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. *

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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

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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

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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.

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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.

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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)

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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

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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

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Employability Skills

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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

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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.

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Employability Skills

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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

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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

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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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