1 year ago



APPENDIX A. IN-DEPTH DESCRIPTION OF THE SELECTION PROCESS 92 (and the extent to which) that content appeared in the related research on college and career readiness skills and knowledge. The selected standards were identified and refined into their final form over nine months of review and deliberations. At the first full panel meetings in January 2012, panelists analyzed the standards, reported their findings, and categorized their reasons for considering a standard either relevant and important to adult education or not essential for adults. This meeting was followed by conference calls enabling panelists to verify and refine the key content decisions made in January and address any key issues emerging during the first deliberations. During the second meeting, held in May 2012, panelists were asked to “backwardmap” by determining which elementary and middle school CCSS were needed as a foundation (or prerequisites) for high school level standards. This meeting was followed by another conference call to organize the solicitation of feedback on panelists’ decisions. In August 2012, the recommended stakeholders reviewed the interim sets of standards and provided their written feedback. In response to a set of five overarching statements (listed below), between 77 percent (disagreed with Statement #2) and 96 percent (agreed with Statement #3) of ELA/literacy responses supported the panel’s decisions. The mathematics responses ranged from a high of 88 percent (disagreed with Statement #2) to a still remarkably positive 78 percent (agreed with Statement #1). Overall, respondents praised the selected standards as coherent, rigorous, and supporting the preparation of adult students for postsecondary success. When they did not agree fully with the panels’ decisions, it was largely to round out the set of standards in a domain or offer a helpful insight. Following are the statements provided to the stakeholders: Statement #1: The selected CCSS represent the ELA/literacy [mathematics] concepts and skills necessary for adult students to succeed in credit-bearing postsecondary courses (college or job training programs). Statement #2: There are important concepts and skills missing from the selected CCSS for ELA/literacy [mathematics] that are necessary to prepare adult students for postsecondary success. Statement #3: The selected CCSS in ELA/literacy [mathematics] are sufficiently focused for adult education, including only content required to prepare adult students for postsecondary success.

APPENDIX A. IN-DEPTH DESCRIPTION OF THE SELECTION PROCESS 93 Statement #4: The selected CCSS provide a set of building blocks to allow adult students to progress toward mastery of skills needed for career and college readiness. Statement #5: The selected standards offer a coherent vision of the discipline of ELA/literacy [mathematics] for adult students. Additional feedback was also sought from lead writers of the CCSS, including David Coleman, Bill McCallum, and Jason Zimba, who were asked to review panelists’ decisions and to answer the following questions: 1. What standards didn’t the panel select as most relevant and important that you think adult students definitely need to be prepared for postsecondary work? 2. Alternatively, what standards did the panel select that you consider “nice to know” but not absolutely essential for adult learners’ postsecondary success? David Coleman, one of the lead writers of the CCSS for ELA/literacy, praised the panel decisions overall. Bill McCallum and Jason Zimba commended the panelists for “making a number of difficult—but apt—choices [in high school], and suggested that they hold firm on focus.” The final meeting, held in October 2012, was dedicated to reviewing and responding to the feedback collected. When conflicting suggestions were made by different stakeholders with regard to adding or deleting specific content, panelists returned to evidence from the reference document to determine how college faculty, key assessments, and employers rated the content. The panel then issued its final decisions regarding what standards should form the core of college and career readiness for adult learners. 24 24 A detailed explanation of the rationales for the selection of the Common Core for ELA/literacy and mathematics can be found in Appendix C.

College and Career Readiness Standards for Adult Education
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