City Colleges of ChicagoCity Colleges of ChicagoAdult Education Adult Education

PresentsPresents

Designing/Developing a Designing/Developing a Curriculum & Curriculum & Assessment Assessment

ComprehensiveComprehensive

ProgramProgram

Presented By:Presented By:Dr. Akemi Bailey-HaynieDr. Akemi Bailey-Haynie, , Curriculum DirectorCurriculum Director

Sharon Bryant, Sharon Bryant, Adult Education ManagerAdult Education Manager

Kathleen BlackburnKathleen Blackburn, , Program DirectorProgram Director

2

AgendaAgenda• 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

3

• We are more Powerful if we are UNITED MBOM Concept!

• We can Accomplish More!

• We can Make a Great DIFFERENCE!!!

Curriculum Committee MOTTO

Many in Body…but ONE in Mind

4

In the right formation, the lifting power of many wings can

achieve twice the distance of any one bird flying alone!

TEAMWORK

5

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

6

Why Develop Curriculum Frameworks?

• Increase Educational Gains

• Increase Program Quality

• Increase Retention

• Enhance Delivery of Instruction

• Increase Future Funding6

7

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) Phases7

8

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

99

What Is Curriculum?

A Working DefinitionA Course of Study, outlining what a student will be taught,

skill level to skill level. It includes clear objectives

& measurable

learning outcomes.

10

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 SLO’s will be the Same – (Literacy, Intermediate & Advanced)

• 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

10

1111

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

1212

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 • English 100 Aligned Across the Curriculum

1313

(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

14

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

15

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 BryantChicago City Colleges

Adult Education Manager 15

16

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

17

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

18

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 . . . .

18

19

City Colleges of ChicagoAdult Education Programs

Present

“Raising the Bar in Adult Education” Fall 2008 Conference

Malcolm X CollegeSeptember 12 – 13, 2008

19

20

“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

20

21

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 Colleges1. Core Textbooks and Instructional Materials ordered2. Publishers submitted Textbook Curriculum Correlations

• Scheduled AE Administrators’ & Coordinators’ Curriculum Workshops (i.e. Evaluation of Instruction, Introduction To Classroom Walkthroughs, Active Learning & Contextualization Strategies) 21

22

“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

23

The Final Steps on our JOURNEY…

Kathleen BlackburnChicago City Colleges

Adult Education Program Director

23

24

DistrictDistrict OfficeOffice AssessmentAssessment CommitteeCommittee PurposePurpose

To create assessments that To create assessments that

effectively measure what Adult effectively measure what Adult Education students are able to Education students are able to

do in terms do in terms

of the Student Learning of the Student Learning Outcomes Outcomes

and Objectives at each level and Objectives at each level

of the ABE/GED and ESL of the ABE/GED and ESL curricula.curricula.

25

AssessmentAssessment CommitteeCommittee GoalsGoals 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.

26

Assessment Development ProcessSTEPS When Description

I Oct - Nov 2008 Develop Assessment Committee4 – 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 2009Fall 2009

Adult Educators’ Pilot Assessment Selection Process & Pilot Training Workshops (22 Pilot Classrooms)

V Spring 2010 Pilot Assessments Across the District

VI Summer 2010 Review & Prepare Final Drafts

VII Fall 2010 Deliver Assessments to Adult Education Programs through Training

VIII Spring 2010 Full Implementation

27

Assessment DevelopmentPhase 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 month27

28

Assessment DevelopmentPhase II

• Committee Alignment and Establish Direction

– Calibrate committee members definitions of assessment and assessment concepts

– Set committee goals

29

Assessment DevelopmentPhase 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

30

Assessment DevelopmentPhase 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 pre-test, incorporating Diagnostic Pre-Test Reports

31

TABE Complete Battery vs. SurveyTABE Complete Battery vs. Survey COMPLETE BATTERYCOMPLETE BATTERY SURVEY- (Snapshot View)SURVEY- (Snapshot View)

Reading- Reading- (50 min.)(50 min.) Reading- Reading- (25 min.)(25 min.)

Math Computation-Math Computation-(24 min.)(24 min.) Math Computation-Math Computation-(15 min.)(15 min.)

Applied Applied Math- (50 min.)Math- (50 min.) Applied Applied Math- (25 min.)Math- (25 min.)

Language- (55 Min.)Language- (55 Min.) Language- Language- (25 Min.)(25 Min.)

Language Mechanics – (14 Language Mechanics – (14 min)min)

*Language Mechanics *Language Mechanics (14 min)(14 min)

Vocabulary – (14 min.)Vocabulary – (14 min.) Vocabulary – Vocabulary – (14 min)(14 min)

Spelling – (10 min.)Spelling – (10 min.) *Spelling – *Spelling – (10 min)(10 min)

TOTAL- (3:37 min vsTOTAL- (3:37 min vs..2:04 2:04 minmin..OPTIONOPTION- If a Student Needs - If a Student Needs Additional Diagnostic Info. Additional Diagnostic Info. Administer COMPLETE------Administer COMPLETE------

TOTAL- (2:08 min. vsTOTAL- (2:08 min. vs. . 1:58 min1:58 min

BATTERY w/in 1BATTERY w/in 1stst to 2 to 2ndnd Wk. Wk. of Class of Class 31

32

Assessment DevelopmentPhase 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 appropriate instructional materials at each level.

33

Assessment DevelopmentPhase 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 Post-test and the Student Progress Checklist. These documents used in conjunction with the TABE Post-test scores will facilitate the appropriate next-level placement for students.

34

Assessment DevelopmentPhase 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

The Journey Continues…

36

Assessment DevelopmentPhase 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)

37

Assessment DevelopmentPhase 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

38

Assessment DevelopmentPhase 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

39

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

40

SummarySummary• 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

41

Questions & Answers