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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 August 2, 2010 Bulletin
#355 Dear
Colleagues, Calls for participation, employment, funding, and conference and workshop opportunities, online and other resources. 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 RI Adult Educators: As we are at the beginning of a new five year funding cycle, and in the midst of a series of reforms impacting statewide adult education policy in Rhode Island, this is an opportune time to re-shape, reconstitute and renew commitment to the RI Adult Education Advisory Council. We invite you or someone from your agency – a teacher, student leader or other support staff - to nominate yourself or someone from your agency for one of the slots (see Terms of Service.) For the revised description of the Council’s role and responsibilities and the nomination form, please contact Louise Moulton at Providence Public Library, 150 Empire Street, Providence, RI 02903 lmoulton@provlib.org; Phone: 401-455-8134. Deadline for nominations is August 15, 2010. Transitions for ESOL learners: What does it take to assist ESOL learners who are ready to take ABE, ASE and/or pre-GED work? A group of practitioners had been meeting over the past several months and will re-convene on August 10, at 10 AM at the International Institute of Rhode Island, 645 Elmwood Avenue, Providence. Please join us to continue the exploration of options and supports for practitioners and learners. Online - learn more at http://www.brown.edu/lrri/tell.html GED/Dual Enrollment/College Readiness Classes The Community College of Rhode Island is offering College Readiness classes at the Lincoln and Providence campuses. The classes comprise a GED Plus class and a 3 credit college class (LRCT 1020 – College Success). Learners will follow the college schedule, receive a CCRI ID, and CCRI email account, and complete the GED Test Battery during the CCRI college exam week. During the 15 weeks, students will learn college knowledge, complete financial aid, enroll at CCRI or other institution, and register for the Accuplacer placement test and for spring semester college classes. It is the goal of this program that the learner will complete the GED exam, obtain 3 college credits, test into no or the last developmental education class in Reading and Math at CCRI and begin a training or degree program on January 24, 2011. For more information: Please contact Angela Salvadore, Transition Pathways Coordinator at 401-455-6140 (asalvadore@ccri.edu). RIRAL/TRANSITION TO COLLEGE INFORMATION SESSIONS: A comprehensive college preparation program including free College Reading class (ENGL 0850) at CCRI in 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 (RI TTC) initiative and a natural segue for GED, EDP, and Advanced ESL students prior to post-secondary education. Information Sessions: August 14; September 18; October 16 on Saturdays @ 10:00 am (or by appointment) Allow 2 -3 hours for assessment. Please do not bring children. 175 Main Street Pawtucket (above the Visitor’s Center) Contact person: MarieCrecca-Romero@riral.org 722-9800. learning opportunities Save the Date Live Webcast: September 1 Getting Reading Results in the Classroom: What Research Tells Us Join Brett Miller, Ph.D. (moderator); Daphne Greenberg, Ph.D.; Charles (Skip) MacArthur, Ph.D.; and Daryl Mellard, Ph.D. from 1:30-3:00 p.m. as they share research findings and discuss implications for effective classroom instruction during the live webcast: Getting Reading Results in the Classroom: What Research Tells Us. For more information on the purpose of the webcast and the participating researchers visit http://www.nifl.gov/webcasts/readingresults/10read. Foundations for Teaching Adult Numeracy Online Course September 20 - October 29 What is numeracy? Is numeracy just another word for math? How should you approach numeracy with adult students? In this foundational course you'll learn how to keep students at the center of numeracy instruction. You'll explore the context, content, and cognitive and affective components of numeracy; how to address the needs of students with learning gaps; how students' styles of learning math and levels of math knowledge affect their math skills; and ways to build students' success in learning math. You'll plan classroom activities, test them with your students, and share your experiences with fellow teachers. Course Fee: $179. http://www.ProfessionalStudiesAE.org The Goodling Institute for Research in Family Literacy, in partnership with the National Center for Family Literacy, offers an online post- baccalaureate level Family Literacy Certificate Program through The Pennsylvania State University's World Campus. This four-course Family Literacy Certificate is geared toward working professionals whose careers involve working with young children, birth and school age, their parents, or both. The courses are designed with a foundation in current research, and address the various aspects of family literacy, including parent involvement and education, parent-child interactive literacy activities, early childhood education, emergent literacy skills and reading readiness, adult literacy, case management, and interagency collaboration. ADTED 457, Adult Literacy, will be offered fall semester, beginning on September 8, 2010 – registration is now open. This three-credit course examines the language, literacy, and knowledge needs of adults in relation to their roles as parents, workers, and citizens, with a focus on how to involve parents in their children's literacy development and education, including strategies to engage parents in interactive literacy activities at home. For more information about the Family Literacy Certificate Program and how to register for courses, visit: http://www.worldcampus.psu.edu/FamilyLiteracyCertificate.shtml. For additional information, contact Dr. Sheila Sherow at sms20@psu.edu. The New 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 development in context. 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, DC funding opportunities - large and less large - 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. 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
Unemployment
lifeline – from the AFL-CIO,
with locally-searchable links to resources http://www.unemploymentlifeline.com/
online / resources available State-by-State View of the Economic and Political Power of Immigrants, Latinos and Asians All States Demographic Information Now Available* The Immigration Policy Center releases its complete series of 50 state fact sheets which highlight the political and economic power of immigrants, Latinos, and Asians in every state of the union. Immigrants, Latinos, and Asians account for large and growing shares of the U.S. economy and electorate. These easy to understand, state-by-state demographic snapshots are a compilation of current government and academic data on citizenship, economic contributions, and voting habits. Find out how much immigrants, Latinos and Asians contribute to your state's economy: http://www.immigrationpolicy.org/just-facts/economic-and-political-power-immigrants-latinos-and-asians-all-50-states for more information contact Seth Hoy at shoy@immcouncil.org or 202-507-7509. Reflect 13 - special report on employability; teaching composition and using poetry; classroom-based research as Continuous Professional Development; a phonics debate; how statistics can confuse rather than clarify; how television is being used to reach adult learners in Ireland; teaching in secure hospitals; prisons – creativity space and books for new readers; the Reflect approach and ESOL; and the role of care support workers in developing the literacy, language and numeracy skills of clients with learning difficulties and disabilities. http://www.nrdc.org.uk/publications_details.asp?ID=179# from PEN Weekly NewsBlast for July 30, 2010 To read a colorful online version of the NewsBlast: http://www.publiceducation.org/newsblast_current.asp<http://r20.rs6.net/tn.jsp?et=1103591522933&s=53103&e=001PIlfJo7dXKtx0OCEY3ffsmSpc3QWaZ-rggz2yFTEJ0I20hY1oLpUfMHU_CAGAFtWo7bi7lr_Ry1_OSk1NyW5bzd27klE_eghR-bePyh-DoreWsPmFtNh9uDlMEqinh8Fda8UcZiKW0Zw5WKvXeObkw==> Essential issues in linking student and teacher data http://r20.rs6.net/tn.jsp?et=1103591522933&s=53103&e=001PIlfJo7dXKvuTRgbxCAmWWZuOha8J90RlIrAdGqUbYNfxlhOWfo2PUIQ7wzAXF251eLePdTKPLCZ0CV4Ndf9t1GYzdbL217bzbXzzzeK2ZIXGZGjBi4lhLdH__h7BLkr5z-wDEuUH2tnCaiVDHn3-Dn3WcBtR7_t> Given the current emphasis of state and federal reform initiatives on statewide longitudinal data systems to improve student achievement, a new brief from the Data Quality Campaign outlines the critical challenges facing states and districts as they develop and implement policies that link teacher and student data. According to the authors, policymakers must understand the importance of defining the purposes for and developing the policies to support a valid and reliable teacher/student data link. This brief provides guidance on emerging best practices for effective implementation, and makes several suggestions. States must first determine how data from the teacher/student link will be used, which should drive the conversation around how states will define teacher of record. Although IT and data staff are critical to developing the technical solutions for capturing appropriate data, policymakers and educators must own the process from the beginning, since they are best positioned to resolve issues relating to the appropriate attribution of student learning to educators. Teachers must also have means to periodically review their rosters to ensure they are linked to the correct students. States and districts must work together collaboratively on all aspects of the teacher/student data link. See the brief: http://dataqualitycampaign.org/resources/details/993<http://r20.rs6.net/tn.jsp?et=1103591522933&s=53103&e=001PIlfJo7dXKvuTRgbxCAmWWZuOha8J90RlIrAdGqUbYNfxlhOWfo2PUIQ7wzAXF251eLePdTKPLCZ0CV4Ndf9t1GYzdbL217bzbXzzzeK2ZIXGZGjBi4lhLdH__h7BLkr5z-wDEuUH2tnCaiVDHn3-Dn3WcBtR7_t> Linking learning to life http://r20.rs6.net/tn.jsp?et=1103591522933&s=53103&e=001PIlfJo7dXKudcCQdEn_4xMlLuoHKrVsQHi678zGEPOWJIgUOEOhL_yqq07cR0JI5pk4w4uYe_tM1D9Mnv-waTiEoY2NqigiYpcCLQH7gi894Fjf4MfiXbB-fwMVl-iydGWpHQUmU2qRdI9rGOjjO4hYb3yg4lbr_maIOABmSV1HdDbNK63iFdfHaMyjiSZPAsBAq0cHi7ioUK59sB4JMUATWZyE_5_72> Over the past 10 years, many of California's high schools have gotten worse, according to The San Francisco Chronicle. In an encouraging trend, however, thousands of high schoolers across California have joined an educational approach called Linked Learning, which changes the way core academics are taught by combining classroom learning with real-world, work-based experience. The idea behind Linked Learning is simple: To make it easier for students to stay engaged, coursework must be relevant to their aspirations. For instance, at Skyline High School in Oakland, Calif., every 10th-grader chooses from seven different career-themed programs where they spend the next three years combining out-of-school internships in their academy field with a rigorous academic core, taught through the lens of their industry theme, which qualifies every student for college. Teachers are trained to incorporate this work-based experience into the classroom, and vice versa. In Skyline's architecture academy, for example, algebra and physics teachers show their students how the formulas they're learning are used in real-world projects like building bridges or designing buildings. The Chronicle describes one student, Cynthia Gutierrez, who entered high school "bored" and garnered mostly Cs and Ds her first year. In the 10th grade, she joined the education academy, centered on careers in education. "Before, I couldn't really connect with my teachers all that well," Gutierrez says. "But in the academy, it was different." Gutierrez's grades improved despite a more demanding course load, and have qualified her for admission to the state university system. Read more: http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2010/07/24/IN1K1EGR92.DTL#ixzz0uz2DMpfp<http://r20.rs6.net/tn.jsp?et=1103591522933&s=53103&e=001PIlfJo7dXKudcCQdEn_4xMlLuoHKrVsQHi678zGEPOWJIgUOEOhL_yqq07cR0JI5pk4w4uYe_tM1D9Mnv-waTiEoY2NqigiYpcCLQH7gi894Fjf4MfiXbB-fwMVl-iydGWpHQUmU2qRdI9rGOjjO4hYb3yg4lbr_maIOABmSV1HdDbNK63iFdfHaMyjiSZPAsBAq0cHi7ioUK59sB4JMUATWZyE_5_72> from Miriam Burt mburt@cal.org : new resource available online from the CAELA Network project funded by the U.S. Department of Education, OVAE: Promoting Learner Engagement When Working With Adult English Language Learners http://www.cal.org/caelanetwork/resources/learnerengagement.html Susan Finn Miller Lancaster Lebanon Intermediate Unit 13, Pennsylvania The vast majority of adult learners are voluntary participants in their learning – and this is especially true of adults learning English. Still, practitioners working with adults learning English may find that they compete with many demands on learners’ attention. Concerns about family, jobs, money, and transportation; fatigue; and negative or limited past experiences with education are some of the factors that might inhibit an adult learner's full engagement in class. What does learner engagement look like with adults learning English? Why does it matter? What can the instructor do to promote this engagement? What can programs do ? A new brief from the CAELA Network,Promoting Learner Engagement When Working With Adult English Language Learners, answers these questions while exploring the topic of engaging adults learning English. The brief gives an overview of theory and research on learner engagement in language-learning settings, describes specific instructional strategies and program structures to promote the engagement of adults learning English, and makes recommendations for further research on learner engagement in this population. Thursday notes is now OVAE Connection archived online at http://www2.ed.gov/news/newsletters/ovaeconnection/index.html recent headlines include: Duncan cites benefits, proposes doubling ESEA funding for parent engagement, ED Releases Guidance on Using AEFLA Funds for IET Programs and Workforce strategy center report on green jobs Talk about it: this week - Culminating Discussions: Using Social Media in Teaching and Professional Development August 2–6, 2010 Part III of a 3-Part Technology and Professional Development Discussion on Building Adult Education Technology Capacity* Join participants on the Professional Development and Technology and Distance Learning Discussion Lists to discuss experiences learning social media tools for use in professional practice. These culminating discussions are the last part of a 4-week summer learning experience on using social media in teaching and professional development. Anyone can participate. Whether you joined in small groups, online courses, workshops, or engaged in self-study to learn social media tools, subscribe to either List to discuss your experiences. Questions we’ll explore include but are not limited to: What were some successes you encountered learning and using this social media tool? What were some considerations or challenges you faced? What are your recommendations for using this tool in teaching or professional development? For what purpose(s)—if any—do you plan to use this tool in your practice? Share your social media accounts that you use in teaching or professional development (Twitter, Facebook, Flickr, Picasa photo collections, Nings, Wiki's, blogs, and more). Tell us why you use the social media professionally (or why your organization does) and ways it’s been helpful thus far. To participate: Subscribe to either the Technology and Distance Learning (http://www.nifl.gov/mailman/listinfo/technology) or the Professional Development (http://www.nifl.gov/mailman/listinfo/Professionaldevelopment/) Discussion List (your choice!). Follow @TechPD <http://twitter.com/TechPD> and hashtags #TechPD and #SMPD for the backchannel on Twitter. For more information, visit: http://www.nifl.gov/lincs/discussions/professionaldevelopment/10onlinepartIII We hope you join the discussions, - Jackie Taylor, Professional Development Discussion List Facilitator jackie@jataylor.net Nell Eckersley, Technology and Distance Learning List Facilitator NellE@lacnyc.org The Poverty Institute produces regular ebulletins and also provides numerous useful resources. Sign up for their elist and learn more at http://www.povertyinstitute.org/matriarch/default.asp The National Center for Family Literacy has teamed up with the Dollar General Literacy Foundation and ProLiteracy to create a new national literacy directory to help people find local adult literacy programs and GED® testing centers in their areas. The web-based directory, available at http://www.nationalliteracydirectory.org, contains more than 8,000 listings. Visit the directory now to search for program listings, or click the "Feedback" link on the homepage to add a program listing. Information from the directory also can be accessed through a toll-free number that people can call 24 hours per day, seven days a week, to get a local program referral in English and Spanish. http//www.askri.org has new databases and a new web design. Of particular interest for our field is Mango Languages with ESL Language courses in 15 languages and 22 foreign language courses, the Adult Education and Career Center in http://tutor.com/ (they critique resumes), and Learning Express Library with learning centers for GED prep, job search and workplace skills, jobs and careers, skill building for adults, US citizenship and lots of practice tests and tutorials. downloadable resources from The Popular Education News http://www.popednews.org/resources.html 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 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 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 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/ 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 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  2010 National Refugee and Immigrant Conference - Registration Information We are pleased to announce the 2010 National Refugee and Immigrant Conference: Issues and Innovations to be held in Chicago on Thursday and Friday, October 7-8. We encourage you to attend this informative conference. The registration packet is posted at http://www.thecenterweb.org/alrc/refugee.html If you need a Word version of the registration packet, please contact losheff@cntrmail.org. - Lynn Osheff, Adult Learning Resource Center 2626 South Clearbrook Drive Arlington Heights IL 60005 Phone: 224.366.8500 Direct: 224.366.8632 Fax: 847.378.6225 Creating Balance in an Unjust World Conference on Math Education and Social Justice October 22-24, Long Island University, Brooklyn, NY http://creatingbalanceconference.org/ request for proposals: Proposal SUMMARY due June 30; Proposal APPLICATION due July 16 Registration fee: Sliding scale $25-250 and free for youth and presenters Conference Overview Join educators, parents, students, activists, and community members from around the country for a 3-day conference to explore the connections between math education and social justice. We will explore many questions, challenges, and opportunities to work toward social justice through math education. We invite you to share your thoughts, lesson plans, questions and to be a facilitator for a workshop, interest group, or presentation. Facilitators may choose to present on topics related to math and social justice including equity in education, literacy and social justice, and integrating social issues into the math classroom. Sessions need not be entirely polished presentations as we hope to share ideas in order to build together.  STAND'S 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 in English, and in Spanish http://www.brown.edu/lrri/nameconfsp.doc. First Adult Learner Conference No Community Left Behind Wednesday, November 3, Johnson & Wales Inn, Seekonk MA, 9:00-3:00 Adult learners will have the opportunity to take part in three different strands: Transition to College and Careers; Family Support and Literacy and Leadership and Advocacy. Our goal is to provide adult learners with the opportunity Our goals is to provide adult learners with the opportunity to hear about things that matter to them, to learn professional skills and to network with industry leaders of RI. We need your help in recruiting adult learners, to coordinate transportation and to ensure this first Adult Learner Leadership Conference is a Success! We will be sending an invitation with registration and workshop information in September. For more information on the conference, and to help make this a successful conference, contact Wesley Garvin* at 401-527-4219 or email: Wes@standri.org Space is limited If your agency cannot provide transportation for your learners please contact STAND 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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