 and
- How
do you use this program with an open entry/open exit program? Students
working at their own pace?
- Do
you have any feedback on how successful this program has been with
extreme at-risk populations?
- Do
you have any materials for lower reading levels? Learning disabled?
- Can
you incorporate this into a high school completion class (i.e., math)
or is it a separate class?
Can you use this program with an open entry/open exit program? Students
working at their own pace?
Yes. You can use it, but we encourage teachers to start learners in small
groups and have them sign a learner contract to complete at least one
book (24-30 hours) with their team. This kind of commitment is a
JOB SKILL!
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Do you have any feedback on how successful this program has been with
extreme at-risk populations?
Yes, we field tested with high-risk populations. It was well received.
I think the focus on learning through dialogue and shared life experiences
helps the high risk population immensely.
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Do you have any materials for lower reading levels? Learning
disabled?
This is at the 4-6 reading level. We don't have anything lower.
BUT teachers could group learners with varied abilities, so that a lower
literate learners could work with a higher learner. The teacher
could also read directions and quotes aloud for the learners.
Most of the
learning is done through talking and projects so lower literate learners
should be able to get the point of the lesson even if he can't
read it. This is the same answer for Intermediate ESL learners.
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Can you incorporate this into a high school completion class (i.e.,
math) or is it a separate class?
Yes, you can supplement this with other classes. But to get the
ABE workforce readiness LCP you will need to set it up asi ts
own class. For instance if your GED or ABE learners come to you
every day from 9 to 12. You might schedule GED on four days and
have Fridays
scheduled as Workforce readiness. To the learners, they
just come everyday and Friday is workforce. But on the books they
are registered for two different courses. See the difference?
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DISCUSSION
QUESTIONS
Our objectives for the 11/20/99 training were:
1) To become familiar with the Florida Works training materials, and
2) To develop a list of discussion questions that will help the grant
run smoothly.
Although
we did not have time to discuss the list of questions, we started
a list of questions throughout the day.
We would
like to post the list now for your review and input.
- How
do I get started?
- Review
your Trainer Notebook and Book A. Become familiar with the
materials.
- Plan
to attend and participate in a regional training. Watch the
website for announcements of locations and dates.
- Set-up
a proposed schedule of workshops for your area. Send to Ron
and Teri for coordination and approval.
- What
do I have to send in to get paid?
- Sign-in
sheet from each training (16 to 30 people is your goal)
- Evaluation
forms from participants (See Exit Interview in your trainer Notebook)
- Trainer
Evaluation Form. (This still needs to be developed).
We want to document the impact teacher training has on the learning
environment in the form of a transfer assessment. We would like
to include support systems, retention, and changes in the learning environment,
job placement. We need your ideas. What would be effective?
What could you do as a trainer to help?
We still
need to develop Session II of the Florida Works Teacher Training workshop
based on the “Reaching Out” and “Written Reflections” sections in your
training module. It will be available online. How can we
encourage participants to complete this session? What should be the
trainer’s role in supporting the participants? What will encourage
trainers to remain active in support of new teachers? What other
support could you offer new teachers? What are you willing to
do? (Mentoring, site observation, etc.)
Distribution
continues to be a big question. Here are the options under consideration:
(1) DOE print and make materials available through their catalogue,
(2) Download from website
(3) Handout disks at teacher training
(4) Send out Masters of books to each institution represented at the
teacher training.
What do
you think about our options?
What do
you need to train?
- Training
Modules (see Trainer Notebook)
- Samplers
of Book A (being developed)
- Handouts
& Evaluations
- Portfolio
Samples
Please list
other questions you might have at this time. We appreciate your
patience and help during this development process.
Ron Froman
and Teri McLean
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