welcome integrating workkeys® skills into the curriculum: success strategies for the michigan merit...

Welcome

Integrating WorkKeys® Skills into the Curriculum: Success Strategies for the Michigan Merit Exam and the National Career Readiness Certificate™

Cindy Leyrer, WorkKeys SpecialistIngham Intermediate School District

The National Career Readiness Certificate™

On August 6, 2008 the Governor signed the School Aid Bill adding Locating Information to the 2009 Michigan Merit Exam.

Every high school student in Michigan now has the opportunity to earn the NCRC.

Michigan is the first state to provide all students with two tickets to the future: a set of ACT college readiness scores, and the National Career Readiness Certificate.

Michigan has leaped ahead of other states by being the first state to have a common skills credential in use in both the public school system and the workforce development system.

This is an unprecedented level of alignment between high schools and workforce development agencies.

Council for Labor and Economic Growth

In December 2007, CLEG recommended the adoption of the ACT WorkKeys-based National Career Readiness Certificate (NCRC) as the preferred tool for a statewide work readiness credential.

The recommendation was based on information and research presented by the Council for Labor & Economic Growth’s combined Increasing Educational Attainment and Accelerating Re-employment committees.

What is the NCRC?

Why is the NCRC important?

The certificate is a meaningful credential based on objective measures of skills directly linked to the workplace.

The certificate is based on three skills that can be taught and developed, and can be integrated into the curriculum or training program.

Locating Information

The skill people use when they work with workplace graphics such as charts, graphs, tables, forms flowcharts, diagrams floor plans, maps and instrument gauges. The skill is used to find or insert information in a graphic and to compare, summarize and analyze information found in related graphics.


Also referred to as Document Literacy, Document Use and Retrieval Skills

• National Assessment of Adult Literacy • Center for Educational Statistics

Adult document literacy skills are relatively unchanged between 1992 and 2003.

Workplace documents are increasingly in complexity

Your Turn

• Complete the sample tests• 9 Questions – 15 minutes

Locating Information—Level 3Sales Region/Account Executives/States Assigned

See handout for graphic

You work in the head office of a large company. A client calls from New York and wants to talk to the account executive for that region. Who should the client talk to?F. Alice AndersonG. Lars LarsonH. Kelly CarneyJ. Thurmond SalkickK. Dan Elizondo

Locating Information—Level 3

F. Incorrect. Alice Anderson. Although Alice Anderson represents the East Central region, New York is in the Northeast region.

G. Incorrect. Lars Larson. Although Lars Larson represents the Great Lakes region, New York is in the Northeast region.

H. Incorrect. Kelly Carney. Although Kelly Carney represents the Midwest region, New York is in the Northeast region.

J. Correct. Thurmond Salkick. First locate “New York” in the “States Assigned” column. It is in the fourth row that begins with “Connecticut, Maine…” Then follow that row to the left to see that Thurmond Salkick is the Account Representative for the Northeast region.

K. Incorrect. Dan Elizondo. Although Dan Elizondo represents the Southeast region, New York is in the Northeast region.

Items at Level 3

• Use elementary workplace graphics such as simple order forms, bar graphs, tables, flowcharts, maps, instrument gauges, and floor plans

• Use one graphic at a time

Locating Information—Level 5 Nyoung Wellness Center

See handout for graphics

As a wellness center technician, you perform Bone Mineral Density (BMD) screenings in order to determine a client’s risk for osteoporotic fracture. According to the form and graph shown, this client should be advised that she is at:

A. Low risk and the results should be reported at her next checkup.B. Low risk and she should make an appointment with her doctor

later this monthC. Moderate risk and the results should be reported at her next

checkup.D. Moderate risk and she should make an appointment with her

doctor later this month.E. High risk and she should see the doctor immediately.


A. Correct. Low risk and the results should be reported at her next checkup.

See handout for answer justification

Items at Level 5

• Use complicated workplace graphics such as detailed forms, tables, graphs, diagrams, maps or instrument gauges

• Have graphics with less common formats

• Use one or more graphics at a time

Locating Information—Level 6 Reservations/Seating

See handouts for graphics

You are a greeter at a restaurant. At 7:05, a group of three customers arrive at the restaurant without a reservation. They do not want to sit near the kitchen. You generally allow two hours for a party to eat and for the staff to clear and reset the table. According to the floor plan and reservation list shown, where should you seat them?

A. Booth 2B. Booth 22C. Booth 24D. Table 7E. Table 29

The Chang party arrives a half hour early with three extra people, and would like to know if you can seat them now. You generally allow two hours for a party to eat and for staff to clear and reset the table. According to the floor plan and reservation list shown, what should you tell the Chang party?

F. Yes, but not by a window.G. No; they will have to wait a half hour.H. No; they will have to wait one hour.J. No; they will have to wait one and half

hours.K. No; they will have to wait two hours.


D. Correct. Table 7

J. Correct. No; they will have to wait one and a half hours.

See handout for answer justifications

Items at Level 6

• Use very complicated and detailed graphs, charts, tables, forms, maps and diagrams

• Contain graphics with large amounts of information and challenging formats

• Use one or more graphics at a time• Make subtle connections between the

graphics

Locating InformationStrategies

• KeyTrain™• Targets for Instruction• Use and integrate what is already in the curriculum

– Math– Science– Social Studies– Technology– CTE courses– Etc


Use Real Life and Workplace examples for skill development and practice– Newspaper—USA Today– Simple maps, floor plans, etc– Tax guides– Electronic equipment diagrams– Concert/sports seating charts and ticket prices– Train and airline schedules, airport diagrams,

travel date schedules


Remember—The skill is developmental– Learners shut down when the graphic is

difficult or unfamiliar– Start with simple, familiar and interesting

(student focused) graphics– Practice breaking complex graphics into

simpler, understandable parts– Integrate adequate practice and skill

building wherever possible– Intentionally and explicitly teach the skill


The ACT Science TestPage 42

MME Social StudiesExamples from New York State Exam

Locating Information—What Level?

Locating Information—Resources

• www.workkeys.com

• www.keytrain.com

• www.michigancrc.org→More→Educator’s Toolbox→Targets for Instruction

http://www.workkeys.com/

http://www.keytrain.com/

http://www.ncrcadvocates.org/

Applied Mathematics—Level 3

You work at a fruit market. Bananas cost 50¢ a pound. A customer hands you a bunch of bananas that weighs 3 pounds. How much should you charge for the bunch of bananas?

A. $0.17

B. $0.50

C. $0.53

D. $1.50

E. $3.50


Multiply the cost per pound by the number of pounds to find the total cost.

A. Incorrect: 50 ÷ 3 = 16.67¢ = $0.1667, rounded up to $0.17 (divided instead of multiplying)

B. Incorrect: 50 × 1 = 0.50 (cost of 1 pound of bananas, not 3)C. Incorrect: 50 + 3 = 0.53 (added instead of multiplying)D. Correct: 50¢ (cost per pound) × 3 (pounds of bananas) =

150¢ = $1.50 (total cost of bananas)E. Incorrect: 3 pounds, 50 → 3.50 (just put the numbers from

the problem together without doing the math)

Items at Level 3

• Translate easily from a word problem to a math equation

• Present all needed information in logical order

• Give no extra information


As a laboratory assistant, you measure chemicals using the metric system. For your current research, youneed to measure out 45 grams of sodium chloride. The bottle you are using lists the amount in ounces.About how many ounces of sodium chloride will you need?

A. 000 0.1B. 000 1.6C. 00 28.4D. 0 720.0E. 1,275.8


Using the value given on the formula sheet, divide the number of grams by the number of grams per ounce to find the number of ounces needed.

A. Incorrect: 45 ÷ 453.592 = 0.099208, rounded up to 0.1 (divided by the number of grams/pound instead of the number of grams/ounce)

B. Correct: 45 grams ÷ 28.350 grams/ounce = 1.58730, rounded up to 1.6 ounces

C. Incorrect: Approximate number of grams/ounce (28.350 on the formula sheet, rounded up to 28.4; no calculation was done on the amount given in the problem)

D. Incorrect: 45 × 16 = 720.0 (multiplied by the number of ounces/pound instead of dividing by the number of grams/ounce)

E. Incorrect: 45 × 28.350 = 1,275.75, rounded up to 1,275.8 (multiplied by the number of grams/ounce instead of dividing)

Items at Level 5

• Requires several steps of logic and calculation (e.g., problems may involve completing an order form by totaling the order and then computing tax)


You are comparing prices from 2 office supply stores. Your office needs 5 cases of blue paper. Home & Office Headquarters lists a case of paper at $25.85 with a 10% discount on an order of 5 cases or more.Office Supplies R Us lists a case of paper at $27.36 with a 15% discount on 5 cases or more. Delivery costs from Home & Office Headquarters are $2.50 per case. Office Supplies R Us will deliver for $10 an order.What is the least amount that you would have to spend for the paper?

A. $023.26B. $033.26C. $071.80D. $126.28E. $141.75


Multiply the price of one case by the discount rate (divided by 100 to convert to a decimal). Subtract the discount amount from the price of one case and multiply by the number of cases. Add the cost of delivery to get the final cost. Do this for both companies and choose the smaller (underlined) total.

A. Incorrect: $25.85 – ($25.85 × 0.10) = $23.27 or $27.36 – ($27.36 × 0.15) = $23.26 (the price

for one case with the discount instead of the price for five cases; forgot the delivery charge)

B. Incorrect: $25.85 – ($25.85 × 0.10) + (5 × $2.50) = $35.77 or $27.36 – ($27.36 × 0.15) + $10 = $33.26 (calculated the price for one case with the discount instead of five cases)

C. Incorrect: 5 × ($25.85 – 10) + (5 × $2.50) = $91.75 or 5 × ($27.36 – 15) + $10 = $71.80 (used the percentage discount as a dollar amount)

D. Correct: 5 × [$25.85 – ($25.85 × 0.10)] + (5 × $2.50) = $128.83 for the first store; 5 ×[$27.36 – ($27.36 × 0.15)] + $10 = $126.28 for the second store

E. Incorrect: 5 × ($25.85 + $2.50) = $141.75 or (5 × $27.36) + $10 = 146.80 (did not calculate the discounts)

Items at Level 7

• May contain unusual content or format

• Include information that may be incomplete or implicit

• Involves multiple steps of logic and calculation

Applied Mathematics—Stategies

Your turn…

…with a partner, identify some strategies that may be helpful in developing this skill in students.

Reading for Information—Level 3

Hardemuth Department Store

See Handout for reading passage


In the department store where you work, you are asked to mark prices for an upcoming sale. If the thirteen piece cookware set is going on sale, where should you mark the sale price?

A. Beside the display on a separate sign

B. On a yellow hangtag in a plastic jacket

C. On the display items with a yellow marker

D. On the regular hanging price tag

E. Over the bar code on the bottom of the box


A. Incorrect. Beside the display on a separate sign. Price signs should be posted below the item on the shelf but not beside it.

B. Correct. On a yellow hangtag in a plastic jacket. The notice states: “Sale prices should be displayed on a yellow hangtag in a plastic jacket.”

C. Incorrect. On the display items with a yellow marker. A yellow hangtag is mentioned, but not a yellow marker. This may seem reasonable since the samples are just for display, but is it not suggested in the reading.

D. Incorrect. On the regular hanging price tag. The notice makes it clear that sale prices are put on a separate tag. It states: “Put a hanging price tag on all samples with the regular price displayed. Sale prices should be displayed on a yellow hangtag in a plastic jacket.”

E. Incorrect. Over the bar code on the bottom of the box. The samples must have a scannable barcode on the bottom but this may be price or stock number or both. There is no instruction to change this in case of a sale.

Items/Materials at Level 3

• Include basic reading material (company policies, procedures and announcements)

• Are short and simple with no extra information

• Tell readers what they should do• Stated clearly and directly • Focus on the main points of the passage• Use wording that is similar or identical to

wording used in the reading materials


Notice of Workstation Replacement

See handout for reading passage


Based on this notice, the purpose of the SIQ is to:

A. inform the MIS department regarding the type of data to be transferred to the network.

B. list the software each workstation user will need to keep.C. relieve anxiety over the upcoming workstation upgrades.D. schedule an appointment for each employee’s

workstation upgrade.E. specify problems to be dealt with during the final

troubleshooting phase of the upgrade.


A. Incorrect. Inform the MIS department regarding the type of data to be transferred to the network. The SIQ is related to the process of retaining software, not to transferring data to the network.

B. Correct. List the software each workstation user will need to keep. The notice states that the Software Inventory Questionnaire “…will affirm which software packages you wish to retain when you get your new workstation.”

C. Incorrect. Relieve anxiety over the upcoming workstation upgrades. The purpose of the notice may be to relieve anxiety about the replacement, but the SIQ simply records software to be retained.

D. Incorrect. Schedule an appointment for each employee’s workstation upgrade. The general schedule is described in the second paragraph; no mention is made of a specific time.

E. Incorrect. Specify problems to be dealt with during the final troubleshooting phase of the upgrade. The SIQ is not linked to troubleshooting.

Materials/Items at Level 5

• Include policies, procedures and announcements• Include all information needed to finish a task• Are stated clearly and directly, but the materials

have many details• Include jargon, technical terms, acronyms or

words that have several meanings• Require application of information given in the

passage to a situation that is not specifically described in the passage

• Require several considerations to be taken into account in order to choose the correct actions


Subject: Omni Project

See handout for reading passage


What problem is the Omni Project designed to solve?

A. An overly complicated flow of data

B. An unevenly split (5/7) fiscal year

C. Incompatibilities in the company’s trade discount practices

D. The existence of two Service divisions

E. Uncoordinated implementation of new allocation methodologies for Consumer Products


A. Correct. An overly complicated flow of data. Having too many information systems has created a situation that requires most of them be replaced.

B. Incorrect. An unevenly split (5/7) fiscal year. The reference to a five month/seven month split in a fiscal year refers to an effect of converting to the Omni system, not a cause.

C. Incorrect. Incompatibilities in the company’s trade discount practices. This is merely a reason not to do a complete replacement of the O/I system once the conversion to Omni is begun.

D. Incorrect. The existence of two Service divisions. The passage does not state or imply elimination of THIS situation.

E. Incorrect. Uncoordinated implementation of new allocation methodologies for Consumer Products. The uncoordinated implementation would be a result of switching to Omni

Materials/Items at Level 7

• Includes very complex reading material• Includes a lot of detail• Includes complicated concepts• Difficult vocabulary• Contains unusual jargon and technical terms

that are not defined• Includes writing that lacks clarity and direction• Require readers to draw conclusions from some

parts of the reading and apply them to other parts

Reading for Information—Strategies

Your turn…

…with a partner, identify some strategies that may be helpful in developing this skill in students.

Questions and Discussion

Contact Information

Cindy Leyrer, Ingham Intermediate School District

517.244.1338

[email protected]

welcome integrating workkeys® skills into the curriculum: success strategies for the michigan merit...

Documents

new york

northeast region

midwest region

document use

michigan merit exam

great lakes region

east central region

common skills credential