As a part of the ILC team training we had with the district this week, it was decided that we should conduct a review of where our programs are, in terms of PLC implementation, and see the effects on our students for this academic year.
So, our next PLC staff development will be Friday, April 15th from 12:00 – 4:00 pm. When we return from the spring break you will be getting several reports on your students’ results of the CASAS tests to allow us to review and determine if we need to shore up any weaknesses as we continue with our PLC implementation.
More information will follow as we produce the reports.
Beaumontadult's Blog 
March 26, 2011 at 6:07 pm
ASE/ ABE Group Members: Billy Dimry, Rina Dungao, and Lew Farwell (Our Contribution)
Theme: Problem Solving Through Written Communication (Letters)
CASAS Competencies Addressed (In Functional Writing Assessment Tasks)
GENERAL:
0.Basic Communication:
0.2.3 Interpret or write a personal note, invitation, or letter.
4.Employment:
4.1.2 Follow procedures for applying for a job, including interpreting and completing letters of application.
SPECIFIC:
0. Basic Communication:
0.1.3 Identify or use appropriate language to influence or persuade (e.g. to caution, request, advise, persuade, negotiate)
7.Learning to Learn:
7.1.1 Identify and prioritize personal, educational and workplace goals.
7.3.1 Identify a problem and its possible causes.
7.3.4 Utilize problem-solving strategies, such as breaking down the problem into component parts and generating alternative or creative solutions.
Part I: Multiple Choice (Different Types of Letters)- 10 points
Business Letter
Grievance Letter
Bereavement Letter
Friendly Letter
Follow-Up Letter
Letter of Introduction
Letter of Reference
Thank-You Letter
Personal (Love) Letter
Apology Letter
Get-Well Soon Letter
Resignation Letter
Part 2: Present a situation where the student has to write a letter of complaint to a company.
Example: Lost luggage by an airline. The customer has no receipts and no transaction number, but knows the contents of his/her luggage and also has a copy of the airline ticket just in case he/she needs to prove that he/she was on that particular flight. After going to the process of filling out an application form and following procedures, the customer’s luggage is still lost and can’t be found. How would he/she write a letter of complaint?
How it Connects Other Subject Areas:
a. Social Studies – economics, rights of a person
b. Science – Formulating a hypotheses, investigating, developing logical thinking
c. Math – cost of items in the luggage, giving an estimate, cost of mileage traveling back and forth from the airport, loss of time from his/her job which equates to money.
d. Reading – reading the airline form regarding the recording of items lost/ reading proper procedures on claims, etc.
Alternative Essay for a student who already knows how to do this and might get bored in class:
Write a letter of thanks once items have been retrieved or compensated. What would the student write once the problem has been solved?
RUBRIC/SCORING: Use of an ANALYCTIC RUBRIC tool that gives students specific diagnostic feedback in 5 categories and in turn, gives teachers a way to target instruction accordingly.
CATEGORIES:
1.Content – Reader can glean some sense of meaning. Written work is not incomprehensible such that the reader cannot grasp the meaning.
2.Organization – Ideas are cohesive and related. Transitions are highly effective.
3.Word Choice – Redundancy (or repetition of words) is not evident. Vocabulary is more expressive, detailed, and articulate.
4.Grammar and Sentence Structure – Conveys the intended meaning. Student must demonstrate an understanding of basic syntax (subject, verb, object).
5.Spelling, Capitalization, and Punctuation – Reflects and understanding of basic capitalization and punctuation.
SCORING: (0-5)
5- Addresses task effectively (Content); Well-organized & cohesive ideas (Organization), Appropriate word choice and expressive words used (Word Choice); No grammatical errors (Grammar & Sentence Structure), and Few errors (for Spelling/Capitalization/Punctuation).
4 – Addresses task effectively but some ideas are not well-stated (Content); Clear over-all structure and generally cohesive (Organization); Mostly appropriate with some expressive words used (Word Choice); Minimal errors (Grammar & Sentence Structure); Some minor errors only (Spelling/Capitalization/Punctuation)
3 – Responds adequately to task but many ideas are not well-stated (Content); Basic over-all structure evident but not as clear(Organization); Some inappropriate use of words (Word Choice); Some distracting errors (e.g. “There are much trash.”) (Grammar & Sentence Structure); Some distracting errors (Spelling/Capitalization/Punctuation)
2 -Responds generally to task but has major gaps. Little supporting detail (Content); Some structuring evident but not entirely clear , related and complete (Organization); Presence of significant errors (e.g “all” for “others”, “down “for “under” ) (Word Choice); Many errors and run-on sentences (Grammar & Sentence Structure); Too many evident errors in spelling, and capitalization and misplaced punctuation (Spelling/Capitalization/Punctuation).
1 – General meaning unclear (Content); Disorganized. Unrelated sentences. (Organization); Very minimal & limited use of words (Word Choice); No control of sentence structure. (Grammar & Sentence Structure); Almost no control of capitalization & punctuation, and too many spelling errors. (Spelling/Capitalization/Punctuation)
0 – For all categories: Almost half of the written work is incomprehensible, does not address the question; uses a foreign language, no cohesive sentences; only a list of words are used; had no control of grammar and spelling, capitalization, and punctuation.
Use of Appropriate Level Testing: If the CFA test below might be too “high” for some of the ESL classes, revisions/accommodations can be made to address those particular needs—especially for the multiple choice (Part 1).
SAMPLE COMMON FORMATIVE ASSESSMENT (Focus on: Writing)
ASE/ABE Group Members: Billy Dimry, Rina Dungao, Lew Farwell
Re: COMMON FORMATIVE ASSESSMENT (CFA)
Focus on: Writing
Part I : MULTIPLE CHOICE (10 points)
Direction: Below are only parts of a letter. Salutations and concluding parts are not included here. By reading only parts of a letter, identify the correct type of letter by choosing from the choices given below and write your answer on the blank provided.
Friendly Letter Business Letter Grievance Letter Bereavement Letter
Letter of Complaint Follow-Up Letter
Letter of Reference Thank-You Letter
Personal (Love) Letter Resignation Letter Get-Well Soon Letter
_____________________1. “I would like to take the next step in this process and discuss the position further with you at your office. I will contact you later this week to schedule a time when we can meet.
Again, thank you for taking the time to interview me last week. I look forward to meeting with you once again.”
_____________________2. “I was always impressed by Joe’s ability to complete the work assigned to him on time.
Overall, Joe Smith is a hard-working, talented, and trustworthy employee and I am sad to see him leave the company. I strongly recommend Joe for any mid-level development position at your company.”
_____________________3. ‘I never thought I would ever leave such a great company as Merck, but when the opportunity arose to own and operate my own vineyard in Napa, which as you know, has been a lifelong dream for me, I simply had to take advantage of it.
It is my hope that we still stay in touch as I begin this new chapter in my life.”
____________________4. “I want to tell you how much I enjoyed your “Easy-Spell Quizzles” board game! I could hardly stop playing it with my family every Tuesday evening! Since then, I have bought for two more for my younger brother and sister.
Thank you for many hours of fun and pleasant learning! Your gift truly made my family see spelling in a whole different way!”
_____________________5. “ I love every little thing about you. I love your cute smile, your magical eyes, and the sound of your voice. I love your gentle touch, and I love the warmth I feel when I’m by your side. I can’t stop thinking about you when we are apart. You complete me and you mean the world to me.”
_____________________6. “It is my understanding that under the contract between Local 5270 and Overwork Manufacturing Company, employees are to be disciplined only for “just cause.” It is also my understanding that I am protected by the contract and federal law from working in unsafe working conditions, or being retaliated against for complaining about unsafe conditions.
I am filing this letter against Overwork Manufacturing Company to fight against this unjust discipline and get the disciplinary letter removed form my file.”
____________________7. “There has been no change in management, and we will be providing the same products and fine service which we have built our reputation in the industry. We would appreciate it if you would bring this announcement to the attention of your accounts payable department and direct them accordingly. We appreciate your cooperation in this matter.”
_____________________8. “I recently ordered a new pair of soccer cleats (item # 6542951) from your company last June 21. I received the order on June 26. However, when I opened it, I saw that the cleats were used. They had dirt all over and there was a small tear in front of the part where the left toe would go. My order number is AF26168156.
I would like you to credit my account for the amount charged for my cleats. I have been a satisfied customer for many years and this is the first time I have encountered a problem. If you need to contact me, you can reach me at (555) 867-53-09.”
_____________________9. “ I am so sorry to hear of Joe’s sudden demise. He was such a wonderful friend and mentor to so many young people and will be greatly missed. Please accept my greatest sympathy. My thoughts are with you and your family.”
_____________________10. “I am so sad to hear that you are ill and can’t come for work. I hope this letter will cheer you up and make you feel a bit better.
I look forward to the time you will come back. We really miss and need you here.”
Part 2: LETTER WRITING: LETTER OF COMPLAINT (10 points)
Respond to the scenario given below. Use the separate sheet of writing paper given to you.
Scenario: You recently came from an Alaskan trip and while at the airport, found out that all your pieces of luggage were missing. Good thing that you still had your airline ticket, which you almost threw as soon as your plane landed. You present your ticket to airline personnel at “Fly Free Airlines” and told them about your problem. The airline crew gave you an application form to fill out and verbally advised you of procedures to follow for lost luggages. They told you that it would take about 24 hours to locate your luggage, and that they would just give you a call once they find it. You accepted this, filled out the application form, and patiently waited for a phone call.
The phone call never came and you drove to the airline’s office again and inquired about your luggage—which still could not be found. Frustrated because you had already been absent from work that day, you prepare to write a letter of complaint. What would you write and include in your letter? (200-250 words).
ALTERNATIVE EXERCISE (For Advanced Students):THANK-YOU LETTER. Use the separate sheet of writing paper given to you.
Scenario: Based on the same scenario written above, pretend that your luggage pieces have been found and you have even been justly compensated by the “Fly Free” airline company for lost time at work and useless anxiety. How would you write the airline company a thank-you letter?
GOOD LUCK!
March 26, 2011 at 6:09 pm
The above submission under “Comments” (1) is still open to other suggestions and also other comments. This is what our group (ASE/ABE) has come up with from the last PLC meeting we had.
Hope this helps!
Thank you and see you all in our next ILC meeting on April 15th, 2011!
April 1, 2011 at 8:10 pm
Thank you Rina, Billy and Lew for all your hard work! You’re way ahead of the rest of us as far as the development of a CFA. Congratulations!
ESL/Parent Academy Program Members: Mary Blythe Howland,Ivonne Levering,Erma Roman, Kathleen Martin, Michael Aaron, Sue Burcham and Tricia Couch
In our program area we focused more on the competencies in each ESL level so we can coordinate the transition from one level to the next and incorporate ESL Citizenship on all levels by understanding the basics needed to complete the class and pass the U.S Citizenship test. We must solidify these transitions before the development of formal assessments.
We also received an excellent report from the Parent Academy concerning their essential learning goals along with the competencies for each goal.
Each ESL instructor promised to provide a draft of the specific competencies by course level no later than 4/15/2011. These are basically unwrapped standards that include speaking & listening skills, basic reading & writing skills, and functional & workplace skills.
We also adopted new titles for ESL classes in order to make them more appropiate for our present and incoming students. Instead of ESL Low Beginning which has negative connotations, we decided to give them Roman numerals(I, II, III) and ESL A for Pre-beginning Literacy.
We encouraged each other to integrate technology into the curriculum appropiate to the learning level.
We agreed that certain requirements and policies needed to be established and adopted for CASAS and EL Civics testing throughout the program. We established the following:
* A reenrollment policy
* No multiple testing for the CASAS Reading, Listening or Writing tests within the ESL program when a student is in more than one class.
* A student should accumulate 60 class hours after taking the pre-test to take a post test, even though not all students will not have met this goal before post-testing.
*Michael Aaron will represent the ESL Instructors in matters of coordinating EL Civics and CASAS testing for the ESL program.
An e-mail will be sent out to all instructors of the minutes of our meeting.
April 8, 2011 at 3:21 am
Hello Mike!
Just got to read your posting now. Thanks for sharing! I especially like the decison to “adopt” new titles for the ESL classes in order to dispel any negative connotations associated with each ESL level. This really helps in motivating our ESL students to learn and practice in a positive environment.
The introduction of technology is also a good idea which our group (ASE/ABE) can also apply since some of our students are older (senior) ones who also need to know how to operate a computer especially when taking a practice or the real test. I understand most state exams are now going to be given using computers, so it’s always good to get our students started.
The idea of accumulating 60 hours of learning time after they (students) take the pre-test also sounds valid before they take the post-test. This gives and allows them enough time to apply what they have learned and they will be more prepared and confident in taking the post-test.
Great ideas! Thanks for sharing again and we hope to see and hear from your group again this coming April 15th!
Rina
April 16, 2011 at 2:35 am
Hello everyone!
This is what the ASE/ABE group came up with in this afternoon’s (April 15th) PLC meeting:
Based on the data Dave provided us re: the CASAS results, here is our:
Main objective: To accommodate the general intelligence of a diverse group of learners.
Specific Objectives:
a. To meet the criteria for developing an assessment from a selection of competency skills which indicated a less than 76% percentage.
b. To develop the competency skills in order to maximize the students; learning potential.
MATH SECTION: (The group chose eight (8) competency skills that had a below 76% test result.)
They were the following:
1. Computing using whole numbers. (6.1)
2. Computing using decimal fractions. (6.2)
3. Computing using simple fractions. (6.3)
4. Computing using percents, rate,ratio, and proportion. (6.4)
5. Demonstrating measurement skills. (6.6)
6. Interpreting data from graphs and computing averages. (6.7)
7. Using estimation and mental arithmetic. (6.9)
8. Using expressions, equations, and formulas. (6.5)
LANGUAGE ARTS SECTION: (Likewise, the group chose eight (8) competency skills that had a below 76% test result)
They were the following:
1. Using community agencies and services. (2.5)
2. Understanding aspects of society and culture. (2.7)
3. Understanding work-related safety standards and procedures. (4.3)
4. Demonstrating effectiveness in working with other people. (4.8)
5. Demonstrating ability to use thinking skills. (7.2)
6. Demonstrating study skills. (7.4)
7. Effectively utilizing common workplace technology and systems. (4.5)
8. Using leisure time resources and facilities. (2.6)
DEVELOPMENT OF A “C.F.A.” (Common Formative Assessment) for each subject area:
1. ASE/ABE instructors shall teach two (2) competency skills per quarter–covering a total of six (6) weeks.
2. Two sets of CFAs shall be developed:
2.1 For MATH: One CFA for students who scored less than 237 in the initial CASAS testing.
2.2 Another CFA for students who scored 237 and above in the initial CASAS testing.
2.3 For LANGUAGE ARTS (Reading): One CFA for students who scored less than 245.
2.4 Another CFA for students who scored 245 and above.
3. The C.F.A. questions per quarter for both subject areas will be a total of 20 questions, with ten (10) questions developed per competency skill.
4. The C.F.A. shall be administered at the end of each quarter–which is at the end of 6 weeks.
5. Minimum (passing) score for each CFA per quarter will be 14/20 or 70% of the total grade.
6. Students who scored below 70% will not be recommended or advised to take either the CAHSEE or GED exam. Instructor has to re-teach students in the competency skill where they scored low, and then give the same test (with test questions already in a different order) mid-quarter. (In this case, during the 3rd week of the 6 week period)
Next action of the ASE/ABE group: Development of the quarterly CFA. Each member was tasked with competency skills in which they will have to develop the test questions best-suited for the level the student is in.
Submission of test questions and next meeting of the ASE/ABE group: May 6, 2011 (Friday) at 12:00-1:30 p.m.
As always, any suggestions or comments regarding our group’s output is most welcome!
Thank you.
Rina Dichoso-Dungao
April 19, 2011 at 3:39 am
Hi all,
In addition to the summary our group turned in last Friday afternoon, below is how each member in the group will develop the CFA questions ( 10 items per competency for both students who got low scores (below 237 for Math and below 245 for Reading) as well as for those who scored high (above 237 points for Math and above 245 for Reading)) as divided:
For MATH:
Competencies Assigned to:
a. Billy Dimry:
Competency 6.1 Compute using whole numbers.
Competency 6.2 Compute using decimal fractions.
b. Lew Farwell:
Competency 6.7: Interpret data from graphs and compute averages
Competency 6.5: use expressions, equations, and formulas
c. Rina Dungao:
Competency 6.3: Compute using fractions.
Competency 6.4: Compute with percents, rate, ratio, and proportion.
d. ALL Members:
Competency 6.6: Demonstrate measurement skills.
Competency 6.9: Use estimation and mental arithmetic.
For READING:
a. Billy Dimry
Competency 4.3: Understand work-related safety standards and procedures.
Competency 4.8: Demonstrate effectiveness in working with other people.
b. Lew Farwell:
Competency 2.5: Use community agencies and services.
Competency 2.7: Understand aspects of society and culture.
c. Rina Dungao:
Competency 7.2: Demonstrate ability to use thinking skills.
Competency 7.4: Demonstrate study skills.
d. ALL members:
Competency 4.5 Effectively utilize common workplace technology and systems.
Competency 2.6: use lesire time resources and facilities.
TARGET DATE OF SUBMISSION: May 6, 2011.
Thanks!
Rina Dichoso-Dungao