Contact LR/RI
| The Rhode Island Adult Education Professional Development
Center produces a bulletin roughly every
two
to three weeks in order
to inform area practitioners of news, events, and calls for participation and also as a forum for posing questions, issues and discussion topics. The current bulletin is posted below. To read previous bulletins, go to Bulletin Archives. To receive the bulletin via email, contact LR/RI. To learn more about professional development opportunities, please contact the RI AEPDC at (401) 863-2839 or (401)456 -2838 September 20, 2007 Bulletin #250 Dear Colleagues, Calls for
participation, employment,
funding,
and conference and workshop
opportunities, online
and other resources. To post information, and/or to receive
the bulletin via email,
Janet Isserlis
ESOL share - Tuesday, Tuesday, August 21st at 3:00, Genesis Center, 620 Potters Avenue, Providence. topic: ESOL literacy – working with learners with little to no literacy in their own language or in English. This is an open discussion group – all are welcome to attend. As well, a representative from Heinle and Heinle will be displaying a range of texts for adult ESOL LEARNING OPPORTUNITY Learn about Promising Practices to Help Learners Stick to Their Studies The New England Literacy Resource Center (NELRC)/World Education has launched the New England Learner Persistence Project in collaboration with its member states. The goal of this project is to improve adult learner persistence and outcomes in order for adult learners to meet their educational and related life goals. You are invited to participate in a three-session study circle that looks at the research and promising practices related to improving student persistence. Study circle participants will be eligible to apply for a subsequent $3,000 mini-grant to support action research on 1-3 promising practices by a program team of teacher(s), administrator(s), and student(s). Action research teams will be supported through: - Training on how to do action research - Professional development on selected persistence strategies - On-going technical assistance from NELRC staff in documenting and analyzing findings - Sharing and support among the community of 20 action research teams Schedule of activities Study circles September - December 2007 Action research proposals submitted and selected December 2007 Learner persistence action research summit January 2008 Action research projects January 2008 – September 2008 Study circle information Facilitator: Silja Kallenbach Study circle dates: Fridays – October 26, November 16 and December 7, 1 - 4:30 pm Location: to be announced Registration info: If you would like to participate in the three study circle sessions, please respond to the questions below, and submit your responses, by October 1st to janet_isserlis@brown.edu 1. What interests you about the Learner Persistence project? What do you hope to learn? 2. Are you familiar with the work that’s been done on learner persistence? 3. What are the implications of increasing learner persistence for your program? Project information- Andy Nash, Project Director, New England Learner Persistence Project, NELRC/World Education 44 Farnsworth St. Boston, MA 02210 617-482-9485 x674 anash@worlded.org The Learning Disabilities Work Group is in the process of collecting ideas for the successful teaching of adults who have low literacy skills. We welcome your ideas for strategies, materials, lesson plans and resources that have been useful to you in teaching adults who are reading in the EFL levels 1 and 2. Please send your ideas to Nancy Fritz at Nancy@gencenter.org and she will share them with the LD group. Change Agent CALL FOR ARTICLES Theme: Voting and Advocacy Voting is one of the most fundamental ways to participate in democracy. Even those who cannot vote can still be a part of elections in other ways. Speaking up about issues that matter to you is also an important part of civic life. We are interested in hearing from teachers and adult learners about their experiences with voting or advocating to change public policy. The writings will be considered for a non-partisan edition on Voting and Advocacy that aims to provide adult educators and learners with re-usable materials that encourage activism, advocacy, and informed voting. Questions for students and teachers to think about (please choose one question to write on): - Have you recently voted in an election? What motivated you to do so? Why vote? - Have you ever been involved in calling, writing or visiting your elected representatives? What was the situation? How did you feel? What difference did it make? - If you can’t vote but you’re politically active, tell us what you do to get involved in elections or support candidates or campaigns? - Have you ever spoken up for something you believe in? What was it? What was your experience? What other channels (besides voting) have you used to make your voice heard? - What do you think about the U.S. electoral system? Feel free to comment on any relevant elements, such as representative democracy, the electoral college, the two-party system, etc. - Some people are not allowed to vote, such as those who are under 18, those who do not have citizenship, and (in some states) those who have committed felonies. What do you think about this? - Teachers, are you organizing your students to vote or advocate for changes in the program, the community, the state, or the nation? Tell us what you are doing, what progress you’re making, and how students are responding to these activities. - Write to us about successful lessons you’ve used in your classroom on voting or advocacy. Send us a lesson plan or lesson description that other teachers could use. All articles must be received by November 12, 2007. All articles will be considered. 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 (preferably by email) to: Cynthia Peters, Editor New England Literacy Resource Center/World Education 44 Farnsworth St., Boston, MA 02210 Phone: 617-482-9485 fax: 617-482-0617; email: cpeters@worlded.org The mission of The Change Agent is to provide news, issues, ideas, and other teaching resources that inspire and enable adult educators and learners to make civic participation and social justice concerns part of their teaching and learning. It is published by the New England Literacy Resource Center at World Education. http://www.nelrc.org/changeagent Are you an Adult Education Student who is also an Artist Illustrator Cartoonist Graffiti Artist Computer Graphic Artist or Calligrapher ? The Change Agent iss looking for artwork, illustrations, and innovative designs to accompany articles in upcoming issues. Please submit a sample of your work. We will keep your name and work on file and we will call you to solicit your help with designing and illustrating future articles. If we use your work, we will pay a stipend of $50. Contact Cynthia Peters at cpeters@worlded.org or 617-482-9485. Send your samples to The Change Agent, 44 Farnsworth St., Boston, MA 02210. Learn more about The Change Agent at http://www.nelrc.org/changeagent ANNOUNCING -- A brand new issue of The Change Agent -- Taking Action to Stay in School How do students support each other to stay in school? How do they work together to find personal and collective solutions to the problems that make it hard for them to stay in school? How do they inspire, motivate, and encourage each other to balance a multitude of demands so that they can stay in school? In this issue, you'll find powerful writings by students and teachers, ready-to-use lesson plans, poetry, math, policy analysis, hands-on activities, and more. There are several cartoons that are great to use at any level but are especially helpful in the ESOL classroom. SUBSCRIBE NOW by visiting our web site (www.nelrc.org/changeagent) or calling 617-482-9485 ext. 491. SUPPORT THE ONGOING WORK of The Change Agent to make social justice part of the adult education classroom. - Thank you. Cynthia Peters, cpeters@worlded.org 617-482-9485 learning opportunities Practitioner Research Project The Adult Numeracy Network (ANN) will sponsor two practitioner research projects to begin this fall and conclude before our annual meeting next spring. We would like the practitioners to try something new in their classroom based on what the ANN Teaching and Learning Principles suggest for a high quality mathematics curriculum and learning environment. To apply for this project, the practitioner must provide information on the following four components of practitioner research. 1. Identify the question to be researched. What aspect of the ANN principles are you investigating? “What is going on …?” or “What happens when..?” or “How do I help students…?” 2. Discuss how you will collect data to answer the question. How will you gather information to answer your question? Will it be quantitative (numbers, i.e. math scores to show demonstration of learning) or qualitative (case study)? 3. Analyze and interpret the data. What will you do with the data that you gathered? What did you find out? What’s the answer to the question? What does this mean for your teaching practice? 4. Share the findings. Write an article for the newsletter based on your research project. Also, if possible, share your project at ANN annual conference in 2008. If this interests you, please submit your proposal identifying the four components above to electronically to Mdr151@aol.com (preferred) or mail to Pam Meader, 151 Summit St, Portland, Me 04103 by September 15, 2007. Two practitioners will be selected and will receive a $500 stipend at the completion of their projects and sharing of their findings. Selected practitioners will be asked to join ANN if they are not already members. http://www.literacynet.org/ann/ DEADLINE EXTENDED to September 30 Teachers Unite in the Classroom! We invite educators to join this unique peer-to-peer professional development forum. Post or answer questions about your lessons, curricula or other classroom matters that deal with issues of justice, equity, liberation, representation or grassroots activism. Use this moderated listserv to pose questions, share experiences and recommend resources that build social justice teaching. Sign up at: https://lists.mayfirst.org/cgi-bin/mailman/listinfo/teachersuniteclassroom Looking forward to the conversation. - Sally Lee, Executive Director, Teachers Unite The National Council of State Directors is sponsoring advocacy training for adult educators interested in focusing their efforts on influencing policies and funding at the state level. The interactive workshops range in length from 2 hours to a full day depending on the needs of the participants. The training is usually held in conjunction with the State's Adult Education Professional Association conference or the state conference sponsored by the State Adult Education Office either as part of the conference or as a pre-conference session. Major topics covered in the workshops with a 55 page packet of handouts are: Reading a political biography, understanding the political system, identifying the most important people in the process, understanding the importance of timing, agreeing on the message, packaging the message, finding allies to help carry the message, closing the deal, involving of students and staff in the effort, the concept of political literacy as it relates to adult education programs, action planning for your specific state effort and making advocacy an ongoing part of adult education in the state. This training is provided to states by the Policy Committee of the National Council of State Directors of Adult Education. Under the existing guidelines each state requesting the training provides the travel expenses for the trainer while the trainer's time is covered by the Council or other organizations. If you would like to participate in a training in Rhode Island, please contact janet_isserlis@brown.edu by October 12th, so that we can inquire into availability – dates and times – for a workshop to be held here. The National Literacy Summit.3 Webcast will convene global thought leaders to discuss and demonstrate how technology drives the definition of literacy and learning required in a competitive global economy. Monday, October 15, 2007 1:00 p.m. - 5:00 p.m. ET KEYNOTE SPEAKER DR. FAREED ZAKARIA "Competitive Learning in a Global Economy" Widely respected for his ability to spot economic and political trends around the world, Dr. Fareed Zakaria has developed an international reputation as a global thinker. Dr. Zakaria is editor of Newsweek International and was named "one of the most important people of the 21st century" by Esquire. Indian-born and trained as an academic at Yale and Harvard Universities, Dr. Zakaria, at age 28, became the youngest managing editor in the history of Foreign Affairs. Through this Webcast, participants will: Examine the global context that drives the urgency to improve literacy and educational achievement in America; Define the literacy skills that are driven and enabled by technology, and that are required for competitiveness in the U.S. and global economies; Establish a clear definition of the "literate community," and Demonstrate resources and technology-driven solutions that enable communities to increase access and achievement to empower today's workforce. For more information, click here http://literacynetwork.verizon.org/index.php?id=207. EVENT SPONSORS American Library Association, Georgetown University, National Center for Family Literacy, National Coalition for Literacy, ProLiteracy Worldwide and Verizon Foundation to register: http://client.uvault.com/verizon/101507/ Rhode Island Family Literacy Initiative (RIFLI) 2007-08schedule of classes. An English version and a Spanish version of the schedules are available at http://www.rifli.org . Classes are offered in Cranston, East Providence, Pawtucket and Providence. Questions? Please contact Karisa Tashjian, Literacy Program Coordinator 401-455-8185 STAR Releases Teacher Resources The Student Achievement in Reading (STAR) project has released two issue papers useful to reading teachers - the Role of Instructional Leadership in Implementing Evidence-based Reading Instruction by Sandy Strunk and Managed Enrollment and Evidence-based Reading Instruction by John Strucker. (in PDF at http://www.startoolkit.org/) A new STAR outreach video of testimonials also has been posted. http://www.startoolkit.org/intro_video.html funding opportunities - large and less large - other grants from the Public Education Network: http://www.publiceducation.org/newsblast_grants.asp - The federal government's new one stop grant site:
http://www.grants.gov/
The Poverty & Race Research Action Council (PRRAC) announces another round of education reform grants in areas of social science research. PRACC is particularly interested in issues such as high classroom turnover/mobility and its disproportionate impact on low-income, minority, and farm worker students. However, other issues will be considered as well. To apply, send PRRAC a proposal outlining the planned research and methodology, the advocacy work it is designed to support, a budget, timeline, and qualifications of the researchers. Maximum grant: $10,000. No application deadline. http://www.prrac.org/grants.php Funding Solutions for Small Nonprofit Organizations A collection of resources to help small nonprofit organizations fundraise including ways to motivate your board, sample fundraising letters, phonathon advice, and tips to improve your direct mail solicitation. http://www.nonprofit-innovations.com/ employment opportunities employment opportunities are generally sent as they arrive via email; if you would like to receive this bulletin, and those updates by email please contact janet_isserlis@brown.edu. Employment opportunity: English for Action seeks a passionate, energetic and creative full-time executive director to provide leadership to the organization as it seeks to increase sustainability and community impact. Full description: http://www.idealist.org/en/job/211090-138 Substitute teaching: The 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 Substitute list: if you would like your name added to the general list, 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 with them. (http://www.brown.edu/lrri/sub.html) Rhode Island Community Jobs (RICOMJOB) is a
public
e-mail announcement
list that seeks to raise the profile of meaningful work in Rhode Island
by helping non-profit and public interest To join the list as a job seeker or to post a job as an employer go to: http://www.ricommunityjobs.org Rhode Island Community Jobs is supported by the Swearer
Center
for Public
Service at Brown University and the Rhode Island Campus Compact.
If you have questions about this service, please online / resources available The Center for Adult English Language Acquisition announces two resources for helping adult English language learners acquire language skills for the workforce: The first, a brief, by Miriam Burt and Julie Mathews-Aydinli, reviews the three venues in which federally funded instruction to help immigrants become successful at work is offered – at the workplace, in vocational classes, and in adult English as a second language (ESL) classes. The brief can be found at http://www.cal.org/caela/esl_resources/briefs/work.html The second is CAELA FAQ#20, which gives more information on factors to consider when planning for, setting up, and evaluating a workplace program for immigrant workers. http://www.cal.org/caela/esl_resources/faqs.html#twenty - Kirsten Schaetzel, Ph.D., kschaetzel@cal.org Center for Adult English Language Acquisition, Center for Applied Linguistics , 4646 40th St. NW Washington, DC 20016 Telephone: 202-355-1523 From Thursday notes, September 13: OVAE Studies States Rewarding Local Performance OVAE has released Performance-based Funding in Adult Education, a report based on case studies in three states, to help policymakers and administrators design adult education funding formulas that reward grantee performance. The study documents commonalities in design and implementation of PBF systems in Indiana, Kansas, and Missouri and includes lessons learned / challenges faced during system startups. Copies available at https://www.casas.org/home/?fuseaction=home.showContent&MapID=1583 English Literacy/Civics Helps Communities - California is using English literacy/civics education funds to support agencies encouraging adult students to use newly acquired language and literacy skills to make a difference in their communities. To earn the EL Civics—Making a Difference in the Community Awards, activities must address specific learning objectives and programs must demonstrate how students effectively apply learning to create a positive community impact. https://www.casas.org/home/?fuseaction=home.showContent&MapID=1583 The International Classroom Virtual Visit (Virtual School) project is beginning its ninth year, linking classrooms across the world to enable students to meet each other virtually, share information about their cultures, their classrooms, and their communities, and to build cultural understanding. Classes can include English as a Second or Other Language (ESOL/ESL), Adult Basic Education (ABE, GED), elementary or secondary education, or family literacy. Students can be from age seven to adult. We hope classes will engage in lively written discussion, and possibly choose a film, book or current event to discuss. We have a free wiki, so classes don't have to create their own web pages, and we will help teachers to use free Internet telephony so their classes can talk to each other if they can find a time that works to do that. To participate in this year's project, sign up on the I.C.V.V. e-list by going to: http://lists.literacytent.org/mailman/listinfo/icvv Scroll down the page to choose an ID and password. Once you receive confirmation that you are on the I.C.V.V. e-list, send an e-mail to: icvv@lists.literacytent.org indicating your interest in participating this year. Be sure to describe your class, when it will begin, and what age group or nationality you would prefer to partner with. To see classroom virtual visit projects from previous years go to: http://www.otan.us/webfarm/emailproject/school.htm. Let one of us know if you have questions. - David J. Rosen djrosen@comcast.net amd Susan Gaer sgaer@yahoo.com from Pen Weekly Newsblast, September 14, 2007 : EDUCATION INVESTMENTS LOWER RATES OF VIOLENT CRIME & INCARCERATION The Justice Policy Institute led off their four-part research brief series, announcing that states investing more money in both their K-12 and higher education systems have lower rates of violent crimes and incarceration, and likewise save billions in crime-related expenses. The brief notes that increased graduation rates have a significant impact on public safety, as a five percent increase in males graduating from high school produces almost $5 billion dollars in savings on crime-related expenses. Additionally, states that are able to get students farther along the educational pipeline had lower crime rates than the national average. Similarly, states with higher college enrollment rates experienced less violent crimes, and those states with the biggest increased expenditures on higher education saw decreases in violent crimes. Across the country, the difference between white and minority students’ educational opportunities are stark. Conse-quently, minority students are more likely to be incarcerated but also more likely to face violent crimes in their daily lives. The next three research briefs will focus on the effect housing, employment, and drug treatment have on public safety and crime. http://www.justicepolicy.org/content.php?hmID=1811&smID=1581&ssmID=61 CHILDREN'S HEALTH HAS SOMETHING TO DO WITH ACADEMIC SUCCESS? The connection between good student health and academic success is no news for teachers, who see its critical importance everyday in their classrooms, or to researchers who have studied it. Self-reported physical health problems are associated with school failure, mostly because health problems contribute to school absenteeism, trouble with homework, and student-teacher bonding, writes educational psychologist Gerald Coles in a blog entry on the District Administration website. Asthmatic children in the US miss approximately 14 million days of school, but the rate of school absenteeism is twice as high among poor and minority asthmatic children living in urban areas. Health insurance makes a difference! A California study showed that after obtaining health care, children who had been in poor health improved their school attendance, attention in class, and the extent to which they kept up with school activities. Of course these changes contributed to improved academic performance. A University of Missouri study found that children who enrolled in the state's health insurance program had 39% school absences. Uninsured children with asthma miss more school days. Educators can make a difference in taking one important step to help poor children's health and education. Go to the Campaign for Health Care: http://www.childrenshealthcampaign.org - sign a petition to Congress and the president that calls for health coverage for all children, find information on how to call your senators and urge them to support the State Children’s Health Insurance Plan (SCHIP) and how to recruit family and friends in this effort. Both the House and Senate bills would provide additional funds to provide health insurance for millions of children. Given the realities of current domestic policy, both bills and the final compromise bill will be a critical victory for many poor children. http://www.districtadministration.com/pulse/commentpost.aspx?news=no&postid=48079 - To view past issues of the PEN Weekly NewsBlast, visit: http://www.publiceducation.org/newsblast_past.asp - To subscribe or unsubscribe, visit: http://www.publiceducation.org/subscribe.asp The National Institute for Literacy will host a Webinar: From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults Friday, September 28, 1:30 PM - 2:45 PM Eastern Time This webcast will present a practical and compelling rationale for the use of research-based principles for adult reading instruction. Dr. John Kruideiner, Dr. Rosalind Davidson, and Ms. Susan McShane will use two components of reading, word analysis and comprehension, as examples to illustrate research-based practices, focusing on specific assessment and instructional strategies derived from the research. Participants will learn about the direct link between research and evidence-based practice. The presenters also will explain how all four major components of reading provide a framework for assessing students' reading ability and how assessment results can lead to a program of instruction that improve students' reading. For more information, please contact info@nifl.gov or call 202-233-2025 or visit us online at http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html. Please note: This webcast will be archived on the Institute's website about two weeks after the event. Research Utilization in the Field of Adult Learning and Literacy: Lessons Learned by NCSALL About Connecting Practice, Policy, and Research By Cristine Smith, Beth Bingman, and Kaye Beall This occasional paper is a summary of what the staff of the NCSALL Dissemination Initiative learned about how to connect research, policy and practice in ways that promote evidence-based practice in the field of adult learning and literacy. Go to http://www.ncsall.net/?id=26#utilization to download the paper. google literacy site: http://www.google.com/literacy/ outstanding resource: http://www.youthliteracy.ca/ - Youth Literacy work in Canada Shannon Gavin, a senior graduating from Brown this year, has developed a new website, as her capstone project in Middle East Studies, called Arab Perceptions of the United States: Video Interviews from Amman, Jordan and Damascus, Syria.You can view them, and supporting text at http://arabperceptions.wordpress.com Journal of Online Mathematics and its Applications offers articles, learning modules, "mathlets" (single-purpose learning tools), reviews of online resources, and a developers' area. Search contents of the journal by type of resource (e.g., article), by subject (e.g., number concepts, data presentation, plane geometry), or both. The journal makes extensive use of graphics, animations, video clips, and other media. Articles and other materials are peer reviewed. (Mathematical Association of America, National ScienceFoundation) http://free.ed.gov/resource.cfm?resource_id=1875 The U.S. Citizenship and Immigration Services (USCIS) - The U.S. Civics and Citizenship Online: Resource Center for Instructors is available online at: http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/?vgnextoid=b36e663784bcd010VgnVCM100000d1f1d6a1RCRD&vgnextchannel=b36e663784bcd010VgnVCM100000d1f1d6a1RCRD The U.S. Committee for Refugees and Immigrants (USCRI), Assisting Refugees with Disabilities Program has produced a Resource Guide for Serving Refugees with Disabilities - available at http://www.refugees.org/DisabilityGuide The guide, written for refugee case managers and those serving refugees with disabilities, includes 139 pages of information about resources for serving adults and children with disabilities, housing for refugees with disabilities, assistive technology, medical resources, citizenship and disability, benefits for refugees with disabilities and more. If you have any questions or technical assistance needs, please contact Xuan Nguyen, Director of USCRI Health and Human Services at xnguyen@uscridc.org or at 202-347-3507 ext 3056. Resources from EdChange family of Web sites: A new Classism and Poverty Awareness Quiz http://www.edchange.org/multicultural/quizzes.html ; Newly designed 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 CAELA's 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 lterrill@cal.org 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. Visit http://www.radicalmath.org/ for more or email info@radicalmath.org Google Scholar enables searches for scholarly literature, including peer-reviewed papers, theses, books, preprints, abstracts and technical reports from broad areas of research. Use Google Scholar to find articles 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 are to your query, so the most useful references should appear at the top of the page. This relevance ranking takes into account the full text of each article as well as the article's author, the publication in which the article appeared and how often it has been cited in scholarly literature. Google Scholar automatically analyzes and extracts citations and presents them as separate results, even if the 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 the math: what does it take to live at the poverty level. http://www.nccbuscc.org/cchd/povertyusa/tour2.htm 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 full-text 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 (PCRN) http://www.provplan.org/pcrn Spanish language version of PCRN is up and running. You 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 have all been translated. conferences and workshops - conferences and workshops are listed chronologically and are updated with each bulletin Rhode Island - Training/events around employment issues for people with disabilities http://www.ric.edu/uap/training.html Vocabulary Strategies that Work MATSOL's RI Special Interest Group will hold a one day event with Michael Graves from the University of Minnesota: Saturday, October 13th, Second Floor Student Union Building at RI College, 8:45-12:30 Opening Session: Designing a Comprehensive Vocabulary Program for English Learners. Break Out Sessions Please choose one of three workshops to attend for your breakout session. Please state your choice of breakout session when you register. - Vocabulary Building Strategies for Adult ESL Learners Sherry Lehane and Chris Bourret, Lead Teachers, Rhode Island Family Literacy Initiative, Providence - Strategies for Academic Vocabulary Development in Middle and High School Erin Papa, ESL Teacher,Calcutt M.S., Central Falls, Kelly Healey and Jennifer Walker, ESL Teachers, Jenks Junior High, Pawtucket - Word Study for Elementary ELLs Linda Iannetta, ESL Teacher, Cumberland • Registration Fee $5.00 for RI SIG of MATSOL Members $10.00 Non-Members R.S.V.P by October 5, 2007 and state your breakout session to jane_george@nksd.net or ncloud@ric.edu or go to http://my.memberclicks.com/matsol 8:45-9:15 Book Exhibit, Registration, Greeting and Networking, 9:15-10:30 Opening Session: Dr. Graves Designing a Vocabulary Program, 10:30-10:45 Coffee Break/Book Exhibit, 10:45-12:00 Breakout Sessions: Choose One 12:00-12:30 Book Signing/Raffle & Exhibits REGISTER FOR SCALE'S 2007 READ.WRITE.ACT. CONFERENCE! OCTOBER 26 - 27. http://readwriteact.org/rwa/rwaconference.html 17th Annual National Conference on Family Literacy Call for Proposals Literacy Grows Families and Communities, March 30/April 1, 2008, Louisville, KY The National Center for Family Literacy invites proposals for presentation at the National Conference on Family Literacy. NCFL is interested in session presentations that share successful, specific outcomes and strategies that work well for the diverse populations family literacy serves. Proposals (accepted online only) hare welcome from literacy practitioners and are encouraged from professionals in administration, policy and research.. NCFL encourages presenters to carefully read the criteria and guidelines before submitting proposals. Deadline for submission of concurrent proposals is October 26; deadline for submissions for literacy showcase poster session is December 7. information http://www.famlit.org/Conference COABE and the Missouri Association for Adult, Continuing and Community Education (MAACCE) invite you to submit a proposal for presentation at the 2008 COABE National Conference in St. Louis, Missouri, April 28 - May 1, 2008 at the Adam's Mark Hotel. The conference committee is interested in outstanding and innovative practices in all aspects of adult education including basic literacy, basic numeracy, workforce development, family literacy, English as a Second Language, volunteer/community-based literacy, correctional education, and all other areas. The program committee is looking for presentations based on successful implementation, current research, and sound practice. Access further information and the Call for Presenters form online at http://www.coabeconference.org/call_for_presenters.html Proposals are due no later than October 31, 2007. Presentation Co-Chairs: Janet Geary - 816.413.5461 | jgeary@coabeconference.org Ramona George - 417.447.8861 | rgeorge@coabeconference.org Join us for two days of workshops on Effective Transitions in Adult Education, November 8-9, 2007 in Providence, RI. Our keynote speaker, Dr. JoAnn Crandall, will kick off the event with a discussion of transition for English language learners. For more details, http://www.collegetransition.org/novconference.html Cynthia Zafft, Director, National College Transition Network at World Education nctn@worlded.org other events and conferences http://www.nifl.gov/cgi-bin/Calendar/calendar_world.cgi TESOL worldwide calendar of events http://www.tesol.org/isaffil/calendar/index.html
breathe - everyday yoga at your desk. http://www.mydailyyoga.com/yoga/everyday_yoga.html
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