Integrated Digital English Acceleration Creating Accelerated, Guided Pathways to Living Wage Jobs CBS, Spring 2016 Jon M. Kerr, Director, Basic Education for Adults, Jodi Ruback, Program Administrator: I-DEA Washington State Board for Community and Technical Colleges

 Phase 1 : 34 modules designed and piloted by 9 colleges & CBO teams  Phase 2 : modules refined and piloted by 19 colleges & CBO teams  Phase 3 : Modules will be refined and piloted by 34 Colleges & CBO teams 2 Project I-DEA Phases

3 Flipped Learning

increases rigor promotes interaction/fosters peer collaboration encourages student engagement makes learning central fosters independent learning provides increased individual attention 4 Advantages of Flipping

Module Design & Development 5

Project I-DEA materials can be: ▪ copied or redistributed in any format ▪ adapted for any purpose including commercial use ▪ provided the rules of the Creative Commons Attribution License are followed 6 I-DEA Modules are Open Source

Quarter 1Quarter 2Quarter 3 Introduction to I-DEA Computer SkillsPersonal InventoryStress Management Social Media and LearningCareer ExplorationInterpersonal Communication Time ManagementCross-Cultural Communication Work Readiness Navigating Your CommunityStudy SkillsJob Search and Interviewing The American Education System Math BasicsOnline Presentations Libraries and Library Resources Budgeting and Consumer Economics Team Collaboration Money ManagementContemporary World Problems Environmental Issues Health and WellnessCreating Powerful Presentations Social Studies and Citizenship **This table does not include assessment modules and optional Summer Quarter content.

Module Overview 8

Module: Computer Skills Topic: Computer Applications Online Preparation (in Canvas)Face-To-Face Lesson (in class) Learn: Computer Applications Discuss: Computer Applications Read & Watch: Simple Present Tense Verbs Practice: Simple Present Tense Verbs Read & Listen: Computer Applications Practice: Computer Applications Warm-up: Common Simple Present Tense Verbs Discussion: Computer Applications Computer Applications Reading Using the Simple Present Tense Preview of Canvas 9

10 Learn, Step 1: Students listen to the new vocabulary terms. Learn, Step 1: Students listen to the new vocabulary terms.

11 Learn, Step 2: Students practice speaking the vocabulary terms and record themselves. Learn, Step 2: Students practice speaking the vocabulary terms and record themselves.

12 Learn, Step 3: Quizlet flashcards integrate definitions, images, contextualized sentences, and audio playback for further input and reference. Learn, Step 3: Quizlet flashcards integrate definitions, images, contextualized sentences, and audio playback for further input and reference.

13 Learn, Step 4: Listen & Practice questions assess students’ listening comprehension and spelling. Learn, Step 4: Listen & Practice questions assess students’ listening comprehension and spelling.

14 Learn, Step 5: Fill in the Blank questions assess students’ comprehensio n of the terms. Learn, Step 5: Fill in the Blank questions assess students’ comprehensio n of the terms.

15 Learn, Step 6: Review Scatter game is a fun, low- risk opportunity for students to recall their understanding of each term by matching it to an image. Learn, Step 6: Review Scatter game is a fun, low- risk opportunity for students to recall their understanding of each term by matching it to an image.

16 Learn activities are followed by a related discussion question.

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Panel Discussion 23

I-DEA The Next Frontier! 24

I-DEA: The Next Frontier 25 I-DEA will continue as a critical, highly encouraged BEdA priority that meets the pathway and technology requirements of WIOA Current providers will be able to use master grant and/or state funds to:  continue the full I-DEA instruction model (18 hrs)  transition any/all ELA 1-3 classes to full or tailored/modified I-DEA  programs will be able to apply for additional funding to purchase class sets of computers

Option 1* 26 Current Phase 1-3 I-DEA programs will be able to use master grant and/or state funds to:  continue existing full I-DEA instruction at 18 credit hours weekly; and/or  transition any/all ELA 1-3 classes to full or tailored/modified I-DEA. * The inclusion of a technology coach and the requirement to supply Internet access will be a program choice and no longer required.

Option 2* 27 All ELA providers will be able to apply for a supplemental computer grant to purchase additional sets of classroom computers. Those choosing to apply for more computers will be required to:  offer full I-DEA for a minimum of 18 hours of instruction weekly for any classes using the new computers  offer full I-DEA instruction for a minimum of one academic year * The inclusion of a technology coach and the requirement to supply Internet access will be a program choice and no longer required.

Option 3* 28 Offer Tailored/modified I-DEA instruction Teach 5 or more modules each quarter Deliver a minimum 80% of instruction using the selected modules A minimum of 50% of instruction would be delivered online in a flipped or hybrid mode * The inclusion of a technology coach and the requirement to supply Internet access will be a program choice and no longer required.

HS 21+* I-DEA EXPANSION COURSES Create online/flipped classroom high school completion courses for upper level ELA and ABE. The first courses will be available Fall 2016 Create and release courses as open resource available to all colleges and CBO’s Select 10 classrooms across the system to pilot the curriculum Provide class sets of computers to the 10 pilot programs *Beginning July 1, 2016, programs will be able to choose to use earned high school credit for federal level gains and accrual of Student Achievement Points 29

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QUESTIONS? 31

To preview draft materials, or request access to materials after release, please Jodi Ruback, Program Administrator Project I-DEA - or - Jess Thompson, Program Administrator eLearning & Open Education 32