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City Colleges of Chicago Adult Education Presents. Raising the Bar. 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.

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City colleges of chicago adult education presents

City Colleges of ChicagoAdult Education Presents

Raising the Bar

Designing/Developing a Curriculum & Assessment Comprehensive


Presented By:

Dr. Akemi Bailey-Haynie, Curriculum Director

Sharon Bryant, Adult Education Manager

Kathleen Blackburn, Program Director


  • 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

Raising the Bar


Curriculum committee motto many in body but one in mind
Curriculum Committee MOTTOMany 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



In the right formation, the lifting power of many wings can achieve twice the distance

of any one bird flying alone!

What did we do curriculum frameworks
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)

Raising the Bar


Why develop curriculum frameworks
Why Develop Curriculum Frameworks?

  • Increase Educational Gains

  • Increase Program Quality

  • Increase Retention

  • Enhance Delivery of Instruction

  • Increase Future Funding

Raising the Bar


Pre curriculum frameworks journey
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


Let the journey begin
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


What is curriculum a working definition
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



learning outcomes.


Phases iii alignment
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


English as a second language slo competencies framework
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


Abe ged ela slo competencies framework
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


Abe ged math slo competencies framework
(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


Phases iv through vi tbe
Phases IV through VI . . .TBE


- 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


The journey continues the next step
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


Curriculum pilot strategic plan september november 2007
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


Curriculum pilot workshops support
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


What s after the curriculum pilot project strategic plans for fall 2008 conference june august 2008
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)



City Colleges of ChicagoAdult Education ProgramsPresent “Raising the Bar in Adult Education” Fall 2008 ConferenceMalcolm X CollegeSeptember 12 – 13, 2008


Raising the bar in adult education 2008 fall conference
“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


    - 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


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)


Almost the end the curriculum frameworks implementation process january 2009 january 2010
“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


The final steps on our journey
The Final Steps on our JOURNEY…

Kathleen Blackburn

Chicago City Colleges

Adult Education Program Director


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.

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.

Assessment development phase i
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 month


Assessment development phase ii
Assessment DevelopmentPhase II

  • Committee Alignment and Establish Direction

    • Calibrate committee members definitions of assessment and assessment concepts

    • Set committee goals

Assessment development phase iii
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

Assessment development phase iii1
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

Assessment development phase iii2
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.

Assessment development phase iii3
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.

Assessment development phase iv
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

Assessment development phase v
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)

Assessment development phase vi
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

Assessment development phase vi1
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

Ccc ae website
CCC AE Website

  • Address

  • 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


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

Raising the Bar


Questions answers

Questions & Answers

Raising the Bar