Welcome to the Iowa Content Standards Implementation Workshop

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Welcome to the Iowa Content Standards
Implementation Workshop
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Welcome to the Iowa Valley Community College
District

• Bettie Bolar, Vice Chancellor
• Continuing Education and Training

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Workshop Goal

• Provide comprehensive training in implementing
  CASAS based content standards for Iowas Adult
  Literacy Program

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Workshop Objectives

• Provide training in the CASAS National
  Consortiums Basic Skills Content Standards
  Project
• Familiarize participants with materials developed
  to assist adult literacy instructors integrate
  basic skills content standards and CASAS
  competencies
• Afford participant an opportunity to gain
  experience using content standards materials
• Discuss some early lessons learned from pilot
  efforts in Iowa
• Provide training in using the CASAS Life and Work
  Reading Series

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Presenters

• Jim Harrison CASAS Senior Research Associate
  for Strategic Planning, Policy and
  Implementation
• Barb Rolston National CASAS TOPSpro Trainer and
  Member of the Iowa Content Standards Task Force
• Barb Oakland ABE Coordinator for Northeast Iowa
  Community College, Dubuque Campus, and Member of
  the Iowa Content Standards Task Force
• Cindy Burnside National CASAS Trainer and
  Member of the Iowa Content Standards Task Force

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The CASAS National Consortium Content Standards
Project

• Iowa Implementation Training
• October 18, 2005

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Presenters

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

• Cindy Burnside
• buckcrk_at_iowatelecom.net
• Barb Oakland
• oaklandb_at_nicc.edu
• Barb Rolston
• brolston_at_netllc.net

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Objectives

• To provide training in the CASAS National
  Consortiums Basic Skills Content Standards
  project
• To familiarize participants with materials
  developed to assist adult education instructors
  integrate basic skills content standards and
  CASAS competencies.
• To afford participants an opportunity to gain
  experience using content standards materials
• To discuss some early lessons learned from pilot
  efforts in Iowa
• To provide training in using the CASAS Life and
  Work Reading series

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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
  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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Basis for Project

• Draft Content Standards have been developed in
  the following areas that are aligned to CASAS
  Levels A - D
• ASE (reading, math)
• ABE (reading, math)
• ESL (reading, listening)

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Sources for Standards

• Initially, California standards were selected
• CASAS relied on Consortium member states to
  assist in expanding list
• Other state content standards
• Annotated Bibliography of Content Standards, NCTM
  Standards, ANN standards, etc.
• OVAE/AIR Warehouse

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Technical Work Group

• Representatives from approximately 13 states
  (including Iowa)
• Committee subgroup structure
• ESL (reading/listening)
• ABE/ASE (reading/language arts)
• ABE/ASE (mathematics)

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Reading Categories

• Beginning literacy/phonics
• Vocabulary
• General reading comprehension
• Text in format
• Reference materials
• Reading strategies
• Reading and thinking skills
• Academic-oriented skills
• Literary Analysis (ABE/ASE only)

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Listening Categories

• Recognizing vocabulary
• Understanding imperatives, instructions and
  requests
• Interpreting grammatical structures
• Understanding conversation
• Understanding non-face-to-face speech
• Comprehending informational and factual discourse
• 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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Math Categories

• M Math
• Specific categories to be developed

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Advantages of Categories and Coding

• Underlying basic skills are clustered among
  similar skills
• Locating content standards is easier
• Coding system is unique, user friendly,
  reasonably intuitive
• Categories show related basic skills at multiple
  levelsuseful for multi-level classes

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Reading Basic SkillsContent Standards (Blue)

• Grouped by ESL, ABE, and ASE programs
• Linked to CASAS and NRS levels
• Represents the comprehensive listing of reading
  basic skills content standards by category

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Listening ESL Basic SkillsContent Standards
(Green)

• Linked to CASAS and NRS levels
• (Note NRS 2A refers to proposed new
  level191-200)
• Represents the comprehensive listing of listening
  basic skills content standards by category

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Life and Work

• Reading Series

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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 in 2006
• 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
• C level 4 forms
• 2 life and work focus
• 2 work focus
• Scale score accuracy ranges are available in the
  LW Test Administration Manual

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Materials to Assist Instructors
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Reading Basic Skills Content Standards by Test
ItemForm 83R (White)

• Shows a direct correlation between CASAS test
  items and the underlying basic skills embedded in
  each competency measured.

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Listening Basic Skills Content StandardsWorksheet
Level B (Gray)

• List priority competencies going across top
  (especially ones generated from a TOPSpro Class
  Performance by Competency report)
• Scan down underlying basic skills and check those
  that are relevant
• Use the underlying basic skills flagged to inform
  instruction

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Lesson Plans

• Multi-level (Yellow) and single-level lesson
  plans (Salmon) to model integrating content
  standards and CASAS competencies
• See Samples in packets

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Piloting Efforts and Lessons Learned
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Iowa Pilot Project Advisory Group

• Cindy Burnside
• Barb Oakland
• Barb Rolston
• Janet Emmerson
• Chris Case

• Larisa Conner
• Margie Ranch
• Lynn Rolfsmeier
• Cheryl Sandholm

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Project to Date

• Draft Reading and Listening Standards completed
  math to be completed soon
• Initial pilot efforts began in Iowa in October
  2004 California in February 2005
• Iowa staff made recommendations for substantial
  changes to draft standards materials
• Recently completed piloting materials in Iowa and
  California

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Materials Piloted

• Field tested Reading Basic Skills Content
  Standards by Test ItemForm 83R
• Reviewed and evaluated Reading (and Listening)
  Basic Skills Content Standards by Instructional
  Level (e.g., format, ease of use, categories,
  coding system, etc.)

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Early Lessons Learned

• User friendly materials for instructors
• Format! Format! Format!
• Intuitive, unique coding system
• Two approaches (comprehensive vs. targeted)
• TOPSpro users vs. non TOPSpro users
• Jargon-free terminology
• Content standards supplementing CASAS
  competencies for instruction

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Early Lessons Learned

• Beware of redundancy
• KISS (Keep it Simple Stupid) philosophy
• Content standards development is never neat,
  often messy
• It takes longer than anyone thinks

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Pilot Project Evaluation Design

• Evaluation Design (Sample available)
• Electronic format
• Demographic information
• Rating Scale
• Open-ended responses
• Quantitative and Qualitative data
• Iowa May 15, 2005
• California June 6, 2005

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Key Findings

• Iowa

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Survey Results
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Survey Results
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Survey Results
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Instructional Time

• 80 found that teaching content standards along
  with CASAS competencies required only somewhat
  more planning and instructional time

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Basic Skills Awareness

• 80 Using content standards made instructors
  much more aware of the basic skills embedded in
  CASAS competencies

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Learning gains--IA

• 60 content standards resulted in substantial
  learning gains for targeted competencies
• 40 content standards were somewhat helpful

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User Friendly Comprehensive

• 100 User friendly format--Reading Listening
  (Great deal)
• 100 Comprehensively covered reading skills
  (Great deal)
• 100 Comprehensively covered listening skills
  (Great deal)

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Class Test Performance Data

• 83R/84R pre-/post-test item analysis suggests
  that teaching the underlying basic skills in
  CASAS competencies results in substantial
  learning gains for targeted competencies
• The overall impact on learning gains still needs
  to be examined

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Using Content Standards in the Classroom
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Life Skills and Basic SkillsContent Standards

• ABE Reading CASAS Level B

R4.8 Interpret info in charts tables
3.5.1 Interpret product label directions and
safety warnings
R6.3Scan complex text to find specific info
CBE
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Life Skills and Basic Skills Content Standards
Activity 1 (Buff)

• Write a three-digit CASAS competency statement in
  the center circle that would beappropriate for
  your learners. In the outer circles list some
  basic skills content standards that should be
  taught at the same time.

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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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TOPSpro and Content Standards
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Using TOPSpro Reports

• Administer a CASAS L W Reading assessment
• Scan the assessment and print out one of the
  following reports
• Student Performance by Competency (for individual
  student performance
• Class Performance by Competency (for analysis of
  class performance)

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Use Page Sort Order to Identify Incorrect Items

• 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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Using the Class Performance by Competency Report

• Identify those competencies that are unexpectedly
  missed most frequently.
• If sorted as suggested they will be listed at the
  top of the report.

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This report shows that item 30 was missed by all
learners and items 3, 7, 9, 11, 12 26 were
answered correctly by only one learner
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Using Reading Basic Skills Content Standards by
Test ItemForm 83R (White)

• Choose competencies for instruction identified in
  the TOPSpro Performance by Class (or Individual)
  Competency Report
• Identify the basic skills that relate to each
  competency

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Basic Skill R2.6 corresponds to Item 3
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Using the Reading Basic Skills Content Standards
by Instructional Level (Blue)

• Use Content Standards to identify Basic Skills
  by
• Instructional Level
• CASAS Levels A,B,C,D
• Instructional Program
• ESL, ABE, ASE

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Basic Skill R 2.6 (which related to Item 3)
correlates to CASAS Level B in both ESL and ABE
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Practice with 83 R MaterialsActivity 2 (white)

• Give out 83R Class Performance by Competency
  (TOPSpro report)
• Select up to 5 competencies that the instructor
  would like to prioritize for instruction
• Use the Reading Basic Skills Content Standards by
  Test ItemForm 83R and indicate which
  competencies you select

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83R Practice (Continued)

• Note the basic skills content standards that are
  embedded in the CASAS competencies you selected
  for instruction
• Generate ideas for a lesson using some of the
  basic skills content standards embedded in at
  least one CASAS competency
• Quick Search will be available for selecting
  materials

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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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Listening Basic skills Content StandardsWorksheet
s
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Priority Competencies to Listening Basic Skills
Content StandardsLevel B WorksheetActivity 3
(Gray)

• Using the TOPSpro report provided, select 3 - 5
  CASAS competencies that you would like to
  prioritize for ESL listening instruction at a
  level B
• Record them on the Worksheet form
• Review the list of Basic Skills Content Standards
  under each competency and check off those
  standards that are important to teach when
  teaching the selected competency

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Worksheet (Continued)

• Generate ideas for a lesson using some of the
  basic skills content standards embedded in at
  least one CASAS competency
• Quick Search will be available for selecting
  materials

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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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Q A Session

• What questions do you have about any aspect of
  the Content Standards Project?

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Challenge and Next Steps

• John Hartwig