CASAS Basic Skills Content Standards - WordPress.com · CASAS SI 07 Presentation 27 Practice...
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CASAS Basic Skills Content Standards
CASAS Summer Institute
June 2007
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Workshop Objectives:
Provide overview training in CASAS National Consortium Basic Skills Content Standards
Familiarize participants with materials developed to assist adult literacy instructors integrate basic skills content standards and CASAS competencies
Explore implementation strategies
Discuss some early lessons learned from pilot efforts
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Presenter Contact Information
Jim Harrison
CASAS
800-255-1036 X191
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Background
Where did Basic Skills Content Standards Come From?
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Impetus for Content Standards?
No Child Left Behind Act of 2001 requires states to develop content standards
A Blueprint for preparing America’s Future (2003) stresses the importance of states developing or adapting state content standards for adult education in reading and language arts, mathematics and English acquisition. These standards are to provide local programs a ―clear sequence‖ of learning activities leading to high school completion and readiness for college.
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Background
CASAS, on behalf of the National CASAS Consortium, has been working with representatives from 13 states to develop draft content standards in ABE, ESL, and ASE
States can use these standards as the basis for developing content standards frameworks which best address their own priorities
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What are Content Standards?
Content standards are clear statements of what learners should know and be able to do at specific points along an educational pathway
Content standards define for all stakeholders—teachers, students, schools and communities—not only what is expected of students but what schools should teach
Content standards should provide local programs a ―clear sequence‖ of learning activities leading to high school completion and readiness for college
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Content Standards and CASAS Competencies
Why are Content Standards important to use along with CASAS Competencies?
Content Standards identify the basic skills that should be taught in conjunction with CASAS Competencies.
Content Standards support instructional planning.
They help students master a specific competency to attain their goals.
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Organization & Structure of Basic Skills Content
StandardsHow Does It All Fit Together?
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Basic Skills Content Standards
Grouped by ESL, ABE, and ASE programs
Linked to CASAS and NRS levels
Represent the comprehensive listing of reading and listening basic skills content standards by category
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Content Standards
Content Standards have been developed in the following areas that are aligned to CASAS Levels A – D (NRS levels 1-6):
ASE (reading, math)
ABE (reading, math)
ESL (reading, listening)
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Reading Categories
R1 Beginning literacy/phonics
R2 Vocabulary
R3 General reading comprehension
R4 Text in format
R5 Reference materials
R6 Reading strategies
R7 Reading and thinking skills
R8 Academic-oriented skills
R9 Literary Analysis (ABE/ASE only)
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Listening Categories
L1 Recognizing vocabulary
L2 Understanding imperatives, instructions and requests
L3 Interpreting grammatical structures
L4 Understanding conversation
L5 Understanding non-face-to-face speech
L6 Comprehending informational and factual discourse
L7 Making inferences
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Math Categories
M1 Number Sense
M2 Algebra
M3 Geometry
M4 Measurement
M5 Data
M6 Probability
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Coding System for Basic Skills Content Standards
R = Reading
R1 = Beginning literacy/phonics
R1.1 = Identify the letters of the English alphabet (upper and lower case)
L = Listening
L3 = Interpreting grammatical structures
L3.2 = Demonstrate understanding of negative statements
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Coding System for Basic Skills Content Standards (Continued)
M = Math
M1 = Number Sense
M1.5 = Recognize odd and even numbers
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Math Content Standards
Math content standards are currently in draft form
These standards have been coded and assigned to preliminary CASAS and NRS functioning levels
Math standards are currently being pilot-tested in Kansas and Iowa
A separate SI workshop will present the math standards in greater detail
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Basic Skills Content Standards by NRS and
CASAS Instructional Levels
What document will show me ALL of the Basic Skills Content Standards?
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Content Standard number anddescription
Level
Notice the CS #’s on left and CASAS levels on right. Dots indicate the Basic Skills Content Standard for each level.
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See how Content Standards Basic Skills R 2.3 correlates to CASAS Level A in both ESL and ABE
CASAS Reading Basic Skills Content Standards by Instructional Level
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Now Available in TOPSpro (CASAS software) and on the CASAS website
This comprehensive document lists all of the reading and listening, Basic Skills Content Standards by CASAS level (Math will be added soon)
Use this document to identify the range and scope and sequence of skills on the CASAS basic skills content standards hierarchy.
Basic Skills Content Standards by Instructional Level
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What is the Relationship between Basic Skills
Content Standards and CASAS Competencies?
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Why are Basic Skills Content Standards important to use
along with CASAS competencies?
Basic Skills Content Standards identify the underlying basic skills associated with CASAS competencies so that the instructor can plan instruction to help students master a specific competency and attain their goals.
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An Integrated Systems Approach:
Competencies and Curriculum
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Basic Skills Content Standard
Basic Skills Content Standard
Basic Skills Content Standard
Basic Skills Content Standard
Basic Skills Content Standard
Use this model to identify the Basic Skills Content Standards for a CASAS competency
Priority CASAS
Competency
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CBE
R4.8 Interpret info in charts and
Tables
R5.3 Locate info in
groups or categories
R2.7 Interpret
abbreviations in specialized
contexts
R6.3 Scan
complex or extended
text to find specific info
R3.4 Read and
understand moderately
complex text
ABE Reading CASAS Level B – NRS 3
Place the CASAS competency is in the center and the Basic Skills Content Standards in the surrounding circles.
3.4.1 Interpret product label directions and
safety warnings
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Practice Exercise
This exercise will give you practice defining the Basic Skills Content Standards related to a specific competency. You can use this exercise to analyze any of the CASAS competencies.
1. Write the three-digit CASAS competency in the center circle
2. Use the Basic Skills Content Standards by NRS Level Report to identify the underlying basic skills content standards associated with that competency.
3. In the outer circles, list the basic skills content
standards that should be taught at the same time.
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Practice Exercise
Reading Content
Standard
R__.___
Fill in a few
Reading Content
Standards that
relate to CASAS
Competency 1.4.2.
Check which program
they are in:
CASAS
Competency
4.3.2
Interpret work
safety manuals and
related information
ESL –( NRS Level___)
(CASAS Level__)
ABE – (NRS Level___)
(CASAS Level___)
Reading Content
Standard
R__.___
Reading Content
Standard
R__.___
Reading Content
Standard
R__.___
Reading Content
Standard
R__.___
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Tools for using Basic Skills Content Standards in the
Classroom
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Aligned Assessments
Not only does the ―Blueprint‖ emphasize content standards but it stresses the importance of states having content standards that are aligned to with standardized assessments to ensure that states can assess accurately student learning.
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Alignment with Assessment is Key
Alignment is the cornerstone of standards based education
If assessment, content, and instruction are aligned the assumption is that student achievement will improve
Step 1: Administer appropriate pre-test
Step 2: Score the assessment
Step 3 : Identify priority competencies
Step 4: Identify the Basic Skills Content Standards related to the priority competencies.
Step 5: Plan instruction around identified Basic Skills Content Standards and priority competencies
Step 6: Administer appropriate post test
Steps to Use Basic Skills Content Standards in the Classroom:
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Reading Basic Skills Content Standards by Test Item
This report shows a direct correlation between each CASAS test items, Basic Skills Content Standards and CASAS competency.
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Reading Basic Skills Content Standards by Test Item
1. Use the priority competencies and item numbers previously identified in the Student or Class Performance by Competency report
2. Highlight the test items
3. Highlight the corresponding basic skills content standards to use for instruction.
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Basic Skills Content Standards Worksheets
In cases where CASAS assessments have been correlated to basic skills content standards, use worksheets to create your own custom reports.
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1. Prioritize the competencies that you targeted for instruction
2. Choose one or more priority competency to work with and use the Basic Skills Content Standard Worksheet to identify the Basic Skills Content Standards for that priority competency
Completing Basic Skills Content Standards Worksheets
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List up to 5 priority
competencies here
Mark in these boxes to show which Basic Skills Content Standards apply to the competency listed in that column.
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URL for Content Standards
www.casas.org
Choose Research and Reports>>
Content Correlations>>
Basic Skills Content Standards
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Other Aids
Multi-level and single-level lesson plans to model integrating Basic Skills Content Standards and CASAS competencies (See samples in packets)
Instructor Feedback Forms
Implementation Strategies
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Kansas Content Standards Efforts
• Worked closely with Iowa (and the CASAS National Consortium) as they began their efforts toward developing content.
• Provided Introduction to Content Standards at Summer Institute in July 2006.
• Rolled out Content Standards: Part I at four regional workshops in fall 2006.
• Created Content Standards Work Group.• Currently, providing Content Standards: Part II
regional workshops• Content Standards Work Group has completed
recommendations for Kansas Adult Education Reading Content Standards.
• Math and listening content standards are in the final stages of review.
• Local programs have been charged with developing curriculum scope and sequence.
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Content Standards vs. Competencies
Not an ―either-or‖ proposition
More like ―love and marriage‖
Content standards ensure that learners have the foundation to master competencies.
The mastery of competencies is measured on CASAS assessments and on the GED Test Battery AND in the REAL WORLD.
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Curriculum Planning: Scope and Sequence
Assignment for ABE/GED instructors: Working with your program colleagues, design a math, reading, and/or writing (or any combination of those three subjects) curriculum—scope and sequence—for a six-week session consisting of four classes per week with three hours per class.Remember: Step one requires you to identify the level(s) of learners this curriculum will serve.
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Curriculum Planning: Scope and Sequence
Assignment for ESL instructors: Working with your program colleagues, design a reading, listening and/or writing (or any combination of those three subjects) curriculum—scope and sequence—for a eight-week session consisting of two classes per week with four hours per class. Remember: Step one requires you to identify the level(s) of learners this curriculum will serve.
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ABE/GED Sample
Class #1
Learning Objective Learners will be able to interpret credit card and other purchase-by-credit payment information and
determine interest.
CASAS Competencies 1.5.2 Plan for major purchases1.5.3 Interpret bills1.8.3 Interpret interest or interest-earning saving
plans1.8.4 Interpret information about the types of
loans available through lending institutions
Content Standards M1.4.7 Add, subtract, multiply and divide decimals
M1.4.13 Relate the decimal system with money
M1.4.16 Calculate with money amountsM1.5.7 Find a given percent of a numberM1.5.12 Apply percents to money
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ESL SampleClass #1
Learning Objective Learners will be able to interpret and complete a simple income tax form.
CASAS Competencies 5.3.1 Interpret common laws and ordinances, and legal forms and documents
5.4.1 Interpret income tax forms5.4.2 Interpret tax tables5.6.3 Interpret civic responsibilities, such as
voting, jury duty, taxes
Content Standards R3.6 Interpret simple written instructions
R4.6 Interpret simple formsR4.8 Interpret information in charts and
tablesL2.6 Follow multi-step directions and simple
rules or regulations presented orally with support materials in a variety of familiar situations.
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The Iowa Content Standards Project
October 2004—provide a workshop to familiarize adult education professionals with content standards
December 2004—formed a statewide advisory group to assist in field testing
January – May 2005—fielding testing
October 2005—provided a full-day training in reading and listening content standards; identified three Iowa state-level content standards trainers
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The Iowa Content Standards Project (Cont’d)
March 2006—required adult education providers to develop local professional development plans for implementing content standards
April 2006—provided a series of Tri-Fold workshops in reading and listening content standards led by Iowa-based trainers
April 2007—will provide a Iowa Communication Network (ICN) training for Iowa adult education professionals in math content standards for Adult Basic Education (ABE) and Adult Secondary Education (ASE).
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Strategies from Iowa
Identify core instructors/training teams
Pilot standards at test sites
Identify ―priority competencies‖ to practice using content standards
Assemble curriculum materials in a central location that include CASAS competencies and the associated content standards
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Strategies from Iowa (Cont’d)
Identify relevant teaching materials using Quick Search
Partner to share resources (lesson plans, instructional guides, etc.)
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Lessons Learned from Iowa PilotProject
User friendly materials for instructors
Formatting is critical
Jargon-free terminology
Content standards supplementingCASAS competencies for instruction, not replacing them
It takes longer than anyone thinks
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Suggestions for Implementation*:
Involve the field in making decisions about content standards all along the way
Be clear about who is responsible for what (state, program directors, instructors)
Allow programs time to plan how to implement standards
Phase in standards (time, program, content area)
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Implementation Suggestions*
Customize professional development to what instructional staff say they need
Train and train and train again
(*Standards Implementation, Susan Pimentel, 2005)
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Questions?
Comments?