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Abstract:
Developing a Fast-Track Curriculum for Accelerating Students Through GED ® Preparation Have the digital and common core skills required to successfully navigate GED ®preparation stalled your students? Let us help you tailor our Fast Track curriculum to fit your program. By identifying students by TABE scores and classroom performance, they can be taught a three-hour Math Fast Track and a three-hour RLA Fast Track to gain perspective in preparation for the GED Readyâ„¢ and GED ® tests. Presented by: Diane Kelly, Thomas Dube, Sandra Singleton, and Phyllis Lynn Educational Focus: Adult Basic Education ATTACHMENTS: Developing a Fast Track Curriculum for Accelerating Students Through GED Preparation Hardin County Student Checklist TEACHER CHECKLIST FOR GED 5 Step Student Checklist FOR GED GEDExpressPresentation211151 GEDExpressOverallGraphicROAD 2 GEDExpressOverallGraphicROAD 1 GEDExpressGreenPath GEDExpressYellowPath GEDExpressRedPath
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This lesson plan is for a segment of a session spent with a workplace literacy student. See full curriculum at: http://adultresource.coabe.org/resources/workplace-literacy-curriculum This is a sample lesson plan of activities to help ESOL students prepare for entry-level jobs in our community. Pick and choose activities suitable to your student's goals and skills. These activities are designed to be adaptable to varying levels and easily modifiable to fit your unique student's skills. Start off each meeting by talking with your student, informally determining how much of the previous meeting they recall and what they want out of that day's meeting. This is also a chance to practice and assess your student's greetings and small talk skills, critical components of getting along with coworkers. This informal chit-chat- could take anywhere from 5-10 minutes of a one hour meeting. Each meeting might include two to four topics and should incorporate a variety of activities to develop the student's reading, speaking, and listening skills in English. Be aware that some activities may be tiring because of the amount of language included. It is okay to cover a topic repeatedly for shorter periods of time, ensuring long-term comprehension. Unfortunately some activities are straight memorization and cannot be made as engaging as other topics. Be aware of your student's engagement level and fatigue. If you are having success with an activity, do not feel like you need to stop after a given amount of time. An engaged and happy student will be a better learner! Basic Materials that may be useful in addition to materials for activities: whiteboard with markers, notebook to take notes during your lesson and to store lesson plans for planning future sessions, index cards (covered in contact paper to preserve them for regular use), baggies, sharpies
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Abstract:
Education and lifelong learning are the keys to opportunity for individuals and communities at large. The enactment of the Workforce Innovation Opportunity Act (WIOA) has reauthorized educational and workforce development policies. In the next couple of years, WIOA will require a shift in the delivery of adult education literacy instruction and workforce development. Libraries are at the cornerstone of this legislative and are among the most accessible institutions both public and academic libraries reach all populations. Thus, the outreach capabilities that libraries bring to the table make them a crucial partner to assist with the implementation of WIOA core principles. This workshop will provide attendees with the tools to create a sustainable partnership with both pubic libraries and community colleges libraries. Through strong partnerships attendees will be able to accelerate learning and distribute skills and knowledge; and can add depth and breadth the community using legislative set forth under WIOA. This pre-conference will be a mix of facilitated discussions followed by hands-on activities using successful examples of libraries and community-based organizations. Participants will have an opportunity to perform a SWOT analysis of their respective programs and a library. The attendees will not be required to have any prior knowledge of creating partnerships. You will gain new skills to utilize at your respective programs. ATTACHMENTS: Adult Literacy and Libraries Community Partnerships Adult Literacy through Libraries Building a National Movement
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Abstract:
Adult readers need to be able to read quickly, accurately, and with proper phrasing in order to manage the complexity and quantity of reading material needed on the job or in postsecondary education or training. Poor fluency will impact reading comprehension and can adversely affect students on timed tests. Learn how to use a variety of easy and effective classroom activities to strengthen the reading fluency skills of intermediate readers (4.0-8.9 grade level equivalencies). ATTACHMENTS: Building Reading Fluency
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Abstract:
Examine the relationship between state offices and adult education professional organizations. Outlines how state offices and adult education professional organizations work together to support adult education practitioners.
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Abstract:
In 2014 the Joyce Foundation began a three year study on digital learning to identify which practices and product features might be associated with better outcomes for students and programs. In this webinar, Michael Ormsby, CEO and Dan Griffith, National Sales Manager with Essential Education will examine which features of digital technology as well as instructional practices will lead to significantly better educational outcomes in literacy and numeracy among ABE learners. Against a backdrop of effective blended and distance learning models, the webinar will give adult educators specific tools they can use to accelerate learning and skill acquisition. https://www.youtube.com/watch?v=r7D9dJed_Uo&t=31s
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Abstract:
Full implementation of the Workforce Innovation and Opportunity Act begins July 1st and adult education programs are in various states for the new information collection requirements. Texas state leaders are helping their local programs understand how to use the new requirements to stand up quality intake and assessment models that support adult learners to the services they need for successful completion and transition. https://www.youtube.com/watch?v=FDcu1we_bKI
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