Kimberly Johnson ATLAS Director Hamline University

1. Seeing the Classroom through “Transitions-colored Glasses”:  ALL Teachers Helping ALL Students for Successful Transitions Kara Rotramel ABE Coordinator Forest Lake Area Schools Kimberly Johnson ATLAS Director Hamline University Lia Conklin Olson ACES Project Lead Hubbs Center, St Paul Public Schools

2. AGENDAToday we will… • Review the Transitions Integration Framework (TIF) and its applicability to any context • Share and practice the ACES process • Generate sample activities tied to specific TIF skills • Identify next steps for implementation of TIF skills

4. Transitions Definitions Integrating a planned, thoughtful approach to building academic and career awareness with contextualized skill building including soft skills, literacy, numeracy and technology. Set of skills and knowledge that helps one prepare and move into what comes next in one’s life. Transitions is forward movement to strengthen positive life situations with particular focus on career, financial stability, and confidence.

5. ACESAcademic, Career, & Employability Skills 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.

6. What is ACES? • Transitions Integration Framework (TIF) • Identify critical transitions skills for MN learners • Prioritize these skills to guide curriculum and instruction • ACES Professional Development • Provide professional development to practice and master use of the TIF • Develop useful and user-friendly resources to support practitioners and programs

7. The Transitions Integration Framework(TIF) • Two years in development, reviewing current research & frameworks and with input from the field: • ABE practitioners • College instructors • DEED and workforce staff • State and ATLAS staff • Designed to meet needs of MN learners & practitioners • Framework to guide integration of critical transitions skills into all levels of instruction • TIF is an “overlay” to instruction, not curriculum, but about changing the way we teach

8. TIF Categories

9. The ACES Process • Assessinstruction/materials/curriculum to identify where TIF skills are addressed • Complementand enhance 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?

10. Modeling the ACES process • Assess and Complement • Reading activity in a classroom context: Raymond Sedar • Assess, Complement & enhance, Evaluate, Study & reflect • Reading activity in an One-Room Schoolhouse context: Harvest Time

11. Practice into action! On your own, with a partner, or in a small group: • Read and ASSESSthe reading/activity to determine what TIF skills are being addressed • Note the category, skill, sub-skills • Brainstorm and create ways to COMPLEMENTand enhance the activity to practice additional TIF skills • Note the activity and the TIF category, skill, sub-skills

12. Next Steps • ACES resources at ATLAS website: www.atlasabe.org/professional/transitions • Future PD opportunities • Regional workshops in fall 2013 (NE, NW, Metro, South) • ACES Study Circles in programs and/or transitions regions in spring 2014 • Contact Lia Conklin Olson, the ACES Project Lead: Lia.conklin@spps.org

13. Wrap-up and Action Plan Take a few minutes to think/talk about what you’ve learned today. • What would you like to remember? Why? • How do you plan to remember this?

14. Thank you!! Kimberly Johnson ATLAS/Hamline University