| 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
June 2, 2011
participation, employment, funding,
and conference and workshop
and other resources.
To post information, and/or to receive
the bulletin via email, please
contact the AEPDC or leave a message at
addition to events listed here, a recently updated list of events
(including workforce development workshops, new practitioner
orientation, standards overview - and rescheduled events) can be
found at http://www.ric.edu/aepdc/calendar.php
website for the Rhode Island Adult Education Community. Connect
with us and let us know how you like it! http://riaec.com/default.aspx
(ESOL share) June 20, at
2:00 pm at the Genesis Center, 620 Potters Avenue, Providence.
We will be examining practitioner and commercially generated
materials at a range of levels. Please bring those you find to be
useful as well.
BEGINNING READING INSTRUCTION (Pre-literate to GLE 2)
Hands-On Make it-Take it Workshop
Low level literate adult learners are striving
to read and want to improve their skills both in reading and writing.
To help address these needs, we are offering
a hands-on table workshop for 8 practitioners/instructors to:
(1) talk about the research and evidence-based instruction in
teaching beginning readers;
(2) bring one activity that you do with your students to help
them understand reading words;
(3) share and discuss the use of the activity with others around
the table, and
(4) take back to class at least 7 (or more activities) that can
be used to propel your students into reading.
This is a 2-hour workshop. Only 8 people will be accepted into
each workshop. To accommodate interested parties the same workshop is
being offered twice:
(a) Friday June 3 from 10a-Noon at the Henry Barnard School (HBS
177) on RIC's campus, and
( b) Thursday June 9 from 6-8p at Roberts Hall, Alumni Room, RIC's
Please select one session only. Snacks will be available.
Register with Jessica Ortiz at firstname.lastname@example.org .
Presenter: Barbara Bowen, Reading Specialist, Rhode Island Adult
Education Professional Development Center
archived online at http://www2.ed.gov/news/newsletters/ovaeconnection/index.html
– weekly bulletin from the Office of Vocational and Adult
Education; to subscribe directly, please contact email@example.com
or online http://www.edgov/about/offices/list/ovae/index.html
this week: Secretary Duncan
thanks some teachers, citizenship and more.
Tool for adult education referrals in
- An interactive referral website for adult education services in
Find profiles of adult education agencies, post class openings or
request help with a student referral. Please update your
agency's profile information,
and if your agency is not listed, contact Karisa Tashjian at
firstname.lastname@example.org to have your agency added to the list.
This site is open to all agencies who
provide services (educational, social service, etc.) for adult
education students in the state. You only need a Google account
to access and post information.
If you need help setting up an account, please contact
KarisaTashjian or Bernice Morris at BerniceM@pha-providence.com.
RICOSH/OSHA Train the Trainer workshop ABCs
of Workplace safety Thursday, June 16th, from 2-4 pm
RI College Room 307, RIC Student Union Bldg.
Program for teachers in adult education and ESL to provide
background on job safety and worker rights. This program will be
conducted by The US
Occupational Safety and Health Administration (OSHA), the Rhode
Island Committee on Occupational Safety and Health (RICOSH) to provide
curriculum and lesson plans that incorporate job safety and
Co-sponsored by the RI Adult Education: Professional Development
Center. Workshop is free.
For more information and to register RICOSH 751-2015.
RI Committee on Occupational Safety and Health, 741 Westminster
St. Prov RI 02903 (401)751-2015/
Island Department of Elementary and Secondary Education Office of Adult
Education (RIDE) is soliciting nominations for the Adult Education
Advisory Council to the Office of Multiple Pathways and Adult
Education. The purpose of the Council is to brief and advise RIDE
staff on issues and
developments impacting statewide policies regarding adult
education in Rhode Island. We are looking for a broad spectrum of
representation to serve on the council
with members reflecting the different types of services,
organizations and populations that make up adult basic education in
Rhode Island. We are hoping to
get nominations from administrators, teachers, support staff and
Nomination forms and further information can be obtained by
contacting Bernice Morris; nominations are due by email no later than
Friday, June 2.
Please contact Bernice if you have questions or would like more
information about the Council. email@example.com
opportunity: RIRAL TRANSITION
TO COLLEGE – Monthly Information Sessions
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
Information Sessions start at 10:00 am. Please allow 2 -3
hours. Do not bring children. June 4 (or by
175 Main Street Pawtucket (2nd floor/ Pawtucket Visitor’s
Telephone: 722-9800 or 487-9566.
TTC is a comprehensive college preparation program to prepare you
for college. It includes a 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
academic advising, support services, and registration for
college; college application and financial aid preparation.
Join Brooke Istas for a webinar on Preparing Students for College-Level Math
on June 17, 11:00-12:30 pm.
Sponsored by LINCS Regional Resource Center 1. Advance
registration is required. Please make sure that you have the required
players on your computer.
This session explores various strategies to prepare adult
education students for success in college-level mathematics. Math
anxiety, math journals, goal setting,
college placement exams, and math labs are some of the topics
that are discussed in the session.
Brooke Istas is instructional coordinator for the Cowley College
Adult Education program, the moderator for the LINCS Math and Numeracy
and an adjunct mathematics instructor. Brooke has worked with
adults to improve mathematics ability through new and innovative
she has worked to develop the online adult education program and
is currently expanding the development of the online numeracy component
College. She is working on her Ph.D. in Adult Education at Kansas
State University with an emphasis in mathematics and numeracy.
Meader, P. (2006). Preparing students for college level
mathematics (NCTN Promising Practice). Boston, MA: National College
Ginsburg, L., Manly, M. & Schmitt, M. J. (2006 December). The
components of numeracy (NCSALL Occasional Paper. Cambridge, MA:
for Study of Adult Learning and Literacy. P. 34 from
To register for this session Go to https://jsi.webex.com/jsi/j.php?ED=149647277&RG=1&UID=0&RT=MiMxMQ%3D%3D
Register for the meeting.
Once the host approves your request, you will receive a
confirmation email with instructions for joining the meeting.
For assistance: https://jsi.webex.com/jsi/mc
On the left navigation bar, click "Support". You can
contact firstname.lastname@example.org 1-765-717-3942.
The playback of UCF (Universal Communications Format) rich media
files requires appropriate players.
To view this type of media file in the meeting, please check
whether you have the players installed on your computer
by going to https://jsi.webex.com/jsi/systemdiagnosis.php.
Adult Multiple Intelligences and
Differentiated Instruction June 28–August 22
Online chats during Lessons 3, 4, and 5
Research conducted by the National Center for the Study of Adult
Learning and Literacy shows that instructional practices inspired by
Multiple Intelligences (MI) theory resulted in high levels of authentic
instruction and student engagement. Integrate your understanding of
Multiple Intelligences (MI) theory with the power of differentiated
instruction in this facilitated, eight-session course. You’ll learn how
to apply MI theory and differentiate instruction for all levels of
adult basic education and English for speakers of other languages. The
facilitator will guide you as you develop your own MI-based lessons.
Upon completion of this course you will be able to:
Apply the theory of multiple intelligences (MI) to design learning
activities that match your learning objectives
Use varying methods of differentiated instruction (DI) that
address different skills and interests of your learners
Apply knowledge of your own MI profile to your classroom teaching
Produce and reflect on a lesson or unit using both MI and DI
Required Text: Viens, Julie and Silja Kallenbach. Multiple
Intelligences and Adult Literacy: A Sourcebook for Practitioners. (New
York: Teachers College Press, 2004. Copies of the required textbook can
be obtained from the publisher, Teachers College Press (TCP), the
publisher at http://store.tcpress.com/0807743461.shtml. The cost is
$28.95 per copy.
Course Format and Schedule: facilitated, online
During this eight-week course, you will engage in self-paced activities
and readings, as well as asynchronous discussions with the facilitators
and course participants. Three synchronous chats will be scheduled
during Lessons 2, 3, and 4.
Course Overview: Download at
Course Facilitator: Wendy Quiñones Estimated Completion Time: 40
Fee: $249.00 (negotiated group rates available) Registration: Complete
and return the registration form, which you can download at
http://professionalstudiesae.worlded.org/pdf/midi_reg.pdf. Payment must
be received prior to enrollment. Registration is limited to 20
participants. Cancellation policy: World Education reserves the right
to cancel the course if the minimum number of registrants is not met by
Sense: Teaching About Parts and Wholes (facilitated): July 12 to Aug.
19, facilitated by Mary Barbara Hanna
Teaching students how to estimate, do mental math, and use
calculators will help them to better understand how to use numbers.
This course focuses on how
to help adult students answer 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? This course examines how
students develop and apply number sense and provides lots of teaching
strategies and activities that
you can use right away. By the end of the course, you will be
help students choose the right computation tool (estimation,
mental math, calculator, paper and pencil) for a problem, compare and
contrast two ways to help
students understand fractions and their equivalents, design math
activities that use estimation, mental math, and reasonableness
Course Fee: $179
Group discounts available Call (888) 528-2224 ext. 221 or email
email@example.com for more information
Questions? Please e-mail firstname.lastname@example.org
access other ongoing self-paced online
courses (available at no cost) here: http://188.8.131.52/home/
talk about it: discussion
beginning Tuesday, May 31and continuing through June 6.
The topic is Transitioning Language Minority Adults to Work and
Training The guest facilitator is Heide Spruck Wrigley.
Millions of adults whose first or
native language is not English are seeking ways to improve their
English so they can find employment that can sustain a
family. For many, this means looking for programs that offer a
focus on English for work and finding training programs that integrate
with job-specific training. In this forum, we highlight models
for meeting these needs, and discuss approaches and instructional
practices that help adults who
are not yet proficient in English to access and succeed in
training and at work.
For a brief biography of the facilitator, a more detailed
discussion description including the focus for each day’s discussion,
and a link to a reading related to
the discussion, go to http://lincs.ed.gov/lincs/discussions/englishlanguage/11transitioning
The discussion will be related to the discussion held last week,
May 16-20, on the workforce competitiveness list, How Do You Help
Access and Succeed in Post-secondary Education? A Conversation
with Practitioners in the Breaking Through Initiative. That discussion
focused on technical education
for low-skilled adults and adults for whom English is not their
The discussion that Dr. Wrigley will facilitate next week will be
on how to work with English language learners in language and literacy
classes to prepare
them to transition to jobs or technical education.
If you wish to pass this information on colleagues who are not
currently subscribed to the adult English language acquisition (ELA)
list, please direct them
to subscribe. (via Miriam Burt)
- and -
talk about it: guest discussion
scheduled for the LINCS Learning Disabilities Discussion List.
Learning Disabilities Discussion List and Community of Practice
Moderator – Rochelle Kenyon, Ed.D.
Opening Doors for Students with Dyslexia or Reading Disabilities
June 6-10, 2011
Guest Speaker, Susan Jones, M.Ed., Academic Development
Specialist, has been teaching and tutoring secondary students and
adults for over 25 years. She
has also completed extensive graduate level work in gifted
education, math education, and instructional technology.
She was trained in Orton-Gillingham
methods and was a language fundamentals teacher at The New
Community School in Richmond, Virginia, where she also learned
effective strategies and
scaffolding techniques to help students comprehend what they
read. She has written several articles for LDOnline and edited Dr.
Steven Chinn's Tools for
the Times Tables for American Audiences, stories and lesson plans
for the K-12 online reading curriculum, and has many of her teaching
resources at her
. She spends less time on that now that she is an Academic
Development Specialist at Parkland College, where she
has the delightfully challenging job of working with students,
faculty, and staff to use, discover and develop tools to enable
students to reach their learning
and career goals. She is still determined to find ways to
use technology to develop multisensory, interactive learning to build
numeracy and literacy skills.
Goals/Objectives for the Discussion
a) Identify affective and cognitive issues for college
students with suspected or diagnosed learning disabilities in meeting
the reading demands of their college programs.
b) Share information about needs and tools for
improving student decoding, accuracy, and spelling for college work –
including technological support and accommodations.
c) Share information about needs and tools for
improving student reading comprehension, including helping students
understand what those comprehension demands are as well as
technological supports and accommodations.
Material to be Covered During the Discussion
Day 1 – Monday, June 6,- Introduction, Definition of Terms,
Affect and Attitude
Compensations that only work sometimes: only using words
you can spell, or extensively using text straight from a reading
because then the grammar and spelling will be correct
Day 2 – Tuesday, June 7 - Decoding, Accuracy, Spelling
Teach or accommodate – advantages and disadvantages of each, Tools for
teaching and tools for accommodating
Day 3 – Wednesday, June 8 - Comprehension at Word and Phrase Level
a) Vocabulary – quantity and quality
1. Medical Terminology and the like –
strategies for visualizing and organizing terms
2. Literary’ vocabulary and other
abstractions; how to bridge from concrete to abstract
b) Phrasing – helping students break
sentences into phrases (to help with ‘flow’ and to identify where they
are understanding and where things are breaking down.
Day 4 – Thursday, June 9 - Comprehension at Sentence and
a) How to get students to look for the meaning instead of
“what do I have to copy so the teacher says it’s okay?”
b) Main idea vs. details
c) Making connections, inferences, and other “bizarre”
things that teachers expect.
Day 5 – Friday, June 10 Strategies, Tools, and
Techniques, Final Thoughts
Questions to consider:
1. How can we get students access to effective instruction – if
that’s appropriate - and how can we convince them to do it?
2. How can we help college students better understand what is
expected from them, and understand the tools and services available to
3. What are the tools and services we can provide college
students to make reading less of an obstacle?
4. What are the comprehension issues LD students face
(other than the typical “oops, this is more
abstract/unfamiliar/time-consuming than I’m accustomed to” issues?
5. How can we teach students those issues (including
ferreting out main ideas vs. details, understanding metaphors and other
non-literal ideas, and generally making the printed words convey
Case Studies and Recommended Interventions for Case Studies
Suggested Pre- and Post-Readings
http://www.lynchburg.edu/x2416.xml -- these are some standard
suggestions; will they work with students with LD?
-- how can these be adapted to older students?
Announcing the EFF
Online Mini-course Teaching Listening
and Speaking Strategies in Adult ESL being offered in June 27 –
July 12th 2011
– other summer EFF Online Course are also available
EFF online courses provide participants one-on-one attention from
a content-expert facilitator, and are designed to be completed on your
in 8-10 hours over just 2 weeks. Cost - $189 per person/course -
Course completion certificate and CEU credit available. Specifics of
this ESL offering follow:
Teaching Listening and Speaking Strategies in Adult ESL
Course Dates (facilitated): June 27 – July 12,
Registration Deadline: June 10th, 2011 Course
Facilitator: Andy Nash
Course Description :
Designed for Instructors, this mini-course explores direct
instruction methods that support adult English language learners'
understanding and use of language
strategies to listen and speak more effectively. By the end of
the course, you will be able to:
~ Support students’ awareness of strategies (or ~ Support
students’ strategy awareness)
~ Identify and teach a range of listening & speaking
~ Help students choose and apply strategies appropriate to
their purposes for speaking or listening
~ Begin strategy instruction with low level learners
Other EFF online mini- courses available this summer:
Dare to Compare: An Introduction to Proportional Reasoning
July 5 - 19th Registration Deadline: June 17th
Building Reading Fluency with Adult Developing Readers August 1 -
15th Registration Deadline: July 22,
Vocabulary - Teaching Word Meanings
August 15 - 29th, 2011; Registration Deadline: August 5th, 2011
For more information on these courses see the Course
Descriptions or contact us via email@example.com
$189/person for each Summer 2011 online course - check/money
order/purchase order only.
Group invoicing available. Registrants will be invoiced at time
of e-mail confirmation, payment (or proof of payment processing)
must be received before course start.
Information on Course Assignments and Completion information:
Please review our Course Technical Requirements before
For questions about these or other EFF services please contact
us: firstname.lastname@example.org or visit our web site at http://eff.cls.utk.edu/
Preparing for Work: The EFF Work
Readiness Course - Professional Development for Instructors in
Adult Education and Workforce Development
The University of Tennessee Conference Center Knoxville, TN Find
more information and register online today at: http://www.cvent.com/d/ndqh4s
Training fee: $695 per person Participants will receive a copy of
the newly revised teacher’s guide and student manual and a master copy
materials on CD. Please contact Anna Bogle with questions
ELL-U is a free,
training and professional development community for adult ESOL
professionals. This Web site provides users with a
variety of learning activities and social networking
opportunities designed to create a community of professional practice
focused on improving ELL
instruction. ELL-U's first online course, Second Language
Acquisition: Myths, Beliefs and What the Research Shows, is available
The course consists of four sections that can be completed
independently. Each section will take about 20 minutes to complete and
provide opportunities for
extended learning activities. To register for the course, visit
the Online Courses page under the Academics section. Registered users
can access the course learning
page to chat with other participants and engage with the course's
author, Dr. Martha Bigelow, through ELL-U office hours.
The office hours will take place online and are an opportunity
for participants to ask questions.
Once you've completed the course, please complete the online
survey and check out additional ways to interact with the ELL-U
Mango Languages is
available free to RI residents at
www.askri.org. Mango Languages Get to know us a little better one
Discussion will include: 1. Language Learning Trends, 2.
The Mango Methodology, 3. Product Offerings, and 4. A Lesson in Action.
Space is limited. Reserve your seat now by clicking the
appropriate link below!
Tuesday, June 7, 2011, 2:00 PM - 3:00 PM EST, Register: https://www1.gotomeeting.com/register/429927144
After registering you will receive a confirmation email
containing information about joining the Webinar.
System Requirements PC-based attendees require: Windows®
2000, XP Home, XP Pro, 2003 Server, Vista
Macintosh®-based attendees require: Mac OS ®S X 10.4
(Tiger®) or newer
Materials still available: Numerous articles, magazines, publications
about the Southeast Asian population in RI and the US (dating back to
vintage publications on Cuban, Polish and Portuguese teens in the
American public schools…too much to list here. Also, research and
handouts on L2
Acquisition, elementary/secondary literacy, dialogue journals,
etc. Archival condition. Free to individual, museum, library,
Stored and labeled in folders. Contact Karen Karten at 941-2017
the way we teach math to adults – Kate Nonesuch's manual for
basic math to adults, at
if you’re so inclined, follow Kate on twitter at http://twitter.com/KateNonesuch
about it: the Times in plain English http://www.thetimesinplainenglish.com/wp
persistence - online, from Ronna Magy, email@example.com:
I'm attaching a link to a paper I wrote recently on learner goal
setting and learner persistence which will I hope will contribute to
In the paper you'll find several suggestions for classroom
strategies for learner persistence and learner goal setting which can
be used at the beginning of the
term and throughout the school year. http://futureenglishforresults.com/materials/Author%20Articles/RMagy_Monograph.pdf
Work documented by Barbara Piccirilli Alsabek and Nancy Fritz –
read and learn:
(note: the URL to Nancy and Barbara’s article might not be working just
now – we have a message in
to check on it. The persistence site, however, is live and
full of very useful resource.
Audio webcast: THE FREEDOM RIDERS AND LESSONS FOR TODAY
with The Rev. Dr. James Lawson who helped coordinate the Sitdown strike
1960, Freedom Rides in 1961, and the Meredith March in 1966.
While working as a pastor at the Centenary Methodist Church in Memphis,
he invited Dr.
King to Memphis & played a major role in the sanitation
workers strike of 1968. Dr. King called Lawson - the leading theorist
and strategist of nonviolence
in the world. - and -
Diane Nash, a member of the Student Nonviolent Coordinating
Committee (SNCC) who participated in the sitdown strikes in
Nashville and rode the
freedom buses into Alabama and Mississippi where she endured mob
violence & imprisonment. Later, she was hired by the Southern
Conference (SCLC) & was a major organizer for the 1963
Fifty years after the freedom rides, on this anniversary Building
Bridges looks back at & learns anew how the freedom riders
organized and mobilized to dramatically
alter the very functioning of the state and what we can emulate
today in the face of increasing repression by undemocratic forces who
seek to unravel fifty
years of gains ushered in by the freedom riders. To download or
listen to this 28 minute program, go to
- from the weekly bulletin of The Centre for the Study of
Education and Work. CSEW brings together educators from university,
union, and community
settings to understand and enrich the often-undervalued informal
and formal learning of working people. We develop research and teaching
programs at the
Ontario Institute for Studies in Education (UofT) that strengthen
feminist, anti-racist, labour movement, and working-class perspectives
on learning and work.
For more information about CSEW, visit: http://www.csew.ca.
opportunities - large and less large
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
and work opportunity for Providence residents:
The Providence Green Pathways
orientation schedule for the month of June is complete with a new
site!. Posted below - dates and locations for the June
June 6th, Nickerson House, 135 Delaine St, 10am
June 8th, Manton Heights, 31 Solomon St, 10am
June 13th, DaVinci Center, 470 Charles St, 10am
June 15th, SWAP, 500 Broad St, 10am The Swap location is in the
community room of the newer building, across from the Friendship Cafe.
This location is new to us and in a great location, directly on a
are seeking your help to find excellent candidates for this new
and exciting training program – one of the few that provides
opportunity to lower-literacy Providence residents!
If you have a candidate for the program, please call Ashley Rice
The Providence Green Pathways program (PGP) is an initiative of the
City of Providence in collaboration with Apeiron Institute,
Amos House, CCRI, Genesis Center, the Providence Housing
Authority, and the Providence/Cranston Workforce Investment Board. PGP
will provide 16 weeks of contextualized literacy training and hands on
skills-development to prepare low literacy Providence residents for
jobs in the emerging green industry sector. It includes the following
A 4 week “on-ramp” with:
four levels of literacy/skills instruction, including one focused on
40 hours of Hazwoper certification training, job readiness, and career
12 weeks in either energy efficiency or deconstruction training, which
20 hours a week of transitional jobs training (hands-on work for which
participants receive a weekly stipend) and 20 hours of classroom/skills
work, including lead and asbestos certifications, continued literacy
development, and skill development in construction, communications,
warehouse management, and other related skills
Job placement assistance through the Workforce Investment Board in jobs
including weatherization worker, green construction laborer, green
product marketing, warehouse or logistics worker.
Retention support for 6 months
Supplemental supports including an emergency services fund.
Residents from the following target neighborhoods: Downtown,
Elmwood, Federal Hill, Hartford, Manton, Mount Pleasant, Olneyville,
Silver Lake, Smith
Hill, South Providence, Valley, Wanskuck, and West End
Unemployed or with gross income below 200% of poverty (about
$3600/month for a family of four)
Literacy levels for native English speakers from 5th-10th grade;
literacy level of at least 5th grade for non-native English speakers.
Residents with legal status to reside in the United States
Life readiness to take 40 hour/week training for 16 weeks
Able to lift 50 pounds and be on their feet for many hours
Interest in green jobs and in construction
Jobs for Change "seeks to
spark a nationwide movement toward careers in the nonprofit,
government, and social enterprise sectors" – online at
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 firstname.lastname@example.org
The list needs to be updated so that it
can function more usefully for teachers and programs hoping to
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
by the numbers: Spotlight on
Poverty & Opportunity Webinar: The Common Good Forecaster
June 3, 12:30 – 1:30 pm | Register http://org2.democracyinaction.org/o/5728/p/salsa/event/common/public/?event_KEY=41713
The Common Good Forecaster is an online tool created by the
American Human Development Project and United Way that ties new Census
education's impact -- state-by-state and county-by-county -- on
health, civic engagement, crime, and other issues. At a time when
national, state and
local education budgets are under threat, this fact-based tool
enables stakeholders to understand the concrete benefits of investments
in education in areas
that go well beyond better jobs and bigger paychecks.
Please join CLASP-managed Spotlight on Poverty and Opportunity
http://www.spotlightonpoverty.org/ for this webinar that will discuss
this powerful tool and ways it can impact your work.
and not unrelated: (via David Rosen)
A paper, The Return on
Investment (ROI) From Adult Education and Training, released by
the McGraw-Hill Research Foundation says that funding adult basic
education programs is critical to the nation's economic recovery.
A press release about the paper appears at:
To download the paper: http://bit.ly/iL9wrB
The Ontario Adult Literacy
Curriculum Framework, now available, includes a competency-based
curriculum framework and related assessment and learning
material resources that help adult learners transition to their
goals of work, further education and training, or independence. It
provides practitioners with
guidance and support to make closer connections between literacy
programming and the skills, knowledge, and behaviours learners need to
reach their chosen goals.
Council for Advancement of Adult Literacy (CAAL):
Certifying Adult education
students: A survey of state director of adult education certificate
programs in use
This 16-page Information Brief reports on the use of
certification systems, as reported by state education directors, to
validate student attainment in adult
education and workforce skills programs. The survey was
administered and analyzed by CAAL Senior Advisor Garrett Murphy from
June to November 2010.
It provides a partial snapshot of usage at a fixed point in time
and was intended to help identify issues for CAAL to examine in a
future invitational Roundtable
on the topic. CAAL's work in this area is funded by the
AT&T Foundation the Dollar General Corporation, the Joyce
Foundation, and The McGraw-Hill Companies.
Work after prison: One-year findings
from the transitional jobs reentry demonstration is the first major
evaluation of the multi-year "Transitional
Jobs Reentry Demonstration" project funded by the Joyce
Foundation. MDRC is the lead evaluator in a team that includes
Institute and the University of Michigan. The project focuses on
programs that provide temporary subsidized jobs, support services, and
placement help. The project's purpose is to test
transitional jobs as a promising approach to regular paid employment
for ex-offenders and other disadvantaged groups.
The 278-page report describes how the program was
implemented--with more than 1,800 men assigned to it in four cities
(Chicago, Detroit, Milwaukee, and
St. Paul). It also looks at results in terms of employment
and recidivism in the first year following entrance into the program.
A key general finding is that transitional jobs, as currently
designed and operated, do not sufficiently help people get or retain
permanent jobs, nor do they
have an impact on recidivism. Only about one-third of the
participants was employed in the formal labor market at the end of a
year. However, it is seen as
a positive indicator that about 85 percent of the men assigned to
the program actually worked in an income-subsidized transitional job,
eagerness to work. And the evaluators are inclined to think
that subsidized transitional employment programs could be effective if
they were strengthened
with components that provide basic and workplace skills
instruction and if better job- and post-placement services were built
The project will be followed up for one more year with further
results after which another report will be issued.
full repoirt: http://www.mdrc.org/publications/570/full.pdf
This report is also available as a 14-page executive summary: http://www.mdrc.org/publications/570/execsum.pdf
Opening Doors to Student Success
A Synthesis of Findings from an Evaluation at Six Community Colleges
- Susan Scrivener and Erin Coghlan http://www.mdrc.org/publications/585/overview.html
Khan Academy - have you seen
proficiency of adults learning English – resources from CAL http://www.cal.org/adultspeak/
Department of Education Office of Vocational and Adult Education’s
(OVAE) Division of Adult Education and Literacy has a new quarterly
newsletter - Adult Career
Pathways (ACP) News is a part of the department’s effort to provide
technical assistance resources that will revolutionize the
quantity and quality of available career pathways instructional
programming for low-skilled adults. Browse headlines available in this
issue below, and
view the whole article and newsletter online:
Resources from the Field ACP News will be devoted to highlighting
resources of value to local practitioners.
This first issue features recently published resources that have
been recommended by the Technical Working Group (TWG) members. U.S.
Labor and Education Partner on Career Pathways Technical
The Career Pathways Technical Assistance Initiative is directed
at strengthening career pathway systems for low-skilled adults and
Knowledge is Power - ProvPlan Invites You
to Take a Closer Look at Census 2010
form the National Coalition for Advocacy:
fact sheets from the national Coalition for Literacy: http://www.ncladvocacy.org/ffadult.html
ESL to Adults
- Approaches in Action MaryAnn Florez and Betsy Parrish, ESL
A SERIES OF 8 TRAINING VIDEOS View online for free or purchase
DVDs at minimal cost
In spring 2010, the New American Horizons Foundation, with the
help of ESL training specialists MaryAnn Florez and Betsy Parrish,
produced its first two
teacher training videos, set in real classrooms led by expert
teachers using evidence-based practices. They were titled Lesson
Planning for Life Skills and
Building Literacy with Adult Emergent Readers. Six more videos
are now available, and you can view online for free and/or own the
complete set of eight
videos on three DVDs at a minimal cost ($5.00 for materials per
DVD plus shipping). The new titles are: Growing Vocabulary with
Working with a Multi-level Class, Developing Listening Skills
with High-intermediate Learners, Teaching Grammar in Real-life
Writing Skills at the Intermediate Level and Developing Reading
Skills for Intermediate/Advanced Learners http://www.newamericanhorizons.org
The New American Horizons Foundation is a non-profit organization
dedicated to making adult ESL courses more widely available and
Its current priority is to develop high-quality teacher training
resources for adult ESL.
know? a listing of research and
evaluation projects, and other initiatives funded through OVAE: http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/englit.html
The proceedings for
the 2009 LESLLA
(Low Educated Second
Language and Literacy Acquisition) Symposium in Banff, Alberta, Canada
Thanks to Theresa Wall
and colleagues at Bow Valley College for putting them together.
Reflect 13 - special report on employability;
teaching composition and using poetry; classroom-based research as
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
in developing the literacy, language and numeracy skills of
clients with learning difficulties and disabilities.
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
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/
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
Maine's adult education conference, June 21-23, Colby College,
Waterville, ME; registration due by June 14.
for information, please see links at
Annual Pedagogy and Theatre
of the Oppressed (PTO) Conference
July 20th through 23rd, 2011 Francis W. Parker School, Chicago,
Illinois Conference Theme: We Are Each Other's Harvest
learn more: http://www.ptoweb.org
LESLLA 2011 registration now open
Low Educated Second Language and Literacy Acquisition (LESLLA)
for Adults is an international forum of researchers who share an
interest in research
into the development of second language skills by adult
immigrants and refugees with little or no schooling in the home
country, low levels of literacy in the
native language, and limited proficiency in the language of the
LESLLA'ss goal is to share empirical research and information
that will guide further studies on second language acquisition for the
population with limited formal education. This research, in turn,
is meant to influence educational policy development in all those
immigrants settle and are likely to need educational support.
call for proposals: The Board of The
Connecticut Teachers of English to Speakers of Other Languages
(ConnTESOL) invites you to join colleagues and friends
at our 41st Annual Conference on November 5th, Mashantucket
Pequot Museum and Research Center Ledyard, CT.
Our conference is a forum for exchanging information to help our
students acquire English language proficiency. We welcome
presentations from teachers,
program administrators, materials and curriculum developers,
facilitators, and any others who are involved with immigrant, refugee
or foreign student
populations. Please share your expertise! Deadline for application is JUNE 1st, 2011.
Our theme is Keeping Language in Mind.
contact email@example.com for an application; completed
applications should be sent by email: firstname.lastname@example.org
or by snail mail: ConnTESOL, PO Box 304, Norwich, CT
Selected presenters will be notified by email no later than
August 1st, 2011.
VALUEUSA's 7th National Adult Learner
Leadership Institute October 9 - 11, 2011, in
Featuring Danny Glover as guest speaker. more information -
VALUEUSA is a national, non-proﬁt organization dedicated to
strengthening adult literacy programs in the United States
through learner involvement and leadership. VALUEUSA is governed
and operated by current and former adult learners.
VALUEUSA is the only national organization run by students of
HOSTED BY VALUEUSA in partnership with the California State
Call for proposals: US Conference on Adult
Literacy: New Challenges, Powerful Solutions November
2-5, Houston, Texas
The adult literacy and basic education field today faces enormous
challenges related to funnding, changing public policy, and a push for
more evaluation and
outcome measures—all while experiencing an
unprecedented increase in demand for services in a down economy.
With 25 national partners, the US Conference on Adult Literacy
will explore what these challenges mean for instructors and tutors,
managers, policymakers, and adult learners, with a focus on how
to promote innovation and build collaborations among community-based
workforce training, social service, and education
programs and providers to expand and improve services. USCAL will also
provide innovative and
exciting professional development opportunities
on core skills for the adult literacy and basic education professional.
By working together, organizations
across multiple sectors can build a
stronger adult literacy and basic education field. Specifically, the
conference planning team is looking for workshop
proposals focused on
one or more of the following:
Creating successful collaborations and community linkages to
improve community-based adult literacy and basic education programs,
between workforce development, health, library, financial,
corrections and citizenship service sectors.
Improving instruction in adult literacy, basic education, or
English language learning programs.
Recognizing literacy as a human right and demonstrating the
between literacy, social justice, and social change. Supporting
literacy for social
change in a global context. Promoting adult learner
leadership and governance in programs, workplaces, and communities and
in adult learner advocacy
efforts at the local, state and federal
levels. Leading and managing adult literacy and basic education
programs in tough economic times, with a focus on
enhancing the skills
of senior program managers, board chairs, and executive directors.
Using technology and digital literacy to enhance learning.
Transitioning adult learners to new learning environments, the
workplace, and post-secondary education, while promoting career
The deadline for
proposals has been extended to June 3. All proposals
must be submitted online by June 3, 2011.
Proposal selection will begin
Call for Presenter Online Application Form http://www.proliteracy.org/NetCommunity/Page.aspx?pid=953
If you have questions, please contact the conference team at
email@example.com or contact Jane Greiner, professional
at 315-422-9121 ext. 283
The National College Transition
Network at World Education invites you to submit a proposal for
its fifth annual national conference on Effective
Transitions in Adult Education to be held on November 14 - 15,
2011 in Providence (Warwick), RI. The conference is geared towards
adult and postsecondary
educators and administrators. The proposal submission deadline is
June 10, 2011.
Please visit http://collegetransition.org/conferences.national2011.callforpresenters.html
for the submission guidelines and to access the proposal form.
Do feel free to contact us if you have any questions.
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.