Join CALPRO for the Fall 2020 Integrated Education and Training (IET) Implementation Clinic!
Are you looking to develop or improve your Integrated Education and Training (IET) program? Join CALPRO for the Fall 2020 Integrated Education and Training (IET) Implementation Clinic!
There are 4 principal features of this unique 5-month online professional learning opportunity which begins in October 2020. The innovative format of the Implementation Clinic features two day-long virtual training sessions; three live, interactive online sessions; ongoing online discussions, and completion of a capstone project and presentation of the project at the second day-long session. Topics will be tailored to the needs of the participating practitioners and identified through the application process. Sample topics may include: Starting Strong: Developing the Team Teaching Partnership; Co-Teaching & Alternating Teaching: Which model, Why, and How?; Integrating Learning Outcomes & Lesson Plans; Building an Integrated Syllabus; Promising Intake & Onboarding Strategies for IET; and Action Planning: Process Considerations, Potential Challenges and Solutions to Address Challenges.
Agency teams, to include an IET program administrator, an English as a Second Language instructor and a Career and Technical Education (CTE) instructor, are encouraged to apply. Membership and participation are free of charge and open to all California adult education funded programs. Preference will be given to IET program team staff working in an Integrated EL Civics IET program that is funded through Section 243 of the Workforce Innovation and Opportunity Act, Title II: Adult Education and Family Literacy Act (WIOA, Title II: AEFLA) grant.
For more information, go to:
CALPRO Integrated Education and Training (IET) Implementation Clinic – Fall 2020 Application
Applications are due by Friday, October 2, 2020.
Questions? Contact Amy Dalsimer at email@example.com or 973-986-7537.
Host CALPRO’s Success for All Learners through Equity! (New Professional Development Opportunity for Adult Education)
Recent events have focused the attention of our country on the need for equity and steps to eliminate racism and other biases in our society. Adult education addresses equity in some ways by its fundamental purpose, but there is more work to do. The California Adult Literacy Professional Development Project (CALPRO), in collaboration with the CDE, is pleased to announce a related professional development opportunity: Success for All Learners through Equity. This professional development (PD) opportunity is open to all California Adult Education funded programs, and we currently seek agencies to host the PD event. The intended audience includes adult education front office and support staff, instructional staff, and administrators. The training is available entirely online for the 2020-21 year.
CALPRO Webinar #2 on Math Teaching
Join CALPRO for the second in a webinar series on strategies for teaching math. Even if you didn’t attend the first session in March, this webinar will provide you with practical strategies for supporting all learners to succeed in mastering math concepts. Excellence in mathematics education requires equity--opportunities for all students to engage in high-levels of mathematical thinking & work, the belief and expectation that all students can do such thinking & work, and the necessary supports for all students to be successful. This session will discuss how to support equity through problem-solving & reasoning in math.
Title: Encouraging a Mathematical Mindset Through Reasoning & Problem Solving
When: Thursday, May 7, 1 pm
How: Register here!
Questions? Contact Marian Thacher, firstname.lastname@example.org
Responses from AIR for Adult Educators in Response to COVID-19
In response to COVID-19, the American Institutes for Research (AIR) has identified several resources that may assist adult
educators on topics such as distance learning, online teaching, digital literacy, and health literacy. To access copies of
issue briefs, companion learning resources and additional resources, visit AIR’s Adult Education Research and Technical
Assistance Center (AERTAC) at https://www.air.org/center/adult-education-research-and-technical-assistance-center-aertac#covid
Among the featured resources are a plain-language FAQ page that addresses a variety of topics related to the COVID-19 pandemic. Other new resources include issue briefs on Digital Literacy and Health Literacy, produced by AIR for Teaching Skills that Matter in Adult Education, a current OCTAE initiative.
Additionally, on April 16, COABE is sponsoring a related webinar titled Bridging Access to COVID-19 Information Among Adult Learners. Presenters include Dr. Erica Shelton, an AIR researcher and emergency medicine physician in Baltimore, and Dr. Trenita Childers, an AIR health researcher specializing in equity and community engagement. During the webinar, the presenters will first review the FAQs to provide an overview of accurate, medically sound information, then offer strategies and resources for providing information to adult learners with low literacy or limited English proficiency.
- COABE Webinar: Bridging Access to COVID-19 Information Among Adult Learners.
Presenters: Dr. Erica Shelton, an AIR researcher and emergency medicine physician, and Dr. Trenita Childers, an AIR health researcher
Schedule: April 16, 2020, 11 am – 12 noon PT (2-3 pm ET)
Registration and Additional Information: https://coabe.org/pdwebinars1/
Self-Directed Online Professional Learning Opportunities
CALPRO has many self-directed courses for teachers to choose from, including the newest on Advising the Adult Learner: The Teacher’s Role. Each CALPRO self-directed course contains 12–15 hours of self–study materials, presented through a variety of media. These courses are organized into short units; participants may choose to do as few or as many units as they wish.
Adult Learning and Development
This course examines how adults learn and the implications for adult literacy programs. It explores the unique characteristics of adult learners as well as adult motivation, needs, and self-concept and their effect on learning. The course also explores adult development and the implications for effective teaching.
Advising the Adult Learner: The Teacher's Role
It is often the teacher to whom the adult learner first turns for advice on issues ranging from educational and career pathway options to employment, family, health, emotional, and legal issues. Do you know when to provide guidance and advice and when to refer learners to professional counselors and other available community services? In this course, you will explore the advantages and limitations of the teacher's role as an adviser, learn about community resources, and identify strategies for listening and responding to student needs.
Designing Programs for Adults with Learning Disabilities, Session 1. Understanding Learning Disabilities: Awareness for Adult Educators
Do you wonder if some of your students have learning disabilities? This course will help you understand what learning disabilities are and recognize common characteristics of adults with LD. You will review the screening process and explore the legal rights and responsibilities of both the learner and the literacy program.
Effective Strategies for Writing Instruction
This course examines the vital role writing plays in ABE, ASE, and ESL instruction, especially in helping learners become college- and career-ready. Participants begin by identifying possible challenges in teaching writing and strategies for overcoming them. Through interactive, multimedia presentations, participants identify the key components of the writing process and discover research-based instructional strategies for supporting their students' writing development. Finally, participants learn how to apply a rubric to evaluate student work and prepare a lesson plan with instruction designed to address students' areas of need.
Introduction to College and Career Readiness Standards
This course will provide administrators and teachers with an overview of standards implementation and the College and Career Readiness Standards. Participants will then take a closer look at three key shifts in English Language Arts instruction as well as in Math instruction.
Learner Goal Setting in Adult Education Programs
Did you know that one of the major factors contributing to learner persistence is goal setting with the learner? Did you know that learners most often cite as a reason for dropping out that their classes didn't meet their needs and expectations? Learn how to set realistic goals with each learner and then revisit and revise goals throughout the semester so that students feel comfortable that your class is meeting their needs.
What's all the excitement surrounding the topic of learner persistence, how does it differ from student retention and motivation, and how do I encourage my students to persist in their learning? Based on research on factors that promote learner persistence, this self-directed professional development course examines implications for changing practice in the four areas of intake, orientation, instruction, and program activities.
Math Instructional Strategies
This course is intended to help teachers understand how to present concepts vital for: 1) mastering the California algebra standards; 2) passing high-school equivalency exams; and 3) helping students conceptualize and utilize math concepts in and out of the classroom.
Middle-Skills Job Preparation for Adult Education
Do you wonder how to integrate employability skills into your adult education setting to support workforce preparation for middle skills jobs? Employability skills also referred to as 21st-century workplace skills, soft-skills or non-cognitive skills, are needed by our adult education students for readiness and success regardless of the industry or job position. This course will provide an overview of the middle skills jobs landscape, an employability skills framework and highlight strategies and hands-on resources to connect the needed employability skills for these jobs within the adult education setting.
Teaching Critical Thinking Skills
Discover how to help your students become better critical thinkers, problem solvers, and decision makers! Through this course, you will learn specific techniques to help students move beyond simple knowledge to greater understanding of what you are teaching. You will also review the basic steps to problem solving and decision-making and explore strategies for helping your students apply critical thinking to their lives both in and out of the classroom.
Success for All Learners
Through Equity: Apply for the Pilot in March
The new community of practice created this year by CALPRO is on the topic of Success
for All Learners Through Equity. The module will be piloted in March 2020 with a
select group of adult education support staff, teachers and administrators who are
close enough to drive to Sacramento. The experience will consist of online activities
along with two face-to-face sessions on March 17 and 31 from 1 to 4 pm at the CALPRO
The goal of this module is to support adult education staff at every level to achieve
personal cultural competence and to create a culturally competent and equitable
environment within each adult education agency.
This module is intended for all adult education staff including front office and
support staff, instructional staff, and administrators. Every attempt has been made
to make the readings and activities relevant to each of these groups. Ideally a
program may send a team made up of an administrator, instructor or instructional
leader, and a front office staff member. Although team participation is not required,
agencies might consider whether team participation is feasible, as making program
and instructional changes will rely on all three groups.
Read more and find the link to the
online application here.
ONLINE PROFESSIONAL LEARNING OPPORTUNITIES
BEGINNING IN THE NEW YEAR!
The New Year is a great time to take advantage of professional development, and
CALPRO has eight fantastic online professional learning opportunities scheduled
after the New Year, the first two beginning in January. Each course is four weeks
long and requires about 3 hours per week of your time. Spend a few weeks after the
New Year, thinking and practicing with a group of colleagues from around the state,
on the topic of your choice. Register soon, as these facilitated courses fill up
Integrated Education and Training (Online Course)
Jan. 13 - Feb. 9, 2020
This course guides agency teams in creating an action plan for putting into place
the necessary foundations for implementing an integrated education and training
(IET) model that align with the agency's IET vision. This training module is designed
for teams made up of adult education administrators, basic skills (i.e., adult basic
education [ABE], English as a second language [ESL]) instructors, and career technical
education (CTE) instructors. Teams of three, representing each of the three roles,
are the primary target, but teams consisting of an administrator and two basic skills
instructors or an administrator and one instructor can also benefit from the workshop.
Application Deadline: : January 9, 2020
Evidence-Based Writing Instruction in the ESL Classroom (Online Course)
Jan. 20 - Feb. 16, 2020
Similar to its previously mentioned ABE counterpart, this course helps participants
improve their writing instruction for ESL students by applying 1) research-based
instructional techniques, 2) protocols for analyzing students' work, and 3) guided
Mastering the English Language Proficiency Standards (Online Course)
Feb. 3 - Mar. 1, 2020
This course will introduce participants to the English Language Proficiency (ELP)
Standards and provide strategies for using the standards to guide and inform instruction.
ESL instructors can benefit from familiarity with and reliance on the ELP Standards
for Adult Education to guide instruction toward the increased rigor and skills necessary
for successful transition to work or to postsecondary training or further education
and for participation in communities that adult learners need.
Designing Programs for Adults with Learning Disabilities, Session 2: Effective
Instructional Strategies (Online Course)
Feb. 10 - Mar. 8, 2020
Become familiar with practice and strategies for helping adults with learning disabilities
succeed in your classes! Learn to select appropriate accommodations to meet diverse
learning needs. This course presents an overview of various instructional approaches
and helps you design one instructional activity using an LD-appropriate approach.
It is recommended that participants take Designing Programs for Adults with
Learning Disabilities, Session I, Awareness for Adult Educators
before taking this course; it may be completed via the
Effective Lesson Planning (Online Course)
Mar. 2 - Mar. 29, 2020
Learn to plan and deliver effective lessons! This course takes participants step
by step through the process of lesson design and provides an opportunity to create
a lesson plan using the OTAN Online Lesson Plan Builder. Participants will learn
up-to-date strategies for planning lessons using a combination of the WIPPEA stages
and “backward design.” Using the information and skills taught in this
course, participants will find that lesson planning becomes a quick, easy process.
College and Career Readiness Standards: English Language Arts Implementation
and Application (Online Course)
Mar. 9 - Apr. 5, 2020
This course focuses on the alignment of teaching materials to the College and Career
Readiness Standards on English language arts (ELA) and the application of the standards
in the classroom using practical tools and strategies.
Evidence-Based Writing Instruction in the ABE Classroom (Online Course)
Apr. 6 - May. 3, 2020
Want to improve the quality of writing by your intermediate and advanced ABE students?
In this course you will learn about research-based instructional techniques, including
explicit instruction, and about using rubrics to evaluate assignments and to help
students evaluate their own writing. Participants will develop an instructional
plan to implement with their own students.
Managing the ESL Multilevel (Online Course)
Apr. 13 - May 10, 2020
Learn how to meet the needs of ESL students in a class with skill levels ranging
from beginning to intermediate to advanced. This course presents strategies for
planning lessons for learners of widely varying language skills.
New Management Competencies Self-Assessment
We are pleased to share the Addendum to Management Competencies Self-Assessment!
In 2017-18, CALPRO engaged adult education administrators in California to examine
the current relevance of the management competencies, which resulted in endorsing
the existing MCSA competencies as relevant, while also identifying 15 new field-recommended
competencies and one additional field-recommended domain, Equity. Learn more
Back to Top