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2014 GED® test: Changing Lives Begins with You!

Bonnie Goonen – bv73008@aol.comJune Rall – jrall@irsc.eduTammy Sutcliffe – tsutclif@irsc.edu

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CHANGING LIVES

THROUGH KNOWLEDGE

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Step 1Acknowledge that the world continues to change and our educational programs are connected to this change

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“The adult education system cannot stand still while the world around us is changing.”

Cheryl Keenan, Director of Adult Education and Literacy, OVAE NCFL 2013

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A National Crisis

4 million jobs unfilled1

40 million adults without a HS diploma2

The Problem’s Extensive Reach Impacts the economy – nationally and locally Impacts society Strains the safety net system Devastates adults & families who want a better life

Sources: 1) Bureau of Labor and Statistics Job Openings and Labor Turnover Survey - August 06, 2) Adults ages 16 years and older, without a high school diploma and further training or degrees, based on 2010 U.S. Census data

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Our students need proof that they possess the BIG FIVE

1. Critical thinking skills

2. Problem-solving skills

3. Written communication skills

4. Oral communication skills

5. Digital literacy

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Our Goal: Preparing Students

Connect workplace skills to curriculum

Connect concepts to those needed for entrance to college

Actively engage students through contextualized instruction that “makes a difference”

Step 2 Recognize the Challenges and Stay Informed

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Time Out for an Update . . .

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As implementation continues . . .

More than 106,000 modules scheduled first 10 weeks

More than 200,000 individuals signed up for MyGED™

Passing rate is similar to 2002 Series test - ~70%

95% of test takers who score in the “likely to pass range” of the GED Ready™ - pass the operational test

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The Advantage of GED Ready™

Students who take GED Ready™ and • earn a score of 158+ pass the GED® test (95%)• earn a score below 143 do not pass the test• earn a score between 143-157 have a 50/50

chance of passing the test

GED Ready™ matters.

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There is only one problem . . .

Only 8% of test-takers are taking GED Ready™ prior to taking the operational version of the test.

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Enhanced Score Report: A Powerful ToolTo access the Enhanced Score Report, have students log into MyGED™ and visit the “My Scores” section. Then select “View Results” for GED Ready™ or “View Details" for the GED® test to see the report. Ask students to print the report or review it with them on the computer. My Score What My Score Means How Can I Score Higher Review My Written Answers

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GED Analytics™

Secure access for educators and administrators, as determined by state

Ability to create and generate reports on demand By testing site Test-takers by name, data, etc. Local vs. state testing State vs. national testing Option for custom reports Filter data on-the-fly for instant reports based on selected

dates or data fields Pull data from any report into any format Anytime, anywhere access through an Internet connection

to the cloud-based system

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Because of analytics . . .

Module Testing Time Raw Score Points

Reasoning Through Language Arts

150 minutes[25 min + 45 min ER] +

[10 min. break] + [70 min]

65 raw score points

Mathematics 115 minutes 49 raw score points

Science 90 minutes[2 SA of ~ 10 minutes each)

40 raw score points

Social Studies 90 minutes [65 min + 25 min ER]

44 raw score points

Total Battery ~ 7.5 hours

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Areas of concern . . .

Math continues to be most difficult (large percentage failing by just 1-4 raw score points)

Different test takers have gaps CR items are a challenge (even

basic points of organization and grammar not being obtained)

Test takers are not accessing support available (materials/tutorials/practice tests)

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Adult Educators & MyGEDTM

Educators want better ways to connect with students, when registration and scheduling are online. Adult educator portal with ability to:

Advertise availability of local classes and resources

Review scores on practice tests and operational tests

Recommend areas of focus for studying Provide ongoing support, guidance, and

encouragement online and offline

Coming Soon!

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http://www.gedtestingservice.com/

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Step 3 Know Your Students

Celebrate Generational Diversity

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Talking about our generation . . .

Traditionalists

Baby Boomer

Generation X

Generation Z

between 1965 & 1982

between 1927 & 1945

between 1945 & 1964

between 1982 & mid 2000s

Millennial

G. I.’s

between 1901 & 1926

between mid 2000s – 2020?

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GED® student generation

73%

23%

4% MillennialsGen XersBaby Boomers

23instant access

Step 4Embrace Technology

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New Realities

How many gadgets do you have? mp3 or iPod E-book reader Tablet, such as an iPad Laptop computer Smart phone Cell phone

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Would you really want to go back?

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Being Tech-Able is Essential

Motivates students Builds collaboration skills Requires reasoning Enhances problem-solving skills Develops skills for the future Necessary for success

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Today’s Media: Smart Phones, Twitter, Facebook, You Tube

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using technology successfully in the classroom is a

not a skill-setmindset

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Step 5 Understand that College and Career Readiness Standards are

Not just for GED® students

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New Realities

Assessments

Curriculum Design

Lesson PlanningInstruction

Student Learning

College and Career

Readiness Standards for

Adult Education

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College and Career Readiness Standardshttp://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf

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What are the big ideas that I want students to remember . . .

40 days(the test)

40 months(college)

40 years(life)

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Step 6 Incorporate reading and writing into every classroom, every day

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Language Arts Practices

“Closely” read text that is more complex greater in length

Determine what is explicitly stated

Draw specific comparisons between two texts

Distinguish between valid arguments and faulty reasoning

Distinguish between supported and unsupported claims

Make logical inferences based on evidence

Draw relevant and sufficient evidence from the text(s)

CONSTRUCTED RESPONSES(Integrating Reading and Writing)

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Constructed Response on the 2014 GED® test CRs are best way of directly assessing

Writing skills Higher-order thinking skills

Four CR items RLA ER – 45 min., ~20% of test Social Studies ER – 25 min., ~20% of test 2 Science Short Answer - ~ 10 min. each, 15%

of test

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Let’s look at RLA

ER requires the following skills Skills of use of evidence Skills of ways of expressing meaning Skills of language conventions and usage

. . . To response to this standard prompt

“In your response, analyze both positions presented to determine which one is best supported. Use relevant and specific evidence from the article to support your response.”

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Let’s look at Social Studies

ER requires the following skills Skills of reading & writing in a social studies context Skills of applying social studies concepts

. . . To response to this standard prompt

“In your response, develop an argument about how the author’s position reflects the enduring issue expressed in the excerpt. Incorporate relevant and specific evidence from the excerpt, article, and your own knowledge to support your analysis.”

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The science short answer requires the following skills . . . Cite specific textual evidence Develop a logical argument Using the evidence, present a line of reasoning Apply understanding of a science concept One SA always tests experimental design

Identifying a research question Designing an investigation Justifying a line of reasoning

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Can you see the similarities between content modules? All measure higher-order thinking skills All reflect the overall content of the module All incorporate skills of “close reading” All emphasize creation of an argument Science and Social Studies include background

knowledge for highest scoring potential

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“There is nothing to fear but fear itself”

According to GEDTS, Even test-takers with lower skill levels CAN

attain points on the CR items Scoring a “1” on trait 3 of the RLA ER only requires about

7 – 10 lines of mostly grammatically-correct writing (= 2 raw score points, the same as answering 2 M/C items correctly)

Scoring a “1” on trait 2 of RLA ER just requires a clear organizational structure – even if the content is “off” (= 2 raw score points)

Like an “empty” closet organizer Make use of the “Answer Guidelines” documents

www.gedtestingservice.com/educators/2014testresources

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This for Trait 1 (Creation of arguments and use of evidence) . . .

This article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice's impact on energy consumption and safety. Both sides provide good support for their position, but the argument against Daylight Saving Time is stronger and more complete. It responds to points made in the argument in favor of Daylight Saving Time and also incorporates arguments of its own.

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Instead of this . . .

ln my way its good because in DST is good for lot of people. The studies has indicated that traveling home from work or school in daylight is safer. Nearly three decades of research shows an 8-11% reduction in crashes invilingpedestrains and a 6-10% decrease in crashes for vehicle occupants after the spring shift to DST.ln sunlight we can finishes our chores. In everything new things takes time to adjust. After some days went we feel this is the right thing.

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This for Trait 2 (Development of ideas and structure) . . . Supporters of DST cite three decades of research that shows an 8 – 11% reduction in pedestrian related accidents and an 6 – 10% reduction in vehicle only crashes after the spring shift to DST. However, they have not indicated the risk of injury when DST ends in the fall. Those against the use of DST cite one study that showed an increase in pedestrian related accident immediately after the end of DST in the fall.

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Instead of this . . .

Pros-daylight savings time

1. Because the days are longer and nights are longer, there is more criminal activity, in that crime normally occurs at night.

2. Driving home from work when it is daylight is safer, therefore saving a lot of lives.

3. The more sun, the less light. This saves on electricity.

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This for Trait 3 (Clarity and command of standard English conventions) . . .

This article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice's impact on energy consumption and safety. Both sides provide good support for their position, but the argument against Daylight Saving Time is stronger and more complete. It responds to points made in the argument in favor of Daylight Saving Time and also incorporates arguments of its own.

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Instead of this . . .

ln my way its good because in DST is good for lot of people. The studies has indicated that traveling home from work or school in daylight is safer. Nearly three decades of research shows an 8-11% reduction in crashes invilingpedestrains and a 6-10% decrease in crashes for vehicle occupants after the spring shift to DST.ln sunlight we can finishes our chores. In everything new things takes time to adjust.

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Making a Difference Dedicate time to writing instruction across the

curriculum Use evidence-based reading/writing strategies Integrate a contextualized approach to

language (grammar) Integrate complex nonfiction and fiction text Familiarize students with resources Set high expectations

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Tools for Constructed Response

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Need more information?

http://www.gedtestingservice.com/educators/2014testresources

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Sample Lesson Plan to Get Started

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It’s about social studies and science too . . .

• Comprehend/analyze complex text• Understand the “big ideas” • Develop an experimentation process• Produce a response that provides a

valid claim that is supported by evidence from text(s) as well as relevant background knowledge

• Produce a response that provides an explanation supported by evidence and/or the scientific method

• Problem solve

Step 8

Take on the Challenge of Higher-Level Mathematics

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Problem Power

x¹

Spy Mission

You are a spy on a special mission. To crack the safe code and get the important documents, you must enter the digits 4, 5, 6, 7, 8, 9 into two keypads, once as the greatest possible sum, and the other as the lowest possible difference.

CAUTION: For each keypad, you may only enter each digit once. Fail to do this and you will trigger the alarm. Good Luck!

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Spy Mission

The greatest possible sum is 1839 (975 + 864).

In order to get the greatest sum, we put the largest digits in the column with the largest place value, the next largest digits in the next column, and so on.

The greatest possible difference is 47 (745 - 698). Regrouping is key!

Problem Power

x¹

56Teach Big Ideas!

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Example of “Student Problem Solving” without guidance

Real-World Goal of Practices

Modeling

Problem Formulate Validate

Compute Interpret

Report

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A Few Problem-Solving Strategies

Look for patterns Consider all possibilities Make an organized list Draw a picture Guess and check Write an equation Construct a table or graph Act it out Use objects Work backward Solve a simpler (or similar) problem

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Solution Pathways

Polya’s Four Steps to Problem Solving

Polya, George. How To Solve It, 2nd ed. (1957). Princeton University Press.

Understand the problem

Devise a plan

Carry out the plan

Look back (reflect)

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Explicit instruction in problem solving matters

Shows consistent positive effects on performance

Places students’ attention on mathematical ideas

Develops “mathematical power” Develops students’ beliefs that

they are capable of doing mathematics

Provides ongoing assessment data

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Integrate Problem Solving

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Meaning Making

The single greatest

tool/instructional

method we can use

in our classrooms

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Don’t Forget . . .

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“Mathematical problem solving skills are

critical to successfully function in today’s

technologically advanced society. Solving

word problems requires understanding the

relationships and outcomes of problems. You

must make connections between the different

meanings, interpretations, and relationships

to mathematical operations.”Van de Walle, 2004

Sample Lesson Plan to Get Started

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It’s All Connected

Close reading skills of complex text

Integrated reading and writing

Mathematical reasoning Graphic literacy Use of tools Big ideas – thematic

instruction Success for students!

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Step 9

Take advantage of the resources that are available

68http://floridatechnet.org/

http://www.gedtestingservice.com/

http://www.fldoe.org/workforce/dwdframe/ad_frame.asp

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With lots more on the World Wide Webwww.commoncoreconversation.com/

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Step 10What’s your next step in

making a difference?

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1. Name the five wealthiest people in the world.2. Name the last five Heisman trophy winners.3. Name the last five winners of the Miss

America.4. Name ten people who have won the Nobel or

Pulitzer Prize.5. Name the last half dozen Academy Award

winner for best actor and actress.6. Name the last decade's worth of World Series

winners.

- Charles Schultz

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1. List a few teachers who aided your journey through school.

2. Name three friends who have helped you through a difficult time.

3. Name five people who have taught you something worthwhile.

4. Think of a few people who have made you feel appreciated and special.

5. Think of five people with whom you enjoy spending time.

- Charles Schultz

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“Do we make a difference? Absolutely. Every day. Whether we know it or not. The question to ask ourselves is: “What kind of difference do I want to make today in the lives of my students, their families, my colleagues, and my profession?”

The Inspiring Teacher - Bob Sullo

Remember, it’s all about our students.

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Q & A

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“High achievement always occurs in the framework of high expectation.”

Charles F. Kettering (1876-1958)

Bonnie Goonen bv73008@aol.com

June Ralljrall@irsc.edu

Tammy Sutcliffetsutclif@irsc.edu

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