standard 1.2- Program Description and Goals

The written description/goals of the program should be shared with potential students and may include admission requirements if applicable , employment potential, area(s) of specialty training offered, and the cost of all tuition and fees. Technical qualifications of the faculty and the overall goal(s) of the program should also be included.

  • -The Automotive Technology program is a two-year program in which students learn auto repair and maintenance skills. It is one of the few programs in the country meeting the strict industry standards required for Automotive Service Excellence (ASE) certification by the National Automotive Technicians Education Foundation (NATEF).

  • -Students will learn core topics and related skills, preparing them to enter the automotive field as an advanced apprentice, a program of continued education or military service in a chosen mechanical field. The program is open to secondary and postsecondary students.

  • -Students will learn personal development, work attitude and leadership skills as a part of the program and their membership in SkillsUSA, the national career and technical student organization

  • An automotive technician performs routine repairs, diagnostics, and maintenance on vehicles, including brake and hydraulic, exhaust, primary and/or advanced fuel ignition and electrical, suspension and alignment, air conditioning and computer systems. They typically work in an automotive repair shop or chain, describing needed work to customers and providing cost estimates needed to bring customer's vehicles up to manufacturer's specifications; they also may open their own auto shop or work in specialty companies such as dealerships or car rental companies. An auto shop, which often runs during regular business hours, usually has more than one technician, who are supervised by a shop manager or senior technician. The automotive technician also orders auto parts and other supplies needed for the repairs.

  • The environment in which automotive technicians work is usually a mechanic garage with many tools, both electrical and manual, including some that require training to use. It is a physically demanding job that requires lifting, squatting, staying in uncomfortable positions for an extended amount of time, and being exposed to toxic chemicals. The career requires technicians to think quickly and accurately, work well with their hands, and have vast knowledge of different car makes and models. There are many different certifications available to those who are looking for a career as an auto technician including ASE and NATEF certification. While they are not required by law and employers may accept any applicable experience in the field, being certified may give the technician an advantage in the hiring process.

  • Automotive service technicians are more commonly known as "car mechanics" Automotive service technicians diagnose, repair and perform maintenance on automobiles. When performing diagnostics, automotive service technicians use electronic testing equipment to identify problems. In addition to special diagnostic equipment, the automotive service technician works with a wide range of tools which are used for repairs of diagnosed problems. The automotive service technician performs a mix of physical and mental tasks during a typical day. Mental labor includes diagnosing problems and dealing with customers, while the physical labor comes from physical repairs to automobiles. Work settings for automotive service technicians are typically noisy, well-ventilated garages with good lighting. Automotive service technicians can often be found in uncomfortable physical positions and covered with grease when working on automobiles. Most automotive service technicians work in service repair garages. Clientele for auto mechanics runs the gamut, and includes anybody who needs to have their car serviced. Co-workers are typically other mechanics and supervisors. Although no formal college degree is required to become an automotive technician, it is becoming ever more important to actually receive formal training. This is because of the increasing use of complex computer programs, which aid in the diagnosis of vehicle service problems. Typical training programs in post-secondary institutions last two years and prepare the student for a career as an auto tech. After gaining employment, industry certification is required. Half of the automotive service technicians in the field work a typical 40 hours per week, while over 30 percent of employees work greater than 40 hours per week. The skills and knowledge which an automotive tech possesses afford the opportunity to work privately as well.

ase certificate.pdf


Standard 2.1- Student Competency Accreditation

The certificate or diploma a student receives upon program completion should clearly specify the area(s) of demonstrated competency


WHS Program of Study: Transportation, Distribution, and Logistics

see file folder in Auto Tech office

Standard 2.2- Chain Of Command

Chain Of Command- An organizational chart should be used to indicate the responsibilities for instruction, administration, and support services.

chainofcommand .docx

Standard 2.3- Administrative Support

Positive administrative support from institutional and local governing bodies should be demonstrated. Indicators of administrative support would include: support for staff in - service and update training; provision of appropriate facilities; up - to - date tools, equipment, training support materials, curriculum and support of continuing program improvement

Staff attends regularly scheduled staff and faculty in-services and workshop days. Faculty attends career and tech program specific training. Scholarship monies have been made available for conference and seminar attendance for off campus events. Professional development money is available for seminars and conferences that are off campus.

Standard 2.4- Written Policies

Written policies should be adopted by the administration and policy board for use in decision - making situations and to provide guidance in achieving the program goals. Policies regarding safety, liability, and lab/shop operation should be written and prominently displayed as well as provided to all students and instructors.

Response: Numerous written policies are in place and students are made aware of these requirements during the introductory portion of each year. Students are issued a student handbook and a code of conduct book at the beginning of the year that discussed at the beginning of the year.

Signs are posted throughout the shop reminding individuals of the hazards and appropriate action required on a shop environment.

Please feel free to view the included documents as well as tour the shop and classroom areas to witness the ongoing reminders of safety and appropriate citizenship in the shop areas.


Standard 2.5- Customer Vehicles

A systematic method of collecting, documenting and disbursing customer vehicle work repair receipts should be used. Instructional staff should not be required to collect payment for customer vehicle work repairs. (This applies only to programs that accept customer vehicles for instruction.)

Response: Customer work is utilized during the training at Four Rivers Career Center. Students initiate a repair order for all live work performed. Parts, material, along with labor descriptions are completed as work progresses. The Instructor verifies the document is correct. Individuals with a balance owed are directed to the secretary (currently Mrs. Sabrina Light) for payment prior to delivery of the vehicle. Mrs. Light handles the transaction providing them with a copy of the Invoice and a receipt for payment made. Upon displaying the paid receipt vehicles are released to the customer.


Student Shop Ticket.xls

Standard 2.6- Legal Requirements-

The training program should meet all applicable local, state, and federal requirements

Response: Four Rivers Career Center is the Career and Technical high school for Franklin and surrounding counties. Four Rivers serves a total of 10 high schools in the following districts: Hermann,New Haven, Pacific, Union, Sullivan, St Clair, St Francis Borgia, Warrenton, Wright City and Washington High School. The school is accredited by the Department of Elementary and Secondary Education.


Teacher Certificates found in district office file

refer to pages 13-15 of

Standard 2.7- First Aid

Rate the availability of a written policy approved by the school administration on First Aid administration and procedures.

A first aid kit is located in the shop on the water cooler and in the shop. Health Occupations teachers (registered nurses) serve as school nurses to evaluate the seriousness of injuries as well as assist in treatment. Students are sent to the hospital if required after parental contact.

first aid kit.jpg


Standard 3.1 - Service Information

Service information with current manufacturer's service procedures and specification data for vehicles manufactured within the last ten (10) years should be available. This information should be accessible to students in the lab/shop area.

Alldata Online is available to students on all computers and laptops in the Auto Service Department. The (Alldata) online version is updated immediately as new service data becomes available. The software provides service procedures, specifications, and estimating capability back to 1981 model years.

Motor and Chilton manuals are located on shelves in the mezzanine to assist in locating information prior to 1981

Alldata Online is available to students on all 38 computers in the Auto Service Department. The (Alldata) online version is updated immediately as new service data becomes available. The software provides service procedures, specifications, and estimating capability back to 1981 model years.

Motor and Chilton manuals are located on shelves in the mezzanine to assist in locating information prior to 1981

Identifix is also available as an online resource for students

Standard 3.2 - Multimedia

Appropriate up-to-date multimedia materials and technology should be readily available and utilized in the training process.

Most of the audio/visual equipment (projectors, DVD players, etc.) that are used in the classroom are permanent or shared between classes. Other equipment is stored in the Resource Room and are shared by all classrooms and labs as needed. This equipment is checked-out through our Resource Educator.

Please feel free to tour the classrooms and view the various methods used to deliver media to the students.


Multi-media devices used in the classroom include:

  • Computers

  • Projection units

  • Overhead/ transparency projectors

  • Whiteboards

  • Projection screens

  • Classroom copier

Standard 3.3 - Periodicals

Current general and technical automobile magazines and newspapers should be available for student and instructor use.

Response: Several publications are available:

Tomorrow's Technician

Hot Rod

Professional Tool and Equipment News

Undercar Digest

Popular Mechanics

Parts & People are examples of publications made available.


  • Please feel free to ask to see the classroom location of the resources listed above

Standard 3.4 - Student Resources

Pertinent instructional texts or resources, and e-learning material should be available for each student to satisfy the objectives of the mode of instruction used. Basic and specialty learning resources should be copyright dates that are not over six (6) years old.


SP/ is one of the curriculums used in the automotive program. It is an online curriculum covering shop safety. Students read material, watch videos and take safety tests.

The Modern Automotive Technology textbook is used along with the workbook and other material as selected by Instructors.

see pages 11 and 12


Standard 4.1- Budget

An adequate annual budget should be developed, allocated, and used for the operation of the program. The budget should be prepared by the institutional administration in conjunction with the program faculty with input from the advisory committee. Budget status reports should be made available to program staff at least quarterly.

see file folder in Auto Tech office


Standard 5.1 - Learning Assessment

For students to develop the skills and knowledge required to service today's automobiles, each student must possess, or be given the opportunity to develop, essential foundation skills in reading, mathematics, and science. To this end, a formal skills assessment instrument (process) for these fundamental skills should be used to evaluate students t o determine if each student has a reasonable probability of success as an automobile technician. Testing procedures and how the test results will be used (e.g., placement, assessment of student's developmental needs, etc.) should be stated in program explanatory material, and justification for all requirements should be available.

see pages 10, 11 and 12 of

Quarterly Scoring Guide.xlsx

Career Management Coursework 2015-2016 (2).docx

Standard 5.2 - Pre - admission Counseling

Prior to program admission, a student should be counseled regarding automotive careers.


Every student receives a brochure either by attending a presentation at their sending high school or by attending our prospective student night in the fall. Our counselor works hand-in-hand with the counselor from the sending school to do the pre-employment counseling. The brochure contains employment opportunities, and discussions are given one-on-one in both eighth grade; at the time of enrollment and throughout the time that they are in the program as they plan for moving from high school to postsecondary education or entry level employment.


WHS Program of Study: Transportation, Distribution, and Logistics

see file folder in Auto Tech office

Standard 5.3 - Placement

A systematic student placement system should be used to assist program graduates to obtain employment in the automobile industry.

Four Rivers Career Center assists students and alumni in job placement. Andrea Wieland, the college and career specialist, helps students with their decisions after Four Rivers. Stephanie Juengling assists students with résumé writing and interview skills. Employers call the school and the instructors and everyone helps to acquire jobs for the interested students. Most students find jobs while in the program and work at least part-time.


Standard 5.4 - Annual Follow - up

A follow-up system should be used to determine students' employment location and for feedback regarding the efficiency, effectiveness and appropriateness of training. The follow-up procedure should be designed to assure feedback regarding needed additions to or deletions from the training curriculum, program and tools and equipment. Follow-up of graduates employed outside of the automobile industry should indicate reasons for non-automobile employment. When applicable, this information should be used to modify the training quality and/or content.

Response: Follow-up is conducted on each graduating student 6 months after completion of high school. Every attempt is made to reach every student beginning with multiple phones calls to home phone, cell phone, parent's work number, emergency contact numbers, etc. We also utilize email, unemployment insurance files, social networking websites, etc.

Information is gathered regarding place of employment, military status and continuing education. Upon completion of this follow-up project reports are generated to notify administration and program instructors of the outcome. The follow-up project is handled by the Andy Robinson.

Many independent shops as well as franchise stores as well as automobile dealerships hire our graduates for entry level technician positions. Some of the employers that have hired graduates include: Chris Auffenberg Ford, Barreth Chrysler, Barreth Ford, Straatmann Toyota, West Brothers Chrysler, Jiffy Lube, Valvoline Instant Oil Change, NAPA auto parts, O'Reilly Automotive, Jim Trenary Chevrolet, Modern Auto, Jim Trenary Motorsports, Dave Sinclair Dodge, and many others.


see file folder in Auto Tech office


Standard 6.1 - Membership

An Advisory Committee of at least five (5) members (not including school personnel), must convene at least two (2) working meetings a year to provide information, counsel and recommendations on behalf of the community served by the training program. This Committee should be broadly based and include former students, employed technicians, employers and representatives for consumers' interests. All members of the Advisory Committee should not be from the same business.

Response: The advisory committee convenes a minimum of 2 times a year, once in the Fall and once in the spring. Meetings are scheduled according to the preference of the members.

Please refer to the attached roster of members, their positions in the community as well as the minutes / agendas of the meetings held.


Auto Tech advisory committee 2015.docx

Advisory Meeting Agenda Fall 2015.docx

October 13 advisory agenda revised with minutes.docx

Standard 6.2 - Review of Budgeting Funds

The Advisory Committee should provide input and review budgeted funds

RESPONSE: Advisory Committee members are updated on the financial condition of the district and are aware of needs for the Auto service program.

DOCUMENTATION: Please review the Advisory Committee meeting minutes

Advisory Meeting Agenda Fall 2015.docx

October 13 advisory agenda revised with minutes.docx

Standard 6.3 - Annual Follow - up

Information gathered from the annual follow - up of program graduates and employers should be reviewed by the Advisory Committee to assess employment potential and provide input on program modifications.

RESPONSE: Advisory committees are given an opportunity to review the follow up data as they become available

Advisory Meeting Agenda Fall 2015.docx

Standard 6.4 - Review of Curriculum

The Advisory Committee should provide guidance and approve all tasks added to mandatory NATEF task list required for the program accreditation level being sought

RESPONSE: The advisory committee has an opportunity to review the curriculum currently in use. Discussion is usually based on any changes/additions the committee feels may be needed. They usually are content with NATEF guidelines. Customer satisfaction ( use of fender covers, vehicle in good condition when it is returned to customer) is an ongoing talking point.

DOCUMENTATION: Please note appropriate meeting minutes that reflect When the advisory committee elected for us to participate in the Automotive Service Technology section of NATEF Certification

Advisory Meeting Agenda Fall 2015.docx

Brinkmann syllabus

Maune syllabus

October 13 advisory agenda revised with minutes.docx

Standard 6.5- Evaluation of Instruction, Tools and Equipment, and Facilities

The Advisory Committee should provide input and evaluation of the instructional process to assure that the program goals are met.

The Committee should also conduct annual inspections of tools and equipment to assure that they are up to date and comparable to industry standards for quality and safety

RESPONSE: The Advisory committee is invited at least once a year to tour the facility to check current equipment and to review the most current adopted curriculum. Discussion about meeting the needs of employers is prompted and member technician input on the required needs are discussed in addition to NATEF's required competencies.


Advisory Meeting Agenda Fall 2015.docx


Standard 7.1 - Program

The training plan should progress in logical steps, provide for alternate sequences, where applicable and be made available to each student.

Response: The training at Four Rivers is planned so that students are exposed to the curriculum in a progressive, logical manner. Training is referred to as 1st year and 2nd year. The training provided in first year lays the groundwork required for a smooth transition into the more technical information provided in the second year as well as an increase in exposure to a greater variety of tasks in the shop. First (1st) year material is sequenced in a way that allows students to be eligible for basic service work in local shops. This enhances exposure to the overall vehicle and awakens their interest in other aspects of the vehicle.

Students are given an overview of the program at the beginning of the year along with much discussion as to the sequence and material to be covered in the following year.


Brinkmann syllabus

Maune syllabus

Standard 7.2 - Student Training Plan

A training plan for each student should be developed and used, indicating the student's training goal(s) and specific steps needed to meet that goal. Students should be given a copy of their training plan.

Response: Students are evaluated prior to entering Four Rivers Career Center. Students with special needs or in need of a modified curriculum are identified by our VRE (Vocational Resource Evaluator). Students with special needs are identified and a plan is developed as required. All other students are trained with the mindset that they will become qualified entry level technicians by meeting the requirements set forth by NATEF.

Because this information is considered confidential information, any further information can only be released by Our Counselor, VRE or Director as allowed by law.



Standard 7.3 - Preparation Time

Adequate time should be provided for teacher preparation and program development.





Time Activity

8:20 a.m. Warning Bell - AM Session

8:25 a.m. Second Bell

8:25 - 11:00 a.m. Class Time/ Student Time

11:00 a.m. - 11:40a.m. Lunch and Plan Time for Instructors

11:40 a.m. Warning Bell - PM Session

11:45 a.m. Second Bell

11:45 a.m. -2:15 p.m. Class Time/ Student Time

2:15-3:30 p.m. Teacher Plan Time

*NOTE: Each instructor has approximately 75 minutes of plan time each day for classroom preparation. Occasional meetings happen from 2:30 - 3:30

Standard 7.4 - Teaching Load

The instructor/student ratio and class contact hours should allow time for interaction on a one-to-one basis. A safe working environment should be considered when determining teach/student ratio


1-25 Student Ratio

Students are able to go to the resource room if they need additional help on a topic. Furthermore, Stephanie Juengling is available to help students with any issues that arise.

While students are working on tasks, the instructors can move around the shop and classroom and help students individually.


see class roster in file folder

Standard 7.5 - Curriculum

All tasks have been given a priority rating. Ninety-five percent (95%) of the tasks designated as Priority 1 (P-1) must be taught in the curriculum. Eighty percent (80%) of the tasks designated as Priority 2 (P-2) must be taught in the curriculum. Fifty percent (50%) of the tasks designated as Priority 3 (P-3) must be taught in the curriculum.

Instruction on the legal aspects and responsibilities of the automobile technician in areas such as Environmental Protection Agency regulations, safety regulation, OSHA regulations, and other appropriate requirements must be included in the curriculum. Instruction and practice in filling out work order forms, ordering parts, and basic record keeping should be part of the training program.

Tools and equipment must be available to perform the tasks in each of the areas for which accreditation is requested.


Please refer to the attached course outline indicating total hours spent in each of the categories. Please also refer to the enclosed worksheet supplied by NATEF in calculating actual tasks covered. Most are listed specifically to the task areas however, the electrical, electronics, engine performance areas are so closely related that hours overlap and therefore, not as obvious.

Safety is incorporated into each lesson. Also, the students start each year with the nationally recognized online SP2 safety and environmental training.

Speakers are scheduled to talk to students each year.

Tools required to perform these tasks are mostly secured in the tool room located in the AST shop. Specialty tools and extra tools are stored in the room just west of the tool room. Please feel free to tour these rooms and ask the instructors to show you any tools you may not see.

Please feel free to ask instructors any questions you may have in regard to specifics in each area.


Brinkmann priority task list

Maune priority task list


Standard 7.6 - Student Progress

A record of each student's progress should be maintained through the use of a progress chart or other method. The record should indicate tasks required for program completion.

Response: The Task list document is used as an overall tally sheet to document tasks students have completed.

Files are kept on each student that are used to retain individual completed job sheets and test scores.

The files are kept in the individual classrooms and students are responsible for putting the completed documents in their files after being signed off on by the instructor. Students, Instructors, and administration are able to access the files when required.

Students are given a list of job sheets to be completed throughout the year. There is a place to record the date the job Sheet was completed as another means of tracking accomplishments.

Brinkmann priority task list

Maune priority task list

Standard 7.7 - Performance Standards

All instruction should be performance based, with an acceptable performance standard stated for each task. These standards should be shared with students and potential employers . Students should demonstrate competency of a task.

Response: Students are given task sheets that define the requested task. Either task sheets are completed on donated school cars or repairs on actual customer vehicles are used to provide the hands on portion of the lesson. Students are taught the theory/information in class, most of the time demonstrations are performed, then students perform the task.

All students earn their shop grade (34% of the overall grade) by completing ASE tasks in the shop that have been associated with a "flat rate " time. They earn the grade by completing the task. All tasks must be performed correctly. (4 out of 5 lug nuts is not a 80%) Upon verification of completion the instructors sign off on the sheet.



Standard 7.8 - Safety Standards

Safety instruction must be given prior to lab/shop work and be an integral part of the training program. A safety test must be included in the training program. Students and instructors should comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation and the handling, storage and disposal of chemicals/materials in accordance with local, state, federal safety and environmental regulations.


Students receive safety training using the nationally recognized SP2 online training program. Students are required to score 100% on the final exams of the Mechanical safety, Hazardous materials, and pollution safety.

Students are required to complete the online training again at the beginning of their 2nd year of the program as well.

Ongoing safety practices are reinforced throughout the year. Student must be wearing appropriate shop clothing and safety glasses when working in the shop. Safe work procedures and proper shop conduct are required if students are to be allowed in the shop.


Standard 7.9 - Personal Standards

All training activities and instructional material should emphasize the importance of maintaining high personal standards.


Students are versed from the first day, on the importance of maintaining a high level of personal pride in any work they perform.

They are expected to display a professional image in the shop as well as in the classroom. Employers will come into the classroom to elaborate and further verify that professionalism and high personal standards are expected as part of being employed.

Students are expected to wear shop appropriate attire as well as safety equipment while in the shop environment. Students are expected to use fender covers and shop towels and are instructed to protect the shop and customers property. Wipe all fingerprints from cars when completed.

Students receive a professionalism grade (33%) of total grade for showing up, on time, with all items needed for class and working professionally while in class.

Students join Skills USA and learn how to be project themselves as responsible, professional individuals.

see pages 10, 11, and 12 of

Quarterly Scoring Guide.xlsx

Standard 7.10 - Work Habits/Ethics

The training program should be organized in such a manner that work habits and ethical practices required on the job are an integral part of the instruction.

Faculty is required to instruct using only ethical practices including their interaction with the students and fellow faculty and staff members. Part of the automotive student's grade, the professionalism portion, is attendance, behavior and dress.

see pages 10, 11 and 12 of

Quarterly Scoring Guide.xlsx

Standard 7.11 - Provision for Individual Differences

The training program should be structured in such a manner that students with different levels of cognitive and psychomotor skills can be accommodated.

Response: Students are tested prior to entering Four Rivers. Students with an IEP are assisted by our VRE, Iesha Maloney. The VRE acts as the liaison between the Instructors, home school, and counselors in order to meet the IEP accommodations. VRE's will be available to read tests to students, assist in studying difficult subjects.

We also have a resource educator, (Stephanie Juengling) that tests the students each year to determine deficits in math and reading/English skills. She then works with students to be sure they have the skills required to be successful in the program.

Multiple approaches to teaching are utilized at L&C as well. Videos, textbooks, computer based, and verbal explanations as well as demonstrations are all utilized in order to enhance the learning capability of multiple personalities/learning styles.


Standard 7.12 - Related Instruction

Instruction in related mathematics, science, communications and interpersonal relations should be provided and coordinated with ongoing instruction in the training program. This instruction should be provided by a qualified instructor.


We have resource educator Stephanie Juengling who tests the students each year to determine deficits in math and reading/communication skills. She then works with students to be sure they have the skills required to be successful in the program.

The importance of Interpersonal relations are displayed as well as discussed daily. Example of poor skills are observed often during the year and are used as examples as ways of how not to act.

Math is also utilized in engine measurement, alignment, brake rotor resurfacing, Electrical theory, Electrical meters, scan tools, clearances in differentials, and auto Tran.

Science is incorporated in EVERY lesson as none of it would be possible without science. Science is at the base of all theory.

Embedded English credit is offered to students who perform the work assigned by Ms. Juengling.


Career Management Coursework 2015-2016 (2).docx

Quarterly Scoring Guide.xlsx

Standard 7.13 - Testing

Both written and performance based tests should be used to validate student competency. Students should be encouraged to take industry recognized certification tests such as the ASE Student Certification Test or ASE Professional Certification tests

Response: Students are evaluated by several different means. Written tests are utilized. Some are developed by the instructor and others are from Goodheart Wilcox test creation software. The Nationally recognized SP2 Safety Training is also provided for students. Written tests are taken as well as individual performance of job sheets in the shop. It is the desire of Instructors to allow student multiple exposures to competencies and to perform the task as many times as possible.

Students are given the end of course ASE assessments and are given certificates if they pass the tests.

Students are encouraged to take the ASE certification exams and benefits of certification are discussed. Certification registration booklets are distributed to interested students accompanied by much discussion of the process. The ASE Student Certifications are being implemented during the 2014-15 school year.

Teachers ASE certifications are proudly displayed in the classrooms and the process is explained to the students. Increased employment opportunities and financial gain resulting from ASE certification is also discussed


Brinkmann priority task list

Maune priority task list

Standard 7.14 - Evaluation of Instruction

Instructional procedures should be evaluated in a systematic manner. This evaluation should be through regular review by students and the administration. Program evaluation of instruction should also be utilized on a systematic and regular basis. This system should include input from former students and the Advisory Committee members. Instruction procedures should show responsiveness to the feedback from these evaluations.


Instructors are evaluated approximately twice every year through a process called Performance Based Teacher Evaluation. This is an ongoing process and involves approximately 2 classroom visits by the Director. The complete document is shared with the instructor before the process begins.


Standard 7.15 - On - Vehicle Service and Repair Work

On-vehicle service and repair work should be scheduled to benefit the student and supplement ongoing instruction on items specified in the NATEF task list. A student should have had instruction and practice on a specific repair task before on-vehicle service and repair work requiring that task is assigned. Vehicles donated by the manufacturers or other sources, customer-owned vehicles and other training vehicles may be used as the primary source of on-vehicle service and repair work. Training program student-owned vehicles, school buses and other vehicles owned and operated by the governing body of the school should not be the primary source of on-vehicle service and repair work vehicles. All vehicles in the lab/shop should have a completed industry-type work order attached to or on the vehicle.

Response: On vehicle repairs are performed on a variety of vehicles from a variety of sources. Manufactures and residents of the district donate vehicles that are used for various tasks throughout the year.

Staff members, Parents, students, citizens of Franklin County and the surrounding counties, as well as district owned vehicles are all sources of vehicles used for live, hands on experience for the students.

Classroom lessons are aimed at teaching theory and not how to repair specific vehicles.

Students are referenced to Alldata and at times paper service manuals to acquire applicable model specifications and procedures.

Vehicles are only accepted after students have had training in the task that is to be performed on the vehicle. As a result, more hands on experience is possible for the second year students than for 1st year.

Repair orders are generated for all repairs performed in the shop. We use repair orders so all history is stored .


Student Shop Ticket.xls

Standard 7.16 - Articulation

Agreements between programs with equivalent competencies should be used to eliminate unnecessary duplication of instruction and foster continued study.

Dual credit agreements have been developed between East Central College and Four Rivers Career Center that are offering college credit in their automotive technology program to secondary students. In addition, college age students are attending classes at the Four Rivers campus with secondary students. The Auto tech class is East Central's class for their college students.

October 13 advisory agenda revised with minutes.docx



Standard 8.1 - Safety

Equipment and tools used in the training program must have all shields, guards and other safety devices in place, operable and used. Safety glasses must be worn by all students, instructors and visitors in the lab/shop area while lab is in session.


Signs are posted when entering shop area stating -

  • Notice, Safety Glasses Required In This Area

  • Be Careful, Keep This Place Clean and Orderly

  • All tools and equipment are maintained in safe operating conditions and checked on a regular basis during the term in which they are utilized. Students receive both general and specific safety precaution instruction at the beginning and throughout the semester. During these discussions emphasis is placed that shields, guards and other safety devices must be used at all times. Operating manuals instructions for each piece of equipment are filed in the Automotive Office and made available for review.
  • Equipment found defective or unsafe are posted out of service until proper repairs are performed


Fire extinguishers are located on all pillars in the middle of the shop as well as in the machining room. Signs are also located above all extinguishers at the correct height. A safety shower is located in the hallway to the shop and clearly marked with a sign.

Shields on all grinders machining room are in good shape and in proper working order.

Shields on brake lathes (located in the machining room) are mounted securely and are in proper working order.

Safety Glasses: ALL students are given safety glasses and are required to wear them at all times. ALL visitors are given a new pair of safety glasses and are required to wear them.

The shop is outlined with painted yellow lines to indicate "Work Zones" and safe areas.

tour the shop

see file folder in Auto Tech office

Standard 8.2 - Quantity and Quality

The tools and equipment used in the training program should reflect the program goals and performance objectives. Sufficient tools and equipment should be available for the training offered. The tools and equipment should meet industry quality standards.


All tools needed are provided by the school. Tools we have are made by Snap-On, Napa, MAC, etc.

Hand tools are located in the "Tool Room". Each day the students are in the shop, one student is the "Tool Room Attendant". The "Tool Room Attendant" checks the tools out to the students and ensures they are returned. All students have full access to the tools provided they have been trained in the proper use of each tool.

Shop Equipment includes:

  • Bench Grinders (located in the machining room)

  • Press (located at the west end of the shop)

  • Tire Balance Machine - (located in the machining room)

  • Tire Mounting Machine - (located in the machining room)

  • Cold soak tank and Hot tank (both located in the machining room)

  • Two Vehicle lifts located in the shop

  • One Alignment Rack (4 sensor, located on the west side of the shop)

  • 1 garage door in the classrooms primarily used for demonstration purposed on classroom days

(Refer to Four Rivers Career Center Inventory List).

Students Access to Tools & Equipment - All hand tools, power tools, machinery and shop equipment are accessible and available to all students provided they have passed all of the related safety tests, attended a demonstration on the proper use of the equipment and shown that they understand and can demonstrate the proper use.

Quantity of Tools Provided -

The maximum enrollment for all morning and afternoon classes is 100 students. The AST1 and AST2 classes share the shop on a rotated basis. At any one given time, potentially 25 students are working in the shop.

Tools that are worn or broken are replaced with new ones. New tools to the industry are purchased through grants and the school's budget. All tools we use must meet or exceed industry standards.



Standard 8.3 - Consumable Supplies

Sufficient consumable supplies should be readily available to assure continuous instruction.


All consumable supplies are kept in the supply room or for small quantities in the tool room located in the service shop. Inventory is monitored by instructors and a shop foreman (student assigned by instructor). Supply inventory is monitored closely so that all material needed for instruction is available at all times. When additional supply/ parts are needed the instructor and shop foreman will order from a local supplier who will deliver parts the same day. Those items are then used for instructional purposes that day or the next. The parts rooms are locked and secured by instructional staff at the end of each day.


Consumable supplies are kept in a storage room located in the service area.

Feel free to tour the area, Either Instructor can give you access to the storage area.

supply room.jpg

Standard 8.4 - Preventive Maintenance

A preventive maintenance schedule should be used to minimize equipment down - time.


It is the responsibility of the instructors to monitor the operation of all equipment. Most preventative maintenance is completed by the instructor or a maintenance worker employed by the school district. Any equipment that may need maintenance beyond that is requested by writing a work order and an appropriate service provider is called to service the equipment. All general maintenance requests are submitted at the end of each school year to be completed before students return for the next school year.

It is the responsibility of the instructor, directors and support staff to insure that all maintenance has been completed and that all equipment is operational before and during the school year. Any scheduling of maintenance is usually done by the Directors secretary who insures that the maintenance is completed in a timely manner. This is done on an as a need basis. Generator maintenance is scheduled by the assistant director and is set up on a semi-annual basis.


  • Every Friday the shop is shut down and all equipment is inspected, cleaned, repaired and replaced as needed. Tools that are broken are returned to the tool manufacturer for replacement. The last two weeks of the school year, the entire shop is closed and power washed. All racks are wiped down, all hoses cleaned and inspected and a list of tools needed for the following school year is created.

Standard 8.5 - Replacement

An annual review process should be used to maintain up-to-date tools and equipment at industry and safety standards. Student follow-up and Advisory Committee input should be used in this process.


  • At present, tools are replaced on an as-need basis. All purchases are determined by budgetary obligations.
  • Advisory Committee recommendations and student in-put heavily influences the replacement of tools and equipment in the equipment acquisition budget.

The administrator asks the instructor to complete an end of the year request for any equipment, books, curriculum items and DVD's. In most cases, the requests have been granted. Feel free to tour the classrooms and shop area to view the facilities.

Standard 8.6 - Tool Inventory and Distribution

An inventory system should be used to account for tools, equipment, parts and supplies.


A tool room attendant is assigned on a daily basis. The student is responsible for checking out tools and equipment from the tool room as well as being sure tools are cleaned and returned to the original spot.

An attempt is made to update a total shop inventory annually.


  • School Inventory


Toolroom attendant Job Sheet.xls

Standard 8.7 - Parts Purchasing

A systematic parts purchasing system should be in place

Response: Parts can be purchased from NAPA and other parts stores via phone call. Dealers are utilized for manufacture specific parts.

Upon completing an approved diagnosis students are required to fill out a "Shop Ticket" in order to provide accurate information about the vehicle and the owner. A repair order (RO) must be written and the RO # included on the information sheet. (This serves as PO # for the parts store and allows for tracking of purchases as well).

The Students take the sheet to the instructor who orders the parts. The information sheet and invoice are turned in to the Instructor by the end of each period for verification of correct billing and processing.

In stock parts are usually delivered within a 15minute time period allowing for the majority of repairs to be completed in a timely manner.


Standard 8.8 - Hand Tools

Each student should have access to basic hand tools comparable to tools required for employment. Students should be encouraged to purchase a hand tool set during the period of instruction.

Response: Tools required to complete the competencies are provided by the school district. Basic tools are located in the tool room on the west side of the shop. Specialty tools are stored separately in the "office" located in the Northwest corner of the shop. Please feel free ask any questions you may have and to tour the office and tool room.

Students are encouraged to take advantage of educational discounts made available by Snap on and Mac.




Standard 9.1 - Training Stations

Training stations (bench and on-vehicle service and repair work) should be available in the type and number required for the performance of tasks outlined in the program goals and performance objectives.


Class limited to 25 students

Garage door in classroom

Tour of shop



tour the shop

see file folder in Auto Tech office

Standard 9.2 - Safety

The facilities should meet all applicable safety standards and an emergency plan should be in place and posted in all classrooms and lab/shop areas.


  • Yellow caution lines are painted on the shop floor indicating the work/safe zones.

  • Fire extinguishers are inspected annually. During SP2 safety courses students are informed and tested on the various types of extinguishers Signs in the shop are displayed above the fire extinguishers so they are visible over the roofs of vehicles.

  • To disconnect electrical power to shop, circuit breakers are located in the southeast corner of the shop.

  • Lighting in the shop is very good.

  • Safety inspections are conducted Monthly during clean up. Outside companies are hired to inspect equipment during the summer months.

  • Emergency fire exits diagrams are posted in each classroom and drills are conducted a minimum of twice yearly.

  • Earthquake, tornado and intruder drills are conducted regularly.

  • Feel free to tour the shop and classroom areas for verification.


Please refer to shop map

tour the shop

see file folder in Auto Tech office

Standard 9.3 - Emergency Maintenance and Repair

A written facilities maintenance program should be used to ensure facilities are suitable when required for instruction.


It is the responsibility of the instructors to monitor the operation of all equipment. Most preventative maintenance is completed by the instructor or a maintenance worker employed by the school district. Any equipment that may need maintenance beyond that is requested by writing a work order and an appropriate service provider is called to service the equipment. All general maintenance requests are submitted at the end of each school year to be completed before students return for the next school year.

It is the responsibility of the instructor, directors and support staff to insure that all maintenance has been completed and that all equipment is operational before and during the school year. Any scheduling of maintenance is usually done by completing a help desk ticket in our online system. This is done on an as a need basis.

The district maintenance staff maintains the lighting, air conditioning system, air compressors and heating systems. They are maintained annually as well as on an as needed basis based on a district work-order system.


Standard 9.4 - Housekeeping

The classroom(s), lab/shop, and support area(s) should be kept clean and orderly.


All of the lab areas are primarily cleaned and maintained by the instructors and students. The shop is cleaned at the end of each day. The assistant shop manager assigns cleaning tasks to each student. Every two weeks, the shop is scrubbed. The custodians take care of change of lighting, trash and cleaning of sinks and replacement of paper towels and soap. They wipe down all desks and computers.

The classrooms are cleaned by the custodial staff nightly and classrooms, shops etc. are deeply cleaned annually. Most of the cleaning is done at night after the students have left for the day.


Assistant Shop Manager Job Sheet.xls

tour the shop

Standard 9.5 - Office Space

An area separate from the lab/shop should be available and convenient for the instructor(s) to use as an office.


The area located to the right of the shop door as you are leaving the shop, is used as the teacher office. On an as needed basis, this can serve as a personal conference area.


  • See shop map.


tour the office area

Standard 9.6 - Instructional Area

A classroom convenient to, but separate from, the lab/shop area should be available for instruction and other non - lab/shop activities.

Response: Classrooms are located at the entrance to the shop.

Whiteboards, video projectors, DVD, CD, players, computers, as well as VHS with surround sound, down to overhead projectors are available in the classroom to enhance the learning experience.

Please feel free to tour the classroom areas and ask any questions you may have.


  • Classrooms are available for you to view.


see folder in Auto Tech office

Standard 9.7 - Storage

Storage areas for tools, parts, supplies, and automobiles should be sufficient to support the activities outlined in the program goals and performance objectives. Security should be provided to prevent pilferage and vandalism.


Please feel free to tour the shop, view the tool room, specialty tool storage and supply room area as referred to on the map. Additional storage is available in the upstairs mezzanine

Instructors have keys to each area as well as the staff in the administrative offices located at the main entrance to Four Rivers.


  • Map of automotive and storage areas.

supply room.jpg


Standard 9.8 - Support Facilities

Restrooms and clean - up areas should be provided for both male and female students and should be convenient to the instructional area.


Restrooms are located a short distance down the hall from the auto tech classroom and shop

Auto Tech lockers are located in the shop hallway and immediately outside the classroom and shop door.

A sink is located hallway of the shop.


see folder in Auto Tech office

Standard 9.9 - Ventilation

An exhaust fume removal system should be in place and operational. When appropriate, heating and cooling systems should be used to provide sufficient comfort for learning


  • Shop is equipped with a central exhaust system and several ports on the wall

  • Heating & A/C system is in place in the classrooms.

  • Heating is supplied in the shop along with a fresh air supply.

ventilation system.jpg

Standard 9.10 - First Aid

A first aid kit should be in place and should be maintained and comply with local regulations and school policy

A first aid kit is located in the shop on the water cooler and in the shop. Health Occupations teachers (registered nurses) serve as school nurses to evaluate the seriousness of injuries as well as assist in treatment. Students are sent to the hospital if required after parental contact.

first aid kit.jpg


Standard 10.1 - Technical Competency

Instructors must hold current ASE certification to meet the requirements for the level of the program accreditation sought (MLR, AST, or MAST).


Instructors are both MASTER ASE Certified. Please refer to copies of Certificates in the file. Bo


ase certificate.pdf

Standard 10.2 - Instructional Competency

Instructors should meet all state teaching requirements.


Both instructors hold a teaching certificate for the state of Missouri


  • Teacher Certification

Standard 10.3 - Technical Updating

Faculty members should be provided technical materials required to maintain their competency. Instructors must complete a minimum of 20 hours of technical update training each year.


Instructors attend conference and training annually.

Please refer to Certification of Completion of attended seminars.


update certificate.pdf

Standard 10.4 - Substitutes

A written policy regarding the use of "substitute" instructors should be provided to all instructors.


Obtaining a Substitute

Before being able to obtain a "substitute" instructor, the applicants must first complete the following:

  • Retrieve an application from Central Office.

  • Complete the paperwork provided for them.

  • Obtain an official copy of their college transcripts.

  • Apply for a fingerprint / background check.

  • Employment History

  • District training

Once all of the above qualifications have been met, the applicant goes through an interview process. This, along with the proof of degree(s) and results of the background check, determine the applicant(s) status of "substitute". At Four Rivers Career Center, we have the unique privilege to obtain individuals with diverse career backgrounds that compliment the 60 hours required to substitute in our district. Before actually being asked to substitute, each applicant is taken around the building to each program where they are given a general view of the curriculum content and introduced to the instructors.

In the event a substitute instructor is needed, the following happens

  • The instructor applies for a substitute on AESOP, an online sub finder

  • The director approves the use of a sub

  • The substitute is called

A qualified substitute is chosen from the list of competent individuals. They are checked on at least once in the AM and PM Sessions by the Director and/or other Four Rivers staff.



Standard 11.1 - Standards

The student training plan and performance standards should be developed and coordinated by the automobile instructor, and include employer expectations and role.

One of the goals of Four Rivers Automotive Technology Program is to give student real life skills and assessing students skills in the automotive lab is the same as they will be on the job. Mr. Brinkmann allows students to stay after class and employers will come in and watch or work with the students. The training plan is to use job sheet and work orders on work-based learning.

Standard 11.2 - Agreements

All agreements should be written and legally binding.

Student Shop Ticket.xls

Standard 11.3 - Supervision

A supervising automobile instructor or supervising work - based coordinator should be assigned responsibility, authority, and time to coordinate and monitor automobile work - based learning programs.


Mr. Maune works with students in the work release program as they are only eligible in the second semester of the second year of the program. Students submit their work release evaluations to the office and Mr. Maune is notified of any poor evaluations. Remediation takes place if required to assist students in enhancing their performance in the workplace. If improvements are not displayed the student is no longer eligible to qualify for the work release program.


  • Work Release Agreement

  • see folder in Auto Tech office


Standard 12.1 - Access

Students must have access to the appropriate technology needed to access e - learning materials.

The Automotive Technology Program uses SP2 scenarios to transitions from classroom to lab. The Automotive students are given computer time in the classroom and trained how to use the E-Learning and some of the work is done as homework. The Four Rivers main campus has open computer labs and laptop computers in the Auto tech classroom for use with up to date computer and hi-speed internet access

Standard 12.2 - Curriculum and Student Progress

All content/ tasks taught by e - learning must be identified and a record of each student's progress must be maintained through the use of a Learning Management System (LMS).

Students are registered with and are required to complete all online training. Records are kept.

Standard 12.3 - Advisory Committee Input

E - learning, for the purpose of meeting NATEF hour requirements, should be discussed and approved by the Advisory Committee.

The Instructors are responsible for scheduling work based learning and supervising the students. One of the ASE certified instructors is available during lab activities to increase instructional opportunities and to improve shop safety. Advisory committee members have discussed and approved.