KYAE Standards Professional Development Three-Year Plan Gayle Box November 18, 2011.
Transcript of 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
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
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.”
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]