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Wyoming SkillsUSA State Leadership and Skills Conference

The Wyoming SkillsUSA State Leadership and Skills Conference is our year-end culminating event, bringing together students, advisors, and industry partners from across the state. This dynamic conference recognizes career and technical education students who excel in their occupational areas, and spotlights leadership development activities that are such an integral part of the SkillsUSA program. Participants showcase their talents, compete for top honors, and gain valuable feedback from industry professionals. Our Closing Awards Ceremony celebrates the achievements and hard work of all participants and our top three students in each competition are awarded Gold, Silver and Bronze medals on center stage.  Our Gold medalists earn the opportunity to travel to the SkillsUSA National Leadership and Skills Conference to represent Wyoming at the national level.

Career Competition Clusters

Click on the individual clusters below for a brief description about each competition offered in Wyoming within the cluster.  The SkillsUSA Championships Technical Standards, which feature the full official rules and regulations for each competition, are accessible by Professional SkillsUSA members, only.

In accordance with the Technical Standards, each competitor will need a one page resume to compete.

How to Access the Technical Standards
2025 Wyoming Competitions and Limits
2025 WY SkillsUSA SLSC Registration Guide

Leadership Development Contests

(Team of 2) Additive manufacturing, also known as 3D Printing, embraces a wide range of materials and  derivative processes to build parts suitable for end-use service. The virtually unlimited design freedom enabled by additive manufacturing allows for the creation of shapes and the integration of feature and function that previously required sub-assemblies. Employment opportunities for design engineers are growing as the industry adopts additive manufacturing methods and applies the practice to various parts of their business, from prototyping to end-use parts.

(Team of 3) The competition evaluates teams in the integrated manufacturing technology fields of computer  aided drafting/design (CAD), computer aided manufacturing (CAM), and computer numerical controlled machining (CNC). CAD operators construct the part geometry; the CAM operator generates the tool paths;  and the CNC operator sets up and machines the part.

(Team of 3) Student teams use their course of study as the basis of a project that will benefit their class,  school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon  completion of the project, the students will develop a display and use it within the community to explain their  training and project. This competition will judge mastery of their training, its application, the project’s benefit  to their community, and display and presentation techniques. Teams must be entered in the appropriate  Career Pathways – Industrial and Engineering Technology based on the course enrollment of the students  (not on the content of the project). The following career clusters are represented in this competition:  Architecture and Construction; Manufacturing; Science, Technology, Engineering, and Mathematics; and  Transportation Distribution and Logistics. 

This competition evaluates each competitor’s ability to independently plan and program jobs for 2-Axis CNC  (Computer Numerical Control) turning centers and 3-Axis CNC milling machines and provide instructions for operators to execute. Competitors program part features and generate NC code using CAM software,  troubleshoot G-code programming errors, interpret prints (including geometric dimensioning and tolerancing or GD&T), measure/gauge parts, and demonstrate their theoretical knowledge of CNC turning center and milling machine configuration, setup, and operation. 

(Team of 3) Students demonstrate their ability to design an innovative engineering project and present those ideas along with a display and live model. During the presentation, students are judged on their performance as a professional team, presentation of their project to a panel of judges from the engineering field, their storyboard presentation model, and the overall effect of the presentation. 

Students demonstrate their knowledge of electrical principles, equipment, and industry codes and standards as it relates to the design and installation of motor control systems. Students demonstrate their skills and abilities  in applying that knowledge by properly installing motor control equipment and associated enclosures,  raceways, pilot devices, and circuitry in accordance with accepted industry practice and National Electric  Code requirements. 

(State only; no advancement to nationals) This competition tests students’ proficiency in operating manual lathe and milling machines. As a state-only contest, it emphasizes precision machining skills, including equipment setup, interpreting technical drawings, and producing components to specified tolerances.  Students will be evaluated on their craftsmanship, safety practices, and ability to work effectively with  mechanical tools and materials, showcasing their expertise in traditional machining techniques. 

(Team of 2) The competition requires competitors to have the ability to understand complex systems that  integrate various elements in the mechanical, fluid power and controls domain, combined with the ability to  work in a team environment with people with different areas of expertise. Mechatronic specialists must have well developed skills in pneumatic technology, electrical and electronics systems, mechanical systems, and general automation techniques and practices, including systematic troubleshooting methods. This competition consists of events designed to measure the skills required in the modern automated manufacturing environment. Competitors are required to assemble, adjust and test an automated machine system,  troubleshoot and repair a faulty machine system, and take a comprehensive written test. The competition elements have been designed to be as realistic as possible, closely resembling the tasks and activities of modern automation professionals. In addition, there is an individual oral interview. Teams are required to provide their own PLC that will be used in the construction phase. 

(Team of 2) The competition includes activities that simulate situations encountered by robotic programmers and support professionals. Teams are given a task to solve using a mobile robotic system that is built ahead of time and brought to the competition. Teams will have two scored chances to solve the mobile robotic challenge and will be given a design and programming interview. Once a team has performed the required task or set of tasks, a design change may be introduced. Competitors are required to adhere to industry safety standards using the hardware and software they have selected. 

Through a written test, competitors demonstrate the skills required to solve mathematical problems correctly that are commonly found in the skilled trades and professional and technical occupations. Skills demonstrated  include addition, subtraction, multiplication, division of whole numbers, fractions and decimals, applied word  problems; percentages; ratio proportions; averages; area; volume; metric measures; and traditional (Imperial)  measures and trigonometry. 

(Team of 2) Teams are required to build a robot and arm mechanism prior to the competition. The robot must be capable of locating, grabbing and moving simulated ordnances on the challenge course. This competition assesses proficiencies such as remotely operating the robot via camera, navigation, manipulating the arm mechanism to collect simulated ordnances, traversing various types of terrain, and communication between driver and spotter. 

Competitors receive competition drawings and a set of welding procedure specifications that conform to the latest edition of the American Welding Society standards. At a series of stations, competitors are tested on various aspects of welding: measuring weld replicas, using weld measuring gauges; laying out a plate and using oxy-acetylene equipment to cut several holes that are checked for accuracy and quality; gas metal arc welding (GMAW) on steel making welds in various positions using short circuiting transfers; flux cored arc welding  (FCAW) using a shielding gas, making welds in various positions and, using a combination machine capable of providing the correct welding current for shielded metal arc (SMAW) and gas tungsten arc welding  (GTAW). Competitors complete the steel project and weld an aluminum project in various positions using a variety of filler metals. 

(State only; no advance to nationals) The Intermediate Welding competition is intended for students who have progressed beyond the basics, typically recommended for sophomores or juniors, or those in their second year of a welding program. While grade level serves as a guideline, skill proficiency is the primary consideration for entry. Competitors in this state-only contest at the Wyoming SkillsUSA Leadership and  Skills Conference will demonstrate advanced abilities in SMAW, GMAW, and OFC processes, including enhanced safety practices, equipment setup and troubleshooting, and precise material preparation.  Participants will also showcase their knowledge of welding transfer types and the ability to adapt to various materials and specifications. This level prepares students for more complex welding challenges and future competitions.

(State only; no advance to nationals) This competition is designed for students with foundational welding skills, typically recommended for freshmen or sophomores, or those in their first year of a welding program.  This state-only contest at the Wyoming SkillsUSA Leadership and Skills Conference focuses on introducing participants to competitive welding while emphasizing skill development over grade level. Competitors will demonstrate proficiency in Shielded Metal Arc Welding (SMAW), Gas Metal Arc Welding (GMAW), and  Oxygen Fuel Cutting (OFC), including safety procedures, equipment setup, basic troubleshooting, material  preparation, and selecting appropriate electrodes or filler materials. This level provides a platform for participants to build confidence and refine their understanding of basic welding processes. 

(Team of 3) This competition requires a team of three students to use their welding and fabrication skills to build a designed project from the provided material. The project is constructed by the competitors based on provided prints. Teams should be skilled in the following welding and cutting processes: SMAW, GTAW,  GMAW, FCAW / OFC and PAC. The students are also required to be proficient in using common tools of a  workshop. 

Competitors demonstrate their ability to design and produce a welded sculpture and to describe all aspects of  the creation of their design. Welded sculptures are displayed for the national competition along with a  professional portfolio documenting evidence of creating the original work. Each participant is interviewed  regarding the design and creation of the piece. There is an onsite welding component.

(Team of 3) Student teams use their course of study as the basis of a project that will benefit their class,  school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon  completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate  Career Pathways – Agriculture, Food, and Natural Resources based on the course enrollment of the students  (not on the content of the project).

This competition tests technical skills and creative aptitude as though competitors worked for an advertising agency. In addition to a written test, competitors will recreate a provided advertisement on a computer.  Competitors are judged on their accuracy, proficiency with industry software, and ability to meet a deadline.  The competition also includes a creative portion. The creative portion involves the application of creative thinking and a design challenge. Layout, drawing, and illustration skills are used, as well as the ability to create vibrant, effective designs using a computer. 

(Team of 3) Student teams use their course of study as the basis of a project that will benefit their class,  school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate  Career Pathways – Arts and Communication based on the course enrollment of the students (not on the  content of the project).

(Team of 2) The competition evaluates and recognizes outstanding students for excellence and professionalism in filmmaking in the areas of development, pre-production, production, and post-production through the writing, producing, directing, and editing of an up to five-minute short film based on the prompt given.

Competitors in the Photography competition are put through a series of real-world scenarios and are judged  on their overall mastery of the following skills: understanding the features of today’s digital SLR or mirrorless  cameras, field assignment, producing a contact sheet, and producing a composited digital fine art piece from their field assignment, question written test, portrait/commercial studio using strobes, troubleshooting common photo errors, print competition, and job interview.

Students present their winning state conference pin and artwork and participate in an oral presentation regarding all aspects of the creation of their design. Competitors will explain how the pin represents their state, its unique qualities and why another SkillsUSA student or adult member would want to wear the pin.  The competitor will create a tabletop display that represents the process they used to create the design.

Students present their winning state conference T-shirt and create a professional portfolio that documents the process used to create the design. Competitors will participate in an oral presentation regarding all aspects of  the creation of their design and explain how the T-shirt represents their state, its unique qualities and why  another SkillsUSA student or adult member would want to wear the shirt.

(Team of 2) Competitors are required to plan and shoot a video (generally 30 seconds or one minute in length) on location to convey the theme of the event. Editing is done in the competition area with special emphasis on professional production of the video by industry standards, quality of audio and video, and adequate conveyance of the theme to the viewer of the final piece.

Competitors will use their drafting skills to solve an architectural problem. The competition includes a written test, a hand sketch, and drawings that are either computer-generated or board-drafted. The competition evaluates the competitors’ problem-solving abilities, not simply CAD skills.

Competitors build a small cabinet or piece of furniture from the supplied materials and drawings.  Competitors are expected to read the drawings, lay out, create a cut list, and cut the parts using a variety of tools including, but not limited to, the following: table saw, miter saw, drill, hinge boring machine, and various hand tools. The parts must be accurately assembled, sanded, and adjusted to tolerances specified by the judges. 

Competitors frame walls using wood and/or steel studs, cut and install rafters, gable end overhangs, fascia board and soffit installation, install sheathing and/or exterior siding and trim. Demonstration of knowledge of stair construction is required. Competitors will be judged on accuracy, ability to read and interpret blueprints, workmanship, safety, and the proper use of tools, equipment, and materials.

Competitors are required to complete a written test of questions formulated from the latest edition of the  National Electric Code (NEC), a practical conduit bending exercise, and hands-on installation of a conduit system, cabling system, and wiring devices. Working from drawings and specification sheets, competitors are required to install an electrical system common in most residential and light commercial projects. Judging is based on general workmanship, accuracy of layout and installation, and adherence to the current NEC and standard industry safe practices.

The competition evaluates a competitor’s preparation for employment and recognizes outstanding students for excellence and professionalism in the field of technical drafting. The competition will focus on the solution of industry-developed problems by applying appropriate technical drafting skills and tools, including computer-aided drafting (CAD). 

Competitors demonstrate their knowledge of developmentally appropriate practice and their ability to prepare and implement learning activities for children three to five years old. Competitors will prepare a written lesson plan and take a written test assessing their knowledge of child development and effective teaching strategies. They will demonstrate their understanding of the unique age-related learning characteristics of young children and the relevant social interactions as they implement the lesson. 

This competition requires a five- to seven-minute demonstration of an occupational skill in an area in which a student is training. Competitors use examples, experiments, displays, or practical operations to clearly explain their skills using competitor-prepared visual aids. A letter from an appropriate school official on school letterhead stating that the competitor is classified under the provisions of Public Law 105-17, Individuals with  Disabilities Education Act, 1997, is required for participation. 

(Team of 3) This is a professional portfolio competition documenting SkillsUSA chapters’ community service; patriotism and citizenship, and promotion of career and technical education projects that demonstrate a belief in the American way of life and the purposes of SkillsUSA.  

(Team of 6) Student teams demonstrate knowledge of parliamentary procedure in both a written exam and a team demonstration. The written exam covers questions related to materials found in Robert’s Rules of  Order—Newly Revised. During the presentation, the team will demonstrate the running of a typical business meeting using a standard order of business. During the presentation, the team must properly insert into the  order of business the secretary’s minutes, treasurer’s report and business items identified by the technical  committee. In addition to the debate and transaction of the business items, teams will also properly demonstrate different parliamentary procedure motions, including at least one of each of the following: main, privileged, subsidiary, incidental, and motions that bring back issues to the floor. Minutes of the demonstration will be read by the secretary upon completion of the demonstration. 

(Team of 3) SkillsUSA student members build a three-dimensional display that articulates the The members of the chapter build the display, and three students present information about the display during a presentation and interview with judges. 

(Team of 3) The Community Service competition evaluates local chapter activities that benefit their communities while members become productive community members. SkillsUSA chapters present their best community service project for the current school year. Competitors are evaluated on a professional portfolio that details their chapter’s community service project and on a presentation to a panel of judges. The competencies that are evaluated are based on the team’s professionalism in the visual representation of the project, designing and implementing an engaging presentation, and effective delivery of that presentation. 

The competition requires competitors to give a three to five-minute speech on an assigned topic with five minutes of advance preparation. Competitors enter the preparation area one at a time, where they are given a speech topic. They are judged on voice, mechanics, platform deportment, organization, and effectiveness.

This competition assesses the competitor’s critical problem-solving skills, ability to quickly execute the best response to challenges, and ability to accurately digest complex situations and convey related solutions related to the field of facility management. Competitors complete a multiple-choice quiz, a 15-minute role-play scenario, and a 5-minute emergency challenge. They are judged on understanding of the problem, analysis and approach to the solution, creativity, and quick thinking. 

Competitors are evaluated on their understanding of employment procedures faced in applying for positions in the occupational areas in which they are training. The competition is divided into phases, including the following: completion of employment application; introduction scenario with a receptionist; and an in-depth interview(s). 

Competitors demonstrate and explain an entry-level skill used in the occupational area for which they are training. The competition requires a demonstration performing an occupational skill accompanied by a clear explanation of the topic using experiments, displays or practical operations. 

Competitors demonstrate and explain an entry-level technical skill used either in the occupational area for which he or she is training or outside the training area. The competition requires a demonstration performing  an occupational skill accompanied by a clear explanation of the topic using experiments, displays or practical operations. 

(Team of 7) This teamwork and oral presentation competition evaluates a team’s understanding of the  symbolic representation of the colors and assembled parts of the SkillsUSA emblem. Each team includes  seven registered members in the roles of president, vice president, parliamentarian, reporter, treasurer,  secretary and historian. 

The competition requires students to deliver a five- to seven-minute prepared speech based on the annual SkillsUSA competition theme. Competitors are evaluated on their ability to present thoughts relating to the central theme clearly and effectively, and are rated on voice, mechanics ,and platform deportment. 

(Team of 3) The competition evaluates bulletin board displays created by SkillsUSA chapters based on the annual SkillsUSA competition theme. The bulletin boards promote SkillsUSA, career and technical education in general and related occupational information. An accompanying professional portfolio documents the development and construction of the bulletin board. An oral presentation explains the process, purpose and educational value of the bulletin board. 

(Team of 7) The Quiz Bowl competition tests a team of five to seven competitors on their ability to quickly respond to knowledge questions covering academics, current events and SkillsUSA professional development  curriculum. Teams will demonstrate communication skills, teamwork, problem solving and time-management skills by determining and presenting the answer to each question clearly within the five-second time frame.  Each competitor will take two written tests. One will be a written Quiz Bowl test covering general academic and current events issues. The other will be the national SkillsUSA Professional Development Test.

(Team of 3) Student teams use their course of study as the basis of a project that will benefit their class,  school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate  Career Pathways – Business Management and Technology based on the course enrollment of the students  (not on the content of the project). The following career clusters are represented in this competition: Business  Management and Administration; Finance; Information Technology; and Marketing. 

Competitors demonstrate their knowledge and ability to perform entry-level procedures or skills based on the following list of core standards: academic foundations, communication skills, career opportunity concepts and systems, employability and teamworking, ethical and legal issues, and safety practices. Performance will be evaluated through various stations involving skills testing and both written and verbal assessments. 

(Team of 3) Student teams use their course of study as the basis of a project that will benefit their class,  school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate  Career Pathways – Health Science based on the course enrollment of the students (not on the content of the project). 

(Team of 4) The competition tests teams of students on their collective knowledge within the healthcare system. Teams are judged on accuracy of answering questions in a variety of categories ,including anatomy and physiology; medical terminology, healthcare procedures, healthcare systems, employability skills, legal  responsibility, ethics, safety practices, current events related to healthcare, and communication and teamwork. 

Competitors demonstrate their knowledge of general math concepts used in the healthcare field. They  complete a written test that may include the use of ratio/proportion, dosage calculation, metric and  household equivalents, Roman numerals, abbreviations, and general math including percentages, along with  other medical math-related problems. 

This competition evaluates the knowledge of medical terminology and abbreviations used by an individual preparing for employment in health occupations fields. Competitors will demonstrate knowledge of medical  word roots, prefixes, suffixes, medical word building and medical abbreviations by successfully answering the  questions. Content for the test is based on the Core Standards from the National Health Care Core Skills  Standards Project. 

Competitors demonstrate knowledge and skill in performing personal care, encouraging patient independence, assisting with ambulation, as well as standard infection control procedures used in basic nurse assisting. Students also demonstrate knowledge and abilities in cardiopulmonary resuscitation and the measurement of vital signs. Competitors must be familiar with basic anatomy, communications skills,  legal/ethical issues, and employment skills. 

Competitors are challenged to meet production and quality standards expected by industry. The competition includes a written examination and practical exercises. Competitors demonstrate their knowledge and skills through scaling, mixing, preparing, and baking products. The products include, but may not be limited to,  breads, rolls, cookies, and assorted pastries. The student must also demonstrate cake decorating skills. The competitor must work efficiently to produce quality products in a job-like setting. 

The competition will encompass both hot and cold food preparation and presentation. Competitors will demonstrate their knowledge and skills through the production of menu items meeting industry standards.  The competitors are evaluated on organization, knife skills, cooking techniques, creative presentation,  sanitation and food safety, and the quality and flavor of their prepared items. High school competitors will create menus to demonstrate required fundamental cooking techniques using items from a common pantry.  College/postsecondary students will work from a market basket format and create their own menus using required fundamental cooking techniques. 

The competition evaluates students’ proficiency in providing customer service. The competition involves live role-playing situations. Competitors demonstrate their ability to perform customer service in both written and oral forms including telephone and computer skills, communications, problem solving, conflict resolution,  and business etiquette. 

Competitors are tested on skills required in the front of the house of a fine dining restaurant. The focus is on guest service and guest relations in the dining room including table set up; greeting guests; reservations procedures; presentation of menus; description of food, drinks, soups and specials of the day; taking orders;  serving each course and clearing the table after each course; and preparation and presentation of the check and closing remarks. Competitors are judged on personal appearance, tableside manner, professionalism, ease with guests, courtesy, general knowledge and technical and verbal skills. 

Evaluates a competitor’s ability to perform procedures or take appropriate action based on scenarios  presented related to CPR (Adult/AED, 2-man system, child and infant CPR) first aid medical emergencies  (mock scenarios will be performed by a single competitor as instructed by judges). There is also a written exam. All skills are judged on 2020 nationally accepted standards identified by The American Red Cross, The  American Heart Association, The American Safety and Health Institute, and The National Safety Council for  Basic Life Support and First Aid.

(Team of 3) Student teams use their course of study as the basis of a project that will benefit their class,  school, community or industry. The project must highlight an aspect of their Career Cluster training. Upon completion of the project, the students will develop a display and use it within the community to explain their training and project. This competition will judge mastery of their training, its application, the project’s benefit to their community, and display and presentation techniques. Teams must be entered in the appropriate  Career Pathways – Human Services based on the course enrollment of the students (not on the content of the project). The following career clusters are represented in this competition: Government and Public  Administration; Law, Public Safety and Security; Education and Training Services; Human Services; and  Hospitality and Tourism.

Competitors demonstrate the ability to perform skills based on the task list outlined by the National Institute  for Automotive Excellence (ASE) and the National Automotive Technicians Education Foundation  (NATEF). The competition includes a series of workstations to assess skills in surface preparation, spray gun operation, paint mixing, matching and applying, solving paint applications problems, determining finish defects with an understanding of causes and cures, masking, and utilizing safety precautions. Competitors also complete an interview and an ASE written exam. The overall appearance of the finished products, speed, and proper safety practices are judged. 

The competition is consistent with the automobile technician task list outlined in guidelines published by the  National Institute for Automotive Service Excellence (ASE) and the ASE Education Foundation.  Competitors demonstrate their ability to perform tasks selected from the standards mentioned above, as determined by the SkillsUSA Championships Technical Committee. 

(Team of 2) This competition is designed to evaluate team members’ skills and preparation for employment in multiple career fields related to the safe and efficient use of drone technology in the National Airspace  System and to recognize outstanding performance by participants in real-world, scenario-based situations. 

Competitors cycle through stations testing and troubleshooting engines, electrical and electronics systems,  and powertrain systems, including chassis, transmissions, and carriers. Competitors demonstrate skills in hydraulic systems, vehicle inspections, fundamental failure analysis, brake systems, air-conditioning systems,  and general shop skills. Competitors also perform a job interview and complete a written test.