ACES PROFESSIONAL LEARNING COMMUNITY, MEETING THREE 1 ACES PLC, ATLAS, March 2014

Meeting Three Agenda  Welcome back!  Sharing our observations (Outside Task #5)  Sharing our TIF-ed lessons (Outside Task #4)  TIF-ing our classrooms (Outside Task #3)  The Complete TIF  Reflecting on this PLC  What’s next?  Self-reflection  Wrap-up, questions, & plans to continue exploring transitions 2 ACES PLC, ATLAS, March 2014

Warm-up Activity  Share of TIF “highlight” with the group. What is one positive outcome you had in your instructional setting that resulted from your PLC work? 3 ACES PLC, ATLAS, March 2014

Who is the ideal ACES practitioner?  The ideal ACES practitioner  knows about…  knows how to…  is committed to… 4 ACES PLC, ATLAS, March 2014

Lesson Observation through TIF Lens– Outside Task #5  Talk with a small group (NOT your working group).  Discuss your observations of colleagues (or video lesson). Who/what did you observe? What transitions skills were put in action? What more “TIF-ing” could be done, do you think? 5 ACES PLC, ATLAS, March 2014

TIF-ed Lesson: Try it Out 2! – Outside Task #4  Now, in your working group, share your TIF- ed lesson/learner plan/materials.  Then share out some examples with the larger group. Discuss how you used the ACES process to assess, complement, evaluate, and study & reflect a lesson for Outside Task #4. 6 ACES PLC, ATLAS, March 2014

TIF Your Classroom! Outside Task #3 Write an example of a routine, norm, & learning task format that you did/do on each poster. 7 ACES PLC, ATLAS, March 2014

Share some of your Norms/Routines/Learning Task Formats with the larger group  Share a few examples with the larger group. 8 ACES PLC, ATLAS, March 2014

Break 9 ACES PLC, ATLAS, March 2014

Time for the Complete TIF Link:  Navigate the complete TIF to find sample activities for the sub-skills in your category of focus. Transitions Integration Framework 10 ACES PLC, ATLAS, March 2014

TIF Categories 11 ACES PLC, ATLAS, March 2014

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. 12 ACES PLC, ATLAS, March 2014

Effective Communication (EC): Effective communication is a two-way process between individuals of diverse backgrounds and experience in which information is conveyed and received in ways that are mutually understood as intended. This can include speaking, writing, and all forms of nonverbal communication. Examples of activities in this category could include adjusting communication to suit various audiences, questioning to clarify meaning and to enhance understanding, or articulating differences and appreciating how differences can affect communication. Teaching the skills in this category will help the learner give and receive information in a purposeful, appropriate, and collaborative manner. Skill 1: SWBAT…Engage positively and actively with individuals in both one-on-one and team settings to accomplish goals Sub Skills:a.Seek and offer clarification (clarifying questions, paraphrasing, restating)appropriately in spoken and written communications b.Repair communication breakdowns respectfully and effectively c.Acknowledge and affirm others (regardless of culture, religion, gender, age, sexual orientation) and their contributions d.Express expectations and acknowledge an understanding or acceptance of the expectations of others e.Participate, make contributions, and encourage the contributions of others in order to accomplish the shared goal of a team f.Employ effective strategies for resolving conflict EC: Skill 1-Sub Skill a: Seek and offer clarification (clarifying questions, paraphrasing, restating) appropriately in spoken and written communications Complexity Sample Activities Role play basic scenarios* using rote phrases, posted in the classroom to request clarification (e.g., Excuse me? Can you repeat that?) and provide basic clarification as requested (e.g., I said… I meant…). Role play scenarios* utilizing a variety of phrases, created by students and posted in the classroom, to request and offer clarification as requested. Discuss situations* in which asking for clarification is crucial. Discuss possible consequences that may result for not getting clarification. Write two contrasting scenarios; one with consequences for not requesting clarification, the other with better results after requesting clarification. Technology Activities: Record phrases to request clarification (e.g., Excuse me? Can you repeat that?) using technology (e.g., iPad, vocaroo.com, audacity). Listen to the phrases and evaluate accuracy and pronunciation (needs work, so-so, good). Record scenarios to request and offer clarification using technology (e.g., iPad, vocaroo.com, audacity). Listen to the scenarios and evaluate accuracy and pronunciation (needs improvement, so-so, good, excellent). Use or online inquiry form to request clarification or to respond to requests for clarification regarding contextualized topics.* Contexts Community * Grocery store, bank* Grocery store, library, bus stop* Banking information, billing issues School *Classroom * Questions regarding homework Work *Workplace * Paycheck error, clarifying instructions 13 ACES PLC, ATLAS, March 2014

The Complete TIF  Navigate the complete TIF to find sample activities for the sub-skills in your category of focus.  Choose a sample activity you could tweak and use with your students.  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 14 ACES PLC, ATLAS, March 2014

Your TIF Category: How’s it going now?  Engaging positively and actively with individuals in both one-on-one and team settings to accomplish goals  Using information to draw conclusions and make decisions  Setting realistic goals and working independently to achieve them 15 ACES PLC, ATLAS, March 2014

Looking ahead…How often do you provide instruction that allows your students to…  Evaluate personal skills, strengths, values, and beliefs to inform decisions about one’s future pathway  Recognize and apply rich academic vocabulary in multiple discourses (reading, writing, speaking, and listening)  Identify and follow norms of an organizational structure 16 ACES PLC, ATLAS, March 2014

Looking ahead…How often do you provide instruction that allows your students to…  Applying appropriate strategies for comprehending oral or written language in texts and listening activities  Apply patterns and use variables to represent and solve problems that involve numeracy in everyday and/or academic contexts 17 ACES PLC, ATLAS, March 2014

College & Career Readiness Standards (CCRS) Alignment TIF Abbreviations:  Effective Communication (EF)  Learning Strategies (LS)  Academic Language and Skills (ALS)  Numeracy (N)  Critical Thinking (CT) CCRS Abbreviations: ELA/Literacy Domains  Reading (R)  Writing (W)  Speaking and Listening (SL)  Language (L) Mathematics Domains  Domain abbreviation is followed by the Level (A-D) where the standard first appears.  Numbers and Operations (NO)  Operations and Algebraic Thinking (OAT)  Geometry (G)  Measurement and Data (MD)  Ratios and Proportional Relationships (RP)  Expressions and Equations (EE)  Statistics and Probability  Mathematical Practice (MP) 18 ACES PLC, ATLAS, March 2014

TIF and CCRS Alignment Chart Effective Communication  EC.1a -- SL.1  EC.1b -- SL.1  EC.1e -- SL.3  EC.2a -- SL.5  EC.2b -- SL.5 Critical Thinking  CT.1d -- W.1  CT.3 -- R.8  CT.3c -- W.8  CT.4 -- R.8  CT.4a -- R.6, SL.3, W.9 19 ACES PLC, ATLAS, March 2014

Where have we been?  Take some time to review our PLC activities. On the handout, identify the zoom-in and zoom-out moments of our work and your main take- aways. 20 ACES PLC, ATLAS, March 2014

What’s next? Think/Pair/Share What’s next? Choose which area(s) of the TIF you would like to explore next. What local support would be helpful? How can I impact my program? What support will I need from the wider ABE community? 21 ACES PLC, ATLAS, March 2014

SMART Goal Template (Optional!) Discuss what SMART goals are, and set a SMART goal for continued application and learning of TIF integration. 22 ACES PLC, ATLAS, March 2014

Thank you & Wrap-up THANK YOU for participating in an ACES Professional Learning Community! 23 ACES PLC, ATLAS, March 2014