Biography
With over 20 years of customer support, sales, and training expertise, Adriane Fajnor serves as the Marketing Communication and Sales Manager for Aztec Software, a leader in implementing cutting-edge technology to serve at-risk learners. By understanding how adult learners interface with education and technology, Ms. Fajnor is responsible for directing the marketing and sales activities, in sharing best practices for implementation with Aztec’s learning suite as well as presenting these proven solutions at various conferences around the country.

Presenting
How Colorado DOC deployed an Internet-based prep solution to achieve successful GED outcomes with learners

Biography
Beth Williams, Blended Learning Specialist for Essential Education has worked in the Educational Software Industry for twenty-nine years. Her passion is facilitating success for ALL learners!

Presenting
Finding the Common Denominator: CCR, The GED, and You!

Biography
Ms. Carter has been teaching GED classes since 1999. She earned her ABE certificate in 2009 and a Master's degree in Adult Education in 2011.

Presenting
Passing the GED Essay

Biography
Chelsea is the director of the ABE-TLC at CSU. In collaboration with CDE, the ABE-TLC supports adult literacy programs in Colorado with professional learning opportunities.

Presenting
Online Math/Career Pathway Tools: EdReady for Colorado
Online Teaching – Support Your Learners with a Hybrid Experience

Co-Presenting
Standards in Action: Moving Forward in Colorado with the College and Career Readiness (CCRS) Institute

Biography
Claire has a background in case management, community partnerships, program development, and motivational interviewing. She is bilingual and enjoys helping people realize their inherent value.

Co-Presenting
Career Transitions for Adult Learners

Biography
Daniel Schweissing teaches ESL at the Community College of Aurora. He has studied peacemaking and conflict transformation with leading global practitioners.

Presenting
Communicating with Angry Students and Disgruntled Colleagues

Biography
Dorothea Steinke is an adult numeracy specialist with over 10 years experience teaching math to adults. She presents frequently at local/regional/national conferences.

Presenting
Vocabulary of Math

Biography
Ernesto is the Assistant Director for the BUENO High School Equivalency Program. He earned his Bachelor of Science Degree at the University of Houston and his Master of Arts Degree at the University of Colorado at Boulder. Ernesto appreciates the collaboration between MCC and BUENO HEP because he feels that it provides students with many educational opportunities and financial support that they might otherwise not have if they were represented by only one program.

Presenting
Improving Opportunities for Migrant Students Through Collaboration

Biography
Gaye Horne is the Program and Standards Specialist at the Colorado Dept. of Education under the Adult Education Initiatives Office. Gaye has 25 years of experience in adult education.

Presenting
Speaking about Standards: Academic Language for Adult Learners
New Solutions to Old Problems
Standards in Action: Moving Forward in Colorado with the College and Career Readiness (CCRS) Institute

Biography
George has transitioned from an instructor at the MCC/Cargill Workplace Education program to the Coordinator and has created an Industrial Management Degree pathway for MCC.

Co-Presenting
Transitioning from ABE to College and Careeer Pathways

Biography
Jane Martel, former National Center for Family Literacy and Kentucky Adult Education Department employee, loves to share her experience in business, government and non-profit organizations.

Co-Presenting
New Solutions to Old Problems

Biography
Jennifer is the State Programs and Pathways Manager at the Colorado Department of Education. In this role she provides support and guidance to Adult Education programs around the state.

Presenting
Effective Strategies and Tools for Engaging Partners
Career Pathways - Where does Adult Education Fit?
The Power of Mindsets and Micromessaing in Adult Education

Biography
Jonathan Boggs is an ELT Specialist and Technology Consultant with Pearson ELT. He has a MA in TESOL and a BA in Linguistics. He has over 25 years of experience in ESL as a teacher, teacher trainer, and administrator.

Presenting
Project Success: A New Approach for College and Career Readiness

Biography
Julie is excited about the transition to College and Career Pathways in her 20th year as Director of the ABE program for Morgan Community College.

Presenting
Transitioning from ABE to College and Careeer Pathways

Co-Presenting
Improving Opportunities for Migrant Students Through Collaboration

Biography
Kendra Rodriguez has been with the Colorado Community College System since 2000 working in various capacities, including workforce development program research and project management for grants related to immersive learning; customized training; college transition strategies for academically underprepared adults; and individual career and academic planning. Kendra’s background also includes Spanish and ESL instruction and curriculum development.

Presenting
Career and College Navigators – Supporting Adults Transitioning into Career Pathways and Employment

Co-Presenting
Career Literacy Strategies to Support Postsecondary & Workforce Readiness (PWR) and Career Pathway Success

Biography
Laura has held many different positions at Emily Griffith including Tutor, Computer Literacy Instructor, Translator, and Student Advisor. Currently, she is the CRESL Program Administrator.

Co-Presenting
Beyond ELA: Pathways to Career and Technical Education at Emily Griffith Technical College

Biography
Lauren Jones is a trained School Counselor, Nationally Certified Counselor, Expeditionary Learning Teacher and now CTE-Career Guidance Trainer with the Community College System. In her current role she facilitates collaboration between school districts and post secondary institutions, counselors and CTE educators as they implement comprehensive career guidance programs, ideas, activities and Individual Career & Academic Plans (ICAPs).

Presenting
Career Literacy Strategies to Support Postsecondary & Workforce Readiness (PWR) and Career Pathway Success

Biography
Lena Karabushin teaches ESL at the Community College of Aurora. She is an experienced adult educator and teacher trainer.

Co-Presenting
Communicating with Angry Students and Disgruntled Colleagues

Biography
Leslie Helfer graduated from Regis University. She worked as the College and Career Navigator for Northeastern Junior College, helping youth and adults transition into college and career pathways. Helfer is now the Program Director of NJC Adult Education.

Co-Presenting
College and Career Readiness Standards Institute Website

Biography
I've been working with adult learners for the last 7 years. Prior to that I was a high school and college instructor.

Presenting
How well does your curriculum address the key shifts toward College and Career Readiness Standards?

Biography
Maria has been with Emily Griffith for 3 years and works with ELA students doing placement tests and registering students for classes.

Co-Presenting
Beyond ELA: Pathways to Career and Technical Education at Emily Griffith Technical College

Biography
Mary has been teaching adults math and science for more than a decade. She is a scientist who worked at Los Alamos National Laboratory and has taught at three regional high schools in the Four Corners. Mary has a BA in Biology, and MA in Statistics, and an MA in Education with a focus on At-Risk Youth.

Presenting
Accelerated Learning Sessions & GED Success

Biography
Matthew has been working with the Colorado Department of Education Office of Adult Education Initiatives since November of 2014. Prior to that, he co-founded and directed an integrated education and training program called Accelerated Career Education at Delgado Community College in New Orleans, LA.

Presenting
Contextualization in Context
Standards in Action: Moving Forward in Colorado with the College and Career Readiness (CCRS) Institute

Biography
Nadine is a teacher in the Denver County Jail. She has degrees in communication and education, and has been involved in offender re-entry since 2008.

Presenting
“Andragogy or Pedagogy for the Incarcerated Learners?”

Biography

Co-Presenting
How Colorado DOC deployed an Internet-based prep solution to achieve successful GED outcomes with learners

Biography
Rachel Nichols has been an instructor for Morgan Community College/Cargill Workplace Education for nine years. She has taught ESL, ABE, ASE, and High School Equivalency classes.

Presenting
A Students Journey to Becoming Part of the Community
College and Career Readiness Standards Institute Website

Biography
Samantha Godinez graduated from Morgan Community College with her AA, AS, and ABEA. She has taught adult education for 5 years.

Co-Presenting
A Students Journey to Becoming Part of the Community

Biography
Shelly Martinez became a member of the Fort Morgan Community College Adult Basic Education Program 10 years ago. She recently joined the BUENO High School Program Equivalency Program's staff as the program's Navigator. In addition to recruiting and qualifying students for the BUENO High School Equivalency Program, she also recruits students for Morgan Community College's Adult Basic Education Program.

Co-Presenting
Improving Opportunities for Migrant Students Through Collaboration

Biography
Sherri Quesnel is a Regional Manager with BurlingtonEnglish. She consults with Adult Education Programs throughout the Southwest Region of the US on incorporating contextualized career courses and technology into their ESL classrooms. She is passionate about helping adults learn English and the skills they need to reach their goals.

Presenting
BurlingtonEnglish's Career Pathways

Biography
Stephanie Moran has been an educator for 35 years and has taught at the DAEC for 15 years. She served as CAEPA Secretary for 6 years and serves on her local Durango 9-R School Board. She still believes that education transforms lives and works to make that happen every day.

Co-Presenting
Accelerated Learning Sessions & GED Success

Biography
Sue is the sales director of New Readers Press and has done several product presentations and trainings.

Presenting
Digital Challenger: Phonics-Based E-Learning for Adults

Biography
Teresa has a background in workforce development, nonprofit management, fundraising, and program development. Her work reflects her belief that everyone benefits from an educated populace.

Presenting
Career Transitions for Adult Learners

Biography
Tonya Dory has her AAS and is currently finishing her ABEA. She has worked in adult education since 2010 and is currently an ESL teacher.

Co-Presenting
A Students Journey to Becoming Part of the Community

Biography
Vanessa provides academic advising and career counseling to pre-college students and assists them in transitioning from ELA into Career and Technical Education programs.

Presenting
Beyond ELA: Pathways to Career and Technical Education at Emily Griffith Technical College

Biography
Yvonne Avila-Draxler has been an educator for 19 years. After 13 years of teaching elementary, she came into the world of adult education. She now teaches math in the Adult Ed program at Northeastern Junior College, where she is also an adjunct math instructor.

Co-Presenting
College and Career Readiness Standards Institute Website

Kendra Rodriguez, Colorado Community College System
Yes - TBD,

Abstract
Offering a holistic approach to supporting adults transitioning into career pathways and employment, the Colorado Community College System is implementing career and college navigators to provide intensive support and career guidance to enhance adult learner success. Participants of this session will learn about innovative navigator strategies and promising practices gleaned from several recent projects.

Description
With an interest in increasing student completion and transfer rates, as well as preparing students for family-sustaining careers, how are community colleges helping adult learners successfully transition into and complete college as well as advance toward meaningful careers?
Offering a holistic approach to supporting adults transitioning into college and career pathways, the Colorado Community College System has implemented several student success programs focusing on addressing affective, cognitive, and logistical/systemic student challenges. Career and college navigators in these projects help students develop self-efficacy and self-advocacy skills; mitigate success barriers; plan academic and career paths based on personal, academic, and career needs and aspirations; and provide intensive support through the process of transitioning into college, completing program coursework, and advancing into baccalaureate degrees or family sustaining careers.
In this presentation/panel session, administrators, instructors, student services staff and community members will acquire knowledge about innovative strategies and promising practices gleaned from the various CCCS navigator projects and related resources.

Issues Addressed
General adult education instruction
Transition to careers and college
Transition from English Language Acquisition to Adult Basic Education to Adult Secondary Education to Career training and/or postsecondary education
Advising and other supportive services

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Lauren Jones, Colorado Community College System
Kendra Rodriguez, Colorado Community College System

Abstract
Adult students who are knowledgeable about and confident in postsecondary education and career pathways, hold today’s essential skill of being “career literate.” This interactive session covers strategies designed to help adult education staff and learners with Individual Career and Academic Planning (ICAP) for success in postsecondary education and career pathways.

Description
Adult students who are knowledgeable about and confident in postsecondary education and future career pathways, hold today’s essential skill of being “career literate.” In order to fully understand Colorado’s 21st century workforce needs and related postsecondary options, adult students must be supported in their readiness to navigate, obtain, and manage their career journey. This interactive session offers strategies and tools designed to help adult education staff and learners with Individual Career and Academic Planning for success in postsecondary education and future career pathways. Participants of this session will dive into

- the background on policy initiatives related to Individual Career & Academic Planning (ICAP), Postsecondary Workforce Readiness (PWR) and career literacy;
- career guidance tools;
- educational equity and promising practices;
- a new individual career and academic planning repository for adult education practitioners; and
- partnerships with Career and Technical Education and the Colorado Community College System.

Join this session to see how these resources can be applied to adult learners at your adult education site.

Issues Addressed
General adult education instruction
Transition to careers and college
Leadership
Employment readiness/ Soft skills
Transition from English Language Acquisition to Adult Basic Education to Adult Secondary Education to Career training and/or postsecondary education
Corrections education (half-way houses, county detention, prison)
Advising and other supportive services

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Carolyn Carter, Arapahoe County Sheriff's Office
None,

Abstract
how do you teach students to write a GED essay that gets the maximum numbre of points for content, organization and use of standard English? The key is to break down the necessary skills and teach them individually. Workshop participants will learn the skills and the teaching sequence.

Description
The 2014 GED essay requires students to read an article, analyze it, take a position, and defend that position. Those are fairly vague descriptions. What does that mean in terms of student activities? To answer that question the presenter developed a set of skills, matched those with graphic organizers and collated them into a single booklet that students can transport to and from class. For students in correctional institutions the booklets are tape-bound for safety in the facility.
LESSON PLAN
Audience –GED essay students, GED students in correctional institutions who want to complete activities outside of class and GED essay teachers
Behavior – Complete four activities using historical articles and graphic organizers. Write a practice essay. Activities can be completed individually or as a class project. The use of historical documents adds to students’ knowledge of U.S. history, which is an important component of GED success.
Competency – Students complete each exercise and share with whole class, another student or teacher. Teacher reviews practice essay according to content, organization and use of standard English. Essays are marked “ok for GED” or “work needed”.
Tasks – Students read articles from national archives.gov (a free government resource featuring historical documents) and analyze them with a graphic organizer. Exercises are completed in order. Two exercises per skill give students a choice of activity.
The skills include:
• Analyze arguments in article
• Find key ideas
• Make a web
• Write a thesis statement
• Write a practice essay

Issues Addressed
General adult education instruction
Corrections education (half-way houses, county detention, prison)

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Daniel M. Schweissing, Community College of Aurora
Lena Karabushin, Community College of Aurora

Abstract
Have you ever left an unpleasant confrontation with a student or colleague feeling that it brought out the worst in you? This workshop will employ a variety of elicitive tools, role-plays, and small group activities to help participants learn and practice the skills needed to effectively resolve future conflicts.

Description
The objective of this workshop is to equip participants with skills to effectively resolve interpersonal conflict with students and colleagues. Participants will be introduced to (1) collaborative skills such as planning, bracketing, paraphrasing, and “I” messages, (2) a procedure for discussing interpersonal disagreements, and (3) strategies for arriving at a win-win solution. This is an experiential workshop that will employ a variety of elicitive tools, role-plays, and small group activities.
This workshop is based on the conflict-transformation methods pioneered by the Lombard Mennonite Peace Center, which the presenters have adapted for use in educational settings.

Issues Addressed
Leadership
Grant/program management and administration

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Sherri Quesnel, BurlingtonEnglish
,

Abstract
There are many barriers and obstacles your students face in transitioning from your ESL program and creating Career Pathways appropriate for them. We are going to talk about what those obstacles are and how Burlington English can help you get your students where they want to be, quickly and effectively. This will be an interactive, fun session exploring together BurlingtonEnglishs’ new Career Pathways course and the importance of contextualized learning in Adult Education. Participants will leave this session with a better understanding of the challenges students face and how you can create a clear pathway to success for your students from day 1.

Description
There are many barriers and obstacles your students face in transitioning from your ESL program and creating Career Pathways appropriate for them. We are going to talk about what those obstacles are and how Burlington English can help you get your students where they want to be, quickly and effectively. This will be an interactive, fun session exploring together BurlingtonEnglishs’ new Career Pathways course and the importance of contextualized learning in Adult Education. Participants will leave this session with a better understanding of the challenges students face and how you can create a clear pathway to success for your students from day 1. Participants will explore:
• What keeps students from creating a Career Pathway?
• How do students decide where they want to go?
• How can Burlington English help get your students there?
• Importance of Contextualized Learning in Adult Education

Issues Addressed
General adult education instruction
Transition to careers and college
Employment readiness/ Soft skills
English language acquisition instruction (AKA English as a Second Language)
Transition from English Language Acquisition to Adult Basic Education to Adult Secondary Education to Career training and/or postsecondary education
Integrating technology into instruction
Refugee and immigrant issues

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Rachel Nichols, Morgan Community College/Cargill Workplace Education
Samantha Godinez, Tonya Dory, Morgan Community College/Cargill Workplace Education

Abstract
This session will discuss ways to incorporate adult students in the community. The students of MCC/Cargill Workplace Education completed several projects to develop their leadership skills. Projects included writing and publishing a book, visiting a community garden, creating a map of community resources, learning about and visiting banks and libraries, and promoting recycling.

Description
The objective of this session is to demonstrate ways to incorporate adult learners into the community.
MCC/Cargill Workplace Education Students recently completed the printing of ""The Long Journey"". A group of students assumed leadership positions in the ideation, development, and production of the book. Meetings for planning and organizing were held outside of class, so it was a community project. Workplace Education instructors acted as mentors and resources to the student-leaders.
""The Long Journey"" is a compilation of 34 stories written by students who recently immigrated to the Morgan County area. The stories tell of conditions that prompted them to leave their country, how they traveled here, and why they remain in their new locale.
The students-authors have developed their public speaking abilities during the course of the project. They spoke at numerous businesses and organizations including the Fort Morgan City Council meeting where they requested funds for the printing of the book and publicized the book on a KSIR radio show. An unveiling celebration was held on August 22, 2015, where several students addressed the public.
The book project has developed many leadership skills in the students. ""The Long Journey"" has also helped foster better relationships within the Fort Morgan Community. The local city administrators have expressed much approval of the final book project.
The students also developed a community resource map of Fort Morgan which is now used by Cargill Meat Solutions. They visited the MCC community garden where they learned about different plants and created translation signs for the plants. They also visited the library, several banks, and promoted recycling.

Issues Addressed
General adult education instruction
Leadership
Employment readiness/ Soft skills
English language acquisition instruction (AKA English as a Second Language)
Integrating technology into instruction
Refugee and immigrant issues

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Testing Form,
,

Abstract
Testing Form

Description
Testing Form

Issues Addressed
General adult education instruction

Target Audience
New to adult education (0-4 years)

Rachel Nichols, Morgan Community College/Cargill Workplace Education
Leslie Helfer, Yvonne Avila-Draxler, Northeastern Junior College Northeastern Junior College

Abstract
This website is an outcome of a College and Career Readiness (CCRS) Institute that was held by the state of Colorado from September 2014-May 2015. The website consolidates excellent resources for incorporating College and Career Readiness Standards into adult education curriculum, and was designed to help adult instructors. The CCRS is a rigorous set of standards that will help adult learners prepare for employment and post secondary training without remediation.

Description
The session objective will be to introduce adult educators to our CCRS website. We will discuss why we created it, how to access it, and why it would be important to them as adult educators. We will also be discussing the College and Career Readiness Standards in general.

Issues Addressed
General adult education instruction
Preparation for high school equivalency (HSE) exams

Target Audience
New to adult education (0-4 years)

Teresa Malone, Durango Adult Education Center
Claire Sheridan, Durango Adult Education Center

Abstract
We all know that most adult learners need more than education and skills training to successfully transition to sustainable-wage employment. Learn how one program is addressing this gap through in-depth case management, financial assistance, and connections with employers to help adult learners achieve self-sufficiency.

Description
The Durango Adult Education Center recently launched a career transitions program to help our adult learners successfully progress into post-secondary education and sustainable-wage employment. While many of our learners had intention to pursue higher education, many were unable to persist without the ongoing support they received as students at our center. Our approach with the career transitions program is to provide in-depth case management, financial assistance, and connections with employers for up to five years to ensure learners achieve lasting success. Participants will learn why our center developed the program and how we adapted best practices to meet the needs of our community.

Issues Addressed
Transition to careers and college
Employment readiness/ Soft skills
Advising and other supportive services

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Nadine Kerstetter, The Learning Source
,

Abstract
Participants will explore three areas of theory: learning characteristics of adults versus children; the resistant conditions to inmate education in correction facilities; and instructional practices that recognize adult traits in even the most immature adult learner. Participants will have opportunity to share their successes and challenges with confined learners.

Description
Participants of “Andragogy or Pedagogy for the Incarcerated Learners?” will learn about the science and practice of andragogy as conceptualized by Malcolm Shepherd Knowles. Participants will explore learning characteristics of adults opposed to children and instructional practices that recognize adult traits in even the most immature adult learner.
In part, andragogy recognizes the effectiveness of collaboration and equity between teacher and students. Some of our confined students have learning disabilities or arrested intellectual and emotional development, but they are, none the less, adults.
Participants will acquire strategies and tools for facilitating classes and workshops that can be adapted immediately in their workplace programs. They will learn how to encourage learning through effective presentation techniques, creating individual academic and professional goals, and establishing learning objectives in collaboration with their learners.
Participants will be asked to share their experiences of teaching incarcerated adult learners. They will be asked to identify a puzzle of practice that they wish to resolve or work through as it applies to their instructional responsibilities. Participants can expect group work with poster paper and markers designed for sharing of ideas.
“Andragogy or Pedagogy for the Incarcerated Learners?” is interactive, participatory, and fun with the objective of creating a learning experience that is applicable and memorable.

Issues Addressed
General adult education instruction
Corrections education (half-way houses, county detention, prison)

Target Audience
New to adult education (0-4 years)

Dorothea Steinke, NumberWorks
,

Abstract
From basic English ""operation"" words for ESL to translating word problems into numbers, learn what your students need to know to READ math.

Description
Everyday words can have different meanings in math. ""Key words"" can deceive in math word problems. Words used in instructions (odd, even, skip) may be new vocabulary for ESL though the concepts are familiar. Participants will learn: 1) how to teach ""reading"" word problems (especially for ESL); 2) why “key words” are not fool-proof; 3) how to translate word problems to numbers by starting from a number relationship rather than from a vocabulary list; 4) specific math vocabulary for measurement, data, geometry, and more.

Issues Addressed
General adult education instruction
Transition from English Language Acquisition to Adult Basic Education to Adult Secondary Education to Career training and/or postsecondary education
Preparation for high school equivalency (HSE) exams
Corrections education (half-way houses, county detention, prison)

Target Audience
New to adult education (0-4 years)

Beth Williams, Essential Education
,

Abstract
Finding the right mix of content and assessment standards is tricky in the current adult education arena. Participants will explore tools and strategies for finding the common threads between CCR Standards, the various GED assessments, and the students they teach. Those commonalities help narrow the focus for more effective teaching and learning when addressing the GED Assessments. A CCR Roadmap and a GED Blueprint will be offered as takeaways!

Description
Essential Education is dedicated to the field of Adult Education. This session will provide the participants with a snapshot of our GED Academy, but most importantly information about how the GED Academy provides the Common Denominator for understanding how the CCR Standards align with the GED Targeted outcomes and student instruction. A Blended Learning Instructional Approach will also be discussed. A CCR Roadmap, GED Blueprint and our Blended Learning Guide will be provided.
The GED Academy Program uses a virtual classroom and instructor to create a unique learning environment filled with rich dialogue, problem solving, discussion and encouragement. This extends learning beyond the traditional format and allows students to feel connected to part of a group rather than frustrated with rote learning. Another exceptional characteristic of GED Academy is the adaptive engine which accelerates learning for students. The system uses a “multipoint adaptive engine” to power results. Unlike many systems that take a snapshot of a student and use that to group them into an educational level, GED Academy takes regular accountings of a student’s progress and readapts the learning plans based on their demonstration of mastery. The system also allows students to test out of content chunks if the student feels they have already mastered it. Coupled together with highly predictive half -length practice tests aligned to the 2014 GED Assessment Targets, the learning engine accelerates learning and student progress which ultimately leads to positive results on HSE assessments. Instructors may also provide CCR Specific assignments.

Issues Addressed
Integrating technology into instruction
Preparation for high school equivalency (HSE) exams

Target Audience
New to adult education (0-4 years)

Lisa Taylor, Right to Read
,

Abstract
Many adult education providers are seeking to implement college and career readiness standards but are unclear to whether implementation will necessitate changes in curriculum and textbooks. This session introduces a tool that can help you quickly determine how well your resources are addressing the key shifts in standards based instruction.

Description
Objective: To introduce educators to a tool that will help them determine to what extend their current textbooks are addressing the key shifts in the college and career readiness standards. Because most educators have a strong desire to ensure they are utilizing high quality resources but lack the time to do in-depth curriculum evaluations each year, this session will provide training on using a Resource Alignment Tool (originally provided by OCTAE) so adult ed. providers can more readily assess the texts they use.
Major Components:
1. Introduce the tool and its origin, purpose. and value
2. Share examples of how its been used with various texts
3. Give attendees the opportunity to apply the tool to their own texts
4. Questions and Sharing

Issues Addressed
General adult education instruction
Transition to careers and college

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Ernesto Sanchez, BUENO HEP, University of Colorado
Julie Nichols, Shelly Martinez, Morgan Community College

Abstract
Participants in this session will learn about the strategies used by two Institutions of Higher Education to develop a partnership that has been beneficial for students and programs alike.

Description
This session will reveal how the successful collaboration between the College Career Pathways at Fort Morgan Community college and the BUENO High School Equivalency program have formed a partnership geared at providing migrant or seasonal farmworkers and members of their immediate families an opportunity to earn their General Education Diploma (GED). As a result of this partnership, over 150 migrant and seasonal farmworkers have earned their GED making it possible for them to pursue post-secondary education, improve their job situation, or in some cases, enter some branch of the U.S. Military. In this session, the presenters will describe the strategies used in developing the partnership between MCC and BUENO HEP, the academic programs provided to migrant and seasonal farmworkers on the MCC campus, recruitment and retention strategies used in the program and a discussion on how students are placed in a job, a college or vocational program, or in the military.

Issues Addressed
Advocacy
Leadership
Grant/program management and administration
Advising and other supportive services

Target Audience
New to adult education (0-4 years)

Adriane Fajnor, Aztec Software
Paul Lewin, CO DOC

Abstract
Learn how Colorado Department of Corrections delivered GED-prep computer-based solutions securely and effectively to incarcerated learners. By incorporating Aztec Software’s GED Prep solution, the learners were successful in their preparation towards taking the 2014 GED® Test via computer and classroom instruction to earn their high school equivalency diploma.

Description
Objective: To share a best practice approach incorporating computer-based GED prep to gain successful outcomes.
CO DOC personnel will share how they successfully deployed a specific GED prep solution to assist their learners by identifying specific needs to remediate for the new 2014 GED Test. By using a computer-based solution with all of the same item types they would encounter on the official test, providing instruction specific to the CCSS/CCR standards, and using additional practice tests, the learners' confidence levels increased when preparing for this new test. Specific outcomes and data will be shared of this success.

Issues Addressed
General adult education instruction
Preparation for high school equivalency (HSE) exams
Corrections education (half-way houses, county detention, prison)

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Julie Nichols, Morgan Community College
George O'Clair, Morgan Community College

Abstract
Morgan Community College has had a successful ABE program for the entire 45 years of existence. Preparing for the transition to WIOA guidelines encouraged more focus on employability skills, increased collaboration with the business and industry community, and creation of additional degree pathways. Program staff share their struggles and successes.

Description
Morgan Community College ABE programs have provided ABE/ASE, GED preparation, ESL, Civics, Workplace and College preparation classes for many years. The pending transition to WIOA guidelines inspired staff to begin looking at what would be needed for students to successfully pursue initial employment or improve their employment in lieu of advanced academic and/or language skills. The program name was changed from ABE to College and Career Pathways to better describe the focus, as well as to recruit students who may not have been interested in pursuing a GED or ESL classes. Curriculum was considered to find what was already in place for facilitating acquisition of employability skills. Assessments were created to verify mastery of these skills. A mock workplace setting was created to promote understanding of employment vocabulary and practices. Business and Industry requests were considered as George O’Clair created an Electrical Course which has been further developed into Certificates and an AAS degree in Industrial Maintenance.
Program staff and administration will share their experiences in implementing a focus on College and Career Pathways in the classrooms, as well as how they are working with Morgan Community College to enroll students into Career Pathway courses prior to completing the GED

Issues Addressed
General adult education instruction
Transition to careers and college
Employment readiness/ Soft skills
English language acquisition instruction (AKA English as a Second Language)
Instruction customized for specific industries or employers)
Refugee and immigrant issues

Target Audience
Experienced (5+ years)

VANESSA KIRN, Emily Griffith Technical College
Laura Vasquez, Maria Perea, Emily Griffith Technical College

Abstract
Emily Griffith’s ELA Department provides unique pathways for non-native English speaking students to transition from ELA classes into Emily Griffith Technical College’s Career and Technical Education (CTE) programs or on-the-job training at Emily’s Coffee Shop. This presentation will describe how these pathways work and the opportunities they create for students.

Description
ELA students see learning English as the first step in a long career path, and are eager for opportunities to gain skills and training that will lead to improved career prospects. Emily Griffith’s ELA Department, recognizing this, has been actively creating pathways for non-native English speaking students to transition from ELA classes into Career and Technical programs at Emily Griffith Technical College (EGTC), with the overall outcome of getting a good job. Two bridge programs we have created to this end include our Vocational Transitions (VT) program, an intensive English class focused on preparing students with the study and soft skills necessary for success in post-secondary programs, and our on-the-job training (OJT) program which allows students to access language and soft skills training on site at Emily’s Coffee Shop, and provides them the opportunity to articulate into EGTC’s Professional Baking and Food Production Worker programs to continue in post-secondary CTE training.
The presentation would describe how the VT and OJT programs work as pathways and the opportunities they create for ELA students. Components will include an overview of the target population, course mapping, implementation activities, advising and supportive services, and initial successes/challenges.

Issues Addressed
Transition to careers and college
Transition from English Language Acquisition to Adult Basic Education to Adult Secondary Education to Career training and/or postsecondary education
Advising and other supportive services
Refugee and immigrant issues

Target Audience
New to adult education (0-4 years)

Susan Willey, New Readers Press
,

Abstract
The new Digital Challenger series combines computer skills practice with phonics-based adult literacy instruction. Come and see how your low-literacy students can build their word analysis, reading comprehension, vocabulary, and computer skills all through this blended-learning approach.

Description
Computer skills are essential to success on the new high school equivalency tests and at work. Digital Challenger will prepare students for both. Low level students struggle not only with reading comprehension skills, but with computer literacy skills as well. The word analysis, reading comprehension, and vocabulary instruction Challenger is known for are reinforced with audio, video, interactive exercise, and games.
The benefits of the Challenger adult reading series will be introduced, the new digital Challenger will be demonstrated, and the learning management system feature will show teachers how to track student progress and time on task.

Issues Addressed
General adult education instruction
Integrating technology into instruction

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Matthew Sweeney, Colorado Department of Education
,

Abstract
This session will be informational and productive. Participants attending this session will gain a better understanding of the difference between contextualized learning activities and integrated outcomes. Together we will fully develop an integrated outcome. Participants are encouraged to bring syllabi, outcomes, standards, or any other items they want to integrate.

Description
This session will address contextualization through a lens targeted for adult education programs and providers. The first half of the session will provide background information on contextualization by comparing and contrasting contextualized learning activities with integrated outcomes. Definitions and examples of each will be provided for each. The second half of this session will break participants up into smaller groups to craft an integrated outcome of their own. Participants will walk away with an example of an integrated outcome and a firmer understanding of how to approach contextualization in the future.

Issues Addressed
Transition to careers and college
Instruction customized for specific industries or employers)

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Chelsea Stewart, ABE Training and Learning Center at CSU
,

Abstract
As programs across the nation embark on new paths for addressing college and career readiness, educators are defining new approaches to help learners maximize resources – time, money and motivation – in pursuit of degree and certificate completion. New technologies can support these innovations and help personalize the route for learners.

Description
After an opening discussion of personalized learning, participants will be introduced EdReady, an online application from the non-profit NROC Project that uses diagnostic assessments and integrated interventions to customize paths of study toward math readiness.
Presenter will share early experiences in using NROC resources to support Adult Education programs. These experiences provide practical guidelines for those considering new supplemental instructional modes that might benefit from digital tools.
Participants will learn how to access NROC resources - freely open to the world on public websites and as an instructor through the ABE-TLC EdReady site. They will also hear about customization features available to Colorado programs who wish to adapt the resources to support local innovations.
The session will conclude with a discussion of opportunities and challenges of using digital resources to serve adult learners as we consider the question “What do students want to be ready for?”

Issues Addressed
Transition to careers and college
Integrating technology into instruction
Advising and other supportive services

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Chelsea Stewart, ABE Training and Learning Center at CSU
,

Abstract
Are you interested in providing students with increased opportunities to succeed in your program? Your clients can be afforded the choice to work expeditiously toward career goals with online learning supplements. Learn simple and effective techniques to integrate digital learning into your classroom.

Description
The session will open with a quick Poll Everywhere survey of technology access in participants’ communities and a brief overview of EveryoneOn.org for those who need broader access to technology and the internet. After this short discussion, we will shift toward solutions for increasing access to cohesive learning opportunities that support multi-level learning and various class profiles.
Presenter will begin by reviewing some important themes, tools and methods to support quality and hassle-free online instruction. We will review important elements of hybrid learning and incorporation techniques.
We will look at differing scenarios and encourage individuals to share program profiles together. Participants will leave this session with a framework to begin implementing hybrid learning into their teaching environment.

Issues Addressed
Transition to careers and college
Integrating technology into instruction

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Gaye Horne, Colorado Department of Education
Jane Martel, Arapahoe Library District

Abstract
Adult educators have faced the same challenges for years. Learn new ways to approach old problems in this hands-on session that introduces the use of trends to positively impact your program. Experience three essential steps to innovation and a fun tool. Finally, leave with tips to nurture your own creativity.

Description
This session is an activity-based expression of key takeaways from innovation tools, techniques and trend mapping workshops that have been presented in webinars and face-to-face sessions. The format of these training alternates between mini-presentations and active explorations of the concepts presented.
Session Objectives
By the end of this session, you will be able to:
• Identify the difference between mega-, macro- and micro-trends
• Articulate how trends can positively impact your program
• Spark new ideas from your work group
• Take three essential steps to ensure that your project is positioned for success
• Select the best direction to pursue when faced with many choices
• Describe ten tips to cultivate your own creativity
Throughout this session, attendees will work through a typical challenge facing adult educators. A few attendees will play the role of adult education students while others will be educators for this simulation. The concepts and tools to be introduced include: job to be done, outcome expectations, and job scoping; mega-, macro-, and micro-trends; random stimulus; opportunity scores.

Issues Addressed
Grant/program management and administration

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Gaye Horne, Colorado Department of Education
,

Abstract
As programs throughout the world of adult education begin to work with College and Career Readiness Standards there is a need to find strategies that help students access and use more complex language. This presentation will expose attendees to some conversation structures that are intended to enhance and support more rigorous academic learning.

Description
Come prepared to enjoy an interactive presentation where attendees will learn to define, explore and initiate academic language activities for the classroom. Imagine exploring conversation structures that will help guide great conversation using academic language. The hope is that in the process of using these guided conversation students should show an increase capacity in their writing as they experience more articulation with the vocabulary they are learning.
Session Objectives
By the end of this presentation, you will be able to:
• Know different conversation skills and how you can apply them
• Identified the difference between Tier I and Tier II vocabulary
• Engage conversation structures within your class
• Decide when to use conversation structure to get different results in reading, writing and presenting
Throughout this presentation, attendees will discuss the challenge of using academic language and how to overcome some of the challenges by using conversation structures that support critical thinking and content understanding.

Issues Addressed
General adult education instruction
Transition to careers and college
Employment readiness/ Soft skills
English language acquisition instruction (AKA English as a Second Language)
Transition from English Language Acquisition to Adult Basic Education to Adult Secondary Education to Career training and/or postsecondary education
Preparation for high school equivalency (HSE) exams
Corrections education (half-way houses, county detention, prison)

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Matthew Sweeney, Gaye Horne, Colorado Department of Education
Chelsea Stewart, ABE Training and Learning Center at CSU

Abstract
Participants from the CCRS Institute will share their experience working with the project last year. Attendees will have the opportunity to explore different applications of College and Career Readiness Standards activities.

Description
Following a brief introduction from 2014-2015 CCRS Institute participants those attending the presentation will be able to join a café style conversation with each participating group. Participants will learn about College and Career Readiness Standards see examples of how to unpack Standards in projects, explore challenges, and find possibilities to use Standards in current program design.
Presenters from participating programs will host a table discussion for in each group will be able to answer detailed questions about their experience and make suggestions to help adult education program staff in using CCRS.
The session will conclude with a discussion of upcoming opportunities to join activities with College and Career Standards team.
The following programs participated
• Center for Adult Learning
• Northeastern Junior College
• Right to Read
• Fort Morgan Community College
• Scholar Unlimited
• Focus Points
• Learning Source
• Community Educational Outreach
• South Central BOCES
• Adult and Family Education D11
• Trinidad State College in Trinidad
• Boulder Valley Family Literacy

Issues Addressed
General adult education instruction

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Jonathan Boggs, Pearson ELT
,

Abstract
Today’s adult ESL students who aspire to post-secondary education and workplace success need a different approach to learning. Project Success, a new standards-based, media-rich hybrid course, develops creative and critical thinking skills, promotes self-directed learning, and improves student’s ability to communicate in social, educational, and professional situations.

Description
Today’s adult ESL students who aspire to post-secondary education and workplace success need a different approach to learning. Project Success, a new standards-based, media-rich hybrid course, develops creative and critical thinking skills, promotes self-directed learning, and improves student’s ability to communicate in social, educational, and professional situations. In this demonstration, participants will be taken through a model unit with print materials for traditional learning, e-text for online learning and MyEnglishLab for blended learning.
MyEnglishLab includes a sophisticated tracking system and participants will get a chance to see how they can improve student success utilizing data from the MyEnglishLab system. The series incorporates video as one of its key components. Participants will view the videos and determine best practices of using video in the classroom. Project Success is a 21st Century textbook series that will help student cross the finish line to student success.

Issues Addressed
General adult education instruction
Transition to careers and college
English language acquisition instruction (AKA English as a Second Language)
Integrating technology into instruction

Target Audience
New to adult education (0-4 years)
Experienced (5+ years)

Jennifer Jirous, Colorado Department of Education
,

Abstract
This session will discuss the role of Adult Education in the larger Career Pathways state initiative and introduce attendees to an Adult Career Pathways framework.

Description
As new federal and state legislation continues to push adult education programs toward implementing career pathways that lead students to economic self-sufficiency, many are asking how adult education programs “plug in”. This session will discuss the role of adult education programs in the state career pathways initiatives and provide suggestions for how to get engaged. In addition, attendees will be introduced to tools and resources for developing robust adult career pathways in their programs. Using tools developed by the Office of Adult Education Initiatives at CDE, attendees will have the opportunity to reflect and document their own programs within career pathways model that includes the following seven components:
• Personal Needs
• Academic Skills
• Employability Skills
• Career Focus
• Job Entry Skills
• Advanced Skills
• Career and Technical Skills
Attendees will walk away with an understanding of adult career pathways and actionable steps for integrating them into their existing programs.

Issues Addressed
General adult education instruction
Transition to careers and college
Leadership
Employment readiness/ Soft skills
English language acquisition instruction (AKA English as a Second Language)
Advising and other supportive services

Target Audience
Experienced (5+ years)

Jennifer Jirous, Colorado Department of Education
,

Abstract
This session will introduce attendees to resources developed in the Office of Adult Education Iniatives at CDE that focus of building effective partnerships with outside stakeholders.

Description
New federal and state legislation are driving the need for adult education programs to pursue and strengthen partnerships with key stakeholders.
Strong partnerships allow stakeholders to connect the educational system to employment opportunities through:
• identification of new and emerging fields
• communication among education, business, and industry regarding employment needs of the community
• aligning the career pathway academic ladder to the corresponding industry career ladder and promote career pathways within the community
• providing work-based learning experiences for learners
• providing training opportunities for educators
• advocating programs to communities and legislators and seek legislative support
This interactive session will introduce a toolkit developed in the Office on Adult Education Initiatives at the Colorado Department of Education that focuses on strategies for building effective partnerships. The purpose of this toolkit is to help adult education providers and their partners strengthen adult education programs that focus on adult career pathways that lead students to self-sufficiency; and include strategies, templates and forms for developing partnerships, holding effective meetings, and sustaining partnerships. Attendees will walk away with best practices and resources to start building new or strengthen existing partnerships.
Attendees will also hear from a panel of practitioners who are effectively using partnerships to enhance opportunities for students in their programs.

Issues Addressed
General adult education instruction
Transition to careers and college
Employment readiness/ Soft skills
English language acquisition instruction (AKA English as a Second Language)
Advising and other supportive services

Target Audience
Experienced (5+ years)

Jennifer Jirous, Colorado Department of Education
,

Abstract
Mindsets and micromessaging, two highly researched social science topics, are being recognized as theories that can positively impact the success of adult learners. Attendees will come away from this interactive session with an understanding of Mindsets and Micromessaging research and how to apply that new knowledge with adult learners.

Description
Culture shapes our belief and forms our biases about people based on their age, gender, race, language, (dis)ability, class, or income level, often without our realization. We communicate our biases through small, subtle unconscious, but often powerful messages called micromessages. The accumulation of these micromessages affects a person’s self-efficacy- the belief in her or his ability to be successful in a program, course, college, or career.
Mindsets are beliefs. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. In a growth mindset, people believe that thier most basic abilities can be developed through dedication and hard work.
Both research based topics can be applied to adult learners ina way that positively impacts thier success. Through interactive discussion and activities, attendees of this session will learn about each topic and how to apply that knowledge through everyday interactions with individuals. Materials and research developed by the National Alliance for Partnership in Equity (NAPE), the nation’s leading professional alliance for addressing access, equity and diversity in secondary and community college education, training, and careers, will be discussed and shared.

Issues Addressed
General adult education instruction
Transition to careers and college
Leadership
Employment readiness/ Soft skills
English language acquisition instruction (AKA English as a Second Language)
Advising and other supportive services

Target Audience
Experienced (5+ years)

Mary Mullen, Durango Adult Education Center
Stephanie Moran, Durango Adult Education Center

Abstract
GED 2014 brought greater rigor and a serious drop in our 2014 graduation rate, so we needed to find a better path to success. Our center took an accelerated approach that follows adult learning principles. We offered a 4-week class in Science and every student who took the test passed.

Description
Objectives:
To offer an alternative to the traditional HSE curricular approach by focusing instead on one or two subjects intensively vs. all four GED subjects daily.
To share this accelerated approach and our summer 2015 four week curriculum, our six week fall curriculum, and our highly focused class structure. We will address both day and evening class structure.
To exchange as colleagues and practitioners about other successful strategies for adapting to GED 2014.
We’ll begin with an overview of accelerated learning, how it relates to the principles of adult learning, and how we applied it successfully in our summer 2015 GED Science class and fall Language Arts and Math classes. Accelerated learning was a key component of SUN (Success Unlimited), the program that transitioned GED graduates and high school graduates successfully into credit-bearing college courses at many sites in Colorado. We will share our entry level requirements to join the program (such as a secondary reading ability level on TABE) , and Mary will explain the order of and rationale for the four main topics she taught each week, how she integrated varied activities to keep student interest high, and other elements that made this class so successful. We’ll briefly discuss how we serve students at the ABE reading and math levels and the flexibility required by our whole team to make this switch work for students and staff. Participants will share questions, concerns, and their successful approaches to GED 2014.

Issues Addressed
General adult education instruction
Preparation for high school equivalency (HSE) exams
Corrections education (half-way houses, county detention, prison)

Target Audience
New to adult education (0-4 years), Experienced (5+ years)