1. Kristin Perry and Jodi Versaw

2. Participants will:  discuss local and national initiatives that influence curriculum design.  understand the context in which the Work Readiness curriculum was designed.  become familiar with the contents and format of the curriculum.  consider how materials and resources in the curriculum could be adapted for use in other contexts.  consider accountability when developing curriculum.

3.  Which of these acronyms represent official ABE terms that may be considered when developing curricula for our field? * Hint: There are 8…we think… TBDTPSACES TIF FML MFIPIELLOLSMHTMI SWBATOMGWIOACCRS MNI

4. TBDTPSACES TIF FML MFIPIELLOLSMHTMI SWBATOMGWIOACCRS MNI  Which initiatives are currently the greatest influencers on your programming? Transitions Integration Framework Academic, Career & Employability Skills MN Family Investment Program Integrated English Language Students will be able to Workforce Innovation and Opportunity act College and Career Readiness standards MN Numeracy Initiative

5.  MFIP  Students’ prior knowledge  Trauma-Informed Care

6. MN Family Investment Program “Job club”: Work readiness instruction along with job search assistance

7. Job exploration…  opens possibilities while building on experience  provides an opportunity to bring life skills to the classroom  creates options for continued contributions to community  makes connections between prior knowledge and what they need to know about working in their new community

8.  The New H5 Model – Harvard Study  The Humiliation Factor ◦ Re-created when individuals are not allowed to work, grow food, or make money  Recommendations ◦ Participation in the design, construction and management of their new environment ◦ Programs designed to actively enhance self- healing, independence, and self-sufficiency

9.  Which of these big picture considerations impact your curriculum development?  Are there others?

10.  MN FastTRAC  ACES/TIF  IEL-Civics

12. Academic Career & Employability Skills Transitions Integration Framework http://atlasabe.org/  Effective Communication  Learning Strategies  Academic Language and Skills  Numeracy  Critical Thinking  Self-Management  Developing a Future Pathway  Navigating Systems

13. Integrated English Language IEL-Civics is a federally funded program intended to provide non-native English speaking adults with instruction in: English Civics (U.S. Government, U.S. History, Citizenship, and/or Community), Work Preparation, and Work Training (instruction towards completing industry-recognized credentials).

14.  Which of these local initiatives impact your curriculum development?  Are there others?

15.  non-profit focused on moving the refugee and immigrant community towards social and financial prosperity  founded in 1991 to serve a growing Hmong community in Minnesota  largest Hmong non-profit in the U.S.  7,000 clients from 18 nationalities annually

18.  Which of these organizational considerations impact your curriculum development?  Are there others?

19.  Class sizes  Cultural groups  Prior education  Work experience  Scheduling

23. Two 50-minute tracks on the ends of the day in alignment with English classes.

24.  HAP English School, St. Paul, MN  Low-level adult ESL learners, specifically with interrupted formal education  Speaking, listening, vocabulary-building focus  9 six-week units, each focused on different career cluster

25. ESL unitsJob club units Session 1 HEALTH MEDICAL Session 2 HOUSING CONSTRUCTION Session 3 JOBS FACTORY Session 4 CIVICS COMMUNITY Session 5 HOLIDAYS ART Session 6 TRANSPORTATION DRIVING Session 7 SCHOOL and FAMILYCHILDCARE Session 8 FOOD FOOD SERVICE Session 9 SHOPPING RETAIL

26.  Which of these program considerations impact your curriculum development?  Are there others?

27. To integrate all of these consideration into multi-level classes, the following were created:  Job Club goals  Lesson objectives  Lesson plans  Lesson materials  Website

28. Week One: Gain work experience through classroom jobs. Week Two: Gain a basic understanding of the world of work in the U.S. Week Three: Gain an ability to navigate the job search process. Week Four: Gain an understanding of the job interview process. Week Five: Gain an ability to navigate money systems. Week Six: Gain language needed to work in a specific job setting.

29. Week 1: Classroom1.SWBAT communicate which classroom job they will try. 2.SWBAT set and meet goals for the completion of class jobs. 3.SWBAT communicate issues with completing their job responsibilities. 4.SWBAT choose effective options for resolving/reporting conflict in a formal setting. Week 2: Introduction1.SWBAT demonstrate appropriate etiquette in a formal setting. 2.SWBAT demonstrate an ability to follow the class schedule. 3.SWBAT demonstrate a basic understanding of skills needed for common jobs. 4.SWBAT navigate simple graph related to employment data. Week 3: Search1.SWBAT communicate duties of different jobs within a career cluster. 2.SWBAT identify education goals for different jobs. 3.SWBAT determine multiple ways to look for work. 4.SWBAT complete the steps of an application process. Week 4: Interviews1.SWBAT determine appropriate behavior for interviews. 2.SWBAT effectively ask and answer simple interview questions. 3.SWBAT determine and communicate their skills. 4.SWBAT complete simple mock interview. Week 5: Money1.SWBAT calculate hours worked. 2.SWBAT accurately record hours on a time sheet. 3.SWBAT navigate simple pay stubs. 4.SWBAT deposit checks at a bank. Week 6: Experience1.SWBAT demonstrate an ability to ask for supplies to complete a task. 2.SWBAT appropriately report issues of concern. 3.SWBAT demonstrate an ability to work safely.

31. Week Six: Experience – Day One: Supplies OBJECTIVE:demonstrate an ability to ask for supplies to complete a task MATERIALS:  Cashier image (pg. 4), images of supplies (pg. 5-12), dialogue (pg. 13) TIME:50 minutes Warm-up: Post image of the cashier (pg. 4). Who are they? What are they do? Where are they? “Do you like this job?” mingle Intro: Elicit responses to questions: What’s my job? What things to do I need for the teacher job? Markers, pencils, etc. What things does this worker need at their job? Introduce supplies images (pg. 5-12). Guided Practice: Practice asking “What is this?” to the whole group. Once vocabulary has been introduced, give small groups sets of images (pg. 5-12) to practice asking each other “What is this?” Come back together and discuss that when we do our jobs, we need different things. If we don’t have the things we need, we have to ask for help from our manager or the other people we work with. As a teacher, we need markers, computers, books, and papers. If I don’t have them, I can ask for help. “Could you please get me a marker?” Now that the vocab is more comfortable, add “Could you please give me the ________________?” dialogue and practice the two different roles. Teacher as A, Students as B. Students as A. Teacher as B. Independent Practice: Using the polite request dialogue (pg. 13) have partners/small groups ask and get each other things a retail worker would need – use appropriate level dialogue and sets of images and/or actual items. Application/ Extension: “I’m sorry, I don’t have a _______________.” “That’s OK, thanks anyway.”

33. http://hapu123.weebly.com/

34.  How could you use these materials?  Will you need to adapt? How?  What additional material would you want?  What ideas do these materials inspire?

35.  MFIP  Students’ experience  Trauma Informed Care  CCRS  ACES/TIF  IEL – Civics  Class size  Schedules  CASAS/TABE  Others?

36. Funders/GovernmentStudent/Community Thoughts? Insights?

37. Accountability Responsibility Integrity

38. What do you agree with in this article? What do you disagree with? How does this apply to our work in ABE/ESL? How do you see accountability informing your curriculum planning? How do you see responsibility and integrity informing your planning? What ideas do you have for greater balance between accountability and integrity?

39.  Our current attempts ◦ Paid interpreters ◦ Field trips/guest speakers ◦ HAP’s Economic Development Team

40.  Summary of the New H5 Model of Refugee Trauma and Recovery: http://www.nasmhpd.org/sites/default/files/THE _NEW_H5_MODEL_TRAUMA_AND_RECOVERY.pdf http://www.nasmhpd.org/sites/default/files/THE _NEW_H5_MODEL_TRAUMA_AND_RECOVERY.pdf  ACES/TIF: http://atlasabe.org/professional/transitions http://atlasabe.org/professional/transitions  Workplace Readiness Curriculum: http://atlasabe.org/resources/aces/future- pathway http://atlasabe.org/resources/aces/future- pathway  Student website: http://hapu123.weebly.com/http://hapu123.weebly.com/

41.  Jodi Versaw, jodiv@hmong.orgjodiv@hmong.org  Kristin Perry, kristinp@hmong.orgkristinp@hmong.org Thank you!!