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Curriculum Quality Standards for School-to-Work:
A Guidebook

MDS-955






Barbara Dougherty
Margaret Ellibee

Co-Directors,
National Consortium for Product Quality

National Center for Research in Vocational Education
Graduate School of Education
University of California at Berkeley
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674

Supported by
The Office of Vocational and Adult Education
U.S. Department of Education

1995

FUNDING INFORMATION

Project Title: National Center for Research in Vocational Education
Grant Number: V051A30003-96A/V051A30004-96A
Act under which Funds Administered: Carl D. Perkins Vocational Education Act
P.L. 98-524
Source of Grant: Office of Vocational and Adult Education
U.S. Department of Education
Washington, DC 20202
Grantee: The Regents of the University of California
c/o National Center for Research in Vocational Education
2150 Shattuck Avenue, Suite 1250
Berkeley, CA 94704
Director: David Stern
Percent of Total Grant Financed by Federal Money: 100%
Dollar Amount of Federal Funds for Grant: $6,000,000
Disclaimer: This publication was prepared pursuant to a grant with the Office of Vocational and Adult Education, U.S. Department of Education. Grantees undertaking such projects under government sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view or opinions do not, therefore, necessarily represent official U.S. Department of Education position or policy.
Discrimination: Title VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Title IX of the Education Amendments of 1972 states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance." Therefore, the National Center for Research in Vocational Education project, like every program or activity receiving financial assistance from the U.S. Department of Education, must be operated in compliance with these laws.

ACKNOWLEDGEMENTS

We wish to thank the members of the National Consortium for Product Quality Task Force for their expertise, dedication, and active participation in the process of designing, developing, and publishing this document. Their valuable contribution of time and experience was greatly appreciated: were it not for their generous cooperation and assistance, this publication would not be possible.

We also extend appreciation to L. Allen Phelps for his guidance, insight, and collaboration on this project.

Publishing this type of document requires considerable staff effort. Our sincere thanks goes to Linda Heal for her unlimited patience, editorial expertise, and publishing proficiency.

Finally, we wish to thank the educators who reviewed the standards and indicators, as well as participated in the pilot testing of the curriculum review instrument. Without their input and suggestions, there would be no research base for the content of this publication.

INTRODUCTION

While other fields at the secondary level have rapidly embraced national curriculum standards and goals, school-to-work programs continue to vary widely in content, scope, and methodology across the nation. At present, the notion of establishing "national standards" in this content area has focused largely on developing industry skill standards.

Yet, in today's changing world of work, critical evaluation of curriculum is a helpful step toward realizing national goals for education (such as those outlined in Goals 2000) and in fulfilling the vision of new and emerging vocationalism (e.g., Tech Prep, youth apprenticeship, and career academies). Standards for curriculum and instructional products, encompassing appropriate student outcomes and highly effective instruction, would establish important benchmarks for products used by schools and postsecondary institutions in implementing school-to-work initiatives.

The NCPQ

The National Consortium for Product Quality (NCPQ) is a project funded by the National Center for Research in Vocational Education and directed by the Center on Education and Work, University of Wisconsin-Madison. The NCPQ has been established to accomplish a twofold mission: (1) to develop, research, and implement school-to-work instructional material standards and (2) to develop a national review process by which voluntarily submitted materials can be reviewed, evaluated, and nationally disseminated.

Using information from curriculum practitioners nationwide, the NCPQ Curriculum Quality Standards for School to Work guidebook before you is designed to assist practitioners in examining curriculum products, adapting materials, or creating original curriculum. Through research and technical assistance, the NCPQ strives to improve curriculum design and practice. By discussing the focus areas of the Standards, and by documenting good examples that are currently in practice, we hope to provide a richer foundation for your efforts to integrate curriculum design, content, and use. Successful implementation, and subsequent meaningfulness to the learner, are essential components in the process of curriculum development and evaluation. Bearing this fact in mind, we intend this guidebook to present a connected or integrated approach regarding curriculum development and curriculum evaluation.

NCPQ Services

The NCPQ provides research-based evaluation and technical assistance for local, state, and national developers of curriculum and instructional materials. Its members assist in curriculum networking, identifying curriculum search sources, and reviewing submitted curriculum or printed instructional material. The NCPQ Standards and Indicators provide developers with an essential tool for evaluating both new and existing materials for content, instructional strategies, assessment, and equity and diversity considerations. When curriculum developers submit materials to the NCPQ for formal review, they are assured of a high-quality third-party review and evaluation of materials. The submitted materials may also have the opportunity to progress to a national review, receive awards, and gain valuable exposure via inservice, curriculum networks and organizations, and NCPQ Product Profiles and newsletters.

The NCPQ was formed to serve the education field by advancing curriculum design and practice through meaningful research and technical assistance. National use of the NCPQ Standards, and the opportunity to apply these standards to a host of instructional materials, will help create a positive interface of curriculum design, content, and program use. In the end, that successful interface is critically important to the ultimate beneficiaries of our work: our students.

USERS AND USES OF THE NCPQ STANDARDS

Educators and community members will find that the Instructional Material Quality Standards established by the NCPQ lend themselves to a wide range of uses, some of which are outlined below.

For curriculum development teams and instructors, the Standards can:

Administrators may use these Standards to:

For local governing boards' education-business partnerships, the Standards can:

Teacher educators will find the Standards useful to:

For State Departments of Education personnel, the Standards can:

Benefits for students include:

NCPQ STANDARDS AND INDICATORS

What Constitutes a Meaningful Curriculum Evaluation?

Developed to help practitioners, curriculum developers, and teacher educators enhance the quality of school-to-work curriculum, the NCPQ Standards and Indicators provide an essential tool for evaluating curriculum materials for content, instructional strategies, student assessment, and equity/diversity considerations. A comprehensive curriculum evaluation provides practitioners with a host of information: it guides educators who are considering a curriculum for adoption, it assists curriculum developers in making specific revisions and enhancements, and it guides future curriculum development efforts designed to expand or supplement quality curriculum content. A comprehensive evaluation assists not only the curriculum developer, but also the curriculum implementor--whether classroom instructor, administrator, or curriculum committee--in making informed choices about curriculum materials to guide the teaching-learning process.

The NCPQ Standards--What Might They Look Like in Curriculum Materials?

The NCPQ Standards and Indicators encourage curriculum practitioners to evaluate materials for content, instructional strategies, assessment, and equity and diversity considerations. The Standards are broad, qualitative ideals stating what is valued in curriculum materials. The Indicators represent tangible attributes that support the Standards. The Standards are listed in a statement format, while the Indicators appear in a question format. For a complete listing of the Standards and Indicators, turn to Appendix C.

For example, within the Content Standard, one Indicator asks, "To what extent has the content incorporated appropriately validated skills, tasks, and/or competencies?" Although this Indicator statement evokes a direct question, it leaves the potential answer of "how" to be determined by curriculum practitioners. In this section, the NCPQ offers tangible examples of "how" to implement the Standards and their associated Indicators. Note, however, that these examples are only suggestions or existing models. They are by no means the exclusive recommendations or solutions. In determining "how," curriculum practitioners must consider a spectrum of issues facing curriculum and education. Some of these issues are unique to each educational situation, while others are more common and applicable to most learning environments. Either way, the examples offered here are a basic gauge by which to measure a particular Indicator's presence in a curriculum.

CONTENT STANDARD

School-to-Work education curricula must focus on the integration of academic foundations with career development, life skills, and occupational competencies.

Indicator:

To what extent has the content incorporated appropriately validated skills, tasks, and/or competencies?

National studies (e.g., America 2000: An Educational Strategy [USDE, 1991]; Workplace Basics: The Skills Employers Want [Carnevale, Gainer, & Meltzer, 1988]; America and the New Economy [Carnevale, 1991]; What Work Requires of Schools: A SCANS Report for America 2000 [SCANS, 1991]) have identified skills that are essential for successful workforce training and development and for the nation's economic development. To ensure that curriculum content addresses the issues raised in these national studies, the curriculum should address the following concerns:

Indicator:

To what extent do the skills and competencies presented in the product correspond to workforce competencies and foundational skills indicated in the SCANS Report?

The Secretary's Commission on Achieving Necessary Skills (SCANS) report's skills and competencies, published and released in June 1991, were deemed necessary requirements of high school graduates or of persons entering the workforce--especially those expecting to become successful members of the workforce. The SCANS Foundational Skills and Competencies follow:

The SCANS Foundational Skills:

The SCANS Competencies:

The following matrix from Focus on Your Future: A Success Skills Planning Curriculum for Teens (Hendon, 1994) exemplifies the relationship of a curriculum's competencies to the SCANS Foundational Skills.

Indicator:

To what extent does the product include documentation of validated occupational, academic, career, and life skills and competencies to show where and how those skills and competencies are being incorporated?

Some of the curriculum materials reviewed by the NCPQ have documented skills using a simple matrix configuration or table such as the example below. Others have been more detailed, and have documented the primary task or competency with supporting subskills, along with the occupational cluster and academic skill group the task is related to, and a description of the task. The following matrix from Introduction to International Trade (Crummett & Crummett, 1994) illustrates one type of design.

Related Academic and Workplace Skills List
Unit 5: International Marketing
Task Skill Group Subskill Description
Evaluate an
international marketing
plan 		Foundation skills
 
  		Reading
 
  		Comprehending written information,
and analyzing and applying what
has been read to a specific task.
    Writing
 
  		Communicating a thought or idea
in a written form in a clear,
concise manner.
  Learning skills
  		Learning to learn
  		Developing the ability to apply
knowledge to other situations.

Indicator:

To what extent does the product identify performance levels for skills and competencies?

Performance levels for skills and competencies expected of students can be designated in the curricula in the following ways:

The following three examples--Food Science and Technology (Martin, 1994), Fundamentals of Carpentry (Hendrix, 1985), and Focus on your Future: A Success Skills Planning Curriculum for Teens (Hendon, 1994)--illustrate appropriate ways to state performance levels for skills and competencies:

Example 1: Introduction to Food Sciences.

Unit 1 Outcomes: To receive a B for this unit, the student will complete 80% of each of the following outcomes:

Outcome 1: The student will be able to:

  1. Define the study of food science and describe the main goal of food scientists.
  2. Explain the interrelationship of food science and nutrition.
  3. Identify and use laboratory equipment safely.
  4. Write accurate and complete reports on food science experiments (Food Science Laboratory Report Form).
  5. Know the requirements for working safely in a laboratory.

Example 3: Competency 7.0: Locate, evaluate, and interpret career information. Total time:
9 hours

Indicator:

To what extent is the content current?

To what extent is the content accurate?

Locate the development date of the material. Does the content meet today's standards or requirements for the particular topic or subject area? A hallmark of the material's accuracy and currency would be the documentation of a content or skills validation process used by the material developer. Did incumbent workers or workplace professionals participate in developing the curriculum?

Indicator:

To what extent is the content sequenced from basic to more complex concepts?

Is the content designed using coherent clusters or themes?

To what extent are the content objectives and learner objectives aligned?

The learning objectives, outcomes, or concepts should be designed with a meaningful order or approach in mind. However, according to Boyle (1981), "[A] logical order in the sense of the discipline may not be logical from the standpoint of the learner" (p. 52). Bearing this concept in mind, examine the material and note whether the following characteristics are present as they relate to sequenced concepts:

Boyle, P.G. (1981). Planning better programs. New York, NY: McGraw-Hill, Inc.

Indicator:

To what extent is the content presented in an interesting and appealing manner geared toward diverse student audiences?

In 1987, John Kellor developed the ARCS (Attention, Relevance, Confidence, and Satisfaction) Model, which focuses on "influencing learners' motivation to learn and for solving problems with learning motivation" (Smith & Ragan, 1993, p. 310). The model can be a useful tool to consider when examining instructional materials and related instructional strategies for opportunities to heighten student interest and relevancy. The ARCS Model includes the following components:

Attention Strategies (included in the curriculum material and supporting instruction) draw the learners' attention to the material and "frequently involve very specific techniques of content presentation or treatment" (Smith & Ragan, 1993, p. 310). Examples of these strategies include:

Relevance Strategies included in the curriculum material and supporting instruction influence how the content and supporting learning tasks/outcomes/objectives are presented to the student. These strategies could include:

Confidence Strategies focus on particular "learner performance" included within instructional material, making the content more interesting and appealing to the student. Examples of confidence strategies are "incorporation of learning goals into the instructional materials; learning activities sequenced in order of increasing difficulty that provide a continual challenge; informing students of success given different levels or choices of effort; encouraging students to develop an internal locus of control with regard to learning activities; providing practice skill sets and example techniques" (pp. 311-312).

Satisfaction Strategies that can influence interest and motivation include the following:

The instructional material can better serve diverse student audiences if aspects of these strategies appear in the content.

In addition to the examples included in the ARCS Model, material should actively represent learners of both sexes, and of various ethnic and cultural backgrounds. The content should be free of any bias.

Smith, P.L. and Ragan, T.J. (1993). Instructional design. New York, NY: Macmillion.

Indicator:

To what extent are career development, career awareness, and mobility incorporated throughout the instructional content?

When career values are reflected in curriculum, students see the connection between learning and real life. These integrated concepts allow students to adapt to changing work requirements. The following example illustrates how these concepts may appear within an instructional resource.

The CIMC's (Curriculum and Instructional Materials Center) Forestry curriculum guide (Oklahoma Department of Vocational and Technical Education, 1991) exemplifies an integrated career education unit within a specific occupational curriculum. In addition to career references and resources in each unit, the curriculum guide contains an entire unit entitled "Investigate Forestry Career Opportunities." The unit objectives (see below) and related supplements (e.g., "What You Need To Succeed [in forestry]," "Meet the People Who Work in Forestry") detail the following components:

The unit itself depicts women in nontraditional occupational roles, uses culturally inclusive language, and offers the student a breadth of forestry-related career knowledge.

Indicator:

To what extent does the curriculum product address the following concepts:

The following example is excerpted from curriculum material developed by a high school in Brooklyn, New York. The material is designed for the school's integrated Health Occupations program, and addresses in part the diverse ethnicity of its students. A unit outline from that curriculum (shown below) gives students an opportunity to experience the integration of vocational and academic skills, an emphasis on life skills, and an expansion of knowledge regarding the diversity and commonalities among people and cultures.

The Cycle of Life: Activities of Daily Living/Life Skills

Core Focus: How do different cultures deal with death and dying? Students will:

Global Studies: How do people from India deal with death? Students will

English: How might we reconcile the approaching death of an elderly loved one? Students will

Math: How does the death rate increase as age increases? Students will

INSTRUCTIONAL STANDARD

School-to-work curricula, through active and applied learning experiences in school, community, and work-based settings, enable students to acquire problem-solving, communication, and reasoning strategies.

Indicator:

To what extent do the instructional strategies include active and meaningful learning experiences that correspond to stated student outcomes?

Effective instruction engages learners in the process of learning rather than merely transmitting information for them to receive. Relevant experiences promote learners' active involvement and bring the classroom closer to--or into--their future work environments. Moreover, active learning experiences must be meaningful. They should relate to the "real world" and, most importantly, the learning experience should bring about the desired student knowledge and skills. Do the instructional strategies in the material reflect real-world problems, issues, and experiences? Do they align with what the student is expected to know and be able to do? The following example from Analyze and Apply: A Guide To Connect Learning to Performance (Stanley, 1994) illustrates two active and meaningful learning experiences directly related to a stated outcome:

Subunit Objectives: After you complete this subunit, you will be able to:

  1. Investigate the sources and uses of water in your community.
  2. Categorize water uses based on the properties of water.
  3. Explain how water is used in a home heating systerm, a power plant condenser, an evaporating cooler, and a car radiator.
  4. Compare three types of mixtures involving water and other substances.
  5. Explain why water represents such an important habitat for organisms.
  6. Devise a rule to predict whether a material will float in water. (See corresponding activities below.)
  7. Investigate the structure of water through the chemical formulas for water.

Objective 6 Corresponding Learning Activity A:

Objective 6 Corresponding Learning Activity B

Indicator:

To what extent do the instructional strategies include teaching techniques that support/reflect the enhancement of the SCANS thinking skills: creative thinking, decision making, problem solving, seeing things in the mind's eye (e.g., organizing and processing symbols, pictures, graphs and other information), knowing how to learn, and reasoning?

Intellectual processes are critical to meeting the challenges of advancing technology and of keeping pace with the rapid changes occurring in the workplace. Thinking skill development is critical for workforce participation. Within the curriculum material, are the instructional strategies designed to develop students' problem-solving, decision-making, knowledge production, and analytical thinking skills? The following example, from Developing Entrepreneurial Attitudes (MAVCC, 1995), illustrates an instructional strategy that emphasizes the SCANS thinking skills:

Learning Task: Use CAD to design and develop a package.

You are the president and owner of an independent specialty packaging company. A firm that is developing new hot and cold packs to be marketed to the sports trade has hired you to design the most cost-effective package for the product. You're also asked to ensure that the package has a minimal environmental impact. You have been given permission to consult with the chemistry department and the marketing department of the firm.

Indicator:

To what extent can the suggested instructional strategies be adapted to different learning styles?

Quality curricula engages students with a variety of learning activities adaptable to students' different learning styles, and encourages students to think and create in ways unique to their own preferences and experiences. Factors to consider when reviewing curricula include "Can the instructional strategies in the material be adapted to alternative forms such as group, team, or cooperative educational activities; class presentations; or data collecting through surveys of community members?" "Can the strategies in the material be adapted, if necessary, to meet the learning levels of all students?" For example, the following learning task, taken from All Aspects of the Industry: Supplementary Instructional Modules (Instructional Materials Laboratory, 1994), could be adapted in a number of ways: (1) it could become a team or group activity; (2) it could involve a panel discussion or presentations on findings; or (3) it could be expanded to include interviews of paint contractors.

Student Activities (from All Aspects of the Industry. Instructional Materials Laboratory. University of Missouri-Columbia)

  1. Describe briefly the process of estimating and bidding.
  2. Name a factor that can alter the final cost of a project after the estimating and bidding process is completed.
  3. Envision that you own a painting company. You know that you must be the low bidder to get the contract to paint the outside of the Columbia office building. Would your bid be the same in the summer as in the winter? Why?

Indicator:

To what extent do the instructional strategies (i.e., activities and projects) reflect the diversity of today's workforce?

Do the instructional projects and activities in the material reflect women and men in occupations not traditional to their gender? Do the projects and activities create the impression that persons of color work in all types of occupations? Are aspects of different cultures integrated into the projects and activities encouraging greater understanding of diversity in the workplace? Will the projects or activities enhance and reinforce the concept of an inclusive workplace?

An activity from All Aspects of the Industry: Supplementary Instructional Modules (Instructional Materials Laboratory, 1994) provides an illustration of diversity issues within the workplace:

Student Activity: Contact a company representative in the area in which you have an interest and ask for examples of cultural diversity affecting the company.

The Applications in Biology and Chemistry curriculum developed by CORD (1991) incorporates job profiles into the curriculum content. The following case illustrates the inclusion of a woman in a nontraditional technical position:

Job Profile: Hydrogeologist

Christa P. is a hydrogeologist who works for a civil engineering firm. The firm does environmental studies for businesses and government agencies.

"A hydrogeologist has to incorporate a basic understanding of groundwater flow with a knowledge of geology and chemistry," says Christa. "Much of my work involves helping companies comply with environmental regulations. For example, we might be called out to evaluate groundwater if a company's underground storage tanks were suspected of leakage. Or we might be hired to routinely monitor the groundwater in the tank storage area. When asked what steps she would take in such a situation, Christa explains, "We install monitoring wells--these are small-diameter pipes that are placed into the ground. Groundwater comes up into the pipe, and we're able to sample it. We also do soil borings and test soil for contamination. If we find contamination, we help the company make a plan to remedy the situation. But prevention is always better than remediation."

Indicator:

To what extent do the instructional strategies incorporate team or small group projects?

Including team or small-group projects and cooperative learning activities within an instructional material lends a real-life touch to classroom experience and fosters greater learning for many students who learn best in that environment. Do some of the learning tasks in the material build around this concept? The following example from Guide for Integrated and Applied Curriculum, Instruction, and Assessment (Wisconsin Department of Public Instruction, 1994) illustrates the concept of team or small-group projects.

Learning Task: Cut School Budget

Your task force of three to five people has been charged by the school board to suggest ways to cut the total school budget by 20%. The school board members will depend on your work to defend their position regarding all cuts. Your task entails the following:

Indicator: To what extent do the instructional strategies encourage students to interact with each other, instructors, and the community? For example, do they encourage students' articulation and reflection on a particular learning experience?

Interactions between and among students, instructors, and community members broaden and enhance students' learning experiences. Interactions also strengthen students' abilities to become competent learners in the changing workplace. Interaction strategies can take the form of teaching experiences for students, as exemplified in the Food Science: An Interdisciplinary Approach to Curriculum Design curriculum by Interdisciplinary Resources, Inc. (1995). In this example, students articulate and reflect upon their own learning with peers, with instructors, and with students several years younger:

Learning Activity: Mentoring in the Elementary or Middle School

In this learning activity, you will share your knowledge in the area of Food Science with elementary/middle school students. You may choose to work with one partner on this mentorship. Your presentation must have instructor approval from the beginning. School field trip procedures will be followed for this activity.

Procedure:

  1. At a time that is convenient to the program, arrange a conference outside of class with the Food Science instructor.
  2. Communicate with the instructor of the school you'll be visiting.
  3. After the conference, complete an outline of the proposed mentor project. The outline must meet instructor approval, and should include the following:
  4. Have a practice session with instructor and/or Food Science class.
  5. Upon completion of your presentation, summarize the success of the experience, including suggestions for the future.

Indicator:

To what extent do the instructional strategies develop students' critical thinking and problem-solving skills?

Now more than ever, intellectual processes are critical to meeting the challenges of technological advancement and keeping pace with the rapid changes occurring in the workplace. Workplace skills have shifted from concrete to abstract tasks. Do the instructional emphases in the material reflect this shift? The example that follows, taken from Measuring What Counts: A Conceptual Guide for Mathematics Assessment (Mathematical Sciences Education Board and the National Research Council, 1993), illustrates an instructional strategy designed to develop students' higher-order thinking skills:

Formulate and Solve the Following Problems:

What Additional Information Do You Need To Answer These Questions?

One aspect of formulating problems is identifying whether additional information is needed. Neither of the problems above provides all the information needed to make a decision. Students need to identify the missing information and the likely estimates for the missing quantities. In question a, the number of items each person has and the speed of the checkers are considerations. In problem b, the number of miles traveled each year, the price of gasoline, and cash available are considerations. If money has to be borrowed to purchase the more expensive car, the loan can make a difference.

These problems are appropriate for individual or small-group work. Notes can be kept on the variety of questions generated and what additional information is assumed in class, and instructors can observe the willingness of students to engage themselves in finding the necessary information. Calculators are important for question b..

(From Measuring What Counts: A Conceptual Guide for Mathematics Assessment. Mathematical Science Educational Board, National Research Council, 1993)

Indicator:

To what extent do the instructional strategies develop students' skills of writing, speaking, listening, and following directions?

Effective learning projects build on a base of integrated knowledge--content--that incorporates other critical skills and competencies, and provides opportunities for students to develop writing, speaking, and listening skills. Does the material provide opportunities for students to engage and integrate these critical skills? The following instructional strategy, taken from Developing Entrepreneurial Attitudes (MAVCC, 1995), illustrates the development of students' critical skills of writing, speaking, listening, and following directions:

Assignment Sheet 5

Many businesspeople might define "business sense" differently, and their definitions are equally valid. All will argue, however, that business sense is essential to an entrepreneur's success, and each businessperson's definition of business sense should give you additional insight into entrepreneurial thinking skills. The following exercise will enable you to discuss business sense with a successful entrepreneur and to consider its relationship to creativity in the business world.

Reading Assignment: Read the information presented in the following component.

Objectives: Identify major aspects of entrepreneurial thinking and their definitions. Identify the characteristics of a person with business sense, and define those characteristics.

Activity Checklist: Cross off each activity below as you complete it.

  1. Your instructor will invite a group of local entrepreneurs to your class. Your class will be divided into groups, and each group will be assigned one entrepreneur to interview, using the interview outline on the next page. Each student in the group should take notes during the interview process.
  2. Using the notes each person has taken during the interview, your group will work together to write an essay that describes the business sense of the entrepreneur your group interviewed.
  3. Turn in your essay to your instructor for evaluation.
  4. Your instructor will return your essay with suggestions for improvement. Make the improvements your instructor suggests, and return your essay to your instructor for final evaluation.
  5. Your group will then make a class presentation on the information included in your group essay.

Indicator:

To what extent do the instructional strategies provide the students with real-world experiences (both in and out of the classroom) which reinforce academic and technological applications?

"Real world" learning projects integrate academic and school-to-work or occupational skills to reflect authentic life and work situations, and they afford opportunities for students to witness the diversity (specifically regarding gender, race, ethnicity, and disability) of today's workforce. Does the material include authentic learning projects in which students can apply knowledge and skills to complex real-world problems? The two following instructional strategies are designed to incorporate real-world experiences to reinforce the desired academic and technological learning:

Assignment Sheet 2: (from The Entrepreneurial Workplace [Wood, 1995])

Activity Checklist: Cross off each activity below as you complete it.

  1. Your instructor will divide your class into groups, with at least three students to a group. Your group should study the information provided in the following scenario.
  2. Design a benefits package for ENTY's employees. Prepare a written report describing your benefits package and justifying your group's selections. Provide cost figures for each benefit your group selects.
  3. Turn your benefits package report in to your instructor for evaluation.
  4. Your instructor will return your report with suggestions for improvement. Make the improvements your instructor suggests, and then return your report to your instructor for final evaluation.

ENTY Scenario: Wanda Marker hated the way her car and her lawn furniture rusted. Using her past experience as a chemist, Wanda developed a new paint product that prevented metal from rusting. She then borrowed money to modify second-hand equipment, set up a production line in her barn, and ENTY was born.

Wanda wants to meet her employees' needs, but benefits can only be 8% of gross income ($6,000,000). If benefits were at a higher percentage, the additional cost would necessitate a boost in product price, a move Wanda feels would result in a loss of market share.

Wanda has asked a team of her employees to help her decide which benefits should be included in the employee benefit package. She has assigned each benefit a cost:

Description   Cost
(in thousands)
Current medical benefits,
without dental or eye care 		$250
Dental/eye care coverage $30
Day care for children $100
Day care for parents $50
Disability insurance $50
Flextime $100
Life insurance $30

Daily Nutrition Intake Lab (from Food Science: An Interdisciplinary Approach to Curriculum Design by Interdisciplinary Resources, Inc.)

Introduction: In this lab activity, students will keep track of their daily nutrition intake and then use this information to analyze the types of nutrients being consumed.

Prior to using the nutrition program, the student must record all foods, beverages, and so on, consumed during a 24-hour period. After completing the list, students should list each item in the appropriate food group, listed below.

Here are the available food groups: Baby Foods, Pastries & Candy, Fast Foods, Dietetic Foods & Supplements, Fats-Sugars-Condiments, Beverages, Cereals & Grains, Fruits, Ingredients & Spices, Non-Meat Entrees, Breads & Crackers, Cookies & Snacks, Juices & Drinks, Legumes, Meat-Fish-Poultry, Cakes, Dairy, Soup & Sauces, Vegetables

Before You Use the Computer, You Need To Have the Following:

  1. A list of foods eaten in the last 24 hours.
  2. Next to each food on the list, an abbreviation noting what food group it will be found in.

Once the list has been completed, the student must start up the MacDiet program on the computer.

ASSESSMENT STANDARD

Assessments within school-to-work curricula must be student-focused in the measurement of attitudes, knowledge, and skills, as well as their application to problem solving within the classroom and workplace learning environment.

Indicator:

To what extent are student teams, as well as the individual student, assessed?

Learning to work as a team member or cooperatively is a real-life skill for students, one which leads to an understanding of their future work environments. Therefore, it is imperative that students learn to share in problem-solving and learning task responsibilities, as well as gain an awareness of their performance within that context. The following assessment strategies, all from Guide for Integrated and Applied Curriculum, Instruction, and Assessment (Wisconsin Department of Public Instruction, 1994), illustrate the concept of assessing both individual work and effort as a team member.

Content-Related Activity Questions (e.g., individual assessment)

  1. Do you think humans will ever be extinct?
  2. Do you think humans will change enough to produce new species?
  3. What factors might cause this change?

Alternative Assessment Approach to the Same Activity Questions

Students might approach (and the instructor may similarly assess) this learning activity by first problem solving in small groups and then trying to form a consensus in a class discussion.

Related Formal Assessment Questions (found in the chapter test bank questions)

  1. How does environmental change encourage the formation of new species?
  2. How does environmental change encourage the extinction of an existing animal species?

Assessment for Collaborative Problem Solving
Using the SCANS Competencies

  High Low
1. Identifies, organizes, plans, and allocate resources. |
|
  • Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules.
    		• |
    |     		Self 5 4 3 2 1
  • Money: Uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives.
    		• |
    |
  • Material and facilities: Acquires, stores, allocates, and uses materials or space efficiently.
    		• |
    |     		Group 5 4 3 2 1
  • Human Resources: Assesses skills and distributes work accordingly, evaluates performance, and provides feedback.
    		• |
    |     		(Circle One)
     
    2. Works with others. |
    |
  • Participates as Member of a Team: Contributes to group effort.
    		• |
    |
  • Teaches Others New Skills
    		• |
    |     		Self 5 4 3 2 1
  • Serves Clients/Customers: Works to satisfy customers' expectations.
    		• |
    |
  • Exercises Leadership: Communicates ideas to justify position, persuades and convinces others, reasonably challenges existing policies and procedures.
    		• |
    |     		Group 5 4 3 2 1
  • Negotiates: Works toward agreements involving exchange of resources, resolves divergent interests.
    		• |
    |     		(Circle One)
     
  • Works with Diversity: Works well with men and women from diverse backgrounds.
    		• |
    |
    3. Acquires and uses information.
  • Acquires and Evaluates Information.
    		• |
    |     		Self 5 4 3 2 1
  • Organizes and Maintains Information.
    		• |
    |
  • Interprets and Communicates Information.
    		• |
    |     		Group 5 4 3 2 1
  • Uses Computers to Process Information.
    		• |
    |     		(Circle One)
     
    4. Understands complex inter-relationships.
  • Understands Systems: Knows how social, organizational, and technological systems work, and operates effectively with them.
    		• |
    |     		Self 5 4 3 2 1
  • Monitors and Corrects Performance: Distinquishes trends, predicts impacts on system operations, diagnoses deviations in systems' performance and corrects malfunctions.
    		• |
    |     		Group 5 4 3 2 1
  • Improves or Designs Systems: Suggests modifications to existing systems and develops new or alternative systems to improve performance.
    		• |
    |     		(Circle One)
     
    5. Works with a variety of technologies.
  • Selects Technology: Chooses procedures, tools, or equipment including computers and related technologies.
    		• |
    |     		Self 5 4 3 2 1
  • Applies Technology: Chooses procedures, tools, or equipment including computers and related technologies.
    		• |
    |     		Group 5 4 3 2 1
  • Maintains and Troubleshoots Equipment: Prevents, identifies, or solves problems with equipment, including computers and other technologies.
    		• |
    |     		(Circle One)
     

    Assessment Form: Work Effectively in Groups

    The members of the group will individually assess the contribution of each group member to the group. The instructor will average the scores for the final score.

    Group member being assessed: ___________________________________________

    Assessed by: ___________________________________________________________

    Rate each component 1-6:

    1. The group member did not contribute in this area.
    2. There was minimal contribution but not at a level that was expected, nor did it contribute to the overall effectiveness of the group.
    3. There was some contribution, but the effort and quality of the contribution did not benefit the group effort.
    4. The contribution was in some way beneficial, but not outstanding.
    5. The contribution was very beneficial and the effort and quality of the contribution was a substantial benefit to the group effort.
    6. The contribution in this area was outstanding and was, in fact, the critical factor in the success of this component.

    [The group member] Demonstrated ability to work productively by:

    ____ Managing time well

    ____ Demonstrating dependability in completing work

    ____ Demonstrating accuracy in completing work

    ____ Demonstrating initiative in completing work

    ____ Persevering through difficult and complex problems

    ____ Applying logical reasoning in solving problems or dealing with information

    Demonstrated ability to communicate clearly by . . .

    ____ Writing and speaking so others can understand

    ____ Asking questions when appropriate

    ____ Giving clear instruction to others

    ____ Checking for accuracy

    ____ Demonstrating effective listening

    ____ Using acceptable language

    ____ Providing necessary detail

    ____ Describing problems accurately

    ____ Interpreting the impact of nonverbal communication

    Demonstrated the ability to work cooperatively by . . .

    ____ Completing tasks

    ____ Solving problems

    ____ Resolving conflicts objectively

    ____ Giving and accepting constructive criticism

    ____ Showing tolerance for individual differences

    ____ Providing information

    ____ Offering support

    ____ Demonstrating respect for others through work and action

    Demonstrated the ability to think critically and creatively by . . .

    ____ Setting goals and working to attain them

    ____ Analyzing, synthesizing, and evaluating information

    ____ Recognizing other points of view

    ____ Making decisions based on careful analysis

    ____ Demonstrating open-mindedness

    ____ Recognizing the difference between facts and opinions

    Indicator:

    To what extent do(es) assessment tool(s) measure the attitude, knowledge, and/or skill presented in the material?

    When reviewing assessment tools, the reviewer should ascertain whether the assessment tools act as appropriate information or learning "targets." In other words, does the assessment instrument seem to target or measure what it claims to measure (i.e., test validity)? Is the assessment tool objective and consistent with the knowledge or skill area it is representing (i.e., reliability)? Dr. Arthur Costa (1995) of California State University-Sacramento has developed a criteria guide for evaluating content units and assessments. Although Costa's guide is designed for science, the main idea for each criteria statement can be applied to any educational content assessment, and certainly to assessments included in school-to-work curricula.

    1. Are there activities/assessments that require students to think about and analyze situations (e.g., assessing metacognition)?
    2. Does the unit feature activities/assessments that call for more than one step in arriving at a solution (e.g., assessing metacognition/flexibility)?
    3. Are activities/assessments with more than one correct solution included (e.g., empathy/flexibility)?
    4. Are there opportunities for students to use their own data and create their own activities/assessments (e.g., creativity/problem posing)?
    5. Are students encouraged (in the material/assessment tool) to use a variety of approaches to solve a problem (e.g., flexibility)?
    6. Are there assessment exercises that encourage students to estimate their answers and check their results (e.g., accuracy)?
    7. Is the [content] information given in the activity/assessment and elicited in the answer accurate (e.g., using past knowledge)?
    8. Is there opportunity for assessing skills through exercises that call for hands-on or applied activities?
    9. Does the assessment or assessment strategy include activities that can be carried out over a period of time (e.g., persistence)?
    10. Are there assessment activities with erroneous information that require students to find the errors or critique the way the problem is designed (e.g., problem posing, checking for accuracy)?
    11. Are there opportunities for students to design their own assessment questions, problems, or designs?
    12. Are there assessment activities that encourage students to work both individually and with other students in finding solutions (e.g., empathy and cooperation)?

    Indicator:

    To what extent does the assessment process . . .

    Provide instructional feedback?

    Provide students with information for skill improvement?

    Act as a diagnostic tool?

    Allow conversion into a grading system if necessary?

    Include opportunities for multiple testing situations?

    When applied to student assessment, the concepts of skill improvement, instructional feedback, and diagnostic tools reinforce the need for assessments that provide information necessary to strengthening student learning throughout a curriculum. In a quality curriculum, both formative and summative evaluation methods are necessary, and they provide for multiple testing situations. One also needs to consider whether the assessments can be converted to a grading system if necessary.

    Indicator:

    To what extent are performance and portfolio assessments used to measure student knowledge and skills (e.g., performance of tasks, process, and resulting products)?

    The next example, from Arts Propel: A Handbook for Music (Davidson & Myford, 1992) provides an illustration of an assessment "rubric" or framework that provides instructional feedback on a specific performance for both the instructor and the learner. The rubric clearly states what tasks and criteria students will be expected to demonstrate on the assessment. The framework can act as a diagnostic tool, lending itself to a variety of grading systems. In this case, the information is almost "built in" to the lesson itself. Assessment rubrics included in curriculum material can "promote learning by offering clear performance targets to students" (Marzano, Pickering, & McTighe, 1993, p. 29). Performance-based assessments often provide an alternative to "traditional" assessment strategies. Although traditional selected response tests (e.g., true-false, multiple choice) can be meaningfully designed, performance-based assessments (i.e., written reports, essays, and instructions; oral interviews and speeches; and constructed projects) can be included into curriculum material, and perhaps offer students a richer assessment experience.

    DOMAIN PROJECT: INDIVIDUAL LESSON

    Ensemble or class:
    Grade level(s):     		[voice]
          		Teacher socring
    Student Performance
     
    Date: | 1 | 2 | 3 |
     
    Teacher: Date: |   |   |   |
     
    Student: Condition: |   |   |   |
     
        |   |   |   |
    Vocal Performance   |   |   |   |
    Execution Dimensions Music Performed: |   |   |   |
    Score=NA if not applicable.   |   |   |   |
    Pitch Production |   |   |   |
    1.0-1.9 = Seldom performs pitches accurately or securely. |   |   |   |
    2.0-2.9 = Sometimes performs with accurate pitch but with frequent or repeated errors. |   |   |   |
    3.0-3.9 = Mostly accurate and secure pitches but with few isolated errors. |   |   |   |
    4.0-4.9 = Virtually no errors and very secure pitches. |   |   |   |
    Rhythm/Tempo Production |   |   |   |
    1.0-1.9 = Seldom performs durations accurately or with a steady tempo. |   |   |   |
    2.0-2.9 = Sometimes performs durations accurately but with erratic pulse or frequent durational errors. |   |   |   |
    3.0-3.9 = Mostly accurate rhythm and pulse with few durational errors. |   |   |   |
    4.0-4.9 = Secure pulse and rhythmically accurate. |   |   |   |
    Diction |   |   |   |
    1.0-1.9 = Seldom able to regulate vowel colors or consonants. |   |   |   |
    2.0-2.9 = Generally consistent vowel color with some attempt to regulate consonant sounds. |   |   |   |
    3.0-3.9 = Consistent vowel colors with increased control of consonants. |   |   |   |
    4.0-4.9 = Maintains consistent control of diction. |   |   |   |

    As another consideration when reviewing the curriculum, note the presence of assessment portfolios. Are portfolios used in conjunction with the assessment process? Does the curriculum design allow for the use of portfolios? If portfolios are included in the material, the reviewer could make a number of determinations regarding their intended use. In the book Student-Centered Classroom Assessment, Richard Stiggins (1994) notes the following definition and points of review concerning portfolios:

    Definition: "A portfolio is a collection of student work assembled to demonstrate student achievement or improvement" (p. 422).

    Purpose: The material collected can vary greatly, depending upon the intended objective(s), which ideally would be determined by both the instructor and student.

    Objectives: "The knowledge, reasoning, skills, products, and/or effect to be described [or included] in the portfolio will dictate the student work samples to be collected" (p. 422).

    Focus of Work: "The portfolio can either show student performance over time, or status at one point of time" (p. 422). This is sometimes called a capstone portfolio.

    Nature of Work: "What kind of evidence [or student work] will be used to show student proficiency--tests, work samples, observations?" (p. 422).

    Evaluation: Who is involved in the portfolio evaluation? School-to-work portfolio evaluation will ideally involve the student, instructor, and a related business/community panel.

    Indicator:

    To what extent can the assessments detect change over time?

    For example, do the assessments in the curriculum material include pre- and posttests? Or if a portfolio is developed, does it contain student work, and/or a progression of assessments that document student performance over time? The following example excerpted from MAVCC's Developing Entrepreneurial Attitudes (1995) incorporates a portfolio project into the course material and provides the instructor with process information:

    What Is an Entrepreneur?

    Much is written and reported each day concerning the increasing importance of entrepreneurship. Throughout this publication, students will be asked to read and collect articles in current periodicals or other types of resource information on the subject of the unit they are studying. These articles and resource information will be compiled into a portfolio, where students will analyze the information they have collected. Therefore, the instructor will need to have (1) a format to be used for a portfolio assignment, and (2) a number of resources available in the classroom for student use in completing research for each portfolio assignment.

    Portfolio Format: Educators in some states are beginning to use portfolio assignments as alternative methods of evaluating student progress in a field of study--especially student progress in higher-order thinking skills. In states where educators use portfolios, the format for these assignments has generally been dictated.

    For the portfolio assignments required in this publication, teachers should use the required guidelines for their state if these have been established. If not, the teacher should develop individual guidelines for the portfolio assignments. Instructors will vary in the importance they place on any of the various elements of a written assignment requiring students to perform at the analysis level (grammar, structure, purpose, relevance, etc.). Therefore, the grading requirements of each of these assignments have been left up to you to establish specifically. The curriculum writer's purpose in creating these assignments was to get students to perform analysis in each unit of instruction, and the relevance and organization of the student product are the only criteria established.

    Indicator:

    To what extent are appropriate assessment methods provided that directly reflect student outcomes?

    Once again, the example shown here is explicit about what appropriate assessment will be used, about the desired student outcomes, and about the scoring criteria for the outcomes. Because they support one another, the student learning activity and the assessment in this example (from Stiggins, 1994) are integrated, or contextual.

    Exercise: You have volunteered to help out at your local library with the literacy program. Once a week after school, you help people learn how to read. To encourage your student to learn, you tell her about the different kinds of literature you have read, including poems, biographies, mysteries, tall tales, fables, and historical novels. Select three types of literature and compare them, using general characteristics of literature that you think will help your student see the similarities and differences. Be ready to present a visual presentation of this comparison. You will be assessed [based on these criteria]:

    Scoring Criteria:

    A. Selects Appropriate Items To Be Compared.

    B. Selects Appropriate Characteristics on Which To Compare the Selected Items.

    C. Accurately Identifies the Similarities and Differences Between Items on the Identified Characteristics.

    School-to-work curricula must reflect content which portrays and celebrates the active participation of all individuals in the nation's workforce, communities, and educational institutions.

    EQUITY & DIVERSITY STANDARD

    Vocational eduacation curricula must reflect content which portrays and celebrates the active participation of all individuals in the nation's workforce, communities, an educational institutions.

    Indicator:

    To what extent is the material balanced to reflect the experiences, contributions, voices, and perspectives of all groups?

    For example:

    Indicator:

    To what extent does the content challenge traditional cultural assumptions?

    Are there references within the material to cultural practices that broaden student awareness of a larger world and allow for acceptance and inclusion of self and others? The following example is from Lafayette High School's Health and Medical Technology Interdisciplinary Program Curriculum (Goldberg, 1994). These learning objectives illustrate how course content can broaden students' knowledge in a cultural sense within the context of an integrated curriculum.

    Learning Objective: Health Occupations

    Core: What are the different types of family units we see in the USA? How do they function, and what impact do they have on the role of the family during an illness? Students will:

    History (Global View): What is the role of the family and its structure in India? Students will learn about the Indian family and the family members' relationships to one another, both within the family and in the society at large.

    English: How does one learn to function in interpersonal relationships in the absence of family members who serve as role models? Students will read and discuss the short story "Mother in Mannville" by Marjorie Kinan Rawlings, which deals with an orphan.

    Math: How does family size vary between the USA and Asia? Students will learn to read and interpret tables and charts that show the sizes of families in different cultures, including income data, and to relate family size to family structure and type of society (i.e., economic factors).

    The following example is from the Guide for Integrated and Applied Curriculum, Instruction, and Assessment by the Wisconsin Department of Public Instruction (1994). This learning task shows students that cultural differences exist and that these differences have an impact on real-life situations. It allows the student to discover and consider other peoples' preferences and needs, and to apply that knowledge to a real-life experience.

    Learning Task: International Guests

    A local business is expecting a group of international buyers next month. This business, which sells agricultural equipment, had an unsuccessful experience the last time international buyers came to town. Not only did the clients not sign a contract to buy anything, but they also left town earlier than planned. Something had gone wrong and the suspected root cause was the company's lack of ability to understand and accommodate the clients' culturally based needs and preferences.

    Your group has been asked to design a three-day visit which includes a one-hour reception and four hours of business, both taking place at the company. The rest of the three days will be spent helping the company become better-acquainted with the clients, and helping the clients get to know the company and community.

    Working with a small group of other students, research the country's culture and customs (the class will select any country in Asia) and answer the following questions about the clients' probable:

    Based on your answers to the above questions, design the three-day stay. Include details of what will happen for all 72 hours. Include activities that will make the clients feel welcome and "at home" and avoid elements that make the clients feel unwelcome, offended, or uncomfortable.

    See Appendix D for the NCPQ Equity and Diversity Matrix of how and where the standards and indicators reflect nonsexist, culturally inclusive consideration.

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    Content Standard

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    Assessment Standard

    Copa, G. H. (1992). A framework for the subject matter of vocational education (MDS-095). Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

    Costa, A. (1995). Criteria for assessment of science tests using the attributes of intelligent behavior. In M. Liebowitz (Ed.), Transforming classrooms: The curriculum, instruction, and assessment connections (p. 36). San Francisco: Association for Supervision and Curriculum Development.

    Frymier, J. (1986). After thirty years of thinking about curriculum. Theory Into Practice, 25(1), 58-63.

    Johnson, S. D. (1992). A framework for technology education curricula which emphasizes intellectual processes. Journal of Technology Education, 3(2), 29-40.

    Laster, J. F. (1985). Toward excellence in secondary vocational education: Using cognitive psychology in curriculum planning (Information Series No. 297). Columbus: National Center for Research in Vocational Education, The Ohio State University.

    Marzano, R., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development.

    Mathematical Sciences Education Board and the National Research Council. (1993). Measuring what counts: A conceptual guide for mathematics assessment. Washington, DC: National Academy Press.

    Mullis, I. V. S. (1993). NAEP and the assessment of workplace know-how: An analysis of the relationship between NAEP and the SCANS framework. A paper prepared for the National Assessment Governing Board, Washington, DC.

    National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

    Stiggins, R. (1994). Student-centered classroom assessment. New York: Macmillan.

    Thomas, R., Anderson, L., & Getahun, L. (1992). Teaching for transfer of learning (MDS-257). Berkeley: National Center for Research in Vocational Education, University of California at Berkeley.

    Equity and Diversity Standard

    Banks, J. A. (1994). Multiethnic education: Theory and practice (3rd ed.). Needham Heights, MA: Allyn and Bacon.

    Grossman, H., & Grossman, S. (1994). Gender issues in education. Needham Heights, MA: Allyn and Bacon.

    hooks, b. (1994). Teaching to transgress. New York: Routledge.

    Klein, S. (Ed.). (1985). Handbook for achieving sex equity through education. Baltimore: Johns Hopkins University Press.

    Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco: Jossey-Bass.

    McCormick, T. M. (1994). Creating the nonsexist classroom: A multicultural approach. New York: Teachers College Press.

    Olneck, M. R. (1993). Terms of inclusion: Has multiculturalism redefined equality in American education? American Journal of Education, 101, 234-260.

    Thompson, B. W., & Tyagi, S. (Eds.). (1993). Beyond a dream deferred. Minneapolis: University of Minnesota Press.

    Trevino, A. D. (1992). Selecting curriculum material to reflect our culturally diverse society. College Station: Texas A&M University. (ERIC Document Reproduction Service No. ED 029 715)

    Wisconsin Department of Public Instruction. (1993). Information update: New IEP transition planning and service requirements (Bulletin No. 93.1). Madison: Author.

    Curriculum Design

    Beane, J. A. (Ed.). (1995). Toward a coherent curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.

    Ben-Peretz, M. (1990). The teacher-curriculum encounter: Freeing teachers from the tyranny of texts. Albany: State University of New York Press.

    Burns, R. C. (1993). Linking the disciplines: A holistic approach to curriculum design. Charleston, WV: Appalachia Educational Laboratory (1-[800] 624-9120).

    Finch, C. R., & Crunkilton, J. R. (1993). Curriculum development in vocational and technical education: Planning, content, and implementation. Needham Heights, MA: Allyn and Bacon.

    Fogarty, R., & Stoehr, J. (1995). Integrating curricula with multiple intelligences: Teams, themes, and threads. Palatine, IL: IRI/Skylight Publishing Inc.

    Foran, J., Pucel, D., Fruehling, R., & Johnson, J. (1992). Effective curriculum planning: Performances, outcomes, and standards. Eden Prairie, MN: Paradigm Publishing International.

    Glatthorn, A. A. (1994). Developing a quality curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.

    Grennon-Brooks, J., & Brooks, M. G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

    Grubb, W. N. (Ed.). (1995). Education through occupations in American high schools. Volume 1: Approaches to integrating academic and vocational education. New York: Teachers College Press.

    Grubb, W. N. (Ed.). (1995). Education through occupations in American high schools. Volume 2: The challenges of implementing curriculum integration. New York: Teachers College Press.

    Hayes-Jacobs, H. (Ed.). (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development.

    Henderson, J. G., & Hawthorne, R. D. (1995). Transformative curriculum leadership. EnglewoodCliffs,NJ: Prentice-Hall

    THE NCPQ REVIEW PROCESS

    A major part of the NCPQ's mission is to identify high-quality school-to-work curriculum in the field of education. In pursuit of this goal, NCPQ is seeking to review curriculum products appropriate for use in programs at various levels--secondary through adult. The materials we consider must reflect the following:

    The Review Process

    Materials sent to the NCPQ undergo a two-stage review. Phase I, conducted by National Consortium staff, includes a preliminary review of all products using the Standards and Indicators formulated by the National Task Force of the NCPQ. Phase II calls upon the talents of experts nationwide, including other curriculum developers, practitioners, and members of industry.

    Phase I

    The Phase I review will provide a general indication of the extent to which the curriculum or instructional product reflects the quality standards. For each product submitted, the nominator will receive a completed Phase I Review Feedback Form. This feedback may be helpful in considering the curriculum for adoption, making revisions and enhancements, and guiding future curriculum development efforts designed to expand or supplement the initial curriculum.

    Phase II

    Materials receiving high scores on the Phase I review will be forwarded to the NCPQ's Panel of Reviewers. This Phase II review will consist of an in-depth assessment of the product by three to five experts, whose selection is based on their familiarity with both the content and instructional design of the product.

    Comprehensive Product Profiles will be prepared and disseminated nationally for products emerging from the Phase II review. The Product Profiles will provide instructors, administrators, curriculum specialists, and teams with detailed information on the product and its content, instructional design features, format, and availability.

    How To Submit Material

    If you are interested in submitting curriculum or instructional products, please contact Linda Heal or Barbara Dougherty for the Submittal Application Form.

    SAMPLE PRODUCT PROFILE

    This is an initial profile from our pilot-testing efforts. Some of the information provided here is less detailed as a result. Future profile descriptions obtained from the Phase II review process will contain greater detail. We thank the Mid-America Vocational Curriculum Consortium, Inc., for allowing us to reprint this review.

    Product Information

    Title: Introduction to International Trade

    Components:

    1. Introduction to the Careers in International Trade
    2. International Trade Regions
    3. International Economics and France
    4. Import/Export Basics
    5. International Marketing

    Abstract : The following is excerpted from the Foreword to the Teacher Edition of Introduction to International Trade:

    "These instructional materials provide secondary and postsecondary students with an opportunity to explore the career choices in the international trade occupational areas and introduce them to the basic work-place skills necessary to compete and survive in today's global economy.

    "Therefore, Introduction to International Trade is designed to include the entry-level competencies students will need to enter any of the occupational areas identified for international trade. Utilizing these instructional materials, students will have an opportunity to develop a portfolio exploring the interrelationship of the occupational areas of international trade, analyzing current events within a major international trade region, issues relevant to international economics and finance, current events relevant to import/export procedures and documentation, and current events concerning international marketing efforts.

    "Instructional materials in this publications are based on the competency-based concept of first stating the objectives (objective sheet), developing instructional strategies for teaching to those objectives (information and assignment sheets), and assessing those same objectives (written test--a criterion -referenced evaluation instrument)."

    Grade Level: Secondary and Postsecondary

    Reviewers' Response Summary

    Content Standard- Elements of the content standard are derived from workforce and career development skills, and nationally validated by educators, business, and industry. The validation process itself is based on accurate and current technical information, as well as the nationally recognized academic standards (e.g., Math, Science, English/Communications, and Social Studies). The indicators of the Content Standard emphasize skills for the larger world of work through the integration of vocational and academic skills, and the incorporation of employability and life skills within the context of career exploration and development.

    Instructional Standard- For this standard, instructional practices need to include all students regardless of gender, disability, race, or ethnicity and be easily modified or adaptable to various learning styles and student experiences. Emphases within the Instructional Standard focus on active student involvement in learning; frequent opportunities to apply content ideas and verify their findings; interrelationships among ideas; building strong conceptual frameworks on which to base the development of skills; and the relationships of the content area and to other areas of school curriculum and vocational program.

    Student Assessment Standard- Evaluation within this standard area concentrates on how assessments are aligned to the curriculum, the use of multiple and alternative assessment methods, and the relationship of assessments to the curriculum outcomes. Analysis and selection of the included assessment methods and instruments should focus on the type of information sought, the use of the information, and the developmental level and maturity of the student.

    Equity and Diversity Standard- This standard reflects equity and diversity as a behavior (rather than an issue) that is incorporated throughout the instructional material. For submitted material, the evaluation of equity and diversity is based on the materials' context, its suggested learning environments and activities, and its student-teacher interactions. Indicators focus on a balance of experiences, contributions, voices, and perspectives of all groups, and whether the material challenges traditional assumptions.

    Reviewers' Responses
    Does the Curriculum Guide...
    Include validated matrix of skills? Yes
    Identify performance levels? No
    Have current content? Yes
    Have accurate content? Yes
    Sequence content from basic to complex? Yes
    Assess both teams and individuals? Yes
    Include assessment tools that reflect content? Yes
    Use performance/portfolio assessments? Yes
    Detect change in student knowledge over time? No
    Use appropriate assessment methods? Yes
    Challenge traditional cultural assumptions? Unsure

    Reviewer Comments

    Content: A skills matrix is included, as are the SCANS skills. Objectives are identified for each unit. Activities incorporated some of the SCANS competencies. Need to supplement with current journals, newspapers, and media reports to keep the material current. Content is geared toward career information that incorporates vocational and academic skills (i.e., reading, writing, etc.).

    Instructional: Many discussion and questioning activities. Small rural schools may find activities limiting. Academic experiences reinforced; technology applications are limited.

    Student Assessment: Material recommends using a portfolio that follows state guidelines. Students are assessed primarily on written materials.

    Equity and Diversity: Unit 2 includes student activities focusing on the impact of culture on international trade. Material also addresses ways in which countries vary in business attire and protocol.

    Pilot/Field Test Data: None

    Suggested Modifications by Reviewers: Examples of how to do math problems not included; would be helpful to have samples.

    Product Develper and Availability:

    Mid-America vocational Curriculum Consortium, Inc.

    1500 West Seventh Ave.

    Stillwater, OK 74074-4364

    800-654-3988

    Teacher's Guide and Students' Guides are available; products contain Competency Profile, Instructional/Task Anaylsis, Academic and Workplace Skill Classifications. Produced in 1994.

    Pricing:

    MAVCC Members:

    Teacher Guide $19.00

    Student Guide $9.50

    Non-MAVCC Members

    Teacher Guide $35.00

    Student Guide $13.00

    SOURCES OF TECHNICAL ASSISTANCE

    Internet:

    VocServe: To subscribe, type in at "TO": listserv@cmsa.berkeley.edu. In the message area, type: subscribe vocnet yourfirstname yourlastname. Problems? Call NCRVE at (800) (old phone deleted) and ask to speak to David Carlson.

    School-to-Work Net: An electronic discussion forum on STW transition, skill standards projects, and the national Youth Fair Chance initiative. Call Dr. Joyce Malyn-Smith or Dr. John Wong at the Center for Education, Employment, and Community Education Development. Phone (617) 969-7100, extension 2386. Or send an e-mail to joycem@edc.org. To send mail to the mailing list, please address the message to stwnet@confer.edc.org.

    AERA Curriculum Net: E-mail Dr. Gene Glass at Arizona State University: glass@asu.edu and request information on subscribing to AERA-B. This net is primarily focused on higher education, yet it has very useful items for secondary educators.

    AskERIC Gopher: On your gopher menu go to: Other Information Sources and Gopher Servers; World-Wide Gopher Servers; North America; USA; All; AskERIC; Lesson Plans; and/or Info Guides.

    State Vocational and Technical Education Curriculum Centers

    Many states have their own vocational and technical education curriculum centers. These centers provide an array of information, technical assistance, and curriculum materials for the field. Again, you may want to consult with your State SLR for further information regarding the centers. This information was collected from the 1993 Directory of State and Vocational Technical Education Curriculum Centers, published by the East Central Curriculum Center, University of Illinois at Springfield.

    Alabama

    Vocational Curriculum, Research and Evaluation Center

    Room 5234

    Gordon Persons Building

    50 N. Ripley Street

    Montgomery, AL 36130-3901

    (205) 242-9108

    Alaska

    Alaska Vocational Materials Library

    Alaska Department of Education

    Adult and Vocational Education

    801 W. 10th Street, Suite 200

    Juneau, AK 99801

    (907) 465-8729

    Arizona

    Arizona Center for Vocational/Technological Education

    P.O. Box 6025

    Northern Arizona University

    Flagstaff, AZ 86011

    (602) 523-5442

    Arkansas

    Arkansas Vocational Curriculum Dissemination Center (AVCDC)

    University of Arkansas

    Graduate Education Building, Room 115

    Fayetteville, AR 72701

    (501) 575-6606 or (800) 632-8754

    Hawaii

    Western CCC

    Hawaii Vocational Curriculum Center

    1776 University Avenue

    UA2, Room 7

    Honolulu, HI 96844-0001

    (808) 956-7834

    Idaho

    Idaho Vocational Curriculum Dissemination Center

    College of Education, Room 209

    University of Idaho

    Moscow, ID 83844-3083

    (208) 885-6556

    Illinois

    East Central CCC

    Illinois State Curriculum Center

    University of Illinois at Springfield, F-2

    Springfield, IL 62794-9243

    (217) 786-6375

    National: (800) 553-8324 Illinois: (800) 252-4822

    Indiana

    Indiana Literacy and Technical Education Resource Center

    140 N. Senate Avenue, Room 208

    Indianapolis, IN 46204

    (317) 233-5200 or (800) 233-4572

    Kansas

    Kansas Competency-Based Curriculum Center

    Benton Hall, Room 412

    Washburn University-SAS

    1700 College

    Topeka, KS 66621

    (913) 231-1010 Ext. 1534

    Louisiana

    Louisiana Technical Resource Center

    P.O. Box 1159

    Natchitoches, LA 71458-1159

    (318) 357-3155

    Maine

    Vocational Curriculum Resource Center of Maine (VCRCOM)

    Kennebec Valley Technical College

    92 Western Avenue

    Fairfield, ME 04937-0029

    (207) 453-5000

    Massachusetts

    Massachusetts Vocational Curriculum Resource Center

    758 Marrett Road

    Lexington, MA 02173

    National: (617) 863-1863 Massachusetts: (800) 356-8272

    Michigan

    Michigan Center for Career and Technical Education

    230 Erickson Hall

    Michigan State University

    East Lansing, MI 48824

    National: (517) 353-4397 Michigan: (800) 292-1606

    Minnesota

    Minnesota Educational Services at Capitol View Center

    70 W. County Road B-2

    Little Canada, MN 55117-1402

    (612) 483-4442

    National: (800) 848-4912 Minnesota: (800) 652-9024

    Mississippi

    Southeast CCC

    Research and Curriculum Unit

    Drawer DX

    Mississippi State, MS 39762

    (601) 325-2510

    Missouri

    Instructional Materials Laboratory (IML)

    Missouri Vocational Resource Center (MVRC)

    8 London Hall

    University of Missouri

    Columbia, MO 65211-0001

    (314) 882-2884

    National: (800) 669-2465 Missouri: (800) 392-7217

    Montana

    Montana Center for Research, Curriculum and Personnel Development

    Northern Montana College

    Box 7751

    Havre, MT 59501

    (406) 265-3726

    Nebraska

    Nebraska Vocational Curriculum Resource Center

    University of Nebraska at Kearney

    West Center, W206

    Kearney, NE 68849

    (308) 234-8669

    New Hampshire

    Learning Resources Center

    Mason Library

    Keene State College

    Keene, NH 03431

    (603) 358-2750 or (603) 358-2749

    New Jersey

    Northeast CCC

    New Jersey Department of Education

    Division of Academic Programs and Standards

    Office of Adult and Occupational Education

    Crest Way

    Aberdeen, NJ 07747

    (908) 290-1900

    New Mexico

    Vocational Information and Program Services (VIPS) Project

    351 Rio Communities Boulevard

    Belen, NM 87002

    National: (505) 864-2823 New Mexico: (800) 247-8477

    North Dakota

    North Dakota Vocational Curriculum Library

    Bismarck State College

    1500 Edwards Avenue

    Bismarck, ND 58501

    (701) 224-5487

    Ohio

    Ohio Agricultural Education Curriculum Materials Service

    254 Agricultural Administration Building

    The Ohio State University

    2120 Fyffe Road

    Columbus, OH 43210-1067

    (614) 292-4848

    Vocational Instructional Materials Laboratory

    Center on Education and Training for Employment (CETE)

    The Ohio State University

    1900 Kenny Road

    Columbus, OH 43210

    Administrative Offices: (614) 292-5001

    Sales Office: (614) 292-4277

    CETE Switchboard: (800) 848-4815

    Oklahoma

    Midwest CCC

    Oklahoma Department of Vocational and Technical

    Education Resource Center

    Oklahoma Department of Vocational and Technical Education

    1500 W. 7th Avenue

    Stillwater, OK 74074-4364

    (405) 743-5423 or (405) 743-5163

    Pennsylvania

    PDE Resource Center

    Vocational Education Information Network (VEIN)

    Pennsylvania Department of Education

    333 Market Street

    Harrisburg, PA 17126-0333

    National: (717) 783-9192 Pennsylvania: (800) 992-2283

    South Carolina

    Curriculum Development Section

    Office of Occupational Education

    1831 Barnwell Street

    Columbia, SC 29201

    (803) 253-4029

    South Dakota

    South Dakota Curriculum Center

    435 S. Chappelle

    Pierre, SD 57501-3210

    (605) 224-6287

    Tennessee

    Division of Vocational Education Curriculum Center

    Tennessee Department of Education

    Gateway Plaza Building

    710 James Robertson Parkway, 4th Floor

    Nashville, TN 37243-0383

    (615) 741-1931

    Texas

    Educational Development and Training Center

    East Texas State University

    East Texas Station

    Commerce, TX 75429

    (800) 356-EDTC

    Home Economics Curriculum Center

    Texas Tech University

    Box 41161

    Lubbock, TX 79409-1161

    (806) 742-3029

    Instructional Materials Service

    Texas A&M University

    College Station, TX 77843-2588

    (409) 845-6601

    Utah

    Utah Applied Technology Resource Center

    3305 S. 5th East

    Salt Lake City, UT 84106

    (801) 481-7259

    Vermont

    Vermont Home Economics Resource Materials

    Oxbow Vocational Center

    P.O. Box 618

    Bradford, VT 05033

    (802) 222-5212, Ext. 32

    Virginia

    Virginia Vocational Curriculum and Resource Center

    2200 Mountain Road

    Glen Allen, VA 23060-2208

    (804) 261-5075

    Washington

    Northwestern CCC

    Clover Park Technical College

    4500 Steilacoom Boulevard SW

    Tacoma, WA 98499-4098

    (206) 589-5764

    West Virginia

    Curriculum Technology Resource Center

    Cedar Lakes Conference Center

    Ripley, WV 25271

    National: (304) 372-7874 West Virginia: (800) 982-5672

    Wisconsin

    Center on Education and Work

    University of Wisconsin-Madison

    964 Educational Sciences Building

    1025 W. Johnson Street

    Madison, WI 53706

    (608) 263-2929 or (800) 446-0399

    Other:

    National Consortium for Product Quality (NCPQ), Barbara Dougherty, Margaret Ellibee, and Linda Heal. (800) 446-0399. Formed to develop, research, and implement school-to-work product standards, and to develop a national review process for curriculum materials, the NCPQ offers curriculum review, curriculum abstracts, and technical assistance focusing on curriculum design.

    National Center for Research in Vocational Education (NCRVE), Berkeley, California. (800) (old phone deleted). The NCRVE is the nation's largest center for research, development, dissemination, and outreach in work-related education. NCRVE has played a key role in developing and disseminating a new concept of vocational education as it works toward fulfilling its mission of strengthening education.

    State Liaison Representatives by Region

    East Central Region:

    Delaware

    Lewis Atkinson

    Department of Public Instruction

    J. G. Townsend Building

    Dover, DE 19001

    Phone: (302) 739-4638

    Fax: (302) 739-3092

    District of Columbia

    Ted Glenn

    Penn Center Administration Unit

    Second Floor

    1709 3rd Street, NE, Room 204

    Phone: (202) 576-6308

    Fax: (202) 576-7899

    Illinois

    Fran Beauman

    ISBE/DAVTE

    100 N. First Street

    Springfield, IL 62777

    Phone: (217) 782-4620

    Fax: (217) 782-0679

    Indiana

    Linda Warner

    Department of Workforce Development

    Government Center South E 204

    140 N. Senate Avenue, Room 208

    Indianapolis, IN 46204

    Phone: (317) 233-5200

    Fax: (317) 233-5333

    Maryland

    Doris Sharkey

    Maryland Department of Education

    DCTAL

    200 W. Baltimore, Third Floor

    Baltimore, MD 21201

    Phone: (410) 333-2062

    Fax: (410) 333-2099

    Michigan

    Naomi Bryson

    Michigan Department of Education

    P.O. Box 30009

    Lansing, MI 48909

    Phone: (517) 373-8358

    Fax: (517) 373-8776

    Minnesota

    Barbara Herrmann

    Instructional Services Section

    State Board of Technical Colleges

    550 Cedar Street

    St. Paul, MN 55101

    Phone: (612) 296-3092

    Fax: (612) 296-0872

    Ohio

    Debbie Catri

    Instructional Materials Laboratory

    1900 Kenney Road

    Columbus, OH 43210-1090

    Phone: (800) 848-4815

    Fax: (614) 292-1260

    Pennsylvania

    Evelyn Werner

    PDE Resource Center

    333 Market Street

    Harrisburg, PA 17126-0333

    Phone: (717) 783-9539

    Fax: (717) 783-5420

    Virginia

    Peggy Watson

    Curriculum and Resource Center

    2200 Mountain Road

    Glen Allen, VA 23060-2208

    Phone: (804) 261-5075

    Fax: (804) 261-5079

    West Virginia

    Keith James

    Curriculum Technical Resource Center

    Cedar Lakes Conference Center

    Ripley, WV 52571

    Phone: (304) 372-7874

    Fax: (304) 261-7875

    Wisconsin

    Betty Brunelle

    Wisconsin Technical College System

    P.O. Box 7874

    Madison, WI 53707-7874

    Phone: (608) 266-0025

    Fax: (608) 266-1285

    Midwest Region:

    Arkansas

    Jean McEntire

    Luther Hardin Building

    #3 Capitol Mall, Room 309D

    Little Rock, AR 72212-4084

    Phone: (501) 682-1084

    Fax: (501) 682-1509

    Iowa

    Harold Berryhill

    Bureau of Technical and Vocational

    Education

    Grimes State Office Building

    Des Moines, IA 50319-0146

    Phone: (515) 281-4711

    Fax: (515) 281-6544

    Kansas

    Ben Clay

    Washburn University

    Benton Hall, Suite 412

    1700 Southwest College

    Topeka, KS 66621

    Phone: (913) 231-1010, Ext. 1534

    Fax: (913) 231-1027

    Louisiana

    Mervin Birdwell

    Louisiana Technical Resource Center

    210 Highway 3110, South Bypass

    P.O. Box 1159

    Natchitoches, LA 71458-1159

    Phone: (318) 357-3155

    Fax: (318) 357-3108

    Missouri

    Harley Schlichting

    Instructional Materials Laboratory

    8 London Hall

    University of Missouri

    Columbia, MO 65211-0001

    Phone: (314) 882-2884

    Fax: (314) 882-9935

    Nebraska

    Ann Masters

    Nebraska Department of Education

    301 Centennial Mall South

    Box 94987

    Lincoln, NE 68509

    Phone: (402) 471-4816

    Fax: (402) 471-0117

    New Mexico

    Betty Campbell

    New Mexico Department of Education

    Education Building

    Santa Fe, NM 87501-2786

    Phone: (505) 827-6665

    Fax: (505) 827-6696

    Oklahoma

    John Friedemann

    Oklahoma Department of Vocational and

    Technical Education

    1500 W. 7th Avenue

    Stillwater, OK 74074-4364

    Phone: (405) 743-5595

    Fax: (405) 743-5154

    Texas

    Sylvia Clark

    Career and Technology Education

    Texas Education Agency

    1701 N. Congress Avenue

    Austin, TX 78701

    Phone: (512) 463-9446

    Fax: (512) 475-3575

    Northeast Region:

    Connecticut

    Joan Briggaman

    Connecticut Department of Education

    25 Industrial Park Road

    Middletown, CT 06459

    Phone: (203) 638-4102

    Fax: (203) 632-1854

    Maine

    Lloyd Keasts

    Bureau of Applied Technology

    and Adult Learning

    Maine Department of Education

    Statehouse Station 23

    Augusta, ME 04333

    Phone: (207) 287-5854

    Fax: (207) 289-5894

    Massachusetts

    Stafford Peat

    Division of Occupational Education

    Massachusetts Department of Education

    School and Employment Services

    350 Main Street

    Malden, MA 02148

    Phone: (617) 388-3300

    Fax: (617) 388-3394

    New Hampshire

    Judith Hildebrandt

    Mason Library Learning Resource Center

    Keene State College

    Main Street

    Keene, NH 03431

    Phone: (603) 358-2749

    Fax: (603) 271-1953

    New Jersey

    Doris Dopkin

    Office of Adult and Occupational

    Education

    New Jersey Department of Education

    Crest Way

    Aberdeen, NJ 07747

    Phone: (908) 290-1900

    Fax: (908) 290-9678

    New York

    Occupational Education Program

    Development

    New York Department of Education

    Room 1623, 1 Commerce Plaza

    Albany, NY 12234

    Phone: (518) 474-4806

    Fax: (518) 486-3761

    Puerto Rico

    Miriam Escribano Fuetes

    Division of Vocational Education

    Puerto Rico Department of Education

    P.O. Box 190759

    Hato Rey, PR 00919-0759

    Phone: (809) 763-5355

    Fax: (809) 763-5355

    Rhode Island

    John Keough

    Rhode Island Department of Education

    22 Hayes Street

    Providence, RI 02908

    Phone: (401) 277-3126

    Fax: (401) 277-6178

    Vermont

    Donald King

    Vocational and Technical Education

    Vermont Department of Education

    State Office Building

    120 State Street

    Montpelier, VT 05602

    Phone: (802) 828-3101

    Fax: (802) 828-3140

    Virgin Islands

    Irwin Sewer

    Virgin Islands Department of Education

    P.O. Box 6640

    Charlotte Amalie, VI 00801

    Phone: (809) 774-3366

    Fax: (809) 774-4917

    Northwest Region:

    Alaska

    Sue Ethelbah

    Alaska Department of Education

    P.O. Box F

    Juneau, AK 99811

    Phone: (907) 465-2980

    Fax: (907) 465-8729

    Colorado

    Dale Beckman

    Director of Instruction

    1391 N. Speer Boulevard, Suite 600

    Denver, CO 80204-2554

    Phone: (303) 620-4056

    Fax: (303) 825-4295

    Idaho

    Donald Eshelby

    Division of Vocational Education

    P.O. Box 83720

    Boise, ID 83720-0095

    Phone: (208) 334-3216

    Fax: (208) 334-2365

    Montana

    Gus Korb

    Northern Montana College

    P.O. Box 7751

    Havre, MT 59501

    Phone: (406) 265-3738

    Fax: (406) 265-3777

    North Dakota

    Ron Mehrer

    Division of Vocational Education

    15th Floor, Capitol Tower

    Bismarck, ND 58505

    Phone: (701) 224-36195

    Fax: (701) 224-3000

    Oregon

    Claudia Leppert

    Oregon Department of Education

    700 Pringle Parkway SE

    Salem, OR 97310-0290

    Phone: (503) 378-3584

    Fax: (503) 378-5159

    South Dakota

    Larry Nelson

    South Dakota Department of Education

    Division of Vocational Education

    Kneip Building

    Pierre, SD 57501

    Phone: (605) 773-3297

    Fax: (605) 773-6139

    Washington

    Geri Modrell

    Superintendent of Public Instruction

    Business Education

    P.O. Box 47200

    Olympia, WA 98504-7200

    Phone: (206) 753-5647

    Fax: (206) 753-4515

    Wyoming

    Patti Muhlenkamp

    Vocational Director

    Hathaway Building

    Cheyenne, WY 82002

    Phone: (307) 777-7415

    Fax: (307) 777-6234

    Southeast Region:

    Alabama

    Jim Kendrick

    Vocational Curriculum Development Unit

    Alabama Department of Education

    Gordon Persons Building, Room 5234

    50 N. Ripley Street

    Montgomery, AL 36130-3901

    Phone: (205) 242-9108

    Fax: (205) 242-0234

    Florida

    John Denmark

    Florida Department of Education

    Agriculture Education Programs

    Florida Education Center

    1224 Gains and Duval Street

    Tallahassee, FL 32399-0400

    Phone: (904) 922-2890

    Fax: (904) 487-0426

    Georgia

    Jeff Chandler

    Georgia Department of Education

    Vocational and Applied Technology

    1770 Twin Towers East

    Atlanta, GA 30334-5040

    Phone: (404) 657-8301

    Fax: (404) 651-8984

    Kentucky

    John Horton

    Division of Instructional Support

    Office of Technical Education

    20th Floor, Capitol Plaza Tower

    Frankfort, KY 40601

    Phone: (502) 564-2890

    Fax: (502) 564-4800

    Mississippi

    Ronda Cummings

    Mississippi State University

    Research and Curriculum Unit

    P.O. Drawer DX

    Mississippi State, MS 39762

    Phone: (601) 325-2510

    Fax: (601) 325-3296

    North Carolina

    Meg Murphy

    Division of Vocational Education

    North Carolina Department of

    Public Instruction

    301 N. Wilmington Street

    State Education Building

    Raleigh, NC 27601-2825

    Phone: (919) 715-1673

    Fax: (919) 715-1628

    South Carolina

    Roger Goupil

    South Carolina Department of Education

    Office of Occupational Education

    1831 Barnwell Street

    Columbia, SC 29201

    Phone: (803) 253-4029

    Fax: (803) 253-4035

    Tennessee

    Lynne Cohen

    Division of Vocational and

    Technical Education

    Tennessee Department of Education

    710 James Robertson Parkway, 4th Floor

    Nashville, TN 37243-0383

    Phone: (615) 532-2837

    Fax: (615) 741-6236

    Western Region:

    American Samoa

    Claire Tuia Poumele

    Assistant Director of Secondary Programs

    Department of Education

    Box 656

    Pago Pago, American Samoa 96799

    Phone: 011-(684) 633-1246

    Fax: 011-(684) 633-5184

    Arizona

    Charles Losh

    State Administrator

    Vocational and Technical Education

    Arizona Department of Education

    1535 W. Jefferson

    Phoenix, AZ 85007

    Phone: (602) 542-5282

    Fax: (602) 542-1849

    California

    T. Chris Almedia

    Industrial and Technology Education

    Career and Vocational Education Division

    California Department of Education

    721 Capitol Mall, 4th Floor

    Sacramento, CA 95814

    Phone: (916) 657-5425

    Fax: (916) 657-5079

    Federated States of Micronesia

    Oliver Joseph

    Administrator--Vocational Education,

    Manpower, and Training

    Department of Education

    P.O. Box PS 87

    FSM National Government

    Palikir, Pohnpei FM 96941

    Phone: 011-(691) 320-2609

    Fax: 011-(691) 320-5500

    Guam

    Teresa Fejarang

    Associate Dean, School of Technology

    and Human Resources

    Guam Community College

    P.O. Box 23069

    Guam Main Facility

    Guam, Mariana Islands 96921

    Phone: 011-(671) 734-4311

    Fax: 011-(671) 734-1003

    Hawaii

    Barbara White

    Coordinator of Research and Development

    Office of the State Director

    1221 Kapiolani Boulevard, Suite 220

    Honolulu, HI 96814

    Phone: (808) 591-1888

    Fax: (808) 591-1999

    Nevada

    Keith Rheault

    Nevada Department of Education

    Capitol Complex

    400 W. King Street

    Carson City, NV 89710

    Phone: (702) 687-3144

    Fax: (702) 687-5660

    Northern Marianas

    Patrick Tellei

    Vocational Education Coordinator

    Public School System

    P.O. Box 1370CK

    Commonwealth of Northern Marianas

    Saipan, MP 96950

    Phone: 011-(670) 322-4052

    Fax: 011-(670) 322-4056

    Republic of Palau

    Martin Sokau

    Vocational Education Coordinator

    Ministry of Education

    Bureau of Curriculum and

    Program Improvement

    P.O. Box 189

    Korror, Republic of Palau 96940

    Phone: 011-(680) 488-2830

    Fax: 011-(680) 488-2830

    Republic of the Marshall Islands

    Allison Nashion

    Assistant Secretary for Vocational

    and Secondary Education

    Ministry of Education

    P.O. Box 3

    Majuro, MH 96960

    Phone: 011-(692) 625-3202

    Fax: 011-(692) 625-3861

    APPENDIX A: GLOSSARY OF TERMS

    All aspects of the industry: "All aspects of the industry or industry sector a student is preparing to enter, including planning, management, finances, technical and production skills, underlying principles of technology, labor and community issues, health and safety issues, and environmental issues, related to such industry or industry sector" (School-to-Work Opportunities Act of 1994, Section 4, Definitions).

    Benchmark: A goal or best practice. The benchmarking process involves a continuous and systematic analysis of curriculum and its development process. The benchmark evolves as the curriculum evolves.

    Competency: A knowledge, skill, or attitude needed by a learner to enter, maintain, and/or advance in a subject area or in the workforce.

    Curriculum products: Print, software, and/or video materials addressing particular content, instructional effectiveness, student assessment, and equity and diversity considerations. Products may be targeted to students and/or instructors, and provide the learner and instructor with some direction on how, what, where, and when class-related learning will take place.

    Emergin vocationalism: "Developments crucial to the future of education and vocational education and which include a focus that:

    Rubric: A framework or typology.

    APPENDIX B: NCPQ TASK FORCE MEMBERS

    Carol Bell

    Project Director

    New Mexico VIPS

    Betty Brunelle

    Assistant State Director

    Wisconsin Technical College System

    Naomi Bryson

    State Vocational Curriculum Liaison

    Michigan Department of Education

    Pat Cartwright

    Curriculum Specialist

    Madison Area Technical College

    Madison, WI

    Rebecca Douglass Woodhull

    Director

    East Central Curriculum Coordination Center

    University of Illinois at Springfield

    Susan Forman

    Director of Relations

    Mathematical Sciences Education Board

    Washington, DC

    Katherine Hanson

    Director

    Women's Educational Equity Act Publishing Center

    Newton, MA

    Harley Schlicting

    Director

    Instructional Materials Laboratory

    University of Missouri-Columbia

    Jane Huston

    Assistant Executive Director

    MAVCC (Multi-State Academic and Vocational Curriculum Consortium)

    Ronald Mehrer

    Project Director

    North Dakota State Board for Vocational & Technical Education

    V. Jane Muhl

    Professional Program in Nursing

    University of Wisconsin-Green Bay

    Tom Owens

    Senior Research Associate

    Northwest Regional Education Laboratory

    Portland, OR

    Jan Huss

    Private Consultant

    Evanston, IL

    Claudia Leppert

    West Valley School District

    Spokane, WA

    Barbara Dougherty

    Project Co-Director

    Center on Education and Work

    University of Wisconsin-Madison

    Margaret Ellibee

    Project Co-Director

    Oklahoma Department of Vocational and Adult Education

    APPENDIX C: NCPQ STANDARDS AND INDICATORS

    The following is a comprehensive list of the Standards and Indicators agreed upon by the National Task Force of the National Consortium for Product Quality. These Standards guide the curriculum review process.

    For each Standard statement, reviewers numerically rate the statement's presence in the material using the Likert Scale that follows.

    5 4 3 2 1
    Consistently
    Demonstrates
    standard with great consistency
          		  Sometimes
    Standard is referred
    to, but is not applied
    consistently.     		  Never
    No reference to the
    standard can be found
    in the document.

    Content Standard

    School-to-work curricula must focus on the integration of academic foundations into career development, life skills, and occupational competencies.

    Instructional Standard

    School-to-work curricula, through active and applied learning experiences in school, community, and work-based settings, must enable students to acquire problem-solving, communication, and reasoning strategies.

    Student Assessment Standard

    Assessments within school-to-work curricula must be student-focused in measuring attitudes, knowledge, and skills, as well as their application to problem solving within the classroom and workplace environment.

    Equity/Diversity Standard

    School-to-work curricula must reflect content which portrays and celebrates the active participation of all individuals in the nation's workforce, communities, and educational institutions.

    APPENDIX D: NCPQ EQUITY AND DIVERSITY MATRIX

    How and where the Standards reflect nonsexist, culturally inclusive considerations

    In addition to functioning as a stand-alone category, equity and diversity considerations are also thouroughly integrated within the other Standard areas. The Equity and Diversity Matrix before you highlights equity and diversity indicators within each of the Standard areas (for example, inclusive language, recognition of diversity and commonalities among people, and recognition of contributions by people of diverse backgrounds would be equity and diversity considerations within the Content Standard). The matrix also identifies equity and diversity considerations that flow across all the Standard areas. The breadth and scope of these considerations represent the NCPQ's committment to diversity and equity as critical aspects of any curriculum design.

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