City Colleges of Chicago
Adult Education
Presents
Designing/Developing a
Curriculum & Assessment
Comprehensive
Program
Presented By:
Dr. Akemi Bailey-Haynie, Curriculum Director
Sharon Bryant, Adult Education Manager
Kathleen Blackburn, Program Director
Agenda
• The Curriculum Frameworks &
Assessment Development Journey
• Next Step on the Journey:
- 16- Week Pilot Project
- “RBAE” Conference
- District-Wide Curriculum Roll-Out
• Final Steps on the Journey
- Assessment Development & Pilots
- Future Development & Implementation Plans
• Q&A
2
Curriculum Committee MOTTO
Many in Body…but ONE in Mind
• We are more Powerful if we are UNITED
MBOM Concept!
• We can Accomplish More!
• We can Make a Great
DIFFERENCE!!!
3
TEAMWORK
In the right formation, the lifting power of many
wings can achieve twice the distance
of any one bird flying alone!
4
WHAT DID WE DO?
Curriculum Frameworks
• Developed ABE/GED & ESL Curriculum Frameworks
• Aligned Curriculum w/State Standards &
Requirements- (6 NRS LEVELS)
• Integrated Health, Technology, Work/Life Skills Across
the Curriculum
• Created Student Learning Outcomes & Objectives that
are DEVELOPMENTAL in nature- (Students Easier transition
from one level to another)
• Integrated Student Learning Outcomes from English
100 & Math 099 - (Students Easier transition to College Level
Courses)
5
Why Develop Curriculum Frameworks?
• Increase Educational Gains
• Increase Program Quality
• Increase Retention
• Enhance Delivery of Instruction
• Increase Future Funding
6
Pre- Curriculum Frameworks
Journey
• Convened in February ’06- Dev. Completed in June 2008
• Identified Key Players- Two/Three Representatives per College
(1) English as a Second Language Rep.= (7)
(1) ABE/GED Representative = (7)
(1) Science/Math Instructor – Expertise= (7)
TOTAL of 28 Key Players
• Majority Adult Educators w/some Administrators
• Work: Divided into SIX (6) Phases
7
Let the Journey Begin…
•
Phase One
- Provided Direction, Focus & Benchmarks
- Defined Curriculum & Other Terms- (SLO’s, vs. SL Objectives)
- Reviewed & Evaluated ALL CCC AE Curriculums
- Strengths & Weaknesses
- Extrapolated CCC’s Most Advantageous Features
•
Phase Two
-
Researched & Identified the Best Practices
Regional, National & International Best Practices
(Mass/Florida/TX/CA/ Washington, Asia, India & England’s AE Curriculums)
Incorporated Program, Curriculum & Instructional
Standards for AE
8
What Is Curriculum?
A Working Definition
A Course of Study, outlining what a student
will be taught,
skill level to skill level.
It includes clear objectives
&
measurable
learning outcomes.
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9
Phases III – Alignment
•
Aligning Curriculum w/State Standards & Requirements
•
Student Learning Outcomes (SLO’s) & Objectives Identified
for all 6 NRS Levels
•
No matter What Level You’re Teaching or What College- The
•
TABE (Forms 9&10) Student Learning Objectives have been
aligned at the 6 NRS Levels
•
COMPASS Student Learning Objectives have been aligned
at the Low & High ASE NRS Levels
•
Critical Thinking & Study Skills embedded in each strand
SLO’s will be the Same – (Literacy, Intermediate & Advanced)
10
English as a Second Language
SLO/Competencies Framework
•
•
•
•
•
•
•
•
•
Align w/ 6 NRS Levels
ESL - Designated Strands Across the Curriculum
Listening/Speaking
Reading/Writing
Grammar
Life/Workforce
Health
Technology
English 100 Aligned Across the Curriculum
11
11
ABE/GED-ELA
SLO/Competencies Framework
•
•
•
•
•
•
•
•
•
•
•
Align w/ 6 NRS Levels
ELA- (Designated Strands Across the Curriculum)
Reading/Writing
Listening/Speaking
Grammar
Social Studies CONCEPTS/SKILLS- (4.0-12.9)
Science CONCEPTS/SKILLS – (4.0-12.9)
Functional Life/Workforce Skills
Health
Technology
12 the Curriculum
English 100 Aligned Across
12
(ABE/GED)-Math
SLO/Competencies Framework
•
•
•
Align w/ 6 NRS Levels
MATH (Designated Strands Across the Curriculum)
Math Skills & Concepts
•
•
•
•
•
•
Reading/Writing
Listening/Speaking
Functional Life/Workforce Skills
Health
Technology
Math 099 Aligned Across
the
Curriculum
13
13
Phases IV through VI . . .TBE
PHASE FOUR- Pilots
- Solicited Feedback from ALL Stakeholders- (AE’s & Administrators)
- AE Website posted for Review- Survey Monkey
- Piloted Curriculum Frameworks
PHASE FIVE- Professional Development
- “Raising the Bar in Adult Education Conference”
- District-wide Curriculum ROLL-OUT PROCESS
PHASE SIX- Assessment Development
- Assessment Development, Pilots & PD Roll-Out Training
14
The Journey Continues:
The Next Step
• Implementation of Spring 2008, 16-week Curriculum
Pilot Project
• Raising the Bar in Adult Education Fall 2008
Conference
• District-wide Curriculum Rollout Implementation
Process
Sharon Bryant
Chicago City Colleges
Adult Education Manager
15
Curriculum Pilot Strategic Plan
September – November 2007
•
Presented Curriculum Pilot Plan to AE Deans (Goal: At least 2
Pilot Classrooms at each college; 3 Pilots at each NRS Level)
•
Established criteria to determine the ESL and ABE/GED adult
educators that would participate in the Curriculum
Frameworks’ Pilot Project (21 classrooms)
•
Determined Adult Educators’ Pilot Application Selection
Process & Deadlines
•
Scheduled 12-Hour Professional Development (PD) Training
for Pilot Instructors
16
Curriculum Pilot Workshops &
Support
•
PD Training Covered: Time Management, Contextualization,
Project-Based Learning, Assessment Development, Syllabus and Lesson Plan
Development, Understanding & Implementing the Curriculum Frameworks
(total of 2 Workshops)
•
Publishers Assisted in Delivery of Training using core textbooks &
instructional material (total of 4 Publishers’ Trainings)
•
Follow-up Meetings for Pilot Instructors during weeks 2, 6, 12, and at
completion (total of 4 meetings)
•
Bi-weekly site visits by Corresponding College Curriculum Members
(total of 8 site visits)
•
District-wide meeting with AE Administrators & Coordinators to get their
continuous buy-in, assistance and support for Pilot Instructors
17
What’s after the Curriculum Pilot Project?
Strategic Plans for Fall 2008 Conference
June – August 2008
GOAL: Curriculum Frameworks Roll-out Process
•
Determined Conference Professional Development Workshops
•
Scheduled Curriculum Frameworks’ Revision Meetings
•
Determined Conference Committees, Duties & Things to Do Lists
•
Reviewed Funds needed for Conference Activities
•
Scheduled Meetings with Selected Publishers & Vendors
•
Planned Conference Mailing Process: Established Deadline Dates for
sending & receiving conference materials
•
Selected Workshop Presenters (i.e. Pilot Instructors & Publishers)
FINALLY, THE BEGINNING . . . .
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City Colleges of Chicago
Adult Education Programs
Present
“Raising the Bar in Adult Education”
Fall 2008 Conference
Malcolm X College
September 12 – 13, 2008
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“Raising the Bar in Adult Education”
2008 Fall Conference
Curriculum Roll-Out Plan Introduced & Implemented
•
•
•
•
637 Adult Educators in Attendance
43 Administrators
446 Adult Education Evaluation Forms Submitted
Survey Results:
– 46% = Excellent – Active Learning Strategies Learned were Great!
– 38% = Good - Very Helpful
– 13% = Fair - Next Time Should Be for 2 Days
–
3% = Poor – Seems Like a lot of Work for No Extra Pay
•
KEY TRAINING POINTS:
- Active Learning Activity: Creating a Student Centered Classroom
- Contextualization: Applying R.E.A.C.T. to the Curriculum w/Interactive
Application Exercise
- Syllabus & Lesson Plan Development - Hands-On with Lesson Plan
Template Activity
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After the Conference: “The Middle”
The Curriculum Frameworks’ Implementation Process
September – December 2008
• Presented Curriculum Frameworks’ Implementation Process to AE
Deans (i.e. Syllabus and Lesson Plan requirements, Professional
Development Workshops, District-wide Monitoring, Support, and
Assistance)
• Publishers Began Textbook Presentations at Colleges
1. Core Textbooks and Instructional Materials ordered
2. Publishers submitted Textbook Curriculum Correlations
• Scheduled AE Administrators’ & Coordinators’ Curriculum
Workshops (i.e. Evaluation of Instruction, Introduction To Classroom
Walkthroughs, Active Learning & Contextualization Strategies)
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“Almost the End”
The Curriculum Frameworks’ Implementation Process
January 2009 – January 2010
• Full Implementation of Curriculum Frameworks (CFs):
1. Adult Educators expected to submit syllabi each semester;
2. AEs expected to use curriculum & materials proficiently;
3. Managers and Coordinators provide ongoing feedback for both Syllabi
& Instructional materials
• Follow-up: (AE District Staff began Curriculum Frameworks’ Classroom
& Student Focus-Group visits: Goal –10 Classroom visits and 5 Student
Focus -Group Meetings @ each of the 6 AE College Programs = A Total of 90
visits
• Based on information extrapolated from classroom visits, began future
Professional Development planning for Adult Educators, AE Administrators &
Coordinators
22
The Final Steps on our JOURNEY…
Kathleen Blackburn
Chicago City Colleges
Adult Education Program Director
23
District Office Assessment
Committee Purpose
To create assessments that
effectively measure what Adult Education
students are able to do in terms
of the Student Learning Outcomes
and Objectives at each level
of the ABE/GED and ESL curricula.
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Assessment Committee Goals

Design or develop a plan for three standardized
assessments, for the 6 NRS Levels, that measure Student
Learning Outcomes using an Assignment/Rubric Model.

Initial Needs Assessment

Formative Assessments (Mid-Term)

Summative Assessments (Final)

Depending upon the SLO, various objectives will be
incorporated into the assessments.
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Assessment Development Process
STEPS
When
Description
I
Oct - Nov 2008
Develop Assessment Committee
4 – 6 committee members from AE,
Developmental Ed., and Credit
II
Nov 08-Dec 2008
Committee Alignment and Establish
Committee Timeline
III
Jan 09-Oct 2009
Review Published Instruments and
Develop Rough Draft of Assessments
IV
November 2009
Fall 2009
Adult Educators’ Pilot Assessment
Selection Process & Pilot Training
Workshops (22 Pilot Classrooms)
V
Spring 2010
VI
Summer 2010
VII
Fall 2010
VIII
Spring 2010
Pilot Assessments Across the District
Review & Prepare Final Drafts
Deliver Assessments to Adult Education
Programs through Training
Full Implementation
26
Assessment Development
Phase I
• Form committee comprised of
Adult Educators, AE Staff, and
Credit Faculty
– Expertise in Assessment
– Expertise in subject area—
ABE/GED, ESL, Mathematics, and
English
– Research, Review, and Incorporate
Materials
– Meet once per month
27
Assessment Development
Phase II
• Committee Alignment and Establish Direction
– Calibrate committee members definitions of
assessment and assessment concepts
– Set committee goals
28
Assessment Development
Phase III
• Published Instruments
– Review and correlate published
instruments to identified Adult Education
curriculum framework outcomes and
objectives, TABE, TABE CLAS-E, COMPASS,
Best Literacy, CASAS, Aztec, WorkKeys
– Complete report with summaries and
recommendations for all reviewed
instruments
29
Assessment Development
Phase III
• Initial Assessments
– Determine outcomes and objectives for Initial
Assessments per level
– For ESL, develop easy-to-use, straightforward
instruments and rubrics for AE students to
complete the first day/week of class
– For ABE/GED, develop clear processes and
procedures for implementing the TABE Survey pretest, incorporating Diagnostic Pre-Test Reports
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TABE Complete Battery vs. Survey
COMPLETE BATTERY
SURVEY- (Snapshot View)
Reading- (50 min.)
Reading- (25 min.)
Math Computation-(24 min.)
Math Computation-(15 min.)
Applied Math- (50 min.)
Applied Math- (25 min.)
Language- (55 Min.)
Language- (25 Min.)
Language Mechanics – (14
min)
*Language Mechanics (14 min)
Vocabulary – (14 min.)
Vocabulary – (14 min)
Spelling – (10 min.)
*Spelling – (10 min)
TOTAL- (3:37 min vs.2:04
min.
OPTION- If a Student Needs
Additional Diagnostic Info.
Administer COMPLETE-----
TOTAL- (2:08 min. vs. 1:58 min
BATTERY w/in 1st to 2nd Wk.
of Class
31 31
Assessment Development
Phase III
• Formative Assessments
– Develop Progress Checklists for each NRS Level for both
ABE/GED and ESL courses
– ABE/GED instructors will utilize the core text publishers’
formative assessments or create teacher-made
formative assessments, i.e. quizzes, class projects, unit
and chapter reviews and tests.
– Student Pre-test Diagnostic Reports will be used to
inform the Adult Educator about students’ knowledge of
the curriculum level, objectives to be mastered, and
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appropriate instructional materials at each level.
Assessment Development
Phase III
• Summative Assessments
– For ESL, develop easy-to-use, straightforward
instruments and rubrics that measure the levels
outcomes and key objectives. These instruments will
be used together with the Progress Checklists to
determine whether or not students pass on to the next
level.
– FOR ABE/GED, develop clear processes and
procedures for implementing the TABE Survey Posttest and the Student Progress Checklist. These
documents used in conjunction with the TABE Posttest scores will facilitate the appropriate next-level
placement for students.
33
Assessment Development
Phase IV
• Pilot the Assessments and Assessment Plan
– 10 ABE/GED Adult Educators
– 12 ESL Adult Educators
• Pre, Mid, and Post Pilot Meetings
– Pre: Train Pilot Teachers on Assessments
– Mid: Review Initial Assessment Results, Progress
Checklists, Collect Feedback
– Post: Review Final Assessment Results, Progress
Checklists, Passing Rates, Collect Summary Feedback
Reports
34
The Journey Continues…
Assessment Development
Phase V
• Review Pilot Results
• Revise Assessments and Assessment Plans as
needed…
– ESL Example: edit rubric components, change
listening/speaking topics, add clear instructions for
AEs
– ABE/GED Example: TABE Complete Survey vs. TABE
Complete Battery
– Create a Facilitation Manual with processes and
procedures for implementing the TABE SURVEY, (Pre-test,
Formative, Post-Test and Diagnostic Student Reports)
36
Assessment Development
Phase VI
• Assessment Implementation Training
– Utilize key pilot Adult Educators to facilitate training
sessions for cohorts of AEs at specific curriculum
levels
– 4-hour combined college training sessions
• Overall Assessment Plan and Purpose
• Level-Specific Breakout Sessions
– Initial Assessments, Progress Checklists, Final Assessments
– Rubric Review
– Grading Calibration
37
Assessment Development
Phase VI
• Implementation
–
–
–
–
Required Use
Classroom Visits and Student Focus Groups
Adult Educator Feedback
Systematic Review of Results
• Upload Complete Curriculum and Assessment
Package for Each NRS Level to CCC Website
38
CCC AE Website
• Address
http://www.ccc.edu/AdultEducationDepartment.asp
• Resources
–
–
–
–
–
ESL and ABE/GED Curricula
Vocational and Bridge Curricula
Published Instrument Correlation Report
Syllabus Templates and Lesson Plans
Useful AE Instruction Links
• Future Posts
– Assessments
– More Vocational and Bridge Curricula
– More Useful Links
39
Summary
• The Curriculum Frameworks &
Assessment Development Journey
• Next Step on the Journey:
- 16- Week Pilot Project
- “RBAE” Conference
- District-Wide Curriculum Roll-Out
• Final Steps on the Journey
- Assessment Development & Pilots
- Future Development & Implementation Plans
40
Questions & Answers
41