Breakdown of New CASAS STEPS Focus

ÃÛÌÒapp Languages
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Reading time: 3 minutes

Welcome to week 4 of our CASAS STEPS decoding series. We have discussed some of the reasons for the test change, reviewed important ESOL acronyms, answered teachers’ FAQs, and this week we are discussing the focus of the new CASAS STEPS, which replaced the CASAS Life and Work Series in July 2024. The new assessment correlates with ELP Standards and CASAS competencies and tests students’ higher thinking order (DOK levels). Let’s explore what that means and how to prepare our students for this new challenge.

English Language Proficiency Standards (ELPS)

The ELPS describe the language skills Adult ELL (English Language Learners) need to achieve the higher academic standards required for college and career readiness. The ten anchor standards cover reading, listening, speaking, writing, and language. However, the CASAS STEPS tests only assess ELPS competencies that relate to listening and reading.

CASAS STEPS Competencies

TheÌýCASAS CompetenciesÌýidentify more than 360 essential life skills for adult learners; the competencies are relevant from beginning literacy through postsecondary education and training. The new CASAS STEPS covers the following content areas: Basic Communication, consumer economics, community resources, health, employment, and Government and Law.

Depth of Knowledge (DOK)

Webb’s Depth of Knowledge was introduced in 1997 by Norman Webb from the Wisconsin Center for Education Research. DOK explains and categorizes academic tasks according to the complexity of thinking required to successfully complete them, ranging from basic recall (level 1) to basic application of skills/concepts (level 2), strategic thinking (level 3), and extended thinking (level 4). (See printable chart).

Aligned with federal academic standards, the new CASAS STEPS is a valuable tool to assess students in areas that are essential for life in the United States. ÃÛÌÒapp’s Future Series is completely ready and aligned with those critical instructional standards (ELPS and CASAS Competencies) in every lesson. Future Series also specifies cognitive skills in every lesson to ensure that students are engaging in different levels of thinking throughout the instruction (DOK).

Click hereÌýto download a printable version of the DOK chart, to browse our textbook selection, including our CASAS STEPS aligned FUTURE Series. If your program is not yet using the series, or if you’d like tutorials and tips as a current user,Ìýclick here. Follow along onÌýÌýand share this post with your fellow teachers and administrators.

References

Depth of Knowledge, Webb, N. 1997, 1999, 2002, 2005, 2006.

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    Exploring the four Cs: Using future skills to unlock young learners’ potential

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    What do we mean by future skills?Ìý

    The skills students will need in their future studies and careers are dramatically different from those required previously. Times are changing rapidly and educational institutions and teachers have a critical role to play in developing those skills in our young learners so that they are able to fulfill their potential and have bright futures ahead of them.Ìý

    These skills are referred to as future skills. There is no common consensus on how to define these skills but, broadly speaking, they can be grouped into four categories:Ìý

    1. Ways of thinking

    Skills in this category include critical thinking, creativity, innovation, problem solving, metacognition and learning skills.

    2. Ways of working

    Here, we’re talking about the skills of communication and collaboration.

    3. Tools for working

    Information literacy is an important 21st-century skill, as well as ICT literacy and citizenship, both global and local.Ìý

    4. Life skills

    The final category covers life and career skills, and is all about personal and social responsibility.Ìý

    One way you can encourage young learners to build these skills is through STEAM subjects (that’s science, technology, engineering, arts and math), which will equip them with functional skills such as organizing, planning, cognitive flexibility and self-regulation.Ìý

    The four CsÌý

    The four Cs refer to four important skills for young learners to master: communication, collaboration, critical thinking and creativity. These are essential, not just in an educational context, but in everyday life.Ìý

    Falling into the first two categories of future skills (ways of thinking and ways of working), these can help children build confidence and self-esteem. They also encourage healthy emotional development.ÌýÌý

    So let’s take a closer look at the theory behind them.

    1. Communication

    We usually think of communication as speaking and listening, but it’s actually much broader than that. Communication encapsulates telling stories, reading, sharing ideas and experiences, body language, facial expression, eye contact and tone. Children learn to decipher the world around them by learning and practicing these skills.

    Strong communication skills, developed early, are directly related to their literacy success. These skills allow children to articulate their thoughts and ideas effectively, and listen to decode meaning. Students then begin to use communication for a range of purposes, and communicate effectively in diverse environments. Furthermore, developing strong patterns of verbal and non-verbal communication also fosters self-esteem and social skills.Ìý

    2. Collaboration

    Collaboration is how young children begin to build friendships with others. At first, young children will watch what others do and say, before moving on to playing together. As they get older, they become aware of other children’s feelings and ideas. Friendships become motivating and they learn how to make compromises and respect each other’s perspectives and skills.Ìý

    Collaboration is enhanced through group work and project-based activities, sharing time with peers. Children thrive when they feel valued by the people around them, not just adults but their peers too.Ìý