STANDARDIZATION Its Not a Bad Word! Before Standardization

STANDARDIZATION Its Not a Bad Word! Before Standardization

STANDARDIZATION Its Not a Bad Word! Before Standardization Between 4 Adult Schools, CBET Classes and Offsite Classes, ALL ESL classes had different curriculum, timeline and content. Some classes didnt use books, just worksheets. CASAS paired scores and benchmarks were minimal. Professional development was limited to back-toschool meeting, professional development day and technology academy. No curriculum foundation on which to build and offer professional development. Completion was based on subjective observation. No standard for promotion. ESL Core Text List A

Oxford Basic Picture Dictionary & workbook Foundatio ns English No Problem, Literacy & Workbook Stand Out Basic 1 Oxford Basic

Picture Dictionary & workbook 2 3 4 Oxford Oxford Oxford Picture Picture Picture Dictionary & Dictionary & Dictionary & Beginning Intermediate Intermediat workbook workbook

e workbook Expressways 1 English No Problem 1 & Workbook Expressways 2 English No Problem 2 & Workbook Expressways 3 English No Problem 3

& Workbook Expressways 4 English No Problem 4 & Workbook Stand Out 1 Stand Out 2 Stand Out 3 Stand Out 4 Why Standardize? Mainstream curriculum for transient student

population. Consistency for students. Increase student outcomes and retention. Provide an constant academic base to ESL instruction. Establish a foundation of common goals between adult schools and all ESL teachers. Establish teacher accountability for administrator evaluation. Create professional learning communities in all program areas. Core Text Adoption COMMITTEE SELECTION: Teachers were invited from each adult school, each level, morning, afternoon and evening classes. Highly opinionated, highly critical, but strong teachers were chosen for buy-in purposes. A total of 8 teachers selected, 2 from each adult

school Commitment of 1 year Teachers were paid to be on the committee through our Workforce Investment Act (WIA) grant. Core Text Adoption TEXTBOOK EVALUATION: 5 Textbooks were selected by the ESL Resource Teacher for committee evaluation and review. Criteria for evaluation was based on content, book layout and organization, assessments, teachers edition, ancillaries, CASAS competencies and alignment to ESL course outlines. Publishers gave a presentation 1 every other week Teachers judged the textbook within their ESL level. Rubrics were created and used for evaluation. Teachers were given 3 hours of paid time for each book they reviewed at home.

Committee met each week to listen to the presentation and then the following week, discuss their opinion of the textbook. ESL TEXTBOOK EVALUATION FORM This form has been developed to assist you in reviewing textbooks for Adult Education ESL. Please rate the various components on the scale of 1 to 5, with 1 being low and 5 being high. The most effective way to do this would be to compare similar content chapters in each book. Use a separate rating form for each text. These forms will assist you when choosing the text program that will best meet your students needs and your needs. Evaluators Name: ____________________________________________________________ Title of book and Publisher: _____________________________________________________ Level Evaluated: ____________________________________________________ CONTENT Adult Appropriate layout (not childish) 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5

Multicultural Selections 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Alignment with district targeted standards 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Visuals: Pictures 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Charts/Graphs 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5

Diagrams 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Language Use activities: Listening Component 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Speaking Component 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Reading Component 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Writing Component

1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Grammar Component 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Word Study/Vocabulary 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Readability 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 ORGANIZATION Page layout

1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Relevant examples/applications 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Activities 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 Writing Supports for targeted 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 ESL level writing genres Accommodations for variety of learners 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5

User friendly (student) 1 . . . . . 2 . . . . . 3 . . . . . 4 . . . . . 5 ASSESSMENT Embedded assessment/reading checks 1.....2.....3..... 4.....5 Variety of assessment formats 1.....2.....3.....4.....5 CASAS Assessment Type questions 1.....2.....3.....4.....5

Higher order questioning 1.....2.....3.....4.....5 Rubrics 1.....2.....3.....4.....5 TEACHERS ANNOTATED EDITION Clear explanations for teachers edition 1.....2.....3.....4.....5 Organization (useful and clear) 1.....2.....3.....4.. ...5 Usefulness (timelines, set up, hints)

1.....2.....3.....4.....5 Reference information for teacher 1.....2.....3.....4.....5 Correctness of answers 1.....2.....3.....4.....5 Variety/choice of activities 1.....2.....3.....4.....5 Overall User friendly 1.....2.....3.....4.....5

Suggestions for how to teach our course standards Explicit connections made between standards 1.....2.....3.....4... ..5 1.....2.....3.....4.....5 and texts used ANCILLARIES (the goodies in the box!) Transparencies 1.....2.....3.....4.....5 Audiovisual laser disc, videos, tapes, CDs 1.....2.....3.....4.....5

Software support dual platform 1.....2.....3.....4.....5 Test generators/test bank 1.....2.....3.....4.....5 Supplemental Materials 1.....2.....3.....4.....5 Support material for differentiated instruction 1.....2.....3.....4.....5 COMMENTS:

Include rationales for what you really liked or didnt like. _______________________________________________________________________________________ _______________________________________________________________________________________ Core Text Adoption TEXTBOOK SELECTION: Selection had to be unanimous. Open discussion about pros and cons of each book. All materials available to be reviewed again. Public voting. Hang-up: Single vs Multi-level classes Solution: 2 different core textbooks 1 for single level and 1 for multi-level. Core Text Staff Development IMPLEMENTATION: Met with the Director of Adult Ed. and all administrators. Director sent out an email to all ESL teachers:

1. 2. 3. 4. Introduction of the new Core Text Expectations Time Frame Further details by ESL Resource Teacher Both publishers came back to provide staff development. Both publishers brought in current teachers from other agencies who were using the textbook in their classes. All other textbooks were removed from the classrooms. Classroom sets of textbooks were cut back from 20 to 10. Expectations were clearly set by administrators and the ESL Resource Teacher. Provided a platform for teachers to give constructive feedback.

Paid observation time for teachers needing additional help. 90 minutes of class use per day. Core Text Staff Development ONGOING STAFF DEVELOPMENT: Constant reinforcement. Administrative support. Paid staff development throughout the year. Textbook author visit (2nd year of implementation to address issues). Place for teachers to share successes and constructive feedback. No hammer used/Gentle encouragement. Creation of the ESL Professional Learning Community. Professional Learning Community DEFINITION: A Professional Learning Community, (PLC) is an

educational team committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous, job embedded learning for educators. Adapted from Learning by Doing by Dufour, DuFour, Eaker, Many 2006 Professional Learning Community COLLABORATIVE TEAMS FOCUSED ON LEARNING The driving force of the collaborative culture of the PLC is the team. Educators work together interdependently in collaborative teams to achieve common goals for which they are mutually accountable. Teams work together to identify essential learning, develop common assessments, analyze student achievement data and support one another by

sharing strategies and material. Teams work together in an ongoing effort to discover best practices and to expand their professional expertise to improve student learning outcomes. Professional Learning Community ESSENTIAL LEARNING What do we want our students to learn? YES What do we want to teach our students? NO Essential knowledge/skills that teachers will ensure all students will learn. The essential knowledge/skills that teachers will continue to re-teach and reassess until they are learned. These are the essential learning that a student MUST know to be successful at the next level. The more specific the essentials, the better the process of coordinating instruction, assessment, and interventions. A student cannot pass to the next level without the essential learning.

Professional Learning Community PLC COORDINATOR TRAINING State level CalPRO PLC Institute Administrator commitment Funding COMMITTEE SELECTION: 2 Volunteers from each adult school. Preference for diversity in ESL levels and assignments. Ongoing commitment. Preference for those struggling to teach from the core textbook. Professional Learning Community PLC GOALS: Identify Essential Learning for each chapter of each textbook. Create a pacing guide for all teachers to use.

Create assessments for each essential learning placed on the pacing guide. Ongoing revision of both items. Continuous teacher feedback. Student centered curriculum based on teacher observations. Pacing Guides and Assessment PACING GUIDES: Living and breathing document. Continuous feedback. Based on identified essential learning. Guide and not restrictive. Required for all ESL classes to follow. Used in teacher observations and evaluations. ASSESSMENTS: Based on pacing guides. May need to revise existing assessments to include

essential learning. May need to revise orientation and intake process. Assessment Sample Side by Side Plus 3 Unit 1 ESL Resource Website Ongoing Staff Development 1. ESL Resource Website 2. Back to School Meeting 3. Professional Development Day 4. Special training as requested 5. ESL/ABE Summits 6. Onsite PLC teachers 7. Dedicated ESL Teacher on Special Assignment 8. Technology Academy

Ideal Process 1. 2. 3. 4. Identify Essential Learning for each level of ESL. Adopt a core textbook based on essential learning. Create pacing guide for adopted core textbook. Create assessments for each essential learning identified. 5. Ongoing revision of pacing guides and assessments. 6. Data analysis through CASAS and course completions. 7. Constant teacher feedback to the PLC committee members for review. PATIENCE! COMMITMENT! FAITH! MORE PATIENCE!

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