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| The Rhode Island Adult Education Professional
Development
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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 17 February, 2012 Bulletin #398
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 Call for proposals for the tenth annual Rhode Island Adult Education Conference, May 24th, at Rhode Island College. proposals are due on February 20th. The call for proposals is available online as a word document at http://swearercenter.brown.edu/Literacy_Resources/callspring2012.doc what people with disabilities can do: Able & Willing -an untapped pool of talent: vignettes about people with disabilities and businesses working together to create successful mentorships, internships and long term employment opportunities; online resources and clip of an informational video: http://www.ableandwilling.net/ ESOL practitioner learning community will meet on February 29 at 3 pm at the Genesis Center, 620 Potters Avenue, Providence. Our focus will be on technology – using technology as a resource, finding materials online, integrating technology into our practice. 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 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. The National College Transition Network is calling for contributions to the Aspirations Toolkit, a collection of promising practices that foster adult learners aspirations along their education and career pathway. We seek descriptions of effective counseling and instruction practices, lessons, activities that adult basic education practitioners use with learners at various class types (e.g. ESOL, pre-GED or GED) and skill levels to foster their aspirations, goals, and consideration or planning for next steps. The Aspirations Toolkit will be a resource for practitioners to make this important paradigm shift in promoting learner aspirations early and often in their instruction and counseling interactions. The toolkit will be flexibly organized around phases of programming: enrollment, ongoing instruction; ongoing counseling; and planning for next steps. In addition, the Aspirations Toolkit will inspire and illustrate how to embed the four areas of college and career readiness into all phases of programming. To learn more: http://collegetransition.org/about.currentprojects.aspirationstoolkit.html or to contribute a promising practice to the Aspirations Toolkit, go to http://collegetransition.org/about.currentprojects.AT.callforcontributions.html. The deadline for contributions is March 19. 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 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 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 Self-Efficacy Course offered by NELRC and the PDCenter- Limited time to sign up - newly developed blended course on Building Learner Self-Efficacy, to be offered by the New England Literacy Resources Council, and underwritten for a limited number of RI practitioners by the PDCenter. This should be a wonderful resource, especially for teachers and case managers, and will require a real commitment on the part of that practitioner, and support by the program;s director, to do so. contact the PDC for more information ELL-U is hosting a new study circle, SC12 Teaching Adult ELL Emergent Readers: Next Steps in Linking Research and Practice! This study circle will be conducted in three online sessions on February 16, March 1, and March 15, from 2:30-4:00 PM EST. Facilitated by ELL-U faculty member Patsy Vinogradov, SC12 builds on the concepts and information from ELL-U’s Online Course, OC02 Teaching Adults Who are Emergent Readers. Participants will focus on the creation of a personalized action plan that applies reading development research to classroom practice. To register for this study circle, you must be a member of the ELL-U network. Registration is free. Simply visit http://www.ell-u.org/member/register to get started. Once you are a registered ELL-U user, go to http://www.ell-u.org/academics/study_circles/ and click the Register Now button next to the SC12 description. Once you have signed up, you will be able to access learning activity materials and interact with other study circle participants. Availability is limited so please register early. If space is no longer available interested users will be added to an interest list and will be contacted if a spot opens up. Register only if you are able to attend all three sessions. Study circle participants are expected to read and comply with study circle expectations, available for download on the Study Circle page. To register for the prerequisite OC02 Teaching Adults Who are Emergent Readers online course, select Online Courses from the Academics drop-down menu, and click the Register Now button adjacent to the OC02 course description to get started. ELL-U is an innovative and interactive free professional development network for ESOL practitioners. Through a combination of face-to-face events, online learning activities, and collaborative social networking, ELL-U offers registered users 24-hour access to professional learning opportunities and resources. ELL-U is supported by the U.S. Department of Education, Office of Vocational and Adult Education. courses on line: 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 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. 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. Building on Foundations for Success: Guidelines for Improving Adult Mathematics Instruction, Final Report http://lincs.ed.gov/publications/pdf/AdultNumeracyReportFinal2011.pdf Recognizing the paucity of research on adult numeracy instruction, the US Department of Education, Office of Vocational and Adult Education (OVAE) initiated the Strengthening America’s Competitiveness Through Adult Math Instruction project through a contract with MPR Associates, Inc. and its partners, the Center for Literacy Studies at the University of Tennessee, Rutgers University, and TERC. This project sought to determine what to teach in adult numeracy instruction, how to teach it, and how to teach teachers to teach it. These questions form the basis for this report. To begin this work, OVAE proposed to examine the Foundations for Success report to determine if any of its findings or recommendations could apply to mathematics instruction for adults. Analysis of the NMAP report recommendations determined that 18 of the 45 recommendations were relevant to adult mathematics instruction. These recommendations and the guidelines derived from them fall into three broad areas: mathematics content, instructional strategies, and teacher preparation. There are guidelines related to each area, and the report includes a discussion of the guidelines in each area, including relevant research. Designed to be a blueprint for future work by policymakers, administrators, and researchers in the field of adult education, these guidelines outline the mathematics content adults need to know, strategies for teaching adults this content, and the preparation of adult education instructors who teach mathematics. Additional research, however, is needed for a better understanding of how mathematics instruction can best be provided for different populations of adults pursuing diverse goals. More information about the relationships among teacher characteristics and preparation, instructional strategies, and student outcomes would be useful, as would an assessment of the effectiveness of current in-service professional development programs. - Cynthia Zafft, czafft@worlded.org Kaye Beall, kbeall@worlded.org Region 1 Co-Directors, LINCS Regional Professional Development Centers a project of World Education changes: The GED® Testing Service has released The Assessment Guide for Educators, describing the new assessment launching in 2014. The Guide is designed to help the adult education community begin to incorporate this new direction in their preparation programs; it’s a comprehensive and definitive source about the new GED® test—providing an overview of the assessment, the assessment targets for each content area, description of cognitive levels, and item types—just to name a few topics covered by the Guide. To make it easier to digest the material, the Guide will be released in three installments—the first installment is available immediately at http://www.GEDtestingservice.com/assessment. You need to register to download the first and each subsequent chapter. You will also be invited to attend one of the four one-hour webinars focused on the first installment's content. Chapters 2 and 3 will be released on February 28 and March 13 respectively and will also have webinars to overview the content and, most importantly, to provide a forum for getting answers to any questions you may have. Additional resources will be available on the Web and you will have plenty of opportunities to hear more and engage with the GED® Testing Service at key national and local conferences this spring and summer. From the Harvard Family Research Project (developed by the Office of Head Start with the assistance of the National Center on Parent, Family, and Community Engagement for the Office of Head Start.): Parent, Family, and Community Engagement Framework: Promoting Family Engagement and School Readiness from Prenatal to Age 8 This tool is for early childhood education and care providers seeking to build effective engagement strategies. To download a copy, go to: http://tinyurl.com/7c7g4ew - via Sylvia Cobos Lieshoff, Ph.D., NATIONALFAMILYLITERACY-L@lists.psu.edu Healthy Roads Media has new free patient education resources, including English, Russian and Spanish versions of What is Medicaid? and What is Medicare? available as a web-video and handout. http://www.healthyroadsmedia.org/topics/personalhealth.htm These videos are also available in a format for use on tablets, CCTV/VOD systems, etc. - http://www.healthyroadsmedia.org/videos 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 Migration Policy Institute’s National Center on Immigrant Integration Policy has announced that the application period for the 2012 E Pluribus Unum Prizes is open. This prize program provides three $50,000 prizes and one Corporate Leadership Award annually to exceptionally successful immigrant integration initiatives. The program rewards and publicizes outstanding efforts that help immigrants and their children join the mainstream of U.S. society or that bring immigrants and native-born Americans together to build stronger, more cohesive communities. Individuals, nonprofit and community organizations, businesses, religious groups, and government entities, agencies or officials operating in the United States are eligible to apply. The deadline to apply is March 15, at 5 p.m. EDT. Application rules and procedures can found at http://www.integrationawards.org/ . Background information, selection criteria and instructions may be found at this PDF Questions about the E Pluribus Unum Prizes should be sent to awardsinfo@migrationpolicy.org . - 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. ESL/EFL Teacher for Summer English Program.Wheaton College, Norton, MA Teach ESL classes to international high school and middle school age students participating in short-term summer group programs. Hours: 9 a.m. -12 p.m., Monday – Friday 15 hours per week. QUALIFICATIONS: Experienced teacher with a Bachelors’ Degree or Masters Degree (preferred.) in TESOL Previous ESL classroom teaching experience focused on student-centered learning. Cultural sensitivity and ability to work with multi-ethnic groups a must WAGE: $20-$25 per hour July 16- August 3, 2012 (3 weeks-approx. dates) - Must be available for July training workshop IN PERSON INTERVIEW REQUIRED: contact: Send resume and COVER LETTER describing your experience and interest to Jill Ostrowski, Associate Director at the Center for Global Education. Resumes without cover letters will not be considered. Email: ostrowski_jill@wheatoncollege.edu. **In the subject line, please indicate: “ESL Teacher Position”. The Commission on Adult Basic Education (COABE) has an Employment Opportunities Bulletin Board at http://www.coabe.org/html/employmentbulletinboard.html 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/
working hard for the money: RI DLT on the job training opportunities: online / resources available The Goodling Institute for Research in Family Literacy has published a new research brief, Educational and Mothering Discourses and Learner Goals: Mexican Immigrant Women Enacting Agency in a Family Literacy Program, by Blaire Willson Toso. The summary and link are included below. Educational and Mothering Discourses and Learner Goals: Mexican Immigrant Women Enacting Agency in a Family Literacy Program http://www.ed.psu.edu/educ/goodling-institute/research/research%20brief%20-8%20%28final%29.pdf Key Findings Family literacy programs promote certain ideas about literacy and parenting. This study examined how Mexican immigrant women in a family literacy program used mainstream ideas, or discourses, of mothering and parent involvement in education to pursue their own personal and academic goals. The findings revealed that women were at times faced with the dilemma of choosing between Mexican ideas about mothering and those embedded in the family literacy program. However, they also used family literacy discourses to justify their educational pursuits, gain power and prestige in their nuclear and extended families, work toward more equitable gender relationships in the home, set goals, expand their identity, and participate in mainstream society. Furthermore, participation in family literacy classes helped to support their children’s academic success. Lastly, participants combined U.S. and Mexican discourses to reflect their ideas of good mothering and demonstrate their mothering abilities. Key Implications This study suggests that practitioners should identify how societal norms concerning mothering and literacy shape family literacy programming, teaching, and their understandings of learners. This study helps identify how learners use these discourses to expand their identities, take advantage of new opportunities, and achieve goals. These immigrant mothers actively used academic and social knowledge (tacit knowledge constructed through community and personal experiences) to make decisions or set goals, indicating that program and learner goals need to be aligned. These findings can assist curriculum developers and teachers to align class content to learner goals and identify benefits and conflicts for learners in achieving stated program goals. Viewing adult learners as having to interact in a variety of settings (e.g., school, home, public institutions, workplace) can help practitioners determine what tools learners use or need to negotiate educational opportunities and societal expectations. Chiefly, this means including learners in decision making about curricula and other programmatic matters. Furthermore, explicitly teaching and discussing social norms could enable learners to make more informed decisions about how they interact in their new U.S. communities and to understand how mainstream U.S. discourses might conflict with their own cultural discourses. Classroom discussions on these topics may clarify apparent contradictions such as learners wanting to advance their education to support their children, but missing classes to stay home with their husband. from our colleague Kate Nonesuch in British Columbia: My free online book Family Math Fun! has been on the list of the Top 20 downloads at http://www.nald.ca/ every month since it first came out in 2009, but last month it fell off the list. Before it goes away quietly, I'd like to make sure that every person it was written for has a chance to see it. Do you know someone who works in a school or in a daycare or pre-school program? (Teachers, secretaries, principals, home-school co-ordinators, PAC members, and so on. Parents, too.) I'm writing to people I know to ask you to pass this link on to everyone you know who works with kids. http://www.nald.ca/library/learning/familymath/cover.htm Family Math Fun! A manual for educators and parents who want to promote math thinking in kids of all ages. Things to do in the kitchen and on a walk, rhymes, games, and things to make, all to promote math thinking and learning. Math for the whole person: spirit, heart, body and mind are all connected in the activities in this book. When these are in balance, math becomes part of our whole lives, not a beast or a barrier. Patterns, recipes, and hand-outs all included (109 pages). Funded by the Office of Literacy and Essential Skills, HRSDC. Download it free at http://www.nald.ca/library/learning/familymath/cover.htm Kate Nonesuch Victoria, BC Special Issue #24 of the CAAL E-News announces the formation of the Campaign to Invest in America's Workforce (CIAW). CAAL is one of 35 founding organizational members. For details, go to http://www.caalusa.org/enews.html. National adult education organizations wishubg to take part in CIAW meetings or consider becoming a member can contact Rachel Gragg at rachelg@nationalskillscoalition.org. If you wish to subscribe to the CAAL E-News, please send your email address and name to bheitner@caalusa.org. The Paul V. Sherlock Center announces its recently revised Guide to Accessing Employment Supports from the RI Division of Developmental Disabilities. This free, 1-page, easy to read flow chart and resource list is a great way to introduce professionals and families with children with developmental disabilities to available employment resources. For your convenience, active resource web-links are included in the on-line PDF version of the Guide. ORDER FREE Hard Copies of the Guide to Accessing Employment Supports from RIDDD by January 30 & receive FREE Shipping: ORDER ONLINE: http://sherlockcenter.publication-order-form.sgizmo.com/s3/ or call 456-8072. Free PDF download: http://www.ric.edu/sherlockcenter/publications/DDEmploymentSupports.pdf To view other resources available visit http://www.sherlockcenter.org - Publications Resources of interest Getting the Most From Employment Services http://www.ric.edu/sherlockcenter/publications/employmentguide.pdf Transition Folder: http://www.ric.edu/sherlockcenter/publications/TranFolder.pdf http://www.ric.edu/sherlockcenter/publications/DDEmploymentSupports.pdf Healthy Roads Media has several new free patient education resources. There is a Spanish version of Fetal Alcohol Syndrome available as a web-video and handout and a Russian version of Chest X-Ray available as a web-video and handout. http://www.healthyroadsmedia.org/full_materials.htm. Additionally, numerous Multiple Use Videos are available at http://www.healthyroadsmedia.org/videos 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 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. 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 Join The Poverty Institute at their annual State Budget Rhode Map Conference, where leading experts will speak about how to improve the economic vitality of Rhode Island and its residents. Thursday, February 16, 8:30 am – 12:30 pm, Rhodes on the Pawtuxet, $35 per person. Register at http://www.budgetconference2012.eventbrite.com WE LEARN (Net)Working Gathering & Conference Women in Literacy: Access Technology, Build Connections, Create Networks March 9-10, 2012 University of Rhode Island Downtown Campus, Paff Auditorium Providence, RI The conference is open to adult basic education learners, teachers, tutors, college/grad students, administrators, researchers, social community activists. ...anyone interested in women's basic literacy and learning and connections to technology. Sponsored by WE LEARN (welearnwomen.org) Women Expanding Literacy Education Action Resource Network Program Overview http://welearnwomen.org/index.phpoption=com_content&view=article&id=116&Itemid=230 Daily Schedule / Workshops preview Registration http://welearnwomen.org/index.php?option=com_content&view=article&id=80&Itemid=178#reg-trav Pre-registration deadline is March 2, The conference also features... Women's Perspectives Student Writing Celebration http://welearnwomen.org/index.php?option=com_content&view=article&id=90&Itemid=191 Friday, March 9 5:00 - 7:00 pm Roots Café 276 Westminster Ave. Providence - Published student writers will read their work published in Issue #7, Women & Communication. Special guest appearance: Voices of Hope a Rhode Island Women's Community Chorus, Singing for Inspiration This event is open to the public. Donations requested. Special registration discounts to the conference are available to WE LEARN members. Please join us! (http://welearnwomen.org/index.php?option=com_content&view=article&id=78&Itemid=116) Connecticut's Adult Education conference will be held March 28-30 in Mystic. We are hoping to expand and have presenters and attendees from around the region. Conference information as well as the Call for Presenters are available at: http://caace.net/Content/2012_CAACE_Conference.asp MATSOL 40th Anniversary Conference Lessons from the Past, Innovations for the Future Early registration rates end January 15. http://www.matsol.org Thursday & Friday, May 3-4 Pre-Conference Institutes: Wednesday, May 2 Co-teaching and Collaborative School Practices for English Language Learners, Maria Dove and Andrea Honigsfeld, Instructors RTI in Practice: Linguistically and Culturally Responsive Intervention for English Learners, Dr. Catherine Collier, Instructor The Conference features workshops for educators in adult education, community college and higher education programs, including: Talk is priceless: Building students’ skills for powerful academic conversations - Jeff Zwiers, Stanford University On Repetition in Language Learning and Teaching - Diane Larsen-Freeman, University of Michigan Adult ESOL in Greater Boston An overview of Adult ESOL services in Greater Boston from the 2011 Boston Foundation Report Breaking the Language Barrier presented by Navjeet Sing, Commonwealth Corporation, and a briefing on current state initiatives from Anne Serino, ABE State Director. Followed by breakout sessions for community college, adult education and higher education educators. Challenges of Working with Postsecondary Multilingual Students with Learning Disabilities - Patricia Mytkowicz, Curry College Digital Storytelling for English Language Learners - Tom Daccord, EdTechTeacher Immigrants Raising Children: Undocumented Parents and Their Young Children's Development - Hirokazu Yoshikawa, Harvard University Knowing your Haitian students: Some Notes on History, Language and Education in Haiti- Michele DeGraff, MIT Registration with PO payment ends March 15. The Centre for Literacy in Montreal announces its summer institute 2012 Workplace, Literacy and Essential Skills Shaping a New Learning Culture June 27 - 29, 2012 – Montreal, Quebec Since 2009, our institutes have examined various issues on Workplace Literacy and Essential Skills (WLES). Recent research has raised questions about reasonable expectations of short-term interventions and about what outcomes we measure and how we measure them. Summer Institute 2012 will consolidate the learning from the last three years, examine several models of WLES that have been effective in specific contexts and ask how and why they worked, and why so few transfer well in other settings. International experts and invited guests include Alison Wolf, co-author of the Wolf Evans (2011) report, is an expert on the relationship between the education and labour market and is involved in policy debate in the UK and other countries. She will join the institute by video link from the UK. Steve Reder from Portland State University, will explore the possible implications of his Longitudinal Study of Adult Learning (LSAL) for WLES interventions. Juliet Merrifield brings with her more than 25 years experience in adult education as a researcher and practitioner. She has co-authored – Developing Adult Literacy Approaches to Planning, Implementing, and Delivering Literacy Initiatives. Jay Derrick, will bring perspectives from his 20 year experience in workplace LES in England and his work at the Institute of Education, University of London. David Gyarmati and Karen Myers from Social Research and Demonstration Corporation (SRDC) will share the baseline findings from the Measures of Success Project. Early bird registration ends on May 1. To register visit our website. Registration limit 100. http://www.centreforliteracy.qc.ca/ 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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