Adult ESOL Course Standards – 2008Update Training

Revised Standards – A New Look

1. Communication

2. Civics, Family and Community Resources

3. Employment

4. Consumer Education

5. Health and Nutrition

6. Transportation and Travel

7. Safety and Security

Old = 14 Standards New = 7 Standards

Revised Standards – A New Numbering System

1.03.01

Recognize entry-level jobs and workplaces of various occupations

2.03.01

Interpret job application

3.03.01

Recognize common skills, responsibilities and/or duties of entry-level jobs.

4.03.01

Respond appropriately to job ads

5.03.01

Create a job-wanted ad.

6.03.01

Compare/

contrast job opportunities available in the community.

1.03.02

Recognize procedures to apply for a job.

2.03.02

Follow procedures to apply for a job.

3.03.02

Understand work related vocabulary

EMPLOYMENT

Level Standard Benchmark

Description of Pilot Standards

Six levels

Consolidate topics from 14 to 7

Better fit for shorter courses (8-10 weeks)

Better fit for Managed Enrollment Classes

Sample Evaluation Form

Florida Adult ESOL Pilot Standards Evaluation ResultsNumber of Surveys submitted: 22 (all but one from instructors)

Educational Level of Survey ParticipantsBA or BS: 4 MA or MS: 16 PhD: 2

Evaluation of Participants’ Comments Positive: 15 Negative: 2 Mixed:5

Participants’ Implementation Comfort Level Comfortable: 18 Uncomfortable: 4

Participants’ Comfort Level with New Curriculum

82% Comfortable

18% Uncomfortable

Analysis of Participants’ Input

Participants’ Responses to Evaluation Form

68% - positive

23% - mixed

9% - negative

Summary of Difficulties Encountered by Participants

Not enough time to cover everything Insufficient resources on site Multiple levels in same class Erratic student attendance Standards unrealistic for students who don’t work Standards do not cover complete curriculum Academic skills not included 14 respondents – No difficulty

Survey Recommendations

Create supplemental resources

Online Lesson plans

Provide training at the local level Collaboration with RTCs

Create up-to-date User’s Guide Have cadre of mentors to assist with

implementation

Adult English for Speakers ofOther Languages Standards

9900040 – CIP# 1532.010300

Final version posted on the website New Features

Grammar Anchors Grammar Anchors’ Users’ Guide New Curriculum Users’ Guide

Hyperlinked User-friendly

Procedures – Pre Test

The pretest will provide a CASAS scale score in order to place the student in an adult ESOL class (Foundations < 180, Low Beginning 181 – 190, High Beginning 191-200, Low Intermediate 201-210, High Intermediate 211-220, Advanced 221-235)

All students will have a CASAS pretest score upon entering the appropriate level ESOL class

Pretests provide diagnostic information to target instruction.

Procedures – Post Test

A student should take a post-test after a period of instruction concludes ( 70 hours of available instruction).

A student should successfully complete the Florida Curriculum Frameworks for his/her ESOL level

CASAS recommends that programs use multiple measures to assess progress of students.

Resources – Instructional Materials

Instruction should be delivered with a core text book. All Star Expressways/Downtown Stand Out Supplemental materials should be used to enhance

instruction. Life Skills and Test Prep (1-4) Oxford Tactics for Listening Picture dictionaries Cultural readers

Activity #1 Pair work

1. Choose an Adult ESOL Course Standard

2. Correlate:

Student Performance Standards*

Curriculum Frameworks*

Vocabulary words*

3. Share information with whole group

*highlight in document

Activity #2 Pair work

1. Choose one of two lessons recommended (low beginning, high intermediate)

2. Fill in standards and frameworks information

3. Develop a lesson using lesson plan form

4. Share with the group

ADULT ESOL LESSON PLANLEVEL _____1_______

Teacher’s name Karen Johnson Date May 9, 2008 Adult Center Division of Bilingual and World Languages

Level: Low Beginning

Adult ESOL Course Standards:Civics, Family and Community Resources

1. 2.12.0 2.12.01 2.12.02

Student Performance standards: Curriculum Frameworks:Demonstrate English skills necessary to utilize Life Skills:Government and community resources; 2.12.0 2.12.02.12.01 2.12.02

Instructional Strategies:1. Brainstorm on board (Places of emergency, Places of necessity,

Places of fun)2. Page 20 in “core text” – listen and repeat words.3. Go back and fill in categories on board with new words.

a. Play match picture to word or word to picture.b. Play “what is this?”

4. Word web based on poster activity.5. Work on Unit 2 pgs. 20 – 31 All Star 1.Include cooperative group work:

a. Puzzle of the United Statesb. Realia activity with real estate booksc. One page direction word activityd. Map of Westville and Homestead activity with poster and

student mapse. Yellow pages from home town.f. “Circle game” where work, I need to go to the, I live near,

etc.1. Review materials with “Life Skills and Test Prep 1” using text,

highlighters, boom box, and timer.

____________________________ Evaluation:Life Skills and Test Prep practice test Unit 5, pg. 72 - 82Text books:Life Skills and Test Prep Pearson Longman“Core Series”“Additional texts”

Grammatical Focus:Imperative verbs_________________________________

_ Pronunciation:thanks then there norththird theater that theythree this the southeast west

__________________________________

Community Resources (realia):Local mapsYellow pages_________________________________

_Reading Focus:Understanding mapsSequencingFollowing directionsSimple dialogues

Vocabulary:library gas stationfire station drugstore supermarket bankpost office hospitalmovie theatre bikebus carmotorcycle subwaytrain vanunder looklisten pointrepeat numberask practicewrite usefill in reportwalk ridetake drivecarpool NorthSouth EastWest next toacross whatwhich is therewhere how many_________________________________________

Listening Focus:CD2 track 28, 29, 30, 31, 32, 34, 35 – 44

Questions and Answers

District contact information:

Dr. Beatriz Diaz, Adult ESOL District Instructional Supervisor(305) 995 – 2982 bdiaz@dadeschools.net

Ieana Masud, Adult ESOL Curriculum Support Specialist (305) 995 - 4517, imasud@dadeschools.net

Veronica Pavon Baker, Adult ESOL Curriculum Support Specialist (305) 995 – 1745, vpavon@dadeschools.net

Karen Johnson, Adult ESOL Curriculum Support Specialist (305) 995 – 1745

Dr. Monica Oliva, Adult ESOL Curriculum Support Specialist (305) 995 - 7433, moliva@dadeschools.net