1. ACES PROFESSIONAL LEARNING COMMUNITY II MEETING ONE 1 ACES PLC II, ATLAS, January 2015

2. Welcome!  Introductions – please tell us your name, what and where you currently teach, and your history with ACES. 2 ACES PLC II, ATLAS, January 2015

3. Meeting One Agenda  Introductions & expectations  Goal-setting and reflection  Name that TIF category!  Zoom in on Developing a Future Pathway (DFP)  Pre-Task #1 Student Interview  DFP sample activities in the complete TIF  Planning with ACES in mind: Instructional Planning Tools (IPTs)  A Tale of Two Contexts: The ACES Process:  The Classroom  The One-room schoolhouse  Work Time! TIF-ed Instructional Planning  Outside Tasks Preview  Wrap-up, questions, plans for Meeting Two 3 ACES PLC II, ATLAS, January 2015

4. PLC Scope: PLC II Meeting TWO:  Sharing Outside Task #1  Student Goals: Pre-Task #1 Revisited with LS  The Complete TIF: LS Sample Activities  Exploring 2 Contexts: the classroom & the one-room schoolhouse  Exploring TIF Methods  Sharing Outside Task #2  Work Time!! PLC II Meeting THREE:  Sharing Outside Task #4  Sharing Outside Task #5  Student Goals: Pre-Task #1 Revisited with NS  The Complete TIF: NS Sample Activities  Exploring 2 Contexts: the classroom & the one-room schoolhouse  Exploring TIF Methods  Work Time!!  Review ACES Journey 4 ACES PLC II, ATLAS, January 2015

5. Expectations for PLC  Engage in PLC activities  Complete Outside Tasks between meetings  Adapt materials, techniques, and knowledge to your own setting and students  Challenge yourself to take risks  Ask questions, go deep!  Provide positive and constructive feedback 5 ACES PLC II, ATLAS, January 2015

6. Expectations for THIS PLC  Please see the hand-out with information about this specific PLC – meetings schedule, contact information, logistics, etc. Any questions from the group at this point? 6 ACES PLC II, ATLAS, January 2015

7. ACES: Academic Career and Employability Skills ACES Purpose: To ensure that ABE programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. ACES Purpose: To ensure that ABE programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels. 7 ACES PLC II, ATLAS, January 2015

8. Where have we been? Since the last ACES PLC until now…  What have been some of your ACES highlights?  What have been some of the challenges? 8 ACES PLC II, ATLAS, January 2015 Take some time to reflect on your ACES work. What do you want to make happen this time around? Write your ACES goal on handout p. 12.

9. Name that Category! ACES PLC II, ATLAS, January 2015 9 Here are some of the greatest blockbusters to ever sport TIF categories! See if you can figure out which TIF category each hit movie promotes!

10. Name that Category! ACES PLC II, ATLAS, January 2015 10 Numeracy

11. Name that Category! ACES PLC II, ATLAS, January 2015 11 Learning Strategies

12. Name that Category! ACES PLC II, ATLAS, January 2015 12 Academic Language & Skills

13. Name that Category! ACES PLC II, ATLAS, January 2015 13 Effective Communication

14. Name that Category! ACES PLC II, ATLAS, January 2015 14 Navigating Systems

15. Name that Category! ACES PLC II, ATLAS, January 2015 15 Critical Thinking

16. Name that Category! ACES PLC II, ATLAS, January 2015 16 Self-Management

17. Name that Category! ACES PLC II, ATLAS, January 2015 17 Developing a Future Pathway

18. TIF Categories 18 ACES PLC II, ATLAS, January 2015

19. My learner’s goals  Take out Pre-Task #1  In a pair/small group, discuss your learners’ long-term goals and the steps they need to get there.  Label the final column of your worksheet “TIF Skills.”  Take out the TIF @ a Glance and look at the DFP category (p. 11).  Together, consider (and jot down on handout pg. 4) which DFP skills and sub skills your students need to develop in order to take the steps they need to achieve their long- term goals.  Note: We will return to this activity in meetings TWO & Three as well. 19 ACES PLC II, ATLAS, January 2015

20. Helping my student meet his/her goal… Given the DFP skills and sub skills your student needs to succeed… Which DFP skills do you already teach? Which DFP skills do you need to add? 20 ACES PLC II, ATLAS, January 2015

21. TIF: Transitions Integration Framework Complete TIF contains: Categories & definitions Skills & sub skills Sample activities ranging from simple to complex Sample technology ideas to practice skills Ideas to contextualize for community, school, or work Transitions Integration Framework Outlines the skills needed for successful transitions. Serves as a guide for integrating transition skills into instruction. 21 ACES PLC II, ATLAS, January 2015

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23. The Complete TIF  Navigate the complete TIF to find sample activities for the DFP sub-skills.  Choose 2 sample activities you could tweak and use with your students. (1 must be a technology activity.)  Discuss your choice with your partner/group. Then share out sample activity “finds” with the large group. How could this activity work in different contexts? Transitions Integration Framework 23 ACES PLC II, ATLAS, January 2015

24. Planning with ACES in Mind ACES PLC II, ATLAS, January 2015 24 Pre-Task #2: Choosing an instructional planning tool.  Which IPT did you choose? Why?  Did you tweak it? How?  Did you bring an IPT of your own? How do you use it? Which IPT will you use during our Working Time? Discuss these questions with the group:  Why plan instruction?  Why use an instructional planning tool? (IPT)

25. Break 25 ACES PLC II, ATLAS, January 2015

26. Give me an A! The ACES Process A C E S ssess instruction/materials/curriculum to identify where TIF skills are addressed omplement to intentionally integrate TIF skills valuate outcomes after delivering lesson/using materials/trying the activity tudy and reflect What else do students need? What else do I need? 26 ACES PLC II, ATLAS, January 2015

27. A Tale of Two Contexts… The Classroom: The One-room Schoolhouse How does ACES look in these different settings? How does planning differ? 27 ACES PLC II, ATLAS, January 2015

28. ACES Process: Step 1: Assess a Lesson Sample “Pre-ACES” Lesson Read and ASSESS the Pre A-C-E-S Lesson Plan to identify the Developing a Future Pathway(DFP) skills/sub skills being addressed. Read the description of each lesson component and identify the DFP skills and sub skills addressed. Refer to the “TIF @ a Glance” DFP category. Note the skills and sub skills in the “Assess” column for each lesson component (e.g. DFP 1a, 2b) Remember, the ACES process can be used with textbook materials, learner plans, and other instructional resources and routines, not just lesson plans. ACES can work in any ABE context! 28 ACES PLC II, ATLAS, January 2015

29. Pre-ACES Lesson Plan Warm-up Warm-up:  Teacher leads students in a brainstorming activity to think of ways to look for and learn about jobs.  Teacher introduces the concept of an informational interview as a way to learn more about a job. 29 ACES PLC II, ATLAS, January 2015

30. Pre A-c-e-s Lesson: Assess Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up Introduction Guided Practice Independent Practice Extension DFP 3c 30 ACES PLC II, ATLAS, January 2015

31. Pre-ACES Lesson Plan Introduction Introduction:  Students (Ss) brainstorm different types of jobs in small groups. They try to list as many as they can within 5-10 minutes.  The groups share out their ideas while the teacher writes them on the board.  Teacher explains that one way to learn more about a job is by doing research. Today Ss will have the opportunity to research a particular job which is of interest to them. 31 ACES PLC II, ATLAS, January 2015

32. Pre A-c-e-s Lesson: Assess Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up Introduction Guided Practice Independent Practice Extension DFP 2b DFP 3c 32 ACES PLC II, ATLAS, January 2015

33. Pre-ACES Lesson Plan Guided Practice Guided Practice:  Ss choose one of the jobs that has been listed. It can be a job they are interested in learning more about.  Teacher helps Ss write 7-10 questions that they have about the job they have chosen. These questions will serve to guide the students in their research. 33 ACES PLC II, ATLAS, January 2015

34. Pre A-c-e-s Lesson: Assess Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up Introduction Guided Practice Independent Practice Extension DFP 2b DFP 2a-2c DFP 3c 34 ACES PLC II, ATLAS, January 2015

35. Pre-ACES Lesson Plan Independent Practice Independent Practice:  Ss research their given job by reading an article or watching a video: www.citytowninfo.com/career-stories www.citytowninfo.com/career-stories  Ss take notes and try to answer the questions they have written. 35 ACES PLC II, ATLAS, January 2015

36. Pre A-c-e-s Lesson: Assess Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up Introduction Guided Practice Independent Practice Extension DFP 2b DFP 2a-2c NA DFP 3c 36 ACES PLC II, ATLAS, January 2015

37. ACES Process: Step 2: Complement 1. Now watch the video clip of the “Post-ACES” TIF- ed lesson one segment at a time. Access video: https://www.youtube.com/watch?v=ZVXETVjmvB4 https://www.youtube.com/watch?v=ZVXETVjmvB4 2. How did the teacher COMPLEMENT each segment of the lesson with additional DFP skills and sub skills? Refer to the TIF @ a Glance DPF Snapshot. Note the skills and sub skills on the GRID in the “complement” column. 3. Share out skills & sub skills 37 ACES PLC II, ATLAS, January 2015

38. Post-ACES Lesson Plan Warm-up Warm-up: [video time: 0:00-5:00]  Teacher leads students in a brainstorming activity to think of ways to look for and learn about jobs.  Teacher introduces the concept of an informational interview as a way to learn more about a job. 38 ACES PLC II, ATLAS, January 2015

39. Post A-c-e-s: Complement Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up DFP 3c Introduction DFP 2b Guided Practice DFP 2a-2c Independent Practice DFP 2a-2c Extension NA DFP 3c 39 ACES PLC II, ATLAS, January 2015

40. Post-ACES Lesson Plan Introduction Introduction: [video time: 5:00-8:03]  Teacher distributes half sheets of paper that give basic information about a job.  Students (Ss) work in pairs or small groups to complete a K-W-L Chart about the job they were given.  Ss work together to make the ‘K’ section of their charts as complete as possible 40 ACES PLC II, ATLAS, January 2015

41. Post A-c-e-s: Complement Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up DFP 3c Introduction DFP 2b Guided Practice DFP 2a-2c Independent Practice DFP 2a-2c Extension NA DFP 3c DFP 1a; 2a-2c 41 ACES PLC II, ATLAS, January 2015

42. Post-ACES Lesson Plan Guided Practice Guided Practice: [video time: 8:03-17:38]  Ss use the ‘W’ section of their chart to create 7-10 questions about the job.  Teacher helps Ss create the questions as needed.  Working in small groups, Ss choose their best questions to write on a large sheet of poster paper.  Ss share out their questions. 42 ACES PLC II, ATLAS, January 2015

43. Post A-c-e-s: Complement Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up DFP 3c Introduction DFP 2b Guided Practice DFP 2a-2c Independent Practice DFP 2a-2c Extension NA DFP 2a-2c DFP 3c DFP 1a; 2a-2c 43 ACES PLC II, ATLAS, January 2015

44. Post-ACES Lesson Plan Independent Practice Independent Practice: [video time: 17:38-19:39]  Ss research their given job by reading an article or watching a video: www.citytowninfo.com/career-stories www.citytowninfo.com/career-stories  Ss take notes and try to answer the questions they have written.  Ss complete the 4-Square graphic organizer with information about the job. 44 ACES PLC II, ATLAS, January 2015

45. Post A-c-e-s: Complement Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up DFP 3c Introduction DFP 2b Guided Practice DFP 2a-2c Independent Practice DFP 2a-2c Extension NA DFP 2a-2c DFP 1a-1b; 2a-2c DFP 3c DFP 1a; 2a-2c 45 ACES PLC II, ATLAS, January 2015

46. Post-ACES Lesson Plan Extension Extension: [Not featured in video]  Help Ss to write a letter or e-mail to someone who works in the job that they researched. Ss ask 3-5 questions requesting more information about the job.  Ss prepare short presentations for the class in which they give 3-5 pieces of information that they learned from reaching out to someone in a given job. 46 ACES PLC II, ATLAS, January 2015

47. Post A-c-e-s: Complement Lesson Components AssessComplementEvaluate Study & Reflect Warm-Up DFP 3c Introduction DFP 2b Guided Practice DFP 2a-2c Independent Practice DFP 2a-2c Extension NA DFP 2a-2c DFP 2b-2c; 3a DFP 1a-1b; 2a-2c DFP 3c DFP 1a; 2a-2c 47 ACES PLC II, ATLAS, January 2015

48. One-Room Schoolhouse ACES PLC II, ATLAS, January 2015 48 Watch the interview with the instructor of a one-room schoolhouse. Link: [https://www.youtube.com/watch?v=KDsQLS4V6yU]https://www.youtube.com/watch?v=KDsQLS4V6yU  Observe the system she uses to TIF the lessons for her learners.  What kind of IPT does she use? How does she use it?  What kinds of pre-ACES materials does she use and how does she TIF them?

49. What works best in my setting? ACES PLC II, ATLAS, January 2015 49 Consider both the classroom and the one-room schoolhouse contexts. In small groups, discuss these questions: 1. Which process would work best in your setting? (Classroom or 1-room schoolhouse?) 2. Why did you choose that option? 3. How would you tweak either process to better fit your setting and learners? 4. Is there a way to combine the two processes to get the best of both worlds?

50. Work Time! Tools:  Instructional Planning Tool  Lesson materials Instructions:  Team up with someone with a similar context or learner group  Discuss your IPTs  Discuss your proposed ACES lessons  Identify the DFP skills/sub skills to be addressed & note them on the IPT  Provide input and feedback to one another 50 ACES PLC II, ATLAS, January 2015

51. Outside Task #1  Implement the TIF-ed lesson you began planning.  Make sure to intentionally integrate DFP skills.  Evaluate how the lesson went observing evidence of student learning.  Share this lesson at Meeting TWO. 51 ACES PLC II, ATLAS, January 2015

52. Outside Tasks #2 & #3 Outside Task #2  Evaluate your IPT and tweak as necessary.  Share at meeting TWO. Outside Task #3  Review/preview the Learning Strategies (LS) category from the TIF.  Choose lesson materials that you plan to use following PLC Meeting TWO that you could integrate LS skills into.  Bring these to work on during Meeting TWO. 52 ACES PLC II, ATLAS, January 2015

53. ACES in ACTION Plan! Let’s set a timeline for PLC work… Outside Tasks for Mtg. TWO Mtg. TWO Date: ________ Outside Task #1: TIF-ed Lesson Implementation  Do by: ??? Outside Task #2: Evaluation and Tweaking of IPT  Do by: ??? Outside Task #3: Preview LS Category Compile materials to use for LS lesson  Do by: ??? Outside Tasks for Mtg. THREE Mtg. THREE Date: ________ Outside Task #4: TIF-ed Lesson Implementation  Do by: ??? Outside Task #5: TIF Method Implementation  Do by: ??? Outside Task #6: Preview NS Category Compile materials to use for NS lesson  Do by: ??? 53 ACES PLC II, ATLAS, January 2015

54. ACES Resource Library http://atlasabe.org/resources/aces 54 ACES PLC II, ATLAS, January 2015

55. Wrap-up Next Meeting: day, time, place Tasks before we meet again? Come ready to share! Questions? THANK YOU!!! 55 ACES PLC II, ATLAS, January 2015