Introduction to CIM: Exploring the CASAS Continuous ...

Susana van Bezooijen,

CASAS

Introduction to CIM: Exploring the

CASAS Continuous Improvement Measure

How to Enhance Adult Education

Programs and Instruction

Objectives

Administrators who value a high quality adult education

program will be able to:

• Identify the importance of program evaluation

• Explore effective measures to evaluate adult education

programs

• Review valuable methods to evaluate classroom instruction

2 CASAS National Summer Institute 2012

What is CIM?

A framework for systematic and consistent self-

assessment

Program standards

Instructional standards

An evaluation system developed by national adult

education research experts using current adult education

practices and principles


Initial Development

ISAM – Institutional Self-Assessment Measure,1985

TIP – Teaching Improvement Process, 1985

Grew out of field-based studies, used as evaluative tool

by California State Department – Adult Education

Division

Combined into present CIM format 2000


CIM – Section II: Program

Program Goals and Objectives

Curriculum

Instruction

Community Involvement

Program Evaluation and Action Plan


CIM – Accomplish Program Improvement Goals

A tool for program needs assessment, planning,

evaluation

A framework for systematic evaluation of adult education

programs

A set of standards for systematic and consistent

assessment of instruction

A framework for peer coaching or mentoring


Program Development

Functional Competencies

Course Outlines

Instructional Materials

Learner Orientation

Placement Process

Learner Data and Instructional

Strategies

Assessment of Learner Needs/

Goals

Individual and Team/ Group

Instructional Strategies

Monitoring Instruction

Criteria for Learning

Advancement

Learners with Special Needs

Guidance

Instruction

Instructor Evaluation

Program Evaluation

Development

Program Development

Implementation

Collaboration

Professional Development


Section II: 45 Topics in 19 Program Areas

Section II: Program-Scoring Criteria Sample Topic Area-Functional Competences


CIM/WASC Crosswalk


CIM

#s

Continuous Improvement Measure

(CIM)topics

WASC

Focus on

Learning tasks

1 Mission Statement Task 2

2 Staff participates in developing mission statement Task 2

3 Specific competencies identified Task 2 and 6

4 Staff participates in development of a list of

competencies

5 Course outlines Task 6

6 Staff participates in developing course outlines Task 6

7 Instructional materials appropriate to course outline Task 6

8 Teachers select appropriate materials Task 6

9 Student orientation program Task 2 and 6

10 Staff assists in student orientation program Task 2 and 6

CIM- Section II: Instruction

What would you expect to see when observing the

classroom instruction of exemplary teacher?


CIM –Instructional Categories

Organizing Instruction

Monitoring and Assessing Progress

Accommodating Diverse Learning Styles

Using Materials and Technology

Providing for Individual and Team Learning

Applying Learning


Purpose of

Observation of Instruction Form

Instructor self-assessment

Peer coaching or mentoring support

Formal or informal teacher evaluation document

Needs assessment to develop professional development

plans

Baseline data to determine progress

Data to prioritize instructional needs


Three Voices from the Field

Small size adult school

• Amador Valley Adult School, Pleasanton

Mid size adult school

• Berkeley Adult School, Berkeley

Large size adult school

• East Side Adult School, San Jose


Experiences Shared: Amador Valley Adult

1. Glen Sparks – Director, Amador Valley Adult,

Pleasanton

• No formal evaluation for teachers in place

• ADA of 300; teachers are part-time

• K-12 evaluation tool for the district was not appropriate

• Did some research


Experiences Shared: Berkeley Adult School

Previous formal evaluation was a K-12 document

150 teachers, part-time instructors

CIM introduced to instructors at in-service

• used by instructors as self-assessment

• included a peer coaching option

• initially a informal assessment used by administrator but not

submitted

Accepted by Berkeley Federation of Teachers

Approved as the official observation tool for adult

education teachers by the Board


Experiences Shared:

East Side Adult Education ESL Program

Hired CIM Coach to go through CIM Program

Evaluation document with ESL staff

Staff met in groups – administrator group and instructors

group

Staff rated how they felt they were doing according to

each category, citing evidence

The following slides (12–17) are provided with

permission by Richard Uribe, Administrator

East Side Adult Education ESL Program


Program Development

Functional Competencies

Course Outlines

Instructional Materials

Learner Orientation

Placement Process

Learner Data and Instructional

Strategies

Assessment of Learner Needs/

Goals

Individual and Team/ Group

Instructional Strategies

Monitoring Instruction

Criteria for Learning

Advancement

Learners with Special Needs

Guidance

Instruction

Instructor Evaluation

Program Evaluation

Development

Program Development

Implementation

Collaboration

Professional Development


East Side Adult School Self-Evaluation

in the following Categories

CIM Results: Program Evaluation

East Side Adult Education


Section 3: Instructor

Professional Instructional Practices

At East Side Adult Education

• Teachers did self-assessment using the Instructor Evaluation

Section document.

• ESL administrators did an evaluation using the same tool in the

following areas:

• Organizing Instruction

• Monitoring and Assessing Progress

• Accommodating Diverse Learning Styles

• Using Materials and Technology

• Providing for Individual and Team/Group Learning

• Applying Learning


Continuous Improvement Measure

Action Items - East Side Adult School

Management communicates and involves staff in

establishing program goals and promoting program

development

Management provides leadership in conducting

instructor observations and evaluations that focus on

professional teaching practices

Staff develop and implement individual/group learning

plans that target appropriate competency objectives and

instruction


How would you use the CIM in your program?

A tool for program needs assessment, planning,

evaluation

A framework for systematic evaluation of adult education

programs

A set of standards for systematic and consistent

assessment of instruction

A framework for peer coaching or mentoring

A program and staff evaluation lead by a trained neutral

facilitator/coach


How Can I Learn More About CIM?

In depth online training is available at CASAS, contact

[email protected] to schedule training and order

materials

• For Program – Exemplary Characteristics

• For Instruction – Indicators of Excellence

• CIM Implementation – Support and Coaching


mailto:[email protected]

Thank you!

We value your feedback!

• Please fill out the evaluation form.

• Return the evaluation to your presenter.

Visit the Resource & Technology Exhibits

• Golden Foyer

• Tuesday & Wednesday, 8:00 am - 5:00 pm

Attend the Poster Session

• Golden Ballroom

• Thursday, 8:00 - 9:15 am


CIM/WASC Crosswalk

1 | P a g e

CIM #s

Continuous Improvement Measure (CIM)topics

WASC Focus on Learning tasks

1 Mission Statement Task 2

2 Staff participates in developing mission statement Task 2

3 Specific competencies identified Task 2 and 6

4 Staff participates in development of a list of competencies

5 Course outlines Task 6

6 Staff participates in developing course outlines Task 6

7 Instructional materials appropriate to course outline Task 6

8 Teachers select appropriate materials Task 6

9 Student orientation program Task 2 and 6

10 Staff assists in student orientation program Task 2 and 6

11 Procedures for student placement Task 5 and 6

12 Appraisals to identify student skills Task 4, 5 and 6

13 Procedure for student data collection Task 1B, 4 and 5

14 Use data for lesson planning Task 6

15 Needs assessment global Task 4

16 Teacher conducts needs assessment Task 4

17 Teacher uses needs assessment Task 4

18 Teachers use standardized tests and other assessments Task 4 and 5

19 Learning plans with competency objectives Task 6

20 Instructors develop lesson plans with competency objectives Task 6

21 Student progress monitoring Task 2, 5 and 6

22 Instructors continually monitor student progress Task 2, 5 and 6

23 Instructors share assessment results with students Task 2, 5 and 6

24 Criteria and procedures for competencies and exit Task 4, 5 and 6

25 Instructors use competencies and exit criteria Task 4, 5 and 6

26 Training in legal rights of ADA and implementation Task 6

27 Teachers identify and refer ADA

CIM/WASC Crosswalk

2 | P a g e

28 Students receive counseling and guidance Task 5

29 Instructor addresses priority competencies Task 6

30 Teachers plan lessons WPPAE Task 6

31 Lesson plan diversity Task 6

32 Lesson plan good instructional strategies Task 6

33 Teacher's evaluation focuses on GIS in 32 Task 6

34 Teacher self-evaluation Task 6

35 Evaluation questions based on student achievement Task 1B, 5 and 6

36 Evaluation of program is data driven Task 1B, 5 and 6

37 Teacher reports data to administration Task 1B, 5 and 6

38 Manager reports data to community Task 1B, 5, 6 and 8

39 Ongoing data process Task 1B, 5 and 6

40 Enrollment and attendance accountability Task 1B, 5 and 6

41 Collaboration with businesses and local agencies Task 1A, 2 and 9

42 Collaboration by staff in goal setting Task 7, 8 and 9

43 Professional development plan based on needs assessment

44 Staff professional development

45 Administrator professional development

© 2005, 2000 CASAS, Continuous Improvement Measure – CIM

CIM- OBSERVATION OF INSTRUCTION (CONDENSED VERSION) Instructor Agency Name Date: Level of Instruction Observation Time: Observer:

CATEGORY 1: Organizing Instruction Average Rating: 5 4 3 2 1 NO*

1.1 Provides evidence of carefully planned lessons or individual educational EVIDENCE: plans based on learner needs assessments and identified priority outcomes included in course outlines for program and level.

1.2 Demonstrates expertise in the content field being taught.

1.3 Provides well-paced, appropriately sequenced lessons that transition effectively from one activity to another addressing each lesson stage: · Warm-up and/or review · Presentation of new content/skills · Practice · Application · Evaluation

1.4 Adjusts lessons to address learner needs, goals, abilities, or other conditions.

1.5 Provides instruction that clearly addresses identified objectives that are relevant to learners’ needs and goals.

1.6 Provides lessons that integrate basic and life skills.

1.7 Motivates learners by providing instruction in small steps that encourage success.

CATEGORY 2: Monitoring and Assessing Average Rating: 5 4 3 2 1 NO*

2.1 Establishes rapport by such devices as manner, confidence, enthusiasm, EVIDENCE: and humor.

2.2 Motivates learners to become engaged and stay on task during lessons.

2.3 Monitors learners' performance throughout lessons by: · Checking for comprehension · Using a variety of questioning strategies · Providing positive feedback and reinforcement. · Adjusting pace and content of instruction to needs of learners

2.4 Monitors comprehension beyond simple stages to encourage development of learners’ critical thinking, problem solving and self-evaluation skills.

2.5 Provides clear explanations and adequate time for learners to ask and answer questions.

2.6 Provides opportunities for learners to evaluate and document their own learning.

2.7 Uses a variety of assessment procedures, both formal and informal, to monitor and provide feedback on learners’ learning and performance. ________________________________________________________________________________________________________

CATEGORY 3: Accommodating Diverse Learning Styles 3.1 Models respect and sensitivity for learner differences. Average Rating: 5 4 3 2 1 NO*

3.2 Uses a variety of sensory modalities including: EVIDENCE:

• aural (listening)/oral (speaking)

• visual

• tactile (sense of touch/kinesthetic (sense of movement) to address the different learning styles of learners.

3.3 Uses a variety of grouping strategies that are appropriate for the diversity of learners, including preference for cooperative vs. individual learning, and inductive/deductive (from parts to the whole vs. from whole to the parts)

3.4 Uses a variety of strategies to encourage efficient learning, including time management skills, learning to learn, and study skills.

3.5 Encourages learners to participate actively and use their own experiences

* Not Observed

© 2005, 2000 CASAS, Continuous Improvement Measure – CIM

CATEGORY 4: Using Materials and Technology 4.1 Selects materials and technology that have appropriate: Average Rating: 5 4 3 2 1 NO*

· Adult relevance. EVIDENCE: · Format and print size. · Freedom from bias (culture, race, age, gender) · Literacy level.

4.2 Provides media and materials that are related to learner goals and lesson objectives such as: · Encouraging on-task learning. · Reflecting learner interest. · Encouraging long-term planning.

4.3 Selects and uses program levels, objectives, and relevant instructional resources that reflect home, work, or community settings.

4.4 Uses a variety of technology such as overhead projectors, videos, computers, and/or interactive technology that support lesson objectives that are relevant to learners’ home, work, or community settings. ____________________________________________________________________________________________________

CATEGORY 5: Providing for Individual and Group Learning 5.1 Allows for individual achievement and the development of individual Average Rating: 5 4 3 2 1 NO*

goals and competencies. EVIDENCE:

5.2 Provides individual and group opportunities to learn and practice skills.

5.3 Uses a variety of team and group configurations including pairs and small and large groups, as appropriate to the learning tasks and lesson objectives.

5.4 "Sets up" team or group activities, clarifies the task, checks for understanding, and provides closure to summarize the activity.

5.5 Uses team strategies that support learners’ life goals such as cooperative

learning, problem-solving, role-playing, task groups and team-building.

CATEGORY 6: Applying Learning 6.1 Establishes clear objectives that are applicable to identified learner Average Rating: 5 4 3 2 1 NO*

needs and goals. EVIDENCE:

6.2 Provides instruction in basic skills acquisition and the application of those skills to relevant life situations. Those skills include: · Listening/speaking. · Reading, writing, and computation. · Problem-solving. · Decision-making.

6.3 Provides opportunities to practice skills in situations (or by assuming roles) that simulate learners’ life roles.

6.4 Sets up opportunities for learners to apply newly acquired skills in relevant life situations.

6.5 Provides opportunities for learners to develop communication and metacognitive (application of learning strategies/problem solving) skills.

* Not Observed

Observed Strengths: Possible areas for Improvement:

Introduction to CIM: Exploring the CASAS Continuous ...

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