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Abstract:
About 59% of adult education students function between 4th and 9th grade. In order to have efficient success with these “middle-level” learners, programs need systems and methods designed specifically for these students. These learners (4th-9th) require a special strategy. Each student requires an effective individualized approach for their specific academic and emotional needs. Instructional systems in the middle levels can impact long-term success by ensuring fluency of basic skills competencies before advancement, developing independence and confidence, and by incorporating time into instruction and assessment. Join this session to explore methods from Pace Learning Systems designed specifically for the middle-level learner since 1977.
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Abstract:
Describe and evaluate national initiatives, resources, and tools to enhance digital literacy programming and services Select a resource, tool or website to share at your organization, program or school, and draft a plan for your next steps in using it.
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Abstract:
Define competency-based learning (CBAE) Define blended learning (BL) Describe features and advantages of blended learning and competency-based learning for students, teachers, and programs Describe how CBAE and BL fit together Describe how to access inexpensive computers and broadband Internet in the classroom or for home use Survey students’ technology skills and their access to portable digital devicesYou must be logged in to download this resource. Register now if you don't have an account.
Abstract:
Preceded by a brief introduction of the trend by panel moderator David J. Rosen, a panel of experienced adult public charter school administrators will present their schools, addressing topics such as school origins, including the application process; how the school is accountable and to whom; and what opportunities are afforded to adult learners as a result of a program becoming a public charter school. Following the presentations there will be an opportunity to address questions to the panelists.
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Abstract:
Rehabilitation Act of 1973 Section 504 requires that federally-funded institutions and programs ensure equal access, equal treatment, and support services for disabled students Section 508 requires that all technology used in federally-funded institutions and programs be accessible, including websites, IT systems, and online courses Americans with Disabilities Act (ADA) Prohibits discrimination based on disability by a public entity or institution
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Abstract:
LINCS now offers materials created by the ESL Pro project to improve adult ELL instruction in three areas: increasing the rigor of instruction, integrating digital literacy into English language instruction, and connecting adult ESL learners to career pathways. Materials include issue briefs, teacher-focused instructional resources in a digital magazine format, and online learning modules on each of the topics. The roles of both teachers and administrators are addressed in each module. Preview the materials, hear how materials are being used, and consider how they might be used in your program or state.
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Abstract:
In 2015-2016, the LINCS ESL Pro project provided training for teachers and programs serving English language learners in 10 states. Each state configured their professional learning a bit differently, but all used a blended model including one or more face-to-face sessions with online communities of practice, webinars, email, and conference calls. These models allowed subject matter experts, who were mostly many states away, to provide a professional learning experience over an extended period of time. Attend this session to learn how an online community of practice can actually build community, how to deal with many levels of technology skills, and how to build deep foundational knowledge at the outset. Solutions can be applied to student learning as well.