College and Career Readiness
Standards in Adult Education
Presented by
Claudia Bianca
Slides adopted from Ohio’s ABLE
Standards-Based Professional System
presented at the National Adult
Education CCR Training Design Initiative,
April 2013 and Susan Pimentel’s slides
from July 24, 2012
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Why Standards-Based Education?
• Clarify the shared expectations for success
and support to delineate what matters in
learning and teaching
• Facilitate communication through a common
language
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Cheryl Keenan’s Talking Points from OVAE’s
Release of the CCRS in Kentucky on 4/29/13
• The integration of CCR standards into adult
education programs is intended to provide all adult
students with the opportunity to prepare for high
school equivalency, and to be prepared for
postsecondary training without needing
remediation.
• CCR standards identify beginning levels of study,
reaching students at their instructional levels upon
program entry and positioning them for successful
progress toward college and career readiness.
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Organizing the Standards for Adult
Education
Panelists bundled the selected standards into five grade-level
groupings to more closely reflect adult education levels of
learning:
A (K–1) (CASAS ESL beg. Lit./beg. and ABE beg. Lit.)
B (2–3) (CASAS ESL low intermediate and ABE beg. Basic)
C (4–5) (CASAS ESL high intermediate and ABE low intermediate basic
D (6–8) (CASAS ESL advanced and ABE high intermediate)
E (9–12) (CASAS ESL adv. and adult secondary/advanced secondary
(The CASAS levels are correlated to the CASAS Reading scaled scores)
Given that most adult education classes include reading
across disciplines, panelists selected science and history
reading standards to serve as specific applications of the
ELA reading standards.
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The Common Core State Standards’ Shifts Build
Toward College and Career Readiness for All
Students
Shift one:
Regular practice with complex text
(and its academic language)
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Shift two:
Reading, writing, and speaking
grounded in evidence from text
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Shift three:
Building knowledge through contentrich informational texts
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What’s In and What’s Out for ELA
Materials?
IN
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
Coherent sequences of texts
Collection of unrelated texts
Mostly text-dependent questions
Mostly text-to-self questions
Writing evidence-based analyses
Writing personal narratives
Accent on academic vocabulary
Accent on literacy terminology
Emphasis on reading and re-reading
Emphasis on pre-reading strategies
Emphasis on particular content (U.S.
Founding Documents)
Content-free
Student supports (pre-mediation)
Student supports (only re-mediation)
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1. Complex Texts
CCSS Materials should include:
Concrete evidence that texts align with the
complexity requirements outlined in standard
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Extensive opportunities for all students to
encounter those texts, including
1. Read alouds at the lower levels
2. Shorter, challenging texts to allow close,
sustained reading of complex texts
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2. Texts Worthy of Close Attention
CCSS Materials should include:
Works of exceptional craft that span eras,
cultures, and genres
Texts that are a rich repository of ideas and
information
Specific texts (or text types) named in the
standards
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3. Balance of Literary and
Informational Texts
CCSS Materials should include:
Equal measures of literature and informational
texts at beginning and intermediate levels
Substantially more literary nonfiction in ELA at
advanced levels
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4. Coherent Sequences of Texts
CCSS Materials should include:
Sequences of texts that provide students with
well-developed bodies of knowledge
Specific anchor texts for especially close and
careful reading
Additional, topically related texts that enable
students to read widely
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5. Text-Dependent Questions
CCSS Materials should include:
 A significant percentage of text-dependent Qs
(80-90%)
 Qs that are text-specific rather than “cookiecutter”
 Effective sequences of Qs that build on each
other so students stay focused on the central
ideas of the text & learn fully from it
 Culminating text-based assignments that
integrate reading and writing (and perhaps
speaking and listening too)
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6. Evidence-Based Analyses
CCSS Materials should include:
Writing to analyze sources as a key task
(arguments and writing to inform)
Extensive practice with short, research tasks
How to plan substantive academic discussions
that ask students to draw on textual evidence
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7. Academic Vocabulary
CCSS Materials should include:
Frequent and systematic attention to
vocabulary (in every reading)
A keen focus on words that appear frequently
in a wide variety of texts/disciplines
How meanings of words vary with context
A focus on word choice
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8. Emphasis on Reading
and Re-reading
CCSS Materials should include:
Reading passages that are at the center lesson
(and the layout)
Highly focused pre-reading activities (no more
than 10% of time)
Scaffolds & pre-reading activities that do not
preempt or replace the text
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9. Reading Strategies
CCSS Materials should:
Put the text first and reading strategies second
Introduce strategies when they:
1. help clarify a specific part of a text
2. are dictated by specific features of
a text
3. assist with understanding more
challenging sections
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10. Reading Foundations
CCSS Materials should provide:
A full range of foundational skills that are
gradually interwoven from simple to complex
A particular focus on fluency
Assessment opportunities that measure
progress in the foundations of reading
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It all boils down to. . .
Texts Worth Reading and Questions
Worth Answering!
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College and Career Readiness
for Mathematics
Level
Major Areas of Focus
A
Addition and subtraction—concepts, skills, and problem solving; place
value;
and whole number relationships
B
Multiplication and division of whole numbers and fractions—
concepts, skills,
and problem solving; fraction concepts; and area measurements
C
Four operations with fractions and decimals—concepts, skills, and
problem
solving; understanding rates and ratios; early expressions and
equations
D
Rates, ratios, and proportional reasoning; arithmetic of rational
numbers
and integers; linear algebra and linear functions
E
Solving linear, quadratic, exponential, and simple rational equations;
modeling
algebraically with functions; graphing functions on the coordinate
plane
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Shift one:
Designing learning around
coherent progressions level to
level
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Shift two:
Pursuing conceptual
understanding, procedural skill
and fluency, and application—all
with equal intensity
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Shift three:
Building knowledge through
content=rich informational texts
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What the Selected Standards
Are Not!
They do not:
• Within a level, represent an order in which they are to
be taught on a hierarchy of importance.
• Stipulate how instructors should teach.
• Offer an exhaustive list of what can be taught beyond
the fundamentals specified within the CCR standards.
• Specify a curriculum, so states choosing to adopt them
will need to complement them with high-quality
curricula.
• Specify a national or federal set of mandates.
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Help for Teachers!
Helping teachers prepare their students for the
College and Career Readiness Standards…
Standards-in-Action
Available as onsite training, peer training or
online facilitated courses
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Training Necessary for Program Managers
to Support Teachers with SBE
Webinars to inform you of the following:
1. Text complexity: What is it? How do we measure it?
Where do we find instructional resources for it?
2. A condensed version of SIA to support teachers and
SBE
3. SBE resources – web-based lesson plan clearing
house, support for PLCs, state-wide or regional
curriculum development workshops
4. Supports for SBE – policies, expectations, guidance,
incentives
5. Discussion on teacher standards – do we need them?
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Webinar Calendar
October 11th 1:00-3:00
November 8th 1:00-3:00
December 5th (live at Directors Meeting)
January 10th
1:00-3:00
February 7th 1:00-3:00
March 13th
(live at Directors Meeting)
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