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DOCUMENT RESUME
ED 378 764 EC 303 663
AUTHOR Kallio, Brenda R.TITLE Teacher and Parent Assessment of Employability/Life
Skills.PUB DATE [93]
NOTE 22p.; Contains dot-matrix print.PUB TYPE Reports Research/Technical (143)
EDRS PRICE MFO1 /PCO1 Plus Postage.DESCRIPTORS Elementary Secondary Education; *Employment
Potential; *Interrater Reliability; *Job Skills;*Multiple Disabilities; Parent Attitudes; *RatingScales; Student Characteristics; Teacher Attitudes;Vocational Evaluation
ABSTRACTThis study examined the relationship of teachers' and
parents' ratings of the employability skills of 15 students (ages8-16) with multiple disabilities. Five teachers and 14 sets ofparents used the Ohio Employability/Life Skills Assessment, ParentForm to assess student mastery of employability attitudes and skills.Significant differences were found on ratings of relations withsupervisors and relations with peers; no significant differences werefound on ratings of quality of work, general work habits,task-related skills, quantity of work, relationship to parent, andwork attitudes. The study concluded that there is no differencebetween teacher ratings of students and parent ratings of the sameemployability characteristic. (JDD)
************************************************************************ Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
***********************************************************************
U.S. DEPARTMENT Of EDUCATIONOffice 04 Educate,* Amerech and ImpicsermintEDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
44. document his been reproduced asreceived from tne person o: organizationongmeting it.
0 Minor changes nave been made to improvereproduction quality.
Points°. view or opinions stated r rhradocument do not necessarily represent otticiaiOC:11 position or policy.
Employability Skills
1
eacner and Parent Assessment ofEmployadiiity/Life Skills
Brenda R. Kallio
Sandusky County Board of Edcational Services, Fremont, Ohio
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
Runninq mead: EMPLOYABILITY SKILLS ASSESSMENT
2BEST COPY AVAILABLE
Employability Skills
2
Abstract
[he purpose of this study was to examine teachers' and
parents' ratings of students' employability skills. The
study involved five multi-handicapped (MH) special education
units within a rural school district. Five female teachers
and fourteen sets ot parents used the Ohio
Employability/Lite kills Assessment, Parent Form to assess
student mastery of employability attitudes and skills. A
total ot i!D students between the ages of eight years and
sixtean years participated in the study. (Male = 6, Female =
file study concluded there were no significant
differences between teacher ratings of students and parent
ratings of the same employability character'istic.
[t(14)=-1.72, p, .06]
3
BEST COPY AVAILABLE
44affliaawarKRIMPOIllial101ma
Employability Skills
3
P.L. 94-142 mandated that parents and educational
professionals work together to establish learning goals for
special needs students. Additional legislation required
parents and educators to jointly construct Individual
Iransition (iiP) for special needs students ages
sixteen and over. As these team members met to develop
Individual Eoucation 1-I-ograms (I.E,P.) and Individual
fransition Plans (I.T.P.), it became increasingly important
that members of tne team be in agreement about the current
levels of performance for each student.
Wehman (1992) states that although parents have always
been the driving force behind change in special education,
parents are not fully "on board" with transition (the move
from the school setting to the world of work) and have
difficulty working directly with school personnel to
coordinate the education of their child. Wehman believes
parents and educators frequently do not see the child "in
the same light". He also believes that is not uncommon for
parents to see a child as they wish him to be and that
teachers are frequently severe in their assessments of
student abilities.
4
Employability Skills
4
._tatement ct i-roolem
Based on Wenman.s concern that parents are not "fully
Poard", the zwrpone of Lhls study was to investigate the
relationship of teacher versus parent ratings of students on
Qmoloyaoility skills. Employability skills for this study
were defined as employment related behaviors such as
attendance, social and interpersonal skills, attention span,
communication skills, personal hygiene, dependability and
productivity.
Review of Related Literature
In 1986 the Ohio Council on Vocational Education
conducted a survey of 60 Ohio employers. These employers
were asked to identify the qualities they looked for in job
applicants. This report specifically sets forth the ten
skills most sought oy Ohio employers. It also lists the
most frequently given reasons for firing an employee.
According to this survey, the most desirable asset was a
positive work attitude. Reading skills were ranked third and
basic mathematics were rated fifth. (Appendix, Table 1, Ohio
Council on Vocational Education, 1'986) This survey promotes
the advocacy of employability skills over core academics so
t:sequently requested/demanded by parents.
5
Employability Skills
5
ihis employer survey coupled with the legal mandates
for i.E.P.s and I.F.P.s necessitates team members ( parents
and educational Professionals) share goals, expectations and
levels of pertormance. (Shelby, 1990) In many cases this
snaring of information is difficult. Frequently, inforMation
snaring is only done immediately prior to I.E.F. /I.T.P.
cpnterences. StUOV conducted by the Nanaimo School
uistrict showed that -15% of parents spoke with the teacher
onlv wnen tne teacher contacted them. Additionally, 12%
said they rarely contacted the teacher. (Appendix, Table II,
14anaimp Scnools leacher Contacts) This lack of contact
between schools and parents makes it difficult for members
or tne educational team to share information about the
child.
To help bridge this seeming lack of communication
between parents and teachers (as it relates to current
levels of employability skills) the Ohio Department of
Education funded research and implementation of the
Employability/Lite Skills Assessment. This form was
designed to gather intormation from both parents and
teachers as to current levels of performance in the area of
emoiovaoil itv and 1 ite skills.
6
Employability Skills
6
Assessment of children's behavioral problems involves
human judgment. With any type of selfreport data, rater
reliapilty is a key issue. Achenbach, McConaughty, and
Howell t1987) report that across 269 samples in 119 studies,
the mean Pearson r was .60 between raters playing similar
roles. te.9. pairs at parents, pairs of teachers) The
report also Indicates that the mean Pearson r drops to .28
wnen raters playing different roles are considered. (e.g.
parent with teacher)
Statement of Hypothesis
The literature suggested there may be poor interrater
reliabilty between parents and teachers. This study asked
it parents and teachers differ in their assessment of
student mastery of employability attitudes and skills. It
was hypothesized that there was no difference between the
two groups ot raters.
7
Employability Skills
7
metnod
sublects
Parents of the forty one students currently placed in
multihandicapped special education units in Sandusky County,
Ohio, were asked to participate in the study. Fourteen
parents consented to the study. (One set of parents have two
children enrolled in MH units, thus accounting for n=15.)
instrument
Data for the study was obtained through use of the
Emptovaollity/Lite :Skills Assessment, Parent Form which was
developed by the Ohio Department of Education, Division of
Special Education. The assessment asks observers to rate
students on eight characteristics of employability/life
skills.
Procedures
Each of the forty one students enrolled in Sandusky
County multihandicapped special education units received a
copy of the Employability/Life Skills Assessment Form. Their
parents were asked to complete and return the form. Special
education classroom teachers completed identical
questionnaires tor each student. (Appendix, fable i11, Ohio
Employability, Life Skills Form)
BEST COPY AVAILABLE
Employability Skills
8
Results
A t test was used to compare the data obtained in the
twenty tour areas of employability/lite skills. Analysis
snowed that, over-ail, there were no statistical
differences in the rating severity between parents and
teachers itki4/=-L.72,
it snoulo oe noted that statistically significant
dif-ferences were found within the characteristics of
relations with supervisors and relations with peers.
Althougn only two of the eight tested employability
characteristics were statistically significant, analysis of
the data showed that for all characteristics parents rated
the child(reni higher than the teachers.
Discussion
The results of this study support the original belief
chat there is no ditference in student ratings by parents
and teachers. cAppendix, Fable 4, Data Summary Chart)
Hithoug n the data is not statistically significant, the
results have practical implication in so tar as they support
tne theory that schools need to continue their work in the
areas of cooperation, collaboration and communication
9
BEST COPY AVAILABLE
Employability Skills
9
witn parents. tne samples for the study came from
small rural schools, and the sample population was less than
thirty. the results of this study may not be may
generalizaole to all parent/teacher rating situations. More
studies are needed, in a variety of settings, to determine
the true correlational measure of teach/parent rating.
Hltnougn tne Ohio Employability/Life Skills test has
been used thoughout special education units in Ohio for
several years, the test results are based solely on
observation/self report data and may possibly not represent
totally accurate information. in further studies, steps
snouid be taken to provide for both interrater and
int.rarater reliability
10
Employability Skills
10
Reterences
Grolier 11983). The Grolier Survey: What Parents Believe
About Education. Research and Forecasts, 86.
Herner, John k199:3). CCompliance with Transition Services
keduirements of IDEA] . Unpublished raw data.
McConaugny, Stepnanie H., Achenbach, Thomas M., & Gent,
Catnieen L. k19B8). Multiaxial Empiriacally Based
Assessment: Parent, Teacher, Observational , Cognitive,
and Personality Correlates of Child Behavior Profile
Types for 6 to 11 Year Old Boys. journal of Abnormal
Child Psychoiou_. 16, 485-509.
Nanaimo School District (1991) . Decisions for a Decade: Task
Force Report and Recommendations, and Appendices A and
B. School District #68. British Columbia, Canada.
Ohio Coalition for the Education of Handicapped Children
(1991). Parents, Students Contribute to IEP and
Transition Plan. Forum. vol IX, 4.
Ohio Council on Vocational Education (1986). Summary of 1986
Survey Conducted by the Ohio Council on Vocational
Education.
11
Employability Skills
11
Sher by, r,athieen O. (1990) . Effective Transition Planning: A
Guide for Parents and Professionals. Trzinsition
-Training r-oject. Nay.
Wenman F'aul k1992). Transition From School to Adulthood for
young veoole with Disabilitie_ RRTC. summar.
12
Employability Skills
12
Ohio Louncil on Vocational Education7.urvey Summary
Table
ffivatities Ohio employers looK for in job applicants.
70sitivc.: wort. attutio*
st, 1 5 t j Cb
people svill5
basic math
zpeaking
alonearnace
writing
personal Iiie
[O. computer literacy
Most frequently given reasons for firing an employee.
1. excessive absences or late for work
poor attitude
3. poor performance
cannot get along with others
7J. lack of sKiils
not interested in job
13
BEST COPY AVAILABLE
Employability Skills
Table I I
Teacher Contacts
which of the following best describes hod often you speak
with your child's teachers to discuss your child's progress
in school?
V138
Cnly Mien teacher contact
s nu
I frequently contact toac
her
I occasionally contact te
ocher
I rarely contact teacher
MAL
V138
only abaci teacher contact
s rre
fregLently contzteacher
I occasionally contact to
ocher
I rarely =tact teacher
'ITYTAL
13
AU
dents
BY MEER
MaleKale Ferrele
BY renttacm
white .14cn-k.hite
% 1 % % %
25 25 24 24 28
24 24 25 24 26
39 38 40 38 li
12 13 11 14 6
( 579) ( 277) ( 298) ( 449) ( 124)
BY ACE
AllPavan- 65 and
dents 18-24 25-34 35-49 50-64 Over
1
25 35 22 23 30 14
24 15 27 25 33 0
39 29 44 40 24 63
1.2 21 8 12 13 23
( 579) ( 85) ( 185) ( 249) ( 53) ( 6)
14 BEST COPY AVAILABLE
Employability Skills
14
Table II cont .
Teacher Contacts
BY 02111141Ti SIZE
AllBevan- More than 100,000 to 25,000 to 2,500 to Less then
dents 1,000,000 1,000,000 99,000 24,999 2,500
V138 1 1 % 1 1 1
only when teacher contact
s re 25 24 20 21 24 30
I freopently contact teac
her 24 28 25 27 23 20
I occasionally contact be
acher 39 35 36 40 41 40
I rarely contact teacher12 13 19 13 12 9
TOTAL ( 579) ( 41) ( 71) ( 150) ( 148) ( 140)
Fri MUM BMUS
All
Bemoan-Divorced/
dents Married Widowed Separated Single,
V138
only when teacher contact
1 1 I 1 1
s me 25 24 19 15 36
I freopently contact teac
her24 26 16 30 15
I occasionally contact be
ocher39 40 56 38 30
I rarely contact teacher12 10 8 16 19
TOTAL( 579) ( 413) ( 16) ( 63) ( 86)
15
V138
only when teacher (=tacts Ire
I frequently contact teacher
I cormsicnally contact toacter
I rarely contact teacher
TIDTAL
Employabil itY s
15
Table. II cont.
Teacher Contacts
BY ECO:707CH
All14219X1r1-
dents
EighthGrirle or
[AssScrre HighSchool
High &toolGraduate
SaleCollege
Ozille?eGradiate
I I I I t I
25 37 32 26 27 11
24 14 31 25 21 26
39 40 28 36 39 51.
12 9 10 13 13 13
( 579) ( 44) ( 78) ( 257) ( 85) ( 115)
An:1m-dist!
V138
Qtly vhan teecl-er =tacts rre 25
I frepzntly =tact te:v1-er 24
.. ..,.. ...,.I occesicnally =tact toacker 39
I rarely ccntzct teacher12
70171.., ( 579)
BY BIRDYMEta MM US
Ettplcyal ItrplaiedRAI-titre Part-tine
tbtErrplo2ed
reePir9House In Schzol
23 25 58 29 30 16
26 25 16 21 21. 22
35 42 23 40 33 59
14 8 6 la 1.9 3
( 341) ( 46) ( 7) ( )14) ( 23) ( 42)
Empl oyabil ity Skill s
16
Table II cont.Teacher Contracts
AUReiscon-d2nts
Teri thm512,99
$10,033 to515,993
BY 13CONE
51-5,031 to 522,01 to579 033 5321033
$30,0215402,920
V138 1 1 1 1 1 1
Only Wien baactm crntxtS Tre 25 21 35 23 26 21
I freprrtly ccrtzct hawher 24 27 23 25 24 24
I ozbasicnally ccntzct txaci-er 39 41 33 36 33 45
I rarely antzct teaclx12 la 6 16 12 12
'KM ( 579) ( 72) ( 51) ( 54) ( 147) ( 83)
V138
Only when teacher contact
Al 1Reapon-den ta
North-east
BY IMCD1 CP 'MG
South
Cnxrlelt
t4orthCentral
s me 25 27 17 29
I frequently contact teacher 24 23 29 19
.occa a I ona 1 ly-con tact fr.
acher .39 40 42 41
I rarely contact teacher12 10 13 11
TOTAL ( 579) ( 1 2 1 ) ( 1 76 ) ( 1610
17BEST COPY AVAILABLE
Employability/Life Skills AssessmentParent Form
Ages 6-13 yearsdeveloped by
Roberta Weaverand Joseph R. DeLuca
CHILD'S INFORMATION
Name: Birthdate.
RATIONALEEmployability skills are those personal social behaviors and daily living habits that have been identified by employers and young
entry-level workers as essential for obtaining employment and for success in the work place. These-are life skills that must be
taught with the same rigor as basic skills. The development of such skills is a life long process, with performance being relative to a
child's ability and age. Parents have the responsibility to teach and expect employability skills from children of all ages.
GENERAL DIRECTIONSThis criterion-referenced checklist may be used yearly, beginning at the age of 6, to assess child's level of performance in the
twenty-four critical employability skill areas identified by Ohio's Employability Skills Project. Three descriptors are provided for
each skill. Child performance should be rated using the following scale: 3 = usually, 2 = sometimes, I = s. ldom, 0 = never.
EXAMPLE (for a 6 year old child)
I. SELF HELP SKILLS AGE
A. Demonstrates personal hygieneand grooming by:
meeting parent expectation forcleanliness.
meeting parent expectation forgood grooming (hair combed, shirttucked in, etc.).meeting parent expectation forconsistent. independent personalhygiene and grooming.
6 7 8 9 10 11 12 13
2
3
/6
B. Dresses appropriately by:
choosing and wearing clothes thatare appropriate for the weather/activity/social custom.identifying when clothes shouldnot be worn (dirty, ill fitting, etc.).wearing clothes that are in goodcondition, clean and pressed withdetail given to appearance.
T
AGE
6 7 8 9 10 11 12 13
2
/4
Scores for each descriptor are added, providing a value that can be recorded on the Child Profile of Employability Skills. When
complete:', the profile yields a graphic representation ofemployability skills performance that will help in planning instruction.
SELF-HELP WORK TASK WORK WORK RELATIONS: RELATIONS: WORK
SKILLS HABITS RELATED QUANTITY QUALITY SUPERVISOR PEERS ATTITUDES
S
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OHIO'S EMPLOYABILITY SKILLS PROJECTFunded through the Ohio Department of Education, Division of Special Education, with monies provided through Title VI-B
(Education of All Handicapped Children Act, P.L. 94-142).Administered by Miami Valley Special Education Center. Fiscal Agent: Montgomery County Board of Education.
ls
KEY: 3 = USUALLY, 2 = SOMETIMES, 1 = SELDOM, 0 = NEVER
V. QUALITY OF WORK
A. Makes appropriate choices anddecisions by:
choosing an appropriate solu-tion when given options.making age-appropriate deci-sions without parent inter-vention.responding to a problem situa-tion with reasonable alternativesolutions.
B. Recognizes and corrects mistakesby:
checking to see if task is cor-rect before considering itcomplete.using self-check methods toevaluate tasks.
making corrections once anerror has been identified.
VI. RELATIONSHIP TO PARENT/ADULTA Accepts constructive criticism
from parent/adult by:listening to constructive criti-
cism without making inapprop-riate gestures or comments.
making specified changesbased on constructive criticismidentifying that changes havebeen made and that per-formance has improved.
B. Follows directions from parent/adult by:
correctly completing tasks fol-lowing verbal directions.
correctly completing tasks fol-lowing written directions.
communicating and acceptingconsequences for not follow-ing directions.
C. Seeks help when needed by:
identifying when help is needed.
asking for assistance when helpis needed.
using requested information to- remedy the problem.
VII. RELATIONSHIP TO PEERS
A. Cooperates with peers by:
getting along well with others.
seeking help from peers.
directing peers without beingoverbearing.
AGE
6 7 8 9 10 11 12 13B. Shows respect for the rights and
propertyo others by
taking turns.
asking permission to use anoth-er's property.
treating borrowed property withrespect.
C. Uses appropriate language andmanners with peers by:
using everyday manners (please.thank you).
avoiding teasing/ridiculingothers.using language appropriate fora given situation.
VIII. WORK ATTITUDES
1
t3 7 8 0 10 11 12 13
A Develops and seeks rlersonal goalsby:
demonstrating short term per-sonal goals such as completingdeify tasks.explaining planned activities forafter school, weekend, orvacation.seeking and developing per-sonal goals that are viable andconsistent with ability level.
B. Shows initiative by:
beginning a task as soon asrequested to do so.
beginning a task withoutPromPlingasking for additional work ordirections once a task iscompleted.
C. Accepts societal values andrewards by:acknowledging various types
of rewards for work well done.
recognizing when good workhas been done.
responding appropriatelywhen praised for doing a goodjob.
D. Takes pride in working by
sharing accomplishments withothers.
striving for situations requiringimprovement and/or expan-sion in skills.
contributing to the commongood of the family.
OHIO'S EMPLOYABILITY sic6LLS PROJECT
T
IMMINI11111111[1.1M
KEY: 3 = USUALLY, 2 = SOMETIMES, 1 = SELDOM, 0 = NEVER
I. $ELF HELP SKILLS
A Demonstrates personal hygieneand grooming by:
meeting parent expectation forcleanliness.meeting parent expectation forgood grooming.
meeting parent expectation fordaily independent personalhygiene and grooming.
T
B. Dresses Appropriately by:choosing and wearing clothes
that are appropriate for theweather/activity/social custom
identifying when clothes shouldnot be worn (dirty, ill fitting, etc.).
wearing clothes that are in goodcondition, clean and pressedwith detail given to appearance.
C. Demonstrates mobility skills by:
walking or riding in the neigh-borhood, following safety rules.
getting around the neighbor-hood and when on outings,public buildings.
getting around the community.
T
D. Communicates effectively by:
demonstrating effective listen-ing skills, including eye contact.
expressing self, answering andasking questions.
demonstrating expected con-versational skills (turn talking,choice of appropriate topic, etc.)
II. GENERAL WORK HABITS
A Demonstrates awareness of timeby
being ready for school on time
being on time for scheduledfamily/leisure activities.
following family rules for report-ing when delayed.
B. Stays on task by:
meeting parent expectationsregarding length of time ontask.
completing a task without beingdistracted.
returning to task if distracted.
AGE
6 7 8 9 10 11 12 13 C. Works independently by:
locating materials. .
beginning work promptly.
asking family members/peersquestions about a given task atthe appropriate time.
T
TASK RELATED SKILLS
A Cares for work and living area by.meeting expectations for theuse of work materials and be-longings.locating and returning workmaterials and belongings to theproper storage area.maintaining and caring for workand living area.
B. Practices safety rules by:using proper caution around
stove, electricity, water, stairs,etc.
using tools and materials only fortheir specified purpose.
demonstrating correct safetyprocedures in simulated emer-gency situations.
IV. QUANTITY OF WORK
A Completes tasks on time by:
completing tasks on time withparent prompts.
completing tasks on time with-out parent prompts.
working at an acceptable speedfor a given task.
B. Exhibits stamina by:
finishing age-appropriate taskswithout a break.maintaining an acceptable levelof speed without tiring.
completing/learning new taskswithout diminishing the level ofperformance of former tasks.
AGE
6 7 8 It 10111 12 13
T
C. Adapts to increased demands inworkload by:
responding to additional taskswith parent prompts.
attempting new tasks withoutdemonstrating frustration.
responding to additional taskswithout parent prompts.
20OHIO'S EMPLOYABILITY SKILLS PROJECT
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