LR/RI produces a bulletin roughly every
to three weeks in order
to inform area practitioners of news, events, and calls for
and also as a forum for posing questions, issues and discussion topics.
The current bulletin is posted below. To read previous bulletins, go to
Archives. To receive the bulletin via email, contact LR/RI.
March 8, 2007
and conference and workshop
and other resources. To post information, and/or to receive
the bulletin via email, please contact LR/RI or leave a message at
Educators’ conference: save the date. The fifth state conference will
be held on May 17th, at the Airport Radisson.
Call for participation here.
- Wednesday, March 14 at 2:15 pm at
2:30 at the Genesis Center, 620 Potters Ave, Providence. Open
focus – please bring an idea that’s working, a question, a challenge,
student support, informing legislators:
As we know, programs receiving federal funds are not to lobby or
advocate for political causes. However, programs (learners,
practitioners, interested others) can inform elected officials of the
value and importance of adult learning. One group did that -
think about writing to them, sharing your stories, inviting learners to
do the same.
On March 2, the State Directors' Council sponsored a visit by Hill
authorization staff members to the Bryant Adult Education Center
in Fairfax County Virginia, (near DC).
From Senator Kennedy's (D-MA) office, J.D. LaRock is the lead staffer
on the Senate Health, Education, Labor, and Pensions (HELP)
committee responsible for reauthorization of the adult education
legislation. Crystal Bridgeman from Senator Patty Murray (D-WA)
attended. Senator Murray serves on the HELP committee as
well as Senate Budget and Appropriations. From the House
Education and Labor Committee Staff, Theda Zawaiza the lead
staff person (D) responsible for reauthorization and Brad
Thomas the lead Republican staff person. In addition,
Jennifer Maloney, the new Executive Director of the National
Coalition on Literacy participated.
Upon arrival around 9, they went into the learning lab and sat down to
talk with individual ABE and GED students and teachers for about 20
minutes. Then we broke them into two smaller groups so they could
visit a beginning, intermediate and advanced ESOL classes. In
each class they observed the class for ten minutes, and then sat
at tables and talked with the students for ten minutes. We prepared the
students by telling them that "These are the people who write our the
adult education laws and they are coming to learn from
you." The students and teachers were ecstatic at this
opportunity to meet and talk with the staff members. So the
students not only had a chance to introduce themselves and tell
their stories, but also to ask questions about how Congress
works. It was a great learning experience.
The students are writing thank you letters to the staff people
they talked with. They are also writing the Senators and
Representatives telling them of the visit and asking them to talk with
their staff about what they learned. I will collect the
student letters and deliver them so we do not have to worry about
the Anthrax screening. The Hill staff are really good people, but they
tell us right up front that they are not familiar with adult
education programs and issues. As a result, Lynn has been pushing us to
take them on a visit. Our goal was to give them the opportunity to see
quality instruction and see our students and hear their stories.
We have no greater ambassadors than our students.
The students and teachers at the Bryant Center were representing all
adult education teachers and students across the country.
You would have been proud of how well they represented your
program. If it is possible, could you and some of your local teachers
and students write to the Bryant Center students and staff and
thank them for preparing so thoroughly and representing you so
well. They have 100 languages there, so
beginning ESOL folks can write in their native language. The
staff members at Bryant have made this visit a meaningful
learning experience for their students and your notes of
gratitude would cap their experience.
If you can, send letters to: Students and staff of the
Bryant Center Bryant Adult Center, 2709 Popkins Lane Alexandria,
- from the National Council of State Directors of Adult Education
think about how you, your colleagues, students, community can inform
and educate others about adult learning.
Registration Form for the 2007 Reading
Across RI May Breakfast Tickets, Saturday, May 5th at
Rhodes-on-the-Pawtuxet from 9:30 am to 12 noon, is now available at
Our guest speaker that morning is the author of The Memory of Running,
Tickets are $25 for the traditional Rhode Island May breakfast. Copies
of the book will be available for purchase that day. A Penny Social
(with a Rhode Island theme!) will take
place that morning to benefit Reading Across Rhode Island.
Deadline for ticket sales: April 1.
Is your school or library interested in joining the 2007
Videoconference with Ron McLarty on the morning of May 4th?
Please email or call me with your interest or to register for
one of the twelve available slots (455-8134). -Louise B. Moulton, 150
Empire Street, Providence, RI 02903 401.455.8134;
Independent Man Awards - Accepting
The Genesis Center is proud to host the first annual Independent Man
Awards (IMA) at The Providence Hilton on April 27.
Through the assistance of an award selection committee, chaired by Dr.
Pablo Rodriguez, we will present five miniature bronze Independent Man
Awards to three Rhode Island immigrants (male or female), one Rhode
Island company that embraces diversity and the immigrant population,
and one national leader (male or female) who has made a significant
positive impact on immigrant issues. The process starts with you.
Please take a moment to nominate those individuals and organizations
you feel embody the traits worthy of The Independent Man. Nominate
online at http://www.gencenter.org/IMA.htm or contact Mike Ritz at
401-781-6110 x28. Independent Man Award (IMA) Descriptions:
The Emerging Leader IMA recognizes an outstanding young immigrant
destined to contribute to a better tomorrow. The recipient of this
award must be under 21 years of age at the time of his/her nomination.
The Community Service IMA recipient is a proven immigrant leader who
has demonstrated a selfless commitment to serve his/her community,
responding to its needs by contributing time, talent, and/or treasure.
The Entrepreneur IMA recognizes an enthusiastic Rhode Island immigrant
who developed the necessary strategies, know-how, and determination to
manifest his/her vision. This award will be presented to a positive
thinker who has owned a successful business for more than 5 years.
The National Impact IMA is presented to a passionate leader who has
demonstrated a commitment to the United States immigrant through
thought, action, example, and impact.
The Corporate IMA was created to honor those private enterprises that
have made significant contributions, which have directly impacted the
immigrant population of Rhode Island. This award will be presented to a
business that recognizes Rhode Island’s diverse community, welcomes it
into the workplace, and provides equal opportunities for career
advancement and professional growth.
- Mike Ritz Development Director Office: 401-781-6110 x28 Cell:
401-261-1900 Email: firstname.lastname@example.org
Call for Student Writings on Voting
For The Change Agent
We are interested in hearing from adult learners who voted in the
November 2006 elections. Write to us about your experience
with voting in the recent elections. The writings will be
considered for the March 2008 issue of The Change Agent
journal. It will be a special edition on Voting and Advocacy that aims
to help adult educators and learners to become active advocates and
What was your voting experience like?
If you voted for the first time, what motivated you to vote?
Why do you think voting is important?
All articles must be
received by March 31. All articles will be considered. They must
be typed. Suggested length is 500-1,200 words. Final decisions are made
by The Change Agent editorial board. A stipend of $50 will be paid to
each adult education student whose work is accepted for publication in
this issue. Please send material (by email or PC disk) to: Angela
Orlando, Editor New England Literacy Resource Center/World Education
44 Farnsworth St., Boston, MA 02210 Phone: 617-482-9485 fax:
617-482-0617 email: email@example.com
The summer issue of Field Notes
offers a chance for teachers to write about their work in a personal
way. The topic teaching from
the heart is open to interpretation. Write about your most
heartening classroom stories, your heartbreaks and heart-healing tales
about teaching. Write about a book you've used that has plenty of
heart, or even has heart in
the title. Submit a lesson about Valentine's Day. Or even send in a
lesson plan on keeping the heart healthy, in more ways than one.
We welcome book reviews, movie reviews (500-700 words), personal
stories (c.1000 words or less), lesson plans, heart-filled photos
(with captions), an ESOL lesson on idioms related to the heart, or
other ideas you may have. Deadline
for submission is April 1. Go to http://www.sabes.org
submission guidelines, found under the Field Notes click. To talk to a
real person about real ideas, call Lenore Balliro, editor, at
617-482-9485, or email her at firstname.lastname@example.org.
Federal Hill House needs literacy volunteers/reading coaches to help
parents that need to learn to read or need to improve their reading
skills. Duties will include: using assessment tools to determine
reading level and using beginning reading materials to bring clients to
a fifth grade reading level. Requirements: Good reading/writing
skills, ability to communicate ideas in an uncomplicated manner, and a
desire to help others. If interested, please call Sandra Perez at
The National College Transition Network has
the Collegetrans list that I hope you will consider
joining. The CollegeTrans Listserv, is designed to provide a
forum for discussion about practices, policies, and research that
supports effective transition programs for learners moving from adult
education to postsecondary education. These programs may be
formal or informal and located in schools, colleges, prisons,
community-based organizations. The CollegeTrans List is intended
as a place to: converse with colleagues about transition for adult
learners and related themes; pose questions to your colleagues on
transition policy and practice; share relevant experiences and
resources, and make available expertise on promising practices in the
field of adult transition through discussions with guest moderators.
To sign up, go to http://lists.literacytent.org/mailman/listinfo/collegetrans
All are welcome and I hope you will consider joining in on the
Sincerely, Cynthia Zafft, Director, National College Transition Network
(NCTN), World Education, Inc., 44 Farnsworth St, Boston, MA 02210
2007 Parent Workshop Series Brochure
- (for full schedule, please contact email@example.com)
Entrance to all workshops is $5.
Workshops will take place at the CVS-Highlander Charter School in
Providence on designated evenings from 7 - 9 PM.
The program includes 13 workshops for parents, including:
Understanding Learning Styles, Organized for Learning, Orton-Gillingham
for Parents, Transitions
to Higher Education, The Journey of Parenting: Connections to the
Evolving Brains of Children
Ages 4 - 14, Self-Esteem, Quirky Kids, Understanding the Impact of
Early Reflexes on Sensory and
Academic Development., Parenting a Child with Learning
Differences, Homework, Using
Evaluation Data to Advocate for Your Child, Cultivating
Collaborations: Creating a Team to
Support Your Child Attention
Pre-registration is required. Seating is limited.
Feel free to contact me with any questions. - Cathy Sanford,
Director, Hasbro Center for Teaching Excellence c/o The Dunn Institute
for Learning Differences 401-831-7323
opportunities - large and less large
Grants to Support Job
Skills & Education for Disadvantaged Youth -Staples
Foundation for Learning Grants provide funding to programs that support
or provide job skills and/or education for all people, with a special
emphasis on disadvantaged youth. Maximum Award: varies. Eligibility:
Deadline: April 6.
opportunities from PEN Weekly
NewsBlast, (from Pen Weekly Newsblast; To view
past issues of the PEN Weekly NewsBlast, visit: http://www.publiceducation.org/newsblast_past.asp
Grants for Community
Improvement Programs - Hamburger Helper is looking to lend a
helping hand to neighborhoods nationwide with its "My Hometown Helper"
grant program. Individuals from communities and organizations across
America can submit a written essay of 250 words or less describing how
the "My Hometown Helper" grant would help improve their community
project. Maximum Award: $15,000. Eligibility: Requests for funding must
be sponsored by a municipal or civic organization or public school. Deadline: May 31, 2007. http://www.myhometownhelper.com/
Hasbro Children Foundation grants to support the development and/or
expansion of programs for children. Maximum Award: $500-$35,000.
Eligibility: Programs must provide direct services to children under
age 13. They must serve children and families who are economically
disadvantaged. They must be innovative and provide a model from
whichothers can learn.
Deadline: N/A. http://www.hasbro.org
UPS Foundation Education Grants fund
high impact philanthropic programs
that raise the level of educational instruction, family learning
opportunities, and school involvement projects. Maximum Award: varies.
Eligibility: 501(c)(3) organizations. http://www.community.ups.com/philanthropy/grant.html
- other grants from the Public Education Network: http://www.publiceducation.org/newsblast_grants.asp
- The federal government's new one stop grant site:
The Poverty & Race Research Action
(PRRAC) announces another round of education reform grants in areas of
social science research. PRACC is particularly interested in
such as high classroom turnover/mobility and its disproportionate
on low-income, minority, and farm worker students. However, other
issues will be considered as well. To apply, send PRRAC a
outlining the planned research and methodology, the advocacy work it is
designed to support, a budget, timeline, and qualifications of the
Maximum grant: $10,000. No application deadline. http://www.prrac.org/grants.php
Funding Solutions for Small Nonprofit
A collection of resources to help small nonprofit organizations
including ways to motivate your board, sample fundraising letters,
advice, and tips to improve your direct mail solicitation. http://www.nonprofit-innovations.com/
opportunity: English for Action seeks an executive director. (more
about EFA: http://www.englishforaction.org/en/Home.php)
For a word doc of the position announcement, please contact LR/RI.
Genesis Center is interested in adding to its substitute list. If you
are an ESOL instructor who is interested in occasional work as a
substitute, either day, evening or Saturday hours, please call Nancy
Fritz or Pat Clarkin at 781-6110.
Jobs in Literacy –
nation wide postings on the National Institute for
Literacy’s LINCS site: http://www.nifl.gov/cgi-bin/lincs/jobs/jobs.cgi
you would like your name added to the general
please see contact LR/RI. The list needs to be updated so that it
can function more usefully for teachers and programs hoping to work
Rhode Island Community Jobs (RICOMJOB) is a
list that seeks to raise the profile of meaningful work in Rhode Island
by helping non-profit and public interest employers publicize openings
effectively. Anyone seeking a job that makes a difference in Rhode
can join the list. Any non-profit, government or private sector
advertising a paid position related to the public interest or community
concerns can post a free job listing. Positions must be paid but
may be part-time, full-time or temporary.
To join the list as a job seeker or to post a job as an
Rhode Island Community Jobs is supported by the Swearer
Service at Brown University and the Rhode Island Campus Compact.
If you have questions about this service, please contact us at
/ resources available
has a new look...
updated DAEL home page at http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html
New topic page Health Literacy
in Adult Education http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/health.html
Updated topic pages:
English Literacy and
Civics Education http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/elctopic.html
Mathematics in Adult Education and Literacy http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/math.html
Resources from EdChange family of Web
A new Classism and Poverty Awareness Quiz http://www.edchange.org/multicultural/quizzes.html
Social Justice News Service site http://mail.socialjusticenews.net/mailman/listinfo/news_socialjusticenews.net-
email-based news service, periodic email digests of links to articles
related to equity, social justice, and multiculturalism from sources
all over the world.
New essays and links to essays http://www.edchange.org/publications.html
New essays in the Multicultural Education Research Room http://www.edchange.org/multicultural/papers.html
from Thursday notes, 2/22/07:
DAS Stanley toRaise Colleges‚ National Profile
New Deputy Assistant Secretary (DAS) Pat Stanley told college leaders
here last week that one of her top priorities is to raise the national
profile of two-year colleges.
Speaking to the American Association of Community Colleges and
Association of Community College Trustees, Stanley described her
three-pronged plan. It also includes boosting community colleges‚
profile inside the Department and developing an online database of best
practices and key information to help colleges succeed. Dr.
Stanley is a former president of Frederick Community College in
NRS: Nearly Four in Ten
If you're wondering how your programs stack up to other programs
nationwide, here is the latest take - the 2005-2006 national
performance from the National Reporting System (NRS).
Nearly four in ten learners completed levels nationwide across all NRS
academic performance measures. Each educational level is roughly
equivalent to two grade levels. A measure-by-measure review shows
that nearly 38% of adult basic education (ABE) beginning literacy, and
more than 40% of ABE beginning basic learners, completed a level that
year. In ABE intermediate low and high classes, more than 40% and
learners completed each level respectively. Almost 42% of adult
secondary education (ASE) learners completed low, and more than 44%
completed high, secondary levels.
English language learners turned in similar performance, with more than
37% completing each of the ESL beginning literacy and ESL beginning
levels. Two of every five ESL learners completed intermediate
low, and intermediate high, levels respectively. At ESL low
advanced and high advanced levels, about one fourth of enrollees
completed the level within a year.
Can Location Help Students
Location, location, location˜it‚s not just for real estate.
Students attending four-year public colleges in six States are two or
three times as likely to graduate than students in other places.
To aim at a 60-79% graduation rate, attend college in DE, IA, MD, NH,
NJ, WA, or VA. Those less likely to graduate go to four-year
institutions in AK, AR, ID, LA, NV, NM and UT where the graduation rate
is 20-39%. Last on the list is DC with a rate of less than one in
five. In the other 36 States, there‚s a fairly even chance of
graduating, with a rate of 40-59%. See map at
Thursday notes, March 1,
New National Study Marks
Adult Education in America, a new study funded by OVAE, was released by
the Educational Testing Service (ETS) February 27, providing a
comprehensive picture of federally supported adult education activities
in the U.S. Data from more than 6,000 adult learners in 1,200
programs nationwide revealed that a large share of learners
demonstrated skills in the lowest level on proficiency scales.
This is the first nationally representative study of learners and
programs using comparable measures to assess participants‚ literacy and
numeracy skills. The survey is the first allowing researchers to
compare adult education students‚ skills to those of the general adult
population. The study also marks the first time a large-scale
measure of literacy skills was conducted in both Spanish and
English. An interactive data tool also is available. Get
the study and tool at http://www.ets.org
Hospitals Urged to Tackle
The Joint Commission, which accredits hospitals, recently released 35
recommendations to address effects of poor literacy on health care that
cost taxpayers $58M annually. Some recommendations include
medical jargon, simplifying forms, and using pictures on hospital signs
recognizable to non-English speakers. The Commission may include
such items in new standards for accrediting medical facilities because
low literacy impairs patient safety. The Commission identified
two communication techniques showing promise. These include Ask
Me, key questions in downloadable brochures for patients, and photo
specific groups or diseases.
Find these and other downloadable materials in English, Spanish, and
French at http://www.askme3.org
Math Anxiety: All in
Do your students have problems with math?
Research on math anxiety shows that all those worries about math take
up working memory students need to do math. Simple math tasks,
such as addition, do not use much memory, but complex functions require
much more. While the causes of learners‚ math anxiety are
unknown, the good news is that people can unclog anxiety to free up
gray matter and do just fine in math.
from a bulletin sent
by Rhonda Sussman, of The Work & Lifelong Learning Research Network
(WALL) - http://www.wallnetwork.ca/
Centre for the Study of Education & Work
(CSEW) - http://www.learningwork.ca
FREE ADULT ED BOOKS ONLINE
- Three new adult education books available:
Maeler's Regard: Images of Adult Learning
Defining the Enemy: Adult Education in Social Action
The Third Contract: Theory and Practice in Trade Union Training
Available at http://www.michaelnewman.info/
NEW PUBLICATION ON
LIFELONG LEARNING- Unequal Chances to Participate in Adult
Learning: International Perspectives by Richard Desjardins, Kjell
Rubenson (WALL International Advisory Group member), Marcella
As the promotion of and investment in lifelong learning expands it is
important to monitor how adult learning opportunities are distributed
among different groups within societies.
Otherwise, there is an increased risk of exacerbating socio-economic
divisions and of marginalizing segments of the population. In this
book, the authors use existing and available data to present an
internationally comparative overview of adult learning patterns.
Emphasis is placed on who is participating in adult learning and in
particular the observed unequal chances to participate.
For ordering or free downloading go to: http://www.unesco.org/iiep/eng/publications/recent/rec18.htm
CAELA's newest online
resource collection,Working with
Literacy-Level Adult English
Language Learners. is now available at http://www.cal.org/caela/esl_resources/collections/literacy.html
The collection includes links and annotations to many resources related
to working with adult English language learners, who have had limited
access to formal education. - Lynda Terrill, Center for Adult English
Language Acquisition, Center for Applied Linguistics, 4646 40th St, NW,
Washington, DC 20016 firstname.lastname@example.org
As referenced during
the December Leadership Institute, please be advised that all services
on WordChamp are being made
available to RIDE funded programs for the 2006-2007 program year.
The program is designed to provide support to classroom language
learning and can also function as an independent study tool for
students at high intermediate to fairly advanced levels. With
guidance, this could also be a useful tool for more basic level
learners. Find out more at http://www.wordchamp.com.
(Please note that this is not an endorsement of the site, but is being
disseminated for information purposes only).
Greenberg: The UN General Assembly adopted the Convention on the Rights of Persons with
Disabilities on December 13, 2006. This was a tremendous
achievement for all who had worked over the past 5 years and even
before that, to put disability on the human rights agenda.
It is expected that the U.S. disability movement will campaign for the
United States to sign and ratify the Convention. While the U.S.
had announced at the beginning of the process that they would never
sign, this appears to have changed and they are considering a
signature. See the Convention in its final form at http://www.un.org/esa/socdev/enable/rights/convtexte.htm
this is not a sales
pitch: Earth from the Air is
a "presentation of large-scale photographs of astonishing natural
landscapes. Created by world-famous photographer Yann Arthus-Bertrand,
every stunning aerial photograph tells a story about our changing
planet. Seen together, they are an outstanding visual testimony to the
world we live in today. A world with a growing population, shrinking
biodiversity, polluted lands and oceans, a changing climate and a
shortage of drinking water. A world, nevertheless, of beauty and of
wonder.” Photos online for discussion, as well as facts about the
world (developing and overdeveloped), visuals to spark discussion and
resources to keep it going. http://www.earthfromtheair.com/
(with thanks to Miranda Shaw)
(from the Rethinking
Schools list serv)10 fantastic color photographs taken by the
Hubble space telescope.? Please left click on the URL
Reflect 6, the magazine of the UK’s
National Research and Development Centre is now on-line.
Articles of interest address numeracy, ESOL, work force learning and
Immigration's Impact on the Workforce
Volume 4, Issue 3 Commonwealth Corporation announces the
release of its Research and Evaluation Brief, Immigration's Impact on
the Workforce., which looks at the impact of new foreign
immigration on the population and labor force of Massachusetts, by
examining their demographic characteristics, educational attainment
levels, and English Language proficiency. It also discusses the
potential implications for workforce development in the state. To view
the brief please visit the CommCorp website at http://www.commcorp.org/researchandevaluation/briefs.html
Radical Math is a resource for
educators interested in integrating issues of social, political, and
economic justice into math curriculum and classes… RadicalMath.org has
the goals of raising mathematic literacy and simultaneously developing
ways to address a range of community issues. The website supports
educators to teach many different types of math within the context of
studying social, political, and economic justice issues.
RadicalMath.org also contains teaching materials on important financial
topics for youth such as owning a credit card, paying for college, and
avoiding subprime lenders, as well as materials on Ethnomathematics.
for more or email email@example.com
Scholar enables searches for
peer-reviewed papers, theses, books, preprints, abstracts and technical
reports from broad areas of research. Use Google Scholar to find
from a variety of academic publishers, professional societies, preprint
repositories and universities, as well as articles available across the
web. Google Scholar orders search results by how relevant they
to your query, so the most useful references should appear at the top
the page. This relevance ranking takes into account the full text of
article as well as the article's author, the publication in which the
appeared and how often it has
been cited in scholarly literature. Google Scholar automatically
and extracts citations and presents them as separate results, even if
documents they refer to are not online. This means your search results
may include citations of older works and seminal articles that
appear only in books or other offline publications. http://scholar.google.com/
Living in Poverty slideshow does
does it take to live at the poverty level.
RI Foundation online scholarship
directory - searchable by city/town,
intended field of study, current high school, and more. http://scholarship.rifoundation.org/
YouthBuild USA Learning Network has
links to Web sites and
documents, and includes a section on "Authentic Materials/Engaged
Learning/Constructivism/Contextual Learning/Project-based Learning." http://www.youthbuild.org/learningnetwork/professionaldev.html
Providence Community Resource Network
Spanish language version of PCRN is up and running.
can access the site from the PCRN home page, http://www.provplan.org/pcrn,
or go to http://www.provplan.org/pcrnespa.
The Web pages, online instructions, and the content of the database
all been translated.
and workshops - conferences and workshops
listed chronologically and are updated with each bulletin
Rhode Island - Training/events around
for people with disabilities http://www.ric.edu/uap/training.html
call for proposals:
Conference - http://www.matsol.org/
- Click on
Conference 2007; conference will be held March 8-9; proposals are due
on December 15.
The National Center
for Family Literacy 16th Annual National Conference on Family
March 4 - 6, 2007, Orlando, Florida. For further
please visit http://www.famlit.org/Conference/index.cfm
(Net)Working Conference on Women & Literacy March 9 – March 10, 2007
Northeastern University Boston.
theme for this year is Threads of Experience: Creative Spaces for
Keynote Speaker: Antonia Darder
The Impact of Violence on Learning: Building Connections to Deepen
Understanding March 8, 2007 9:30 – 4:30 Co-Sponsored
by WE LEARN
& Northeastern University School of Professional and Continuing
Studies. If you have questions or need more information, please
contact: Mev Miller firstname.lastname@example.org
For seminar details, and availability visit the website
Announcing a second training for Preparing
for Work: An EFF Work Readiness Curriculum
March 8 and 9, at the University of Tennessee Conference Center
Knoxville, TN To register online,: http://utkcls.ra.utk.edu/register/eff_register.asp?event_id=EFF0607+++&Submit=Continue+-%3E
For more information on the training and for registration details,
please refer to the attached brochure, or call Anna Bogle at (865)
974-8426. The EFF Work Readiness Curriculum aligns with the National
Work Readiness Credential (NWRC) Profile which was developed in
collaboration with the EFF Assessment Consortium and hundreds of
front-line supervisors from businesses across the country.
The profile uses The EFF Worker Role Map and integrates the Secretary1s
Commission on Achieving Basic Skills (SCANS skills) with the EFF
Content Standards. Each of the instructional modules that
comprise the EFF Work Readiness Curriculum take a blended approach,
focusing on specific SCANS tasks from the credential1s profile while
highlighting two or three of the EFF Standards, reinforcing the
acquisition and application of basic skills. - Anna Bogle
Professional Development Coordinator, Equipped for the Future 600
Henley St, Suite 312 Knoxville, TN 37996
Coalition: 4th Annual Sharing Skills~Building Connections Conference
March 14th, DCU Center, Worcester, MA
This year's conference focuses on working effectively with the dual
customers of the public workforce development system—employers and
program participants. New workshops and a post-conference reception
have been added. Register by February
14th for the early-bird special.
For more information: http://cwc.cedac.org/
Facing Race: A National Conference March
22-24, City University of New York
EARLY REGISTRATION CLOSES THIS FRIDAY FEB. 23.
The Future of Racial Justice Winona LaDuke, Juan Gonzales, Angela
Glover Blackwell and our own Rinku Sen will be on hand to debate the
pressing issues confronting communities of color. From rebuilding
in the Gulf to the fight for affirmative action, these experts will
take up the questions you want answered. And today, you decide!
What are those critical issues? What questions should the panel
take up? Go to the FACING RACE site and answer the
to tell us what you think (find it in the sidebar): OR
Visit our blog RaceWire.org http://www.democracyinaction.org/dia/track.jsp?key=288732541&url_num=7&url=http://www.racewire.org
and let us know what you want to hear in this important plenary
session. And while you're there, read up on our latest news
The Commission on Adult Basic
(COABE) and the Pennsylvania Association for Adult Continuing Education
invite you to submit a proposal for presentation at the 2007 COABE National Conference to
be held in Philadelphia March 25-28, 2007.
ANN Teaching and Learning Principles: A Map for Implementing Effective
Math Instruction for Adult Learners - The Adult Numeracy Network (ANN)
will hold a full day Math Institute as part of the COABE Pre Conference
on March 25. The Institute will address four strands (Number, Geometry,
Data, and Algebra) for all adult learner levels. Attendees will
participate in group learning activities which will increase
understanding of concepts and emphasize the importance of an activity
based curriculum. Individuals can register through the COABE07 website
for the one-day Pre-Conference Session. - Esther Leonelli Moderator,
ANN Numeracy list
Creating Balance in an Unjust World
Conference on Math Education and Social Justice Long Island
University, Brooklyn, NY, April 27 - April 29 http://www.radicalmath.org/conference
We are looking for people to register as a
participant, volunteer for planning or at the conference, table as an
organization or vendor, donate financially or in-kind. Registration - sliding scale $25-125
and free for session
To present/facilitate a session download the application at http://www.radicalmath.org/conference
Join educators, parents, students, activists, and community members
from around the country to explore the connections between math
education and social justice. We invite you to share your
thoughts, lesson plans, questions and be a facilitator for a workshop,
interest group, or presentation. Facilitators may also choose to
present on topics related to math and social justice i.e. equity in
education, literacy and social justice, etc. Sessions need not be
entirely polished presentations as we hope to share ideas in order to
Goals of the conference:
Bring together educators, researchers, parents, activists, and students
to collectively discuss social justice and math education; Foster
new and innovative partnerships and collaborations; Create a space to
share resources, lesson plans, best practices, and other classroom
materials; Develop structures for ongoing discussion and working groups
about math and social justice; Organize a
national voice in the ongoing debate over math education reform; Plan
actions, advocacy, future meetings, etc.
Session Formats -
Workshops, Interest Group Gatherings, or Presentations.
All sessions will be one hour and 30 minutes in length. Workshops are
interactive sessions intended for 15-40 participants that may utilize a
variety of formats including small group work, open discussion, and
break-out sessions. Interest Group Gatherings are informal
bringing together 15-40 participants with similar interests for more
casual conversations to engage in network building, and collective
thinking around common issues, and do not require the facilitator to
present information. They are brain-storming sessions where the
facilitator helps guide a discussion around a common interest.
Presentations are lecture style sessions that may have one speaker or a
panel of speakers.
Contact: Taeko Onishi email@example.com (646)259-5602
Call for Papers for WiAOC 2007: CONNECT, a
free global online conference for teachers and education professionals, May 18-20
Webheads in Action (http://webheads.info), a world-wide cross-cultural
online community of several hundred ESL/EFL educators and other
professionals, invites your participation
in CONNECT: Conversations on Networking, Education, Communities, and
Technology, a unique conference to be held entirely online May 18ˆ20,
The conference is called a convergence because it is intended to be a
fair or festival in which many communities of colleagues converge to
celebrate with us by presenting their work in a wide variety of
formats. Participation is free and open to all who are interested.
Keynote speakers include Stephen Downes, George Siemens, Etienne
Wenger, Barbara Ganley, Teemu Leinonen, and Leigh Blackall.
More information is available at http://wiaoc.org
WiAOC 2007 follows on the success of our first completely free online
global convergence, http://2005.wiaoc.org
Proposals for presentations at WiAOC 2007 will be accepted through
April 7, 2007.
Proposals are invited for synchronous events, asynchronous events, or
combinations of the two. Session topics can be pedagogical or
technical, and might include examples of practical work with students,
training sessions, reports of research or research in progress,
demonstrations of new media, or descriptions or explorations of how
interaction takes place over the Internet˜e.g., how online communities
form as a result of
Synchronous events (including, but not limited to presentations,
demonstrations, panel / roundtable discussions, chats and
conversations) can be held at any of our partners' voice-enabled
presentation portals, or one of your own choosing. Training and
assistance will be available for presenters wishing to use our
Asynchronous events might include bulletin board discussions, online
poster sessions, integration with content management systems, or other
formats. To create a proposal, first register at the convergence
proposal site http://wiaoc.prof2000.pt/
Remember your ID and password there, because once you have registered,
you may, until the deadline, revisit the site as often as you like to
edit or add to your proposal, or create new ones.
Tagged artifacts will be aggregated during and around the time of this
conference. Please tag any artifacts you create wiaoc2007. You
may direct questions to WiAOC Coordinator
Vance Stevens at firstname.lastname@example.org - The WiAOC 2007
This free online conference is organised by Webheads in Action, a
spin-off from Webheads, an informal group of language teachers and
learners interested in language learning and technology. .. it's been
fascinating watching an online community grow and evolve over that
time. A fundamental principle of Webheads and WIA is that all its
activities require nothing more than access to the technology, i.e you
never have to pay
for software etc. I'd encourage anyone with an interest in learning
with technology, and in particular, electronically-mediated learning
communities, to sign up to this conference...
- James Simpson , list moderator, ESOL-Research, http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
5th biennial National Adult Learner
Leadership Institute, July 5-7, Hartford, CT.
Come meet and network with adult learner leaders and supporters from
around the country; take part in leadership training workshops; and
discuss what is going on in adult literacy nationally.
Come early and spend Independence Day in Hartford!
Register online or send in the form by regular mail.
coming in May: How Community Colleges Contribute to Equity
in Education and the Workforce (ETS-sponsored) May 21- May 22,
2007 Princeton, New Jersey
Community colleges enroll almost half of the undergraduate students in
America’s colleges and universities, and they are the postsecondary
institutions of choice for a higher proportion of minority, immigrant,
low-income, and first-generation students. For these students, the
colleges serve as portals for entry to the workplace or to
baccalaureate degree programs. Because community colleges are open
admissions institutions that serve students who are highly diverse in
age, race, ethnicity, and socio-economic status, they tend to be
flexible and prepared to support students at all levels to succeed. As
with all colleges and universities, students arrive with varied
experiences and learning styles; many of them have either struggled in
high school or have logged many years out of school before enrolling in
a community college.
The symposium will focus on research devoted to addressing the
challenges and opportunities offered by community colleges. Scholars
and practitioners will discuss the latest data, analyses, and
innovative ideas for policies and practices for community colleges as
they seek to close achievement gaps. Among the topics planned for the
conference are: Historical Perspectives on Community Colleges and
Achievement Gaps, Enrollments and Attendance Patterns at Community
Colleges, Closing Gaps in Mathematics, Literacy, English as a Second
Language, How Do Two-Year Minority-Serving Institutions Fare in Closing
Gaps? Community Colleges Preparing Students for the Workforce, Barriers
to Transfer and Retention, Placement, Remediation Approaches,
Defending the Community College Equity Agenda Participants may include
community college leaders, faculty, administrators, researchers from
various institutions, the general public, and representatives of
community college organizations.
To learn more:
other events and
TESOL worldwide calendar of events http://www.tesol.org/isaffil/calendar/index.html
from previous bulletins: REMINDERS,
SABES Resource Lists Available.
Reid [full message here]:
As you might know, Massachusetts now has a rigorous, stand-alone ABE
teacher's license. SABES, the System for Adult Basic Education
is a state-wide staff development system funded by MassDOE.
Ö[S]months ago I asked if NLA subscribers were interested in
SABES build resource lists, by standard, in support of teachers seeking
the new license here in Massachusetts. Many of you helped out,
you, and we've also worked with small groups of people locally to build
these 29 lists, now with over 150 resources--books, articles, websites,
and videos. The lists are now available on SABES's license
support website at http://www.sabes.org/license.
You can get quickly to the lists by clicking on the "new resources
link under What's New, or at any time by using the resources link on
bottom of every webpage. When you arrive at the chart listing the
29 standards, click on any standard to go to the resource list we've
for it. The lists are annotated; with the annotations,
who wish to improve their knowledge and skills in respect to a
standard can be more assured they're getting the resource they want or
need. If the resource can be viewed or downloaded on the Net,
provided a link.
Additionally, we want to improve these lists, so please
if you'd like to suggest additions or changes. BTW, the full list
of resources is also collected in a ProCite bibliography file, so if
use that software and would like to have your own "instant" database,
me know and I'll email you the file. As stated earlier, SABES is funded
by the Massachusetts Department of Education. To avoid confusion,
the website is not an official DOE site but rather one of SABES's means
of supporting license-seeking teachers in our state. Links to
DOE webpages, however, are provided on the site.
breathe - everyday yoga at your desk. http://www.mydailyyoga.com/yoga/everyday_yoga.html
what do you think? LR/RI has had an online survey
forever. Previously, those who may have come across the survey
asked to copy and paste it into an email message, or to print it and
it. Thanks to the brilliant technical support and inservice
provided by Brown University, the survey can now be completed on
I'd be grateful if you could please take the time to complete it.
While occasional word comes back about the work LR/RI has done, this
attempts to be somewhat more systematic in considering the work that's
done and the work that needs to be accomplished. Please complete
the survey at http://www.brown.edu/lrri
down and click on the link to the survey. If you lack web access
and wish to complete the survey, please contact LR/RI to receive one
snail mail or fax.
Please contact LR/RI if you have information, questions or
to share with adult educators in Rhode Island. Bulletins go out at
twice a month; more frequently when there's more to share. To
information for the next bulletin, please contact LR/RI by phone
mail (PO Box 1974, Brown University, Providence, RI 02912) or email.
back to LR/RI