Starting and Expanding CTE Programs
Facilitators:
Steve Curiel, Director, Huntington Beach Adult School, Huntington Beach Unified School District
Starting a new CTE class or expanding your CTE program pathway can be challenging. There's a lot to consider. How do you determine what's needed? Will it provide a sustainable wage or better for the students? Will you have partners involved and if so in what capacity? How do you find teachers? What will the program cost and how will it be funded? Does this provide a future IET opportunity? In this webinar we will go over these considerations and more, when planning your new CTE class or building your existing CTE program.
Apprenticeship/Pre-apprenticeship and CTE Pathways Webinar Series: How to Construct Pre-apprenticeship Pathways
Webinar 1: How to Construct Pre-apprenticeship Pathways
Facilitator:
Adele McClain, Administrator for Apple Valley Adult Education School
Come and learn how Apple Valley Adult Education School and its partner community college leveraged each other's strengths to support adult learners' goal achievements through High School Diploma/Career Technical Education articulated courses as well as industry certificates and union-endorsed pre-apprenticeships. When the two agencies put students' needs first, they found increased revenues even in the pandemic. The practices set up during the pandemic helped them to create expanded partnerships in 2021 and beyond. Join us to explore options for your agency!
Collaborative Curriculum Alignment
This training outlines the process of curriculum alignment to help adult learners successfully transition within adult education programs and from adult education to post-secondary environments.
Integrated and Contextualized Workforce Skills in the ABE/ASE Classroom
This training provides background to educators for teaching skills transferable from the classroom to the workplace and explicitly teaching how to articulate those skills. The training offers ideas for hands-on application of transferable skills in adult basic education (ABE) and adult secondary education (ASE) classrooms.
Integrated and Contextualized Workforce Skills in the ESL Classroom
How can you prepare your learners to succeed in the workforce? Find out what employers say are essential skills for today's workforce. This Community of Practice shows you how to connect transferable skills in the English as a Second Language classroom to the workplace. It also offers examples of contextualizing ESL instruction easily by using workplace activities and forms.
Aligning CTE Standards to the CCRS and ELPS
Facilitator: Sudie Whalen, CALPRO
This session uses CALPRO's research to practice approach to demonstrate contextualizing instruction with standards alignment and correspondence. Viewers will learn how to develop lessons that meet Career Technical Education (CTE), College and Career Readiness (CCR), and English Language Proficiency (ELP) standards by learning about the alignment and correlation between the three types of standards.
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 Zachry
This 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. Trawick
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, 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 2015
Produced by California Adult Literacy Professional Development Project
Collaboration 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