April 2006 Trifolds

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April 2006 Tri-folds
Using Content Standards in the Classroom
April 6, 2006 Western IA Tech Sioux
City, IA
April 4, 2006 Kirkwood Cedar Rapids, IA
April 5, 2006 Iowa Valley Marshalltown, IA
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Workshop Goal

• Provide training in implementing CASAS-based
  Basic Skills Content Standards for Iowas Adult
  Literacy Program.

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Objectives

• Provide a brief overview of CASAS National
  Consortiums Basic Skills Content Standards
  project
• Understand how to use Basic Skills Content
  Standards when using the Life Work Reading
  Assessment Series
• Understand how to use Basic Skills Content
  Standards when using other CASAS assessments
• Gain experience using Basic Skills Content
  Standards materials
• Explore strategies for full implementation of
  Basic Skills Content Standards at the local
  program level

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Presenters

• Jim Harrison
• CASAS
• jharrison_at_casas.org
• [phone]

• Barb Oakland
• April 4 at KCC
• oaklandb_at_nicc.edu

Cindy Burnside April 5 at IVCCD
buckcrk_at_iowatelecom.net
Barb Rolston April 6 at WITCC brolston_at_netllc.net
Iowa Department of Education Consultants
Helene Grossman helene.grossman_at_iowa.gov Iowa
Dept of Ed
John Hartwig John.Hartwig_at_iowa.gov Iowa Dept of Ed
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BackgroundWhere did Basic Skills Content
Standards Come From?
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History

• CASAS, on behalf of the National CASAS
  Consortium, has been working with representatives
  from 13 states to develop the content standards
  in ABE, ESL, and ASE
• Iowa has been one of the lead states in piloting
  the implementation of these content standards

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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
  stakeholdersteachers, students, schools and
  communitiesnot 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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Life and WorkReadingSeries
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Life and Work (L W) Reading Series

• The Life and Work (LW) Reading is replacing the
  Life Skills Reading Series
• Life Skills discontinued 12/31/2006
• Possible to purchase Life Skills Reading after
  12/31 while supplies last
• Life Skills Math and Listening are not being
  replaced at the current time

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LW Reading Series (contd)

• CASASs newest reading series
• Based on practitioner task force feedback and
  recommendations
• Local program surveys
• State and national assessment needs
• Developed in conjunction with content standards

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L W Reading (contd)

• Continue to use the same appraisal test form(s)
  you have been using
• For ABE/ASEuse LW R with Life Skills Math or
  ECS Math
• For ESLuse LW R with ECS Listening or Math
• Beginning Literacy Forms 27 28 (very limited
  literacy skills) can be used with this series

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LW Reading (contd)

• Tests Levels A and B follow a story line
• Enhance interest and relevance
• Levels A, AX, B and D two forms each
• Level C has four forms
• Two focus on life and work (185 186)
• Two focus on work only (85 86)
• Scale score accuracy ranges are available in the
  LW Test Administration Manual

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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
• Represents 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
• ASE (reading)
• ABE (reading)
• 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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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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Basic Skills Content Standards by NRS
Instructional Level
What report will show me ALL of the Basic Skills
Content Standards?
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Basic Skills Content Standards by NRS
Instructional Level

• Will be available in TOPSpro
• This comprehensive report lists all of the
  reading and listening Basic Skills Content
  Standards by CASAS level.
• Use this report to identify the progression of
  skills on the CASAS hierarchy and content
  standards hierarchy.

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Notice the CS s on left and CASAS levels on
right. Dots indicate the Basic Skills Content
Standard for each level.
CASAS level
Content Standard number and description
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See how Content Standards Basic Skills R 2.6
correlates to CASAS Level B in both ESL and ABE
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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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Use this model to identify the Basic Skills
Content Standards for a CASAS competency
Basic Skills Content Standard
Basic Skills Content Standard
Priority CASAS Competency
Basic Skills Content Standard
Basic Skills Content Standard
Basic Skills Content Standard
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• ABE Reading CASAS Level B

R5.3 Locate info in groups or categories
R4.8 Interpret info in charts and Tables
3.5.1 Interpret product label directions and
safety warnings
R6.3 Scan complex or extended text to find
specific info
R2.7 Interpret abbreviations in specialized
contexts
R3.4 Read and understand moderately complex
text
Place the CASAS competency is in the center and
the Basic Skills Content Standards in the
surrounding circles.
CBE
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Practice Exercise 1
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.

• Write the three-digit CASAS competency in the
  center circle.
• Use the Basic Skills Content Standards by NRS
  Level Report to identify the underlying basic
  skills content standards associated with that
  competency.
• In the outer circles, list the basic skills
  content standards that should be taught at the
  same time.

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Practice Exercise 1
R__.__
R__.___
CASAS Competency __.__.__
R__.__
R__.__
Instructional Program ___________________ CASAS
Level_________ NRS level __________
R__.__
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How to Use Basic Skills Content Standards in the
Classroom
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Steps to Use Basic Skills Content Standards in
the Classroom

• Step 1 Administer appropriate pre-test
• Step 2 Score the assessment by scanning or
  entering test information into TOPSpro
• Step 3 Identify priority competencies using
  one of the following TOPSpro reports
  Site/Class/Student Performance by Competency
• Step 4 Identify the Basic Skills Content
  Standards related to the priority competencies in
  Step 3.
• Step 5 Plan instruction around identified
  Basic Skills Content Standards and priority
  competencies
• Step 6 Administer appropriate post test

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Step 1 Administer appropriate CASAS Reading or
Listening pre-test
Follow CASAS and local procedures to determine
the appropriate pre-test for the student and/or
classroom.
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Step 2 Score assessments and enter information
into TOPSpro

• In order to use the reports in TOPSpro to
  identify competencies and basic skills content
  standards, the individual student test answers
  MUST BE recorded into TOPSpro. This is done
  either by scanning the test record or by manually
  entering the test answers.

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Step 3 Identify priority competencies

• Use one or more of the
• following TOPSpro reports to
• easily identify the priority
• competencies for instruction
• Student performance by competency
• Class performance by competency
• Site performance by competency

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TOPSpro Report Setup
Use this Page Sort Order to make it simple to
identify percentages of incorrect items on the
report

• Under the Options Tab on the Report Setup Screen,
  arrange the Page Sort Order as shown

Hint Drag the line titled Correct to the top
position. Hold down the Ctrl key to
change the Correct line from dark blue background
to white.
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Class Performance by Competency
This report shows no learners (0 correct)
answered item 30 correctly and only one student
(17) answered items 3, 7, 9, 11, 12 26
correctly.
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Practice Exercise 2

• Using the TOPSpro Class Performance by Competency
  Report, identify the priority competencies for
  instruction. Circle or highlight the competencies
  on your report.

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Step 4 Identify the Basic Skills Content
Standards related to the priority competencies

• 4A If you used the Life Work Reading series,
  TOPSpro will provide you with over ten different
  reports to help you.
• 4B If you used the Listening or another CASAS
  Reading assessment series, then you will create
  your own reports.

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Step 4A Using Life and Work Reading Series
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Reading Basic Skills Content Standards by Test
Item

• This report shows a direct correlation between
  each CASAS test item, Basic Skills Content
  Standards and CASAS competency.

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Reading Basic Skills Content Standards by Test
Item
2. Highlight the test items
1. Use the priority competencies and item numbers
previously identified in the Student or Class
Performance by Competency report
3. Highlight the corresponding basic skills
content standards to use for instruction.
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Practice Exercise 3

• Choose competencies for instruction identified in
  the TOPSpro Performance by Class Competency
  Report
• Use Reading Basic Skills Content Standards by
  Test ItemForm 83R
• Identify the Basic Skills Content Standards that
  correspond to each test item

• Generate ideas for a lesson using some of the
  basic skills content standards embedded in at
  least one CASAS competency

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Group Sharing

• Each group will report back on the following
• Competency(ies) selected
• Basic Skills Content Standards selected to teach
  the respective competency
• A brief discussion of items that might be
  incorporated into a lesson
• Brief perceptions about the process

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Step 4B Identify the Basic Skills Content
Standards related to the priority competencies
When using CASAS assessments other than Life and
Work Reading, use Basic Skills Content Standards
worksheets to create your own custom reports.
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Completing Basic Skills Content Standards
Worksheets
1. Prioritize the competencies that were targeted
for instruction in the TOPSpro Class Performance
by Competency report.
2. Choose one priority competency to work with
and use the Basic Skills Content Standard
Worksheet to identify the Basic Skills Content
Standards for that priority competency. Repeat
for each priority competency listed.
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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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Examining the CASAS Listening Assessment

• CASAS Listening Assessment
• Level B Form 53
• Tape Script
• Test Booklet
• Listen!

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Use the Listening Basic Skills Content Standards
WorksheetLevel B
Practice Exercise 4

• 1. List priority competencies going across top
  (especially ones generated from a TOPSpro Class
  Performance by Competency Report)
• 2. Scan down underlying Basic Skills Content
  Standards and check those that are relevant
• 3. Use the underlying Basic Skills Content
  Standards flagged to inform instruction

Generate ideas for a lesson using some of the
basic skills content standards embedded in at
least one CASAS competency
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Group Sharing

• Each group will report back on the following
• Competency(ies) selected
• Basic Skills Content Standards selected to teach
  the respective competency
• A brief discussion of items that might be
  incorporated into a lesson
• Brief perceptions about the process

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Lesson Plans

• Multi-level and single-level lesson plans to
  model integrating Basic Skills Content Standards
  and CASAS competencies
• See samples in packets

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Implementation Strategies
Whats your next step?

• Q A