ESOL
New Teachers to Adult
Education
2016-2017
Agenda
Support Team
Four Quadrant Question
Program Overview
College and Career Readiness
Testing, Assessment and Placement
The Adult Learner
Instruction
Resources and Materials
Follow Up
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Partners for Success – Support Team

Christy Bradford, Curriculum Supervisor
CTACE, 754.321.8416

Content Area Support:
Anita Jorgensen, Curriculum Facilitator
Community Schools North, 754.321.7800
Veronica Pitt, Curriculum Facilitator
Community Schools South, 754.321.7800
Gloria Bailey, Curriculum Facilitator
CTACE, 754-323-8411
Christi Dingman, Curriculum Facilitator
CTACE, 754-321-8455
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Four Quadrant Questions
Why did you choose Adult
Education?
How will you make your
lessons meaningful to adult
education students?
What positive attributes do
you have that will enrich
the experience?
How will you establish a
positive rapport with your
students?
Adult ESOL Overview

PURPOSE: Provide English language instruction to adult
learners who are able to read and write in at least one
language other than English. Prepare adult learners to
use English for entering career and technical and/or
postsecondary education, employment, and participation
in the civic life in the United States.

PROGRAM STRUCTURE: Focuses on English reading,
writing, speaking, listening, vocabulary, and grammar.
Adult ESOL is a non-credit program that covers the six
adult ESL Educational Functioning Levels of the National
Reporting System.
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Adult ESOL Overview
6

The course focuses on the following Life and Work Standards
and Competency topic areas: 1) Communication, 2) Civics,
Family and Community Resources, 3) Employment, 4)
Consumer Education, 5) Health and Nutrition, 6)
Transportation and Travel, and 7) Safety and Security.

The sequence for teaching the topic areas should be
established in consultation with students, and should be
linked to a context. Vocabulary and grammar competencies
are intended to be taught simultaneously with the topicbased competencies.

Instructional materials that are used in this course should be
designed for adult learners and at the proficiency levels of
the students. Classroom activities which take into account a
variety of learning styles are recommended.
Adult ESOL Overview

The Life and Work Standards and Competencies and the
Academic Standards are two essential components that,
when combined, form the basis of the Adult ESOL
Curriculum.

The Academic Standards represent underlying knowledge
and skills that are essential for adult ESOL students to
function in daily life, at work, and in community settings.
Students need to have a strong grasp of the Academic
Standards in order carry out the Life and Work Standards
and Competencies
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Adult ESOL Overview
• Ongoing counseling is recommended to ensure a smooth
transition to the Adult ESOL Career and College Readiness
course, or to ABE, GED, Career and Technical and/or
Postsecondary Programs. Teachers should emphasize skills
that help learners succeed in academic programs, such as
reading to learn, conceptual and critical thinking, and
accurate use of the English language.
• Other courses in the adult ESOL program include Literacy
Skills for Adult ESOL Learners, Adult ESOL Career and College
Readiness , Adult English for Career and Technical Education
(ELCATE), Workplace Readiness Skills for LEP Adults, and
Citizenship.
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ESOL Education Overview

Effective instruction should include technology, teacher-directed
instruction, individualized instruction, cooperative learning,
competency-based instruction, and student-centered instruction.

Modifications to equipment, adaptations to curricula, or special
accommodations may be required based on student needs.

Consider:

Focus on the use of target language.

Accuracy is important.

Feedback & correction is given often.

Confidence building exercises.

Comprehension checks.
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2016 - 2017 Curriculum Frameworks

In addition to the seven core themes: Communication, Civics, Family and Community
Resources, Employment, Consumer Education, Health and Nutrition, Transportation
and Travel, and Safety and Security, there are Career and Education Planning and
Digital Literacy Competencies. They are listed as:
•
CP.01 Develop skills to locate, evaluate, and interpret career information.
•
CP.02 Identify interests, skills, and personal preferences that influence career and
education choices.
•
CP.03 Identify career cluster and related pathways that match career and
education goals.
•
CP.04 Develop and manage a career and education plan.
•
DL.01 Develop basic keyboarding and numerical keypad skills.
•
DL.02 Produce a variety of documents such as research papers, resumes, charts,
and tables using word processing programs.
•
DL.03 Use Internet search engines such as Google, Bing, or Yahoo to collect data
and information.
•
DL.04 Practice safe, legal, and responsible sharing of information, data, and
opinions online.

For more information on the FDOE Adult ESOL Curriculum, visit:
http://www.fldoe.org/academics/career-adult-edu/adultedu/2016-2017-adult-edu-curriculum-framewo.stml
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For more information regarding courses, go to:
Institute for the Professional Development of
Adult Educators:
www.floridaipdae.org
Florida Department of Education:
http://www.fldoe.org/academics/careeradult-edu/adult-edu/2015-2016-adult-educurriculum-framewo.stml
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College and Career Readiness
Standards for Adult Education

Released in April 2013.

English language arts and literacy (ELA/literacy) and
Mathematics.

Forge a stronger link among adult education, postsecondary
education, and the world of work.

Three key shifts in instruction .

Focus on the careful examination of the text.

Sharpen the focus on the close connection between
comprehension of text and acquisition of knowledge.
College and Career Readiness
Standards for Adult Education

The CCR standards for the Adult ESOL program are integrated
into four strands - Reading, Writing, Speaking and Listening,
and Language at the Advanced level.

Each strand is headed by a strand-specific set of College and
Career Readiness (CCR) Anchor Standards identical across all
levels of learning.

Each level-specific standard corresponds to the same-numbered
CCR anchor standard.

In other words, each anchor standard identifying broad college
and career readiness skills has a corresponding standard illustrating
specific level-appropriate expectations.
College and Career Readiness
Standards for Adult Education
Three Shifts in ELA:

Complexity: Regular practice with complex text and its
academic language

Evidence: Reading, writing and speaking grounded in
evidence from text both literary and informational

Knowledge: Building knowledge through content-rich
nonfiction
Characteristics of Students Who are
College and Career Ready
Reading, Writing, Speaking, Listening and Language
•
•
•
•
•
•
•
Demonstrate independence.
Build strong content knowledge.
Respond to the varying demands of audience, task,
purpose, and discipline.
Comprehend as well as critique.
Value evidence.
Use technology and digital media strategically and
capably.
Come to understand other perspectives and cultures.
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Testing for Placement and Progress

National Reporting System (NRS) is the accountability system
for the federally funded adult education programs.

NRS began in the 1990s during the movement toward greater
accountability for educational and employment programs.

NRS requires the use of approved assessments that are
standardized, valid, reliable, and have parallel forms for pre and
post-testing to determine both initial placement and subsequent
educational gains of students in courses with outcomes that are
reported to the NRS.
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Testing for Placement and Progress
National Reporting System
 The
score reports are used to drive instruction and
monitor student progress.
 To
view additional information, you may go to the
Florida Department of Education (FLDOE) website.
 http://fldoe.org/accountability/data-sys/cctcmis
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CASAS Assessment Systems
The Comprehensive Adult Student Assessment System (CASAS) is
used to:




Place students in the appropriate ESOL level.
Diagnose student learning needs.
Monitor student progress.
Certify student proficiency levels.
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CASAS Assessment Systems
• The CASAS Competencies identify more than 360 essential life
skills that adults need to be functionally competent members
of their community, their family, and the workforce.
• The competencies are relevant across the full range of
instructional levels and cover nine broad content areas:
Basic Communication
Community Resources
Consumer Economics
Learning and Thinking Skills
Independent Living
Government and Law
Math
Health
Employment
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CASAS Assessment Systems
To access the CASAS competencies, visit www.casas.org.
• Choose Training and Support at the top of the screen.
• Choose Curriculum Management from the left menu.
• Click on the CASAS Competencies hyperlink in the
second paragraph.
• Click on the CASAS Competencies PDF in the first
paragraph.
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CASAS Assessment Systems
In addition to the competencies, CASAS also identifies Basic Skills
Content Standards.
• CASAS Basic Skills Content Standards help instructors identify the
underlying basic skills embedded in the CASAS Competencies to
strengthen teaching and learning. The Basic Skills Content Standards
contain simple, clearly stated, detailed statements that are leveled
according to the NRS Educational Functioning Levels and are also
related to CASAS test items.
• Access these Content Standards on the same page as the CASAS
Competencies at www.casas.org.
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CASAS Assessment Systems
Practice Items for the Life and Work Reading and Listening tests
are available as a PDF or as a PowerPoint presentation.
Visit www.casas.org.
• Choose Training and Support at the top.
• Choose Curriculum Management and Instruction from the left
menu.
• Choose Sample Test Items from the left menu.
• Choose Life and Work Reading and/or Life and Work Listening.
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CASAS Assessment Systems
Quick Search Online
Quick, easy online access to a database of more than 2,300
instructional materials.
Includes print, audio, video, and software materials.
Identifies effective instructional materials and aligns materials
to CASAS Competencies.
Search by:
• Title
• Competency
• Program, Level, and Skill
• Publisher
• CASAS Test
View CASAS QuickSearch Online at www.casas.org!
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CASAS Assessment Systems
80 Series Reading Chart
CASAS
Scale
Scores
Level
LCP
Functioning
Levels
153-180
181-190
191-200
201-210
211-220
221-235
236+
Foundations
Low Beginning
High Beginning
Low Intermediate
High Intermediate
Advanced
Adult ESOL Career and
College Readiness
A
B
C
D
E
F
1
2
3
4
5
6
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CASAS Assessment Systems
980 Series Listening Chart
CASAS
Scale
Scores
Level
LCP
Functioning
Levels
169-180
181-189
190-199
200-209
210-218
219-227
228+
Foundations
Low Beginning
High Beginning
Low Intermediate
High Intermediate
Advanced
Adult ESOL Career and
College Readiness
A
B
C
D
E
F
1
2
3
4
5
6
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CASAS Skill Level Descriptors for ESL
Functioning Level 1:
Listening/Speaking: Functions minimally, if at all, in English.
Communicates only through gestures and a few isolated words.
Reading/Writing: May not be literate in any language.
Employability: Can handle very routine entry-level jobs that do
not require oral or written communication in English and in
which all tasks are easily demonstrated.
Employment choices would be extremely limited.
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CASAS Skill Level Descriptors for
ESL
Functioning Level 2:
Listening/Speaking: Functions in a very limited way in situations
related to immediate needs; asks and responds to basic learned
phrases spoken slowly and repeated often.
Reading/Writing: Recognizes and writes letters and numbers and
reads and understands common sight words. Can write own name and
address.
Employability: Can handle only routine entry-level jobs that do not
require oral or written communication in English and in which all tasks
are easily demonstrated.
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CASAS Skill Level Descriptors for ESL
Functioning Level 3:
Listening/Speaking: Functions with some difficulty in situations
related to immediate needs; may have some simple oral
communication abilities using basic learned phrases and sentences.
Reading/Writing: Reds and writes letters and numbers and a limited
number of basic sight words and simple phrases related to
immediate needs. Can write basic personal information on
simplified forms.
Employability: Can handle routine entry-level jobs that involve only
the most basic oral or written communication in English and in
which all tasks can be demonstrated.
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CASAS Skill Level Descriptors for ESL
Functioning Level 4:
Listening/Speaking: Can satisfy basic survival needs and very routine
social demands. Understands simple learned phrases easily and some
new simple phrases containing familiar vocabulary, spoken slowly
with frequent repetition.
Reading/Writing: Can read and interpret simple material on familiar
topics. Able to read and interpret simple directions, schedules,
signs, maps and menus. Can fill out forms requiring basic personal
information and write short, simple notes and messages based on
familiar situations.
Employability: Can handle entry-level jobs that involve some simple
oral and written communication but in which tasks can also be
demonstrated and/or clarify orally.
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CASAS Skill Level Descriptors for ESL
Functioning Level 5:
Listening/Speaking: Can satisfy basic survival needs and limited social
demands; can follow oral directions in familiar contexts. Has limited
ability to understand on the telephone. Understands learned phrases
easily and new phrases containing familiar vocabulary.
Reading/Writing: Can read and interpret simplified and some authentic
material on familiar subjects. Can write messages or notes related to
basic needs. Can fill out medical forms and job applications.
Employability: Can handle jobs and/or training that involve basic oral and
written instructions and diagrams if they can be clarified orally.
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CASAS Skill Level Descriptors for ESL
Functioning Level 6:
Listening/Speaking: Can satisfy most survival needs and social demands.
Has some ability to understand and communicate on the telephone on
familiar topics. Can participate in conversations on a variety of topics.
Reading/Writing: Can read and interpret simplified and some non-simplified
materials on familiar topics. Can interpret simple charts, graphs and labels;
interpret a payroll stub; and complete a simple order form; fill out medical
information forms and job applications. Can write short personal notes and
letters sand make simple log entries.
Employability: Can handle jobs and job training situations that involve following
oral and simple written instructions and multi-step diagrams and limited public
contact. Can read a simple employee handbook. Persons at the upper end of
this score range are able to begin GED® preparation.
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Testing for Progress
Posttest/ESOL

Upon completion of 70 hours of instruction, CASAS is
administered as a post-test (not the same level and
form of a previous test).

Testing personnel are required to receive training
provided by a certified CASAS trainer prior to becoming
a CASAS Certified Tester, and testers must recertify
every two years.

Follow your home school process as to completing
appropriate forms and procedures.
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Interpreting Test Results
CASAS

Use the scale scores and NRS levels to determine growth.

The Reading and Listening scores are both used for program placement.

However, new and continuous students are placed on separate
LCP ‘tracks’ to determine LCP gains.

With the new testing rules that went into effect starting July 1, 2016 for ESOL, the following
Focus icons will now appear next to student names:

CR = Continuing Reading Path - a student who was registered at anytime in the 15/16 school
year in ESOL

L = Listening Path - a new student (no courses prior to July 1, 2016), tested and placed using the
Listening score, can only receive LCP's when post testing with Listening

R = Reading Path - a new student (no courses prior to July 1, 2016), tested and placed using
the Reading score, can only receive LCP's when post testing with Reading
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Teaching Adult Learners
Who are our students? They:
 Represent
an array of educational backgrounds,
countries, and cultures.
 Have
attained the age of 16.
 Are
not enrolled or required to be enrolled in a
secondary school.
 Lack
basic English skills that enable the individual to
function effectively in society.
 Usually
want immediate application of learning.
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Teaching Adult Learners
 Adults
need to know what to expect.
 Adults
must see relevance for the material being
learned.
 Adults
must be interested and motivated to learn.
 Learning
is stimulated through the five senses.
 Immediate
application improves learning.
 Adults
learn better when actively involved in the
process.
 Repetition
 Students
assists learning.
learn when they make “transfers.”
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Instruction
Before you start teaching, answer the
following questions:
What resources are in my classroom?
 Who can be my mentor?
 What do I need to know about the school site?
 What routine procedures at my teaching site do I need to
know?
 How are the students registered, placed, and post-tested in
my classroom?
 What level will I be teaching?
 What is the core curriculum and what books and materials
will be available to my students and me?

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Instructional Suggestions

Provide a defined orientation process.

Administer a needs assessment and goal setting activity.

Determine language weaknesses based on the CASAS results.

Make each student feel welcomed.

Call your students by name.

Be on time.

Be prepared for each class meeting.

Be creative and show enthusiasm.

Have a non-threatening attitude.

Employ a variety of teaching styles and resource materials.

Remember that adult students have a great deal to offer.
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Instructional Suggestions

Encourage student involvement.

Maintain classroom management.

Interview students about career goals.

Call after several absences.

Be flexible.

Provide relevancy for learning.

Have assessment procedures that allow students to measure their own progress such
as informal assessments, checklists and portfolios.

Evaluate student progress.

Celebrate successes with verbal congratulations and certificates.

Be yourself.
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Types of Activities

* Conversation

* Problem solving

* Matching strips

* Note taking

* Role playing scenarios

* Discussions

* Games

* Dictation

* Writing

* Analyzing

* Reading advertisements

* Sequencing

* Vocabulary

* Locating information

* Listening activities

* Plays

* Classifying

* Completing forms
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Activity: Exploring Resources
Explore the first two websites and create professional
accounts to receive alerts and updates

Institute for the Professional Development of Adult
Educators (IPDAE)


CASAS



www.ipdae.org
www.casas.org
Burlington English

www.burlingtonenglish.com

Support: [email protected]
Broward County Public Schools

www.broward.k12.fl.us
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Implementation Assignment

Create a lesson plan.

Include:

Two types of activities.

Large and small groupings.

Incorporate materials, book, and/or handouts.

Reflect and discuss what was successful and
what you would change.
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New Teachers to Adult Education Training
The ten hour training consists of:
Completion of the components on Quia (7 hours)

View the New Teacher Training 16 -17

Complete the quiz on Quia and score at least 80%

View the training for your specific program area (ABE/GED NTT or ESOL NTT)

Create a lesson plan using the template on Quia
Completion of the Mentoring Session (3 hours)

Schedule a Mentoring Session with the director, curriculum facilitator, department head, or
resource teacher at your school

Download and complete the Verification of Mentoring Session form on Quia
Send a screen shot of your score, a copy of your lesson plan, and Verification of Mentoring
Session form to CTACE:
Email: [email protected]
Fax: 754.321.8448 (include cover sheet)
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