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Abstract:
In 2014, Texas transferred the AEFLA program to the Texas Workforce Commission ushering in a new era for adult education and bringing the program in line with student, community and stakeholder demand. Texas began building a Career Pathway system to serve adult education participants with new opportunities across the state. Through a tiered design of pathways into postsecondary, integrated education and training, specialized ESL programs for foreign trained professionals, or workplace literacy in partnership with employers, Texas launched a statewide effort to drive increased student success for college and employment outcomes. The Texas state director and career pathway lead outline the strategic model and driving factors in the system transformation. Detail on the statewide system design, core program components, models of implementation, integration dynamics, and the process for documenting practice across a diverse provider system of 34 entities. as included. ATTACHMENTS: Career Pathways TX style COABE 2016 Upload AEL Career Pathway Activities to March 2016 upload AEL Letter 02 16_ Implementing the Integrated Education and Training Service Approach
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Abstract:
Performance improvement and accountability are hallmarks of service delivery under the Workforce Innovation and Opportunity Act. Texas initiated a statewide quality model for local AEFLA provider program management after the state adult education program transferred to the Texas Workforce Commission in 2013. This slide show explains how the state and local programs collaborate to drive increased student success using a data-driven approach across educational, and postsecondary transition and employment outcomes. The presentation describes organizational roles in a system approach that includes monthly local performance and expenditure reporting, state office provider support, professional development linked to program improvement, monthly executive staff briefing, external monitoring and evaluation, and corrective action and continuous improvement support.+ ATTACHMENTS: ContinuousImprovementandAccountabilityTexasStyle_COABE2016
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Abstract:
Order of Operations: Sometimes, Always or Never? Many of us learned that the "Order of Operations" as a random rule someone made up, and we all have to follow it to get the same answer. As we dig into math, specifically using the mathematical shifts of the College and Career Readiness Standards, we look at things from a very different perspective. We no longer need to accept the order of operations as the rule, simply "because", instead let's investigate it and find some meaning. In this session, we will use our mathematical properties (commutative properties, associative properties, distributive property, etc) to explore our basic operations. With a solid mathematical foundation we will then look at "PEMDAS" in the context of the mathematical shift of rigor. ATTACHMENTS: Strom Order of Operations Handout COABE2016 Strom Order of Operations ppt COABE 2016
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Abstract:
This presentation contains 20 free and easy to use technologies that can be used to differentiate instruction and prepare ELLs for success in a connected global and digital society. Learn about exciting options to help engage students and meet instructional challenges. ATTACHMENTS: Its Tech Xtrodinary COABE Conference 2015
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Using the CCRS's multiple references to the number line, this numeracy session uses the number line as the focus of "Coherence" from the beginning, definition of number sets through Algebraic thinking. We investigate the age-old question, "Why is a negative times a negative a positive?" We explore basic operations (add, subtract, multiply and divide) and continue on to solve simple algebraic equations. ATTACHMENTS: Number Lines Arithmetic to Algebra PPT Strom COABE 2015 Number Lines Arithmetic to Algebra Handouts Strom COABE 2015
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New technologies can help offer targeted study paths to personalize and accelerate math review. Hear about early experiences with EdReady.org, a new tool from the non-profit NROC Project--designed to support such efforts. Panelists will share lessons learned in adapting the platform to serve adult learners, in Kentucky and California, and to assist professional development efforts, in Colorado. ATTACHMENTS: EdReady for Academic Readiness_COABE 2015
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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