Seeing the Classroom through “Transitions-colored Glasses”: 

ALL Teachers Helping ALL Students for Successful Transitions

Kimberly JohnsonATLAS DirectorHamline University

Lia Conklin OlsonACES Project Lead

Hubbs Center, St Paul Public Schools

Kara RotramelABE Coordinator

Forest Lake Area Schools

AGENDAToday we will…

• Review the Transitions Integration Framework (TIF) and its applicability to any context

• Share and practice the ACES process

• Generate sample activities tied to specific TIF skills

• Identify next steps for implementation of TIF skills

TRANSITIONS DEFINITIONS

Integrating a planned, thoughtful approach to building academic and career awareness with contextualized skill building including soft skills, literacy, numeracy and technology.

Set of skills and knowledge that helps one prepare and move into what comes next in one’s life.

Transitions is forward movement to strengthen positive life situations with particular focus on career, financial stability, and confidence.

ACESACADEMIC, CAREER, & EMPLOYABILITY SKILLS

To ensure that ABE programs are able to provide effective

contextualized instruction integrating post-secondary

education and training readiness, employability skills, and career

readiness at all levels.

What is ACES?1. Transitions Integration Framework (TIF)

– Identify critical transitions skills for MN learners– Prioritize these skills to guide curriculum and

instruction

2. ACES Professional Development– Provide professional development to practice

and master use of the TIF– Develop useful and user-friendly resources to

support practitioners and programs

The Transitions Integration Framework (TIF)

• Two years in development, reviewing current research & frameworks and with input from the field:– ABE practitioners– College instructors– DEED and workforce staff– State and ATLAS staff

• Designed to meet needs of MN learners & practitioners

• Framework to guide integration of critical transitions skills into all levels of instruction

• TIF is an “overlay” to instruction, not curriculum, but about changing the way we teach

TIF CATEGORIES

Effective Communi-cationLearning SkillsAcademic Language & SkillsNumeracyCritical ThinkingSelf-ManagementDeveloping a Future PathwayNavigating Systems

THE ACES PROCESS

1. Assess instruction/materials/curriculum to identify where TIF skills are addressed

2. Complement and enhance to intentionally integrate TIF skills

3. Evaluate outcomes after delivering lesson/using materials/trying the activity

4. Study and reflect– What else do students need?– What else do I need?

MODELING THE ACES PROCESS

1. Assess and Complement– Reading activity in a classroom context:

Raymond Sedar

2. Assess, Complement & enhance, Evaluate, Study & reflect

– Reading activity in an One-Room Schoolhouse context: Harvest Time

PRACTICE INTO ACTION!

On your own, with a partner, or in a small group:

1. Read and ASSESS the reading/activity to determine what TIF skills are being addressed

– Note the category, skill, sub-skills

2. Brainstorm and create ways to COMPLEMENT and enhance the activity to practice additional TIF skills

– Note the activity and the TIF category, skill, sub-skills

NEXT STEPS

• ACES resources at ATLAS website:

www.atlasabe.org/professional/transitions

• Future PD opportunities• Regional workshops in fall 2013 (NE, NW,

Metro, South)• ACES Study Circles in programs and/or

transitions regions in spring 2014

• Contact Lia Conklin Olson, the ACES Project Lead: Lia.conklin@spps.org

WRAP-UP AND ACTION PLANTake a few minutes to think/talk

about what you’ve learned today.

1. What would you like to remember? Why?

2. How do you plan to remember this?

Kimberly JohnsonATLAS/Hamline University

THANK YOU!!