Spring 2009

Welcome to the seventh issue of NEDP News, an informational newsletter for NEDP directors, coordinators, assessors, and advisors. For a printable version of this newsletter, click here.

In This Issue

• What NEDP Measures: Revalidating the NEDP Performance Indicators
• CASAS Summer Institute 2009
• Improvements to Diagnostics: CASAS Sets Higher Math Cut Score and Introduces New Writing Assessment
• Pilot of the NEDP Portfolio
• Using O*NET to Research Occupations
• Western Suffolk BOCES NEDP Graduation Ceremony
• NEDP Professionals Page and NEDP Forum
• Contact Us

What NEDP Measures: Revalidating the NEDP Performance Indicators

As CASAS updates the National External Diploma Program, a central task involves reassessing the standards by which candidates demonstrate each of the seventy NEDP competencies. Following the revalidation of the NEDP competencies in 2008, CASAS is reviewing and revalidating the Performance Indicators that measure each competency. Performance indicators (PIs) can be thought of as “clear, specific descriptions of knowledge or skill that…should [be] acquire[d] in order to demonstrate mastery of competencies” (adapted from J. Kendall, for U.S. Department of Education, 2001. A Technical Guide for Revising or Developing Standards and Benchmarks).

CASAS has assembled a multi-state team of content specialists to review the current performance indicators and recommend revisions that will ensure NEDP graduates are prepared to meet the demands of postsecondary education and employment in the twenty-first century. The team is currently drafting a revised set of NEDP performance indicators based on the current PIs. The resulting draft performance indicator document will be subject to further review and validation by external subject-matter experts, test developers, and NEDP stakeholders. The revalidated PIs will provide the framework for updating the NEDP tasks and task items.

Three key issues drive the performance indicator redevelopment process:

• Content standards
• Norman Webb’s Depth of Knowledge Model
• Technology

Team members’ first task has been to research current content standards in their competency area to identify concepts and skills of both high frequency and high criticality – and gain a sense of the changes their competency area has undergone since the last NEDP revalidation in 1992. Their findings determine the priorities for revising the performance indicators.

Norman Webb’s Depth of Knowledge (DOK) Model “measures the degree to which the knowledge elicited from students on assessments is as complex as what students are expected to know and do… in order to meet the NEDP standard.” (S. Williams, Missouri Department of Elementary and Secondary Education, 2008. Understanding Depth of Knowledge, PowerPoint presentation). The application of Webb’s model “ensures that the intent of the standard and the level of …demonstration required by that standard match the assessment items” (Williams). Webb DOK levels can be summarized as:

Level 1:  Recall
Level 2:  Skill/Concept
Level 3:  Strategic Thinking
Level 4:  Extended Thinking

To better align NEDP with current content standards, revised performance indicators will target Webb Level 3 (in general), providing an enhancement of the 1992 PIs – many of which have been designated as a Webb Level 1 or 2.

Technology affects NEDP in many ways, from technology content standards, to the growth of technology in all of the NEDP competency areas, to the way candidates present their work using NEDP Portfolio. Examples of Information and Communication Technology (ICT) and Media Literacy can be found throughout the program: evaluating online health information, e-mailing a town official, researching the impact of the global economy, or completing an online job application.

To integrate content standards, Webb DOK, and technology into the NEDP performance indicators, team members are first reviewing the current (1992) PIs. This step is essential for determining which PIs can be retained without modification, which can be retained with modification, which are obsolete, and which need to be newly written to cover new 2008 NEDP Competencies. The draft revised performance indicators will be derived from this foundation.

To date, initial drafts have been completed for the Health Literacy and Twenty-First Century Workplace competency areas, with the remaining areas following close behind.  Following external review and validation, the revised NEDP performance indicators will go to CASAS test developers to be formatted into draft task items. These task items will, in turn, be validated and published in a new-edition NEDP. Going forward, competencies, PIs, and tasks will be reviewed periodically to ensure that NEDP continues to meet the current and rigorous standards required by twenty-first century graduates.

CASAS Summer Institute 2009

Registration is now open for the 2009 CASAS National Summer Institute held June 23 – 25 at the Town and Country Resort & Convention Center in San Diego, California. Similar to last year, the Institute includes a strand specifically designed for NEDP professionals.

Tuesday sessions give NEDP professionals a preview of some of the upcoming changes and enhancements to the program. In the next few months, CASAS will be piloting the CASAS essay writing prompt as a replacement for the current NEDP Writing Assessment. The morning session, The CASAS Written Prompt: An Introduction, will provide an overview of this new assessment and introduce participants to the scoring rubric. NEDP professionals are invited to pre-register for the Workforce Skills Certification System (WSCS) Training on Tuesday afternoon. CASAS plans include introducing the WSCS as an optional task for NEDP candidates who are underemployed or who are transitioning to the workforce. This additional task is designed to augment the NEDP with a set of assessments that focus on the critical skills required for entry-level employment and career advancement in a wide range of industries. Alternatively, an afternoon session that focuses on CASAS Basic Skills Content Standards will be provided to help participants provide more detailed feedback to candidates for remediation in math and reading.

Wednesday and Thursday include a keynote presentation and sessions on these proposed topics:

• Developing Performance Indicators in Preparation for Redesigning NEDP Tasks
• O*NET – A New Tool for NEDP Diagnostics
• NEDP Portfolio – The New NEDP Computerized Management Tool
• NEDP Symposium: A Round Table Discussion of Development Topics

For more information on the NEDP specific information, select CASAS Summer Institute 2009. You may register online at https://www.casas.org/si/ or download a registration form and send in your registration materials.

Improvements to Diagnostics: CASAS Sets Higher Math Cut Score and Introduces New Writing Assessment

Higher Math Cut Score

Since assuming the rights to the National External Diploma Program in 2006, CASAS has been institutionalizing gradual improvements to the NEDP Diagnostic process to meet more rigorous high school graduation standards. During the initial Diagnostic Phase the advisor determines if an applicant can exhibit high school level readiness in reading, math, and writing in order to demonstrate the seventy life-and work-related competencies in the Assessment phase.

The first step in increasing standards was to replace the original NEDP reading and math assessments with appropriate level CASAS tests. Currently, applicants must obtain a minimum CASAS scale score of 236 in reading and 225 in math. However, beginning July 1, 2009, a CASAS scale score of 230 will be required to satisfy the NEDP Math diagnostic cut score requirement. National NEDP data (n=700) for incoming applicants reflect a mean CASAS scale score of 246.3 in reading and 235.1 in math, which suggests that the math increase is realistic. An increased math entry requirement will help ensure a more successful graduate, one who is ready to meet the challenges of transitioning successfully to postsecondary education and employment.

New Writing Assessment

Many NEDP Advisors and Assessors have voiced concern about the limitations of the current NEDP writing assessment. The existing NEDP writing assessment is limited to composing a single, short paragraph and primarily focuses on the mechanics of writing. Because of this, NEDP will soon begin piloting the CASAS written prompt as a likely replacement for the current writing assessment. 

The CASAS approach reflects the most current research on the evaluation of writing. The CASAS written prompt concentrates more on how well ideas are organized and conveyed, with less emphasis on writing mechanics.

The CASAS written prompt consists of a short written question designed to elicit an essay on a topic that would be familiar to any adult. It uses a holistic rubric to score responses. Holistic scoring is a method of evaluating a piece of writing as a whole. Unlike analytical scoring, where separate scoring categories, or elements each receive a score (e.g., separate scores for content, organization, spelling ), criteria for holistic scoring are considered in combination, resulting in an overall score based on a description of each score point in the holistic rubric.

Results from the CASAS written prompt will also provide diagnostic information to inform the remediation process for NEDP clients who do not meet the established writing standard. The CASAS written prompt holistic rubric is based on a five-point scoring scale (1–5). The criteria used for scoring include content, organization, word choice, grammar and sentence structure, and mechanics. 

A presentation on the CASAS written prompt will be offered to NEDP CASAS Summer Institute registrants by invitation only; the invitation has been sent to NEDP sites. For information on the CASAS National Summer Institute, see the article on the previous page. Genesys sessions will also be provided to help NEDP professionals plan to transition to this new writing assessment.

For more information on the new math cut score requirement or to find out more about plans for transitioning to the CASAS written prompt, please e-mail Jim Harrison (jharrison@casas.org).

Pilot of the NEDP Portfolio

A pilot evaluation of the NEDP Portfolio software is being conducted this spring, from late January to June 15, 2009. The electronic portfolio is a software program intended to help agencies reduce paperwork and track student progress more efficiently. The software collects student demographics, tracks students through all NEDP phases, and provides secure log-in access for students, advisors, assessors, reviewers, and administrators. The purpose of the pilot is to obtain feedback from agencies regarding the effectiveness of the software design and functionality, and to determine what additional enhancements are warranted. Pilot participants consist of approximately twenty agencies that responded to a call for participation distributed during fall 2008. To ensure CASAS can effectively manage the pilot and ensure participants receive adequate support, the agencies will be phased in over several months, with the initial participants beginning in late January, and the latter participants starting in early April. Prior to evaluating the software, agencies attend a Genesys training session and receive a draft user guide and installation instructions. Participants are also asked to complete an extensive questionnaire to elicit as much information as possible prior to a general release, thereby helping ensure that agency feedback is incorporated into development efforts. Additional programming of enhancements and modifications will follow the pilot, and depending on the extent of that work, a general release will be made available in the summer of 2009. Agencies interested in learning more about the NEDP Portfolio software may contact Andrew Evans at aevans@casas.org.

Using O*NET to Research Occupations

Instead of using the Occupational Profile, agencies may now select O*NET Career Exploration Tools including the Work Importance Profiler and the Interest Profiler. These computer-based resources correlate student feedback to potential occupations among the 800+ detailed occupation descriptions maintained by the U.S. Department of Labor. To date, agencies have had the option of using the Self-Directed Search (SDS), the Occupational Profile, or any appropriate adult career interest or aptitude survey yielding a list of possible job titles that adults might use when working in Generalized Assessment (see the test administration manual for details).

CASAS conducted a pilot evaluation of the O*NET resources during the 2008 program year, and feedback indicates staff and students believe the results provide more meaningful information and that it is a more robust occupation exploration exercise. Additionally, NEDP students will be accessing up-to-date, detailed, and comprehensive occupational information maintained by the U.S. Department of Labor. Results from the Career Exploration Tools enable users to identify likely occupations and to review summary and detailed information among twelve categories: Tasks, Knowledge, Skills, Abilities, Work Activities, Work Context, Job Zone, Interests, Work Styles, Work Values, Related Occupations, and Wages and Employment.   

Once trained, agencies may now begin adopting the O*NET tools and will need to have completed the transition by July 2010. CASAS will conduct Web-based training periodically over the next year to ensure agencies are prepared for the switch. Additional guidance for the transition will include updates to documentation, including the test administration manual. Information regarding these updates and training will be posted on the NEDP Professionals Web page and distributed via e-mail. The first training is April 9, 2008, with subsequent trainings held approximately every quarter; instructions for registration and access will be posted under the training section of the NEDP Professionals Page by March 27. If you have questions, contact Andrew Evans at aevans@casas.org, or 858-292-2900 x 184.

Western Suffolk BOCES NEDP Graduation Ceremony

In January 2009 Western Suffolk BOCES in Dix Hills, New York, held a ceremony for 52 graduates of the National External Diploma Program. This graduating class had 23 men and 29 women from the United States, Russia, Pakistan, Jamaica, Haiti, Bolivia, Argentina, Ireland, Puerto Rico, Turkey, Barbados, Guatemala, Nigeria, and Hungary. Stephanie Engelmann, Administrator of Adult Literacy and Support Services for Western Suffolk BOCES and enthusiastic supporter of NEDP, commended the graduates on overcoming obstacles to achieve their goals. During the ceremony, the graduates, ranging from ages 21 to 56 listened as their fellow graduates shared stories of how NEDP has changed their lives and opened up new opportunities for the future.

One twenty-eight year old mother of four children shared her story. "As the fourth oldest of 10 children, I left school in the 8th grade to help my mother at home with my younger brothers and sisters. At 17, I returned to BOCES, but the streets were calling me and I abandoned my goal.” She returned to BOCES again…only to quit when she had a bad experience. Motivated by her daughter, she returned a third time to BOCES. She struggled with her writing but stayed with it. “My teachers kept encouraging me and wouldn’t give up on me even when I was ready to give up on myself.” Ten years after first returning to school, this NEDP graduate completed her program and now she is inspired to continue. “I intend to go on to college to become an early childhood teacher."

One woman petrified of public speaking found the courage to give a graduation address. She shared how she struggled with a learning disability as a child and, because of family problems, ended up living in a group home as a teen. She found success working, but knew that getting her diploma was critical. NEDP inspired her to continue her education. “I believe my first step was really the decision to return to school and get my high school diploma no matter what problems or complications came my way. This was my most important lesson in life. I just completed my first semester (15 credits) at Suffolk Community College where I earned a GPA of 3.2. As a result of my good grades, I have qualified for the Army ROTC Reserves and will be training to become a combat medic and hope to work in a local hospital with returning Vets. This will be in addition to getting a master’s degree in teaching.”

One immigrant from South America who graduated did not know English when he came to the United States five years ago. This candidate chose NEDP because he knew that he could succeed because of the life skills he learned through working. “I worked doing a lot of things like landscaping, painting, home theatre installations, roofing, pumping gas at a gas station and some auto mechanics. I have now formed my own corporation, an online business.” Getting his diploma was another step toward achieving his goals. “To my fellow graduates, all of us have different roles, but now we have taken a big step and earned our high school diploma. I’m sure you have different ideas about where you are going or what you will do next, but don’t give up, because this is a great country and I believe there is opportunity for all of us... In the future I want to continue building my business and learn more about computer programming languages.”

These three personal stories and the success of all fifty-two graduates from Western Suffolk BOCES are a convincing reminder that the NEDP program is a viable and effective high school completion option. With the addition of this graduating class, Western Suffolk has changed the lives of 2,471 NEDP graduates — and their agency is overflowing with interest in the NEDP. As Jane Verdrager, an NEDP Advisor/Assessor from Western Suffolk said, “NEDP is alive and well in New York.”

For many reasons, including the serious downturn in our economy, NEDP enrollment around the nation is steadily increasing. If you have a related story or any success story to share from your NEDP agency, please feel free to send CASAS a message at nedpnews@casas.org.

NEDP Professionals Page and NEDP Forum

CASAS is pleased to announce that we have improved the NEDP Professionals page on the Web site. The NEDP Professionals page now includes information and resources to support local NEDP operations. For example, under the Diagnostics section, you may now download the Content Standards and Competency Matrices for use with remediation. The content on this page is not accessible to the general public, so users are requested to register online to gain access to this Web site.

The first new section of the NEDP Professionals page is the NEDP Forum. We are happy to announce that we have established this forum for NEDP Professionals to share ideas and comment on important issues related to operations, new development, and other topics. Please see the guidelines for using the forum which are listed on the opening page. We look forward to your participation in this forum. Check back often.

 

Contact Us

We hope you found this newsletter informative. You may also view previous issues of the NEDP News.

We are ready to answer your questions and to assist you with your program needs. Please do not hesitate to contact one of us.

Mary Fox (general assistance)
mfox@casas.org
1-800-255-1036 x 136

Andrew Evans (technical assistance)
aevans@casas.org
1-800-255-1036 x 184

Jim Harrison (policy or assessment assistance)
jharrison@casas.org
1-800-255-1036 x 191

CASAS 5151 Murphy Canyon Road, Suite 220, San Diego, CA 92123-4339 FAX 858-292-2910

Editor: Mary Fox Copy Editor: Nancy Taylor Web Delivery: Andrea Dolney
Contributors: CASAS: Andrew Evans, Melissa Dayton, Jim Harrison, and Mary Fox