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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) 863-2839 144 Bignall Street Warwick, RI 02888 8 December, 2011
Bulletin
#393 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). Also, see the RIAEPDC's website and calendar at : http://www.riaepdc.org/Pages/default.aspx 
Janet Isserlis
NOTICES -
– in
addition to events listed here, a recently updated list of events
(including workforce development workshops, new practitioner ESOL practitioner learning community will meet on December 14th at 3 pm at the Genesis Center, 720 Potters Avnue, Providence. Please join - our focus will be on teaching writing to beginning level learners. Please join us Website for the Rhode Island Adult Education Community. Connect with us and let us know how you like it! http://riaec.com/default.aspx Newport Skills Alliance is hosting a Hospitality Recruitment Community Info Session: Monday, December 12th, 9am-11am, Florence Gray Center - to learn more, contact Liz Lombard, Project Director Newport Skills Alliance Office: 401.848.6697 ext. 205 elombard@ebcap.org Interested in Chinese culture? Take in two special Year of China presentations on Sunday, November 27th from 2 to 4 pm at the Providence Public Library (downtown), Barnard Room (3rd floor). At 2:00 pm, Albert Ianotti of the Falun Dafa Association of RI will talk about the Shen Yun Performing Arts organization. Learn about Chinese culture and tradition through this presentation. Al will review the origins of Chinese culture and the impact of Taoism, Buddhism and Confucianism on the culture and history of China, and will give a brief overview of Shen Yun, touring the world with a spectacular show celebrating Chinese culture through dance and music combining classical Chinese and western instruments into a unique performance. Shen Yun comes to PPAC on January 19. At 2:30 pm, photographer and traveler Richard Ferland will bring his award winning-images, vast experience and knowledge of current-day China to those contemplating a trip to China - in the near or distant future. Through startlingly beautiful photos and a well-designed program, the audience will learn about the current cultural climate and how to get the most out of an adventure to China. need something? have something? try looking through the Nonprofit Resource Exchange sponsored by the Initiative for Nonprofit Excellence at The Rhode Island Foundation. This online list is for nonprofits that have something to share and those that are looking for a shared resource. We’ve created some resource categories and definitions, but it’s up to you to be creative around what you have and what you need. http://www.rifoundation.org/CommunityInitiatives/InitiativeforNonprofitExcellence/ToolsforNonprofits/TheExchange/tabid/891/Default.aspx call for writing: Women’s Perspectives #7: Women and Communication will feature original writings by adult literacy/basic education students. Writings are accepted from ALL adult literacy learners. Student writers are encouraged to think and share your ideas on this theme. DEADLINE for Submissions December 22, 2011 • What does it mean to communicate? • How do we communicate? • What is technology? • How does technology affect our communication? • Do you have access to various types of technology? What supports do you need? How do you learn how to use them? How do you actually use them? • How does technology help you to communicate in a way you feel satisfied? What limitations do you think there are or have you experienced with it? What is the downside of using technology to communicate? • How does technology affect our family structures and communications with extended family? • Does faster technology make for better communication? • How do we communicate through storytelling? • How do we tell or communicate our family stories? • How does writing our memoirs communicate our life stories to others? What memoirs have meant the most to you? • What are some challenges to communication, and how do you overcome them? Download Full Packet (http://files.e2ma.net/30194/assets/docs/wp7call4writings-packet.pdf) Download Pre-Writing Activities (in Word) (http://files.e2ma.net/30194/assets/docs/pre-writing_activities.doc) Download Student Contribution Form (in Word) (http://files.e2ma.net/30194/assets/docs/form-only.doc) See Past Issues (http://www.litwomen.org/perspectives/index.html) This publication is supported by donations to the Student Scholarship Fund in Memory of Elizabeth Morrish. Donations cover: Cost of printed issue Cash awards for writers whose writing receives recognition as "Honors" or "Honorable Mention" Travel awards to the Student Writing Celebration held in conjunction with the WE LEARN Conference (http://www.litwomen.org/conference.html) resources for those wishing to learn about occupy wall street: http://www.facebook.com/groups/teachOWS/ TRANSITION TO COLLEGE - A Division of Rhode Island Regional Adult Learning Next Weekend Program begins in October. If college is your goal, call today to enroll in a free program to prepare for the transition to college. TTC is a natural segue for GED, EDP, and Advanced ESL students to prepare for continuing education at the college level. TTC free College Reading (ENGL 0850) at CCRI in Providence; Student Success Workshops, Career Exploration Workshops, Mentoring, Academic Writing, Basic Math and Pre-algebra classes, Computer lab and tutoring, Academic Advising, Student Support Services, College Application and Financial Aid preparation. Info Session Dec. 3 at10:00 am, 175 Main Street Pawtucket Phone 722-9800 Email or call 722-9800 to register for the Information Session.mariecrecca-romero@riral.org Please allow 2 -3 hours for assessment. Please do not bring children Tool for adult education referrals in Rhode Island - An interactive referral website for adult education services in RI: http://groups.google.com/group/rhodeislandreferrals. Find profiles of adult education agencies, post class openings or request help with a student referral. Please update your agency's profile information, and if your agency is not listed, contact Karisa Tashjian at ktashjian@yahoo.com to have your agency added to the list. This site is open to all agencies who provide services (educational, social service, etc.) for adult education students in the state. You only need a Google account to access and post information. If you need help setting up an account, please contact KarisaTashjian or Bernice Morris at BerniceM@pha-providence.com. resources from MN that may be helpful for teachers working with low-literate English language learners - the Study Circle Guide For Teachers of Low-literacy Adult ESL Students: http://www.atlasabe.org/professional/adult-esl The last issue of the E-News (#19, August 15) is online at http://www.caalusa.org/enews.html. Readers who wish to be on CAAL's direct E-News mailing list may sign up by contacting bheitner@caalusa.org OVAE Connection 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 ovaenewsletter@ed.gov or online http://www.edgov/about/offices/list/ovae/index.html Canada's National Adult Literacy Database (NALD) Feature of the month | October 2011 NALD is an online repository containing everything you need to support a workplace education program. Its resources include program models, learning and research materials, news about what is happening in the field, event listings, contact information and helpful websites. Feature of the Month puts the spotlight on a document, an organization, a program or a website. NALD is pleased to highlight, for the month of October, new Web-based tools that have been designed to increase the capacity of the literacy and essential skills fields to address the impact of violence on learning. http://www.nald.ca/feature, http://www.learningandviolence.net/changing.htm from the Center for Study of Education and Work at OISE in Toronto:: http://www.csew.ca. PHOTOVOICE MANUALS IN COMMUNITY-BASED RESEARCH Based on lessons learned over a decade of Canadian community-based research, Prairie Women's Health Centre of Excellence is offering its step by step PhotoVoice guide to teach others how to bring together small groups of women to capture their stories. See previous exhibits: http://www.pwhce.ca/program_poverty_photovoice.htm After training from a professional photographer, women use a disposable camera to take pictures that represent their experiences of living in poverty, and the policies and programs they would like tochange or keep. The women meet to share their pictures and talk about what the photos mean to them. Their powerful images can be showcased in public showings, to broaden awareness of the realities of living in poverty and stimulate action for just social and economic policies to improve women's lives. Order your PhotoVoice Manual for $12 using the online form at http://www.pwhce.ca/publications_order.htm, or phone (204) 982-6630. learning opportunities Improving Adult Literacy Instruction: Options for Practice and Research Study Circle Discussions November 28-December 9, http://lincs.ed.gov/lincs/discussions/professionaldevelopment/11circle The Professional Development List is hosting chapter study circle discussions on the report titled Improving Adult Literacy Instruction: Options for Practice and Research, published by the National Research Council of The National Academies. Through group discussion, we will delve more deeply into the research, link it to related work, reflect on the findings, explore whether or how it fits with our experiences as teachers, learners, or staff developers, and share implications for future practice. Chapter 4: Principles of Learning for Instructional Design (pgs. 4-1 to 4-24) November 28-December 2 Guest Facilitator: Stephanie Moran, Program Coordinator, Durango Adult Education Center, Colorado Chapter 5: Motivation, Engagement, and Persistence (pgs. 5-1 to 5-33) December 5-9 Guest Facilitator: Andrea Nash, Professional Development Specialist, World Education, Massachusetts To participate/subscribe: http://lincs.ed.gov/mailman/listinfo/professionaldevelopment To Prepare: Obtain a free pre-publication copy of the report, Improving Adult Literacy Instruction: Options for Practice and Research, and begin reading either or both chapters now: a) Visit the National Academies Press publication webpage (http://www.nap.edu/catalog.php?record_id=13242) . b) Click on “Download Free PDF” c) It will prompt you to log in or to continue as a guest. Proceed as you wish by following the prompts. courses on line: Integrating Career Awareness into the ABE and ESOL Classroom January 25–March 7 The purpose of this course is to prepare instructors and counselors to implement the Integrating Career Awareness into the ABE & ESOL Classroom (ICA) Curriculum Guide within the context of your situation. The hands-on activities will increase your level of comfort and familiarity with the curriculum guide and the related topics. Full Course Description: http://professionalstudiesae.worlded.org/pdf/ICAOverJan12.pdf Required Text: Integrating Career Awareness into the ABE & ESOL Classroom (ICA) Curriculum Guide by Martha Oesch and Carol Bower. To order the CD or download the PDF, go to the National College Transition Network website: http://www.collegetransition.org/publications.icacurriculum.html Course Instructor: Martha Oesch Estimated Completion Time: 24 hours/6 weeks Course Fee: $249.00 Registration: http://professionalstudiesae.worlded.org/index.html#ica Helping Students Stay: Exploring Program and Classroom Persistence Strategies February 21–April 9 When we focus on helping students stay in programs, we address all the ingredients of program quality and effective instruction. Student persistence is, in fact, an indicator of program strength. In this six-week course, we’ll use the six core “drivers” of persistence, identified in the New England Learner Persistence Project, to organize and review a wide range of successful persistence strategies, and to prioritize the ones that might have the most impact in our own programs. Full Course Description: http://professionalstudiesae.worlded.org/pdf/LPOvFeb12.pdf Course Instructor: Andy Nash Estimated Completion Time: 24 hours/6 weeks Course Fee: $249.00 Registration: http://professionalstudiesae.worlded.org/index.html#helpstay Principles of Diagnostic Assessment and Teaching in Adult Reading Instruction March 19–May 7 This six-week course has three parts. The first part consists of readings, discussion boards, and self-quizzes on the components of reading and diagnostic assessment. The second and third parts use the case study approach to give participants the opportunity to practice scoring and interpreting adult learners' assessments in reading. Full Course Description: http://professionalstudiesae.worlded.org/pdf/CaseStudyOvMar12.pdf Estimated Completion Time: 18 hours/6 weeks Course Fee: $249.00 Registration: http://professionalstudiesae.worlded.org/index.html#diagnostic Introduction to College Transition Math February 27–April 23 Through the readings and activities in this course, you will reflect on your own and your students’ math backgrounds, examine and experience the college placement test your students take, try out math activities and exercises you can use in your classrooms, and explore the math knowledge and skills you will want to present to your own college transition students. Full Course Description: http://professionalstudiesae.worlded.org/pdf/CTMathOvFeb12.pdf Required Text: Unlatching the Gate: Helping Adult Students Learn Mathematics by Katherine Safford-Ramus (Bloomington, IN: Xlibris Corporation, 2008), ISBN 978-1-4363-5120-1. Allow at least two weeks for delivery.Bottom of Form Course Instructor: Pat Fina Estimated Completion Time: 24 hours/6 weeks Course Fee: $249.00 Registration: http://professionalstudiesae.worlded.org/index.html#ctmath College Readiness for Adults: Beyond Academic Preparation! February 9–March 28 The overall objective of this course is to assist educators, counselors, administrators and postsecondary partners to better prepare their students for postsecondary education. Together, we will identify, organize, and reflect on the broad array of readiness skills and abilities that adults need to be successful in postsecondary education and training. Then, each of us will consider how to change our practice to incorporate what we have learned. Full Course Description: http://professionalstudiesae.worlded.org/pdf/CTReadiOvFeb12.pdf Course Instructor: Johnna Herrick-Phelps Estimated Completion Time: 24 hours/7 weeks Course Fee: $249.00 Registration: http://professionalstudiesae.worlded.org/index.html#ctreadi Differentiated Instruction March 13–May 7, with 3 synchronous chats scheduled during Lessons 2, 3, and 4. Adult educators almost always face many different levels of learners in their classrooms, with all the attendant difficulties in teaching. In this facilitated, interactive course, you will learn how differentiated instruction can help produce effective teaching in your classes. You will learn to make the strong learning objectives required to keep multilevel instruction on target. Both research and specific strategies will be addressed. By the course end, you will produce your own lesson plan with effective learning objectives and differentiation suited to your own environment. Full Course Description: http://professionalstudiesae.worlded.org/pdf/DIOverMar12.pdf Required Text: How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, by Carol Ann Tomlinson (Alexandria, VA: Association for Supervision and Curriculum Development (ASCD), 2001), Course Instructor: Wendy Quiñones Estimated Completion Time: 30 hours/6 weeks Course Fee: $249.00 Registration: http://professionalstudiesae.worlded.org/index.html#di Course registration is open for the 2011-12 offerings of Teaching Adult Numeracy online professional development courses from http://www.professionalstudiesae.org. Courses are offered at $179; group rates available. Number Sense: Teaching About Parts and Wholes January 9 to February 20, 2012 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? You’ll design math activities that are permeated with estimation, mental math, and reasonableness strategies. Registration link: http://www.newreaderspress.com/Items.aspx?hierId=6503 Course instructor: Jean Stephens Geometry: Teaching About Shapes and Their Measures February 13 to March 26, 2012 Adult basic education students need foundational geometry and measurement skills not only to succeed in GED math, but also in the workplace. In this course, you will explore key topics in geometry, such as area, perimeter, and volume, and their importance in everyday life. You’ll look at numerous instructional activities for teaching about angles, spatial relationships, similarity, and figure transformations on a coordinate graph system. Registration link: http://www.newreaderspress.com/Items.aspx?hierId=6511 Course instructor: Barbara Goodridge Data: Helping Students Interpret Statistical Representations March 19 to April 30, 2012 Data, or numerical information, can be described, represented, analyzed, and interpreted in various ways for various purposes. This course looks at some common uses (and misuses) of data. Learn about the measures of central tendency statistics, graphs, and probability. Through the course readings, activities, and discussions, you’ll review basic concepts and explore strategies for introducing and teaching these concepts to your adult students. Course instructor: TBD Registration link: Watch http://www.newreaderspress.com/Items.aspx?hierId=6500 Algebra: Introducing Algebraic Reasoning April 23 to June 4, 2012 Research suggests that math topics, including algebra, should be taught at all levels, not just when a student is ready for GED preparation. In this course, you’ll learn how to introduce algebraic reasoning to your students, and you’ll experiment with strategies for teaching numeric patterns, relationships, and functions based on real-life situations. You’ll also explore strategies to help students model quantitative relationships using graphs, tables, words, and equations. Registration link: http://www.newreaderspress.com/Items.aspx?hierId=6515 Course instructor: Barbara Goodridge Questions? prodev@proliteracy.org; ProfessionalStudiesAE.org is a partnership of World Education, Inc., and ProLiteracy/New Readers Press. Visit http://www.professionalstudiesae.org for a complete listing of available courses. brief, interesting article: The relative benefits found for students with and without learning disabilities taking a first-year university preparation course - Maureen J. Reed, Deborah J. Kennett, Tanya Lewis, and Eunice Lund-Lucas Active Learning in Higher Education 2011;12 133-142 http://alh.sagepub.com/cgi/content/abstract/12/2/133 via Donna Brian, moderator,Workforce Competitiveness Discussion List. (note; if you have problems accessing the full text, please contact lrri@brown.edu) read all about it: the Times in plain English http://www.thetimesinplainenglish.com/wp about persistence - online, from Ronna Magy, ronnawrite@sbcglobal.net: Dear Colleagues, 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 our discussion. 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: http://www.nelrc.org/persist/instruction_evid_h.html 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/ 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 janet_isserlis@brown.edu 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 materials available: Healthy Roads Media has posted Spanish versions of diabetes topics. These free materials are in both video (web-video and downloadable iPod video) and handout formats, and can be accessed at http://www.healthyroadsmedia.org/topics/diabetes.htm. There is also a new video format that can be used in closed-circuit television and/or video on demand systems (CCTV/VOD). This is part of a pilot program to explore ways to develop and disseminate health education materials in ways that help ensure health information access to diverse populations in many different settings. In addition to CCTV/VOD use, these new videos can be loaded onto tablets/laptops, used to help meet electronic health records meaningful use patient education requirements, and run on intranets. Currently there are about 60 videos available that are free or low cost (to help cover the expenses). However, there are over 400 video previews posted so that potential users can get a sense of these new materials. So far, only English videos are included but if feedback indicates that this is a useful strategy other languages will be made available. As usual, there are written handouts available to accompany each video. More information about new effort is available at www.healthyroadsmedia.org/videos.htm Comments and suggestions appreciated! - Mary Alice Gillispie, M.D. resource available: The Life Skills, College and Career Readiness Guide for ESOL Learners, developed by the Massachusetts Dept. of Adult and Secondary Education, the System for Adult Basic Education Support, and several Mass practitioners, with technical assistance from the Center for Applied Linguistics. The Guide provides teachers with sample activities to use in their classrooms to help ESOL students develop the skills and knowledge they need to achieve their "next steps" employment, academic, or life skills goals. This resource is NOT a list of skills, of which there are many examples, but a resource that translates those skills into interesting classroom activities. The Guide is actually three guides, one each for Basic (SPLs 0-3), Intermediate (SPLs 4-5), and Advanced (SPL 6) ESOL learners. The Guide developers felt strongly that even Basic Level ESOL students can practice next steps skills in the classroom. While this resource was especially designed for ESOL learners, the activities can be easily adapted for ABE and Transitions students as well. The Guide is available in PDF but also in Rich Text Format, so that teachers can isolate particular activities, add new ones, or amend those that are provided. The RFT version also allows teachers to tailor listed activities for whole classes, groups of students working together, or an individual student. http://www.sabes.org/curriculum/esol/caela-guide-2011.pdf http://www.sabes.org/curriculum/esol/caela-guide-2011.rtf If any teachers are willing to take on the task of adapting this resource more specifically for ABE learners, please contact Carey Reid at creid@worlded.org. online: from Esther Prins. Associate Professor and Co-Director Goodling Institute for Research in Family Literacy The Center for Rural Pennsylvania has released the final report for our study, GED Preparation through Distance Learning in Rural Pennsylvania. http://www.rural.palegislature.us/GED_DL_2011.pdf The fact sheet is appropriate for distribution to policy makers, funders, and program administrators, while the brochure presents highlights of the study. These items will soon be posted on the ISAL/Goodling Institute website. We hope you'll find these resources to be useful, 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. http://www.tcu.gov.on.ca/eng/eopg/oalcf/index.html http://www.tcu.gov.on.ca/eng/eopg/publications/OALCF_Curriculum_Framework_Mar_11.pdf talk about it: The Workforce Competitiveness discussion list has a discussion scheduled next week titled Courses to Employment: Community College-Nonprofit Partnership Approaches to Serving Low-Income Adults with staff from the Aspen Institute Workforce Strategies Initiative (AspenWSI) as our guests! Please invite colleagues who would be interested in this discussion to join our list by going to http://lincs.ed.gov/mailman/listinfo/workforce . From 2008 through 2011, the AspenWSI conducted Courses to Employment, a demonstration project designed to explore the role that community college-nonprofit partnerships can play in providing the unique supports and services low-income adults need to succeed in a college program, and eventually attach to and succeed in the labor market. Courses to Employment investigated six partnerships, studying the challenges adult learners face in community college, strategies and services different partnerships employ to address these challenges, roles and responsibilities of partners, program funding and costs, role of industry partners, and student outcomes. In addition to our guests from AspenWSI, workforce development professionals representing the Courses to Employment partnerships will add their experiences from this demonstration project. For resources to check-out ahead of the conversation: http://www.aspeninstitute.org/video/road-success-stories-courses-employment-project Putting Adult Learners on the Road to Success, a short film from WSI illustrating the importance of community college-nonprofit partnerships, is now available. The 19-minute film features participants from two Courses to Employment partnerships (Training Futures/Northern Virginia Community College and Capital Idea/Austin Community College), who are working to help low-income adults achieve greater success in higher education and the workforce. Students comment on the assistance they received in charting a career path as well as the supports offered in navigating the college system and juggling school, work and family. Discussion is included on the importance of engaging local leaders in building these partnerships that can result in higher skills and better jobs for their residents. http://aspenwsi.org/publicationdetailsdb.asp?pid=35 Update Issue 4: Sector Initiatives and Community Colleges: Working Together to Provide Education for Low-Wage Working Adults This publication examines how some community colleges and sector initiatives are innovating and collaborating to benefit businesses seeking skilled workers, and low-income adults seeking education that leads to higher-wage employment. April 2007. Click here to download as a pdf or order a copy on-line. http://aspenwsi.org/Publications/11-005.pdf?pid=35 Courses To Employment Update (Number 2) The Price of Persistence: How Nonprofit Community College Partnerships Manage and Blend Diverse Funding Streams This report describes how nonprofit - community college partnerships, participating in the Courses to Employment (CTE) demonstration project, leverage multiple funding streams to address the barriers of low-income, adult learners to help them persist and complete their educations in community college, and to ultimately succeed in the labor market. Click here to download as a pdf. 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 the Urban Institute and the University of Michigan. The project focuses on programs that provide temporary subsidized jobs, support services, and job 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, reflecting genuine 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 in. 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 Khan Academy - have you seen this? http://www.khanacademy.org/ Developing oral proficiency of adults learning English – resources from CAL http://www.cal.org/adultspeak/ The U.S. 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. Departments of Labor and Education Partner on Career Pathways Technical Assistance Initiative The Career Pathways Technical Assistance Initiative is directed at strengthening career pathway systems for low-skilled adults and dislocated workers. Knowledge is Power - ProvPlan Invites You to Take a Closer Look at Census 2010 http://campaign.r20.constantcontact.com/render?llr=5qk7mzeab&v=001qwhULkbmHDtNFUfHfpFZNJtf-NJdp5pUGyVTleegoV6kfIc5JeElD7t4g5JZKkyXSoyHwvyoyRK7OdZn4ENkYrZ3YI25Zl-LoMSkkAyH5fLVliwVXED1y5bJZ_4c4Nkk11S_TQT-7ygS10SNI5leSg%3D%3D updates form the National Coalition for Advocacy: http://us1.campaign-archive2.com/?u=2d6768592c02f5717ce038fa8&id=d2dadf552b fact sheets from the national Coalition for Literacy: http://www.ncladvocacy.org/ffadult.html and http://national-coalition-literacy.org/advocacy/AdultEducationSupportsNationalPriorities.pdf Teaching ESL to Adults Classroom - Approaches in Action MaryAnn Florez and Betsy Parrish, ESL consultants 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 Beginning Learners, Working with a Multi-level Class, Developing Listening Skills with High-intermediate Learners, Teaching Grammar in Real-life Contexts, Cultivating 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 affordable. Its current priority is to develop high-quality teacher training resources for adult ESL. did you 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 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# Rhode Island Employment Disability E-News, newsletter from the Paul V. Sherlock Center on Disabilities, available at: http://www.ric.edu/sherlockcenter/onlinepublications.html Good geography refresher...and good mouse skill practice as well. http://jimspages.com/States.htm from Kate Northcott, Director, Student Literacy Corps Webster University line: 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/ 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 The National Center for Family Literacy (NCFL) is calling for proposals for concurrent presentations at the 21st National Conference on Family Literacy to be held in San Diego, California, March 25-27, 2012. Concurrent sessions are hour long sessions that focus on topics relating to literacy practices. NCFL welcomes proposals from program staff, partners, students and others interested in the field of literacy. Deadline for submission of proposals is September 30, 2011. To learn more about the conference, visit http://www.famlit.org/conference/ Submit your proposal at http://www.famlit.org/call-for-proposals/ MATSOL invites you to present at its 40th Anniversary Conference:Lessons from the Past, Innovations for the Future, May 3-4, 2012. As we look back on the history of ESOL education in Massachusetts since MATSOL's founding in 1972, we will reflect on the insights we have gained, and highlight the best new ideas and practices to bring us into the future. We hope that you will share your ideas, effective classroom practices and research with our colleagues and fellow MATSOL members in the field of ELL/ESOL education. The conference will take place in Framingham, MA. Both days will include presentations for K-12 and adult, workplace and higher education, as well as general interest sessions; deadline for proposals is December 1. http://www.matsol.org. 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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