SDE: Connecticut Competency System

{Adult Education Logo}
CONNECTICUT
ADULT EDUCATION
 
 
Connecticut Competency System
 
 
Some Connecticut Agencies Trained
in the CCS Standards
 
Public Adult Education Programs
 
Literacy Volunteers
 
Community/Faith-Based Organizations
 
State Agencies (Corrections, Labor, Social Services)
 
CT Works One-Stop Centers
 
Temporary Assistance for Needy Families (TANF)
 
Workforce Investment Act Youth Programs
The Connecticut Competency System (CCS) is a uniform, competency-based assessment and instructional system that is implemented by adult education programs and other state agencies who share a common client base. It provides a comprehensive framework for a common core of competencies that youth and adults need in order to be fully proficient, lead productive lives and improve their ability to reach self-sufficiency.
 
The CCS is based on the framework developed by the Comprehensive Adult Student Assessment System (CASAS). The CASAS system is more than a series of assessments; it is a system that links:
{Curriculum, Instruction, Assessment Diagram}
 
Curriculum (the CASAS competencies  and Content Standards);
 
Assessment (the available CASAS standardized assessments); and
 
Instruction (e.g. the Quick Search software).
 
 
The CASAS curriculum framework is based on competencies and content standards that youth and adults need to function effectively in society. CASAS assessments measure an individualís ability to apply basic literacy, numeracy, and communication skills to perform the competencies. CASAS assessments yield valid and reliable results and are approved for reporting progress through the National Reporting System (NRS) educational functioning levels. CASASí consortium approach also offers training and support to member states, and provides practitioners with opportunities for involvement in the test development process. The research foundations and psychometric theory for the CASAS system are detailed in the CASAS Technical Manual.
 
Training, technical assistance, and assessment materials to support the implementation of CCS are provided through the Adult Training and Development Network (ATDN), a program of the Capitol Region Education Council (CREC).
 
 
CCS Program Facilitators
To administer CASAS reading, math, and listening assessments, adult education programs must ensure that a CCS Program Facilitator (see CCS Program Facilitator Contact List in the Adult Education Directory) is on staff or actively pursuing Facilitator status. The Directorís designee becomes a Facilitator by completing CCS Training Parts 1 (The Appraisals), 2 (Survey Achievement Pre and Post Assessments), and 3 (Program Facilitator Professional Development). The CCS Advisory Group which is comprised of CCS Program Facilitators from several adult education programs assists the Bureau with the continuous improvement of CCS.
 
 
Workforce Investment Act Common Measures
The Department of Education assists the Department of Labor and the regional workforce investment boards in the development of policy and procedures for the implementation of the CCS standards in order to meet the requirements of the Literacy and Numeracy Gains common measure for out-of-school youth, and the basic skills testing of all WIA Youth program participants (see CT DOL Memoranda AP 06-10). Follow up training and technical assistance are provided through ATDN.
 
 
{student at computer} Computer-Based Testing
The Department is piloting the use of CASAS eTests in Connecticut adult education programs. Programs are utilizing a computer-adaptive locator which immediately places students into the appropriate level intact CASAS pre- and post-test forms to measure progress.
 
 
Performance-Based Assessment Options
The Department has been implementing the CASAS Functional Writing Assessment for several years. In Fiscal Year 2005-2006, the Department also began limited implementation of a Workplace Speaking Assessment. This performance-based standardized assessment measures the speaking skills of English-as-a-Second Language (ESL) learners in a workplace context. It determines the test takerís ability to succeed on the job in oral interactions and targets ESL learners at the high beginning to advanced levels who are currently employed or have had work experience.
 
 

Resources
 

For technical questions, contact the Web Content Coordinator: deb.koval@ct.gov




Content Last Modified on 7/23/2009 12:25:50 PM