cte career and technical education december 4, 2010 building a system of college & career...

CTE CAREER AND TECHNICAL EDUCATION

December 4, 2010

Building a System of College & Career Academies in Chicago Public Schools (CPS) –

The Chicago CTE Story

2


What we’ll share today

1. CPS CTE context

2. What’s changing: Our vision, key strategies, and critical success factors

3. How we’re doing so far

3


Chicago Public Schools – The Big Picture

Student Population

Schools

Elementary = 293,509High School = 115,770Total = 409,279

Elementary = 524 (42 charter)High Schools = 151 (29 charter)Total = 675 (71 charter)

African-American: 45% Latino: 41% Caucasian: 9% Asian/Pacific Islander: 3.6%Native American: 0.2%

Low-income: 86%ELL: 12%

Enrollment:

Demographics:

Additional Info:

Overview:

CPS At a Glance

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What is CTE at CPS?• Most programs a 3-year course sequence (10th through 12th grade)• Serves ~20K CPS high school students in 11 industries with 40 types of programs• In 2008-09, 250+ programs open across over 60 high schools (~300 teachers citywide)

A/V Technology &

Comm.

A/V Technology &

Comm.

Agriculture & Horticulture

Agriculture & Horticulture

Architecture &

Construction

Architecture &

Construction

Business& Finance

Business& Finance

Health Sciences

Health Sciences

Hospitality & Tourism

Hospitality & Tourism

Broadcast Technology

Digital Media (Graphic Design & Communications)

Horticulture Production

Food Science

Landscape Arch.

Electricity

Carpentry

Welding

HVAC

Entrepreneurship

Accounting

Finance

Culinary Arts

Hospitality Mgmt.

Plumbing

Arch. Drafting/Design

Pre-Engineering

Allied Health

Medical & Health Careers Academy

Human Services

Human Services

Child Care & Early Childhood Education

Teaching

Cosmetology

Game Computer Programming

Bus. Systems Networking/Cisco

Certified Internet Webmaster

Network Cabling

Oracle Database Programming

Information Technology


TransportationDistribution, & Logistics

TransportationDistribution, & Logistics

Auto Body Repair

Auto Technology

Logistics

Diesel Technology

ManufacturingManufacturing

Electronics

Machine Technology

Equip. & Tech. Institute

Law &Public Safety

Law &Public Safety

Chicago Police & Firefighter Training Academy (CPFTA)

Law & Public Safety Academy

Medical Assisting

Citywide LPN Program

Agr. Business & Finance

5


CPS CTE Goals = Increased Graduation & Postsecondary Success

CTE Goals

1. Engage students in career-focused curriculum and work-based learning to drive increased graduation rates

2. Prepare students for multiple pathways to postsecondary success Higher college enrollment rates

(4-year, 2-year, etc.) Higher earnings levels for

students who choose to work while attending college

Higher employment rates and earnings levels for students who do not go to college

6


How We Measure Success in CTE

Support Students & Teachers Drive Outcomes

PROGRAM INPUTS

Student enrollment

Certified teachers

Externally validated curriculum and third party skill assessments

Infrastructure, supplies, and materials

College & Career Coaches

Counselors

Academy Coordinators

Professional development for all staff

Postsecondary articulation

Business partnerships

STUDENT OUTPUTS

Program retention and completion

Skill-attainment

Academic attainment

Certification and licensure

College planning activities

Career awareness and exploration activities

College credit earned in high school

Work experience

Concrete postsecondary plans

STUDENT OUTCOMES

High school graduation

Postsecondary education enrollment and completion (certificate, associate's, bachelor's)

Apprenticeship enrollment and completion

Employment and earnings

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1. CPS CTE context



9


Best practice research highlights CTE critical success factors

2008 MDRC report• 15-year longitudinal study of career academies across the US• Found that it is difficult to implement models “with fidelity “ but those

that do prepare young people – in particular young men of color who: Got better paying jobs Were more likely to live independently with children and a spouse Were more likely to be married and have custody of their children

James Rosenbaum (Northwestern) research

Select examples of successful schools internationally and in the US, including:• Worcester Technical High School (Worcester, MA)

1600 students; 67% low-income; 25% special education Students graduate with HS diploma and technical certification Nearly 100% graduation rate; 75-80% go on to further education

• William H. Turner Technical Arts HS (Miami-Dade County, Florida) 1800 students; 96% students of color (black and Hispanic); 68%

low-income 2% English Learners Students graduate with HS diploma and occupational certificate Close to 100% complete high school; majority self-report going on

to postsecondary education• Chicago High School for Agricultural Sciences

• Led by principals focused on and supportive of career preparation

• Are schools of choice for students

• Use a mixture of faculty with core academic, technical, and contextualized learning skills

• Maintain a market-driven focus to train students for high-demand sectors

• Provide industry-validated curriculum and credentials based on market standards, with linkages to postsecondary

• Build strong business partnerships and provide significant work-based learning experiences

• Offer facilities equipped to industry standards

CTE Program Critical Success FactorsSample Research

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Historical CPS CTE outcomes not good enough

Relative to the average CPS graduate, research

suggests that CTE graduates should have

significantly…

• Higher graduation rates

• Higher college enrollment rates

• Higher employment rates and earnings levels

But we are not there yet in CPS – despite some pockets of excellence…

Majority of CTE students do not complete (~30% of ~8K potential completers in 2008)

College Enrollment

Employment

Annual Earnings

2007 CPS Grads

50%

49%

$11,439

2007 CTE Grads

53%

51%

$11,473

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The Solution = CPS CTE Reinvention Strategy (Launched in March 2009)

Strategy: Focus on quality vs. quantity via site consolidation.

The Problems How Reinvention Strategy Will Solve the Problems

Diffuse resources • Target resources to fewer ‘College & Career Academy’ sites• Bigger, more sustainable academies at each school site • Geographically distribute academies

Uneven Principal and school-wide commitment

• School buy-in (RFP selection process, SOPs, shared costs)• Integrated instruction / SLCs, core teacher PD, counselor PD

‘Dumping grounds’ • Citywide programs of choice, students must apply

Curriculum not rigorous or relevant enough, and insufficient college and career linkages

• Develop/offer standard technical curriculum and assessments• Launch employability skills curriculum and assessment• Establish college & career pathways (certs., articulation, etc.)• Focus on priority industries (e.g., IT, Healthcare)

Not enough highly qualified teachers • Raise the bar for teacher certification• Offer more teacher PD

Not enough industry engagement or student work-based experiences

• More focused goals / “asks” for partners• City-level support

Sub-par facilities • State of the art labs

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CTE Reinvention Strategy Timeline

# of ‘Legacy’ Programs Remaining

# of New Academies Built

0

50

100

150

200

250

300

Strategy: Focus on quality vs. quantity via site consolidation From 250+ programs in 60+ schools to 100 College & Career Academies across ~35 schools

- Build 10-15 College & Career Academies across 5 schools per year

- Close 30-40 programs per year

2009 2010 2011 2012 2013 2014 2015 2016

Higher quality means…

• Focus on priority industries

• Geographic distribution

• Citywide enrollment, and students must apply

• Committed school leadership

• Curriculum and assessments aligned w/industry and colleges

• Students obtaining industry certifications and college credit

• Teachers are industry-certified

• More teacher support

• State of the art labs

• Stronger industry partnerships

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Priority Industries for Academy Development

Priority industries have been identified (circled in bold) based on job market opportunities – these are areas where we plan to build the greatest number of academies.

$20,000-$24,900 $25,000-$29,900 $30,000-$34,900 $35,000+

4,000+

1,000-3,999

300-999

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Transportation

Human Services (Cosmetology)

InformationTechnology

Business & Finance

Healthcare

Construction & ArchitectureHospitality

Human Services (Child Care)

Manufacturing

Agriculture &Horticulture

Art, A/V Technology & Communications

Automotive

Law and Public Safety

Average Annual Median Salary for Chicago MSA Region

Note: Transportation and Green Technology have been identified as priorities based on CPS and Chicago Workforce Investment Council analysis; however, CTE expertise in these areas is limited, so the Office of New Schools has been asked to prioritize these areas in its RFP process for the near-term, while CTE builds expertise over the long-term.

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Geographic Distribution of Academy Schools(with citywide / magnet admissions)

Map includes

• Fall 2009, Fall 2010, and Fall 2011 academy school launches

• Existing all-CTE schools likely slated for future academy investment (Chicago Vocational, Simeon, Prosser, Chicago Ag)

• Note: Additional academy school launches to be determined in future years (not shown here)

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Revamping / Standardizing Curriculum to Meet 21st Century Standards

2009-10 Curriculum Developed• IT – Oracle• IT – Game Programming• Culinary Arts• Hospitality• Early Childhood Education• Law & Public Safety• Auto Body Repair• Broadcast Technology• Logistics• Freshman ‘College and Career

Readiness’ foundations course

Goal: Develop 40 standardized curriculums over 4 years, aligned with industry and postsecondary standards, and integrating core academic and employability skills

2010-11 Curriculum in Development• IT – Cisco• IT – Certified Webmaster• IT – Network Cabling• Medical Assistant• Allied Health• Medical & Health Careers• Auto Technology• Construction• Digital Design• Business• Cosmetology

Approach• Step 1: Convene Developing a Curriculum (DACUM) committee, in which industry and

postsecondary partners define course standards• Step 2: Expert teachers & Curriculum Specialists backward map curriculum from;

complement with purchased/existing curriculum where appropriate• Step 3: Establish postsecondary articulation agreements with college partners involved

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Example: Revamping IT Programs• 6K students in CTE IT programs, many outdated (e.g., keyboarding)• Upgrading CTE IT courses to reflect 21st century economy• Fall 2010 Launches: Crane, Harlan, Orr, Washington, Westinghouse

New IT Program Portfolio Highlights

Cisco/ Business Systems

Networking

Oracle Database

Programming

Certified Web Design

Game Programming

Network Cabling

• Computer hardware support, Network design and support; A+, Net+, Cisco CCENT certifications

• SQL and database foundations, database programming; Oracle certification

• Site development foundations, Site design; Certified Internet Webmaster certification

• Game design and development technology

• Basic wiring and fiber optics, Voice over IP, Phone service and video architecture

Key Partners

Oracle

Cisco

Dell

Microsoft

Google

IBM

i.c. stars

Best Buy-Geek Squad

Abbott Labs

Advocate Hospital

Northwestern Hosp.

Northwestern Univ.

DePaul University

DeVry University

Moraine Valley

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Emphasis on Industry Certification

Why certification and licensure

More emphasis on certification• Established clear

goals by program for certifications expected

• 60% of eligible programs now offering certification, expect 80% by June (significant teacher training underway)

• Expect to reach 100% in 2011-12 school year

Where we were in 2008-09

• ~ 3/4 of CTE programs offered in CPS should have been offering certification

• Of these, only 40% were offering certification. Issues:

Lack of standard curriculum or certification goals in programs

Need for teacher training

• External validation through objective assessment

• Higher employment rand earnings outlook

• Postsecondary articulation

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CTE Cluster CTE Program Industry Available

Agriculture & Horticulture Food Science Food Handler Sanitation

Arts, A/V Technology & Communications

Broadcast Technology Final Cut Pro Level 1 Editing

Graphic Communications, Graphic Design Adobe Level 1 Photoshop

Business & Finance Accounting, Finance, Entrepreneurship None currently

Construction & Architecture

Architectural Drafting Autodesk AutoCAD

Cabinet Making, Carpentry, Electrical, Painting , Plumbing, Welding Occupational Safety & Health Administration (OSHA)

HVAC & Refrigeration Mechanic OSHA, HEAT and Refrigeration

Healthcare

Allied Health Bloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Tech License

Medical & Health Careers Bloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Tech License

Medical Assistant Bloodborne Pathogens, CPR, First Aid, RMA

Licensed Practical Nursing CPR, CNA, First Aid, LPN

Hospitality & Tourism Culinary Arts Food Handler Sanitation, ProStart

Human ServicesCosmetology Cosmetology State License

Early Childhood Education CPR, First Aid


Business Systems Networking A+, N+

Computer Programmer None

Information Processing Microsoft Certified Application Specialist (MCAS)

Law & Public SafetyLaw and Public Safety None Currently

Chicago Police & Firefighter Training Academy AED (Defibrillator), CPR, EMT, First Aid

Manufacturing

Electronics IPC, MSSC (Safety)

Equipment Technology Institute MSSC (Safety)

Machine TechnologyMSSC (Safety), NIMS (Job Planning, Bench Work & Layout; Manual Drill Press Operations; Manual Milling; Measurement, Materials & Safety)

Pre-Engineering None currently

Transportation

Auto Body Repair MAST (Steering and Suspension; Brakes; Engine Repair; Electrical)

Automotive Technology MAST, ASE, AC Delco (Steering &Suspension; Brakes; Engine Repair; Electrical)

Diesel None Currently

Logistics None Currently

Industry Certifications Available by Program

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Establishing 3-Dimensional Approach to Assessment, Supported by PD

EMPLOYABILITY

• Fundamentals• Character/ Work Ethic• Problem Solving• Interpersonal• Computer Literacy

TECHNICAL

• Occupation-specific skills

ACADEMIC

• Reading• Writing• Math• Science

Note: These skill categories are used by Association for Career and Technical Education to segment work-readiness skills.

• CPS / Chicago Workforce Investment Council (CWIC) Employability Assessment

• CPS CTE grades / unit assessments

• Industry certifications• National Occupational

Competency Testing Institute (NOCTI) student assessments

• CPS core grades• EPAS scores• WorkKeys scores

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Technical Assessment –Example: NOCTI Culinary Arts Pilot

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Culinary Arts Prep Cook Level 1

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69.168.1 69.1 68.9

Group Avg- Duty (Pre-Test)- CPS Juniors Group Avg- Duty (Post-Test)- CPS Seniors National Avg- Duty (Post-Test)- Seniors

22


CPS / CWIC Employability Assessment – Launched in Fall 2010

• CPS and Chicago Workforce Investment Council (CWIC) partnered in 2010 to develop a customized Employability Assessment to measure 21st century essential skills not easily captured in paper assessments

• Based on feedback from employers, needed to formalize assessment and curriculum around these skills, in order to:

Inform classroom instruction and student developmentScreen for ‘work-ready’ students to place in internships

• Employability Assessment: Subjective rating of students by teachers, targeting 16 essential skills in 5 categories:

1. Fundamentals2. Work Ethic Character3. Problem Solving4. Interpersonal5. Computer Literacy

• Assessment roll-out supported by aligned curriculum and PD

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Employability Assessment – Why Custom Built?

1. CTE and its partners needed something free and practical to promote city-wide adoption

2. There was no clear market leader in soft skill work-readiness assessment as compared to academic and occupational skill validation

3. Assessment needed to focus on only a core set of skills to allow for more emphasis on skill development versus lengthy, complicated evaluation

4. Assessment had to be developmental not simply an single output measure; having teachers heavily engaged in assessment implementation, curriculum development and evaluation makes the assessment a change management tool

5. The majority of work-readiness skills need to be identified by a teacher/person versus a computer self-assessment despite the cost and training requirements; every future work evaluation will be done by a manager not a computer

6. Assessment has to be able to be completed in under 5 minutes per student to have any viability on the front lines; many other assessments were too long or complicated

7. Assessment needed to be competed by as many people as possible and other systems may not allow for the necessary flexibility without adding serious cost

8. Many existing programs are designed around recommendations versus specific assessments; many promote local assessment development

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Employability Assessment – 16K assessed in initial launch (80% of CTE pop.)

FUNDAMENTAL YES OR NO

Appearance/Hygiene

Timeliness

Oratory/Speaking

WORK ETHIC / CHARACTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Attitude

Accountability/Integrity

Self Control

Ambition/Initiative

PROBLEM SOLVING

Supervision

Procedure/Rule Following

Problem Solving Approach

Information Management

INTERPERSONAL

Verbal Communication

Active Listening

Feedback

Teamwork ≥2 people

COMPUTER

Computer Literacy

CWIC reviewed all major work-readiness and employability assessments to create a core set of 21 st Century Skills aligned to youth capability and entry-level employment requirements. The source data was derived from over 10,000 employer interviews.

25


Comprehensive Professional Development – Engaging Everyone in the School

CTE Teachers

Principals, Core Teachers, CTE Academy Coordinators

Focus Areas• Integrated instruction

• Student recruitment

• Retention & completion

• Parent engagement

• CTE key performance indicators, data tools, and intervention strategies

Counselors in CTE Schools

Focus Areas• Student recruitment

• Individualized planning and Programs of study

• 3-course sequence

• Retention and completion

• Employability skills

• Industry certification

• College and career planning

• Postsecondary articulation

Focus Areas• Instructional pedagogy• Use of assessment data• Industry best practices• Integrating core and CTE

PD Delivery Vehicles• 1 on 1 coaching

• Small group PD sessions

• Large group PD sessions Annual beginning of year CTE Institute –300+ school attendees Annual CTE Teacher Symposium (100+ teacher attendees)

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Establish Measures of Success

Build Data Tools

• Program Inputs (e.g., certified teachers, functional labs, student enrollment)

• Student Outputs (e.g., industry certification, articulated credit earned)

• Student Outcomes (e.g., graduation, college enrollment)

• Program / site visit monitoring tool (to observe instruction, lab operations, student engagement, etc.)

• Annual program scorecards (tracking all success metrics)

• ‘Early Warning System’ ongoing intervention tool (enabling monthly / real-time response to issues identified)

Comprehensive Professional Development – Increase Use of Data to Improve Performance

Build School Staff Awareness & Train on Intervention Strategies

• Site visit monitoring tool launched this year, driving awareness and action on issues identified

• Annual program scorecards to be published in Dec. 2010

• ‘Early Warning System’ to be launched in early 2011 in conjunction with staff PD

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Strengthening Industry Engagement

How Our 300+ Partners Engage with CTE

Chicago Workforce Investment Council (CWIC) Role in Supporting CTE

• Paid and unpaid internships (1300+/year)• Job shadows (1000+/year)• Class field trips• Guest speakers• Career fairs• Mentoring• Project-based learning• Certification prep• Curriculum development• Teacher training• Teacher recruiting• Industry Advisory Councils (established

common goals/best practices in 2010, growing # councils from 3 to 10 this year)

• Forecasted priority labor market needs• Developed externally validated

employability assessment tool for evaluating CTE students

• Codified industry advisory council best practices to facilitate more effective business engagement

• Helped set targets for student internship placements, creating projection model to set targets by sector

• Launched CWIC Board student internship pilot program

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Critical Success Factors

CEO-level support

City-level Support

District culture of

performanceFunding!

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1. CPS CTE context



30


Year 1 Outcomes Review

*College enrollment baseline data is based on previous year’s graduates.** Employment baseline data is from 2007 graduates who did not enroll in college and worked 4 continuous quarters.

Success Metric

2008-09 Actual

(Baseline)2009-10 Target

2009-10 Actual

1-Year Change

# of Industry Certifications Earned 994 1,188 2,768 +1,774

# of Internships 1,005 1,218 1,382 +377

% CTE Completion 35.8% 37.3% TBD Fall ’10 TBD Fall ’10

% of CTE Retained Year 1 to Year 2 51.3% 53.3% TBD Fall ’10 TBD Fall ’10

% of CTE Retained Year 2 to Year 3 53.8% 55.8% TBD Fall ‘10 TBD Fall ‘10

% of CTE Grads Enrolled in College* 54.3% 55.4% 56.6% +2.3%

% of CTE Grads Employed** 35.8% 38.3% TBD Fall ‘10 TBD Fall ‘10

2009-2010 CTE Enrollment = 23K students enrolled in 226 programs district-wide

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Year 1 Strategy ReviewChallenges

• Improve brand and increase enrollment, particularly in historically lower performing schools

• Raise teacher credential requirements

• Increase CTE student completion (e.g., via more credit recovery options)

• Investigate the potential role of technology / online learning in CTE

• Increase student input and engagement

• Consolidation: Closed 50+ low-performing programs

• More student access: Established citywide admissions; 75% of offers accepted were from out-of-area students

• Rigorous and Relevant Curriculum: Developed 10 of 40 curriculums; Tripled number of industry certifications earned; Articulation agreements in development

• Teacher Support: Enhanced instructional & industry PD

• Work Experience: Grew # student internships by 37%

• Facilities: Built 12 ‘College and Career Academy’ sites; overall, $8M+ in new labs and existing lab repairs

• Principal buy-in / School engagement: Established CTE SOPs and cost sharing; Hired in-school Academy Coordinator FTEs; Launched application process for schools to request academies, & many schools applied

Key Successes to Date

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Questions?

Aarti DhupeliaDirector, Career & Technical Education

Chicago Public Schools773.553.3903

[email protected]

Johnnie TurnerCTE Curriculum & Assessment Specialist

Chicago Public Schools773.553.5404

[email protected]

mailto:[email protected]

mailto:[email protected]

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Appendix

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Employability Assessment – Overview of Skills Assessed

FUNDAMENTAL YES OR NOAppearance/Hygiene

Timeliness

Oratory/Speaking

WORK ETHIC / CHARACTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Attitude


Self Control

Ambition/Initiative

PROBLEM SOLVINGSupervision




INTERPERSONAL Verbal Communication

Active Listening

Feedback


COMPUTERComputer Literacy

CWIC reviewed all major work-readiness and employability assessments to create a core set of 21st Century Skills aligned to youth capability and entry-level employment requirements. The source data was derived from over 10,000 employer interviews making the assessment industry-validated.

35


Employability Assessment – Detailed Rubric

FUNDAMENTAL YES or NO

Appearance Dresses according to the defined norms of the workplace or school activity. Categories are business casual, business (coat and tie), and business formal (suit). Understands that appropriate appearance impacts cultural fit at the workplace.

Timeliness Arrives on time and is rarely absent without cause. Understands the relationship between punctuality and how people perceive them.

Oratory/Speaking Uses appropriate language, volume, clarity and tone based on the norms of the environment. Uses friendly tone and smiles when conversing with others.

WORK ETHIC/ CHARACTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Attitude

Is often negative and struggles to reorient negative outlook into a positive outlook. Does not understand or is not concerned with how attitude affects performance and group dynamics.

Is usually optimistic and can reorient negative outlook into a positive outlook. Understands how attitude affects performance and group dynamics.

Is optimistic and quickly reorients negative outlook into a positive outlook. Values how attitude affects performance and group dynamics and tries to positively influence conditions.


Rarely acknowledges responsibility for own actions and decisions. Does not complete assignments and is not concerned with quality of work. Has a generally low standard of performance.

Acknowledges responsibility for own actions and decisions. Completes assignments and is concerned with quality of work. Works towards a high standard of performance for self.

Assumes responsibility for actions and decisions. Completes assignments and is concerned with quality of own work and that of peers. Works towards a high standard of performance.

Self Control

Does not have control over emotional reactions. Responds to difficult individuals or situations with an agitated and defensive manner. Struggles to keep personal matters from interfering with performance.

For the most part, controls emotional reactions. Responds to difficult individuals or situations with a calm and non-defensive manner. Usually keeps personal matters from interfering with performance.

Can suppress own reaction and remedy difficult individuals or situations with a calm and non-defensive manner. Keeps personal matters from interfering and maintains top performance.

Ambition/Initiative

Has difficulty setting and achieving short term goals. Rarely takes initiative and waits for others to give work. Is only motivated under excessive influence or threats. Has a low expectation for self.

Can set and achieve short and moderate term goals. Takes initiative and does not wait for others to give work. Is self motivated but needs encouragement at times. Sets moderate expectations for self.

Can set and achieve short and long term goals. Takes initiative and does not wait for others to give work. Is self motivated and can strive independently. Sets high expectations and strives to surpass them.

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PROBLEM SOLVING 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

SupervisionNeeds constant supervision to complete tasks.

Needs moderate supervision to complete tasks.

Needs minimal supervision to complete tasks.


Has difficulty following rules and procedures. Jumps into tasks without first reading the directions. Does not seek clarification when unclear. Does not see the relevance of procedures to performance.

Follows rules and procedures. Reads all directions before starting. Checks for clarification when unclear. Understands relevance of procedures to performance.

Follows rules and procedures. Reads all directions before starting. Can break down instructions and prioritize implementation. Checks for clarification when directions are unclear. Appreciates relevance of procedures to performance and contributes suggestions for new/better procedures.


Does not approach program solving with any process. Has difficulty constructing and executing a plan.

Uses a basic process for problem solving. (1) Understand the problem (2) Construct a plan to solve the problem (3) Execute the plan.

Uses an advanced process for problem solving. (1) Identify the problem (2) Understand the problem (3) Construct a plan to solve the problem (4) Execute the plan (5) Evaluate results


Struggles to identify and acquire information needed to solve a problem. Has difficulty extracting and understanding information from charts and graphs. Has difficulty organizing information effectively.

Can identify and acquire information to solve a problem. Can extract and understand information from charts and graphs. Can organize information effectively.

Can identify, acquire, and analyze information across disciplines to solve a problem. Can extract and understand information from charts and graphs. Recognizes information most relevant to a situation. Can organize information effectively. Seeks opportunities to learn new information.

COMPUTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Computer Literacy

Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Has difficulty using word processing software.

Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Can use word processing software.

Can operate a computer. Can connect to internet. Can use search engines. Can send/receive email. Can use word processing, presentation and spreadsheet software.

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INTERPERSONAL 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Verbal Communication

Does not effectively express his/her ideas in a clear and logical manner. Has difficulty building on information presented during a conversation. Usually responds with yes/no answers. Often uses communication destructively to gossip or cause harm.

Effectively expresses his/her ideas in a clear and logical manner. Can have a two-way conversation building on information obtained during the conversation. Uses communication constructively to promote goals not to gossip or cause harm.

Effectively promotes his/her ideas in a clear and logical manner. Supports his/her ideas with data and research versus personal opinion. Is a skilled conversationalist and can successfully engage others in brainstorming and conflict resolution. Uses communication constructively to promote goals not to gossip or cause harm.

Active Listening

Struggles to understand, interpret, and evaluate what he or she heard. Does not accurately recall information. Does not ask clarifying statements. Does not maintain eye contact. Does not use listening cues such as nodding and verifying statements.

Can understand what he or she heard. Can accurately recall information. Asks clarifying statements. Maintains eye contact. Uses listening cues such as nodding.

Can understand, interpret, and evaluate what he or she heard. Accurately recalls and summarizes information. Asks clarifying statements. Maintains eye contact. Uses listening cues such as nodding and verifying statements.

Feedback

Responds defensively to constructive criticism. Often deflects by providing excuses. Resists being redirected to appropriate behavior. Does not defer judgment.

Responds civilly to constructive criticism. Absorbs feedback as a learning tool. Can be redirected to appropriate behavior. Reflects on feedback and defers immediate judgment.

Proactively seeks feedback and responds positively to constructive criticism. Absorbs feedback and seeks new ways to perfect behavior or performance. Easily redirected to appropriate behavior. Reflects on feedback and defers immediate judgment.


Does not work well in a team situation. Does not share responsibility for team deliverables. Deflects workload onto other team members. Often seeks to reduce level of quality. Is critical of other team members. Disrespects other team members’ input. Is unwilling to compromise to achieve overall team success.

Works with other team members to accomplish shared goals. Shares responsibility for team deliverables and accomplishes an equal portion of the workload. Respects and values other team members’ input. Willing to compromise to achieve overall team success.

Works with other team members to accomplish shared goals and often takes on team leadership position. Shares responsibility for team deliverables and accomplishes an equal portion of the workload. Provides team members with constructive guidance, encouraging others to do high quality work. Respects and values other team members’ input. Supports negotiated compromise to achieve team success.

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Employability Assessment – Easy Online Assessment (5 mins./student rating)

CPS Career and Technical Education Beta Version 1.0

cte career and technical education december 4, 2010 building a system of college & career...

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