1. KYAE Standards Professional Development Three-Year Plan Gayle Box November 18, 2011

2. 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

3. Adult Education of the Future Reach 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

4. 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

5. Meeting the Challenge SB1 College and Career Readiness Kentucky adopts the CCSS New GED test Standards- in-Action Grant

6. 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 Standards themselves Standards-Based Education

7. 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

8. SIA Learning Communities

9. PD Structure Instructors KYAE Common Core Standards for English/LA KYAE Common Core Standards for Mathematics Program Directors Coach

10. PD Partners- Collaborative Center for Literacy Development Adult Education Academy at MoSU National Center for Family Literacy

11. 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.”

12. “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

13. Year One 2011 - 2012 Understanding the Standards  Pull apart the standards  Build sample activities  Align commonly used resources  Create materials

14. Unpacking the Components of Standards  Skill demands  Content or concepts  Context  Cognitive demand  Sample Activities

15. Unpacking Chart 1 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-friendliness Graphic design Of documents Of procedural text Understanding Analyzing Source: Standards-in-Action Innovations for Standards-Based Education

16. 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?

17. Unpacking Chart 1 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-friendliness Graphic 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.

18. “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

19. Aligning Resources to Standards Tight Alignment =2 Partial Alignment =1 No Alignment =0

20. Resource Alignment Chart Determine level of alignment: 2 = Tight Alignment 1 = Partial Alignment 0 = No Alignment Resource # 1 name and publisher: Resource # 2 name and publisher: Resource # 3 name and publisher: Resource #1Resource #2Resource #3 Standards Chapter and Pages Level of Alignment Chapter and Pages Level of Alignment Chapter and Pages Level of Alignment

21. “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.”

22. 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

23. “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

24. Year Two 2012 - 2013 Translating Standards into Curriculum  Identify the lead standards  Design coherent units of instruction  Conduct lesson studies

25. “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.”

26. 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

27. “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

28. Year Three 2013 - 2014 Focus on Assignments  Pull apart the assignment  Compare to standards of best fit  Diagnose student work  Redesign assignment

29. 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

30. “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.”

31. 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

32. “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

33. Year Three 2013 - 2014 Observing Standards-in-Action Program directors  score observed characteristics of effective teaching  aggregate the observation results  determine professional development needs

34. 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

35. “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.”

36. Sustaining the Standards  NCFL online courses  KET Teachers’ Domain  Workshop Implementation Guide

37. Resources  Standards-in-Action materials at http://www.adultedcontentstandards.ed. gov/standardsInAction.asp http://www.adultedcontentstandards.ed. gov/standardsInAction.asp  Presentation power point at http://kyae.ky.gov/educators/PD201112. htm http://kyae.ky.gov/educators/PD201112. htm  Contact email is gayle.box@ky.govgayle.box@ky.gov