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| 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 October 22, 2009
Bulletin
#321 Dear
Colleagues, To post information, and/or to receive the bulletin via email, please contact the AEPDC or leave a message at (401-863-2839). 
Janet Isserlis NOTICES -
– in
addition to events listed here, a recently updated list of events
(including workforce development workshops, new practitioner online – 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.  reminder: The Office of Adult and Career and Technical Education has issued a notice of public hearing and opportunity for written comment on reforms to Adult Education 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 aehearing@ride.ri.gov 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 ktashjian@yahoo.com 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 BerniceM@pha-providence.com.  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 Colleges 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! the.hive.archive@gmail.com. RIRAL/TRANSITION TO COLLEGE INFORMATION SESSIONS: Saturdays at 10:00 am: November 21. 175 Main Street Pawtucket (2nd flr. Visitor’s Center.) Call 722-9800 for appointment. Allow two hours for assessment. Please do not bring children to the info session. 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 students prior to post-secondary education. Semester long programs offer intensive college preparation classes: student success workshops, academic instruction in reading, 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 and attend academic advising and counseling sessions 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. The RIRAL TTC initiative is a free program with funding provided by the RI 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 learning opportunities 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 years old. Please call 401-351-5000 ext 144 for more information or to enroll your child/ children. Urban League of RI operates a licensed childcare program. 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 required Contact Marcia Ranglin-Vassell, Director of Education & Training 401-351-5000 ext.144 funding opportunities - large and less large solicitation memo: NOTICE 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 Centers. Request For Proposal (RFP) packages will be available Monday, October 26, 2009 http://www.griworkforce.com 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, Cranston, RI 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 with disabilities. 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) Proposals 10:00 AM Information for federally-funded Workforce Investment Act (WIA) Proposals 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 with disabilities. Questions regarding this notice should be directed to: WPGRI: Carlos Ribeiro at (401) 462-8728 or by email at cribeiro@dlt.state.ri.us <cribeiro@dlt.state.ri.us> WSPC: Anne Walsh at (401) 861-0800 x112 or by email at awalsh@providenceri.com <mailto:awalsh@providenceri.com> - grants posted on the National Institute for Literacy website: http://www.nifl.gov/cgi-bin/lincs/search/gsearch/dbsearch.cgi?action=Show%20Results - 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. Jobs for Change "seeks to spark a nationwide movement toward careers in the nonprofit, government, and social enterprise sectors" – online at http://jobs.change.org/ 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. Unemployment
lifeline – from the AFL-CIO,
with locally-searchable links to resources http://www.unemploymentlifeline.com/
online / 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 Through Distance Learning. 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 technology-assisted 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 and business communities. The paper includes a primer section on the tools of technology. Another section presents exemplary national and state technology -based program models for instruction, professional development, and program/data management. Findings of recent research 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 Postsecondary Success. 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 Guest Experts: 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 postsecondary legislation. 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 postsecondary education.  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, Educational 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 Public Schools. Goals for the Discussion To improve understanding of deficits in cognitive processes other than phonological/auditory processing that are commonly comorbid with dyslexia 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 long-term memory. 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, and monitored. Do you have adult learners who present with similarly differential profiles? Does your intervention program have multiple levels of support to accommodate learners with multiple cognitive deficits beyond phonological/auditory processing? 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 Suggested Readings 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 list: http://www.nifl.gov/mailman/listinfo/learningdisabilities 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 available. http://www.jff.org/publications/workforce/employer-guide-adult-education-work-tran/907 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. kglover@orovidenceri.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 Effort 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. http://www.gatesfoundation.org/press-releases/Pages/community-colleges-improving-graduation-rates-091006.aspx  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 low vision 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 slandrum@afb.net for an application. 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 presley@afb.net, 404-525-2303. interesting: an article in the UK Guardian weekly about ESOL provision in the US. http://www.guardianweekly.co.uk/?page=editorial&id=1254&catID=18 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 Involvement, 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 networks 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 the 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 Education  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 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 United States. 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 Agent 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, the September 2009 issue of The Change Agent explains the roots of the crisis, tells 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 rooted in 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 issue, 2 issues a year) costs only $60. Or you can order an individual subscription (one- or two-year subscriptions are available for $10 and $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, cpeters@worlded.org; 617-482-9485 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: individuals, nonprofit and community organizations, businesses, religious groups, and government entities, agencies, or officials operating in the United States. 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. EE Resources for multi-cultural education Teaching English as a Second Language Education on environmental issues is important 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 their integrating 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). the Math Bulletin, developed by SABES http://www.sabes.org/resources/publications/mathbulletin/math-bulletin-june2009.pdf Good geography refresher...and good mouse skill practice as well. http://jimspages.com/States.htm 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) http://www.free.ed.gov/resource.cfm?resource_id=2131 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 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/ 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 draws 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 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/ 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/trainin Undocumented 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 hundred scholars, 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, fgraz@conncoll.edu. 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 Breakout Sessions: 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 Language Learning Julie Motta and Pat Morris, ESL Directors; Karen Hammarstrom, ESL Coach; Glenn Hopkins, ValerieMarchetti & Jenn Martin, Middle School SIOP Math, 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 admission: $55.00 Please note: All current MATSOL/RITELL memberships expire Sept. 30, 2009. Proof of full-time student status is required for student discount. 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 Difficult Times 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 Provided 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 jortiz@ric.edu 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 basic/literacy education services are invited to send their writing for consideration. To see the complete Call for Writings and related Pre-Writing Activities, go to: http://www.litwomen.org/perspectives For more general information about this workshop, Women's Perspectives, or WE LEARN, contact: Mev Miller, Ed.D., Director welearn@litwomen.org What Would You Do? Creative Ideas for Difficult Times Call for Writings & Artwork Women's Perspectives #5: A Journal of Writing & Artwork by Adult Learners - 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 Activities (http://www.litwomen.org/perspectives/) NEW! Writer's Checklist (http://www.litwomen.org/perspectives/2010/09writersChecklist.pdf) Coming Soon: Teacher's ToolKit: Using Women's Perspectives in Many Settings DEADLINE to send material is DECEMBER 11, 2009. For more information contact welearn@litwomen.org Back issues are available. (http://www.litwomen.org/perspectives/) please 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 Institute: http://www.dunninstitute.org/ conference: http://www.dunninstitute.org/uploaded_docs/Final%202009%20Conference%20Brochure.pdf COABE/ProLiteracy 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 General Foundation. 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. Fifth International Low Educated Second Language and Literacy Acquisition (LESLLA) Symposium Banff, Alberta, Canada, September 28-30, 2009 http://www.leslla.org/workshops/2009.htm The National College Transition Network at World Education - third annual national conference on Effective Transitions in Adult Education to be held on November 16 - 17, in Providence. This two-day conference will focus on strategies and promising practices that help adult learners succeed in postsecondary education and training. Information: http://www.collegetransition.org/conference09.html. Registration: http://www.collegetransition.org/conference09/registration.html Program: http://collegetransition.org/conference09/schedule.html 7th Annual 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 November. 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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