instructional program course descriptions

MINNEAPOLIS*ADULT*EDUCATION*COURSE*CATALOG*

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Prepared*by*Danielle*Legault*and*Heather*Turngren,*Curriculum(Coordinators*

*February*2015*

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TABLE OF CONTENTS CDA (Child Development Associate) ........................................................................................................................................................ 4!Customer Service ........................................................................................................................................................................................ 6!Introduction to Early Childhood Education ................................................................................................................................................ 7!Food Manager Certificate ........................................................................................................................................................................... 9!Pre-CDL (Commercial Drivers License) .................................................................................................................................................. 11!Skills Lab .................................................................................................................................................................................................. 13!ABE Orientation ....................................................................................................................................................................................... 14!CPR/First Aid/AED .................................................................................................................................................................................. 16!ELL Distance Learning ............................................................................................................................................................................. 18!English for Healthcare .............................................................................................................................................................................. 19!English for Manufacturing and the Trades ............................................................................................................................................... 20!Citizenship ................................................................................................................................................................................................ 21!Reading Intervention A ............................................................................................................................................................................. 22!Reading Intervention B ............................................................................................................................................................................. 23!Lean Skills Training .................................................................................................................................................................................. 24!Social Studies ............................................................................................................................................................................................ 25!Science ...................................................................................................................................................................................................... 27!ABE Reading 250 ..................................................................................................................................................................................... 29!ABE Reading 255 ..................................................................................................................................................................................... 31!ABE Reading 260 ..................................................................................................................................................................................... 33!ABE Reading 270 ..................................................................................................................................................................................... 35!ABE Writing 350 ...................................................................................................................................................................................... 37!ABE Writing 360 ...................................................................................................................................................................................... 39!ELL Math 1 ............................................................................................................................................................................................... 41!ELL Math 2 ............................................................................................................................................................................................... 42!ELL Math 3 ............................................................................................................................................................................................... 43!ABE Math 140 .......................................................................................................................................................................................... 44!ABE Math 150 .......................................................................................................................................................................................... 46!ABE Math 160 .......................................................................................................................................................................................... 47!ABE Math 165 .......................................................................................................................................................................................... 48!ELL Core Pre-Literacy ............................................................................................................................................................................. 49!

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ELL Core 1 ............................................................................................................................................................................................... 51!ELL Core 2 ............................................................................................................................................................................................... 53!ELL Core 3 ............................................................................................................................................................................................... 54!ELL Core 4 ............................................................................................................................................................................................... 55!ELL Core 5 ............................................................................................................................................................................................... 57!ELL Core 6 ............................................................................................................................................................................................... 59!ELL Writing 1 ........................................................................................................................................................................................... 61!ELL Writing 2 ........................................................................................................................................................................................... 62!ELL Writing 3 ........................................................................................................................................................................................... 63!ELL Listening and Speaking 1 ................................................................................................................................................................. 65!ELL Listening and Speaking 2 ................................................................................................................................................................. 67!ELL Listening and Speaking 3 ................................................................................................................................................................. 68!

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Class or Program Name CDA$(Child$Development$Associate)$$

Class Site(s) South Campus Day – South Campus Evening Program Area GED ABE

Student Placement Level(s)

Entry: GED/HS Diploma & TABE Reading D/A 8.0+, writing sample, and 480 hours experience

Class Assessment(s)

TABE Reading

Scaled Score Range

Exit: Completion of class content & 120 hours of education

Class Led By Paid/Licensed Teacher Delivery Style

Class

Class Goals

Course Benchmarks: This list defines what a learner will know and be able to do upon completing this class. 1. I can create a formal resume for the Early Childhood Education field. 2. I can demonstrate competency of online testing. 3. I can develop and formally prepare a Professional Portfolio. 4. I can develop and formally write an Early Childhood Education Professional Statement of Philosophy. 5. I can develop and formally prepare the 10 elements of a CDA Resource Collection. 6. I will fulfill 120 total hours of education and demonstrate competency of the 8 CDA Subject Areas

(including a formally written essay for stared areas) • Planning a safe and healthy learning environment • Advancing children's physical and intellectual development • Supporting children's social and emotional development • Building productive relationships with families • Managing an effective program • Maintaining a commitment to professionalism • Observing and recording children's behavior • Understanding principles of child development and learning

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Here is the website: http://abe.mpls.k12.mn.us/certificate-based_classes.html

Class Content

This semester long course is designed to fulfill the educational requirements of the CDA National Credentialing Program by the Council for Professional Recognition. Students who complete this course are high quality candidates from diverse backgrounds, who are prepared for the CDA exam, as well as for living-wage employment with a career in the Early Childhood Education field. In addition to completing a professional portfolio and resume, candidates receive job readiness coaching.

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given formative and summative assessments throughout the semester.

Class Text(s), Educational Technology,

& Other Instructional Materials

Core text: Essentials for Working with Young Children (2014) Teachers use Schoology, Google Docs, and MS Word and other websites and videos related to early childhood education.

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Class or Program Name Customer$Service$

Class Site(s) South Campus Day and Evening – North Campus Day Program Area ELL GED ABE Student

Placement Level(s)

CASAS Reading 215+

Class Assessment(s)

CASAS and/or TABE

Scaled Score Range

Exit: Completion of class content


Class

Class Goals

1. I can learn and practice the basics of good customer service responsibilities. 2. I can understand and use basic vocabulary related to customer service. 3. I can understand and use the appropriate steps in handling customer complaints. 4. I can ask open-ended questions related to customer service. 5. I can improve keyboarding skills. 6. I can reflect upon customer service I have seen. 7. I can prepare to interview for a customer service job.

Class Content In this quarter-long course students will learn how to improve customer relationships by meeting the needs and wants of customers, handling difficult customers with tact and skill, respecting diversity, and providing superior customer service at a variety of customer service environments.

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given formative and summative assessments throughout the quarter.



There is not a core text for this course. Students receive work units related to course/class goals. Teachers use Schoology, MPS-AE Online Activity List, Google Docs, and MS Word.

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Class or Program Name Introduction$to$Early$Childhood$Education$

Class Site(s) South Campus Day Program Area ELL GED ABE


Entry: CASAS 226+

TABE M 4.0+ Writing assessment

Class Assessment(s)

CASAS 185/186 and/or

TABE M/D Reading

Scaled Score Range

Exit: Completion of class content

Class Led By Paid/Licensed Teacher Delivery Style Class

Class Goals

1. I can create a formal resume for the Early Childhood Education field. 2. I can complete an internship experience in a high quality childcare setting with infants, toddlers, and

preschoolers. 3. I can develop and formally write an Early Childhood Education Professional Statement of Philosophy. 4. I can demonstrate competency of the following points as they relate to an Early Childhood Educational

setting: • ensuring safety • ensuring health and nutrition • ensuring a positive learning environment • advancing physical development • advancing intellectual development • advancing social development • advancing emotional development • communicating with families • maintain professionalism

Class Content

This semester- long course is designed to introduce students to the field of Early Childhood Education and to provide the necessary skills to obtain entry-level employment in the field. In addition to classroom instruction, students will complete internship hours in a high-quality childcare center, create a formal résumé and receive job readiness coaching.

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Class Activities

Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given formative and summative assessments throughout the semester. Students in this class must also accumulate hours in an internship in a child-care setting.



There is not a core text for this course. Students receive work units related to course/class goals. Teachers use Schoology, MPS-AE Online Activity List, Google Docs, and MS Word. Students are also required to complete an internship with the appropriate number of hours.

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Class or Program Name Food$Manager$Certificate$

Class Site(s) South Campus Day and Evening – North Campus Day Program Area

GED ABE


TABE M/D 5.0+ Class Assessment(s)

TABE Reading

Scaled Score Range

Exit: Complete course requirements and pass ServSafe online exam with

75% +

Class Led By

Paid/Licensed

Teacher

Delivery Style Class

Class Goals

1. I can explain how foodborne illnesses occur. 2. I can describe the 3 basic forms of food contamination. 3. I can follow and describe good personal hygiene in food management. 4. I can describe proper time and temperature in food management. 5. I can follow the general flow of food guidelines: purchasing, receiving and storage principles. 6. I can follow the general flow of food guidelines: food preparation, cooking, cooling and reheating food. 7. I can follow the general flow of food guidelines: holding and serving food. 8. I can describe food safety management systems. 9. I can describe guidelines for safe facilities and pest management.

10. I can describe the guidelines for cleaning and sanitizing.

Class Content

This course is designed for food safety manager certificate training. The course focuses on the area of basic food safety, personal hygiene, cross-contamination & allergens, time and temperature, and cleaning & sanitation. This course will prepare you to take the national certification exam that consists of 90 questions in 2 hours. A passing score of 75% is needed in order to pass the certification exam. Students will have to pay the $36 examination fee. After passing the exam, students must apply for their own food manager certificate ($35) from the State of Minnesota.

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given formative and summative

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assessments throughout the quarter.



Core Text: ServSafe Manager 6th Edition. Teachers use Schoology with tests, quizzes, and related links.

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Class or Program Name Pre@CDL$(Commercial$Drivers$License)$$

Class Site(s)

North Campus Day

Program Area ELL GED ABE


CASAS 225+, TABE M 5.0+ and

clean driving record

Class Assessment(s)

CASAS and/or TABE

Reading

Scaled Score Range

Exit: completion of course content

Class Led By

Paid/Licensed

Teacher

Delivery Style

Class

Class Goals

1. I can describe the general criteria to pass the General Knowledge permit test for CDL, and to attain forklift and bobcat certificates.

2. I can state the personal and legal requirements for obtaining a CDL. 3. I can identify parts of a commercial passenger vehicle (school bus, forklift, bobcat). 4. I can describe how to inspect the different parts of a commercial passenger vehicle. 5. I can recognize potential driving hazards on the road and understand how to avoid them. 6. I can describe safe driving practices and the value of defensive driving techniques. 7. I can describe what to do in an emergency situation.

Class Content

In this quarter-long course students will be introduced to the Commercial Driver License (CDL) industry. Students will gain knowledge in the areas of how to operate passenger vehicles (with and without airbrakes), forklift, and bobcat. Upon completion, students will have the knowledge and know the procedures to attain a Class B driver’s license and forklift, and bobcat certificates

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given formative and summative assessments throughout the quarter.


Core Text: Minnesota Commercial Driver’s License Manual. Teachers use Schoology with tests, quizzes, and related links.

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Class or Program Name Skills$Lab$

Class Site(s) South Campus Day and Evening Program Area

ELL GED ABE


current student Class Assessment(s)

CASAS and/or TABE

Scaled Score Range

Exit: none

Class Led By

Paid/Licensed

Teacher

Delivery Style Class/Lab

Class Goals Students create an individual learning plan to enhance their content knowledge from core and focus classes.

Class Content

In Skills Prep lab students work independently in an online learning environment. Students choose their course of study, which may include doing homework from a Minneapolis AE class, or improving their skills through online activities. Some websites students use are: My Skills Tutor, USA Learns, Schoology, and the Minneapolis AE Online Activity List. Students may also choose to enhance their skills with programs such as: Microsoft Word, MS PowerPoint, MS Excel, and Master Key. Furthermore, students improve their computer literacy skills by using online tools such as a dictionary and a calculator. This course supports the classroom teachers because the classroom teachers set up and direct much of the students’ individual learning activities that are available to them through computers. Students are able to keep track of their progress on the different programs. There is no formal tracking of goals or progress; however, the Skills Prep Lab teacher is available to assist students as needed.

Class Activities Students choose the content area to review and develop with teacher guidance. Class Text(s),

Educational Technology, & Other Instructional

Materials

Students use Schoology, MPS-AE Online Activity List, My Skills Tutor, i-Pathways, Google Docs, and MS Word.

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Class or Program Name ABE$Orientation$

Class Site(s)

South Campus Day and Evening – North Campus Day

Program Area GED ABE


Attend Registration Class Assessment(s) TABE

Scaled Score Range


Class Led By Paid/Licensed

Teacher


Class Goals

1. I can explain my identified learning style and strategies for learning that complement my style. 2. I can explain my core values and participate in a discussion about positive conflict resolution. 3. I can identify problems related to my educational success and begin to solve them. 4. I am able to identify sources of school anxiety and develop strategies to overcome them. 5. I can independently log on to the school computer with my personal user name and password. 6. I have a current email address that I can use for school purposes. 7. I understand Minneapolis AE student behavior and classroom expectations. 8. I understand the GED 2014® test requirements.

Class Content This is the orientation class for new or returning ABE students to the Minneapolis Adult Education program

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given pre- assessments throughout the class. Students work on goal setting and problem solving prior to entry in ABE courses.



Teachers use Schoology, MPS-AE Online Activity List, My Skills Tutor, i-Pathways, Google Docs, and MS Word. Students also create My GED accounts.

Class or Program Name

Class Site(s) South Campus Day and Evening – North Campus Day Program Area ELL

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Attend Registration Class Assessment(s)

CASAS

Scaled Score Range


Class Led By

Paid/Licensed

Teacher


Class Goals

1. I can identify where and when to come to school. 2. I can name and locate staff who can help me. 3. I can identify the school expectations and attendance policy. 4. I can name one learning goal. 5. I can explain one strategy that will help me reach my goal. 6. I can name one strength and one weakness I have in English.

Class Content This is the orientation course for the ELL program of Minneapolis Adult Education.

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given pre- assessments throughout the class. Students work on goal setting and problem solving prior to entry in ABE courses.



Teachers use Schoology, MPS-AE Online Activity List, Google Docs, and MS Word.

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Class or Program Name CPR/First$Aid/AED$$

Class Site(s) South Campus Day and Evening - North Campus Day Program Area ELL GED ABE


ELL Core 5+ Class Assessment(s)

CASAS and/or TABE

Reading

Scaled Score Range

Class Led By

Paid/Licensed

Teacher


Class Goals

1. I can understand the role of first responders in the Emergency Medical Services (EMS) system. 2. I can check an emergency situation for safety. 3. I can check for consciousness in adult, child and infant. 4. I can call 911 and report an emergency situation. 5. I can recognize and provide care for shock. 6. I can recognize and provide care for cardiac emergencies in adults, children, and infants. 7. I can correctly use an AED for an adult or child until EMS personnel arrive. 8. I can recognize and care for breathing emergencies such as conscious choking and unconscious choking in

adults, children, and infants. 9. I can assess injuries and provide First Aid care until EMS arrives, and then report important information

to the EMS personnel. 10. I can recognize and respond to various types of sudden illness including stroke, seizure, diabetic reactions,

heat exhaustion, and heat stroke; and provide care until EMS arrives.

Class Content

This course teaches the skills necessary to recognize medical emergency situations and act as first responders until emergency medical personnel (EMS) arrive. Students who successfully demonstrate ability to perform hands-on CPR and First Aid skills will be eligible to receive American Red Cross certification in CPR/First Aid/AED. Students MUST be physically able to perform the skills to receive certification. These skills can be physically strenuous (challenging.)

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals.

Class Text(s), Core Text: American Red Cross First Aid/CPR/AED Participant’s Manual. Students also use teacher-created

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Materials

materials to enhance vocabulary development. This course uses approved American Red Cross Instructor’s Course Presentation material in the form of video and audio components.

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Class or Program Name ELL$Distance$Learning$

Class Site(s) South Campus Evening Program Area ELL Student

Placement Level(s)

CASAS 200+ Class Assessment(s)

CASAS Reading

Scaled Score Range

Exit: complete course content

Class Led By Paid/Licensed Teacher Delivery Style Class and Distance Learning

Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can complete a unit in USA Learns once a week. 2. I can create, send, and reply to emails. 3. I can approach clear pronunciation in my interactions with others. 4. I can ask and answer basic questions about life skills topics. 5. I can participate in short simple conversations. 6. I can communicate an idea in a complete sentence. 7. I can write/type a 3 - 5 sentence paragraph, with a topic sentence, supporting details, and a conclusion. 8. I can use present, present progressive, and some regular simple past tense verbs in my writing. 9. I can pronounce, spell, and use words from weekly vocabulary lessons.

Class Content

This course is an alternative ELL course for students who are not able to meet the attendance policy. The course combines online content, digital literacy skills, and in-person communication. Students are required to participate in class for two hours once a week. Students are also expected to work online for a minimum of 4 hours per week on USA Learns.

Class Activities When in class, teachers use warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students then work on material in a distance learning format with USA Learns.



Teachers use Schoology, USA Learns, MPS-AE Online Activity List, Google Docs, and MS Word.

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Class or Program Name English$for$Healthcare$

Class Site(s) South Campus Day and Evening – North Campus Day and Evening Program Area ELL



CASAS Reading

Scaled Score Range

Exit: Completion of course content


Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can use target vocabulary in different healthcare situations. 2. I can identify skills needed in healthcare and demonstrate which ones I have. 3. I can describe key careers and education needed in various healthcare careers. 4. I can describe and demonstrate key soft skills needed in the workplace. 5. I can prepare for and follow up on an information interview with questions and a thank you note. 6. I can describe the roles of and relationships among various healthcare facilities and educational programs

in Minneapolis. 7. I can start and finish a volunteer assignment. 8. I can interview for a healthcare position in a mock interview.

Class Content

This is the beginning course in the healthcare career pathway. This class offers speaking and writing opportunities within a healthcare context to students in ELL 5 and 6. It also connects students with community involvement options through a possible volunteer project and develops career and skills awareness within a healthcare framework.

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given formative and summative assessments throughout the semester course.



Core Text: The Human Body (Steck-Vaughn) - Teachers also use Schoology, USA Learns, MPS-AE Online Activity List, Google Docs, and MS Word.

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Class or Program Name English$for$Manufacturing$and$the$Trades$

Class Site(s) South Campus Day and Evening – North Campus Day Program Area ELL



CASAS Reading

Scaled Score Range



Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. To be able to correctly pronounce and use new vocabulary that is connected to manufacturing and trade

jobs. 2. To be able to use math that is connected to manufacturing and trade jobs. 3. To be able to identify the different parts of speech: nouns, verbs, adjectives, pronouns, adverbs,

prepositions, conjunctions and interjections. 4. To be able to write a resume and practice interview-taking skills. 5. To be able to use the Internet to search for jobs and learn more about the education needed.

Class Content

English for Manufacturing and Trades is a career pathway class that introduces learners to vocabulary words, math, and ideas that connect directly to manufacturing and trade jobs. Over the semester we will talk about different tools, carpentry, mechanics, landscaping & gardening, interior & exterior painting, and manufacturing jobs. Students will learn about these jobs but they will also strengthen their vocabulary, math, writing, reading and listening skills. We will also talk about and practice writing resumes and taking job interviews. In addition, we will have guest speakers and tour a manufacturing business.

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given formative and summative assessments throughout the semester course.



Teachers use Schoology, MPS-AE Online Activity List, Google Docs, and MS Word.

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Class or Program Name Citizenship$

Class Site(s) South Campus Day and Evening – North Campus Day and Evening Program Area ELL GED ABE


ELL CASAS 205+ Class Assessment(s)

CASAS and/or TABE

Reading

Scaled Score Range



Class Goals

This list defines what a learner will know and be able to do upon completing this class. 1. I can orally answer the 100 civics questions from the USCIS citizenship interview. 2. I can write basic dictation related to the USCIS citizenship interview. 3. I can orally answer the N-400 application interview questions. 4. I can read basic sentences and questions related to the USCIS citizenship interview. 5. I can pass a mock oral USCIS citizenship interview.

Class Content This is a course in the MPS Adult Education program. It includes listening, speaking, reading, and writing skills needed to pass the United States Citizenship and Immigration Services (USCIS) citizenship interview.

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given formative and summative assessments throughout the course.



Core Text: Citizenship Now! - Teachers also use Schoology and MPS-AE Online Activity List, there are also audio CDs and DVDs used in the classroom related to citizenship practice.

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Class or Program Name Reading$Intervention$A$

Class Site(s) South Campus Day Program Area

ELL


ELL Core 3 & 4 teacher

recommendation

Class Assessment(s)

CASAS

Scaled Score Range

Exit: Complete course benchmarks


Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can state the main idea and supporting details of a 5-paragraph reading. 2. I can read cardinal and ordinal numbers 1-100. 3. I can identify key wh- words in questions. 4. I can find specific information on a chart. 5. I can show improvement in oral reading fluency. 6. I can sight read Dolch words through G.3 (300 high frequency words). 7. I can decode sounds of long and short vowels, consonants, and blends.

Class Content

This course is designed to help ELL 3 & 4 students improve their reading with focus on skills in phonics & decoding, understanding syllables, fluency, and comprehension strategies. Students learn how to look for key words in questions, look for context clues, find information in a text, and learn test strategies for multiple choice tests.




There is not a core text for this course. Teachers use various materials from STAR and EBRI websites at www.atlasabe.org. Teachers also use online websites from links in the MPS-AE Online Activity List.

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Class or Program Name Reading$Intervention$B$

Class Site(s) South Campus Day Program Area

ELL


ELL Core 4, 5, 6 teacher

recommendation

Class Assessment(s)

CASAS

Scaled Score Range

Exit: Complete course benchmarks


Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can state the main idea and supporting details of a 5-paragraph reading. 2. I can underline key words in questions. 3. I can find important information in charts and graphs. 4. I can read 120 words per minutes in a natural speaking voice. 5. I can decode words using the six main syllable types. 6. I can recognize and understand the meaning of common prefixes and suffixes. 7. I can read the 500 most commonly used English sight words

Class Content

This course is designed to help ELL students from levels 4 - 6 improve their reading with focus on skills in phonics & decoding, understanding syllables, fluency, and comprehension strategies. Students learn how to look for key words in questions, look for context clues, find information in a text, and learn test strategies for multiple-choice tests.




There is not a core text for this course. Teachers use various materials from STAR and EBRI websites at www.atlasabe.org. Teachers also use online websites from links in the MPS-AE Online Activity List.

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Class or Program Name Lean$Skills$Training$

Class Site(s) Program Area ELL GED ABE



CASAS and/or TABE

Reading

Scaled Score Range

Exit: Complete of course benchmarks

Class Led By Paid/Licensed

Teacher


Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can explain the philosophy of Lean continuous improvement to others. 2. I can define the concepts of Lean, such as value, PDCA, push and pull production, and waste. 3. I can use process mapping to identify processes, movement, and waste. 4. I can explain tools used to attain continuous improvement, such as JIT, Takt time, Jidoka, and Error-

Proofing. 5. I can describe the Perfect Transaction concept and its importance in Lean.

Class Content This course is designed for students to learn the principles of Lean. Through this course students will be able to recognize value, processes, and opportunities for improvement as increasing one’s ability to mentally engage in the processes of a job.

Class Activities When in class, teachers use warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. There are summative and formative assessments throughout the course.



There is not a core text for this course. Teachers use Schoology, Google Docs, MS Word, and various online websites related to LEAN training.

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Class or Program Name Social$Studies$

Class Site(s) Program Area GED ABE Student

Placement Level(s)

TABE D = 7.1+ Class Assessment(s) TABE

Scaled Score Range

Exit: complete course requirements

Class Led By Paid Teacher or Volunteer Delivery Style

Class

Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can determine and analyze the central ideas of social studies texts and make inferences and draw

conclusions. 2. I can identify and evaluate the argument and specific claims in a text and can explain how well an author

supported his/her claims in that text. 3. I can interpret key historical documents that have shaped American constitutional government and other

periods in U.S. history. 4. I can analyze the purpose and evaluate the reasoning of evidence presented in social studies texts. 5. I can describe the structure and design of United States government. 6. I can describe key economic events that have shaped American policies. 7. I can write analytic responses to primary and secondary source texts. 8. I can read and interpret data representations such as: graphs, maps, charts, political cartoons, and interpret

the meaning of symbols, words and phrases. 9. I can integrate social studies content presented in different formats.

Class Content

In this course, students will study material that focuses on comprehension, application, analysis, and synthesis of social studies contained in the GED 2014® test. In addition, students will practice strategies for recall, strategic thinking, and extending thinking of concrete and abstract ideas. Students will be expected to participate in class lessons as well as complete independent reading assignments. Practice for GED 2014® test may be administered on a regular basis.


Class Text(s), Currently, there is not a core text for this course. Teachers use Schoology, Google Docs, MS Word, and various

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Materials

online websites related to GED Social Studies.

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Class or Program Name Science$

Class Site(s) Program Area GED ABE Student

Placement Level(s)

TABE D = 7.1+ Class Assessment(s) TABE

Scaled Score Range

Exit: complete course requirements

Class Led By Paid Teacher or Volunteer Delivery Style

Class

Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can determine the sequence of scientific events and identify cause and effect relationships. 2. I can explain different scientific concepts. 3. I can analyze scientific questions and problems using the scientific method. 4. I can use prefixes, suffixes, word roots, and contextual clues to understand scientific vocabulary. 5. I can interpret scientific information on graphs, tables, charts, maps and diagrams. 6. I can summarize in own words a one to two page article related to science. 7. I can construct notes from class lectures and assigned readings. 8. I can write extended response on topic related to science. 9. I can conduct an investigation by specifying the problem, designing and carrying out an experiment,

analyzing the data and forming a conclusion. 10. I can pass the GED science test.

Class Content

In this course, students will study material that focuses on comprehension, application, analysis, and synthesis of science contained in the GED 2014® test. In addition, students will practice strategies for recall, strategic thinking, and extending thinking of concrete and abstract ideas. Students will be expected to participate in class lessons as well as complete independent reading assignments. Practice for GED 2014® test may be administered on a regular basis.$$



& Other Instructional

Currently, there is not a core text for this course. Teachers use Schoology, Google Docs, MS Word, and various online websites related to GED Science.

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Materials

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Class Name ABE$Reading$250$

Class Site(s) South Campus Day and Evening, North Campus Day and Evening Program Area ABE GED


Entry: TABE Reading D = 5.0+

Class Assessment(s)

TABE Reading

Scaled Score Range

Exit: Completion of course content and benchmarks


Class

Class Goals

1. I can determine main ideas or themes of texts (fiction and nonfiction) and identify the key supporting details and ideas.

2. I can distinguish fact from opinion and can identify cause and effect. 3. I can explain the author’s overall purpose for writing a text. 4. I can identify cause and effect relationships and analyze how individuals, events, and ideas develop and

interact over the course of a text. 5. I can compare and contrast two or more texts that address similar themes or topics. 6. I can identify the argument and specific claims in a text. 7. I can identify word parts and can demonstrate the meaning of a word or phrase within the passage based

upon the context clues of the sentence. 8. I can read and comprehend technical information like policies, procedures, or a staff handbook. 9. I can analyze and interpret visual information such as graphs, tables, diagrams, political cartoons, maps,

and charts.

Here is the link to benchmarks: http://abe.mpls.k12.mn.us/reading_2.html

Class Content

This course introduces students to various strategies intended to increase comprehension and vocabulary in the content areas required for the TABE, GED, and Accuplacer tests. The objective for this course is to prepare learners to advance to higher-level reading classes as quickly and efficiently as possible. The primary emphasis is on content-area language and vocabulary development as well as critical reading skills needed for GED and other test preparation.

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or

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group practice for 80% mastery of benchmarks/course goals. Students are given formative and summative assessments throughout the quarter/semester.



The core texts are WordlyWise 3000 Books 7 and 8. The supplementary texts are Six-Way Paragraphs in the Content Areas Middle Level, Reading Drills Middle Level, and Skimming and Scanning Middle Level. Teachers also use Schoology, My Skills Tutor, MPS-AE Online Activity List, and various websites. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/)

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Class Site(s) South Campus Day and Evening, North Campus Day and Evening Program Area GED ABE


Entry: Completion of ELL Level 6, and/or TABE Reading M/D = 5.1+

Class Assessment(s) TABE

Scaled Score Range


and benchmarks Class Led By Paid/Licensed Teacher Delivery Style Class

Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can determine main ideas or themes of texts (fiction and nonfiction) and identify the key supporting

details and ideas. 2. I can distinguish fact from opinion and can identify cause and effect. 3. I can explain the author’s overall purpose for writing a text. 4. I can identify cause and effect relationships and analyze how individuals, events, and ideas develop and

interact over the course of a text. 5. I can compare and contrast two or more texts that address similar themes or topics. 6. I can identify the argument and specific claims in a text. 7. I can identify word parts and can demonstrate the meaning of a word or phrase within the passage based

upon the context clues of the sentence. 8. I can read and comprehend technical information like policies, procedures, or a staff handbook. 9. I can analyze and interpret visual information such as graphs, tables, diagrams, political cartoons, maps,

and charts. Here is the link to benchmarks: http://abe.mpls.k12.mn.us/reading_2.html

Class Content

This course is designed for non-native English speakers who test above our current Level 6 ELL scoring range. The objective for this course is to prepare learners to advance to higher-level reading classes as quickly and efficiently as possible. The primary emphasis is on content-area language and vocabulary development as well as critical reading skills needed for GED and other test preparation.

Class Activities Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or group practice for 80% mastery of benchmarks/course goals. Students are given formative and summative assessments throughout the quarter/semester.

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The core texts are WordlyWise 3000 Books 7 and 8. The supplementary texts are Six-Way Paragraphs in the Content Areas Middle Level, Reading Drills Middle Level, and Skimming and Scanning Middle Level. Teachers also use Schoology, My Skills Tutor, MPS-AE Online Activity List, and various websites. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

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Entry: Completion of Reading 255/250 or TABE Reading D/A =

7.1+

Class Assessment(s)

TABE Reading

Scaled Score Range



Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can determine main ideas or themes of texts (fiction and nonfiction) and analyze their development;

summarize the key supporting details and ideas. 2. I can distinguish fact from opinion and can identify examples or quotes that contribute to the reader’s

understanding of a text. 3. I can explain the author’s overall purpose for writing a text: how the author’s choices reflect his/her

viewpoints, attitude, and biases, and show how they shape the text. 4. I can identify cause and effect relationships and analyze how individuals, events, and ideas develop and

interact over the course of a text. 5. I can compare and contrast two or more texts that address similar themes or topics. 6. I can identify and evaluate the argument and specific claims in a text and can explain how well an author

supported his/her claims in that text. 7. I can demonstrate the meaning of a word or phrase within the passage based upon the context clues of the

sentence and determine the impact of word choice on the mood and tone of a passage. 8. I can analyze and identify how specific sentences or paragraphs relate to each other and the whole. 9. I can read and comprehend technical information like policies, procedures, or a staff handbook.

10. I can analyze and interpret visual information such as graphs, tables, diagrams, political cartoons, maps, and charts.


Class Content This course, students will study material that focuses on comprehension, application, analysis, and synthesis of content areas contained in both the GED and Accuplacer tests. In addition, students will practice strategies for recall, strategic thinking, and extending thinking of concrete and abstract ideas. Students will be expected to

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participate in class lessons as well as complete independent reading assignments. Practice for GED tests and Accuplacer may be administered on a regular basis.




The core texts are WordlyWise Books 9 and 10. The supplementary texts are Six-Way Paragraphs in the Content Areas Advanced Level, Reading Drills Advanced Level, and Skimming and Scanning Advanced Level. Teachers also use Schoology, My Skills Tutor, MPS-AE Online Activity List, and various websites. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

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Class Site(s) South Campus Day Program Area GED ABE


Entry: GED/HS Diploma or equivalent

Class Assessment(s)

TABE Reading

Scaled Score Range



Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can read a passage of various genres within a time limit, identify stated and implied main ideas and

major and minor supporting details, and use context clues to identify word meanings. 2. I can take effective notes on a lecture and annotate a chapter from a text. 3. I can determine a theme or central idea of a text and analyze in detail its development over the course of

the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

4. I can analyze seminal U.S. documents of historical and literary significance and compare and contrast the findings presented in a text to those from other sources.

5. I can delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.

6. I can integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

7. I can determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

8. I can analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.


Class Content

This course introduces effective reading and inferential thinking skills in preparation for college level reading. Emphasis is on vocabulary, comprehension, and reading strategies. Students will practice strategies for extracting implied meaning; analyzing author's purpose, tone, and style; and drawing conclusions and responding to written material. Upon completion, students should be able to comprehend and analyze introductory college-level reading material. Course parallels Read 100 at MCTC.

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The core text is Groundwork for College Reading. Teacher may also use Schoology, MPS-AE Online Activity List, and various websites. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

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Class Name ABE$Writing$350$



Entry: TABE Lang Arts M 2.9 - 9.9 or

TABE Lang Arts 2.9 - 5.9

Class Assessment(s)

TABE Language Arts Test

Scaled Score Range


and benchmarks Class Led By Paid/Licensed Teacher Delivery Style Class

Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can show time, sequence, states, and conditions using perfect and continuous verb tenses as well as modal

verbs. 2. I can write complete sentences. I can correct fragments and run-ons with punctuation and/or conjunctions. 3. I can use correct capitalization. 4. I can use commas correctly. 5. I can show precise meaning and relationships with my vocabulary. 6. I can write short informative, explanatory, and opinion responses with clear topic sentences, logical

supporting details, and related concluding sentences. I can also write extended responses with clear thesis statements, logical supporting details, and relating conclusions.

7. I can write and organize my ideas appropriately for the task, purpose, and audience. 8. I can use the writing process to develop and strengthen my writing with guidance from others. 9. I can use online and computer-based tools to produce, publish, present, and collaborate with others on my

writing. I can type at least 1 page of original writing in a single class period (or 45 minutes). 10. I can identify and analyze evidence from sources. I can quote, summarize, and paraphrase information

from sources without plagiarizing.

Here is the link to benchmarks on website: http://abe.mpls.k12.mn.us/ell_writing.html

Class Content This course is the first in the ABE sequence. It focuses on building writing skills through exercises in grammar and mechanics. In addition, students will participate in exercises for writing response to various assignments as well as planning, organizing, drafting, and revising paragraphs.


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assessments throughout the quarter/semester. Class Text(s),


Materials

The core text is Great Writing 3. Teachers also use Schoology, Google Docs, and MS Word.

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Class Name ABE$Writing$360$



Entry: Completion of Writing 350 or TABE Language Arts D or A test with a

score of 6.0 +


Scaled Score Range



Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can maintain style and tone while using verbs and sentence patterns to shift voice and mood in my

writing. 2. I can write simple, complex, and compound sentences correctly. 3. I can use punctuation correctly. 4. I can express meaning precisely and concisely with appropriate vocabulary. 5. I can write informative, explanatory, and argumentative responses with complete introductions, logical

relevant evidence, and supporting conclusions. 6. I can produce clear and coherent writing that is appropriate for the task, purpose, and audience. 7. I can use the writing process to develop, strengthen and evaluate my own writing. 8. I can use online and computer-based tools to produce, publish, present, and collaborate with others on my

writing. I can link to and cite sources in my writing. 9. I can assess the credibility and accuracy of sources for use in my own writing.

10. I can analyze evidence and draw conclusions from sources. I can quote, paraphrase, and summarize information following a standard citation format without plagiarizing.

Here is the link to benchmarks on website: http://abe.mpls.k12.mn.us/ell_writing.html

Class Content This course is the second in the ABE sequence. In this course, students will focus on improving writing skills through exercises in grammar and mechanics. In addition, students will participate in exercises for planning, organizing, drafting, and revising extended response essays to various assignments.


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Materials


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Class Name ELL$Math$1$

Class Site(s) South Campus Day and Evening, North Campus Day Program Area ELL


Entry: Math Placement Test

Class Assessment(s)

CASAS Math

Scaled Score Range

Exit: Completion of class content and benchmarks


Class

Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can use temperature and weather information to make daily life decisions. 2. I can count money and make change. 3. I can tell time on analog and digital clocks. 4. I can read a ruler and a scale to include ¼, ½, and ¾ increments. 5. I can understand written and spoken calendar dates; I can write and say dates in numeric and word forms. 6. I can identify the place values of whole numbers up to the hundred thousands place. 7. I can add and subtract up to 4 digits, including borrowing. 8. I can recall addition, subtraction and multiplication facts for numbers 0 – 10. 9. I can find and use information from simple calendars, mileage charts, bar graphs, and line graphs.

10. I can read, write, and say numbers in numeric and word form up to one thousand.

Class Content This is the first course in the ELL math sequence. It includes computation and interpreting numeric materials for work, life, and school.




There is no specific text for this course. Teachers also use Schoology, MPS-AE Online Activity List, My Skills Tutor, and various websites. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/)

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Class Site(s) South Campus Day and Evening, North Campus Day and Evening

Program Area ELL


Entry: Math Placement Test or Completion of Math 1

Class Assessment(s)

CASAS Math

Scaled Score Range



Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can calculate distance on a variety of different maps. 2. I can write equivalent measurements among the following: gallon, quart, pint, cup, ounce, fluid ounce

and pound. 3. I can interpret bar, line, and circle graphs; tables, charts, and diagrams. 4. I can understand parts of the whole, and equivalents of basic fractions, decimals, and percents. 5. I can recall multiplication and division math facts from memory for numbers 0– 10. 6. I can multiply 2 by 3 digit numbers and divide 3 by 1 digit numbers. 7. I can calculate decimals in the four basic operations and round to the nearest tenth or hundredth. 8. I can solve one-step and two-step whole number word problems that include unnecessary information. 9. I can explain the meaning of fractions and identify proper fractions, improper fractions, and mixed

numbers. 10. I can convert basic fractions to equivalent forms; compare fractions; and simplify/reduce fractions.

Class Content This is the second course in the ELL math sequence. It includes computation and interpreting numeric materials for work, life, and school.




There is no specific text for this course. Teachers also use Schoology, MPS-AE Online Activity List, My Skills Tutor and various websites. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

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Class Site(s) South Campus Day Program Area ELL


Entry: Math Placement Test or Completion of Math 2

Class Assessment(s)

TABE Math E or

M

Scaled Score Range



Class Goals

1. I can round decimals to the tenths or hundredths place. 2. I can convert among decimals, fractions, and percents. 3. I can add, subtract, and multiply decimals up to the thousandths place. 4. I can divide decimals to the hundredths place. 5. I can solve one and two-step fraction and decimal word problems. 6. I can measure the length, width, height, and perimeter of objects using inches and fractions of inches to

1/16 of an inch. 7. I can find the area using whole numbers and some common fractions. 8. I can compare basic U.S. and metric measurements for cm/in., meter/yard, km/mile, kg/lb., and

quart/liter. 9. I can find the percent of a number.

10. I can solve simple algebraic equations with one unknown.

Class Content This is the third course in the ELL math sequence. It includes computation, numeracy, and operations with numbers smaller than one.




There is no specific text for this course. Teachers also use Schoology, MPS-AE Online Activity List, My Skills Tutor and various websites. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

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Class Name ABE$Math$140$




Entry: The need to master whole number skills, as demonstrated by the TABE Math Computation test and/or teacher recommendation.


Scaled Score Range

Exit: Mastery of whole number computation skills, as demonstrated by an assessment similar to the TABE M Math Computation test and/or teacher recommendation


Class Goals

This list defines what a learner will know and be able to do upon completing this class. 1. I can read and write whole numbers and identify the value of a digit in a certain place. 2. I can recall from memory the 0-10 math facts for addition, subtraction, multiplication and division. 3. I can read, write, and understand decimals and fractions as well as describe how they are related. 4. I can round, estimate, and compare whole numbers, decimals, and fractions using mental math. 5. I can use math vocabulary words that relate to place value, addition, subtraction, multiplication, division,

decimals, and fractions. 6. I can solve addition, subtraction, multiplication and division computation and word problems with whole

numbers of up to three digits. 7. I can solve addition, subtraction, multiplication and division computation and word problems with

decimals of up to three places. 8. I can solve addition, subtraction, multiplication, and division computation and word problems with

fractions. 9. I can use a calculator to find solutions and check work.

Class Content This course helps students to build a foundation of number sense and problem-solving skills by focusing on whole numbers, money, and decimals


Class Text(s), The core text is Math Sense 2: Focus on Operations (Units 1-3). Teachers also use Schoology, My Skills Tutor,

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Materials

MPS-AE Online Activity List, and various websites. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

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Entry: Math 140 or placement test

Class Assessment(s)

TABE Math

Scaled Score Range

Exit: Completion of class content with a score of 80%.


Class Goals

This list defines what a learner will know and be able to do upon completing this class. 1. I can write ratios and use them solve to word problems. 2. I can write proportions and use them to solve word problems. 3. I understand percents and can solve one and two-step percent word problems. 4. I can calculate a percent increase or decrease. 5. I can convert among decimals, fractions, and percents. 6. I can use U.S. customary units of length, capacity, and weight to solve problems. 7. I can use metric units of length, capacity, and weight to solve problems. 8. I understand integers and can add, subtract, multiply and divide them to solve problems. 9. I can solve problems using powers and roots.

10. I can solve problems using order of operations.

Class Content This course builds on the foundation of skills in Math 140. It adds proportion and measurement problems and also introduces basic algebra.




The first core text is Math Sense 2: Focus on Operations (Units 4-5). The second text is Math Sense 2: Focus on Problem Solving (Unit 1). Teachers also use Schoology, My Skills Tutor, MPS-AE Online Activity List, and various websites. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

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Entry: Math 150 or placement test

Class Assessment(s)

TABE Math

Scaled Score Range

Exit: Completion of class content with a score of 80% or higher.


Class Goals

This list defines what a learner will know and be able to do upon completing this class. 1. I can write and simplify expressions with variables and exponents. 2. I can solve multi-step equations and inequalities. 3. I can translate word problems to algebraic equations and solve them. 4. I can identify different types of angles, triangles, and quadrilaterals. 5. I can solve problems using the Pythagorean theorem. 6. I can calculate the area, perimeter and circumference of two-dimensional figures while using the GED

formula sheet. 7. I can calculate the volume and surface area of three-dimensional figures while using the GED formula

sheet. 8. I can use a coordinate plane to plot points and graph the equation of a line. 9. I can find the slope of an equation using different methods.

10. I can use the official GED calculator to solve problems.

Class Content This course builds on the foundation of topics covered in Math140 &150. The course will begin preparing students to pass the GED math test. It will also benefit students who need to work on math skills for college or careers.




The core text is Math Sense 2: Focus on Problem Solving (Units 2-5). Teachers also use Schoology, i-Pathways, and various websites.

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Entry: Completion of Math 160 or placement test

Class Assessment(s)

TABE Math

Scaled Score Range

Exit: Pass the GED Math test


Class Goals

This list defines what a learner will know and be able to do upon completing this class. 1. I can interpret data on histograms, scatter plots, and different types of graphs (bar, line, and circle). 2. I can find the mean, median, and mode of sets of numbers. 3. I can determine the simple probability of something happening. 4. I can solve systems of equations using substitution or elimination. 5. I can graph linear inequalities. 6. I can evaluate and simplify a function for a given quantity. 7. I can evaluate a function using its graph. 8. I can simplify and factor polynomials. 9. I can do computations with rational expressions.

10. I can solve quadratic equations by using graphs and factoring. Class Content This course prepares students for the GED test and for college level algebra.




The core text is Math Sense 3: Focus on Analysis. Teachers also use Schoology, i-Pathways, and various websites.

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Class Name ELL$Core$Pre@Literacy$

Class Site(s) South Campus Day – South Campus Evening Program Area ELL


Entry: CASAS Score below 174

Class Assessment(s)

CASAS Reading

Scaled Score Range

Exit: Completion of class content &

CASAS score 175+


Class

Class Goals

Course Benchmarks: This list defines what a learner will know and be able to do upon completing this class. 1. I can identify and write uppercase and lowercase letters. 2. I can recognize and produce the consonant sounds in words. 3. I can write and say basic personal information. 4. I can use and respond to simple greetings, including non-verbal components like shaking hands and

making eye contact. 5. I can comprehend basic life skills vocabulary and high frequency words. 6. I can contribute to my class by being able to: hold a pencil, track across a page from left to right, raise

my hand, follow 2-step simple instructions, and ask questions. 7. I can log in and out of a school computer and open, use, and close programs for learning English. 8. I can write spoken numbers up to 30. 9. I can read and copy dates and times to the half hour of an analog clock; I can identify coins and bills.

Here is the website: http://abe.mpls.k12.mn.us/ell_core_classes.html

Class Content This is a beginning English Language course in the ELL core sequence. It includes reading, writing, listening and speaking for work, life, and school.


50

Class Text(s),


Materials

ABC English – Book One, ABC English – Book Two - Elder Literacy Initiative, Schoology, MPS-AE Online Activity List, Google Docs, MS Word, (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/)

51

Class Name ELL$Core$1$


Program Area ELL


Entry: CASAS Score 175 or higher

Class Assessment(s)

CASAS Reading

Scaled Score Range


CASAS score of 184 or higher


Class Goals

1. I can copy and write from dictation simple present tense sentences using capital letters, question marks and periods.

2. I can identify beginning and ending consonant sounds and short vowels. 3. I can read survival words. 4. I can recall key words while listening 5. I can fill out basic personal information on simple forms. 6. I can contribute to my class by organizing my notebook and listening while others speak in class. 7. I can login and out of a school computer, open, use and close programs for learning English. 8. I can find letters on a keyboard. 9. I can use basic math vocabulary related to life skills, time, money, and calendar. 10. I can have a simple conversation.


Class Content This is a beginning English language course in the ELL core sequence. It includes reading, writing, listening and speaking for work, life, and school.



& Other Instructional

Ventures Basic, Schoology, MPS-AE Online Activity List, Google Docs, MS Word, (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

52

Materials

53



Program Area ELL


Entry: CASAS Score 185 or higher

Class Assessment(s)

CASAS Reading

Scaled Score Range

Exit: Completion of class content, benchmarks, and CASAS reading score of

194 or higher. Class Led By Paid/Licensed Teacher Delivery Style Class

Class Goals

1. I can identify basic parts of speech in sentences including nouns, pronouns and verbs. 2. I can read and interpret simple life skills documents. 3. I can give and follow communications using directional words. 4. I can fill out personal information on basic forms. 5. I can write a short note and address an envelope. 6. I can write/type a sentence in simple and present continuous tenses using proper capitalization and

punctuation. 7. I can follow basic classroom instructions. 8. I can login and out of a school computer, open, use, print and close programs for learning English and

Microsoft Word. 9. I can use question words to ask and answer simple questions about myself, my family, and my home.

10. I can use basic math vocabulary related to time and money. Here is the website: http://abe.mpls.k12.mn.us/ell_core_classes.html

Class Content This is a beginning English Language course in the ELL core sequence. It includes reading, writing, listening and speaking for work, life, and school.




Ventures 1, Schoology, MPS-AE Online Activity List, Google Docs, MS Word, (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

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Class Site(s) South Campus Day and Evening, North Campus Day and Evening Program Area ELL


Entry: CASAS reading test score 195 or higher

Class Assessment(s)

CASAS Reading

Scaled Score Range


CASAS Reading score 204


Class Goals

1. I can comprehend a 3-paragraph reading passage. 2. I can give written answers to questions using the simple present, simple past and future tenses. 3. I can find important information on a chart or table such as a calendar or paystub. 4. I can orally ask and answer questions about employment and other life skills topics. 5. I can fill out a simple form such as a job application or medical form. 6. I can read and understand a simple document involving numbers such as a phone bill or receipt. 7. I can log in and out of a school computer, open, use, print and close programs for learning English and

Microsoft Word. 8. I can sort information into different categories.


Class Content This is a High Beginning English Language course in the ELL core sequence. It includes reading, writing, listening and speaking for work, life, and school.




Ventures2, Schoology, MPS-AE Online Activity List, Google Docs, MS Word, (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

55



Program Area ELL


Entry: CASAS reading test score

205 or higher

Class Assessment(s)

CASAS Reading

Scaled Score Range


CASAS score of 214


Class Goals

Reading 1. I can identify main idea, supporting details and answer comprehension questions of a level 4 reading

passage. 2. I can answer questions about maps, charts and graphs. 3. I can read and understand work related documents such as schedules and paystubs.

Writing 4. I can fill out a simplified form such as a job application or information form. 5. I can pronounce, define, spell and use weekly or biweekly vocabulary words. 6. I can write/type in complete sentences with minimal errors. 7. I can write/type sentences using each of the following tenses: simple present, simple past, present

continuous, and simple future. Self-Management

8. I can follow basic oral and written directions with some guidance. Here is the website: http://abe.mpls.k12.mn.us/ell_core_classes.html

Class Content




56


57



Program Area ELL


Entry: CASAS Reading score 215 or higher

Class Assessment(s)

CASAS Reading

Scaled Score Range

Exit: Completion of class content, benchmarks, and

CASAS score 225


Class Goals

This list defines what a learner will know and be able to do upon completing this course. Reading

1. I can identify main idea, supporting details and answer comprehension questions of a level 5 reading passage.

2. I can find information in maps, charts and graphs. 3. I can read and understand work related documents.

Writing 4. I can fill out a simplified form such as a job application or information form. 5. I can pronounce, define, spell and use weekly or biweekly vocabulary words. 6. I can write/type a 3 to 5 sentence paragraph with topic sentence, supporting details and conclusion with

minimal errors. 7. I can write/type sentences using simple tenses, present continuous, modals and comparative and

superlative adjectives. Self-Management

8. I can follow oral and written directions with some guidance. Here is the website: http://abe.mpls.k12.mn.us/ell_core_classes.html

Class Content This is the high intermediate / low-advanced English Language course in the ELL core sequence. It includes reading, writing, listening and speaking for work, life, and school.


58



Materials


59



Program Area ELL


Entry: CASAS Reading score 226 or higher

Class Assessment(s)

CASAS and TABE

Reading

Scaled Score Range

Exit: Completion of course content, benchmarks, and TABE Score of 5.1 on

Form M Class Led By Paid/Licensed Teacher Delivery Style Class

Class Goals

Reading 1. I can identify main idea, supporting details author’s purpose, answer comprehension questions and

understand important vocabulary words from context clues of a level 6 reading passage. 2. I can interpret information in maps, charts and graphs. 3. I can read and understand work related documents.

Writing 4. I can fill out paper or online applications for employment, education or housing with minimal assistance

and errors 5. I can pronounce, define, spell and use weekly or biweekly vocabulary words. 6. I can write/type a 5 to 7 sentence paragraph response to a level 6 reading passage, which includes basic

rules of grammar, parts of speech, capitalization, and punctuation with minimal errors. 7. I can write/type sentences using simple tenses, present continuous, present perfect, modals and

comparative and superlative adjectives. Self-Management

8. I can follow oral and written multi-step directions independently. Here is the website: http://abe.mpls.k12.mn.us/ell_core_classes.html

Class Content


Class Text(s), WordlyWise 3000 Books 5 and 6, Six-Way Paragraphs in the Content Areas Introductory, and Reading Drills

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Materials

Introductory. Teachers also use Schoology, MPS-AE Online Activity List, Google Docs, and MS Word. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

61


ELL$Writing$1$


Program Area

ELL


Entry: Student is enrolled in ELL Core 3 or higher

Class Assessment(s)

Teacher Assessments

Scaled Score Range



Class

Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can use verbs to show past, present, and future. 2. I can write complete simple and compound sentences and questions with correct end punctuation. 3. I can use correct capitalization for the first word in a sentence, dates, the pronoun I, and proper nouns. 4. I can identify the most common simple sentence word order (subject + verb + object). 5. I can use pronouns, apostrophe s, prepositions of place (in, on, at), and subject-verb agreement. 6. I can identify the topic sentence (main idea), supporting sentences, and conclusion in example paragraphs

and in my own writing. 7. I can use a peer editing sheet to improve my writing. 8. I can use a computer to write and share my work. 9. I can read paragraphs and write my own paragraph about the same topic.

10. I can answer questions about a paragraph. Class Content This course is the first in the ELL writing sequence. It includes writing and typing, work, life, and school.




The core text is Great Writing 1. Teachers use Schoology, MPS-AE Online Activity List, Google Docs, and MS Word.

62


ELL$Writing$2$

Class Site(s) South Campus and Evening, North Campus Day and Evening Program

Area ELL


Entry: Completion of Writing 1 or placement test

Class Assessment(s)

Teacher Assessments

Scaled Score Range



Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can use simple past, present, and future verb tenses. 2. I can write simple, compound & complex sentences with correct subject-verb agreement. 3. I can use capitalization correctly. 4. I can use punctuation correctly. 5. I can use adjectives, adverbs, adjective phrases, and prepositions in my writing. 6. I can write paragraphs about a topic with a topic sentence, 3-5 supporting details, and a concluding

statement. 7. I can develop my ideas & organize my writing according to the task & purpose. 8. I work with others to improve my writing. 9. I can use technology as a tool for my writing.

10. I can recognize a fact and an opinion.

Class Content This course is the second in the ELL writing sequence. It includes writing and typing, work, life, and school.





63


ELL$Writing$3$

Class Site(s) South Campus Day Program

Area ELL


Entry: Completion of Writing 2 or placement test

Class Assessment(s)

Teacher Assessments

Scaled Score Range



Class Goals

This list defines what a learner will know and be able to do upon completing this course. 1. I can show time, sequence, states, and conditions using perfect and continuous verb tenses as well as

modal verbs. 2. I can write complete sentences. I can correct fragments and run-ons with punctuation and/or conjunctions. 3. I can use correct capitalization. 4. I can use commas correctly. 5. I can show precise meaning and relationships with my vocabulary. 6. I can write short informative, explanatory, and opinion responses with clear topic sentences, logical

supporting details, and related concluding sentences. I can also write extended responses with clear thesis statements, logical supporting details, and relating conclusions.

7. I can write and organize my ideas appropriately for the task, purpose, and audience. 8. I can use the writing process to develop and strengthen my writing with guidance from others. 9. I can use online and computer-based tools to produce, publish, present, and collaborate with others on my

writing. I can type at least 1 page of original writing in a single class period (or 45 minutes). 10. I can identify and analyze evidence from sources. I can quote, summarize, and paraphrase information

from sources without plagiarizing.

Class Content This course is the 3rd in the ELL sequence. It focuses on building writing skills through exercises in grammar and mechanics. In addition, students will participate in exercises for writing response to various assignments as well as planning, organizing, drafting, and revising paragraphs.


Class Text(s), The core text is Great Writing 3. Teachers also use Schoology, Google Docs, and MS Word.

64


Materials

65


ELL$Listening$and$Speaking$1$

Class Site(s) South Campus Day and Evening, North Campus Day and Evening Program

Area ELL


Entry: Placement Test or Teacher Recommendation

Class Assessment(s)

CASAS Listening Test

Scaled Score Range



Class Goals

This list defines what a learner will know and be able to do upon completing this course. Listening

1. I can follow simple 2-3 step oral directions. 2. I can identify the main idea and details of a conversation as well as what the speaker means but doesn’t

say. Speaking

3. I can participate in short simple conversations. (fluency) 4. I can identify the main idea of a short text or conversation in my own words. 5. I can communicate an idea in a complete sentence. 6. I can communicate in the correct verb tense (simple present and present continuous). 7. I can ask and answer basic yes/no and wh- questions. 8. I can use appropriate clarification strategies in conversations. (i.e. Could you repeat that? Did you say

____ or ____? Say it slower. What does ____ mean?) 9. I can understand a leave a basic phone message that includes numbers.

Pronunciation 10. I can generally speak clearly and comprehensibly (i.e. the initial and final p/b, f/v and b/v sounds).

Class Content This is the first course in the Listening and Speaking series. It includes listening and speaking for work, life and school.



The texts are Active Listening 1 and Life Skills and Test Prep 1. Teachers also use the MPS-AE Online Activity List.

66


(http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

67



Class Site(s) South Campus Day and Evening, North Campus Day and Evening Program

Area ELL


Entry: Completion of Listening and Speaking 1 or teacher

recommendation

Class Assessment(s)

CASAS Listening

Test

Scaled Score Range



Class Goals


1. I can follow detailed 2-3 step oral directions. 2. I can identify stated (main idea, detail) and non-stated (inferences) concepts.

Speaking 3. I share my opinions about a topic using level appropriate vocabulary. (fluency) 4. I can identify the main idea of a short text or conversation in my own words. 5. I can communicate an idea in a complete sentence (sentence structure). 6. I can communicate in the correct verb tense (present and past). 7. I can accurately ask and answer yes/no and wh- questions. 8. I can use appropriate clarification strategies in conversations.

Pronunciation 9. I can generally speak clearly, comprehensibly, and in a well-paced manner.

Class Content This is the second course in the Listening and Speaking series. It includes listening and speaking for work, life and school.




The text is Active Listening 2. Teachers also use the MPS-AE Online Activity List. (http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

68



Class Site(s) South Campus Day and Evening, North Campus Day Program Area

ELL


Entry: Completion of Listening and Speaking 2 or teacher recommendation

Class Assessment(s)

CASAS Listening

Test

Scaled Score Range



Class Goals


1. I can follow detailed 3-5 step directions. 2. I can identify stated (main idea, details) and non-stated (inferences) concepts.

Speaking 3. I can discuss topics and share and support my opinions using level-appropriate language. 4. I can summarize the main idea and supporting details of a text or conversation in my own words. 5. I can communicate an idea in a complete sentence with correct subject/verb agreement. 6. I can communicate in the correct verb tense (present, past or future). 7. I can accurately ask and answer more complex yes/no and wh- questions. 8. I can use appropriate clarification strategies in conversations. 9. I can use vocabulary appropriate for academic conversations.

Pronunciation 10. I can generally speak clearly, comprehensibly and in a well-paced manner with clear word endings (3rd

person –s and the past tense -ed).

Class Content This is the third course in the Listening and Speaking series. It includes listening and speaking for work, life and school.


Class Text(s), The text is Active Listening 3. Teachers also use the MPS-AE Online Activity List.

69


Materials

(http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/

Organization Name Cedar Riverside Adult Education Collaborative

ABE Course Description(developed by the St. Paul Community Literacy Consortium) Page 1 of 22

Class or Program Name ELL Intro AM

Class Site(s) Security Center Classroom (F Building) Program Area ELL


Pre-Literate Class Assessment(s)

CASAS: Reading

27/28

Scaled Score Range

CASAS 153-170

Class Led By Paid Teacher Delivery Style Class One-on-one and small group tutoring

Class Goals

The classroom goal is to improve reading, writing, speaking and listening to successfully meet personal goals in home, community and employment. Students will be able to:

• Identify and write uppercase and lowercase letters. • Recognize and produce the consonant sounds in words. • Write and say basic personal information. • Use and respond to simple greetings, including non-verbal components like shaking hands and making eye

contact. • Comprehend basic life skills vocabulary and high frequency words. • Contribute to their class by being able to: hold a pencil, track across a page from left to right, raise their

hands, follow 2-step simple instructions, and ask questions. • Log in and out of a school computer and open, use, and close programs for learning English. • Write spoken numbers up to 30. • Read and copy dates and times to the half hour of an analog clock. • Identify coins and bills

Class Content

Class meets M-Th from 9:00 a.m. -12:00 p.m. year round for a 45 week program year. Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Shopping, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar



Class Activities

• Direct teacher instruction • Individual, pair, small group and large group activities • Partner or group projects • Dialogues and role plays • Computer lab

Class Text(s), Educational

Technology, & Other Instructional

Materials

Textbooks: • Literacy Plus A

Computer Programs:

• Rosetta Stone Websites:

• http://themathworksheet.com • http://www.colorincolorado.org/web_resources/by_topic/teacher_resources_adult_ell_instruction/ • http://www.cal.org/caela/esl_resources/digests/HOLT.htm. • http://www.coabe.org/html/pdf/prelit%20curriculum%20guide%2028revised%20%20spring%202009%29

%20for%20coabe%20website.pdf • http://www.mnliteracy.org/sites/default/files/pre-literate_teaching_guidelines.pdf



Class or Program Name ELL 1 AM

Class Site(s) Brian Coyle Community Center Program Area ELL


Beginning Literacy Class Assessment(s)

CASAS Reading

27/28 81R/82R Listening 981/982

Scaled Score Range

165-180

Class Led By Paid Teacher Delivery Style Class One-to-One and Small Group Tutoring

Class Goals


• Copy and write from dictation simple present tense sentences using capital letters, question marks and periods.

• Identify beginning and ending consonant sounds and short vowels. • Read survival words. • Recall key words while listening • Fill out basic personal information on simple forms. • Contribute to their class by organizing their notebooks and listening while others speak in class. • Log in and out of a school computer, open, use and close programs for learning English. • Find letters on a keyboard. • Use basic math vocabulary related to life skills, time, money, calendar. • Have a simple conversation.

Class Content

Class meets M-F from 9:00 a.m. -12:00 p.m. year round for a 45 week program year. . Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Shopping, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar



Class Activities

• Direct teacher instruction • Individual, pair, small group and large group activities • Rhyming and chanting • Partner or group projects • Dialogues, conversation and role plays • Computer lab



Materials

Textbooks: • Side by Side • Longman Beginning ESL • Life Prints • What’s Next

Computer Programs:


• Minneapolis ABE Online Activity List



Class or Program Name ELL 1 AFT



Beginning Literacy Class Assessment(s)

CASAS Reading

27/28 81R/82R Listening 981/982

Scaled Score Range

165-180


Class Goals



• Identify beginning and ending consonant sounds and short vowels. • Read survival words. • Recall key words while listening • Fill out basic personal information on simple forms. • Contribute to their class by organizing their notebooks and listening while others speak in class. • Log in and out of a school computer, open, use and close programs for learning English. • Find letters on a keyboard. • Use basic math vocabulary related to life skills, time, money, calendar. • Have a simple conversation.

Class Content

Class meets M-Th from 12:30 p.m. – 3:30 p.m. year round for a 45 week program year. Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Shopping, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar



Class Activities




Materials

Textbooks: • Side by Side • Longman Beginning ESL • Life Prints • What’s Next • Personal Stories

Computer Programs:








Low Beginning ESL Class Assessment(s)

CASAS Reading 81R/82R Listening 981/982

Scaled Score Range

181-190


Class Goals


• Identify basic parts of speech in sentences including nouns, pronouns and verbs. • Read and interpret simple life skills documents. • Give and follow communications using directional words • Fill out personal information on basic forms. • Write a short note and address an envelope. • Write/Type a sentence in simple and present continuous tenses using proper capitalization and punctuation; • Follow basic classroom instructions. • Log in and out of a school computer, open, use, print and close programs for learning English and Microsoft

Word. • Use question words to ask and answer simple questions about themselves, their families, and their homes. • Use basic math vocabulary related to time and money.

Class Content

Class meets M-F from 9:00 a.m. - 12:00 p.m. year round for a 45 week program year. Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Shopping, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar, Civics and Citizenship Test Review



Class Activities




Materials

Textbooks: • Ventures Basic and Ventures 1 • All Star 1 • Step Forward, introductory • That’s Life, introductory • Life Goes On, introductory • Talk of the Block series

Computer Programs:

• Rosetta Stone • Seminole State CASAS practice site: https://www.seminolestate.edu/adult-ed/els/pett/reading-tests • Microsoft Word

Websites:




Class or Program Name ELL 2/3 AFT



Low Beginning ESL to High Beginning ESL

Class Assessment(s)

CASAS Reading 81R/82R 81X/82X Listening 981/982 983/984

Scaled Score Range

181-210


Class Goals


• Identify basic parts of speech in sentences including nouns, pronouns and verbs. • Read and understand a simple document involving numbers such as a phone bill or receipt. • Give and follow communications using directional words • Fill out a simple form such as a job application or medical form. • Write a short note and address an envelope. • Write/Type a sentence in simple and present continuous tenses using proper capitalization and punctuation; • Follow basic classroom instructions. • Use basic math vocabulary related to time and money. • Comprehend a 3-paragraph reading passage. • Give written answers to questions using the simple present, simple past and future tenses • Find important information on a chart or table such as a calendar or paystub. • Orally ask and answer questions about employment and other life skills topics. • Log in and out of a school computer, open, use, print and close programs for learning English and Microsoft

Word. • Sort information into different categories.

Class Content Class meets M-Th from 12:30 p.m. – 3:30 p.m. year round for a 45 week program year.



Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Shopping, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar

Class Activities

• Direct teacher instruction • Individual, pair, small group and large group activities • Partner or group projects • Dialogues and role plays • Oral-history projects • Free-writing • Computer lab



Materials

Textbooks: • Life Goes On, low beginning • That’s Life, low beginning • Step Forward 1 & 2 • More Grammar Practice 1 • Lifeprints 2 & 3

Computer Programs:

• Rosetta Stone • Microsoft Word

Websites:

• http://themathworksheetsite.com • http://www.marshalladulteducation.org/reading-skills-for-todays-adult • Wikipedica articles about East African Cities: Hargeisa, Addis Ababa, Dira Dawa, Djibouti, Harar, Bosaso,

Mogadishu, Kismayo, etc. • http://eslpdf.com • Dance Mat typing (BBC)




Class Site(s) Resource Center Classroom (E Building) Program Area ELL


High Beginning ESL Class Assessment(s)

CASAS Reading 81X/82X Listening 981/982 983/984

Scaled Score Range

191-200


Class Goals


• Comprehend a 3-paragraph reading passage. • Give written answers to questions using the simple present, simple past and future tenses • Find important information on a chart or table such as a calendar or paystub. • Orally ask and answer questions about employment and other life skills topics. • Fill out a simple form such as a job application or medical form. • Read and understand a simple document involving numbers such as a phone bill or receipt. • Log in and out of a school computer, open, use, print and close programs for learning English and Microsoft


Class Content

Class meets M-F from 9:00 a.m. - 12:00 p.m. year round for a 45 week program year. Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Shopping, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar, U.S. Geography, States, Directions/Maps



Class Activities




Materials

Textbooks: • English in Action 2, workbook and audio CD • All Star 1 & 2, student book and workbook • Step Forward 1, student book, workbook and audio CD • At Work in the U.S. • More Grammar Practice 1 • A First Look at the USA • Stories Plus, More Stories Plus • That’s Life, high beginner • Conversation Class • Side by Side • Number Power

Computer Programs:

• Rosetta Stone • Seminole State CASAS practice site: https://www.seminolestate.edu/adult-ed/els/pett/reading-tests • Microsoft Word

Websites:




Class or Program Name ELL 3 PM

Class Site(s) M Building Classroom (back) Program Area ELL


High Beginning ESL Class Assessment(s)

CASAS Reading 81X/82X Listening 981/982 983/984

Scaled Score Range

191-210


Class Goals


• Comprehend a 3-paragraph reading passage. • Give written answers to questions using the simple present, simple past and future tenses • Find important information on a chart or table such as a calendar or paystub. • Orally ask and answer questions about employment and other life skills topics. • Fill out a simple form such as a job application or medical form. • Read and understand a simple document involving numbers such as a phone bill or receipt. • Log in and out of a school computer, open, use, print and close programs for learning English and Microsoft


Class Content

Class meets M-Th from 6 p.m. - 9:00 p.m. year round for a 45 week program year. Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Shopping, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar



Class Activities




Materials

Textbooks: • English in Action 2 • Real Life English 1

Computer Programs:


Websites:

• http://www.typingweb.com/ • http://driving-tests.org/minnesota/minnesota-permit-practice-test/



Class or Program Name ELL 4/5 AM

Class Site(s) M Building Classroom (back) Program Area ELL


Low Intermediate ESL to High Intermediate ESL

Class Assessment(s)

CASAS Reading 81X/82X 83R/84R

185R/186R Listening 983/984 985/986

Scaled Score Range

201-226


Class Goals


• Read an article out loud with few errors, answer comprehension questions about it and write the main ideas. • Answer questions about work, life, and school. • Understand a short conversation and answer questions about it. • Follow directions to create, save, and print a Microsoft Word document. • Find information on the internet by searching a website. • Identify main idea, supporting details and answer comprehension questions of a level 5 reading passage. • Read and find information in maps, charts and graphs. • Read and understand work related documents including a schedule or a paystub. • Fill out a simplified form such as a job application or information form. • Pronounce, define, spell and use weekly or biweekly vocabulary words. • Write/Type a 3-5 sentence paragraph with topic sentence, supporting details and conclusion with minimal

errors. • Write/Type sentences using simple tenses, present continuous, modals and comparative and superlative

adjectives. • Follow oral and written directions with some guidance



Class Content

Class meets M-F from 9:00 a.m. - 12:00 p.m. year round for a 45 week program year. Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Shopping, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar

Class Activities




Materials

Textbooks: • English in Action 4, Thompson-Heinle • Grammar in Action 3, Thompson-Heinle • Step Forward 3, Oxford • Basic English Grammar, Azar • Language Builder (Introductory), McGraw-Hill/ Contemporary • Life Goes On/ That’s Life, New Readers Press

Computer Programs:

• Rosetta Stone • Micro Type Multimedia (keyboarding)

Websites:

• www.englishpage.com • www.englishgrammarsecrets.com • Randall’s Cyber Listening Lab: http://www.esl-lab.com • Seminole State CASAS practice site: https://www.seminolestate.edu/adult-ed/els/pett/reading-tests



Class or

Program Name ELL 1/2 PM Class Site(s) Evening: M Building Classroom (front) Program Area ELL


Beginning Literacy to Low Beginning ESL

Class Assessment(s)

CASAS Reading

27/28 81R/82R Listening 981/982

Scaled Score Range

153-190


Class Goals



• Identify beginning and ending consonant sounds and short vowels. • Read survival words. • Recall key words while listening • Contribute to their class by organizing their notebooks and listening while others speak in class. • Use basic math vocabulary related to life skills, time, money, calendar. • Have a simple conversation. • Identify basic parts of speech in sentences including nouns, pronouns and verbs. • Read and interpret simple life skills documents. • Give and follow communications using directional words • Fill out personal information on basic forms. • Write a short note and address an envelope. • Write/Type a sentence in simple and present continuous tenses using proper capitalization and punctuation; • Follow basic classroom instructions. • Log in and out, open, use, print and close programs for learning English and Microsoft Word. • Use question words to ask and answer simple questions about themselves, their families, and their homes.



Class Content

Class meets M-Th from 6 p.m. - 9:00 p.m. year round for a 45 week program year. Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Shopping, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar

Class Activities

• Direct teacher instruction • Individual, pair, small group and large group activities • Partner or group projects • Dialogues and role plays • Computer lab • Multi-level large group activities • Single-level small group activities



Materials

Textbooks: • Longman ESL Literacy • LifePrints Literacy 1 • Starting to Read • Ventures 1 • Hubbs Center EL Civics curriculum: Bridging Life and Work

Computer Programs:


Websites:

• https://abeweb.mpls.k12.mn.us/type/TouchTypeLaunch.html • http://www.marshalladulteducation.org/reading-skills-for-todays-adult



Class or

Program Name ELL 3-5AM Class Site(s) M Building Classroom (front) Program Area ELL


High Beginning ESL to High Intermediate ESL

Class Assessment(s)

CASAS Reading 81X/82X 83R/84R Listening 981/982 983/984 985/986

Scaled Score Range

191-226


Class Goals


• Comprehend a 3-paragraph reading passage. • Orally ask and answer questions about employment and other life skills topics. • Sort information into different categories. • Answer questions about work, life, and school. • Understand a short conversation and answer questions about it. • Find information on the internet by searching a website. • Identify main idea, supporting details and answer comprehension questions of a level 5 reading passage. • Read and find information in maps, charts and graphs. • Read and understand work related documents including a schedule or a paystub. • Fill out a simplified form such as a job application or information form. • Pronounce, define, spell and use weekly or biweekly vocabulary words. • Write/Type a 3-5 sentence paragraph with topic sentence, supporting details and conclusion with minimal

errors. • Write/Type sentences using simple tenses, present continuous, modals and comparative and superlative

adjectives. • Follow oral and written directions with some guidance



Class Content

Class meets M-F from 9:00 a.m. - 12:00 p.m. year round for a 45 week program year. Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar

Class Activities




Materials

Textbooks: • Customer Service • Contemporary English • Problem Solving • English No Problem



Class or Program Name ELL 2-4 AFT

Class Site(s) M Building Classroom (front) Program Area ELL


Low Beginning ESL to Low Intermediate ESL

Class Assessment(s)

CASAS Reading

81R/82/R 81X/82X 83R/84R Listening 981/982 983/984

Scaled Score Range

181-210


Class Goals


• Identify basic parts of speech in sentences including nouns, pronouns and verbs. • Give and follow communications using directional words • Write a short note and address an envelope. • Use question words to ask and answer simple questions about themselves, their families, and their homes. • Use basic math vocabulary related to time and money. • Comprehend a 3-paragraph reading passage. • Fill out a simple form such as a job application or medical form. • Read an article out loud with few errors, answer comprehension questions about it and write the main ideas. • Answer questions about work, life, and school. • Understand a short conversation and answer questions about it. • Find information on the internet by searching a website. • Read and find information in maps, charts and graphs. • Read and understand work related documents including a schedule or a paystub. • Write/Type sentences using simple tenses and present continuous tense using proper capitalization and

punctuation. • Follow oral and written directions with some guidance.



Class Content

Class meets M-Th from 2 p.m. - 5 p.m. year round for a 45 week program year. Class content focuses on life and work skills related to the following themes: School Routines, Personal Information, Family, Health, Employment, Food, Community, Clothing, Housing, Transportation, American Holidays, Time, Measurement, Money and Calendar

Class Activities




Materials

Textbooks: • Customer Service • Contemporary English • Problem Solving • English No Problem

Class/Program+Name+ Citizenship*Class*

Class%Site(s)% 2315%Chicago%Ave%S,%Minneapolis%MN,%55408%%

Days%&%Times% Mondays%&%Tuesdays%5:30A6:30PM%

Student%Placement%Level(s)%

Open%to%students%currently%enrolled%in%an%English%Class%who%have%a%CASAS%Reading%Score%of%at%least%201%

Class%Assessment(s)%

CASAS%Life%&%Work%Reading%and%Listening%

Scaled%Score%Range%

CASAS%201A235%

Class%Led%By% Volunteer%Teacher% Delivery%Style% Class%

Class%Goals%

%In%this%multiAlevel%class,%students%will%learn%how%to%apply%for%citizenship%while%continuing%to%practice%reading,%writing,%speaking%and%listening%in%English.%By%the%end%of%this%class,%students%will%be%able%to:%

• Identify%requirements%to%become%a%citizen%and%the%steps%in%the%citizenship%application%process%• Perform%a%mock%interview%with%a%staff%member%%• Identify%a%strategy%for%studying%the%100%civics%questions%• Identify%important%facts%about%American%government,%civics,%and%history%

%

Class%Content%

In%this%multiAlevel%class,%students%do%the%following:%• Learn%the%steps%in%the%citizenship%application%process%• Learn%what%to%expect%in%the%interview%process%• Perform%mock%interviews%• Learn%strategies%for%studying%the%100%civics%questions%• Learn%and%review%important%facts%about%American%government,%civics,%and%history%• Practice%reading%and%writing%examples%modeled%after%those%of%the%citizenship%test%• Continue%to%develop%English%language%skills%in%reading,%writing,%speaking%and%listening%as%they%relate%to%

citizenship%and%civics%topics.%%

Class%Activities% • Presentation%activities%during%which%the%teacher%presents%a%new%language%function%using%modeling,%brainstorming,%and%other%scaffolding%techniques%

• Independent%practice%activities%to%promote%mastery%of%target%lesson%objectives%• Partner/Group%work%activities%that%give%students%a%chance%to%practice%new%concepts%together%before%they%

practice%independently%• Dictation%activities%to%promote%accuracy%in%spelling%and%grammar%functions%• Mock%Interviews%%

Class%Text(s),%Educational%

Technology,%%&%Other%Instructional%

Materials%

• Citizenship%Curriculum%written%by%English%Learning%Center%staff%for%volunteer%teachers%• Materials%from%http://www.uscis.gov/%• Materials%from%Citizenship%Now!%• Citizenship%PowerPoint%created%by%English%Learning%Center%staff%and%Volunteers%

Class/Program+Name+ Citizenship*Study*Hall*

Class%Site(s)% 2315%Chicago%Ave%S,%Minneapolis%MN,%55408%% Days%&%Times% Wednesdays%

5:30A6:30PM%Student%

Placement%Level(s)%

Open%to%students%currently%enrolled%in%an%English%Class%



Scaled%Score%Range%

No%Minimum%A%CASAS%235%

Class%Led%By% Volunteer%Tutor% Delivery%Style% Class%

Class%Goals%&%Content%

%In%this%allAlevels%study%hall%class,%students%have%a%chance%to%review%materials%from%the%Monday%and%Tuesday%class%while%continuing%to%practice%reading,%writing,%speaking%and%listening%in%English.%LowerAlevel%students%not%enrolled%in%the%Monday%&%Tuesday%class%have%a%chance%to%study%citizenship%requirements%with%a%tutor%while%continuing%to%practice%reading,%writing,%speaking%and%listening%in%English.%Students%work%on%the%following%objectives%independently,%with%a%tutor,%with%a%partner,%or%in%groups:%

• Review%steps%in%the%citizenship%application%process%• Perform%a%mock%interview%with%a%staff%member%%• Identify%a%strategy%for%studying%the%100%civics%questions%• Identify%important%facts%about%American%government,%civics,%and%history%

• Practice%reading%and%writing%examples%modeled%after%those%of%the%citizenship%test%%

Class%Activities%

• Presentation%activities%during%which%the%teacher%presents%a%new%language%function%using%modeling,%brainstorming,%and%other%scaffolding%techniques%

• Independent%practice%activities%to%promote%mastery%of%Citizenship%objectives%• Partner/Group%work%activities%that%give%students%a%chance%to%practice%new%concepts%together%before%they%

practice%independently%• Dictation%activities%to%promote%accuracy%in%spelling%and%grammar%functions%• Mock%Interviews%• Continue%to%develop%English%language%skills%in%reading,%writing,%speaking%and%listening%as%they%relate%to%

citizenship%and%civics%topics.%%



Materials%

• Citizenship%Curriculum%written%by%English%Learning%Center%staff%for%volunteer%teachers%• Materials%from%http://www.uscis.gov/%• Materials%from%Citizenship%Now!%• Citizenship%PowerPoint%created%by%English%Learning%Center%staff%and%Volunteers%

Class/Program+Name+ Beginning&Computer&Class&

Class%Site(s)% 2315%Chicago%Ave%S,%Minneapolis%MN,%55408%% Days%&%Times%

AM%Program:%Mondays%&%Tuesdays,%12:00D1:00PM;%

PM%Program:%Wednesdays%&%Thursdays,%5:30D6:30PM%

Student%Placement%Level(s)%

Open%to%students%currently%enrolled%in%an%English%Class%and%having%a%CASAS%Reading%Score%of%at%least%191%(ESL%Levels%2D%6)%



Scaled%Score%Range%

CASAS%182D235%%

Class%Led%By% Volunteer%Teacher% Delivery%Style% Class%


In%this%multiDlevel%class,%students%will%learn%the%basics%of%using%a%computer.%By%the%end%of%this%class,%students%will%be%able%to:%

• Turn%computers%on%and%off%• Be%familiar%with%basic%mouse%functions%• Launch%and%quiet%applications%• Use%folders%to%access%applications%or%documents%• Use%basic%keys%for%typing%• Use%scrolling%function%• Open%a%new%Word%Document%and%add/delete%letters%• Use%copy,%cut,%and%paste%functions%• Set%up%an%email%account,%log%to%that%account,%and%send%and%read%email%• Use%the%internet%to%perform%basic%searches%and%access%English%learning%websites%and%social%media%websites%

Standards%Northstar%Digital%Literacy%Standards%%

Students%will%learn%skills%from%each%of%the%following%Northstar%Categories:%• Basic%Computer%Skills%• World%Wide%Web%• Word%

• Windows%• Email%

Class%Activities% • Presentation%activities%during%which%the%teacher%presents%a%new%language%function%using%modeling,%brainstorming,%and%other%scaffolding%techniques%



Materials%

• English%Learning%Center%Computer%Lab%• AllDStar%CDs%which%correlate%with%English%Curriculum%Student%Books%• English%Learning%Websites%• Job%Search%Websites%• Turbo%Typing%Software%

Class/Program+Name+ Open&Computer&Lab&

Class%Site(s)% 2315%Chicago%Ave%S,%Minneapolis%MN,%55408%%

Days%&%Times%

AM%Program:%MondaysDThursdays,%8:15D9:15AM;%PM%Program,%MondaysDTuesdays,%4:30D6:30PM/WednesdaysD

Thursdays%4:30D5:30PM%Student%

Placement%Level(s)%

Open%to%all%students%currently%enrolled%in%an%English%Class%



Scaled%Score%Range%

No%Minimum%D%CASAS%235%

Class%Led%By% Volunteer%Tutor% Delivery%Style% Class%


Students%discuss%their%goals%and%skill%level%as%they%enter%the%Open%Lab%Program.%Students%use%computers%for%the%following%purposes:%

• Practice%English%skills%using%a%variety%of%English%learning%software%and%websites%• Practice%typing%skills%%• Practice%using%the%internet%for%social%media%and%email%%• Look%for%jobs%and%apply%for%jobs%• Prepare%for%the%Citizenship%exam%• Prepare%for%a%written%driving%test%• Practice%math%skills%using%online%tools%



Materials%

• English%Learning%Center%Computer%Lab%• AllDStar%CDs%which%correlate%with%English%Curriculum%Student%Books%• English%Learning%Websites%• Job%Search%Websites%• Turbo%Typing%Software%• Math%Learning%Websites%• Citizenship%Practice%Websites%• Driver’s%License%Written%Test%Practice%Websites%

Our$Saviour’s$Community$Services:$The$English$Learning$Center$

ABE$Course$Description!(adapted!from!a!template!developed!by!the!St.!Paul!Community!Literacy!Consortium)! ! ! ! Page!1!of!12!

Class/Program$Name$ English(Class:(Beginning(Level(

Class!Site(s)! 2315$Chicago$Ave$S,$Minneapolis$MN,$55408$$ Days!&!Times!

MondayGThursdays$AM$Program:$9:30G11:45am$PM$Program:$6:45G8:30pm$

Student!Placement!Level(s)!

A$CASAS$reading$test$score$180$or$below.$

$

Class!Assessment(s)!

CASAS$Life$&$Work$Reading$and$Listening$

Scaled!Score!Range!

No$Minimum$G$CASAS$180$(Recommended)$

Class!Led!By! Volunteer$Teacher$ Delivery!Style$ Class$

Class!Goals!

$This$list$defines$what$a$learner$will$know$and$be$able$to$do$upon$completing$this$class.$

1. I$can$identify$and$write$uppercase$and$lowercase$letters.$2. I$can$recognize$and$produce$the$consonant$sounds$in$words.$3. I$can$say$and$write$basic$personal$information.$$4. I$can$use$and$respond$to$simple$greetings,$including$nonGverbal$components$like$shaking$hands$and$making$

eye$contact.$5. I$can$understand$basic$life$skills$vocabulary$and$highGfrequency$words.$6. I$can$have$a$very$simple$conversation$using$greetings$and$asking$and$answering$simple$present$tense$

questions$about$my$life,$family$and$home.$7. I$can$use$a$pencil,$track$a$page$from$left$to$right,$raise$my$hand$in$class,$follow$simple$instructions$and$

communicate$my$questions.$8. I$can$say,$understand$and$write$spoken$numbers$up$to$30.$9. I$can$identify$coins$and$bills.$10. $I$can$read$and$copy$basic$sight$words,$dates$and$times.$11. I$can$read$and$copy$times$for$an$analog$clock$up$to$the$half$hour.$12. I$can$follow$very$basic$oral$classroom$instructions$with$guidance$and$repetition.$

$$

Standards$ Academic,$Career,$and$Employability$Skills$$Transitions$Integration$Framework$(ACES$TIF)$

Emphasis$on$Effective$Communication$and$Learning$Strategies$categories$

Class!Content! This$preGlit/beginning$class$is$CASAS$competencyGbased.$Learners$practice$English$skills$(Phonics,$Writing,$Listening,$



Speaking,$and$Writing)$within$basic$life$skills$topics,$including:$Personal$Information,$Jobs,$Health,$Community,$Food$&$Shopping,$and$School.$$This$level$pays$special$attention$to$teaching$letter$and$sight$word$recognition,$reading$directionality,$and$the$numbers$1G30.$

Class!Activities!

• WarmGUp$Calendar$Questions$to$promote$writing$skills$and$activate$prior$knowledge$• Presentation$activities$during$which$the$teacher$presents$a$new$language$function$using$modeling,$

brainstorming,$and$other$scaffolding$techniques$• Independent$practice$activities$to$demonstrate$mastery$of$a$language$function$• Partner/Group$work$activities$that$give$students$a$chance$to$practice$new$concepts$together$before$they$

practice$independently$• Dictation$and$grammar$activities$to$promote$accuracy$in$spelling$and$grammar$functions$• Listening$activities$to$provide$practice$in$listening$for$details$and$main$ideas$• Role$Play/Dialogue$Practice$to$promote$language$fluency$and$confidence$in$speaking$• Games$such$as$Bingo$to$review$vocabulary$

Class!Text(s),!Educational!

Technology,!!&!Other!Instructional!

Materials!

• Curriculum$written$by$English$Learning$Center$staff$for$volunteer$teachers$• Taking$Off$Student$Book$• Taking$Off$Workbook$• Sam$and$Pat$1$• Beginning$Materials$Basket$which$includes$alphabet$games,$clocks,$flashcards,$etc..$

$



$Class/Program$

Name$ English(Class:(Level(1(

Class!Site(s)!$

2315$Chicago$Ave$S,$Minneapolis$MN,$55408$$

Days!&!Times!MondayGThursdays$

AM$Program:$9:30G11:45am$PM$Program:$6:45G8:30pm$


Recommended$CASAS$reading$test$score$of$181$

$


$CASAS$Life$&$Work$Reading$and$Listening$

Scaled!Score!Range!

CASAS$181G190$(Recommended)$

Class!Led!By! Volunteer$Teacher$ Delivery!Style$ Class$$$$$$$$$$$

Class!Goals!

$This$list$defines$what$a$learner$will$know$and$be$able$to$do$upon$completing$this$class.$

1. I$can$understand$and$use$English$grammar$at$a$beginning$ESL$level$when$reading,$writing,$speaking$and$listening.$$BeginningGlevel$grammar$includes$the$simple$present$tense,$present$continuous$tense,$and$subject$and$pronouns$in$sentences$and$questions.$$$

2. I$can$read$basic$sight$words$and$Level$1$reading$passages$with$few$errors.$3. I$can$read$and$answer$comprehension$questions$for$Level$1$reading$passages.$4. I$can$pronounce$and$use$vocabulary$words$introduced$in$class.$5. I$can$read$and$interpret$simple$life$skills$documents.$$$6. I$can$have$a$very$simple$conversation$using$greetings$and$asking$and$answering$simple$present$tense$

questions$about$my$life,$family$and$home.$7. I$can$write$very$simple$sentences$(2G4$words$per$sentence)$using$present$tense$verbs.$8. I$can$understand$and$use$basic$vocabulary$related$to$time,$money$and$directions.$$9. I$can$fill$out$basic$personal$information$on$simplified$forms.$$10. I$can$follow$very$basic$oral$classroom$instructions.$

Standards! Academic,$Career,$and$Employability$Skills$$Transitions$Integration$Framework$(ACES$TIF)$


Class!Content!This$low$beginning$class$is$CASAS$competencyGbased.$Learners$practice$English$skills$(Phonics,$Writing,$Listening,$Speaking,$and$Writing)$within$basic$life$skills$topics,$including:$Personal$Information,$Jobs,$Health,$Community,$Food$&$Shopping,$and$School.$



Class!Activities!






Materials!

• Curriculum$written$by$English$Learning$Center$staff$for$volunteer$teachers$• AllGStar$1$Student$Book$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$• AllGStar$1$Work$Book$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$• Sam$and$Pat$1$• Level$1$Materials$Basket$which$includes$alphabet$games,$clocks,$flashcards,$etc..$

$Class/Program$


Class!Site(s)!$

2315$Chicago$Ave$S,$Minneapolis$MN,$55408$$

Days!&!Times!MondayGThursdays$

AM$Program:$9:30G11:45am$PM$Program:$6:45G8:30pm$


$Recommended$CASAS$reading$test$score$of$191$

$ Recommended$CASAS$reading$test$score$of$at$least$192$on$form$81$or$82.$


$CASAS$Life$&$Work$Reading$and$Listening$

Scaled!Score!Range!


Class!Led!By! Volunteer$Teacher$ Delivery!Style$ Class$

Class!Goals!This$list$defines$what$a$learner$will$know$and$be$able$to$do$upon$completing$this$class.$$

1. I$can$understand$and$use$grammar$at$a$high$beginning$ESL$level$in$reading,$writing,$speaking$and$listening$



activities.$$High$beginningGlevel$grammar$includes$the$simple$present$tense,$present$continuous$tense,$and$subject$and$possessive$pronouns$in$sentences$and$questions.$$I$have$been$introduced$to$some$present$tense$modals$(including$can$and$have$to),$but$have$not$yet$mastered$them.$

2. I$can$read$aloud,$with$minor$errors$in$fluency,$from$Level$2$reading$passages.$3. I$can$read$and$answer$comprehension$questions$for$Level$2$reading$passages.$4. I$can$pronounce,$define,$spell$and$use$vocabulary$words$introduced$in$class.$5. I$can$use$question$words$to$ask$and$answer$simple$present$tense$questions$about$my$life,$family$and$home$

and$I$can$understand$a$short$conversation,$primarily$in$present$tenses,$and$answer$questions$about$it.$$$6. I$can$write$sentences$using$mainly$present$tense$verbs,$with$minimal$errors,$using$capital$letters$at$the$

beginning$of$a$sentence$and$a$period$at$the$end.$7. I$can$read$and$interpret$simple$life$skills$documents.$$$8. I$can$understand$and$use$basic$vocabulary$related$to$time,$money$and$directions.$9. $I$can$fill$out$a$simplified$form,$such$as$a$job$application$or$medical$history.$$10. $I$can$follow$basic$oral$classroom$instructions.$

$



Class!Content!This$beginning$class$is$CASAS$competencyGbased.$Learners$practice$English$skills$(Phonics,$Writing,$Listening,$Speaking,$and$Writing)$within$basic$life$skills$topics,$including:$Personal$Information,$Jobs,$Health,$Community,$Food$&$Shopping,$and$School.$

Class!Activities!




Class!Text(s),! • Curriculum$written$by$English$Learning$Center$staff$for$volunteer$teachers$



Educational!Technology,!!&!

Other!Instructional!Materials!

• AllGStar$1$Student$Book$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$• AllGStar$1$Work$Book$$$$$$$$• Sam$and$Pat$Book$2$

$



$Class/Program$








Scaled!Score!Range!



Class!Goals!

This$list$defines$what$a$learner$will$know$and$be$able$to$do$upon$completing$this$class.$$

1. I$can$understand$and$use$grammar$at$a$high$beginning$level$in$reading,$writing,$speaking$and$listening$activities.$I$have$been$introduced$to$simple$past$and$future$tenses$(using$will$and$going$to),$but$have$not$yet$mastered$them.$$

2. I$can$read$aloud,$with$minor$errors$in$fluency,$from$Level$3$reading$passages.$3. I$can$read$and$answer$comprehension$questions$for$Level$3$reading$passages.$4. I$can$pronounce,$define,$spell$and$use$vocabulary$words$introduced$in$class.$5. I$can$understand$a$short$conversation,$primarily$in$present$tenses,$and$answer$questions$about$it.$6. I$can$write$a$3G5$sentence$paragraph$with$mainly$present$tense$sentences.$7. I$can$read$and$understand$a$simplified$document$such$as$a$bill,$receipt$or$schedule$

and$I$can$fill$out$a$simplified$form,$such$as$a$job$application$or$medical$history.$8. I$can$follow$simple$oral$and$written$directions$independently.$9. I$can$use$a$variety$of$adjectives$to$describe$the$appearance$of$people.$10. I$can$ask$for$and$give$basic$directions.$$

$$


Emphasis$on$Effective$Communication,$Learning$Strategies,$Navigating$Systems,$and$Academic$Language$&$Skills$

Class!Content! This$high$beginning$ESL$class$is$CASAS$competencyGbased.$Learners$practice$English$skills$(Phonics,$Writing,$Listening,$Speaking,$and$Writing)$within$basic$life$skills$topics,$including:$Personal$Information,$Jobs,$Health,$Community,$Food$&$



Shopping,$and$School.$

Class!Activities!






Materials!

• Curriculum$written$by$English$Learning$Center$staff$for$volunteer$teachers$• AllGStar$2$Student$Book$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$• AllGStar$2$Work$Book$$$$$$$$• Sounds$Easy$Phonics$

$

$



$Class/Program$








Scaled!Score!Range!



Class!Goals!

This$list$defines$what$a$learner$will$know$and$be$able$to$do$upon$completing$this$class.$1. I$can$understand$and$use$the$following$grammar$functions:$simple$present$tense,$simple$past$tense,$present$

continuous,$and$simple$future$tense.$$2. I$can$read$aloud,$with$minor$errors$in$fluency,$from$Level$4$reading$passages.$3. I$can$read;$answer$comprehension$questions;$identify$main$ideas$and$supporting$details;$and$acquire$

vocabulary$from$context$in$Level$4$reading$passages.$4. I$can$find$important$information$on$maps,$charts$and$graphs.$5. I$can$follow$oral$or$written$multiGstep$directions$independently.$6. I$can$use$a$variety$of$testGtaking$strategies$when$taking$a$multipleGchoice$test.$7. I$can$write$short$descriptive$passages$using$a$writing$prompt$from$the$teacher.$8. I$can$fill$out$simple$job$application$forms$and$medical$histories.$9. I$can$use$the$internet$for$basic$searches$and$type$a$paragraph$in$Microsoft$Word.$

$

Standards!

Academic,$Career,$and$Employability$Skills$$Transitions$Integration$Framework$(ACES$TIF)$

Effective$Communication;$Learning$Strategies;$Academic$Language$&$Skills;$Critical$Thinking;$SelfGManagement;$Developing$a$Future$Pathway;$Navigating$Systems$

Northstar$Digital$Literacy$Standards$$ Internet$Use;$Microsoft$Word;$Basic$Computer$Skills$

Class!Content!This$intermediate$ESL$class$is$CASAS$competencyGbased.$Learners$practice$English$skills$(Phonics,$Writing,$Listening,$Speaking,$and$Writing)$within$basic$life$skills$topics,$including:$Personal$Information,$Jobs,$Health,$Community,$Food$&$Shopping,$and$School.$In$addition$to$the$above$content,$this$class$emphasizes$critical$thinking$and$academic$language$



skills$development.$$

Class!Activities!



practice$independently$• Dictation$and$grammar$activities$to$promote$accuracy$in$spelling$and$grammar$functions$• Listening$activities$to$provide$practice$in$listening$for$details$and$main$ideas$• Role$Play/Dialogue$Practice$to$promote$language$fluency$and$confidence$in$speaking$• Reading$activities$to$provide$practice$in$finding$topic$sentences,$main$ideas,$and$supporting$details$• Writing$Prompt$activities$to$provide$writing$practice$• Games$such$as$Bingo$to$review$vocabulary$



Materials!

• Curriculum$written$by$English$Learning$Center$staff$for$volunteer$teachers$• AllGStar$2$Student$Book$• AllGStar$2$Workbook$• Sounds$Easy$Phonics$• True$Stories$Reading$Series$$$

$$$

Class/Program$Name$ English(Class:(Level(5/6(




Recommended$CASAS$score$of$221$



Scaled!Score!Range!





Class!Goals!

This$list$defines$what$a$learner$will$know$and$be$able$to$do$upon$completing$this$class.$$

1. I$can$understand$and$use$grammar$at$an$advanced$level$in$reading,$writing,$speaking$and$listening$activities.$AdvancedGlevel$grammar$includes$the$simple$tenses,$present$and$past$continuous$and$present$perfect$tenses$in$sentences$and$questions.$$Gerunds,$conditional$statements$and$comparative$and$superlative$adjectives$are$also$included.$

2. I$can$read$aloud,$with$minor$errors$in$fluency,$from$Level$5/6$reading$passages.$3. I$can$read;$answer$comprehension$questions;$identify$main$ideas$and$supporting$details;$and$acquire$

vocabulary$from$context$in$Level$5/6$reading$passages.$4. I$can$pronounce,$define,$spell$and$use$vocabulary$words$introduced$in$class.$5. I$can$read$a$middleGgrade$chapter$book;$follow$plotlines$and$characters;$read$for$context;$and$acquire$

vocabulary$through$inGclass$and$independent$study.$6. I$can$write/type$a$3G5$paragraph$essay$that$includes$an$introductory$paragraph,$body$paragraphs;$a$

concluding$paragraph;$proper$punctuation$and$minimal$errors.$7. I$can$understand$and$fill$out$forms$such$as$job$applications$and$medical$histories.$8. I$can$summarize$information$from$reading$and$listening$passages.$9. I$can$use$a$variety$of$testGtaking$strategies$when$taking$a$multipleGchoice$test.$10. I$have$identified$goals$for$work$and$school$in$the$shortGterm$and$longGterm$future.$

$

Standards!


Effective$Communication;$Learning$Strategies;$Academic$Language$&$Skills;$Critical$Thinking;$SelfGManagement;$Developing$a$Future$Pathway;$Navigating$Systems$

Northstar$Digital$Literacy$Standards$$ Internet$Use;$Microsoft$Word;$Basic$Computer$Skills$

Class!Content!

This$advanced$ESL$class$is$CASAS$competencyGbased.$Learners$practice$English$skills$(Phonics,$Writing,$Listening,$Speaking,$and$Writing)$within$basic$life$skills$topics,$including:$Personal$Information,$Jobs,$Health,$Community,$and$School.$In$addition$to$the$above$content,$this$class$emphasizes$transitions$skills,$especially$those$from$the$Transitions$Integration$Framework.$

Class!Activities!• WarmGUp$Calendar$Questions$to$promote$writing$skills$and$activate$prior$knowledge$• Presentation$activities$during$which$the$teacher$presents$a$new$language$function$using$modeling,$

brainstorming,$and$other$scaffolding$techniques$



• Independent$practice$activities$to$demonstrate$mastery$of$a$language$function$

• Partner/Group$work$activities$that$give$students$a$chance$to$practice$new$concepts$together$before$they$

practice$independently$

• Dictation$and$grammar$activities$to$promote$accuracy$in$spelling$and$grammar$functions$

• Listening$activities$to$provide$practice$in$listening$for$details$and$main$ideas$

• Role$Play/Dialogue$Practice$to$promote$language$fluency$and$confidence$in$speaking$

• Reading$activities$to$provide$practice$in$finding$topic$sentences,$main$ideas,$and$supporting$details$

• Writing$Prompt$activities$to$provide$writing$practice$

• Activities$using$the$computer$lab$to$enhance$digital$literacy$

• Games$such$as$Bingo$to$review$vocabulary$

• Novel$Day$–$students$spend$one$day$each$week$reading$a$novel$and$discussing$literary$topics$and$answering$

comprehension$questions$regarding$the$novel$



Materials!

• Curriculum$written$by$English$Learning$Center$staff$for$volunteer$teachers$

• Side$by$Side$Books$3,$4$

• AllGStar$4$Student$Book$

• AllGStar$4$Workbook$

• Basic$English$Grammar$by$Betty$Azar,$2nd$Edition$

• Future$5$

• SixGWay$Paragraphs$

• Novels$$

• Computer$Lab$

$

$

$



Class/Program$Name$ Math%Class:%Level%1%

Class!Site(s)! 2315$Chicago$Ave$S,$Minneapolis$MN,$55408$$

Days!&!Times!

AM$Program:$Wednesdays,$$$12:00I1:00pm$

PM$Program:$MondayIThursday,$$5:30I6:30PM$


Students$must$be$enrolled$in$English$Class.$Students$take$placement$exam$and$are$placed$in$appropriate$math$level$according$to$the$results$and$a$dialogue$with$staff$about$skills$students$need$to$review.$


English$Learning$

Center$Math$Placement$

Test,$Beginning$or$Advanced;$

Math$Quizzes$and$Tests$for$each$Level$of$

Math$

Scaled!Score!Range!

No$Minimum$–$CASAS$235$

Class!Led!By! Volunteer$Tutor$ Delivery!Style$ Class$$$$$$$$$$$

Class!Goals!&!Content!

Students$in$Level$1$Math$are$introduced$to$the$English$of$Math.$They$learn$to$speak$and$write$numbers$in$English$and$use$vocabulary$such$as$“add”$and$“subtract.”$Students$will$master$the$following$concepts$before$moving$on$to$Level$2$Math:$

• Counting:$0–20$• Reading$and$writing$numerals:$0–20$• OneItoIone$correspondence$(2$=$two)$• Greater$than,$less$than$• Sequencing$numbers$• Addition$problems:$1Idigit$• Subtraction$problems:$1Idigit$


Effective$Communication;$Learning$Strategies;$Academic$Language$&$Skills;$Critical$Thinking;$SelfIManagement;$Numeracy$

Class!Activities! • Presentation$warmIup$activities$during$which$the$teacher$presents$material$using$modeling,$brainstorming,$



and$other$scaffolding$techniques$• Independent$practice$activities$to$demonstrate$mastery$of$a$language$function$



Materials!

• Level$1$Math$Workbook,$created$by$English$Learning$Center$Staff$• Math$manipulatives,$flashcards,$and$other$resources$provided$by$math$tutors$• Level$1$Math$Binder$containing$quizzes,$tests,$and$answer$keys$

$

$$Class/Program$

Name$ Math%Class:%Level%2%







English$Learning$




Math$

Scaled!Score!Range!



Class!Goals!&!!Class!Content!

Students$in$Level$2$Math$continue$to$study$the$English$of$Math.$They$learn$to$speak$and$write$numbers$in$English$and$use$vocabulary$such$as$“thirtyIfive”$and$“oneIthousand.”$Students$will$master$the$following$concepts$before$moving$on$to$Level$3$Math:$• Counting:$1–110,$100s,$1000s$



• Place$value:$hundreds,$tens,$ones$• Reading$and$writing$numbers:$3$digits$• Greater$than,$less$than$• Addition:$2–4$digits,$no$carrying$• Writing$problems:$horizontal$and$vertical$format$• Addition:$2–4$digits$with$carrying$• Addition:$three$numbers$• Subtraction:$1–3$digits,$no$borrowing$• Subtraction:$1–3$digits$with$borrowing$$



Class!Activities!• Presentation$warmIup$activities$during$which$the$teacher$presents$material$using$modeling,$brainstorming,$




Materials!

• Level$2$Math$Workbook,$created$by$English$Learning$Center$Staff$• Math$manipulatives,$flashcards,$and$other$resources$provided$by$math$tutors$• Level$2$Math$Binder$containing$quizzes,$tests,$and$answer$keys$

$

$Class/Program$

Name$ Math%Class:%Level%3%





Students$must$be$enrolled$in$English$Class.$Students$take$placement$exam$and$are$placed$in$


English$Learning$


Scaled!Score!Range!




appropriate$math$level$according$to$the$results$and$a$dialogue$with$staff$about$skills$students$need$to$review.$



Math$Class!Led!By! Volunteer$Tutor$ Delivery!Style$ Class$$$$$$$$$$$

Class!Goals!&!!Class!Content!

Students$in$Level$3$Math$continue$to$study$the$English$of$Math.$They$practice$speaking$and$writing$numbers$and$mathematical$operations$in$English.$$Students$will$master$the$following$concepts$before$moving$on$to$Level$4$Math:$• Place$value$review:$ones,$tens,$hundreds$• Borrowing$in$subtraction$review$• Borrowing$in$subtraction$problems:$3$and$4$digits$• Subtraction$with$decimals$• Multiplication:$basic$facts$1I12$• Writing$multiplication:$horizontal$and$vertical$formats$• Multiplication:$1–3$digits$x$1$digit,$with$carrying$• Division$problems$based$on$multiplication$facts$• Division:$basic$facts$1I9$$







Materials!

• Level$3$Math$Workbook,$created$by$English$Learning$Center$Staff$using$a$variety$of$materials$• Math$manipulatives,$flashcards,$and$other$resources$provided$by$math$tutors$• Level$3$Math$Binder$containing$quizzes,$tests,$and$answer$keys$

$

$



Class/Program$Name$ Math%Class:%Level%4A%


Days!&!Times!






English$Learning$




Math$

Scaled!Score!Range!



Class!Goals!&!Class!Content!

Students$in$Level$4A$Math$continue$to$study$the$English$of$Math.$They$practice$speaking$and$writing$numbers$and$mathematical$operations$in$English.$$They$also$start$to$work$on$word$problems$in$English.$$Students$master$the$following$concepts$before$moving$on$to$Level$4B$Math:$

• Place$value:$ones,$tens,$hundreds$• Basic$addition$and$subtraction$review$• Greater$than/Less$than$• Simple$number$sentences$and$word$problems$• Multiplication:$3Idigit$x$1Idigit$• Multiplication:$1I$and$2Idigit$factors$• Multiplying$by$multiples$of$10$• Multiplication$story$problems$• Relating$multiplication$to$division$• Division$by$a$1Idigit$number,$no$remainder$



• Division$by$a$1Idigit$number,$with$remainders$• Division:$2$digits$• Division$story$problems$• RealIlife$math:$measuring$time,$money,$using$scales$

$







Materials!

• Level$4A$Math$Workbook,$created$by$English$Learning$Center$Staff$using$a$variety$of$materials,$including$Numbers$Sense$

• Math$manipulatives,$flashcards,$and$other$resources$provided$by$math$tutors$• Level$4A$Math$Binder$containing$quizzes,$tests,$and$answer$keys$

$$$Class/Program$

Name$ Math%Class:%Level%4B%





Students$must$be$enrolled$in$English$Class.$Students$take$placement$exam$and$are$placed$in$appropriate$math$level$according$to$the$results$and$a$dialogue$with$program$assistant$about$skills$students$need$to$


English$Learning$



Math$Quizzes$and$Tests$for$

Scaled!Score!Range!




review.$ each$Level$of$Math$


Class$Goals$&$Class!Content$

Students$in$Level$4a$Math$continue$to$study$the$English$of$Math.$They$practice$speaking$and$writing$numbers$and$mathematical$operations$in$English.$$They$also$start$to$work$on$word$problems$in$English.$$Students$master$the$following$concepts$before$moving$on$to$Level$5.1$Math:$

• Decimal$place$value$• Tenths,$hundredths,$thousandths$• Zeros$as$placeholders$• Decimals:$addition$and$subtraction$• Life$skills:$temperature,$money$• Decimals:$multiplication$and$division$• Number$sentences$and$simple$story$problems$• Learning$Strategies$for$Checking$Answers$• Life$skills:$shopping,$change,$etc.$• Finding$averages$

$







Materials!

• $Level$4b$Math$Workbook,$created$by$English$Learning$Center$Staff$using$a$variety$of$materials,$including$Numbers$Sense$

• Math$manipulatives,$flashcards,$and$other$resources$provided$by$math$tutors$• Level$4b$Math$Binder$containing$quizzes,$tests,$and$answer$keys$

$$$Class/Program$ Math%Class:%Level%5.1%



Name$


Days!&!Times!




Students$must$be$enrolled$in$English$Class.$Students$take$placement$exam$and$are$placed$in$appropriate$math$level$according$to$the$results$and$a$dialogue$with$staff$$about$skills$students$need$to$review.$


English$Learning$


Test,$Beginning$or$Advanced;$periodic$quizzes$

throughout$each$level$and$tests$at$the$

completion$of$each$level’$

Scaled!Score!Range!



Class!Goals!&!Content!

Students$in$Level$5.1$Math$continue$to$study$the$English$of$Math.$They$practice$speaking$and$writing$about$math$in$real$life$applications.$$Students$master$the$following$concepts$before$moving$on$to$Level$5.2$Math:$

• Introduction$to$fractions$• Meaning$of$fractions,$comparing$fractions,$equivalent$fractions$• Adding$and$subtracting$fractions$• Fractions$and$decimals$• Measuring$length:$traditional$and$metric$units$• Adding$and$subtracting$lengths$• Measuring$weight:$ounces,$pounds,$tons$• Adding$and$subtracting$lengths,$weights$and$liquids$• Measuring$liquids:$cups,$pints,$quarts$and$gallons;$fluid$ounce,$liter$and$milliliter$



• Measurement$conversions$• Finding$greatest$common$factors$

$



Class!Activities!

• Presentation$warmIup$activities$during$which$the$teacher$presents$material$using$modeling,$brainstorming,$and$other$scaffolding$techniques$

• Independent$practice$in$math$workbooks$to$demonstrate$mastery$of$a$language$function$• OneIonIone$tutoring$on$difficult$math$concepts$• Quizzes$and$Tests$$



Materials!

• $Level$5.1$Math$Workbook,$created$by$English$Learning$Center$Staff$using$a$variety$of$materials,$including$Numbers$Sense$

• Math$manipulatives,$flashcards,$and$other$resources$provided$by$math$tutors$• Level$5.1$Math$Binder$containing$quizzes,$tests,$and$answer$keys$

$$$Class/Program$

Name$ Math%Class:%Level%5.2%





Students$must$be$enrolled$in$English$Class.$Students$take$placement$exam$and$are$placed$in$appropriate$math$level$according$to$the$results$and$a$dialogue$with$program$assistant$about$


English$Learning$


Test,$Beginning$or$Advanced$

Scaled!Score!Range!




skills$students$need$to$review.$



Students$in$Level$5.1$Math$continue$to$study$the$English$of$Math.$They$practice$speaking$and$writing$about$math$in$real$life$applications.$$Students$master$the$following$concepts$before$moving$on$to$Level$6$Math:$

• Multiplication$of$Fractions:$practice$and$word$problems$• Division$of$Fractions:$practice$and$word$problems$• Math$Solving$Learning$Strategies$• Introduction$to$percents$• Converting$percents$to$fractions$and$decimals$• Percents$Word$Problems$• Temperatures:$Fahrenheit$and$Celsius$







Materials!

• Level$5.2$Math$Workbook,$created$by$English$Learning$Center$Staff$using$a$variety$of$materials,$including$Numbers$Sense$

• Math$manipulatives,$flashcards,$and$other$resources$provided$by$math$tutors$• Level$5.2$Math$Binder$containing$quizzes,$tests,$and$answer$keys$

$$$$$$$$$$



Class/Program$Name$ Math%Class:%Level%6%


Days!&!Times!




Students$must$be$enrolled$in$English$Class.$Students$take$placement$exam$and$are$placed$in$appropriate$math$level$according$to$the$results$and$a$dialogue$with$program$assistant$about$skills$students$need$to$review.$


English$Learning$



Scaled!Score!Range!




Students$in$Level$6$continue$to$study$the$English$of$Math$while$learning$academic$math$skills.$They$practice$speaking$and$writing$about$math$in$academic$and$real$life$applications.$$Students$master$the$following$concepts$before$moving$on$to$Algebra:$

• Common$denominators$• Mixed$numbers,$improper$fractions,$names$of$fractions$• Reducing$to$lowest$terms$• Addition$and$subtraction$of$mixed$numbers$with$unlike$denominators$• Multiplication$and$division$of$fractions,$reciprocals$• Percentages/fractions$• Ratios$• Conversion$of$fractions$to$decimals$to$percents$• Word$problems$

$



Standards! Academic,$Career,$and$Employability$Skills$$

Transitions$Integration$Framework$(ACES$TIF)$

Effective$Communication;$Learning$Strategies;$Academic$Language$&$

Skills;$Critical$Thinking;$SelfIManagement;$Numeracy$


and$other$scaffolding$techniques$




Materials!

• $Level$6$Math$Workbook,$created$by$English$Learning$Center$Staff$using$a$variety$of$materials,$including$

Numbers$Sense$

• Math$manipulatives,$flashcards,$and$other$resources$provided$by$math$tutors$

• Level$6$Math$Binder$containing$quizzes,$tests,$and$answer$keys$

$

$

$

$

$

$

$

$

Class/Program$Name$ Math%Class:%Algebra%

Class!Site(s)! 2315$Chicago$Ave$S,$Minneapolis$MN,$55408$

$Days!&!Times!

AM$Program:$Wednesdays,$$

$12:00I1:00pm$

PM$Program:$MondayIThursday,$

$5:30I6:30PM$


Students$must$be$

enrolled$in$English$Class.$

Students$take$placement$

exam$and$are$placed$in$

appropriate$math$level$

according$to$the$results$

and$a$dialogue$with$staff$

about$skills$students$need$


English$

Learning$

Center$Math$

Placement$

Test,$

Beginning$or$

Advanced$

Scaled!Score!Range!




to$review.$Class!Led!By! Volunteer$Tutor$ Delivery!Style$ Class$$$$$$$$$$$


Students$in$Algebra$continue$to$study$the$English$of$Math$while$learning$academic$math$skills.$They$practice$speaking$and$writing$about$math$in$academic$and$real$life$applications.$$Students$master$the$following$concepts$before$moving$on$to$Geometry:$

• Using$positive$and$negative$numbers$in$mathematical$operations$• Using$powers$and$square$roots$in$mathematical$operations$• Algebraic$expressions:$solving$for$variables$• Equations$• Learning$strategies$for$checking$algebraic$expressions$and$equations$• Proportions$• Coordinate$graphs$• Slope$• Graphing$Linear$Equations$• Adding,$subtracting,$multiplying$and$dividing$polynomial$expressions$• Division$and$Exponents$• Figuring$interest$• Review:$Celsius$and$Fahrenheit$• Introduction$to$algebra$in$geometry$







Materials!

• Algebra$Workbook,$created$by$English$Learning$Center$Staff$using$a$variety$of$materials,$including$Numbers$Sense$

• Math$manipulatives,$flashcards,$and$other$resources$provided$by$math$tutors$• Algebra$Binder$containing$quizzes,$tests,$and$answer$keys$$

$$



$$ $Class/Program$

Name$ Math%Class:%Geometry%


Days!&!Times!






English$Learning$



Scaled!Score!Range!

No$Minimum$–$CASAS$235$$$



Students$in$Geometry$continue$to$study$the$English$of$Math$while$learning$academic$math$skills.$They$practice$speaking$and$writing$about$math$in$academic$and$real$life$applications.$$Students$master$the$following$concepts$before$passing$out$of$Geometry:$

• Angles:$measurement,$types,$labeling,$pairs,$parallel$lines$with$transversal$• Triangles:$labeling,$adding$angles,$types,$application$in$word$problems$• Squares$and$square$roots$• Right$Triangles$and$Pythagorean$Theorem$• Plane$Figures$• English$and$Metric$Length$Units$in$Real$Life$Applications$• Calculating$perimeter$and$area$of$polygons$and$circles$• Calculating$volume$of$3D$figures$including$cylinders$• Using$realIlife$geometry$skills$in$word$problems$

$



Standards! Academic,$Career,$and$Employability$Skills$$


Effective$Communication;$Learning$Strategies;$Academic$Language$&$

Skills;$Critical$Thinking;$SelfIManagement;$Numeracy$


and$other$scaffolding$techniques$




Materials!

• Geometry$Workbook,$created$by$English$Learning$Center$Staff$using$a$variety$of$materials,$including$Numbers$

Sense$

• Math$manipulatives,$flashcards,$and$other$resources$provided$by$math$tutors$

• Geometry$Binder$containing$quizzes,$tests,$and$answer$keys$

$

$

Class/Program+Name+ Reading(Circle(

Class%Site(s)% 2315%Chicago%Ave%S,%Minneapolis%MN,%55408%% Days%&%Times%

Monday=Thursdays%5:30=6:30PM%

%Student%

Placement%Level(s)%

Open%to%all%students%currently%enrolled%in%an%English%Class%



Scaled%Score%Range%

No%Minimum%–%CASAS%235%

Class%Led%By% Volunteer%Tutor% Delivery%Style% Small%Group%%%%%%%%%%%


Volunteer%tutors%meet%with%a%small%group%of%3=4%students%(of%similar%English%levels),%for%one%hour%each%week.%This%hour%is%devoted%to%developing%the%reading%skills%a%student%appears%to%be%struggling%with%in%their%English%class.%Tutors%may%use%the%students'%class%book%for%further%study%of%the%week's%materials,%or%bring%in%supplementary%texts%for%further%reading%practice.%Reading%circles%provide%students%with%additional%support%so%that%they%feel%more%comfortable%performing%reading%tasks%inside%and%outside%the%classroom.%Tutors%introduce%strategies%to%better%reading%comprehension,%sound%out%challenging%or%unfamiliar%words%and%build%students’%confidence%and%reading%proficiency.%They%may%also%be%used%to%focus%on%the%reading%and%writing%portion%of%the%citizenship%test,%if%that%is%the%students'%need.%

Standards% Academic,%Career,%and%Employability%Skills%%Transitions%Integration%Framework%(ACES%TIF)%

Effective%Communication;%Learning%Strategies;%Academic%Language%&%Skills;%Critical%Thinking%

Class%Activities%

• Presentation%activities%during%which%the%teacher%presents%reading%material%to%students%using%differentiated%instruction%

• Independent%practice%activities%to%demonstrate%comprehension%of%reading%material%• Partner/Group%work%activities%that%give%students%a%chance%to%dig%into%reading%material%for%a%deeper%

understanding%• Reading%activities%to%provide%practice%in%finding%topic%sentences,%main%ideas,%and%supporting%details%• Reading%activities%that%promote%critical%thinking%skills%

Class%Text(s)%

Books%and%materials%are%chosen%by%students%and%tutor%according%to%students’%needs.%Texts%may%include%the%following:%• Class%textbooks%• Journeys%• Newspaper%• Easy%Literacy%Readers%• Articles%from%the%Web%

Organization Name

LEARNING IN STYLE Class/Progra

m Name English Classes in Learning in Style

Class Site(s) Learning in Style in Minneapolis

Days & Times

4 days a week 1½ hours each day


Level 0 Class

Assessment(s)

CASAS 27R, 28R, 81R, 82R Listening

Scaled Score Range

ELL > 180

Class Led By Paid Teacher Delivery Style Class

Class Goals

The student will be able to: identify and write letters of the alphabet recognize letter-sound correspondence apply phonics to reading and writing learn and use vocabularies for life skills complete personal information forms understand public signs achieve a level gain on CASAS assessment or raise a CASAS score

Standards Addressed

College and Career Readiness Standards (CCRS) Academic, Career, and Employability Skills Transitions Integration Framework (ACES TIF) NOT APPLY

Northstar Digital Literacy Standards

Other?

Class Content

alphabetics phonics vocabulary building reading

writing interpreting clock, time, calendars, labels and charts

Class Activities

daily reading and writing of date and weather conditions white board group work choral reading role-playing weekly session of computer-assisted learning in computer lab alignment of class content with CASAS competencies



Materials

Texts: Ventures, Basic Level, Bitterlin, et al. True Stories, series, Heyer

Materials: phonics supplements/various sources

Technology: Ventures Basic Online (computer lab) iPad usalearns.org

Organization Name


m Name English Classes at Learning in Style

Class Site(s)

Learning in Style in Minneapolis Days & Times



Level 1 Class

Assessment(s)

CASAS 81R, 82R Listening

Scaled Score Range

ELL 181-190


Class Goals

The student will be able to: speak and read simple, understandable English learn daily life skills so that they can be competent, contributing members of the community achieve a level gain on CASAS assessment or raise a CASAS score

Standards Addressed

College and Career Readiness Standards (CCRS)

Academic, Career, and Employability Skills Transitions Integration Framework (ACES TIF) Standards Addressed


Other?

Class Content

language mechanics (phonics, grammar, spelling) reading skills: vocabulary, decoding, word recognition, oral fluency, active and guided reading, reading fluency at 3rd grade level) writing skills: sentence structure, questions and answers, punctuation speaking skills: question and answer structuring, asking questions and formulating answers, oral fluency, speak using correct grammar and understandable pronunciation topics: personal information, housing, transportation, jobs, classroom and study habits, numeracy, health, conversation in varied situations alignment of class content with CASAS competencies

Class Activities conversation/discussion dictation

one-to-one with volunteer role playing working with partners read/write/spell/listen/repeat/review oral cue and response drills to internalize pronunciation, grammar and vocabulary sentence construction exercises using cues from board and workbook reading elementary texts keyed to principles of phonetics and grammar CASAS preparation and test practice



Materials

Texts: Stand Out Basic and Stand Out Book One, Jenkins and Johnson Success Stories, Butcher and Simonetti True Stories and Real True Stories, Heyer A Second Course in Phonic Reading Book One, Helson Materials: picture dictionaries phonics and reading supplemental resources homemade materials charts, flash cards, clock, money, calendars, magazine pictures, puzzles, nutrition props oral drills prepared by teaching staff

Technology: CD player iPad Side By Side Interactive CDs in computer lab

Organization Name

LEARNING IN STYLE

Class/Program Name

English Classes at Learning in Style

Class Site(s) Learning in Style in Minneapolis Days & Times 4 days a week

1½ hours each day


Level 2 Class Assessment(s)

CASAS 81R, 82R

81RX, 82RX Listening

Scaled Score Range

ELL 191-200


Class Goals

The student will be able to: listen, speak, read and write English at a beginning level converse with service people in the community understand and manage basic life skills achieve a level gain on CASAS assessment or raise a CASAS score

Standards Addressed



Other?

Class Content

reading skills such as letter knowledge, decoding, and sight words sentence structure, simple questions and statements parts of speech, verb tenses (regular and irregular), contractions, possessives life skills and grammar themes: personal information, school, family, health, community, shopping, work, leisure alignment of class content with CASAS competencies

Class Activities

use daily calendaring and weather decode and build vocabulary read and write simple sentences

use proper grammar and punctuation read picture stories, children’s books and textbook stories write sentence dictation use activity sheets to reinforce skills read receipts, fill out forms, write checks read maps, give directions, call professional offices, take tests, count money, alphabetize practice grammar with computer programs



Materials

Texts: Side by Side, Molinsky and Bliss, Book 2 Ventures, Bitterlin et al All New Easy True Stories, Heyer

Materials: children’s books dictionaries games, flashcards, puzzles, homemade activities, newspapers, charts maps, clocks, calendars, money New Readers Press Books

Technology: Side by Side Interactive CDs in computer lab Ventures online iPad

Organization Name



Class Site(s) Learning in Style in Minneapolis Days & Times 4 days a week

1½ hours each day Student

Placement Level 3 201-210 Class Assessment(s)

CASAS 81RX 82RX

Scaled Score ELL 201-210

Level(s) Listening Range Class Led By Paid Teacher Delivery Style Class

Class Goals

The student will be able to: build on previous knowledge, skills, and self-confidence to use English appropriately on a daily basis listen to, read, write and speak English apply English in simple conversations related to life skills write the 36 required citizenship sentences learn from and respect cultural diversity among other students achieve a level gain on CASAS assessment or raise a CASAS score

Standards Addressed



Other?

Class Content

verbs: present, past, future tenses applied in oral and written form comparatives and superlative adjectives and comparative adverbs pronoun uses partitives sentence writing indicating a grasp of language life skills related to home, school, health and employment recognition of public signage, building directory, medicine labels calendar, schedules, ads, forms and applications, map reading skills conversation , oral and written responses that reflect comprehension alignment of class content with CASAS competencies

Class Activities

pair reading and sharing individual work with volunteer (eg: personal needs, oral reading, CASAS competencies, life skills) activities and games worksheets dictation periodic assessments individual writing from experience

“Reading what they wrote” for proper punctuation detection selected computer websites computer class weekly



Materials

Texts: Side By Side, Molinsky and Bliss, Book 2 Side By Side, Molinsky and Bliss, Activity Book and Plus pages Side by Side Plus/ Life Skills, Standards, and Test Prep True Stories and Easy True Stories, Sandra Heyer Word by Word Picture Dictionary and CD WordSongs Materials: realia: calendars, maps, picture dictionaries, library books, clocks, coins Side by Side, Molinsky and Bliss, Book 2 and cassette tapes for voice and pronunciation story charts and flash cards teacher generated materials/learning games supplementary phonics and grammar books Technology: iPad: reading maps, images, calculator, holiday and seasonal conversation, pictures, individual driver’s test practice computer: Side by Side program on disks and Ventures online to practice skills CD player - songs and grammar raps related to life skills

Organization Name



Class Site(s)



Student Level 4 Class CASAS Scaled ELL ABE

Placement Level(s)

Assessment(s) 83R, 84R, 185R, 186R

Listening

Score Range

211-220


Class Goals

The student will be able to: gain competence in listening, speaking, reading, writing English to meet personal, educational, work goals increase vocabulary and grammar understanding and use use appropriate documents, improve consumer skills, read and interpret information achieve a level gain on CASAS assessment or raise a CASAS score

Standards Addressed



Other?

Class Content

verb systems; 2 part verbs; parts of speech interpretation of signs, charts, checklists, memos, phone message read and interpret outdoor, road, public, safety, job, related signage fluent reading and correct pronunciation; visual differences in words wage and pay stub, work schedules; common tools used at home and work appropriate behavior, attire, attitudes for job interview/work book format: title, contents, chapters, index American expressions, idioms, phrases, slang; contractions, reduced speech writing: dictation, sentences, letters, memos written sentences with proper English grammar skills for shopping, budgeting, banking, daily life, make appointments for health, job, school basic math work: add, subtract, divide, multiply in the reading label reading and understanding of information on processed foods commercials and ads for hire, sale, rent directions for transportation reference resources, especially dictionaries categorizing, organization, sequence casual conversation on several topics

basic key boarding skills alignment of class content with CASAS competencies

Class Activities

learner-experience activities in speaking, reading, writing, listening whole class, pairs or small pods, one on one with volunteer computer lab once a week



Materials

Texts: Side By Side, Molinsky and Bliss, Book 3 Materials: student dictionaries, encyclopedias, maps, charts, graphs, worksheets, newspaper, books for reading, puzzles: jigsaw, crossword pictures, boxed games Technology: Side By Side Interactive CDs in computer lab a classroom computer and internet iPad, overhead projector, TV on special occasion with program on video/CD

Organization Name


m Name English Classes at Learning in Style

Class Site(s) Learning in Style in Minneapolis

Days & Times


Student Placement

Levels 5-6 Class

Assessment(s) CASAS

185R, 186R, Scaled Score

ELL ABE 221-235+

Level(s) 187R, 188R Listening

Range


Class Goals

The student will be able to: understand and use the verb systems and sentence structures use study strategies and critical thinking skills and develop transition skills for employment and education read and comprehend content-based articles prepare for life situations work collaboratively to complete group projects achieve a level gain on CASAS assessment or raise a CASAS score

Standards Addressed



Other?

Class Content

verb systems, parts of speech appropriate forms (e.g. public, government, education and worksheets) identification of: main idea, summary, opinion, conclusion, sequence, inference interpretation of visuals: signs maps, graphs, cartoons, tables, schedules paragraph writing, dictation, letters. memos resume, workplace and consumer materials life skills: daily life , shopping, budgeting, banking, appointments effective communication fluent reading and correct pronunciation academic and content-area vocabulary building different reading materials (newspaper, stories, poems) correct grammar in writing and speaking (spelling, punctuation, use of verbs) reading processed food labels, shopping, returning items, warranties reference materials

appropriate behavior, attire, attitudes for job interview/work basic computer skills alignment of class content with CASAS competencies

Class Activities

learner-experience activities in speaking, reading, writing, listening discussion, choral reading, dictation, critical thinking activities whole class, pairs or small pods, one on one with volunteer computer lab



Materials

Texts: Read This, Book 1,2,3, Savage Side By Side, Book 3, Book 4, Molinsky and Bliss Materials: student dictionaries, encyclopedias, maps, charts, graphs, worksheets, newspaper, books for reading puzzles, games Technology: Microsoft Word a4esl.org usalearns.org Side By Side Interactive CDs in computer lab a classroom computer and internet iPad, overhead projector, special occasion TV with program on video/CD

Organization Name

LEARNING IN STYLE

Class/Program Name

Open Computer Lab at Learning in Style

Class Site(s)


Monday thru Friday 9 a.m. to 3:15 p.m.


All levels 0 – 5+ Class

Assessment(s) Not apply

Scaled Score Range

Not apply for open computer lab

Class Led By Paid Teacher Delivery Style Open Computer Lab: a class or an individual

Class Goals

The student will be able to: gain basic computer skills improve literacy through computer usage supplement, via computer, the goals of the English classroom teachers

Standards Addressed



Other?

Class Content

Lab Content: Individual students coming to the lab decide their day’s content material. Teachers coming with a class to the lab determine the day’s content material. Content parallels classroom content and activities.

Class Activities

Computer usage by individuals and by classes One-on-one assistance as needed Computer programs as selected by teachers with classes and by individuals as needed

Class Text(s),

Educational Technology, &

Other Instructional Materials

Internet Software Triple Play Plus Side by Side Interactive CDs – Lessons 1-52 ( 4 discs) Live action English More Live Action English Mavis Beacon Teacher typing Middle School Grammar High School Grammar Rosetta Stone: Levels 1-5 English as a Second Language for Beginners Microsoft Office Suites Typing Club Cambridge Ventures – English Language Teaching: Levels: Basic-5 U.S. Citizenship Hardware Mac and PC computers in the Open Computer Lab

Organization Name


m Name Math Program at Learning in Style

Class Site(s) Learning in Style in Minneapolis Days & Times Monday to Friday

45 minutes a day on average Student

Placement Level(s)

1-12 Class Assessment(s)

Scaled Score Range

ELL ABE

Class Led By Paid Teacher Delivery Style Class One-on-one tutoring computer assisted

Class Goals

The student will be able to: use money and perform related operations in the real world perform mathematical operations, calculations and formulas identify his/her individual needs and achieve fullest potential use higher thinking skills interact orally and in pairs

Standards Addressed



Other?

Class Content

basic math skills, daily living problem solving in English money, decimals, fractions, ratio, percent geometry, algebra, mathematics scope and sequence 2-12

Class Activities

verbal and visual instructions and guided practice calculations, problem solving, hands-on activities pairs/groups, independent, one-to-one, computer memorization of facts, tables, formulas use of manipulatives, charts, flash cards, shapes, rulers, protractors, graphs, calculators for checking



Materials

Texts: Holt Algebra and more texts Primary scope and sequence: Workbook Series: Spectrum Math 3-8, Holt and Steck-Vaugh workbooks Globe Fearon: exercise books, Math Skills practice McGraw Hill Pre Algebra Mathematics Unlimited Math Calculation in English

Pacemaker Basic Math Kumon Math Workbooks Basic Skills with Math Number Power Technology: Computer: Triple Play English

Organization Name


m Name Citizenship Program at Learning in Style

Class Site(s)

Learning in Style in Minneapolis Days & Times 1 day a week 1½ hours


Levels 2-5+ Class

Assessment(s) Integrated

Scaled Score Range

ELL ABE

Class Led By Volunteer Delivery Style Class

Class Goals

The student will be able to: pass the citizenship interview and become a U.S. citizen

Standards Addressed



Other?

Class Content speaking, reading, writing English instruction in all interview elements

answering questions from the N-400 application form reading sentences from a list of words prepared by the USCIS writing sentences from dictation understanding and answering the “100 Questions” about U.S. history and government (symbols of USA, geography, U.S. history, structure and function of U.S. government)v

Class Activities

conversation teacher presentation discussion reading, writing, speaking English games video



Materials

Texts and Materials: Citizenship: Passing the Test, Weintraub Minnesota Literacy Council study materials: N-400 application vocabulary and questions, 100 history and government study sheets; supplemental materials USCIS curricula and handouts reading and writing practice hand-outs maps, photos

Organization Name

LEARNING IN STYLE

Class/Program Name

The Children’s Room at Learning in Style

The Children’s Room is a welcoming and supportive community providing an early learning program for children ages six weeks through five years while their parent or legal guardian participates in ESL classes at Learning in Style.

Class Site(s) Days & Times Monday thru Friday,

Learning in Style in Minneapolis 9 a.m. to 4 p.m. Student

Placement Level(s)

6 weeks through 5 years Class

Assessment(s) Not Apply

Scaled Score Range

Not Apply

Class Led By Paid Teacher Delivery Style Class One-to-one

Class Goals

The staff will be able to : support and nurture the whole child provide a loving environment allow learning through child’s experimentation, exploration, play provide a schedule and routine provide play activities and interactions prepare a child for kindergarten, Head Start

Standards Addressed



Other?

Class Content

interactions of children with others activities for socio-dramatic play, exploration, experimentation sharing, taking turns listening to and talking with others imaginary play story-telling time, songs art projects and sensory experiences numbers, counting, alphabet, writing

Class Activities

infants: interacting with adults, snuggling, rocking, cooing, talking, stories, songs, toys, diapering and sleeping toddlers and preschoolers: formal group story time, puppetry, puzzles, building, art

projects, sensory experiences, outdoor exercise and play



Materials

Materials: age appropriate educational toys and games, books, music, art materials, furniture

Organization*Name*

Somali Success School*


$$Class/Program$Name$ Beginning Literacy ESL/ Low Beginning ESL

Class!Site(s)!!

612!E.!Grant!Street!Minneapolis,!MN!55404!

Days!&!Times!

Monday!;!Thursday!8:30am;!1:30pm!!

and!!4:30pm;!9:00pm!


Level!1;2! Class!Assessment(s)! CASAS!

Scaled!Score!Range!

Forms:!27/28!and!81/82!Scaled!Scores:!153;190!

Class!Led!By! Paid!Teachers! Delivery!Style! Class!!!!!!!!!!One;to;One!!!!!!!!!!Distance!Learning!!!!!!!!!Hybrid!Other!(Please!Specify)!

Class!Goals!

Demonstrate!knowledge!of!letters!and!combinations!of!sounds!and!differences!between!sounds!in!context.!!By!the!end!of!this!level!students!will!be!able!to:!

• Achieve!a!score!191!in!CASAS!Reading!Test!• Know!letters!and!sounds!of!alphabet!• Identify!and!write!upper!and!lowercase!words!• Read!simple!words!• Read!simple!stories!• Use!mouse!and!keyboard!• Read!titles!using!pictures!• Read!and!write!basic!vocabulary!related!to!classroom!themes!• Fill!out!a!simple!form!• Consumer!skills!(money!transactions,!clothing,!food!and!shopping)!

Organization*Name*



• Read,!say!in!sequence!days!of!the!week!and!the!month!of!the!year;!as!well!as!use!a!calendar!• Students!will!read!the!time!to!the!hour!and!minutes!• Students!will!read!and!write!numbers!from!0;100!• Students!will!add!and!subtract!one!digit!numbers!• Students!will!identify!bills!and!coins!and!their!values!• Students!will!describe!the!weather!• Students!will!develop!simple!vocabulary!and!demonstrate!use!of!it!by!listening,!speaking,!reading!and!writing!

activities!• Students!will!use!and!respond!to!basic!readings!and!farewells!such!as!'How!are!you',!'Hello'!and!'Goodbye'!• Students!will!learn!beginning!computer!literacy!skills!• Students!will!indentify!and!name!colors!• Ask!simple!questions!• Engage!in!short!conversations!• Student!will!understand!common!abbreviations!• Students!will!give!and!follow!simple!instructions!• Say!personal!information!such!as:!!

!!;!First!and!last!name!!!;Phone!number!!!;!DOB!!!;!Address!

Standards!Addressed!

College!and!Career!Readiness!Standards!(CCRS)!!

!!

Academic,!Career,!and!Employability!Skills!!Transitions!Integration!Framework!(ACES!TIF)! !

Organization*Name*



Northstar!Digital!Literacy!Standards!! !

Other?! !

Class!Content!

Day!Classes:!!!;!4!days!per!week!!!;!5!hours!per!day!!!;!Year!round!Evening!Classes:!!!;!4!days!per!week!!!;!4.5!hours!per!day!!!;!Year!round!

Class!Activities!Teacher!instructions,!small!and!large!group!discussions,!vocabulary!building!activities!(matching,!sorting,!comparing).!Practicing!dialogs,!learning!personal!information,!writing!letters!of!the!alphabet,!learn!words!and!how!to!form!a!simple!sentence.!Free!reading!with!picture!books.!



Materials!

Books!used!in!classrooms:!• Real;!Life!English;!Competency;!based!ESL!(Level!Literacy,!1&2)!• Real;!Life!English;!Grammar!(Level!Literacy,!1&2)!• English!ASAP!(Pre;literacy!to!Level!2)!• Words!in!Motion;!An!Interactive!Approach!to!Writing!• So!to!Speak!• THE!OXFORD!Picture!Dictionary!• Dr!Spello!• Life!Prints!(ESL!for!Adults)!• Foundations!!

Organization*Name*



!

Organization*Name*



Class/Program$Name$ High Beginning/ Low Intermediate ESL

Class!Site(s)!!


Days!&!Times!

Monday!:!Thursday!8:30am:!1:30pm!

and!4:30pm!:!9:00pm!


ESL/!Level!2:3! Class!Assessment(s)! CASAS!

Scaled!Score!Range!

191:!210!

Class!Led!By! Paid!Teachers! Delivery!Style! Class!!!!!!!!!!One:to:One!!!!!!!!!!Distance!Learning!!!!!!!!!Hybrid!Other!(Please!Specify)!

Class!Goals!

Demonstrate!knowledge!of!letter!recognition!and!letter!sound!correspondence.!Also!understanding!basic!structure!of!spoken!language.!

• Students!can!write!checks!and!understand!payroll!and!pay!stubs!• Students!can!read,!comprehend!information!on!receipts,!bills!and!bank!statements!• Students!will!type!and!produce!word!documents,!such!as!personal!stories,!interview!questions!and!teacher!

lessons!• Students!will!produce!simple!progressive!sentences!of!past,!present!and!future!grammar!tenses!in!writing!and!

speech!and!demonstrate!reading!comprehension!• Students!will!recognize!all!long!vowel!sounds!and!some!short!vowel!sounds!• Students!will!read!a!short!story!or!article!• Students!will!study!and!practice!new!vocabulary!daily!• Read!household!cleaning!labels!• Students!can!read!most!sight!words!and!common!words!

Organization*Name*



• Students!can!write!some!simple!sentences!with!limited!vocabulary!• Students!can!provide!basic!personal!information!on!simple!forms!• Students!can!handle!routine!entry!level!jobs!requiring!basic!written!or!oral!English!• Students!will!multiply!and!divide!single!and!double!digit!numbers!• Students!should!comprehend!information!during!a!reading!and!listening!exercises!• Students!should!be!able!to!demonstrate!note:taking!skills,!as!well!as!looking!back!at!previously!discussed!

materials!!



!!



Other?! !

Class!Content!

Day!Classes:!!!:!4!days!per!week!!!:!5!hours!per!day!!!:Year!round!!Evening!Classes:!!!:!4!days!per!week!!!:!4.5!hours!per!day!

Organization*Name*



!!:!Year!round!!

Class!Activities!

!Health!and!safety,!community,!time,!daily!living,!leisure,!personal!information,!school!and!family.!Daily!conversation!by!groups!or!paired.!Listening!and!speaking!skills,!write!dictation!of!sentences!and!spelling!words,!complete!simple!job!resumes,!interviews!and!completing!medical!forms.!Make!and!interpret!graphs!and!schedules,!give!directions,!reading!and!comprehension!activities,!solve!math!and!word!problems!individually!or!in!pairs.!



Materials!

Books!used!in!classroom:!• Real:!Life!English:!Competency:based!ESL!(Level!3)!• Real:!Life!English!Grammar!(Level!3)!• English!ASAP!• Words!in!Motion:!An!Interactive!Approach!to!Writing!• So!to!Speak!• Math!Skills!for!the!Workforce!• English!Connections:!Grammar!for!communication!• Life!Prints!• Basic!English!Review!• Learning!to!work!in!a!New!Land!• Grammar!Wise!1!• Grammar!Wise!2!• THE!OXFORD!Picture!Dictionary!• Ventures!2!

!!

Organization*Name*



Class/Program$Name$ High Intermediate ESL / Advanced ESL

Class!Site(s)!!


Days!&!Times!Monday!:!Thursday!!

8:30am!:!1:30pm!and!4:30pm!:!9:00pm!


Level!4:5!! Class!Assessment(s)! CASAS!

Scaled!Score!Range!

211:235!

Class!Led!By! Paid!Teachers! Delivery!Style! Class!!!!!!!!!!One:to:One!!!!!!!!!!Distance!Learning!!!!!!!!!Hybrid!Other!(Please!Specify)!

Class!Goals!

!Students!will!be!able!to!use!English!to!express!ideas!and!opinions,!will!gain!more!advanced!vocabulary!and!grammar!skills.!and!practice!fluency!within!a!content!of!life!skills!instructions.!!By!the!end!of!this!level!students!will!be!able!to:!

• Write!a!paragraph!using!introduction,!details!and!conclusion!• Participate!in!conversation!on!a!variety!of!topics!and!give!solutions!• Achieve!a!score!of!220:235!or!above!on!a!CASAS!reading!test!• Speak!using!appropriate!verb!tenses!• Asking!and!give!appropriate!responses!to!questions!• Can!interpret!routine!charts,!tables!and!graphs!!• Students!can!handle!work!demands!that!requires!non:technical!oral!and!written!instructions!• Ask!for!an!access!community!resources!• Students!should!be!able!to!find!job!openings!from!different!job!website/agencies!and!identifies!skills!needed!

Organization*Name*



for!a!job!• Describe!previous!work!experience,!job!skills,!training!and!qualifications!• Utilize!job!keeping!and!job!keeping!skills!• Establish!a!verbal!connection!with!an!interlocutor!in!order!to!talk!about!something!• Provide!basic!information!on!a!relevant!topic!in!a!conversation!• Provide!detailed!information!on!a!relevant!topic!in!a!conversation!• Argue!in!favor!of!or!against!!a!particular!relevant!topic!• Comprehend!key!vocabulary!phrases!• Comprehend!simple!phrases,!sentences,!paragraphs!and!passages!• Identify!relationships!between!words!in!word!families!• Indentify!high/frequency!regular!words,!high/frequency!irregular!words!such!as!'said',!'was',!'where',!'and'!

,'is';!compound!words!and!contractions.!• Demonstrate!pre/early!reading!skills!



!!



Other?! !

Class!Content!Day!Classes:!!!:!4!days!per!week!!!:!5!hours!per!day!

Organization*Name*



:Year!round!Evening!Classes:!!!!:!4!days!per!week!!!:!4.5!hours!day!!!:!Year!around!Class!content!focuses!on!health,!life,!community!resources,!civic!engagement,!consumer!awareness,!finance,!housing.!transportation!and!employment.!

Class!Activities! :!Direct!teacher!instruction!:!Individual!pair,!small!and!large!group!activities!



Materials!

Books!used!in!classroom:!• Real:!Life!English:!Competency:based!ESL!(Level!4)!• Real:Life!English:!Grammar!(Level!4)!• English!ASAP!• English!Grammar!for!ESL!• English!Grammar!Exercises!in!Context!• Standards:Based!English!Second!Edition!• Words!in!Motion:!An!Interactive!Approach!to!Writing!• So!to!Speak!• Math!Skills!for!the!Workforce!• English!Connections:!Grammar!for!Communication!• Life!Prints!• Basic!English!Review!• Basic!English!Grammar!• Learning!to!Work!in!a!New!Land!

!

Organization*Name*



!

Organization*Name*

Somali Success School


Class/Program$Name$ Citizenship

Class!Site(s)!!

614!E!.!Grant!Street!Minneapolis,!MN!55404!

Days!&!Times! Thursday!8:30!@!1:30!


High!Beg.!ESL,!Low!Inter.!ESL,!High!Inter.!ESL,!Advanced!ESL!

Class!Assessment(s)! CASAS!

Scaled!Score!Range!

CASA!Scale!Score:!191@236!CASA!Forms:!81/82,!83/84.!185/186.!

187/188!

Class!Led!By! Paid!Teachers! Delivery!Style! Class!!!!!!!!!!One@to@One!!!!!!!!!!Distance!Learning!!!!!!!!!Hybrid!Other!(Please!Specify)!

Class!Goals!

The!goal!of!this!class!is!to!assist!ESL!students!as!they!prepare!to!apply!for!the!U.S.!Instructions!are!designed!towards!specific!areas!pertaining!to!the!interview:!

• Reading!and!understanding!the!N@400!application!form!• Responding!to!spoken!questions!which!the!examiner!might!ask!regarding!possible!information!given!on!the!N@

400!application!form.!• Understand!questions!and!learn!answers!to!the!USCIS!100!questions(http://www.uscis.gov/).!• Learning!important!U.S!history!facts.!• Learning!U.S!civics!and!government!structure.!• Speaking!in!English!to!answer!interview!questions.!• Writing!answers!in!English!about!U.S!history/!civics!as!dictated!by!the!examiner.!• Constitutional!Convention!• The!U.S!Constitution!• Amendments,!Bill!of!Rights!• 13!colonies!

Organization*Name*



• Separation!of!powers!• Branches!of!Government!• Legislative;!Congressional!structure!and!function!• Executive;!Presidency!structure!and!function!• Judicial;!courts,!Supreme!court!structure!and!function!• The!Rule!of!Law!

@!Taxation!@!Selective!Service!



!!

Academic,!Career,!and!Employability!Skills!!Transitions!Integration!Framework!(ACES!TIF)!

!

Northstar!Digital!Literacy!Standards!!

!

Other?! !

Class!Content!

Thursday!only:!!!@!Evening!4.5!hours!per!day/Morning!5!hours!per!day!!!@!1!day!per!week!!!@!Year!round!!Refer!to!Scope!and!Sequence!of!Skills!for!ESL!Levels.!This!class!meets!on!Thursday,!from!8:30am!@!1:30pm!and!also!4:30pm!@!9:00pm;!this!course!is!a!year!long.!

Class!Activities! Whole!group!discussions,!small!group!studies!and!practices,!speaking!practices,!writing!practices,!dictation!as!well!as!interview!role@play.!

Organization*Name*





Materials!

All!texts!and!instructional!materials!used!in!this!course!are!from!the!U.S.!Immigration!and!Citizenship!Services.!These!are!updated!as!necessary!so!that!all!information!is!current.!The!USIC!website(http://www.uscis.gov/)!is!used!extensively!for!free.!!Book!used!in!classroom:!

• American!Lives!1,!Reading!and!Language!Activities!• Citizenship!Now!A!Guide!for!Naturalization!• Learn!About!the!United!States!(Quick!Civics!Lessons!for!the!Naturalization!Test)!and!Audio!CD!• Extra!Learning!The!Democratic!System!

!

!!

1

Part 4 - Instructional Program Description Document N Curriculum Overview and Framework All courses at Twin Cities RISE! are designed to help Participants increase their capacity to obtain and excel at employment. Throughout, emphasis is given to developing not only the technical skills used to get a job, but also the personal and interpersonal skills necessary to keep and advance at that job. Courses are offered during five 10-week sessions each year. Except where otherwise noted, all courses meet for a total of 2.5 hours per week and run for 8 weeks. All courses are led by paid staff, who may be supported by volunteers as available. Strands Our courses are designed to work with each other. From week to week, and from course to course, the material presented in each class is reinforced and further developed in all the rest. All courses are grouped in one of four Strands: Career Development, Empowerment, Communications, and Technical Skills. (Contact Hours are only counted for courses in the Communications and Technical Skills strands.) Foundations From session to session, movement through the program is tracked using levels called Foundations. There are four Foundations total—F1, F2, F3, and Advanced—and each Foundation has a set number of required courses. Once Participants have met all objectives for a given Foundation, they advance to the next, on through full-time employment. In addition to Foundation requirements, Participants may take additional courses to further prepare themselves for employment in various sectors of the job market. Visually, progress through the program is laid out like this::

2

Course Descriptions The employment-specific programming at Twin Cities RISE! has been developed and revised over the course of 20 years by a host of staff working in league with our Employer partners to provide engaging, relevant training that meets the needs of both external and internal customers. Most recently, starting in 2011, our F1 curriculum was significantly reworked to bring in more hands-on, culturally attuned, employment-specific materials while reinforcing Personal Empowerment concepts in all strands. Additionally, more online content is now available to Participants through delivery of SkillsTutor and CustomGuide modules. These updates have been introduced to and reinforced with all F1 instructors through extensive one-on-one and group training, and classroom observation and feedback is ongoing through both formal and informal means. As a Work-based Project, Twin Cities RISE! counts a lifetime total of 30 Contact Hours for each participant in the program, and only in 3 of the 5 courses in the first Foundation. Brief descriptions of these 3 courses are as follows. Workplace Communication 1 (WC1) Communications Strand | 8 Weeks | Prerequisites: None The goal of this course is to improve the grammatical and mechanical aspects of each participant’s written communication with a focus on simple sentence construction, punctuation, mechanics, and grammar. Topics are covered using a teacher-fronted lecture-style class that uses guide sheets, visual aids, and individual and small group activities to reinforce key concepts. Progress towards course outcomes are measured using weekly written homework assignments and a comprehensive written exit exam. Intro to Computing (IC) Technical Skills Strand | 8 Weeks | Prerequisites: None In this course, participants begin to build practical knowledge of the computer systems commonly used to find, secure, and excel at careers in the modern workplace. Primary outcomes include basic proficiency with the Windows operating system, Microsoft Word, and Microsoft Outlook, as well as familiarity with the principles of file management and networked computer usage. Instruction is discussion-driven and hands-on with a one-to-one user-to-machine ratio. Each participant is provided access to an online skills tutorial program called CustomGuide, which allows users to build computing skills at their own pace and receive instant feedback on their work. Progress towards objectives is also measured via written assignments, email and word processing projects, and a series of comprehensive benchmark tests that can be administered whenever a participant is ready to “level up.” Participants complete the course with working versions of a resume and a cover letter and the necessary skills to edit and update both documents. Intro to Keyboarding (Intro KB) Technical Skills Strand | 8 Weeks | Prerequisites: None This course introduces techniques and software to help participants build touch-typing skills. Instruction is given on both the main keyboard and the 10-key number pad. Progress towards speed & accuracy benchmarks is monitored throughout the session, and participants are provided with a spreadsheet template for keeping track of their own scores on practice tests. Test-out opportunities are given at the beginning, middle, and end of the term. Even if they have yet to meet speed and accuracy benchmarks at the end of their first session, all participants who have met minimum attendance requirements automatically pass this course and begin Non-F1 Keyboarding.

Organization*Name* VOA*Adult*High*School*


Class/Program$Name$ ADP*English*

Class!Site(s)! VOA$Education$Center$ Days!&!Times! Monday3Tuesday$7:0039:00$

Thursday$5:00$–$9:00$


High$Intermediate$Basic$–$

High$Adult$Secondary$


TABE$Reading$

Complete$

Battery$9/10$

Scaled!Score!Range!

5223812$

Class!Led!By! Paid$licensed$English$

teacher$Delivery!Style$ Class$

Class!Goals! Complete$competency$standards$leading$to$an$adult$high$school$diploma.$

$


College$and$Career$Readiness$Standards$

(CCRS)$

$

Yes$

$

Academic,$Career,$and$Employability$Skills$$

Transitions$Integration$Framework$(ACES$TIF)$Yes$

Northstar$Digital$Literacy$Standards$

$Yes$

Minnesota$state$adult$diploma$program$

standards$Language$Arts$

Class!Content! Changes$monthly$

Class!Activities! Reading,$writing,$speaking,$listening,$computers$



Materials!

Changes$monthly$

$



Class/Program$

Name$ Pre;ADP*Reading:*STAR*

Class!Site(s)! VOA$Education$Center$ Days!&!Times! Monday,$Tuesday,$Thursday$5:0037:00$p.m.$


Beginning$Basic$–$Low$Intermediate$Basic$


TABE$Reading$Complete$

Battery$9/10$

Scaled!Score!Range!

368$3$517$

Class!Led!By! Paid$licensed$English$or$ABE$teacher$ Delivery!Style$ Class$

Class!Goals! Improve$reading$skills$through$STAR$instruction$and$test$into$ADP3level$classes$$


College$and$Career$Readiness$Standards$(CCRS)$$

Yes$$

Academic,$Career,$and$Employability$Skills$$Transitions$Integration$Framework$(ACES$TIF)$ Yes$

Northstar$Digital$Literacy$Standards$$ Yes$

Minnesota$state$adult$diploma$program$standards$ Language$Arts$

Class!Content! Changes$monthly$Class!Activities! Reading,$writing,$speaking,$listening,$computers$Class!Text(s),!Educational!


Materials!

Changes$monthly$

$



Class/Program$Name$ Pre;ADP*English*

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Thursday$7:0039:00$p.m.$


Beginning$Basic$3$Low$Intermediate$Basic$



Battery$9/10$

Scaled!Score!Range!

368$3$517$

Class!Led!By! Paid$licensed$English$or$ABE$teacher! Delivery!Style$ Class$

Class!Goals! $Improve$English$skills$to$test$into$ADP3level$classes$and$prepare$for$state$adult$diploma$competency$standards.$


College$and$Career$Readiness$Standards$(CCRS)$

Yes$$






Materials!

Changes$monthly$

$



$Class/Program$

Name$ Advanced*Reading:*STAR*

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Monday,$Tuesday,$Thursday$$

5:0037:00$p.m.$


Advanced$ESL$ Class!Assessment(s)!

CASAS$Reading$Life$and$Work$185/186,$187/188$

Scaled!Score!Range!

221$3$235$

Class!Led!By! Paid$licensed$English,$ABE$or$ESL$teacher! Delivery!Style$ Class$

Class!Goals!$Improve$reading$skills$through$STAR$instruction$and$test$into$Pre3ADP$level$classes.$$



Yes$$






Materials!

Changes$monthly$



$Class/Program$

Name$ Advanced*English*

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Thursday$7:0039:00$p.m.$




Scaled!Score!Range!

221$3$235$

Class!Led!By! Paid$licensed$English,$ABE$or$ESL$teacher! Delivery!Style$ Class$

Class!Goals! Improve$English$skills$to$test$into$Pre3ADP$level$classes$and$prepare$for$state$adult$diploma$competency$standards.$$



Yes$$






Materials!

Changes$monthly$



Class/Program$

Name$ Intermediate*English*

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Monday$–$Tuesday$5:00$–$7:00$

Thursday$5:00$–$9:00$


Low$Intermediate$ESL$–$High$Intermediate$ESL$


CASAS$Reading$Life$and$Work$81RX/82RX,$

83/84$

Scaled!Score!Range!

201$–$220$

Class!Led!By! Paid$licensed$English,$ABE$or$ESL$teacher$ Delivery!Style$ Class$

Class!Goals! Improve$English$skills$to$test$into$Advanced3level$classes$and$prepare$for$state$adult$diploma$competency$standards.$$



$Yes$




Class!Content! Changes$monthly$Class!Activities! Reading,$writing,$speaking,$listening$and$computers$Class!Text(s),!Educational!


Materials!

Changes$monthly$



Class/Program$

Name$ Beginning*English*

Class!Site(s)! VOA$Education$Center$$

Days!&!Times! Monday,$Tuesday,$Thursday$5:0039:00$


Low$Beginning$ESL$–$High$Beginning$ESL$


CASAS$Reading$Life$and$Work$81/82,$

81RX/82RX$

Scaled!Score!Range!

181$3$200$

Class!Led!By! Paid$licensed$English,$ABE$or$ESL$teacher$

Delivery!Style$ Class$

Class!Goals!Improve$English$skills$to$test$into$Intermediate3level$classes$and$prepare$for$state$adult$diploma$competency$standards.$$



Yes$$


Yes$

Northstar$Digital$Literacy$Standards$$

Yes$

Minnesota$state$adult$diploma$program$standards$

Language$Arts$



Materials!

Changes$monthly$



$

Class/Program$Name$ Foundations*

Class!Site(s)! VOA$Education$Center$

$Days!&!Times! Monday,$Tuesday,$Thursday$5:0039:00$


Beginning$ESL$Class!

Assessment(s)!

CASAS$

Reading$

Beginning$

Literacy$27/28$

Scaled!Score!Range!

<$180$

Class!Led!By! Paid$licensed$English,$ABE$

or$ESL$teacher$Delivery!Style$ Class$

Class!Goals! $

Improve$English$skills$to$test$into$Beginning3level$classes$and$prepare$for$state$adult$diploma$competency$standards.$



(CCRS)$

$

Yes$

$




$Yes$


standards$Language$Arts$


Class!Activities! Reading,$writing,$speaking,$listening,$computers$



Materials!

Changes$monthly$

$



Class/Program!Name! ADP*Science$

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Monday$5:0037:00$p.m.$


High$Intermediate$Basic$–$High$Adult$Secondary$



Battery$9/10$

Scaled!Score!Range!

5223812$

Class!Led!By! Paid$licensed$science$teacher$ Delivery!Style$ Class$

Class!Goals! Prepare$for$state$adult$diploma$competency$standards$in$science.$



Yes$$



Minnesota$state$adult$diploma$program$standards$ Science$

Class!Content! Changes$monthly$Class!Activities! Reading,$writing,$speaking,$listening,$computers$and$science$labs$Class!Text(s),!Educational!


Materials!

Changes$monthly$



Class/Program!

Name! ADP*Social*Studies*


$

Days!&!Times! Tuesday$5:00$–$7:00$p.m.$



High$Adult$Secondary$


TABE$Reading$

Complete$

Battery$9/10$

Scaled!Score!Range!

522$3$812$

Class!Led!By! Paid$licensed$social$

studies$teacher$


Class!Goals! Prepare$for$state$adult$diploma$competency$standards$in$social$studies.$



(CCRS)$

$

$

Yes$



Yes$


$

Yes$


standards$

Social$Studies$


Class!Activities! Reading,$writing,$speaking,$listening,$computers,$social$studies$projects$



Materials!

Changes$monthly$



Class/Program!

Name! Pre;ADP*Science*

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Monday$7:00$–$9:00$p.m.$


Beginning$Basic$–$Low$Intermediate$Basic$



Battery$9/10$

Scaled!Score!Range!

368$3$517$

Class!Led!By! Paid$licensed$science$or$ABE$teacher$ Delivery!Style$ Class$

Class!Goals!$Prepare$for$state$adult$diploma$competency$standards$in$science$while$improving$English$skills$to$test$into$ADP3level$classes.$



$$

Academic,$Career,$and$Employability$Skills$$Transitions$Integration$Framework$(ACES$TIF)$ $

Northstar$Digital$Literacy$Standards$$ $


Class!Content! Changes$monthly$Class!Activities! Reading,$writing,$speaking,$listening,$computers,$science$labs$Class!Text(s),!Educational!


Materials!

Changes$monthly$



Class/Program!

Name! Pre;ADP*Social*Studies*

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Tuesday$5:00$–$7:00$p.m.$


Beginning$Basic$–$Low$Intermediate$



Battery$9/10$

Scaled!Score!Range!

368$3$517$

Class!Led!By! Paid$licensed$social$studies$or$ABE$teacher$ Delivery!Style$ Class$

Class!Goals!$Prepare$for$state$adult$diploma$competency$standards$in$social$studies$while$improving$English$skills$to$test$into$ADP3level$classes.$



Yes$$



Minnesota$state$adult$diploma$program$standards$ Social$Studies$

Class!Content! Changes$monthly$Class!Activities! Reading,$writing,$speaking,$listening,$computers,$social$studies$projects$Class!Text(s),!Educational!


Materials!

Changes$monthly$



Class/Program!

Name! Advanced*Science*


$Days!&!Times! Monday$7:00$–$9:00$p.m.$


Advanced$ESL$Class!

Assessment(s)!

CASAS$

Reading$Life$

and$Work$

185/186,$

187/188$

Scaled!Score!Range!

221$3$235$

Class!Led!By! Paid$licensed$science,$ABE$

or$ESL$teacher$Delivery!Style$ Class$

Class!Goals!Prepare$for$state$adult$diploma$competency$standards$in$science$while$improving$English$skills$to$test$into$Pre3ADP$

level$classes.$

$



(CCRS)$

$

Yes$




$Yes$


standards$Science$


Class!Activities! Reading,$writing,$speaking,$listening,$computers,$science$labs$



Materials!

Changes$monthly$



Class/Program!

Name! Advanced*Social*Studies$

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Tuesday$7:00$–$9:00$p.m.$




Scaled!Score!Range!

221$3$235$

Class!Led!By!Paid$licensed$social$studies,$ABE$or$ESL$


Class!Goals! Prepare$for$state$adult$diploma$competency$standards$in$social$studies$while$improving$English$skills$to$test$into$Pre3ADP$level$classes.$



Yes$$




Class!Content! Changes$monthly$Class!Activities! Reading,$writing,$speaking,$listening,$computers,$social$studies$Class!Text(s),!Educational!


Materials!

Changes$monthly$



Class/Program!

Name! Intermediate$Science$

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Monday$7:0039:00$





83/84$

Scaled!Score!Range!

201$3$220$

Class!Led!By! Paid$licensed$science,$ABE$or$ESL$teacher$ Delivery!Style$ Class$

Class!Goals!Prepare$for$state$adult$diploma$competency$standards$in$science$while$improving$English$skills$to$test$into$Advanced3level$classes.$$



$Yes$




Class!Content! Changes$monthly$Class!Activities! Reading,$writing,$speaking,$listening,$computers,$science$Class!Text(s),!Educational!


Materials!

Changes$monthly$



Class/Program!

Name! Intermediate*Social*Studies*

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Tuesday$7:0039:00$





83/84$

Scaled!Score!Range!

201$3$220$

Class!Led!By!Paid$licensed$social$studies,$ABE$or$ESL$


Class!Goals!Prepare$for$state$adult$diploma$competency$standards$in$social$studies$while$improving$English$skills$to$test$into$Advanced3level$classes.$$



$Yes$




Class!Content! Changes$monthly$Class!Activities! Reading,$writing,$speaking,$listening,$social$studies$Class!Text(s),!Educational!


Materials!

Changes$monthly$



Class/Program!

Name! Life*and*Work*Skills*


Days!&!Times! Friday$3:0039:00$


Beginning$ESL$–$High$Adult$Secondary$

Class!Assessment(s)! N/A$

Scaled!Score!Range!

N/A$

Class!Led!By! Paid$licensed$high$school,$ABE$or$ESL$teacher$


Class!Goals!$Become$digitally$literate$and$college$and$career$ready$through$multi3level$group$work,$computer$research$and$presentations.$



$Yes$


Yes$


Yes$


College$and$career$readiness$and$digital$literacy$

Class!Content! Changes$monthly$Class!Activities! Reading,$writing,$speaking,$listening,$group$work,$computers$Class!Text(s),!Educational!


Materials!

Changes$monthly$



Class/Program!

Name! Independent*Study*


Days!&!Times! Monday$–$Thursday$3:00$–$5:00$p.m.$


All$Class!

Assessment(s)! N/A$Scaled!Score!Range!

N/A$–$All$enrolled$

Class!Led!By! Paid$licensed$high$school,$ABE$or$ESL$teacher$


Class!Goals! Become$digitally$literate$and$college$and$career$ready$through$independent$study$in$the$computer$lab.$$



Yes$$


Yes$


Yes$


College$and$career$readiness$and$digital$literacy$

Class!Content! Individualized$Class!Activities! Computers$Class!Text(s),!Educational!


Materials!

Computer3based$learning$

$



Class/Program!

Name! Math*1;2*

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Wednesday$5:0039:00$


Beginning$ABE$Literacy$–$Beginning$Basic$in$math$


TABE$Total$Math$

Complete$Battery$9/10$

Scaled!Score!Range!

G.E.$0.0$–$2.9$if$native$English$speaker,$0.0$–$1.9$if$ESL$

Class!Led!By! Paid$licensed$high$school,$ABE$or$ESL$teacher$ Delivery!Style$ Class$

Class!Goals! Prepare$for$state$adult$diploma$competency$standards$in$math$while$improving$skills$to$test$into$334$level$math.$



Yes$$



Minnesota$state$K312$standards$ Math$–$1st$and$2nd$grade$Class!Content! Changes$monthly$Class!Activities! Math,$computers$Class!Text(s),!Educational!


Materials!

Changes$monthly$



Class/Program!

Name! Math*3;4*


$Days!&!Times! Wednesday$5:0039:00$


Beginning$Basic$–$Low$

Intermediate$Basic$in$

math$


TABE$Total$

Math$

Complete$

Battery$9/10$

Scaled!Score!Range!

G.E.$3.0$–$4.9$if$native$English$speaker,$

2.0$–$3.9$if$ESL$

Class!Led!By! Paid$licensed$high$school,$

ABE$or$ESL$teacher$Delivery!Style$ Class$

Class!Goals! Prepare$for$state$adult$diploma$competency$standards$in$math$while$improving$skills$to$test$into$536$level$math.$

$



(CCRS)$

$

Yes$

$




$Yes$

Minnesota$state$K312$standards$ Math$–$3rd$and$4

th$grade$


Class!Activities! Math,$computers$



Materials!

Changes$monthly$



Class/Program!

Name! Math*5;6*

Class!Site(s)! VOA$Education$Center$$ Days!&!Times! Wednesday$5:0039:00$


Low$Intermediate$Basic$–$High$Intermediate$Basic$in$math$


TABE$Total$Math$

Complete$Battery$9/10$

Scaled!Score!Range!

G.E.$5.0$–$6.9$if$native$English$speaker,$4.0$–$5.9$if$ESL$

Class!Led!By! Paid$licensed$high$school,$ABE$or$ESL$teacher$ Delivery!Style$ Class$

Class!Goals! $Prepare$for$state$adult$diploma$competency$standards$in$math$while$improving$skills$to$test$into$738$level$math.$



Yes$$



Minnesota$state$K312$standards$ Math$–$5th$and$6th$grade$Class!Content! Changes$monthly$Class!Activities! Math,$computers$Class!Text(s),!Educational!


Materials!

Changes$monthly$



Class/Program!

Name! Math*7;8*




High$Intermediate$Basic$in$

math$


TABE$Total$

Math$

Complete$

Battery$9/10$

Scaled!Score!Range!

G.E.$7.0$–$8.9$if$native$English$speaker,$

6.0$–$7.9$if$ESL$

Class!Led!By! Paid$licensed$math$or$ABE$


Class!Goals! $

Prepare$for$state$adult$diploma$competency$standards$in$math$while$improving$skills$to$test$into$9312$level$math.$



(CCRS)$

$

$

Yes$




$Yes$

Minnesota$state$K312$standards$ Math$–$7th$and$8

th$grade$

Class!Content! Individualized$




Materials!

Algebra$texts$plus$other$materials$provided$by$the$teacher$as$needed$by$students$



Class/Program!

Name! Math*9;12*





High$Adult$Secondary$in$

math$


TABE$Total$

Math$

Complete$

Battery$9/10$

Scaled!Score!Range!

G.E.$9.0$–$12.9$if$native$English$

speaker,$8.0$–$12.9$if$ESL$

Class!Led!By! Paid$licensed$math$


Class!Goals! Prepare$for$college$and$state$adult$diploma$competency$standards$in$math.$

$



(CCRS)$

$

Yes$

$




$Yes$

Minnesota$state$K312$standards$ Math$–$9th$–$12

th$grade$

Class!Content! Individualized$




Materials!

Advanced$Algebra$and$Geometry$texts$plus$other$materials$provided$by$the$teacher$as$needed$by$students$

$

instructional program course descriptions

Documents