Course Standards
Illinois Essential Employability Skills · CTE Work-Based Learning Standards · Common Core ELA · NAF Alignment
Primary Standards
Illinois Essential Employability Skills (ICES)
The 10 skills defined by Illinois that prepare students for post-secondary success. Students self-assess on all 10 in Phase 1 (baseline) and again in Phase 3 (post-assessment). These skills are also the focus of weekly reflections throughout the placement semester.
Skill 01
Communication
Clearly and effectively convey information, ideas, and expectations in verbal, written, and digital formats appropriate to professional settings.
Skill 02
Critical Thinking
Analyze information, evaluate options, and make well-reasoned judgments to solve workplace problems effectively.
Skill 03
Teamwork
Work collaboratively with others toward a shared goal, contribute meaningfully, and support team members in a professional environment.
Skill 04
Problem Solving
Identify challenges in the workplace, develop practical solutions, and take initiative to resolve them with minimal direction.
Skill 05
Adaptability
Adjust to new situations, changing priorities, and unexpected challenges in a professional setting with a positive and productive attitude.
Skill 06
Initiative
Take action without being prompted, seek out opportunities to contribute, and go beyond the minimum requirements of a role.
Skill 07
Decision Making
Weigh choices carefully, consider consequences, and make sound professional decisions in a timely manner.
Skill 08
Cultural Awareness
Recognize, respect, and work effectively with individuals from diverse backgrounds, perspectives, and experiences in the workplace.
Skill 09
Reliability
Consistently show up on time, meet commitments, follow through on tasks, and be someone a team or employer can count on.
Skill 10
Planning
Set goals, organize resources, manage time effectively, and develop actionable steps to achieve professional objectives.
Assessment Framework
NAF 4-Level Employability Skills Rubric
Used during site visit observations. Four performance levels assess each of the 10 ICES skills in a real workplace context.
Skill
1 — Beginning
2 — Developing
3 — Proficient
4 — Exemplary
Communication
Rarely communicates clearly; may be unclear or unprofessional in written/verbal exchanges
Communicates adequately; some inconsistencies in professionalism or clarity
Communicates clearly and professionally in most workplace situations
Consistently clear, professional, and adapts communication style to audience and context
Reliability
Frequently absent or late; misses deadlines; not dependable
Generally present; occasional tardiness or missed commitments
Consistently on time, meets commitments, follows through on responsibilities
Models reliability for others; proactively communicates any issues; zero pattern of absence or tardiness
Initiative
Waits to be told what to do; rarely contributes beyond assigned tasks
Completes assigned work; occasionally takes independent action
Regularly looks for ways to contribute beyond the minimum; acts without prompting
Consistently identifies needs and acts on them; serves as a resource to others in the workplace
Teamwork
Struggles to collaborate; may be disruptive or disengaged in group settings
Participates in team activities; may have difficulty with conflict or shared responsibility
Works well with others, contributes meaningfully, supports team goals
Actively strengthens team dynamics; helps resolve conflicts; elevates those around them
Adaptability
Resistant to change; struggles when priorities shift or plans change
Adjusts when directed; may show frustration with unexpected changes
Adapts to new situations with a positive attitude; handles changing priorities well
Thrives in ambiguity; models flexibility; helps others navigate change
State Standards
Illinois CTE Work-Based Learning Standards
Illinois State Board of Education standards for Work-Based Learning programs. Alignment by bootcamp phase.
| Standard | Description | Phase Alignment |
|---|---|---|
| WBL 1.1 | Students identify and articulate their career interests, aptitudes, and goals in relation to available work-based learning opportunities | Ph1 |
| WBL 1.2 | Students develop and maintain professional materials including a resume, cover letter, and professional references | Ph1Ph2 |
| WBL 2.1 | Students demonstrate professional communication skills appropriate to the workplace including verbal, written, and digital communication | Ph1Ph2 |
| WBL 2.2 | Students demonstrate the ability to conduct a job search, apply for positions, and successfully navigate a hiring process | Ph1Ph2Ph3 |
| WBL 3.1 | Students understand and apply workplace norms including professional conduct, ethical behavior, confidentiality, and attendance expectations | Ph3 |
| WBL 3.2 | Students apply the Illinois Essential Employability Skills in a supervised workplace setting and demonstrate growth across the semester | Ph1Ph3+ Placement |
| WBL 4.1 | Students set goals, develop a plan of action, and reflect on their progress and professional growth throughout the work-based learning experience | Ph4+ Placement |
| WBL 4.2 | Students complete required hours of supervised work experience and document their time, activities, and reflections as required by the program | 60-Hour Placement |
Cross-Curricular Alignment
Common Core State Standards — ELA
Grades 11–12. Field Experience connects naturally to CCSS ELA through professional writing, oral presentation, and evidence-based reflection.
| Standard | Description | Activity |
|---|---|---|
| SL.11-12.4 | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning | Elevator pitch, mock interview, capstone presentation |
| SL.11-12.5 | Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence | Recorded elevator pitch, digital portfolio/capstone |
| SL.11-12.6 | Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when appropriate | Professional communication, interview prep, cold-call roleplay |
| W.11-12.3 | Write narratives to develop real experiences using effective technique, well-chosen details, and well-structured event sequences | Weekly reflections, career reflection, post-assessment |
| W.11-12.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience | Resume, cover letter, professional email, internship plan |
| W.11-12.7 | Conduct research projects to answer a question or solve a problem; gather relevant information from authoritative sources | Employer research / scavenger hunt (Phase 1) |