introduction to cim: exploring the casas continuous
TRANSCRIPT
Susana van Bezooijen,
CASAS
Introduction to CIM: Exploring the
CASAS Continuous Improvement Measure
How to Enhance Adult Education
Programs and Instruction
Objectives
Administrators who value a high quality adult education
program will be able to:
• Identify the importance of program evaluation
• Explore effective measures to evaluate adult education
programs
• Review valuable methods to evaluate classroom instruction
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What is CIM?
A framework for systematic and consistent self-
assessment
Program standards
Instructional standards
An evaluation system developed by national adult
education research experts using current adult education
practices and principles
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Initial Development
ISAM – Institutional Self-Assessment Measure,1985
TIP – Teaching Improvement Process, 1985
Grew out of field-based studies, used as evaluative tool
by California State Department – Adult Education
Division
Combined into present CIM format 2000
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CIM – Section II: Program
Program Goals and Objectives
Curriculum
Instruction
Community Involvement
Program Evaluation and Action Plan
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CIM – Accomplish Program Improvement Goals
A tool for program needs assessment, planning,
evaluation
A framework for systematic evaluation of adult education
programs
A set of standards for systematic and consistent
assessment of instruction
A framework for peer coaching or mentoring
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Program Development
Functional Competencies
Course Outlines
Instructional Materials
Learner Orientation
Placement Process
Learner Data and Instructional
Strategies
Assessment of Learner Needs/
Goals
Individual and Team/ Group
Instructional Strategies
Monitoring Instruction
Criteria for Learning
Advancement
Learners with Special Needs
Guidance
Instruction
Instructor Evaluation
Program Evaluation
Development
Program Development
Implementation
Collaboration
Professional Development
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Section II: 45 Topics in 19 Program Areas
Section II: Program-Scoring Criteria Sample Topic Area-Functional Competences
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CIM/WASC Crosswalk
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CIM
#s
Continuous Improvement Measure
(CIM)topics
WASC
Focus on
Learning tasks
1 Mission Statement Task 2
2 Staff participates in developing mission statement Task 2
3 Specific competencies identified Task 2 and 6
4 Staff participates in development of a list of
competencies
5 Course outlines Task 6
6 Staff participates in developing course outlines Task 6
7 Instructional materials appropriate to course outline Task 6
8 Teachers select appropriate materials Task 6
9 Student orientation program Task 2 and 6
10 Staff assists in student orientation program Task 2 and 6
CIM- Section II: Instruction
What would you expect to see when observing the
classroom instruction of exemplary teacher?
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CIM –Instructional Categories
Organizing Instruction
Monitoring and Assessing Progress
Accommodating Diverse Learning Styles
Using Materials and Technology
Providing for Individual and Team Learning
Applying Learning
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Purpose of
Observation of Instruction Form
Instructor self-assessment
Peer coaching or mentoring support
Formal or informal teacher evaluation document
Needs assessment to develop professional development
plans
Baseline data to determine progress
Data to prioritize instructional needs
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Three Voices from the Field
Small size adult school
• Amador Valley Adult School, Pleasanton
Mid size adult school
• Berkeley Adult School, Berkeley
Large size adult school
• East Side Adult School, San Jose
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Experiences Shared: Amador Valley Adult
1. Glen Sparks – Director, Amador Valley Adult,
Pleasanton
• No formal evaluation for teachers in place
• ADA of 300; teachers are part-time
• K-12 evaluation tool for the district was not appropriate
• Did some research
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Experiences Shared: Berkeley Adult School
Previous formal evaluation was a K-12 document
150 teachers, part-time instructors
CIM introduced to instructors at in-service
• used by instructors as self-assessment
• included a peer coaching option
• initially a informal assessment used by administrator but not
submitted
Accepted by Berkeley Federation of Teachers
Approved as the official observation tool for adult
education teachers by the Board
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Experiences Shared:
East Side Adult Education ESL Program
Hired CIM Coach to go through CIM Program
Evaluation document with ESL staff
Staff met in groups – administrator group and instructors
group
Staff rated how they felt they were doing according to
each category, citing evidence
The following slides (12–17) are provided with
permission by Richard Uribe, Administrator
East Side Adult Education ESL Program
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Program Development
Functional Competencies
Course Outlines
Instructional Materials
Learner Orientation
Placement Process
Learner Data and Instructional
Strategies
Assessment of Learner Needs/
Goals
Individual and Team/ Group
Instructional Strategies
Monitoring Instruction
Criteria for Learning
Advancement
Learners with Special Needs
Guidance
Instruction
Instructor Evaluation
Program Evaluation
Development
Program Development
Implementation
Collaboration
Professional Development
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East Side Adult School Self-Evaluation
in the following Categories
CIM Results: Program Evaluation
East Side Adult Education
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Section 3: Instructor
Professional Instructional Practices
At East Side Adult Education
• Teachers did self-assessment using the Instructor Evaluation
Section document.
• ESL administrators did an evaluation using the same tool in the
following areas:
• Organizing Instruction
• Monitoring and Assessing Progress
• Accommodating Diverse Learning Styles
• Using Materials and Technology
• Providing for Individual and Team/Group Learning
• Applying Learning
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Continuous Improvement Measure
Action Items - East Side Adult School
Management communicates and involves staff in
establishing program goals and promoting program
development
Management provides leadership in conducting
instructor observations and evaluations that focus on
professional teaching practices
Staff develop and implement individual/group learning
plans that target appropriate competency objectives and
instruction
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How would you use the CIM in your program?
A tool for program needs assessment, planning,
evaluation
A framework for systematic evaluation of adult education
programs
A set of standards for systematic and consistent
assessment of instruction
A framework for peer coaching or mentoring
A program and staff evaluation lead by a trained neutral
facilitator/coach
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How Can I Learn More About CIM?
In depth online training is available at CASAS, contact
[email protected] to schedule training and order
materials
• For Program – Exemplary Characteristics
• For Instruction – Indicators of Excellence
• CIM Implementation – Support and Coaching
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Thank you!
We value your feedback!
• Please fill out the evaluation form.
• Return the evaluation to your presenter.
Visit the Resource & Technology Exhibits
• Golden Foyer
• Tuesday & Wednesday, 8:00 am - 5:00 pm
Attend the Poster Session
• Golden Ballroom
• Thursday, 8:00 - 9:15 am
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CIM/WASC Crosswalk
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CIM #s
Continuous Improvement Measure (CIM)topics
WASC Focus on Learning tasks
1 Mission Statement Task 2
2 Staff participates in developing mission statement Task 2
3 Specific competencies identified Task 2 and 6
4 Staff participates in development of a list of competencies
5 Course outlines Task 6
6 Staff participates in developing course outlines Task 6
7 Instructional materials appropriate to course outline Task 6
8 Teachers select appropriate materials Task 6
9 Student orientation program Task 2 and 6
10 Staff assists in student orientation program Task 2 and 6
11 Procedures for student placement Task 5 and 6
12 Appraisals to identify student skills Task 4, 5 and 6
13 Procedure for student data collection Task 1B, 4 and 5
14 Use data for lesson planning Task 6
15 Needs assessment global Task 4
16 Teacher conducts needs assessment Task 4
17 Teacher uses needs assessment Task 4
18 Teachers use standardized tests and other assessments Task 4 and 5
19 Learning plans with competency objectives Task 6
20 Instructors develop lesson plans with competency objectives Task 6
21 Student progress monitoring Task 2, 5 and 6
22 Instructors continually monitor student progress Task 2, 5 and 6
23 Instructors share assessment results with students Task 2, 5 and 6
24 Criteria and procedures for competencies and exit Task 4, 5 and 6
25 Instructors use competencies and exit criteria Task 4, 5 and 6
26 Training in legal rights of ADA and implementation Task 6
27 Teachers identify and refer ADA
CIM/WASC Crosswalk
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28 Students receive counseling and guidance Task 5
29 Instructor addresses priority competencies Task 6
30 Teachers plan lessons WPPAE Task 6
31 Lesson plan diversity Task 6
32 Lesson plan good instructional strategies Task 6
33 Teacher's evaluation focuses on GIS in 32 Task 6
34 Teacher self-evaluation Task 6
35 Evaluation questions based on student achievement Task 1B, 5 and 6
36 Evaluation of program is data driven Task 1B, 5 and 6
37 Teacher reports data to administration Task 1B, 5 and 6
38 Manager reports data to community Task 1B, 5, 6 and 8
39 Ongoing data process Task 1B, 5 and 6
40 Enrollment and attendance accountability Task 1B, 5 and 6
41 Collaboration with businesses and local agencies Task 1A, 2 and 9
42 Collaboration by staff in goal setting Task 7, 8 and 9
43 Professional development plan based on needs assessment
44 Staff professional development
45 Administrator professional development
© 2005, 2000 CASAS, Continuous Improvement Measure – CIM
CIM- OBSERVATION OF INSTRUCTION (CONDENSED VERSION) Instructor Agency Name Date: Level of Instruction Observation Time: Observer:
CATEGORY 1: Organizing Instruction Average Rating: 5 4 3 2 1 NO*
1.1 Provides evidence of carefully planned lessons or individual educational EVIDENCE: plans based on learner needs assessments and identified priority outcomes included in course outlines for program and level.
1.2 Demonstrates expertise in the content field being taught.
1.3 Provides well-paced, appropriately sequenced lessons that transition effectively from one activity to another addressing each lesson stage: · Warm-up and/or review · Presentation of new content/skills · Practice · Application · Evaluation
1.4 Adjusts lessons to address learner needs, goals, abilities, or other conditions.
1.5 Provides instruction that clearly addresses identified objectives that are relevant to learners’ needs and goals.
1.6 Provides lessons that integrate basic and life skills.
1.7 Motivates learners by providing instruction in small steps that encourage success.
CATEGORY 2: Monitoring and Assessing Average Rating: 5 4 3 2 1 NO*
2.1 Establishes rapport by such devices as manner, confidence, enthusiasm, EVIDENCE: and humor.
2.2 Motivates learners to become engaged and stay on task during lessons.
2.3 Monitors learners' performance throughout lessons by: · Checking for comprehension · Using a variety of questioning strategies · Providing positive feedback and reinforcement. · Adjusting pace and content of instruction to needs of learners
2.4 Monitors comprehension beyond simple stages to encourage development of learners’ critical thinking, problem solving and self-evaluation skills.
2.5 Provides clear explanations and adequate time for learners to ask and answer questions.
2.6 Provides opportunities for learners to evaluate and document their own learning.
2.7 Uses a variety of assessment procedures, both formal and informal, to monitor and provide feedback on learners’ learning and performance. ________________________________________________________________________________________________________
CATEGORY 3: Accommodating Diverse Learning Styles 3.1 Models respect and sensitivity for learner differences. Average Rating: 5 4 3 2 1 NO*
3.2 Uses a variety of sensory modalities including: EVIDENCE:
• aural (listening)/oral (speaking)
• visual
• tactile (sense of touch/kinesthetic (sense of movement) to address the different learning styles of learners.
3.3 Uses a variety of grouping strategies that are appropriate for the diversity of learners, including preference for cooperative vs. individual learning, and inductive/deductive (from parts to the whole vs. from whole to the parts)
3.4 Uses a variety of strategies to encourage efficient learning, including time management skills, learning to learn, and study skills.
3.5 Encourages learners to participate actively and use their own experiences
* Not Observed
© 2005, 2000 CASAS, Continuous Improvement Measure – CIM
CATEGORY 4: Using Materials and Technology 4.1 Selects materials and technology that have appropriate: Average Rating: 5 4 3 2 1 NO*
· Adult relevance. EVIDENCE: · Format and print size. · Freedom from bias (culture, race, age, gender) · Literacy level.
4.2 Provides media and materials that are related to learner goals and lesson objectives such as: · Encouraging on-task learning. · Reflecting learner interest. · Encouraging long-term planning.
4.3 Selects and uses program levels, objectives, and relevant instructional resources that reflect home, work, or community settings.
4.4 Uses a variety of technology such as overhead projectors, videos, computers, and/or interactive technology that support lesson objectives that are relevant to learners’ home, work, or community settings. ____________________________________________________________________________________________________
CATEGORY 5: Providing for Individual and Group Learning 5.1 Allows for individual achievement and the development of individual Average Rating: 5 4 3 2 1 NO*
goals and competencies. EVIDENCE:
5.2 Provides individual and group opportunities to learn and practice skills.
5.3 Uses a variety of team and group configurations including pairs and small and large groups, as appropriate to the learning tasks and lesson objectives.
5.4 "Sets up" team or group activities, clarifies the task, checks for understanding, and provides closure to summarize the activity.
5.5 Uses team strategies that support learners’ life goals such as cooperative
learning, problem-solving, role-playing, task groups and team-building.
CATEGORY 6: Applying Learning 6.1 Establishes clear objectives that are applicable to identified learner Average Rating: 5 4 3 2 1 NO*
needs and goals. EVIDENCE:
6.2 Provides instruction in basic skills acquisition and the application of those skills to relevant life situations. Those skills include: · Listening/speaking. · Reading, writing, and computation. · Problem-solving. · Decision-making.
6.3 Provides opportunities to practice skills in situations (or by assuming roles) that simulate learners’ life roles.
6.4 Sets up opportunities for learners to apply newly acquired skills in relevant life situations.
6.5 Provides opportunities for learners to develop communication and metacognitive (application of learning strategies/problem solving) skills.
* Not Observed
Observed Strengths: Possible areas for Improvement: