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Carol Jurgens Nebraska Department of Education 2004

Nebraska Career, Academic, and Life Skills (CALS) Performance Assessment. Carol Jurgens Nebraska Department of Education 2004. C areer A cademic L ife S kills (CALS) Performance Assessment.

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Carol Jurgens Nebraska Department of Education 2004

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  1. Nebraska Career, Academic, and Life Skills (CALS) Performance Assessment Carol Jurgens Nebraska Department of Education 2004

  2. CareerAcademicLife Skills (CALS) Performance Assessment • Skills that prepare young people for both the workplace and life • “Soft skills”– behaviors and attitudes that help employees successfully adapt and contribute to their workplace • CALS parallels the 16 Career Clusters Foundation Knowledge & Skills

  3. Why CALS Assessment? It is difficult to count what “counts”! “Not everything that counts can be counted. . . Not everything that can be counted counts.” Albert Einstein

  4. Why CALS Assessment? Career and life skills are critical for attaining, maintaining, and advancing in a career Critical nature of CALS confirmed by local, state, and national data

  5. Nebraska Business Person . . . “Soft skills are the most important. We want employees who are committed to the community as a whole, with capability and drive to improve themselves, and who value honesty and integrity and who show up to work on time. That should come with ease, but it doesn’t.”

  6. Nebraska Business Person . . . “Businesses are looking for computer skills and other technical skills. And more and more, they are looking for soft skills – the ability to get along with people, build relationships, take direction and put out effort.”

  7. Qualities for Entry Level Workers 2003 Employer Survey N = 265

  8. Qualities for Entry Level Workers 2003 Employer Survey N = 265

  9. Top 10 Skills for the FutureFuturist Update– February 2004 - www.wfs.org • WORK ETHIC, including self-motivation, time management • PHYSICAL SKILLS– health, appearance • VERBAL communication– 1 on 1 and in group • WRITTEN communication– e.g., editing & proofing one’s work • PEOPLE SKILLS– relationship building, team work 10 Things Employers Want you to Learn in College: The Know-How You Need to Succeed Ten Speed Press, 2003, by Dr. Bill Coplin, Syracuse University, New York

  10. Top 10 Skills for the FutureFuturist Update– February 2004 - www.wfs.org • INFLUENCING PEOPLE– salesmanship, leadership • USING INFORMATION– gathering & organizing • USING QUANTITATIVE TOOL– statistics, graphs, spreadsheets • “ZEROING IN”–asking & answering the right questions, evaluating information, applying knowledge • SOLVING PROBLEMS–identifying problems, developing & launching solutions 10 Things Employers Want you to Learn in College: The Know-How You Need to Succeed Ten Speed Press, 2003, by Dr. Bill Coplin, Syracuse University, New York

  11. Student Self Assessment Observations Parents Counselors Teachers Coaches Mentors Employers Students exhibit strengths differently in different situations or environments! CALS Performance Assessment 8th 9th 10th 11th 12th PS Career

  12. CALS Performance Assessment 8th 9th 10th 11th 12th PS Career • Integrates • Career Cluster Foundation Knowledge & Skills • Career, Academic, & Personal/Social Competencies • Employability Skills • SCANS Skills • Character Education • Provides an Average Score • 11 Competency Areas • 50+ Assessments

  13. Academic Foundations Career Development Communication Employability Skills Information Technology Applications Leadership & Teamwork Legal Responsibilities & Ethics Problem Solving and Critical Thinking Safety, Health, and Environmental Systems Technical Skills CALS Competency Areas 8th 9th 10th 11th 12th PS Career

  14. CALS Pilot Project –Phase I • Pilot Sites - Bellevue - Blair - Pleasanton - Ralston • Parent/Student Focus Group Interviews • Six – 8th grade students/parents • Six – 11th or 12th grade students/parents • Educator Focus Group Interviews • 8th Grade Team • High School Team

  15. CALS Pilot Project –Phase I Development of CALS District Implementation Plans • Including . . . • Privacy issues • School burden to manage – train staff • Interrelationship with STARS? School improvement? • Is it optional? Required? • How will it be used as a developmental tool? • Curriculum issues? • Identification of ultimate users – student, parents, teachers, employers?

  16. Mission Middle School Bellevue West High School Student Population Mission Middle: 668 Student Population Bellevue West: 1419 Student Population Entire District: 8,886 • 80% of students will attend a postsecondary school • More than 1/3 of students earn scholarships with a 4-year value that has averaged $ 2.5 million

  17. Bellevue Plan Infuse CALS into • 8th grade Industrial Tech & FCS course curriculum • MCC Trades Academy course curriculum Use CALS assessment/developmental tool for • All 8th graders in Home Room • High school HelpDesk Technology Support students • Senior early work release students • MCC Trades Academy students • Juniors/Seniors in Special Needs English course

  18. Blair High School Student Population High School: 750 Student Population Entire District: 2245 • 1989 recipient of the U.S.D.O.E Secondary School Recognition Award

  19. Blair Plan Incorporate CALS into • New 8th grade career exploration course • Core academic classes along with character education units Use CALS as a developmental tool in • 10th grade career pathways classes • 11th grade special education programs • 12th grade workplace learning programs

  20. Pleasanton High School Student Population High School: 192 Student Population Entire District: 270 • Rural School with the Latest in Technology • 10 to 1 student/teacher ratio • 100% Graduation Rate

  21. Pleasanton Plan • Incorporate work readiness as a major focus of the school improvement process • Emphasize CALS skill development at all grade levels through multiple in school and extracurricular approaches • Integrate employer-reviewed electronic portfolios and resumes

  22. Ralston High School Student Population High School: 978 Student Population Entire District: 3,100 • AA Accreditation (highest standard granted by the NE DOE) • 1st district in the state to implement higher graduation requirements and standards • Graduates must complete 240 credits as well as demonstrate mastery of established performance based Exit Outcomes

  23. Ralston Plan • Develop a 7-12 integrated curriculum that includes • CALS concepts • Consumer skills • Career exploration • Language arts • Incorporate CALS assessment in Grades 9-12 • Career Exploration Course – an elective • Alternative High School – for at-risk students • Integrate portfolio documentation of academic and CALS growth by high school students

  24. CALS Pilot Project –Phase II Business/Industry Focus Group Interviews Representing . . . • 16 career clusters • Small and large businesses • Rural and urban businesses

  25. CALSBusiness/Industry Focus Group Comments • A powerful soft skills development tool • Helpful to look at skill mastery as a continuum since employability skills are constantly being improved upon • Reflects a degree of mastery/improvement – NOT a “grade” compared to others • Career and life skill attainment is “vital” to success in today’s workplace

  26. CALS Pilot Project –Phase III • Seek Funding to Support the Project • Validate Assessment Instrument • Develop Marketing Plan • Provide Professional Development • Administrators • Counselors • Teachers • Parents • School Boards • Integrate CALS into Electronic Portfolio

  27. Nebraska Department of Education Carol Jurgens 402-471-0948 cjurgens@nde.state.ne.us

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