1. ACES Professional Learning Community, Meeting One
ACES PLC Meeting ONE
ACES Professional Learning Community, Meeting One
Handouts:
Agenda (p. 8)
PLC Purpose (p. 9)
PLC logistics (from ACES Point Person)
The Complete TIF Sample Page (pp. 10)
TIF at a Glance (ALL)
Learner Observation Notes (OT #1) (p. 11)
Applying the ACES Process: Video Activity (p. 12)
Pre-ACES Sample Lesson (pp )
Post-ACES Sample Lesson Plan (pp. 17)
TIF-ed Lesson: Try it Out! (OT #2) (p. 18)
Activity Materials/Technology:
Flip chart paper and markers
Matching Activity: TIF Definitions (Prepared beforehand: Activities pp. 2-5)
Matching Activity: TIF Sub Skills (Prepared beforehand: Activities pp. 6-15)
Koosh ball (optional)
Projector (preferred)
Internet access (required)
ACES PLC, ATLAS, September 2015

2. ACES PLC Meeting ONE
Welcome!
Introductions – please tell us your name, and what and where you currently teach.
Introductions (10 min)
Introduce yourself with a brief bio, including your past involvement and interest in the ACES project. Have participants introduce themselves including where and what they teach. Ask each to express one thing they hope to get out of participating in this PLC.
ACES PLC, ATLAS, September 2015

3. Meeting One Agenda Introductions & expectations ACES overview
ACES PLC Meeting ONE
Meeting One Agenda
Introductions & expectations
ACES overview
The ideal ACES practitioner
Get to know the TIF (Transitions Integration Framework)
Learners & their long-term goals
Focusing in on 1 TIF category
The ACES process
Wrap-up, questions, plans for Meeting Two
Agenda (5 min-Slides 3-4)
Hand out the PLC Meeting 1 agenda (p. 8). Go over the agenda, beginning with a check-in to see if any pre-task activities were not completed. If the readings were not completed, express that they would help to have that background knowledge going into this meeting but to please read them before meeting 2.
ACES PLC, ATLAS, September 2015

4. PLC Scope: PLC Meeting THREE: PLC Meeting TWO:
ACES PLC Meeting ONE
PLC Scope:
PLC Meeting THREE:
Share Lesson Observation
Share TIF-ed Lesson
Share TIF-ing Methods implementation
Explore the complete TIF: Sample Activity search
Self-evaluation (optional)
Review ACES Journey
Discuss What’s Next
Set a SMART Goal (optional)
PLC Meeting TWO:
Share Learner Observation
Share TIF-ed Lesson
Explore Evidence of Student Learning
Explore TIF-ing the Classroom Methods:
Routines
Norms
Learning task formats
Agenda
Go over the agenda outlines for PLC Meetings TWO & THREE, also on handout (p. 8).
ACES PLC, ATLAS, September 2015

5. ACES PLC Meeting ONE
Why a PLC?
There is a ceiling effect to how much we can learn if we keep to ourselves…
Personal mastery and group mastery feed on each other in learning organizations.
People need one another to learn and to accomplish things.
(Fullan, 1995)
PLC Overview (5 min-slides 5-6)
Read the quote and allow everyone to reflect.
ACES PLC, ATLAS, September 2015

6. Characteristics of an Effective PLC
ACES PLC Meeting ONE
Characteristics of an Effective PLC
Shared beliefs, values, and vision
Shared and supportive leadership
Collective learning and its application
Supportive conditions
Shared personal practice
PLC Overview
Ask people to share characteristics of a PLC from their reading of the PLC Summary Pre-Task #1. Go over the characteristics of an effective PLC.
Hand out PLC Purpose (p. 9). Read through and discuss the objectives for the PLC.
What is the purpose of our PLC?
Read handout page 3…
ACES PLC, ATLAS, September 2015

7. Expectations for PLC Engage in PLC activities
ACES PLC Meeting ONE
Expectations for PLC
Engage in PLC activities
Complete Outside Tasks between meetings
Adapt materials, techniques, and knowledge to your own setting and students
Challenge yourself to take risks
Ask questions, go deep!
Provide positive and constructive feedback
You read a brief description of Professional Learning Communities for today.
Do you have any questions about what a PLC is, and why it’s an effective means to professional development?
PLC Expectations (5 min-slides 7-8)
Discuss the expectations for a PLC. Ask if everyone understands the expectations and is willing and able to meet them.
Briefly discuss Pre-task #1. Ask “How does this reading apply to your students?”
ACES PLC, ATLAS, September 2015

8. Expectations for THIS PLC
ACES PLC Meeting ONE
Expectations for THIS PLC
Please see the hand-out with information about this specific PLC – meetings schedule, contact information, logistics, etc.
Any questions from the group at this point?
Hand out the logistics grid (from your ACES Point Person) that contains information about the future PLC meetings dates, place, and times, as well as contact information of all PLC participants, the facilitator, and ACES point person. Ask if participants have any questions.
ACES PLC, ATLAS, September 2015

9. ACES: Academic Career and Employability Skills
ACES PLC Meeting ONE
ACES: Academic Career and Employability Skills
ACES Purpose: To ensure that ABE programs are able to provide effective contextualized instruction integrating post-secondary education and training readiness, employability skills, and career readiness at all levels.
ACES Overview (5 min-slides 9-13)
Discuss the ACES Purpose.
ACES PLC, ATLAS, September 2015

10. Brief history Phase 2: Goal: Phase 1: Goal: Product:
ACES PLC Meeting ONE
Brief history
Phase 1: Goal:
To identify critical transitions skills
Product:
Transitions Integration Framework
Phase 2: Goal:
To provide PD to instructors to integrate transitions skills
Face-to-Face PLCs
Hybrid PLCs
Category Webinars
Workshops
Discuss the background of ACES. Briefly describe how phase one is the “Zoom out” stance of looking at what our students need for successful transitions. Describe how phase two is the “Zoom in” stance as we look into our classes and at our individual students and see how we can help them develop the skills they need to transition successfully.
ACES PLC, ATLAS, September 2015

11. TIF: Transitions Integration Framework
ACES PLC Meeting ONE
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
Outlines the skills needed for successful transitions .
Serves as a guide for integrating transition skills into instruction.
Transitions
Integration
Framework
Explain that the TIF outlines the skills needed for successful transitions to post-secondary education and training, workplace readiness, and increased participation in community and family. It is a guide, or overlay to our instruction, that helps us integrate skills into instruction.
ACES PLC, ATLAS, September 2015

12. Technology Activities:
ACES PLC Meeting ONE
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:
Seek and offer clarification (clarifying questions, paraphrasing, restating)appropriately in spoken and written communications
Repair communication breakdowns respectfully and effectively
Acknowledge and affirm others (regardless of culture, religion, gender, age, sexual orientation) and their contributions
Express expectations and acknowledge an understanding or acceptance of the expectations of others
Participate, make contributions, and encourage the contributions of others in order to accomplish the shared goal of a team
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
* Classroom
* Questions regarding homework
Work
*Workplace
* Paycheck error, clarifying instructions
Hand out the The Complete TIF Sample Page (p. 10). Explain the layout of the TIF, indicating the skills, sub skills, sample activities, and contexts. Explain that two sub skills from each skill are exemplified through sample activities on a continuum of complexity. Show how technology sample activities are included for each of these sub skills as well. Refer everyone to the URL included at the bottom of the handout.
ACES PLC, ATLAS, September 2015

13. ACES PLC Meeting ONE
TIF Categories
Read through the eight categories of the TIF. Explain that they will be exploring these categories further a bit later in the PLC meeting.
ACES PLC, ATLAS, September 2015

14. Who is the ideal ACES practitioner?
ACES PLC Meeting ONE
Who is the ideal ACES practitioner?
Given your own experiences and your reading of the CAELA Brief for today, generate statements with a partner/small group to complete
these prompts:
The ideal ACES practitioner
knows about…
knows how to…
is committed to…
Ideal ACES Practitioner (20 min)
Think/Pair/share: Using think/pair/share, have participants think about then generate statements with a partner or in a small group in response to the three prompts.
Bring the full group together and have each small group read out the statements they generated regarding each prompt. Using a poster or flipchart paper divided into three sections corresponding to each prompt, write the statements shared by each group within the appropriate section.
Webinar option: Take a digital photo of the poster(s) and create a slide for Meeting TWO webinar
ACES PLC, ATLAS, September 2015

15. ACES PLC Meeting ONE
Get to know your TIF
Let’s focus on the 8 TIF categories for the moment.
In a small group or with a partner match the TIF category names to their definitions.
Then think of one thing you do in your classroom related to each TIF category.
With the larger group, share 1 definition and 1 classroom example.
TIF Categories (10 min)
Explain that participants will explore the eight categories of the TIF. Divide the participants into small groups or partners. Give each group a set of matching strips (Activities pp. 2-5: prepared beforehand) and have them match the category labels to the definitions. Read each definition together and ask participants to share a classroom example of each. Skip the sharing of examples if time does not permit.
ACES PLC, ATLAS, September 2015

16. Zooming in on 3 TIF categories: EC, SM, and CT
ACES PLC Meeting ONE
Zooming in on 3 TIF categories: EC, SM, and CT
Form a small group or pair
You will be given a category from the TIF
Your pair/group task:
Read through the skills together
Read through the sub-skills together (on strips of paper)
Match the sub-skills to the correct skills
Check your work against the TIF-at-a-glance
Answer the questions on the next slide…
Cycle through each of the categories
TIF Skills & Sub Skills (10 min-slide 16)
In a small group or pair, choose one of the 3 focus categories (Effective Communication, Self-Management, and Critical Thinking) to look at further. Pass out a set of matching strips for the TIF skills and sub skills for the category of choice (Activities pp. 6-15: prepared beforehand). Each pair/group will match the sub skills to the corresponding skills in the chosen category. Then they will check their work against the TIF-at-a-Glance. (Hand this out after groups have completed the matching.) If time permits, cycle through the matching sets so that each group gets to look at each of the 3 categories. If there isn’t enough time, have each group share out their category, skills & sub skills.
ACES PLC, ATLAS, September 2015

17. ACES PLC Meeting ONE
A choice is coming…
After matching the sub skills to each skill in each category, discuss the following 2 questions with your group:
What skills do you already teach in this category?
What skills would you like to add?
Be advised! Before the end of this meeting, you will choose one category of the three to focus on for the duration of the PLC.
TIF Skills Discussion (5 min)
After they match the skills & sub skills, have them answer these 2 questions:
What skills do you already teach in this category?
What skills would you like to add?
Advise participants that they will be choosing one category of the 3 to focus on for the duration of the PLC and this activity can help inform their choice. Then have them match the skills & sub skills from the next category.
ACES PLC, ATLAS, September 2015

18. My learners’ goals Take out Pre-Task #3
ACES PLC Meeting ONE
My learners’ goals
Take out Pre-Task #3
In a pair/small group, discuss your learners’ long-term goals and the steps they need to get there.
Label the final column of your worksheet “TIF Category.”
Together, consider (and jot down) which of the three TIF categories your students need to develop in order to take the steps they need to achieve their long-term goals.
Focus Categories:
critical thinking
self-management
effective communication
Learner Goals: Pre-task #3 (15 min)
In a small group, discuss student goals recorded on the Learner Goals chart Pre-task #3. On the Learner Goals chart, label the final column “TIF Category”. Consider which of the 3 categories of TIF skills these students need in order to take the steps they need to achieve their long-term goals.
ACES PLC, ATLAS, September 2015

19. ACES PLC Meeting ONE
Outside Task #1
Before our next meeting, you’ll continue thinking about these students and their long-term goals.
Given the TIF category you are choosing to focus on for this PLC (have you made a decision yet??), note (on the observation handout) the TIF skills and sub skills from that category that this student already demonstrates and those he/she needs to develop.
Be ready to share these observations at Meeting Two.
Learner Observation: Outside Task #1 (p. 11) (5 min)
Given a TIF category of choice (from the 3 TIF categories of focus), participants will choose at least one of their students to observe. On the Learner Observation Notes handout, participants will note the TIF skills/sub skills (from their focus category—that they will choose on the next slide) that their student demonstrates and which skills this student needs to develop. They will share these observations in meeting 2. Express the importance of completing this task as the face-to-face PLC activities and discussions will rely heavily on this outside work.
Challenge: observe all three learners and note TIF skills from one or more of the 3 focus categories.
ACES PLC, ATLAS, September 2015

20. Break 15 minute break ACES PLC, ATLAS, September 2015
ACES PLC Meeting ONE
Break
15 minute break
ACES PLC, ATLAS, September 2015

21. ACES PLC Meeting ONE
Form a working group
Consider the matching activity and the learner goals discussion. CHOOSE one category to focus on
critical thinking,
effective communication
self-management
This will be your category of focus for the duration of the PLC
Sit together with others who chose the same category. This will be your working group. You will return to this working group off and on during the duration of this PLC.
Briefly tell the others:
Why did you
choose this category?
Working Groups (5 min)
Have participants consider the matching activity and the Learner Goals discussion. Have them choose one category (critical thinking skills, effective communication, or self-management) of the TIF to explore for the duration of the PLC. Have them form a working group (or pair) around this TIF category. Participants will return to this working group throughout the duration of the PLC. Discuss why you chose this category with the larger group. Encourage having all 3 categories represented in the PLC so that the full group has a richer experience by learning about the other categories targeted by the other groups.
ACES PLC, ATLAS, September 2015

22. ACES PLC Meeting ONE
The ACES Process
Assess instruction/materials/curriculum to identify where TIF skills are addressed
Complement to intentionally integrate TIF skills
Evaluate outcomes after delivering lesson/using materials/trying the activity
Study and reflect
What else do students need?
What else do I need?
The ACES Process
Read through the ACES Process. Explain that they will be using this process throughout the PLC as a way to integrate the transitions skills outlined in the TIF.
Note: Make the connection that Learner Plans, individual learning plans for students in a drop-in learning center, and Teaching Materials can be assessed in this way as well.
ACES PLC, ATLAS, September 2015

23. ACES Process: Assess a Lesson Sample “Pre-ACES” Lesson
ACES PLC Meeting ONE
ACES Process: Assess a Lesson Sample “Pre-ACES” Lesson
Let’s start with the Critical Thinking category…
Read and ASSESS the Pre A-C-E-S Lesson to identify the Critical Thinking (CT) skills/sub skills being addressed.
Look at each lesson component and identify its CT skills and sub skills. (Refer to the a Glance” CT category.)
Note the skills and sub skills in the “Assess” column for each lesson component (e.g. CT 1a, 2b)
Share out the skills and sub skills your group identified in the lesson.
ACES Process: Assess a Lesson (20 min; slides #23-28)
Have participants look at the ACES grid (p. 12 Handout) and refer to the a Glance Critical Thinking category (p. 9, a Glance) to identify the CT skills. Bring their attention to the lesson components identified on the left-most column of the grid: Warm-up, Introduction, Guided Practice, Independent Practice, Extension, and Assessment. Explain that the “Pre-ACES” Lesson materials (pp ) and the following PPT slides will show each of those components featured. They will identify the Critical Thinking skills and sub skills that are addressed in each lesson component, noting them in the “assess” column of the grid (p. 12). Have them share out the skills they noted with the full group and double check with the final slide of this Activity (Slide #28).
Note: Reiterate that Learner Plans and Teaching Materials can be assessed in this way as well.
Remember, the ACES process can be used with textbook materials, learner plans, and other instructional resources and routines, not just lesson plans.
ACES can work in any ABE context!
ACES PLC, ATLAS, September 2015

24. Pre-ACES Lesson Plan Introduction: Pre-Reading
ACES PLC Meeting ONE
Pre-ACES Lesson Plan Introduction: Pre-Reading
Questions:
What does birth order mean?
What is your birth order?
How would you describe your personality?
If you have siblings, how would you describe their personalities? 
Definitions:
birth order – the order of siblings by age
energetic – having a lot of energy  
aggressive – ready and willing to fight, argue, etc.
compliant – willing to do whatever you are asked to do
easy-going – relaxed and casual in style or manner
Go step-by-step through each component of the pre-ACES lesson identifying any CT skills that are addressed. Have participants write the identified skills & sub skills on the grid, Applying the ACES Process: Video Activity (p. 12).
ACES PLC, ATLAS, September 2015

25. Pre-ACES Lesson Plan Guided Practice: Reading
ACES PLC Meeting ONE
Pre-ACES Lesson Plan Guided Practice: Reading
Personality and Birth-Order Theory by, Betsy Parrish
Birth-order theory is a sociological and psychological concept that describes the tendency for people born into a particular birth order in a family (oldest, youngest, middle, or only child) to have certain personality traits. It is believed that because parents treat children in each birth order differently, children develop distinctively different personalities. It is found that children from within each group often share some common characteristics.
First Born Children
First-borns are oriented toward their parents and often share their parents' sense of values. As a result, they may be more conservative or traditional than other children…
Go step-by-step through each component of the pre-ACES lesson identifying any CT skills that are addressed. Have participants write the identified skills & sub skills on the grid, Applying the ACES Process: Video Activity (p. 12).
ACES PLC, ATLAS, September 2015

26. Pre-ACES Lesson Plan Independent Practice: Post-Reading
ACES PLC Meeting ONE
Pre-ACES Lesson Plan Independent Practice: Post-Reading
Part 1: Reading Comprehension
What are the different birth orders described in the text?
 What are three characteristics of a first born child?
 What are three characteristics of the youngest child?
What are three characteristics of a middle child?
 What are three characteristics of an only child?
According to the author, why does birth order influence a person’s personality?
Part 2: Writing
Write about your own birth order and how your personality compares and contrasts with what the text describes. 
Go step-by-step through each component of the pre-ACES lesson identifying any CT skills that are addressed. Have participants write the identified skills & sub skills on the grid, Applying the ACES Process: Video Activity (p. 12).
ACES PLC, ATLAS, September 2015

27. ACES Process: Complement a Lesson What about Effective Communication?
ACES PLC Meeting ONE
ACES Process: Complement a Lesson What about Effective Communication?
Take a look at the Effective Communication Category.
Shout out: Which skills were addressed?
Check the skills you noted on your grid…
Now have the full group turn to the Effective Communication category in the a Glance” (p. 2, a Glance). Have them shout out different skills that appear to be addressed in the different lesson components. Then have them check their notes on their grids with the following slide.
ACES PLC, ATLAS, September 2015

28. Pre A-c-e-s Lesson: Assess
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up
Introduction
Guided Practice
Independent Practice
Extension NA
EC 1a
EC 1a
CT 1a-b, d, CT3.b
Have participants check their answers on their grid with this slide. “Click” to reveal the skills one row at a time. NA

29. ACES Process: Complement a Lesson Sample “Post-ACES” Lesson
ACES PLC Meeting ONE
ACES Process: Complement a Lesson Sample “Post-ACES” Lesson
Now watch the video clip of the “Post-ACES” (TIF-ed) lesson: Developing Reading Skills for Intermediate/Advanced Learners
Link: 
What Critical Thinking skills/sub skills were added?
Write them on the grid in
the complement column
Sample “Post ACES” Lesson (30 min, Slides #29-31)
Access the video clip of the lesson by clicking on the link in the PowerPoint slide. (If you will not have internet access, you will need to download this video to play on your computer). Watch the first 10 minutes or so of video (preferably projected) together as a large group. Continue to look at the Critical Thinking category, (p. 9, a Glance) and identify sub skills that have been added to the “Post-ACES” Lesson and note them in the “complement” column of the grid (p. 12, Handouts). Compare these to pre-ACES lesson’s skills/sub skills.
ACES PLC, ATLAS, September 2015

30. ACES Process: Complement a Lesson What about EC & SM?
ACES PLC Meeting ONE
ACES Process: Complement a Lesson What about EC & SM?
Take a look at the Effective Communication Category.
Shout out: Which skills were addressed or could you add?
What about Self-Management?
Check the skills you noted on your grid…
Now have the full group turn to the Effective Communication category in the a Glance” (p. 2). Have them shout out different skills from that category that they either saw addressed or that they think could be added. Repeat this process with the Self-Management category (p. 10, a Glance). Then have them check their notes on their grids with the following slide (Slide #31).
ACES PLC, ATLAS, September 2015

31. Post A-c-e-s: Complement
Lesson Components
Assess
Complement
Evaluate
Study & Reflect
Warm-Up NA
Introduction
EC 1a
Guided Practice
Independent Practice
CT 1a-b,d
CT3b
Extension
EC 1a
EC 1a,e
CT1b-c
EC 1a-b,e
CT1c,2c,4b-c
EC 1a-b,e
CT1c, 2c, 3b, 4b-c
SM1a, 2a, 3e
Participants can share out their ideas for complements. “Click” to reveal the complements for each row, one at a time. Quickly view the Post-ACES Sample Lesson Plan (p. 17, Handouts) with participants so that they see all components that are available.
CT1a, 3b

32. Try it Out!! Outside Task #2
ACES PLC Meeting ONE
Try it Out!! Outside Task #2
Review the ACES Process
Discuss the directions around TIF-ing a lesson and/or materials (p. 19)
“TIF” a lesson or materials of your choice, focusing on your one TIF category.
Try this “TIF-ed” lesson out with learners.
Evaluate how it went.
Be ready to share this experience at Meeting Two.
Outside Task #2: TIF-ed Lesson: Try it Out! (p. 18) (5 min)
Revisit the ACES Process Grid. Discuss the directions (on the handout-p. 19) around TIF-ing a lesson and/or materials. Explain that participants will TIF a lesson, learner plan, or classroom materials using the A-C-E-S process and the ACES Process Grid. They will try out this lesson (or materials) with their students. After trying out the lesson, they will jot down notes evaluating how they felt the lesson went. They will share the experience at meeting 2. Explain that they will look more at the “Evaluate” step in the next PLC meeting.
ACES PLC, ATLAS, September 2015

33. Wrap-Up (optional) Koosh-ball Toss!! Toss the Koosh ball!
ACES PLC Meeting ONE
Wrap-Up (optional)
Koosh-ball Toss!!
Toss the Koosh ball!
When you catch it…
Share one thing you found particularly useful from this PLC meeting
Wrap-up Activity: (10 min-slides 33-34)
Toss a Koosh ball around. Whoever catches the ball must say one thing that they found particularly useful from the PLC.
ACES PLC, ATLAS, September 2015

34. Next Steps THANK YOU!!! Next Meeting: day, time, place
ACES PLC Meeting ONE
Next Steps
Next Meeting: day, time, place
Tasks before we meet again?
Come ready to share!
Discuss when the next meeting is: day, time, and place. Remind participants of the outside tasks.
Note: Make sure to send an reminder at least a week before the next meeting!
THANK YOU!!!
ACES PLC, ATLAS, September 2015