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NCTN CONFERENCE 2013

NCTN CONFERENCE 2013. THE LIFE SKILLS, COLLEGE, AND CAREER READINESS GUIDE FOR ESOL LEARNERS. Welcome and Introductions. Luanne Teller SABES Central Resource Center Director Lteller@worlded.org Carey Reid SABES Staff Developer for Curriculum & Assessment Creid@worlded.org.

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NCTN CONFERENCE 2013

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  1. NCTN CONFERENCE 2013 THE LIFE SKILLS, COLLEGE, AND CAREER READINESS GUIDE FOR ESOL LEARNERS

  2. Welcome and Introductions Luanne Teller SABES Central Resource Center Director Lteller@worlded.org Carey Reid SABES Staff Developer for Curriculum & Assessment Creid@worlded.org

  3. How the Guide is Constructed These columns can be edited, reorganized, or changed in any way. This Guide can be used at the program, classroom, or student level. Beginner, Intermediate, and Advanced levels are included. Use this column to document progress, record notes, etc. Aligned to MA Curriculum Frameworks Benchmarks

  4. Background of CAELA Project A two-year collaborative effort of: The Massachusetts Department of Elementary and Secondary Education/ Adult & Community Learning Services The Massachusetts System for Adult Basic Education Support (SABES) The Center for Adult English Language Acquisition (CAELA) Team

  5. AcknowledgmentsMassachusetts CAELA Project Team  • Sharon Artis-Jackson, MA DESE • Toni F. Borge, Bunker Hill Community College • JoAnn Crandall, University of Maryland, Baltimore County • Kermit Dunkelberg, Holyoke Community College/Ludlow Area ALC • Merilee Freeman, Central MA SABES at Quinsigamond CC • Carey Reid, SABES Central Resource Center at World Education • Luanne Teller, SABES Central Resource Center at World Education • Sarah Young, Center for Applied Linguistics The following practitioners developed the beginner and intermediate levels of this document: Nathan Eckstrom from the Jamaica Plain Community Center Adult Learning Program; Brian Jordan from College Bound Dorchester; and Christopher Vaughn from ABCD Parker Hill.

  6. Why We Needed This Guide • Students need to prepare for next steps as soon as they enter programs. • Exploits staff potential/desire to create an ideal environment for students to: • build noncognitivestrengths • safely practice new skills • bridge to new, challenging environments. • Enables teachers to accommodate life skills goals…the reason many of our learners seek services in the first place.

  7. What We Learned from Research • "Noncognitiveskills"--e.g., taking initiative--gaining in importance. • Few skills/knowledge lists provide applications. • Lists with applications are more classroom ready! • Skills lists are incomplete (focus groups). • Most skills listed are too advanced for beginning learners—but Hamline University to the rescue! 6. (We anticipated the Common Core State Standards.)

  8. How the Guide is Constructed Similar indicators are sometimes used across domains. For example, on page 5:

  9. How the Guide is Constructed Another example occurs on the bottom of page 14 and top of page 15.

  10. How the Guide is Constructed And in some cases, similar indicators are used across all three domains. For example, on page 16.

  11. How the Guide is Constructed Often, a similar indicator will be used with the same competency in all three levels--for example, these indicators on pages 4, 20, and 40. Note that they become more complex as the levels go up.

  12. Using the Guide in the classroom

  13. Lesson Planning Group Activity • Decide on an NRS classroom level • Pick a competency from Guide left column • Pick an indicator (task) from either Academic or Career column • Work together to plan for classroom instruction • Do NOT use My Favorite Activity! • Choose someone to share for your group • Report out after 15-20 minutes.

  14. How the Guide Might Be Used • To enrich curriculum and lesson planning. • To demonstrate mastery in a variety of ways, e.g., • Portfolio • Document Packets: resume, cover letter, • converted credential • Checklist • Certificate process • To record what students have accomplished as they move from one level to the next. • To support a culture in which everyone pays attention to and integrates next steps for ALL students in the program.

  15. Now it is up to you! Guiding Questions Does the Guide need to be adapted to something in my program/state? If so, what? How are we most likely to use it: at the program, class, or student level, or all three? How might we adapt it? How could we use it to drive lesson planning, classroom instruction, student goals? How could we use it as a tool for advising? Which competencies make most sense for my students: Life skills, academic, or career readiness? Or all three? What might we want to add to the Guide?

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