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 May 8, 2009
Bulletin
#302 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. Preliminary program online at http://www.brown.edu/lrri/conference09.html ESOL Share: Wednesday, May 13th, 3 pm at the Genesis Center, 620 Potters Avenue, Providence. We’ll be talking about assessment – assessing first language literacy and determining ESOL learners’ readiness to participate in ABE programming. We’re also reading an article by Heide Wrigley and others. Abstract at http://www3.interscience.wiley.com/journal/122267233/abstract ; for a PDF of the full article, please contact janet_isserlis@brown.edu Please join us. information about advocacy: Write for Increased Funding for FY10 Act Now! http://www.ncladvocacy.org/actnow.html from the National Coalition for Literacy Fact Finder http://www.ncladvocacy.org/factfinder.html contains links to NCL members' district and state fact sheets http://www.ncladvocacy.org/ffdiststate.html as well as a fact sheet on Adult Education and Family Literacy Appropriations http://www.ncladvocacy.org/ffadult.html. Letter Guidelines, Lessons, and Sample Letters Writing Legislators <http://www.ncladvocacy.org/tkcontact_write.html> contains writing tips, letter guidelines, letter-writing lesson plans and curricula, and sample letters from teachers, students, and community members. Contacting Legislators <http://www.ncladvocacy.org/tkcontact.html> contains general tips for contacting legislators. Create Responsive Networks Find specific tips for organizing others to write. Find general tips from experienced state and federal level advocates on creating responsive advocacy networks http://www.ncladvocacy.org/tknetworks.html Learn more about NCL's Legislative Issues http://www.ncladvocacy.org/legispriority_act.html, including appropriations. President Obama's Remarks on Education Reform - http://thepage.time.com/president-obamas-remarks-on-education-reform/ learning opportunities – from Regional Resource Center 1, National Institute for Literacy Participate in the online professional development course, Multiple Intelligences and Differentiated Instruction, at no cost. This very intensive course requires approximately 40 hours of estimated completion time over 8 weeks, (July 7-August 31). We ask that you be able to commit the time to successfully complete the course and facilitate a two-hour share/workshop during the fall of 2009. Upon completion of that workshop, a stipend of $100 will be offered. Please read more about the course below. Anyone is eligible to take the course at the regular fee of $249; to apply for this opportunity to take the course for free, please send a brief email describing: - your interest in the course, what you hope to learn and how you might think about organizing a workshop to share your learning. Please send this email to janet_isserlis@brown.ed by May 18th. Course Dates: July 7-August 31; Online chats during Lessons 3, 4, and 5 Course Description: Research conducted by the National Center for the Study of Adult Learning and Literacy shows that instructional practices inspired by Multiple Intelligences (MI) theory resulted in high levels of authentic instruction and student engagement. Integrate your understanding of Multiple Intelligences (MI) theory with the power of differentiated instruction in this facilitated, eight-session course. You’ll learn how to apply MI theory and differentiate instruction for all levels of adult basic education and English for speakers of other languages. The facilitator will guide you as you develop your own MI-based lessons. http://professionalstudiesae.worlded.org/index.html#midi Objectives: Upon completion of this course you will be able to: Apply the theory of multiple intelligences (MI) to design learning activities that match your learning objectives Use varying methods of differentiated instruction (DI) that address the different skills and interests of your learners Apply knowledge of your own MI profile to your classroom teaching Produce and reflect on a lesson or unit using both MI and DI Required Text: Viens, Julie and Silja Kallenbach. Multiple Intelligences and Adult Literacy: A Sourcebook for Practitioners. (New York: Teachers College Press, 2004. Copies of the required textbook can be obtained from the publisher, Teachers College Press (TCP), the publisher at http://store.tcpress.com/0807743461.shtml. The cost is $27.95. Course Format and Schedule: facilitated, online During this eight-week course, you will engage in self-paced activities and readings, as well as asynchronous discussions with the facilitators and course participants. Three synchronous chats will be scheduled during Lessons 2, 3, and 4. Course Facilitator: Wendy Quiñones summer classes - Register now for online courses Penn State's online course, Early Literacy Development and Parental Involvement (ADTED 458), a three-credit undergraduate/graduate level course will be offered through Penn State’s World Campus for graduate or undergraduate credit. Class runs May 18 – August 14, 2009 and registration is underway. This course focuses on young children’s language and literacy development, including: What children;s early language and literacy development looks like at various stages and what is considered the usual order or sequence of development The most recently shared knowledge base regarding early language and literacy development research Evidence-based practices identified by research for teachers and parents that support children’s earl language and literacy development How parents and teachers apply what is known about language and literacy learning to maximize children’s learning experiences Early literacy development and parental involvement in the context of comprehensive family literacy services For more information visit http://www.worldcampus.psu.edu/FamilyLiteracyCertificate.shtml or contact Dr. Sheila Sherow at sms20@psu.edu. Register at http://www.worldcampus.psu.edu/StudentServices_GettingStarted.shtml COLLEGE PREPARATION FOR ADULTS: RIRAL TTC is a partner in the RI Statewide Transition to College initiative and a natural segue for GED, EDP, and Advanced ESL students prior to post -secondary education. The semester long program offers intensive college preparation classes including student success workshops, academic instruction in reading, writing, math, computer, and study skills to prepare students for college readiness and Accuplacer testing. Career exploration using DISCOVER online and monthly mentoring workshops are also part of the curriculum. Students receive assistance with the financial aid and college application process and academic advising and counseling prior to registration for college courses. While attending RIRAL TTC, students enroll as a cohort in College Reading (ENGL0850) at CCRI in Providence. There are three sessions a year, two evening and one weekend. Call today to attend an Information Session to start the Admissions process. RIRAL TTC Information Sessions for fall Evening and Weekend programs: Tuesdays at 5:00 pm: June 16, July 7 Saturdays at 10:00 am: May 16, June 20, July 11 The RIRAL TTC initiative is a free program with funding provided by the Rhode Island Department of Education and the Nellie Mae Educational Foundation in collaboration with the Community College of Rhode Island. For more information, contact: Marie Crecca-Romero, Program Director at 722.9800 or by email at MarieCrecca-Romero@riral.org. 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 - 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. from Thursday notes, May 7, 2009 Middle Class Task Force Focuses on College Affordability, Access Vice President Joe Biden and Dr. Jill Biden, who continues to teach English courses at a community college; Secretary of Education Arne Duncan; and Cecilia Rouse, of the Council on Economic Advisers, led the third meeting [http://www.whitehouse.gov/blog/09/04/17/Middle-Class-Task-Force-Report-College-Affordability/] of the Middle Class Task Force recently in Missouri. http://www.whitehouse.gov/StrongMiddleClass/ The town meeting focused on college affordability, as well as on college access and completion of a college degree. Low-income students, including adults who transition from adult education, face "particularly steep barriers to college access," including affordability, the task force noted. Once in college, students find degree completion elusive at the associate degree and bachelor's degree levels as well as for certificates. In bachelor's degree- granting institutions, only about one-fourth of low-income students graduate within six years, according to the task force staff report. http://www.whitehouse.gov/assets/documents/staff_report_college_affordability1.pdf Variations Found in Non-traditional Students For Retention, Graduation The Emerging Pathways project, funded by the Lumina Foundation through a grant to the University of Virginia, has released new insights into retention and graduation of non-traditional students in public postsecondary institutions. The study examined data from six states over six years on the impact of student demographics, enrollment behavior, and school characteristics on major outcomes for about a half-million first-time freshmen. One of four study products, Nontraditional Student Success in Public Two-year Colleges, reviews retention and graduation rates among different types of postsecondary students, particularly non-traditional learners. The study moves beyond postsecondary access to understanding the success of women, minorities, adult learners, and other non-traditional students after college transition. http://highered.org/lumina.asp From PEN weekly newsblast, May 8, 2009: Against all odds, Afghani girls learn Afghani parents who in the past forbade their daughters to attend school due to societal taboos are once again keeping them at home because of attacks by militants wielding acid or worse, National Public Radio reports. Nearly half the country's children do not attend classes, most of them in the Taliban-rife south, says Afghanistan's education minister, Farouq Wardak. Hundreds of schools have closed in Kandahar and neighboring provinces because of militant attacks and threats. Yet many girls are refusing to give up their schooling, no matter the cost. The Afghan government, aid groups, and defiant teachers are operating public schools and secret, in-home classes in a risky effort to ensure that Afghan girls get an education. Today, the number of classes exceeds 400, each with about 30 students. To help coax families into sending their girls, students are given wheat, cooking oil, and salt. "I want to serve my nation and my country," says 17-year-old teacher Marzia Sadat. "If the militants kill me, so be it. I pray to God as do my mother and father and that gives me the strength not to be afraid," she says. Read more: http://www.npr.org/templates/story/story.php?storyId=10356628 online / resources available Family Math Groups: An Exploration of Content and Style is available through NALD (The National Adult Literacy Database), and reports on a project in which Kate Nonesuch worked with parents to develop a manual of math activities for parents and kids to do together. The report outlines the project and discusses the effects of the group: parents had fun, grew more interested and less frustrated with math, and learned specific strategies to help their kids with math, which often resulted in improved communication and smoother relationships with their kids. The report finishes with recommendations for facilitating family math groups. It can be downloaded free of charge at http://www.nald.ca/library/research/fammatgro/fammatgro.pdf The manual, called Family Math Fun! is full of family math activities, ready to use in early literacy programs, day care centres, primary grades and Adult Basic Education/ Literacy programs. Patterns, recipes, and hand-outs all included (109 pages). http://www.nald.ca/library/learning/familymath/familymath.pdf This project was undertaken by Vancouver Island University, and funded by The Office of Literacy and Essential Skills, Human Resources and Skills Development Canada. For more information: Kate.Nonesuch@viu.ca. from NIFL's workplace literacy list (for more see http://www.nifl.gov/pipermail/workplace/2009/002275.html ) Community Literacy Planning Guide - This planning guide will support communities as they: gather together to talk about literacy; decide to participate in the Literacy Now Communities program; submit an application for planning funds; mobilize local community energy and knowledge; assess the community’s literacy needs; build on existing literacy work and address important gaps; and prepare a community plan. http://www.2010legaciesnow.com/fileadmin/user_upload/Embrace_Learning/PDF/LiteracyNow_Guide.pdf Fieldnotes – penultimate issue. A retrospective of the past ten years' work. Well worth your time. http://sabes.org/resources/publications/fieldnotes/vol18/fn181.pdf other news from World Education: SABES Math Bulletin Volume 3, Number 3 (March 2009) includes six pages touching on algebraic thinking, the complexity of equations, and literal symbols. http://www.sabes.org/resources/publications/mathbulletin/math-bulletin-mar2009.pdf You can also access back issues of the SABES Math Bulletin, issued quarterly. Each issue focuses on math research and/or professional papers related to adult math/numeracy. Early issues include information about research in general. http://www.sabes.org/resources/publications/mathbulletin/ Integrating Career Awareness into the ABE/ESOL Classroom http://www.sabes.org/workforce/integrating-career-awareness.pdf Newly revised and expanded, this 210-page curriculum guide contains nearly 60 ready-to-use lessons. The goal of this curriculum is to help adult education teachers and counselors guide adult learners through a comprehensive career planning process that promotes a full range of life skills. The curriculum contains lessons and classroom activities to introduce the three phases of career planning: self-exploration, occupational exploration, and education and career planning. CD available for the cost of shipping ($5.00/each). To order, call Leah Peterson at 617-482-9485 x 3740, email lpeterson@worlded.org or download at http://www.sabes.org/workforce/integrating-career-awareness.pdf Developed by the Massachusetts System for Adult Basic Education Support and the National College Transition Network. U.S. Census and Adult Learners In one year, the U.S. Census Bureau will begin the decennial census. According to the Census Bureau, the goal of the 2010 Census is to count everybody, count them only once, and count them in the right place. All residents of the United States must be counted, including citizens and non-citizens. It is important that adult learners understand the significance of this process. In addition to determining each state’s representation in Congress, census data is used to determine the amount of state and federal funding communities will receive over the next ten years. Census data is also used to inform local decisions about community improvements, education, and a wide range of public services. Census activities have already begun. Between April and June this year, U.S. Census employees will visit every community to begin the process of verifying and updating the national address list to which Census surveys will be mailed. In the fall, recruitment will begin for local Census jobs. Updates will be posted to the SABES website (http://www.sabes.org/) as they become available. Additional information, including posters in five languages for ESOL learners, is also available. On May 6, the National Center for Education Statistics (NCES) released a new report, Basic Reading Skills and the Literacy of America's Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL). This report details two distinct components of the NAAL— the Adult Literacy Supplemental Assessment (ALSA) and the Fluency Addition to NAAL (FAN). The report shows a significant literacy gap between those considered nonliterate in English and those with basic literacy skills. The supplemental assessment – given to those who could not take the main assessment (i.e., those considered to be nonliterate in English) – asked adults to perform simple tasks such as identifying and reading letters or words, to find out what adults with the lowest literacy skills can do. Common products, such as a box of cold medicine, were used in the ALSA. The FAN – an oral reading assessment given to all participants – measured the ability of individuals to read printed text accurately and quickly by using laptop computers and an automated speech recognition system. Speed and accuracy were assessed and used to reflect basic reading skills, such as decoding and word reading. To access the report, please go to the NAAL web site at: http://NCES.ED.GOV NCES is the statistical center of the Institute of Education Sciences in the U.S. Department of Education. - Jaleh Behroozi Soroui 202-403-6958 more on The National Center for Education Statistics report, Basic Reading Skills and the Literacy of America's Least Literate Adults: Key Findings: Seven million adults, or about 3% of the adult population, could not complete even the most basic literacy tasks in the main assessment and were given the supplemental assessment. Nearly 1 in 5 adults in the nonliterate in English group had a high school diploma or GED. Among them, more than half (representing roughly 600,000 adults) had earned their high school degree in the US. For those for whom Spanish is a first language, a delay in learning English is associated with low basic reading skills. Those who learned English before age 11 had basic reading scores similar to average native English speakers (97 words read correctly per minute); however, for those who learned English after age 21, average scores were 35 points (or about one-third) lower. Due to the correlational nature of these data, it is impossible to make causal attributions, i.e., to say that a delay in learning English causes low basic reading skills. Adults who took the main literary assessment were able to read, on average, 98 words correctly per minute (wpm), in comparison to 34 wpm by those in the supplemental assessment. To view the report, please visit NAAL web site at http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009481 - Jaleh Behroozi Soroui Unemployment lifeline – from the AFL-CIO, with locally-searchable links to resources http://www.unemploymentlifeline.com/ From The Working Poor Families Project http://www.workingpoorfamilies.org/about.html Preparing Low-Skilled Workers for the Jobs of Tomorrow - Many state economic development leaders are focusing resources on strategies to spur growth in the fields of science, technology, engineering, and math (STEM). However, many efforts are geared solely to generating more high-skill scientists and engineers. "Preparing Low-Skilled Workers for the Jobs of Tomorrow" explores how to ensure that existing workers have the education and skills necessary to fill middle -skill, technical and support STEM positions. The brief, released by the Working Poor Families Project, also identifies how state policies can better prepare today's existing low-skilled workers for middle-skill positions. http://www.workingpoorfamilies.org/pdfs/WPFP_policy_brief_fall08.pdf The New England Literacy Resource Center (NELRC) has published the findings of action research done by 18 New England adult education programs that investigated persistence strategies in their varied contexts over the course of a semester. This report of the New England Learner Persistence Project is online at http://nelrc.org/persist/report09.pdf. In addition to describing the specific strategies and outcomes that resulted in each program, the researchers concluded that persistence can be improved by addressing key adult needs, such as the need to feel competent or the need for a sense of community. To see other work being done at NELRC, see http://www.nelrc.org/expertise/index.html. - Andy Nash, New England Literacy Resource Center 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 - 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 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 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. 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.h 2009 American Association for Adult and Continuing Education Conference Call for Proposals You are invited to submit a proposal to present a concurrent session or roundtable discussion for the 2009 AAACE Conference on a topic of concern and/or interest to practitioners, managers, teachers, faculty, advisors and/or students of adult and continuing education programs. The conference, Adult Education: Together We Can!, will be held November 3 - 6 at the Renaissance Marriott Hotel in Cleveland. Proposals should be submitted online. Please go to http://www.aaace.org for full information and the application. The deadline for proposal submissions is Friday, May 15. Notification of acceptance decisions will be e-mailed to all who submit proposals by Monday, July 13. The AAACE is dedicated to the belief that lifelong learning contributes to human fulfillment and positive social change. We envision a more humane world made possible by the diverse practice of our members in helping adults acquire the knowledge, skills and values needed to lead productive and satisfying lives. Through its annual conference, adult educators can become more effective in assisting adult learners to succeed in the global marketplace, at the workplace and in their communities. For more information, contact the Program Team: Clare Klunk, Trish Coberly, Linda Sayre, Jean Fleming, and Lilian Hill, at 2009proposals@aaaceorg The Pedagogy and Theatre of the Oppressed conference May 18-24 at Augsburg College, Minneapolis. The conference focuses on civic engagement and organizing through popular education and the arts, and features several internationally renowned keynote speakers. These include theatre artist and scholar Augusto Boal, popular education scholar Dr. Deborah Barndt, Dr. Ananya Chatterjea's Minneapolis-based women of color dance group, and over 100 papers, workshops, and performances led by PTO members. For information and registration go to http://www.ptoweb.org. Pre- and post-conference workshops are also available for registration separate from the conference. For more information, contact Sonja Kuftinec at skuftinec@aol.com. June 5th - June Meeting Experiential Learing to Create Understanding, Focus, and Action Beth Cliff, Director, Executive Education Northeastern University, College of Business Understand the power of experiential learning and its use in corporate education, become familiar with the side spectrum of experiential learning formats, learn how to drive experiential learning in your organization. http://www.baycolonies.org/newsevents/details.asp?event_id=62&details=reg National Community Literacy Leadership Conference Buffalo – June 10 -13 Conference activities reflect the diversity of our field supporting the interests of a wide range of literacy coalitions, service providers, funders, business leaders and literacy stakeholders. We present a special focus on the economic crisis with panels discussing critical workforce and training issues around the American Recovery and Reinvestment Act and support for families with limited literacy skills. On the final day of the conference, literacy leaders from across the country will gather for the Right To Literacy Convention. They will debate and vote on resolutions that will become a platform to organize for system change. The Convention Committee has been hard at work to ensure that each region has the opportunity to prepare and submit resolutions. Regional delegates will represent their constituent groups at the Convention, following in the Upstate New York tradition of the famous 1848 Women’s Rights Seneca Falls Convention. To learn more and to register: http://www.literacypowerline.com/ . Questions? please contact Hannah Mallon (9792895175). The 2009 TESOL Academy will take place at College of Charleston in Charleston, South Carolina, June 19-20. The Academy features six 10-hour, hands-on workshops. Two workshops are specifically designed for teachers of adult learners: Meeting All Learner Needs in a Multi-level Class (Workshop leader: Donna Moss ) and Use the TESOL Standards for ESL/EFL Teachers of Adults to Develop a Personal Professional Development Plan (Workshop leader: Rob Jenkins ) Early registration fees are $205 for TESOL members and $295 for nonmembers. The registration deadline to receive the early discount is May 22. For complete information about the program and how to register, go to http://www.tesol.org/s_tesol/sec_document.asp?CID=5&DID=11971 Any questions, contact edprograms@tesol.org The National College Transition Network at World Education invites you to submit a proposal to present at its third annual national conference on Effective Transitions in Adult Education to be held on November 16 - 17, in Providence. If you wish to submit a proposal, please visit http://www.collegetransition.org/callforpresenters09.html to complete and submit the online form. You will receive an email from NCTN confirming the receipt of your proposal within two business days of submission. Please click on the link above for more details about the proposal submission process. The submission deadline is May 25. Feel free to email psharma@worlded.orgor or call me at (617)385-3788 if you have any further questions. - Priyanka Sharma, National College Transition Network World Education, Inc. June 25-26 - National Center for Family Literacy Summer Literacy Institute, Research to Practice: Supporting Learners Through Literacy. Learn about how research is translated into practical applications for the classroom and home. Learn about solid strategies that support parents as they engage in their children's learning. Network with practitioners from around the country and share information in facilitated discussion groups. http://www.famlit.org/training, or contact Ann Reynolds at 502-584-1133 x149 or areynolds@famlit.org. Summer Institute for Intercultural Communication July 15-31 Reed College, Portland, Oregon The 33rd annual Summer Institute for Intercultural Communication (SIIC) offers professional development opportunities for people working in education, training, business, and consulting, in both international and domestic intercultural contexts. One of the premier gatherings of professionals in the field of intercultural communication, SIIC presents a unique opportunity to explore the field and network with others in a stimulating and supportive environment. Choose from more than 40 in-depth workshops and seminars on intercultural topics such as conflict management, diversity, global leadership, corporate management, and training. SIIC also offers academic credit, internships, certificate programs, an intercultural library and bookstore, and free evening programs. Workshops are offered in 3- and 5-day formats, and one-day workshops on July 18th. http://www.intercultural.org/siic.php The Summer Institute is sponsored by the Intercultural Communication Institute (ICI), a nonprofit charity with the mission of fostering an awareness and appreciation of cultural difference. ICI offers a Master of Arts in Intercultural Relations, maintains an extensive reference library, and provides referrals and information on intercultural topics. 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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