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) 456 -2838 or (401) 863-2839 January 22, 2008 Bulletin #259 Dear Colleagues, New Year's Greetings. As always, calls for
participation, resources, employment and conference
opportunities. To post notices, please contact the RIPDC at the
phone or email above.
Janet Isserlis
ESOL share Wednesday, January 23, at 3:00 pm, Genesis Center, 620 Potters Avenue, Providence. Please bring ideas and questions. This is an open discussion group – practitioners with an interest in adult ESOL are all welcome to attend. The focus of this session is on goal setting for ESOL learners at all levels. Goal setting for what purposes? The staff at the RI Adult Education PD Center would like to wish you all a peaceful and productive New Year as well as share some exciting news. The PD Center has a new director! Many of you met Jill Holloway at our December Open House. For those who were unable to attend, please join us in welcoming Jill, who will be contacting agencies to schedule an introductory meeting. Also, the long promised PD Center web site is nearly finished and will be launched soon. The site will include a calendar of events, information about Rhode Island's adult education core standards in reading, speaking /listening and math, workforce development trainings, new practitioner orientation and links to resources. Finally, we welcome Barbara Bowen to our staff as the Reading and Literacy PD Specialist. We look forward to our ongoing work with all of you. Please reach out to us with any thoughts or questions you may have about Professional Development in Rhode Island's Adult Ed community. You can reach us through the contacts provided above. upcoming events: The New Practitioner Orientation (NPO) is designed to provide an overview to the adult education system, its policies and priorities, to practitioners new to the field and/or new to Rhode Island. Two-day sessions are offered for staff working 15 hours or more in adult education programs, and one-day sessions are offered for part-time (up to 15 hours) staff. Topics include accountability, assessment, characteristics of adult learners and practitioners, systems and structures and policies relevant to adult education. 2008 two-day sessions: Saturdays: February 2 and 9, 2008 9:30 am – 4 pm Fridays: February 29 and March 14, 9:30 am – 4 pm one day session: Saturday, March 22 9:30 am – 4 pm To attend an NPO session, please contact janet_isserlis@brown.edu. Standards rollout: January 25th, 2-5 pm 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. from Thursday Notes, January 10, 2008: OVAE Publishes Final NRS Regulations Final regulations implementing the National Reporting System for Adult Education (NRS) will be published in the Federal Register, Part II, on Jan. 14. The regulations further codify familiar requirements contained in the NRS implementation guidelines that states already address. States will be most interested in Subpart D, which lays out requirements for statewide assessment policies for the NRS that must contain certain elements and be submitted to and approved by OVAE each year. The regulations also describe how tests must be administered locally in order to accurately measure education gains. Other parts of the regulations establish requirements and processes test makers must use to gain the secretary of education’s approval for assessments measuring education gains in the NRS. http://www.gpoaccess.gov/fr/index.html OVAE's Division of Adult Education and Literacy seeks professional staff for its Applied Innovation and Improvement Group. New staff will apply field expertise to research and demonstration projects supported by national programs from the Adult Education and Family Literacy Act http://jobsearch.usajobs.gov/jobsearch.asp?q=OVAE-2008-0021 The America's Most Literate Cities study ranks the 69 largest US cities (population 250,000 +) by drawing from a variety of available data resources. The study focuses on six key literacy indicators: newspaper circulation, number of bookstores, library resources, periodical publishing resources, educational attainment, and Internet resources. Dr. John W. Miller, president of Central Connecticut State University, conducted the study in collaboration with CCSU’s Center for Public Policy and Social Research. http://www.ccsu.edu/AMLC07/ from Thursday notes, January 17, 2008 Latinos and Community Colleges Nearly 60 percent of Hispanics who enroll in postsecondary education attend community colleges, according to a recent report http://www.gao.gov/docsearch/abstract.php?rptno=GAO-08-245 from the Government Accountability Office (GAO). Also attending two-year colleges are 50 percent of African-American and 43 percent of white students who go on to postsecondary levels, the report says. The GAO found that college enrollment among Hispanic students grew the fastest, by 25 percent between 2000--01 and 2006--07. Among African-American students, it grew by 15 percent; among Asian- American/Pacific-Islander students, it grew by 15 percent; and among white students, it grew by just 3 percent in the same period. The bottom line for program planners: more students are enrolling in community college than ever before and increasingly large percentages are minorities. http://www.gao.gov/docsearch/abstract.php?rptno=GAO-08-245 National Adult Education Meeting Web Site State directors participating in OVAE’s National Conference for State Directors of Adult Education, Creating a Road Map for Success in Adult Education, April 9 -11 can download the draft conference agenda http://optimal.highrockhosting.com/nca2008/conferenceAgenda.htm Kellogg Rural Policy Proposals Due Jan. 25 The Rural People, Rural Policy Initiative of the W.J. Kellogg Foundation is seeking proposals <http://www.wkkf.org/default.aspx?tabid=75&CID=274&NID=61&LanguageID=0> to build networks for policy change. Rather than unilaterally developing policy plans for grantees to follow, the foundation works with grantees and their communities to develop specific change objectives. Plans are made with a degree of flexibility since grantees need to be able to address emerging issues and meet changing dynamics within their own communities. http://www.wkkf.org/default.aspx?tabid=75&CID=274&NID=61&LanguageID=0 learning opportunities The webinar, From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults Part 2: Specific Instructional Strategies for Fluency and Vocabulary, originally broadcast on January 11, is now online: http://event.on24.com/eventRegistration/EventLobbyServlet?target=lobby.jsp&eventid=99451&sessionid=1&key=F96E6D1F52AD318FD743192F8AD4C799&eventuserid=13958378 online learning opportunities: Influencing the Federal-Level Budget and Appropriations Process: Simple Strategies for Maximum Impact February 4-March 3, 2008 No man's life, liberty, or property are safe while the legislature is in session. Judge Gideon J. Tucker, 1866 Congress recently made significant cuts to adult literacy and Even Start funding. Adult learners deserve better. You know more about adult literacy than those who make the policy decisions; how can you share what you know to bring about change? In just a few weeks, the President releases his 2009-2010 budget request. Legislators base their funding decisions on what they know about your program’s services and on the stories they hear from learners who benefit. How do they get this information? You tell them! Students tell them! YOU CAN influence legislators and mobilize community support: two critical activities for getting your services to the people who need them. Course Description This interactive course is for adult education and literacy practitioners, volunteers, administrators, board members and others who want a refresher on federal-level advocacy in time to respond to the President’s budget proposal and to teach others how to get involved. Objectives · Review what you CAN do to influence public policy, even if you can't lobby · Take part in this year’s national federal-level letter writing campaign · Interact in Internet teleconferences with national advocates · Get materials you need to teach your staff or community about ways to get involved · Get national advocates; support as you mobilize those around you Course Dates: February 4-March 3, 2008; Course Webinars on February 18, 2-3 pm EST and March 3rd, 2-3 pm EST Facilitator: Jackie Taylor, chair, Association of Adult Literacy Professional Developers, professional development editor, ProLiteracy America Course Guest: Art Ellison, state director of adult education (NH) and chair, policy committee, National Council of State Directors of Adult Education Registration Fee: $159 For additional course and registration information, go to http://www.newreaderspress.com/default.aspx?cat=prof&hid=282&pid=PLAAD20 Questions? Please call 315-422-9121 ext. 283, or email prodev@proliteracy.org and – to learn more about advocacy in Rhode Island, and to receive updates about advocacy activity, please contact janet.isserlis@gmail.com ProLiteracy has expanded its online courses for ESOL instructors. The first course, Creating Engaging ESOL Activities Using Computers I, will begin February 11. The course description is included below, and complete course and registration information is available at: http://www.newreaderspress.com/default.aspx?cat=prof=289=PLAEL10-F ProLiteracy will offer several other courses for ESOL instructors and tutors throughout the spring. For more information: http://www.newreaderspress.com/downloads/product_support/Fall07FOCSchedule.pdf Please feel free to call (888)528-2224 ext. 283 with any questions. Jane Greiner, Professional Development Coordinator, ProLiteracy America http://www.proliteracy.org jgreiner@proliteracy.org 315.422.9121 ext. 283 Creating Engaging ESOL Activities Using Computers I , Course Facilitator: Diana Satin Course Dates: Feb. 11 - Mar. 7, 2008 Course webinar March 7, 1:00-2:00 p.m. (EST) Course materials available Feb. 4 Course Description Good news! Research shows that interesting, engaging learning activities using productivity software increases students' motivation and helps them learn English for all the reasons they come to our classes. In addition, it's a fact that more and more jobs require computer skills. Students who can use computers effectively expand their career options in countless ways. Through this course, you will integrate computer software into your ESOL instruction. You'll identify the steps necessary to incorporate computer software applications into lesson plans, including analyzing specific language and computer skills. You will finish the course having developed, tested, and refined a learning activity for your own classroom. You will: 1. Describe the benefits and challenges of using word processing, spreadsheets, and presentation software in ESOL instruction. 2. Evaluate student use of productivity software 3. Analyze learning activities for language and computer skills 4. Convert a classroom activity to one that includes productivity software, test it with students, and evaluate the activity Course Format and Schedule: facilitated, online - During this two-week course you will engage in self-paced activities and readings, as well as asynchronous discussions with the facilitator and course participants. The course will close with a scheduled webinar on March 7, 1:00-2:00 p.m. (EST). Course Fee: $199 (ProLiteracy America members receive a 15% discount.) Space is limited, so please register early. To register, go to: http://www.newreaderspress.com/default.aspx?cat=prof=289=PLAEL10-F Questions? Please call (888) 528-2224 ext. 367, or e-mail prodev@proliteracy.org. SPACES STILL AVAILABLE: Reading Assessment Webcast, Part 2 - From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults Part 2: Specific Instructional Strategies for Fluency and Vocabulary, January 11, 1:30 - 2:45 Please join us on Friday, January 11, 2008 for Part 2 of "From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults" webcast. This follow-up webcast will focus on specific instructional strategies for two other components of reading, fluency and vocabulary. The presenters will show how all four components provide a natural framework for assessing adult students' reading ability, and how assessment results can lead seamlessly to a program of instruction to improve students' reading. http://www.nifl.gov/nifl/webcasts/assesspractice2/webcast0111.html This 70-minute webcast is part two for the webcast presented on September 28: From Assessment to Practice-Research-Based Approaches to Teaching Reading to Adults http://www.nifl.gov/nifl/webcasts/assesspractice/webcast0928.html. The main purpose of the first webcast was to present a compelling rationale for the use of research-based principles for adult reading instruction. The presenters used two components of reading, word analysis and comprehension, as examples to illustrate research-based practices, focusing on specific instructional strategies derived from the research. For more information, please contact info@nifl.gov or call 202-233-2025 or online at: http://www.nifl.gov/. Educational Workshop Opportunity - Rhode Island Parent Information Network, 175 Main Street Pawtucket, RI 02860 http://www.ripin.org To schedule RIPIN Workshops, call Suzanne Tobin 401-727-4144 x123 or 800-464-3399 x123 (toll free in RI) To view schedule of workshops: http://www.ripin.org/workshops.html Basic Rights in Special Education February 5, 2008 10:00 – 12:00 pm Pre-registration deadline: January 31, 2008 The ABC’s of IEPs April 2, 2008 10:00 – 12:00 pm Pre-registration deadline: March 25, 2008 Basic Rights in Special Education May 14, 2008 10:00 – 12:00 pm Pre-registration deadline: May 7, 2008 Workshops will be held at RI Parent Information Network 175 Main Street, Pawtucket ~seating is limited pre-registration is requested to reserve seating- For more information or to pre-register Please contact Suzanne Tobin at 401-727-4144 x123 or tobin@ripin.org For a copy of a PDF flyer in Spanish or in English, please send email to janet_isserlis@brown.edu The Ed.D. in adult education, delivered primarily online (along with one-week summer residencies) and designed to combine a strong theoretical base and practical applications to promote effective practice in the field. Our students come from various backgrounds including, K-12, Higher Education, corporate, the military, and other settings where understanding adult learners, and designing, facilitating, and administering effective programs for adults is an essential part of their current or future responsibilities. http://www.regent.edu/acad/schedu/academics/edd/adult_ed/ Introduction to Family Literacy, ADTED 456 and Interactive Literacy: Parents and Children, ADTED 458. Courses reflect the latest research on early literacy and parent involvement, adult learning and family literacy. January 23 - April 23. http://www.worldcampus.psu.edu/FamilyLiteracyCertificate.shtml. funding opportunities - large and less large ProLiteracy announces that the second of three modules being produced through the Dollar General/ProLiteracy Performance Accountability Initiative will be presented in all six ProLiteracy regions. The second module begins with a day-and-a-half training on Data Analysis for Program Decision-Making. This training will help programs identify their accountability system gaps while it shares promising practices related to: analyzing data and identifying trends; developing processes and strategies for data-driven program improvement; developing and using decision-making teams; creating and using data reports, and evaluating success. The training is based on understanding and implementing program improvement principles related to accountability. It is not restricted to any one type of database. Much of the content of the training is drawn from exemplary literacy and adult education programs across the country. Programs that participate in the training will be asked to · implement one or more of the promising practices over the nine months following the training. · share their challenges, experiences, and successful strategies as part of the print pieces that ProLiteracy will distribute nationally at the end of the project. A stipend of $900.00 is available to support program participation in the project. The stipend is meant to help defray travel and hotel expenses and to help cover reporting requirements. If you are interested in attending Data Analysis for Program Decision-Making, please request the guidelines and complete the application form by sending an e-mail to info@proliteracy.org.] To be considered for participation, your program must submit its completed application via e-mail (snail mail or faxes CANNOT be accepted) by January 28, to mcora@proliteracy.org. Up to 20 programs will be selected and invited to send two people from each program to the training. For more information about Data Analysis for Program Decision-Making or about the initiative in general and to request an application, please contact Marie Cora at mcora@proliteracy.org. If you know of other programs that may be interested in this opportunity, please share this message with them. - Anna Bogle, Professional Development Coordinator, Equipped for the Future, 600 Henley Street, Suite 312, Knoxville, TN 37996, Ph: (865) 974-8426 Fax: (865) 974-3857 - 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. 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 online: STATE OF WORKING RI 2007 The Poverty Institute's biennial study documenting trends in wages, occupations, unemployment, and the state's workforce. The report points out that the state's labor force of 578,000 is more diverse, older and better educated than it was two decades ago but workers face a triple whammy – slowing job growth, eroding wages and benefits, and growing inequality. http://www.povertyinstitute.org/matriarch/documents/State%20of%20Working%20RI%202007.pdf The Council for Advancement of Adult Literacy has released Pathways & Outcomes: Tracking ESL Student Performance, a longitudinal study of adult ESL services at the City College of San Francisco (CCSF), completing a trilogy by CAAL about adult ESL service in community colleges. Its primary aim is to help those who plan and design community college ESL programs assess and develop effective services. But it will also help those who offer adult ESL services in other institutional settings, and policymakers and funding organizations. The authors note that CCSF's ESL program has features in common with many other community college programs, and point to the model's importance because so many ESL professionals across the country consider it to be "exemplary." It is both "a typical case and a best case of adult education ESL in the US." Steven Spurling and Sharon Seymour of the CCSF, and CAAL's Forrest P. Chisman conducted the study. The report contains highly detailed research information and analysis. It may well be the most comprehensive, in-depth research ever conducted on any adult ESL program. It is based on College records tracking all students over a seven-year period who first enrolled in CCSF's credit and non-credit ESL programs in 1998, 1999, and 2000. More than 38,000 non-credit and some 6600 credit ESL students make up the "cohort" that was examined. The primary focus is on persistence, learning gains, and transition to credit studies, and on the success in credit courses of non-credit ESL students. Major attention is given to the various features of CCSF's ESL program that affected student outcomes and pathways -- such as terms and hours of attendance, and program design and policy. CCSF's substantial data on "stop-outs" is also presented and analyzed in depth. This study was made possible by CAAL discretionary funds; a considerable amount of pro bono CAAL staff time and resources; and staff time, data, and computer resources provided by CCSF. Forrest Chisman was responsible for overall project direction. Steven Spurling (Institutional Research Officer, Office of Research, Planning, and Grants, CCSF) conducted the data analysis and had primary responsibility for interpretation of that analysis. Sharon Seymour (former Chair, ESL Department, CCSF) was a key researcher in both of CAAL's prior ESL studies; she contributed to the study's design and interpretation of its findings. Her special insights into the College's ESL program helped shape findings about student performances and program features that influenced performance. The report is available at http://www.caalusa.org as item ESL5 of the ESL section of the Publications page. It is optimized for printing and can be downloaded either as a single large document (212 pages) or in four smaller units. Bound copies of the publication can be purchased directly from CAAL (contact bheitner@caalusa.org for ordering instructions and price). [Other reports in this series: "PASSING THE TORCH: Strategies for Innovation in Community College ESL" and "TORCHLIGHTS IN ESL: Five Community College Profiles." They are available from the CAAL website as items ESL2 and ESL4. Funding for the earlier reports came from the Hewlett Foundation, the Ford Foundation, CAAL discretionary funds from The McGraw-Hill Companies, and the Dollar General Corporation.] Energized Learning offers lessons to help students use the Home Energy Saver -- an online tool for analyzing energy use and calculatingpotential savings in homes and other buildings. (Department of Energy) http://free.ed.gov/resource.cfm?resource_id=2021 want more? http://www.ed.gov/MailingLists/EDInfo/ Brief available from the Center for Adult English Language Acquisition (CAELA), Adult ESL Teacher Credentialing and Certification, available at http://www.cal.org/caela/esl_resources/briefs/tchrcred.html This latest CAELA brief was written by JoAnn Crandall of the University of Maryland Baltimore County and Genesis Ingersoll and Jacqueline Lopez of the Center for Applied Linguistics. This brief describes efforts to professionalize the workforce of adult ESL educators, including efforts to certify and credential these teachers; discusses the qualification requirements for adult ESL teachers in the 50 states and the District of Columbia; and recommends steps for states to take to continue to professionalize the field. 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 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 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 KET will host a Multimedia Utilization Workshop February 25-26, in Lexington Kentucky using GED/Pre-GED Connection and Workplace Essential Skills along with TV411 to teach best practices for combining video, print and online materials to reach more learners. For information, tentative agenda and registration, http://www.ketadultlearning.com/htms/uworkshop.htm or call Barbara Farha at 800.354.9067 before January 25. 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. http://www.coabe.org Learning Disabilities Association of America's 45th Annual International Conference, Hilton Chicago February 27 – March 1, focusing on research and findings in learning disabilities including workshops on Adults, Adult Education/GED, Transition, ESL, Corrections, Medical, Mental Health, Professional Preparation, Public Policy, and much more. Featured speakers include Dale Brown, Andy Imparato, Nancie Payne, Anne Ford and Harry Sylvester. Please log on http://www.ldaamerica.org/ for additional information and to view the entire program. Or contact us via email (info@LDAAmerica.org) or phone (888-300-6710) to receive the advance registration book. Multiple copies of the book are also available for distribution. WE LEARN 5th Annual (Net)Working Gathering & Conference on Women & Literacy Building Alliances / Construyendo Alianzas http://www.litwomen.org/conference.html March 7- 8, Fordham Univ. at Lincoln Center, New York, NY Co-Sponsored with WE LEARN by Fordham Graduate School of Education WE LEARN seeks presentation proposals from students (at all levels), teachers, researchers, and community activists addressing related theme issues & topics. Women continue to be separated by culture, language, literacy, geography; our differences are profound. The daily lives of women in adult basic/literacy education remain especially complex due to inequities based on race, class, gender, and other diversities. This year’s conference will explore the differences that divide women and look to ways of building alliances across those differences. DEADLINE: Nov. 30 Please apply using the Internet form. http://www.litwomen.org/conferences/2008/props08.html Sponsorship, advertiser, and exhibitor information also available: http://www.litwomen.org/conferences/2008/sponsors.pdf Registration and hotel information will be available by the end of November. Thanks. We look forward to your participation. - Mev Miller, Ed.D., Director Equipped for the Future's Preparing for Work: An EFF Work Readiness Course Training for Instructors in Adult Education and Workforce Development March 11 and 12, Nashville, Tennessee Preparing for Work, developed by Equipped for the Future at the Center for Literacy Studies, University of Tennessee, is a skills-based course designed for implementation in organizations and agencies involved in preparing their clients and students for entry level work. Each of the instructional modules that comprise the Preparing for Work course has integrated the specific SCANS tasks (Secretary's Commission on Achieving Basic Skills) and the EFF Content Standards, identified on the National Work Readiness Credential (NWRC) profile.The learning activities within the curriculum, designed to model authentic, work related experiences and tasks, provide opportunities for learners to apply the skills being taught, with an added focus on how skills transfer from one situation or context to another as individuals advance along a career path. Please Note: This training is intended for instructors and is not a training for trainers. Register on-line at: http://utk-cls.ra.utk.edu/register/eff_event.asp deadline is February 22. For more information please contact: Anna Bogle, Professional Development Coordinator, Equipped for the Future, 600 Henley Street, Suite 312 Knoxville, TN 37996 abogle@utk.edu On March 26 Bristol Community College will hold an event to recognize the power of community-based efforts. In recognition of the 50th anniversary of Dollars for Scholars, the College is planning a conference entitled From Dream to Reality: Grassroots Empowerment for Student Success. The focus of the conference is on community efforts that are attempting to make a difference in student success and persistence in education from kindergarten through higher education. A recent report by the Bill and Melinda Gates Foundation concluded that: "High dropout rates are a silent epidemic afflicting our nation’s high schools;" a recent article in Community College Journal referred to the over 1.5 million students who failed to graduate high school in 2006 as the 'lost generation.' We know also that this problem exists on all levels of education. We invite you to consider making a presentation showcasing your own best practices of grassroots efforts. We hope to feature a number of workshops from individuals and community groups who are working in a variety of ways to combat student attrition and encourage persistence on all levels of education. We would also welcome workshops dealing with research on this matter as well as ideas for classroom practice related to this topic. The conference will also include guest speakers and performance artist Brooke Haycock from the Education Trust. For the workshop presentation form or for more information, contact Denise DiMarzio at Bristol Community College at ddimarzi@bristol.mass.edu Health Literacy Summit March 25–26, Indianapolis, IN Health literacy is often defined as the ability to read, understand, and act upon health-related information. Improving health literacy may improve the health status and quality of life of America’s adults, especially among adults with marginal literacy skills. Learn about research on health literacy and resources for implementing health literacy programming. Breakout sessions for adult educators, health care workers, and others interested in health literacy include: Health Literacy and Older Adults,Health Literacy Study Circles, Student Health Teams, Testing Impact of Health Literacy in Adult Literacy and Integrated Family Approach Programs Individual registration fees to cover materials and meal are $30. Attendees must make hotel arrangements at Holiday Inn Select, 317-244-6861, by February 26. Contact Kaye Beall, kaye_beall@worlded.org, or Tim Ponder, tzponder@zhost.com, to learn more. Read, Rattle and Roll: National Community literacy Leadership Conference, Memphis, March 12-14. Conference goals: to build on the national community literacy discourse that is uniting communities and promoting the vision of 100% literacy through 100% community engagement; to demonstrate strategies that business, local government, funders and educational stakeholders can use to support the creation of highly literate communities; to share models, resources and success stories from a diverse group of coalitions, and to inspire community leaders and coalition board members through a process of enquiry nd education to build the capacity of collaborative community efforts through literacy infusion. http://www.literacypowerline.com/details2008.html Worlds of TESOL: Building Communities of Practice, Inquiry, and Creativity New York City, April 2-5, http://www.tesol.org/2008convention Registration opens December 3; $265 members (advanced registration) $460 non-member (advanced registration). Radical Mathematics, Creating Balance in an Unjust World 2008 Conference on Math Education and Social Justice http://www.radicalmath.org/conference Long Island University, Brooklyn, NY, April 4th - April 6th A Declaration of Numeracy: Empowering Adults through Mathematics Education, 15th International Conference 2008 June 30th - July 3rd Chestnut Hill College, Philadelphia ALM is an international research forum that brings together those engaged and interested in research and developments in the field of adult mathematics/numeracy teaching and learning. The ALM conference has not met in the United States since 2000 and offers American educators a unique opportunity to meet colleagues from around the world who share their interest in adult mathematics education. CALL FOR PAPERS - Proposal form at http://www.alm-online.net/ DEADLINE for submission: 22 February. call for participation: RI Adult Education conference, May 23, 2008: On May 23, Rhode Island will host its sixth annual State Adult Education Conference, supported by the RIDE Office of Adult Education. We write to invite you to consider submitting a proposal to facilitate a workshop, roundtable or panel at the conference. The conference aims to bring together a range of voices and knowledge and to further opportunities for area adult educators to share ideas and learn with one another. We look forward to your being part of this process. Proposals are encouraged in all areas of adult learning and teaching, including the range of contexts and settings in which such learning occurs. Of particular interest are sessions addressing and exploring work with content standards and standards-based learning, teaching and assessment. To submit a proposal, please complete and submit your proposal by March 7th (by email, fax - 8634-3094 - or snail mail to the address above. To register for the conference, please contact Janet Isserlis at (401) 863-2839, or email janet_isserlis@brown.edu. The conference will again be held at the Airport Radisson in Warwick. The registration fee is $25 per person, and scholarships are available. Deadline for registration is May 5th. We look forward to your participation in the conference. - Janet Isserlis and the conference planning committee Rhode Island State Adult Education Conference: call for proposals We are seeking proposals for workshops (demonstrations of teaching, use of materials, hands-on activities and discussions of particular topics), roundtables (discussions of issues of concern and interest) and/or panels (more formal discussions involving 3 or 4 people and a moderator) for the conference to be held on May 23rd. Lead Presenter/Session Organizer Name Mailing address Phone: (w)________________ (h)_________________ [please also list names of others participating, if applicable] Presentation type (see below for descriptions): __ Workshop (1 hour 30 minutes or 2 one-hour slots) an activity emphasizing participant involvement, carefully structured by the facilitator, and containing little lecturing. ___ Roundtable (1 hour or 1.5 hours) facilitated discussion with panelists that actively engages participants ___ Panel (1 hour 30 minutes or 2 one-hour slots) (more formal, brief prepared remarks by panelists with time for questions and answers with conference audience) Title of presentation Include bio of each presenter. (25-word MAXIMUM) Include program summary. (50-word MAXIMUM) If my proposal is accepted, as the lead presenter/organizer I agree to coordinate the above presenter/organizer responsibilities. Signature of Lead Presenter Please send this information, by mail or email by March 7th to janet_isserlis@brown.edu Janet Isserlis, PO Box 1974, Brown University, Providence, RI 02912 (also see http://www.brown.edu/lrri/conference08.html) 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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