NRS/CB21 Crosswalk 1 1. Background on the Crosswalk 2. Recap on - - PDF document

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NRS/CB21 Crosswalk 1 1. Background on the Crosswalk 2. Recap on - - PDF document

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5/4/2018 NRS/CB21 Crosswalk 1 1. Background on the Crosswalk 2. Recap on Progress in ESL, English, Math 3. Next Steps 2 1 5/4/2018 AB104 (2015) Chapter 13, Section 40, 84920(a)(2): Establish a menu of common assessments and policies

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NRS/CB21 Crosswalk

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  • 1. Background on the Crosswalk
  • 2. Recap on Progress in ESL, English, Math
  • 3. Next Steps
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Chapter 13, Section 40, §84920(a)(2): Establish a menu of common assessments and policies regarding placement of adults seeking education and workforce services into adult education programs to be used by each consortium to measure educational needs of adults and the effectiveness of providers in addressing those needs.

AB104 (2015)

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AB104 Required Metrics

(1) How many adults are served by the consortium. (2) How many adults served by the consortium have demonstrated the following:

(A) Improved literacy skills

(B) Completion of high school diplomas or their recognized equivalents. (C) Completion of post‐secondary certificates, degrees, or training programs. (D) Placement into jobs. (E) Improved Wages (F) Transition into post‐secondary education

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  • 1. Outcome of Summer 2017 Field Team

Process

  • 2. Defined Adult Education Populations and

Programs

  • 3. Identified AEBG Key Metrics for:
  • Enrollment/Participation
  • Progress
  • Transition
  • Completion and Outcomes
  • 4. Recommended using both EFL level

attainment & CC course progression to report student progress

  • 5. Recommended Process for Data Collection,

Reporting, and Display

  • 6. Recommendations for Aligning Assessment
  • f Student Progress in ESL, ABE, and ASE

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Pressure and Confusion

  • 1. Transition to Postsecondary and Completion of Postsecondary Awards and

earning gains in AEBG

  • 2. Responsibility to increase adult education students going to community college

shared by K12 adult schools and community colleges

  • 3. Adult Education Transitioning from old EFL’s to the new EFL’s and waiting for

new assessments to come online

  • 4. Passage of AB705 which changes the rules and expectations for completion of

transfer level math, English, and ESL in the community colleges

  • 5. If goal is to increase earnings for most fragile families, transition of adult

learners into community college strategic and vital

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Measuring Student Progress:

WIOA Title II/K12 Adult

  • Achievement of an Educational

Functioning Level (EFLs)

  • Pre and post testing using approved

testing instrument

  • Part of the National Reporting System

(NRS) for adult education

  • NRS quarterly reporting required of all

WIOA Title II funded agencies

  • Competencies and descriptors for

levels available from NRS

  • Based on OCTAE College and Career

Readiness standards

NRS Educational Functioning Levels English Math ESL

6 High Adult Secondary Adult Secondary Advanced ESL 5 Low Adult Secondary High Intermediate High Intermediate ESL 4 High Intermediate Middle Intermediate Low Intermediate ESL 3 Low Intermediate Low Intermediate High Beginning ESL 2 Beginning Basic Beginning Basic Low Beginning ESL 1 Beginning Literacy Beginning Literacy Beginning ESL Literacy

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WIOA Measurable Skills Gain

a) Documented achievement of at least one educational functioning level of a participant who is receiving instruction below the postsecondary education level; b) Attainment of a secondary school diploma or equivalent; c) Secondary or postsecondary transcript or report card for a sufficient number of credit hours that shows a participant is meeting the State unit’s academic standards – 12 credit hours in a Semester if enrolled full time or 12 credit hours over a year if enrolled part time; d) Satisfactory or better progress report, towards established milestones, such as completion of OJT or completion of one year of an apprenticeship program or similar milestones, from an employer or training provider who is providing training; or e) Passage of an exam required for a particular occupation or progress in attaining technical or

  • ccupational evidenced by trade‐related benchmarks such as knowledge‐based exams
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a) Documented achievement of at least one educational functioning level of a participant who is receiving instruction below the postsecondary education level; b) Attainment of a secondary school diploma or equivalent; c) Secondary or postsecondary transcript or report card for a sufficient number of credit hours that shows a participant is meeting the State unit’s academic standards – 12 credit hours in a Semester if enrolled full time or 12 credit hours over a year if enrolled part time; d) Satisfactory or better progress report, towards established milestones, such as completion of OJT or completion of one year of an apprenticeship program or similar milestones, from an employer or training provider who is providing training; or e) Passage of an exam required for a particular occupation or progress in attaining technical or

  • ccupational evidenced by trade‐related benchmarks such as knowledge‐based exams

WIOA Measurable Skills Gain

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Measuring Student Progress:

Community College

Based on Course Progression using CB21 Rubric for Course Levels Below

  • Transfer. Placement into course

sequence historically based on placement exams.

CB21 Course Data Elements

Levels Below Transfer ESL Citizenship EL Civics Reading/ Writing Math

Cr NC NC Cr NC Cr NC 1 A A A A A A A 2 B B B B B B B 3 C C C C C C C 4 D D D D D D D 5 E E E E E 6 F F F F F 7 G 8 H

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CB21/NRS Crosswalk

  • 1. Guidance for local placement &

multiple measures development

  • 2. Capture skills gains in college by

CB21 course progression in MIS

  • 3. Basis for distinguishing ABE/ASE

basic skills levels for colleges

  • 4. Align underlying competency

frameworks & rubrics

  • 5. Inform discussions about multiple

measures and placement

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Crosswalk Groups

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Crosswalk Teams:

  • ESL, Math, and English
  • K12 and College Faculty, WestEd, AIR, CASAS
  • College Faculty Appointed by ASCCC
  • K12 Faculty recommended by CDE, CCAE, Field
  • Teams met twice in Fall – October and December. Math met 3rd

time in January, ESL met again in February.

  • 24 hrs total over 5 meetings so far
  • Appointments are for a year, should need for additional

convening arise

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Inputs:

  • EFL Descriptors – Old and New
  • CB21 Rubric
  • Common Assessment Initiative Competency Maps

ENGLISH LANGUAGE PROFICIENCY STANDARDS FOR ADULT EDUCATION

With Correspondences to College and Career Readiness Standards for English Language Arts and Literacy, and Mathematical and Science Practices

October 2016

Technical Assistance Guide for Performance Accountability under the Workforce Innovation and Opportunity Act

National Reporting System for Adult Education

DECEMBER 2017 Division of Adult Education and Literacy Office of Career, Technical, and Adult Education U.S. Department of Education Contract No. ED-VAE-15-O-5027 2/7/2018 Noncredit ABE/ASE Mathematics CB 21 Rubric Mathematics Define and Manipulate Solve Graph Applications Credit/Noncredit Mathematics Intermediate Algebra CB21 – A One level prior to Transfer Define and manipulate nonlinear and linear functions and relations. Solve a variety of nonlinear equations, e.g. logarithmic, inverse, quadratic equations, absolute value, rational Create, analyze and interpret graphs of linear and non-linear relations. Apply algebra skills to a variety such as: Growth and decay Logic reasoning Geometry Optimization Quadratic Applications such as: motion, mixture, work Credit/Noncredit Mathematics Elementary/ Introductory Algebra CB21 - B Two levels prior to transfer Define and manipulate linear expressions and polynomials Solve any linear equation, a variety
  • f 2 variable linear
equations (systems) and factorable quadratic equations. Plot points and graph linear equations on a Cartesian coordinate system. Set up linear equations representing situations, solve, justify and interpret the solution in the context of the problem. Credit/Noncredit Mathematics Pre-Algebra CB21 – C Three levels prior to transfer Define and manipulate signed numbers and variables. Solve simple linear equations in one variable. Introduction to the number line. Apply a known formula to a given situation. Noncredit and Credit Mathematics Levels 1-3 as defined above are identical. Prior to level three, noncredit mathematics programs diverge from the typical credit pattern above, as seen below. Noncredit MATHEMATICS RUBRIC Introduction to Arithmet i c Levels Define Compute Apply CB21 – D Four levels prior to Transfer Understand and use concepts of nonnegative rational numbers. Demonstrate proficiency with addition, subtraction, multiplication and division of all whole numbers, fractions, decimals, and percents. Apply the correct operation to a given situation including geometric measurement (e.g. perimeter, area) and
  • formulae. i.e. solve word problems.
Basic Computation and Mathematical Comprehension CB21 – E Five levels prior to Transfer Understand and use the concepts of all whole numbers as well as simple fractions, decimals, and percents. Demonstrate proficiency with addition, subtraction, multiplication and division of all whole numbers. Identify and compare values of simple fractions, decimals, and percents. Use rounding, estimating, measurement and apply the correct operation to a given situation. Numeric Literacy: Understanding Numbers and Counting CB21 – F Six levels prior to Transfer Use and understand the concept of ones, tens, hundreds… in the place value number system Count, compare, describe and sort
  • bjects. Conduct single digit
computation. Develop a sense of numerical properties, patterns, and other applications such as time and money. Common Assessment Initiative | Preliminary Assessment Competencies for English as a Second Language The content will be vetted before finalization and does not represent the final product of what will be assessed. Page 1 Reading Complexity and Type of Reading Passages Words and phrases supported by visual context
  • n a familiar
topic List or sentences in directions, labels, signs, dialogs, or forms Short, multi-sentence paragraphs supported by visual clues One-page authentic or adapted text One-page, multi- paragraph authentic or adapted text Two-page authentic text Section of a multi-page academic fiction or nonfiction chapter Multi-page academic fiction
  • r nonfiction chapter
Locate information Locate specific personal information in words and phrases that are strongly supported by visual context. Locate specific personal information in a list or sentences in directions, labels, signs, dialogs, or
  • forms. (For example, find
name, address, and phone number.) Locate specific information or definitions, in a short, multi-sentence paragraph, dialog, or
  • form. (For example, find
the mother on a family tree.) Locate specific information or definitions in a one- page authentic or adapted text. Locate specific information or definitions in a one-page, multi- paragraph authentic or adapted text. Locate specific information, definitions, or restatements of concepts in a two-page authentic text. Locate specific information, definitions, or restatements of concepts in sections of a multi-page academic fiction or nonfiction chapter. Locate specific information, definitions, or restatements of concepts in a multi-page academic fiction or nonfiction chapter. Understand idiomatic language Recognize essential idioms and idiomatic language in signs (e.g., directions and requests, line up, hard hat area). Recognize essential idioms and idiomatic language in warnings or advisories (e.g., phrasal verbs as advisories, Watch out!). Recognize common idioms and idiomatic language in context. Understand basic common idiomatic language, such as idiomatic expressions, phrasal verbs, semantic clusters, and
  • ther collocations
supported by contextual clues in a multi-paragraph authentic or adapted text. Understand common intermediate idiomatic language, such as idiomatic expressions, phrasal verbs, semantic clusters, and other collocations supported by contextual clues in a multi-paragraph authentic
  • r adapted text.
Understand intermediate common idiomatic language, such as idiomatic expressions, phrasal verbs, semantic clusters, and other collocations supported by contextual clues in a two- page authentic text. Understand advanced common idiomatic language, such as idiomatic expressions, phrasal verbs, semantic clusters, and other collocations supported by contextual clues in a section of a multi-page academic fiction or nonfiction chapter. Understand advanced idiomatic language, such as idiomatic expressions, phrasal verbs, semantic clusters, and other collocations supported by contextual clues in a multi- page academic fiction or nonfiction chapter. Use dictionaries Find a word within a category using images in a picture dictionary. Find related words within a category using images in a picture dictionary. Define unfamiliar words that relate to a category by using a picture dictionary or English learners’ dictionary. Define common, unfamiliar words by using an English learners’ dictionary. Choose the appropriate definition among multiple definitions in an English learners’ dictionary of common words with clear differences between meanings. Choose the appropriate definition among multiple definitions in an English learners’ dictionary of words with clear differences between meanings. Choose the appropriate definition among multiple definitions in an English dictionary of words with nuanced differences in meaning. Choose the appropriate definition among multiple definitions in an English dictionary of academic words with nuanced differences in meaning.
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General Issues

  • EFL’s as prerequisites not equivalencies – New EFL’s measure exit

competencies

  • How likely students could succeed at the next level
  • Places where students could with support or a co‐requisite course
  • Ambiguities regarding what kinds of texts or writing students needed

to master

  • Big jump from old EFL’s to the new EFL’s
  • Gaps mapping math competencies between EFL’s and CAI/CB21
  • Crosswalks are starting place for curriculum discussion – not final

answers

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Crosswalks

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Issues

  • New EFL’s considerably more complex than old EFL’s
  • Dramatic acceleration between EFL levels 3 and 4
  • Ambiguity in what kinds of texts are assigned – possible 2 level swing
  • Emphasis on academic competencies at higher levels made it difficult to assess

the level of fluency and language development

  • Significant lack of attention to critical thinking skills in the EFLs – presumes

critical thinking skills are a result of improvements in English language production skills – not an assumption ESL professionals would support

  • Practitioners need to pay close attention to kinds of texts used, writing

assignments, and supports provided to students when mapping courses

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Level 6: High Adult Sec Transfer Level One Level Below (CAI)

(CB21 A‐B)

Level 5: Low Adult Sec Two Levels Below (CAI)

(CB21 A‐D)

Level 4: High Intermed Level 3: Low Intermed Level 2: Beginning Basic Three Levels Below (CAI)

(CB21 E)

Level 1: Beg Literacy

(with supports)

Four Levels Below (CAI)

(CB21 F) A Student Who Completed New EFL Level Is Ready for CAI Level

Transfer

A Student Who Completed Current EFL Level Is Ready for CB21 Level

CB21 A High Adult Secondary Ed CB21 B Low Adult Secondary Ed CB21 C High Interm Basic Educ CB21 D Low Interm Basic Educ CB21 E Beginning Basic Ed CB21 F Level 6: High Adult Sec CB21 G

English Competency Crosswalks

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Issues

  • Student who completes highest level of EFL’s should be ready for transfer level

English, CAI emphasis on fiction may mean students need bridge or co‐requisite to support them conducting literary analyses

  • CAI competencies more explicit about using authentic and academic texts, EFL’s

emphasis “level appropriate” texts

  • Consortia should particular attention to the types of text used and level of

research skills expected of students aligning curriculum

  • Transition from Low Intermediate to 2 levels below in CAI, support may be

needed to be sure students are prepared for timed writing prompts

  • Increase in skills from new Beginning Literacy to Beginning Basic is significant.

Consortia should pay attention to level of support for students at this level

  • Crosswalk was consistent for reading vs writing skills
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NRS/CB21 Competency Crosswalk ‐ Math

CB21 level Expression Functions Graphing Numbers/Oper’s Geometry Transfer Level GAP GAP 6 or GAP 4, 5, 6 A Level (Int Alg) 5, 6 4, 5, 6 4, 5 B Level (Bas Alg) 4, 5, 6 None (5) 3 C Level (Pre Alg) 3,4 (2) 3, 4 3 2, 3, 4 D Level (Bas Math) 3 3 2

Gap between highest level of EFL’s and Transfer Level No CB21 standards available

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Math Issues

  • Poor alignment between sequencing of upper mid levels of the EFL’s and

CB21/CAI – competencies in different sequences

  • Gaps between highest level of EFL’s and transfer level coursework
  • Lot of discussion a lower levels of whether students could accelerate into a

higher level course with additional support or a co‐requisite – was identified as an area that could be easily accelerated

  • Significant competencies missing from CB21, particularly in Geometry and

Numbers and Operations – particularly relevant for occupational math seq’s

  • Algebraic thinking and data analysis much more clearly addressed in federal

descriptors than in CB21

  • One recommendation was to look at rewriting CB21 based on NRS descriptors

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What Now?

  • 1. Need for additional vetting through application in the field – Deploy in parallel

to consortia 3 yr planning process

  • 2. Should be work by the field to understand what basic skills course sequences

should look like with the implementation of AB705

  • 3. Should be looked at through the lens of efforts such as the California

Acceleration Project and Carnegie Math Pathways initiative

  • 4. Is there a transition or inflection point in the students journey that we can

identify where we can accelerate them to their goal

  • 5. Should inform what multiple measures looks like when applied to adult

education students

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Questions? Randy Tillery, WestEd rtiller@wested.org 209‐505‐3965