From kchaney at utk.edu  Mon Jan  3 11:39:14 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 03 Jan 2005 11:39:14 -0500
Subject: [NIFL-PLI] Call for Proposals - Quality Mathematics Instruction
Message-ID: <5.1.0.14.2.20050103113743.0159fec8@pop.utk.edu>

Adult Numeracy Network 11th Annual Meeting
April 9, 2005
Anaheim, CA

Call For Proposals:

Share your best instructional practices or research findings with this
group that is interested in promoting quality mathematics instruction to
adults. The Adult Numeracy Network is soliciting proposals for hour-long
presentations that will be offered during the Concurrent Sessions times.
Please submit a brief abstract describing your presentation and a short
bio of the presenter(s) by February 1, to:
Pam Meader, ANN President-Elect
151 Summit Street
Portland, Maine 04103
Email: Mdr151 at aol.com



From lterrill at cal.org  Tue Jan 11 15:05:27 2005
From: lterrill at cal.org (Lynda Terrill)
Date: Tue, 11 Jan 2005 15:05:27 -0500
Subject: [NIFL-PLI] Practitioner Toolkit
Message-ID: <300BEB3101730B459922DE1D3B4AED89014F82EE@hobbes2.cal.org>

Dear colleagues, 

Below is information about a new resource available online that may be
of interest to those work with adult English language learners.

Lynda Terrill
Research Associate
Center for Adult English Language Acquisition
Center for Applied Linguistics
4646 40th St, NW
Washington, DC 
lterrill at cal.org
tel 202-362-0700
fax 202-363-7204
http://www.cal.org/caela

************


	Practitioner Toolkit: Working with Adult English Language
Learners  
	
As the adult English language learner population continues to grow, many
adult literacy and family literacy programs in states with small ELL
populations or with rapidly expanding ELL populations may not be not
fully equipped to serve individuals and families learning English. This
is particularly true for many community-based and faith-based providers
in rural areas, as well as other small, locally funded programs. Many of
these providers may not have experienced staff trained to work with
adult English language learners, and they may also lack resources and
infrastructure. 

In response to this need, the Practitioner Toolkit: Working with Adult
English Language Learners was developed. This toolkit provides needed
support and resources to adult education and family literacy instructors
who are new to serving adults and families learning English. The toolkit
provides a variety of materials to help practitioners meet the language
and literacy development needs of the ELL students they serve. These
include responses to Frequently Asked Questions, a first-day orientation
guide, lesson plans, research-to-practice papers on English language and
literacy learning, and an annotated list of English and Spanish language
assessments in use. 

On the Center for Adult English Language Acquisition(CAELA) Web site,
the Index page at http://www.cal.org/caela/elltoolkit allows you to
select and download the entire document or to select and download topics
of interest as needed. 
	
The toolkit is made possible by a grant from the Office of Vocational
and Adult Education (OVAE)
http://www.ed.gov/about/offices/list/ovae/index.html?src=mr , U.S.
Department of Education, through DTI Associates, and is a collaborative
effort between the National Center for Family Literacy (NCFL)
http://www.famlit.org/ and the Center for Applied Linguistics (CAL)
http://www.cal.org.
 
	If you have comments or questions about the Practitioner
Toolkit, please contact Lynda Terrill at lterrill at cal.org. 
	



From kchaney at utk.edu  Mon Jan 17 22:52:48 2005
From: kchaney at utk.edu (Kim Chaney-Bay)
Date: Mon, 17 Jan 2005 22:52:48 -0500
Subject: [NIFL-PLI] Study Circle Guide
Message-ID: <5.1.0.14.0.20050117214137.00a4d4b0@pop.utk.edu>

Greetings fellow list subscribers.  I hope that your work has gotten off to 
a good and hopeful start in this new year.

I am wondering if any of you used the resource "How Are We Doing?": An 
Inquiry Guide for Adult Education Programs, which was published by the 
National Center for the Study of Adult Learning and Literacy (NCSALL) in 
2001.  In the introduction to "How Are We Doing?", the authors address 
three questions that instructors and program administrators ask: (1) What 
difference are we making? (2) How do we know? and (3) "How can we show it?"

This guide seems to be one possible way to explore a question about quality 
in adult basic and literacy education that was posted last month on the 
AAACE-NLA online discussion list.  The posting by Thomas Sticht included 
the heading "Can We Improve Quality in Adult Literacy Education If We Don't 
Know What Quality Is?". {To view the archives, go to 
http://lists.literacytent.org/pipermail/aaace-nla.}

For those who have used "How Are We Doing?": An Inquiry Guide for Adult 
Education Programs, please consider commenting about your experience. (I am 
also curious as to whether you agree that it addresses the issue about 
quality noted above.)

For those who are unfamiliar with "How Are We Doing?", you can find it at 
http://pli.cls.utk.edu/comp_models.htm (scroll down the page to find the 
actual title).

Thank you,
Kim






From jataylor at utk.edu  Wed Jan 19 14:11:03 2005
From: jataylor at utk.edu (jataylor)
Date: Wed, 19 Jan 2005 14:11:03 -0500
Subject: [NIFL-PLI] Job Announcement: Director of AE, State of Rhode Island
Message-ID: <41FBD66B@webmail.utk.edu>

FYI.  Jackie Taylor, List Moderator, NIFL-AALPD
---------------------------------
DIRECTOR OF ADULT EDUCATION

RHODE ISLAND DEPARTMENT OF EDUCATION

The Rhode Island Department of Education is creating a new Office of Adult 
Education to integrate the wide range of adult literacy and basic adult 
education programs statewide. We are seeking a Director to lead this statewide 
effort linking it to workforce, economic development and other educational 
initiatives.  The goal is to provide adult learners with access to educational 
and support services to achieve their educational and personal goals as 
workers, parents and family members, citizens and community members and 
lifelong learners.  Achieving these goals will require vision, innovation and 
the ability to achieve measurable standards of excellence.

Key responsibilities will include: policy and systems development, interagency 
collaboration, ensuring a continuum of education from beginning literacy 
through higher education and job training, program quality and accountability, 
program/staff development and support, and program operations and management.

Requirements:

* Five or more years of experience in policy analysis and development at the 
local, state or national level.
* Ten or more years of experience in leadership positions in adult education.
* Masters in Adult Education or related field is required; a Ph.D. is 
preferred.

 A substantially equivalent combination of education and experience will be 
considered.

Please contact:

Elaine Cronin
TRAVIS & COMPANY, a retained executive search firm
www.travisandco.com
(781)749-0898 Voice
ecronin at travisandco.com



From kchaney at utk.edu  Thu Jan 27 16:32:43 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 27 Jan 2005 16:32:43 -0500
Subject: [NIFL-PLI] VALUE Conference
Message-ID: <5.1.0.14.2.20050127162659.01601ec8@pop.utk.edu>

VALUE will hold its 4th biannual National Adult Learner Institute in 
Washington, DC on March 8 - 10, 2005.  In addition to leadership workshops 
and networking opportunities, attendees will learn from policy-makers 
themselves what impact the federal government has on adult learners and 
their programs.  Registration is due February 1.

For more information, you can visit the newly re-done VALUE web site:

http://www.valueusa.org





From djrosen at comcast.net  Sun Jan 30 19:06:17 2005
From: djrosen at comcast.net (David Rosen)
Date: Sun, 30 Jan 2005 19:06:17 -0500
Subject: [NIFL-PLI] Adult Literacy Education Wiki
Message-ID: <b66f3f77a28f3093ecdd4860a77f4107@comcast.net>

NIFL-PLI Colleagues,

  We would like to introduce you to the Adult Literacy Education Wiki.

  "Wiki-wiki," a Hawaiian word meanimg very, very quickly, refers in the 
online world to a web site where you can immediately and easily add to 
or change text.? The best-known application is the Wikipedia, a 
multilingual encyclopedia, created and modified daily by thousands of 
people across the world.

  We think a wiki can be a useful online environment for adult literacy 
practitioners, adult learner leaders, and researchers to have ongoing 
discussions in areas of mutual interest. The idea of having a wiki 
arose from planning the Meeting of the Minds research and practice 
conference held in Sacramento, California in December, 2004.

  The Adult Literacy Education(ALE) Wiki is not a replacement for 
electronic lists.? It is a complement to, and we hope an enhancement of 
them.? Because a wiki is an easily edited document environent, current 
or past electronic list discussions can be selectively copied to the 
wiki, continued at any time, and referenced (and linked) in future 
e-list discussions. For each wiki discussion topic a summary, glossary, 
and list of research and other references can be created.? We hope the 
ALE Wiki will become a handy electronic reference shelf of definitions 
and resources for discussions which take place on adult literacy 
e-lists, and where one could easily find research citations, full-text 
studies, threaded discussions which have taken place on listservs, and 
other materials which are all organized around specific research topic 
areas and questions.? It could also be an environment where researchers 
describe their completed and ongoing work, see how practitioners are 
reacting to or using their research, and see what questions and issues 
practitioners and adult learner leaders think are important to study.

  A wiki, by design, is a participatory environment.? We would like to 
invite you to work on the ALE wiki with us. (Our motto is "workers, not 
lurkers.") We are trying to organize this so that lots of people from 
the field are involved in adding/changing and editing text, but also so 
that in each of the areas there is a leader, a topic manager, to help 
keep things organized..?

  If you would like to visit the Adult Literacy Education Wiki, and we 
hope join in, you will find it at:

  ??? http://wiki.literacytent.org/index.php/Main_Page

  To set up a log-in account, so you can add to the ALE Wiki, go to:

  ??? http://wiki.literacytent.org/index.php/Special:Userlogin

  Please e-mail David (djrosen1 at comcast.net ) if you have technical 
questions.? We hope you will find the Adult Literacy Education Wiki as 
intriguing as we do, and that you will join other researchers and 
practitioners who have begun to experiment with it.

  David J. Rosen
  Jackie Taylor
  Marie Cora
  Marian Thacher
  Erik Jacobson



From kchaney at utk.edu  Thu Feb  3 16:00:39 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 03 Feb 2005 16:00:39 -0500
Subject: [NIFL-PLI] Resource added to special collection
Message-ID: <5.1.0.14.2.20050203155448.014b2b98@pop.utk.edu>

The following resource has been added to the LINCS "Program Leadership and 
Improvement Special Collection":

Leading from the Middle: The State Role in Adult Education and Literacy
Council for Advancement of Adult Literacy (CAAL). 2002.

This publication is a primer on the state role in adult education and 
literacy. It focuses on how well the states are performing their leadership 
functions, the extent of their current commitment, and what it will take to 
improve state leadership capacity and commitment in the future.

----------------------------------------------------------------------------------------------------------------------------------------------------------------

You may access this resource at http://pli.cls.utk.edu/background.htm

...or, go to the "Program Leadership and Improvement Special Collection" 
[http://pli.cls.utk.edu], then click the "Background, Perspectives, and 
Beliefs" link.



From kchaney at utk.edu  Thu Feb 17 10:14:32 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 17 Feb 2005 10:14:32 -0500
Subject: [NIFL-PLI] FW: Delaware DOE Position Announcement
Message-ID: <5.1.0.14.2.20050217101324.0167e340@pop.utk.edu>


>Please find below a job announcement that was forwarded the NIFL 
>Moderators list.
>
>----------------------------
>
>I would like to announce an important adult education state position in DE.
>We are looking for a person with adult education experience who understands
>systems and effective program delivery.
>
>Fran
>
>Dr. Fran Tracy-Mumford
>DE Director, Adult Education
>
>-------------------------------------------
>DE DEPARTMENT OF EDUCATION POSITION ANNOUNCEMENT
>
>Education Associate, Adult and Prison Education
>Starting Date of Employment:    On or about April 18, 2005
>Closing Date for Application:   March 11, 2005
>
>Description of Position:
>
>The Education Associate, Adult and Prison Education is a member of the Adult
>Education Work Group in the Adult Education and Workforce Development
>Branch. The Education Associate, Adult and Prison Education will be under
>the direct supervision of the Director for Adult Education.
>
>Major Responsibilities:
>
>         Responsible for providing technical assistance to adult education
>(i.e., basic skills, GED, vocational, special education, Groves High School)
>programs to create and maintain an integrated quality, educational delivery
>system, especially to instructional programs in correctional institutions.
>         Assist with data analysis from federal and state reports for
>continuous improvement.
>         Assist with the implementation of federal and state policies and
>procedures at the local program and institutional levels. Programs include
>but are not limited to WIA - Title II, Perkins/Vocational, and IDEA.
>         Work cooperatively with Department of Education educational staff in
>correctional institutions to implement adult education and special education
>programs.
>         Chair monitoring and evaluation teams.
>         Write grants for special projects in adult education and special
>education in correctional institutions.
>         Monitor the implementation of special education programs in the
>correctional institutions.
>         Identify staff needs and work in partnership with the ACE Network to
>provide professional development opportunities to educators of adult
>education and special education in correctional institutions.
>         Assist with the coordination of Even Start Family Literacy programs.
>
>         Assist with the implementation of English Literacy/Civics programs.
>         Prepare resource documents and annual reports for a comprehensive
>adult education program.
>         Perform other duties as assigned.
>
>Qualifications for Employment:
>
>Minimum qualifications include a Master's Degree in education, adult
>education, special education, correctional education, curriculum development
>or a related education field. Strong communication and direct experience in
>adult education and special education are preferred. The candidate must
>demonstrate in the interview process an understanding of educational equity
>and multicultural education. The successful candidate must meet Delaware's
>PRAXIS I test of basic skills in reading, writing and mathematics
>requirements. A criminal background check is required.
>
>Salary:
>
>Salary will be computed in accordance with the educational level and work
>experience of the individual selected and in accordance with the salary
>schedules for employees of the Department of Education. Direct deposit of
>payroll checks is a condition for state employment, and employees are paid
>on a lag pay schedule with the first payment made after approximately one
>month of employment.
>
>________________________________________
>Apply To: William S. Bowles, III
>Director, Human Resources and Quality Management Delaware Department of
>Education
>401 Federal Street, Suite #2
>Dover, Delaware 19901
>PHONE: (302) 739-4604
>FAX: (302) 739-4654
>EMAIL: wbowles at doe.k12.de.us
>
>_______________________________________________
>AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>http://lists.literacytent.org/mailman/listinfo/aaace-nla
>LiteracyTent: web hosting, news, community and goodies for literacy
>http://literacytent.org
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From kchaney at utk.edu  Mon Feb 21 16:50:43 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 21 Feb 2005 16:50:43 -0500
Subject: [NIFL-PLI] SCALE's Read. Write. Act. Conference - Call for
	Presenters
Message-ID: <5.1.0.14.2.20050221164936.014c6c50@pop.utk.edu>


>The following announcement came from Kathy Sikes with SCALE.


---------------------------------------------------------------------------------------------------------------------------


>CALL FOR PRESENTERS
>
>The Student Coalition for Action in Literacy Education requests
>workshop proposals for
>
>SCALE's Read. Write. Act. Conference
>October 27-29, 2005
>University of North Carolina at Chapel Hill
>
>
>Please join us for the *only* national conference created specifically
>for campus-based literacy programs, college student tutors, program
>coordinators, adult learners and community partners. We welcome you to
>submit a proposal that addresses one of our conference themes:
>
>Tutoring Strategies and Techniques
>Social Justice & Activism in Education
>Civic Engagement & Reflection; Service Learning
>Assessment & Evaluation
>Policy Issues
>Program Practice & Program Management (e.g. volunteer recruitment,
>tutor training, sustaining your program)
>Diversity
>Community Partnerships
>
>
>SCALE's annual Read. Write. Act. Conference is a unique national
>networking opportunity and learning event. It offers the chance for
>campus programs, tutors, coordinators, new readers, administrators and
>community partners to share information, develop new skills, reflect on
>experiences and generate ideas to build more effective campus-based
>literacy programs.
>
>Conference Participants will include:
>Representatives from adult, youth and ESL campus-based
>literacy programs; undergraduate and graduate student leaders, tutors, mentors
>and volunteers; service-learning faculty; community service
>staff and America Reads administrators; adult learners; community
>partners; AmeriCorps / VISTA volunteers.
>
>IF YOU ARE INTERESTED IN PRESENTING A WORKSHOP, PLEASE VISIT 
>www.readwriteact.org/conference.html TO SUBMIT A
>PROPOSAL.
>
>Deadline for submitting a proposal is June 30, 2005.
>
>
>--
>Kathy Sikes, Executive Director
>
>Student Coalition for Action in Literacy Education
>
>ph: 919.962.1542  fax: 919.962.6020
>
>
>
>
>
>--- You are currently subscribed to scale as: kchaney at utk.edu. To 
>unsubscribe send a blank email to leave-scale-766253V at listserv.unc.edu




From kchaney at utk.edu  Tue Feb 22 15:56:26 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 22 Feb 2005 15:56:26 -0500
Subject: [NIFL-PLI] New resource added to the special collection
Message-ID: <5.1.0.14.2.20050222154927.014c2bf8@pop.utk.edu>

The following resource has been added to the "LINCS Program Leadership and 
Improvement Special Collection":

A Community Action Guide to Teacher Quality
(Public Education Network, 2002)

- This guide is designed to help communities better understand teachers and 
teaching, as well as the community's role in achieving high-quality 
teaching. It is based on the experiences of eight local education funds - 
independent community-based advocacy organizations working to improve 
public schools and build citizen support for quality public education in 
low-income communities across the nation. *While written in K-12 context, 
the guide is easily adaptable to adult basic and literacy education.


To access this resource, visit the PLI Special Collection Web Site 
[http://pli.cls.utk.edu].  Go to the "Models for Program Improvement" - the 
resource is listed in the "NEW" section at the top of the page.



From kchaney at utk.edu  Thu Feb 24 12:18:25 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 24 Feb 2005 12:18:25 -0500
Subject: [NIFL-PLI] CAELA Capacity-Building Training and Technical Assistance
Message-ID: <5.1.0.14.2.20050224121440.01627090@pop.utk.edu>



>Please find below an announcment from the Center for Adult English 
>Language Acquisition (CAELA):
>
>

"Capacity-Building Training and Technical Assistance" Workshops

>Many states are experiencing a growing population of non-native English 
>speaking adults who want and need to improve their English language 
>proficiency. In September 2004, DAEL awarded a 36-month contract to the 
>Center for Applied Linguistics to establish a national Center for Adult 
>English Language Acquisition (CAELA), to assist states in meeting these 
>challenges. The purpose of CAELA is to build the capacity of states with 
>emerging English as a second language populations to provide systematic 
>training and effective, ongoing technical assistance to teachers and 
>administrators in adult English language acquisition programs. CAELA also 
>will provide and disseminate research-based resources and promising 
>practices at the national level for more effective adult English language 
>acquisition instruction.
>
>As part of its capacity-building effort, CAELA will conduct three two-day 
>regional training workshops for teams of ESL professionals from states 
>with emerging ESL populations. Each of the regional trainings will be 
>convened to create or build regional networks. The meetings will give 
>participants a chance to share ideas, research, and challenges as they 
>work on developing their individual state action plans. The following 
>regional groups will be assembled:
>    * Central: Washington, DC, April 18-19, 2005;
>    * West: Anaheim, CA, May 2-3, 2005; and
>    * South: Atlanta, GA, May 16-17, 2005.
>All travel (airfare and local transportation), hotel accommodations, and 
>food expenses, will be paid for by CAELA. Once the state teams have 
>finalized their plans, CAELA staff will draft a plan to provide 
>appropriate systematic and ongoing technical assistance to the state 
>teams. In July 2005, a schedule of CAELA s technical assistance activities 
>for the state teams will be prepared, including timelines and milestone 
>events for the contract year.
>
>For more information and for an application for your state to participate 
>in this capacity-building effort, please contact Miriam Burt, CAELA 
>Associate Director, by phone at 202-362-0700 or e-mail 
><<mailto:Miriam at cal.org>mailto:Miriam at cal.org>



From kchaney at utk.edu  Mon Mar  7 13:13:23 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 07 Mar 2005 13:13:23 -0500
Subject: [NIFL-PLI] [NIFL-ASSESSMENT] Guest Speaker: National Assessments of
 Adult Literacy
Message-ID: <5.1.0.14.2.20050307130650.014c9d10@pop.utk.edu>

Dear PLI Discussion List Subscribers:

>Please find below an announcement from Marie Cora, the Moderator of the 
>NIFL-Assessment Discussion List, regarding this week's guest speaker, who 
>will address the National Assessments of Adult Literacy.  Some of you 
>might be interested in the topic.

-- Kim
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------



>To subscribe to this Guest Discussion, go to:
>http://literacy.kent.edu/Midwest/assessment/
>and click on On-Line Discussion, either in the left toolbar or within
>the text, and follow the directions for subscribing.
>
>
>Hi folks,
>
>I'm pleased to announce that next week, we have the pleasure of hosting
>Mr. Mark Kutner, from the American Institutes of Research, Director of
>the National Assessments of Adult Literacy.  Please read on for more
>details.
>
>March 7 - 11
>
>Topic:  Exploring the National Assessments of Adult Literacy (NAAL)
>
>Guest:  Mark Kutner, Program Director, Workforce Research and Analysis,
>and Director of the NAAL, American Institutes of Research
>
>Mr. Kutner is interested in engaging with your questions and discussion
>on areas including:
>
>*       General Questions about the assessment and what literacy skills
>it measures
>*       Analysis and reporting plans and schedule
>*       Types of data and information that will be available
>*       Enhancements of the 2003 NAAL and improvements from the 1992
>NALS
>
>Recommended preparations for this discussion:
>The web address for the NAAL homepage is:
>http://nces.ed.gov/naal/
>
>The homepage has some good informational sections - I suggest you click
>on Frequently Asked Questions at the bottom of the left toolbar.  This
>section (FAQs)
>has areas of interest including how the assessment was developed, and
>state data and comparisons.
>
>Looking forward to seeing you all next week!
>
>Thanks,
>marie cora
>Moderator, NIFL Assessment Discussion List, and
>Coordinator/Developer LINCS Assessment Special Collection at
>http://literacy.kent.edu/Midwest/assessment/
>
>
>
>marie.cora at hotspurpartners.com
>
>
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From kchaney at utk.edu  Mon Mar  7 16:24:52 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 07 Mar 2005 16:24:52 -0500
Subject: [NIFL-PLI] February OVAE Review
Message-ID: <5.1.0.14.2.20050307161833.014ca568@pop.utk.edu>


>Following is the most recent edition of "The Review", put out monthly by 
>the Office for Vocational and Adult Education  (OVAE).  You may note the 
>section from Adult Education and Literacy, which features the STAR 
>Project.  The STAR Project incorporates state capacity-building activities 
>designed to support reading reform.


-- Kim

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

> >THE REVIEW
> >(Vocational and Technical Education; High Schools; Adult Education and
> >Literacy; and Community Colleges)
> >February 28, 2005
> >Susan K. Sclafani, Ph.D., Assistant Secretary
> >Office of Vocational and Adult Education (OVAE)
> >U.S. Department of Education
> >
> >The Review is a monthly update from the Office of the Assistant Secretary
> >at the Office of Vocational and Adult Education, U.S. Department of 
> Education.
> >
> >The full text of the OVAE Review can be viewed at
> ><<http://www.ed.gov/news/newsletters/ovaereview/orev022805.html>http://ww 
> w.ed.gov/news/newsletters/ovaereview/orev022805.html>
> >
> >
> >Angela Desrochers, Editor
> >
> >
> >SECONDARY, CAREER, AND TECHNICAL EDUCATION
> >
> >The 2005 National Education Summit on High Schools, held in Washington, DC
> >The 2005 National Education Summit on High Schools, sponsored by the
> >National Governors Association (NGA) and Achieve, Inc., in partnership
> >with the Business Roundtable, the James B. Hunt Institute, and the
> >Education Commission of the States, was held in Washington, DC, on
> >February 26 and 27.  During the high school summit and the NGA Annual
> >Winter Meeting that follows this week, the governors, lead by NGA Chairman
> >Virginia Gov. Mark Warner and NGA Vice Chairman Arkansas Gov. Mike
> >Huckabee, met with education and business leaders, the president,
> >administration officials, and congressional leaders.
> >
> >Full Story
> ><http://www.ed.gov/news/newsletters/ovaereview/orev022805.html#nes>http:/ 
> /www.ed.gov/news/newsletters/ovaereview/orev022805.html#nes
> >
> >
> >Meeting Announcement Reminder
> >As previously announced in the last issue of the OVAE Review, the OVAE
> >State Administration and Accountability Group (SAAG) will be hosting three
> >meetings to provide current legislative information and technical
> >assistance in such areas as financial management and data analysis for
> >state officials who administer Perkins grants.  The meetings will be held
> >in the spring and summer of 2005.  Please see the descriptions below for
> >the dates and topics of these meetings.
> >
> >Full Story
> ><http://www.ed.gov/news/newsletters/ovaereview/orev022805.html>http://www 
> .ed.gov/news/newsletters/ovaereview/orev022805.html#remind
> >
> >
> >ADULT EDUCATION AND LITERACY
> >
> >Assistant Secretary Susan Sclafani kicks off STAR Pilot
> >
> >Assistant Secretary Susan Sclafani welcomed 350 teachers and program
> >directors from six states participating in OVAE s Student Achievement in
> >Reading (STAR) project to a live webcast February 28.  Participating
> >states included California, Connecticut, Illinois, Maine, Ohio, and South
> >Dakota.  The two-day webcast kicked off a series of training sessions, as
> >OVAE rolled out its new reading toolkit to the participating states and
> >local pilot programs.  The webcast featured sessions led by reading
> >experts Mary Beth Curtis and John Strucker, focusing on the components of
> >reading instruction.   Capacity-building activities designed to support
> >reading reform were also included.
> >
> >Full Story
> ><http://www.ed.gov/news/newsletters/ovaereview/orev022805.html>http://www 
> .ed.gov/news/newsletters/ovaereview/orev022805.html#star
> >
> >
> >
> >COMMUNITY COLLEGES
> >
> >AACC/ACCT s National Legislative Summit in Washington, DC
> >
> >The American Association of Community Colleges and the Association of
> >Community College Trustees held their annual National Legislative Summit
> >in Washington, DC, on February 13-16.  The event, which drew over 1200
> >attendees, is held to influence public policy to benefit community
> >colleges and their students.
> >
> >On Tuesday morning, First Lady Laura Bush addressed the conference on the
> >Helping America s Youth initiative.  She talked about the importance of
> >helping at risk students, especially those coming from low-income
> >families, to realize that higher education doesn t have to be a dream, but
> >rather that it can be a reality.  She also went on to praise community
> >colleges for their role in expanding education access to all.  She said,
> >Community colleges have changed the paradigm of higher education in
> >America.  By making education accessible to all, you re building a nation
> >of learners.
> >
> >Full Story
> ><http://www.ed.gov/news/newsletters/ovaereview/orev022805.html>http://www 
> .ed.gov/news/newsletters/ovaereview/orev022805.html#aacc
> >
> >
> >OVAE to Release Major Study of Community College Students
> >
> >With larger high school graduating classes over the past decade, it is not
> >surprising that the proportion of community college students under the age
> >of 22 has increased from 32 to 42 percent.  The paths of this increasingly
> >important population to and through the community college are described
> >and analyzed in a new OVAE research monograph, Moving Into Town-and Moving
> >On: the Community College in the Lives of Traditional-age Students.
> >
> >Full Story
> ><http://www.ed.gov/news/newsletters/ovaereview/orev022805.html#study>http 
> ://www.ed.gov/news/newsletters/ovaereview/orev022805.html#study
> >
> >
> >
> >
> >
> >
> >
>
>_______________________________________________
>NIFL-WORKPLACE mailing list
>NIFL-WORKPLACE at literacy.nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/nifl-workplace




From jataylor at utk.edu  Fri Mar 18 13:16:57 2005
From: jataylor at utk.edu (jataylor)
Date: Fri, 18 Mar 2005 13:16:57 -0500
Subject: [NIFL-PLI] VALUE news release
Message-ID: <42480520@webmail.utk.edu>

Dear Colleagues,
Please share the VALUE news release with adult learners and teachers in your 
area.

Jackie Taylor, List Moderator, NIFL-AALPD
======================
News Release
March 16, 2005

Media Contact: Chip Ridgewood, (610) 876-7625 or office at valueusa.org

Adult Learners School Legislators on Adult Education

On March 9 and 10, adult learners from 25 states plus the District of Columbia 
and Guam met with Senators and Congresspersons to educate them about the 
life-changing importance of adult education. These meetings were part of the 
civics education portion of VALUE's Fourth Biannual National Adult Learner 
Leadership Institute, held March 8-10 in Washington, DC. In total, adult 
learners personally talked with 5 Senators and 6 Representatives. Adult 
learners talked with staff of of an additional 15 Senators and 21 
Congresspersons.
During one meeting, Rep. George Miller (D-CA-07), ranking minority member of 
the Committee on Education and the Workforce told his constituent and VALUE 
board member Faye Combs that he would sponsor a Dear Colleague letter to the 
House Appropriations Committee opposing a 66% cut in adult education fund-ing 
included in the Administration's 2006 budget request.

Marty Finsterbusch, VALUE's Executive Director said "This is what we did in 
just 48 hours. Imagine what adult learners from all 50 states can accomplish 
in a sustained effort to personally validate the impact of adult basic 
education on their lives and their families." Finsterbusch added, "This 
Leadership Institute makes it possible for adult learner leaders and their 
legislators to learn from each other in the very place were literacy policy is 
made. It's an unparalleled civics education experience."

More than one hundred adult learner leaders from twenty-five states and two 
dozen literacy program staff attended this Institute. Events included 
receptions on Capitol Hill for House and Senate members and a banquet at the 
Library of Congress, which was hosted by the Library's Center for the Book. 
Adult learner leaders also took part in civics education and leadership 
skill-building workshops.

During this Institute, VALUE presented two awards. Verizon was recognized for 
its long-standing corporate commitment to the field of adult basic education 
and literacy. Laura Calderon, an adult learner leader from the Glades Tri-City 
Family Education Program and the Palm Beach County Literacy Coalition in 
Delray Beach, Florida received the Susan Green Award. This award is given 
biannually to an adult learner leader who exemplifies Susan Green's qualities 
of seeing the best in other people and reaching out to help them pursue their 
own literacy leader objectives.

VALUE expressed its appreciation to the organizations that partnered with 
VALUE for this Leadership Institute. They include: D.C. LEARNs, Inc, 
Washington's city-wide literacy coalition; the D.C. Public Library's Adult 
Literacy Resource Center; the Southeast Professional Development Center in 
Lancaster-Lebanon, Pennsylvania; the National Adult Education Professional 
Development Consortium; and the American Library Association's Office of 
Outreach and Literacy Services.

VALUE, Inc. is a national nonprofit organization governed and operated by the 
alumni of adult basic education programs in the United States. Its mission is 
to strengthen adult education programs in the U.S. through learner involvement 
and leadership. VALUE is founded on the belief that input from current and 
former adult learners can help the literacy field improve recruitment, 
retention, curriculum reform, research, and resource development. For more 
information on the organization, visit www.valueusa.org.

It is a small world 
 During her senior year of high-school and freshman year 
of college, Amy Hille, a legislative assistant for Kentucky Congressperson Ben 
Chandler worked for Leadership Institute participant Phyllis Long in the Parks 
Department, unbeknownst to either of them until the House reception.
#     #     #



From kchaney at utk.edu  Mon Mar 21 13:49:36 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 21 Mar 2005 13:49:36 -0500
Subject: [NIFL-PLI] Guest speaker on Assessment List
Message-ID: <5.1.0.14.2.20050321134217.0163a4d0@pop.utk.edu>

Dear PLI Discussion List subscribers:

There is a Guest Speaker Discussion happening this week (March 21-25) on 
the Assessment Online Discussion List that some of you may be interested 
in.  The topic is "The NRS at the Local Level and Upcoming Changes to the 
NRS".  The guest speaker is Larry Condelli, Managing Director, Adult 
Education Group, American Institutes of Research.

You can access the list via the Program Leadership and Improvement Special 
Collection [http://pli.cls.utk.edu].  Select the "DISCUSSIONS" button at 
the top of the page - this will take you to the NIFL Discussions page, 
which gives you a couple of ways to access the Assessment Discussion List.

Best regards,
Kim



From kchaney at utk.edu  Mon Mar 28 12:02:43 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 28 Mar 2005 12:02:43 -0500
Subject: [NIFL-PLI] Planning Manual resource added to special collection
Message-ID: <5.1.0.14.2.20050328115237.014c6fd0@pop.utk.edu>

Dear subscribers:

"Planning for Program Improvement: A Manual for Adult Basic Education 
Programs", a resource produced by System for Adult Basic Education Support 
(SABES), has been added to the Program Leadership and Improvement Special 
Collection.

The manual includes 5 sections: Introduction, Outline of the Planning 
Cycle, Forms and Questionnaires, Scenarios, and Resources.  The original 
version of "Planning for Program Improvement" was developed collaboratively 
in 2002 by a team from the Massachusetts Department of Education, SABES, 
and Massachusetts ABE program Directors.  It was revised in August 2003 
after using it in a variety of training models in Massachusetts with ABE 
program directors and coordinators and after reviewing a number of 
published materials on planning.


--- Kim


From sandra.devereux at suhsd.k12.ca.us  Mon Mar 28 12:51:35 2005
From: sandra.devereux at suhsd.k12.ca.us (Sandra J. Devereux)
Date: Mon, 28 Mar 2005 09:51:35 -0800
Subject: [NIFL-PLI] Planning Manual resource added to special collection
In-Reply-To: <5.1.0.14.2.20050328115237.014c6fd0@pop.utk.edu>
References: <5.1.0.14.2.20050328115237.014c6fd0@pop.utk.edu>
Message-ID: <fc.00870c1802c0887a3b9aca0081a05ad3.2c08896@suhsd.k12.ca.us>

How can I get a copy of this?

Sandra Devereux
Teacher on Special Assignment
Sweetwater UHSD - Adult Resource Center
458 Moss Street, Chula Vista, CA 91911
619-691-5791
sandra.devereux at suhsd.k12.ca.us



From kchaney at utk.edu  Mon Mar 28 13:18:22 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 28 Mar 2005 13:18:22 -0500
Subject: [NIFL-PLI] Planning Manual resource added to special collection
In-Reply-To: <fc.00870c1802c0887a3b9aca0081a05ad3.2c08896@suhsd.k12.ca.u
 s>
References: <5.1.0.14.2.20050328115237.014c6fd0@pop.utk.edu>
	<5.1.0.14.2.20050328115237.014c6fd0@pop.utk.edu>
Message-ID: <5.1.0.14.2.20050328131139.014c7548@pop.utk.edu>

Sandra,

The document, "Planning for Program Improvement: A Manual for Adult Basic 
Education Programs" can be accessed online on the Program Leadership and 
Improvement Special Collection.  Go to http://pli.cls.utk.edu, then select 
TOOLS AND RESOURCES from either the blue button in the middle section of 
the page, or the right-side menu bar.  The document is listed at the top 
under "What's New."

I apologize for neglecting to mention the location in the announcement I 
made earlier.  (I didn't realize it until you posted your request - thank you!)

Best regards,
Kim





At 09:51 AM 3/28/2005 -0800, you wrote:
>How can I get a copy of this?
>
>Sandra Devereux
>Teacher on Special Assignment
>Sweetwater UHSD - Adult Resource Center
>458 Moss Street, Chula Vista, CA 91911
>619-691-5791
>sandra.devereux at suhsd.k12.ca.us
>
>_______________________________________________
>NIFL-PLI mailing list
>NIFL-PLI at literacy.nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/nifl-pli




From jataylor at utk.edu  Tue Mar 29 14:20:32 2005
From: jataylor at utk.edu (jataylor)
Date: Tue, 29 Mar 2005 14:20:32 -0500
Subject: [NIFL-PLI] VALUE and the "Summer of Why"
Message-ID: <42998BE1@webmail.utk.edu>

Colleagues:
Please share this information from VALUE (Voice for Adult Literacy United for 
Education) with adult learners and practitioners in your area.

Jackie Taylor, List Moderator, NIFL-AALPD
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
March 29, 2005

The "Summer of Why" Campaign

What is the Summer of Why campaign?

It is time that we, the adult learner, our families, our friends, volunteer 
tutors, and teachers, explain in our own words why adult basic education and 
literacy is important.

Why the Summer of Why campaign?

Adult learners can and must help shape adult education?s uncertain future. 
Adult learner successes validate their program?s importance. Adult learners? 
belief in adult basic education and literacy make them compelling 
spokespersons. The adult education field needs to show funders that adult 
learners are hard-working Americans striving to better themselves ? changing 
the stereotype from their being a drain on society?s resources to a vast 
resource of under-realized human potential to better themselves, their 
employer, their families, and their communities. We as adult learners must 
step up and answer the question: ?Why is adult education important?? Summer is 
the best time for this campaign because programs have more time then and the 
summer is when adult education has its weakest public voice.

How will the Summer of Why work?

During April and May we would like adult learners to get together with each 
other, their families, friends, and teachers to discuss why adult education is 
important to them. We know that is something that is hard to talk about, so we 
would like them to discuss it in a safe environment with people they are 
comfortable with. Then we would like them to send a handwritten letter 
including their name and address to VALUE?s National Office by June 1st 
explaining to us why adult education is important to them. Then at the 
beginning of the summer, VALUE will hold a press conference where we will be 
reading some of these testimonials. We will also release some of them to the 
press. In addition, VALUE will hand deliver these testimonials to legislators, 
so they can learn how important adult basic education is in the communities 
they represent. Then all summer long we are asking adult learners to get out 
into the public ? on the radio or television, or in the newspapers ? educating 
the public to why adult basic education is so important. Suggestions include 
asking their program to host an event, such as a town talk or fundraiser, 
where the press can meet adult learners to help to get the message out.

How can a local program help?

You can encourage your students to talk about this topic. You will find that 
your students want to, but are sometimes afraid to talk. Develop a safe 
environment for them to talk with each other. Encourage them to write to us. 
We know that writing is not fun for an adult learner. Maybe you could do it as 
part of a lesson. Gather the letters from your program and send them to us. 
This is not just for adult learners; the Summer of Why is also their families, 
friends, and volunteer tutors/teachers.

How can a state organization help?

You can encourage programs in your state to participate in the Summer of Why. 
Help to gather up the letters from throughout your state, and help to 
coordinate getting press for the adult learners in your state. You could also 
hold events at the state level to keep the press aware of this issue.

How can a national organization help?

You can encourage your members to discuss this issue and to reach out to the 
press all summer long. You can join us for the press conference in Washington 
in early June and help get adult learners to this event.
==================================================
Contact the VALUE National Office for more information:
<office at valueusa.org>
www.valueusa.org

Tel: (610) 876-7625
Fax: (610) 876-1996

VALUE, Inc.
2217 Providence Ave., Second Floor
Chester, PA 19013
==================================================



From jataylor at utk.edu  Thu Mar 31 15:52:02 2005
From: jataylor at utk.edu (jataylor)
Date: Thu, 31 Mar 2005 15:52:02 -0500
Subject: [NIFL-PLI] Register Now! 5th Annual AALPD Pre-Conference at COABE
Message-ID: <424F6AAC@webmail.utk.edu>

Dear Colleagues:
The Association of Adult Literacy Professional Developers (AALPD) announces 
and welcomes you to participate in a pre-conference session at COABE, designed 
especially for all of you interested in professional development in adult 
education and literacy. By popular demand, this year?s AALPD Pre-Conference at 
COABE will be expanded to a full-day session (from the previous half-day 
session format).

Wednesday, May 4, 2005
9 a.m. ? 4:00 p.m.
COABE, Anaheim, California
Registration Fee: $75.00
Early Bird Registration Deadline: April 20, 2005
Lunch and refreshments _are_ provided

In this session, entitled "Professional Development Delivery Methods: What 
Works Best For You?", participants will:

- learn about national and recent professional development initiatives;
- discuss professional development delivery methods;
- participate in furthering the development of AALPD?s platform of policies in 
support of professional development;
- discover innovative professional development approaches related to the 
topics chosen by our members (reading instruction, writing instruction, and 
organizing and monitoring instruction);
- network with professional development colleagues; and
- leave with information about the latest available professional development 
resources.

In the past, these sessions have been a valuable time for those of us working 
in professional development to meet and share ideas and learn from one 
another. We hope you can join us.

To register online, visit: https://www.proliteracy.org/external/coabe05/ and 
choose the pre-conference entitled "Professional Development Delivery Methods: 
What Works Best For You?" (It does not say AALPD on the registration form). To 
download a copy of the registration form so that you can mail it in, visit: 
http://www.coabe05.org/register/index.html. If you register after the Early 
Bird registration ends (April 20, 2005), the pre-conference still costs only 
$75.00, regardless of how much you pay to register for the COABE conference 
itself.

If you have questions about the AALPD pre-conference, please e-mail Cristine 
Smith (csmith at worlded.org), Jackie Taylor (jataylor at utk.edu), Renee Sherman 
(rsherman at air.org) or Sandra Fugate (sfugate1 at utk.edu). We hope to see you 
there!

AALPD Executive Committee
======================================



From kchaney at utk.edu  Mon Apr 11 16:36:47 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 11 Apr 2005 16:36:47 -0400
Subject: [NIFL-PLI] Focus on Basics
Message-ID: <5.1.0.14.2.20050411163520.014ce240@pop.utk.edu>


>Dear Colleagues:

We have been asked to help with an evaluation of "Focus on Basics".  Please 
see the details below.

Thanks,
Kim


>_________________________________________________________________
>
>
>
>To anyone who reads "Focus on Basics",
>
>
>
>Please help NCSALL understand what impact reading "Focus on Basics" has on
>adult basic educators.
>
>
>
>Go to this link (http://www.ncsall.net/index.php?id=692) and complete the
>brief survey you'll find there.  It will take about 10 to 20 minutes.  This
>is your chance to tell us how you use the publication, what you like about
>it, and how to improve it.  We'll use the information not only to understand
>what kind of impact "Focus on Basics" is having, but also to ensure that it
>is as relevant and useful as possible.
>
>
>
>Thank you for participating.  The survey form will remain on-line until May
>11, 2005.  We will notify you when the results are available; they'll be
>posted on the NCSALL Web site.
>
>
>
>Regards,
>
>Barb Garner
>
>Editor, Focus on Basics
>
>
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From MMaralit at nifl.gov  Tue Apr 12 14:22:09 2005
From: MMaralit at nifl.gov (Maralit, Mary Jo)
Date: Tue, 12 Apr 2005 14:22:09 -0400
Subject: [NIFL-PLI] RE: UPDATE from American Institutes for Research 
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B079A56CF@wdcrobe2m03.ed.gov>

FYI...

====== UPDATE from American Institutes for Research (AIR) ======

April 12--The Committee on Performance Levels for Adult Literacy of the National Research Council released their interim report this morning. This report details the work and findings on performance levels for adult literacy. The Committee on Performance Levels that was established in response to the US Department of Education's request, was charged to:
1. Review and evaluate the procedures for determining the performance levels for the 1992 NALS and 
2. Recommend a set of performance levels for the 2003 National Assessment of Adult Literacy (NAAL) that are appropriate and allow comparisons between the two assessments. 

To view the full report, please go to <http://nationalacademies.org/topnews/>

Jaleh Behroozi Soroui
Education Statistics Services Institute 
American Institutes for Research 
1990 K Street, NW Suite 500 Washington, DC 20006
Phone: 202/403-6958
email: jsoroui at air.org


From jataylor at utk.edu  Fri Apr 15 12:32:16 2005
From: jataylor at utk.edu (jataylor)
Date: Fri, 15 Apr 2005 12:32:16 -0400
Subject: [NIFL-PLI] Discussion of Learner Leadership in PD/PI
Message-ID: <4270B5F6@webmail.utk.edu>

Colleagues:
In what ways does your program involve learners as partners in decision 
making?Have you ever participated in professional development led by adult 
learners? Have you ever felt that you learned something from adult learners in 
your class? Is learner leadership something you want to see grow in your 
state, but you're not sure how to get started?

On April 18 ? May 2nd guests will be joining NIFL-AALPD for a two part 
discussion of learner leadership in professional development and program 
improvement.
===================================================
To subscribe to NIFL-AALPD:
http://www.nifl.gov/lincs/discussions/nifl-aalpd/subscribe_aalpd.html
===================================================
Guests:
William Grant, VALUE National Trainer, Director of Education for Voz, Inc., a 
statewide professional development provider for New Mexico Adult Education, 
and Co-founder of BLAST, New Mexico's student leadership project

Ernest Best, Executive Director of The Massachusetts Alliance for Adult 
Literacy (Mass AAL) statewide student organization

Sally Gabb, Director of SABES SE (System for Adult Basic Education Southeast). 
Sally serves as the SABES liaison to Mass AAL, the Massachusetts Alliance for 
Adult Literacy.

Stephen Hanley, Executive Director and Educator, WAITT House, Roxbury, 
Massachusetts. For 20 years, the WAITT House program has involved learner 
leadership at every level: volunteer, student advisory council, internship, 
staff, community activism, and the governing level.

Pixie Hankinson, Executive Director of Vermont Adult Learning and Learning 
Works.

Benika Pierce, Learner Leader, Literacy Council of Tyler, Texas. Benika 
co-developed M.O.M.S.( Motivating Other Mothers for Success), a support group 
designed to create an encouraging community for moms attending GED classes and 
cultivate learner leaders.

Angela Childers, Case Manager/Instructor, Literacy Council of Tyler, Texas. 
Angela served on a team with adult learners in developing M.O.M.S.

Daniel Behnke, AmeriCorps VISTA Volunteer, Florida Literacy Coalition. Daniel 
works in partnership with learners to increase leadership opportunities for 
adult learners in Florida.

Judy Healey-Schmidt, OAASIS (Organization of Adult Alumni and Students in 
Servive) worker.  Judy acts in a program advisory capacity, assisting 
students, instructors, and program administrators in day-to-day activities.

Meredith Lewis, OAASIS (Organization of Adult Alumni and Students in Servive) 
Advisor, Deleware.  Meredith coordinates events and provides support to OAASIS 
workers.  OAASIS is the statewide student organization which links current 
students with their peers.

===================================================
Part One: April 18th ? 22nd
"Students Involvement in Teacher Training"
What is the role of adult students leading teacher training? What do adult 
students teach teachers in professional development?    We will explore 
participants? experiences in both participating in and delivering student-led 
trainings for teachers, and how to develop learner led PD in your program or 
state.

Part Two: April 24th ? May 2nd
"VALUE Core Leadership Training and Learner Leadership Organizations"
Participants on the NIFL-AALPD list will share their experiences with the 
VALUE Core Leadership Training and projects that developed as a result of the 
training; experiences with learner leadership organizations, learner leader 
involvement in programs, professional development for learner leaders, and how 
to best support learner leadership in programs and states.

About the VALUE Core Leadership Training
The VALUE Core Leadership Training provides learners, practitioners, and 
programs the essentials of what they need to know in order to have meaningful 
student involvement in programs. The training is offered through state 
entities for programs. Practitioners and adult learners analyze program 
improvement issues, and collaborate in designing action plans and developing 
projects directed at program improvement.  Learners strengthen abilities in 
areas such as critical thinking, organizational skills, time management, and 
other related leadership skills.

I hope you will join us!
Jackie Taylor, NIFL-AALPD List Moderator, jataylor at utk.edu



From kchaney at utk.edu  Mon Apr 18 10:28:55 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 18 Apr 2005 10:28:55 -0400
Subject: [NIFL-PLI] Update on Upcoming Discussion
Message-ID: <5.1.0.14.2.20050418102722.01550858@pop.utk.edu>

Dear Colleagues on the PLI Discussion List:

Please find below an update from Jackie Taylor regarding the upcoming 
discussion on the AALPD list focused on learner leadership.

Best regards,
Kim


>Date: Fri, 15 Apr 2005 12:57:31 -0400 (EDT)
>From: jataylor <jataylor at utk.edu>
>Subject: [NIFL-AALPD:2043] Discussion of Learner Leadership
>Sender: nifl-aalpd at nifl.gov
>To: Multiple recipients of list <nifl-aalpd at literacy.nifl.gov>
>Reply-to: nifl-aalpd at nifl.gov
>X-Mailer: Infinite Mobile Delivery (Hydra) SMTP v3.62.01
>Originator: nifl-aalpd at literacy.nifl.gov
>X-Spam-Status: hits=0 tests= ver=3.0.2
>X-Scanned-By: MIMEDefang 2.45
>
>Hi All,
>Our list of guests for the upcoming discussion of learner leadership has
>grown! I'm re-posting an updated announcement. If you know of learner leaders
>and other colleagues who would like to subscribe and join in discussion,
>here's how:
>
>===================================================
>To subscribe to NIFL-AALPD:
>http://www.nifl.gov/lincs/discussions/nifl-aalpd/subscribe_aalpd.html
>===================================================
>
>In what ways does your program involve learners as partners in decision
>making?Have you ever participated in professional development led by adult
>learners? Have you ever felt that you learned something from adult 
>learners in
>your class? Is learner leadership something you want to see grow in your
>state, but you're not sure how to get started?
>
>On April 18 ? May 2nd guests will be joining NIFL-AALPD for a two part
>discussion of learner leadership in professional development and program
>improvement.
>
>Guests:
>William Grant, VALUE National Trainer, Director of Education for Voz, Inc., a
>statewide professional development provider for New Mexico Adult Education,
>and Co-founder of BLAST, New Mexico's student leadership project
>
>Ernest Best, Executive Director of The Massachusetts Alliance for Adult
>Literacy (Mass AAL) statewide student organization
>
>Sally Gabb, Director of SABES SE (System for Adult Basic Education 
>Southeast).
>Sally serves as the SABES liaison to Mass AAL, the Massachusetts Alliance for
>Adult Literacy.
>
>Stephen Hanley, Executive Director and Educator, WAITT House, Roxbury,
>Massachusetts. For 20 years, the WAITT House program has involved learner
>leadership at every level: volunteer, student advisory council, internship,
>staff, community activism, and the governing level.
>
>Pixie Hankinson, Executive Director of Vermont Adult Learning and Learning
>Works.
>
>Benika Pierce, Learner Leader, Literacy Council of Tyler, Texas. Benika
>co-developed M.O.M.S.( Motivating Other Mothers for Success), a support group
>designed to create an encouraging community for moms attending GED classes 
>and
>cultivate learner leaders.
>
>Angela Childers, Case Manager/Instructor, Literacy Council of Tyler, Texas.
>Angela served on a team with adult learners in developing M.O.M.S.
>
>Daniel Behnke, AmeriCorps VISTA Volunteer, Florida Literacy Coalition. Daniel
>works in partnership with learners to increase leadership opportunities for
>adult learners in Florida.
>
>Judy Healey-Schmidt, OAASIS (Organization of Adult Alumni and Students in
>Servive) worker. Judy acts in a program advisory capacity, assisting 
>students,
>instructors, and program administrators in day-to-day activities.
>
>Meredith Lewis, OAASIS (Organization of Adult Alumni and Students in Servive)
>Advisor, Deleware. Meredith coordinates events and provides support to OAASIS
>workers. OAASIS is the statewide student organization which links current
>students with their peers.
>
>===================================================
>Part One: April 18th ? 22nd
>"Student Involvement in Teacher Training"
>What is the role of adult students leading teacher training? What do adult
>students teach teachers in professional development? We will explore
>participants? experiences in both participating in and delivering student-led
>trainings for teachers, and how to develop learner led PD in your program or
>state.
>
>Part Two: April 24th ? May 2nd
>"VALUE Core Leadership Training and Learner Leadership Organizations"
>Participants on the NIFL-AALPD list will share their experiences with the
>VALUE Core Leadership Training and projects that developed as a result of the
>training; experiences with learner leadership organizations, learner leader
>involvement in programs, professional development for learner leaders, and 
>how
>to best support learner leadership in programs and states.
>
>About the VALUE Core Leadership Training
>The VALUE Core Leadership Training provides learners, practitioners, and
>programs the essentials of what they need to know in order to have meaningful
>student involvement in programs. The training is offered through state
>entities for programs. Practitioners and adult learners analyze program
>improvement issues, and collaborate in designing action plans and developing
>projects directed at program improvement. Learners strengthen abilities in
>areas such as critical thinking, organizational skills, time management, and
>other related leadership skills.
>
>Looking forward!
>Jackie Taylor, NIFL-AALPD List Moderator, jataylor at utk.edu




From kchaney at utk.edu  Wed Apr 27 14:58:17 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Wed, 27 Apr 2005 14:58:17 -0400
Subject: [NIFL-PLI] Discussion on Learner Leadership
Message-ID: <5.1.0.14.2.20050427145050.014d0170@pop.utk.edu>

Colleagues:

Just a reminder that the discussion on "Learner Leadership in Professional 
Development and Program Improvement" on the AALPD Discussion List will be 
continuing through Monday, May 2.

Please consider joining in on this discussion.  To subscribe, go to: 
http://www.nifl.gov/lincs/discussions/nifl-aalpd/aalpd.html

Best regards,
Kim



From kchaney at utk.edu  Wed Apr 27 23:43:29 2005
From: kchaney at utk.edu (Kim Chaney-Bay)
Date: Wed, 27 Apr 2005 23:43:29 -0400
Subject: [NIFL-PLI] LINCS Sessions at COABE
Message-ID: <5.1.0.14.0.20050427233603.02850840@pop.utk.edu>

The COABE National Conference is a collaboration between Commission on 
Adult Basic Education (COABE), and the California Council for Adult 
Education (CCAE). T

The conference will be at the Anaheim Marriot Hotel in southern California 
from May 4-7, 2005.
Experts in the education field will offer pre-conference and conference 
sessions in five special tracks in addition to general adult education 
interest areas. These include: Improving Teaching and Learning Outcomes, 
Integrating Technology and Instruction, Linking Research to Practice, 
Promoting Adult Educators as Leaders, and Advancing Change through Adult 
Education.

More information is available at the official conference web site at 
http://www.coabe05.org/general/index.html

LINCS session which may be of interest to many of you are listed below:


Features: **The LINCS Exhibit!
             **6 sessions!
             **2 pre-conference opportunities!
             **DON'T MISS THE LINCS EXHIBIT BOOTH!!!!!!!
                 Location: Marquis Ballroom, Booth #112

Thursday, May 5 from 10:45 - 11:45 a.m.
"Assessment Resources at the Click of a Mouse"
Presenter: Marie Cora
The LINCS Special Collection in Assessment provides access to quality
on-line resources to practitioners and administrators dealing with
learner assessment issues in adult literacy programs. This session will
showcase the Collection and teach participants how to effectively use
the site for classroom or program use.
ROOM: San Diego

----------------

Thursday, May 5 from 1:30 - 2:30 pm
High Quality Internet Resources for Teaching, Learning and Professional
Development
Presenter: Linda Perry
-Take a hands-on tour of The National Institute For Literacy's LINCS
Technology Training Special Collection and find free, reviewed online
resources for teaching, learning and professional development. In this
session you will also be introduced to WebQuests and will learn how to
effectively use existing WebQuests and develop new ones for your
program.
ROOM: Salon G

---------------

Friday, May 6 from 1:30 - 2:30 pm
"The LINCS Program Leadership and Improvement Special Collection: A
Resource for Adult Education Practitioners"
Presenter: Sandra Strunk
-Learn more about the LINCS Program Leadership and Improvement
Special Collection web site, a comprehensive resource for adult
education leaders interested in program improvement. We'll actively
review all aspects of the site and highlight several resources. During
the session, participants will also conduct a search based on specific
program improvement needs.
ROOM: Rancho Las Palmas

---------------

Friday, May 6 from 2:45 - 3:45 p.m.
"Workforce Education: Tools of the Trade"
Presenters: Donna Brian and Beth Ponder
-The National Institute For Literacy's LINCS Workforce Education Special
Collection of downloadable online resources will be demonstrated, with
participants learning how to navigate the site and find resources they
need to answer their specific questions. ESOL/Workplace resources will
be featured. Participant feedback on the content and organization of
the
site will be solicited.
ROOM: COABE Computer Lab, Salon G

----------------------------------

Friday, May 6 from 2:45 - 3:45 p.m.
Visualizing Math: Navigating through Data Analysis for the GED
Presenter: Susan Cowles
Are you uncertain about finding good materials for use in math
instruction? Come and learn how to adapt and use hands-on activities
that are available from the National Council of Teachers of Mathematics
and other resources from the NIFL Science & Numeracy Special Collection.
These materials will enhance instruction for reluctant learners, adult
basic skills development students, and adult secondary/GED.
ROOM: Salon C

---------------

Saturday, May 7 from 9:20 - 10:20 a.m.
Water and Ice: Teaching math from ships at sea and other research
expeditions
Presenter: Susan Cowles
Ocean science is an interesting and exotic context for teaching math,
writing, and other skills to adult learners. Come explore ways in which
adult literacy instructors have used technology to engage learners in
inquiry-based activities, math problem solving, and writing
projects--all while working at sea with oceanographic researchers!
ROOM: Room 315

---------------

**The following is a fee-bearing session during the pre-conference. The
AALPD Discussion List is sponsored by LINCS.
AALPD Pre-Conference at COABE
Wednesday, May 4, 2005 9:00 a.m. - 4:00 p.m.
Professional Development Delivery Methods: What Works Best For You?
Registration Fee: $75.00; Lunch and refreshments are provided
To register, call Tony Morales before Noon on Thursday, April 28th
(315-422-9121 ext: 378) or register on-site on Tuesday, May 3rd.
In this session, participants will:
. learn about national and recent professional development
initiatives;
. discuss professional development delivery methods;
. participate in developing AALPD's platform of policies in support
of professional development;
. discover innovative professional development approaches related to
the topics chosen by AALPD members (reading instruction, writing
instruction, and organizing and monitoring instruction);
. network with professional development colleagues; and
. learn about the latest available professional development
resources.

---------------

The following is a fee-bearing session during the pre-conference. The
Adult Literacy and Technology Network (ALTN) hosts the LINCS Special
Collection in Technology.
New Technologies for Adult Learning
Wednesday, May 4
3 hours $75 1:00 pm to 4:00 pm
Presenters:
* John Fleischman, Director, Outreach and Technical Assistance
Network (OTAN) Sacramento County Office of Education (SCOE)
* Dennis Porter, Director, California Distance Learning Project
(CDLP)
* Marian Thatcher, Coordinator Outreach and Technical Assistance
Network(OTAN), Sacramento County Office of Education (SCOE)
* David Collings, Technology Coordinator, Delaware Adult and
Community Education, Chair of the Adult Literacy and Technology Network
(ALTN)
What are the current trends and new directions for using technology with
adult learners? How are states applying innovative distance learning
technologies and strategies? Learn about interactive whiteboards,
portable keyboards, tablet and handheld computers, wireless computer
labs, digital videos and more. See video clips of technology being used
in the classroom, and get lesson ideas and sample lesson plans. This
workshop is for both teachers and administrators.




From kchaney at utk.edu  Thu May 12 12:41:17 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 12 May 2005 12:41:17 -0400
Subject: [NIFL-PLI] Survey request
Message-ID: <5.1.0.14.2.20050512123953.014ceb68@pop.utk.edu>


>
>
>++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
>
>
>Win a Book! Evaluate the Impact of "Focus on Basics"
>
>It's not too late!  Please help us understand what impact reading "Focus on
>Basics" has on adult basic educators. We've extended the deadline one week.
>
>Click on this link (http://www.ncsall.net/?id=692) and complete the brief
>survey you'll find there. It will take about 15 minutes. This is your chance
>to tell us how you use the publication, what you like about it, and how to
>improve it.  We'll use the information not only to understand what kind of
>impact "Focus on Basics" is having, but also to ensure that it is as
>relevant and useful as possible.
>
>Thank you for participating. We will randomly select one person from all
>those who completed the survey (since it was originally posted) to receive a
>hardbound copy of the latest edition of NCSALL's "Review of Adult Learning
>and Literacy" (Vol. 5).
>
>We'll contact the winner of the drawing and post the results of the survey
>on the NCSALL Web site.
>
>Regards, Barb Garner, Editor, "Focus on Basics" and all the NCSALL
>Dissemination Staff
>
>
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From MMaralit at nifl.gov  Mon May 23 15:23:53 2005
From: MMaralit at nifl.gov (Maralit, Mary Jo)
Date: Mon, 23 May 2005 15:23:53 -0400
Subject: [NIFL-PLI] RE: Integrating Technology Online Course is Offered 
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B079A57DF@wdcrobe2m03.ed.gov>

Announcement: Adult Education Professional Development Online Course

AEPro, the Online Professional Development project of the Ohio Literacy 
Resource Center, the Center for Literacy Studies in Tennessee, and national 
LINCS, is pleased to offer to individual practitioners an online 
professional development course, "Integrating Technology into the Classroom 
Using the Internet."

The course will be offered two times: June 13-July 18 and July 5-August 
8.  The course requires approximately 2 hours of time per week.

To register for the course, go to http://midwestlincs.org/aepro/ and use 
the Register button on the left panel. Cost is $99 per person and a 
discount of 10% is available for 5 or more registrations paid from one source. 

The course helps adult education practitioners learn how to successfully 
integrate computer technology into the classroom.  This six weeks course 
provides quick access to educational resources, lesson plans, activities, 
tools for evaluating educational software, information about purchasing 
education software, and knowledge on using a variety of software in the 
classroom.  The course will be facilitated by Linda Eckert.  Questions 
about the content of the course should be addressed to her at 
leckert at urhere.net.

Jean J. Stephens, Director
Center for Literacy Studies
600 Henley St., Suite 312
Knoxville, TN 37996-4135
865-974-6610
865-974-3857 Fax
jjstephe at utk.edu


From MMaralit at nifl.gov  Mon May 23 15:29:06 2005
From: MMaralit at nifl.gov (Maralit, Mary Jo)
Date: Mon, 23 May 2005 15:29:06 -0400
Subject: [NIFL-PLI] National Institute for Literacy: Vacancy Announcements
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B092638D6@wdcrobe2m03.ed.gov>

The National Institute for Literacy is launching projects in new areas 
and seeks additional staff members, including those with expertise in 
early literacy, English language acquisition, and workforce and basic 
skills development. There are also other positions, such as Human 
Resources Officer, Budget Analyst and Policy Analyst.

To view the announcements, go to: http://www.nifl.gov/nifl/NIFL_vacancy_01.html.  

For more information, email: staff_search at nifl.gov <mailto:staff_search at nifl.gov> 

______________________________________________________________
Jo Maralit                 
National Institute for Literacy
http://www.nifl.gov  
1775 I Street, NW          
Washington, DC 20006       
Phone: 202-233-2028   
Fax: 202-233-2050
mailto:mmaralit at nifl.gov   


From kchaney at utk.edu  Mon Jun 13 16:10:32 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 13 Jun 2005 16:10:32 -0400
Subject: [NIFL-PLI] Announcement from OVAE
Message-ID: <5.1.0.14.2.20050613160946.02dec698@pop.utk.edu>




> >From the US Department of ED, Office of Vocational and Adult Education:
>****************************************************************************
>
>I would like to take this opportunity to announce the launching of the Adult
>Education Content Standards Warehouse. The American Institutes for Research
>(AIR) through a contract with the United States Department of Education
>operates the warehouse, a key feature of a National Leadership activity
>funded under the Adult Education and Family Literacy Act. The warehouse is
>located at: <http://www.adultedcontentstandards.org>.
>
>Information gathered though the warehouse is designed to help states
>progress in their development and alignment of content standards and plan
>for curriculum and professional development to implement standards-based
>education. Visitors to the warehouse will see a representative range of
>state content standards as well as nationally developed standards in the
>areas of English language acquisition (ELA), reading, and mathematics.  The
>Web site lets you download an entire standards document, search across
>multiple standards for specific skills and knowledge, take a guided tour to
>see how the site can help in writing standards, and read about each
>standards document submitted for posting (for example).
>
>Also visit the warehouse for information about the other activities funded
>under this contract to promote program improvement through the adoption of
>state content standards.  Fourteen states have been working, since October
>2004, in two collaborative groups around the development and alignment of
>content standards for ELA and adult basic education programs. And AIR is
>producing a "how-to" guide for establishing standards-based adult education.
>The guide will be posted on the warehouse, later this summer.
>
>Cheryl Keenan
>Director, Division of Adult Education and Literacy
>Office of Vocational and Adult Education
>U.S. Department of Education
>550 12th Street, SW
>Washington, DC 20202-7240
>
>
>
>
>
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From kchaney at utk.edu  Wed Jun 15 14:31:11 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Wed, 15 Jun 2005 14:31:11 -0400
Subject: [NIFL-PLI] Discussion on Performance Levels for Adults,
	Interim Report
Message-ID: <5.1.0.14.2.20050615142957.014d30a8@pop.utk.edu>


>from Marie Cora, the Moderator of the Assessment Discussion List...

---------------------------------------------------------------------------------------------------------------------------------------------------------------------

>Dear List Members:
>
>Please join the NIFL-Assessment Discussion List for a conversation on
>
>Measuring Literacy:  Performance Levels for Adults, Interim Report
>(2005)
>
>Date:  June 20 - 24
>
>Principle Guests:   Judy Koenig and Stuart Elliot, Project Directors
>
>The Full Committee will also be joining us as observers; their comments
>and insights are welcomed.
>
>Full Committee Members:
>
>Chris Edley, University of California at Berkeley, School of Law
>Bob Hauser, University of Wisconsin at Madison
>Judy Alamprese, ABT Associates, USA
>Michael Delli Carpini, University of Pennsylvania
>Vivian Gadsden, University of Pennsylvania
>Andy Hartman, Classroom Teacher, formerly with Bell Policy Center
>Glynda Hull, University of California at Berkeley
>Rebecca Maynard, University of Pennsylvania
>Lorraine McDonnell, National Academy of Sciences, Washington DC
>Larry Mikulecky, Indiana University
>Bob Mislevy, University of Maryland
>Norm Peterson, SPR Center, Minneapolis
>John Poggio, University of Kansas
>Rima Rudd, Harvard University
>Mary Jane Schmitt, TERC, Cambridge, MA
>Heide Wrigley, Aguirre International, CA and Washington DC
>Dave Thissen, University of North Carolina at Chapel Hill
>
>Suggested preparations for this discussion:
>
>This Interim Report can be read on-line at:
>http://www.nap.edu/catalog/11267.html
>
>Our discussion guests are interested in sharing their thoughts on the
>Interim Report, providing clarification to the field on information
>contained in the Report, and entertaining your questions and comments,
>particularly in the following areas:
>
>*       Questions concerning the lowest and the highest categories of
>the literacy levels; specifically, questions concerning the difference
>between the Non-Literacy in English and Below Basic categories, and
>comparing the percentages of folks falling within these categories
>between the 1992 survey and the 2003 survey;
>
>*       An explanation of the Bookmark Standard-Setting Procedure that
>was utilized in the study;
>
>*       An explanation of the Quasi Contrasting Groups Procedure, that
>was utilized to adjust the cut scores;
>
>*       Why the Committee chose not to determine a level of performance
>as "necessary" or "sufficient" for effectively functioning in life; as
>an example of this, note that the terms used to label the levels are
>purely descriptive, rather than indicating a particular judgment about
>that level;
>
>*       An explanation of how the Committee's process differed from the
>original process for determining the levels and cut scores for the 1992
>results;
>
>*       The recommendations that the Committee puts forth based on its
>research.
>
>Please note that the Final Report is due out in the Fall of this year;
>the differences between the Interim and Final Reports will be
>
>*       the application of the performance levels and cut scores to the
>2003 data, and
>*       the reporting of the percentages of adults in each level based
>on the 2003 results.
>
>Please join us!
>
>marie cora
>Moderator, NIFL Assessment Discussion List, and
>Coordinator/Developer LINCS Assessment Special Collection at
>http://literacy.kent.edu/Midwest/assessment/
>
>
>
>marie.cora at hotspurpartners.com
>
>
>




From djrosen at comcast.net  Thu Jun 23 07:42:10 2005
From: djrosen at comcast.net (David Rosen)
Date: Thu, 23 Jun 2005 07:42:10 -0400
Subject: [NIFL-PLI] Adult Literacy Education Wiki Update
Message-ID: <236365EC-AE69-4FC4-AA15-E8BFA40B38BA@comcast.net>

NIFL List Colleagues,

The Adult Literacy Education(ALE) Wiki is a free, volunteer, online  
environment for practitioners, researchers, adult learners and others  
who are interested in the connections between research, professional  
knowledge, and practice in adult basic education, adult secondary  
education, and English language learning. Like other wikis*, this is  
a text environment where you can read what others have written, but  
also easily contribute your own knowledge, opinions, findings, and  
observations. The ALE Wiki includes discussions and resources on a  
number of topics ranging from adult basic literacy, to assessment,  
workforce and workplace education, and public policy. The current  
list of topics will be found below. In the topic areas are selected  
discussions which have taken place on electronic lists such as this  
one, summaries of these discussions, links to relevant research,  
research citations, bibliographies, glossaries of terms, and other  
resources.

The ALE Wiki is a complement to electronic discussion lists; a handy  
electronic reference shelf of definitions, research findings, and  
theory; and other resources for selected discussion topics which take  
place on adult literacy electronic lists.  It may also be a good  
environment for discussions on adult literacy topics such as basic  
literacy, young adult literacy, GED, or Corrections basic education,  
which do not have discussion lists dedicated to them.

Because a wiki is an easily edited document environent, current or  
past electronic list discussions can be copied to it, continued at  
any time, and referenced (and linked) in future electronic list  
discussions.  It is also an environment where researchers can  
describe their completed and ongoing work, see how practitioners are  
reacting to or using their research, and see what questions and  
issues practitioners and adult learner leaders think are important to  
study.

By design, a wiki is a participatory environment.  Practitioners,  
researchers, learners and others are invited to voluntarily add to  
and improve the ALE Wiki.

To visit the Adult Literacy Education Wiki Main page, go to:

     http://wiki.literacytent.org/index.php/Main_Page

To set up a log-in account, in order to add to the ALE Wiki, go to:

     http://wiki.literacytent.org/index.php/Special:Userlogin

Discussion Topics

1 Basic Literacy
2 Evidence Based Adult Education
3 Adult Learners' Self-Study
4 Learner Persistence
5 Distance and Persistence
6 Corrections Education
7 Assessment Information
8 Adult Literacy Professional Development
9 Participatory and Emancipatory Education
10 Research to Practice, Practice to Research
11 Accountability
12 Public Policy
13 Technology
14 Workforce, Workplace and Worker Education
15 Classroom Practices that Work
16 GED Research
17 Family Literacy
18 Learning Disabilities
19 Numeracy Research and Practice
20 English for Speakers of Other Languages
21 Young Adult Literacy

*wiki wiki is a Hawaiian word meaning "very very quickly" - wiki  
alone means "quick."


David J. Rosen
Adult Literacy Education Wiki Organizer
djrosen at comcast.net


From djrosen at comcast.net  Fri Jul  8 15:30:27 2005
From: djrosen at comcast.net (David Rosen)
Date: Fri, 8 Jul 2005 15:30:27 -0400
Subject: [NIFL-PLI] Adult Literacy Education Wiki Update
Message-ID: <59F5794D-4AB2-45C2-A880-AED7D3ED9BD1@comcast.net>

NIFL List Colleagues,

The Adult Literacy Education Wiki ( see message below for more  
details) is looking for people who want to actively participate in  
and look after the following topic areas:

* Basic Literacy
* English for Speakers of Other Languages
* Adult Learners' Self Study
* Corrections Education

And, of course, we welcome your contributions to any of the topic  
areas (see list below).  If there is an adult literacy education  
research and professional wisdom topic which you would like to add --  
and help with -- please let me know.

More than 325 people have logged in to (and many hundreds have  
visited) the ALE Wiki, which now has over 550 pages of material on  
adult literacy education research and professional wisdom.

David J. Rosen
Adult Literacy Education Wiki Organizer
djrosen at comcast.net



> From: David Rosen <djrosen at theworld.com>
> Date: June 23, 2005 7:36:28 AM EDT
>
> Colleagues,
>
> The Adult Literacy Education(ALE) Wiki is a free, volunteer, online  
> environment for practitioners, researchers, adult learners and  
> others who are interested in the connections between research,  
> professional knowledge, and practice in adult basic education,  
> adult secondary education, and English language learning. Like  
> other wikis*, this is a text environment where you can read what  
> others have written, but also easily contribute your own knowledge,  
> opinions, findings, and observations. The ALE Wiki includes  
> discussions and resources on a number of topics ranging from adult  
> basic literacy, to assessment, workforce and workplace education,  
> and public policy. The current list of topics will be found below.  
> In the topic areas are selected discussions which have taken place  
> on electronic lists such as this one, summaries of these  
> discussions, links to relevant research, research citations,  
> bibliographies, glossaries of terms, and other resources.
>
> The ALE Wiki is a complement to electronic discussion lists; a  
> handy electronic reference shelf of definitions, research findings,  
> and theory; and other resources for selected discussion topics  
> which take place on adult literacy electronic lists.  It may also  
> be a good environment for discussions on adult literacy topics such  
> as basic literacy, young adult literacy, GED, or Corrections basic  
> education, which do not have discussion lists dedicated to them.
>
> Because a wiki is an easily edited document environent, current or  
> past electronic list discussions can be copied to it, continued at  
> any time, and referenced (and linked) in future electronic list  
> discussions.  It is also an environment where researchers can  
> describe their completed and ongoing work, see how practitioners  
> are reacting to or using their research, and see what questions and  
> issues practitioners and adult learner leaders think are important  
> to study.
>
> By design, a wiki is a participatory environment.  Practitioners,  
> researchers, learners and others are invited to voluntarily add to  
> and improve the ALE Wiki.
>
> To visit the Adult Literacy Education Wiki Main page, go to:
>
>     http://wiki.literacytent.org/index.php/Main_Page
>
> To set up a log-in account, in order to add to the ALE Wiki, go to:
>
>     http://wiki.literacytent.org/index.php/Special:Userlogin
>
> Discussion Topics
>
> 1 Basic Literacy
> 2 Evidence Based Adult Education
> 3 Adult Learners' Self-Study
> 4 Learner Persistence
> 5 Distance and Persistence
> 6 Corrections Education
> 7 Assessment Information
> 8 Adult Literacy Professional Development
> 9 Participatory and Emancipatory Education
> 10 Research to Practice, Practice to Research
> 11 Accountability
> 12 Public Policy
> 13 Technology
> 14 Workforce, Workplace and Worker Education
> 15 Classroom Practices that Work
> 16 GED Research
> 17 Family Literacy
> 18 Learning Disabilities
> 19 Numeracy Research and Practice
> 20 English for Speakers of Other Languages
> 21 Young Adult Literacy
>
> *wiki wiki is a Hawaiian word meaning "very very quickly" - wiki  
> alone means "quick."
>
>
> David J. Rosen
> Adult Literacy Education Wiki Manager
> djrosen at comcast.net




From kchaney at utk.edu  Thu Jul 14 11:33:39 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 14 Jul 2005 11:33:39 -0400
Subject: [NIFL-PLI] Resource added to PLI collection
Message-ID: <5.1.0.14.2.20050714112610.014deca0@pop.utk.edu>


The following resource has been added to the LINCS Program Leadership and 
Improvement Special Collection [http://pli.cls.utk.edu].
It is located at the top of the "Models for Program Improvement" resources 
section.


Title: Results that Matter: An Approach to Program Quality Using Equipped 
for the Future

Abstract: Equipped for the Future (EFF) is a standards-based approach to 
reform in the adult literacy education system. This highly rated resource 
connects research and theory to program practices and outcomes.



Visit the LINCS Program Leadership and Improvement Special Collection web 
site to find out more about this publication, as well as other related 
resources. We are continuously adding resources, as well new features to 
support your program improvement efforts. Please keep visiting and let us 
know how we can serve you better!



From kchaney at utk.edu  Thu Aug  4 16:53:59 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 04 Aug 2005 16:53:59 -0400
Subject: [NIFL-PLI] web resources added
Message-ID: <5.1.0.14.2.20050804164533.014e0408@pop.utk.edu>

Colleagues:

We recently added links to 11 resources on the "Additional Resources" page 
of the Program Leadership and Improvement Special Collection.  Here's a sample:

- Fundamentals of Effective Board Involvement (Mentor Canada)
- Nonprofit Management Education Center (University of Wisconsin)
- Adult Education Content Standards Warehouse (OVAE)
- Adult Literacy and Lifeskills Statistics (National Center for Education 
Statistics)

You may access the "Additional Resources" page via a link on the right-hand 
menu bar on the home page of the collection's web site 
[http://pli.cls.utk.edu].

Please contact me if you would like to suggest other resources for this 
section of the web site.

Thank you,
Kim Chaney-Bay



From jataylor at utk.edu  Mon Aug  8 16:58:18 2005
From: jataylor at utk.edu (jataylor)
Date: Mon, 8 Aug 2005 16:58:18 -0400
Subject: [NIFL-PLI] Professional Development Policies
Message-ID: <4314DB32@webmail.utk.edu>

Colleagues:
The Association of Adult Literacy Professional Developers (AALPD) invites your 
feedback on a _draft_ platform of professional development (PD) policies that 
would best support teachers to access and benefit from professional 
development. This platform will constitute a vision for professional 
development for which we hope the field will advocate.

Once in final form, these PD policies should improve professional development 
for our field. For instance, when WIA legislation passes, states will be 
developing new, multi-year state adult education plans. The National Adult 
Education Professional Development Consortium (NAEPDC) will use a final 
version of these policy recommendations at their November 2005 meeting in 
Denver to introduce State ABE Directors to policies that could improve their 
state professional development systems. Several of these PD policies, if 
adopted, would advance The National Literacy Summit 2000 Action Agenda (see 
the PD Policy Matrix).

Draft Policies:
http://wiki.literacytent.org/index.php?title=PDPolicyUpdate7-29-05

PD Policy Matrix:
http://wiki.literacytent.org/index.php/PDPolicyMatrix
(To print the Matrix, it may be helpful to use the "landscape" print option.)

We ask that individuals and organizations offer feedback on these draft 
policies by _September 14, 2005_. If you have additional references or real 
examples for the PD Policy Matrix, we would be glad to consider including 
them.

To submit revisions:
Email Jackie Taylor at: <jataylor at utk.edu> or add your feedback to this ALE 
Wiki page:
http://wiki.literacytent.org/index.php?title=AddingToThePDPolicyMatrix

Please consider these policies carefully over the next few weeks, and add your 
voice in shaping this important national policy initiative.

For the Association of Adult Literacy Professional Developers,

Jackie Taylor, Vice-Chair, AALPD, jataylor at utk.edu
http://www.aalpd.org/



From kchaney at utk.edu  Thu Aug 11 15:24:08 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 11 Aug 2005 15:24:08 -0400
Subject: [NIFL-PLI] Press Release: New Director of NIFL
Message-ID: <5.1.0.14.2.20050811152141.014dcba0@pop.utk.edu>

Colleagues:

The National Institute for Literacy has named a Director.  Please go to one 
of the links below for details.


>http://www.nifl.gov/
>http://www.nifl.gov/nifl/press_releases/director_05.html




From LReddy at nifl.gov  Thu Aug 11 15:51:20 2005
From: LReddy at nifl.gov (LReddy at nifl.gov)
Date: Thu, 11 Aug 2005 15:51:20 -0400 (EDT)
Subject: [NIFL-PLI] SANDRA BAXTER APPOINTED NATIONAL INSTITUTE FOR LITERACY
	DIRECTOR 
Message-ID: <200508111951.j7BJpKF11101@literacy.nifl.gov>

For immediate release:  Thursday, August 11, 2005 
For further information contact:  Lynn Reddy, mailto:lreddy at nifl.gov 
http://www.nifl.gov 

DR. SANDRA BAXTER APPOINTED NATIONAL INSTITUTE FOR LITERACY DIRECTOR 

WASHINGTON, DC  -- The Secretaries of the Departments of Education, Labor, and Health and Human Services have appointed Dr. Sandra L. Baxter as Director of the National Institute for Literacy, a federal organization that addresses literacy across the lifespan and across federal agency programs.

The Secretaries made the appointment at the recommendation of the Institute.s Advisory Board.  The Board, chaired by M. Carmel Borders of Austin, Texas, consists of ten members appointed by the President and confirmed by the U.S. Senate.

"The Board is very pleased that Dr. Baxter is the Institute's Director," said Mrs. Borders.  "We are looking forward to a very productive period when the Institute will make critical contributions to literacy achievement." 

Dr. Baxter has been serving as the Institute's Interim Director since October 2001.  She was hired in January 1999 after the Institute received new responsibilities under the Reading Excellence Act to disseminate information on reading research.  Working closely with Dr. G. Reid Lyon, formerly Chief of the Child Development and Behavior Branch, National Institute of Child Health and Human Development (NICHD), she created The Partnership for Reading, an interagency collaboration directed by the Institute, to ensure that the federal government speaks with voice on reading research.

"It is a privilege to be entrusted with the Institute.s leadership at this important time," said Dr. Baxter.  "I am looking forward to building a body of work that expresses the breadth of the Institute.s legislative mandate and still continues the important work in adult literacy education that the Institute has been known for."

Before she came to the Institute, Dr. Baxter was a senior evaluator at the U.S. General Accountability Office where her work focused on federal education policy and programs.  She began her career working in community-based programs for disadvantaged youth and adults where she advised students on college admissions and financial aid requirements.

Dr. Baxter earned a doctoral degree in education from the Harvard University Graduate School of Education and holds a master's degree from Loyola College. She completed her undergraduate education at Howard University.

"I'm inspired by the Institute's Advisory Board, members of the National Coalition for Literacy, and the many other dedicated members of the literacy community," said Dr. Baxter.  "I know that by working together, we can help the Institute become a fully mature organization that addresses critical issues thoughtfully, promotes the use of evidence in improving literacy services, and strengthens results for children, youth, and adults."   

The Institute was established in 1992 by the National Literacy Act and now is authorized by the Workforce Investment Act to "...provide(s) national leadership regarding literacy, coordinate(s) literacy services and policy, and serve(s) as a national resource for adult education and literacy programs..." The Institute also is authorized by the No Child Left Behind Act to disseminate information on the findings of scientifically based reading research, and identify and disseminate information on effective early literacy and K-3 reading programs.  

Under Dr. Baxter's leadership, the Institute is planning new lines of work in adult English language acquisition; workforce literacy and basic skills; adult literacy; and youth literacy and employment.   The Institute is managing an interagency effort to gather, summarize, and disseminate information on adolescent literacy as well as supporting the National Early Literacy Panel, which is synthesizing the literature on young children's acquisition of literacy skills. 

"We've set an ambitious agenda and we're moving aggressively to increase staff capacity to handle these new responsibilities.  The Institute is fortunate to have a core group of experienced staff that has been doing a commendable job.  We're now looking for other talented and experienced individuals who will help the Institute fulfill its mission," said Dr. Baxter.

Dr. Baxter also appointed Lynn Reddy, who has been the Institute's Communications Director since 1999, as the Institute's Deputy Director.  Ms. Reddy holds masters degrees in Education and Public Administration from the Harvard University Graduate School of Education and the John F. Kennedy School of Government.

#  #  # 


From kchaney at utk.edu  Mon Aug 15 15:58:24 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 15 Aug 2005 15:58:24 -0400
Subject: [NIFL-PLI] Plain Text posting
Message-ID: <5.1.0.14.2.20050815155743.014e1a80@pop.utk.edu>



>from Jo Maralit at LINCS/NIFL...
>
>-----------------
>Dear NIFL Discussion List Subscribers,
>
>Recently, the National Institute for Literacy's Discussion Lists have been
>very active.  Everyday, we hear from current subscribers and welcome new
>subscribers.  We welcome your questions, comments, suggestions, thoughts,
>and concerns about professional development and teaching adults.
>
>We have noticed that some subscribers have had difficulty posting to the
>lists.  We would like to remind you that messages must be sent in Plain Text
>format to the NIFL Discussion Lists.   Plain Text messages should not
>contain bold, italic, bulleted lists, or any other text or paragraph
>formatting.  All links should be entered with the "http://" before the rest
>of the URL.
>
>Most email programs have a way to set your default messages in plain text.
>Many have a way to set "plain text" for each email sent. We have a list of
>step-by-step directions for MOST email programs at
>http://www.nifl.gov/lincs/discussions/help/nomime.html. If you are still
>unsure how to set your email to plain text, check with your internet
>provider or the email program's help area.
>
>If you are sure your messages are plain text format but you are still
>getting a message from the server, please contact Connie Harich,
>(Contractor, L-3 Titan) Web Specialist for the National Institute for
>Literacy at charich at nifl.gov.
>
>Thanks,
>National Institute for Literacy
>Discussion List Moderators
>
>
>
>
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From kchaney at utk.edu  Tue Sep  6 11:33:10 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 06 Sep 2005 11:33:10 -0400
Subject: [NIFL-PLI] New issue of "Focus on Basics"
Message-ID: <5.1.0.14.2.20050906113146.02e8f148@pop.utk.edu>

from Barb Garner, the Editor of "Focus on Basics"...


>Please post this (to your lists). There's something for everyone in it.
>
>__________________________
>
>       The new issue of Focus on Basics is now available on-line, at
>http://www.ncsall.net/?id=818.  Subscribers should receive their issues in
>the mail this week.
>
>        Corrections Education is the topic of this issue, but adult basic
>educators working in every setting will find articles of relevance to their
>work. A writing workshop provides the glue for the Offender Re-Entry Program
>that serves the Suffolk County (Massachusetts) House of Corrections ,writes
>Bob Flynn in the cover article. Find out how to run such a workshop, and why
>it's so useful.
>         Kathy Goebel describes why an emphasis on re-entry is so important
>and the role that education plays in those efforts. NCSALL researcher John
>Tyler finds among racial and ethnic minority offenders - primarily
>African-Americans, with a smaller number of Hispanics - a 20 percent
>increase in the earnings among GED holders relative to non-GED holders in
>the first post-release year. That transition year is crucial, so this is
>good news.  However, these effects diminish over time and are not found for
>white ex-offenders.
>         In Hawaii, Vanessa Helsham uses Hawaiian cultural references and
>literature in her classes in the Learning Center in the Halawa Correctional
>Facility. She also teaches traditional hula dancing and, in her class,
>members of rival gangs work together. If you're doing it wrong, in hula, you
>have to change. It's like life, she explains. Pauline Geraci writes about
>using a different art form - poetry - in the Minnesota Correctional Facility
>Stillwater
>         Dominique Chlup, Texas, provides a chronology of corrections
>education from 1789 and an in-depth discussion of this area over the past 65
>years. Education's role in corrections ebbs and flows as society's views of
>incarceration shift from punishment-oriented to rehabilitative.
>         Everyone has a right to an education in Vermont, explains Tom Woods,
>a teacher in the Community High School of Vermont. Read about this school
>and how it serves a transitory population with a huge range of educational
>backgrounds and needs. While certain aspects of being a teacher transcend
>place, some do not. For those Focus on Basics readers who are not
>corrections educators, Dominique Chlup describes what it's like to teach in
>a correctional facility.
>         Recognizing that their learners have a high incidence of
>disabilities, low academic skills, and other related challenges, Missouri
>and Ohio are using comprehensive screening systems and putting into place a
>web of follow-up services, including education. Laura Weisel, Alan Toops,
>and Robin Schwarz report on these efforts. Bill Muth shares the results of
>his research on assessing offenders' literacy skills, beliefs, and practices
>and offers a model of literacy assessment that can more meaningfully inform
>placement and instruction. Just as services are learning to work together to
>maximize their effectiveness, so are advisory boards. Marianna Ruprecht,
>Wisconsin, shares how her advisory board used technology to do so.
>
>Barb Garner
>Editor,
>"Focus on Basics"
>
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From dgardner at utk.edu  Wed Sep 14 10:18:28 2005
From: dgardner at utk.edu (Diane Gardner)
Date: Wed, 14 Sep 2005 10:18:28 -0400
Subject: [NIFL-PLI] EFF Conference
Message-ID: <5.1.0.14.2.20050914101701.0218af00@pop.utk.edu>


You Talked
We Listened!


If you ask anyone associated with the EFF Center for Training and Technical 
Assistance what they?ve been doing the past year, you?re likely to hear a 
common response  we?ve been listening!  That?s right, we?ve been listening 
to you and all of our customers to find out how we can best focus our 
efforts to better meet your needs.

Since EFF was first initiated in 1994, more than 30 states and programs 
have benefited from our work.  We have new and ongoing state initiatives in 
New Jersey, Oklahoma, Tennessee, Washington, DC, and Maine.   We have new 
initiatives planned or in process with many local providers as well -  in 
New York, Michigan, New Mexico, New Jersey, Oregon, DC, Virginia and Texas. 
During the past 11 years, we have learned a lot along the way.  We have 
listened to your concerns and your recommendations.

YOU SAID:

EFF was too confusing --  too overwhelming, particularly for part-time teachers

Teachers needed more guidance and user-friendly products to implement EFF 
in the classroom

You wanted curriculum frameworks that more clearly illustrated the skills 
that teachers should be teaching in the context of EFF content standards

EFF needed to be aligned with NRS-approved assessments

EFF needed some products that would directly link to business and industry.

You talked, and we listened.  We listened, we adapted, we revised, and we 
created.  Now, we would like to share our results with you!

Announcing the EFF Institute!
December 14 & 15, 2005
Trump Plaza Hotel     Atlantic City, New Jersey


The EFF Center for Training and Technical Assistance, in partnership with 
the New Jersey State Employment & Training Commission, is planning an EFF 
Institute on December 14 & 15, 2005 at the Trump Plaza Hotel in Atlantic 
City, New Jersey.  The institute will feature practical strategies and 
techniques at the state and local levels for implementing standards-based 
instruction.  Complete registration information will be forthcoming in the 
near future.  Based on our conversations with many of you, we have some 
ideas on what the institute should include, but we want to make sure we are 
right on target.  We want to ensure that the institute includes the topics 
that you need the most.

Please take just 10 minutes of your time and complete our online survey by 
September 21, 2005.  It?s quick and simple, but it will really help us 
design an institute that?s right for you.  If you are unable to complete 
the survey, please ask a staff member who works with professional 
development and/or curriculum and instruction to respond.

You may respond to the survey by clicking on the following 
URL:  http://www.AdvancedSurvey.com/default.asp?SurveyID=29840

Thank you for your cooperation, and don?t forget
.We want to hear from you 
because WE ARE LISTENING!

The EFF Institute is supported in part by funding from The UPS Foundation.


Diane P. Gardner
EFF Center
The University of Tennessee
Center for Literacy Studies
600 Henley Street, Suite 312
Knoxville, TN 37996-4135
865-974-9949
dgardner at utk.edu



From MMaralit at nifl.gov  Thu Sep 15 17:12:20 2005
From: MMaralit at nifl.gov (Maralit, Mary Jo)
Date: Thu, 15 Sep 2005 17:12:20 -0400
Subject: [NIFL-PLI] NEWS from NCSALL
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B09263F28@wdcrobe2m03.ed.gov>

*** Posted at the request of NCSALL ***

NCSALL has put a draft policy monograph, "An Evidence-based Adult Education 
Program Model Appropriate For Research", on its website.  Building on 
NCSALL's "Establishing an Evidence-based Adult Education System," this 
draft monograph seeks to establish a way for researchers to choose programs 
that offer an opportunity to employ the most appropriate research method 
for identifying and evaluating effective interventions. We have posted this 
draft to our Web site to invite researchers, practitioners, and other 
stakeholders in adult education to contribute to the drafting process by 
submitting comments. The draft is the result of over a  year's effort of 
summarizing the existing literature in our field, but it is still a "raw" 
product that needs the wisdom of practitioners and researchers in our 
field.  The document is long, but it does have a summary and is laid out in 
such a way that readers can easily find the parts they want to explore. So, 
even if you can only put a little bit of time into this effort and comment 
on only a part of the document, we urge you to do so.

To view this document and make comments, please go to www.ncsall.net for a 
link to the document and an explanation of how to post comments.

John Comings, Director
National Center for the Study of Adult Learning and Literacy
Harvard Graduate School of Education
7 Appian Way
Cambridge MA 02138
(617) 496-0516, voice
(617) 495-4811, fax
(617) 335-9839, mobile
john_comings at harvard.edu 
http://ncsall.gse.harvard.edu 


From djrosen at comcast.net  Fri Sep 16 12:49:10 2005
From: djrosen at comcast.net (David Rosen)
Date: Fri, 16 Sep 2005 12:49:10 -0400
Subject: [NIFL-PLI] ALE Wiki
Message-ID: <69B1233B-A308-4603-A28B-088F8F7B711D@comcast.net>

Dear Colleague,

The Adult Literacy Education (ALE) Wiki now has over 400 registered  
users, 34 of whom have added their introductions to the Who's Here  
page. It now has over 500 pages of content on research and  
professional wisdom in adult literacy education.  A wiki* is a web  
environment in which (after a free registration and log-in) you can  
easily add content as well as read it.  So the ALE Wiki is a  
community of practice, with practitioners, researchers and learners  
from all over North America.

The wiki is organized by content areas, or topics.  Currently these  
include:

    1. Adult Learners' Self-Study
    2. Adult Literacy Accountability
    3. Adult Literacy Professional Development
    4. Assessment Information
    5. Basic Literacy
    6. Classroom Practices that Work Professional Wisdom from  
Practitioners and Research
    7. Corrections Education
    8. Distance and Persistence
    9. English for Speakers of Other Languages
   10. Evidence Based Adult Education
   11. Family Literacy
   12. GED Research
   13. Learner Persistence
   14. Learning Disabilities
   15. Numeracy Research and Practice
   16. Participatory and Emancipatory Education
   17. Project Based Learning
   18. Public Policy
   19. Research to Practice, Practice to Research
   20. Technology
   21. Workforce, Workplace and Worker Education
   22. Young Adult Literacy

More topics can be added, and more content can be added within each  
of the topic areas.  The topic areas are usually organized as follows:

?  Questions -- usually actual questions from the field, often those  
posted by people on NIFL electronic discussion lists
?  Discussions -- usually selected threads from electronic discussion  
lists which are often added to on the Wiki.  Sometimes these are  
summarized.
?  Glossary
?  Research -- citations and links to pertinent research in the topic  
area
?  Resources -- links to resources which are pertinent to the topic area

How can one use the ALE Wiki ?

.... in ways yet to be discovered.  But so far, users have:

?  looked for questions in a specific topic area with which they, as  
teachers, are facing
?  found references to research which they needed for proposals or to  
improve program practice
?  looked up puzzling terms in the glossary
?  remembered a discussion held on an electronic list, found the  
thread archived in the ALE Wiki, and sent the ALE Wiki address to a  
colleague

I hope you will look at the ALE Wiki -- which is a work in progress  
-- and register and add to it.  Please let me know other uses that  
you have found for the ALE Wiki, and if you are interested in being a  
topic area leader for one of the current topics  --or a new wiki topic.

* wiki (http://en.wikipedia.org/wiki/Wiki) is a Hawaiian word meaning  
"quick" - wiki wiki means "very very quickly".

David J. Rosen
Wiki Organizer and "Wikiteer"
djrosen at comcast.net




From djrosen at comcast.net  Fri Sep 16 13:01:08 2005
From: djrosen at comcast.net (David Rosen)
Date: Fri, 16 Sep 2005 13:01:08 -0400
Subject: [NIFL-PLI] ALE Wiki Web Address
Message-ID: <AF83E810-C299-4428-8878-10DB3D4F7A8A@comcast.net>

.....and for those who don't yet have the ALE Wiki bookmarked, the  
Web address is:

     http://wiki.literacytent.org

David J. Rosen
Wiki Organizer and "Wikiteer"
djrosen at comcast.net





From kchaney at utk.edu  Mon Sep 19 12:27:24 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 19 Sep 2005 12:27:24 -0400
Subject: [NIFL-PLI] NIFL server down over weekend
Message-ID: <5.1.0.14.2.20050919122147.014dfd88@pop.utk.edu>

Colleagues:

Due to a power outage at the building where the National Institute for 
Literacy is located, the server, and therefore the NIFL Discussion Lists, 
were down from 7 pm on Friday, September 16 until noon on Saturday, 
September 17.  Any email sent during that time period to a nifl.gov address 
may or may not be deliverable.

If you posted during this time and do not see your message posted to the 
list by 5 pm on Monday, September 19, please re-submit your message.

Thank you,
Kim



From kchaney at utk.edu  Thu Sep 22 12:51:10 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 22 Sep 2005 12:51:10 -0400
Subject: [NIFL-PLI] Announcement from OVAE
Message-ID: <5.1.0.14.2.20050922125012.014dfe38@pop.utk.edu>


>ANNOUNCEMENT FROM OVAE:
>
>****************************************************************************
>*****************************************************************
>
>I am very pleased to announce that A Process Guide for Establishing State
>Adult Education Content Standards has been posted on the Adult Education
>Content Standards Warehouse Web site
>[http://www.adultedcontentstandards.org/howto.asp].
>The American Institutes for Research developed the guide through a contract
>with the Office of Vocational and Adult Education to operate the content
>standards warehouse project.
>
>A Process Guide for Establishing State Adult Education Content Standards
>presents the steps for moving toward a fully integrated, standards-based
>education system to improve instruction and learner outcomes.  Readers will
>find a range of suggestions and references.  The guide begins with an
>introduction to standards-based education and then presents the components
>of standards-based education reform within the context of adult education
>programs.  Each chapter provides information and examples gathered from
>research articles, discussions with state adult education staff and
>standards experts, and reviews of standards documents.  Other features of
>the guide include practice activities, sample tools and templates, a
>glossary, and additional references to support state teams and initiatives.
>
>I hope you will find A Process Guide for Establishing State Adult Education
>Content Standards to be a useful resource for making decisions related to
>the implementation of standards-based education reform and improvement.
>
>Cheryl L. Keenan
>Director, Division of Adult Education and Literacy
>Office of Vocational and Adult Education
>U.S. Department of Education
>550 12th Street, SW
>Washington, DC 20202-7240
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From djrosen at comcast.net  Sun Sep 25 07:01:35 2005
From: djrosen at comcast.net (David Rosen)
Date: Sun, 25 Sep 2005 07:01:35 -0400
Subject: [NIFL-PLI] Reviewing the Adult Literacy Education Wiki
Message-ID: <66F0063B-246D-49FC-90C5-EF40333C70C5@comcast.net>

Dear Colleague,

The Adult Literacy Education (ALE) Wiki, a community of practice on  
the WorldWide Web whose focus is adult literacy education research  
and professional wisdom, will be one year old this December.  A  
volunteer effort, it now has over 400 registered users, and over 500  
pages.  Although some of its 22 topic areas are more developed than  
others, we believe that most areas now have useful information for  
adult literacy education teachers, other practitioners, and  
researchers. But the ALE Wiki is not only a resource.  It is also  
where adult literacy researchers and practitioners can learn from  
each other; where, we hope, eventually the questions that are most  
important to practitioners are answered; and where the answers are  
based on research or the professional wisdom and experience of  
practitioners and adult learners.

We invite you to do a review of the Adult Literacy Education Wiki, or  
one of its topic areas, for a newsletter or other publication of your  
choice.  We are eager to get the word out to as many practitioners as  
possible, so they can use and to add the ALE Wiki.  We are equally  
eager to know what adult literacy education (including basic  
literacy, ABE, ASE and ESOL) practitioners and researchers see as the  
ALE Wiki's strengths and weaknesses.

Whether or not your review is published, please send it to us.  The  
topic area leaders, and other major contributors to the ALE Wiki,  
want to know what our colleagues find helpful and what needs to be  
improved.

Of course, your contributions to the ALE Wiki's topics are welcome.   
If you are interested in adding to the ALE Wiki, please register and  
then you can add text.   If you are interested in being a leader for  
a current or new topic area, please let us know.

The Adult Literacy Education Wiki will be found at:

     http://wiki.literacytent.org

Topic areas that we believe are fairly well developed include:

     ?  Assessment

     ?  Professional Development

     ?  Technology

     ?  Workforce, Workplace and Worker Education


David J. Rosen
Adult Literacy education Wiki Organizer
djrosen at comcast.net



From kchaney at utk.edu  Tue Sep 27 17:52:21 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 27 Sep 2005 17:52:21 -0400
Subject: [NIFL-PLI] Update from EFF Center
Message-ID: <5.1.0.14.2.20050927175121.02e60848@pop.utk.edu>


>Colleagues:

Please find below a recent update from EFF...

-- Kim


>_____________________________________________________________
>What's New at the Equipped for the Future Center?
>
>The EFF Center continues to work with programs and states nationally on a
>variety of projects.  You can see what's happening by checking out the
>calendar of events at:
>http://www.nifl.gov/cgi-bin/lincs/calendar/calendar.cgi?filter_sc=5
>
>It has now been a year since we launched the new EFF website:
>http://eff.cls.utk.edu/
>
>There have been many updates made in the past year so I would encourage you
>to take a look if you haven't visited recently.
>
>Here are just a few of those updates:
>1)      Two publications have been added:
>http://eff.cls.utk.edu/products_services/online_publications.htm
>
>a.      The Winter 2005 issue of HOT Topics with a focus on the standard
>Use Math to Solve Problems and Communicate.
>        b. Research to Practice Note #4: An Approach to Assessment Based on
>Cognitive Science
>2)      The EFF Teaching/Learning Toolkit has several new Examples and
>supporting Tools/Supports: http://eff.cls.utk.edu/toolkit/
>The Toolkit will continue to be a growing resource with more examples in
>different settings (ABE, ESOL, Family Literacy, GED, Corrections) and with
>different standards.
>
>3)      Each of the EFF Standards now has a downloadable pictorial
>representation available courtesy of Tacoma Community House in Washington.
>The pictures were originally developed for use with ESOL learners but
>certainly have other
>applications.  http://eff.cls.utk.edu/fundamentals/16_standards.htm
>
>       4) Updated Spanish translations for the Standards:
>http://eff.cls.utk.edu/fundamentals/spanish/eff_spanish_wheel.htm
>
>
>Aaron Kohring
>Coordinator, LINCS Literacy & Learning Disabilities Special Collection
>Research Associate, Center for Literacy Studies, University of Tennessee
>
>EFF Center for Training and Technical Assistance
>Phone:(865) 974-8426 main
>Fax:   (865) 974-3857
>e-mail: eff at utk.edu
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From kchaney at utk.edu  Thu Sep 29 15:18:12 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 29 Sep 2005 15:18:12 -0400
Subject: [NIFL-PLI] LD and work issues
Message-ID: <5.1.0.14.2.20050929151650.014e1578@pop.utk.edu>



>Colleagues:

An announcement from Donna Brian, Coordinator of the Workforce Education 
Special Collection web site...


>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>"Learning Disabilities and Work Issues": A Self-Paced Tutorial
>
>Two LINCS Special Collections have recently collaborated on a self-paced 
>tutorial called "Learning Disabilities and Work Issues".  This resource is 
>especially useful for anyone serving as an instructor or coach for adults 
>with learning disabilities who are engaged in looking for satisfying work 
>and being successful in the workplace.
>
>You can access the tutorial from either of these LINCS Special 
>Collections: the Literacy & Learning Disabilities website at 
>http://ldlink.coe.utk.edu/ld_work_issues.htm or the Workforce Education 
>website at http://worklink.coe.utk.edu/ld_work_issues.htm .  In addition 
>to the tutorial, you will find a set of Resources that are searchable by 
>topic or audience.
>
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
>
>Jo, has already said that she will make the announcement on the National 
>LINCS page too.
>
>Thanks everyone!
>
>Donna
>
>
>Donna JG Brian
>Moderator, NIFL Workplace Literacy Discussion List, and
>Coordinator/Developer LINCS Workforce Education Special Collection at 
>http://worklink.coe.utk.edu/
>Center for Literacy Studies at The University of Tennessee
>600 Henley Street, Suite 312
>Knoxville, TN 37996-4135
>
>865-974-3420 (desk phone) FAX 865-974-3857
>djgbrian at utk.edu
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From briaud at adelphia.net  Tue Oct  4 14:19:39 2005
From: briaud at adelphia.net (Brian Mahoney)
Date: Tue, 04 Oct 2005 14:19:39 -0400
Subject: [NIFL-PLI] Movig through pay grades
Message-ID: <4342C7BB.6030808@adelphia.net>

I'm a member of the Personnel Committee for a state-wide adult ed 
program in a small state.
Our committee would like to hear from other programs on how they move 
employees through the pay grades.
How are the pay grades established in your program?  What factors are 
involved in moving though them? Performance? Seniority? What 
combination? What else do you take into account?
Any responses would be appreciated



From valleypeters at tetonliteracy.org  Tue Oct  4 17:26:55 2005
From: valleypeters at tetonliteracy.org (Valley Peters)
Date: Tue, 4 Oct 2005 15:26:55 -0600
Subject: [NIFL-PLI] Programs using a Participatory Approach
In-Reply-To: <200508091600.j79G0OG24490@literacy.nifl.gov>
Message-ID: <000001c5c92a$5d0bc8f0$6601a8c0@choiburns.com>

Hello colleagues,

Our program development this year has been concentrated on ways to implement
a participatory approach.  To that end, my staff and I are interested in
comparing notes about how this approach is used in adult English classes.
We are interested in arranging site visits to programs.  Two programs we
would like to visit are English for Action in Rhode Island and Mujeres
Unidas in Boston.  We would like to hear from any other programs or of any
other programs around the U.S. that actively seek to incorporate this
approach into their curriculum.

Thank you for your time!

Valley Peters

Valley Peters
Director of Adult Services
Teton Literacy Program
Telephone: 307.733.9242
Fax: 307.733.9086
valleypeters at tetonliteracy.org
www.tetonliteracy.org
 
********************

The mission of the Teton Literacy Program is to provide tutoring resources
and services to enable all people of Teton County to achieve functional
literacy by reading, writing, speaking, and understanding English.  All
services are confidential.

 





From kchaney at utk.edu  Thu Oct  6 15:09:10 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 06 Oct 2005 15:09:10 -0400
Subject: [NIFL-PLI] Professional Development Registry
Message-ID: <5.1.0.14.2.20051006150822.014e2548@pop.utk.edu>


>
>Dear Colleague:
>Would you like to access staff development activities, agendas, and other PD
>tools or strategies designed and used by other professional development
>colleagues? Would you like to obtain feedback from others about the PD
>activities you have created?
>
>As a service to the field and in response to a need expressed by our members,
>the Association of Adult Literacy Professional Developers created the
>"Professional Development Registry": an online resource for sharing PD tools,
>obtaining feedback, or seeing the actual professional development activities
>that others have created -- facilitator guides, workshop agendas and 
>outlines,
>and manuals that describe how to conduct training for adult education
>practitioners.
>
>Visit: http://www.aalpd.org/
>(Click on "PD Registry" in the left-hand toolbar)
>
>The PD Registry evolved from an idea suggested by NIFL-AALPD subscribers who
>were looking for a way to share files and obtain feedback from colleagues.
>Materials posted to the PD Registry can be as simple as an agenda or steps 
>for
>facilitating a short activity, or it can be fully-developed training guides
>and "how to" manuals you have designed and written. The AALPD does not assess
>or judge the quality of any resources that are "registered", we only ask that
>the resources posted meet the simple criteria listed below.
>
>Best Regards,
>
>Executive Board, Association of Adult Literacy Professional Developers
>
>=====================================
>Acceptance Criteria
>
>AALPD provides the PD registry for access purposes only. AALPD will post all
>professional development materials submitted to the PD registry if they meet
>the following criteria:
>
>- All submissions to the PD Registry must be "how to" manuals or guides for
>facilitating professional development, not just descriptions of resources
>about teaching or PD.
>
>- Only professional development resources that are free for downloading will
>be posted. Professional development activities that are fee-based or 
>dependent
>upon a particular facilitator will not be accepted.
>
>- All the resources must be available electronically, either on another
>website or on the AALPD website. If you do not have the means to make your
>resource available on a website but it is available electronically, you can
>upload your file for submission to the PD Registry using the online
>submissions form.
>=====================================
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From kchaney at utk.edu  Thu Oct  6 16:44:34 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 06 Oct 2005 16:44:34 -0400
Subject: [NIFL-PLI] EFF Call for Presenters
Message-ID: <5.1.0.14.2.20051006164344.02e734b0@pop.utk.edu>



>**********************
>
>Presentation Proposal Form for New Destinations to Literacy, Learning and
>Life:
>
>A National Conference on Adult Education Equipped for the Future Sessions
>
>Presented by the Equipped for the Future Center in partnership with
>The New Jersey State Employment & Training Commission and The UPS Foundation
>
>December 14-15, 2005
>Trump Plaza
>Atlantic City, NJ
>
>Please type the information and email this document to Diane Gardner at
>dgardner at utk.edu no later than October 12, 2005.
>
>Name (Lead Presenter)
>
>Title
>
>Organization
>
>Address
>
>City                                            State
>      Zip
>
>Telephone                                       Fax
>Email
>
>Presenter's experience implementing EFF:
>
>
>SUGGESTED INTEREST AREAS FOR PRESENTERS
>EFF Program Improvement Model
>Using EFF in an ESL setting
>EFF and goal setting
>EFF Standards-based instruction and assessment
>?       Teaching/learning cycle
>?       Designing instruction
>EFF and Accountability
>Adapting EFF Standards to state contexts
>EFF and preparation for other standardized assessments
>Systemic integration of EFF
>EFF and workforce preparation
>EFF's Work Readiness Credential
>
>
>PRESENTATION FORMAT
>
>Concurrent sessions:
>Sessions are 1 ? hours in length  check the format that you would prefer:
>
>1.      _____   Panel Discussion  3 or more presenters on a topic.  Provide
>time for Q & A, moderated by lead presenter.
>
>2.      _____   Solo or Team Presentation  1-2 presenters.
>
>3.      _____   Workshop Sessions  2 back-to-back sessions, permitting the
>presenters to provide hands-on activities, demonstrations, development of
>materials, or applications of practice.
>
>
>
>Session Title:
>
>Activity abstract:
>   In no more than 50 words, describe the session. If accepted, the
>information that you provide will be used in the program information
>provided for participants.
>
>
>
>
>
>
>Objectives:
>List the knowledge, skills, concepts, strategies, or attitudes you expect
>the participants to gain.
>
>
>
>
>Instructional strategies:
>Outline how you will present the information.  What individual or group
>activities will the participants perform?  How will you help participants
>link and apply the information to their own contexts?
>
>
>
>
>What aspects of the EFF Framework or approach will be the focus of your
>presentation?
>
>
>
>
>Intended audience:
>_____teachers/ tutors
>_____program coordinators/directors
>_____professional development coordinators
>_____workforce development providers
>_____state adult education staff
>_____other(specify)
>______________________
>
>
>Materials needed:
>______Flip chart
>______LCD projector
>______Overhead projector
>______Other  please specify
>
>
>Name(s) of presenter(s):
>
>
>
>I understand that the presenters:
>
>Must pre-register for the conference and pay the reduced registration fee
>which is  $90.  [The 2 day registration fee for other participants is $195.]
>Registration includes continental breakfast and luncheon on the 14th and
>15th and a reception on the 14th.
>
>Will be responsible for covering their travel costs, including
>transportation and lodging.
>Lodging at the Trump Plaza is $65 per night.
>
>Will be responsible for furnishing all handouts for their sessions.
>
>Will not be paid an honorarium.
>
>
>
>
>____________________________________    ____________________________
>Signature of lead presenter                             Date
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From Ssocha at southbaltimorelearns.org  Fri Oct  7 11:37:05 2005
From: Ssocha at southbaltimorelearns.org (Sonia Socha)
Date: Fri, 07 Oct 2005 11:37:05 -0400
Subject: [NIFL-PLI] Re: NIFL-PLI Digest, Vol 58, Issue 1
Message-ID: <s3465df6.009@NW51_1>

Mr. Mahoney,

I am from a smalll community based non-profit in Maryland and also am interested in pay scales for instructors and program staff, both part time hourly and full time salaried.  

Our organization has "ranges" and starting wage based on experience and degrees.  However, any information I can learn from other programs would help in comparing our compensation system and market rate with other programs.   

Since our state will soon be in a position to increase the number of full-time staff positions, particularly instructors, I am interested in knowing what other states are doing with compensation.  What are the pay ranges and what type of benefit packages are being offered.   What is considered when determining salary and wage increases? And what are the general hourly rates for part time instructors?  What is the requirementfor and how does professional development fit in the compensation equation?

Our hourly instructional rate ranges from $15 - 20/hour depending on degrees and years of experience.  We offer this hourly rate with prep time being paid.  I know some programs build prep time into their base pay instead of accounting for it separately.

Brian, I am happy to speak directly with you or anyone else who wishes more detail on our compensation program. (410-625-4215).   Adult education and literacy is emerging in more and more states across the country as an established field of education with professionals who deserve appropriate compensation packages.  Let's share this information  with each other.  Many thanks.

Sonia Socha, Executive Director
South Baltimore Learning Center





>>> nifl-pli-request at nifl.gov 10/06/05 12:00PM >>>
Send NIFL-PLI mailing list submissions to
	nifl-pli at literacy.nifl.gov 

To subscribe or unsubscribe via the World Wide Web, visit
	http://www.nifl.gov/mailman/listinfo/nifl-pli 
or, via email, send a message with subject or body 'help' to
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When replying, please edit your Subject line so it is more specific
than "Re: Contents of NIFL-PLI digest..."


Today's Topics:

   1. Movig through pay grades (Brian Mahoney)
   2. Programs using a Participatory Approach (Valley Peters)


----------------------------------------------------------------------

Message: 1
Date: Tue, 04 Oct 2005 14:19:39 -0400
From: Brian Mahoney <briaud at adelphia.net>
Subject: [NIFL-PLI] Movig through pay grades
To: nifl-pli at literacy.nifl.gov 
Message-ID: <4342C7BB.6030808 at adelphia.net>
Content-Type: text/plain; charset=ISO-8859-1; format=flowed

I'm a member of the Personnel Committee for a state-wide adult ed 
program in a small state.
Our committee would like to hear from other programs on how they move 
employees through the pay grades.
How are the pay grades established in your program?  What factors are 
involved in moving though them? Performance? Seniority? What 
combination? What else do you take into account?
Any responses would be appreciated



------------------------------

Message: 2
Date: Tue, 4 Oct 2005 15:26:55 -0600
From: "Valley Peters" <valleypeters at tetonliteracy.org>
Subject: [NIFL-PLI] Programs using a Participatory Approach
To: <nifl-pli at nifl.gov>
Message-ID: <000001c5c92a$5d0bc8f0$6601a8c0 at choiburns.com>
Content-Type: text/plain;	charset="us-ascii"

Hello colleagues,

Our program development this year has been concentrated on ways to implement
a participatory approach.  To that end, my staff and I are interested in
comparing notes about how this approach is used in adult English classes.
We are interested in arranging site visits to programs.  Two programs we
would like to visit are English for Action in Rhode Island and Mujeres
Unidas in Boston.  We would like to hear from any other programs or of any
other programs around the U.S. that actively seek to incorporate this
approach into their curriculum.

Thank you for your time!

Valley Peters

Valley Peters
Director of Adult Services
Teton Literacy Program
Telephone: 307.733.9242
Fax: 307.733.9086
valleypeters at tetonliteracy.org 
www.tetonliteracy.org 
 
********************

The mission of the Teton Literacy Program is to provide tutoring resources
and services to enable all people of Teton County to achieve functional
literacy by reading, writing, speaking, and understanding English.  All
services are confidential.

 





------------------------------

_______________________________________________
NIFL-PLI mailing list
NIFL-PLI at literacy.nifl.gov 
To unsubscribe or change your subscription settings, please go to 
http://www.nifl.gov/mailman/listinfo/nifl-pli 


End of NIFL-PLI Digest, Vol 58, Issue 1
***************************************


From kchernus at mprinc.com  Mon Oct 10 13:36:17 2005
From: kchernus at mprinc.com (Kathy Chernus)
Date: 10 Oct 2005 13:36:17 -0400
Subject: [NIFL-PLI] Position Announcement
Message-ID: <1064312526kchernus@mprinc.com>

MPR Associates, Inc., founded in 1980, is a medium-sized consulting firm with headquarters in Berkeley, California and a small office in Washington, DC. We specialize in adult, elementary, secondary, and postsecondary education research. Our goal is to help improve American education by developing useful data collections, conducting careful analysis, communicating findings clearly, and using the results to provide high quality materials and services for educators and policymakers. Visit our website for more information: http://www.mprinc.com . 

SENIOR ASSOCIATE POSITION ANNOUNCEMENT

We currently have an opening in our Washington, DC office for an experienced Senior Research Associate with background and expertise in adult education areas such as adult basic education, English as a Second Language (ESL), family literacy, adult learning disabilities, and/or adult secondary education. Excellent written and oral communication skills and knowledge and experience with qualitative and quantitative research methodologies and policy analysis are required. Ability to successfully manage project tasks and team efforts is expected. Candidates must have a Master?s or Ph.D. degree and related experience.  Demonstrated experience in assessment, curriculum and professional development within adult education content areas, management of adult education programs at the state or local level, and/or teaching of adult learners is preferred.

Interested applicants should send a cover letter and vita to:
MPR Associates, Inc.
Attn: Human Resources
2150 Shattuck Ave., Suite 800
Berkeley, CA 94704
Fax: (510) 849-0794
EMail:  HR at mprinc.com

Please share this announcement with colleagues who you think might be well suited and interested in pursuing a career with MPR.

Many thanks.



-- 
Kathy Chernus
Senior Associate
MPR Associates, Inc.
2401 Pennsylvania Avenue, NW
Suite 410
Washington, DC 20037
202/478-1027 x 102



From kchaney at utk.edu  Mon Oct 17 14:40:12 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 17 Oct 2005 14:40:12 -0400
Subject: [NIFL-PLI] PD Project / Opportunity
Message-ID: <5.1.0.14.2.20051017143735.014e4460@pop.utk.edu>


>Colleageus,

Below is a message from Marie Cora, the moderator of the NIFL Assessment 
Discussion List.  She is preparing  for an online course on Assessment 
Basics, and is looking for participants (no cost)...

-----------------------------------------------------------------------------------------------------------------------------------------------------------------


>Announcement!
>
>
>
>
>
>AE Pro, the Online Professional Development Project, will be piloting a 6 
>week course on Assessment Basics for 10 lucky subscribers at no cost!
>
>
>
>Assessment Basics is a brand new course that AE Pro would like to collect 
>your feedback on before it officially joins the other on-line professional 
>opportunities that AE Pro offers.
>
>
>
>If you would like to take advantage of a *free* on-line professional 
>development course, this is your opportunity!  The Assessment Basics 
>course is designed for teachers, program administrators, professional 
>development providers, and state adult literacy and basic education staff 
>who want to understand fundamental assessment information necessary for 
>quality in test administration and design, and score interpretation and 
>use.  Topics covered include benefits and limitations of different types 
>of assessments; studying assessment tools and frameworks; working with 
>student goals; developing assessments for the classroom; and interpreting 
>test results and using data.
>
>
>
>If you are interested in taking advantage of this free offer, please 
>contact Marie Cora, Course Facilitator, at 
><mailto:mariecora at hotpurpartners.com>marie.cora at hotspurpartners.com.
>
>
>
>For more information about AE Pro and how it can serve your needs, please 
>visit:  <http://aeprofessional.org/>http://aeprofessional.org/.
>
>
>
>
>
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators



From kchaney at utk.edu  Thu Oct 20 15:39:29 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 20 Oct 2005 15:39:29 -0400
Subject: [NIFL-PLI] Job posting
Message-ID: <5.1.0.14.2.20051020153701.03b60a70@pop.utk.edu>



>
>Colleagues;

This job posting recently came up with the Texas Adult Education 
Credentials Project.  Please see details below...





>Grant Coordinator
>
>Adult Education Credential Project
>
>POSITION #2006036
>
>Job Duties
>
>
>
>In collaboration with an assessment consultant and Adult Education 
>Credential Project (AECP)  staff, design and develop a procedure for 
>standardized scoring of teacher professional development portfolios 
>(written reflections) that are used to award credit toward an adult 
>educator credential.
>
>
>
>Develop a plan for training professionals to replicate the standardized 
>assessment procedure
>
>
>
>Work with grant team to contract with scorers, train scorers, and 
>supervise scoring of portfolios (written reflections) on monthly basis.
>
>
>
>Support grant team as a resource in developing a credential model for 
>administrators
>
>
>
>As a member of the grant team, assist in mentoring adult educators through 
>credential process.
>
>
>
>Present information on teacher credential model to statewide and other 
>professional audiences.
>
>
>
>Attend adult education professional development meetings and represent 
>AECP at meetings and conferences.
>
>
>
>Assist in supervising administrative staff
>
>
>
>Knowledge, Skills, and Abilities
>
>
>
>Required :
>
>Knowledge and experience in conducting assessment of qualitative 
>portfolios including experience assessing teacher professional development 
>portfolios
>
>
>
>Experience developing and applying scoring rubrics in assessment of 
>written work.
>
>
>
>Knowledge of adult education theory through graduate course credit.
>
>
>
>Earned master s degree in education or related field; coursework in 
>educational assessment
>
>
>
>Preferred:
>
>Experience in adult education setting(s) as a teacher or supervisor
>
>
>
>Earned doctorate in education with emphasis on qualitative assessment
>
>
>
>Public professional presentation experience
>
>
>
>Work days and times:  M-F, 8AM-5Pm
>
>
>
>For details and for specific information on submitting an application, see 
>the Texas State University Human Resources website: 
><http://www.humanresources.txstate.edu/>http://www.humanresources.txstate.edu/
>
>Click on         Quick Links
><javascript:void(0)>EASY Staff Employment Opportunities Online
>
>-->   Search on Job Posting Number: 2006036
>
>
>
>This posting closes at 5 p.m. CST on 10.26.2005.
>
>If you have questions, contact Dr. Emily Payne, Principal Investigator, by 
>email at <mailto:ep02 at txstate.edu>ep02 at txstate.edu or
>
>by telephone at 512.245.2438.
>
>
>
>
>
>
>
>Texas State University-San Marcos is a member of the Texas State 
>University System
>
>
>
>



From kchaney at utk.edu  Sat Oct 22 20:58:08 2005
From: kchaney at utk.edu (Kim Chaney-Bay)
Date: Sat, 22 Oct 2005 20:58:08 -0400
Subject: [NIFL-PLI] Upcoming Conference
Message-ID: <5.1.0.14.0.20051022205727.0288bbb0@pop.utk.edu>


>Greetings all,
>
>Conference information has been posted on-line for New Destinations to
>Literacy, Learning and Life: A National Conference on Adult Education,
>which the EFF Center is co-sponsoring with the NJ State Employment and
>Training Commission.
>
>New Jersey's website has updated information on the conference as well as
>the registration information. Click on the "What's New?" button on the left
>menu of this website: http://www.njsetc.net
>
>There is also a flyer on the EFF website:
>http://eff.cls.utk.edu/news_updates.htm
>
>For more information, contact:
>Aaron Kohring
>Center for Literacy Studies, University of Tennessee
>EFF Center for Training and Technical Assistance
>Phone:(865) 974-4109 main
>       (865) 974-4258 direct
>Fax:  (865) 974-3857
>e-mail: akohring at utk.edu
>
>
>
>_______________________________________________
>NIFL-MODERATORS mailing list
>NIFL-MODERATORS at literacy.nifl.gov
>http://literacy.nifl.gov/mailman/listinfo/nifl-moderators




From kchaney at utk.edu  Mon Oct 24 13:26:08 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 24 Oct 2005 13:26:08 -0400
Subject: [NIFL-PLI] Resource added to the PLI collection
Message-ID: <5.1.0.14.2.20051024131408.014e5478@pop.utk.edu>

Dear List Subscribers:

The following resource was recently added to the "Program Leadership and 
Improvement Special Collection."

Guide for Managers of Adult Education Programs
Hudson River Center for Program Development and New York State Education 
Department. 2001
This guide was written to orient and provide support to new program 
managers. The document reviewers noted that the sections on staffing, 
working with adult learners, leadership, and program design and delivery 
are particularly strong. State policy is sometime referenced; since the 
guide was written for New York program administrators, administrators from 
other states will need to check policy for their respective states.

To access this resource on the collection web site,go to 
[http://pli.cls.utk.edu]. Click "Tools and Resources" on the right-side 
menu bar.  The document is listed at the top of the page.

Best regards,
Kim



From kchaney at utk.edu  Tue Oct 25 17:32:35 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 25 Oct 2005 17:32:35 -0400
Subject: [NIFL-PLI] New Format for Institute Lists
Message-ID: <5.1.0.14.2.20051025172257.02e8c9a0@pop.utk.edu>

Dear PLI Discussion List subscribers:

The following message (below) from Jo Maralit and Tanya Shuy was sent to 
all of the NIFL discussion lists earlier today.  As you will see in the 
second paragraph, they make mention of the "switch over" in November 
2005  from non-moderated lists to fully moderated lists.  I just wanted to 
clarify that the Program Leadership and Improvement List and the Workforce 
Education list are *already* fully moderated (they started out a bit 
differently than the other lists) and so this change won't affect that 
aspect of the list.  Please note that there are additional comments in the 
message from Jo and Tanya that may be of interest to you.

Thank you,
Kim

------------------------------------------------------------------------------------------------------------------------------------------------------------------------

>Date: Tue, 25 Oct 2005 15:14:10 -0400 (EDT)
>From: tshuy at nifl.gov
>Subject: [NIFL-4EFF:3044] New format for the Institute Lists
>Sender: nifl-4eff at nifl.gov
>To: Multiple recipients of list <nifl-4eff at literacy.nifl.gov>
>Reply-to: nifl-4eff at nifl.gov
>Originator: nifl-4eff at literacy.nifl.gov
>X-Spam-Status: hits=0.55 tests=NO_REAL_NAME ver=3.1.0
>X-Scanned-By: MIMEDefang 2.53 on 160.36.178.61
>
>Dear Discussion List Participants,
>
>The National Institute for Literacy sponsors electronic discussion lists 
>to facilitate dialogue about the latest literacy research and its 
>applications to instructional practice; promising policies and practices; 
>and to promote the exchange of ideas, resources, and experience.  Our goal 
>is to enhance professional development for educators and practitioners 
>through ongoing opportunities to learn, discuss, and reflect on critical 
>literacy issues.
>Presently, the Institute is moving the discussion lists to a new format. 
>Beginning next month - November 2005, the discussion lists will switch 
>over to a fully moderated list.  Each discussion list addresses a specific 
>topic and is moderated by a practitioner with expertise who is responsible 
>for facilitating the discussion.
>
>We encourage discussion list participants to focus contributions to the 
>lists on the specific lists' subject areas and goals. Comments, 
>suggestions, references, and ideas posted to the discussion lists should 
>serve as resources for enhancing the field's capacity and knowledge 
>base.  We encourage open discourse and an exchange of information, ideas, 
>and practices among all list subscribers.  Differences in perspectives and 
>ideas are welcome, especially when they are voiced in the spirit of 
>inquiry, curiosity, and mutual respect.  While the lists are specifically 
>designed to meet the needs of educators and practitioners, we encourage 
>all who have an interest in adult literacy to join the discussions.
>
>We invite your continued participation on the discussion lists.
>
>Sincerely,
>Tanya Shuy and Mary Jo Maralit
>National Institute for Literacy




From kchernus at mprinc.com  Thu Oct 27 10:37:13 2005
From: kchernus at mprinc.com (Kathy Chernus)
Date: 27 Oct 2005 10:37:13 -0400
Subject: [NIFL-PLI] ADULT EDUCATION RESEARCHER/PROJECT MANAGER POSITION
Message-ID: <1065770582kchernus@mprinc.com>

This is a revised description for MPR's Senior Research Associate position that was posted on October 10, 2005.

ADULT EDUCATION RESEARCHER/PROJECT MANAGER POSITION

MPR Associates, Inc. is looking for an adult education professional with expertise in adult basic education, English as a Second Language (ESL), family literacy, adult learning disabilities, and/or adult secondary education. Excellent qualitative research, written and oral communication skills, and project management experience a must. Master?s or Ph.D. degree and related experience required. Position is located in Washington, DC. Visit our website for more information on the job opening and MPR: http://www.mprinc.com.





From MMaralit at nifl.gov  Fri Oct 28 12:03:32 2005
From: MMaralit at nifl.gov (Maralit, Mary Jo)
Date: Fri, 28 Oct 2005 12:03:32 -0400
Subject: [NIFL-PLI] Move to New Server
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B092640FE@wdcrobe2m03.ed.gov>

Hello, NIFL-List Subscribers, 

I wanted to send out a quick note about the plans to switch over to the new server today.  We will be moving all the lists and subscribers over to Mailman this afternoon.  

All subscribers will be switched over to the new server automatically, each subscriber will get a welcome message for each list.  Please be aware that in some cases, the list names will have changed.  You will get passwords for all the lists are subscribed to and will be able to make changes so that you use one password for all lists, giving you more options to make global changes.
There are many new features in Mailman that will be useful.  The list archives will also be in a different format. 

Please note that all list will remain in the current non-moderated mode for about 2-3 weeks, so that we can fix any technical difficulties.  We will keep you posted on when those changes will be made.   Let us know if you have any questions.
 
Thanks,
Jo Maralit
National Institute for Literacy
mmaralit at nifl.gov




From MMaralit at NIFL.gov  Fri Oct 28 14:55:15 2005
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Fri, 28 Oct 2005 14:55:15 -0400
Subject: [ProgramLeadership] List Information
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932972@wdcrobe2m03.ed.gov>

Dear List Subscribers, 

Welcome to the National Institute for Literacy's new discussion lists. The Institute looks to make the discussion list a more critical element of the work that we do.  In a few weeks, the moderators will be taking on a more proactive role - such as making arrangements for guest participants and facilitating discussion activities around a research question or current issues. It is our intent to improve the lists by doing more to provide opportunities for professional growth, and access to information and resources.

The Institute values the communication that has occurred on the lists in the past.  We hope that this change enhances this service the lists provide, including discussions on all lists in regards to the various topic areas: highlighting new research, resources and current issues.

We will be starting off the initial phase to give subscribers the opportunity to get familiar with Mailman.  We will share the guidelines for the fully moderated list, next week, as well as additional information as to how a fully-moderated list works.  We will keep each list informed as to the scheduled changes to the lists.

Thank you for your assistance in helping us make this transition smooth.

Jo Maralit
National Institute for Literacy
mmaralit at nifl.gov <mailto:mmaralit at nifl.gov> 


From kabeall at comcast.net  Mon Oct 31 15:28:32 2005
From: kabeall at comcast.net (kabeall at comcast.net)
Date: Mon, 31 Oct 2005 20:28:32 +0000
Subject: [ProgramLeadership] New NCSALL Resources
Message-ID: <103120052028.26455.43667E6F0005224600006757220073544604040E0A0D0E05@comcast.net>

Two new study circle guides and a forum guide are available from NCSALL. To download free copies or to order printed copies of these publications, please visit the NCSALL Web site at http://www.ncsall.net. 

 
Research-based Adult Reading Instruction 
(http://www.ncsall.net/?id=892)

This new professional development guide provides all the steps, materials, and readings for conducting a 10?-hour study circle for adult basic education and literacy practitioners. The study circle covers the latest research on reading instruction.
 

Skills for Health Care Access and Navigation 
(http://www.ncsall.net/?id=891)

The goal of this 15-hour study circle+ is to prepare participants to help their students develop basic skills needed for accessing health-related services and for navigating health care systems.
 

Health Literacy Public Health Forums: Partners for Action
(http://www.ncsall.net/?id=785)

This guide was designed to assist public health professionals and members of departments of health to conduct a forum on health literacy and thereby raise awareness about health literacy and links to health outcomes. The guide includes the materials needed for planning and implementing the forum except for the video/DVD, In Plain Language.
 
 
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From kchaney at utk.edu  Tue Nov  8 16:11:36 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 08 Nov 2005 16:11:36 -0500
Subject: [ProgramLeadership] How to turn off mail without unsubscribing
Message-ID: <5.1.0.14.2.20051108160924.014ea370@pop.utk.edu>


>Dear Subscribers:

Please find below the "how-to" guide for turning off your list subscription 
when you enable the automatic "out-of-office" email replys when on 
vacation, etc.

Thanks,
Kim

>
>---------------------------------------------------------------------------------------------------
>To suspend discussion list mail while you are out of the office:
>1. Go to 
><http://dev.nifl.gov/lincs/discussions/discussions.html>http://dev.nifl.gov/lincs/discussions/discussions.html 
>and click on one of the discussion lists to which you are subscribed.
>
>2. Scroll to the bottom of the page and enter the email address you used 
>when you subscribed to the list, click the "Unsubscribe or edit options" 
>button.
>
>3. Enter your password (forgot your password? scroll down and click the 
>"Remind" button under the heading "Password Reminder)
>
>4. Once you are on your user option page, scroll down to the first grey 
>box labeled "Mail delivery" and click the "Disabled" option to the right. 
>If you are subscribed to more than one list, clicking the "set globally" 
>box will disable all of your subscribed lists mail.
>
>5. When you return to the office, you can go back to your options page and 
>change the mail delivery setting to "Enabled". Click the "Set globally" 
>box again if you are subscribed to more than one list.
>
>
>
>_______________________________________________
>Moderators mailing list
>Moderators at dev.nifl.gov
>http://dev.nifl.gov/mailman/listinfo/moderators

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From djrosen at comcast.net  Wed Nov  9 07:03:24 2005
From: djrosen at comcast.net (David Rosen)
Date: Wed, 9 Nov 2005 07:03:24 -0500
Subject: [ProgramLeadership] Finding Adult Literacy Education Knowledge
Message-ID: <BA235087-5859-400B-8042-19DEE3043F10@comcast.net>

Colleagues,

Many adult literacy and English language learning practitioners turn  
to this electronic list to find knowledge and wisdom, and to get  
answers to specific professional questions.  We also have other ways  
of finding knowledge.  We learn from our experience and that of our  
colleagues. We read certain journals, magazines and newspapers, we  
seek out opinions from reputable  sources, and we try to find the  
best research which addresses our question or problem.  So, here's my  
question:

How do you find answers to your adult literacy and English language  
learning questions?

	a. For example, do you use any of the following?

	? NIFL LINCS Special collections, LINCSearch, discussion lists, and  
the included online documents and archives
	? Canadian-sponsored National Adult Literacy Database (NALD) and its  
online documents and archives
	? National Center for the Study of Adult Learning and Literacy  
(NCSALL) Web site and its hard copy publications
	? ERIC Database
	? The Adult Literacy Education Wiki
	? OTAN
	? EdWeek
	? PEN
	? Other electronic lists

	b. What else do you use?  What hard copy journals do you find  
useful? Are there other electronic resources that are helpful in  
answering questions?

Please e-mail your answers to me. I will compile what I get and post  
a summary back to those who e-mail me so we can all benefit from our  
collective wisdom.  You can send a short email with just items to add  
to the list above or, if you prefer, you can write a longer, more  
reflective answer which contextualizes the question, describes how  
the question hits home for you, expresses frustration with how little  
research and professional wisdom our field has, or whatever you would  
like to say.  If you think your comments pertain to the focus of this  
list, of course, you could post them here.

Thanks for your help in answering this question, which I hope is not  
mine alone.

David J. Rosen
DJRosen at comcast.net

From kchaney at utk.edu  Thu Nov 10 17:16:18 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 10 Nov 2005 17:16:18 -0500
Subject: [ProgramLeadership] New resource listed
Message-ID: <5.1.0.14.2.20051110164714.014ea950@pop.utk.edu>

Colleagues:

A link to the "Professional Development Registry", sponsored by the 
Association of Adult Literacy Professional Developers (AALPD),  has been 
added to the LINCS Program Leadership and Improvement Special Collection 
web site.  To access the link, go to the "Additional Resources" page of the 
special collection web site and click on the Professional Development 
Registry link at the top [http://pli.cls.utk.edu/additional_resources.htm].


As described on the AALPD web site, the registry was developed to serve the 
following purpose:

"The Professional Development Registry is a way for professional developers 
to share tools for professional development: facilitator guides, workshop 
agendas and outlines, and manuals that have been created for the 
professional development of Adult Literacy, Adult Basic Education (ABE), 
Adult Secondary Education (ASE), and English Speakers of Other Languages 
(ESOL) teachers and other practitioners. The purpose of the PD Registry is 
for sharing actual tools that professional developers can download and use 
to deliver training; it is not for posting descriptions of trainings or 
posting guides for teachers or tutors.

The AALPD created the PD Registry because professional developers who are 
part of our network wanted a place where they could post training guides 
and manuals they had designed and written. They also wanted a place to see 
the actual professional development activities that others had created, and 
to get feedback from others about their activities. We hope the PD Registry 
meets these unique needs."


-- Kim



From kchaney at utk.edu  Tue Nov 15 16:19:29 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 15 Nov 2005 16:19:29 -0500
Subject: [ProgramLeadership] 2006 Budget and Appropriations
Message-ID: <5.1.0.14.2.20051115161823.03bf06d8@pop.utk.edu>


>
>  Colleagues:
>
>>The information below is being posted at the request of the National 
>>Coalition for Literacy.
>
>Best regards,
>Kim
>
>>**********************************************************************************************************************************
>>
>>Are you confused about the national budget, appropriations, and 
>>reconciliation? The National Coalition for Literacy staff has prepared an 
>>update of the 2006 Budget and Appropriations year. Included is 
>>information concerning how the Budget system works, what Budget 
>>Reconciliation is, and an analysis of Welfare Reform being discussed as 
>>part of the House Reconciliation package. Additionally a short yet 
>>informative list of definitions concerning the Budget is also available.
>>
>>Click on the link for the PDF of the Budget and Appropriations Update: 
>><http://www.national-coalition-literacy.org/pdf/BUDGETAPPROPRIATIONSUPDATE.pdf> 
>>(or copy and paste the address into your browser address bar).
>>
>>Click on the link for the PDF of Budget Definitions: 
>><http://www.national-coalition-literacy.org/pdf/BudgetDefinitions.pdf> 
>>(or copy and paste the full address into your browser address bar).
>>
>>Noreen Lopez
>>lopezns at comcast.net
>>_______________________________________________
>>National Insitute for Literacy
>>Moderators mailing list
>>Moderators at dev.nifl.gov
>>http://dev.nifl.gov/mailman/listinfo/moderators
>
>
>




From kchaney at utk.edu  Tue Nov 15 16:42:12 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 15 Nov 2005 16:42:12 -0500
Subject: [ProgramLeadership] Guest speaker: Literacy Work in Afghanistan
Message-ID: <5.1.0.14.2.20051115162401.02ed65c8@pop.utk.edu>


>Dear Colleagues:

Daphne Greenberg, the moderator for the Women and Literacy Discussion List, 
has invited us to participate in a discussion with guest Brenda Bell, who 
will be on the list starting November 17.  The information is posted below.

I have had the opportunity to talk with Brenda a couple of times about her 
literacy work in Afghanistan.  It is very intriguing, and I believe this is 
a good opportunity to hear about literacy work in another part of the 
world.  Brenda has many years experience in adult education and literacy, 
and will welcome any questions you have on topics related to leadership and 
program improvement.

To access the "Women and Literacy Discussion List", as well as the other 
NIFL lists, please go to:
[http://www.nifl.gov/lincs/discussions/discussion.html].

Sincerely,
Kim

>---------------------------------------------------------------------------------------------------------------------------------------------------------------------
>I am pleased and honored to announce that from November 17th-December 1st, 
>Brenda Bell has graciously agreed to be a guest facilitator on our 
>listserv. The focus of her time with us will be to discuss her litercy 
>work in Afghanistan.
>Here is some general information about her:
>Brenda Bell, formerly Associate Director of the Center for Literacy 
>Studies, University of Tennessee, and long-time EFF manager, is in 
>Afghanistan for several months assisting with the Literacy for Community 
>Empowerment Program, a project of Education Development Center in 
>partnership with UN Habitat.  This is Brenda's third trip to Afghanistan 
>in the past ten months.
>The LCEP, active in five Afghan provinces, links literacy with governance 
>and economic development activities in 200 rural villages.  Literacy 
>teachers, for women's and men's classes, are from the villages, and often 
>have less than a 10th grade education.  They are supported by training and 
>mentoring provided by facilitators at the district and national level.
>
>
>Daphne Greenberg
>Assistant Professor
>Educational Psych. & Special Ed.
>Georgia State University
>P.O. Box 3979
>Atlanta, Georgia 30302-3979
>phone: 404-651-0127
>fax:404-651-4901
>dgreenberg at gsu.edu
>
>Daphne Greenberg
>Associate Director
>Center for the Study of Adult Literacy
>Georgia State University
>P.O. Box 3977
>Atlanta, Georgia 30302-3977
>phone: 404-651-0127
>fax:404-651-4901
>dgreenberg at gsu.edu
>_______________________________________________
>National Insitute for Literacy
>Moderators mailing list
>Moderators at dev.nifl.gov
>http://dev.nifl.gov/mailman/listinfo/moderators




From djrosen at comcast.net  Fri Nov 25 16:43:25 2005
From: djrosen at comcast.net (David Rosen)
Date: Fri, 25 Nov 2005 16:43:25 -0500
Subject: [ProgramLeadership] (no subject)
Message-ID: <C881228B-BF40-461D-9954-71B8F0CD1B09@comcast.net>

Colleagues,

On November 9, 2005 I wrote:

"Many adult literacy and English language learning practitioners turn  
to this electronic list to find knowledge and wisdom, and to get  
answers to specific professional questions.  We also have other ways  
of finding knowledge.  We learn from our experience and that of our  
colleagues. We read certain journals, magazines and newspapers, we  
seek out opinions from reputable  sources, and we try to find the  
best research which addresses our question or problem.  So, here's my  
question:

How do you find answers to your adult literacy and English language  
learning questions?"

You will find a compilation of responses to the question below, by  
information medium type :

David J. Rosen
Adult Literacy Advocate
DJRosen at theworld.com

-----

DATABASES and ONLINE LIBRARIES

?  The National Institute for Literacy (NIFL) Literacy Information  
and Communications System ( LINCS) , which has special collections,  
four comprehensive search engines (LINCSearch), discussion forums  
9electronic lists), online documents and archives  http:// 
www.nifl.gov/lincs/

? The (Canadian) National Adult Literacy Database (NALD) and its  
online documents and archives http://www.nald.ca/

? The NIACE (UK) National Institute for Adult and Continuing  
Education.  This and  the National Literacy Trust are web sites with  
links to research studies, reports and recently published books.  
http://www.niace.org.uk/

? The Centre for Literacy. Montreal, Quebec. http:// 
www.centreforliteracy.qc.ca/
Library catalog: http://www.centreforliteracy.qc.ca/library/intro.htm

? AlphPlus Centre. Toronto Ontario. http://alphaplus.ca/eng.asp
AlphaPlus offers ?an extensive physical library collection as well as  
an ever-growing online collection of literacy research. They are a  
repository for all Ontario field development projects and research  
funded by the Literacy and Basic Skills section of the Ontario  
Ministry of Training, Colleges and Universities. AlphaPlus also  
maintains a number of public discussion forums where literacy  
resources are shared, event notices are posted and general questions  
and dialogue for the literacy community is maintained.?  Kim  
Falcigno, Literacy Project Researcher/Consultant, thunder Bay, Ontario.

? The National Center for the Study of Adult Learning and Literacy  
(NCSALL) Web site and its hard copy publications http://ncsall.net

? Education Resources Information Center (ERIC) Database http:// 
www.eric.ed.gov/

?  Outreach and Technical Assistance Network (OTAN). Although this is  
a California-based organization, its web site is accessible to people  
outside the state and it has a library of online adult literacy  
education documents.  http://www.otan.us/

? PDK knowledge databases http://www.literacy.org/pdk/

? Workforceusa.net.  They pull together resources on many workforce- 
related topics.  The link to the adult ed page is --
http://www.workforceusa.net/search.php? 
PHPSESSID=a695aff0dd637483946eced 103cea36d&search_keyword=adult 
+education
or you can try this short version  http://tinyurl.com/examb

WIKIS
? The Adult Literacy Education Wiki  http://wiki.literacytent.org
? The Wikipedia http://en.wikipedia.org/wiki/Main_Page

ONLINE COURSES
? Verizon Literacy Campus http://www.literacycampus.org/

WEB SITES
? CAAL http://www.caalusa.org/
? CAELA http://www.cal.org/caela/
? CAL  http://www.cal.org/
? CALPRO http://www.calpro-online.org/
? CLASP http://www.clasp.org/
? Correctional Education Association  http://www.ceanational.org/
? Culture Orientation Resource Center  http:// 
www.culturalorientation.net/
? International Reading Association (IRA) http://ira.org/
? National Center for Family Literacy (NCFL) Practitioner Toolkit
    http://www.famlit.org/Publications/Practitioner-Toolkit-ELL.cfm/
? Public/Private Ventures http://www.ppv.org/index.asp/
? Statistics Canada http://www.statcan.ca/
? TESOL http://www.tesol.org/
? The Hub at Literacy BC http://www2.literacy.bc.ca/electric.htm/
? The Knowledge Loom http://knowledgeloom.org/index.jsp/
? USDOE http://www.ed.gov/
? State DOE web sites (FL, OH, ME, MA, and others)
? Litlink/PBS http://litlink.ket.org/
? ProLiteracy Worldwide http://www.proliteracy.org

  NEWSLETTERS
? EdWeek (weekly newsletter) http://www.edweek.org/ew/index.html
? Public education Network (PEN) http://www.publiceducation.org/

ELECTRONIC LISTS/DISCUSSION FORUMS
? TESL_L
? English Language (NIFL_ESL)
? ASCD
? CALL- Center for Adult Learning and Literacy at UMaine-Orono


NEWSPAPERS (INCLUDING ONLINE NWSPAPERS)

BOOKS

LIBRARY SYSTEMS

LIBRARIES OF AGENCIES PROVIDING ADULT EDUCATION

JOURNALS
? COABE Journal http://www.coabe.org/index.cfm?fuseaction=journal
? Reading Research Quarterly http://www.reading.org/publications/ 
journals/rrq/
? Journal of Adolescent and Adult Literacy http://www.reading.org/ 
publications/journals/jaal/
? Journal of Literacy Research http://www.nrconline.org/jlr/archive/
? Adult Education Quarterly http://aeq.sagepub.com/
? Focus on Basics http://www.ncsall.net/index.php?id=31
? New Directions for Adult and Continuing Education http:// 
www.josseybass.com/WileyCDA/WileyTitle/productCd-ACE.html
? TESOL Quarterly http://www.tesol.org/s_tesol/seccss.asp? 
CID=209&DID=1679
? TESOL Journal http://www.tesol.org/s_tesol/seccss.asp?CID=255&DID=1727
? Literacies, a recent Canadian journal published in British Columbia  
in print and online.  It includes an online discussion forum where  
topics from the most            current edition are discussed. http:// 
www.literacyjournal.ca/readers.html
? Essential Teacher http://www.tesol.org/s_tesol/sec_document.asp? 
CID=206&DID=1134

? CATESOL Journal http://www.catesol.org/cjguidelines.html
? Adult Education Journal http://www.periodicals.com/stock_e/j/ 
ttl12674.html
? Educational Leadership (ASCD)
? Teacher
? T.H.E. (online) journal  http://www.thejournal.com/newsletters/

NEWSLETTERS
? IRA Newsletter http://www.reading.org/publications/index.html
? Report on Literacy Programs http://www.bpinews.com/edu/pages/rlp.cfm

WEB SEARCHES
?  Google
-----





From kchaney at utk.edu  Wed Nov 23 14:22:57 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Wed, 23 Nov 2005 14:22:57 -0500
Subject: [ProgramLeadership] Announcements from EFF Center
Message-ID: <5.1.0.14.2.20051123142214.014ebfa0@pop.utk.edu>


>
>The New Jersey State Employment and Training Commission is proud to
>announce their Seventh Annual One-Stop Conference
>Traveling the Consolidation Highway
>Tuesday and Wednesday, December 13 & 14, 2005
>Trump Plaza
>Atlantic City, NJ
>
>And
>
>Equipped for the Future (EFF) and the New Jersey State Employment and
>Training Commission, with support from The UPS Foundation,
>   Host the National Conference
>
>New Destinations to Literacy, Learning & Life:
>A National Conference on Adult Education
>Wednesday & and Thursday, December 14 & 15, 2005
>Trump Plaza
>Atlantic City, NJ
>
>Please take advantage of this opportunity by supporting the ongoing
>partnership between workforce development and adult education.
>
>The One-Stop Conference will officially begin on Tuesday morning on
>December 13th and will continue until 1:00 pm on Wednesday, December 14th
>
>The National Conference will officially begin on Wednesday at 1:00 pm on
>December 14th and continue until Thursday afternoon on December 15th
>
>PLEASE NOTE:
>Those who register for Wednesday, December 14th are invited to attend the
>entire day's activities.
>
>Registration must be done online at: www.njsetc.net
>"Click: Current News & Events"
>
>Conference registration prices:
>
>December 13th  = ($135.00)            December 15th = ($100.00)
>December 14th  = ($120.00)            December 14 & 15 = ($195.00)
>December 13 & 14 = ($195.00)          December 13, 14 & 15 = ($250.00)
>
>Conference Sessions
>
>New Destinations to Literacy, Learning & Life: A National Conference on
>Adult Education
>Workshop Sessions
>Wednesday, December 14, 2005
>
>9:00    Plenary with Dr. John Comings and Dr. Andrew Sum
>
>10:15
>v       Youth
>v       Healthcare Collaboratives
>v       Gender Parity- Tools and Resources for Non-Traditional Careers
>v       The Aging Workforce
>v       Literacy Consortium Planning
>v       Follow up with Plenary Speakers
>v       NJ Transfer
>v       Vocational Standards and Certifications
>
>11:45
>v       NJ's Workplace Literacy Program
>v       Online Computer Skills Assessment
>v       Pathways to Diplomas
>v       Organizational Assessment in a Performance Based Environment
>v       Career Planning
>v       NJ Next Stop Website for Career Information
>v       Developing Partnerships in Education
>
>1:00    Lunch with Beto Gonzalez, US DOE invited guest
>
>2:30
>v       Oklahoma- EFF from the State to the Classroom
>v       Successful EFF Classroom Projects
>v       An Introductory Look at the EFF Use Math to Solve Problems and
>Communicate Curriculum Framework
>v       EFF in the ESL Classroom: A Demystification of the EFF Framework
>v       Health Literacy
>v       EFF for Job Seekers and Incumbent Workers
>
>4:00
>v       Building Accountability Using EFF
>v       A New Model for Streamlined Teacher Training
>v       Change Your Teaching Methods for Better Results
>v       Professional Development
>v       Financial Literacy
>v       The Work Readiness Credential
>v       A Look at the EFF Use Math to Solve Problems and Communicate
>Curriculum Framework- continues
>
>Evening Reception
>
>New Destinations to Literacy, Learning & Life: A National Conference on
>Adult Education
>Workshop Sessions
>Thursday, December 15, 2005
>
>9:00    Plenary with EFF Panel
>10:45
>v       Texas' Approach to Developing Benchmarks for 5 of the EFF Standards
>v       EFF Quality Practices and Program Improvement
>v       How to Begin Implementation of EFF in Your Classroom
>v       Using the EFF Reader's Tool Chest in an ESL Classroom
>v       Putting EFF Theory into Practice in the ESL Classroom
>v       Adult Education Reading Instruction: Research-Based Practices
>v       From Competencies to Standards: EFF in an External Diploma Program
>Classroom
>v       Creating an ESL/Civics Curriculum Using EFF Standards
>
>12 noon Lunch
>
>1:00
>v       "Reach the Reachable Rightly" - a Focus on Adult Education in
>Public
>Welfare in India
>v       EFF Assessment Tool
>v       Using the EFF Teaching/Learning Cycle for Lesson Planning
>v       EFF and Goal Setting in the ESL Classroom
>v       Preparing for Work Using EFF Standards
>v       An Introduction to the Read With Understanding Curriculum Framework
>v       Supporting Workplace Training with EFF
>v       Accessing American English and Culture through American Film
>2:30
>v       Pennsylvania's Approach to Using EFF Standards for Workforce
>Education
>v       Leading Through Online Communities: VA Department of Education
>v       Making the Connection: EFF, TABE, and the GED in a Multi-Level
>Classroom
>v       Systemic Integration of EFF through Goal Setting
>v       Seeing is Remembering: How Multi-Media Promotes Adult Literacy
>v       An Introduction to the Read With Understanding Curriculum Framework
>- continues
>v       EFF and Program Improvement
>
>4:00
>v       EFF Closing Session
>v       Family Literacy
>v       A Smart Start to Strategy to the Adult Education Classroom
>
>
>Diane P. Gardner
>EFF Center
>The University of Tennessee
>Center for Literacy Studies
>600 Henley Street, Suite 312
>Knoxville, TN 37996-4135
>865-974-9949
>dgardner at utk.edu
>_______________________________________________
>National Insitute for Literacy
>Moderators mailing list
>Moderators at dev.nifl.gov
>http://dev.nifl.gov/mailman/listinfo/moderators




From kchaney at utk.edu  Mon Dec  5 13:32:19 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Mon, 05 Dec 2005 13:32:19 -0500
Subject: [ProgramLeadership] Letter re: NJ Conference
Message-ID: <5.1.0.14.2.20051205132913.02f9c650@pop.utk.edu>

Colleagues:

The announcement below is posted per the request of Diane Gardner with the 
EFF Center:

---------------------------------



New Destinations to Literacy, Learning and Life: A National Conference on 
Adult Education

December 14-15, 2005
Trump Plaza
Atlantic City, New Jersey

Hosted by
Equipped for the Future
And
The New Jersey State Employment and Training Commission

As we complete the final preparations for the conference, our excitement 
increases in anticipation of hearing from so many folks in the field who 
are integrating Equipped for the Future (EFF) standards- based 
instructional practices into their programs.

As we began planning for this conference with our partners, we sent out a 
request for proposals, reaching out to the various programs and states that 
are implementing EFF, and we received proposals from across the 
country.  In addition to the 24 EFF sessions that are scheduled, there are 
a number of sessions that have been coordinated through the New Jersey 
SETC, totaling 36 sessions over the course of the conference.  We are 
pleased to have a colleague from India joining us as a conference presenter.

I would also invite you to learn more about the new adult literacy 
assessments that Educational Testing Service (ETS) and several Charter 
states are working together to develop. Designed to measure adult learners' 
skills in reading and math, these standards-based assessments are linked to 
current research and theory. These web-delivered assessments will include 
open-ended tasks that measure and report learners' progress across a broad 
range of knowledge and skills. Because the assessments are computer-based, 
many of the administrative burdens associated with scoring, test 
administration, and record keeping will be eliminated or minimized.
Irwin Kirsch from Educational Testing Service (ETS) will be at the 
conference to discuss this important new assessment.  If you can not attend 
the conference, I urge you to contact him to learn more about the 
assessments and to consider your state's becoming a Charter member.

It's not too late to register and join us in Atlantic City!  For more 
information on the conference and to register go to http://www.njsetc.net



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From MMaralit at NIFL.gov  Tue Dec  6 10:04:03 2005
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Tue, 6 Dec 2005 10:04:03 -0500
Subject: [ProgramLeadership] Subject: Join the NAAL mailing list
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932A75@wdcrobe2m03.ed.gov>

Posted by request from the National Center for Education Statistics

The National Center for Education Statistics (NCES) will soon be releasing the results of its 2003 National Assessment of Adult Literacy (NAAL) studies.  

To receive notification about NAAL upcoming reports and other products, simply fill out a short online form at http://www.edpubs.org/register/NAAL/ <http://www.edpubs.org/register/NAAL/>  or call us at 1-877-433-7827.  You will be included on the NAAL mailing list only if we hear from you.
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From MMaralit at NIFL.gov  Thu Dec  8 16:51:04 2005
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Thu, 8 Dec 2005 16:51:04 -0500
Subject: [ProgramLeadership] NAAL Webcast on Dec. 15
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932AC0@wdcrobe2m03.ed.gov>

Join us for a LIVE webcast of a new release from the National Center for
Education Statistics ? A First Look at the Literacy of America?s Adults in
the 21st Century

WHEN:          December 15, 2005
               9:30 a.m. ? 10:30 a.m. EST

For more information about this webcast, go to: http://www.nifl.gov/ or 
http://www.nifl.gov/nifl/webcasts/20051215/webcast12-15.html
(Please access the site 30 minutes prior to the event to follow the webcast
guidelines.)                 

----------------------------------------------------------------------------
--------------------------------

The U.S. Department of Education?s National Center for Education Statistics
(NCES) in the Institute of Education Sciences (IES) invites you to view the
live webcast of the release of the first national findings on adult literacy
since 1992.  Results from the 2003 National Assessment of Adult Literacy
(NAAL) will be released on December 15 at 9:30 a.m. EST. At that time, NCES
will release two initial reports on NAAL: A First Look at the Literacy of
America?s Adults in the 21st Century presents key results?including changes
in adult literacy since 1992 and performance by gender, race/ethnicity, age,
language spoken before starting school, educational attainment, and
employment status. A companion report, Key Concepts and Features of the 2003
National Assessment of Adult Literacy, describes the assessment?s key
features and major data types.

These reports will be available online at http://nces.ed.gov/naal beginning
at 9:30 a.m. EST.

An online live chat moderated by NCES Associate Commissioner Peggy Carr will
be available to all at 1:00 p.m. EST,  December 15, at the NCES website at
http://nces.ed.gov/naal.

 
Jaleh Behroozi Soroui
Education Statistics Services Institute (ESSI)
American Institutes for Research
1990 K Street, NW Suite 500
Washington, DC 20006
Phone: 202/403-6958
email: jsoroui at air.org

 


From kchaney at utk.edu  Tue Dec 13 14:56:39 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 13 Dec 2005 14:56:39 -0500
Subject: [ProgramLeadership] Announcement: NAAL webcast
Message-ID: <5.1.0.14.2.20051213145550.014ef308@pop.utk.edu>


>Join us for a LIVE webcast of a new release from the National Center
>for Education Statistics - A First Look at the Literacy of America's Adults
>in the 21st Century
>
>WHEN:          December 15, 2005
>                9:30 a.m. - 10:30 a.m. EST
>
>For more information about this webcast, go to: http://www.nifl.gov/
>or
>http://www.nifl.gov/nifl/webcasts/20051215/webcast12-15.html
>
>(Please access the site 30 minutes prior to the event to follow the
>webcast guidelines.)
>
>----------------------------------------------------------------------------
>--------------------------------
>
>The U.S. Department of Education's National Center for Education
>Statistics (NCES) in the Institute of Education Sciences (IES) invites you
>to view the live webcast of the release of the first national findings on
>adult
>literacy since 1992.  Results from the 2003 National Assessment of Adult
>Literacy (NAAL) will be released on December 15 at 9:30 a.m. EST. At that
>time, NCES will release two initial reports on NAAL: A First Look at the
>Literacy of America's Adults in the 21st Century presents key
>results-including changes in adult literacy since 1992 and performance by
>gender, race/ethnicity, age, language spoken before starting school,
>educational attainment, and employment status. A companion report, Key
>Concepts and Features of the 2003 National Assessment of Adult Literacy,
>describes the assessment's key features and major data types.
>
>These reports will be available online at http://nces.ed.gov/naal
>beginning at 9:30 a.m. EST.
>
>An online live chat moderated by NCES Associate Commissioner Peggy Carr
>willbe available to all at 1:00 p.m. EST,  December 15, at the NCES website
>athttp://nces.ed.gov/naal.
>
>
>Jaleh Behroozi Soroui
>Education Statistics Services Institute (ESSI)
>American Institutes for Research
>1990 K Street, NW Suite 500
>Washington, DC 20006
>Phone: 202/403-6958
>email: jsoroui at air.org
>
>
>
>
>
>
>
>
>----------------------------------------------------
>Collections mailing list
>Collections at nifl.gov
>To unsubscribe or change your subscription settings, please go to
>http://www.nifl.gov/mailman/listinfo/collections




From kchaney at utk.edu  Tue Dec 13 16:12:53 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 13 Dec 2005 16:12:53 -0500
Subject: [ProgramLeadership] Online Professional Development Opportunity
	Nearing!
Message-ID: <5.1.0.14.2.20051213161127.014ef408@pop.utk.edu>


>from Bill McNutt at the Center for Literacy Studies...

---------------------------------------------------------------------------------------------------------------------------------------------------------


>The Center for Literacy Studies at the University of Tennessee, and the Ohio
>Literacy Resource Center at Kent State University are proud to announce the
>opening of registration for our winter distance learning courses. Overviews
>of each course, as well as the start dates, are outlined below.
>
>Each course is a carefully-paced, facilitated training opportunity for adult
>education professionals.  Each one has been piloted, reviewed, and offered
>previously to excellent reviews.
>
>More information and registration can be found at:
>http://www.aeprofessional.org.
>
>__________________________________________________
>
>Integration of Technology into the Adult Education Classroom Course begins
>January 9, 2006
>Cost - $149/person
>Facilitator: Linda Eckert, AE Pro Developer
>
>Have you ever tried to blindly put a puzzle together without knowing what
>the final picture will look like? This may be what is happening to you when
>you are trying to integrate computer technology into your classroom. This
>course will provide quick access to educational resources, lesson plans,
>activities, tools for evaluating educational software, information about
>purchasing educational software, and knowledge to help you utilize a variety
>of software applications and web-based activities in the classroom. Online
>activities, discussion boards and assessments will keep you engaged.
>__________________________________________________
>
>ESOL Basics
>January 9, 2006
>Cost - $149/person
>Facilitator: Claire Valier, ESOL Coordinator and Certified CASAS Trainer
>
>Do you need to know the basics of ESOL instruction? Through this online
>course, you will learn how to identify characteristics of adult ESOL
>learners, effective methods of teaching languages, the four language skills,
>and how adults learn another language. Online activities, discussion boards
>and assessments will keep you engaged.
>___________________________________________________
>
>Adult Education Teacher and Student
>Course begins January 9, 2006
>Cost - $149/person
>Facilitator: Debra L. Hargrove, AE Pro Developer
>
>How Do We Teach Adults? Research investigating adults as learners concludes
>that adults learn differently than children. If that premise is true, then
>why do we so often teach them both in the same way? In truth, many
>practitioners come to adult education with little or no background in
>"adults as learners."
>Through this online course, you will look at "who is the adult learner" by
>looking at background statistics on "who takes the GED", learning
>disabilities in adults, and what brain research says about how adult
>learners learn best. Online activities, discussion boards and assessments
>will keep you engaged.
>
>Bill McNutt
>Technology Coordinator, AEProfessional Project
>University of Tennessee, Center for Literacy Studies
>http://www.aeprofessional.org
>
>
>
>Bill McNutt
>IT Administrator, UT Center for Literacy Studies
>http://cls.coe.utk.edu
>
>
>
>----------------------------------------------------
>National Insitute for Literacy
>Adult Literacy Professional Development mailing list
>ProfessionalDevelopment at nifl.gov
>To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/professionaldevelopmentDevelopment




From kchaney at utk.edu  Thu Dec 15 14:39:22 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Thu, 15 Dec 2005 14:39:22 -0500
Subject: [ProgramLeadership] New Issue of "Focus on Basics"
Message-ID: <5.1.0.14.2.20051215143643.014ef7c8@pop.utk.edu>


>The newest issue of "Focus on Basics" is now on NCSALL's web site, 
>http://www.ncsall.net. It's on ESOL and features research from NCSALL's 
>ESOL Lab School. Steve Reder, director of the ESOL Lab School, a 
>partnership of Portland State University and Portland Community College, 
>describes the research and how it is conducted.

>Kathryn Harris reports on one aspect of her study of pair work in the ESOL 
>classroom. Learners she studied individualized their pair work, adapting 
>the activities to their language learning needs. Pair activities are 
>provided by Donna Moss of Arlington, VA.

>Sustained silent reading has been found to encourage many students to 
>read: does it do the same with beginning-level ESOL learners? It is a 
>viable practice with this group, explain Sandra Banke and Reuel Kurzet, 
>who participated in this Lab School study.

>To improve their students' speaking and listening skills, teachers often 
>set up conversation groups. What if the conversation leaders were 
>university students who studied immigration and cultural adaptation as 
>well as strategies for initiating and keeping conversations going? Betsy 
>Kraft chronicles her classes' experiences leading conversations with Lab 
>School students.

>Anyone who has taught an ESOL class with students from a variety of 
>language backgrounds has noticed the chatter that goes on, in English, 
>during breaks. Dominique Brillanceau was curious about whether this casual 
>conversation occurs in class as well, and, if it does, what role it plays 
>in learning.

>Starting conversations can be hard for anyone; it's even harder in a new 
>language. John Hellermann explored the nuance of initiating and 
>turn-taking in conversations in Lab School classes.

>Some ESOL learners get stuck, and teachers struggle to find out why. Robin 
>Schwarz, now of Ohio, shares case studies from her years of work with ESOL 
>learners and teachers and provides tips on how to find out what might be 
>the problem.

>And the development of NCSALL's Health Literacy Study Circle+ guide is 
>chronicles by Winston Lawrence, NY, and Lisa Soricone, NCSALL.

>                                         Happy Reading! Barb Garner Editor




From kchaney at utk.edu  Tue Dec 20 16:43:27 2005
From: kchaney at utk.edu (Kim Chaney)
Date: Tue, 20 Dec 2005 16:43:27 -0500
Subject: [ProgramLeadership] Fwd: OVAE Review December 2005
Message-ID: <5.1.0.14.2.20051220164252.014efc50@pop.utk.edu>


>
> >THE OVAE REVIEW
> >
> >December 15, 2005
> >Beto Gonzalez, Acting Assistant Secretary
> >Office of Vocational and Adult Education (OVAE)
> >U.S. Department of Education
> >
> >Angela Desrochers-Editor
> >
> >The Review is an update from the Office of the Assistant Secretary at the
> >Office of Vocational and Adult Education, U.S. Department of Education.
> >
> ><<http://www.ed.gov/news/newsletters/ovaereview/orev121505.html>http://ww 
> w.ed.gov/news/newsletters/ovaereview/orev121505.html>
> >
> >
> >Greetings from the Acting Assistant Secretary
> >
> >Recently, I had the privilege to speak at the annual conference of the
> >Association of Career and Technical Education (ACTE).  Excerpts from my
> >speech are below.  My message was simple.  All students need a firm base
> >in academics if they are to be successful in the 21st century economy.
> >
> >Federal involvement in vocational education is almost one hundred years
> >old. The first vocational education act, of 1917, aimed to train students
> >for jobs in an economy that was becoming rapidly industrialized, by
> >targeting practical skills and training.  The landscape has changed, and
> >we owe it to our students to adapt our goals and strategies to the new
> >environment in which we find ourselves.
> >
> >There are four major changes that have taken place over the last hundred
> >years that must inform the new direction of career and technical
> >education.  However, all of these changes only serve to magnify the
> >importance of a challenging academic base for all students.
> >
> >A hundred years ago the vast majority of students were not graduating from
> >high school, much less completing any postsecondary training.  But the
> >jobs that those young people filled have either ceased to exist or are
> >severely diminished.  Today, the fastest growing jobs require in depth
> >technological knowledge and strong analytical skills.  In many cases,
> >traditional distinctions no longer make sense.  For example, once being an
> >auto mechanic required little to no academic training.  Now, most cars and
> >trucks include more sophisticated computers then the Apollo 11 spacecraft,
> >requiring advanced postsecondary training and a good grasp of
> >technology.  In this modern environment, a rigorous academic preparation
> >is a practical education.
> >
> >Another important change is the quick pace of globalization, which has
> >created a global job market more fluid than any in history.  Futurist Alan
> >Toffler said a few years ago the illiterate of the 21st century will not
> >be those who cannot read and write, but those who cannot learn, unlearn,
> >and relearn.   A solid academic foundation will help today s students
> >adapt to the projected 15 careers they will have in their lifetime.
> >
> >Along with globalization comes increased competition from
> >abroad.  Outsourcing is making inroads into skilled as well as unskilled
> >employment.  Employers are going abroad to find well educated and trained
> >employees because the American educational system is not doing an adequate
> >job.  Too many of our students are being out-educated, out-performed, and
> >will soon be out-employed by foreign competition.  We need to equip our
> >students to thrive in this new environment.
> >
> >The last change is the awareness of our accountability for the persistent
> >achievement gap affecting minorities and the academically
> >disadvantaged.  These groups traditionally participate in vocational
> >education in high numbers and we are letting them down.  We know, for
> >example, that educational level directly correlates with earning
> >capacity.  And we know that education must expand our students choices,
> >not limit them.  That is how education promotes freedom, equality, and
> >human dignity.
> >
> >However, there is good news for the achievement gap.  Increasingly,
> >evidence shows that achievement rises along with expectations.  No Child
> >Left Behind is ensuring high expectations for all children and it is
> >working.  A new Nation s Report Card came out recently.  Achievement is on
> >the rise-especially for fourth-graders.  African-American and Hispanic
> >students are posting all-time high scores in a number of categories.  High
> >expectations are liberating, not punitive.
> >
> >These four changes to our educational and social landscape make it clear
> >that the vocational educational models of the past will not serve the
> >needs of American students in this, the 21st century. We can no longer see
> >vocational education as an alternative to a rigorous academic
> >curriculum.  However, we will continue to build on the strengths of
> >vocational education -- strengths like using extracurricular learning to
> >enhance the classroom experience.
> >
> >What we must recognize is that your students don t need to choose between
> >academic excellence in the classroom and practical experience in a
> >technical vocation.  If we provide them with both, then they are doubly
> >empowered to choose a successful path in life, and then choose and choose
> >again as new opportunities, new challenges, or simply new interests, arise.
> >
> >I look forward to continuing to work together to ensure every student
> >receives the education they need to thrive in the 21st century.
> >
> >Happy Holidays.
> >
> >Beto Gonzalez
> >
> >Community Colleges
> >
> >Community College Working Group on Adult Education held in Washington, DC
> >
> >On November 28, the Office of Vocational and Adult Education sponsored the
> >sixth in a series of Community College Working Group Meetings.  These
> >meetings bring together community college presidents or chancellors
> >together with leaders from the Office of Vocational and Adult Education
> >(OVAE) and other federal offices to discuss opportunities, challenges, and
> >promising practices.
> >
> >The November 2005 Working Group focused on adult education and the
> >community college - helping Adult Basic Education (ABE) and English
> >Literacy (EL) students move through career pathway programs in community
> >colleges.  Eleven presidents or campus leaders of community colleges
> >participated in the sessions, with two additional presidents serving as
> >presenters.  The session included two panels focusing on strengthening the
> >success of community colleges in moving students through adult basic
> >education and language proficiency classes into credit-bearing and
> >credential-earning career pathways.  The first panel discussion focused on
> >research, initiatives, as well as foundation and business support.  The
> >other explored promising models or practices in three different states
> >(Ohio, Oregon, and Washington).  The college presidents engaged in topics
> >including support services for low skilled adults, models for financial
> >incentives for students, financing integrated training and English
> >literacy instruction, and collaborative models for supporting career
> >pathway initiatives.
> >
> >A summary of the meeting will include sections on the key challenges, as
> >well as recommendations for action by colleges, employers, and state or
> >federal policymakers and administrators.  In addition, there will be a
> >summary of the primary points or programs cited by the panelists.
> >
> >For more information please go to,
> >www.ed.gov/about/offices/list/ovae/pi/cclo/index.html
> ><<http://www.ed.gov/about/offices/list/ovae/pi/cclo/index.html>http://www 
> .ed.gov/about/offices/list/ovae/pi/cclo/index.html>
> >
> >Adult Education and Literacy
> >
> >STAR Teachers Test Evidence-Based Reading Strategies
> >
> >One hundred and twenty adult education teachers, newly trained in
> >evidence-based methods to teach adults reading, returned to six pilot
> >states this month for the implementation phase of STAR (Student
> >Achievement in Reading).  STAR is a nearly $6M, seven-year OVAE investment
> >running through spring of 2008.  Pilot states participating in STAR
> >include California, Connecticut, Illinois, Maine, Ohio, and South Dakota.
> >
> >In the first phase of STAR, experts developed a reading toolkit of
> >assessments and strategies for intermediate level adult reading
> >instruction.  STAR s trained teachers now will use toolkit diagnostics to
> >identify students strengths and address students limitations using
> >evidence-based toolkit strategies.  STAR teachers are excited about the
> >project because they can identify key areas in which students need help,
> >and students appreciate teachers who have tools that address their
> >specific academic needs.  For example, two adult students may be assessed
> >at a fourth grade reading level.  One adult may perform at that level due
> >to problems with vocabulary, but the other student may have problems with
> >comprehension.  While appearing to be identical, these issues differ and
> >must be addressed by different techniques.  After using assessments in the
> >toolkit to determine student reading levels, STAR teachers will pull
> >evidence-based strategies from the toolkit to address specific reading
> >components and help each student develop particular skills.
> >
> >This implementation phase also will determine to what degree teachers can
> >use techniques from the toolkit supported by research in their classrooms,
> >given any administrative barriers that exist.  STAR participants are
> >discovering the importance of changing how local programs are organized.
> >They are identifying issues such as managed enrollment, differentiated
> >instruction in multi-level classes, teacher planning time and
> >instructional leadership as being key to their plans for success.  States
> >are discussing how funding policies may help or hinder implementing
> >evidence-based reading practice and how to deliver professional
> >development that supports site-based reform.   Over the next several
> >months, STAR teachers will bring research and reality together.  Stay
> >tuned for updates on how STAR is combining the two successfully in adult
> >education classrooms.
> >
> >For more information, please go to
> ><<http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/reading.html>http: 
> //www.ed.gov/about/offices/list/ovae/pi/AdultEd/reading.html>
> >
> >
> >Secondary, Career and Technical Education
> >
> >Perkins Data Quality Institute (DQI)
> >
> >OVAE will provide training via the Perkins Data Quality Institute (DQI),
> >to be held in Washington, D.C., from noon on February 8 to noon on
> >February 10, 2006.  The prospective agenda and logistical information may
> >be found at the Peer Collaborative Resource Network (PCRN) Web site
> >(www.edcountability.net <http://www.edcountability.net>).
> >
> >There will be five objectives, but standardizing definitions and measures
> >for the Perkins core indicators of performance will be the ultimate
> >goal.  The institute will feature federal and state panelists who will
> >discuss their strategies and tools for ongoing improvements in program and
> >data quality.
> >
> >This DQI training will continue with regional meetings to be held in May
> >2006, but as of now those dates and location have not been
> >confirmed.  Please stay tuned to the PCRN Web site for information about
> >these regional meetings.
> >
> >There is a $175 registration fee for the February DQI; the last day for
> >registration will be January 13, 2006.  For more information, please
> >contact Jay Savage at (202) 245-6612 or jay.savage at ed.gov
> ><<mailto:jay.savage at ed.gov>mailto:jay.savage at ed.gov>.
> >
> >U.S. Denmark Partnership Meeting
> >
> >On November 16, 2000, the U.S. Department of Education and the Danish
> >Education Department signed a partnership agreement designed to help each
> >country with improvement of their vocational and technical education system.
> >
> >As a part of the agreement the two countries formed a Steering Committee
> >that meets on a yearly basis to discusses ideas of mutual interest.  This
> >year s meeting was held in Copenhagen preceded by two days of site visits
> >to a number of educational settings in Jutland, a province about two hours
> >from Copenhagen.  The American delegation, led by the Acting Assistant
> >Secretary, visited business colleges, a science gymnasium, and a
> >vocational-technical center.  These visits illustrated both the
> >commonalties and the differences of the two educational systems.  Although
> >Denmark is much smaller in size than the U.S., it is challenged by many of
> >the same issues: globalization of the marketplace, an aging population,
> >and an increasing immigrant population.
> >
> >The agreement emphasizes three key areas:
> >?       Exploring cooperation, information sharing, and research relating
> >to the development of skill standards, curriculum, assessment and teacher
> >development. ?       Using technological resources to improve business and
> >vocational education in colleges, technical and business schools, and
> >other agencies. ?       Developing joint projects through learning,
> >organizational and institutional partnerships.
> >For more information about the partnership, please go to
> >www.ed.gov/about/offices/list/ovae/pi/usdnmrk/index.html
> ><<http://www.ed.gov/about/offices/list/ovae/pi/usdnmrk/index.html>http:// 
> www.ed.gov/about/offices/list/ovae/pi/usdnmrk/index.html>.
> >
> >National Association of Manufacturers Releases 2005 Skills Gap Report
> >
> >According to the recently released 2005 Skills Gap Report, produced by the
> >National Association of Manufacturers (NAM), there is a serious shortage
> >of qualified manufacturing employees in the United States of America.
> >
> >The Survey exposes a widening gap between the dwindling supply of skilled
> >workers in America and the growing technical demands of the modern
> >manufacturing workplace, explained NAM President John Engler. He further
> >went on to say It is essential that America close this skills gap if we
> >are to maintain our edge in the global marketplace and remain the world s
> >leader in innovation.
> >
> >More than 80 percent of manufacturers surveyed are experiencing an overall
> >shortage of qualified workers, while 46 percent reported that the skill
> >levels are poor among current employees.
> >
> >To address some of the critical issues facing manufacturers, the report
> >recommends:
> >?       Educators to emphasize science, math and technology-related
> >programs in K-12 curricula and invest more in teacher
> >education;  ?       State education standards to include career education
> >as measurable criteria for K-12 success;  ?       Employers to invest at
> >least 3 percent of payroll whenever possible in training for current
> >employees; and  ?       Government to partner with business to improve the
> >K-12 and community college system to develop a high-performance workforce.
> >The 2005 Skills Gap Report is based on responses from more than 800
> >manufacturers of all sizes nationwide and is the first new comprehensive
> >survey about the American manufacturing workforce in five years.  It is
> >available at www.nam.org/2005skillsgap
> ><<http://www.nam.org/2005skillsgap>http://www.nam.org/2005skillsgap>.
> >
> >(Excerpts from National Association of Manufacturers press release, Nov.
> >22, 2005)
> >
> >Other Department News
> >
> >Secretary s Rural Education Task Force
> >
> >To respond to the needs of children in rural schools, Secretary Margaret
> >Spellings re-invigorated the Rural Education Task Force.  Acting Assistant
> >Secretary for the Office of Vocational and Adult Education Beto Gonzalez
> >is the Task Force Chair.  Linda Hall, who is the Executive Director of the
> >Task Force, will be assisting him.  The Rural Education Task Force is
> >designed to bring renewed attention to the problems and issues of rural
> >schools in meeting the challenges posed by the No Child Left Behind Act.
> >
> >The purpose of the Task Force, supported by the Center for Rural Education
> >is to:
> >?       Serve as the voice of rural education both within the Department
> >and in the rural community  ?       Coordinate and implement outreach
> >efforts to rural constituents  ?       Develop a dissemination plan,
> >targeted to rural communities  ?       Facilitate working groups that
> >examine both challenges and promising practices of rural
> >education  ?       Produce policy documents and publications that address
> >issues in the rural community
> >Questions regarding the Task Force and its activities may be sent to
> >RuralED at ed.gov <<mailto:RuralED at ed.gov>mailto:RuralED at ed.gov>.
> >
> >Statement from Secretary Spellings on Release of Bush/Clinton Katrina Fund
> >Grants
> >On December 7, U.S. Secretary of Education Margaret Spellings released the
> >following statement applauding the release of $90 million in grant relief
> >money from the Bush/Clinton Katrina Fund:
> >"The announcement today by former Presidents Bush and Clinton exemplifies
> >our nation's spirit of unity and compassion. Their generosity and
> >dedication in establishing this fund has been more than matched by the
> >overwhelming response of Americans, who have dug deep to help their
> >neighbors in need. "Hurricane Katrina stripped the Gulf Coast region of
> >even its most basic and essential services, shutting down hundreds of
> >schools and displacing hundreds of thousands of students. One-third of the
> >grant funds, $30 million, will go toward repairing or replacing buildings
> >and equipment at institutions of higher learning. It will also support the
> >faculty and staff who have seen their lives interrupted by the storm. We
> >cannot allow the accumulated research and hard work of these fine teachers
> >and scholars to be washed away. "The U.S. Department of Education
> >continues to do its part as well. We are working with states and schools
> >in the region and elsewhere to ensure a minimum of disruption for
> >students. We've held roundtable meetings with education and mental health
> >experts to help children and families recover. We established the
> >Hurricane Help for Schools online clearinghouse, which enables Americans
> >to match their donations to meet schools' most pressing needs. To date,
> >more than 500 matches have been made. And President Bush has proposed an
> >urgently needed education relief package, which we are eager to see
> >Congress approve. "In this season of giving, the American people have sent
> >a positive and powerful message to the world-our nation will come together
> >in times of need."
> >
> >
> >
> >
> >
>
>----------------------------------------------------
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