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, please 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 February 25, 2009
Bulletin
#294 Dear
Colleagues, Calls for
participation, employment, funding,
and conference and workshop
opportunities, online
and other resources.
Janet Isserlis NOTICES -
– in
addition to events listed here, a recently updated list of events
(including workforce development workshops, new practitioner Offer VALUE membership opportunities to your students Student leadership organizations are a critical component of any education system. VALUE is a national student organization. VALUE is currently very active in making sure that student voices are heard. The Rhode Island Office of Adult and Career and Technical Education is very interested in supporting student and alumni organizations and has supported several in the career and technical education arena. As for adult education participants, EDP assessment candidates, and GED test takers and graduates, it is important to clarify that membership fees in reputable student leadership organization is an allowable expense. Please, feel free to review the membership materials contained in the link below and discuss with your students, alumni, test takers, and staff. http://valueusa.org/index.php?option=com_content&task=view&id=85&Itemid=104 Rhode Island Adult Education Conference, Tuesday, May 19th at Rhode Island College. Call for participation here (word document) ESOL share Tuesday, March 10th, 3 pm at the Genesis Center, 620 Potters Avenue, Providence. Michele Rajotte will share websites and computer-based learning activities designed to help adults find information, services and learning tools they need. Have other ideas? please bring those as well. New Practitioner Orientation – Friday and Saturday March 13th and 14th. Please RSVP to jortiz@ric.edu <mailto:jortiz@ric.edu> by March 6th. Transitions from ESOL to ABE – what do we need to know? A group of practitioners have been discussing what we need to learn and how we can help each other as more and more learners leave ESOL classes and move into ABE classes and programs. How can we support learners and one another in making these shifts? Please come to share ideas, questions and suggestions. Please come to share ideas, questions and suggestions. Our next meeting will be held on Monday, March 2nd location TBA. from Thursday notes, February 19, 2009: Secretary Outlines Role of ED in New Administration Secretary of Education Arne Duncan set out the role he expects the U.S. Department of Education (ED) to play in the new administration in his remarks at the American Council on Education's (ACE) 2009 Annual Meeting in Washington, D.C., on Feb. 9. The ACE represents accredited, degree-granting colleges and universities and higher education in the United States. Secretary Duncan described "…a historic alignment of interests and events that could lift American education to an entirely new level. Given the state of our economy, the pace of technological change, and the scope of our collective challenges—no other issue is more pressing,” said Duncan. “We need to challenge ourselves at the Department of Education as well. Instead of being a compliance-driven bureaucracy we must become an engine of innovation, reform and support. … I pledge the full power and authority of this administration to help advance the educational interests of our students." http://www.ed.gov/news/speeches/2009/02/02092009.html States Feeling Impact Of Economic Decline States experiencing budget deficits expect less fiscal support for education. The Education Commission of the States (ECS) has collected examples of state responses to budget shortfalls reflecting short-term cuts in P–12 funding (http://www.ecs.org/clearinghouse/79/52/7952.pdf) . Examples include new ways states are trying to fund education. A state-by-state map of state deficits (http://money.cnn.com/news/storysupplement/economy/gapmap/index.htm), and unemployment and foreclosure rates is available from CNNMoney. Some 92% of the cities surveyed also expect to have trouble meeting their needs during 2009, CNNMoney reports. http://money.cnn.com/2009/02/04/news/economy/city_troubles/index.htm?postversion=2009020412 learning opportunities learning opportunity: Managing self-directed supports for individuals with developmental disabilities March 11 to April 9 (Five Sessions) Registration Deadline: March 2 This is the first in a series of trainings the Sherlock Center will offer to family members and others interested in guiding individuals and families in using Self -Directed Supports through RI's Division of Developmental Disabilities. This training will address skills and tools needed to choose and manage the self-directed option. The $25 registration fee includes materials for all five sessions. Scholarships are available upon request. The registration deadline is March 2. Late registrations will be accepted as space permits. Who should attend? This training is intended for families individuals with developmental disabilities who will be receiving support through the Division of Developmental Disabilities (Transition-age especially), and also prospective "Community Supports Navigators" or anyone interested in guiding individuals and families in using self-directed supports through DDD. Click here http://www.ric.edu/sherlockcenter/publications/SDCS09.pdf to download the flyer and registration form from this email or go to http://www.sherlockcenter.org (click on Course). Questions? Contact Claire Rosenbaum at (401) 456-4732 Two new sections of the online course, Research-based Strategies and Models for Adult Transitions to Postsecondary Education, are open for registration. In this course you will read and discuss research on the changing workforce and examine reasons why adult learners need to go beyond the GED to advance their earning potential, and examine program models that support adult transitions to postsecondary education. For information, or to register: http://www.professionalstudiesae.org Scroll down to College Transitions and click on the course title. Course dates: March 19-May 13 or April 2-May 27. Content overview: http://ProfessionalStudiesAE.worlded.org/pdf/ct_overview_Mar09.pdf Registrations accepted on a first come basis. For more information about the course and the policies. please read the Course Overview at http://www.professionalstudiesae.org If you have any questions about registering for these courses please contact Leah Peterson at lpeterson@worlded.org. COLLEGE PREPARATION FOR ADULTS: RIRAL's Transition to College now enrolling students for next sessions. Transition to College is an intensive college preparation program that provides student success workshops and academic instruction in reading, writing, math, computer, and study skills. Career Exploration using the DISCOVER online career exploration and Mentoring workshops are included. Students also receive assistance with Financial Aid and college applications and academic advising. While attending Transition to College, students enroll in College Reading at the CCRI. Transtition to College is holding Information Sessions for their fall Evening and Weekend programs on the following dates: Tuesday, March 17 - 5:00 pm Saturday, March 21 - 5:00 pm Enrollment is limited Transition to College meets in downtown Pawtucket and at the Community College of Rhode Island in Providence. Funding is provided by the Rhode Island Department of Education in partnership with the Community College of Rhode Island. Contact: Marie Crecca-Romero, Program Director at 722.9800 or email MarieCrecca-Romero@riral.org. from World Education: The fall/winter issue of the excellent journal, Field Notes, with a focus on transitions from ABE to college, is now online, and includes articles such as "A Student's Perspective of a College Success Class" by Katie Shaw, "Technology Tools for College Success" by Pat Weisberger, and "Students Leading Students: An Interactive Campus Tour Model" by Karen Van Kirk. http://www.sabes.org/resources/publications/fieldnotes/index.htm National Priorities Project analyzes and clarifies federal data so that people can understand and influence how their tax dollars are spent. Numeracy, critical thinking and technology: have a look http://www.nationalpriorities.org/costofwar_home funding opportunities - large and less large Mini-Grant Opportunity Access for All Abilities (AAA) Businesses Community Organizations Recreation, Social & Cultural Centers Expand your membership or customer base. Apply for up to $2500 to increase access for people with disabilities to your services, events or activities. Application Deadline – March 2, 2009 - details and application are available at http://www.sherlockcenter.org Click on AAA Mini-Grants or Call (401) 456-8072 (v), (401) 456-8773 (TDD) Sponsored by: Paul V. Sherlock Center @ RI College Accessible Rhode Island VSA Arts of Rhode Island - 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 employers publicize openings effectively. Anyone seeking a job that makes a difference in Rhode Island can join the list. Any non-profit, government or private sector employer 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 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.
online / resources available Uses of Technology in the Instruction of Adult English Language Learners, by Sarah Catherine K. Moore att http://www.cal.org/caelanetwork/pd_resources/usestechnology.html The brief discusses three ways of using technology with adults learning English—onsite, blended, and online—and briefly describes examples of specific technologies and programs for adults learning English. It concludes by identifying issues to consider when using technology and by offering suggestions for further research. Although specific programs are mentioned, they are provided solely as examples; their inclusion in the brief is not intended as a product endorsement. Data show that in the 2005-2006 program year, adult English language learners received an average of 72 hours of classroom instruction, less than 2 hours per week. Integrating technology in instruction for adult English language learners may offer the flexibility to extend learning beyond that available in a formal program and thus increase opportunities for language and literacy learning. It may also offer access to new opportunities for interaction among students and between teachers and students. - Miriam Burt moderator, Discussion list for those working with adult English language learners, mburt@cal.org (note: of the sources cited in the brief, this referece, to Lower-Literacy Users is of particular interest to those working with both ABE and ESOL learners: http://www.useit.com/alertbox/20050314.html) On February 12th, the National Commission on Adult Literacy was represented on a panel that appeared before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness (of the House Committee on Education and Labor). The written and supplemental testimony for this appearance is available from the Publications page of the Commission's website http://www.nationalcommissiononadultliteracy.org ) and CAAL's site http://www.caalusa.org -- as items NC-CAAL4 and NC-CAAL5. Minnesota Literacy Council's online training site – for out of state users: The courses for adult learners and educators on the Minnesota Literacy Council (MLC) online training site are developed and maintained by MLC staff through supplemental service grants from the Minnesota Department of Education. They are provided free of charge to Minnesota’s adult learners, teachers, volunteers, and other Adult Basic Education practitioners. Out-of-state visitors are welcome to explore the site to access learning resources as well, but we cannot offer CEUs or course completion certificates to out-of-state users. If you are a not a Minnesota resident, you are welcome to browse the self-access online learning materials, but please do not submit course assignments as we will not be able to respond to your submissions. http://online.themlc.org/ from The National Center for Education Statistics (NCES) : National Assessment of Adult Literacy: Indirect County and State Estimates of the Percentage of Adults at the Lowest Literacy Level for 1992 and 2003, from the National Assessment of Adult Literacy (NAAL). The report provides the only available snapshot of adult literacy rates for individual states and counties. The report, based on the 2003 NAAL and the 1992 National Adult Literacy Survey (NALS), will serve as an important source of literacy information for policymakers and researchers. The report will be accompanied by an interactive web tool, which will show data for all states and counties. The tool will also provide the ability to compare states, counties, and progress in states and counties over time. http://nces.ed.gov/naal/estimates/index.aspx (estimates) and http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009482 Refugees From Iraq Now Available his publication provides in-depth information about refugee groups from Iraq, describing the various ethnic and religious communities of Iraqi Arabs (both Sunni and Shi’a), Iraqi Christians, and others. Topics include history, conditions in countries of asylum, characteristics of the refugee population, cultural features of each of the different communities, religion, language, education, and resettlement considerations. http://www.cal.org/topics/ri/backgrounders.html online: LessonWriter.com is a free website where teachers can copy, paste and submit any text (an article, essay, story, etc.) and create comprehensive, standards -based lesson plans and student materials in minutes. LessonWriter is a simple, fast and free way to use authentic, high-interest content to motivate students while delivering the explicit language instruction that ELL's need in both English and content-area classes. There are advanced features that can differentiate instruction for multilevel classes and class tracking features that will automatically scaffold lessons. http://www.lessonwriter.com RI DLT's Rhode Island Red job search feature is now drawing job postings from ALL local jobs boards (except Monster.com). To access this resource visit RI RED http://www.dlt.ri.gov/rired/ -- under quick menu click job search; choose location search criteria, provide job title or other criteria. Source codes are listed at the bottom of the page Lots to do at the library Providence Public Library's calendar of events: http://www.provlib.org/calendar.asp talk about it The Impact of the Findings of the National Early Literacy Panel The Family Literacy Discussion List will facilitate a panel discussion about recommendations of the National Early Literacy Panel (NELP) and their impact on educators, parents and other children’s caregivers. Three members of the NELP will participate in the discussion. The discussion will take place March 9-13. Please read the details below, think about the questions, raise questions of your own, and prepare for an exciting look at the findings of the National Early Literacy Panel. Background The National Early Literacy Panel (NELP) was convened in 2002 to conduct a synthesis of the scientific research on the development of early literacy skills in children ages zero to five. The objective for convening the NELP was to identify interventions and practices that promote positive outcomes in literacy for preschool children. The National Institute for Literacy (NIFL) acted as lead agency in this project, in consultation with cooperating agencies from the Partnership for Reading. The Nation Center for Family Literacy, working closely with NIFL, coordinated NELP’s work in the completion of the synthesis. The panel’s report, Developing Early Literacy: Report of the National Early Literacy Panel, was officially released on January 8. This report serves as the basis for several, research-based recommendations for parents and the early childhood community, including educators, caregivers, and Head Start providers on promoting the foundational skills of life-long literacy. Guest Panelists Laura Westberg is Director of Special Projects/Research at the National Center for Family Literacy. In this capacity, she oversees research and evaluation across the organization for determining the effectiveness of products and services that contribute to the literacy development of young children through adults. Her responsibilities include project management and supervision, project design, product development, research and evaluation, and proposal and grant writing. Ms. Westberg directed the work of the National Early Literacy Panel and coordinated a meta-analysis on parent involvement in children’s reading acquisition for the National Institute for Literacy. Victoria Molfese is the Ashland/Nystrand Chair in Early Childhood Education at the University of Louisville and Director of the Center for Research in Early Childhood. She received her PhD in Developmental Psychology from the Pennsylvania State University and has published journal articles, books, and book chapters in the area of cognitive development in infants, children and adults. She has received grants in support of research activities, including an NIH funded longitudinal research grant on brain and behavioral predictors of language, reading and cognitive development in children from birth through age 13 years. She currently is conducting research on early predictors of reading and mathematics abilities in infants and preschool children, efficacy of mathematics intervention in preschoolers on improving skills of children at risk at kindergarten entry and the development of interventions for infants and preschoolers to mitigate development of learning disabilities. Dr. Molfese served as a member of the National Early Literacy Panel. Timothy Shanahan is the chair of the National Early Literacy Panel. Dr. Shanahan also is a Professor of Urban Education at the University of Illinois at Chicago and Director of the UIC Center for Literacy. He has served as Director of Reading for the Chicago Public Schools, and is a former first grade teacher. His research focuses on the relationship of reading and writing, the assessment of reading ability, family literacy, and school improvement. He has published more than 100 articles, chapters, and books on these topics. Discussion Questions: What were the questions that the National Early Literacy Panel (NELP) answered? What types of interventions did the NELP look at? What are the implications of the NELP findings for the instruction and assessment of young children? What do the findings of the NELP mean to adult/parent educators? How can parents best utilize the findings of the NELP to bolster the learning of their children? Publication - Read the Executive Summary of the NELP Report, Developing Early Literacy: Report of the National Early Literacy Panel, to enrich your participation in the discussion. It may be downloaded from http://nifl.gov/nifl/publications/pdf/NELPSummary.pdf A copy of the full report can be downloaded from http://www.nifl.gov/nifl/publications/pdf/NELPReport09.pdf Free print copies are available from EDPubs at http://edpubs.ed.gov Workplace Essential Skills and GED Connection series Available Through VIDEO-ON-DEMAND The adult learning series Workplace Essential Skills and GED Connection are available online through the Rhode Island PBS video streaming portal. In 25 half-hour segments, the Workplace Essential Skills series presents refreshers in fundamental reading, writing, and math skills as they relate to getting, keeping, or advancing in a job. Lessons also cover job applications, resume writing, and job interviews. An orientation segment touches upon the use of the different components included in this series. Lessons are written at a pre-GED level, and can help prepare adults for the GED tests. Four workbooks accompany the series. In 39 half-hour programs, the GED Connection helps learners prepare for the GED exam. Episodes cover subjects and skills related to work, community, and home life. Practice tests help learners know what to expect, see which skills they need to strengthen, and build confidence. Access to Workplace Essential Skills and GED Connection series through RI PBS video streaming is free. Users access VOD through an account and passcode, available by email request to Education@ RIpbs.org or by calling Education Services at 401-222-3636 x 211. Video streaming, also known as video on demand (VOD), allows users the convenience of watching lessons at any time from an Internet-connected computer. VOD is also flexible, allowing users to watch several episodes in one sitting, or repeat lessons as often as desired. Both the Workplace Essential Skills and the GED Connection series are also broadcast on RI PBS LEARN, digital 36.2 and Verizon 787. The Workplace Essential Skills broadcasts Fridays at 12:30 PM and the GED Connection series broadcasts Mondays, Tuesdays, and Sundays at 12:30 PM. For Workplace Essential Skills and the GED Connection broadcast dates please visit: http://www.pbs.org/tvschedules/ For information about RIPBS Education Services please visit out web pages at http://www.ripbs.org/Education/ - Dr. María D. Velásquez de Tondreau Education Director Rhode Island PBS 50 Park Lane Providence, RI 02907 Phone: (401) 222-3636, ext. 211 Fax: (401) 222-3407 Education@RIpbs.org National Research and Development Centre for Adult Literacy and Numeracy, dedicated to conducting research and development projects to improve literacy, numeracy, language and related skills and knowledge. On this site you will find information on all our activities, including: Research and development projects <http://www.nrdc.org.uk/projects.asp> Creative routes to specialist teacher qualifications <http://www.nrdc.org.uk/creativeroutes> The Voices on the Page storybank is now live! Read all of the 640 stories here <http://www.nrdc.org.uk/voicesonthepage.asp> Research reports and reviews <http://www.nrdc.org.uk/content.asp?CategoryID=329> Latest e- newsletter <http://www.nrdc.org.uk/content.asp?CategoryID=671> News and events <http://www.nrdc.org.uk/news.asp> 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 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 : 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. 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.htm NAASLN's Mid-Atlantic Regional Conference - Access to the Workforce for Adult & Adolescent Learners with AD/HD and Asperger's Syndrome February 22–23 This regional conference will draw adult education practitioners, transition specialists, community college faculty, workforce counselors, disability advocates, and others from New York to Virginia. The self-contained conference site and tight format lends itself to ample time for small-group discussions of how these breakthrough strategies apply to the evolving economy; issues affecting the new workforce; transition to postsecondary education and the workforce; advocacy issues and techniques; webinars; leadership options; and more. The conference will feature three plenary sessions: ADD and Entrepreneurism...A Curriculum that Works! presented by Richard Cooper, Ph.D., Learning Specialist Asperger’s Syndrome, Part I: The Adult Education Class presented by Bevan Gibson, M.S. Sp. Ed., Director Southern Illinois Professional Development Center Asperger’s Syndrome, Part II: Transitioning to Postsecondary Education presented by Melissa Arnott-Cox, Ed.D., L.P.C., C.A.C., Director Academic Success Center, Rowan University, Glassboro, NJ Registration is limited to 70 overnight registrants and 80 day-only registrants. Full registration of $250 covers a day-and-a-half of sessions, overnight accommodations, all meals, and 24-hour access to a hospitality suite. Day-only registration of $135 covers one day of sessions and two meals. For full session information, site description, accommodations, driving directions, or to register online, visit NAASLN at http://www.naasln.org/Regional_2009_conference.htm March 6-7, 2009 - URI, Providence Campus: WeLearn - 6th Annual (Net)Working Gathering & Conference on Women & Literacy WE LEARN is currently looking for volunteers and interpreters for the conference! Please, consider sharing your time and/or your Spanish-English or Sign Language interpreting skills with us. We have work exchange opportunities available! Volunteer applications can be found on the website or you can email Alicia.Pantoja@gmail.com to apply. Deadline to submit volunteer/interpreter forms is Feb 20th. THANK YOU! http://www.litwomen.org/conference.html and – in conjunction with the WE LEARN 6th Annual (Net)Working Gathering and Conference Publication Party for New Releases Written by Members of WE LEARN Women's Perspectives #4: Transition / Transformation A Journal of Writing by Adult Learners Student Writers in attendance will read their work. Empowering Women through Literacy: Views from Experience, Edited by Mev Miller & Kathleen P. King. The editors will speak briefly and introduce the contributors. Almost half of the 47 writers will be on hand to autograph books. Laboring to Learn: Women’s Literacy & Poverty in the Post-Welfare Era by Lorna Rivera Friday, March 6, 2009 4:00 – 7:00 pm AS220 115 Empire St. Providence, Reading by Student Writers to begin at 4:15 Reception and Autographing to follow This event is open to the public; Donations Requested for the Student Scholarship Fund All publications will be available for purchase. For more information: 401-383-4374 or welearn@litowmen.org The Immigrant Paradox: Is becoming an American a developmental risk? 8:30AM – 5:00PM March 6th and 7th Room 305, Pembroke Hall – Meeting Street, Pembroke Campus Brown University Children of immigrants are the fastest growing sector of the American youth population—they currently make up nearly a quarter of the US youth population and are projected to comprise fifty percent by 2040. Despite the considerable developmental risks of growing up in an immigrant family, research has documented better behavioral and academic outcomes in some first generation children and adolescents than their later generation peers. In addition, many developmental outcomes deteriorate with greater acculturation. Together these trends have been termed the immigrant paradox. Despite the enormous implications of this phenomenon for education policy, very little work has been done to uncover the mechanisms underlying generational changes in academic and behavioral patterns. This two-day conference will be the first national gathering where top researchers of children and adolescents from immigrant families will discuss groundbreaking research on this paradox and possible explanations for differential outcomes. As we stand at the outset of a presidency that promises to renew a focus to education and services to children and adolescents, it has never been more critical to understand ways in which we can stop dramatic generational decline and foster the success of a quickly growing segment of the American population. Free and Open to the Public. This Conference is made possible with generous funding from the Bill and Melinda Gates Foundation, the Spencer Foundation, the College Board, the Center for the Study of Human Development and the Wayland Collegium. http://brown.edu/Departments/Education/paradox/ Test Development Workshop - CETE/OSU March 9-11 , 2009 (7:30 AM to 4:30 PM) Developing valid, reliable assessments (tests) of job specific knowledge and skills is critical to effective defensible practice in workforce development and human resources. Occupational knowledge and skill assessments are used for many personnel- and education-related functions, including: Workforce development and Career Technical Education accountability (Perkins IV), Personnel selection and placement, Training needs assessment or diagnosis, and Individual certification and licensure. A carefully-designed systematic approach to test construction maximizes return on investment and contributes to candidate satisfaction and motivation. Poorly designed assessments may yield erroneous and damaging results, leading to employee or candidate dissatisfaction, ineffective credentialing decisions and possible exposure to litigation. To learn more: http://www.cete.org/AssessmentSP/images/March2009Brochure.pdf (pdf). and/or contact Kathy Summerfield at 614-688-4000 or summerfield.1@osu.edu. The Center on Education and Training for Employment, The Ohio State University, 1900 Kenny Rd, Columbus, OH 43210 http://www.cete.org (If we receive insufficient registrations for the workshop, it may be rescheduled) Sharing Skills – Building Connections, March 11, in Worcester - Commonwealth Workforce Coalition’s 6th annual conference. http://cwc.cedac.org/ Tom Brillat, formerly of the Education Exchange, currently serves as Executive Director of the League for the Advancement of New England Storytelling (LANES), which will hold its 28th annual conference in Rhode Island at the Crowne Plaza in Warwick from March 20-22. The conference is the Northeast Storytelling Conference (NESC) and known throughout the storytelling community as Sharing the Fire (STF). Tom is inviting his many friends and colleagues from adult education and beyond to join him at the conference. He swears that there is something for everyone: storytelling concerts by some of the best tellers in Rhode Island and New England, both Friday and Saturday evenings (just $10 each); great keynote speakers - Jay Allison of National Public Radio and Rhode Island˙s own - Valerie Tutson; workshops on storytelling in education, learning how to tell darn good stories, healing, community and culture, and much more. CEUs and PDPs are available for teachers and others. You can also join a story swap session and tell your own stories or just listen. For more information about the conference please check the LANES website at http://www.lanes.org or contact Tom at director@lanes.org. MATSOL Annual Conference : May 7-8, 2009 at the Sheraton Four Points in Leominster, MA. The 2009 conference theme is Multiple Literacies: Launching English Language Learners into a New Era. There will be a K-12 strand on both days and an Adult, Workplace and Higher Education strand on Friday, May 8. Our keynote speakers will be Stephen Krashen and Jim Cummins. http://www.matsol.org COABE Conference 2009, Louisville, KY April 17-22 Commission on Adult Basic Education (COABE), Kentucky Association of Adult & Continuing Education, and Kentucky Adult Education Council on Postsecondary Education are pleased to announce a Call for Proposals for the 2009 COABE national conference. . The goal of the Annual COABE National Conference is to provide best practices and program guidance to adult basic education professionals. http://www.coabeconference.org/ For more information, contact: Lorena Lasky, COABE 2009 Concurrent Sessions Chairperson, Jefferson County Adult & Continuing Education Lorena.Lasky@kentuckianaworks.org 502-574-4123 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 street yoga - Through the teaching of free yoga, meditation and wellness classes we seek to help homeless youth increase their physical, emotional and spiritual strength, stamina and flexibility so they can better meet their own core needs. We work closely with those service providers striving to help homeless youth secure safe housing, nutritious food, accessible health care, employment, clean clothing, educational choices and human dignity.
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