Building a System of
College & Career Academies
in Chicago Public Schools (CPS) –
The Chicago CTE Story
December 4, 2010
CTE
CAREER AND TECHNICAL EDUCATION
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
CTE CAREER AND TECHNICAL EDUCATION
1
Chicago Public Schools –
The Big Picture
CPS At a Glance
Schools
Student
Population
Overview:
Elementary = 524 (42 charter)
High Schools = 151 (29 charter)
Total = 675 (71 charter)
Enrollment:
Elementary = 293,509
High School = 115,770
Total = 409,279
Demographics:
African-American: 45%
Latino: 41%
Caucasian: 9%
Asian/Pacific Islander: 3.6%
Native American: 0.2%
Additional Info:
Low-income: 86%
ELL: 12%
CTE CAREER AND TECHNICAL EDUCATION
2
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)
Auto Body Repair
Health
Sciences
Allied Health
Medical Assisting
Medical & Health
Careers Academy
Citywide LPN Program
Hospitality
& Tourism
Culinary Arts
Hospitality Mgmt.
Transportation
Distribution,
& Logistics
Auto Technology
Logistics
Diesel Technology
Architecture
&
Construction
Electricity
Plumbing
Carpentry
Arch. Drafting/Design
Welding
Pre-Engineering
Human
Services
Child Care & Early Childhood
Education
Teaching
Electronics
Manufacturing
Equip. & Tech. Institute
Cosmetology
HVAC
Machine Technology
Game Computer Programming
Bus. Systems Networking/Cisco
Entrepreneurship
Business
& Finance
Information
Technology
Accounting
Finance
Certified Internet Webmaster
Network Cabling
Oracle Database Programming
Agriculture &
Horticulture
Horticulture
Production
Food Science
Landscape Arch.
Agr. Business &
Finance
A/V
Technology &
Comm.
Law &
Public Safety
Chicago Police &
Firefighter Training
Academy (CPFTA)
Law & Public Safety
Academy
Broadcast Technology
Digital Media (Graphic Design
& Communications)
CTE CAREER AND TECHNICAL EDUCATION
3
CPS CTE Goals =
Increased Graduation & Postsecondary Success
1.
2.
CTE Goals
Engage students in career-focused
curriculum and work-based learning
to drive increased graduation rates
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
CTE CAREER AND TECHNICAL EDUCATION
4
How We Measure Success in CTE
Support Students & Teachers
PROGRAM INPUTS
Student enrollment
Certified teachers
Externally validated
curriculum and third party
skill assessments
STUDENT OUTPUTS
Program retention and
completion
Skill-attainment
Academic attainment
Certification and licensure
Infrastructure, supplies,
and materials
College planning activities
College & Career Coaches
Career awareness and
exploration activities
Counselors
Academy Coordinators
Professional development
for all staff
Postsecondary articulation
College credit earned in
high school
Work experience
Drive Outcomes
STUDENT
OUTCOMES
High school graduation
Postsecondary
education enrollment
and completion
(certificate, associate's,
bachelor's)
Apprenticeship
enrollment and
completion
Employment and
earnings
Concrete postsecondary
plans
Business partnerships
CTE CAREER AND TECHNICAL EDUCATION
5
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
CTE CAREER AND TECHNICAL EDUCATION
6
Best practice research highlights
CTE critical success factors
CTE Program
Critical Success Factors
Sample Research
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
•
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
James Rosenbaum (Northwestern) research
•
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
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
CTE CAREER AND TECHNICAL EDUCATION
8
Historical CPS CTE outcomes
not good enough
Relative to the average
CPS graduate, research
suggests that CTE
graduates should have
significantly…
• Higher graduation
rates
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)
• Higher college
enrollment rates
• Higher employment
rates and earnings
levels
2007
CPS Grads
2007
CTE Grads
 College Enrollment
50%
53%
 Employment
49%
51%
$11,439
$11,473
 Annual Earnings
CTE CAREER AND TECHNICAL EDUCATION
9
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
CTE CAREER AND TECHNICAL EDUCATION
10
CTE Reinvention Strategy Timeline
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
300
Higher quality means…
• Focus on priority industries
• Geographic distribution
250
• Citywide enrollment, and
students must apply
# of ‘Legacy’ Programs Remaining
200
• Committed school leadership
• Curriculum and assessments
aligned w/industry and colleges
150
100
• Students obtaining industry
certifications and college credit
# of New Academies Built
• Teachers are industry-certified
• More teacher support
50
0
2009
• State of the art labs
• Stronger industry partnerships
2010
2011
2012
2013
2014
2015 2016
CTE CAREER AND TECHNICAL EDUCATION
11
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.
Annual Job Openings for Chicago MSA (2016 projections)
Average Annual Median Salary for Chicago MSA Region
$20,000-$24,900
Transportation
4,000+
$25,000-$29,900
$30,000-$34,900
$35,000+
Information
Technology
Human Services
(Cosmetology)
1,0003,999
Construction &
Architecture
Business &
Finance
Hospitality
Law and
Public Safety
Healthcare
300999
Human Services
(Child Care)
Automotive
0299
Agriculture &
Horticulture
Manufacturing
Art, A/V Technology
& Communications
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.
CTE CAREER AND TECHNICAL EDUCATION
12
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)
CTE CAREER AND TECHNICAL EDUCATION
13
Revamping / Standardizing Curriculum
to Meet 21st Century Standards
Goal: Develop 40 standardized curriculums over 4 years, aligned with industry and
postsecondary standards, and integrating core academic and employability skills
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
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
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
CTE CAREER AND TECHNICAL EDUCATION
14
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
• Computer
• SQL and
hardware
database
support,
foundations,
Network design
database
and support; A+, programming;
Net+, Cisco
Oracle
CCENT
certification
certifications
Certified Web
Design
Game
Programming
• Game design
• Site
and
development
foundations, Site development
technology
design; Certified
Internet
Webmaster
certification
CTE CAREER AND TECHNICAL EDUCATION
Key Partners
Oracle
Cisco
Dell
Microsoft
Google
IBM
i.c. stars
Network Cabling
Best Buy-Geek
Squad
Abbott Labs
Advocate Hospital
• Basic wiring and
Northwestern
fiber optics,
Hosp.
Voice over IP,
Northwestern
Phone service
Univ.
and video
DePaul University
architecture
DeVry University
Moraine Valley
15
CTE CAREER AND TECHNICAL EDUCATION
16
Emphasis on Industry Certification
Why certification
and licensure
• External
validation
through objective
assessment
• Higher
employment rand
earnings outlook
• Postsecondary
articulation
Where we were
in 2008-09
More emphasis
on certification
• ~ 3/4 of CTE programs
offered in CPS should
have been offering
certification
• Established clear
goals by program for
certifications
expected
• Of these, only 40% were
offering certification.
Issues:
• 60% of eligible
programs now
offering certification,
expect 80% by June
(significant teacher
training underway)
 Lack of standard
curriculum or
certification goals in
programs
 Need for teacher
training
CTE CAREER AND TECHNICAL EDUCATION
• Expect to reach 100%
in 2011-12 school
year
17
Industry Certifications Available by Program
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
Architectural Drafting
Autodesk AutoCAD
Cabinet Making, Carpentry, Electrical, Painting , Plumbing, Welding
Occupational Safety & Health Administration (OSHA)
HVAC & Refrigeration Mechanic
OSHA, HEAT and Refrigeration
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
Culinary Arts
Food Handler Sanitation, ProStart
Cosmetology
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 and Public Safety
None Currently
Chicago Police & Firefighter Training Academy
AED (Defibrillator), CPR, EMT, First Aid
Electronics
IPC, MSSC (Safety)
Equipment Technology Institute
MSSC (Safety)
Machine Technology
MSSC (Safety), NIMS (Job Planning, Bench Work & Layout; Manual Drill Press Operations;
Manual Milling; Measurement, Materials & Safety)
Pre-Engineering
None currently
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
Construction & Architecture
Healthcare
Hospitality & Tourism
Human Services
Information Technology
Law & Public Safety
Manufacturing
Transportation
CTE CAREER AND TECHNICAL EDUCATION
18
Establishing 3-Dimensional Approach
to Assessment, Supported by PD
Assessments
Skills
ACADEMIC
•
•
•
•
Reading
Writing
Math
Science
• CPS core grades
• EPAS scores
• WorkKeys scores
TECHNICAL
EMPLOYABILITY
• Occupation-specific
skills
•
•
•
•
•
• CPS CTE grades / unit
assessments
• Industry certifications
• National Occupational
Competency Testing
Institute (NOCTI)
student assessments
• CPS / Chicago
Workforce Investment
Council (CWIC)
Employability
Assessment
Fundamentals
Character/ Work Ethic
Problem Solving
Interpersonal
Computer Literacy
Note: These skill categories are used by Association for Career and Technical Education to segment work-readiness skills.
CTE CAREER AND TECHNICAL EDUCATION
19
Technical Assessment –
Example: NOCTI Culinary Arts Pilot
80
72.1
70
69.1
66.7
67.4
64.5
55.6
52.0
50
57.3
51.9
61.2
58.0
52.6
50.0
42.9
40.0
37.6
40
58.3
56.0
45.7
42.1
68.9
63.9
61.6
60.0
60
69.1
68.1
48.9
47.2
58.9
55.5
51.5
49.0
49.2
45.0
43.9
38.3
36.8
32.4
31.6
30
20
10
0
Recipes
Knife Skills
Large and
Small
Equipment
Sanitation
and Safety
Cold Food
Fruits,
Bakery
Preparation Vegetables, Products
and Starches
Group Avg- Duty (Pre-Test)- CPS Juniors
Stocks,
Meats,
Sauces, and Poultry, and
Hot Soups
Seafood
Group
Avg- Arts
DutyPrep
(Post-Test)Seniors
Culinary
Cook LevelCPS
1
CTE CAREER AND TECHNICAL EDUCATION
Breakfast
Foods
Receiving Nutritional Management
and Storage
Values
and
Employment
Skills
National Avg- Duty (Post-Test)- Seniors
20
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 development
Screen for ‘work-ready’ students to place in internships
• Employability Assessment: Subjective rating of students by teachers, targeting
16 essential skills in 5 categories:
1. Fundamentals
2. Work Ethic Character
3. Problem Solving
4. Interpersonal
5. Computer Literacy
• Assessment roll-out supported by aligned curriculum and PD
CTE CAREER AND TECHNICAL EDUCATION
21
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
CTE CAREER AND TECHNICAL EDUCATION
22
Employability Assessment –
16K assessed in initial launch (80% of CTE pop.)
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.
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
CTE CAREER AND TECHNICAL EDUCATION
23
Comprehensive Professional Development –
Engaging Everyone in the School
CTE
Teachers
Counselors in
CTE Schools
Principals,
Core Teachers,
CTE Academy
Coordinators
Focus Areas
• Instructional pedagogy
• Use of assessment data
• Industry best practices
• Integrating core and CTE
Focus Areas
• Student recruitment
Focus Areas
• Integrated instruction
• Individualized planning and
Programs of study
• Student recruitment
PD Delivery Vehicles
• 1 on 1 coaching
• 3-course sequence
• Retention and completion
• Small group PD sessions
• Employability skills
• Large group PD sessions
 Annual beginning of
year CTE Institute –
300+ school attendees
 Annual CTE Teacher
Symposium (100+
teacher attendees)
• Industry certification
• Retention & completion
• Parent engagement
• CTE key performance
indicators, data tools,
and intervention
strategies
• College and career planning
• Postsecondary articulation
CTE CAREER AND TECHNICAL EDUCATION
24
Comprehensive Professional Development –
Increase Use of Data to Improve Performance
Establish Measures
of Success
• 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)
Build Data Tools
Build School Staff
Awareness & Train on
Intervention Strategies
• Program / site visit
monitoring tool (to
observe instruction, lab
operations, student
engagement, etc.)
• Site visit monitoring tool
launched this year,
driving awareness and
action on issues
identified
• Annual program
scorecards (tracking all
success metrics)
• Annual program
scorecards to be
published in Dec. 2010
• ‘Early Warning System’
ongoing intervention
tool (enabling monthly /
real-time response to
issues identified)
• ‘Early Warning System’
to be launched in early
2011 in conjunction with
staff PD
CTE CAREER AND TECHNICAL EDUCATION
25
Strengthening Industry Engagement
How Our 300+ Partners
Engage with 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)
Chicago Workforce Investment Council
(CWIC) Role in Supporting CTE
• 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
CTE CAREER AND TECHNICAL EDUCATION
26
Critical Success Factors
CEO-level
support
City-level
Support
District
culture of
performance
Funding!
CTE CAREER AND TECHNICAL EDUCATION
27
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
CTE CAREER AND TECHNICAL EDUCATION
28
Year 1 Outcomes Review
2008-09
Actual
(Baseline)
Success Metric
# of Industry Certifications Earned
2009-10
Target
2009-10
Actual
1-Year
Change
994
1,188
2,768
+1,774
1,005
1,218
1,382
+377
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
# of Internships
% CTE Completion
2009-2010 CTE Enrollment = 23K students enrolled in 226 programs district-wide
*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.
CTE CAREER AND TECHNICAL EDUCATION
29
Year 1 Strategy Review
Key Successes to Date
• 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
CTE CAREER AND TECHNICAL EDUCATION
Challenges
• 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
30
Questions?
Aarti Dhupelia
Director, Career & Technical Education
Chicago Public Schools
773.553.3903
avdhupelia@cps.k12.il.us
Johnnie Turner
CTE Curriculum & Assessment Specialist
Chicago Public Schools
773.553.5404
jturner@cps.k12.il.us
CTE CAREER AND TECHNICAL EDUCATION
31
Appendix
CTE CAREER AND TECHNICAL EDUCATION
32
Employability Assessment –
Overview of Skills Assessed
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.
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
CTE CAREER AND TECHNICAL EDUCATION
33
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.
Accountability/
Integrity
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
Can set and achieve short and moderate
term goals. Rarely takes initiative and waits term goals. Takes initiative and does not
for others to give work. Is only motivated
wait for others to give work. Is self
under excessive influence or threats. Has a motivated but needs encouragement at
low expectation for self.
times. Sets moderate expectations for self.
CTE CAREER AND TECHNICAL EDUCATION
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.
34
Employability Assessment –
Detailed Rubric
PROBLEM SOLVING
1 = Below Standard/Expectation
2 = Meets Standard/Expectation
3 = Exceeds Standard/Expectation
Supervision
Needs constant supervision to complete
tasks.
Needs moderate supervision to complete
tasks.
Needs minimal supervision to complete tasks.
Procedure/Rule
Following
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.
Problem Solving
Approach
Information
Management
COMPUTER
Computer Literacy
Does not approach program solving with Uses a basic process for problem solving. (1)
any process. Has difficulty constructing
Understand the problem (2) Construct a
and executing a plan.
plan to solve the problem (3) Execute the
plan.
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.
1 = Below Standard/Expectation
Can operate a computer. Can connect to
internet. Can use search engines. Can
send/receive email. Has difficulty using
word processing software.
Can identify and acquire information to
solve a problem. Can extract and
understand information from charts and
graphs. Can organize information
effectively.
2 = Meets Standard/Expectation
Can operate a computer. Can connect to
internet. Can use search engines. Can
send/receive email. Can use word
processing software.
CTE CAREER AND TECHNICAL EDUCATION
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
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.
3 = Exceeds Standard/Expectation
Can operate a computer. Can connect to internet.
Can use search engines. Can send/receive email.
Can use word processing, presentation and
spreadsheet software.
35
Employability Assessment –
Detailed Rubric
INTERPERSONAL
1 = Below Standard/Expectation
Does not effectively express his/her ideas
in a clear and logical manner. Has difficulty
building on information presented during a
Verbal Communication conversation. Usually responds with yes/no
answers. Often uses communication
destructively to gossip or cause harm.
Active Listening
Feedback
Teamwork ≥2 people
2 = Meets Standard/Expectation
3 = Exceeds Standard/Expectation
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.
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.
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.
CTE CAREER AND TECHNICAL EDUCATION
36
Employability Assessment –
Easy Online Assessment (5 mins./student rating)
CPS Career and Technical Education Beta Version 1.0
CTE CAREER AND TECHNICAL EDUCATION
37