| 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
March 19, 2010
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
- photo blog; please be aware there are some difficult images at this
(NY Times learning materials about Haiti)
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
save May 26, 2010 for
the state's Adult Education Conference, to be held at Rhode
Island College. Call for participation here.
DEADLINE: March 26
Robin Adams, RI Adult
Education PDC: Embedding Workforce
Readiness Skills into the Curriculum Thursday, March 25,
10:00 a.m. to 12:00 p.m.
Kaufmann Center at RIC
This 2-hour, interactive workshop will focus on identifying
simple strategies to embed critical workforce readiness skills into
your existing curriculum.
The goal is to create a simple, seamless system of
skills-building for adult learners planning to enter the
Objectives The workshop aims to help practitioners create a
culture of work within programs / organizations that support and coach
students in developing
the skills that employers expect of today’s workforce. Upon
completion of this training, practitioners will be able to:
· incorporate simple workforce
standards into their literacy and/or language program curriculum;
· apply principles of a universal
definition to their training to determine when someone is
To register please contact Jessica Ortiz at (401) 456-2838 or
firstname.lastname@example.org by March
The Rhode Island Citizenship Consortium, in conjunction with
USCIS, is hosting a free information
session on the naturalization process on Saturday,
March 27th from 10-12 at Saint Martin De Porres Senior Center at
160 Cranston Street in Providence, Rhode Island. This
is the second of four
quarterly information sessions that will be held this year.
There will be a mock interview with USCIS staff and they will answer
questions and address
concerns. All are invited. To receive a PDF version
of flyers for the event in Spanish and/or English, please contact email@example.com
OpenDoors is offering free tax
preparation assistance to our
clients and other low-income community members.
Free Tax Preparation is Available Wednesdays 4-8pm and
Saturdays 10am-4pm In addition, OpenDoors offers financial literacy
classes to help VITA
clients make the best use of their refunds. For more
Gerson from HealthAccessRI speaks Spanish and Portuguese and will speak
to adult learners/classes about HARI.
Contact her at firstname.lastname@example.org or phone
RIRAL/TRANSITION TO COLLEGE INFORMATION
comprehensive college preparation program including free college
reading class (ENGL 0850) at CCRI, Providence; student
success, career exploration,
and mentoring workshops; academic writing, basic math, and
pre-algebra; computer lab & tutorials; academic advising, support
services, registration for
college; college application and Financial Aid preparation.
RIRAL TTC is a partner in the RI Statewide Transition to College
initiative and a natural segue
for GED, EDP, and Advanced ESL students prior to post-secondary
April 10; May 1;
June 5 on Saturdays @ 10:00 am.
Allow 2 -3 hours for assessment.
Please do not bring children. 175 Main Street Pawtucket
(above the Visitor’s Center) Contact
Learning: Implementing CASAS Competencies and Content Standards
Friday, March 26, 9:00 a.m. to 3:00 p.m. Rhode Island College
[tbd] limited to 20 participants.
This training is appropriate for those who have previously
completed the Initial Implementation Training and are interested in
improving student learning through
the use the CASAS. This training is also appropriate for
NEDP practitioners. CASAS, on behalf of the CASAS National
Consortium, developed content standards
in reading and math for ABE and ASE learners and in reading and
listening for ESL/ELL learners. This session introduces these standards
and provides strategies for
integrating them with CASAS Competencies to improve
learning by providing effective, relevant instruction. Attendees are
encouraged to bring their own learners'
assessment results for this session.
Session Goals and Objectives
Recognize how: Reading, Listening and Math Competencies align
with CASAS test items; reading, Listening and Math Content Standards
align with CASAS test items, and
how Content Standards support CASAS Competencies. Identify how to
target Instruction based on CASAS test results
Prepare a lesson plan integrating CASAS Competencies and Basic
Skills Content Standards
When registering for the session, please let us know the
following: your name; agency; program(s) [ESL, ABE, ASE, etc.]; and
[administrator, teachers, tutor, etc.]. to register,
please contact Jessica Ortiz email@example.com
Implementation Training Saturday, March 27, 9:00 a.m. to 3:00 p.m.
Rhode Island College [tbd]
Please note: By popular request, this session is offered on a
Saturday. Seating is limited to 20 participants.
This training is appropriate for coordinators, instructors,
administrators, and other key staff who have little or no experience
with CASAS assessments and
resources. This training is a necessary pre-requisite for
programs to order CASAS materials and to administer CASAS assessments
to their learners. Participants
are also able to train others at their program to administer the
CASAS assessments. Training covers choosing and using the
appropriate CASAS test, interpreting
test scores, and measuring student progress. This session
covers CASAS appraisals (placement) and pre- and post-tests (progress),
and introduces QuickSearch Online.
Session Goals and Objectives
Identify: the link between curriculum, instruction and
assessment; and use CASAS Competencies; and select CASAS tests;
appropriate assessments for your
program, and intake and placement strategies
Administer CASAS tests
Identify how CASAS competencies are related to test items and can
be used to target instruction
Identify reports useful for administrators, instructors and
students, access QuickSearch Online and rder CASAS materials
When registering for the session, please let us know the
following: your name; agency; program(s) [ESL, ABE, ASE, etc.]; and
[administrator, teachers, tutor, etc.]. to register,
please contact Jessica Ortiz firstname.lastname@example.org
Annual May Breakfast - May 1, Rhodes on the
Pawtuxet 9 – 12
Featuring Annie Barrows, co author of The Guernsey Literary and
Potato Peel Pie Society
Mary Ann Shaffer, a librarian and editor, nurtured the tale about
Guernsey for twenty years before committing pen to paper.
Unfortunately, Ms. Shaffer passed away in
February, 2008 before the final edits to the manuscript were
complete. She asked her niece, Annie Barrows, to complete the revisions
- and the story is now ours to share
with all Rhode Islanders. Ms. Barrows is also the author of the
children’s series Ivy and Bean and The Magic Half. Look for more
details and the registration form in February
Number Sense: Teaching About Parts
and Wholes April 12 - May 21
Teaching students how to use estimation,
mental math, benchmarking, and calculators will enhance their
conceptual understanding of numbers and what
numbers represent. This course focuses on helping adult students
develop number sense by addressing two key questions: When is it
necessary to have an
exact answer, and when is an estimate sufficient? When
calculation is necessary, which tool is appropriate to use?
Facilitator: Jean Stephens
Prerequisite: Foundations of Teaching Adult Numeracy or
Creating Engaging ESOL Activities Using Computers April 12 - May
21, 2010; Course webinar: May 21, 1:00 - 2:00p.m. (EST)
Instructor: Diana Satin
Through this course, you will integrate computer software into
your ESOL instruction. You'll identify the steps necessary to
incorporate computer software
applications into lesson plans, including analyzing specific
language and computer skills. You will finish the course having
developed, tested, and refined a
learning activity for your own classroom.
Research-based Strategies and Models for Adult Transitions to
April 22–June 16, 2010; one teleconference on
April 27, 1 pm, or April 28, 1 pm
Participants read and discuss the research on the changing
workforce and examine the reasons why adult learners need to go beyond
the GED and English
language study to advance their earning potential. Participants
also learn about the challenges facing adult students in postsecondary
education and investigate strategies and program models that support
adult transitions to postsecondary education. Throughout the course,
participants gather local and regional data on the labor market,
educational needs, and academic programs and support services
offered by area colleges to guide future program development and
Instructor: Barbara Hofmeyer
Complete and return the registration form,
complete online at
Payment must be received prior to enrollment.
World Education reserves the right to if the minimum number of
registrants is not met by April 14.
Change Agent Adult Education for Social Justice: News,
Issues, and Ideas
CALL FOR ARTICLES
Theme: Do You Care What You
For the next issue of issue of The Change Agent, we have decided
to explore fashion! Why? Fashion is a topic that can be both fun and
serious. What we
wear communicates something about us as individuals
and the groups to which we belong. What we wear can lead to cultural
and generational conflicts.
There is also an economic and environmental aspect to what we
wear. This topic allows writers and illustrators to address the topic
in all sorts of ways,
including using narrative writing, memoir, poetry, illustrations,
and cartoons. Please use the below questions as possible writing
Sample Questions to Consider:
• Is style a form of personal self-expression or do your clothes
express something about your community, your background, or your
• Describe your fashion style. Why do you wear what you wear? What does
it say about you?
• How do style questions play out differently for boys and girls/men
• As a parent, how do you deal with differences you might have with
your kids over clothes? Or, tell a story about a time your parents
disapproved of what you were wearing.
What was really going on?
• What about when society or different institutions, like schools,
dictate what people can and cannot wear?
• What do you know about the fashion industry? What role does it play
in determining “style”? Do you think you think the industry responds to
people’s wants or creates
• Consider the hidden costs of cheap clothes.
• Compare current attitudes towards clothes to previous generations’
attitudes about clothes. How do we treat clothes? Do we repair them?
Expect them to last?
Instead of long and general essays, we would like to see stories
that are specific and detailed. Limit the scope of your story, but tell
Suggested length is 200-1200 words.
All articles must be received
by May 3, 2010. Please include in all articles and emails the
contact information for the student and/or the teacher.
All articles will be considered. Final decisions are made by The
Change Agent editorial board. A $50 stipend will be paid to each
student whose work is accepted for
publication. Please submit illustrations, cartoons, and graphics
on this theme too!
The mission of The Change Agent is to provide news, issues,
ideas, and other teaching resources that inspire and enable adult
educators and learners to make civic
participation and social justice concerns part of their teaching
and learning. It is published by the New England Literacy Resource
CURRICULUM: Something is Wrong: Exploring the Roots of Youth
Project NIA, the Chicago Freedom School and Teachers for
Social Justice have partnered along with other volunteers to develop a
curriculum guide in order
to contribute to the ongoing efforts by young people and their
adult allies to analyze the root causes of youth violence and to create
local solutions.At a time
when frustration is running high and many are expressing a sense
of powerlessness in the face of pervasive violence, this curriculum
guide is an offering
intended to make a positive contribution to the dialogue about
violence in the lives of young people.
Project is a
statewide organization working to eliminate childhood lead poisoning
through education, parent support, and
advocacy. With the support of a recent EPA grant, the
Childhood Lead Action Project has developed a comprehensive lead
poisoning prevention ESL
curriculum to help ESL providers to supply their clients with
important information to keep themselves and their families safe.
The Childhood Lead Action Project is making this curriculum
available to ESL providers throughout the state.
Contact Emily Godfrey, at 401-785-1310(x207) or
email@example.com to inquire about the curriculum.
In addition to the ESL curriculum, the Childhood Lead Action
Project also provides free trainings, seminars and workshops on lead
and tenants' rights. These presentations can be tailored
for ABE audiences, or for service providers.
Please contact Emily Godfrey for more information. -Emily
Godfrey, Community Educator, Immigrant and Refugee Lead Prevention
Childhood Lead Action Project, 1192 Westminster St., Providence,
RI 02909 (401) 785-1310 ext. 207 firstname.lastname@example.org
American Horizons Foundation is creating a series of short, accessible teacher training videos
addressing aspects of adult ESOL instruction.
Each video is about 30 minutes in length and uses classroom
footage and instructor interview footage to illustrate topics in adult
ESOL practice such as
approaches to teaching each of the four skills, planning lessons,
working with emergent literacy learners, and grammar and vocabulary
All the videos will be available free of charge online, or DVDs
can be purchased for a minimal cost-recovery fee. People can access and
utilize the videos to
suit their training needs: as self-access resources, incorporated
in workshops or volunteer trainings, as part of online training or
teacher education courses, etc.
The first two videos are now ready for viewing at http://www.newamericanhorizons.org.
Building Literacy with Adult Emergent Readers focuses on a
whole-part-whole approach to working with emergent literacy learners
and Lesson Planning for
Life Skills provides an overview of general lesson planning
principles. On the web site, you’ll also find information about the
series overall as well as the
New American Horizons Foundation.
Additional videos are in process and will be posted as they are
completed. - MaryAnn Florez, Washington,
Education recently completed extensive updates and
revisions of the website, Assessment
Strategies and Reading Profiles
In addition to providing useful information and free resources on
reading assessment and
reading profiles the site has an interactive feature that
allows teachers to match adult learners' test scores to
research-based adult reading profiles and
then to receive instructional suggestions based on the matches.
To publicize the updated site, World Education will sponsor special
(described below) on the National Institute for Literacy’s LINCS
To join any or all of the discussions, as well as the other LINCS
Discussion Lists: http://www.nifl.gov/lincs/discussions/discussions.html
March 22 Reading and Writing Skills of ABE Transition Learners
Guest discussants: Cynthia Zafft (World Education), Lauren Capatosto
(Harvard Graduate School of Education), and Sally Gabb (Bristol
Community College) Moderator: Ellen Hewett
– What are reading and writing skills and strategies that ABE
Transition learners need to be successful in college? How do
teachers decide which skills and
strategies to focus on? And, how should they teach those
skills and strategies? We invite you to join what we hope will be a
nuts and bolts discussion of how
we can better prepare adult learners for the challenges of
college-level reading and writing
Decoding and Fluency Problems of Poor College Readers http://www.collegetransition.org/promising/rp8.html
by Lauren Capotosto
Strategies to Facilitate Reading Comprehension in College
Transition Students http://www.collegetransition.org/promising/rp5.html
by Kathrynn DiTommaso
Assessment Strategies and Reading Profiles (ASRP) http://www.nifl.gov/readingprofiles/index.htm.
Although the ASRP Website focuses primarily on adults enrolled in
Adult Basic Education and Adult Secondary Education, several of site's
adult reader profiles are very similar to those of Transition
Profiles 1 http://www.nifl.gov/readingprofiles/FT_Browse1.htm,
Each ASRP profile provides detailed descriptions of the strengths
and needs in reading of learners in that profile, suggestions for
links to valuable resources for assessment and teaching.
Lauren Capotosto is a third year doctoral student at the Harvard
University Graduate School of Education. She is currently preparing a
meta-analysis examining the effects of reading strategy instruction on
the reading achievement of college students enrolled in developmental
reading courses. She has authored two Research-to-Practice briefs for
the National College Transition Network: “Decoding and Fluency Problems
of Poor College Readers” and “Working with Young Adults in College
Transition Programs.” ;Prior to graduate school, Lauren taught various
levels of adult basic education and was a literacy coordinator at a
Boston-area community college. She has served as instructor for an
adult learning theory course for practitioners offered the System for
Adult Basic Education Support (SABES) in Massachusetts and presented
staff development workshops. She holds a master’s degree in
literacy curriculum and instruction from Lesley University.
Sally S. Gabb (Sally.Gabb@bristolcc.edu) is the Reading Skills
Specialist and a developmental reading instructor at Bristol Community
College in Massachusetts. In this capacity she works with
adolescent and adult students who need intensive support and
instruction to succeed
in their college reading and coursework, and she has developed
materials to help ABE instructors integrate college reading and
into their ABE curriculum. Prior to this, she served for six
years as the director of SABES Southeast creating professional
development opportunities and courses for ABE and ESL
practitioners. In the course of her extensive career, Sally has
taught all levels of adult literacy, from beginning reading,
intermediate reading, GED, and ESL. She holds a Certificate of
Advanced Graduate Study from Rhode Island College, with a focus on
adolescent and adult developmental reading.
Cynthia Zafft (email@example.com) is the Senior Advisor for the
National College Transition Network at World Education in Boston,
where she is responsible identifying and documenting promising
practices from the transition field. She also serves as
Curriculum Director for
the Health Care Learning Network at World Education where her duties
include writing and teaching online courses for adult learners
preparing for health care careers. Prior to founding the NCTN, Cynthia
directed several transition projects for students with disabilities and
served as the Coordinator of Disability Services for the Wellesley
campus of Massachusetts Bay Community College. In this role she
participated in the student portfolio evaluation team responsible for
assessing student progress in developmental reading and writing courses.
Cynthia is a registered nurse, and is currently a doctoral
student in Higher Education Administration at the University of
Boston, where her dissertation topic is College Readiness for Adults.
April 12 The Literacy Development of ESL Beginners: Observations and
Analyses from the NCSALL ESL Laboratory Classrooms Guest discussant:
Kathy Harris, Portland (OR) State University
Moderator: Miriam Burt
June 21 Reading Patterns and Profiles of Adult Literacy Participants
Guest discussants: Daryl Mellard (Kansas University) and Daphne
Greenberg (Georgia State University) Moderator: Daphne Greenberg
The Haitians: Their
History and Culture
Michele Burtoff Civan with Féquière Vilsaint and
This booklet is a basic introduction to the people, history, and
culture of Haiti. It is designed primarily for service providers and
others assisting refugees in
their new communities in the United States.
English-Haitian Creole Phrasebook This phrasebook was designed to
supply refugees with English phrases selected for their usefulness in
daily life in the
CAL has posted this phrasebook in PDF format at
the request of HRSA the Office of Emergency Preparedness and Continuity
(EPCO) division of the U.S. Department of Health and Human
Services (DHHS) to provide information to service providers being sent
to Haiti to aid victims
of the recent earthquake.
opportunities - large and less large
New Roots Providence Grant
Applications are Now Available
New Roots Providence has received significant new funding to
provide training, technical assistance and financial assistance to
build the capacity of nonprofits to play a pivotal
role in the state's economic recovery. New Roots Providence is
also pleased to serve organizations across the state of Rhode Island.
With new funding we can:
Award $500,000 in grants - our largest amount ever;
Support organizations with annual budgets as large as $500,000;
Award grants to more types of organizations than ever before.
Faith-based as well as community organizations are eligible, and
organizations do not need federal nonprofit status to receive a
Application Deadline: Wednesday,
April 7th, 2010
To be eligible for a grant, organizations have to support (or
plan to support) one or more of the following groups:
Organizations that are dedicated to helping low-income people
increase their income or assets.
This category includes organizations that work with people
receiving TANF (Temporary Assistance to Needy Families),
that provide workforce development and job placement services,
and assist in helping people get tax refunds and credits.
OR Organizations working with one or more
of the following groups:
children of men and women who are in prison;
people returning to the community from prison;
youth in danger of getting involved with violence or gang
people moving from public assistance into employment ("welfare to
elders in need;
people who are homeless;
people who need intensive substance abuse rehabilitation
Application forms are available on the New Roots website: http://www.newrootsprovidence.org
For more information contact Bernadette Tavares at (401) 455-8880
x216 or at firstname.lastname@example.org
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
Tutor sought – a female tutor is
sought for an Egyptian English language learner in Cranston. rate
negotiable. Please contact Omar at (401) 225-9035.
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
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
lifeline – from the AFL-CIO,
with locally-searchable links to resources http://www.unemploymentlifeline.com/
/ resources available
downloadable resources from The
Popular Education News http://www.popednews.org/resources.html
Parenting for Academic Success: A
Curriculum for Families Learning English is a 12–unit curriculum
designed for parents who speak a language other
than English as a native language.
Its goals are two–fold: To develop the English language skills of
parents., and to increase the ability of parents to support the
language and literacy
development of their children in kindergarten through grade three.
online resources that are very appropriate for adult learners are
available at http://www.AskRI.org.
They include online homework help for grades 3 to adult from 2-10
everyday at tutor.com. Includes career help (resume review, job
search, interview help),
GED prep, citizenship, review of a document by a live
tutor. Also check out the Skills Center for thousands of
worksheets, tutorials, study guides and more.
Check out the online encyclopedia - World Book Discover - for
adult learners and those with reading challenges includes translation
capabilities into 14 languages along with employment, financial,
health, and housing resources and more.
AskRI is available not only in your public library, but also in
schools, community centers and at home.
With just an Internet connection, you have a whole world of
authoritative information at your fingertips.
And if you have a card from a public library, you have access to
even more information tools. The service includes Spanish resources as
well as English.
new brief from
CAELA: Managing Programs for Adults
Learning English http://www.cal.org/caelanetwork/resources/managing.html
Thusday notes are online http://www2.ed.gov/news/newsletters/thursdaynotes/index.html
Thursday notes, March 18, 2010
Maryland Launches Training
Effort for Middle-Skill
Maryland Gov. Martin O'Malley launched an initiative this month
to prepare the state's workforce to meet a surge in jobs requiring
certification beyond a
high school diploma but less than a bachelor's degree.
Skills2Compete – Maryland http://www.skills.maryland.gov/
will focus state agencies, community
colleges, local workforce investment boards and other
stakeholders on preparing more Marylanders for this surge in
middle-skill jobs. A recent study indicated
that by 2016, the state will gain 434,000 such jobs, including
police officers, computer specialists and nurses. Only 37 percent of
the state's workforce has
credentials needed to fill those jobs. A target of the workforce
training efforts will be 730,000 adult residents lacking a high school
diploma and fluency in
English. Maryland joins several other states that have
established Skills2Compete initiatives.
material world: Publication Distribution Comes to a Close at the
As the National Institute for Literacy prepares to close in
it is making available all
remaining hard copies of its scientifically based publications
for families, caregivers, and educators. For years, these literacy
resources have ranked
among the Top 10 most-requested publications by the U.S.
Department of Education.
For ordering information, visit http://www.nifl.gov/publications/publications.html
The CAELA Network quarterly newsletter,
Network News, is completed and posted on the CAELA Network Web
site; it can be downloaded at
In this issue, there are articles on the following, with links to
more information about some of the topics:
development for no-longer-beginning teachers in South Carolina
· Updated resources
available on line including Framework for Quality Professional
Development for Practitioners Working With Adult English
Language Learners and Education for
Adult English Language Learners in the United States:
Trends, Resources, and Promising Practices
· ESL Resource
Database available online
· Upcoming conferences
of interest to practitioners working with adults learning English
interesting: an article in the UK Guardian weekly about ESOL
in the US.
Rhode Island Employment Disability E-News,
newsletter from the Paul V.
Sherlock Center on Disabilities,
available at: http://www.ric.edu/sherlockcenter/onlinepublications.html
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.
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
7th Annual WE
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
deadline is February 26th
The call for proposals for the 2010 Association of Literacy Educators and
Researchers conference has been posted here:
deadline, February 8, 2010
Sharing Skills – Building
Connections, March 10 – Commonwealth
Registration materials will be available on line early in
Teachers of English to Speakers of Other
Languages (TESOL) 2009 Annual
March 24 – 27, 2010, Boston
The Connecticut Association for Adult and
Continuing Education Conference March 25-26, Water's Edge
(800) 222-5901 http://www.caace.net/Content/Conference.asp
Adult Learner Statewide Leadership Conference Coming This Fall
We are announcing our first adult learner statewide leadership
conference coming this fall to Providence, and are looking for learners
to come up with a
name for the event. A flyer that explains the theme, and the
contest rules for submissions can be found at http://www.brown.edu/lrri/nameconf.doc
and in Spanish http://www.brown.edu/lrri/nameconfsp.doc.
We understand that many of our adult learners are not all
familiar with what a conference is, or what they might get out of
attending one. Therefore, we were hoping that you
and your staff could use this opportunity talk to about what is
involved in attending a conference (or even presenting at one!). We
hope this will lead to more student interest
in suggestions for workshops that they would like to attend and
We are asking you to please print out the flyer and use them for
class discussions, or at least pass them out to as many of your
learners and alumni as possible.
The contest ends March 22, 2010. If you have any question or
concerns please contact me at firstname.lastname@example.org
- Wes Garvin Director of STAND, 600 Mount Pleasant Ave. Bldg. #30
Providence, RI 02908
401 456 2838 401 527 4219 http://www.standri.org
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.