1. 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. 1 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

3. 2 CTE CAREER AND TECHNICAL EDUCATION Chicago Public Schools – The Big Picture Student Population Schools Elementary = 293,509 High School = 115,770 Total = 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

4. 3 CTE CAREER AND TECHNICAL EDUCATION What is CTE at CPS? Most programs a 3-year course sequence (10 th through 12 th 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. Agriculture & Horticulture Agriculture & Horticulture Architecture & Construction Architecture & Construction Business & Finance Health Sciences Health Sciences 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 Child Care & Early Childhood Education Teaching Cosmetology Game Computer Programming Bus. Systems Networking/Cisco Certified Internet Webmaster Network Cabling Oracle Database Programming Information Technology Information Technology Transportation Distribution, & Logistics Transportation Distribution, & Logistics Auto Body Repair Auto Technology Logistics Diesel Technology Manufacturing 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. 4 CTE CAREER AND TECHNICAL EDUCATION 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. 5 CTE CAREER AND TECHNICAL EDUCATION How We Measure Success in CTE Support Students & TeachersDrive 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

7. 6 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

8. 7 CTE CAREER AND TECHNICAL EDUCATION CTE is a CPS priority because it is highly relevant in today’s economy The opportunity of modern Career & Technical Education (CTE) stems from two realities about today’s economy: 1.To be successful, one needs at least “two pieces of paper:” a high school diploma and something else 2.The “something else” does not need to be a four-year degree. More than half of the jobs in Illinois (and across the country) that pay livable wages in today’s economy do NOT require four-year degrees CTE  Multiple Pathways to Success

9. 8 CTE CAREER AND TECHNICAL EDUCATION 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 Factors Sample Research

10. 9 CTE CAREER AND TECHNICAL EDUCATION 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

11. 10 CTE CAREER AND TECHNICAL EDUCATION The Solution = CPS CTE Reinvention Strategy (Launched in March 2009) Strategy: Focus on quality vs. quantity via site consolidation. The ProblemsHow Reinvention Strategy Will Solve the Problems Diffuse resourcesTarget 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 teachersRaise 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 facilitiesState of the art labs

12. 11 CTE CAREER AND TECHNICAL EDUCATION 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 20092010201120122013201420152016 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

13. 12 CTE CAREER AND TECHNICAL EDUCATION 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 0- 299 Annual Job Openings for Chicago MSA (2016 projections) Transportation Human Services (Cosmetology) Information Technology Business & Finance Healthcare Construction & Architecture Hospitality 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.

14. 13 CTE CAREER AND TECHNICAL EDUCATION 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)

15. 14 CTE CAREER AND TECHNICAL EDUCATION Revamping / Standardizing Curriculum to Meet 21 st 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

16. 15 CTE CAREER AND TECHNICAL EDUCATION Example: Revamping IT Programs 6K students in CTE IT programs, many outdated (e.g., keyboarding) Upgrading CTE IT courses to reflect 21 st 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

17. 16 CTE CAREER AND TECHNICAL EDUCATION

18. 17 CTE CAREER AND TECHNICAL EDUCATION 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

19. 18 CTE CAREER AND TECHNICAL EDUCATION CTE ClusterCTE ProgramIndustry Available Agriculture & Horticulture Food ScienceFood Handler Sanitation Arts, A/V Technology & Communications Broadcast TechnologyFinal Cut Pro Level 1 Editing Graphic Communications, Graphic DesignAdobe Level 1 Photoshop Business & Finance Accounting, Finance, EntrepreneurshipNone currently Construction & Architecture Architectural DraftingAutodesk AutoCAD Cabinet Making, Carpentry, Electrical, Painting, Plumbing, WeldingOccupational Safety & Health Administration (OSHA) HVAC & Refrigeration MechanicOSHA, HEAT and Refrigeration Healthcare Allied HealthBloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Tech License Medical & Health CareersBloodborne Pathogens, CNA, CPR, First Aid, Pharmacy Tech License Medical AssistantBloodborne Pathogens, CPR, First Aid, RMA Licensed Practical NursingCPR, CNA, First Aid, LPN Hospitality & TourismCulinary ArtsFood Handler Sanitation, ProStart Human Services CosmetologyCosmetology State License Early Childhood EducationCPR, First Aid Information Technology Business Systems NetworkingA+, N+ Computer ProgrammerNone Information ProcessingMicrosoft Certified Application Specialist (MCAS) Law & Public Safety Law and Public SafetyNone Currently Chicago Police & Firefighter Training AcademyAED (Defibrillator), CPR, EMT, First Aid Manufacturing ElectronicsIPC, MSSC (Safety) Equipment Technology InstituteMSSC (Safety) Machine Technology MSSC (Safety), NIMS (Job Planning, Bench Work & Layout; Manual Drill Press Operations; Manual Milling; Measurement, Materials & Safety) Pre-EngineeringNone currently Transportation Auto Body RepairMAST (Steering and Suspension; Brakes; Engine Repair; Electrical) Automotive TechnologyMAST, ASE, AC Delco (Steering &Suspension; Brakes; Engine Repair; Electrical) DieselNone Currently LogisticsNone Currently Industry Certifications Available by Program

20. 19 CTE CAREER AND TECHNICAL EDUCATION 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 Skills Assessments

21. 20 CTE CAREER AND TECHNICAL EDUCATION Technical Assessment – Example: NOCTI Culinary Arts Pilot

22. 21 CTE CAREER AND TECHNICAL EDUCATION 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 21 st 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

23. 22 CTE CAREER AND TECHNICAL EDUCATION 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

24. 23 CTE CAREER AND TECHNICAL EDUCATION Employability Assessment – 16K assessed in initial launch (80% of CTE pop.) FUNDAMENTALYES OR NO Appearance/Hygiene Timeliness Oratory/Speaking WORK ETHIC / CHARACTER1 = Below Standard/Expectation2 = Meets Standard/Expectation3 = 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. 24 CTE CAREER AND TECHNICAL EDUCATION 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)

26. 25 CTE CAREER AND TECHNICAL EDUCATION 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

27. 26 CTE CAREER AND TECHNICAL EDUCATION 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

28. 27 CTE CAREER AND TECHNICAL EDUCATION Critical Success Factors CEO-level support City-level Support District culture of performance Funding!

29. 28 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

30. 29 CTE CAREER AND TECHNICAL EDUCATION 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 Earned9941,1882,768+1,774 # of Internships1,0051,2181,382+377 % CTE Completion35.8%37.3%TBD Fall ’10 % of CTE Retained Year 1 to Year 251.3%53.3%TBD Fall ’10 % of CTE Retained Year 2 to Year 353.8%55.8%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 2009-2010 CTE Enrollment = 23K students enrolled in 226 programs district-wide

31. 30 CTE CAREER AND TECHNICAL EDUCATION Year 1 Strategy Review 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 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

32. 31 CTE CAREER AND TECHNICAL EDUCATION 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

33. 32 CTE CAREER AND TECHNICAL EDUCATION Appendix

34. 33 CTE CAREER AND TECHNICAL EDUCATION Employability Assessment – Overview of Skills Assessed FUNDAMENTALYES OR NO Appearance/Hygiene Timeliness Oratory/Speaking WORK ETHIC / CHARACTER1 = Below Standard/Expectation2 = Meets Standard/Expectation3 = 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 making the assessment industry-validated.

35. 34 CTE CAREER AND TECHNICAL EDUCATION Employability Assessment – Detailed Rubric FUNDAMENTALYES 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/Expectation2 = Meets Standard/Expectation3 = 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 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.

36. 35 CTE CAREER AND TECHNICAL EDUCATION Employability Assessment – Detailed Rubric PROBLEM SOLVING1 = Below Standard/Expectation2 = Meets Standard/Expectation3 = 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 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 Information Management 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. COMPUTER1 = Below Standard/Expectation2 = Meets Standard/Expectation3 = 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.

37. 36 CTE CAREER AND TECHNICAL EDUCATION Employability Assessment – Detailed Rubric INTERPERSONAL1 = Below Standard/Expectation2 = Meets Standard/Expectation3 = 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. Teamwork ≥2 people 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.

38. 37 CTE CAREER AND TECHNICAL EDUCATION Employability Assessment – Easy Online Assessment (5 mins./student rating) CPS Career and Technical Education Beta Version 1.0