1. “Listening and Speaking with the CCRS”
MACAE Conference
October 16-18, 2016
Presented by:
Michigan ESL
Professional Advisory Committee

2. ESL Professional Advisory Committee
The Michigan ESL Professional Advisory Committee seeks to provide ESL adult educators with the greater sense of cohesiveness through a forum for discussion and education. We strive to increase awareness of ESL adult education as well as awareness of the larger community and issues relating to ESL.  The committee provides a resource for sharing of ideas, information and state requirements.  We also provide educational opportunities for professional development.  
Our goal is to help programs provide the best ESL services to Michigan!
Look us up at

3. WIOA Requirements WIOA Title II Sec. 201 Purpose
The Workforce Innovation and Opportunity Act (WIOA) aims to increase access to and opportunities for employment, education, training, and support services, particularly for individuals with the greatest barriers to employment that includes College and Career Readiness Standards.
Greater stress for ELLs to move into Career Pathways.
Program of instruction to help ELLs achieve competence in:
Reading, writing, speaking, and comprehension of the English language,
Program of instruction must lead to attainment of:
A secondary school diploma or its recognized equivalent;
Transition to postsecondary education, training, or
Employment.

4. WIOA and CCRS CCRS is the required Standards in Adult Education.
CCRS will help in:
Allowing students to be successful in post- secondary/training.
Targeting higher level thinking skills and technical reading (a necessary component with employability skills).
Utilizing contextual materials to aid in Career Pathways.

5. Listening and Speaking in the CCRS standards
CCRS can be found at: andardsAdultEd.pdf
Use the CCRS when planning your curriculum.
Easy to read and you do it already!
ESLPAC working on lessons, materials and ideas for supporting you.

6. What’s in and What’s Out!
Focusing on the complexity of what students can read
Focusing only on what students can do with what they read (skills)
Texts worthy of close attention
Reading any ‘ol text
Emphasizing informational texts
Emphasizing narratives
Mostly text-dependent questions
Collection of unrelated texts
Coherent sequences of texts
Mostly text-to-self questions
Writing evidence-based analyses
Writing personal narratives
Accent on academic vocabulary
Accent on literacy terminology
Emphasis on reading & re-reading
Emphasis on pre-reading strategies
Emphasis on particular content (US Founding Documents)
Content-free
Student supports (pre-mediation
Student supports (only re-mediation)
Provided by Susan Pimentel

7. Anchors and Placement Program ESL & ABE ESL &ABE ABE Adult Secondary
CASAS Score
0-200
CASAS
CASAS 246+
NRS Level ESL
Beginning to High Beginning
Low Intermediate to
High Intermediate
Advanced
TABE Score (Not TABE-e)
Reading: 0-367
Reading:
Reading:
Reading:
Reading: 596+
NRS Level TABE
Beginning ABE Literacy
Beginning Basic Education to Low Intermediate
Low Adult Secondary
High Adult Secondary
Anchors/Grade Level
A/K-1
B/2-3
C/4-5
D/6-8
E/9-10
E/11-12

8. How can you incorporate it?
Lesson plan template
Syllabus
Remember that CCRS are standards. It does not mean you have to do it in a certain order.
It is not lesson plans, just competencies/goals.

9. Listening and Speaking Activity
Select a CASAS score
Select one of the 6 anchors and a level
Create a lesson-one using contextualized materials relating to employment.
Sharing