# data[].attributes.body
It's really interesting how the CCRS was integrated into the ESOL standards. I am appreciated for the work on these standards because as a program manager (with a strong ABE background, but little experience with ESOL) I have struggled trying to help my ESOL teachers create curriculum with CCRS. I would love to see some ESOL curriculum with the new standards in action.

# data[].attributes.body
I appreciate the revamp in the standards being presented. I like that I have a more defined progression with benchmarks to strive for. However, it seems as though there is a lot more specificity. Maybe a little too much. The nomenclature presented as scientific labeling. I'm not a science person, but that's how it came across to me.

# data[].attributes.body
Watching these videos and looking through the standards for the ESOL learning standards, I noticed how close they are to the WIDA standards which are the standards for K-12 students. I liked that there's continuity among the standards because some of the students that graduate from high school might still need ESOL services. It is great to see that there will be similarities to how the standards are approached.

# data[].attributes.body
Watching this video reminded me that the Standards For Mathematical Practice is a very important part of the adult learning environment. I will often have an adult learner say to me, "just show me how to do this problem...", perhaps expecting that seeing how to "do" one problem equates to mastery of an entire concept. Adult learners need to see mathematical models used to solve real-life problems. Teaching "why" a process is used in balanced with the "how" it is used brings about a better understanding and better reasoning.
Matt

# data[].attributes.body
The video was wicked helpful for understanding the ELA standards. I teach writing and have been applying 1 or 2 week to week but the video showed some helpful strategies for applying all ELA standards, not just writing.

# data[].attributes.body
I appreciate the step by step breakdown of how the MAELPS are structured and I especially appreciate getting to hear about the research and thinking behind the ELPS. I teach beginning students and I am having a slow motion aha about how much complexity is expected in the classroom (or soon to be expected of my students.) I am excited to think about augmenting my lesson plans to make them more complex. I've already begun to think bigger about how to engage my students in small experiments in critical thinking over the course of a semester.

# data[].attributes.body
I'm in my second year teaching ESOL and working with the MA standards for Adult Learners. So glad that the ESOL and CCRSAE are combined. The videos were very helpful to my understanding of how the standards were merged. I feel less stressed about incorporating all strands and benchmarks.

# data[].attributes.body
I am relatively new to the formal world of adult education, I come from the world of professional training for nonprofit professionals. I found the tables and charts showing all the strands, levels , standards and benchmarks very daunting last year when I did my first SABES training as a new teacher in ESOL... however, now with the new ELPS its less confusing and my "aha moment" came in the 3rd video when it showed how to actually use them in a practical sense and to better understand progression across levels. Looking forward to using them in a constructive way going forward. Sarah

# data[].attributes.body
I took the opportunity today to watch both the math and ELA videos (I recently viewed the 2 part ESOL standards videos so those are fairly fresh in my mind).  What really struck me as I watched today was the similarities in the set up of all the standards. I would say that I am most familiar with the ELA standards, but watching the other videos really tied things about all of those areas together for me in a way that I had not really thought about before.

# data[].attributes.body
Hi! Interestingly, I just finished viewing the Overview to the new MA ELPs just before starting this! I had several "Aha's" - probably the most significant that I think I can actually evolve into being more comfortable and proficient in using them! Even though I've looked a lot at the CCRSAE standards, I've never felt quite comfortable with them, but the videos helped me to rethink my approach them as more "user-friendly" and "approachable" than I thought they would be. I still have some doubts about how well I will be able to use them with my actual students & student population, but I know that I have to try hard to be positive and proactive in using and applying them. Like others, I like and appreciate the merging into one single document that is more user-friendly, but again, I need to spend much more time exploring the actual document in more depth.
Janet

# data[].attributes.body
The three part videos were all great to walk me through the document  in a meaningful way. I have been including the ELPS in my plans but will just go though the chart and find something to match what I plan to teach. I understand the efficiency of the document when used correctly, but I feel overwhelmed when I look at it. The videos have given me a better understanding on how to use it efficiently. My aha moment was understanding how to use the standards by level allowing a meaningful flow throughout the strands. Deb

# data[].attributes.body
As this is my first time teaching Adults ESOl students, I feel completely overwhelmed with all the input I'm receiving at this moment. As a retired ESL high school teacher, I'm familiar with the Massachusetts ESOL standards but still the fact that I've been away from the classroom for five years, makes me feel out of sync. I hope this workshop will help me get on the groove again. I'm trying to soak in all the information I can.

# data[].attributes.body
I really like the convergence of the two documents (CCRS and CF) into one. In my program, we have been using both in lesson planning and our Scope and Sequence. It is great to have them all in one place.
As mentioned in the Overview video, It's important to remember that standards are guideposts to what and how we teach but that, as teachers, we are still able to (and need to) respond to students' and programs' needs.

# data[].attributes.body
I very much like the integration of the standards across domains such as using fractions and decimals in understanding geometry. In the video, I appreciated the reminder that just teaching procedure is not to anyone's advantage.
A difficult task for me is to develop different entry points for the same topic in order that more advanced students can derive just as great a growth in understanding as a beginner. The A-B-C-D do help, but it will take practice.

# data[].attributes.headline
As stated in the video, the standards can be overwhelming.  I think that is why I tend to "hide from" them. Yet, I can see that becoming familiar with them by using them methodically and regularly will improve my practice. 

# data[].attributes.subject
As stated in the video, the standards can be overwhelming.  I think that is why I tend to "hide from" them. Yet, I can see that becoming familiar with them by using them methodically and regularly will improve my practice. 

# data[].attributes.body
Since I teach reading, writing, and social studies in HSE, the standards should be even more useful.  Still, the work looks daunting.  Someone told me that taking small steps makes the task less so.

# data[].attributes.body
Looking at the  "Massachusetts Professional Standards for Teachers of Adult Education" reminds me of my first glimpse of the CCRSAE—they seem overwhelming and incomprehensible, even though these are a mere handful of pages rather than a book. But just as diving into the CCRSAE has helped, I hope that diving into these will turn them into something I can actually understand and use.

# data[].attributes.body
I am pretty familiar with this document having "mucked around" it with Donna Curry. Still I always pick up a deeper understanding each time I present on this document. One of my first "ahas" was with Rigor. I spent most of my class time developing conceptual understanding with my students and now realize that application and procedural skills need the same emphasis as well.

# data[].attributes.body
"Aha's" :
The lingo is becoming more familiar now.  I understand how the codes are written.  I can see how the benchmarks can support my Ss learning because I can aim for including the ones where my Ss need strengthening of those abilities.  I will use the standards for both backwards and forwards lesson planning.
What I noticed about the Standards:
They are intended to support teachers in identifying exactly what to offer Ss to support their language development.  They are not intended to cramp our style, but rather to put into words things that we already do and to encourage us to develop accuracy and precision in our lesson planning.
What I want to know more about:  I am always looking for ways to make my own process of lesson planning more easeful and enjoyable, rather than terrifying.  I need help connecting the Unit plans  and my  big ideas to actual steps I need to take to carry out the ideas, maximize the use of material,  and to ensure that the ideas really do support the students in reaching certain benchmarks.
What are "domain specific" word meanings?

# data[].attributes.body
This document still says "draft" and the version on the ACLS website is older - does anyone know about a final-final version? I'm interested to hear folks' initial reactions to this almost final version. Please share!

# data[].attributes.body
To summarize implementation of these standards:  set students up to practice the Practices using Coherent content and all aspects of Rigor.

# data[].attributes.body
The new MA English Language Proficiency Standards seem to be well designed to help teachers use them easily.