McGraw-Hill - resources.clee.utk.edu Resource and Agenda.pdf · to prepare states and corrections...

Louisville, KY April 29, 2013

National Adult Education College and Career Readiness Training Design Initiative:

to prepare states and corrections to prepare teachers to enable adult students to meet common core standards, state standards and the 2014 GED® and other high school equivalency tests.

McGraw-Hill

National Adult Education Professional Development Consortium, Inc.

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http://www.google.com/url?sa=i&rct=j&q=educators+&source=images&cd=&cad=rja&docid=ocel4AyolBOdnM&tbnid=In1SJJutwzcpwM:&ved=0CAUQjRw&url=http://www.kresa.org/site/Default.aspx?PageID=369&ei=qYp0UZGIHo2u8ATbywE&bvm=bv.45512109,d.eWU&psig=AFQjCNH0mWFMz522axiCTstKda-FsrU6nQ&ust=1366678549777086

The numbers on the left correspond to the itemization on the Decisions Point matrix.

Institute Agenda .........................................................................................................

1.1 State High School Equivalency Tests Self-Assessment ................................................

1.2 State Standards-Based Education Self-Assessment ....................................................

2.0.2 Kentucky Three Year SBE plan at a glance ..................................................................

2.0.3 Arkansas SBE plan ........................................................................................................

2.3.1 Ohio Professional Development Standards Overview ................................................

2.4.1.1NCFL Online SBET Training ..........................................................................................

3.1.4 Illinois Moodle Series ..................................................................................................

3.5.2 Oklahoma SIA Classroom Observation Form ..............................................................

9.1.2 Colorado PD Self-Assessment for ABE ASE Teachers ..................................................

9.1.2 Colorado PD Self-Assessment for Working with Adult Learners ................................

9.2.1 Jane Miller’s Resource Guide ......................................................................................

9.3.1 Ohio PPT – Changes in the GED ...................................................................................

10.0 Rogers and Shoemaker: Communication of Innovation ............................................

Short Term Plan Matrix for HSE .............................................................................................

Mid-Term Plan Matrix for SBE ...............................................................................................

These resources are a part of the Decision Points matrix which can found

at http://clee.utk.edu/ccrtdi/

For information, contact Lennox McLendon at NAEPDC, [email protected], 202.624.5250

College Ready

Career Ready TABLE OF CONTENTS

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http://clee.utk.edu/ccrtdi/

mailto:[email protected]

National Adult Education College and Career Readiness Training Design Initiative: to prepare states and corrections to prepare teachers to enable adult students to meet common core standards, state standards and the 2014 GED® and other high school equivalency tests.

Training Design Institute Agenda Sunday April 28, 2013 Registration: 4:00 pm – 7:30 Location: Outside the Exhibit Hall Exhibitor Reception: 5:30 to 7:30 Location: Exhibit Hall Monday, April 29, 2013 7:00 to 8:00 Registration Location: Combs Chandler Room

7:00 to 8:15 Breakfast with ETS Location: Combs Chandler Room

8:45 to 9:45 Institute Overview and Agenda Review

Location: Combs Chandler Room 10:00 Join NCFL Conference for a presentation by Susan Pimmentel Location: Cochran Room 12:00 Lunch with GEDTS Location: Combs Chandler Room

1:00 -2:00 College and Career Readiness Standards for Adult Education: Implications for Policy and

Practice Cheryl L. Keenan Director, Division of Adult Education and Literacy, Office of Vocational and Adult Education, U.S. Department of Education

Location: French Room 2:15 – 5:00 Strand A: Instructional Methods and Strategies to prepare for the new HSE tests Location: Nunn Room Strand B: Professional Development systems to prepare teachers for standards-based-

education and the new HSE tests Location: Breathitt Room Dinner on your own

College Ready

Career Ready

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Tuesday, April 30, 2013 7:00 – 8:15 Breakfast – with McGraw-Hill Location: Combs Chandler Room

8:30 – 12:00 Strand A: Instructional Methods and Strategies to prepare for the new HSE tests Location: Nunn Room Strand B: Professional Development systems to prepare teachers for standards-based-

education and the new HSE tests Location: Breathitt Room 12:00 Lunch with Education Essentials Location: Combs Chandler Room 1:15 -5:00 Strand A: Instructional Methods and Strategies to prepare for the new HSE tests Location: Nunn Room

Strand B: Professional Development systems to prepare teachers for standards-based-education and the new HSE tests

Location: Breathitt Room 2:30 BREAK Dinner on your own

Wednesday, May 1, 2013

7:00 – 8:15 Breakfast

Location: Combs Chandler Room

8:30 – 10:00 Strand A: Instructional Methods and Strategies to prepare for the new HSE tests Location: Nunn Room

Strand B: Professional Development systems to prepare teachers for standards-based-education and the new HSE tests

Location: Breathitt Room 10:00 – 12:00 State Teams Location: Combs Chandler Room 12:00 Lunch with hmh/Steck Vaughn Location: Combs Chandler 1:15 -5:00 State Teams Location: Combs Chandler Room 2:30 BREAK 6:00 Celebration Reception Location: Combs Chandler Room

Thursday, May 2, 2013

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Fly home

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State Self-Assessment Prior to the Career and College Readiness Training Design Institute, gather the state staff for a discussion regarding where you are in regards to 1) preparing teachers for the new high school equivalency tests coming on line January 2014 and 2) preparing teachers to move to standards-based instruction. There are two self-assessments below:

1. The 8 month plan to prepare for the new High School Equivalency (HSE) test(s) you have chosen. 2. The plan to help teachers upgrade their content knowledge in higher level mathematics and English language arts

with emphasis on evidence-based writing. These self-assessment will help the participants in the Design Institute focus on the critical components needed for your state. Level of completion terms:

1. No decisions made: you have not decided how you want to proceed 2. Policies and supports are designated: you have decided how you want to proceed and you have aligned your

expectations (policies) and designated and identified funding for the supports to be put in place and communicated to the field.

3. Plans are in place: you have decided how to proceed, policies and supports are agreed upon, and you have a plan with benchmarks to guide the work and it has been communicated to the field.

4. Under way: You have begun implementing your plan 5. Complete: You have completed a component.

College Ready

Career Ready

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8 Month Plan to prepare teachers for the new HSE test(s). Components 1 2 3 4 5 Notes

1. You have decided which high school equivalency tests to use

2. Training design • Content (ELA, Math, Depth of

Knowledge (GED®), Revised Blooms (Common Core),

• Training Formats (e.g., face-to-face, on-line, video)

• Trainers trained • Training materials designed and

printed

• Training Calendar • Logistics: travel, training rooms,

food, equipment

3. Incentives for teachers and

managers for participating

4. Clear expectations to the field 5. Recruiting participants 6. Deliver the training 7. Celebrate

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Plan for Upgrading Teachers’ Content Knowledge Components 1 2 3 4 5 Notes

1. Training design • Teacher self-assessment of

knowledge in higher level math and ELA and evidence-based writing

• Instructional resources for teachers to use to upgrade their skills

• Training Formats (e.g., face-to-face, on-line, video)

• Trainers trained • Training materials designed and

printed

• Training Calendar • Logistics: travel, training rooms,

food, equipment

2. Incentives for teachers and

managers for participating

3. Clear expectations to the field 4. Recruiting participants 5. Deliver the training 6. Celebrate

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State Self-Assessment – Standards-Based Education Prior to the Career and College Readiness Training Design Institute, gather the state staff for a discussion regarding where you are in regards to 1) preparing teachers for Standards-Based Education. This self-assessment will help the participants in the Design Institute focus on the critical components needed for your state. Level of completion terms:

1. No decisions made: you have not decided how you want to proceed 2. Policies and supports are designated: you have decided how you want to proceed and you have aligned your

expectations (policies) and designated and identified funding for the supports to be put in place and communicated to the field.

3. Plans are in place: you have decided how to proceed, policies and supports are agreed upon, and you have a plan with benchmarks to guide the work and it has been communicated to the field.

4. Under way: You have begun implementing your plan 5. Complete: You have completed a component. NOTES: enter ‘no plans’ if you have no plans for this component.

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Mid-Term Plan to Move to Standards-Based Education Environmental Scan

Components 1 2 3 4 5 Notes

1. Select standards to adopt or adapt: • OVAE’s College and Career

Readiness Standards; • Common Core Standards, • your own state standards, • others?

2. Create new or adapt existing competencies for:

• Teacher competencies • Program manager competencies • Local Program Standards

3. Training for program managers to support teachers and SBE

• Policies, guidance and expectations devised and communicated to the field.

• Knowledge, skills and abilities identified

• Trainers prepared • Calendar and logistics • Delivery

4. SBE resources to provide • Web-based lesson plan

clearinghouse

• Support for learning communities

• State-wide or regional curriculum development workgroup(s)

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• Financial incentives to pilot professional development, develop/pilot curriculum, and/or develop/pilot performance

• .

• .

5. Policies, expectations, and guidance for supports for SBE

• Managed intake/entry • Managed enrollment (e.g., 4, 6,

or 8 week class cycles)

• Priorities/incentives in the funding application/grants and rfps.

• Clear expectations and guidance (policy) in teacher standards, program manager standards, and program standards.

• .

6. A training agenda for full and part-

time teachers

• Policies, guidance and expectations devised and communicated to the field.

• Knowledge, skills and abilities identified

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• Trainers prepared • Calendar and logistics • Delivery

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Kentucky Adult Education Standards Professional Development

Kentucky Adult Education • Council on Postsecondary Education 1024 Capital Center Drive, Suite 250 • Frankfort, KY 40601-8204

kyae.ky.gov • (502) 573-5114

Year TwoYear One Year Three

Fall English/Language Arts SIA Unit 1Understanding the Standards We Teach

August: Program Directors’ Orientation

September – November:Coach-supported learning community sessions for directors and instructorsSession: Unpacking the Components of Standards

Session: Aligning Resources to Standards

Spring Mathematics SIA Unit 1Understanding the Standards We Teach

January – April:Coach-supported learning community sessions for directors and instructors

Session: Unpacking the Components of Standards

Session: Aligning Resources to Standards

Fall English/Language Arts SIA Unit 2Translating Standards into Curriculum: The Lead-Standards ApproachAugust: Program Directors’ OrientationSeptember – November:Coach-supported learning community sessions for directors and instructorsSession: Identifying Lead Standards and Designing Coherent Units of InstructionSession: Conducting Lesson StudiesProgram Directors’ Presentations and Debriefing Meeting

Spring Mathematics SIA Unit 2Translating Standards into Curriculum: The Lead-Standards ApproachJanuary – April:Coach-supported learning community sessions for directors and instructors

Session: Identifying Lead Standards and Designing Coherent Units of InstructionSession: Conducting Lesson Studies

Program Directors’ Presentations and Debriefing Meeting

Fall SIA Unit 3Focus on Assignments: Working Together toImprove Teaching and LearningAugust: Program Directors’ Orientation

September – November:Coach-supported learning community sessions for directors and instructorsSession: Formative Assessment and Unit 2 Extension: Instruction RevisitedSession: Focus on AssignmentsVirtual Debriefing Meeting

Spring SIA Unit 4Observing Standards-in-Action

January – March:Unit 4 activities for program directors supported by coaches

Session: Observing Standards-in-Action

Program Directors’ Culminating SIA Session

Based on Standards-In-Action: Innovations for Standards-Based Education, Copyright © 2011, U.S. Department of EducationDeveloped and presented in partnership with Collaborative Center for Literacy Development at University of Kentucky, National Center for Family Literacy and Adult Education Academy

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Standards-in-Action Training Proposal

Arkansas

Michelle Carson will perform the following services: Three 2-day institutes presenting the Standards-in-Action materials Each institute’s schedule:

Day 1: 9:00 a.m. to 4:00 p.m. Day 2: 9:00 a.m. to 2:00 p.m.

Each institute will require two days preparation time to prepare agendas, PowerPoint presentations, handouts, videos, and other materials as needed. Institute Dates and Proposed Audience Institute 1: Thursday, November 29 and Friday, 30, 2012

Audience: Day 1—Instructors Day 2—Instructors

Institute 2: Thursday, February 28 and Friday, March 1, 2013 Audience: Day 1—Instructors

Day 2--Instructors Institute 3: Wednesday, May 2 and Thursday, May 3, 2013

Audience: Day 1—Instructors Day 2—Instructors Institute Locations The institutes will be held in Little Rock, Arkansas at a location secured by Arkansas Adult Learning Resource Center staff.

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Training Plan-Overview

The table below provides an overview of the training plan for the Standards-in-Action project in Arkansas. The institutes will be designed for the instructors in adult education programs, however, Day 1 of the first institute and the both days of the third institute would be appropriate for the local program administrator to attend to understand the framework for the SIA project and receive the training regarding the observation protocol and obtain an understanding of what the teachers have learned to apply in their classes and programs.

Standards-in-Action Training Plan

Institute 1 Day 1 11.29.2012






Overview of National Education Reform and Standards-based Education

X

Standards-in-Action Overview

X

Why Standards for My Program?

(Using Data for Program Improvement)

X

How Do the Standards fit? X

Unpacking Standards X

Using Bloom’s Taxonomy X

Building Sample Activities X

Identifying Lead Standards

(project standards to demo how to identify lead standards)

X

Intro to Designing Coherent Units of Study

X

Activity: Practice Designing Coherent Units of Study

(Homework: create a coherent scope and sequence for their program)

X

Optional Activity: Share Lead Standards Cross-Program Teams

X

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Activity: cross-program scope and sequence with linked units of study sharing

X

Review Designing Coherent Units of Study

Activity: What worked and didn’t work?

X

Aligning Resources X

Activity: Practice aligning resources

X

Review practice and discuss the results

X

Activity: For Each Developed Unit of Instruction—Align Resources

Assign remaining for homework and identify resources for gaps.

X

Introduction to Lesson Planning

X

Activity: Review the SIA lesson plan template or program’s lesson plan or demo online lesson planning tools

X

Introduce the Lesson Study Eight-step Process and Purpose

X

Activity: Conduct a Lesson Study by watching the AE Warehouse: ESL video and debrief after the observed lesson.

X

Activity: revise the day’s lesson

X

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Cross-program Showcase of Innovation 3

X

Introduce Principles of the SIA Observation System

X

Activity: Practice the Observation Protocol Group Activity

X

Activity: Practice Observation Protocol with Another Lesson

X

Debrief the PD Series and Identify Next Steps

X

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Ohio ABLE Ohio ABLE StandardsStandards--BasedBased

Professional Development SystemProfessional Development System

Teachers Administrators Support Staff Professional Development

Building Meaningful Professional Growth Opportunities for ABLE Educators So Every Adult Learner Can Succeed

Ohio ABLEStandards-BasedProfessional Development System

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TABLE OF CONTENTS Introduction Why standards-based education? ................................................................................................... 3 Ohio ABLE professional development vision .................................................................................... 4 What is included in this document? ................................................................................................ 5 Who is the audience? .................................................................................................................... 5 The development process .............................................................................................................. 6 Areas of alignment across the standards ........................................................................................ 6 How are the standards organized? ................................................................................................. 6 The standards framework .............................................................................................................. 7 Sample standards .......................................................................................................................... 8 How the standards fit within the PD system ............................................................................... 9 Intended purposes of the standards .......................................................................................... 10 What do these standards mean to me? ........................................................................................ 11 Support for using and implementing the standards ................................................................. 12 Future steps in Ohio’s standards-based system ............................................................................. 12 Administrator Standards ............................................................................................................. 13 Support Staff Standards .............................................................................................................. 17 Teacher Standards ....................................................................................................................... 20 Professional Development Standards ........................................................................................ 23 Appendix A: Self-Assessments ………………………………………………………………………. 26

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The role of the ABLE professional development system is to connect these six sets of standards into a coherent, interrelated system of quality services to adult learners.

Introduction WHY STANDARDS-BASED EDUCATION? The success of any organization depends on a set of clear, shared goals and standards. Ohio ABLE programs are no exception. Setting high expectations and clearly stating the criteria needed for success are essential in creating a responsive and effective educational system. Clearly and commonly defined standards serve multiple purposes:

o Practitioner standards define what teachers, administrators, and support staff need to know and be able to do in order to provide quality services;

o Professional development standards define the essential elements of meaningful professional growth activities;

o Program standards (ABLE’s Indicators of Program Quality) define the characteristics that exemplary local programs should demonstrate;

o Content standards clarify the skills and knowledge that adult learners need to know and be able to do in their roles as workers, parents and community members;

o Data quality standards (ABLE’s Data Certification Checklist) ensure that reliable and valid data are available to make informed decisions and guide program management; and

o Performance standards (ABLE’s Core Indicators of Performance) set high expectations for program outcomes.

Collectively, these standards make clear the shared expectations for success and help to delineate what matters in learning and teaching. The standards also facilitate communication through a common language. The role of the ABLE professional development system is to connect these six sets of standards into a coherent, interrelated system of quality services to adult learners. At the foundation of the professional development system are practitioner and professional development standards. The practitioner standards provide a pathway for professional growth and guide the development of high quality activities that reflect the professional development standards. Through responsive professional development, practitioners gain a better understanding of how to implement program standards that lead to effective teaching, learning, administration and support. Professional development provides the tools and processes to help practitioners use the content standards to help adult learners gain the skills and knowledge they need to reach their educational and personal goals. Through effective professional development, programs learn how to implement reliable and valid data standards that can be used to analyze progress and make necessary adjustments for continuous improvement. When these five sets of standards are being fully implemented, the result is a high quality delivery system that leads to strong student outcomes and meeting and exceeding the performance standards.

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College and Career Readiness Standards in Adult Educa�on

Why College and Career Readiness Standards Are Important for State Adult Educa�on Programs

● 46 states have adopted the Common Core State Standards (CCSS) for their K-12 classrooms.

● CCSS and other similar standards are designed to reflect the knowledge and skills needed for college and

career readiness.

● GED 2014 and other high school equivalency assessments are aligned with College and Career Readiness

Standards.

● Adult educa+on students need the knowledge and skills to be prepared for postsecondary educa+on or

jobs and careers.

Kentucky Adult Educa�on Leads the Way

● Kentucky was the first state to adopt the NGA-CCSO Common Core

State Standards at all educa+onal levels – P-12, postsecondary and

adult educa+on.

● Kentucky Adult Educa+on commi4ed to implemen+ng CCSS under

dedicated leadership of Reecie Stagnolia, Vice President, Kentucky Adult

Educa+on, Council on Postsecondary Educa+on.

● Vice President Stagnolia enlisted the services of the Na+onal Center for

Family Literacy, Louisville, Kentucky, to develop and facilitate online

courses.

The implementa+on of standards-based educa+on with a focus on college

and career readiness standards will give adult educators a way to move

systema+cally and sequen+ally to ensure students have the skills they

need to be prepared for postsecondary educa+on and jobs or careers. In

order to meet the professional development needs of adult educators,

NCFL has developed the following online courses and onsite trainings.

Na+onal Center for Family Literacy, 325 West Main Street, Suite 300, Louisville, KY 40202

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Online Facilitated Courses

Part 1: Ge�ng Started with Standards-Based Educa�on*

This course provides educators with an understanding of standards-based educa+on. Standards offer measurable

objec+ves on which instructors can base their curricula. By “unpacking” or looking at the components of each

standard, instructors will consider the knowledge and skills to be taught and learned. The course also focuses on

developing instruc+onal ac+vi+es and selec+ng instruc+onal resources that +ghtly align to the standards. Instructors

will engage in interac+ve learning with their peers through a discussion board. All par+cipants will complete a pre- and

postassessment. This online course will accommodate a maximum of 50 par+cipants per course session.

Part 2: Using Standards in Adult Educa�on*

Part 1 is a prerequisite to this course. Part 2 examines how to translate standards into units of instruc+on. Instructors

will gain an understanding of how to support students in a4aining the standards l and iden+fying lead standards.

Suppor+ng, or connec+ng, standards, reinforce the teaching and learning of the lead standard. The lead standard and

its suppor+ng standards serve as the basis for developing a unit of instruc+on. Instructors will engage in interac+ve

learning with their peers through the use of a discussion board and will be asked to develop a unit of instruc+on to

meet student needs. Instructors will share their unit of instruc+on with others in the course and will be asked to give

and receive feedback. All par+cipants will complete a pre- and postassessment. This online course will accommodate a

maximum of 50 par+cipants per course session.

*The development of the two online courses was guided by the exper�se of the Kentucky Adult Educa�on staff and made possible

by KYAE, Council on Postsecondary Educa�on funding. The courses are based on Standards-in-Ac�on: Innova�ons for Standards-

Based Educa�on, US Department of Educa�on, Office of Voca�onal and Adult Educa�on, 2009.

Onsite Training

Preparing for the 2014 GED®: Making Sense of the Common Core State Standards

College and career readiness standards may seem a bit in+mida+ng and overwhelming at first, but this training from

NCFL is specifically designed to assist adult educa+on instructors with an understanding of college and career

readiness standards and standards-based educa+on. By “unpacking,” or looking at the components of the standards,

instructors will iden+fy the knowledge and skills to be taught and learned. Instructors also will gain an understanding

of how to support students in a4aining the standards by determining instruc+onal goals and iden+fying lead

standards. Lead standards can serve as a basis for developing units of instruc+on which will help students move

toward the higher level thinking and reasoning skills demanded by the 2014 GED®. Addi+onal topics include text

complexity and the changes involved in reading expecta+ons as well as the shiE from the use of Bloom’s taxonomy to

Webb’s Depth of Knowledge framework in the development of the new GED® test.

To send an informa+on request to NCFL’s training department, email [email protected];

or call Ann Reynolds at (502) 584-1133, ext. 149.

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(The Central Illinois Adult Education Service is a special project conducted under the provisions of the Workforce Investment Act, Title II Adult Education and Family Literacy and administered through the Illinois Community College Board.

Federal funds provide 100% support. CIAESC is part of the Illinois Service Center Network.)

Moodle Course Overview -- Standards to Strategies Central Illinois Adult Education Service Center

Module 1: Welcome & Course Objectives Module 2: Introduction to the Illinois ABE/ASE Content Standards

• What are the standards? • Why were the standards developed and then revised? • What is the difference between the standards and curriculum?

Module 3: Shifting Paradigms

This module will introduce the learner to a different way of looking at things - and ultimately - doing things, based on one’s perceptions.

Module 4: Overview of the Language Arts Standards

This module will cover the introduction to the English/Language Arts Content Standards. Other module content includes the following:

• Key characteristics of the ELA Standards (Anchor Standards) • Organization of the ELA Standards • How to read the ELA Standards

Module 5: Overview of the Mathematics Standards

This module will cover the introduction to the Mathematics Standards. Other module content includes the following:

• Understand Mathematics • Standards for Mathematical Practice • Connecting the Standards • Guiding Principles for Mathematics Programs • How to read the Mathematics Standards

Module 6: Scavenger Hunt

The purpose of this module is to get learners into the Content Standards, with specific items of note to find and record.

Module 7: Bloom’s Taxonomy

This module begins with a definition of “taxonomy” and highlights the differences between Bloom’s original taxonomy, and the more recently revised Bloom’s Taxonomy.

Module 8: Unpacking the Standards

This module demonstrates the steps involved in taking a standard and creating a lesson plan around it.

Modules 9 & 10: Resources

ELA and Mathematics Live Binders (internet based resources - continuously updated).

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Welcome to the online portion of Standards to Strategies. You will begin this course by completing ten modules from your computer. The online portion will take approximately one hour to complete. This portion of the training is to be finished prior to attending the face-to-face Standards to Strategies trainings. The face-to-face portion of the Standards to Strategies will be scheduled at a convenient time and place.

In preparation for the online training there are several things you must do:

1. In order to participate in the modules, you must enable “cookies” on your browser.

2. It will be necessary to have a printer because throughout the process you will be asked to print various items – checklists, handouts, etc.

The online modules are easy to navigate and offer you the flexibility to work at a time and pace that are convenient for you and your busy schedule.

To begin, go to:

http://64.107.108.150:81/moodle/

Under the heading “Course Categories” select “Adult Education” then “Standards to Strategies.”

On your first visit to the site, please follow the registration instructions on the right side of the window under “Is this your first time here?”

1. You will be instructed to enter a Username and Password in the boxes to the left. When you have done this, click the Login button. (If someone else has already chosen your username then you'll have to try again using a different username).

Note: Write down your Username and Password for future reference.

2. After selecting the Login button you will be taken to a Profile page that asks for additional information. All areas in red must be filled out: First Name, Surname (last name), Email Address, City/Town, and Country.

3. You will be asked to give a Description of yourself. This is an opportunity for you to tell a little bit about yourself and what you teach.

4. There are additional boxes with titles in black, but these are optional. You can add a picture if you like, share your interests, and add some additional comments. Notice the Timezone option. When you click on this, the options might appear odd. Also, some spellings you see will be different than what you are accustomed to. This is because the web program originated in Britain. We suggest you leave the Timezone option on the default setting “Server’s local time.”

5. At the bottom of the page you will be required to enter your program and job title.

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http://64.107.108.150:81/moodle/

6. Click on the Update Profile button to finish creating your iLearn account.

7. After viewing the Profile you have created, you can click on the tab that says Edit Profile and make changes if you wish to do so.

8. To leave the Profile area and access the modules, select either the iLearn tab at the bottom center of the page, or iLearn in the upper left corner of the screen.

9. Again you will be offered the heading “Course Categories” under which you will select “Adult Education” then “Standards to Strategies.”

10. On this screen you will be asked for an enrollment key: uuu234e

Now you are ready to begin working on the modules!

The first 8 modules are content specific; the last 2 modules contain links to LiveBinders for both Language Arts and Mathematics. These are resources you can use that contain more information for you to examine/use at your leisure.

We want your experience to be informative and as flawless as possible. If you have any questions or problems as you go through the modules, please email Libby Serkies: [email protected] or call Libby at 309-830-2029 during normal business hours. You can also contact the office at 800-572-9033 and ask for Dawn Hughes. The Central Illinois Adult Education Service Center (CIAESC) is a special project conducted under the provisions of the Workforce Investment Act, Title II Adult Education and Family Literacy, and is administered through the Illinois Community College Board. Federal funds provide 100% support. CIAESC is part of the Illinois Service Center Network.

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mailto:[email protected]

Oklahoma Adult Education Standards-based Instruction Classroom Observation Guide

Oklahoma State Department of Education 46 July 2012

I. PURPOSEFUL AND TRANSPARENT YES NO EVIDENCE

A. The purpose of the teaching/learning process and/or a specific lesson or activity and how it supports students' goals is made transparent to the students.

B. The standard(s) that is the focus of the teaching/learning process is made transparent to the students.

C. The explicit teaching/learning objectives being taught are made transparent to the students.

D. It is made clear how the skills taught in the teaching/learning process fit into the overall application of the standard. Students are able to articulate this connection.

E. Materials and resources used are purposeful and appropriate for the needs of the students and to meet the objectives of the teaching/learning process.

F. Overall, the teaching/learning process includes well-defined examples of standards-based instruction.

Curriculum content and presentation of the teaching/learning process are aligned to the students' goals, one or more standards, research-based adult learning theory and Oklahoma's standards-based quality program practices.

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II. CONSTRUCTIVIST YES NO EVIDENCE

A. The teaching/learning process presents the standard(s) and/or explicit teaching and learning objectives through a variety of strategies, techniques, or activities appropriate for the needs of the educational functioning levels and learning styles represented in the class.

B. New information is explicitly linked to a previous lesson, the students' prior knowledge or experience and is presented in a way that supports the building of student expertise.

C. Questions and/or activities are presented that stimulate student thinking beyond recall.

D. Students are given adequate time to respond to posed questions.

E. Students are encouraged to elaborate on or justify their answers.

F. Students work on assignments reflecting the highest demands and most important concepts posed by the standard(s) focused on in the teaching/learning process.

G. At the end of the lesson there is time spent reviewing lesson objectives, summarizing student learning, and previewing how the next lesson builds on this learning.

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III. CONTEXTUALIZED YES NO EVIDENCE

A. The context of the lesson comes from the real-life adult roles and goals of the students.

B. Students exhibit understanding as to how the context of the lesson is linked to their personal life roles and supports their stated goals.

C. Authentic, real-life materials and resources are integrated into the teaching/learning process.

IV. ASSESSMENT-BASED YES NO EVIDENCE

A. Instruction includes regular assessment of student understanding through students' verbal responses, demonstration of work, monitoring of work, and/or general oversight of the instructor.

B. Prompt and specific feedback is appropriately given to students in order to reinforce learning or correct misunderstandings.

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IV. ASSESSMENT-BASED (cont.) YES NO EVIDENCE

C. Student self-evaluation or assessment of their individual learning are included and encouraged during the lesson.

D. All assessment is appropriately aligned to the standard(s) and/or teaching/learning objects of the lesson.

E. Transfer and use of the standard(s) and/or teaching/learning objectives are assessed in a variety of contexts.

F. Supplemental instruction or extension activities are provided as needed.

Additional Notes

3. How are students going to apply the skill you just taught them in their real life? How will you and the student assess their ability to transfer this skill outside of the classroom?

Suggestions for possible "guiding questions."1. How did you decide to teach this particular lesson?2. How are you going to address the fact that _______didn't seem to fully understand what was going on?

4. Where do you go from here? What are your next steps?

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Adult Education and Family Literacy http://www.cde.state.co.us/cdeadult/PDMAP.htm

This issue of the Colorado Adult Education Professional Development Monthly Advisor and Planner has been prepared for participants attending the NAEPDC National Adult Education College and Career Readiness Institute in April, 2013, in association with the National Center for Family Literacy annual conference. The Institute helps adult education teachers, program directors, and state staff understand standards-based education and new high school equivalency tests. This PD MAP contains a variety of resources in the eight areas listed below. Some resources provide basic background information for understanding new initiatives such as content standards, Webb’s Depth of Knowledge, and the new high school equivalency assessments. Other resources, such as Annenberg Learner, can be used by adult education teachers for boosting their own knowledge of subject matter in math, history, science and English language arts. The remaining resources provide strategies for instructing learners in the new skills, such as close reading of text, text-based writing, and algebra, that are required for the more rigorous standards-based education and assessments.

About Content Standards Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge Enhancing Subject Matter Knowledge Reading Instruction Writing Instruction Math Instruction Understanding Assessments of High School Equivalency Technology Skills for Assessment

We hope these resources will help states, programs, and teachers as they navigate the road that lies ahead for ABE/ASE. This special issue and all previous issues of Colorado’s PD MAP are available on our website at: http://www.cde.state.co.us/cdeadult/PDMAP.htm Jane C. Miller Facilitator, Professional Development Advisory Group Colorado Department of Education, Adult Education and Family Literacy Office 303-866-6611 (ph) [email protected]

About Content Standards

Welcome to a special issue of the Professional Development MAP!

Theme: College and Career Readiness April 2013

Professional Development Monthly Advisor and Planner (PD MAP)

Adult Education Standards and Content Standards Warehouse The federal Office of Vocational and Adult Education is releasing College and Career Readiness Standards for Adult Education in April 2013. OVAE also sponsors the Content Standards Warehouse at http://www.adultedcontentstandards.ed.gov/default.asp where teachers can find adult education standards from many states, a guide for establishing standards, the Standards in Action guide, and field resources.

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Standards in Action® http://www.adultedcontentstandards.ed.gov/standardsInAction.asp OVAE’s Standards in Action® innovations are professional development methods and materials that support the implementation of content standards in adult education programs.

Common Core State Standards

http://www.corestandards.org/ This site describes the Common Core State Standards from which the OVAE C&CR Standards for Adult Education were derived. Visitors can download the CCSS for English Language Arts and Mathematics. Adult educators can focus on the grades 9-12 and College and Career Readiness standards. Visitors can download a presentation on the CCSS and watch a webinar.

Common Core State Standards (videos)

Hunt Institute for Educational Leadership and Policy 2011 http://www.youtube.com/user/TheHuntInstitute This site contains thirty three brief videos that explain the development and implementation of the CCSS.

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Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge (DOK) NOTE: The Common Core State Standards rely on Bloom’s Revised Taxonomy. Questions on the 2014 GED® Test are based upon Webb’s Depth of Knowledge.

Bloom’s Taxonomy http://www.youtube.com/watch?v=GT7RGYzpuT0 This short video introduces the Revised Bloom’s Taxonomy. It describes the verbs related to the new categories of the taxonomy and the higher order thinking skills.

Questions for the Revised Bloom’s Taxonomy

http://www.cccs.edu/Docs/Foundation/SUN/QUESTIONS%20FOR%20THE%20REVISED%20BLOOM.doc This chart defines each of the six levels on the Revised Bloom’s Taxonomy, provides key verbs associ-ated with the level, and provides numerous question starters associated with each level.

Webb’s Depth of Knowledge

Wisconsin Center of Educational Research, 2005 http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf This circle graph of the DOK displays verbs associated with each of the four DOK levels and describes 5-7 instructional activities associated with each level.

Webb’s Depth of Knowledge, webinar (archived)

GED Testing Service®, 2012 http://www.gedtestingservice.com/educators/newtestwebinar2 This 1-hour archived webinar describes the Webb’s Depth of Knowledge (DOK) and how it was utilized to develop questions used on the GED 2014. Topics covered include: understanding the concept of DOK, discriminating between difficulty and complexity, identifying tasks related to each DOK level, and how teachers can apply the DOK during instruction.

Webb’s Depth of Knowledge Guide: Career and Technical Education Definitions

Massachusetts State, 2009 http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf This resource explores how curricular elements can be categorized based on the cognitive demands described in the four levels of Webb’s DOK. For each level, the resource describes curricular elements that suit the DOK level, provides a list of possible products, provides a list of verbs associated with the teacher’s role and the students’ role, and provides a specific list of activities teachers can use during instruction at the DOK level.

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http://www.cccs.edu/Docs/Foundation/SUN/QUESTIONS%20FOR%20THE%20REVISED%20BLOOM.doc

Enhancing Subject Matter Knowledge Page 3


David Coleman and the Six Shifts in ELA Engage NY http://www.youtube.com/watch?v=cYR4m1PICMI This short video by one of the consultants of the CCSS explains six key shifts in English language arts instruction that the CCSS ask teachers to make. These shifts are relevant to adult education as well as K-12 education.

Bringing the Common Core Standards to Life in the Classroom

Thome, Catherine http://www.readinga-z.com/research/bringing-the-common-core-standards-to-life-in-the-classroom.pdf This article describes key instructional impacts of the ten Reading Standards for English Language Arts (ELA) from the CCSS. For each of these key topics, the paper describes what it is, what it means for teachers and how teachers can implement the standard: close reading of text, text dependent ques-tions, text complexity, teaching academic and rich vocabulary, informational text, using shorter text, and expanding writing. Adult educators can skip the paragraphs promoting a particular publisher’s reading books.

A Primer on “Close Reading of Text” Brown, S., and Kappes, L., The Aspen Institute, 2012 www.aspendrl.org/portal/browse/DocumentDetail?documentId=1396&download This document defines the Close Reading strategy, specifies the six steps of the strategy, discusses the role of background knowledge in Close Reading and discusses five additional considerations when implementing Close Reading.

Annenberg Learner The Annenberg Foundation http://www.annenberglearner.org/ This professional development site lets teachers browse six content areas, including mathematics, science, language arts, and social studies/history, for learning content and instructional strategies. A wide variety of courses are offered through self-study. Courses targeted to middle-school through post-secondary education could be appropriate for adult education ABE/ASE teachers. Courses include video programs, print guides, and web interactive activities.

Teachers’ Domain

WGBH Educational Foundation/National Science Foundation http://www.teachersdomain.org/collection/kypl/kyaded/ Teachers' Domain is an online library of more than 1,000 free media resources from the best in public television. These easy-to-use classroom resources, featuring media from NOVA, Frontline, Design Squad, American Experience, and other public broadcasting and content partners. Teachers' Domain resources include video and audio segments, Flash interactives, images, documents, lesson plans for teachers, and student-oriented activities. The Adult Education section contains resources in three areas: GED Preparation, Professional Growth, and Workforce Readiness. A Search box in combination with a Grade Level selector and Media Type enable teachers to locate appropriate resources for adult learners.

Open Educational Resources (OER) Commons

http://www.oercommons.org/ This website contains a variety of curated open source teaching tools and resources (lesson plans, activities, assessments, videos, etc) aligned with Common Core State Standards. Users can define searches by grade level (secondary and postsecondary), subject area (arts, mathematics, humanities, social sciences, natural sciences and applied sciences and technology), media format, and materials type.

Reading Instruction

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http://www.readinga-z.com/research/bringing-the-common-core-standards-to-life-in-the-classroom.pdf

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Guide to Creating Text-Dependent Questions for Close Analytic Reading http://www.oercommons.org/courses/guide-to-creating-text-dependent-questions-for-close-analytic-reading/view This article describes the features of text-dependent questions and provides examples. Then, the article provides seven steps teachers can follow for creating effective text-dependent questions for use in instruction.

Close Reading of Text

http://www.oercommons.org/search?f.search=Close+reading+of+text This search of the Open Educational Resources (OER) Commons includes more than four dozen resources and exemplars about close reading of text.

Reading Like a Historian

Stanford History Education Group http://sheg.stanford.edu/node/25 This curriculum contains 6-9 detailed lesson plans and materials for eleven key periods in US history. Each lesson helps learners practice the skills of close reading of original historical documents and supporting arguments through evidence in the text. Many lessons include side-by-side comparisons of historical texts, similar to tasks included on the GED® 2014 Test.

Strategies to Facilitate Reading Comprehension among College Transition Students

Di Tommaso, K., National College Transition Network and World Education, Inc. http://www.collegetransition.org/promisingpractices.research.readingstrategies.html This article advocates for direct instruction in the use of reading strategies for adult learners. Eight reading strategies are described.

Helping Students Understand Text Structures: Informational Problem/Solution

Ryan, M., Learn NC http://www.oercommons.org/courses/helping-students-understand-text-structures-informational-problem-solution/view This exercise (GL 7.0) teaches students to understand the organizational structure of problem/solution essays by having them write "what it says" and "what it does" statements about a text. Learners practice the skills of close reading of text.

Evidence-based Practices for Teaching Writing Gillespie, A., and Graham, S., Johns Hopkins University School of Education http://education.jhu.edu/PD/newhorizons/Better/articles/Winter2011.html The article describes ten research-based elements found to be effective for helping students improve their writing skills.

Answering the Constructed Response Essay Question

Forsyth, S., virtualibrarian, 2011 http://www.brighthubeducation.com/help-with-writing/33366-constructed-response-essay-question/ This site explains the RACE method of constructed response: reword, answer, cite evidence, and explain. In addition to the article on constructed response, teachers can click on the “High School” tab for high school-level lesson plans in English, Science, History, and Math.

Cracking Constructed Response Esty, B. http://www.maine.gov/education/rf/summerliteracyinstitute/sessions1e_2e.pdf This PowerPoint has very clear explanations of two frameworks for writing constructed responses - ACES and RACE. Although the examples are from K-8, the strategies are applicable to constructed

Writing Instruction

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http://www.oercommons.org/courses/guide-to-creating-text-dependent-questions-for-close-analytic-reading/view

http://www.oercommons.org/courses/helping-students-understand-text-structures-informational-problem-solution/view

Math Instruction

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responses written by learners at any level. Constructed Response

http://www.edteck.com/dbq/testing/const_resp.htm This site guides teachers in writing constructed response questions for use during instruction. The site identifies the features and sequencing of constructed response questions, identifies higher level think-ing skills assessed by constructed response, and describes how to develop a scoring rubric.

24 Months and Counting: Moving Towards Evidence-Based Writing

Goonen, B., Pittman-Shetler, S., National Consultants This 1-hour recorded webinar explains the skills students will need for the Writing section of the 2014 GED® Test. http://tinyurl.com/GEDWriting1-18-12 or www.floridatechnet.org/static/GEDwebinars.html


Khan Academy http://www.khanacademy.org This site for learners and teachers contains over 4,000 brief videos that demonstrate the content and skills for mathematics, science and history. Teachers can access individual learners data and/or a whole class performance summary. The Teacher Resources area of the site contains videos that ex-plain how teachers can use the Khan Academy.

Algebraic Thinking in Adult Education

Manly, M., and Ginsburg, L, National Institute for Literacy, 2010 http://lincs.ed.gov/publications/pdf/algebra_paper_2010V.pdf This article provides a rationale for emphasizing algebraic thinking in adult education instruction and describes recent research about algebra. It describes the current state of mathematics instruction in adult education programs and proposes two significant adjustments that should be made in order to advance adult learners’ skills in math, particularly algebra.

The van Hiele Model of the Development of Geometric Thought Crowley, Mary L., Learning and Teaching Geometry, 1987 Yearbook of the National Council of Teachers of Mathematics, pp. 1-16. http://www.cns-eoc.colostate.edu/docs/math/mathactivities/june2007/The%20van%20Hiele%20Model%20of%20the%20Development%20of%20Geometric%20Thought.pdf This article presents an overview of the van Heile model and discusses classroom implications and in-structional strategies.

Key Concepts: Pre-Algebra

Glencoe Online http://www.glencoe.com/sec/math/t_resources/keyconcepts/prealgebra.php This site contains lesson plans for 27 key algebraic concepts to teach learners.

23 Months and Counting: Ramping Up Students’ Algebra Skills

Goonen, B., Pittman-Shetler, S., National Consultants http://tinyurl.com/23monthsGED or www.floridatechnet.org/static/GEDwebinars.html This 1-hour recorded webinar explains the skills students will need for the Mathematics section of the 2014 GED® Test.

Numeracy World Education, facilitated online courses For course descriptions, dates, and registration: http://professionalstudiesae.worlded.org/index.html#num

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http://www.cns-eoc.colostate.edu/docs/math/mathactivities/june2007/The%20van%20Hiele%20Model%20of%20the%20Development%20of%20Geometric%20Thought.pdf

Understanding Assessments of High School Equivalency

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Foundations of Teaching Adult Numeracy Teaching Reasoning and Problem-Solving Strategies Number Sense: Teaching About Parts and Wholes Geometry: Teaching About Shapes and Measures Data: Helping Students Interpret Numeric Information Algebra: Introducing Algebraic Notation

Adult Numeracy – PD Monthly Advisor and Planner

Miller, J., Colorado Dept. of Education, Adult Education and Family Literacy Office, (2010) http://www.cde.state.co.us/cdeadult/download/PD/PDMAP/PDMAPJan2010.pdf This PD MAP contains over two dozen resources on teaching numeracy skills to adult learners.


Assessment Guide for Educators GED Testing Service®, 2012 http://www.gedtestingservice.com/educators/assessment-guide-for-educators The Guide covers the following material about the 2014 GED® Test: Chapter 1: introduction, item types across the four content areas, item layouts, the item samplers, and performance standards. Chapter 2: Webb’s Depth of Knowledge Model, assessment targets for the four content areas, reason-ing through language arts test passage requirements, content comparison between the GED® tests of 2002 and 2014. Chapter 3: short answer items, extended response scoring rubrics, and reporting category descriptions for content areas.

GED® Test Item Samplers

GED Testing Service®, 2012 http://www.gedtestingservice.com/educators/item-sampler-download This site gives teachers access to example test items for the 2014 GED® test. Teachers can explore and interact with an item sampler for each of the four 2014 tests while connected to the Internet, can download the samplers to view at any time without an Internet connection, and/or can print PDF files with screen shots of the item samplers. Visitors to the site can also view a slide presentation, and/or three brief webinars that describe in depth the purpose, functionality, and tools of the item samplers. Spanish language versions of the item samplers are due out in early 2013.

2002/2014 GED® Test Comparison

KET Adult Learning, 2013 http://www.ketadultlearning.org/pdf/outreach/test_comparison.pdf These six charts compare features of the GED® 2002 and 2014 Tests: General Test Differences, Read-ing and Writing/Reasoning through Language Arts, Social Studies, Science, Mathematics, and Scoring.

ETS High School Equivalency Test (HiSET™)

http://hiset.ets.org/ This website describes the HiSET™ that will be available in 2014. Visitors can explore three areas: for states and educators, for test center administrators, and for test takers.

CTB/McGraw-Hill High School Equivalency Test

(No website available) The Test Assessing Secondary Completion (TASC) is under development.

2014 GED® Webinars – archived

GED Testing Service® The following webinars were offered live in January 2013. They are now available in archived form. For a description of the webinar content: http://www.cde.state.co.us/cdeadult/PDMAP.htm

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Technology Skills for Assessment

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To view the webinars: http://www.gedtestingservice.com/educators/new-assessment

2014 GED® Test 101 Webb’s Depth of Knowledge Wonderful World of Technology Exploring the Reasoning through Language Arts Module of the 2014 GED® Test Exploring the Social Studies Module of the 2014 GED® Test Exploring the Science Module of the 2014 GED® Test Exploring the Mathematical Reasoning Module of the 2014 GED® Test

Professional Development and the 2014 GED® Test

Goonen, B. and Pittman-Shetler, S., for the GED Testing Service®, July 2012 http://www.gedtestingservice.com/uploads/files/3e44f347ea35284e96f1e06a95e7e402.pdf This PowerPoint presentation describes the new item types on the 2014 GED® test and specifies the key skills that instructors should teach for learners to respond successfully to those item types.


Wonderful World of Technology, webinar (archived) GED Testing Service®, 2012 http://www.gedtestingservice.com/educators/newtestwebinar1 This 1-hour archived webinar provides an overview and demonstration of the basic computer skills required for success on the 2014 GED® test such as document writing and editing skills, directional tools, virtual calculator, mathematics formula sheet, and symbol selector. The webinar also identifies steps teachers can take to assist students in gaining the skills needed for computer-based testing.

Take the GED® Test on Computer

GED Testing Service®, 2012 http://www.gedtestingservice.com/testers/test-on-computer Visitors to this web site understand the benefits of taking the GED® test on computer and can view a tutorial with instructions and practice screens on using a computer to take the GED® test. The tutorial skills apply to the 2002 test; instructions and examples of the GED® 2014 test interactive item types are not included.

Mousing Around

Palm Beach County Library System http://pbclibrary.org/mousing/default.htm This program provides practice for very basic mouse skills, such as clicking and clicking and dragging skills.

Goodtyping

http://www.goodtyping.com This program provides 27 graduated lessons designed to help students learn to use their entire key-boards correctly.

Power Typing

http://www.powertyping.com This site offers typing lessons as well as a small collection of typing games that students can use to develop their typing skills.

Typing Web

http://www.typingweb.com TypingWeb is a fee online typing tutor and keyboarding tutorial for all skill levels. This site includes

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CDE/AEFL Professional Development Advisory Group members:

Jane Miller, CDE/AEFL Mary Jo Sobocinski, Jeffco Schools-ESL Dual Language Programs, Lakewood Dave Askeland, CMC Adult Education, Breckenridge Karin Hostetter, Summer Scholars, Denver Carmen Collins, Adult and Family Education SD-11, Colorado Springs Chelsea Stewart, Northern Colorado Professional Development Resource Center, Longmont

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entertaining typing games, typing tests and will track a student’s progress. Computer Training

http://www.gcflearnfree.org/computer/ This site hosts free, self-paced tutorials on a multitude of office applications. Users can take a tutorial on Microsoft Word to learn word processing skills.

Calculator Tutorial

http://www.atomiclearning.com/ti30xs The 2014 GED® test will use a virtual TI30XS MultiView™ calculator. The website above includes a tutorial on using this calculator. In addition, GED Testing Service® will post a calculator tutorial on their website in early 2013.


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Mid-Term Year Plan: Standards Based Education

Over the next two years, you have a number of tasks related to Standards Based Education:

• Assess current capacity (DP1) o Decide which standards to use (DP2) o Review and revise current policies and procedures (DP8) o Develop message (DP4) o Agree upon a SIA process o Revise benchmarks and timelines o Reassess current capacity (DP1) o Adapt current standards: teacher, program, manager (DP3) o Design the content of the training o Transcribe content into face-to-face, on-line, video, blended and other formats, o Develop the training calendar o Communicate expectations to local programs o Communicate incentives to local programs o Deliver the training

Formats Learning Communities

o Designing the training content Unpacking standards Aligning standards to resources and assignments Explicit instruction Evidence-based writing

College Ready

Career Ready

NAEPDC, 2013 1

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Mid-Year Plan 2013 2014 M J J A S O N D J F M A M J J A S O N D

1. State Staff a. Assess current capacity (DP1) b. Decide which standards to use (DP2) c. Review and revise current policies and procedures

(DP8)

d. Develop message (DP4) e. Create an SBE Design Team

i. Decide on categories and recruit members ii. Establish budget and schedule

2. SBE Design Team a. Agree upon a SIA process b. Revise benchmarks and timelines c. Reassess current capacity (DP1) d. Review the standards you have chosen to use (DP2) e. Adapt current standards: teacher, program, manager

(DP3)

3. Design the content of the training 4. 5. 6. Transcribe content into face-to-face, on-line, video, blended

and other formats,

7. Develop the training calendar 8. Communicate expectations to local programs 9. Communicate incentives to local programs 10. Deliver the training

o Formats (face-to-face, online, blended) o Learning Communities

NAEPDC, 2013 2

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Short-Term PD Plan: Between now and January 2014 we have two major professional development tasks. TASK # 1: Preparing Teachers for the 2014 Assessment Changes

a. Changes in the Assessments c. Instructional Skills for teaching Depth of Knowledge Reading – close reading of text, informational texts b. Content Knowledge Writing – evidence-based writing

Math Math – reasoning, algebra English Language Arts/writing d. Computer-Based Testing

Technology for instruction 8 month Timeline May Jun July Aug Sep Oct Nov Dec

1. Determine the content of the training (single topic, multi-topic)

2. Transcribe the content into delivery format (face-to-face, on-line, blended, video, etc.) and sequence (multi-day intensive, multi-month w application)

3. Develop the training calendar (local, regional, centralized, host sites, dates, trainers)

4. Communicate expectations to local programs – (who should attend, compensation for teachers, PD hours/credits earned, other)

5. Communicate incentives to local programs 6. Coordinate logistics (registration process, travel, training rooms, food,

equipment, other)

7. Recruit participants (ABE, ASE, all teachers, lead teachers, other)

8. Deliver the training (trainers, activities, materials, 9. Training follow-up (assignments, webinars, observations, other)

College Ready

Career Ready

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TASK # 2: Updating teachers’ content knowledge and instructional skills

• Assessing teacher’s content knowledge o Adapt the Colorado Teacher Self-Assessment o Adapt the Ohio Teacher Self Assessment o GED® Practice Test

• Resources for building content knowledge o Qualified trainers in our state o Online resources (PD MAP Special Issue – Career and College Readiness)

• Resources for updating instructional skills o Qualified trainers in our state o Online resources (PD MAP Special Issue – Career and College Readiness)

8 month Timeline May Jun July Aug Sep Oct Nov Dec

1. Determine plan for assessing teacher’s knowledge and skills a. Select or develop the assessment b. Communicate the expectation and rationale to local programs c. Administer the assessment

2. Select resources for teachers to use (topics, format, etc.) 3. Deliver the resources (plan of self-study, credit courses, online trainings,

outside trainers/consultants, other)

4. Create monitoring procedure (local process, centralized state process, self-report, observation, other)

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8 month Timeline May Jun July Aug Sep Oct Nov Dec

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