CALPROgress Bulletin on Accelerated Learning

Don't miss the 2017 edition of the CALPROgress newsletter all about accelerated learning! There are articles from practitioners on a variety of strategies for supporting student to take the most efficient route to meeting their educational goals. Topics include:

  • The Cohort Model and Bridge Classes, Karen Bautista, Inland Career Education Center
  • An Overview of Accelerated Learning, Marcela Movit, AIR
  • Flexible Scheduling, Kathleen Porter, Poway Adult School
  • Co-location of Services, Arline Troncoza, Redlands Adult School
  • Blended Instruction, Dom Gagliardi, Escondido Adult School
  • Aligning Curriculum between Adult Schools and Community Colleges, Lynn Starks, San Juan Adult Education

In addition, read a message from Chris Nelson, Administrator of the Adult Education Office at the California Department of Education, an update on the English Language Proficiency Standards from Mariann Fedele-McLeod, and lots of information about CALPRO activities for 2017.

View the PDF, or contact Ellen Oka,, to request print copies.

New! Mentoring for Adult Education Instruction Resources

CALPRO has expanded its online Video Library to include a collection of videos and multi–media resources about Mentoring for Adult Education Instruction.

This new addition features a collection of brief, interactive presentations by Dr. Maricel Santos and supplementary resources on mentoring for adult education instruction. Sustained teacher mentoring helps organizations reduce teacher turnover by supporting new teachers with feedback and guidance; and normalizing an ongoing conversation about teaching for instructors at all levels. These resources are geared toward both the mentor and the mentee.

These interactive, self–paced presentations are designed to be viewed individually or with colleagues. They can be viewed in any order. The average viewing time for each presentation is 30 minutes, and up to an additional 35–45 minutes for reflection and discussion. You are invited to view as many presentations as you wish.

2017 Professional Learning Communities Institute — Apply by 3/17

CALPRO is currently accepting applications for the 2017 Professional Learning Communities Institute.

The Professional Learning Communities (PLC) Institute will consist of two face-to-face sessions, a moderate amount of online work, and site-based implementation of plans crafted by participating agency teams. The first face–to–face session will take place on May 01 and 02, 2017; the second gathering will take place on October 02, 03, and 04, 2017. Both sessions will be held at the CALPRO office in Sacramento.

The two-day May session will provide agencies with the framework and training needed to craft plans and start a PLC process of program improvement that focuses on student learning through ongoing professional development embedded in the agency's calendar. Participating agencies are expected to use the intervening time between the May and October sessions to take action on plans that lay the groundwork for PLC implementation for the 2017–18 program year. The three days in October will be devoted to continuing training, feedback, evaluation, and problem solving in support of implementation.

Applications must be received by March 17, 2017. To learn more about the institute and to apply for this excellent professional learning opportunity, please click 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 is offering four online courses, beginning in February. 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 quickly!

Understanding the Adult Learner
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.
Dates: Feb. 06 – Mar. 06, 2017
Facilitator: Jayme Adelson Goldstein, Lighthearted Learning
Register Now

Using Questioning Strategies to Improve Instruction
Are you frustrated at not getting the right answers from your students? Maybe it's because you're not asking the right questions! This course offers questioning strategies that foster higher–order thinking skills while developing responses beyond the level of recall. Help students connect the dots as they process new information to answer questions designed with a purpose.
Dates: Mar. 06 – Apr. 03, 2017
Facilitator: Kristi Reyes, MiraCosta College
Register Now

Evidence-Based Writing Instruction in the ESL Classroom
How do you 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.
Dates: Mar. 10 – Apr. 07, 2016
Facilitator: Dave Coleman, Los Angeles USD, Division of Adult and Career Education
Register Now

Integrated Education and Training
This course leads agency–based teams of educators and agency administrators through the process of developing plans for implementing one of four instructional models that successfully integrate adult education basic skills instruction (i.e. ESL or ABE) with technical or occupational skills instruction.
Dates: Mar. 27 – Apr. 24, 2017
Facilitator: Carolyn McGavock, San Diego Community College District Continuing Education
Apply Now (team applications due by Mar. 20, 2017)

New Research Brief! Adult Education: What Makes Teaching Effective?

This brief provides an overview of research on effective teaching that can be applied in multiple settings by a broad range of teachers across diverse settings. Adult education in California takes place in diverse environments, including school districts, community colleges, community-based organizations, libraries, and correctional facilities, and serves students with skills that range from basic literacy to international professional training. Across contexts, research finds that effective teaching is enriched by:
  • thoughtful attention to student backgrounds,
  • collecting and using student data to inform the implementation of evidence based practices including (1) learner-centered instruction, (2) rich and contextualized content knowledge, (3) use of standards to inform learning objectives, and (4) attention to foundational skills and higher-order thinking, and
  • planning for professional development that targets specific teacher competencies.

To download the brief from CALPRO's Research Archive, follow this link:

New! Videos on Career Pathways for Adult Learning and Related Resources

CALPRO has expanded its online Video Library to include a collection of videos and multi–media resources about career pathways for adult learners. The collection includes presentations on how to contextualize career learning and videos of related classroom demonstrations. Additionally, the page features links to supplemental instructional materials and to an extensive collection of video clips about careers, industries, skills and abilities, or work options and education levels.

The Video Library also includes 10 interviews with practitioners of Integrated Education and Training (IET) programs, as well as videos of other best practices in action, such as teaching ESL as well as teaching reading and math in the ABE/ASE classroom. In addition, the library archives professional development webinars on a wide range of topics, such as the popular Instructors Forum and Administrators Forum, and presentations on postsecondary transitions.

Summer offers a perfect opportunity to increase individual educators' access to professional development on emerging priority topics, the goal of the video library. Viewing these videos and discussing them with colleagues—whether with a partner, in small groups, or in larger staff meetings—can further enrich the learning experience.

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