Hi Jennifer and everyone,

You can find the Massachusetts curriculum frameworks on-line at:
http://www.doe.mass.edu/acls/frameworks/

The EFF (Equipped for the Future) Content Standards, role maps, purposes
for learning and common activities can be found on-line at:
http://eff.cls.utk.edu/fundamentals/default.htm

The maps that Julie describes in her post are unique to her program -
perhaps she can let us know about accessibility when she returns to the
discussion.

marie cora

-----Original Message-----
From: assessment-bounces at dev.nifl.gov
[mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Jenny Gore
Sent: Wednesday, December 07, 2005 9:55 AM
To: The Assessment Discussion List
Subject: Re: [Assessment] Measuring outcomes

Are these maps something that can be shared by email or Internet link?

Jennifer B. Gore
Executive Director
Reading Connections
122 N. Elm St., Suite 520
Greensboro, NC  27401
(336) 230-2223

15th Year Celebration - 1990-2005

Since 1990, Reading Connections has assisted adults through a wide
variety 
of learning methods to promote the attainment of competencies needed in 
today's society, to prepare adults for active and responsible
participation 
as citizens, and to empower adults to be successful in their work and
family 
lives.  Join us as we celebrate 15 years of service to make widespread 
illiteracy an issue of the past!

----- Original Message ----- 
From: "Julie Crowley" <J_Crowley at mwcc.mass.edu>
To: "The Assessment Discussion List" <assessment at dev.nifl.gov>
Sent: Tuesday, December 06, 2005 6:48 PM
Subject: RE: [Assessment] Measuring outcomes


Hello Jennifer,

I work in a large ABE program in Central Massachusetts.  We have 5 sites
and 
teach ESOL as well as GED prep in three levels.

In Massachusetts we have state mandated assessments that show literacy
gains 
fairly well in most cases. However, they do not measure everything a
student 
gains from classes, especially where the students individual goals and 
learning expectations are concerned.

In an effort to document specifically what was happening in classes and
show 
outcomes, we took the Massachusetts curriculum frameworks and created 
curriculum maps.  The maps are broken down into content areas and 
competencies.  Some of the content areas are reading, writing, math,
life 
skills, workplace skills, and health.  The skills that the student will
be 
able to demonstrate and the CF and EFF strands and standards are also
noted 
on the maps.  The competencies are listed on curriculum sequence maps
which 
show an expectation of what grade level equivalent the student might be
if 
they were able to demonstrate specific skills noted on the map.

Each student folder contains a map that the teacher uses to check off
what 
was covered and what skills the student can demonstrate from class.  If
a 
student moves up levels or to different sites at the program, their 
individual map follows them.  This allows the next instructor to see
what 
the student has covered and what they need to work on.  The map is a
tool 
that is used by site coordinators and instructors, along with assessment

scores and goal sheets to help in class placement.  They help maintain 
continuity in the students learning that hopefully helps them meet their

goals.  The maps are also helpful to instuctors, allowing them to
reflect on 
what they have covered and decide where the holes are.

I think it is terrific that you have your students choosing their own
goals 
and that you take the time to follow-up at a later date to see if the
goals 
were met, either through classroom learning or some other venue.  It
shows 
the student how much you value what they want and how important it is to

your program to make sure they have succeeded.

We also allow the student to determine their own goals.  Our classroom 
instructors do lessons with the classes in the beginning of the year to 
teach students about goals; what they are, how to take steps to meet
them, 
etc.  In addition, we have the instructors look at the students goals
and 
then adjust their curriculum and lesson planning to help the students
meet 
their goals.  The staff also meet with the student to follow-up on goals

that are met, help brainstorm reasons why a goal might not be met, and 
formulate plans to help the student meet all their goals.  Curriculum
maps 
and showing students what skills they have gained can be very helpful
when a 
student gets frustrated and doesn't think they are making gains.  It
also 
shows the steps they are taking to meet goals such as GED attainment.

I hope this was helpful.

All the best,
Julie Crowley
Assistant Director, MWCC/ABE








________________________________

From: assessment-bounces at dev.nifl.gov on behalf of Marie Cora
Sent: Mon 12/5/2005 5:44 PM
To: AssList
Subject: [Assessment] Measuring outcomes


Hi everyone,

I'm reposting part of a message that was sent by Jennifer Harper at the
end 
of this past October.  She asks about measuring outcomes.  Several email

replies noted sources of student goals and other resources for surveying

students.  How do you measure success in your program?  Do you depend on

test results to help you?  Do you use other methods?  Do you use a 
combination of tests and something else?
marie



>We are trying to find ways of measuring outcomes.  We

decided

>that it is best for literacy students to set their OWN

>goals.  One way we have decided to measure outcomes is

>through a goals sheet.  We would ask the students their

goals

>in the beginning of the program, and then interview them to

>find out when they have achieved their goals.  All of this

>information would be recorded and used as a way of measuring

>success.

>

>That is our main way of measuring outcomes.  Do any of you

>have interesting methods of measuring outcomes in literacy

>programs that you would be willing to share?

>

>Thanks in advance,

>Sincerely,

>Jennifer Harper

>JLHarp21 at aol.com 

><mailto:JLHarp21 at aol.com?Subject=Re:%20%5BNIFL-ASSESSMENT:1303%5D%20RE:

%20Working%20with%20Student%20Goals&In-Reply-To=%3C006f01c5db27$ec5bbdd0
$0202a8c0 at frodo%3E>

(nifl archives:  http://www.nifl.gov/nifl-assessment/2005/  Oct. 26 and
27, 
2005)





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