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Texas Higher Education Coordinating Board Texas State University-San Marcos, a member of The Texas State University System.

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Presentation on theme: "Texas Higher Education Coordinating Board Texas State University-San Marcos, a member of The Texas State University System."— Presentation transcript:

1 Texas Higher Education Coordinating Board Texas State University-San Marcos, a member of The Texas State University System.

2 Texas Adult Education Content Standards (TAECS) Texas College & Career Readiness Standards (CCRS) General Differences Reading Content Standards Group Activity: Writing & Math Group Share Wrap Up

3 Texas Adult Education Content Standards

4 Phase I: January – August, 2004 Conducted a survey of adult education teachers and administrators Presented the findings to a taskforce of adult education practitioners from across the state Phase II: September, 2004 – June, 2005 Adopted standards. Formed writing teams.

5 Phase III: July, June, 2006 Developed benchmarks Conducted controlled field test Conducted external reviews Collected and analyzed data from the controlled field test Modified benchmarks Aligned reading/writing benchmarks to ESL learner needs

6 Phase IV: July, June, 2007 Selected statewide field test participants. Conducted standards specialist workshop. Conducted professional development for field test participants. Implemented statewide field test, analyzed data, and modified benchmarks. Recruited additional standards specialists. Compiled learning activities. Conducted refresher standards specialist training. Held statewide conference to unveil standards and benchmarks. Training/Implementation within programs: Fall, 2007

7 ABE/ASEESL Read with UnderstandingSpeak so others can Understand Convey Ideas in WritingListen Actively Use Math to Solve Problems and Communicate Read with Understanding Convey ideas in Writing These standards include components, benchmarks, strands and examples of activities that teachers may use.

8 Content Standards describe what learners should know and be able to do within a specific content area. Benchmarks reflect exit abilities, NRS levels reflect entrance abilities. Each level builds with increasing degrees of complexity and decreasing levels of teacher guidance

9 TEXAS COLLEGE AND CAREER READINESS STANDARDS

10 79th Texas Legislature, Third Called Special Session, House Bill 1, the Advancement of College Readiness in Curriculum. Texas Education Code Section reads to increase the number of students who are college and career ready when they graduate high school. (2006) These standards specify what students must know and be able to do to succeed in entry-level courses at postsecondary institutions in Texas. The legislation required the Texas Education Agency (TEA) and the Texas Higher Education Coordinating Board (THECB) to establish Vertical Teams (VTs) to develop College and Career Readiness Standards (CCRS) in the areas of English/language arts, mathematics, science, and social studies. Vertical Teams were composed of secondary and postsecondary faculty. Adopted by THECB in January, 2008

11 Science Standards English/Language Arts Standards Mathematics Standards Cross- Disciplinary Standards Social Studies Standards

12 CDS are divided into two main groups, namely the Key Cognitive skills and the Foundational skills. Each group of skills has a number of learned behaviors that teachers should seek to develop in students with the expectation that students demonstrate them upon completion. KEY COGNTIVE SKILLS FOUNDATIONAL SKILLS Intellectual curiosity Reading across the curriculum Reasoning Writing across the curriculum Problem solving Research across the curriculum Academic behaviors Use of data Work habits Technology Academic integrity

13 GENERAL DIFFERENCES BETWEEN STANDARDS

14 Differences between Texas Adult Ed. Content Standards and Texas College and Career Readiness Standards Texas Adult Ed. Content Standards Texas College and Career Readiness Standards They differ in their focus : On basic academic survival skills On academic preparation They vary in the content detail that they provide: Contain minimal detailed content Contain detailed descriptions of the standards and the skills expected They define the quality of their graduates or products differently: Focus on GED completion Focus on college expectations The way they are organized differs : Are progressively arranged, moving the learner through a series of advancing skills through levels Present related but specific skills each of which must be mastered by students

15 THE READING STANDARDS

16 Differences between Texas Adult Ed. Content Standards and Texas College and Career Readiness Standards Texas College and Career Readiness Standards Texas Adult Education Content Standards A.Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths Read with Understanding for ABE/ASE Determine the purpose of reading Select reading strategies appropriate for the purpose Monitor comprehension and adjust reading strategies Analyze information and reflect on underlying meaning Integrate new understanding with prior knowledge to address reading purpose 1.Use effective reading strategies to determine a written works purpose and intended audience 1.6. Determine the appropriate purpose for reading a variety of materials 9. Identify and analyze the audience, purpose, and message of an informational or persuasive text Example: Reading information about college financial aid, reading newspaper conflicting editorials

17 Texas College and Career Readiness Standards Texas Adult Education Content Standards A.Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths Read with Understanding for ABE/ASE Determine the purpose of reading Select reading strategies appropriate for the purpose Monitor comprehension and adjust reading strategies Analyze information and reflect on underlying meaning Integrate new understanding with prior knowledge to address reading purpose 3. Identify explicit and implicit textual information including main ideas and authors purpose 4.6. Identify both directly stated and implied information using variety of strategies to guide reading of long and varied texts and graphic sources (e.g., recognize bias and propaganda 4. Draw and support complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions Differences between Texas Adult Ed. Content Standards and Texas College and Career Readiness Standards

18 Texas College and Career Readiness Standards Texas Adult Education Content Standards B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing Read with Understanding for ABE/ASE Determine the purpose of reading Select reading strategies appropriate for the purpose Monitor comprehension and adjust reading strategies Analyze information and reflect on underlying meaning Integrate new understanding with prior knowledge to address reading purpose 1. Identify new words and concepts acquired through study of their relationships to other words and concepts 3.6. Demonstrate familiarity with specialized content vocabulary in complex documents and literature (e.g., science, social studies, and literature) 2. Apply knowledge of roots and affixes to new infer the meanings of new words 3. Use reference guides to confirm the meanings of new words or concepts

19 Differences between Texas Adult Ed. Content Standards and Texas College and Career Readiness Standards Texas College and Career Readiness Standards Texas Adult Education Content Standards A. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing Read with Understanding for ABE/ASE Determine the purpose of reading Select reading strategies appropriate for the purpose Monitor comprehension and adjust reading strategies Analyze information and reflect on underlying meaning Integrate new understanding with prior knowledge to address reading purpose A.11. Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme 6.6. Gain underlying meaning of specialized text using a wide range of strategies such as recognizing unstated assumptions, applying relevant information to multiple scenarios, summarizing, synthesizing information from multiple texts, and interpreting figurative language C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods C.1. Read a wide variety of texts from American, European, and world literatures C.2. Analyze themes, structures, and elements of myths, traditional narratives, and classical and contemporary literature

20 Differences between Texas Adult Ed. Content Standards and Texas College and Career Readiness Standards Texas College and Career Readiness Standards Texas Adult Education Content Standards C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods C.3. Analyze works of literature for what they suggest about the historical period and cultural contexts in which they were written C.4. Analyze and compare the use of language in literary works from a variety of world cultures

21 Differences between Texas Adult Ed. Content Standards and Texas College and Career Readiness Standards Texas College and Career Readiness Standards Texas Adult Education Content Standards The Cross Disciplinary Standards A. Reading across the curriculum Read with Understanding for ABE/ASE Determine the purpose of reading Select reading strategies appropriate for the purpose Monitor comprehension and adjust reading strategies Analyze information and reflect on underlying meaning Integrate new understanding with prior knowledge to address reading purpose A.1. Use effective prereading strategies5.6. Independently monitor and build comprehension strategies with a variety of texts A. 4. Identify the key information and supporting details A.7. Adapt reading strategies according to structure of texts

22 Texas Adult Education Content Standards Texas College and Career Readiness Standards Texas Adult Education Content Standards Read with Understanding for ABE/ASE Determine the purpose of reading Select reading strategies appropriate for the purpose Monitor comprehension and adjust reading strategies Analyze information and reflect on underlying meaning Integrate new understanding with prior knowledge to address reading purpose 2.6. Recognize and interpret terms, signs, symbols and abbreviations independently. (terms, signs, symbols)

23 Differences between Texas Adult Ed. Content Standards and Texas College and Career Readiness Standards Texas College and Career Readiness Standards Texas Adult Education Content Standards The Cross Disciplinary Standards A. Reading across the curriculum A.2. use a variety of strategies to understand the meanings of new words A. 5. analyze textual information critically A.6. annotate, summarize, paraphrase, and outline texts when appropriate A.7. Adapt reading strategies according to structure of texts A.8. connects reading to historical and current events and personal interest

24 Differences between Texas Adult Ed. Content Standards and Texas College and Career Readiness Standards Texas College & Career Readiness Standards Texas Adult Education Content Standards The Cross Disciplinary Standards D. Expected Academic Behaviors D.1. Self-monitor learning needs and seek assistance when needed D.2. Use study habits necessary to manage academic pursuits and requirements

25 Lets look at the Math and Writing Standards

26 Ideas

27 Transition Project at Texas State University – San Marcos In Collaboration with Texas Higher Education Coordinating Board (THECB) Dr. Emily Miller Payne, Director of The Education Institute (TEI) Mary Helen Martinez, Transition Project Director Dr. Lewis Madhlangobe, Transition Project Research Specialist Jonna Beck, Graduate Student-Research Assistant Andrew Besa, Graduate Student –Research Assistant

28 Texas Higher Education Coordinating Board (THECB) Dr. Tamara Clunis, Director Developmental and Adult Basic Education College Readiness Initiatives Texas College & Career Readiness Standards


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