Are any of these questions familiar? How do teachers know what to teach? How do we know when a student is ready to advance? What is an effective way to place students? How can I ensure that students are ready for the next level? How could our program be more consistent? How could classes be better aligned?

Minneapolis – Adult Education Curriculum Alignment Project 2012 COABE National Conference - Norfolk, VA Curriculum Coordinators: Janice Bisch, Heather Turngren and Amy Vickers

Curriculum Questions  How do teachers know what to teach?  How do we know when a student is ready to advance?  What is an effective way to place students?  How can I ensure that students are ready for the next level?  How could our program be more consistent?  How are classes better aligned?

Today’s Objectives Participants will gain knowledge of  a process to weave 21 st century and transitions skills into all levels of ABE and ELL classrooms  the collaborative process developed and used to create learning targets and assessments  related curriculum resources

Background  MPS-AE didn’t meet state NRS goals a few years ago  MPS-AE applied curriculum alignment as one strategy for NRS goal improvement  Curriculum Coordinator positions were created  Curriculum Coordinators began the curriculum alignment plan

Goals of Curriculum Alignment Project  Minneapolis AE course guide  21 st Century & Transition Skills are explicitly included in every class and at every level  Career pathway creation  Program-wide curriculum consistency  Curriculum is written once and actively used in the classroom

3-Year Curriculum Alignment Project  Year 1: 2010 – 2011Focus on Aligning Program-wide Curriculum  Year 2: 2011 – 2012Focus on Instructional Methods Revised: Focus on Implementation of Aligned Curriculum  Year 3: 2012 – 2013Focus on Lesson Plans/Planning Revised: Focus on Instructional Methods

Focus on Aligning Program-wide Curriculum Curriculum Alignment Project: Year 1

Year 1: Focus on Aligning Program-wide Curriculum MPS-AE Workteams  Contract staff have monthly obligated meeting times  Teams of teachers grouped by curriculum area  Monthly meetings facilitated by chairs  Chairs & Curriculum Coordinators meet

Year 1: Focus on Aligning Program-wide Curriculum Teams of teachers worked on 8 – 10 learning outcomes of what students should know and be able to do upon completing each class

Year 1: Focus on Aligning Program-wide Curriculum Creating Learning Outcomes  A learning outcome is the combination of learning objectives with the teacher-specified assessment chosen to measure to what degree the learning objective is met. Objective + Assessment = Learning Outcome

Year 1: Focus on Aligning Program-wide Curriculum 21 st Century & Transition Skills  Literacy  Work  Life  Academic  Technology  Numeracy  Critical Thinking

Year 1: Focus on Aligning Program-wide Curriculum

Mid year shift:  Request by staff for assessment training  Connected with District curriculum resources to have more alignment with K-12 and AE  Created learning targets to be used by all staff (registration, teachers, counseling, administration, planning, etc.)

Year 1: Focus on Aligning Program-wide Curriculum Learning Targets  Learning outcomes were changed to “I can…” statements which we call learning targets  Define what a student should know and be able to do to complete a class

Year 1: Focus on Aligning Program-wide Curriculum Assessments  Common assessments measure learning targets  Created by teachers when possible (helps to avoid copyright issues)  Varied formats (checklists, rubrics, multiple-choice, essay, fill-out documents, online, projects, etc.)

Year 1: Focus on Aligning Program-wide Curriculum Examples:  Basic Skills  Writing 3  ELL Core 3

Minneapolis Adult Education abe.mpls.k12.mn.us

ELL Writing 3

ELL Writing - Assessments ELL Writing 3 Assessment 1 Learning Target: I can write or type present perfect tense in sentences. Writing Prompt: Write 5 sentences about what you have done since you moved to the United States. Use a different verb in each sentence

ELL Core Level 3

ELL Core Level 3 - Assessments

ABE Math 1

ABE Math 1 - Assessments Assessment 1Beginning Whole Number ReviewPage 17 New Basic Skills with Math Whole Numbers Jerry Howett Cambridge Adult Education 1999 ISBN Learning Targets: 1. I can read and write whole numbers. 2. I can identify digits, whole numbers, place values, and the value of a digit in a certain place. 3. I can round and estimate whole numbers when solving real math problems. Student completes review on notebook paper.

Focus on Implementation of Aligned Curriculum Curriculum Alignment Project: Year 2

Year 2: Focus on Implementation of Aligned Curriculum Key points of implementation:  All current classes will have learning targets with corresponding assessments by the end of the school year  Learning targets and assessments are actively used in each classroom

Year 2: Focus on Implementation of Aligned Curriculum In each classroom we …  Use learning targets and assessments  Communicate learning targets to learners  Using assessments to provide feedback to learners

Year 2: Focus on Implementation of Aligned Curriculum As a program we …  Have classes that are more focused  Continue to develop assessments  Evaluate learning targets and assessments

Year 2: Focus on Implementation of Aligned Curriculum Use learning targets & assessments in classroom Reflect on Learning Targets & assessments in Workteams Recommend Learning Target & Assessment changes Changes are posted on website quarterly Process for Improving Learning Targets and Assessments

Focus on Instructional Methods Curriculum Alignment Project: Year 3

Year 3: Focus on Instructional Methods  Staff members will complete an E-training module about learning targets and assessments  Staff members will develop career pathways  Staff members will improve various aspects placement, advancement, feedback, and advising model  Teachers will meet in small groups (PLCs) to share classroom assessment data and discuss ways to improve instruction

Instructional Feedback Loop Use assessments in classroom Analyze assessment data in PLCs Recommend instructional changes Implement instructional changes

Revisiting Goals of Curriculum Alignment Project  Minneapolis AE course guide  21 st Century & Transition Skills are explicitly included in every class and at every level  Career pathway creation  Program-wide curriculum consistency  Curriculum is written once and actively used in the classroom

Lessons Learned  Trust  Implementation  Recognize that it takes time and practice  Communication  Integrating national and state trends  Explicit opportunities for feedback are crucial

Minneapolis ABE - abe.mpls.k12.mn.us/ Janice Bisch – Heather Turngren – Amy Vickers – Questions and/or Comments?