1. ACES PLC, ATLAS, March 2014 1

2. What Employers Want Top 10 List! ACES PLC, ATLAS, March 2014 2 1. Perfect attendance 2. Drug and Alcohol Avoidance 3. Listening and Following Instructions 4. Math, science, and mechanical aptitudes 5. Critical Thinking Skills 6. Work effectively on a Diverse Team 7. Problem Solving 8. Life-long Learning 9. Strong Communication Skills 10. Dependability

3. Transition (TIF) Categories ACES PLC, ATLAS, March 2014 3

4. How do TIF categories address the TOP 10 list? ACES PLC, ATLAS, March 2014 4  Share a few examples with a partner.

5. How to make Transitions accessible to Volunteers and Learners in all contexts ACES PLC, ATLAS, March 2014 5 Teach TIF Skills

6. Transitions (TIF) in the Classroom What do they look like? ACES PLC, ATLAS, March 2014 6  Norms & Routines: a sequence of actions regularly followed. Routines become Norms when they become class expectations.

7. Norms and Routines Examples ACES PLC, ATLAS, March 2014 7   Personal responsibility: homework turned in on time, making up missed work   Accountability: signing in/out, getting missed work/notes, writing down assignments   Evaluation: evaluating the quality of work and participation of self and others   Teamwork: expectation set to work collaboratively to accomplish certain tasks   Tasks, duties: participation in tasks/duties as learning experiences   Levels of formality: using more formal speech and behaviors with the instructor and in the classroom in general   Informal interaction: speech and behaviors appropriate to use with peers (not outside friends)   *Routines: when they become class expectations

8. Learning Templates ACES PLC, ATLAS, March 2014 8  Routine structures for activities and tasks that provide practice of lesson content and can be adapted to different contexts.

9. Learning Templates 9  Graphic Organizers  Dialogue Templates  Info Gaps  Mingle Grids  Dictation Templates  Exit Tickets  Games  Surveys

10. Share Ideas 10  Share with a partner 1. An example of a Norm/Routine 2. A learning Format  Pair with a another Pair and Share! +  Write ideas on a poster

11. Time to Delve-in! ACES PLC, ATLAS, March 2014 11  Peruse packets  Peruse posters  Jot down New ideas, Things to try on Monday, and Questions on your graphic organizer

12. Let’s Transition ACES PLC, ATLAS, March 2014 12 What works for your volunteers? Share one Routine & Learning Template you can implement on Monday.

13. Next Steps  ACES resources at ATLAS website: www.atlasabe.org/professional/transitions  Future PD opportunities Regional workshops in spring 2015 (NE, NW, Metro, South) ACES Study Circles in programs and/or transitions regions in spring 2015  Contact Lia Conklin Olson, the ACES Project Lead: Lia.conklin@spps.org

14. Thank you & Wrap-up ACES PLC, ATLAS, March 2014 14 THANK YOU for Participating!

15. Poster Sharing of Ideas: Routines and Learning Templates Volunteer Management Conference, November 2014 15  Image – what do you see? Student writes by self, then shares with a partner.  Mingle grid – vocab/grammar activity (for each lesson)  Calendar review: weather & icebreaker question with whole group  Morning mingle – practice greeting and 1Q by walking around the room and repeating the same greeting & Q.  Sandwich lesson – large group exercise, then small group activity, then back to large group for another activity (e.g. lease agreement)  Scheduled times for different academic skills  KWL worksheets (Know/want to know/learned)  Classroom binders with sections (free binders at U of M reuse center!! Thursdays)  Door Police – Student must answer 1Q from lesson before leaving class.  Verb conjugation grid – subject on one side, elicit correct verb conjugation from students.

16. Routines & Learning Templates Volunteer Management Conference, November 2014 16 Routines for the week  Monday: Vocab & spelling list (10 – 12 words)  Tuesday: Reading with words  Wednesday: Listening & speaking with words  Thursday: Pair dictation with words in sentences  Friday: spelling test Differentiating into two groups by level or attendance: students know if they arrive late to go to the catch-up group with their tutor/volunteer