2016 Virginia Institute for Lifelong Learning  -  July 27-29,2016 - James Madison University - Harrisonburg, Virginia
2016 Virginia Institute for Lifelong Learning  -  July 27-29,2016 - James Madison University - Harrisonburg, Virginia



Adult Education in Virginia: The Future We Already Know and What to Do Now
The workplace is rapidly changing thanks to the Millennial generation, those age 33 and under. Nationally, they already represent one in four workers, and in ten short years they will be almost half of the workforce. Their attitudes and desires are changing how organizations recruit, manage, reward, and retain workers. And it's just beginning. Learn what is happening -- and why -- from J.R. Hipple, from SIR Communications, home of the think tank, GenerationsMatter. JR will inform and enlighten adult educators about the impact of generational dynamics and what it means for adult education in Virginia.

Governor's Workforce Agenda and Virginia's Comprehensive Plan for Workforce Development
Elizabeth Creamer, Advisor for Workforce Development, Office of the Governor and Sara Dunnigan, Executive Director, Virginia Board of Workforce Development will share Governor McAuliffe's workforce priorities and the key elements of the state's comprehensive plan for workforce development, including foundational and coordinating strategies to drive results.  They will address the mission of the Virginia Board of Workforce Development and describe its role in advising the Governor on workforce policy as well as providing oversight and direction for Virginia's One Stop system.

Session 1
Wednesday July 27, 2:30 - 4 p.m.

The Magic of Missing Words: Creative Writing in the ESOL Classroom
Janet Andrascik - Henrico County Adult Education

Do you want your students to attend regularly? Do you want them to love writing? Do they need to develop reading skills? Here's how to accomplish all three. Using particular kinds of wordless books can engender a love of reading and of creative writing, as well as particular reading skills, in students at all levels. Participants will be able to produce effective lessons for teaching creative writing at all levels to meet the needs of students in a multi-level ESOL classroom. Come and join in the fun, then go back to class and try it.

Teaching Academic Vocabulary: Practical, Research-based Approaches to Instruction
Susan Finn Miller - Lancaster-Lebanon Intermediate Unit 13

This interactive workshop engages teachers in describing essential components of vocabulary and what it means to know a word. Teachers will gain a deeper understanding of how to determine which words are important to teach. They will be able to evaluate approaches to vocabulary instruction and engage students actively in using the words they are learning. The session also highlights ways to support learners to learn vocabulary independently. While the session focuses primarily on intermediate and advanced students, there will be some discussion related to beginning level learners as well. Teachers will take away many practical ideas for teaching academic vocabulary effectively. The workshop is designed for both ESOL and ABE teachers.

Teacher Observations, Evaluations, and Support - A Standards-based Approach
Jennifer Beilke - Fairfax County Public Schools

Do you observe, give feedback, and/or provide follow-up support to teachers regarding their classroom practice? Would you like ideas on integrating VA standards for best teaching practices into your teacher observation/evaluation process? This session is designed to share the process by which our program (FCPS Adult ESOL) implements teacher observation and evaluation to provide feedback for teachers that is relevant to best practices, as well as the VA standards for Professional Practice in Adult ESOL. Our teacher observation process includes a review of the lesson plan (LEARN format) prior to the classroom visit (including objectives related to VA Content Standards for Adult ESOL), as well as an observation feedback form which aligns with VA standards. The full teacher observation/evaluation process will be shared and discussed, including ideas given for follow-up support for teachers in need of development. The session will be interactive, and allow for sharing of ideas and experiences regarding teacher observation and evaluation and follow-up support among the participants.

Smart Practice: Brain-based Approaches to Teaching
Sarah Lynn - Harvard Bridge Program

What does recent research say about the mind, memory, and learning? How can we, as educators, translate these findings into engaging and enriching classroom learning? In this interactive session you will learn hands-on classroom techniques to enrich student learning and strengthen student memory. Discussion will include how learning happens on a neural level, why varied repetition is essential for durable memory, and what teaching practices enrich student memory and learning.

BurlingtonEnglish Career Pathways-Your WIOA Solution!
Kim Bartholomew - BurlingtonEnglish

Get a look at the newest addition to BurlingtonEnglish-Career Pathways! Career Pathways is designed to help ESOL students of all levels explore career clusters, gain workplace skills, and learn about educational opportunities. Participants will learn how teachers can use this new course and the corresponding In-Class Lessons to integrate Career Pathways into the classroom, lab, and home at an appropriate level for all students. This session is perfect for anyone interested in addressing WIOA.

Learning to Connect ELL Students to Their Perfect Career Pathway
Sherry L Channell - Region 15 Adult Education

Are you looking for ways to incorporate career pathway activities into your ELL classroom? Come to this workshop to learn about many hands-on activities you can use in your classroom to prepare your students for their perfect career pathway. This workshop will be very hands-on and interactive with 12 stations of activities which can be used in your classroom. Please come ready to interact with your peers and experience many career planning resources that will be perfect for your students.

Supporting English Language Arts under CCRS: A Place to Start for Adult ESOL Teachers
MaryAnn Cunningham Florez - Fairfax County Public Schools Adult ESOL Program

How can we help adult English language learners engage with more complex texts and build their own knowledge from that engagement? Guided by the three major shifts in English Language Arts under the College and Career Readiness standards, participants in this workshop will develop strategies for integrating level-appropriate, authentic, and complex texts and examine two specific techniques (text-dependent questioning and sentence prompts) that can be used to support learners in engaging with those texts to build knowledge.

Let's Simplify Quadratics
Anthony R. Chan - Alpha Educational Products and Services

Quadratics is an area of mathematics that is scary to students. Students have many misconceptions about quadratics. The session will give teachers effective teaching strategies that will help their students understand quadratics more fully. By learning the properties and behaviors of quadratics, students learn to look at details and how to formulate the necessary solution(s).

Impact your ABE Students Now! Here Today-Gone Tomorrow!
Sherry S Grantham - Region #17 Northern Neck Adult Education Program

The leader of this workshop will facilitate a discussion about the concept of "immediacy" and how it can build a learning community in your classroom and motivate student learning and retention. Learn how the 5 C's of Retention (Care, Commit, Communicate, Congratulate, and Celebrate) can work for you and your students. The presenter will also provide tips and tools to avoid students' "stopping out."

Critical Response Process: Moving from Feedback to the Art of Listening
Xavier Munoz - Literacy Council of Northern Virginia

How can teacher observations help with teacher development? The teacher observation process typically has three stages: pre-observation, the observation itself, and a post-observation debrief or feedback. The presenter will share the positives and drawbacks of his experiences getting feedback through Liz Lerman's Critical Response Process (CRP). This experiential workshop will help participants see whether or not CRP would work for their organization. Participants learn how to conduct a CRP session by giving feedback on a mini Japanese lesson that they will experience. Participants will have more opportunities to try out CRP in small groups where they will teach each other a mini-lesson.

Assisting Struggling Readers: Using Evidence-based Resources to Support Adult Learners
Kathy St. John - LINCS Region 2 Professional Development Center

The purpose of this workshop is to introduce teachers, tutors, and program directors to LINCS and other evidence-based resources that instructors of adult learners can use to inform their classroom practices in teaching reading skills. Participants will learn why it's essential to assess and instruct adult learners in all four components of reading. They'll read and discuss two case studies that demonstrate evidence-based strategies for addressing learners' reading challenges. They'll learn about principles for working with struggling readers who need intensive and specialized reading instruction. Participants will discuss their own experiences working with struggling readers. They'll learn about high quality, free resources available from LINCS and other respected organizations that will equip them with the knowledge and skills to improve their learners' reading skills.

Adult Development and Overcoming Our Immunity to Change
Dr. Diane Foucar-Szocki, Ed.D - James Madison University

The constructive developmental framework suggests that an individual's perception of reality is actively constructed, unique to each individual and continues to develop over the lifespan. This session will introduce the constructive developmental framework, its stages of adult development, and articulate the differences between technical and adaptive challenges and change. It will also introduce the concept of our "Immunity to Change" and outline a process for seeking to overcome that immunity in order to make significant positive changes in our lives.

Session 2
Thursday July 28, 8:30 - 10 a.m.

Know Your Rights: Train the Trainer Session (180 minutes - Continues through Session 3)
Catherine Motolenich Torres and James Helmuth - Catholic Charities of the Diocese of Arlington (CCDA)-Hogar Immigrant Services

We will be discussing the comprehensive services provided by our Education and Legal offices at Hogar Immigrant Services. This presentation will focus on the unique challenges facing students who have immigration issues, how immigration law impacts IEL/Civics learners and cultural awareness topics for educators and trainers. We will also be giving information on the rights individuals have when dealing with Immigration officials and what valuable information and tools educators and trainers can give to their students to assist them.

Infuse, Enthuse! Collaborative Online Teaching, Learning, Practicing - With a Worldwide Perspective (180 minutes - Continues through Session 3)
Holly Dilatush and Joanna Biernat - LEWWWP: Learn English With a WorldWide Perspective

LEWWWP [Learn English With a WorldWide Perspective] is a unique and highly interactive online learning network for learning, practicing, and teaching English. Now in its fifth year, LEWWWP has several hundred registered members (including non-native speaking teachers) from 90+ countries. With themed discussion forums, individual member blogs, audio recording, photo sharing, live classes, 24/7 site text chat and more, any adult with internet access can find a way to benefit from and contribute to LEWWWP. Participants will have the opportunity to experience a live 30-minute synchronous Skype Transcription Chat and a live 30+ minute Google Hangout with LEWWWP members. Both will be followed by Q & A sessions regarding the applicability and adaptability for/in their own teaching situations.

Civics It Up! An IEL/Civics Instructional Planning Tool (180 minutes - Continues through Session 3)
Jennifer Fadden - Fairfax County Public Schools Adult ESOL

Is your program mandating more civics instruction due to WIOA? Are you looking for materials to help you because your book or curriculum is lacking in this area? Come participate in this hands-on workshop and learn about Civics It Up!--a great new tool that will help you integrate civics and provide tons of activities, techniques, and resources. Participants will learn to navigate and locate information and resources on the Civics It Up! website and incorporate Civics It Up! in instructional planning. So bring your charged laptop (preferred), or your tablet to participate in a webquest about Civics it Up!

Grammaring: Learning to Connect the Classroom with Real Life (180 minutes - Continues through Session 3)
Xavier Munoz - Literacy Council of Northern Virginia

In this three-hour session addressing best practices for ESOL, participants will 1) cultivate a deeper awareness of the importance and complexity of language in discourse with special attention to connecting classroom explorations with real life issues and experiences, 2) become more knowledgeable about key principles of grammar instruction, and 3) become more skilled at planning for grammar lessons that are contextualized and socially embedded. Recent research on grammar instruction emphasizes the need to teach the 'how' of grammar instead of just the 'what'. Participants will learn about 'grammaring' - a view of grammar as a skill to be used accurately, meaningfully, and appropriately as used in real life. They will experience grammaring activities for all levels of proficiency including common grammatical structures, such as 'there is/are', articles, conditionals, and passive voice. Together, participants will practice adapting textbook activities to be more socially embedded and contextualized.

Make Every Minute Count! Creating Student-centered Lessons (180 minutes - Continues through Session 3)
Susan Otero - Fairfax County Public Schools Adult ESOL

Do you need some new ideas on how to make your adult ESOL classroom more lively and engaging? Would you like to make sure your lessons are student centered? Are you struggling with how to seamlessly infuse employability skills into your lessons? This workshop will provide an opportunity to learn techniques through lively, hands-on practice. Based primarily on the work of Spencer Kagan, cooperative learning techniques will be demonstrated that maximize student participation, promote student engagement, build classroom community, and promote individual accountability. These strategies will integrate employability skills in the areas of communication and interpersonal skills. Participants will identify ways to incorporate the techniques into different ESOL topic areas and lessons.

The Collaborative Nature of Adult Education: Planning and Facilitating Collaborative Learning Activities with Collaborative Teaching Techniques (180 minutes - Continues through Session 3)
Anna Bolling Epps - Chesterfield County Public Schools

Cooperative learning techniques are specific tools for engaging students in the collaboration process. To use the techniques most effectively, activities should be well-planned, vigorous, and thought-provoking. For collaborative learning to be effective, the instructor must view teaching as a process of developing and enhancing students' ability to learn. In this three-hour workshop, participants will 1) analyze theories and research that support collaborative strategies and discuss the advantages and disadvantages of collaborative learning and collaborative teaching, 2) review and discuss the major categories of collaborative learning: discussion, reciprocal peer teaching, graphic information organizers, writing, and problem solving, and 3) assess best practices in the process of forming and monitoring collaborative learning groups.

Sheltered Instruction Observation Protocol (SIOP) and the English Language Learner
Joyce Clement - Chesterfield County Public Schools Adult Education

This workshop was created to provide participants and overview of the SIOP Model and its components and to provide resources to help implement the SIOP Model effectively in any classroom. Teachers will come away with a tool kit of strategies and activities (including the use of technology in the classroom). Teachers will be able to tailor the activities for their students regardless of content or level. These SIOP methods are proven for teaching content to ELLs and for the WIOA challenges of teaching workforce content. This presentation will allow participants to experience implementation of exercises and activities in a way to shift the power of learning from the teacher to the student and decrease test anxiety, while reinforcing the need for each student to make both social and academic progress in a non-threatening environment.

Teaching Adults to Read: An Overview of the Four Components of Reading and Recommended Research-based Strategies for Assessment and Instruction
Kathy St. John - LINCS Region 2 Professional Development Center

This workshop is designed to increase participants' awareness, knowledge, and use of research-based practices and resources for adult reading assessment and instruction for the four components of reading: Alphabetics, Fluency, Vocabulary, and Comprehension. Participants will learn why it's essential to assess and instruct adult learners in all four components of reading. They'll learn about and practice using recommended assessment tools and instructional strategies for reading. They'll learn about high quality, free resources available from LINCS that will equip them with the knowledge and skills to improve their learners' reading skills in all four components of reading. They'll learn about and discuss two new free online resources that demonstrate best practices in reading assessment and instruction: Tutor Ready learning plans and Access to Learning videos.

Reporting NEDP Learners in SSWS
Janita McNemar - Staunton/Augusta Adult Learning C enter

Many programs wonder if learners enrolled in the National External Diploma Program (NEDP) should be entered into SSWS. The answer is almost always "yes." Find out how to make sure that your program is not only in compliance with OAEL NEDP data-reporting requirements, but that your NEDP learner data is boosting your program's performance in enrollment, EFL gain, follow-up goals, and distance learning hours. Participants will understand how the changes to SSWS in FY 16-17 will impact NEDP data and prepare their FY 15-16 NEDP data to take advantage of these changes, identify when NEDP client data should be included in SSWS, and locate distance learning hours in the NEDP "reports" function.

Supporting Immigrant Professionals in Health Care
Susan Finn Miller - Lancaster-Lebanon Intermediate Unit 13

In recent years, the numbers of skilled immigrants to the US representing various fields such as engineering, education, technology, and health care have accelerated. Adult ESL programs are striving to provide guidance and support to these professionals as they seek to get onto career pathways related to their previous careers. This session outlines issues pertinent to supporting internationally-trained health care professionals to move on to career pathways. The presenter discusses relevant cultural competency issues as well as the credential evaluation process, steps required for licensing in the US, and potential training options as well as alternative career paths. The session underscores the importance of career support services to address some of the challenges immigrant professionals face. Numerous resources will be shared.

The Writing/Thinking Connection: Writing, Learning, and Achieving Clarity in a Tech-Savvy World
Thomasine Bolling Hill - Virginia State University

The National Commission on Writing, in a 2012 survey of major American corporations, discovered that businesses spend more than three billion dollars per year for the improvement of the writing skills of their employees, money which could have been spent to hire additional employees or increase salaries (Fitzhugh, 2012). Promoting an improvement in written communication skills in a sequential, non-threatening manner would increase the employment possibilities and the level of employment of many individuals by increasing productivity, communication, and understanding in the workplace. In this workshop participants will 1) identify, practice, and refine the skills required to use clear, concise, and effective written communications, 2) apply prewriting strategies and techniques to get the writing process started, 3) demonstrate the ability to practice skills inherent in the writing process by completing a variety of writing tasks, and 4) facilitate discussion concerning the types of writing required for varied tasks, the audience targeted by the communicator, the role of the communicator, and the purpose of the communication.

The Confidence Course - Speaking of Success; Confidence beyond the Classroom
Deborah Abbott - Literacy Volunteers of America - Prince William, Inc.

Speaking of Success - The Confidence Course uses a standards-based approach to help learners improve life skills, leave their comfort zones, take learning risks, experience achievement through action, and meet course requirements for the opportunity to earn a special, framed Certificate of Achievement. This innovative course takes a "boot camp" approach to learning. Adult learners are eager to succeed, but they often need help developing the skills needed to build confidence. The confidence course uses a hands-on approach to develop leadership skills, public speaking skills, team-building skills, and improved reading and writing skills through vocabulary and homework assignments and by participating in small and whole group class activities. The course requires a minimum number of attendance hours and outside course attendance to complete 40 instructional hours over the 12 week course.

Session 3
Thursday July 28, 10:15 - 11:45 a.m.

Know Your Rights: Train the Trainer Session (Continued from Session 2)
Catherine Motolenich Torres and James Helmuth - Catholic Charities of the Diocese of Arlington (CCDA)-Hogar Immigrant Services

Infuse, Enthuse! Collaborative Online Teaching, Learning, Practicing - With a Worldwide Perspective (Continued from Session 2)
Holly Dilatush and Joanna Biernat - LEWWWP: Learn English With a WorldWide Perspective

Civics It Up! An IEL/Civics Instructional Planning Tool (Continued from Session 2)
Jennifer Fadden - Fairfax County Public Schools Adult ESOL

Grammaring: Learning to Connect the Classroom with Real Life (Continued from Session 2)
Xavier Munoz - Literacy Council of Northern Virginia

Make Every Minute Count! Creating Student-centered Lessons (Continued from Session 2)
Susan Otero - Fairfax County Public Schools Adult ESOL

The Collaborative Nature of Adult Education: Planning and Facilitating Collaborative Learning Activities with Collaborative Teaching Techniques (Continued from Session 2)
Anna Bolling Epps - Chesterfield County Public Schools

"Greasy Grimy Gopher Guts" and Other Fantastic Motivational Strategies for Students Who Are Terrified of Academic Writing
Kristin Hott - Virginia Commonwealth University

Teachers and tutors attempting to prepare students for extended constructed responses or workplace writing tasks will enjoy this fun, high impact session. We'll use some creative, silly, but highly effective, motivational strategies to help students practice using the kind of language expected on HSE tests, college placement tests, and in the letters they might write to teachers, school principals, or supervisors. Bring an open mind, a pencil, pen, or digital device.

Making Difficult Math Simple
Anthony Chan - Alpha Educational Products and Services

Math is a subject that is very challenging to many students. This presentation will show how to teach difficult math concepts while building students' confidence and making them feel comfortable learning each concept. The GED® math test emphasizes mathematical reasoning. This session provides examples and simple strategies for teaching these math skills and also for helping students develop logical thinking skills. Participants will also be given specific examples with real-life applications and teaching techniques to enhance their students' learning of these skills.

Calling on the Expert in the Room with Text Dependent Questions
Jayme Adelson-Goldstein and Lori Howard - Lighthearted Learning; CASAS

The college and career readiness (CCR) skills gap affecting adult learners highlights the need to accelerate our English learners' acquisition of CCR skills across all levels of ESL. This acceleration requires a shift in the texts and tools we use. The use of text dependent questions with appropriately leveled complex texts is one such shift. Text dependent questions provide instructional strategies that support learners as they navigate text complexity, acquire academic language, cite textual evidence, and build content knowledge-skills learners need to succeed in 21st century training, workplaces, colleges, and communities. This workshop helps instructors identify, adapt, and develop text dependent questions for all levels of ESL learners. Sample texts and question frames will be provided.

Teaching with Future to Meet the CCRS & WIOA Learning Goals
Lynn Napolitano and Sarah Lynn - Pearson ELT; Harvard Bridge Program

Learn how to use the popular Future series to prepare your students for employment and educational success. With its core of rigorous and interactive instruction, companion Transitions to Work packets, and recent infusion of technology for extended distance learning, this standards-based series can meet your ESOL students' goals to develop both language and employability skills. In this session Future author, Sarah Lynn, and Pearson English Language Teaching Specialist, Lynn Napolitano, will highlight Future's core content and instructional design, its companion materials for helping students develop their communication skills in different career pathways, and its sophisticated online curriculum which tracks and measures student learning outcomes as well as student time on task.

Game Over! Winning WIOA Business Partnership Strategies
Teri Barnett - Alexandria City Public Schools Adult Education

As a result of WIOA legislation, educators, community partners, and businesses are asked to help workers gain the skills and credentials to gain employment and to advance into better paying jobs. In this session, we will review the employer-trainer-student inclusion model for positive hiring results. We will explore the strategies for collaborating with local business to develop successful workforce programs that meet WIOA standards and to the increased hiring of our newly trained students.

PluggedInVA: A Three-tiered Framework for Adult Education
Kate Daly Rolander - Virginia Adult Learning Resource Center

In this 90-minute workshop, participants will learn how elements of the PluggedInVA model are being used to expand career pathways opportunities to adult learners at all skill levels. Participants will become familiar with the three levels of the framework - careers, workforce, and pathways - and learn strategies for implementing these instructional frameworks for literacy, ABE, ASE, and ESOL learners. We will discuss how these frameworks relate to what we are already doing as a field, discuss challenges in implementing integrated and contextualized instruction, and explore resources to aid in planning and delivering courses within the three-tiered framework.

Session 4
Thursday July 28, 1:00 - 2:30 p.m.

Helping Your Adult Learners Beat Test Stress (180 minutes - Continues through Session 5)
Cynthia M. Campbell - Gold Apple Services LLC

Many adult learners struggle with test stress and, as a result, their true abilities do not get reflected in their test scores. To help our adult learners do BETTER and reach their BIGGER goals, we must address the issue of test stress directly and strategically with them. In this workshop, Cynthia Campbell will share strategies for helping your students manage their test stress by following these four principles:

  • Developing positive self-talk
  • Demystifying the testing process
  • Desensitizing the experience of taking tests
  • Destressing through preparation

CAP: Community Action Projects
Sydney Perez-Means - Chesterfield County Public Schools Adult Education

The CAP (Community Action Project) program from the Chesterfield County Public Schools Adult ESOL program will be discussed, including the logistics behind making CAP increasingly successful over time and the benefits of implementing similar programs in adult ESL education. The presenter will share data and reflect on the correlations between CAP participation and other positive factors including attending class more regularly, meeting educational goals, and feeling more connected to the greater community. An opportunity will be provided for educators to brainstorm ideas for community engagement projects in the state of Virginia and receive feedback based upon the challenges and benefits of the program as a whole.

Expanding Reading Strategies and Cross-Cultural Awareness with Paired Reading
Lori Howard and Jayme Adelson-Goldstein - CASAS; Lighthearted Learning.

High-interest, paired readings help our English language learners develop and expand their reading strategies, cross-cultural awareness, and critical literacy skills- important elements of academic success. The paired reading lesson provides a purpose for reading and motivation to read thoroughly and efficiently. Participants in this session experience a paired reading lesson: choosing one of two complementary texts on a high-interest topic, using text-dependent questions to help deepen readers' understanding of the texts, and sharing what they have read. This session also explores the cross-cultural discussions and communicative writing tasks that flow from these lessons. Sample readings and lesson plans provided.

Text Complexity and English Learners: What Does Grammar Have to Do with It?
Susan Finn Miller - Lancaster-Lebanon Intermediate Unit 13

English learners as well as language minority learners need more than vocabulary to comprehend complex texts. Academic language consists of unique aspects of grammar that are not typically used in everyday communication. This session underscores the differences between everyday and academic language. The presenter demonstrates ways to analyze academic texts to identify essential features of grammar and offers specific strategies for drawing learners' attention to the way academic English works. Participants will have the opportunity to engage in hands-on activities and take away practical ideas for supporting students to comprehend complex academic material.

Impact your ABE Students Now! Here Today-Gone Tomorrow! (Repeat Session)
Sherry S Grantham - Region #17 Northern Neck Adult Education Program

Mobile Tech Revolution in Low-Wage Work
Victoire Sanborn - Virginia Adult Learning Resource Center

This presentation is based on a LINCS webinar given this past April in which guest speakers from mobile learning design, English language teaching, and workforce development shared information about how the mobile technology revolution is making digital literacy and online learning necessary, even in low-skill service jobs. In this workshop, you will learn about the content of this webinar and discuss the implication of using smart phones, tablets, e-readers, laptops, and other digital devices in the classroom. What are the challenges to access? What are some solutions? What would be the consequences for various workers in different types of work environments if we do not adequately prepare our adult students to acquire the necessary digital literacy skills to perform their real life tasks?

Increase Student Engagement with Total Participation Techniques
Jennifer Fadden - Fairfax County Public Schools Adult ESOL

Are you looking to increase student engagement and integrate more employability skills and rigor in your classes? Total Participation Techniques (TPTs) can help. TPTs are communicative techniques that make sure everyone in your class is participating and cognitively engaged. In this workshop, participants will analyze activities and rate them using the Cognitive Quadrant Analysis, explore TPTs appropriate for their level, share ideas with colleagues, and experience some TPTs themselves.

Right from the Start: Metacognitive Skills for Low-level Learners
Sarah Lynn - Harvard Bridge Program

Metacognitive skills such as goal setting, self-assessment, learning strategies, and study skills are proven to increase students' effectiveness in learning, and yet they are often reserved for high-level classes. In this hands-on session, the presenter will introduce engaging yet easy activities and routines to develop essential "learning-to-learn" skills in our low-level ESOL classes. The activities include: student contracts, discussion prompts, problem solving, learning logs, inventory checklists, gallery walks, and routines for student turn-and-talk and peer teaching.

Strategies for Interactive Instruction and the English Language Learner
Della Spruill - Chesterfield County Public Schools Adult Continuing Education

In this workshop the facilitator will relay strategies that can help the teacher make the textbook come alive and get students actively involved in learning by identifying different learning styles, exploring how interactive teaching strategies support all learners, and sharing practical ideas for whole class teaching.

Building Relationships in Support of Refugees
Debbie Tuler and Harriet Kuhr - Charlottesville Adult Learning Center; The International Rescue Committee (IRC) in Charlottesville

The International Rescue Committee (IRC) opened a refugee resettlement office in Charlottesville in 1998. Since then, the relationship between IRC and the Charlottesville Adult Learning Center has developed, resulting in improved services to and integration of refugees in our community. In this session, we will first give a broad overview of the refugee resettlement process. We will then describe several aspects of the relationship between the IRC and adult education that support refugee integration; finally, we will share our vision for further improvement of services in the future. There will be opportunity for questions and for participants to share their experiences and suggestions as well.

Building Effective Distance Education Programs
Kevin Franklin - Virginia Adult Learning Resource Center

The purpose of this session will be to look at one major area of adult education: Distance Education. Distance education will be an extremely important tool in the 21st century. This session will focus on the programmatic elements of distance education, including curriculum and promising practices. Participants will understand how WIOA prioritizes distance education, learn about changes in distance education in Virginia, and explore ways to implement great distance education options in their programs.

Session 5
Thursday July 28, 3:30 - 5:00 p.m.

Helping Your Adult Learners Beat Test Stress (Continued from Session 4)
Cynthia M. Campbell - Gold Apple Services LLC

Creating Interest in Career Pathways and STEM Related Occupations
Kate Kaegi - Virginia Department for Aging and Rehabilitative Services

Introducing career pathways and interest in STEM related careers for out-of-school youth and individuals with disabilities presents challenges to service providers. In this presentation learn how one workforce area, two disability agencies, and a business association collaborated to create three Manufacturing Academies offering out-of-school youth the opportunity to explore hot topics including drones, 3-D printing, and welding. Join us to hear what we learned and what's in store for the future.

Stand Out with Stand Out 3rd Edition
Rachel Taylor - National Geographic/Cengage Learning

For those looking for motivational and innovative ways to improve adult education students' listening and speaking, the new Stand Out with the new Online Workbook has the audio and video embedded. Clips from the new DVD will be demonstrated, along with several useful video-teaching techniques which teachers can immediately apply to the classroom.

Connecting Your Students to Their Future
Sherry L. Channell - Region 15 Adult Education

It's time to connect your students to their future. Come to this session to learn about a variety of online and paper resources you can use with your students to help them connect with their perfect career pathway. Participants should come prepared with a tablet or laptop to fully experience this session. This session will be very hands-on and interactive. Instructors will learn about a variety of online career assessment resources and career planning resources that they can use with their students as a part of classroom instruction. Please plan to come learn from your peers and experience the many resources available to you as you connect your students to their future.

"Greasy Grimy Gopher Guts" and Other Fantastic Motivational Strategies for Students Who Are Terrified of Academic Writing (Repeat Session)
Kristin Hott - Virginia Commonwealth University

WIOA for Adult Education Instructors of ABE, ASE, ESL, and Integrated English Literacy and Civics Education (IELCE)
Kevin Franklin - Virginia Adult Learning Resource Center.

WIOA for Instructors is a session dedicated to informing and preparing instructors for WIOA implementation. General information on the WIOA legislation, lesson planning for career pathways under WIOA, the application of CCRS under WIOA, and more will be covered during the session.

Supporting English Language Arts under CCRS: A Place to Start for Adult ESOL Teachers (Repeat Session)
MaryAnn Cunningham Florez - Fairfax County Public Schools Adult ESOL Program

Collocations and Corpus Linguistics: Tools for Teachers and Learners of Vocabulary
Xavier Munoz - Literacy Council of Northern Virginia

Language is incredibly complex. The English lexicon is immense. "I am (totally/ completely/fully) aware that learning takes time." Which of the three adverbs is most common? Rely on intuition no more! As teachers, we have to speed up the learning process. One way to do that is with greater focus on collocations-two or more words that frequently occur together. This experiential workshop will guide participants through using a pair of online corpora. Experience investigative activities based on the corpus linguistics way. And learn how your students can do their own research. Participants will become more knowledgeable about how corpus linguistics informs communicative language teaching, will discover collocation-focused activities they can use with their students, and will learn how to conduct basic searches on collocations using Google Ngrams and the Corpus of Contemporary American English (COCA) to help plan collocation-focused activities.

Questions Worth Asking
Hillary Major - Virginia Adult Learning Resource Center

This session will discuss "questions worth asking," a key principle informing the English language arts and literacy College and Career Readiness Standards. Participants will practice distinguishing text-dependent questions that prompt students to dig into complex texts from questions that can be answered based on background knowledge. They will explore planning aids that can help teachers craft quality questions targeting specific standards and prompting higher order thinking.

GED® Program Update
Brian Smith - GED® Testing Service

This session is designed to provide a current update on the GED® program including a look at both national and Virginia statistics for both the operational GED® test and GED Ready™. We'll go behind the results to share a number of insights about test-taker performance. We'll also explore the new tools available to test takers and adult educators to help improve outcomes for adult learners.

Myths and Facts about Blindness: Assessing and Teaching ESL to Blind and Vision Impaired Adults
Olga Skorackyj - Henrico County Adult Education

Have you encountered a student who was vision impaired? Does having a blind student in your class cause you angst when you think about it? Well, have no fear! We'll discuss ways blind and vision impaired students can learn English. You'll also learn some techniques that can be used in the classroom with minimal disruptions to you and other students. This session is intended to change sighted people's views of the visually impaired and blind by giving some practical tips.

Session 6
Friday July 29, 10:30 a.m. - 12:00 noon

Labor Market Information: Definitions and Uses
Tim Kestner - Virginia Employment Commission

Participants will be provided an introduction to sources of labor market information data and how the data can be used to answer varied questions regarding the state and local economies. Participants will learn how to understand the data, interpret the data, and apply the information received from the interpretation of data to program improvement efforts.

Writing on the GED® Test: Understanding Evidence-based Writing
Brian Smith - GED Testing Service

Perhaps the hardest aspect of the GED® test is the long essay on the RLA test. While GED® test takers have improved on this task, many still struggle with evidence-based writing. This session will discuss strategies for approaching the extended response and look at actual student essays to better understand the expectations on this task.

Enhancing the Rigor of Learner-Centered Practices at All Levels of ESL
Susan Finn Miller - Lancaster-Lebanon Intermediate Unit 13

Can adult ESOL teachers maintain their learner-centered practices while also enhancing the rigor of instruction? This session affirms why it is essential to do so and highlights approaches that make it possible. The session highlights the use of graphic organizers for listening and reading comprehension and demonstrates how providing students with sentence and paragraph frames effectively supports communication in speaking and writing. The session emphasizes the importance of incorporating activities that engage all learners, including beginners, in critical thinking in English. The presenter shows how technology can be a resource for enhancing learning in class as well as for extending learning beyond the classroom. Practical strategies that enhance the rigor of instruction are the focus of this session.

Make Your Voice Heard: Adult Education and the One Stop System
George Bailey and Sara Dunnigan - Virginia Department of Education; Virginia Board of Workforce Development

This session will be facilitated by George Bailey from the Office of Adult Education and Literacy. Sara Dunnigan, from the Governor's Office, will discuss current One Stop initiatives. The Governor's Office will be seeking input and feedback from regional leadership on the current thinking about comprehensive One Stop system design. All regional program managers and regional specialists are encouraged to participate.

Creating an Environment of Enquiry; Science Lessons for the GED® Student
Stuart Rawlings - Region 5 Roanoke Valley-Allegheny Adult Education

The workshop incorporates hands-on experiences where attendees participate in a guided experiment, collect data, analyze the data, and create a summary statement of the experiment. The experiment(s) will use readily available, inexpensive materials. The experiments will emphasize the scientific process, hypothesis writing, data collection, and data analysis. Attendees will experience working with a small group and coordinating with other groups to test an idea or hypothesis. Skills used during the experiments include those required for the GED® Math, Science, and Social Studies tests.

"May the Workforce Be with You!": Integrating Academic and Workforce Skills in the Advanced Transition ESOL Classroom
Roula Ali - Chesterfield County Adult Education ESOL Program

This session will explore the skills and strategies ESOL students need to be able to transition successfully to higher levels of education or employment in the 21st century. In addition, we will explore how these skills can be integrated and infused into an ESOL class that is focused on language instruction in an interactive, collaborative, and engaging learning environment. Examples of activities and reference resources will be provided.

Adult Educational Models for the Development of Immigrant Workforce
Dr. Abdelrahman Rabie - James Madison University

This presentation introduces two models which could improve and enhance the integration of professional immigrants, both white and blue collar, into the US workforce. Case studies which used these models will be presented. The positive impact and contributions of immigrants to the economy, nationally and internationally, will be covered, particularly in the Shenandoah Valley. Other national models, which are currently used with populations comparable to immigrants' populations, will be presented. Successful international models (Germany, Sweden) will be also covered. The existing obstacles for the integration of immigrants into the workforce are presented together with suggestions for tackling them.

Smart Practice: Brain-based Approaches to Teaching (Repeat Session)
Sarah Lynn - Harvard Bridge Program

"Educational" Games Inmates Play
Elizabeth Weisbond and Nancy Parker - Virginia Department of Corrections

Most correctional ABE and GED® students are mandated to attend class. This can affect their enthusiasm and performance. Instructors need a toolkit for instructional strategies that can effectively engage correctional learners. In this hands-on session, participants will be introduced to a variety of educational games that the presenters have found to be effective in the correctional classroom. This includes commercially available, teacher-created, and technology-supported games. These games will grab attention and actively engage students along with providing practice, making content connections, and developing soft skills. In addition, games can help form positive memories of learning as opposed to the memories of school failure that many correctional ABE and GED® students have. Participants will leave with actual games that are ready to implement.

Accelerating Access to Careers through Contextualized Instruction
Heather Tatton-Harris - Carlos Rosario International Public Charter School

Adult immigrants experience many hurdles reaching career and life goals. Embedding English language instruction with workforce training accelerates ELLs on their journey toward careers and family sustaining wages. Learn how two career pathways (healthcare and hospitality) were developed from vision to implementation. This presentation is divided into three parts. First, curriculum development is illustrated through the design, development, and implementation of contextualized ESL courses that bridge to career training and certification. In the second part, instructional innovations are highlighted, including a glimpse into what contextualized instruction looks like, arts integration, and employer partnerships. And lastly, success stories illustrate how students started career training sooner and acquired language in parallel. Participants receive steps for contextualizing courses and pathway design.

WIOA, Career Pathways, and Integrated Education - Solutions, Implementation, and Crosswalks
Gary Rubin - McGraw-Hill/Contemporary

The facilitator of this session will briefly introduce and explain WIOA, go over in some detail all of the facets of integrated education and help to further understand how to put it all into action. Much of the session is focused on Integrated Education, McGraw-Hill solutions, including a plethora of crosswalks.

Virginia Tech - Invent the Future Continuing & Professional Education @ Virginia Tech