| The Rhode Island Adult Education Professional
Center produces a bulletin roughly every
to three weeks in order
to inform area practitioners of news, events,
and calls for
and also as a forum for posing questions, issues and discussion topics.
The current bulletin is posted below.
To read previous bulletins, please
go to Bulletin
Archives. To receive the bulletin via email, contact LR/RI.
To learn more about professional development
contact the RI AEPDC at (401) 456 -2838 or (401) 863-2839
October 22, 2009
participation, employment, funding,
and conference and workshop
and other resources.
To post information, and/or to receive
the bulletin via email, please
contact the AEPDC or leave a message at
addition to events listed here, a recently updated list of events
(including workforce development workshops, new practitioner
orientation, standards overview - and rescheduled events) can be
found at http://www.ric.edu/aepdc/calendar.php
– As noted above, the PD Center calendar has been updated to include
upcoming events for the fall and program year; similarly, the LR/RI
site (the resource
compendium at http://www.brown.edu/lrri)
has been updated as well. Generally, the PDC site contains
information about ongoing events; the LR/RI site is something
of a library/catalogue of reference resources.
Office of Adult and Career and Technical Education has issued a notice
of public hearing and opportunity for written comment on reforms to
for the next five years. The second of two hearings will be
held on October 27th, at 6:00 PM at Education Exchange, Stedman
Government Center, Room 214, 4808
Tower Hill Rd, Wakefield. You can also submit written comments
without attending a hearing by October 30th, 2009 to the Department of
Education, Officeof Adult and
Career and Technical Education at 255 Westminster Street,
Providence, RI 02903, or by email email@example.com
In addition, visit http://www.ride.ri.gov/adulteducation/default.aspx
to review documents related to the public hearing
Want to make better referrals for adult
education students in Rhode Island?
An interactive referral website for
adult education services in the state has been created at http://groups.google.com/group/rhodeislandreferrals.
Find profiles of adult education agencies, post class openings or
request help with a student referral. Please update your
agency's profile information, and if
your agency is not listed, contact Karisa Tashjian at
firstname.lastname@example.org to have your agency added to the list.
This site is open to all agencies who provide
services (educational, social service, etc.) for adult education
students in the state. You only need a Google account to access
and post information.
If you need help setting up an account, please contact Karisa
Tashjian at the email above or Bernice Morris at
follow up to the Learner Persistence conference – December 10, at
1 pm. location to be announced.
Even if you weren't able to join us for the conference,
please come and hear about what people are working on and share your
own views and work with learner persistence.
The Hive Archive Presents: All About YOU! A Panel about Women's
All About You! is a casual and relaxed
discussion for college-bound women of all ages. This is your chance to
meet current students and alumnae of women's colleges, ask
questions, and learn what women's colleges are all about.
Panelists will represent Bryn Mawr College, Moore College of Art &
Design, Mt Holyoke, Salem and Smith Colleges.
Tuesday, October 27, 4:00 - 5:30 PM Providence Public
Library, Central Barnard Room (3rd Floor) 150 Empire Street
Providence, RI 02903 Free and open to the public.
For more information http://www.hivearchive.org.
RSVP for you or your group -- or just show up!
TO COLLEGE INFORMATION SESSIONS:
Saturdays at 10:00 am: November 21.
175 Main Street Pawtucket (2nd flr. Visitor’s Center.)
722-9800 for appointment. Allow two hours for assessment.
do not bring children to the info
RIRAL TTC is a partner in the RI Statewide Transition to College
(RI TTC) initiative and a natural segue for GED, EDP, and Advanced ESL
to post-secondary education. Semester long programs
offer intensive college
preparation classes: student success workshops, academic instruction in
writing, math, computer, and study skills to prepare students for
college readiness and
Accuplacer testing; career exploration workshops, using DISCOVER
online, and monthly Mentoring workshops are also part of the
curriculum. Students receive
assistance with the financial aid and college application process
attend academic advising and counseling sessions prior to registration
for college courses.
While attending RIRAL TTC, students enroll as a cohort in
Reading (ENGL0850) at CCRI in Providence.
three sessions a year, two evening
and one weekend. The RIRAL TTC initiative is a free program with
by the RI Department of Education and the Nellie Mae Educational
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
Urban League of
Rhode Island Early Learning Childhood Center Now Enrolling
Infants, Toddlers and Pre-Schoolers; Head Start 3- 5 years old
(Extended Day) and Before and After School Program, ages 5-14
Please call 401-351-5000 ext 144 for more information or to
enroll your child/ children. Urban League of RI operates a licensed
We accept DHS childcare subsidies. Sliding scale fee is also
available for working parents
URBAN LEAGUE OF RHODE ISLAND
CHILDCARE PROGRAMS - Volunteers Needed: To provide children ages
5-12 years old who attend our Before and After
School Program with homework assistance, Art & Craft, Dance,
Music , and Science exploration. To provide educational support
to teachers in Early Learning Center.
This program serves children ages Infants to 5 years old.
Our programs operate Monday –Friday from 6:30 A.M- 5:30 P.M
Volunteer may choose their hours of participation.
Training Required: we will provide required training. BCI also
Contact Marcia Ranglin-Vassell, Director of Education &
Training 401-351-5000 ext.144
opportunities - large and less large
OF FUNDING AVAILABILITY Request for Proposals Statewide Youth
Workforce Services for 2010
Workforce Solutions of Providence/Cranston (WSPC) and The Workforce
Partnership of Greater Rhode Island (WPGRI) announce the issuance of
the 2010 Request for Proposals (RFP) for Youth Workforce Services
funded under Title I of the Workforce Investment Act of 1998 (WIA) and
Job Development Funds (JDF) from the Governor’s Workforce Board RI.
This RFP will include 2010 Summer Employment Programs and all
YouthWORKS411 funding. The Legal Notice enclosed will appear in
the Providence Journal on October 18, 2009.
The scope of services being solicited through this
Request-for-Proposals (RFP) are activities that prepare youth for
employment and/or education or training either directly or through
formal partnerships. Services may include traditional programs
that meet WIA Youth requirements, Summer Employment Programs and Youth
Request For Proposal (RFP) packages will be available Monday, October
and at http://www.workforcesolutionspc.com
printed copies will be available from 8:30 am to 3:30 pm at
WPGRI Administrative Office, RIDLT Building 73 1511 Pontiac Avenue,
Providence/Cranston netWORKri Center, 1 Reservoir Avenue, Providence, RI
Pawtucket netWORKri Center, 175 Main Street, Pawtucket
Auxiliary aids and services are available upon request to individuals
EEO/Affirmative Action Employer
It is recommended that you obtain and become familiar with the RFP
package prior to the pre-proposal conference, and that you bring a copy
with you to the conference.
A Pre-Proposal Bidders Conference will be held on October 28, according
to the following schedule:
8:30 AM: Registration and Refreshments
9:00 AM: Information for state funded Job Development Fund (JDF)
10:00 AM Information for federally-funded Workforce Investment Act
11:30 AM Information for Youth Center Proposals at Rhodes on the
Pawtuxet 60 Rhodes Place Cranston, RI 02905
All attendees are requested to bring their business cards to facilitate
the sign-in process.
Auxiliary aids and services are available upon request to individuals
Questions regarding this notice should be directed to:
WPGRI: Carlos Ribeiro at (401) 462-8728 or by email at
WSPC: Anne Walsh at (401) 861-0800 x112 or by email at
posted on the
National Institute for Literacy website:
from the Public Education Network: http://www.publiceducation.org/newsblast_grants.asp
- The federal government's new one stop
The Poverty & Race
(PRRAC) announces another round of education reform grants in areas of
social science research.
PRACC is particularly interested in
such as high classroom turnover/mobility and its disproportionate
on low-income, minority, and farm worker
students. However, other
issues will be considered as well. To apply, send PRRAC a
the planned research and methodology, the advocacy work it is
designed to support, a budget, timeline, and qualifications of the
Maximum grant: $10,000.
No application deadline. http://www.prrac.org/grants.php
Funding Solutions for
A collection of resources to help small nonprofit organizations
including ways to motivate your board, sample fundraising letters,
and tips to improve your direct mail
employment opportunities are generally sent as they
arrive via email; if you would like to receive this bulletin, and those
updates by email please
Jobs for Change "seeks to
spark a nationwide movement toward careers in the nonprofit,
government, and social enterprise sectors" – online at
Genesis Center is interested in adding to its substitute list.
are an ESOL instructor who is interested in occasional work as a
substitute, either day, evening or Saturday hours, please call
Fritz or Pat Clarkin at 781-6110.
nation wide postings on the National Institute for
Literacy's LINCS site: http://www.nifl.gov/cgi-bin/lincs/jobs/jobs.cgi
you would like your name added to the general
please see contact LR/RI. The list needs to be updated so that it
can function more usefully for teachers
and programs hoping to work
Island Community Jobs (RICOMJOB)
list that seeks to raise the profile of meaningful work in Rhode Island
helping non-profit and public interest employers publicize
effectively. Anyone seeking a job that makes a difference in Rhode
can join the list.
Any non-profit, government or private sector
advertising a paid position related to the public interest or
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
Rhode Island Community Jobs is supported by
Service at Brown University and the Rhode Island Campus Compact.
If you have questions about this service, please contact us
lifeline – from the AFL-CIO,
with locally-searchable links to resources http://www.unemploymentlifeline.com/
/ resources available
The Council on Advancement of Adult Literacy (CAAL) has released
Rebuilding NIFL to meet future needs: A New and Innovative Agency with
a Broader Mission.
This 28-page discussion paper, written by Forrest P.
Chisman and Gail Spangenberg, proposes substantial revamping of the
National Institute for Literacy into a new independent National
Institute for Adult Learning, with broad responsibilities for adult
education and workforce skills development, including leadership in
technology, stronger governance, and more adequate funding. Although
unfunded, NIFL still exists within the Workforce Investment Act (for
which reauthorization is pending and likely to be taken up after the
first of the year) and provisions for it are contained within the Adult
Education and Economic Growth Act.
Rebuilding NIFL is available from the publications page of the
CAAL website http://www.caalusa.org/publications.html.
CAAL has released The Power of Technology
to Transform Adult
Learning: Expanding Access to Adult Education and Workforce Skills
This 65-page paper is based on a 9-month
project directed by Dr. Mary L. McCain of TechVision 21 in Washington,
D.C. Federal and state government
is the primary audience but CAAL also
aims to help inform private sector engagement and assist program and
curriculum development professionals.
Among the report's
recommendations are to establish a national web portal to meet needs of
both adult learners and professional/skilled ICT users; federal
incentives to encourage and help states integrate
learning into overall adult education and workforce skills planning;
projects to support
the development of distance learning in a variety
of areas (such as distance learning certifications, performance
measures that validate ICT literacy, and
online learning assessment); a
strong research, analysis, and evaluation program; and activities to
foster stakeholder involvement, including the philanthropic
business communities. The paper includes a primer section on the tools
of technology. Another section presents exemplary national and state
-based program models for instruction, professional
development, and program/data management. Findings of
on distance learning are presented and analyzed,
and an extensive
bibliographic appendix is included.
- available as NC-CAAL11 at http://www.caalusa.org/publications.html
or for purchase directly from
CAAL ($20 plus postage, volume discounts available).
The National College Transition Network announces its Fall 2009
Policy Forum, Shifting State Adult Education Policies to Support
The Policy Forum webinar is set for November 3, from 1:00 PM to
2:30 PM (EST).
Please join Amy Ellen Duke-Benfield, Senior
Policy Analyst at the Center for Law and Social Policy, and Jennifer
Foster, the Illinois State Director for Adult Education, in a forum
designed to advance the formation of policies that support adult
learners’ access to and success in postsecondary education. Ellen
Hewett, Director of the National College Transition Network, will
moderate the forum.
What can we learn from the policy changes pursued by six
Midwestern states to create pathways to college and career success for
low-income working adults? What challenges and success were
experienced in the formation of these policies? How might these
efforts inform the implementation of systemic changes geared to
institutionalize innovation in adult education, workforce development
and postsecondary education programs in your state?
These questions will be explored by describing these policy
changes and by looking at what the policies look like from the
ground. The view through the lens of a specific state will be
shared as Ms. Foster discusses the changes Illinois has made to ensure
more low-skilled adults are achieving postsecondary and career success.
There will be a question and answer time during the forum.
The policy changes of these Midwestern states were significantly
helped by support from the multi-year, multi-million dollar state
policy initiative, Shifting Gears
(http://www.shifting-gears.org/) was launched in 2006 to promote
regional economic growth by improving the education and skills training
of the workforce in these states. To register to attend the
webinar, please visit http://collegetransition.org/policyforumIII.html
Amy Ellen Duke-Benfield is a Senior Policy Analyst at the Center for
Law and Social Policy. She analyzes and advocates for federal and state
workforce and education policies that better serve low-income adults
and provides technical assistance to state and local advocates and
governments in these areas. She spearheads CLASP's work around Title II
of the Workforce Investment Act (the Adult Education and Family
Literacy Act), the Higher Education Act and related federal
Jennifer Foster is the Senior Director for Adult Education and Family
Literacy at the Illinois Community College Board and serves as the
State Director for Adult Education and Family Literacy for Illinois.
Jennifer came to the ICCB in June 2000 as the Associate Director and
later as the Director for Adult Education and Family Literacy. Her
responsibilities include overseeing 105 state and federally funded
Adult Education and Family Literacy programs throughout Illinois.
Jennifer serves as the treasurer of the National Adult Education
Professional Development Consortium and the National Council of State
Directors of Adult Education, and as a member of the USDOE-Office of
Vocational and Adult Education Planning Work Group.
Moderator: Ellen Hewett is the Director of the National College
Transition Network (NCTN). NCTN is a membership organization
committed to bridging the gap between what Adult Secondary Education
and English for Speakers of Other Languages programs traditionally
offer and what most nontraditional learners need to succeed in
talk about it:
Learning Disabilities Discussion List Guest Speaker Topic
Common Cognitive Deficits in Dyslexic Students – Implications for
Differentiated Instruction October 27-29 Guest Speakers: Brant Hayenga,
Diagnostician and Dr. Mary Loescher, Clinical/School Psychologist
Brant Hayenga is an educational diagnostician for the Rio Rancho
Public Schools in Rio Rancho, NM. After graduation from the University
of New Mexico
with degrees in Geology and Education he was an elementary ESL
reading teacher on the Navajo reservation for five years. He then went
on to earn his M.A.
in Special Education (with an emphasis on educational
diagnostics) at the University of North Texas. He taught ESL reading
for three more years in Texas,
primarily to immigrants from Mexico. For the past six years has
worked as an educational diagnostician in Texas and New Mexico.
Dr. Mary S. Loescher is a clinically licensed and a licensed
school psychologist with the Rio Rancho Public Schools. After
graduating from the University of New Mexico she
worked as a speech and language pathologist at the Veterans
Administration Hospital and the Albuquerque Public Schools for 15
years. She completed a doctoral degree from
the Fielding Institute in Santa Barbara, California and has
worked as a clinical psychologist in private practice, as a
school psychologist in rural New Mexico schools and on
the Navajo reservation before coming to work for the Rio Rancho
Goals for the
To improve understanding of deficits in cognitive processes
other than phonological/auditory processing that are commonly comorbid
Examine potential modifications to intervention that
accommodates these deficits
Discuss how the identified cognitive processes are known to
decline with age, increasing the likelihood of dyslexia intervention in
adults older than thirty being confounded by comorbid deficits.
Material to be Covered in Discussion on Day 1
Common Cognitive Deficits in Dyslexic Students
There is now a broad consensus that human thinking, learning, and
memory relies on a set of distinct, but interrelated, cognitive
abilities. These abilities can be briefly summarized as: auditory
processing (correctly processing the sounds of our language, including
phonological awareness), visual processing, short-term memory and
working memory (including executive attentional skills), long-term
memory (placing information in and retrieving it from long-term
memory), acculturation knowledge (knowledge of the language, concepts,
and information of our culture), fluid reasoning (problem solving and
reasoning with unfamiliar information), processing speed (speed of
thinking ability on simple visual or auditory tasks), and quantitative
knowledge (understanding and applying math skills and concepts).
Strengths and weaknesses in these eight cognitive abilities affect the
quality and rate of an individual’s learning.
Phonological processing is widely accepted as the core cognitive
process underlying most dyslexic students’ reading and writing
difficulties. Much research has been published about identifying and
remediating phonological processing deficits. Many dyslexic students
also present with significant deficits in other basic cognitive
processes that are distinct from, but related to, phonological
processing. It is important to note that dyslexia is a heterogeneous
disorder and numerous studies have been conducted to identify subtype
profiles within the heterogeneity of the disorder as a whole. In my
practice as an educational diagnostician I conduct evaluations designed
to supply information about dyslexic students’ individual profiles of
basic cognitive processes, in order to recommend appropriate
interventions. I would like to focus this discussion on the
inter-relationship between phonological/auditory processing, verbal
working memory, processing speed, long-term retrieval (specifically
rapid automatic naming or RAN), and executive attentional skills. Most
dyslexic students present with deficits in one, many, or all of these
areas. Verbal working memory, executive attention, and processing speed
are all known to decline with age (beginning approximately in the
thirties), making awareness of these possibly comorbid deficits even
more germane to the adult literacy community.
Here is one brief explanation of how deficits in those basic cognitive
functions inter-relate and contribute to dyslexia. When reading unknown
words, slow (non-automatic) retrieval of letter/sound associations from
long-term memory negatively affects working memory. Verbal working
memory is a limited capacity, time-dependent cognitive process. If
information (letters, sounds, and words) is being supplied to working
memory too slowly (or in a degraded form) due to phonological
processing deficits and/or processing speed deficits, there is some
chance that the first letters/sounds or words to arrive in working
memory have begun to fade by the time the last letters in that sequence
have arrived. Information that has fallen apart (been partially
forgotten) in working memory is eventually stored in long-term memory,
and information stored in a degraded form is harder to recall. Verbal
working memory is also highly dependent upon adequate attentional
skills. When a reader is attempting to read, and their attention is
inappropriately diverted by irrelevant information (including anxiety),
the pertinent information in working memory is forgotten. Working
memory contains a limited number of “slots”, and individuals with weak
attentional skills fill some of their slots with non-pertinent
information. The incorrect or incomplete information encoded in their
long-term memory slows down processing and makes long-term memory
encoding and retrieval (RAN) more difficult. Slow processing speed can
make it more difficult to recall even high quality information from
Marilyn Adams indicates Beginning to Read that the development of a
functional sight word vocabulary (words recognized instantly on sight
without effortful decoding) is dependent upon building mental
inter-letter association networks. Letters commonly seen together begin
to share neural activation energy and, after sufficient, accurate
practice, the sight of the first letter(s) in the common string of
letters will automatically activate the other letters. Dyslexic
students don’t perceive the adjacent letters quickly enough in sequence
to build this shared activation energy (due to phonological processing
deficits, processing speed deficits, attentional deficits, RAN
deficits, etc.). By the time the second letter has been identified, the
activation energy from the first letter has already faded, so no
inter-letter association can form. Without the inter-letter
associations decoding proceeds letter-by-letter, which is too slow to
be maintained in verbal working memory, and greatly slows the growth of
a sight vocabulary. Simultaneous processing (figuring out the
letter/sound) and storage (remembering the previous letters already
identified) significantly taxes the working memories of students with
verbal working memory deficits.
This lack of automaticity in word reading then translates up the food
chain to comprehension. When decoded words are supplied to verbal
working memory too slowly, they begin to be forgotten, and building
meaning from incomplete information is difficult. Forgetting in working
memory also occurs due to weak attentional skills (inhibiting
irrelevant information), and RAN deficits, which cause slow retrieval
from long-term memory.
Most dyslexic readers are born with a core deficit in
phonological/auditory processing, but some then layer on verbal working
memory, attentional, RAN, or processing speed deficits, along with
emotional interference as their reading failure experiences accumulate.
Appropriate intervention is informed by a well-interpreted profile of
strengths and weaknesses in basic cognitive processes. With that
information differentiated interventions can be designed, implemented,
Do you have adult learners who present with similarly differential
Does your intervention program have multiple levels of support to
accommodate learners with multiple cognitive deficits beyond
Sample Case Studies for Day 2
Jonathan – Multiple severe cognitive deficits significantly affecting
learning and long term workplace goals
William – Fewer cognitive deficits with reduced impact on learning
Recommended Interventions for Jonathan and William that take into
account different cognitive profiles for Day 3
Dehn, Milton J., (2008). Working memory and academic learning:
Assessment and intervention. Hoboken, NJ: John Wiley and Sons.
Horn, John L., Blankson, N. (2005) Foundations for better understanding
of cognitive abilities. In D. Flanagan & P. Harrison (Eds.)
Contemporary Intellectual Assessment: Theories, tests, and issues (pp.
41-68). New York, NY: Guilford Press. To subscribe to the discussion
Thursday notes October 15
Guides Can Help Transform
Adult Education To Grow a Skilled Workforce
The National Center on Education and the Economy just released its
Guide to Adult Education for Work: Transforming Adult Education to Grow
a Skilled Workforce. The new report, funded by the Walmart Foundation,
lays out specific steps policymakers, program administrators and
providers can take to begin to transform existing programs into adult
education for work programs. It includes: a vision for constructing a
comprehensive career pathways system to better meet our nations’ skill
needs; a framework for an effective adult education for work program
with 23 quality elements in seven focus areas designed to prepare
adults for both postsecondary learning and work; and benchmarks and
promising practices that illustrate quality elements already
implemented in programs across the country. The guide includes a
self-assessment tool that providers can use to evaluate their programs
against a recommended set of benchmarks, identify gaps, and plan
strategically for change. An Employer Guide to Adult Education for
Work: Transforming Adult Education to Build a Skilled Workforce also is
RI Uses Funds to Accelerate Web-based Learning
Urban one-stop career centers in Providence, Pawtucket, and Woonsocket
recently received capacity-building grants from the RI Job Development
Fund. This fund is based on an assessment of employers paying into the
unemployment insurance fund. The new grants will help centers create
on-site, staff-assisted, Web-enabled opportunities for clients to learn
basic literacy, numeracy, and English language skills. All three
locations are using a model that allows individuals to access approved
distance learning programs to accelerate their skills development so
that they can access approved job training programs. The model combines
staff assistance from the Community College of Rhode Island with online
self-directed instruction and practice. More information is available
from Jim Glover. email@example.com
and Thursday notes, October 22:
GED's 5th Edition Placed
On Hold For GED 20/20
The General Education Development Testing Service (GEDTS) announced
Oct. 7 that it will not introduce GED's 5th edition, which had been
slated for January 2012. Officials plan instead to move from the
current GED directly to what they term “a new comprehensive assessment
program,” GED 20/20. Some elements of GED 20/20 are expected to
be introduced as early as next year, GED officials say.
Gates, Lumina Foundations
Fund Community College Accountability
The Bill & Melinda Gates Foundation and Lumina Foundation for
Education recently announced a joint two-year project to create a
voluntary accountability system for community colleges. The system is
designed to improve programs and graduate more students on time and at
a lower cost. The project, funded with $1 million in grants, will pilot
the system at up to 20 community colleges by 2011. Leaders from college
groups, along with selected community college districts, will develop
common measures for the project.
Many professionals in our field have
expressed a concern about
the difficulty of keeping up-to-date with the latest advances in
technology for people with low vision.
The American Foundation for the Blind (AFB) has received a gift
from the Robert W. Woodruff Foundation to address this issue.
Four 1-day workshops on Low Vision Technology
presented by Ike Presley, National Project Manager, AFB, including this
one in Boston next spring:
April 22, 2010, Massachusetts Eye and Ear
Infirmary, Boston, MA, 8:30-4:30; Applications due 3/12/10
Who should attend? Ophthalmologists,
optometrists, low vision
therapists/specialists, occupational therapists, rehabilitation
teachers, teachers of the
visually impaired, assistive technology
specialists, allied health professionals working with people who have
Free! In fact, we will be able to offer a travel reimbursement
stipend of up to $400 for each participant.
These workshops have two broad objectives.
Participants will acquire a general knowledge of the current
types of technology available for people with low vision, and
participants will provide input to
AFB about the most effective
strategies to keep professionals up-to-date on this topic.
Please contact Shirley Landrum at firstname.lastname@example.org for an
Selected participants will be notified within 5-days after the
application due date.
For additional information please visit http://www.afb.org and select Calendar
of Events under AFB Community, or contact Ike Presley at
interesting: an article in the UK Guardian weekly about ESOL
in the US.
Adult Learner Persistence - resources
from the New England Literacy Resource Center's research into and
learning about persistence
A new Adult Learner Persistence website is now up at http://www.nelrc.org/persist.
The site shares the resources collected for and generated by the
New England Learner Persistence (NELP) Project. For
each of six program areas (Program Design and Management, Intake
and Orientation, Instruction, Counseling and Support, Student
and Seeing Progress), the site offers an inventory of promising
practices that link to related research, program models, and tools. You
can find, for example, research on the impact of shifting from
open to managed enrolment, examples of how programs have built support
to foster new students’ sense of belonging, or tools for helping
adults recognize and document their learning progress.
The site also highlights six Drivers of Persistence identified in
the NELP Project, links to program self-assessment tools, and invites
field to contribute new examples of strategies that have impacted
adult learner persistence.
Please take a look and share your discoveries! - Andy Nash
and Silja Kallenbach, New England Literacy Resource Center/World
Migration Policy Institute's National Center on Immigrant Integration
Policy last year launched the E
Pluribus Unum Prizes.
The Prizes national awards program provides four $50,000 awards
exceptional initiatives that promote immigrant integration. The
awards are intended to recognize exceptional immigrant integration
initiatives that help
immigrants and their children adapt, thrive, and contribute to
the United States or that bring immigrants and the native born together
to build stronger,
more cohesive communities. The application is open to everyone:
individuals, nonprofit and community organizations, businesses,
religious groups, and
government entities, agencies, or officials operating in the
Additional information about the program, including profiles of
the 2009 winners and finalists can be found at http://www.integrationawards.org/.
The E Pluribus Unum Prizes are a national awards program that
will provide four $50,000 prizes annually to exceptional initiatives
that promote immigrant integration.
The US Senate has confirmed Brenda Dann-Messier
as the Department's new assistant secretary for vocational and adult
education, and she plans to be in her
OVAE office as early as Oct. 13. Dann-Messier has served as
president of the Providence, R. I. program Dorcas Place for the
past 10 years. She also served on the R. I. Board of Governors for
Higher Education and the board of the R. I. Higher Education Assistance
Authority. Dann-Messier was the secretary of education’s New England
regional representative during the Clinton administration. She holds a
doctorate in educational leadership from Johnson & Wales
University, Providence campus, and a master’s degree in instructional
technology from Rhode Island College.
Economic Crisis – The
September 09 issue of The Change
What exactly happened when Wall Street crashed in 2008? What led to the
crisis? What is a housing bubble? A bank bailout? A stimulus package?
Using clear language accompanied by illustrations and graphics,
September 2009 issue of The Change Agent explains the roots of the
how people are responding, gives voice to the unemployed,
and tells inspiring stories of what we could do to create an economy
that works for everyone.
True stories by learners shed light on how
people are coping, what they are doing to address financial stresses
and injustices, and how they are staying
hopeful. Use this issue of The
Change Agent to teach math, grammar, writing, and critical thinking
skills. Students will appreciate having these lessons
relevant social issues and communicated in articles, essays, and
cartoons that help demystify difficult economic concepts.
Order a classroom set. A bulk subscription (25 copies of each
issues a year) costs only $60. Or you can order an individual
subscription (one- or two-year subscriptions are available for
$18). SUBSCRIBE NOW by visiting our web site (http://www.nelrc.org/changeagent)
or calling 617-482-9485.
RI programs receive copies, but may wish
to order more – order in bulk so all your students can have their own
copy of this inspiring issue. Support the ongoing work of The Change
Agent to make social justice part of the adult education classroom.
Questions? Contact Cynthia Peters, Change Agent editor,
The Change Agent: Call for
Articles Coming Home from War
Hundreds of thousands of veterans are returning from Iraq and
Afghanistan. In the world of adult education, many students are
themselves veterans or are family members of veterans – of the current
war(s) and/or previous wars (in the U.S. or in their country of
origin). The March 2010 issue of The Change Agent will explore “coming
home from war” from the point of view of veterans, veterans’ families,
and friends who are concerned about the effects of war on soldiers,
their families, and the community.
Suggested length is 200-1200 words. All articles must be received by
November 6, 2009. A stipend of $50 will be paid to each adult education
student whose work is accepted for publication in this issue. For
information on submitting articles or artwork as well as a list of
writing prompts http://nelrc.org/changeagent/write.htm
Rhode Island Employment Disability E-News,
newsletter from the Paul V.
Sherlock Center on Disabilities,
available at: http://www.ric.edu/sherlockcenter/onlinepublications.html
The Migration Policy Institute's National
Center on Immigrant Integration Policy last year launched the E
Pluribus Unum Prizes.
The Prizes national awards program provides four $50,000 awards
annually to exceptional initiatives that promote immigrant integration.
The awards are
intended to recognize exceptional immigrant integration
initiatives that help immigrants and their children adapt, thrive, and
contribute to the US or that
bring immigrants and the native born together to build stronger,
more cohesive communities. The application is open to everyone:
and community organizations, businesses, religious groups, and
government entities, agencies, or officials operating in the United
Additional information about the program, including profiles of
the 2009 winners and finalists can be found at http://www.integrationawards.org/.
The E Pluribus Unum Prizes are a national awards program that
will provide four $50,000 prizes annually to
exceptional initiatives that promote immigrant integration.
Resources for multi-cultural education Teaching English as a Second
Education on environmental issues is
for all Minnesotans. For increasing numbers of people in the state,
English is not the native language.
Development of these free resources using environmental issues as
concept was funded, in part, by state grant programs. These workbooks
are intended for students in English as a second
language and limited English proficiency (LEP)
classes.; (although developed for Minnesota programs,
much of the
material is useful in other settings).
Bulletin, developed by SABES
Good geography refresher...and good
mouse skill practice as well.
from Kate Northcott, Director, Student Literacy Corps Webster University
resources at FREE,
the website that makes it easier to find teaching and learning
resources from the federal government: http://www.free.ed.gov/
Math - What's the
Problem? examines the state of math education in the U.S. and the roles
of culture, technology, and research on improving math learning and
proficiency. Learn about the "miles per gallon illusion"
and the train problem. Discover resources on fractals, matrices,
human face recognition, biomimetic
research, computational conformal mapping, and the "kissing
number" of a sphere. (National Science Foundation)
NIFL's workplace literacy list (for more
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
Minnesota Literacy Council's online
training site – for out of state
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
course completion certificates to out-of-state users. If you are
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
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
in countries of asylum, characteristics of the refugee population,
features of each of the different communities, religion,
language, education, and resettlement
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.
Rhode Island Red job search
feature draws job postings from ALL local jobs boards (except
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
Public Library's calendar of events: http://www.provlib.org/calendar.asp
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
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
literacy site: http://www.google.com/literacy/
The U.S. Committee for Refugees and Immigrants (USCRI),
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
medical resources, citizenship and disability, benefits for
with disabilities and more.
If you have any questions or technical assistance needs, please
contact Xuan Nguyen, Director of USCRI Health and Human Services
email@example.com or at 202-347-3507 ext 3056.
RI Foundation online
directory - searchable by city/town,
intended field of study, current high school, and more. http://scholarship.rifoundation.org/
YouthBuild USA Learning
links to Web sites and
documents, and includes a section on "Authentic Materials/Engaged
and workshops - conferences and workshops
listed chronologically and are updated with each bulletin
Rhode Island - Training/events
for people with disabilities http://www.ric.edu/uap/trainin
Hispanic Migration: On the Margins of a Dream. Connecticut
College / October 16-18, 2009.
A multidisciplinary conference featuring presentations by Peter
Andreas, Linda Bosniak, Leo R. Chávez, Jorge Duany, Nancy Foner,
Judith Adler Hellman,
Alejandro Portes, Saskia Sassen, Carola
Suárez-Orozco, Marcelo Suárez-Orozco, and Silvio
Torres-Saillant. Also includes panel presentations by more than a
health and social-service providers, educators,
attorneys, immigrants, and government personnel from across the United
States and from Mexico.
Please see the complete program here: http://www.conncoll.edu/departments/hispanicstudies/migration.
For further information, please contact Prof. Frank Graziano,
Citizens for Public
Schools Special Conference EDUCATING the WHOLE STUDENT COMING TOGETHER, ADVANCING THE VISION
A conference for parents, students, community leaders, educators,
activists, advocates, poliy makers and anyone interested in the
education and welfare of our children.
Saturday, October 17,
10 a.m. - 2:30 p.m.. 9 a.m. registration
Bunker Hill Community College, 250 Rutherford Avenue, Boston
Keynote Speaker: Deborah Meier Working groups will develop
action plans for education activists
$25 registration fee until October 12 $35 after October 12
$12 students and seniors $50 combined price for CPS membership
and conference registration
Registration opens after September 15 at http://www.citizensforpublicschools.org/
or by phone at 617-227-3000
RITELL Fall Conference Strategies for
Promoting Academic Language and Literacies
Saturday, October 17, Rhode Island College, Student Union
Ballroom 8:45 AM-12:45 PM
Download a flyer http://data.memberclicks.com/site/matsol/RI-Tell%20Fall%2009%20flyer.pdf
Featured Speaker: Dr. Meg Gebhard, Associate Professor and
Co-director or the ACCELA Alliance, University of Massachusetts,
Amherst Supporting the Academic Literacy of
ELLs Using Genre-Based Pedagogy
Adult: Academic Interactions: Strategies for
Developing Successful Language and Communication Skill
Barbara Gourlay and Margaret (Jill) Scott, Brown University
Secondary: Secondary SIOP Strategies to Support Content Area
Julie Motta and Pat Morris, ESL Directors; Karen Hammarstrom, ESL
Coach; Glenn Hopkins, ValerieMarchetti & Jenn Martin, Middle School
Science, Social Studies Teachers, Central Falls and Pawtucket
Elementary: Using Family Message Journals to Promote Academic
Language in a Dual Language School
Mary-Ann Rinaldi and Rosa Devarona, K-1 English & Spanish
Teachers, International Charter School, Pawtucket
Admission & membership renewal: $45.00 professional, $30
full-time student Admission only (current members): $5.00 Non-member
Please note: All current MATSOL/RITELL memberships expire Sept.
30, 2009. Proof of full-time student status is required for
Advanced registration will open on October 1.
A Special Writing Workshop for
teachers & students Undoing the Silence: Bringing New Writers to
Powerful Voice Brought to you by WE LEARN
(Women Expanding Literacy Education Action Resource Network) with
support from the RI Adult Education Professional Development Center.
This writing workshop will prepare students to write for Women’s
Perspectives #5 -- THEME: What Would You Do?: Creative Ideas for
Facilitated by Louise Dunlap, Author of Undoing the Silence: Six
Tools for Social Change Writing
Tuesday, October 20, 10:00 am – 2:30 pm (Registration opens at
9:30. Please arrive by 9:45 so we can start promptly at 10:00) RI Food
Bank Community Room, 200 Niantic Avenue Providence, Lunch
Pre-registration required * -- Space Limited to 40 We recommend
programs send 1 or 2 teachers with a few students.
To Register Contact: Jessica Ortiz, RI AEPDC (401) 456-2838
Louise will share practical writing tools to help reluctant writers to
get past their internal censors. This “You Can Do It” approach makes
social-action writing achievable for everyone. ABE and literacy student
groups are encouraged to attend with their teachers or tutors…
In this workshop, students and teachers will:
1. Learn about pre-writing activities to
establish safe space and discover authentic voice;
2. Hear from a “Panel of Experts” — local Rhode
Island women leaders who have successfully addressed difficult issues;
3. Develop support through writing and
discussion in small groups; and
4. Leave with a draft and a plan to continue
the process after the workshop. Tools like talking, rewriting, and
working with others will bring your draft to completion.
In 2010, WE LEARN will publish the 5th Issue of Women;s
Perspectives on the theme of "What Would You Do?".
Women's Perspectives showcases writings by adult literacy/basic
education students across all levels. Students attending or using adult
services are invited to send their writing for consideration. To
see the complete Call for Writings and related Pre-Writing Activities,
For more general information about this workshop, Women's
Perspectives, or WE LEARN, contact: Mev Miller, Ed.D., Director
What Would You Do?
Creative Ideas for Difficult Times Call for Writings & Artwork
Women's Perspectives #5: A Journal of Writing & Artwork by
- Student writers and artists are encouraged to reflect and to share
your ideas on this theme.
- What would a "better world" look like to you? What would you do to
make this happen? How do women leaders change the world?
- What are the most pressing issues affecting women today? And what
would you do to address one or many of these issues?
- In a position of authority or as a decision-maker, what would you do
to solve the big issues of the day where you live or work?
For more details & ideas about this theme, see Pre-Writing
NEW! Writer's Checklist (http://www.litwomen.org/perspectives/2010/09writersChecklist.pdf)
Coming Soon: Teacher's ToolKit: Using Women's Perspectives in Many
DEADLINE to send material is DECEMBER 11, 2009. For more
information contact firstname.lastname@example.org
Back issues are available. (http://www.litwomen.org/perspectives/)
save the date: half day conference on
learner persistence, October 21st, 9 to 1. location and
program to be announced soon.
2009 Learning Differences Awareness
Conference - Saturday, October 24, 8:00 a.m. – 3:00 p.m.
Slavin Center at Providence College - more about the Dunne
Southeast Regional Institute October 27-28, Hyatt Regency Atlanta
A host of acclaimed presenters with key note luncheon speaker:
Dr. Stephen Brookfield, Internationally recognized for his work in
Adult Education and
Experiential Learning Cost: $145
Click here to register http://tinyurl.com/SE-Regional-Institute
More details are available at http://www.coabe.org.
This regional institute is generously supported by the Dollar
You can also register for the TCSG Conference which will be held
directly following the Southeast regional institute. October 28-30,
2009 Hyatt Regency
Atlanta Room rates: $141.00 Conference Cost: $ 375 The cost
to attend both is $520.
Low Educated Second
Language and Literacy Acquisition (LESLLA) Symposium Banff,
Alberta, Canada, September 28-30, 2009
National College Transition
World Education -
third annual national conference on Effective Transitions in Adult
Education to be held on
November 16 - 17, in
This two-day conference will focus on strategies and
promising practices that help adult learners succeed in postsecondary
education and training.
WE LEARN (Net)Working
Gathering on Women & Literacy http://www.litwomen.org/conference.html
March 4-6, 2010
University of Rhode Island / Providence Campus / Providence,
RI Special Forum: Thursday, March 4 / Annual Conference: Friday
- Saturday, March 5-6
call for presentations/performances: http://www.litwomen.org/conferences/2010/FINAL-all.pdf
Download Proposal FORMs only at: (http://www.litwomen.org/conference.html)
DEADLINE: November 30, 2009
You CAN Do It! A Beginner's Guide to Making a Presentation or
Facilitating a Workshop - available soon
March 4, 2010 /
PRE-Conference (Journeys to the Center: Spiritual Supports for
Our Teaching and Learning) - watch for more details
Registration & travel information will be released by
other events and
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.