Life After High School

1. Life After High School

2. Business/Marketing Mission The Business/Marketing Program-foundation for workforce development-recognizes, inspires and promotes excellence in business/marketing education by coordinating resources and services so that students are successfully served through: • innovative and rigorous curriculum • meaningful partnerships • quality teachers • progressive programs • authentic research

3. Business/Marketing Teacher’s Job Description The primary responsibility is to conduct an instructional program based on the needs of the students and the needs of the employing community that will enable students to make sound career choices and receive quality training in their chosen occupation for entry level employment or for further study.

4. When we recruit companies to bring jobs to Alabama, our most important selling point is the quality of our workforce. Governor Bob Riley

5. C/T Preparation for Quality Workforce • Finance + C/T Curriculum Core Standards • Computer Technology and Information Systems + C/T Curriculum Core Standards • Marketing + C/T Curriculum Core Standards • Management + C/T Curriculum Core Standards • Engage students in a rigorous business/marketing program curriculum on equipment that meets business/industry standards to ensure that students have the opportunity for program completion.

6. C/T Curriculum Core Course • 70 hour of course content consisting of duplicated content from across the CTE curriculum • Content standards (14) established in Course of Study. • Objectives (79) established by taskforce consisting of CTE teachers and administrators. • Deliver through integration, stand alone, or online.

7. C/T Curriculum Core Standards • Life Applications (6 Standards) • Technology • Personal and Professional Growth • Workplace Applications (7 Standards) • Career Plan • Employment • Project Development (1 Standard) • Critical thinking • Decision-making • Problem Solving

8. C/T Curriculum Core Objectives • Technological Fluency Institute (TFI) • Objectives developed based on standards • Alabama Department of Education designated subject experts • Objective Analysis

9. C/T Curriculum Core Objectives • Results • 79 Curriculum Core Performance Objectives-(Business/Marketing CD) • Teaching tools (Alabama Tech Prep-C/TE Curriculum Core Course CD) • Curriculum Core Credential Assessment

10. Assessment Development and Content Validation • 424 (TFI developed) items reviewed for content by ALSDE CTE staff in September 2004 • Validation session in December 2004 with ALSDE CTE-designated subject matter experts (panel of local AL CTE administrators and teachers) • 181 items accepted as prepared; 188 items revised; 55 items rejected (based on panel analysis) • 369 items remained for second round of validation in January 2005 by state ALSDE CTE staff

11. Content Validation Questions Every item subjected to the following questions and written descriptions of analysts’ exceptions prepared. • Does this item reflect/measure some major aspect of the objective to which it is aligned? • Does this item have face validity? Does it appear to be related to the objective and measure what is expected? • Is the correct answer the only correct answer from among the listed options? • Are the terms accurate? • Is the spelling correct? • Is the grammar correct? • Is the item unambiguous?

12. CTE Credentialing Framework Core Curriculum Assessment

13. Life After the High School Diploma • Apprenticeship • Two-year community/technical college • Four-year college • Military • Workforce

14. Field Testing and Item Validation • Item bank of 242 items exists after second level of content validation • 20 field test sites determined by ALSDE CTE staff • Urban, suburban, rural sites • April 2005 field test (479 students participating) • Representative racial demographic • High performers and low performers • All concentrators • 10 assessments of 42 items each generated from the item bank and administered to students • 42 items appropriate for 55 minute class period • Individual item performance to be evaluated • Items to be accepted, revised, rejected based on performance

15. Core Curriculum Assessment Delivery • Online management and assessment system • Online “Participant Guide” details assessment operation • Completely self-contained and proctored environment • Student performance automatically evaluated and reported in the management system

16. Teaching and Learning Core Content • During 2004 CTE summer conference CORE curriculum was reviewed with LEA administrators • Use the standards, objectives, (and sample items) published to understand the expectations of the assessment and, therefore, the core curriculum • Performance on Course Objectives will be reported to field (LEA administrators) so high need areas might be emphasized over the near term in local programs

17. Next Steps • Work with teachers to ensure that the content is taught in CTE courses/programs. • Assess concentrators for core content proficiency. • State CTE will pay for students to be assessed in 2005-06. • TFI will establish student access numbers. Individual CTE Administrators will arrange with TFI representatives the details for testing. • CTE Administrators will receive all student scores and information regarding specific test items. • State CTE office will receive proficiency reports by LEA/school/program. • CTE Administrators will receive Certificates of Proficiency for students who are successful on the assessment (those who make the cut score). • State CTE office will pay for one retake if student scores 75% of cut score on original assessment. Retake will be a random selection of questions (and objectives) • All information and certificates will be received electronically • Continue assessing students as product matures toward pure FIT.

18. Questions?