This section provides curriculum and resource standards and criteria for RLA/Social Studies/Science Instruction. Curricula and materials should be aligned to the skills in the following:
- The College and Career Readiness Standards (CCRS) for Adult Education
- The KYAE Skills U Employability Standards
- The Test of Adult Basic Education (TABE)
- The GED Performance Level Descriptors (PLDs)
Many of the skills overlap. Providers may use the resources in this section to evaluate and develop curriculum in alignment to the standards and assessment targets.
Kentucky Skills U Lesson Plan Bank -- Provides lessons that meet the criteria below.
Criteria for the CCRS and Kentucky Skills U Employability Standards
The College and Career Readiness Standards (CCRS) for Adult Education
The College and Career Readiness Standards for Adult Education are a subset of the Common Core State Standards. The CCRS for Adult Education identify the skills that students need in order to “Read Like a Detective and Write like a Reporter.” The CCRS English Language Arts (ELA) Key Advances build towards college and career readiness by equipping students to engage with complex text, extract, and employ evidence in order to build knowledge in the content areas.
Instructors may use the tools below to evaluate curricula and resources to assure that they meet the skills and key advances (text complexity, evidence, and knowledge) of the CCRS for Adult Education
View the Standards.
Based on information from OCTAE, KYAE Skills U provides CCRS SBI tools for RLA standards-based instruction and curriculum resource alignment.
CCRS English Language Arts (ELA) Key Shifts -- Professional Development Tool for CCR Standards in ELA(RLA)/Literacy considered together, these activities will introduce you to the key instructional advances of the CCR standards for ELA/literacy.
The KYAE Skills U Employability Standards
The KYAE Skills U Employability Standards outline the skills that that may be incorporated into curriculum to assist students in developing workplace essential skills. Lessons should incorporate no more than three standards.
KYAE Skills U Employability Standards
Criteria for NRS, TABE, and GED®
National Reporting System (NRS) Levels for Reading and Writing
Test of Adult Basic Education (TABE) Skills
- Performance Level Descriptors --The GED® Assessment Targets describe the critical thinking skills essential to test-taker success in college, career training, and the workforce. The PLDs based on the assessment targets explain the skills a test-taker generally demonstrates in order to score into one of three performance levels on the 2014 GED® test or GED Ready®: The Official Practice Test, and the skills they need to develop to advance their score.
- High Impact Indicators for RLA//Social Studies/Science --The High Impact Indicators represent particular foundational skills that are the basis for the development of other skills covered in the GED® Assessment Targets. They are not complicated but are important for students to know. They assist instructors in focusing instruction in preparation for the test.
- Relationship Between the High Impact Indicators and Other Content Areas --This document shows the relationship between the High Impact Indicators and other indicators assessed on the GED® test. Instructors can use this resource to focus instructional skills in the limited time they may have available with students.