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CASAS Basic Skills Content Standards

CASAS Summer Institute

June 2007

2CASAS SI 07 Presentation

Workshop Objectives:

Provide overview training in CASAS National Consortium Basic Skills Content Standards

Familiarize participants with materials developed to assist adult literacy instructors integrate basic skills content standards and CASAS competencies

Explore implementation strategies

Discuss some early lessons learned from pilot efforts


Presenter Contact Information

Jim Harrison

CASAS

800-255-1036 X191

[email protected]

mailto:[email protected]


Background

Where did Basic Skills Content Standards Come From?


Impetus for Content Standards?

No Child Left Behind Act of 2001 requires states to develop content standards

A Blueprint for preparing America’s Future (2003) stresses the importance of states developing or adapting state content standards for adult education in reading and language arts, mathematics and English acquisition. These standards are to provide local programs a ―clear sequence‖ of learning activities leading to high school completion and readiness for college.


Background

CASAS, on behalf of the National CASAS Consortium, has been working with representatives from 13 states to develop draft content standards in ABE, ESL, and ASE

States can use these standards as the basis for developing content standards frameworks which best address their own priorities


What are Content Standards?

Content standards are clear statements of what learners should know and be able to do at specific points along an educational pathway

Content standards define for all stakeholders—teachers, students, schools and communities—not only what is expected of students but what schools should teach

Content standards should provide local programs a ―clear sequence‖ of learning activities leading to high school completion and readiness for college


Content Standards and CASAS Competencies

Why are Content Standards important to use along with CASAS Competencies?

Content Standards identify the basic skills that should be taught in conjunction with CASAS Competencies.

Content Standards support instructional planning.

They help students master a specific competency to attain their goals.


Organization & Structure of Basic Skills Content

StandardsHow Does It All Fit Together?


Basic Skills Content Standards

Grouped by ESL, ABE, and ASE programs

Linked to CASAS and NRS levels

Represent the comprehensive listing of reading and listening basic skills content standards by category


Content Standards

Content Standards have been developed in the following areas that are aligned to CASAS Levels A – D (NRS levels 1-6):

ASE (reading, math)

ABE (reading, math)

ESL (reading, listening)


Reading Categories

R1 Beginning literacy/phonics

R2 Vocabulary

R3 General reading comprehension

R4 Text in format

R5 Reference materials

R6 Reading strategies

R7 Reading and thinking skills

R8 Academic-oriented skills

R9 Literary Analysis (ABE/ASE only)


Listening Categories

L1 Recognizing vocabulary

L2 Understanding imperatives, instructions and requests

L3 Interpreting grammatical structures

L4 Understanding conversation

L5 Understanding non-face-to-face speech

L6 Comprehending informational and factual discourse

L7 Making inferences


Math Categories

M1 Number Sense

M2 Algebra

M3 Geometry

M4 Measurement

M5 Data

M6 Probability


Coding System for Basic Skills Content Standards

R = Reading

R1 = Beginning literacy/phonics

R1.1 = Identify the letters of the English alphabet (upper and lower case)

L = Listening

L3 = Interpreting grammatical structures

L3.2 = Demonstrate understanding of negative statements


Coding System for Basic Skills Content Standards (Continued)

M = Math

M1 = Number Sense

M1.5 = Recognize odd and even numbers


Math Content Standards

Math content standards are currently in draft form

These standards have been coded and assigned to preliminary CASAS and NRS functioning levels

Math standards are currently being pilot-tested in Kansas and Iowa

A separate SI workshop will present the math standards in greater detail


Basic Skills Content Standards by NRS and

CASAS Instructional Levels

What document will show me ALL of the Basic Skills Content Standards?


Content Standard number anddescription

Level

Notice the CS #’s on left and CASAS levels on right. Dots indicate the Basic Skills Content Standard for each level.


See how Content Standards Basic Skills R 2.3 correlates to CASAS Level A in both ESL and ABE

CASAS Reading Basic Skills Content Standards by Instructional Level


Now Available in TOPSpro (CASAS software) and on the CASAS website

This comprehensive document lists all of the reading and listening, Basic Skills Content Standards by CASAS level (Math will be added soon)

Use this document to identify the range and scope and sequence of skills on the CASAS basic skills content standards hierarchy.

Basic Skills Content Standards by Instructional Level


What is the Relationship between Basic Skills

Content Standards and CASAS Competencies?


Why are Basic Skills Content Standards important to use

along with CASAS competencies?

Basic Skills Content Standards identify the underlying basic skills associated with CASAS competencies so that the instructor can plan instruction to help students master a specific competency and attain their goals.


An Integrated Systems Approach:

Competencies and Curriculum


Basic Skills Content Standard





Use this model to identify the Basic Skills Content Standards for a CASAS competency

Priority CASAS

Competency


CBE

R4.8 Interpret info in charts and

Tables

R5.3 Locate info in

groups or categories

R2.7 Interpret

abbreviations in specialized

contexts

R6.3 Scan

complex or extended

text to find specific info

R3.4 Read and

understand moderately

complex text

ABE Reading CASAS Level B – NRS 3

Place the CASAS competency is in the center and the Basic Skills Content Standards in the surrounding circles.

3.4.1 Interpret product label directions and

safety warnings


Practice Exercise

This exercise will give you practice defining the Basic Skills Content Standards related to a specific competency. You can use this exercise to analyze any of the CASAS competencies.

1. Write the three-digit CASAS competency in the center circle

2. Use the Basic Skills Content Standards by NRS Level Report to identify the underlying basic skills content standards associated with that competency.

3. In the outer circles, list the basic skills content

standards that should be taught at the same time.


Practice Exercise

Reading Content

Standard

R__.___

Fill in a few

Reading Content

Standards that

relate to CASAS

Competency 1.4.2.

Check which program

they are in:

CASAS

Competency

4.3.2

Interpret work

safety manuals and

related information

ESL –( NRS Level___)

(CASAS Level__)

ABE – (NRS Level___)

(CASAS Level___)

Reading Content

Standard

R__.___

Reading Content

Standard

R__.___

Reading Content

Standard

R__.___

Reading Content

Standard

R__.___


Tools for using Basic Skills Content Standards in the

Classroom


Aligned Assessments

Not only does the ―Blueprint‖ emphasize content standards but it stresses the importance of states having content standards that are aligned to with standardized assessments to ensure that states can assess accurately student learning.


Alignment with Assessment is Key

Alignment is the cornerstone of standards based education

If assessment, content, and instruction are aligned the assumption is that student achievement will improve

Step 1: Administer appropriate pre-test

Step 2: Score the assessment

Step 3 : Identify priority competencies

Step 4: Identify the Basic Skills Content Standards related to the priority competencies.

Step 5: Plan instruction around identified Basic Skills Content Standards and priority competencies

Step 6: Administer appropriate post test

Steps to Use Basic Skills Content Standards in the Classroom:


Reading Basic Skills Content Standards by Test Item

This report shows a direct correlation between each CASAS test items, Basic Skills Content Standards and CASAS competency.


Reading Basic Skills Content Standards by Test Item

1. Use the priority competencies and item numbers previously identified in the Student or Class Performance by Competency report

2. Highlight the test items

3. Highlight the corresponding basic skills content standards to use for instruction.


Basic Skills Content Standards Worksheets

In cases where CASAS assessments have been correlated to basic skills content standards, use worksheets to create your own custom reports.


1. Prioritize the competencies that you targeted for instruction

2. Choose one or more priority competency to work with and use the Basic Skills Content Standard Worksheet to identify the Basic Skills Content Standards for that priority competency

Completing Basic Skills Content Standards Worksheets


List up to 5 priority

competencies here

Mark in these boxes to show which Basic Skills Content Standards apply to the competency listed in that column.


URL for Content Standards

www.casas.org

Choose Research and Reports>>

Content Correlations>>

Basic Skills Content Standards

http://www.casas.org/


Other Aids

Multi-level and single-level lesson plans to model integrating Basic Skills Content Standards and CASAS competencies (See samples in packets)

Instructor Feedback Forms

Implementation Strategies


Kansas Content Standards Efforts

• Worked closely with Iowa (and the CASAS National Consortium) as they began their efforts toward developing content.

• Provided Introduction to Content Standards at Summer Institute in July 2006.

• Rolled out Content Standards: Part I at four regional workshops in fall 2006.

• Created Content Standards Work Group.• Currently, providing Content Standards: Part II

regional workshops• Content Standards Work Group has completed

recommendations for Kansas Adult Education Reading Content Standards.

• Math and listening content standards are in the final stages of review.

• Local programs have been charged with developing curriculum scope and sequence.


Content Standards vs. Competencies

Not an ―either-or‖ proposition

More like ―love and marriage‖

Content standards ensure that learners have the foundation to master competencies.

The mastery of competencies is measured on CASAS assessments and on the GED Test Battery AND in the REAL WORLD.


Curriculum Planning: Scope and Sequence

Assignment for ABE/GED instructors: Working with your program colleagues, design a math, reading, and/or writing (or any combination of those three subjects) curriculum—scope and sequence—for a six-week session consisting of four classes per week with three hours per class.Remember: Step one requires you to identify the level(s) of learners this curriculum will serve.


Curriculum Planning: Scope and Sequence

Assignment for ESL instructors: Working with your program colleagues, design a reading, listening and/or writing (or any combination of those three subjects) curriculum—scope and sequence—for a eight-week session consisting of two classes per week with four hours per class. Remember: Step one requires you to identify the level(s) of learners this curriculum will serve.


ABE/GED Sample

Class #1

Learning Objective Learners will be able to interpret credit card and other purchase-by-credit payment information and

determine interest.

CASAS Competencies 1.5.2 Plan for major purchases1.5.3 Interpret bills1.8.3 Interpret interest or interest-earning saving

plans1.8.4 Interpret information about the types of

loans available through lending institutions

Content Standards M1.4.7 Add, subtract, multiply and divide decimals

M1.4.13 Relate the decimal system with money

M1.4.16 Calculate with money amountsM1.5.7 Find a given percent of a numberM1.5.12 Apply percents to money


ESL SampleClass #1

Learning Objective Learners will be able to interpret and complete a simple income tax form.

CASAS Competencies 5.3.1 Interpret common laws and ordinances, and legal forms and documents

5.4.1 Interpret income tax forms5.4.2 Interpret tax tables5.6.3 Interpret civic responsibilities, such as

voting, jury duty, taxes

Content Standards R3.6 Interpret simple written instructions

R4.6 Interpret simple formsR4.8 Interpret information in charts and

tablesL2.6 Follow multi-step directions and simple

rules or regulations presented orally with support materials in a variety of familiar situations.


The Iowa Content Standards Project

October 2004—provide a workshop to familiarize adult education professionals with content standards

December 2004—formed a statewide advisory group to assist in field testing

January – May 2005—fielding testing

October 2005—provided a full-day training in reading and listening content standards; identified three Iowa state-level content standards trainers


The Iowa Content Standards Project (Cont’d)

March 2006—required adult education providers to develop local professional development plans for implementing content standards

April 2006—provided a series of Tri-Fold workshops in reading and listening content standards led by Iowa-based trainers

April 2007—will provide a Iowa Communication Network (ICN) training for Iowa adult education professionals in math content standards for Adult Basic Education (ABE) and Adult Secondary Education (ASE).


Strategies from Iowa

Identify core instructors/training teams

Pilot standards at test sites

Identify ―priority competencies‖ to practice using content standards

Assemble curriculum materials in a central location that include CASAS competencies and the associated content standards


Strategies from Iowa (Cont’d)

Identify relevant teaching materials using Quick Search

Partner to share resources (lesson plans, instructional guides, etc.)


Lessons Learned from Iowa PilotProject

User friendly materials for instructors

Formatting is critical

Jargon-free terminology

Content standards supplementingCASAS competencies for instruction, not replacing them

It takes longer than anyone thinks


Suggestions for Implementation*:

Involve the field in making decisions about content standards all along the way

Be clear about who is responsible for what (state, program directors, instructors)

Allow programs time to plan how to implement standards

Phase in standards (time, program, content area)


Implementation Suggestions*

Customize professional development to what instructional staff say they need

Train and train and train again

(*Standards Implementation, Susan Pimentel, 2005)


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