Essential Core Courses
The Essential Core Courses (ECCs) include a variety of professional development activities, some required and some not, that have been vetted by Content Experts. These PD activities are offered through My Learning Plan (MLP).
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Find out what is currently being offered by clicking on the titles of the activities below.
Find out what is currently being offered by clicking on the titles of the activities below.
New Teacher Orientation
Online Adult Education Overview (synchronous version): Intended for adult education practitioners within the first year of their position. Course content will be provided online with webinars presented by the PA content experts.
Coming Online Adult Education Overview Asynchronous Full-time Teacher version
Coming Online Adult Education Overview Asynchronous Part-time Teacher version
Coming Online Adult Education Overview Administrator version
Assessment (includes standardized test administration training, as well as other forms of assessment PD)
BEST Plus Test Administrator Training: Is intended for staff new to administering BEST Plus; involves a six-hour face-to-face session and an implementation activity with instructor feedback. Participants must complete the entire training in order to be certified as BEST Plus Test Administrators.
BEST Plus Scoring Refresher: Is intended for staff who have been previously trained as BEST Plus Test Administrators and are currently administering the test; participants will receive information on scoring BEST Plus, participate in scoring practice activities, have an opportunity to discuss their questions, and complete a scoring assessment that will be evaluated. Participants should bring their BEST Plus Test Administrator Manual to the session.
BEST Literacy Overview: Is intended for staff who are administering or will administer BEST Literacy; involves a face-to-face session and an implementation activity with instructor feedback; provides an overview of BEST Literacy and information on administering and scoring the test and interpreting test results.
Online CASAS Implementation Training: Is intended for staff who will be administering the CASAS; involves completion of the CASAS Implementation Online course, a webinar and an implementation activity/assignment with instructor feedback. by January 29, 2013. Upon successful completion of the CASAS online course, participants are certified to administer the CASAS assessment and order testing materials for their agency. If needed, materials should be ordered in time to be used during the webinar.
Online TABE Initial implementation: Is intended for staff who will administer the TABE; involves two webinars, and an implementation activity with instructor feedback. Participants will receive emailed instructions regarding the TABE materials they should have in hand prior to the first webinar.
Online GAIN Administrator Training: Is intended for staff who will be administering the GAIN assessment in agencies that will be purchasing GAIN; involves completion of the GAIN Administrator’s Examination and participation in a follow-up webinar, both offered by Wonderlic.
BEST Plus Test Administrator Training: Is intended for staff new to administering BEST Plus; involves a six-hour face-to-face session and an implementation activity with instructor feedback. Participants must complete the entire training in order to be certified as BEST Plus Test Administrators.
BEST Plus Scoring Refresher: Is intended for staff who have been previously trained as BEST Plus Test Administrators and are currently administering the test; participants will receive information on scoring BEST Plus, participate in scoring practice activities, have an opportunity to discuss their questions, and complete a scoring assessment that will be evaluated. Participants should bring their BEST Plus Test Administrator Manual to the session.
BEST Literacy Overview: Is intended for staff who are administering or will administer BEST Literacy; involves a face-to-face session and an implementation activity with instructor feedback; provides an overview of BEST Literacy and information on administering and scoring the test and interpreting test results.
Online CASAS Implementation Training: Is intended for staff who will be administering the CASAS; involves completion of the CASAS Implementation Online course, a webinar and an implementation activity/assignment with instructor feedback. by January 29, 2013. Upon successful completion of the CASAS online course, participants are certified to administer the CASAS assessment and order testing materials for their agency. If needed, materials should be ordered in time to be used during the webinar.
Online TABE Initial implementation: Is intended for staff who will administer the TABE; involves two webinars, and an implementation activity with instructor feedback. Participants will receive emailed instructions regarding the TABE materials they should have in hand prior to the first webinar.
Online GAIN Administrator Training: Is intended for staff who will be administering the GAIN assessment in agencies that will be purchasing GAIN; involves completion of the GAIN Administrator’s Examination and participation in a follow-up webinar, both offered by Wonderlic.
Case Management
Online Book Study Dr. Beverly O. Ford's "Making Case Management Work": is intended for all adult literacy staff. This nine-week facilitated online book study uses Dr. Beverly O. Ford's "Making Case Management Work" and involves three webinars. Participants should have Internet access, the ability to navigate websites, and a gmail address. The required text will be sent to participants.
Coming Asynchronous - Online Book Study Dr. Beverly O. Ford's "Making Case Management Work"
Distance Learning
Distance Learning (DL) Overview: Is intended for all agency staff (administrators, adult educators, case managers, clerical and data-entry staff); involves an online pre-assignment, a face-to-face meeting, implementation activities, and a follow-up session. Participants will explore DL instructional materials, plan for how it can be incorporated into their current services, implement their plan, and begin to offer distance learning.
Distance Learning (DL) Overview: Is intended for all agency staff (administrators, adult educators, case managers, clerical and data-entry staff); involves an online pre-assignment, a face-to-face meeting, implementation activities, and a follow-up session. Participants will explore DL instructional materials, plan for how it can be incorporated into their current services, implement their plan, and begin to offer distance learning.
e-Data
Online e-Data v2 Introduction: is intended for program staff who will enter adult education and family literacy data in the e-Data v2 system; includes four webinars with hands-on assignments to be completed between webinars.
Beginner e-Data Reporting and Data Analysis Using Microsoft Access: Is intended for adult education and family literacy practitioners and administrators and focuses on the strategies for producing accurate e-Data reports. Participants will be introduced to ways to produce e-Data v2 reports in the Access database template, set up and update the database template with e-Data exports, and review available reports. Participants will complete two post-training assignments.
Advanced e-Data Reporting and Data Analysis Using Microsoft Access: Is intended for adult education and family literacy practitioners and administrators and focuses on the strategies for producing custom data queries and reports using the Microsoft Access Database Template for e-Data. The prerequisites are (1) completion of the Beginner level of the Access Database Training or experience in setting up and using the Access Database template, and (2) the ability to set up the database template and update it with their own data, without assistance. Participants will complete two post-training assignments.
Online e-Data v2 Introduction: is intended for program staff who will enter adult education and family literacy data in the e-Data v2 system; includes four webinars with hands-on assignments to be completed between webinars.
Beginner e-Data Reporting and Data Analysis Using Microsoft Access: Is intended for adult education and family literacy practitioners and administrators and focuses on the strategies for producing accurate e-Data reports. Participants will be introduced to ways to produce e-Data v2 reports in the Access database template, set up and update the database template with e-Data exports, and review available reports. Participants will complete two post-training assignments.
Advanced e-Data Reporting and Data Analysis Using Microsoft Access: Is intended for adult education and family literacy practitioners and administrators and focuses on the strategies for producing custom data queries and reports using the Microsoft Access Database Template for e-Data. The prerequisites are (1) completion of the Beginner level of the Access Database Training or experience in setting up and using the Access Database template, and (2) the ability to set up the database template and update it with their own data, without assistance. Participants will complete two post-training assignments.
ESL
Online ELL-U Book Group: Vocabulary Myths: Applying Second Language Acquisition Research to Classroom Teaching by Keith Folse: Includes participation in a nine-week ELL-U online facilitated book discussion. The required text will be sent to participants.
Online ELL-U Course: Formative Assessment to Inform Quality Adult ESL Instruction: Involves a self-paced online ELL-U course, an implementation activity, and a webinar; includes a research-based introduction to effectively assessing adult English language learners as an integral part of instruction.
Online ELL-U Course: Second Language Acquisition: Myths, Beliefs and What the Research Shows: Involves a self-paced online ELL-U course, an implementation activity, and a webinar; includes a research-based introduction to effectively assessing adult English language learners as an integral part of instruction.
Online ELL-U Course: Teaching Adult ELLs Who Are Emergent Readers: Involves a self-paced online ELL-U course and a two-hour webinar; includes a research-based introduction to teaching adult English language learners who have limited print literacy skills in any language.
Online ELL-U Study Circle: Diagnostic Reading Assessment for Intermediate ELLs: is intended for teachers of adult English language learners and will include a discussion of the diversity of reading strengths and needs among intermediate (GLE 3-9) ELLs; involves registering in ELL-U and in the ELL-U Study Circle, participating in three webinars, and completing activities between webinars.
Online ELL-U Study Circle: Learner Centered Practice in Adult ESL: Is intended for teachers of adult English language learners; involves registering in ELL-U and in the ELL-U Study Circle, participating in three study circle sessions, and completing activities between webinars. Participants will review relevant research, consider implications for the classroom, and explore promising practices for teaching adult English language learners.
Online ELL-U Study Circle: Research-based Vocabulary Instruction: Is intended for teachers of adult English language learners; involves registering in ELL-U and in the ELL-U Study Circle, participating in three webinars, and completing activities between webinars. Participants will review relevant research, consider implications for the classroom, and explore promising practices for teaching vocabulary.
Online ELL-U Study Circle: Second Language Acquisition in Action: Is intended for teachers of adult English language learners and is designed as a follow up to the online Second Language Acquisition (SLA) course; involves registering in ELL-U and in the ELL-U Study Circle, participating in three webinars, and completing activities between webinars.
Online ELL-U Study Circle: Teaching Adult ELL Emergent Readers: Next Steps in Linking Research and Practice: Is intended as a next step for staff who have completed the ELL-U online course Teaching ELLs Who Are Emergent Readers; involves registering in ELL-U and in the ELL-U Study Circle, participating in three webinars, and completing activities between webinars. Participants will review relevant research, consider implications for the classroom, and explore promising practices for teaching adult English language learners who are learning to read for the first time.
Online ESL Video Activity: Working with a Multi-Level Class: Is intended for teachers of adult English language learners; involves viewing a video of a multi-level ESL class, implementation activities, and a webinar.
Online ELL-U Vocabulary Field Trip: We Are New York: is intended for teachers of adult English language learners; involves completing an online field trip and online discussion, implementation activity, and webinar.
Online ELL-U Book Group: Vocabulary Myths: Applying Second Language Acquisition Research to Classroom Teaching by Keith Folse: Includes participation in a nine-week ELL-U online facilitated book discussion. The required text will be sent to participants.
Online ELL-U Course: Formative Assessment to Inform Quality Adult ESL Instruction: Involves a self-paced online ELL-U course, an implementation activity, and a webinar; includes a research-based introduction to effectively assessing adult English language learners as an integral part of instruction.
Online ELL-U Course: Second Language Acquisition: Myths, Beliefs and What the Research Shows: Involves a self-paced online ELL-U course, an implementation activity, and a webinar; includes a research-based introduction to effectively assessing adult English language learners as an integral part of instruction.
Online ELL-U Course: Teaching Adult ELLs Who Are Emergent Readers: Involves a self-paced online ELL-U course and a two-hour webinar; includes a research-based introduction to teaching adult English language learners who have limited print literacy skills in any language.
Online ELL-U Study Circle: Diagnostic Reading Assessment for Intermediate ELLs: is intended for teachers of adult English language learners and will include a discussion of the diversity of reading strengths and needs among intermediate (GLE 3-9) ELLs; involves registering in ELL-U and in the ELL-U Study Circle, participating in three webinars, and completing activities between webinars.
Online ELL-U Study Circle: Learner Centered Practice in Adult ESL: Is intended for teachers of adult English language learners; involves registering in ELL-U and in the ELL-U Study Circle, participating in three study circle sessions, and completing activities between webinars. Participants will review relevant research, consider implications for the classroom, and explore promising practices for teaching adult English language learners.
Online ELL-U Study Circle: Research-based Vocabulary Instruction: Is intended for teachers of adult English language learners; involves registering in ELL-U and in the ELL-U Study Circle, participating in three webinars, and completing activities between webinars. Participants will review relevant research, consider implications for the classroom, and explore promising practices for teaching vocabulary.
Online ELL-U Study Circle: Second Language Acquisition in Action: Is intended for teachers of adult English language learners and is designed as a follow up to the online Second Language Acquisition (SLA) course; involves registering in ELL-U and in the ELL-U Study Circle, participating in three webinars, and completing activities between webinars.
Online ELL-U Study Circle: Teaching Adult ELL Emergent Readers: Next Steps in Linking Research and Practice: Is intended as a next step for staff who have completed the ELL-U online course Teaching ELLs Who Are Emergent Readers; involves registering in ELL-U and in the ELL-U Study Circle, participating in three webinars, and completing activities between webinars. Participants will review relevant research, consider implications for the classroom, and explore promising practices for teaching adult English language learners who are learning to read for the first time.
Online ESL Video Activity: Working with a Multi-Level Class: Is intended for teachers of adult English language learners; involves viewing a video of a multi-level ESL class, implementation activities, and a webinar.
Online ELL-U Vocabulary Field Trip: We Are New York: is intended for teachers of adult English language learners; involves completing an online field trip and online discussion, implementation activity, and webinar.
Family Literacy
Online PA Family Literacy Foundations: Is intended for both new and seasoned family literacy staff, and staff from collaborating agencies who wish to learn more about family literacy; involves a self-paced online course and two webinars.
Adult Child Interactive Reading Inventory (ACIRI) Intro: Is intended to instruct family literacy staff on the implementation of the Adult/Child Interactive Reading Inventory (ACIRI) to measure the quality of adult and child interactions during joint book reading; involves a face-to-face training. The ACIRI is used for multiple purposes including program evaluation, instructional planning and teaching parents/guardians about interactive reading.
Online PA Family Literacy Foundations: Is intended for both new and seasoned family literacy staff, and staff from collaborating agencies who wish to learn more about family literacy; involves a self-paced online course and two webinars.
Adult Child Interactive Reading Inventory (ACIRI) Intro: Is intended to instruct family literacy staff on the implementation of the Adult/Child Interactive Reading Inventory (ACIRI) to measure the quality of adult and child interactions during joint book reading; involves a face-to-face training. The ACIRI is used for multiple purposes including program evaluation, instructional planning and teaching parents/guardians about interactive reading.
LD/Teaching Effectiveness
Online Differentiated Instruction: Is intended for teachers with different levels of learners in their classrooms; involves a facilitated, interactive online course, implementation activities with feedback, and a webinar. There is a required text that will be sent to participants.
Fast Facts Series 1: Is intended for all adult education practitioners; involves reading the first set of 10 Fast Facts articles and completing a post-test consisting of one essay question about each article. Fast Facts are concise articles that cover a basic conceptual or instructional issue directly related to the instruction of adults who display learning difficulties and disabilities. The Fast Facts Series 1 topics include: Labels, Skills, and Processes, Diagnostic Assessment, Multiple Intelligences, Diagnostic-Prescriptive Teaching, The Information Processing Model, Become a Good Educational Generalist, Metacognition, Definition of a Learning Disability, Visual Reception, and The ‘Neurodevelopmental Constructs Framework’.
Fast Facts Series 2: Is intended for all adult education practitioners; involves reading the first set of 10 Fast Facts articles and completing a post-test consisting of one essay question about each article. Fast Facts are concise articles that cover a basic conceptual or instructional issue directly related to the instruction of adults who display learning difficulties and disabilities. The Fast Facts Series 2 topics include:
Executive Processing, Continuums of Severity and Causality, The Continuum of Types, Things that a Student Should Be Able to Do, Auditory Reception, Multi-Sensory Instruction, Adaptations, Using the W5H Method, Learning Disabilities Spectrum Disorder, and Learning Differences and Employability.
Fast Facts Series 3: Is intended for all adult education practitioners; involves reading the first set of 10 Fast Facts articles and completing a post-test consisting of one essay question about each article. Fast Facts are concise articles that cover a basic conceptual or instructional issue directly related to the instruction of adults who display learning difficulties and disabilities. The Fast Facts Series 3 topics include: Visual Association, The Oversimplification of Causality, The Need for Role Models, Those who Frame the Question, Control the Discussion, After You Ask the Right Question, Do What Works, Attention and Reception Difficulties, Variables in Instruction, Direct Instruction, Documenting Student Gain, and Five Prerequisites to Instruction.
Webinar recording available Depth of Knowledge Webinar: Is intended for teachers and administrators who are interested in understanding Webb's Depth of Knowledge. It is recommended that participants view the GED Testing Service video (http://www.gedtestingservice.com/educators/newtestwebinar2) prior to participating in the webinar, Drs. Rich Gacka, Lynda Ginsburg, and Dianna Baycich will present additional information and provide guidance for follow-up practice.
Online Differentiated Instruction: Is intended for teachers with different levels of learners in their classrooms; involves a facilitated, interactive online course, implementation activities with feedback, and a webinar. There is a required text that will be sent to participants.
Fast Facts Series 1: Is intended for all adult education practitioners; involves reading the first set of 10 Fast Facts articles and completing a post-test consisting of one essay question about each article. Fast Facts are concise articles that cover a basic conceptual or instructional issue directly related to the instruction of adults who display learning difficulties and disabilities. The Fast Facts Series 1 topics include: Labels, Skills, and Processes, Diagnostic Assessment, Multiple Intelligences, Diagnostic-Prescriptive Teaching, The Information Processing Model, Become a Good Educational Generalist, Metacognition, Definition of a Learning Disability, Visual Reception, and The ‘Neurodevelopmental Constructs Framework’.
Fast Facts Series 2: Is intended for all adult education practitioners; involves reading the first set of 10 Fast Facts articles and completing a post-test consisting of one essay question about each article. Fast Facts are concise articles that cover a basic conceptual or instructional issue directly related to the instruction of adults who display learning difficulties and disabilities. The Fast Facts Series 2 topics include:
Executive Processing, Continuums of Severity and Causality, The Continuum of Types, Things that a Student Should Be Able to Do, Auditory Reception, Multi-Sensory Instruction, Adaptations, Using the W5H Method, Learning Disabilities Spectrum Disorder, and Learning Differences and Employability.
Fast Facts Series 3: Is intended for all adult education practitioners; involves reading the first set of 10 Fast Facts articles and completing a post-test consisting of one essay question about each article. Fast Facts are concise articles that cover a basic conceptual or instructional issue directly related to the instruction of adults who display learning difficulties and disabilities. The Fast Facts Series 3 topics include: Visual Association, The Oversimplification of Causality, The Need for Role Models, Those who Frame the Question, Control the Discussion, After You Ask the Right Question, Do What Works, Attention and Reception Difficulties, Variables in Instruction, Direct Instruction, Documenting Student Gain, and Five Prerequisites to Instruction.
Webinar recording available Depth of Knowledge Webinar: Is intended for teachers and administrators who are interested in understanding Webb's Depth of Knowledge. It is recommended that participants view the GED Testing Service video (http://www.gedtestingservice.com/educators/newtestwebinar2) prior to participating in the webinar, Drs. Rich Gacka, Lynda Ginsburg, and Dianna Baycich will present additional information and provide guidance for follow-up practice.
Math
Online Algebra: Introducing Algebraic Reasoning: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The course fee ($179) will be reimbursed by the Course Management Project upon successful completion of the course. Participants will learn how to introduce algebraic reasoning to students, and will experiment with strategies for teaching numeric patterns, relationships, and functions based on real-life situations. Participants will also explore strategies to help students model quantitative relationships using graphs, tables, words, and equations.
Online Data: Helping Students Interpret Numeric Information: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course. The course fee ($179) will be reimbursed by the Course Management Project upon successful completion of the course. The course focuses on data, or numerical information, that can be described, represented, analyzed, and interpreted in various ways for various purposes.
Online Geometry: Teaching About Shapes and Their Measures: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The course fee ($179) will be reimbursed by the Course Management Project upon successful completion of the course. The course will explore key topics in geometry, such as area, perimeter, and volume, and their importance in everyday life, and will look at numerous instructional activities for teaching about angles, spatial relationships, similarity, and figure transformations on a coordinate graph system.
Online Introduction to College Transition Math: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course. The course provides math activities and exercises to use in the classrooms, and explores the math knowledge and skills college transition students will need.
Online Number Sense: Teaching About Parts and Wholes: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course, job-embedded implementation activities with feedback, and a webinar; The course fee ($179) will be reimbursed by the Course Management Project upon successful completion of the course. The course focuses on teaching students how to estimate, do mental math, and use calculators to help them to better understand how to use numbers.
Online Teaching Reasoning & Problem Solving Strategies: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The course covers mathematical reasoning, problem solving strategies, and teaching strategies and activities. The course fee ($179) will be reimbursed by the Course Management Project upon successful completion of the course.
Online Algebra: Introducing Algebraic Reasoning: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The course fee ($179) will be reimbursed by the Course Management Project upon successful completion of the course. Participants will learn how to introduce algebraic reasoning to students, and will experiment with strategies for teaching numeric patterns, relationships, and functions based on real-life situations. Participants will also explore strategies to help students model quantitative relationships using graphs, tables, words, and equations.
Online Data: Helping Students Interpret Numeric Information: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course. The course fee ($179) will be reimbursed by the Course Management Project upon successful completion of the course. The course focuses on data, or numerical information, that can be described, represented, analyzed, and interpreted in various ways for various purposes.
Online Geometry: Teaching About Shapes and Their Measures: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The course fee ($179) will be reimbursed by the Course Management Project upon successful completion of the course. The course will explore key topics in geometry, such as area, perimeter, and volume, and their importance in everyday life, and will look at numerous instructional activities for teaching about angles, spatial relationships, similarity, and figure transformations on a coordinate graph system.
Online Introduction to College Transition Math: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course. The course provides math activities and exercises to use in the classrooms, and explores the math knowledge and skills college transition students will need.
Online Number Sense: Teaching About Parts and Wholes: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course, job-embedded implementation activities with feedback, and a webinar; The course fee ($179) will be reimbursed by the Course Management Project upon successful completion of the course. The course focuses on teaching students how to estimate, do mental math, and use calculators to help them to better understand how to use numbers.
Online Teaching Reasoning & Problem Solving Strategies: Is intended for teachers; involves a facilitated World Education/ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The course covers mathematical reasoning, problem solving strategies, and teaching strategies and activities. The course fee ($179) will be reimbursed by the Course Management Project upon successful completion of the course.
Reading/Writing
Prerequisite course - Online Reading Profiles: Includes a self-paced World Education/NCSALL online course, implementation activities with feedback, and two webinars; explores the Adult Reading Components Study, conducted by the National Center for the Study of Adult Learning and Literacy.Online
Prerequisite course - Online Understanding the Reading Process: Includes self-paced ProLiteracy online course, and implementation activities with feedback; presents an overview of research behind the components of reading instruction (alphabetics, fluency, vocabulary, and comprehension) and discusses how to support the improvement of students’ reading proficiency by making them more aware of the reading process and how good readers approach reading.
Online A Way with Words: Strategies for Strengthening Adult Learners' Vocabularies: Involves a self-paced ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The PREREQUISITE is successful completion of both 1) Online Reading Profiles and 2) Online Understanding the Reading Process. This course covers the important role of vocabulary in learning to read, how vocabulary is acquired, and tailoring instruction to student needs, interests and skill levels.
Online Before, During, and After – A Reading Comprehension Technique: Involves a self-paced ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The PREREQUISITE is successful completion of both 1) Online Reading Profiles and 2) Online Understanding the Reading Process. This course discusses the “Before, During, and After” reading technique that can be used to help students interact with text.
Online Developing Reading Fluency: Involves a self-paced ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The PREREQUISITE is successful completion of both 1) Online Reading Profiles and 2) Online Understanding the Reading Process. This course discusses how to measure reading fluency and track students' progress.
Online Phonemic Awareness Instruction for Adult Literacy Learners: Involves a self-paced ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The PREREQUISITE is successful completion of both 1) Online Reading Profiles and 2) Online Understanding the Reading Process. This course covers what phonemic awareness involves, ways to informally assess adults’ phonemic awareness, and how to incorporate phonemic awareness into lessons for adult literacy learners.
Online Principles of Diagnostic Assessment and Teaching in Adult Reading Instruction: Involves a facilitated World Education/ProLiteracy online course, a follow-up job-embedded implementation activities with feedback, and a webinar. The PREREQUISITE is successful completion of both 1) Online Reading Profiles and 2) Online Understanding the Reading Process. The course fee ($269) will be reimbursed by the Course Management Project upon successful completion of the course. See http://professionalstudiesae.worlded.org/#diagnostic for course information.
Prerequisite course - Online Reading Profiles: Includes a self-paced World Education/NCSALL online course, implementation activities with feedback, and two webinars; explores the Adult Reading Components Study, conducted by the National Center for the Study of Adult Learning and Literacy.Online
Prerequisite course - Online Understanding the Reading Process: Includes self-paced ProLiteracy online course, and implementation activities with feedback; presents an overview of research behind the components of reading instruction (alphabetics, fluency, vocabulary, and comprehension) and discusses how to support the improvement of students’ reading proficiency by making them more aware of the reading process and how good readers approach reading.
Online A Way with Words: Strategies for Strengthening Adult Learners' Vocabularies: Involves a self-paced ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The PREREQUISITE is successful completion of both 1) Online Reading Profiles and 2) Online Understanding the Reading Process. This course covers the important role of vocabulary in learning to read, how vocabulary is acquired, and tailoring instruction to student needs, interests and skill levels.
Online Before, During, and After – A Reading Comprehension Technique: Involves a self-paced ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The PREREQUISITE is successful completion of both 1) Online Reading Profiles and 2) Online Understanding the Reading Process. This course discusses the “Before, During, and After” reading technique that can be used to help students interact with text.
Online Developing Reading Fluency: Involves a self-paced ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The PREREQUISITE is successful completion of both 1) Online Reading Profiles and 2) Online Understanding the Reading Process. This course discusses how to measure reading fluency and track students' progress.
Online Phonemic Awareness Instruction for Adult Literacy Learners: Involves a self-paced ProLiteracy online course, follow-up job-embedded implementation activities with feedback, and a webinar. The PREREQUISITE is successful completion of both 1) Online Reading Profiles and 2) Online Understanding the Reading Process. This course covers what phonemic awareness involves, ways to informally assess adults’ phonemic awareness, and how to incorporate phonemic awareness into lessons for adult literacy learners.
Online Principles of Diagnostic Assessment and Teaching in Adult Reading Instruction: Involves a facilitated World Education/ProLiteracy online course, a follow-up job-embedded implementation activities with feedback, and a webinar. The PREREQUISITE is successful completion of both 1) Online Reading Profiles and 2) Online Understanding the Reading Process. The course fee ($269) will be reimbursed by the Course Management Project upon successful completion of the course. See http://professionalstudiesae.worlded.org/#diagnostic for course information.
Workforce Development
Online Integrating Career Awareness into the ABE and ESOL Classroom (ICA): Involves a six-week online course to prepare teachers to implement the Integrating Career Awareness into the ABE & ESOL Classroom (ICA) Curriculum; all assignments have completion dates; this is not a self-paced online course.
Career Awareness/Career Pathways Webinar: Is the first in a series of five webinars that introduces the components of the Career Coaching and why they are important to understand and integrate into career pathways programs. The webinar includes how Career Awareness/Career Pathways in adult basic education begins with helping students research interests, set goals, understand labor market information, and identify career pathways.
Postsecondary Providers Webinar: Is the second in a series of five webinars that explores the components of the Career Coaching and why they are important to understand and integrate into career pathways programs. The webinar includes the programs and opportunities available through local Career and Technical Education Centers, Community Colleges, and Proprietary Schools, and the types of funding opportunities available to students including Pennsylvania Targeted Industry Program (PA-TIP), PELL, PHEAA, FAFSA, and local scholarships.
Workforce Development Partners Webinar: Is the third in a series of five webinars that explores the components of the Career Coaching and why they are important to understand and integrate into career pathways programs. The webinar includes strategies for reaching out and communicating with local workforce development partners to learn more about Title I services and opportunities available to students, and strategies for preparing students to take advantage of those opportunities.
Follow-up Opportunities Webinar: Is the fourth in a series of five webinars that explores the components of the Career Coaching and why they are important to understand and integrate into career pathways programs. The webinar identifies follow-up opportunities for ABE students to help them work toward their career pathway goal and strategies for helping student prepare for those opportunities.
Employment Opportunities Webinar: Is the fifth in a series of five webinars that explores the components of the Career Coaching and why they are important to understand and integ5rate into career pathways programs . The webinar includes strategies for identifying local employment opportunities available within a designated career pathway and assisting ABE students in using those opportunities.
Online Integrating Career Awareness into the ABE and ESOL Classroom (ICA): Involves a six-week online course to prepare teachers to implement the Integrating Career Awareness into the ABE & ESOL Classroom (ICA) Curriculum; all assignments have completion dates; this is not a self-paced online course.
Career Awareness/Career Pathways Webinar: Is the first in a series of five webinars that introduces the components of the Career Coaching and why they are important to understand and integrate into career pathways programs. The webinar includes how Career Awareness/Career Pathways in adult basic education begins with helping students research interests, set goals, understand labor market information, and identify career pathways.
Postsecondary Providers Webinar: Is the second in a series of five webinars that explores the components of the Career Coaching and why they are important to understand and integrate into career pathways programs. The webinar includes the programs and opportunities available through local Career and Technical Education Centers, Community Colleges, and Proprietary Schools, and the types of funding opportunities available to students including Pennsylvania Targeted Industry Program (PA-TIP), PELL, PHEAA, FAFSA, and local scholarships.
Workforce Development Partners Webinar: Is the third in a series of five webinars that explores the components of the Career Coaching and why they are important to understand and integrate into career pathways programs. The webinar includes strategies for reaching out and communicating with local workforce development partners to learn more about Title I services and opportunities available to students, and strategies for preparing students to take advantage of those opportunities.
Follow-up Opportunities Webinar: Is the fourth in a series of five webinars that explores the components of the Career Coaching and why they are important to understand and integrate into career pathways programs. The webinar identifies follow-up opportunities for ABE students to help them work toward their career pathway goal and strategies for helping student prepare for those opportunities.
Employment Opportunities Webinar: Is the fifth in a series of five webinars that explores the components of the Career Coaching and why they are important to understand and integ5rate into career pathways programs . The webinar includes strategies for identifying local employment opportunities available within a designated career pathway and assisting ABE students in using those opportunities.
