The 2018 Mini Conference
All Things Assessment: Tools and Tips for Improving Program Outcomes
Friday, April 27, 2018
- 1175 Chapel Hills Drive
- Colorado Springs, CO 80920
- (719) 884-9800
Drury Inn & Suites Group ID: 2333924
- 1170 InterQuest Parkway
- Colorado Springs, CO 80921
Assessment training Mini Conference Membership $ Free $ 50 $ 30
Mail-in: 1332 Marigold Ct. Lafayette, CO 80026
The 2018 Schedule
The 2018 Sessions
Session 1 Adult Basic EducationTABE 11/12 and TASC Updates and Previews
Room: B2 Mike JohsnonThis session provides an overview of the new TABE 11/12 tests. This overview describes the new subtest structure and relevance to high school equivalency tests. Participants will also learn about online and offline computer based testing options for TABE and TASC as well as new scanning options. This session provides an overview of the new TABE 11/12 tests. This overview describes the new subtest structure and length, testing time, item types and alignment to NRS EFLs and adult education standards, relevance to high school equivalency tests, and improved Locator. Participants will also learn about online and offline computer based testing options for TABE and TASC as well as new scanning options for TABE 11/12. Finally, we will provide an update on the new TASC J,K & L test forms for 2018.
Learn about the newest version of TABE 11/12 and the TASC Test for High school equivalency.
Session 1 English Language LearnersPractical Screening Tools for ESL Intake & Placement
Room: B6 Alexandra SotoInformal assessments, such as language screening tools, are important and easy-to-use. They provide additional information that can increase the accuracy of level placement. Participants will leave this session with a sizeable toolkit, which includes a Literacy Screen, that complements standardized assessment practices. This presentation will provide an overview of language screening tools, a type of informal assessment, that are useful for increasing the accuracy of level placement during intake and enrollment. Screening tools can also be used as a diagnostic for further leveling in the classroom. They require minimal resources and can increase the validity of standardized assessment scores, such as the CASAS Life & Work Skills Reading test series. During this session, participants will have the opportunity to learn what other programs are doing to screen learners and share best practices. Participants will leave this session equipped with a better understanding of language screens and a toolkit that includes an oral Literacy Screen, a tool that was researched and developed by a program in South Dakota and that has been used by Spring Institute for more than five years.
1) Participants will explore and be able to describe the information their programs use to place learners in the appropriate course and/or level. 2) Participants will be able to describe the importance of screening tools for learner placement. 3) Participants will be able to identify additional language screening tools that could be useful in their program. 4) Participants will be able to administer the Literacy Screen, a practical tool used by Spring Institute during ESL intake and placement.
Session 1 Workforce Innovation & Opportunity ActCreating a Data-Driven Culture
Room: CreateSpace Melissa Burkhardt-ShieldsIn this presentation you will learn how teacher evaluation, lesson planning, data tracking, and teacher collaboration through PLC's, leads to achieving classroom outcomes and supports a culture of continuous quality improvement. Performance improvement and accountability are crucial to the success of your Adult Education program. In this presentation, you will learn how teacher evaluation, lesson planning, data tracking, and teacher collaboration through monthly Professional Learning Community meetings, leads to achieving classroom outcomes and supports a culture of continuous quality improvement. Participants in this session will walk away with an understanding of the structures and processes our program has put in place to create a data-driven culture.
how the School District 11 Adult & Family education program uses data and systematic processes to achieve results.
Session 1 TechnologyWho's Your Data? Using Data to Improve Program Outcomes
Room: ENT Anne PettiLooking more closely at key data measures has helped CCA's Adult Ed program to improve outcomes. This presentation will explore the process the program went through, and how they used LACES and TABE Online as a part of this process. When CCA’s Adult Education team realized the program was not on track to meet some of its outcomes, they started to look more closely at some of their data to figure out why. This led to a number of new realizations and processes which have led to significant increases in key outcome measures. This presentation will explore the process the program went through, including new ways they began to use and analyze data, and how the program has used LACES and TABE Online to improve program outcomes.
Participants will gain an understanding of processes, tools, and key data measures that can improve program outcomes.
Session 1 Workforce Innovation & Opportunity ActMeet and Greet CDE Adult Education Initiative Team
Room: Venue Danielle Ongart & TeamParticipants will meet Colorado Department of Education (CDE) Office of Adult Education Initiatives team members to discuss areas of interest related to the federal Adult Education and Family Literacy Act (AEFLA) grant and/or the state Adult Education Literacy (AELA) grant, including Adult Basic Education Authorization (ABEA), LACES, Assessment, Professional Development, Research-Based Education, Accessible Design, financials, and other opportunities. Come and meet the CDE Adult Education Initiatives team and ask questions about the Adult Education and Family Literacy Act (AEFLA) and Adult Education Literacy Act (AELA) grants. This 45-minute session is an opportunity to explore different subjects relating to Adult Education and Family Literacy Act (AEFLA) and Adult Education Literacy Act (AELA) grants. Speak 1:1 or in groups to Adult Education Initiative team members with a variety of expertise.
Adult Education and Family Literacy and Adult Education Literacy grantees have opportunity to share their needs and get questions answered from AEI team members.
Session 2 Adult Basic EducationFormative Assessment for Basic Math Concepts
Room: B1 Dorothea SteinkeStandardized tests like the TABE give an indication of a person’s math skills. They may miss incorrect understanding of underlying concepts, such as place value and fraction size relationships. This session will provide a simple tool that will help teachers plan where to start math instruction with new students. Standardized tests do not recognize when wrong answers are the result of lack of conceptual understanding. Examples of missing concepts include: answering 241 for 234 – 75 answering .289 for .08+.275+.6Participants will examine conceptual errors and learn to spot them. Participants will take home a one-page formative assessment for early-level-math mistakes. They will also practice activities to make the underlying concepts understandable for students.
How to spot early-level-math (K-6th grade) conceptual errors Three activities to make the missing concepts understandable to adult students
Session 2 Adult Basic EducationDemonstrating progress in a multi level program
Room: B2 Jason KilpatrickHow-to create program wide formative and summative assessments to inform instruction across classrooms, instructors and classroom levels to increase student success. As strange as it sounds, students consistently ask for more testing opportunities within the classroom. They often see the results as a marker for their gains, progress, and areas for improvement within the classroom. More frequent testing also provides them an opportunity to practice test taking skills and overcome test anxiety.Like many programs, the Foundational Skills Institute (FSI) utilizes assessments approved by the National Reporting System for Adult Education (NRS) to monitor student gains; however, these assessments can only be administered after students meet instructional hours. This limits feedback for both students and instructors to a mandated time schedule.We saw this as a problem and sought a solution.In this session we will create templates for formative and summative assessments while exploring how they may provide answers the following guiding questions:1. How do students know they are progressing within the program and classes? Are they receiving explicit and timely feedback to guide their studies?2. How can instructors track content mastery within their classroom? Are they providing a consistent continuum of learning between classes and instructors?3. How can programs standardize curricular assessments without taking away instructor autonomy? Are the assessments guiding students to content mastery across curriculum and classes?
Participants will gain knowledge on how-to easily create, implement, and effectively use formative and summative assessments within their classes and program.
Session 2 College & Career Readiness StandardsLanguage and 21st Century Skills Adult Learners Need to Succeed
Room: B6 Dalia BravoLearning English is no longer sufficient if you want your adult ESL learners in the US to succeed. The demands are higher and if your ESL classes are simply focused on the language, you are limiting your learners. Learn how our material prepares adults for work, school, and life. The presenter will explore the real purpose of the classroom experience. It isn't to pass a class or even to improve communication skills for its own sake. It is to prepare our adult learners for academic environments, workplace arenas, and to function in the 21st Century. The presenter will discuss how to effectively help adult learners transition from the classroom to the 21st Century. In the real world, we all face problems and seek solutions through creative and critical thinking. Critical thinking activities ensure that students engage and communicate while seamlessly developing College and Career Readiness in ESL instruction. The new 3rd edition of Stand Out, which includes National Geographic content and technology tools, will help you prepare your adult learners to be successful beyond the classroom in the 21st Century.
Expanding Critical Thinking, Developing College and Career Readiness, and Incorporating Technology into the Classroom
Session 2 High School Equivalency"Empower Students with Aztec Software”
Room: Computer Lab Tara KeilyAttendees will learn about the most comprehensive, individualized, targeted, computer-based solutions, assisting adult learners with HSE prep, ABE needs aligned to TABE & pre-HSE, & college prep. We are creating the best experience for our learners to achieve success! Your learners' Career Pathway starts with obtaining a High School Equivalency Diploma, improving on their basic skills and focusing on soft employability skills that employers seek. Aztec Software will prepare your learners to navigate that journey successfully. With more than 100 years of combined experience, Kaplan Test Prep and Aztec Software have joined forces to create the most comprehensive individualized, targeted, computer-based solutions, assisting adult learners with high school equivalency prep (GED® Test, HiSET® Test, TASC™ Test), ABE needs aligned to TABE and pre-HSE, and college prep (ACCUPLACER®, Compass® and ACT®). Together, we are creating the best experience for our learners to achieve success in preparation for their post-secondary and career experiences! Ask us about our newest Ready For Work Soft Skills Series and FREE resources! Each attendee will also be able to sign up for free HSE practice tests at the workshop!
Come explore Aztec Software’s Continuum of Learning from basic skills, TABE, HSE preparation, to employability and life skills, and college preparation. Free HSE practice test registrations and previews will be given to attendees. Don’t miss the experience of the new Aztec Version 8.0 features!
Session 2 Digital Literacy, Distance Learning, Career Pathways, English Language LearnersUsing Technology and Distance Learning with Adult ESL Students to Enhance Program Outcomes
Room: CreateSpace Karen Easterday and Allie NeedhamPresenters will share the results of a survey conducted with adult ESL students about perceptions related to acquiring digital literacy skills through an online program, Project Success. Participants will analyze and discuss Implications of students' use of technology in language learning as it relates to career-building. The Adult Education Program implemented a Career Bridge class using Project Success, a six-level, four-skills multi-media course, including an online component. The goals for implementation of distance learning include: increase students' digital literacy skills, foster independent practice and learning, provide a flexible learning environment and increase level gains and progress by providing opportunities for extended learning.An online survey was conducted targeting students' perceptions of how their digital literacy skills improved by using the online component, what affect this might have on their use of technology and what their perceptions are of how they might have increased access to better jobs and career options.Results of the survey will be presented. Attendees will take away a survey tool that can be used with their own students to assess the success of distance learning and to meet goals related to implementing distance learning and increasing students' digital literacy skills.
The perceptions of adult ESL students related to their use of distance learning to increase their digital literacy skills, foster independent practice and learning, increase English proficiency level gains and enhance skills to increase career options
Issues related to enabling students to increase digital literacy skills through distance learning
Session 2 Career PathwaysCareer Boost: Implementing the I-BEST Model in Adult Education
Room: ENT Elizabeth DaveyI-best is an instructional model that increases success of below basic skills adults in attaining industry recognized certifications while addressing academic needs. In this presentation we will review the key components that make a course I-best, identify the benefits, and demonstrate a model of l-best implementation. I-best is an instructional model developed by the Washington State Board for Community and Technical Colleges (SBCTC) in order to increase success of below basic skills adults in attaining industry recognized certifications/credentials while also addressing their academic needs. D11 Adult and Family Education, Pikes Peak Community College, and the Pikes Peak Workforce Center have collaborated to create Career Boost, a series of certification classes utilizing the I-best model. In this presentation we will review the key components that make a course I-best, identify the benefits to below basic skills adults, and demonstrate how I-best can be implemented by showing the Career Boost model.This presentation will cover:• Defining the I-best model including identifying target populations, selecting courses/programming, implementing a collaborative teaching model, and providing wrap around services to help minimize barriers to completion.• Resources for further research• Discuss how Career Boost was developed, implemented and continues to evolve.
the key components of the I-best model, the benefits to below basic skills students, and the factors to developing and implementing the model in career pathway programs for adults.
Session 2 Adult Basic Education, English Language Learners and High School EquivalencyAssessment: Let’s Get Real
Room: Training Jessie HawthornWhat learners know is important, but what they are able to do with that knowledge is vital to their success. In this interactive session, explore types of authentic assessment and identify criteria for evaluating appropriateness of assessment. Lastly, apply what you have learned and design an authentic assessment. The session will begin with an opportunity for participants to individually define authentic assessment and compare it to traditional assessment. Then they will work with others to develop a group definition of authentic assessment. Examples of authentic assessment and criteria for evaluating authentic assessment, including the ‘4 Cs’ – creativity, collaboration, critical thinking and communication – will be presented. Next participants will consider their experience using authentic assessment and share with other participants. The session will wrap up with distribution of examples of learning outcomes to small groups. Group members will design an authentic assessment to evaluate achievement of outcomes.
Define ‘meaningful’ assessment. Compare traditional and authentic assessment. Use specific criteria to select or create appropriate assessment. Design an authentic assessment to measure if students learned what was taught.
Session 3 College & Career Readiness StandardsLearner in the driver's seat: Teaching students to ask questions
Room: 2nd Floor Conference Natalia DevlinAfter a brief review of standards and research that emphasize questioning as a critical skill, participants will examine several instructional strategies which place student-generated question at the core of instruction. From thinking routines to discussion protocols, there are so many ideas to take back to your classroom! Teaching students how to ask questions provides for an adult-oriented, college- & career-focused and growth-minded instruction. Student-generated questioning is at the core of adult education, as it meets the four conditions of adult learning: desire to know, self-direction, experience, and problem- / task-orientation (Knowles, 1984).College and Career Readiness Standards emphasize communicative and problem-solving skills directly related to questioning (Pimentel, 2013). From closely reading complex texts to effectively participating in discussions, crafting meaningful questions becomes the skill of the twenty first century.Despite the research suggesting that student-driven questions benefit performance and facilitate self-assessment (Garner & Alexander, 1982; Marbach-Ad & Sokolove, 2000), as instructors, we are hesitant to let go of the task that has traditionally been in the teaching domain.The following practices are suggested:Thinking routinesDriving questions in project-based learningSocratic method of questioningSentence frames & discussion protocolsThe presentation slides are available at https://prezi.com/view/NPLPTzqS9N4c8qOBTiSF/
instructional strategies & best practices that welcome learner-generated questions and facilitate self-direction and self-assessment in adult learning
Session 3 High School EquivalencyETS HiSET® Program Updates – Tools & Resources Available Now!
Room: B1 Tanya HaugThis session will provide an overview on all HiSET program updates and teaching resources. Participants will be introduced to any new initiatives, and marketing materials available. Information about partnerships with preparation providers will also be highlighted. In this proposed session the presenter will use a slide presentation to provide an overview and facilitate discussion on all program updates and teaching resources. Participants will be introduced to any new initiatives, and research projects, as well as an update on the marketing materials available, and the successful efforts taken as part of the test taker outreach campaign. Information about partnerships with preparation providers will also be highlighted. Participants will also be able to converse with and ask questions regarding the exam with a HiSET program manager.
In this proposed session the presenter will use a slide presentation to provide an overview and facilitate discussion on all program updates and teaching resources. Participants will be introduced to any new initiatives, and research projects, as well as an update on the marketing materials available, and the successful efforts taken as part of the test taker outreach campaign. Information about partnerships with preparation providers will also be highlighted. Participants will also be able to converse with and ask questions regarding the exam with a HiSET program manager.
Session 3 High School EquivalencyGED Testing Program Updates, Information, & Resources for Colorado Adult Educators
Room: B2 Scott SalessesThis session will cover key GED testing program updates, information and resources. Topics covered will include key test-taker performance metrics, GEDPrep Connect tool, GEDWorks program, credit recommendations for GED test-takers along with new data on college enrollment and retention of GED test passers. This session will provide educators in Colorado with the most up to date information and resources for the GED testing program. Session will provide key data metrics on Colorado test-taker performance, a review of our GEDPrep Connect tool which can help adult education program recruit more students into their program as well updates on our employer partnership program called GEDWorks and the new employers that are part of this program. In addition, we will review the GED College Ready recommendations for GED test-takers scoring at 165 or above and provide new data on college enrollment and retention of GED test passers. Finally, this session will include information on new resources and products for educators to utilize in helping students to prepare, and succeed, on the GED test.
How GED test-takers in Colorado are performing on the GED test, our GEDPrep Connect tool for adult education program to help recruit more students into their program. New employers who are part of our GEDWorks program. Info on the GED College Ready recommendations have been adopted at Colorado public colleges, and new resources & products for adult educators.
Session 3 Career PathwaysRisky Behavior
Room: B6 Abby SimpsonWe'll discuss the rewards of partnering to provide a meaningful educational experience to Adults with diverse backgrounds and needs. This includes ESL/GED/HSE/Diploma, soft skills, apprentice/pre-apprenticeships, and entrepreneurial coaching. Come meet some of PPLD's new friends and learn about the risky but mostly rewarding practice of partnering to provide a meaningful and well rounded educational experience to Adults. We'll bring community leaders who are empowering their communities with innovative approaches to adult education. We'll discuss maximizing each other's strengths, student accountability, advocacy, and impact.
Risks and Partnerships
Session 3 Adult Basic EducationAchieving Your Program's Targets with 4DX
Room: CreateSpace Jane MartelCDE is pressing you to meet your program's targets. You want to, but you have no concrete ideas of how to get there. Learn four "disciplines of execution," (4DX), [focus, leverage, engagement and accountability] and four accompanying tools [WIGs, lead measures, scoreboards, and WIG meeting] used successfully in business and government. In an international study of workers in hundreds of businesses and government agencies, only one employee in seven could name their organization's most important goal. Eighty-seven percent had no clear idea what they should be doing to achieve that goal (Covey, 2012).This session summarizes the book, The 4 Disciplines of Execution: Achieving Your Wildly Important Goals, and applies it to adult education programs. Topics include focus, leverage, engagement and accountability and the four disciplines:-Focus on the wildly important-Act on the lead measures-Keep a compelling scoreboard-Create a cadence of accountability.
four “disciplines of execution,” and tools related to each, can help adult education programs achieve their program targets.
Session 3 Adult Basic EducationIntroduction for Assessment in Adult Education
Room: ENT Tiffany PippinThis presentation will give an overview of different types of diagnostic, formative, and summative assessments. Attendees will gain a better general understanding of types of classroom assessment for adult education, and walk away with tools to use in their classroom or for training. Assessing students is critical, but it can be tricky in classes without required grades. How do you know your students are learning? How do your students know they are learning? This presentation will give an overview of fundamental forms of assessment such as diagnostic, formative, and summative assessments. There will be interactive activities, and attendees will walk away with classroom tools and a list of additional resources. Content from this presentation is provided by LINCS (Literacy Information and Communication System). Attendees will also learn more about LINCS course offerings, as well as opportunities about becoming a LINCS trainer.
how to use diagnostic, formative, and summative assessments with their adult learners
Session Assessment training Assessment trainingTABE 11/12
Become a certified TABE 11/12 paper-based assessment administrator.
Session Assessment training Assessment trainingCASAS
Become a certified CASAS paper-based assessment administrator.
The 2018 Vendors
Colorado Christian University
GED Testing Service
National Geographic Learning
New Readers Press