Below is a listing of all CALPRO regional trainings. For information about hosting a regionally offered CALPRO workshop at your agency, please view Host CALPRO Trainings for Your Region [PDF]. To view a listing of CALPRO online courses, please visit the online courses Web page. To see what participants are saying about CALPRO regional workshops, click Participant Feedback.

Click on a category on the right to view the list of CALPRO workshops in that category. You may click on the title of an individual workshop to view the complete workshop description, goal, and objective.

ABE/ASE

College and Career Readiness Standards
(2014)

The ultimate goal of CALPRO in providing professional development opportunities for adult educators is to enhance student learning gains and to help adult learners meet their goals as productive workers, family and community members, and lifelong learners. To accomplish this goal, it is necessary to provide training for adult educators around the College and Career Readiness Standards (CCRS) and how to align what occurs in the classroom with these standards. This two part module is designed support teachers, administrators, and programs as they work to implement and align with the CCRS. This module is part one of the training and will provide an introduction to, and an in-depth exploration of the CCR standards to ensure appropriate background knowledge is mastered and a common vocabulary is established throughout the sessions and beyond. Part two will focus on the alignment of materials to the CCRS and the impact this has on instructional planning. The audience intended for this module is adult education program teams consisting of one administrator and up to 3 teachers to attend together. The teachers should represent the diversity of the instructional offerings (ABE, ASE, ESL, GED, etc.) and subject focus (ELA and math) in the program. This representation is essential to program success because the sessions will be designed to provide targeted learning opportunities for ELA and math.

CCRS 2: ELA Implementation and Application
(2015)

Building on CALPRO's CCRS Foundations module, which provides an introduction to the CCRS, this module will focus on the alignment of materials with the CCRS English language arts (ELA) standards and the application of the standards in the classroom by using practical tools and strategies. The module will focus on the CCRS ELA standards and will be developed and relevant for an audience of both Adult Basic Education/Adult Secondary Education (ABE/ASE) and English as a second language (ESL) teachers. This module focuses only on ELA, not math. It is encouraged, but not required, that teachers participate in the training in teams. If attending in teams, teachers should represent the diversity of the instructional offerings (ABE, ASE, ESL, etc.) in the program. The module will be developed so that it can meet the needs of all learner levels. NOTE: Because this module builds on the work done in CALPRO's College and Career Readiness Standards module, completion of that module is a requirement for participation in this one.

Evidence Based Writing Instruction for ABE/ASE, Session 1 & 2
(September 2013)

The Evidence-Based Writing Instruction (EBWI) Community of Practice (COP) training module is focused on writing instruction for intermediate and advanced level adult basic education (ABE), adult secondary education (ASE), and English as a second language (ESL) students. The information provided in this module is intended to guide teachers of these adult learning communities to prepare and deliver instruction, including appropriate instructional supports that promote student achievement. The audience intended for this information is ABE, ASE, and ESL teachers, as well as administrators who provide teacher training or support teacher practice within various adult education programmatic contexts. Although not designed specifically for them, adult education tutors or other paraprofessionals who work with adult learners may benefit from learning some of the ideas, strategies, and literature presented or discussed in this module.

Math Instructional Strategies, Session 1. Algebra Readiness
(August 2007)

The goals of this session are to provide participants with basic information on what adult students need to know to satisfy the California mathematics requirements for earning an adult high school diploma or the General Educational Development (GED) credential and to suggest strategies for effective instruction. It is recommended for participants to attend Session 2 to further their understanding of California’s mathematics standards.

Math Instructional Strategies, Session 2. Algebra
(August 2007)

The goals of this session are to provide participants with information on what adult students need to know to satisfy the California mathematics requirements for earning an adult high school diploma or the General Educational Development (GED) credential and to suggest strategies for effective instruction.

Evidence-Based Adult Reading Instruction, Session 1.
Alphabetics and Fluency

(February 2007)

This workshop is the first of two, 4-hour sessions on the four components of adult reading instruction. Session 1 covers alphabetics and fluency, and session 2 covers vocabulary and comprehension. Research suggests that individual assessment and explicit instruction in these four component areas can improve reading comprehension for adults. Participants explore definitions of alphabetics and fluency, as well as the research basis of each; they also explore and practice instructional and assessment strategies for each component.

Evidence-Based Adult Reading Instruction, Session 2.
Vocabulary and Comprehension

(February 2007)

This workshop is the second of two, 4-hour sessions on adult reading instruction. Session 1 covers alphabetics and fluency; Session 2 covers vocabulary and comprehension. Research suggests that individual assessment and explicit instruction in these four component areas can improve reading comprehension for adults. Participants explore definitions of vocabulary and comprehension and the research basis of each; they also explore and practice instructional and assessment strategies for each component.

Managed Enrollment (March 2004)

What is managed enrollment? Want to learn more about the process? Some programs in California have found managed enrollment to be effective in improving student retention. Come explore how you might pilot managed enrollment in your agency!

ESL

CCRS 2: ELA Implementation and Application
(2015)

Building on CALPRO's CCRS Foundations module, which provides an introduction to the CCRS, this module will focus on the alignment of materials with the CCRS English language arts (ELA) standards and the application of the standards in the classroom by using practical tools and strategies. The module will focus on the CCRS ELA standards and will be developed and relevant for an audience of both Adult Basic Education/Adult Secondary Education (ABE/ASE) and English as a second language (ESL) teachers. This module focuses only on ELA, not math. It is encouraged, but not required, that teachers participate in the training in teams. If attending in teams, teachers should represent the diversity of the instructional offerings (ABE, ASE, ESL, etc.) in the program. The module will be developed so that it can meet the needs of all learner levels. NOTE: Because this module builds on the work done in CALPRO's College and Career Readiness Standards module, completion of that module is a requirement for participation in this one.

Evidence Based Writing Instruction for ESL, Session 1 & 2
(September 2013)

The Evidence-Based Writing Instruction (EBWI) Community of Practice (COP) training module is focused on writing instruction for intermediate and advanced level adult basic education (ABE), adult secondary education (ASE), and English as a second language (ESL) students. The information provided in this module is intended to guide teachers of these adult learning communities to prepare and deliver instruction, including appropriate instructional supports that promote student achievement. The audience intended for this information is ABE, ASE, and ESL teachers, as well as administrators who provide teacher training or support teacher practice within various adult education programmatic contexts. Although not designed specifically for them, adult education tutors or other paraprofessionals who work with adult learners may benefit from learning some of the ideas, strategies, and literature presented or discussed in this module.

Optimizing ESL Instructional Planning: Management, Monitoring, and Reflection, Session 1
(June 2009)

How do you plan instruction so that you are certain your English learners' proficiency is increasing? This workshop presents an optimal process for English as a second language (ESL) instructional planning. The process uses three types of strategies: management, monitoring, and reflection. Backed by research, these strategies may be used with any proficiency level. Throughout the workshop, participants will explore ways to integrate these strategies into their courses and daily lessons.

Optimizing ESL Instructional Planning: Management, Monitoring, and Reflection, Session 2
(June 2009)

How do you plan instruction so that you are certain your English learners' proficiency is increasing? This workshop presents an optimal process for English as a second language (ESL) instructional planning. The process uses three types of strategies: management, monitoring, and reflection. Backed by research, these strategies may be used with any proficiency level. Throughout the workshop, participants will explore ways to integrate these strategies into their courses and daily lessons.

Managing the ESL Multilevel Class, Session 1.
Planning a Multilevel Lesson
(June 2008)

How do you meet the needs of ESL students in a class with skill levels ranging from beginning to intermediate to advanced? This workshop develops teachers' skills in planning lessons for learners of widely varying language skills.

Managing the ESL Multilevel Class, Session 2.
Effective Classroom Strategies

(June 2008)

How do you juggle working with different groups of many different proficiency levels in the same classroom? This workshop develops teachers' skills in managing a multilevel class effectively.

Managed Enrollment
(March 2004)

What is managed enrollment? Want to learn more about the process? Some programs in California have found managed enrollment to be effective in improving student retention. Come explore how you might pilot managed enrollment in your agency!

Instructional Strategies

Effective Teaching for Adult Educators
(September 2016)

Have you heard about the Adult Education Teacher Competencies? In this training, participants are introduced to the new Adult Education Teacher Competencies and become familiar with the four domains and seventeen competencies included. By the end of the training, participants will be able to apply the competencies to their own teaching in a variety of ways and will leave with a plan for increasing effectiveness of instruction. This module is designed for all adult education instructors and instructional leaders with at least one year of teaching experience, including ESL, ABE, HSE and CTE instructors. Teachers are encouraged to apply in pairs from the same site or program.

Enhancing Learner Persistence
(September 2005)

What’s all the excitement surrounding the topic of learner persistence, how does it differ from student retention and motivation, and how do I encourage my students to persist in their learning? Based on research on factors that promote learner persistence, this workshop engages participants in brainstorming implications for changing practice in the four areas of intake, orientation, instruction, and program activities. Come see what all the excitement is about!

Learner Goal Setting in Adult Education Programs
(September 2005)

Did you know that one of the major factors contributing to learner persistence is goal setting with the learner? Did you know that learners most often cite as a reason for dropping out that their classes did’t meet their needs and expectations? Learn how to set realistic goals with each learner and then revisit and revise goals throughout the semester so that students feel comfortable that your class is meeting their needs.

Using Questioning Strategies to Improve Instruction, Session 1.
Questioning Strategies that Improve Cognition

(March 2004)

Are you frustrated at not getting the right answers from your students? Maybe it’s because you are not asking the right questions! This workshop offers questioning strategies that foster higher-order thinking skills while developing responses beyond the level of recall. Help students connect the dots as they process new information to answer questions designed with a purpose. Move your students from perceptions and inferences to making generalizations and judgments as comprehension levels increase. This workshop is a pre-requisite to Session Two.

Using Questioning Strategies to Improve Instruction, Session 2.
Designing Questioning Strategies

(February 2005)

Leadership

The Administrator as Instructional Leader
(June 2008)

This is a three-hour workshop on the administrator as instructional leader: what it entails, how it differs from management, and why it is critical to effective programs and to student learning. It also explores strategies for integrating instructional leadership skills into daily practice.

Transitions

Postsecondary Transitions, Session 1.
(June 2011)

In Postsecondary Transitions, Community of Practice members work in agency teams to develop an integrated, comprehensive plan for implementing a coherent, effective postsecondary transition program. In this session, participants identify best practices and strategies to implement a successful postsecondary transition program. (For more information about the Community of Practice delivery format, please see the Community of Practice Web page.)

Postsecondary Transitions, Session 2.
(June 2011)

In Postsecondary Transitions, Community of Practice members work in agency teams to develop an integrated, comprehensive plan for implementing a coherent, effective postsecondary transition program. In this session, participants assess their agency’s degree of readiness to implement a postsecondary transition program and identify strategic leverage points for implementing their own agency’s action plan. (For more information about the Community of Practice delivery format, please see the Community of Practice Web page.)

Workforce

Integrated and Contextualized Workforce Skills in the ABE/ASE Classroom, Session 1.
Transferable Skills for the Workplace

(June 2010)

How can you prepare your learners to succeed in the workforce? Find out what employers say are essential skills for today's workforce. This session shows you how to connect transferable skills in the ABE/ASE classroom to the workplace.

Integrated and Contextualized Workforce Skills in the ABE/ASE Classroom, Session 2.
Contextualized Instructional Strategies

(June 2010)

How can you integrate and contextualize your instruction? Find out what contextualized instruction is and how it benefits your learners to succeed in the workforce. This session offers examples of contextualizing ABE/ASE instruction easily by using workplace activities and forms.

Integrated and Contextualized Workforce Skills in the ESL Classroom, Session 1.
Transferable Skills for the Workplace

(June 2010)

How can you prepare your learners to succeed in the workforce? Find out what employers say are essential skills for today's workforce. This session shows you how to connect transferable skills in the ESL classroom to the workplace.

Integrated and Contextualized Workforce Skills in the ESL Classroom, Session 2.
Contextualized Instructional Strategies

(June 2010)

How can you integrate and contextualize your instruction? Find out what contextualized instruction is and how it benefits your learners to succeed in the workforce. This session offers examples of contextualizing ESL instruction easily by using workplace activities and forms.

Integrated Education and Training (IET), Session 1.
(June 2012)

In Integrated Education and Training (IET), Community of Practice members work in agency-based teams of educators and agency administrators through the process of developing plans for implementing one of four instructional models that successfully integrate adult education basic skills instruction (i.e., Adult Basic Education or English as a Second Language) with technical or occupational skills instruction. The four models are: Co-teaching, Alternating Teaching, Vocational ESL/ABE-specific, and Cluster Vocational ESL/ABE. (For more information about the Community of Practice delivery format, please see the Community of Practice Web page.)

Integrated Education and Training (IET), Session 2.
(June 2012)

In Integrated Education and Training (IET), Community of Practice members work in agency-based teams of educators and agency administrators through the process of developing plans for implementing one of four instructional models that successfully integrate adult education basic skills instruction (i.e., Adult Basic Education or English as a Second Language) with technical or occupational skills instruction. The four models are: Co-teaching, Alternating Teaching, Vocational ESL/ABE-specific, and Cluster Vocational ESL/ABE. (For more information about the Community of Practice delivery format, please see the Community of Practice Web page.)

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