KYAE Standards Professional Development Three-Year Plan Gayle Box November 18, 2011.

KENTUCKY ADULT EDUCATION EMBRACES

THE COMMON CORE STANDARDS

KYAE Standards Professional Development

Three-Year Plan

Gayle Box

November 18, 2011

Postsecondary and Workforce Readiness In 2002, the share of jobs requiring at least

some formal postsecondary education or training was 74%.

Estimated that by 2013: 90% of fastest-growing jobs, 60% of all new jobs, and 40% of manufacturing jobs will require some form of postsecondary education

Source: U.S. Bureau of Labor Studies

Adult Education of the FutureReach Higher, America

Overcoming Crisis in the U.S. Workforce

“The National Commission on Adult Literacy calls on Congress and state governments to make postsecondary and workforce readiness the new mission of the adult education and workforce skills system.”

Source: Report of the National Commission on Adult Literacy, June 2008

The Unique Adult Education Classroom Functioning range

non-reader to college prep Age range

teenagers to octogenarians Motivational range

Employability to court-mandated Correctional settings

Meeting the Challenge

SB1 College

and Career

Readiness

Kentucky adopts the

CCSS

New GED test

Standards-in-Action

Grant

Standards-in-Action (SIA) Innovations U.S. Department of Education and Office of Vocational

and Adult Education

A process to give adult educators the support and encouragement they need to take state standards off the shelf and put them to use for students.

Teaching to the standards

Accountability

Sta

ndar

ds th

emse

lves

Standards-Based Education

KYAE Standards PD Plan

Year 1

Year 2

Year 3

Focus on Assignments Observing Effective Teaching and Learning Practices

Translating the Standards into Curriculum

Understanding the Standards We Teach

SIA Learning Communities

111 222

444

333

666

555

888

999

777

101010

PD Structure

Instructors

KYAE Common Core Standards for

English/LA

KYAE Common Core Standards for Mathematics

Program Directors

Coach

PD Partners-

Collaborative Center for Literacy Development

Adult Education Academy at MoSU

National Center for Family Literacy

I’m excited about having some uniformity in the classrooms and think it will be easier to share

instructional ideas with coworkers.”

“The standards will help us focus our instruction.”

“Too often, instructors are simply handed a set of standards and confined to their classrooms without opportunities for inquiry, reflection, and collaboration with their colleagues about how to use the standards and what the outcomes should be.”

SIA Unit 1 – p.3

Year One 2011 - 2012

Understanding the Standards Pull apart the standards

Build sample activities

Align commonly used resources

Create materials

Unpacking the Components of Standards

Skill demands Content or concepts Context Cognitive demand Sample Activities

Unpacking Chart1

Standards

2

Skills Included in Standard

3

Concepts Included in Standard

4

Through a Particular Context

5

Cognitive Demand/Levels of Thinking

(1) Describe the objective(s) of documents (e.g., graphical representa-tions, tables, charts, forms, applications) and procedural text (e.g., manuals, directions, procedures) and analyze the text for its “user-friendliness” and graphic design.

Describe

Analyze

Objectives

User-friendlinessGraphic design

Of documents

Of procedural text

Understanding

Analyzing

Source: Standards-in-Action Innovations for Standards-Based Education

Sample Activities

How would students use this standard in their lives?

What might students do to exhibit mastery of the standard?

Will this activity attract and hold students’ interest?

How can this activity be described in just a few sentences?

Unpacking Chart1

Standards

2

Skills Included in Standard

3

Concepts Included in Standard

4

Through a Particular Context

5

Cognitive Demand/Levels of Thinking

6

Sample Activity

(1) Describe the objective(s) of documents (e.g., graphical representa-tions, tables, charts, forms, applications) and procedural text (e.g., manuals, directions, procedures) and analyze the text for its “user-friendliness” and graphic design.

Describe

Analyze

Objectives

User-friendlinessGraphic design

Of documents

Of procedural text

Understanding

Analyzing

Students analyze a rules manual for a sport or game. They analyze the word choice and appropriateness of the writing, as well as the graphics, given the intended audience. They determine whether the stated (and unstated) objectives of the manual were satisfied.

“Instructors and programs need to know where the gaps are in their current materials so they can fill them appropriately with other resources.”

SIA Unit 1 – p.4

Aligning Resources to Standards

Tight Alignment

  =2

Partial Alignment

  =1

No Alignment

=0

Resource Alignment ChartDetermine level of alignment:

2 = Tight Alignment1 = Partial Alignment0 = No Alignment

Resource # 1 name and publisher:

Resource # 2 name and publisher:

Resource # 3 name and publisher:

Resource #1 Resource #2 Resource #3

Standards Chapter and Pages

Level of Alignment

Chapter and Pages

Level of Alignment

Chapter and Pages

Level of Alignment

“I've never had the opportunity to pick

apart the standards I teach and the

curriculum I use. Being involved with this

project allows all of us to do just that. It will

benefit our students, of course, but will

also enable us to be better teachers.”

KYAE Standards PD Plan

Year 1

Year 2

Year 3

Focus on Assignments Observing Effective Teaching and Learning Practices

Translating the Standards into Curriculum

Understanding the Standards We Teach

“Underlying the lead-standards approach is a belief that, while all standards are crucial learning outcomes, not all standards are created equal. Some-the lead standards-are useful guideposts for organizing instruction.”

SIA Unit 2 – p.4

Year Two 2012 - 2013

Translating Standards into Curriculum

Identify the lead standards Design coherent units of instruction Conduct lesson studies

“By working as a team, putting the lesson plan together went smoothly. We had good conversation, ideas, suggestions and feedback. Each team member played an important role. Leaders emerged and instructors helped and supported each other. It was a learning experience for all of us.”

KYAE Standards PD Plan

Year 1

Year 2

Year 3

Focus on Assignments Observing Effective Teaching and Learning Practices

Translating the Standards into Curriculum

Understanding the Standards We Teach

“Students can do no better-or learn no more-than the assignments they are given. That is why it is important to be able to tell from the assignment itself (and the resulting student work) what topics are under study and which standards are being taught and learned.”

SIA Unit 3 – p.12

Year Three 2013 - 2014

Focus on Assignments Pull apart the assignment Compare to standards of best fit Diagnose student work Redesign assignment

Focus on Assignments

Introduce and determine the purpose of the assignment.

“Unpack” the assignment to analyze its demands

Compare unpacked standards and unpacked assignment to determine alignment

Diagnose student work Redesign the assignment as needed

“Participating in Focus on Assignments has changed the way I look at lessons. I now take a more focused approach with how the lesson relates to the standards.”

“It challenges me to create better, more effective lessons, and it gives me a process to do

it.”

KYAE Standards PD Plan

Year 1

Year 2

Year 3

Focus on Assignments Observing Effective Teaching and Learning Practices

Translating the Standards into Curriculum

Understanding the Standards We Teach

“Classroom observations are a hallmark of standards-based instructional leadership. . . When findings from visits to every classroom within a program are analyzed, a clear picture of standards-based instruction emerges.”

SIA Unit 4- p.3

Year Three 2013 - 2014

Observing Standards-in-Action

Program directors score observed characteristics of effective

teaching aggregate the observation results determine professional development needs

SIA Observation Tool

Effective Teaching and Learning Practices

1. Curriculum content

2. Cognitive level of learning activities

3. Lesson content relevant to adult students

4. A coherent progression of learning

5. Formative assessment during the lesson and adjusted instruction

“Being observed helped keep me more aware of watching students’ verbal and nonverbal responses to questions and problems. I felt more ‘tuned in’ with the students, and the students seemed to recognize that, as their participation was better than I anticipated.”

Sustaining the Standards

NCFL online courses

KET Teachers’ Domain

Workshop Implementation Guide

Resources

Standards-in-Action materials at http://www.adultedcontentstandards.ed.gov/standardsInAction.asp

Presentation power point at http://kyae.ky.gov/educators/PD201112.htm

Contact email is [email protected]