Integrated Education and Training Design Toolkit
The Integrated Education and Training Design Toolkit guides users through a team-based approach to develop customized IET solutions that address the needs of adult learners and local businesses through four iterative phases: Research and Assess, Design and Plan, Develop and Implement, and Evaluate and Improve. Train-the-Trainer materials are also available to support the IET Design process. See the abstract for links.
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.
Integrated Education and Training (IET)
This training 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 aligns with the agencyâs IET vision.
Introduction to Designing a Single Set of Shared Learning Objectives for Integrated Education and Training (IET)
This webinar provides an introduction to the elements needed for successful team teaching and, specifically, the development of a single set of integrated learning objectives to guide instruction. IET administrators, ESL and workforce training (CTE) teachers explore approaches and strategies for the planning and successful implementation of integrated programs. The webinar was produced collaboratively by staff from the State Leadership Projects CALPRO and CASAS.
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.
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
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.
Guidelines for Facilitating Discussion Groups Using CALPRO Research Digests, Research Summaries, and Research Bibliographies
Produced by California Adult Literacy Professional Development Project, 2006CALPRO offers these suggested guidelines for initiating and conducting discussion groups using the research digests, summaries, and bibliographies.