Training Innovations for Standards-Based Education

1. Training Innovations for Standards-Based Education LINCS Regional Professional Development Center (RPDC) 2 Center for Literacy, Education & Employment (CLEE) University of Tennessee

2. Standards-in-Action (SIA) Agenda • What is SIA? • How does SIA work? • What are the benefits to states of SIA training? • What are the state’s responsibilities? • What are the LINCS RPDC’s responsibilities? • How to request more information

3. What is Standards-in-Action? • SIA training supports effective implementation of content standards in adult education programs and classrooms. • SIA training is available through your LINCS Regional Professional Development Center.

4. What is Standards-in-Action? (cont.) http://www.adultedcontentstandards.ed.gov/standardsInAction.asp The Standards-in-Action Guide

5. What is Standards-in-Action? (cont.) Four SIA Training Institutes — fourinstructional units: • Understanding the Standards We Teach • Translating Standards into Curriculum • Aligning Student Assignments to Standards • Determining the Effectiveness of Standards-Based Instruction

6. What is Standards-in-Action? (cont.) • Teachers and administrators dive into standards-based education as part of a collaborative learning community. • SIA results in several standards-based products that further define standards for other instructors. • States and programs can modify SIA tools to suit their own professional development needs and environment.

7. How does SIA work? • The SIA training program includes four, two-day training institutes. • Time is built in between each institute for implementation of the innovations, reflection and consultation. • Ongoing communication with trainers via conference calls and email. • Entire training program is delivered over a 12-month period or tailored to meet a state’s needs.

8. How does SIA work? (cont.) Unit 1, Understanding the Standards We Teach • Teaches how to identify the actual demands of each standard — the knowledge and skills that need to be taught and learned — by unpacking each standard into its component parts. • Addresses how to develop sample instructional activities and how to select instructional resources that tightly align to a state’s standards.

9. How does SIA work? (cont.) Unit 2, Translating Standards into Curriculum: The Lead-Standards Approach • Builds on the work of Unit 1, providing strategies to help instructors avoid the common pitfalls of using standards. • The Lead-Standards Approach: (1) identifying a set of lead standards, (2) grouping related standards into units of instruction, and (3) testing the standards-based lessons.

10. How does SIA work? (cont.) Unit 3, Focus on Assignments: Working Together to Improve Teaching and Learning • Concentrates on actual assignments that instructors are asking students to complete. • Focuses on closing potential gaps between what students are learning and doing, and what they need to learn and do to meet the standards.

11. How does SIA work? (cont.) Unit 4, Observing Standards-in-Action, extends the work of Unit 3 by asking program administrators to observe classrooms to identify the prevalent standards-based teaching/learning practices in a program and to target areas for improvement.

12. What are the benefits to states of SIA training? • Adult educators become members of a learning community concerned with the implementation of your state’s standards. • Staff learn to align curriculum, texts, and other resources to your state’s standards.

13. What are the benefits to states of SIA training? (cont.) • Programs create instructional resources designed to engage all teachers and students with the most important ideas, questions, and skills related to standards. • Administrators and instructors become bona fide partners by jointly identifying professional development priorities and program improvement strategies.

14. What are the state’s responsibilities? States will support the effort by covering the costs* of: • Venue (appropriate space and audio/visual equipment) • In-state travel for participants • Materials (binders for all four institutes) • Teachers’ professional development per state policy (stipends, substitutes’ time, continuing education credits or hours) *Note: Costs will vary per state.

15. What are the state’s responsibilities? (cont.) • States will secure commitments from the program directors and/or instructional leaders who will receive training (a maximum of 30 training participants), and then implement SIA with their instructors on the local program level. • Have content standards in a single content area. (The SIA materials are not content-based and may be used in any core academic area.)

16. What do the RPDCs pay for? • The LINCS RPDCs will cover the approved trainer’s travel, preparation and presentation time, including an orientation webinar for administrators and leaders, and technical assistance between institutes.

17. What do the RPDCs pay for? (cont.) Here is a breakdown of the estimated costs provided by LINCS: * The cost of up to 167 hours of trainer time is charged at the rate of $100.00 per hour, for a total of $16,700.

18. More Information / How to Request Training • To bring SIA training to your state, contact your region’s LINCS RPDC director for more information. • Find your RPDC region and contact information here: http://lincs.ed.gov/lincs/regionalresources/regional_centers.html