College and Career Readiness Standards: English Language Arts (ELA) Implementation and Application
This training provides an in-depth exploration of the College and Career Readiness Standards (CCRS) and how to align what occurs in the classroom with these standards. to support teachers, administrators, and programs as they work to implement and align with the CCRS.
Increasing Rigor in the ESL and Basic Skills Classroom
Facilitator: Betsy Parrish, Professor/Coordinator TEFL/Adult ESL, Hamline University
Federal funding for adult education and College and Career Readiness Standards are two of the signposts pointing us towards increasing the rigor of instruction in adult education to help learners reach their education and career goals. Betsy Parrish is a national expert on increasing rigor in adult education classrooms. She has published articles on the topic and created many training materials for teachers. In this webinar, she will discuss the significance of increasing rigor, and she will provide several examples of classroom activities for embedding instruction in academic language, higher order reading and listening strategies, organizational and note-taking strategies, and critical thinking at every level from beginning to advanced. This session is appropriate for ESL, ABE and ASE instructors.
Guiding ABE Learners toward College and Career Readiness
Presenter: Wendy Heard, Academic Department Chair and Site Technology Coordinator, Burbank Adult SchoolWendy Heard introduces participants to the College and Career Readiness Standards for Adult Education, and to Webb's Depth of Knowledge wheel, and provides practice in identifying which depth of knowledge various questions address, with the goal of raising the level of questions that adult students address in order to prepare them for more analytical and evaluative thinking required in postsecondary education and on the job. She also reviews how the CCR math standards are constructed and how they change the traditional approach to math instruction.
Increasing Engagement and Student Persistence Through Distance - and Blended-Learning Models; What the Research Says and Which Practice Work
Authors: Anthony Burik, Mariann Fedele-McLeod, Debalina Ganguli, Martin D. Griffin, Hilary Iserman, Nicole Jordan, Stephanie Kriebel, Yecsenia Lorenzo, Courtney McMahon, Katie Callahan Neginskiy, Penny Pearson, Theresa Petersen, Kristi Reyes, Thoibi N. Rublaitus, Shannon Swain, Lila Young, Carolyn ZachryThis evidence to action brief presents recent research on distance learning in adult education and provides an important contemporaneous account of how California adult education rose to meet the challenge of continuing to serve adult learners during the pandemic. This brief captures a snapshot of the current state of practice and evidence, including identified challenges and corresponding best practices. Additionally, it looks towards the future as adult education continues to address the identified challenges of distance learning in innovative ways, as well as to harness the ample benefits and potential for students.
Bringing Reading Instruction to Life Using PIAAC Tools: Supplement to the Introductory Guide (Literacy)
Author: Amy R. TrawickProduced by the American Institutes for Research through a contract with the National Center for Education Statistics (NCES) of the U.S. Department of Education, May 2018.This 2018 report supplements the previously published Using the PIACC Literacy Framework to Guide Instruction: An Introduction for Adult Educators and provides literacy instructors ways to implement contextualized reading instruction to a population with varied needs and educational backgrounds. By connecting real-world reading tasks and standards-based instruction, this report provides resources for teachers to consider when planning a contextualized reading curriculum. The supplemental report is based on data originally released by the Program for the International Assessment of Adult Competencies (PIACC) in September 2016 and was produced by the American Institutes for Research through a contract with the National Center for Education Statistics (NCES) of the U.S. Department of Education.
Collaboration in Adult Education
Author: John Tibbetts and Anestine Hector-Mason, September 2015Produced by California Adult Literacy Professional Development ProjectCollaboration has been shown through research to be an effective strategy both in the classroom and in program management. This CALPRO Research Brief examines the research as it applies to both Professional Learning Communities (PLCs) at the program level, and to classroom instruction, and finds that in both applications collaboration improves outcomes.
Adult Education: What Makes Teaching Effective?
Author: Anne Mishkind, CALPROThis 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 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
College and Career Readiness Standards
Author: Susan Pimentel, 2013This document presents a set of college and career readiness standards (CCRS) of the content that is most relevant for preparing adult students to succeed in colleges, technical training programs, work and citizenship. In the areas of English language arts/literacy and mathematics. These standards were derived from the Common Core State Standards.
English Language Proficiency Standards
Produced by U.S. Department of Education, Office of Career, Technical and Adult Education, 2016Designed to support effective instruction of adult English language learners, this document presents a set of correspondences to the college and career readiness standards (CCRS) for English language arts/literacy, mathematical and science practices.
Evidence-Based Professional Learning
Author: Anne Mishkind, American Institutes for Research, 2014This brief provides instructors, professional development coordinators, and program administrators with research and implementation guidance related to evidenceâbased professional learning and dataâdriven instruction.