Levittown Schools Teacher’s Resource Guide CDOS and Skills...
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Levittown Schools Teacher’s Resource Guide CDOS and Skills Credentials 2015 Patricia Kolodnicki Transition Facilitator
Transcript of Levittown Schools Teacher’s Resource Guide CDOS and Skills...
Levittown Schools
Teacher’s Resource Guide
CDOS and Skills Credentials
2015
Patricia Kolodnicki
Transition Facilitator
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Contents: Topic Pages
1. Overview of CDOS
and Skills Credential
a. Coursework
b. Work Based
Learning
2-7
2. CDOS Standards
8-12
3. CDOS Activities
13-16
4. Career Plan
17-25
5. Employability Profile
26-33
6. IEP Writing Guide
34-40
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CDOS and Skills
Credential Requirements
Coursework
Work-Based Learning
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CDOS & Skills Credential
Summary
What is CDOS and SACC?
CDOS stands for Career Development and Occupational Studies
SACC stands for Skills and Achievement Commencement Credential
Both are based on the CDOS learning standards
• The New York State Learning Standards for Career Development and
Occupational Studies (CDOS) were developed in 1995 by a curriculum and
assessment committee compromised of K- post secondary educators, school
administrators, community and business representatives, and parents.
• It is built on the importance of:
– Career planning
– Integrated/applied learning
– Basic life and work skills to all students
Who is it for?
• Student who currently have an IEP can earn a CDOS or Skills credential
starting June 2015.
• Skills credentials will be earned by students who are alternately assessed.
• No IEP diplomas will be issued after June 2014.
• A CDOS can be earned in conjunction with a Regents diploma or as a
standalone commencement credential.
Components of CDOS
1. Instruction in the CDOS Learning Standards
2. Student engagement in career planning and
preparation
3. Student participation in community and work-based learning experiences
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To achieve a CDOS credential, students need to
complete requirements from one of the two options below.
Option 1
Option 2 • Successfully completes 216 hours
of participation in
• CTE coursework and/or
work-based learning
experiences
• at least 54 hours must be in
work-based learning
experiences
• Demonstrate achievement of the
commencement level CDOS
learning standards
• Complete a Career Plan
• Has a completed Employability
Profile
• Meets the requirements for one of
the nationally recognized work
readiness credentials, including
but not limited to:
• National Work Readiness
Credential;
• National Career Readiness
Certificate-(ACT)
WorkKeys;
• SkillsUSA Work Force
Ready Employability
Assessment; and
• Comprehensive Adult
Student Assessment
Systems Workforce Skills
Certification System
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Coursework: Students must complete 216 hours (or the equivalent of 2 credits) of a Career
and Technical Education course (CTE). These must be taught by certified CTE
teachers. The following are a sampling of courses that are CTE approved:
Web Design I
Web Des II
Business Ownership and Marketing
AP Computer Programming
Computer Program 1
Computer Programming 2
Trial Law
Trial Law 2
Sports/Entertainment Marketing
Digital Media Production
Digital Media Production 2
Scale Intro to Business
Marketing Principles
Desktop Publishing
Personal Money Management
Computer Applications
Culinary Arts
Child Development II
Child Development I.
Interior Design
Fashions Design
Food Investigation
Design/Draw for Production
Architecture Drawing I
Architecture Drawing II
Into to Engineering Design
Electronics and Robotics
Electronics and Robotics II
Principles of Engineering
Principles of Engineering II
Project Lead the Way Design and Drawing
Tech Res Lab
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Work-Based Learning
The student must complete a minimum of 54 hours of Work-Based Learning in order to
achieve the CDOS credential. There is no hour requirement for the Skills Credential.
Career Exploration (max 5 hours)
GC Tech Field trip w/ coordinated activity
Career Fair w/ coordinated activity
Career-focused field trips
Research on CareerZone
Completing career assessments:
Multiple Intelligence Assessment:
http://www.literacynet.org/mi/assessment/findyourstrengths.html
Multiple Intelligence Self-Assessment
http://www.edutopia.org/multiple-intelligences-assessment
Free Career Test
http://www.yourfreecareertest.com/
New York State Department of Labor
www.careerzone.ny.gov
Multiple Intelligence Survey (Excel document)
Job Shadowing (max 8 hours)
Job shadowing is a career exploration activity for students. The student follows an employee at
a workplace for 1-8 hours to learn about an occupation or career pathway of interest.
Senior Project
The senior project and career research paper are designed for students to research a topic or
career interest in a specific career pathway. They serve as to guide the student in learning about
the college preparation and skills training needed to be successful in that pathway. The student
will review current literature regarding current salaries and job projections.
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Community Service/ Volunteering:
Any school-based volunteering (can drive, bake sales, walks, etc)
Service Learning:
School-based or volunteer-based project involving learning experiences from school.
Ex: Collecting food, supplies for bug out bags- Natural Disasters class
Ex: Letter writing to a senator/congressmen, etc – History course
Ex: Teaching seniors to use computers- Technology course
School-Based Enterprise:
Office work (copying, shredding, stuffing envelopes)
School Store (inventory, cashier)
Custodial (inventory, cleaning)
Cafeteria (inventory, ordering, food service)
After care programs in district (volunteering, tutoring)
Nurses (paperwork for sports, supply inventory)
Finance
Community-Based Work Program Guidelines for Unpaid Experience: Experience Purpose Hours
Vocational Exploration To experience a variety of
career options
Up to 5 hours per job
experience
Vocational Assessment To perform situational
assessment of student’s
work place skills and
behaviors
Up to 90 hours per job
experience
Vocational Training To teach student the skills
and behaviors necessary
to obtain and maintain
employment in a
particular field
Up to 120 hours per job
experience
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CDOS Standards
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CDOS Standards:
In order to achieve the credential, students need to be at commencement level for each of the
CDOS learning standards.
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Standard 3a: UNIVERSAL FOUNDATION SKILLS
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
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CDOS Activities:
Activities documents and reviewed annually
CDOS chart with sample activities
Sample CDOS Lessons can be found at: http://www.p12.nysed.gov/cte/cdlearn/documents/CDOS-Inter-Integrated.pdf
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EVIDENCE OF ATTAINMENT OF THE COMMENCEMENT LEVEL CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES (CDOS) LEARNING STANDARDS
STUDENT NAME: _________________________________________________________ STUDENT ID: ____________________________________________ COORDINATING TEACHER: ________________________________________________ GUIDANCE COUNSELOR: _________________________________ This form can be used to assist in documenting evidence of a student’s attainment of the commencement level CDOS learning standards as demonstrated in coursework and work-based learning experiences in which the student participated over the course of high school. Column one includes Performance Indicators for each of the CDOS standards. Some examples of evidence of a student’s attainment of the skills, knowledge, and/or
abilities for each Performance Indicator are indicated by the black triangles ( ) in the commencement level CDOS learning standards document located at http://www.p12.nysed.gov/ciai/pub/cdoslea.pdf. Note in the boxes below successfully completed tasks that show student attainment of each of the commencement level CDOS learning standards.
PERFORMANCE INDICATORS 7th & 8th GRADE Suggestions
9TH GRADE EVIDENCE
10TH GRADE
EVIDENCE
11TH GRADE EVIDENCE
12TH GRADE EVIDENCE
1. Career Development Completes the development of a career plan that would permit eventual entry into a career option of their choosing
Start career plan Research jobs of interest
Identify 3 potential careers
Continue to edit, 3 potential careers and research working conditions, salary, education
Reevaluate long-rang goals and match with career options
Complete career plan
Applies decision making skills in the selection of a career option of strong personal interest
Identify long-range goals
Complete assessment on Career Zone
Identify work-based learning options
Begin research project for potential career
Complete resume
Analyzes skills and abilities required in a career option and relate them to their own skills and abilities
Identifies hobbies, favorite subjects Personal strengths & improvements
Personal strengths & improvements
Review career plan skills and abilities (Edit sections 4, 7, and 8 )
Reflect on needed strengths and abilities for researched career
Create plan for further education, entry into workforce.
2. Integrated Learning
Demonstrate the integration and application of academic and occupational skills in their school
List skills needed for a particular job
Use technology to present information
Match your skills to careers
After reading job descriptions, identify skills
Simulated job interviews
Examples of potential activities
for CDOS Standards
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PERFORMANCE INDICATORS 7th & 8th GRADE Suggestions
9TH GRADE EVIDENCE
10TH GRADE
EVIDENCE
11TH GRADE EVIDENCE
12TH GRADE EVIDENCE
learning, work, and personal lives
and knowledge needed for that job.
Uses academic knowledge and skills in an occupational context, and demonstrates application of these skills by using a variety of communication techniques (e.g. sign language, pictures, videos, reports, and technology)
Multi-subject projects, real life and applicable
Use work-ready skills such as editing a classmates work.
Utilizing content (ex: math) in real world contexts (statistics for the baseball team)
Research project on how skills from school will help with future career choices.
Complete work-based learning project.
Researches, interprets, analyzes, and evaluates information and experiences as related to academic knowledge and technical skills when completing a career plan.
Research career options with Career Zone
Interview a person from the community with a job of interest
Reviews needed criteria for jobs.
Complete career shadowing experience
Create plan for further education, entry into work force.
3a Universal Foundation Skills
Basic Skills: Uses a combination of techniques to read or listen to complex information and analyze what they hear or read; convey information confidently and coherently in written or oral form; and analyze and solve mathematical problems requiring use of multiple computational skills
Follow directions for a task. Use math in real-world applications Read a variety of materials and prepare a report.
Present an oral report
Explore ways in which a subject (ex geometry) is used in everyday life
Solve basic problems with integers, fractions and decimals
Read for information, participate in a debate, complete project for work-based learning experience. ACT Work keys- Reading for Information practice problems http://www.act.org/workkeys/assess/reading/sample3.html
Thinking Skills: Demonstrates the ability to organize and process information and apply skills in new ways
Problem solve, determine ways to solve a given problem or issue.
Complete a project (ex: setting up a computer) using written or oral directions
Explain how to best evaluate facts
Solve a problem during job shadowing experience (ex create work schedule)
Act Work keys- applied math practice problems http://www.act.org/workkeys/assess/math/sample3.html
Personal Qualities: Demonstrates leadership skills in setting goals, monitoring progress, and improving performance
Arriving to school and completing assignments on time, explain why this is important to an employer
Demonstrate positive behaviors through interactions in classrooms.
Fundraising or volunteering Working on a group project
Give and accept constructive criticism in a group project
Establish personal goals and record progress in attaining them
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PERFORMANCE INDICATORS 7th & 8th GRADE Suggestions
9TH GRADE EVIDENCE
10TH GRADE
EVIDENCE
11TH GRADE EVIDENCE
12TH GRADE EVIDENCE
Interpersonal Skills: Communicates effectively and helps others to learn a new skill
Work cooperatively with peers to accomplish a task
Identify skills needed to resolve conflicts with other people
React positively to constructive criticism
Work as a member of a team toward a common goal
Demonstrate how to respond effectively to a dissatisfied customer. (role play)
Technology: Applies knowledge of technology to identify and solve problems
Select appropriate technology for completing a project
Identify examples of technology found at home, school, and in business
Use appropriate technology to present information in a table, chart or graph.
Use word processing software to make an inquiry to a business (job shadowing, work-based learning?)
Include in research report the implications of technology and its effects on your chosen career or work-based learning.
Managing Information: Uses technology to acquire, organize and communicates information. by entering, modifying, retrieving, and storing data
Plan a school store and determine what items might sell best.
Listen/Watch a presentation/video on a career area and write a report summarizing information
Given directions, correctly complete a sample job application
Use software or programs to access and communication information based on your chosen career.
ACT Work keys- Locating Information practice problems http://www.act.org/workkeys/assess/locate/sample3.html
Managing Resources: Allocates resources to complete a task
Describe resources needed build an item or items needed for an inventory of a company/classroom
Create and follow a personal schedule to maximize use of time
Develop a plan for work experience by formulating a budget, resources, and expenses.
Work as a team to decide how resources can be allocated to complete a task (job shadowing)
Plan a two-week activity that requires tasks to be divided among students or coworkers including determining priorities and timelines
Systems: Demonstrates an understanding of the relationship between the performance of a system and the goals, resources, and functions of an organization
Explain the various components of the school system.
Understand the process used to order supplies for school store or local business
Make observations about customers in a local store and develop strategies to improve the system of returns.
Evaluate the roles or positions within an organization and make suggestions for improvement within the organization (job shadowing)
Write a proposal for ways a company can reduce expenses.
3b Career Majors
Career Majors: (Optional) Choose a career major and acquire career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs
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Career Plan Amended throughout high school, reviewed annually
Career plan with CareerZone task alignment
Blank Career Plan
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NEW YORK STATE EDUCATION DEPARTMENT
Career Plan
Commencement Level
1. Personal Data
Name:
Student Identification Number:
School:
2. Review of Student Career Plan
Possible Participants (Initials)
Grade
Level:
Date of
Review:
Student:
Parent/
Guardian:
Teacher:
Counselor:
Other:
3. Knowledge
A. Self-knowledge: Who am I?
Interests: List your top three choices for each of the following areas of interest:
Grade
Level:
1a. Personal: Out-of-school
activities that you enjoy
1b. Academic: Classes or subjects
you enjoy the most 1c. Work Preferences:
Working with people, ideas,
and things
11 After School
Activities
06 School Class
*If marked as
favorite
10 Future Goals
& Dreams
*Favorite jobs
can be clicked
on and added
too
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2. Abilities: List personal skills and talents that will be helpful in a career choice:
Grade
Level:
My Personal Abilities . . .
Career areas where my
abilities will be useful . . .
Personal and academic areas I need to strengthen:
Grade
Level:
I need to strengthen . . .
Steps I will take to strengthen
these areas . . .
B. Career Exploration: Where am I going?
1. School and/or Community Experiences: I have participated in the following school and/or community
experiences:
Grade
Level:
School and/or Community Experiences: Skills Acquired Through Experience:
2. Work Experiences: I have participated in the following work experiences:
Grade
Level:
Work Experiences: Skills Acquired Through Work
Experience:
3. Careers of Interest and Characteristics: I am interested in the following careers and have discovered the
following information about these careers:
04 Abilities
07 Areas of
Growth
06 School
Classes/Volunteer work
13 Work
Experience
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Grade
Level:
Careers of
Interest:
Education
Requirements:
Skills I Need to
Acquire:
Work
Environment:
Job
Outlook:
C. Future Goals and Decision-Making: How do I get there?
1. Career Goals and Action Steps:
Grade
Level:
Goals: (resulting from career exploration
activities) Education Plan: (courses that relate to my
career interests)
Action Steps: (what I need to do to
accomplish my goals)
Check Off
Completed
Steps
4. Skills/Application: What do I need to know? What skills are important to me?
What am I learning? Why am I learning it? How can I use it? Directions: The following skills are needed to succeed in life, work, and education beyond high school. Using the
scale provided, identify for each skill the level of achievement you believe you possess at the beginning of
the commencement level and the level you believe you achieved by the end of your senior year. Briefly
describe a classroom experience or an activity that helped you develop each skill and identify how each
skill can be used in your life and future work experiences.
Skills:
Beginning Skill
Level I Possess
(Check Off)
Experiences/Activities/Application:
Final Skill
Level I Have
Achieved
(Check Off)
Basic Skills: Uses a combination
of techniques to read, listen to, and
analyze complex information;
conveys information in oral and
written form; uses multiple
computational skills to analyze
and solve mathematical problems.
Highly Least
Developed Developed
Highly Least
Developed
Developed
Thinking Skills: Demonstrates the
ability to organize and process
information and apply skills in
new ways.
Highly Least Developed Developed
Highly Least Developed
Developed
10 Future Goals
& Dreams
08 Life Skills
10 Future Goals
& Dreams
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Personal Qualities: Demonstrates
skills in setting goals, monitoring
progress, and improving
performance.
Highly Least Developed Developed
Highly Least Developed
Developed
Interpersonal Skills: Communicates effectively and
helps others to learn a new skill.
Highly Least
Developed Developed
Highly Least
Developed Developed
Technology: Applies knowledge
of technology to identify and solve
problems.
Highly Least Developed Developed
Highly Least Developed
Developed
Managing Information: Uses
technology to acquire, analyze and
organize data, and communicates
information.
Highly Least
Developed Developed
Highly Least Developed
Developed
Managing Resources: Allocates
time and financial and human
resources to complete a task.
Highly Least Developed Developed
Highly Least Developed
Developed
Systems: Demonstrates an
understanding of the relationship
between the performance of a
system and the goals, resources,
and functions of an organization.
Highly Least
Developed Developed
Highly Least
Developed
Developed
5. Culminating Activity
Directions: Briefly describe the activity that you completed. Indicate the most important thing you learned
about yourself through this activity. Describe how this self knowledge will influence your plans
for the future.
Activity:
Self Knowledge/Future Plans:
Senior Project
-career study
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NEW YORK STATE EDUCATION DEPARTMENT
Career Plan
Commencement Level
1. Personal Data
Name:
Student Identification Number:
School:
2. Review of Student Career Plan
Possible Participants (Initials)
Grade
Level:
Date of
Review:
Student:
Parent/
Guardian:
Teacher:
Counselor:
Other:
3. Knowledge
A. Self-knowledge: Who am I?
Interests: List your top three choices for each of the following areas of interest:
Grade
Level:
1a. Personal: Out-of-school
activities that you enjoy
1b. Academic: Classes or subjects
you enjoy the most 1c. Work Preferences:
Working with people, ideas,
and things
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2. Abilities: List personal skills and talents that will be helpful in a career choice:
Grade
Level:
My Personal Abilities . . .
Career areas where my
abilities will be useful . . .
Personal and academic areas I need to strengthen:
Grade
Level:
I need to strengthen . . .
Steps I will take to strengthen
these areas . . .
B. Career Exploration: Where am I going?
1. School and/or Community Experiences: I have participated in the following school and/or community
experiences:
Grade
Level:
School and/or Community Experiences: Skills Acquired Through Experience:
2. Work Experiences: I have participated in the following work experiences:
Grade
Level:
Work Experiences: Skills Acquired Through Work
Experience:
3. Careers of Interest and Characteristics: I am interested in the following careers and have discovered the
following information about these careers:
Grade
Level:
Careers of
Interest:
Education
Requirements:
Skills I Need to
Acquire:
Work
Environment:
Job
Outlook:
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C. Future Goals and Decision-Making: How do I get there?
1. Career Goals and Action Steps:
Grade
Level:
Goals: (resulting from career exploration
activities) Education Plan: (courses that relate to my
career interests)
Action Steps: (what I need to do to
accomplish my goals)
Check Off
Completed
Steps
4. Skills/Application: What do I need to know? What skills are important to me?
What am I learning? Why am I learning it? How can I use it? Directions: The following skills are needed to succeed in life, work, and education beyond high school. Using the
scale provided, identify for each skill the level of achievement you believe you possess at the beginning of
the commencement level and the level you believe you achieved by the end of your senior year. Briefly
describe a classroom experience or an activity that helped you develop each skill and identify how each
skill can be used in your life and future work experiences.
Skills:
Beginning Skill
Level I Possess
(Check Off)
Experiences/Activities/Application:
Final Skill
Level I Have
Achieved
(Check Off)
Basic Skills: Uses a combination
of techniques to read, listen to, and
analyze complex information;
conveys information in oral and
written form; uses multiple
computational skills to analyze
and solve mathematical problems.
Highly Least Developed Developed
Highly Least Developed
Developed
Thinking Skills: Demonstrates the
ability to organize and process
information and apply skills in
new ways.
Highly Least Developed Developed
Highly Least Developed
Developed
Personal Qualities: Demonstrates
skills in setting goals, monitoring
progress, and improving
performance.
Highly Least
Developed Developed
Highly Least
Developed Developed
Interpersonal Skills: Communicates effectively and
helps others to learn a new skill.
Highly Least
Developed Developed
Highly Least
Developed Developed
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Technology: Applies knowledge
of technology to identify and solve
problems.
Highly Least Developed Developed
Highly Least Developed
Developed
Managing Information: Uses
technology to acquire, analyze and
organize data, and communicates
information.
Highly Least Developed Developed
Highly Least Developed
Developed
Managing Resources: Allocates
time and financial and human
resources to complete a task.
Highly Least Developed Developed
Highly Least Developed
Developed
Systems: Demonstrates an
understanding of the relationship
between the performance of a
system and the goals, resources,
and functions of an organization.
Highly Least
Developed Developed
Highly Least Developed
Developed
5. Culminating Activity
Directions: Briefly describe the activity that you completed. Indicate the most important thing you learned
about yourself through this activity. Describe how this self knowledge will influence your plans
for the future.
Activity:
Self Knowledge/Future Plans:
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Employability
Profile At least ONE completed by graduation
Completed after work-based learning experiences
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EMPLOYABILITY PROFILE
Student Name: Identification Number: School Name:
Type of Work-based Learning Experience(s): Worksite Name/Location(s): Description of Experience(s)
EVALUATION GRADING SCALE: General Key
Unsatisfactory (1) Needs Improvement (2) Meets Expectations (3) Exceeds Expectations (4)
Not yet demonstrating the skills required for
the position and needs to have a formal plan for
improving skills. Needs additional training.
Inconsistently demonstrates the skills needed
for the position. Further development is
needed.
Demonstrates the skills required for the position with rare
exceptions, and shows initiative in improving skills.
Consistently demonstrates skills required for the
position. Often exceeds expectations and has emerged
as a leader that improves overall team.
PERFORMANCE
SKILLS
PERFORMANCE EXPECTATIONS 1 2 3 4 COMMENTS: STUDENT WORK
READINESS SKILLS ATTENDANCE Understands work expectations for attendance and adheres to them. Notifies supervisor in advance
in case of absence.
PUNCTUALITY Understands work expectations for punctuality. Arrives on time for work, takes and returns from
breaks on time and calls supervisor prior to being late.
WORKPLACE
APPEARANCE
Dresses appropriately for the position and duties. Practices personal hygiene appropriate for
position and duties.
TAKES INITIATIVE Participates fully in task or project from initiation to completion. Initiates interactions with
supervisor for the next task upon completion of previous one.
QUALITY OF WORK Gives best effort, evaluates own work and utilizes feedback to improve work performance. Strives
to meet quality standards and provides optimal customer service.
KNOWLEDGE OF
WORKPLACE Demonstrates understanding of workplace policy and ethics.
RESPONSE TO
SUPERVISION
Accepts direction, feedback and constructive criticism with positive attitude and uses information
to improve work performance. Demonstrates flexibility when nature of work changes.
COMMUNICATION
SKILLS
Gives full attention to what other people are saying, asks questions as appropriate and understands
what was heard. Communicates concerns clearly and asks for assistance when needed.
PERFORMANCE PERFORMANCE EXPECTATIONS 1 2 3 4 COMMENTS: STUDENT WORK
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SKILLS READINESS SKILLS SOLVES PROBLEMS
and MAKES DECISIONS Identifies the nature of the problem, evaluates various ways of solving the problem and selects the
best alternative.
COOPERATES WITH
OTHERS
Interacts and communicates with others in a friendly and courteous way. Shows respect for others’
ideas, opinions and racial and cultural diversity. Effectively works as a member of a team.
RESOLVES CONFLICT Identifies the source of conflict, suggests options to resolve it and helps parties reach a mutually
satisfactory agreement.
OBSERVES
CRITICALLY
Carefully attends to visual sources of information. Evaluates the information for accuracy, bias
and usefulness. Develops a clear understanding of the information.
TAKES
RESPONSIBILITY FOR
LEARNING
Identifies one’s strengths and weaknesses. Sets goals for learning. Identifies and pursues
opportunities for learning. Monitors one’s progress toward achieving these goals.
READS WITH
UNDERSTANDING Reads print materials in a variety of formats (signs, books, instruction sheets, forms, charts, etc.) to
locate, understand, apply and manage information they contain.
SOLVES PROBLEMS
USING MATH Works with mathematical information (numbers, symbols, etc.), procedures, and tools and applies
skills to answer a question, solve a problem, verify the reasonableness of results, make a prediction
or carry out a task that has mathematical dimensions.
HEALTH AND SAFETY Complies with health and safety rules for specific workplace.
TECHNOLOGY Uses job-related tools, technologies and materials appropriately.
ADDITIONAL INFORMATION
Based on your knowledge of this student, how would you rate his/her overall work performance?
OTHER WORK-RELATED (JOB SPECIFIC/TECHNICAL SKILLS); STRENGTHS and/or ACADEMIC ACHIEVEMENTS
Signature of reviewer: Print name: Title: Review date:
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EMPLOYABILITY PROFILE – RECORD OF COURSEWORK AND WORK-BASED LEARNING
Student: School: School Personnel: Title:
Career and Technical Education
(CTE) Coursework
Year Comments # of Hours
Work-based Learning Experiences Year Comments # of Hours
Industry-based Assessments (if any) Year Comments Score
Total # of CTE Coursework hours
Total # Work-based Learning Experience
hours
Final Total # of hours (216 required hours
which include at least 54 hours of work based-
learning)
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General Directions for Completing the New York State Education Department Employability Profile Model Form
EMPLOYABILITY PROFILE FORM Document student demographic information. Provide information on the student’s coursework and work-based learning experience(s) on which the rating of the student’s skills is based.
Document the type of instructional and work-based learning experience(s) in which the student engaged, including but not limited to, job shadowing, community service, volunteering, service learning, senior project(s) and/or school-based enterprise(s) and the location of these experiences. These may also include, but are not limited to, work-based learning experiences associated with Department approved programs including the Career Exploration Internship Program (CEIP); General Education Work Experience Program (GEWEP); Work Experience and Career Exploration Program (WECEP); and the Career and Technical Education Cooperative Work Experience Program (CO-OP).
Indicate the worksite name and location and briefly describe the experience (e.g., volunteered 3 hours a week to maintain the community garden).
EVAULATION GRADING SCALE: General Key Use this scale to determine and document the skill level the student has demonstrated. The levels on the scale are 1 = Unsatisfactory, 2 = Needs Improvement, 3 = Meets Expectations and 4 = Exceeds Expectations. The criterion for each level of performance is described in the profile. PERFORMANCE SKILLS and PERFORMANCE EXPECTATIONS Using the Evaluation Grading Scale, rate the student on the 17 performance skills and corresponding performance expectations. Attainment of these performance skills and expectations, which are cross walked (figure 1) to specific commencement level CDOS learning standards, provide evidence of student attainment of the commencement level CDOS learning standards. This cross walk should be reviewed at least annually to inform the development of the transition components of the student’s individualized education program (i.e., student needs, post-secondary and annual goals, courses of study and activities necessary to facilitate the student’s movement from school to post-school activities) and to ensure the student has opportunities to demonstrate the commencement level CDOS learning standards.
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COMMENTS: STUDENT WORK READINESS SKILLS Provide comments, as appropriate, relating to technical skills the student has learned during the work experience (e.g., operation of a job specific machine/tool) and additional detail about the student’s performance. ADDITIONAL INFORMATION In this section, use the Evaluation Grading Scale to rate the student’s overall work performance. Comment on the student’s other achievements (e.g., job-specific and technical skills; other strengths and academic accomplishments) that are not already included in the documentation. REVIEWER INFORMATION The person completing the Employability Profile must be personally knowledgeable about the student’s skills (e.g., teacher, work experience coordinator, employer, job coach, or extracurricular club advisor etc.). Indicate the name and title of the person completing the Employability Profile. Indicate the date the Employability Profile was completed. The form must include an original signature by the person completing the profile. RECORD OF COURSEWORK AND WORK-BASED LEARNING Identify the career and technical education coursework and/or work-based learning experiences, including the corresponding number of hours for each, which the student completed to earn the credential.
The student must complete 216 hours of combined coursework and work-based learning experiences, provided that the 216 hours must include a minimum of 54 hours of documented school supervised work-based learning experiences.
A student may complete all of the 216 required hours through participation in work-based learning. These work-based learning experiences may, but are not required to, be completed in conjunction with the student’s career and technical education course(s).
If appropriate, indicate if the student passed industry-based assessments.
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Crosswalk: Employability Profile Performance Skills/Expectations and Commencement Level CDOS Learning Standards Figure 1
EMPLOYABILITY PROFILE CDOS LEARNING STANDARDS PERFORMANCE
SKILLS PERFORMANCE EXPECTATIONS CAREER
DEVELOPMENT
STANDARD 1
INTEGRATED
LEARNING
STANDARD 2
UNIVERSAL FOUNDATION SKILLS STANDARD 3a
Basic Skills Thinking
Skills Personal
Qualities Inter-
personal
Skills
Technology Managing
Info.
Managing
Resources
Systems
ATTENDANCE Understands work expectations for attendance and
adheres to them. Notifies supervisor in advance in case
of absence.
PUNCTUALITY Understands work expectations for punctuality.
Arrives on time for work, takes and returns from
breaks on time and calls supervisor prior to being late.
WORKPLACE
APPEARANCE Dresses appropriately for the position and duties.
Practices personal hygiene appropriate for position and
duties.
TAKES
INITIATIVE Participates fully in task or project from initiation to
completion. Initiates interactions with supervisor for
the next task upon completion of previous one.
QUALITY OF
WORK
Gives best effort, evaluates own work and utilizes
feedback to improve work performance. Strives to
meet quality standards and provides optimal customer
service.
KNOWLEDGE OF
WORKPLACE
Demonstrates understanding of workplace policy and
ethics. RESPONSE TO
SUPERVISION
Accepts direction, feedback and constructive criticism
with positive attitude and uses information to improve
work performance. Demonstrates flexibility when
nature of work changes.
COMMUNICATION
SKILLS
Gives full attention to what other people are saying,
asks questions as appropriate and understands what
was heard. Communicates concerns clearly and asks
for assistance when needed.
SOLVES
PROBLEMS &
MAKES
DECISIONS
Identifies the nature of the problem, evaluates various
ways of solving the problem and selects the best
alternative.
COOPERATES
WITH OTHERS
Interacts and communicates with others in a friendly
and courteous way. Shows respect for others’ ideas,
opinions and racial and cultural diversity. Effectively
works as a member of a team to accomplish a task.
RESOLVES
CONFLICT
Identifies the source of conflict, suggests options to
resolve it and helps parties reach a mutually
satisfactory agreement.
OBSERVES
CRITICALLY Carefully attends to visual sources of information.
Evaluates the information for accuracy, bias and
usefulness. Develops a clear understanding of the
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EMPLOYABILITY PROFILE CDOS LEARNING STANDARDS PERFORMANCE
SKILLS PERFORMANCE EXPECTATIONS CAREER
DEVELOPMENT
STANDARD 1
INTEGRATED
LEARNING
STANDARD 2
UNIVERSAL FOUNDATION SKILLS STANDARD 3a
Basic Skills Thinking
Skills Personal
Qualities Inter-
personal
Skills
Technology Managing
Info.
Managing
Resources
Systems
information. TAKES
RESPONSIBILITY
FOR LEARNING
Identifies one’s strengths and weaknesses. Sets goals
for learning. Identifies and pursues opportunities for
learning. Monitors one’s progress toward achieving
these goals.
READS WITH
UNDERSTANDING
Reads print materials in a variety of formats (signs,
books, instruction sheets, forms, charts, etc.) to locate,
understand, apply and manage information they
contain.
SOLVES
PROBLEMS USING
MATH
Works with mathematical information (numbers,
symbols, etc.), procedures and tools and applies skills to
answer a question, solve a problem, verify the
reasonableness of results, make a prediction or carry
out a task that has mathematical dimensions.
HEALTH AND
SAFETY
Complies with health and safety rules for specific
workplace.
TECHNOLOGY Uses job-related tools, technologies and materials
appropriately.
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IEP Writing
Guide
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IEP Guidelines:
Present levels of performance and impact of disability, should:
be written in a manner useful to the general education teacher
provide detailed information about the student’s current performance
connect with annual goals
describe how the disability affects involvement and progress in the general
curriculum.
Academic Achievement:
Currently, with (1:1, small group) support, the student can _______.
The student can independently ___________________.
The student can _______________with minimal support if he/she is
provided with _______________(supports such as: checklist, graphic
organizer, study guide, outline)
Strengths, Preferences, Interests
The student is a ___________________ leaner. (Based on Multiple
Intelligence survey)
The student prefers to work (in large groups, in small groups,
independently)
The student prefers classes that provide (opportunities to discuss, written
assignments, hands-on projects, presentations)
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Social Development:
The student generally interacts (positively/negatively) with peers and
teachers.
The student can appropriately _____________________________
He/She participates in ______________________ team sport/social
activities in/outside of school.
When provided with constructive criticism, the student responds ________.
When conflict arises, the student _____________________.
Physical Development:
Strengths:
The student actively participates in PE class, his/her favorite activity is ______.
The student is a member of the ______________(sports team)
Management Needs:
The student feels that they learn best when ____________________(from
interview)
Strategies such as _____________________ has helped the student succeed.
Supports such as __________________________have helped the student
this year.
The student participates (rarely, when prompted, sometimes, often) in class
The student is able to ______________________________(self organization
strategies)
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Transition
The following descriptions are useful when a student’s goal is to achieve a Career
Development and Occupational Studies (CDOS) or Skills and Achievement
Commencement Credential (SACC). The ones denoted with an are specifically
for students earning a Skills credential.
Any applicable goals are listed below as well as some additions to assist a student
to achieve the CDOS standards.
Instruction:
The student will review his/her career plan at his/her annual guidance review
with the school counselor.
The student will participate in work-based learning activities to fulfill CDOS
requirements. (Career Development and Occupational Studies)
The student will participate in skills instruction aligned with the CDOS
Standards (Career Development and Occupational Studies)
The student will participate in skills instruction aligned with the IEP
Goals which lead to the Skills and Achievement Commencement Credential.
Related Services:
Considering the student’s current levels of performance, related services are
not needed at this time.
Counseling or training to demonstrate appropriate social skills in
community settings.
Community Experience:
Job shadow an employee in an area of interest(s)
Job shadow an employee to help identify areas of interest
The student will participate in work-based learning activities to fulfill CDOS
requirements. (Career Development and Occupational Studies)
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The student will job shadow for 8 hours in the area(s) of ________.
The student will complete a senior project, researching a career of choice.
The student will participate in work-based learning experiences in the
area(s) of ______________.
Participate in Community Based Instruction.
Development of Employment and Other Post-School Adult Living Objectives:
The student will log and journal attendance and participation at the _(job
shadowing, work-based learning, internship)_______.
The student will have a volunteer position at _(work/school-based learning
location)_____.
The student will use Career Zone resources to research potential careers,
education required and skills needed.
Record information about experiences to help develop a resume and skills
profile (Employment/Career)
The student will participate in activities which discuss and identify
appropriate employment seeking skills (e.g., practice interviewing skills,
completing job applications)
The student will participate in job seeking and keeping activities (e.g.,
resume/portfolio building, interviewing, and interacting with co-workers and
supervisors)
Participate in structured learning experiences internships with the support of
a job coach (Employment/Career)
Participate in the development and annual revision of their Career Plan.
Participate in the development of the employability profile.
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The student will utilize CareerZone and other online resources to determine
career aptitude.
The student will job shadow for 8 hours in the area(s) of ________.
The student will complete a senior project, researching a career of choice.
The student will participate in work-based learning experiences in the
area(s) of ______________.
Meet with ACCESS-VR counselor prior to exiting high school to review
post secondary employment goal and supports needed (Employment/Career)
Acquisition of Daily Living skills:
The student will develop skills related to budgeting and money management.
The student will attend family and consumer science program to improve
his/her skills in cooking, measurement, and housekeeping.
The student will participate in activities required for financial transactions
(e.g., budgeting and purchasing retail items)
Community Based Instruction (Independent Living)
Learn and practice community safety skills (Independent Living)
Functional Vocational Assessment:
The student will participate in the development of the employability profile.
A situational assessment will be completed during work-based learning
activities
The student will complete Career Zone career assessments to assist in
deciding on a career path of interest.
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Career/Vocational/Transition GOALS:
10.1 The student will identify and research vocational preferences, interests, and
aptitudes by using vocational assessments, informal interviews, computer software
and/or reference materials.
10.5 The student will meet the requirements of a vocational program that is
appropriate for their interests, skills, and vocational needs.
10.8 The student will complete # tasks related to job interviewing.
10.11 The student will maintain regular attendance and punctuality at the work
site.
10.15 The student will travel to and from a job site safely and independently.
Custom: The student will identify # potential careers and document skills needed,
and level of education required.
Custom: The student will complete # components of their career plan.
