College and Career Readiness Standards in Adult Education

Presented by Claudia Bianca

Slides adopted from Ohio’s ABLE Standards-Based Professional System presented at the National Adult Education CCR Training Design Initiative, April 2013 and Susan Pimentel’s slides from July 24, 2012

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Why Standards-Based Education?

• Clarify the shared expectations for success and support to delineate what matters in learning and teaching

• Facilitate communication through a common language

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Cheryl Keenan’s Talking Points from OVAE’s Release of the CCRS in Kentucky on 4/29/13

• The integration of CCR standards into adult education programs is intended to provide all adult students with the opportunity to prepare for high school equivalency, and to be prepared for postsecondary training without needing remediation.

• CCR standards identify beginning levels of study, reaching students at their instructional levels upon program entry and positioning them for successful progress toward college and career readiness.

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Organizing the Standards for Adult Education

Panelists bundled the selected standards into five grade-level groupings to more closely reflect adult education levels of learning: A (K–1) (CASAS ESL beg. Lit./beg. and ABE beg. Lit.)B (2–3) (CASAS ESL low intermediate and ABE beg. Basic)C (4–5) (CASAS ESL high intermediate and ABE low intermediate basicD (6–8) (CASAS ESL advanced and ABE high intermediate)E (9–12) (CASAS ESL adv. and adult secondary/advanced secondary

(The CASAS levels are correlated to the CASAS Reading scaled scores)

Given that most adult education classes include reading across disciplines, panelists selected science and history reading standards to serve as specific applications of the ELA reading standards.

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The Common Core State Standards’ Shifts Build Toward College and Career Readiness for All

Students

Shift one:Regular practice with complex text (and its academic language)

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Shift two:Reading, writing, and speakinggrounded in evidence from text

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Shift three:Building knowledge through content-rich informational texts

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What’s In and What’s Out for ELA Materials?

IN OUT

Focusing on the complexity of what students can read

Focusing only on what students can do with what they read (skills)

Texts worthy of close attention Reading any ol’ text

Emphasizing informational texts Emphasizing narratives

Coherent sequences of texts Collection of unrelated texts

Mostly text-dependent questions Mostly text-to-self questions

Writing evidence-based analyses Writing personal narratives

Accent on academic vocabulary Accent on literacy terminology

Emphasis on reading and re-reading Emphasis on pre-reading strategies

Emphasis on particular content (U.S. Founding Documents)

Content-free

Student supports (pre-mediation) Student supports (only re-mediation)

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1. Complex Texts

CCSS Materials should include: Concrete evidence that texts align with the

complexity requirements outlined in standard 10

Extensive opportunities for all students to encounter those texts, including 1. Read alouds at the lower levels 2. Shorter, challenging texts to allow close,

sustained reading of complex texts

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2. Texts Worthy of Close Attention

CCSS Materials should include:

Works of exceptional craft that span eras, cultures, and genres

Texts that are a rich repository of ideas and information

Specific texts (or text types) named in the standards

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3. Balance of Literary and Informational Texts

CCSS Materials should include:

Equal measures of literature and informational texts at beginning and intermediate levels

Substantially more literary nonfiction in ELA at advanced levels

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4. Coherent Sequences of Texts

CCSS Materials should include:

Sequences of texts that provide students with well-developed bodies of knowledge

Specific anchor texts for especially close and careful reading

Additional, topically related texts that enable students to read widely

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5. Text-Dependent Questions

CCSS Materials should include: A significant percentage of text-dependent Qs

(80-90%) Qs that are text-specific rather than “cookie-

cutter” Effective sequences of Qs that build on each

other so students stay focused on the central ideas of the text & learn fully from it

Culminating text-based assignments that integrate reading and writing (and perhaps speaking and listening too)

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6. Evidence-Based Analyses

CCSS Materials should include: Writing to analyze sources as a key task

(arguments and writing to inform) Extensive practice with short, research tasks How to plan substantive academic discussions

that ask students to draw on textual evidence

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7. Academic Vocabulary

CCSS Materials should include: Frequent and systematic attention to

vocabulary (in every reading) A keen focus on words that appear frequently

in a wide variety of texts/disciplines How meanings of words vary with context A focus on word choice

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8. Emphasis on Reading and Re-reading

CCSS Materials should include: Reading passages that are at the center lesson

(and the layout) Highly focused pre-reading activities (no more

than 10% of time) Scaffolds & pre-reading activities that do not

preempt or replace the text

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9. Reading Strategies

CCSS Materials should: Put the text first and reading strategies second Introduce strategies when they:

1. help clarify a specific part of a text 2. are dictated by specific features of

a text 3. assist with understanding more

challenging sections

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10. Reading Foundations

CCSS Materials should provide: A full range of foundational skills that are

gradually interwoven from simple to complex A particular focus on fluency Assessment opportunities that measure

progress in the foundations of reading

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It all boils down to. . .

Texts Worth Reading and Questions Worth Answering!

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College and Career Readinessfor Mathematics

Level Major Areas of Focus

A Addition and subtraction—concepts, skills, and problem solving; place value;and whole number relationships

B Multiplication and division of whole numbers and fractions—concepts, skills,and problem solving; fraction concepts; and area measurements

C Four operations with fractions and decimals—concepts, skills, and problemsolving; understanding rates and ratios; early expressions and equations

D Rates, ratios, and proportional reasoning; arithmetic of rational numbersand integers; linear algebra and linear functions

E Solving linear, quadratic, exponential, and simple rational equations; modelingalgebraically with functions; graphing functions on the coordinate plane

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Shift one:Designing learning around coherent progressions level to level

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Shift two:Pursuing conceptual understanding, procedural skill and fluency, and application—all with equal intensity

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Shift three:Building knowledge through content=rich informational texts

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What the Selected Standards Are Not!

They do not:• Within a level, represent an order in which they are to

be taught on a hierarchy of importance.• Stipulate how instructors should teach.• Offer an exhaustive list of what can be taught beyond

the fundamentals specified within the CCR standards.• Specify a curriculum, so states choosing to adopt them

will need to complement them with high-quality curricula.

• Specify a national or federal set of mandates.

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Help for Teachers!

Helping teachers prepare their students for the College and Career Readiness Standards…

Standards-in-ActionAvailable as onsite training, peer training or

online facilitated courses

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Training Necessary for Program Managers to Support Teachers with SBE

Webinars to inform you of the following:1. Text complexity: What is it? How do we measure it?

Where do we find instructional resources for it?

2. A condensed version of SIA to support teachers and SBE

3. SBE resources – web-based lesson plan clearing house, support for PLCs, state-wide or regional curriculum development workshops

4. Supports for SBE – policies, expectations, guidance, incentives

5. Discussion on teacher standards – do we need them?

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Webinar Calendar October 11th 1:00-3:00

November 8th 1:00-3:00

December 5th (live at Directors Meeting)

January 10th 1:00-3:00

February 7th 1:00-3:00

March 13th (live at Directors Meeting)

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