Using Integrated Technical and Academic Competency Standards
Policy Rationale and Goals: Beginning
in 1990, Ohio developed Occupational Competency Analysis Profiles (OCAPs) for
use as the basis of occupational training curriculum in both secondary and
adult education programs. Business and industry panels developed OCAPs for
approximately 60 occupational areas. Each OCAP includes separate lists of
occupational, employability, and academic competencies. Assessments for each
OCAP have also been developed. The OCAP system has been in place for several
years and is implemented on a statewide basis. In 1998, however, Ohio began the
process of shifting from OCAPs which separate occupational, employability, and
academic competencies, to a model integrating technical and academic student
competencies. In the future, Integrated Technical and Academic Competencies 
(ITACs) will serve as the curricular framework for career-focused education in the state.
Changes in the economy which demanded increased levels of skill and knowledge and specific changes in Ohio educational law and policy were the major forces driving the change from OCAPs to ITACs. First, Senate Bill 55 increased the number of credits required for graduation and changed graduation test requirements from end of the 8th grade to competencies at the end of the 10th grade. Second, "Ohio's Future at Work: Beyond 2000" redirected Ohio's vocational education program from a goal of preparing for entry-level jobs to preparation for work and continuing education. The rationale for ITACs is further supported by the requirement of the Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins III) that "all students are taught the same challenging academic proficiencies as all other students."
ITACs are to be used by local districts as a resource for program planning and as the basis for curriculum, instruction, and assessment, and will serve primarily for secondary and adult programs with articulation to postsecondary programs. Competencies from Tech Prep curriculum at both the secondary and post-secondary instructional levels will also be used and will describe the performance levels required for articulation from one level to the next. ITACs are intended to help instructors [1] expand student options for achieving career and educational goals; [2] integrate instruction and include active, project-based learning; [3] prepare students with a broad base of transferable career skills; [4] build partnerships between education and business/industry; and [5] support proficiency test scores.
Implementation Strategy: The Division of Vocational and Adult Education is providing leadership in the development of ITACs. Ohio has embraced a four step process in the development of ITACs: [1] national academic, employability, and occupational standards are reviewed and synthesized; [2] standards are reviewed by both vocational and academic teachers; [3] the standards are updated and validated by business and industry representatives; [4] the standards are reviewed for direct links to Ohio Competency-Based Education Models and Ohio Proficiency Test Learning Outcomes.
Core, Career Cluster, and Specialization ITACs Form the model in Ohio
- Core ITACs represent
what individuals need to know and be able to do to be successful--in further
education, in a career, and in life. Core ITACs integrate academic,
employability and technical competencies common across subject areas. The Core
ITAC was co-developed with educators representing all aspects of elementary and
secondary education. The Core ITAC is organized into six strands that thread
throughout the entire model: [1] solving problems and thinking skillfully, [2]
working responsibly, [3] communicating effectively, [4] planning and managing a
career, [5] applying technology, [6] and managing resources. Competencies are
developed for each strand. Each strand features real-world scenarios and
guiding questions that set the stage for active, problem-based learning.
- Career Cluster ITACs
consist of the competencies which form a common foundation of related
occupations or industries. The six Career Cluster ITACs provide a broad
foundation for entry-level, technical, and professional careers. Ohio's six
career clusters are [1] arts and communications, [2] business and management,
[3] industrial engineering systems, [4] human resources, [5] environmental and
agricultural, [6] and health services. Career Cluster ITACs feature scenarios
and guiding questions for each strand that illustrate types of workplaces
within each cluster.
- Specialization ITACs consist of those competencies critical to success in a specific industry or occupation. Specialization ITACs feature scenarios and guiding questions related to the Core and Career Cluster ITACs that illustrate types of workplaces within a specific industry or occupation.
Evolution of Strategy: The development and implementation processes are complex and labor intensive. For example, Ohio has found that in developing some of the Career Cluster competencies, national skill standards may not provide a broad enough base for an entire cluster. Furthermore, in developing the Core ITACS, Ohio found it was important that the standards be developed jointly as opposed to in isolation of each subject matter or concept. In other words, when academic and employability components were co-developed, buy-in and ownership of the standards was created both for academic and technical educators. In the development of the Specialization ITACs, the integration of academics has been a difficult process, particularly when it comes to defining the academics skills that are equivalent to appropriate grade-level proficiencies.
Outcomes/Lessons Learned: As a result of using academic, technical, and national and state curriculum models in the development of ITACs, there has been a wide range of support from all stakeholder groups, including academic and technical educators from both secondary and postsecondary education. The OCAPs have been effective in setting standards for vocational education, in providing the framework for accountability in the programs, and for identifying student competencies on career passports for employers and postsecondary institutions. Ohio is convinced that the new ITACs will reflect the higher order academic and technical competencies now required for students' academic and career success.
Information submitted by Joanna Kister, Director, Ohio Department of Education, Division of Vocational and Adult Education, Columbus, OH (1998, October 23).
