MPAEA- 2017- Salt Lake City- Report


NEW Resources:


http://www.lasc.edu/students/bridges-to-success/documents/NewInstructorCALPRO.pdf

ESOL students engaged in direct instruction in navigating the MCIS and worked collaboratively to learn workforce vocabulary at their appropriate ELA levels, developed digital literacy skills, and created PowerPoints outlining their career exploration results. Many students later presented their self- created Career Pathway Plan PowerPoints to their classmates. Integrating the theme of Career Pathways, sites engaged in vocabulary rich activities including the following:

● All programs took field trips to the Job Service/One Stops in their communities.

● Weekly Community Guest Speakers shared their career/occupation with ELL students.

  • Many students wrote resumes and engaged in interview role playing activities
  • Instructors developed individualized vocabulary instruction to help students gain employment in their chosen occupation or obtain promotions for students who were already employed.
  • Some visa students were placed in volunteer service opportunities in their communities.
  • Volunteer tutors worked 1-1 with ELL students to develop L2 oral and written competences
  • Several Great Falls ELL adults participated in budgeting workshops, Substitute Teacher/Aide Certification, and CDL certification programs.
  • Students engaged in collaborative instructional activities integrating Ipads and/or computers.
  • Many students created PowerPoints related to their career interests

Measurable Outcomes- ESOL Pathway Project- 2015

Great Falls-


All fifty-four Great Falls ESOL students enrolled in the Adult Ed. Program took part on the Montana ESOL Pathways Project during its five months of implementation. Activities were designed according to their EFL levels so they worked on developing workforce vocabulary, computer literacy skills and oral and written competencies. Advanced and Intermediate high EFL levels students, a total of sixteen, effectively used MCIS and completed all project steps:

  1. Explore M.C.I.S site
  2. Take Assessment- interest profiler
  3. Understand Reality Check
  4. Learn about skills
  5. Explore occupations
  6. Explore education options
  7. Network & Job service
  8. Set Goals
  9. Make Plan
  10. Engage in interviews
  11. Create Resumes & Cover Letters
  12. Manage Finances


Great Falls

ESOL Advanced and Intermediate high EFL levels students attended career pathways classes: Fun with Finance( healthy financial habits), Certified Nursing Assistant, Substitute Teacher/ Teacher’s Aid, Digital literacy ( Digital platforms necessary to navigate the technological world in which we live) Serv.Safe Food handling Basics ( created and managed by National Restaurant Association), and Credential Essentials ( guest Speakers and facility tours highlighting “Next Step” options through a variety of Pathways opportunities.
Five ESOL students received their CNA certifications, Four students completed the Teacher’s Aid workshop successfully,100% of students listed as unemployed achieved employment and 95% of students showed evidence of better understanding their community resources not only to enter employment, but also volunteerism.

Key skills students learned in this project:

· Project Authenticity, ensuring students use technology to create a final product;

· Student Engagement, allowing students to shape the curriculum as they make significant production choices throughout the project;

· Active Learning, encouraging students to solve problems and communicate their understanding by using technology tools;

· Rigorous Communications Skills, developed in the reading, writing, listening, speaking, and presenting activities integral to technology-based projects;

· Practical Life Skills, developed through collaboration, decision-making, and critical thinking; transferable to other educational and work settings.

Habits of mind that students practiced in this project:

· Students clearly define everyone's roles, responsibilities, and contributions to the project, and students are held to it.

· Students work together to figure out what their final product is going to be and how they will acquire the knowledge they need to complete it.

.

Due to Montana’s unique demographics, several ELL adults in state ELA programs are not eligible to work. Some are on visitor visas; some are waiting for work visas or are wives of mates who have work visas. For those students who cannot legally work, every effort is made to find volunteer opportunities for them so they can integrate into the community to practice their English in addition to attending ELA classes. (Feel free to change wording)


Next Proposed Steps:
Great Falls:
  • Identify their interests and talents through career research, job-shadowing, Community Classrooms, Career and Technical Education Programs, and other self-examination/exploration opportunities.
  • Consider the possible careers in each pathway, in relationship to their interests, abilities, and talents.
  • Collaborate with family members, counselors, and teachers, evaluate and decide which Career Pathway seems to fit them best.
  • Select courses that are related to their chosen Pathway.
  • Complete course work to the best of their ability, including paid or unpaid work experience, internships, or apprenticeships.
  • Continually assess their performance and pathway choice along the way.

JOB Service Tours:




Field trip- Great Falls

Great Falls - Field Trip to the Job Service- January 2015
Job service 6 (2).jpg




Field trip- Bozeman

Bozeman field trip.jpg







MTCIS-SKYPE - Dec. 18th
Field Trip Debriefing Idea from Great Falls:

http://www.careeronestop.org/Videos/SkillandAbilityVideos/skill-and-ability-videos.aspx
Example of " Christmas Ornaments" as a final product to develop some of the skills listed below.
Final products pictures:

Skill and Ability Videos:



https://www.careeronestop.org/Videos/SkillandAbilityVideos/skill-and-ability-videos.aspx

Career Cluster Videos:

http://www.careeronestop.org/Videos/CareerandClusterVideos/career-and-cluster-videos.aspx

Work-options Videos:

http://www.careeronestop.org/Videos/WorkOptionVideos/work-option-videos.aspx


MTCIS- SKYPE - Nov 20th

ESOL Pathway Project
November 2014.
Adult Career Plan - Quick Planner
Quick Planner is a shorter version, with 12 activities.
What is Career Plan? https://mtcis.intocareers.org/ViewHtmlWithNav.aspx?File=portfolio/adultplan/Overview.htm

Career Plan is organized into three levels of activities:
  • Start with Who Am I? to learn more about yourself and careers that match your background and interests.
  • Next, use Where Am I Headed? to explore occupations and training options
and begin networking or job seeking.
  • Finally, use How Do I Get There? to plan your next steps.

Each level contains activities that help you answer some reflection questions
posed in the section. Answers to the questions will create the plan.

Who Am I?
Interest Profiler https://mtcis.intocareers.org/onet_ip/onet_ip_intro.aspx
Reality Check https://mtcis.intocareers.org/realitycheck/RC_introduction.aspx

Where Am I Headed?
Explore Occupations https://mtcis.intocareers.org/ViewHtmlWithNav.aspx?File=Occ/Occ100.htm
Explore Education Options https://materials.intocareers.org/AdultPlan/Activities/QP_ExploreEducationWorksheet.pdf
Networking & Job Search https://mtcis.intocareers.org/ViewReflectionsWithNav.aspx?File=portfolio/adultPlan/SP_jobsearch.ascx&hidesave=true
How Do I Get There?

Set Goals https://materials.intocareers.org/AdultPlan/Activities/QP_setgoals.pdf

Make Plans
https://mtcis.intocareers.org/ViewReflectionsWithNav.aspx?File=portfolio/adultPlan/SP_makeplans.ascx&hidesave=true

Manage Finances

https://mtcis.intocareers.org/ViewReflectionsWithNav.aspx?File=portfolio/adultPlan/SP_makefinancialplans.ascx&hidesave=true






Dear Participants in the ESOL Pathways Project:

Welcome to a new year of collegial collaboration in ESOL! We are so excited to
integrate the workforce mandates of the new authorization bill into our state
2014 ESOL project. We will be starting our monthly PD Skype calls on Thursday,
October 23rd, from 12:10 pm to 12:55 pm. Our first call will introduce this
year’s Pathways Project to help Intermediate to Advanced ESOL students research
career pathway options and develop 21st Century Skills in the process!

To prepare for smooth technology integration please do the following tasks:

1-Download the newest version of skype on your computer with this link:

//www.skype.com///en///download//-//skype//

2-Send Ellen your email, best contact phone number, and skype name associated
with that email by October 14, 2014.



3-Type in Katya’s skype info to your skype contact list so she can call you!

Her Great Falls skype name is Greatfalls.esol

4-Please get on skype briefly Wed., October 22, at 12:15 pm for 3 minutes so
Katya can check the links with all our numbers and dial the group. All you have
to do is answer the call or communicate if you are not able to connect to the
call. Katya at (406) 590-1055external image 204(406) 590-1055

or Ellen at (406) 600-7026external image 204(406) 600-7026.



5-And finally, please verify your site’s Montana Career Information systems
(MCIS) user name and password with your director. (Every district has its own
user name and password.)



Then go to https://mtcis.intocareers.org/materials/portal/home.html
and familiarize yourself with the site if it is a new site for you.



With growth comes new challenges, so be patient with yourself and us! We hope
that by taking the aforementioned steps, our transition into skype-based PD
will be seamless! Please call if you have any questions!



Best,

Katya and Ellen






STANDARDS-FOCUSED
PROJECT BASED LEARNING-Career Readiness
=
MTCIS Begin with the End in Mind || Why do this project?
Teachers across the state of Montana will be connected through Skype technology, as they integrate 21st century skills and workforce development goals into their statewide project based learning collaboration!
Teachers and students will integrate digital literacy and workforce objectives as they research and learn about midlevel occupations in the State of Montana via the Montana Career Systems Inventory program (MCIS) and through guest speakers and class visits to Job Service Centers around the state.
They will work on developing workforce vocabulary, computer literacy skills and oral and written competencies as they document their research and create workforce related Power points or any other tool that they will share in class, via the ESOL WIKI with other sites, and with colleagues/ friends at their Spring ESOL conference.
All of their activities will be promoting the ESOL and Career Readiness Standards for the State of Montana.
  • Step 1: MCIS registration
https://mtcis.intocareers.org/timeout.aspx
https://mtcis.intocareers.org/ViewHtmlWithNav.aspx?File=Occ/Occ100.htm
  • Step 5: Education and training
https://mtcis.intocareers.org/ViewHtmlWithNav.aspx?File=Occ/Occ310.htm
  • Step 6:Employment
https://mtcis.intocareers.org/LandingPage.aspx?Tab=5
  • Step 7: Plan Presentation

Content standard that students will learn in this project:
-Evaluate and draw conclusions from central ideas and concepts;
-Reads material on specific topics;
-Recognize themes, main ideas and essential elements of the text;
-Draw conclusions and express own opinion;
-Critique print and online resources they have accessed for a specific topic;
-Convey information from a table, graph or chart in a coherent paragraph;
-Demonstrate advanced knowledge of the writing process by using graphic organizer,
editing, and researches techniques, revising and writing resources;
-Give a short formal presentation using power point or any other technological tool and
appropriate body language.

Identify key skills students will learn in this project:
- Project Authenticity, ensuring students use technology to create a final product;
- Student Engagement, allowing students to shape the curriculum as they make significant production choices throughout the project.
- Active Learning, encouraging students to solve problems and communicate their understanding by using technology tools.
- Rigorous Communications Skills, developed in the reading, writing, listening, speaking, and presenting activities integral to technology-based projects.
- Practical Life Skills, developed through collaboration, decision-making, and critical thinking; transferable to other educational and work settings.

Identify the habits of mind that students will practice in this project:
Students clearly define everyone's roles, responsibilities, and contributions to the project, and students are held to these roles.
Students work together to figure out what their final product is going to be and how they will acquire the knowledge they need to complete it.
Craft the Driving Question
“What are the steps to create a career plan?”
  • Who Am I? - To learn more about themselves and careers that match their background and interests
  • Where Am I Headed? - To explore occupations and training options and begin networking or job seeking
  • How Do I Get There? - To plan their next steps
Plan the Assessment
Step 1: Define the products for the project. What will you assess?

Early in the Project:
Read the MCIS web site resources and work with vocabulary, main idea, and discuss specific questions listed in the description of the project.
READ – SELECT– COMPARE– JUDGE – CHOOSE

During the Project:
Teachers will be meeting via Skype once a month to share and collaborate on this project.
Expand information students will be “skyping” with friends from other sites in Montana.
SELECT- COMPARE- JUDGE - CHOOSE

End of the Project:
Give a small presentation using a PowerPoint or any other tool using technology with the answer for the main question.
“What are the steps to create a career plan?”
COMMUNICATE IDEAS

Step 2: Criteria for exemplary performance for final product:

Product: PowerPoint presentation or any other tool using technology.
Criteria: Use appropriate body language, graphic organizer, edition, research techniques, revise and write resources.

Map the Project

Product:


KNOWLEDGE AND SKILLS NEEDED
ALREADY HAVE LEARNED
TAUGHT BEFORE THE PROJECT
TAUGHT DURING THE PROJECT

1. Search on the WEB




2. PowerPoint - Word doc-
Publisher




3. Vocabulary - Occupations




4. Group discussions






What project tools will you use?
Know/need to know lists
Daily goal sheet
Journals
Briefs
Task lists
Problem logs

□ ­­­­­­­­­­­­­­­­

□ ­­­­­­­­­­­




Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning.
Highlights of project to share during the May ESOL Conference.
Dear 2014 ESOL Conference Attendees, We are so excited to meet on the evening of May 19th and all day the 20th for our annual collaborative PD and sharing of ideas! It will be a special time for us to brainstorm, discuss, and learn more strategies to meet the unique needs of our ESOL students. On the evening of May 19th, we will revisit the tool of the MT ESOL WIKI, student projects, and dive into becoming more familiar with Skype as an instructional tool. If you have a lap top, please bring it to the training. If not, please email Ellen, and she will round up some spares to bring to the meeting. We will master the “Art of Skyping” so that we feel comfortable using it in our classrooms and in future monthly PD opportunities next year! The morning of May 20th, 8:30- noon, will be dedicated to collegial sharing. We ask that all participants bring one or two lessons that they liked teaching to share with the group. Katya and Joanna will next share this year’s technology infused project based learning WIKI project that focused on the Steps to Citizenship. After that, Ellen and Katya will facilitate a round table discussion on ESOL topics based on themes exploring the academic, social, and economic realities of our ESOL students. Ellen will send out the list of guiding questions once they are formalized so you can think about them and bring your thoughts and comments to share with the group. We are such great resources for one another that this will be a special time to learn, grow, and get new ideas for our instructional bag of tricks! After a delicious lunch, Mike Johnson, McGraw Hill Representative, will present an overview of TABE-E and answer any questions we have. We will then take part of the afternoon to have a group discussion, followed up by individual surveys on preferences for future ESOL assessment tools. After that, we will bring our conference to closure and be on our way home by 3:30 PM. More details on location and times will follow! Be thinking of a lesson to share with the group! Warmly, Your Friends in ESOL How to Download SKYPE? Click below Dear friends, Here is an opportunity to develop a collaborative Montana ESOL project with a topic that most of our students require when they come to our classes:The Naturalization ProcessWe have two great ideas bellow that will help all of us to read, compare, judge, select information and compile via PowerPoint. Afterwards this resource can be used as a reference to work with our students. (Please email Katya or Ellen if you would like to work on these topics or have a new one to add!!) US Flag.jpgProject 1 Exploring U.S. Citizenship Project The TaskAs part of a collaborative project on U.S. Citizenship, you will work with your assigned groups at your site to research and explore a step from the list below to becoming a U.S. Citizen. Your group will use the information you research to create your PowerPoint slides. You will give a group presentation and share the key information on your topic with the class. Each groups’ PowerPoint slides will be sequenced to create a whole MT group presentation. Site presentations can be shared via Skype with other participating MT ESOL sites and all PP slides will be combined and published on to the student ESOL WIKI.The Presentation and PowerPointUse your researched knowledge and multimedia resources to plan a multimedia class presentation of your chosen topic on citizenship. This presentation should accurately and clearly address the assigned steps. Assignments by site: Bozeman Steps 1-4; Great Falls Steps 5-9 9 Steps to Becoming an American Citizen:=
  • Step 1: Find out if you are eligible – What are the requirements?
  • Step 2: Complete an application and collect the necessary documents -Where on Internet is that application?
  • Step 3: Get Photographed –What are the photo requirements?
  • Step 4: Send your application, documents, and fee to the Service Center Where?
  • Step 5: Get Fingerprinted Where and how much do finger prints cost?
  • Step 6: What is on the Naturalization test? Outline big topics you must know
  • Step 7: Being Interviewed How to prepare?
  • Step 8: Receive a decision Time line and mode of contact?
  • Step 9: Take the oath and become a citizen Where and when in MT?
Assignments for other sites that would like to join the collaborative project:
  • Rights of US Citizens -What are they?
  • Responsibilities of U.S. Citizens -What are they?


Research Website Resources

U.S. Citizenship
**http://www.uscis.gov/us-citizenship**
Guide to Naturalization
http://www.uscis.gov/us-citizenship/citizenship-through-naturalization/guide-naturalization

ESOL WIKI- Civics
http://mtlincs-esl.wikispaces.com/communications

US Citizenship Apply Guide

http://uscitizenshiptestguide.com/text/apply.html

Citizenship rights and Responsibilities

www.uscis.gov/**citizenship**/.../**citizenship**-.


Project 2
Three Branches of Government
Is It a Balancing Act?
US Flag.jpg
The Task


You will work with your assigned groups to research and explore one of the Three Branches of Government. You and your group will use this information to create a PowerPoint and give a group presentation to the class which will clearly and accurately portray the responsibilities and structure of your branch of government.
The Presentation and PowerPoint

Use your researched knowledge and multimedia resources to plan a multimedia class presentation of your chosen branch of government. This presentation should accurately and clearly address all of the following points:

· What are the major responsibilities or function of your branch?
(What does this branch do for our government?)

· Which individuals and/or what government groups are included in your branch?
(Who is involved in this branch of education?)

· How does your branch check on the powers of the other branches?

Research Website Resources

The Three Branches of Government

http://www.house.gov/content/learn/branches_of_government/


ESOL WIKI- Civics

http://mtlincs-esl.wikispaces.com/communications


Role of the Three Branches of Government
http://video.about.com/usgovinfo/Branches-of-the-Government.htm

Song
http://www.flocabulary.com/3-branches-of-government/


PROJECT PLANNING FORM
Project title: “Nine steps to becoming an American Citizen ”

Teacher(s):Katya Arpon Marandino Irish & Joanna Stratman

Program: ESOL Great Falls/ Bozeman

Level(s):Advanced and Intermediate

Subjects: Southeast Region of the U.S.A

communication.jpg



STANDARDS-FOCUSED

PROJECT BASED LEARNING-CIVICS
Katya Arpon Marandino Irish
& Joanna Stratman



Begin with the End in Mind
Summarize the theme for this project.
Why do this project?


Students will learn about nine steps to Becoming an American Citizen through reading activities using the internet sites to answer the following question:

  • Step 1: Find out if you are eligible – What are the requirements?
  • Step 2: Complete an application and collect the necessary documents - Where on Internet is that application?
  • Step 3: Get Photographed –What are the photo requirements?
  • Step 4: Send your application, documents, and fee to the Service Center Where?
  • Step 5: Get Fingerprinted Where and how much do finger prints cost?
  • Step 6: What is on the Naturalization test? Outline big topics you must know
  • Step 7: Being Interviewed How to prepare?
  • Step 8: Receive a decision Time line and mode of contact?
  • Step 9: Take the oath and become a citizen Where and when in MT?
Content standard that students will learn in this project :


-Evaluate and draw conclusions from central ideas and concepts;
-Reads material on specific topics;
-Recognizes themes, main ideas and essential elements of the text;
-Draw conclusions and express own opinion;
-Critiques print and online resources they have accessed for a specific topic;
-Conveys information from a table, graph or chart in a coherent paragraph;
-Demonstrate advanced knowledge of the writing process by using graphic organizer, editing, and researches techniques, revising and writing resources;
-Give a short formal presentation using power point and appropriate body language.
Identify key skills students will learn in this project:

-Project Authenticity, ensuring students use technology to create a PowerPoint presentation;
- Student Engagement, allowing students to shape the curriculum as they make significant production choices throughout the project.
-Active Learning, encouraging students to solve problems and communicate their understanding by using technology tools.
- Rigorous Communications Skills, developed in the reading, writing, listening, speaking, and Presenting activities integral to technology-based projects.
- Practical Life Skills, developed through collaboration, decision-making, and critical thinking; transferable to other educational and work settings.
Identify the habits of mind that students will practice in this project :

Students clearly define everyone's roles, responsibilities, and contributions to the project, and students are held to it.
Students work together to figure out what their final product is going to be and how they will acquire the knowledge they need to complete it.
Craft the Driving Question
What are the steps to becoming an American Citizen?
Plan the Assessment
Step 1: Define the products for the project. What will you assess?
Early in the Project:

Read the web sites resources and work with vocabulary, main idea, and discuss specific questions listed in the description of the project.
READ- SELECT- COMPARE- JUDGE - CHOOSE
During the Project:

Expand information “skyping” with friends from other sites in Montana.

SELECT- COMPARE- JUDGE - CHOOSE
End of the Project:

Give a small presentation using a PowerPoint with the answer for the main question.
“What are the steps to becoming an American Citizen?”

COMMUNICATE IDEAS

Plan the Assessment
Step 2 : Criteria for exemplary performance for final product:
Product: Power Point presentation-
Criteria :
Use: appropriate body language, graphic organizer, edition, research techniques, revise and write resources.

Map the Project
Product:

KNOWLEDGE AND SKILLS NEEDED
ALREADY HAVE LEARNED
TAUGHT BEFORE THE PROJECT
TAUGHT DURING THE PROJECT
1. Search on the WEB
X
X
X
2.PowerPoint- Word doc- Publisher

X
X
3.Vocabulary- Citizenship

X
X
4.Group discussions
X
X
X


What project tools will you use?
X Know/need to know lists
□ Daily goal sheet
□ Journals
□ Briefs
X Task lists
□ Problem logs

□ ­­­­­­­­­­­­­­­­

□ ­­­­­­­­­­­



Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning.

Highlights of project in a PowerPoint to share during the May ESOL Conference.







Dear ESOL Colleagues:
For those of you who were able to attend our September Conference in Helena this year, thank you for a wonderful EQ ‘ESOL for Beginners “breakout session! It was great to learn second language acquisition strategies and a treat to experience Katya’s expertise with beginner questioning strategies and TPR in Portuguese! Autumn is quickly passing, and we are excited to start sending weekly messages to entice you to explore the many multi-faceted components of our ESOL Wiki.
Week #1:

Dear Colleagues,

For week one, let’s dive into the Nov/December Listening student activity pages. Go to http://mtlincs-esl.wikispaces.com/ log in, click “my wikis” bar at top right, and click ‘Listening’ under the menu bar on the left under Goals and Objectives. Find the green heading, ACTIVITIES FOR YOUR CLASSROOM, and click the first hyperlink, Listening & Speaking. Explore the link. Then take five minutes to write a comment to the Discussion Tab regarding one site you might like to use with your students and why. Taking the time to spend 15 minutes on site exploration will provide you with many resources for your students!


Week 2
Dear Colleagues,
The weekly exploration of Listening Activities continues as we explore student websites tailored to the various levels of our students.
Again, go to http://mtlincs-esl.wikispaces.com/ log in, click “my wikis” bar at top right ,and click ‘Listening’ under the menu bar on the left under Goals and Objectives. Find the green heading, ACTIVITIES FOR YOUR CLASSROOM, and click the hyperlink, Listening, and explore it. Check out the wonderful exercises on the English Club site. Then take five minutes to write a comment to the Discussion Tab regarding the levels of students who might benefit from use of this site
!



Week 3:
Dear Colleagues,
In our third and final week exploring activity websites focused on listening, go to http://mtlincs-esl.wikispaces.com/ log in, click “my wikis” bar at top right, and click ‘Listening’ under the menu bar on the left under Goals and Objectives. Under ACTIVITIES FOR YOUR CLASSROOM, click the third hyperlink, English Listening Practice. The 5 Minute English site and lessons are worth exploring!
Then take five minutes to write a comment to the Discussion TB. Do you like this link more or less than the previous two? With what levels might you use this resource? Next week we will explore a professional reading on research based strategies to increase listening and comprehension skills! These little weekly bites will bring us all new skills for better instruction for our students! Keep up the good work!


Week 4:

Dear Colleagues,

This week we will explore a professional reading on research based strategies to increase listening and comprehension skills! These little weekly bites will bring us all new skills for better instruction for our students! Keep up the good work!



Please take five minutes to write a comment to the Discussion TB.

1-. Student Performance Level (SPL) Descriptors for Listening Comprehension and Oral Communication: http://www.cal.org/caela/esl_resources/slspls.html
2.
Improving ESOL Learners' Listening Skills: At the Workplace and Beyond http://www.cal.org/caela/esl_resources/digests/listenqa.html

Hello!!There is a great site and I would like to share with you all.Katya

http://grammar.ccc.commnet.edu/grammar/

Hello!
I decided to utilize vocabulary.com
http://www.vocabulary.com/ this week in my ESOL classroom. We usually have a warmup for our intermediate class, and vocabulary.com has been a great addition to this warmup routine. We explored the website in a few different ways.
On the first day, I handed out iPads to pairs of students. I had already logged into the website and all the iPads were cued up to the same word with different sentences. Students were instructed to read the sentences with their partner and decide what they thought the word meant. Then we talked about the different sentences and decided on a correct definition. This activity worked well because students were able to connect to a lot of prior knowledge with this word ("sacred"). One student in particular shared about how the cow in sacred in her country. It helped the other students come to an understanding of the word, as well as encouraged some very meaningful discussion.
The next day, we warmed up with vocabulary.com again. However, this time it was a whole group discussion with the projector. The class again talked about what they thought the word meant, and we "voted" on the correct definition. Then, I allowed students to use dictionaries, iPads, their translators, phones, etc. to find a definition, and then they could change their vote. We then clicked on the right word and talked about how we can use it. The word of the day, "frustrating," also lead to conversations that helped student understanding. For some, stories about other students being frustrated made the word click for them.
Finally, during the third class I allowed students (again, in pairs) to explore the websites and the lists on our iPads. Students chose one word and explored its meanings and read sentences. They then presented these new words they learned to the class. These activities work really well with my students, because I find them to be great confidence builders!
I explored the website before I used it in class, and I found that I could fulfill many ESOL state reading standards with it. For instance, depending on the word, students could use the vocabulary to "recorginze vocabulary that communicates personal and survival needs" (Beginning Literacy reading: standard 8). The word frustrating from our second day fit right in with this. The vocabulary can help students "consistently identify and use key vocabulary and sentences associated with objects, people, and events and approriate to ideas being conveyed" (Low Beginning reading: standard 6). Again, both frustrating and sacred are words that enrich a student's vocabulary and help them express their ideas. These activities also improve a student's use of a dictionary or thesaurus (High Beginning reading: standard 1), and further expands on their descriptive vocabulary (High Beginning reading: standard 5). These examples continue into the intermediate and advanced standards for ESOL.
Thank you! This has been a very fun and education tool, and I helped some students create their own accounts. It's always great to see students engage and even volunteer to continue learning at home.
Joanna





communication.jpg

Montana ABLE: Building the Foundation



Educational Quality
Conference 2013


Wednesday, 9/11
Activity
Location
Presenter
7:15
Continental Breakfast: Please be seated by 7:45 for Governor Bullock.
Capitol Room

8:00
Welcome
Capitol Room
Governor Steve Bullock
8:15 to 10:00
HiSET Presentation

Learn all aspects of the new HiSET: student registration to classroom instruction; all ABLE staff will be prepared to advise and support students as the state transitions to the new high school equivalency (HSE) assessment.
Capitol Room
HiSET Team

Jason Carter, Director, High School Equivalency HiSET

Amy Riker, National Director, HiSET

Michelle Carson, Adult Education Trainer, HiSET

JT Lawrence, Montana Strategic Advisor, HiSET
10 to 10:15
Break
Capitol Room

10:15 to 11:45
HiSET Presentation (cont.)
Capitol Room
HiSET Team
12:00 to 1:00
Lunch
Natatorium
Denise Juneau, State Superintendent of Public Instruction

Margaret Bowles, State Adult Basic Education Director/High School Equivalency Administrator
1:15 to 2:30
Emerging Technology in the Adult Education Classroom

This session provides participants the opportunity to discuss and explore the availability and use of current and emerging technologies in the adult education classroom. The session highlights several resources related to these technologies, how to choose the right technology, and how how they can be used by the participants in their instruction.
Capitol Room
Tim Ponder, Assistant Director of Ohio Literacy Resource Center
2:30 to 2:45
Break
Capitol Room

2:45 to 3:45
Emerging Technology in the Adult Education Classroom (cont.)
Capitol Room
Tim Ponder
3:45 to 4:00
Student Persistence: Building on Our Success

A look over time: Information about persistence strategies and student snapshots
Capitol Room
Renee Bentham, Chairperson Missoula ABLE

Norene Peterson, Language Arts Instructor, Billings Adult Academic Center
4:00 to 6:00
ETS Reception
Natatorium



Thursday, 9/12
Activity
Location
Presenter
8:00 to 8:45
HiSET Questions/Answers
Capitol Room
HiSET Team
8:45 to 9:00
Program Policy
Capitol Room
Dr. Josh Middleton, Executive Director of Adult Education, Billings
9:00 to 9:15
Move to Breakouts


9:15 to 10:15
Breakouts



Math: The Components of Numeracy: Tools for Engaging Learners in Meaningful Math
This hands-on workshop explores ways to add context to the math content already being taught and to help learners develop reasoning and problem solving skills. Teachers learn to enhance instructional activities to meet learners' needs and explore strategies to increase their ability to apply the math content in a variety of real-life contexts. We will examine how the activities address the Montana College and Career Readiness Standards.
Clark Room
Lynda Ginsberg, Ph.D., Senior Research Associate Center for Math, Science and Computer Education, Rutgers University

English Language Arts (ELA)
Presenters will provide an overview of the updated Reading Content Standards for Adult Education. The focus will be on a practical approach to applying the various standards for instruction in language arts, science, and social studies classrooms.
Capitol Room
Reading Standards Committee

Shelley Barrett-Catton, Adult Basic Education Language Instructor, Missoula

Suzanne Williams, Adjunct Professor, University of Montana

Liz Wynegar, Language Arts Instructor, Billings Adult Academic Center

ESOL
ESL teacher/ABE teachers will no longer have to stress about retention of the low-level learners or those with very limited English. This breakout session will immerse participants in hands-on strategies that are sure to engage, motivate, and retain these students.
Meadow Lark Room
ESOL Team

Judy Emerson, ESOL Instructor and Coordinator, Missoula

Ellen Guettler, Coordinator Bozeman ABLE/ESOL, Bozeman

Katya Marandino-Irish, ESOL & Computer Teacher-ABLE, Great Falls

Directors
Get prepared for 2014! This session will share what is happening at the state and national level so each local program director can be planning for the upcoming year.
Montana Room
Margaret Bowles

MABLE
Reports! Cohorts! New NRS Tables! All the latest MABLE updates, plus hints to help you enter and monitor data efficiently.
Senate Room
Joe Pliley, Computer Systems Analyst

Corrections
Meet with a HiSET team member to discuss test implementation in a correctional setting. Time to learn about proactive steps taken in other states and share with the team how Montana corrections can seamlessly transition to the new test.
Governor’s Room
HiSET Team
10:15 to 10:30
Break


10:30 to 11:45
Breakouts (cont.)





12:00 to 1:00
Lunch
The Importance of a Strong Relationship Between ABLE and Higher Education
?
John Cech, Deputy Commissioner for Two-Year and Community College Education
1:00 to 2:15
ABE Student Transition Models

Bridge to College and Careers: Developing a College Transition and Career Pathways Program for ABLE Students

CONNECT FOR SUCCESS: The Collaboration between Highlands College, Powell County Literacy Program and the Anaconda Adult Learning Center.
Capitol Room
Miles City Community College

Erin Niedge, Dean of Enrollment and Management & Educational Support Services

Sarah Kloewer Pett, Developmental Reading and Writing
Instructor/Coordinator of College Success and Disabilities Support Services

Melinda Lynnes, ABLE instructor

Shelley Freese, ABLE Instructor

Highlands College

Denise Elakovich, Learning Center Assistant Director & Math Instructor

Mary Linn Horton, Math Instructor & Learning Center Tutor
2:15 to 2:30
Break


2:30 to 3:00
ABE Student Transition Models (cont.)
Capitol Room
Miles City Community College
Highlands College
3:00 to 3:30
ABLE-Part of the Statewide Education System

Learn how to use Department of Labor Resources to assist you in showcasing your student career pathway data. You are doing the work; let the data document your efforts!
Capitol Room
Annette Miller, Information Supervisor, Research and Analysis Bureau
3:30 to 4:00
Wrap-up
Capitol Room
Margaret Bowles




Communication # 01

Good Afternoon ESOL Teachers,

I have not heard word from Mike Johnson regarding the [[#|shipment]] of the TABE CLAS-E pilot materials, but I will certainly apprise you of material being shipped when I receive confirmation.

Mike would like to set up a [[#|conference call]] prior to anyone beginning test administration to discuss the parameters of a successful pilot. Due to busy summer schedules, I have asked him to plan on the conference call in August when everyone has returned to their classrooms. When the TABE CLAS-E package arrives, please feel free to peruse through all the materials, as this will help you formulate questions for the upcoming conference call regarding implementation of your pilot.

Thank you again for your willingness to evaluate this ESOL assessment. This will be a very exciting [[#|project]].

Happy summer days,

Margaret