California Adult Literacy Professional Development Project

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.

Authors: Rebecca Bergey, Marcela Movit, Ashley Simpson Baird, and Ann-Marie FariaProduced by the American Institutes for Research, March 2018.The American Institutes for Research addresses how the growing English Language Learner (ELL) population in higher education is served and the challenges it presents given the vast array of student needs. Three student profiles exemplify the broad categories generally used to classify the ELL higher education population: international students, recent immigrants. or Generation 1.5 students. and the diversity within each group. Given the wide range of needs for students to meet their educational or occupational goals successfully, the paper outlines institutional and classroom level considerations by defining challenges, reviewing best practices, and suggesting ways to leverage technology.

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.

Workshop Description :This course will examine nine strategies that help learners persist and offer adult educators the opportunity to practice and internalize them. The course focuses on motivation and persistence and is relevant for teachers and instructional leaders from all content areas within adult education. This course takes place entirely online and runs for four consecutive weeks, starting March 17, 2025. Weekly participation is required, though participants may, during a given week, log in whenever they wish. A kick-off Webinar will take place during the first week. Participants who successfully complete this course will receive a certificate of participation (14 hours); they are also eligible to apply to California State University Sacramento for 1.4 Continuing Education Units if they wish.Goals :There are a number of research-based strategies for helping adults persist in reaching their education goals. The goal of this course is to expose teachers to nine of these strategies, provide opportunities for practice, and encourage the incorporation of these strategies into instructional practice.Registration Information :There is no registration fee to participate; CALPRO professional development opportunities are available to all California Adult Education Program (CAEP) agencies and employees. This course is currently at capacity. Waitlisted participants will be notified regarding their enrollment status by Friday, March 14, 2025. Contact Information :Please contact calpro@air.org with any questions.

Course Description:Adult education plays a significant role in the lives of immigrants. Often adult education is the first door through which a new immigrant encounters the world of services and supports available to them as they seek to increase their skills to reach their life goals. As described in the white paper by ALLIES on the Immigrant Integration Framework: “Immigrant integration is... a two-way process involving learning and adaptation by both immigrant communities and receiving communities. Broadening an understanding of diverse perspectives and cultural resources ultimately strengthens both the immigrant and receiving communities, and increases the entire community’s capacity to adapt and respond to a changing global environment." This facilitated online course will help educators support immigrants through civics education as understood within the lens of the California Immigrant Integration Initiative and aligned to approved EL Civics metrics.Goals:Participants will be able to locate and adapt Teaching Skills that Matter lesson materials on Civics Education topics in order to support immigrant students at all levels of ESL to become successful members of their communities.Registration Information:There is no registration fee to participate; CALPRO professional development opportunities are available to all California Adult Education Program (CAEP) agencies and employees.Contact Information:Please contact calpro@air.org with any questions.