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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IDEAL and Involved Instruction: Using Practitioner Expertise and Research with Distance and Blended Learning

January 29, 2018, 12:54 pm

≫ Next: Texas Online Learner Database

≪ Previous: Crossing Borders: Using Cross-Content Project-Based Curriculum to Meet Students’ HSE Needs

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Texas Online Learner Database

January 26, 2018, 6:37 am

≫ Next: Differentiated Writing Instruction: Growing Successful Writers

≪ Previous: IDEAL and Involved Instruction: Using Practitioner Expertise and Research with Distance and Blended Learning

Texas Online Learner Database (TOLD) was built as an online software as a service (SAAS) solution to be accessible through the Internet. The solution allows for the management and tracking of Providers, Teachers/Staff and Volunteers as well as Students and their Courses, Course Assessments and Attendance.

ATTACHMENTS:
TOLD COABE Presentation Final

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Differentiated Writing Instruction: Growing Successful Writers

January 26, 2018, 6:37 am

≫ Next: Stronger Together: Effective Advocacy through Cross Agency Partnerships

≪ Previous: Texas Online Learner Database

This conference session demonstrates practical strategies that adult education teachers can use to differentiate instruction and help ALL learners increase their writing performance. It also explores how to design instruction according to the principles of Universal Design for Learning (UDL), thereby contributing to a learning environment that challenges and engages diverse learners, helping them overcome their reluctance to write and find their voice. When teachers provide options for the ways that students access and participate in learning, they can motivate learners to reach their writing potential.

ATTACHMENTS:
Corley_Handouts_2016 COABE_Differentiated Writing Instruction

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Stronger Together: Effective Advocacy through Cross Agency Partnerships

February 5, 2018, 4:22 pm

≫ Next: Implementing an Academic I-BEST Program

≪ Previous: Differentiated Writing Instruction: Growing Successful Writers

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Implementing an Academic I-BEST Program

January 26, 2018, 6:23 am

≫ Next: Upping the Rigor, Vertically Aligning the Curriculum from ESL to ASE (PPT accompanying materials)

≪ Previous: Stronger Together: Effective Advocacy through Cross Agency Partnerships

This roundtable discussion will focus on how to design an
Academic I-BEST program that meets the needs, social needs, and goals of adult education students by allowing them to reenter the workforce more quickly than was possible under previous delivery models

ATTACHMENTS:
Implementing an Academic I BEST program

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Upping the Rigor, Vertically Aligning the Curriculum from ESL to ASE (PPT accompanying materials)

January 26, 2018, 6:25 am

≫ Next: Bigger, Better Writing: Using Rubrics & Samples to Improve Scores & Instruction

≪ Previous: Implementing an Academic I-BEST Program

Upping the Rigor: Vertically Aligning the Curriculum from ESL to ASE

Presentation Abstract (500 word maximum): This description will be included in the program)

In 2015, we presented our overall ABE/ASE program to a packed room. Our COABE title was SOAR: Upping the Game of Academic Rigor in ABE and ASE,- and we detailed our massive structural, policy and curricular shifts. This was a macro presentation about revamp our ABE and ASE program (independent study to direct instruction and little student services to full-time counseling, field trips, and more). Our student enrollment and number of graduates has more than doubled as a result of our changes; similarly, we have had large increases in student persistence and completion levels. The next step in our work has been in the area of curriculum alignment. Specifically, we have expanded our goal and are now deeply involved in vertically aligning the curriculum from beginning ESL through ABE/ASE.

This curriculum alignment anchors each class level and accompanying common assessments to the College and Career Readiness Standards (CCRS) and the Common Core Standards.

Specifically we will share the following:

Scaffolded activities, curriculum (including texts), and assessments that align the breadth and depth of the CCRSs;
Layered assessments (within and between levels) that build to the final assessment rubric developed within the California State University System;
Lesson plans that demonstrate what rigor looks like and sounds like in the classroom whether via a Shakespearean play; philosophical texts on logos, ethos and pathos; or written appeals to the United Nations about Syrian refugees.
Our model of how teamwork, staff development, administrative support, curriculum planning and grading pay became part of our system of success.

ATTACHMENTS:
HANDOUT RIGOR COABE 2016 1
CCR and Success Organizer paper may 2014
IMG_0274 1
COABE Rigor 2016 Kickoff Slides

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Bigger, Better Writing: Using Rubrics & Samples to Improve Scores & Instruction

January 26, 2018, 6:29 am

≫ Next: Evaluating Arguments for the Extended Response (GED and TASC Test)

≪ Previous: Upping the Rigor, Vertically Aligning the Curriculum from ESL to ASE (PPT accompanying materials)

No matter what you are teaching, we have a writing sample for you! Learn how to use rubrics to help your GED, TASC, HiSET, ABE and ESOL students improve their writing skills and scores. Two members of the Essential Education design team will explain the process we use to develop our proprietary rubrics. Participants will break into small groups to practice using a rubric to grade writing samples. Everyone will leave with useful strategies and free teaching tools. Identify the skills your students need to become excellent writers and meet their educational goals!

ATTACHMENTS:
BiggerBetterWriting COABE2016

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Evaluating Arguments for the Extended Response (GED and TASC Test)

January 26, 2018, 6:32 am

≫ Next: Advocacy _ Building a Network that Engages Community, Staff, and Students

≪ Previous: Bigger, Better Writing: Using Rubrics & Samples to Improve Scores & Instruction

When you evaluate an argument, you aren’t giving your own opinion of the topic. Your goal is to objectively analyze the author’s argument. This skill will help you write about arguments and make decisions about controversial topics.

ATTACHMENTS:
Evaluating Arguments

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