Community College 101: Support Services for Transitioning Students
Facilitator: Anna Pilloton, Director of Outreach and Community Partnerships at the College of Marin
What do your students need to know about transferring to a community college, or from nonâcredit classes to credit? What options do they have in terms of cost? What are the different pathways they should consider for their future? What support services are available to them once they are enrolled, and how should they go about finding what they need? This webinar will take you on a guided tour of the community college resources and services.
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.
The California Adult Education Learner Persistence Project
Produced by California Adult Literacy Professional Development Project
This publication presents the outcomes of a multi-year initiative on enhancing adult learner persistence. It addresses three distinct but related efforts on learner persistence: (1) the adult learner persistence Web site developed by the California Department of Education, (2) a field-based research initiative (FBRI) on learner persistence, and (3) site-based study circles on learner persistence. The purpose of each of these efforts was the same: to make available to California adult educators information about current research findings on learner persistence and to invite them to use the findings to design and implement interventions to enhance the persistence of their adult learners.
Motivating Learners and Implementing English Language Proficiency (ELP) Standards
Hosted by Turlock Adult SchoolIt takes persistence as well as effective instruction for adult learners to significantly increase their skills to achieve their goals, whether it is in their community, workplace, or in postsecondary education. Adult educators can support learners to persist and efficiently gain relevant skills by implementing standard-based instruction and evidence-based motivation strategies. This tailored community of practice (CoP) provides an overview of the motivation strategies and introduces the English Language Proficiency (ELP) Standards. The CoP will provide an opportunity for participants to plan classroom activities that incorporate the standards and motivation strategies. Location: Turlock Adult SchoolDate: Tuesday, April 15th, 2025Time: 3:30pm - 6:30pmRegistration Information:This tailored regional CoP is designed for the Turlock Adult School staff and teachers.There is no registration fee to participate; CALPRO professional development opportunities are available to all California Adult Education Program (CAEP) agencies and employees.
Supporting Immigrant Integration Through Civics Education (Online)
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: âImmigrant 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 communityâs 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. Participants who successfully complete this course will receive a certificate of participation (15 hours); they are also eligible to apply to CSUS for 1.5 Continuing Education Units (CEUs) if they wish.Goal: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.Registered participants will receive final confirmation and details by Friday, October 17, 2025. Waitlisted participants will also receive an update regarding their enrollment status by that date.Contact Information:Please contact calpro@air.org with any questions.
Planning for Student Success: Barrier Busters and Support Strengtheners
This worksheet is designed to support students in Integrated Education and Training (IET) programs, but it is also suitable for use with all adult education learners during orientation. It helps students identify potential obstacles to educational success and document both personal support systems and wraparound services available through the program or its partners.
Universal Design for Learning: Learning that Works for All (Self-Directed Online)
Course Description:
This self-directed course supports independent professional development; there is no facilitator nor other participants. Sign up now and access the class for 3 months. There is no official start or end date to worry about.
The purpose of this course is to identify how research-based learning strategies can increase engagement and access for all learners. Through this learning module, adult educators are introduced to the Universal Design for Learning (UDL) guidelines, which provide a framework to help educators create learning spaces which work better for all students. Additionally, the course presents straightforward strategies that educators can use to start implementing UDL immediately. The estimated course completion time is 1.5 hours.
Enrollment verification with Moodle login information will be sent to registrants within one business day of registration.
Registration Information:
This course is free of charge to all California adult education programs.
Contact Information:
Please contact CALPRO at calprohelp@air.org or at 916-286-8803 for more information.