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Abstract:
In this session, the presenters will share ways you can engage your community, staff, and students in promoting adult education and impacting important legislative discussions. In addition to providing an overview of the national Educate & Elevate campaign, presenters will provide some basic advocacy information and share practical ways that instructors can incorporate advocacy in their classrooms and become better advocates for their students. They will share how adult education teachers can engage students in advocacy through a series of classroom taught lessons, class outings, service projects, and volunteer work. Presenters will provide participants with resources and examples of advocacy activities and events that can be replicated in the ABE and ESOL classrooms. Opportunity to ask questions and share ideas.
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Abstract:
"I'm Not Afraid of Math Anymore!" prepares students for high school equivalency math tests in a simple, targeted way. The PowerPoint gives a quick background of why I authored these books as well as a short overview. The PDF compares sample pages and the table of contents for the GED ® and HSE versions. Books are available in English and Spanish.Join the "I'm Not Afraid of Math Anymore!" movement . . .ATTACHMENTS: PPT for Im Not Afraid of Math Anymore Side by Side Comparison of Im Not Afraid of Math Anymore GED and HSE versions School Order Form 4 2 16
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Abstract:
With the introduction of the College and Career Readiness Standards (CCRS), the changes to the High School Equivalency (HSE) exams, and the increases in employer expectations, students' needs are changing, but it's not realistic to offer separate curriculum for each individual's unique needs. Nor is it possible to build an entirely different program for each pathway (HSE, college-prep, job-training, etc). However, through project-based learning, more of those needs can be met more consistently and more realistically. Through this arrangement, learners gain not only experience and demonstrate a higher level of learning and application, but also create useful cumulative projects, that even have potential to be used in the real world. In this workshop, practitioners who are in the trenches- will dug into some integrated, project-based curriculum developed by teachers who are in the thick of things.- Participants explored a cross-content unit plan addressing language arts (reading, writing, and listening/speaking) and social studies content. The unit plans are designed to address the CCRS to meet the needs of HSE students. Strategies for multi-level and drop-in settings were discussed. Practitioners were also guided/supported in developing additional and/or adapting teaching plans that are specific to their students' needs and share developed plans with other practitioners. ATTACHMENTS: Cross Content Unit Planning Notes Example Combined Resource Social Studies Unit Example Combined Resource Social Studies Unit Instructional Strategy Resources Unit 1 Weekly Overview COABE Pre Conference Crossing Borders
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Abstract:
This presentation addresses the most-frequently-asked questions concerning design and development of a College Transitions Program, such as: 1). How do we recruit students and teachers? 2). Once the program begins, how can we support and retain our students and teachers? 3). How can we measure the success of the program? 4). How can we scale and sustain our Transitions program beyond the current levels and funding sources? ATTACHMENTS: Manage Evaluate and Expand Your Transitions Program_Gill
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Abstract:
Networks for Integrating New Americans, an innovative national initiative, identified, strengthened, and documented place-based models of immigrant integration that other communities can replicate and adapt. It positioned adult education programs as key contributors to local, multi-sector networks which were formed as the primary vehicle for promoting and advancing immigrant integration. The national initiative was led by World Education in partnership with Welcoming America, IMPRINT, and the National Partnership for New Americans which together coached the five networks. The technical assistance was underwritten by the Office of Career, Technical, and Adult Education at the U.S. Department of Education. ATTACHMENTS: ImmigrantIntegration Report Cover 1