MINNEAPOLIS ADULT EDUCATION
COURSE CATALOG
Prepared by
Danielle Legault and Heather Turngren, Curriculum Coordinators
February 2015
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
2
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
3
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
CDA (Child Development Associate)
South Campus Day – South Campus Evening
Entry: GED/HS
Diploma & TABE
Reading D/A 8.0+,
TABE
Class
writing sample, and
Reading
Assessment(s)
480 hours
experience
Paid/Licensed
Teacher
Delivery Style
Program Area
Scaled
Score
Range
GED
ABE
Exit: Completion of class content &
120 hours of education
Class
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
4
Here is the website: http://abe.mpls.k12.mn.us/certificate-based_classes.html
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
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.
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.
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.
5
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
Customer Service
South Campus Day and Evening – North Campus Day
CASAS
CASAS Reading
Class
and/or
215+
Assessment(s)
TABE
Paid/Licensed
Teacher
Delivery Style
Program Area
Scaled
Score
Range
ELL
GED
ABE
Exit: Completion of class content
Class
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.
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.
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.
6
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Introduction to Early Childhood Education
South Campus Day
Entry: CASAS
226+
TABE M 4.0+
Writing assessment
Class
Assessment(s)
Program Area
CASAS
185/186
and/or
TABE M/D
Reading
Scaled
Score
Range
ELL
GED
ABE
Exit: Completion of class content
Paid/Licensed
Class
Delivery Style
Teacher
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
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.
Class Text(s),
Educational Technology,
& Other Instructional
Materials
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.
8
Class or Program Name
Class Site(s)
Food Manager Certificate
South Campus Day and Evening – North Campus Day
Student
Placement
Level(s)
TABE M/D 5.0+
Class
Assessment(s)
Class Led By
Paid/Licensed
Teacher
Delivery Style
Class Goals
Class Content
Class Activities
TABE
Reading
Program Area
Scaled
Score
Range
GED
ABE
Exit: Complete course requirements
and pass ServSafe online exam with
75% +
Class
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.
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.
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
9
assessments throughout the quarter.
Class Text(s),
Educational Technology,
& Other Instructional
Materials
Core Text: ServSafe Manager 6th Edition.
Teachers use Schoology with tests, quizzes, and related links.
10
Class or Program Name
Pre-CDL (Commercial Drivers License)
Class Site(s)
North Campus Day
Student
Placement
Level(s)
CASAS 225+,
TABE M 5.0+ and
clean driving record
Class
Assessment(s)
Class Led By
Paid/Licensed
Teacher
Delivery Style
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
Program Area
CASAS
and/or
TABE
Reading
Scaled
Score
Range
ELL
GED
ABE
Exit: completion of course content
Class
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.
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
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.
11
& Other Instructional
Materials
12
Class or Program Name
Class Site(s)
Skills Lab
South Campus Day and Evening
Student
Placement
Level(s)
current student
Class
Assessment(s)
Class Led By
Paid/Licensed
Teacher
Delivery Style
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
Program Area
CASAS
and/or
TABE
ELL
Scaled
Score
Range
GED
ABE
Exit: none
Class/Lab
Students create an individual learning plan to enhance their content knowledge from core and focus classes.
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.
Students choose the content area to review and develop with teacher guidance.
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
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ABE Orientation
South Campus Day and Evening – North Campus Day
Attend Registration
Paid/Licensed
Teacher
Class
Assessment(s)
TABE
Program Area
Scaled
Score
Range
GED
ABE
Exit: completion of course content
Class
Delivery Style
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.
This is the orientation class for new or returning ABE students to the Minneapolis Adult Education program
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
14
Student
Placement
Level(s)
Attend Registration
Class
Assessment(s)
Class Led By
Paid/Licensed
Teacher
Delivery Style
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
CASAS
Scaled
Score
Range
Exit: completion of course content
Class
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.
This is the orientation course for the ELL program of Minneapolis Adult Education.
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.
15
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
CPR/First Aid/AED
South Campus Day and Evening - North Campus Day
CASAS
Class
and/or
ELL Core 5+
Assessment(s)
TABE
Reading
Paid/Licensed
Teacher
Delivery Style
Program Area
ELL
GED
ABE
Scaled
Score
Range
Class
1.
2.
3.
4.
5.
6.
7.
8.
I can understand the role of first responders in the Emergency Medical Services (EMS) system.
I can check an emergency situation for safety.
I can check for consciousness in adult, child and infant.
I can call 911 and report an emergency situation.
I can recognize and provide care for shock.
I can recognize and provide care for cardiac emergencies in adults, children, and infants.
I can correctly use an AED for an adult or child until EMS personnel arrive.
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.
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.)
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.
Core Text: American Red Cross First Aid/CPR/AED Participant’s Manual. Students also use teacher-created
16
Educational Technology,
& Other Instructional
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.
17
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ELL Distance Learning
South Campus Evening
CASAS 200+
Class
Assessment(s)
CASAS
Reading
Program Area
Scaled
Score
Range
ELL
Exit: complete course content
Paid/Licensed
Delivery Style
Class and Distance Learning
Teacher
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.
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.
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.
18
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
English for Healthcare
South Campus Day and Evening – North Campus Day
and Evening
CASAS 215+
Class
Assessment(s)
CASAS
Reading
Program Area
ELL
Scaled
Score
Range
Exit: Completion of course content
Paid/Licensed
Class
Delivery Style
Teacher
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.
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.
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.
19
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
English for Manufacturing and the Trades
South Campus Day and Evening – North Campus Day
CASAS 205+
Class
Assessment(s)
CASAS
Reading
Program Area
ELL
Scaled
Score
Range
Exit: Completion of course content
Paid/Licensed
Class
Delivery Style
Teacher
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.
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.
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.
20
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
Citizenship
South Campus Day and Evening – North Campus Day
Program Area
ELL
GED
ABE
and Evening
CASAS
Scaled
Class
and/or
ELL CASAS 205+
Score
Exit: Completion of course content
Assessment(s)
TABE
Range
Reading
Paid/Licensed
Delivery Style
Class
Teacher
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.
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.
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.
21
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
Reading Intervention A
South Campus Day
Program Area
ELL
ELL Core 3 & 4
Scaled
Class
CASAS
teacher
Score
Exit: Complete course benchmarks
Assessment(s)
recommendation
Range
Paid/Licensed
Delivery Style
Class
Teacher
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.
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.
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.
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.
22
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
Reading Intervention B
South Campus Day
Program Area
ELL
ELL Core 4, 5, 6
Scaled
Class
CASAS
teacher
Score
Exit: Complete course benchmarks
Assessment(s)
recommendation
Range
Paid/Licensed
Delivery Style
Class
Teacher
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
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 multiplechoice tests.
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.
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.
23
Class or Program Name
Lean Skills Training
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
Program Area
CASAS 220+
Paid/Licensed
Teacher
Class
Assessment(s)
Delivery Style
CASAS
and/or
TABE
Reading
Scaled
Score
Range
ELL
GED
ABE
Exit: Complete of course benchmarks
Class
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 ErrorProofing.
5. I can describe the Perfect Transaction concept and its importance in Lean.
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.
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.
24
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Social Studies
TABE D = 7.1+
Class
Assessment(s)
Paid Teacher or
Volunteer
Delivery Style
TABE
Program Area
Scaled
Score
Range
GED
ABE
Exit: complete course requirements
Class
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.
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.
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.
Currently, there is not a core text for this course. Teachers use Schoology, Google Docs, MS Word, and various
25
Educational Technology,
& Other Instructional
Materials
online websites related to GED Social Studies.
26
Class or Program Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Science
TABE D = 7.1+
Class
Assessment(s)
Paid Teacher or
Volunteer
Delivery Style
TABE
Program Area
Scaled
Score
Range
GED
ABE
Exit: complete course requirements
Class
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.
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.
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.
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.
27
Materials
28
Class Name
ABE Reading 250
Class Site(s)
South Campus Day and Evening, North Campus Day and Evening
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Entry: TABE Reading D = 5.0+
Class
Assessment(s)
Paid/Licensed Teacher
Delivery Style
TABE
Reading
Program
Area
Scaled
Score
Range
ABE GED
Exit: Completion of course
content and benchmarks
Class
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
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.
Warm-up activity of previous material, introduction to new material, teacher-led guided practice, individual or
29
Class Text(s),
Educational Technology,
& Other Instructional
Materials
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/)
30
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
ABE Reading 255
Program
GED
ABE
Area
Entry: Completion of ELL Level 6,
Scaled
Exit: Completion of
Class
and/or TABE Reading M/D = 5.1+
TABE
Score
course content
Assessment(s)
Range
and benchmarks
Paid/Licensed Teacher
Delivery Style
Class
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.
South Campus Day and Evening, North Campus Day and Evening
Here is the link to benchmarks: http://abe.mpls.k12.mn.us/reading_2.html
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.
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.
31
Class Text(s),
Educational Technology,
& Other Instructional
Materials
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/
32
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
ABE Reading 260
South Campus Day and Evening, North Campus Day and Evening
Entry: Completion of Reading
255/250 or TABE Reading D/A =
7.1+
Class
Assessment(s)
TABE
Reading
Program
Area
Scaled
Score
Range
GED
ABE
Exit: Completion of
course content
and benchmarks
Paid/Licensed Teacher
Delivery Style
Class
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.
Here is the link to benchmarks: http://abe.mpls.k12.mn.us/reading_2.html
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
33
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
participate in class lessons as well as complete independent reading assignments. Practice for GED tests and
Accuplacer may be administered on a regular basis.
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.
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/
34
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
ABE Reading 270
Program
GED
ABE
Area
Entry: GED/HS Diploma or
Scaled
Class
TABE
Exit: Completion of course
equivalent
Score
Assessment(s)
Reading
content and benchmarks
Range
Paid/Licensed Teacher
Delivery Style
Class
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.
South Campus Day
Here is the link to benchmarks: http://abe.mpls.k12.mn.us/reading_2.html
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.
35
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.
Class Text(s),
Educational Technology,
& Other Instructional
Materials
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/
36
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
ABE Writing 350
Program
GED
ABE
Area
Entry: TABE Lang Arts M
Scaled
Exit: Completion of
Class
TABE Language
2.9 - 9.9 or
Score
course content
Assessment(s)
Arts Test
TABE Lang Arts 2.9 - 5.9
Range
and benchmarks
Paid/Licensed Teacher
Delivery Style
Class
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.
South Campus Day and Evening, North Campus Day and Evening
Here is the link to benchmarks on website: http://abe.mpls.k12.mn.us/ell_writing.html
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.
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
37
assessments throughout the quarter/semester.
Class Text(s),
Educational Technology,
& Other Instructional
Materials
The core text is Great Writing 3. Teachers also use Schoology, Google Docs, and MS Word.
38
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
ABE Writing 360
South Campus Day and Evening, North Campus Day and Evening
Entry: Completion of Writing 350 or
TABE Language Arts D or A test with a
score of 6.0 +
Class
Assessment(s)
TABE
Program
Area
Scaled
Score
Range
GED
ABE
Exit: Completion of
course content and
benchmarks
Paid/Licensed Teacher
Delivery Style
Class
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
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.
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
39
assessments throughout the quarter/semester.
Class Text(s),
Educational Technology,
& Other Instructional
Materials
The core text is Great Writing 4. Teachers also use Schoology, Google Docs, and MS Word.
40
Class Name
ELL Math 1
Class Site(s)
South Campus Day and Evening, North Campus Day
Student
Placement
Level(s)
Entry: Math Placement
Test
Class Led By
Paid/Licensed Teacher
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
Class
Assessment(s)
Delivery Style
CASAS
Math
Program
Area
Scaled
Score
Range
ELL
Exit: Completion of class
content and benchmarks
Class
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.
This is the first course in the ELL math sequence. It includes computation and interpreting numeric materials for
work, life, and school.
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.
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/)
41
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ELL Math 2
South Campus Day and Evening, North Campus Day and
Evening
Entry: Math Placement Test or
Class
CASAS
Completion of Math 1
Assessment(s)
Math
Program
Area
Scaled
Score
Range
ELL
Exit: Completion of class
content and benchmarks
Paid/Licensed Teacher
Delivery Style
Class
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.
This is the second course in the ELL math sequence. It includes computation and interpreting numeric
materials for work, life, and school.
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.
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/
42
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ELL Math 3
South Campus Day
Entry: Math Placement Test
or Completion of Math 2
Class
Assessment(s)
TABE
Math E or
M
Program
ELL
Area
Scaled
Exit: Completion of class
Score
content and benchmarks
Range
Class
Paid/Licensed Teacher
Delivery Style
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.
This is the third course in the ELL math sequence. It includes computation, numeracy, and operations with
numbers smaller than one.
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.
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/
43
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
ABE Math 140
South Campus Day and Evening, North Campus Day and
Evening
Entry: The need to master
whole number skills, as
demonstrated by the TABE
Class
TABE
Math Computation test and/or
Assessment(s)
teacher recommendation.
Program
Area
Scaled
Score
Range
GED
ABE
Exit: Mastery of whole number
computation skills, as demonstrated by
an assessment similar to the TABE M
Math Computation test and/or teacher
recommendation
Paid/Licensed Teacher
Delivery Style
Class
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.
This course helps students to build a foundation of number sense and problem-solving skills by focusing on
whole numbers, money, and decimals
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.
The core text is Math Sense 2: Focus on Operations (Units 1-3). Teachers also use Schoology, My Skills Tutor,
44
Educational Technology,
& Other Instructional
Materials
MPS-AE Online Activity List, and various websites.
(http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/
45
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ABE Math 150
South Campus Day and Evening, North Campus Day and
Evening
Entry: Math 140 or
placement test
Class
Assessment(s)
TABE
Math
Program
Area
Scaled
Score
Range
GED
ABE
Exit: Completion of class
content
with a score of 80%.
Paid/Licensed Teacher
Delivery Style
Class
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.
This course builds on the foundation of skills in Math 140. It adds proportion and measurement problems and
also introduces basic algebra.
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.
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/
46
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ABE Math 160
South Campus Day and Evening, North Campus Day and
Evening
Entry: Math 150 or
Class
TABE
placement test
Assessment(s)
Math
Program
Area
Scaled
Score
Range
GED
ABE
Exit: Completion of class content
with a score of 80% or higher.
Paid/Licensed Teacher
Delivery Style
Class
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.
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.
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.
The core text is Math Sense 2: Focus on Problem Solving (Units 2-5). Teachers also use Schoology, i-Pathways,
and various websites.
47
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ABE Math 165
South Campus Day and Evening, North Campus Day and Evening
Entry: Completion of Math 160 or
placement test
Class
Assessment(s)
TABE
Math
Program
Area
Scaled
Score
Range
GED
ABE
Exit: Pass the GED
Math test
Paid/Licensed Teacher
Delivery Style
Class
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.
This course prepares students for the GED test and for college level algebra.
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.
The core text is Math Sense 3: Focus on Analysis. Teachers also use Schoology, i-Pathways, and various
websites.
48
Class Name
ELL Core Pre-Literacy
Class Site(s)
South Campus Day – South Campus Evening
Student
Placement
Level(s)
Entry: CASAS Score below
174
Class Led By
Paid/Licensed Teacher
Class Goals
Class Content
Class Activities
Class
Assessment(s)
Delivery Style
Program
Area
CASAS
Reading
Scaled
Score
Range
ELL
Exit: Completion of class
content &
CASAS score 175+
Class
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
This is a beginning English Language course in the ELL core sequence. It includes reading, writing, listening
and speaking for work, life, and school.
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.
49
Class Text(s),
Educational Technology,
& Other Instructional
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/)
50
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
ELL Core 1
South Campus Day and Evening, North Campus Day and
Evening
Entry: CASAS Score 175 or
higher
Class
Assessment(s)
Program
Area
CASAS
Reading
Scaled
Score
Range
ELL
Exit: Completion of class
content &
CASAS score of 184 or higher
Paid/Licensed Teacher
Delivery Style
Class
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.
Here is the website: http://abe.mpls.k12.mn.us/ell_core_classes.html
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
This is a beginning English language course in the ELL core sequence. It includes reading, writing, listening and
speaking for work, life, and school.
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.
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/
51
Materials
52
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ELL Core 2
South Campus Day and Evening, North Campus Day
and Evening
Entry: CASAS Score
Class
CASAS
185 or higher
Assessment(s) Reading
Program
Area
Scaled
Score
Range
ELL
Exit: Completion of class content,
benchmarks, and CASAS reading score of
194 or higher.
Paid/Licensed Teacher
Delivery Style
Class
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
This is a beginning English Language course in the ELL core sequence. It includes reading, writing, listening and
speaking for work, life, and school.
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.
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/
53
Class Name
ELL Core 3
Class Site(s)
South Campus Day and Evening, North Campus Day and Evening
Student
Placement
Level(s)
Entry: CASAS reading test score
195 or higher
Class Led By
Paid/Licensed Teacher
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
Class
Assessment(s)
CASAS
Reading
Program
Area
Scaled
Score
Range
Delivery Style
ELL
Exit: Completion of class
content &
CASAS Reading score 204
Class
1.
2.
3.
4.
5.
6.
7.
I can comprehend a 3-paragraph reading passage.
I can give written answers to questions using the simple present, simple past and future tenses.
I can find important information on a chart or table such as a calendar or paystub.
I can orally ask and answer questions about employment and other life skills topics.
I can fill out a simple form such as a job application or medical form.
I can read and understand a simple document involving numbers such as a phone bill or receipt.
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.
Here is the website: http://abe.mpls.k12.mn.us/ell_core_classes.html
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.
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.
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/
54
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
ELL Core 4
South Campus Day and Evening, North Campus Day and
Evening
Entry: CASAS reading test
score
Class
CASAS
205 or higher
Assessment(s)
Reading
Program
Area
Scaled
Score
Range
ELL
Exit: Completion of class
content &
CASAS score of 214
Paid/Licensed Teacher
Delivery Style
Class
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
Class Activities
Class Text(s),
Educational Technology,
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.
Ventures 3, 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
& Other Instructional
Materials
56
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
ELL Core 5
South Campus Day and Evening, North Campus Day and
Evening
Entry: CASAS Reading score
215 or higher
Class
Assessment(s)
Program
Area
CASAS
Reading
Scaled
Score
Range
ELL
Exit: Completion of class
content, benchmarks, and
CASAS score 225
Paid/Licensed Teacher
Delivery Style
Class
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
Class Activities
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.
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
57
assessments throughout the quarter/semester.
Class Text(s),
Educational Technology,
& Other Instructional
Materials
Ventures 4, Schoology, MPS-AE Online Activity List, Google Docs, MS Word,
(http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/
58
Class Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
ELL Core 6
South Campus Day and Evening, North Campus Day and
Evening
Entry: CASAS Reading
score 226 or higher
Class
Assessment(s)
Program
Area
CASAS and
TABE
Reading
Scaled
Score
Range
ELL
Exit: Completion of course
content, benchmarks, and
TABE Score of 5.1 on
Form M
Paid/Licensed Teacher
Delivery Style
Class
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 Activities
Class Text(s),
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.
WordlyWise 3000 Books 5 and 6, Six-Way Paragraphs in the Content Areas Introductory, and Reading Drills
59
Educational Technology,
& Other Instructional
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/
60
Class or Program
Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ELL Writing 1
South Campus Day and Evening, North Campus Day and
Evening
Entry: Student is enrolled
Teacher
Class
in ELL Core 3 or higher
Assessments
Assessment(s)
Paid/Licensed Teacher
Delivery Style
Program
Area
Scaled
Score
Range
ELL
Exit: Completion of course
content and benchmarks
Class
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.
This course is the first in the ELL writing sequence. It includes writing and typing, work, life, and school.
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.
The core text is Great Writing 1. Teachers use Schoology, MPS-AE Online Activity List, Google Docs, and MS
Word.
61
Class or Program
Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ELL Writing 2
Program
ELL
Area
Entry: Completion of
Scaled
Exit: Completion of course
Class
Teacher
Writing 1 or placement test
Score
content and benchmarks
Assessment(s)
Assessments
Range
Paid/Licensed Teacher
Delivery Style
Class
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.
South Campus and Evening, North Campus Day and Evening
This course is the second in the ELL writing sequence. It includes writing and typing, work, life, and school.
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.
The core text is Great Writing 2. Teachers also use Schoology, Google Docs, and MS Word.
62
Class or Program
Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
ELL Writing 3
Program
ELL
Area
Entry: Completion of
Scaled
Exit: Completion of course
Class
Teacher
Writing 2 or placement test
Score
content and benchmarks
Assessment(s)
Assessments
Range
Paid/Licensed Teacher
Delivery Style
Class
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.
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.
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.
The core text is Great Writing 3. Teachers also use Schoology, Google Docs, and MS Word.
South Campus Day
63
Educational Technology,
& Other Instructional
Materials
64
Class or Program
Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
ELL Listening and Speaking 1
South Campus Day and Evening, North Campus Day and Evening
Entry: Placement Test or
Teacher Recommendation
Class
Assessment(s)
CASAS
Listening Test
Program
Area
Scaled
Score
Range
ELL
Exit: Completion of course
content and benchmarks
Paid/Licensed Teacher
Delivery Style
Class
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).
This is the first course in the Listening and Speaking series. It includes listening and speaking for work, life and
school.
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.
The texts are Active Listening 1 and Life Skills and Test Prep 1. Teachers also use the MPS-AE Online Activity
List.
65
& Other Instructional
Materials
(http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/
66
Class or Program
Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
Educational Technology,
& Other Instructional
Materials
ELL Listening and Speaking 2
South Campus Day and Evening, North Campus Day and Evening
Entry: Completion of Listening
and Speaking 1 or teacher
recommendation
Class
Assessment(s)
CASAS
Listening
Test
Program
Area
Scaled
Score
Range
ELL
Exit: Completion of course
content and benchmarks
Paid/Licensed Teacher
Delivery Style
Class
This list defines what a learner will know and be able to do upon completing this course.
Listening
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.
This is the second course in the Listening and Speaking series. It includes listening and speaking for work, life
and school.
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.
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/
67
Class or Program
Name
Class Site(s)
Student
Placement
Level(s)
Class Led By
Class Goals
Class Content
Class Activities
Class Text(s),
ELL Listening and Speaking 3
South Campus Day and Evening, North Campus Day
Entry: Completion of Listening
and Speaking 2 or teacher
recommendation
Class
Assessment(s)
CASAS
Listening
Test
Program
Area
Scaled
Score
Range
ELL
Exit: Completion of course
content and benchmarks
Paid/Licensed Teacher
Delivery Style
Class
This list defines what a learner will know and be able to do upon completing this course.
Listening
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).
This is the third course in the Listening and Speaking series. It includes listening and speaking for work, life and
school.
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.
The text is Active Listening 3. Teachers also use the MPS-AE Online Activity List.
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Educational Technology,
& Other Instructional
Materials
(http://abe.mpls.k12.mn.us/goto.html?source=abeweb.mpls.k12.mn.us/
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